Unit of Work 102085: Technologies & Challenges: Then and Now

Site Details: The Australian Museum has one of the world’s most-significant Aboriginal and Torres Strait Islander collections, with artworks, technologies
and cultural material representing First Nations communities from across Australia. Many of these objects are on display in our First Nations galleries,
Garrigarang and Bayala Nura (The Australian, Museum, 2018). The Museum is located in the heart of Sydney, on 1 William Street.

Site Description: The Australian Museum was established in 1827 and has informed generations of Australians and tourists about the unique flora, fauna
and cultures within Australia and the Pacific.

According to the protocols of visiting The Australian Museum as an Aboriginal site, a meeting with Renee Cawthorne (First Nations Education Project
Officer) was to be held. She could not be met in time. In her place, a meeting with Ms. Shirley Gilbert was held, where she advised this group on the
proceedings of this project.

Group member Lesson plan Outline Curriculum area covered and link to your site
number X/10
1. Apoorva Patwa 4/10, 6/10 Science outcomes: SC4-6WS WS6-a,d,e,f,g and SC4-10PW,ACSSU117
19457895
Different types of boomerangs displayed in the Australian Museum.
2. Daniel O’Neill 1/10, 2/10, PDHPE outcomes: ACPPS073, ACPPS075, ACPPS079, ACPMP080, ACPMP083, ACPMP085, &
18027424 7/10 ACPMP088.

Toys and Games used by Aboriginals, different types of boomerangs used and stories/exhibits
about Resilience, Human Rights and Freedom.
3. Nimmi Ann Varghese 3/10, 5/10 Science outcomes: PW1- a, b, c; PW2- e, f and SC4-6WS, ACSIS125, ACSIS140
18158263
Boomerangs displayed in Australian Museum. Research on Aboriginal Australian scientist and
inventor, David Unaipon.
4. Tahleel Iqbal 8/10, 9/10 English outcomes: EN4-1A, EN4-2A, ACELY1733, ACELT1803, ACELT1621
19417804
A comparison between Aboriginal story-telling and artefacts and the Western perceptions
surrounding it.
Unit description Resources
Students learn about technology and the respective The Australian Museum
challenges that the Aboriginal community has
experienced throughout the 20th and 21st Century. This Science:
unit particularly focuses on traditional games (using http://www.acara.edu.au/curriculum
boomerangs) and how various areas of teaching (PDHPE,
Science and English) can be brought together to not only https://www.aitsl.edu.au/teach/standards
address curriculum outcomes but contribute to students’
learning experience by encompassing Aboriginal culture syllabus.nesa.nsw.edu.au/assets/sciencek10/downloads/sciencek10_full.pdf
and history in a practical manner. This unit can also be
taken as a sample for cross-curriculum pedagogy, where www-tc.pbskids.org/designsquad/pdf/parentseducators/aircannon-english.pdf
the boomerang is seen as a lens through which concepts
of science (force), technology, history, narrative and https://online.kidsdiscover.com/infographic/infopacket-force-and-motion
human rights can be explored in detail.
https://www.youtube.com/watch?v=HpPKsryLkt0

English:
Oodgeroo Noonuccal’s No More Boomerang
Leon Enriquez’ Fragments

PDHPE:
https://sportingschools.gov.au/resources-and-pd/schools/yulunga

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
Time allocation 10  60-minute lessons areas/pdhpe/pdhpe-k-10-2018
Targeted outcomes

Science: SC4-6WS WS6-a,d,e,f,g and SC4-10PW,ACSSU117

PW1- a, b, c; PW2- e, f and SC4-6WS, ACSIS125, ACSIS140

English: EN4-1A, EN4-2A, ACELY1733, ACELT1803, ACELT1621

PDHPE: ACPPS073, ACPPS075, ACPPS079, ACPMP080, ACPMP083, ACPMP085, & ACPMP088

SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES TO 8 WAYS
Lesson 1 PDHPE A student: Students will participate in several modified games derived
Demonstrates and explain from the Aboriginal game ‘Kai’. Modifications include
how the elements of effort, splitting the class up into smaller groups, name calling, how
space, time, objects and many times each player hits the object, how long the ball is
people can enhance kept in the air etc. Between each game the teacher will lead
movement sequences the class in a discussion about the history of ‘Kai’, why it
(ACPMP083) was significant to Aboriginal culture and how it can be
relevant today. Students will be assessed on their
Participate in and knowledge on connections between ‘Kai’ and volleyball,
investigate cultural and how well they work in groups and the physical capabilities.
historical significance of a
range of physical activities
(ACPMP085)

Modify rules and scoring

systems too allow for fair
play, safety and inclusive
participation (ACPMP088)
Lesson 2 PDHPE A student: Students will participate in boomerang throwing and an
Use feedback to improve Aboriginal game of ‘Ilye’. These games will provide students
body control and with knowledge and experience by connecting boomerang
coordination when throwing with frisbee throwing. Throughout the lesson, the
performing specialised teacher will lead class discussions on the many
movement skills in a variety uses/designs/types of boomerangs, how to throw a
of situations (ACPMP080) boomerang/frisbee and how it connects with present
Australian culture.
Demonstrates and explain
how the elements of effort,
space, time, objects and
people can enhance
movement sequences
(ACPMP083)

Participate in and
 investigate cultural and
historical significance of a
range of physical activities
(ACPMP085)

Modify rules and scoring

systems too allow for fair
play, safety and inclusive
participation (ACPMP088)
Lesson 3 Types of forces PW1 Change to an object's Students will start off with defining force and motion,
motion is caused by connecting it to their experience with the boomerang.
unbalanced forces acting on Teacher will elaborate on to balanced and unbalanced
the object. (ACSSU117) forces. A differentiated reading activity is done to further
Students: explore different types of forces. Students will then move
a. identify changes that take on to a hands-on activity where they experiment on
place when particular forces different forces and record their observations. The lesson
are acting will be wrapped up through exit slips to assess students
b. predict the effect of learning
unbalanced forces acting in
everyday situations
c. describe some examples
of technological
developments that have
contributed to finding
solutions to reduce the
impact of forces in everyday
life, eg car safety equipment
and footwear design
SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES TO 8 WAYS
Lesson 4 Working Scientifically Skills A student: Students will watch the teacher making a four-arm paper
› follows a sequence of boomerang. Students will individually make similar
instructions to safely boomerangs with provided materials. Students can vary the
undertake a range of lengths of the arms of boomerangs and note down the
investigation types, observations on the speed or return of boomerang.
collaboratively and Students will be assessed on the design and observations of
individually SC4-6WS boomerang. Students can also suggest what can make a
WS6 Students conduct better boomerang.
investigations by:
a. collaboratively and
individually conducting a
range of investigation types,
including fieldwork
and experiments, ensuring
safety and ethical guidelines
are followed (ACSIS125,
ACSIS140)
d. following the planned
procedure, including in fair
tests, measuring and
controlling variables
(ACSIS126, ACSIS141)
e. recording observations
and measurements
accurately, using
appropriate units for
physical
quantities
f. performing specific roles
safely and responsibly when
working collaboratively to
complete a
task within the timeline
g. assessing the method
 used and identifying
improvements to the
method (ACSIS131,
ACSIS146)
Lesson 5 From boomerangs to PW1.c: describe some “An aeroplane can be manufactured that will rise straight
helicopters examples of technological into the air from the ground by application of the
developments that have boomerang principle. The boomerang is shaped to rise in
contributed to finding the air according to the velocity with which it is propelled,
solutions to reduce the and so can an aeroplane” (Unaipon, Daily Herald 1914).
impact of forces in everyday
life, eg car safety equipment After making boomerangs and having discussed on the
and footwear design forces acting on it, students will move to an understanding
PW2.e. identify that the of science in Aboriginal culture and how a technique used
Earth's gravity pulls objects in the culture is still used in technological advances.
towards the centre of the Students will research about Aboriginal Australian scientist
Earth (ACSSU118) and inventor, David Unaipon and understand how he
PW2.f. describe everyday conceptualised the helicopter way before it became a
situations where gravity acts reality. Students will engage in an activity to make paper
as an unbalanced force helicopters and identify the forces on two variations of the
design. The lesson will be winded up discussing on why
they think the boomerang would be used as the basis for
the helicopter.
Lesson 6 Science A student: › Building on to the unbalanced forces, students will learn
describes the action of about how frictional force works and will discuss the
unbalanced forces in examples when it is a useful force and when not. Students
everyday situations SC4- will do a small activity to observe and investigate frictional
10PW forces between different materials like sand paper, beach
PW1 Change to an object's towel and smooth cloth using toy cars. If possible,
motion is caused by traditional clothes of Indigenous people or material like
unbalanced forces acting on fishing nets can be also be used to observe the amount of
the object. (ACSSU117)d. friction of toy cars. Importance of these materials can be
analyse some everyday discussed in the classroom.
common situations where
friction operates to oppose
motion and produce heat
e. investigate factors that
 influence the size and effect
of frictional forces

SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES TO 8 WAYS
Lesson 7 PDHPE A student: Students will be discussing human rights and resilience of
Practice and apply strategies Aboriginal people in the 20th Century. Students are to
to seek help for themselves investigate events such as the ‘Day of Mourning’, ‘Muckaty
or others (ACPPS073) Station’, ‘Freedom Rides’ and ‘Black Deaths in Custody’ and
identify how Aboriginal people showed resilience and the
Analyse factors that actions taken by the government.
influence emotions, and
develop strategies to
demonstrate empathy and
sensitivity (ACPPS075)

Investigate the benefits to

individuals and communities
of valuing diversity and
promoting inclusivity
(ACPPS079)
Lesson 8 English Students: Students respond to Oodgeroo Noonuccal’s No More
. explore and appreciate the Boomerang. The discussion would be focused on how
aesthetic qualities in their modernization took over and replaced traditional values
own and other texts and the and way of living. How does Noonuccal approach the
power of language to consequences of such a living? What narrative is she trying
communicate information, to build? Words such as ‘Bunyip’, ‘woomera’ and ‘gunya’
ideas, feelings and aimed to be discussed in detail with historical contexts.
viewpoints (EN4-1A)

. apply increasing knowledge

of vocabulary, text
structures and language
features to understand the
content of texts
 (ACELY1733)

. discuss aspects of texts, for

example their aesthetic and
social value, using relevant
and appropriate
metalanguage (ACELT1803)

Lesson 9 English Students: This lesson would focus on the metaphorical meaning of
. compare the ways that boomerang. Students will study a poem written in 2014 by
language and images are Leon Enriquez Fragments. It would be discussed that how,
used to create character, linguistically, words can encompass layers of meaning and
and to influence emotions how contexts develop over time. Students would be asked
and opinions in different to compose a short poem on their own, around the word
types of texts (ACELT1621) ‘boomerang’ and they could use the word in a literal or
metaphorical sense. Visual aids and scaffolding would be
. respond to and compose incorporated in the lesson to help students with composing
imaginative, informative and their poems.
persuasive texts for different
audiences, purposes and
contexts for understanding,
interpretation, critical
analysis, imaginative
expression and pleasure
(EN4-1A)

SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES TO 8 WAYS
Lesson 10 English, Science, PDHPE Assessment Students will be asked to present their learnings through
presentation. Teachers will ask questions respective to
their subjects. Scaffolding will be done throughout the
lessons about the content to be included in the
presentation. For English, they will be asked to write a
paragraph about their experiences of learning about
Aboriginal culture and its connections to our lives today.