Activity+page


 * ==** Multiple **==

Intelligences
|||||||||||| == Bloom’s Taxonomy: Six Thinking Levels == || ** I enjoy reading, writing & speaking ** ||   List a variety of ‘fast facts’ on Gold. Research and record information on fossicking and mining methods  ||   Outline one aspect of the gold rush in the form of an information report   ||   Prepare a report on forms of gold panning with and without water (dry panning)   ||   Investigate more unusual forms of Gold Mining   ||   Predict what would have happen if there were no rules or licences in the Gold Fields   ||   Form teams and conduct a debate on a topical gold issue. || ** I enjoy working with numbers & science **  ||   Write a timeline of events – starting at the first gold rush in Australia and the main events   ||   Describe (in map form) a gold field. Include gold fields, township, mining areas  ||   Calculate the value of gold nuggets found during the gold rush to today’s value. ||  Compare the’ gold rush’ population explosion in graph form   ||   Improve/change Gold Licences and Policing – write down your plan   ||   Evaluate the value of gold as a major change in our History   || ** I enjoy painting drawing & visualising ** ||   Describe living in the Goldfields. Draw and colour picture of homes, clothes - make paper models  ||   Draw a front, side and top view of gold panning/fossicking equipment   ||   Construct a Gold Licence, make it look authentic by using old fashioned writing and yellow/ faded paper. ||  Identify something from today’s technology that would have helped locate gold in the 1850’s. Draw it  ||   Design jewellery pieces that show the use of gold. ||  Choose a favourite part of the gold unit and comment on it   || ** I enjoy doing hands-on activities ** ||   Game – Gold Bingo Trivial Pursuit Celebrity Heads  ||   Match the gold townships from the atlas to the map of Australia   ||   Construct a gold fossicking/ mining model or diorama. ||  Examine methods of gold mining – create a model out of clay and natural materials   ||   Create a rap dance showing movements of panning/fossicker to music. ||  Create a compute generated table (to make into a game board)   || ** I enjoy making & listening to music ** ||   Learn and sing any song relating to the Gold Rush. ||  Express the feelings of excitement on the gold field through percussion, rhythm or song   ||   Listen to ‘tapes’ of ‘Dad and Dave. Listen to the language of the time  ||   Listen and analyse pieces of music with a gold theme   ||   In a group compose a ‘Gold Diggers Rap’. ||  Perform ‘ Gold’ songs/dance/rap at Assembly. || ** I enjoy working with others **  ||   With a partner start list snippets of information for a game board about GOLD. ||  Outline the class views of the Gold Rush using pictures and drawings to create a wall mural   ||   Examine one type of transport of the Gold Rushes how people arrived, moved long distances. ||  Investigate the Sovereign Hill www site, identify and comment on specific topic   ||   With a partner invent a new use for gold. ||  Discuss what were the easiest/hardest facts to learn on gold. || ** I enjoy working by myself **  ||   Write a diary entry about living on the Gold Fields. ||  Express how you may have felt leaving home travel to an unknown place with no friends and uncertain future   ||   Complete a comprehension sheet after viewing the video ‘Australian Gold Rushes’   ||   Choose a ‘gold’ destination anywhere in the world. Explain why you would go there your expectations  ||   Predict what will happen to gold mining in the future and what gold will be used for. ||  Complete a personal reflection on the ‘Gold’ unit. ||
 * ^  || ===== Knowing ===== ||  ** Understanding **  ||  ** Applying **  ||  ** Analysing **  ||  ** Creating **  ||  ** Evaluating **  ||
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 * Mathematical
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 * = Kinaesthetic =
 * = Musical / Audio =
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PROMOTING LEARNING INTERNATIONAL (56 GRID) PLANNING MATRIX (Pirozzo 2004)