Gold Resourcse

GOLD RESOURCSE

http://www.egold.net.au/home.html

EGOLD – A nations’ heritage

http://www.sbs.com.au/gold/

SBS site – yellow

http://www.nma.gov.au/kidz/learn_and_play/gold_rush/

Gold Rush game

http://www.blinkx.com/watch-video/gold-rush-tuning-in/pR0WaeKxGXSwmNbS8bLFRw

Photstory of gold rush images

http://www.kidcyber.com.au/topics/gold.htm

a very basic site – help ESL + low literacy level studnets

http://www.skwirk.com.au/p-t_s-17_u-453_t-1222

Skwirk site for explanations which can be eleared acitcities

BTN GOLD STORY VIDEO

http://www.abc.net.au/btn/story/s2823680.htm

Overview of IPL

https://portalsrvs.det.nsw.edu.au/LRRView/10457/10457_00.htm

http://australia.gov.au/about-australia/australian-story/austn-gold-rush

government gold rush

http://www.oldmogotown.com.au/index.html

Old Mogo Town has a wealth of photos and simple information for students to read and gather evidence of what happened during the gold rush

The drop down menu from the home page provides 16 pages of informative clear

http://www.oldmogotown.com.au/index.html

http://www.tale.edu.au/tale/components/includes/trap.html?uid=NzU2OUBUYUxFXzIwMDVfREVUTFJNX1Yy

Code X0IQD to put in TaLe4Students

Site to See Learning Object

http://www.csiro.au/promos/ozadvances/Series2gold.html

download the QuickTime clip

The discovery of gold, whether from rich veins, nuggets or tiny specks has always created excitement. And now modern science and technology is finding gold in areas previously overlooked.

http://www.csiro.au/promos/ozadvances/Series2GoldMov.html

CSIRO new gold discoveries

MULTIPLE INTELLIGENCES & BLOOM’S TAXONOMY

UNIT OF WORK ……. GOLD

Multiple

Intelligences

Bloom’s Taxonomy: Six Thinking Levels

Knowing

/ Understanding / Applying / Analysing / Creating / Evaluating

Verbal

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.
Mathematical
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

Visual

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

Kinaesthetic

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)

Musical / Audio

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 analayse pieces of music with a gold theme / In a group compose a ‘Gold Diggers Rap’. / Perform ‘ Gold’ songs/dance/rap at Assembly.

Interpersonal

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.

Intrapersonal

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.

Multiple

Intelligences

Bloom’s Taxonomy: Six Thinking Levels

Knowing

/ Understanding / Applying / Analysing / Creating / Evaluating

Verbal

I enjoy reading, writing & speaking / Record 5 facts on gold / Use your fast facts and another students to write a report. Use the WP to produce that report. / Create a digital story about a child returning to the goldfields through a portal in a painting, much like the little boy in The Hero of Little Street. By G Rogers / Search and then identify the challenges faced by indigenous people when the gold rush struck. / Create a code of conduct for the miners to follow whilst digging. / Write down points for an exposition to be used in debate below. You choose your side.
Mathematical
I enjoy working with numbers & science / Draw a timeline of events using Web 2.0 tool* / Copy a map and show the areas where gold was found in Australia. Include it in the above report. / Investigate either the currency and measuring systems used in the gold rush to now. Display in chart form. / Weigh some erasers in your room pretend they are nuggets discovered work out how much they would be worth today.

Visual

I enjoy painting drawing & visualising / Draw a scene on the goldfields / Also in you report add up to five images that are free of copyright that help your report. / View images and artwork from the 19th century to the 21st century. Explain how it differs. / View BTN episode on Opal Mining. Think about the different techniques used / Using Animoto (Web2.0 tool) create a 30 sec video using images and sound that shows your understanding of the topic. / Create and inclusive artwork that shows multicultural Australia.

Kinaesthetic

I enjoy doing hands-on activities / Use your fast facts + another student’s fast facts to make a concentration game* / Show another student who has yet to find copy free images and show them how to insert them. / Use collage material similar to the artist Jeannie Baker to create a scene from the 1850s. / Choose an issue that concerned you regarding human rights and design a protest poster. / On a pebble create an opal

Musical / Audio

I enjoy making & listening to music / Listen to music from the 1850s. / Investigate and list the types of musical instruments that would have been on and around the goldfields. / Select a piece of music that would a) describe your mood if you found a gold nugget b) you left the gold fields empty handed. / Select a contemporary (modern) song that supports your poster. / Compose a Gold Digger Rap / Add musical sounds that would have been available in the 1850s & compare with spoken dialogue

Interpersonal

I enjoy working with others / With another student investigate 5 ways people use gold / With another student complete the KWL grid for the type of life a woman, child or indigenous person experienced during the gold rush. / In a small group or in pairs create a PowerPoint slide show showing the differences in transport in the 1850s to 2011. / Negotiate the rules for a game children would have played in and around the goldfields. Remember no electricity, no shops! / Perform with a group and record for the school’s Webpage / Debate the reason for the White Australia Policy to be abandoned.

Intrapersonal

I enjoy working by myself / Imagine you were a non-white person on the goldfields and record a ‘diary’ entry of one day of life on the fields / Record another diary entry expressing how you felt leaving your family in search of riches. / You’ve struck Gold, but your friends either side of your tent have not. Record what you are going to do with your discovery. / Compare and record in a chart the differences in gold mining then to now / Set your self a goal / Complete a SWOT analysis of this unit of work.