A significant local site

Activity 9: Drawing conclusions

In order to build upon student understanding, relevant guests are invited to the school to answer some of the questions developed during Activities 4-8. Students might be assigned specific questions and are asked to report back their findings to the class after the visitors have left.

In order to demonstrate what they have learned during the unit students complete the following:

  • A peg timeline of one aspect they have investigated related to similarity and change in daily school life over time. They may need to develop additional questions and interview others to gather sufficient information on some aspects. For example, they may wish to look at food and drinks at school over time and explore aspects such as the free milk scheme but also interview parents and grandparents about recess and lunch food.
  • A photographic essay (photos accompanied by brief descriptive information) or PowerPoint presentation exploring change over time in an aspect of the physical environment.
  • A conservation list – students develop a list of objects and features of the school's past they think should be preserved with explanations of why they are significant. (Before doing so the teacher might ask someone with heritage experience to talk about their work and the basis on which they decide a significant site.) Students also identify significant aspects of current school life which should be recorded and documented for those in the future. This activity leads into the next unit of work which will explore significant local sites beyond the school.

Assessment opportunities

Each of these activities addresses a different aspect of the Year 2 Achievement Standard and in combination with other evidence gathered during the inquiry process they provide the opportunity for a final summative assessment.

Resources