Virtual Reality – Lake Joondalup Teachers Resource Activities to incorporate the virtual reality experience into classroom lessons. Artwork detail Yellagonga and the Mooro People by Charmaine Cole. 3 – 28 JULY 2017 JOONDALUP CITY CENTRE joondalup.wa.gov.au | 9400 4927 |
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Virtual Reality – Lake Joondalup Teachers Resource Reality – Lake Joondalup Teachers Resource Activities to incorporate the virtual reality experience into classroom lessons. Artwork
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Virtual Reality – Lake JoondalupTeachers ResourceActivities to incorporate the virtual reality experience into classroom lessons.
Artwork detail Yellagonga and the Mooro People by Charmaine Cole.
This project has been an initiative of the City of Joondalup and North Metropolitan TAFE, with voice over and creative input by Dennis Simmons. The video was created for 2017 NAIDOC celebrations, creating a view of Lake Joondalup 10,000 years ago before white settlement.
How to view the video
There are several ways you can view the video- either from YouTube or the City of Joondalup website. The easiest way to view the video is to use the YouTube app to search NAIDOC Joondalup, play the video, select the glasses icon and put your phone into the headset. The video can also be viewed online, in 360 degree without the VR glasses.
If the video is blurry you may not have selected the glasses icon (enables VR 360) or you may not have your phone in the glasses properly.
Notes to teachers
These activities are not complete lessons. They are suggestions as to how the video can be incorporated into class lessons or excursions. The activities are springboards for your teaching experiences. Teachers should contextualise the activities according to their needs and student capabilities.
The activities are designed to be used before, after or during lessons that focus on the topics presented in the video clip – flora, fauna, landscape, people, land use, water forms, shelter; or an (optional) excursion to the Joondalup Lakes area.
These activities do not require that the students visit the Lake Joondalup area.
Focus: historic landscape, flora, fauna, land use, waterways and people in the Joondalup Lakes area
Students view and record information based on a focus area
Students Materials Activity
Small groups video glasses
1 per group – graphic organiser or other written recording method
Each group selects a focus area, eg flora; fauna; people, land use, shelter, water forms.
One student in the group views the video and describes the focus area, eg tall trees with pointed leaves, scrubby bush.
Other students in the group record information as pictures or words on the graphic organiser.
Groups compare and share their graphic organiser information.
Option: Groups combine information in a class description in a particular print or electronic format, eg graphic organiser, list, notes, pictures, written report.
Related activities Students
visit the Joondalup Lakes area, taking the class (or group) record (and
video glasses if wanted)
try to pinpoint the area they viewed in the video clip.
describe and compare similarities and differences between what was
shown in the video clip (as per the class or group record) and what the area
looks like now, in reference to the group focus area.
Focus: flora, fauna, people, land use, water forms and shelter represented in the video
Students work as a group to produce a ‘panoramic’ representation of the video clip.
Students Materials Activity
small groups video glasses
art paper attached together to make a long strip (panoramic view), placed on floor or pinned along a pin up board or similar
drawing materials of choice
Students discuss and view panoramic photographs, with attention to details, eg positioning of each object/animal/person in the picture, foreground, background, middle ground, specific physical descriptions.
Explain the task: students will create a panoramic view of what they see in the video.
Discuss the importance of specific oral descriptions so others can replicate the positioning and physical appearance of various plants, animals, waterways and people in the panoramic artwork.
Students practice giving specific oral descriptions to a partner.
Divide groups into ‘viewers’ and ‘artists’.
Viewer 1 watches the video and describes what he/she sees
Artist 1 (based on information provided by the viewer 1) draws along the panoramic view art paper
Viewer 2 watches the video and describes features not included by Viewer 1
Artist 2 (based on information provided by the viewer 2) draws more detail along the panoramic view art paper
Continue until the students agree there is nothing more to add.
‘Viewers’ compare the panoramic view to what they viewed and make suggestions for changes to make the panoramic view more ‘true’ to the video.
Focus: flora, fauna, people, land use, water forms and buildings
Each student produces a frame that replicates part of the video clip. The frames are joined to make a filmstrip.
Students Materials Activity
small groups or pairs 1 x video glasses per group
art paper – one per group or pair
art materials – charcoal and paint.
Prepare students by discussing and viewing film strips, with attention to details, eg positioning of each object/animal/plant in the picture, foreground, background, middle ground, specific physical descriptions.
Discuss the importance of specific descriptions so others can replicate the positioning and what the plant or animal looks like and where they are positioned in the section of the filmstrip to be completed.
Explain task: students will one filmstrip frame to represent part of the video clip. The frames will be joined together to make a filmstrip that replicates the video clip.
Each group is given one part of the video clip to view, discuss and draw.
Depending on the group size, students take turns to view and draw (in charcoal), discussing features as the frame is completed.
Students add colour (paint) and labels (or captions).
Frames are joined together to make the filmstrip.
Related activities Students take photos of the frames and form them into an electronic presentation, eg slideshow or powerpoint, adding notes, captions etc.
Focus: flora, fauna, people, land use, water forms of the past
Students view and record information based on a focus area
Students Materials Activity
groups – based on the number of focus areas, eg flora; fauna; land use, water forms.
1 x video glasses per group
large art paper/graphic organiser divided into areas – one for each focus area
felt tip pens – a different colour for each student
scissors
Each group is seated around the art paper or graphic organiser.
Each student
prints a title on his/her section of the paper to show the focus of the information, eg flora
views the video clip once and then (as the next student views the video clip) records as much as possible about the selected focus area as either words, phrases or pictures.
moves one place to the right, around the art paper or graphic organiser, and
reads the title to find out the new focus
views the video clip again, looking for information about the new focus and
adding it to the recorded information.
Continue the rotation, viewing the video clip until the students have returned to their original positions at the art paper.
Students review the recorded information in each section.
Related activities Students
cut paper into the different focus areas
join with the same focus area to make a group
compare the recorded information, including descriptive language.
view the video again (or multiple times) and create a ‘voice over’ that explains
what is seen in the video clip.
Voiceover can focus on all video clip content or a specific area.
Voiceover can be a description of what is seen, movements etc.
Related activities Students review the voiceovers and examine according to clarity of speech, descriptive language, content included, descriptive clarity.
Each student chooses and listens to another voiceover and draws the scene described in the voiceover.
Focus: plant life of the Joondalup Lakes area in the past
Students examine plant life in the area in the past.
Students Materials Activity
class, groups or pairs video glasses
recording material eg graphic organiser, art paper, table.
Students:
view video clip
record information about the flora shown in the video
research and record information (illustrations, notes) about flora from that
time period including special features and adaptions eg camouflage, leaf
type.
Related activities Students compare past and present plant life of the area, looking for and discussing similarities and changes, including special features and adaptions.
Students identify one ancient plant and one current plant that may be ‘related’. Present findings/substantiation/justification in a print or electronic format, video, audio etc.
Focus: early Aboriginal people of the Joondalup Lakes area
Students Materials Activity
class interactive white board, computer
Students view and discuss the Joondalup Mooro Boodjar ebook http://www.joondalup.wa.gov.au/Welcome/History.aspx
Students discuss the information presented in the ebook.
Related activities Students research and share more about selected parts of the ebook information:
Aboriginal language
other Mooro stories
famous Aboriginal people from the area, eg the Charnock woman,
Yellagonga
mapped areas (and items listed on these pages)
local artists and authors
Students create a book in local Aboriginal language.
Invite a local Aboriginal person to speak with the students.
Contact various Aboriginal groups to find out more about the Aboriginal people, their history and current status in the area, eg https://www.noongarculture.org.au/
Focus: early Aboriginal people of the Joondalup Lakes area
Students research the early people of the Joondalup Lakes area
Students Materials Activity
groups or pairs video glasses
recording materials eg graphic organiser, art paper, table.
Students:
view the video clip, and discuss how the Aboriginal people are represented
discuss what these representations (voices, music and songs) tell us
share what they know about local Aboriginal people (past/current).
Related activities Students research and present information about the local (historical) Aboriginal lifestyle in print, electronic or performance format:
clothing
food – what, how, where; catching, gathering and preparing, fishing
effects of the weather and seasons
celebrations – music and costumes, smoking ceremony
areas of importance
cooperative and collaborative living
land use
shelter
family or tribal relationships.
Invite Aboriginal musicians or performance groups to share aspects of local history, celebrations etc.