Across the Nullaboor – how technology overcame the gap

VELS LinksLevel: Three

No. Domain Dimension Standards

1 Science Science at Work Students explain how scientific knowledge is used, or could be used,

to solve a communication issue or problem. Students describe

aspects of the work of scientists and how this has contributed to

science knowledge.

2 Communication Listening,

viewing and

responding

Communication helps to construct all learning and is central to the

capacity to demonstrate and convey what one has learned in

different contexts and to different people. This domain assists

students to understand that language and discourse differ in

different disciplines and that there is a need to learn the particular

literacies involved in each.

3 Design, Creativity

and Technology

Investigating and

designing

Students develop the knowledge, skills and behaviours related to

investigating and designing using appropriate planning processes

and design briefs; creating and developing ideas, applying

information, and seeking and testing innovative alternatives;

producing, including the selection and safe use of appropriate tools,

equipment, materials and/or processes to meet the requirements of

design briefs; analysing and evaluating both processes and products.

4 Information and

Communications

Technology (ICT)

ICT for

communicating

The knowledge, skills and behaviours in this domain enable students

to use ICT to access, process, manage and present information;

model and control events; construct new understandings; and

communicate with others. Students use ICT and strategies to

monitor learning patterns, to process data to create solutions and

information products that demonstrate understanding, and to share

their work with others in ethical, legal and respectful ways.

Links to Rode R.A.G.E

Students will work in small groups to create, design and investigate different forms of technology used for

communication. They will explore the effectiveness of each form of communication in different areas of Australia,

linking to the Rode R.A.G.E route. They will be able to look for the presence of different forms of communication used

via the live webcast.

Teacher Background Information

The Rode R.A.G.E event “aims to raise awareness of everyday solutions to reducing greenhouse emissions

available to everyday people….everyday. To raise funds for sustainable energy and food programs to

assist our global neighbours who do not have the same opportunities that we do…and to draw the links

between climate change and extreme poverty.” (Rode R.A.G.E, 2009). This unit focuses on the aspects of

communication in society with links to Rode R.A.G.E.

“Communication is the passing on of information from one person to another. Human beings, along with

many animals, communicate with each other all the time. The word communicate comes from the Latin

word that means ‘to share’. When we communicate with other people, we share ideas or information

with them. To communicate something to our friends, we usually talk to them. Speech is the most useful

and important way of making contact with people, though the human race does not share common

language. Through history humans have shown a wish to communicate with those around them as well

as over long distances.” (Morris, 1995, p.4)

The term communication covers just about any interaction with another person. It includes sharing

information, ideas and feelings between people. It is a two-way process and it is only by listening and

being attentive to the other person that you have any idea how to respond. Communication is very

important in the world. Everyone and everything communicates in one way or another. It can be positive

and negative depending on how it is used. It needs to be open and sensitive, as well as appropriate to the

situation.

There are many types of communication; intrapersonal, interpersonal, group, mass, organizational,

intercultural, telecommunications, development, advocacy, and spiritual. There are also many different

ways to communicate. Some of these ways are through speech (verbal), sign language and body language

(non-verbal). Others ways are through the use of technology such as telephones, email, radio, walkie

talkies, satellite connections, post and many more.

The Rode R.A.G.E team will be using some of these communication techniques throughout their trip from

Darwin to Melbourne. The telecommunications they will be using to communicate between team

members and the rest of the world include radios, live webcams, mobile phones, computers and some

satellite connections. The following lessons will explore some of these forms of communication.

REFERENCE

Morris. T. (1995). Communication: Facts, Things to make, Activities. London, England: Watt Books.

Extra teacher resources

Boyd. H. (2009). Tin Can Phone Activity. Retrieved August 17, 2009, from Education.com: Bringing

learning to life website: http://www.education.com/activity/article/Tin_Can_Phone/

McBrayer. J. (2009). Wood Block Printing: A Blast from the Past. Retrieved August 17, 2009, from

Education.com: Bringing learning to life website:

http://www.education.com/activity/article/Print_Making/

Rode R.A.G.E. (2009). Outback Rode Ride Against Greenhouse Gases. Retrieved 19, 2009, from Rode

R.A.G.E website: http://www.rodeR.A.G.E.com.au

Williams. J. (2009). Design a Postage Stamp. Retrieved August 17, 2009, from Education.com: Bringing

learning to life website: http://www.education.com/activity/article/mlk_postage_stamp/

Wood. D. (2009). A Collaborative Writing Experience. Retrieved August 17, 2009, from Education.com:

Bringing learning to life website: http://www.education.com/activity/article/The_Traveling_Story/

Aims and Outcomes

1. To identify the characteristics of different forms of communication.

2. To design and conduct an investigation into the use of various forms of communication.

3. To understand the importance of communication within different areas of Australia.

Conducting the Project in the Classroom

Please refer to following pages.

Lesson 1 –

Introduction to communication

Time: 2 hours

Relates to VELS Links 2 and 4. This lesson will be used to gauge children’s understanding of

communication and encourage creative thinking into different forms of communication.

Engage students by showing them a book; Hello out there! Body Language. Ask: what is this book

about? What might we learn from this book? Read the children the book. Ask the children to provide

examples of communication and make a list on the board.

Suggest to the class any forms of communication they may have forgotten. Inform students of the

“body shape” activity. (The activity involves students using their bodies to form letters to convey a

message to other students.) Split children into two groups. Provide students in group 1 with

Worksheet A (Appendix 1) and students in group 2 with Worksheet B (Appendix 2). Allow students

30 minutes to investigate how they will recreate the image on the worksheet, and practice how they

will present this to the class.

Bring students back to the floor. Inform students we will go outside to allow enough room for this

task. Ask group 2 to stand in a circle outside, allowing enough room for group 1 to create their

message within the circle. Ask group 2 if anyone can decode the message presented by group 1.

Ask group 1 to stand in a circle outside, allowing enough room for group 2 to create their message

within the circle. Ask group 1 if anyone can decode the message presented by group 2.

Ask students to quietly return to the classroom and sit on the floor. Ask what did we learn today? Do

you think this is an effective method of communication? Why? Why not? Conclude class by

congratulating students on their effective use of communication strategies and participation in class.

REFERENCE:

Robson. P. (1997). Hello out there! Body Language. London: Franklin Watts.

APPENDIX:

1A – Worksheet A

1B – Worksheet B

Lesson 2 –

History of communication

Time: 2 hours

Relates to VELS Links 1, 2 and 4. This lesson will invite children to think about uses of communication and

the development of communication over time.

Engage students by showing them a book; How The Future Began: Communications. Ask: what is

this book about? What might we learn from this book? Read the children the book. Ask the children

about any forms of communication they use at home? Or any communication forms they know their

grandparents used?

Provide children with Timeline Worksheet (Appendix 2). Allow children to explore on the internet

and through books, the history of communication. Instruct students this may assist them in

completing the worksheet.

Allow students one hour to investigate, complete and colour their worksheet.

Bring students back to the floor and discuss their worksheets.

Show students the completed timeline (Appendix 3). Discuss any differences and why they thought

this was in a different place.

REFERENCE:

Wilson. A. (1999). How The Future Began: Communications. London: Kingfisher Publications.

APPENDIX:

2 – Timeline worksheet

3 – Timeline

Lesson 3 –

Form of communication: Email

Time: 2-3 hours (may need to be done over two lessons)

Relates to VELS Links 1, 2 and 4. This literacy lesson will be invite children to learn how to structure

writing, create and send an email.

Engage students by asking: does anyone know what email is? Has anyone ever sent an email? Inform

the students that today we will be writing an email to the RODE R.A.G.E team and asking them some

questions or sending them some encouragement.

Model on the board, an email to RODE R.A.G.E with an example question. Ask for student input as

you are writing.

Put students in groups of three and instruct them to get their writing books. In the group they are to

create three questions and include in their email some encouragement to the RODE R.A.G.E team.

Once completed and corrected, teacher shows the students how to open an email and start typing.

Each group works on a computer to type their email. (While this is happening, the teacher is walking

around helping students.

APPENDIX:

Nil.

Lesson 4 –

Form of communication: Tin can

Time: 2 hours

Relates to VELS Links 1, 2, 3 and 4. This lesson will be fun and creative for the students, showing them an

older form of communication.

Engage students by reading them a book; The Journey of Oliver K Woodman.

Inform students that we will be making a tin can phone.

Ask the students can anyone think of a way we can talk by using tin cans? If yes, how would it work?

Show the students the Instructions sheet (Appendix 4). Read the sheet to the class and ask if anyone

has any questions. Provide the materials to the students and ask them to get a partner and collect

the materials.

Allow students half an hour or more to create their tin can phone. The students are then able to play

with the creation to experience with different sounds and how best you can communicate using it.

Invite students back to the floor to share their creation with the class. Ask what ways were you able

to communicate through the tin cans? What was the most effective method? What didn’t work very

well?

REFERENCE:

Patterson. D. (2003). The Journey of Oliver K Woodman. New York: Houghton Miffin Harcourt.

APPENDIX:

4 – Tin can instructions

Lesson 5 – Form of communication: Walkie Talkie

Time: 2 hours

Relates to VELS Links 1, 2 and 4. This lesson encourages students to communicate clear instructions to

another person. It also encourages the students to listen carefully to instructions.

Engage students by showing them a book; Communications Close-Up: Radio and Television. Ask:

what is this book about? What might we learn from this book? Read the children the book. Ask the

children about walkie talkies. Has anyone ever used a walkie talkie?

Inform the students that we will be using walkie talkies to investigate communication by playing a

hide and seek game. Instruct the students that one person will hide while the seeker counts to 50 or

100 (depending on the year level). The seeker then uses the walkie talkie to ask the hider a clue for

their whereabouts.

Instruct the students to be sensible and quiet during the game as you are trusting them to be around

the school without supervision at all times. Allow the students half an hour for one student, and

then repeat for the other partner.

When students are assembled in the classroom on the floor ask some students to share their

experience with the class.

APPENDIX:

Nil.

Lesson 6–

Mobile Phones as a form of communication

Time: 2 hours

Relates to VELS Links 2 and 4. This lesson will be used to gauge children’s understanding of

communication and encourage creative thinking into different forms of communication.

Engage students by showing them a book 20th Century Inventions: Telecommunications. Ask:

what is this book about? What might we learn from this book? Read the children the book. Ask the

students Does anyone in your family own a mobile phone? In which ways do you communicate using

a mobile phone? ( Text messaging, phone calls, video calls, using your phone to access internet chat

EG facebook, MSN) If students do not offer these ideas suggest these forms to communication using

a mobile phone to them.

Using the internet or books ask students, in groups of two or three to research some information

about mobile phones. Instruct them that they must then create a poster in these groups, adding any

information that they already know about mobile phones.

Ask the class as a whole group to create a message that you would send to a friend via text message.

Model this writing on the board.

Ask students to copy this message into their writing books, and to then write a reply to this text

using proper grammar and spelling.

Instruct students that once they have completed this task and have had it checked by the teacher,

they are to write the same message/ conversation in their workbooks again using any abbreviations,

slang etc that they would use if they were really sending this message to a friend.

Instruct students to return to the floor, bringing their work with them to share. Ask: What

differences do you notice between the first message that you were asked to write and the second

message you were asked to write? Do you think that everybody would be able to read the second

message? Why or Why not?

REFERENCE:

Oxlade. C. (1996). 20th Century Inventions: Telecommunications. England: Wayland

Publishers Limited.

APPENDIX:

Nil.

Lesson 7 –

Snail Mail

Time: 2 hours

Relates to VELS Links 2, 3 and 4. This lesson will be used to gauge children’s understanding of mail as a

form of communication and encourage creative thinking into how effective this form of communication is

by addressing the pros and cons.

Engage students by showing them a book Letters from Felix: A Little Rabbit on a World Tour.

Ask: what is this book about? What might we learn from this book? Read the children the book. Ask

the children to provide examples of communication and make a list on the board.

Ask students if they have ever written a letter to somebody. Ask who can we send letters to? What

do you need to be able to send a letter? (Envelope, stamp etc. If students don’t suggest these

responses offer these ideas as suggestions.) Ask what can we write in a letter and make a class list on

the board.

Ask students to get into pairs or small groups and access the website

http://www.auspost.com.au/EDP/0,1398,CH3144%257EMO19,00.html

Here they can investigate letter writing skills, and gain ideas about the different people you can write

letters to.

Get students to make posters within their pairs/ groups writing anything from the website that they

found interesting?

Ask students to quietly return and sit on the floor. Ask what did we learn about letter writing and

mail as a form of communication today? Do you think this is an effective method of communication?

Why? Why not? (Takes more time than internet, text message to send)

Ask students to write a letter and send it to their house. Ask them to estimate how long they think it

will take to get there. Report back to the class when their letter arrives at home.

REFERENCE:

Langen. A. (2003). Letters from Felix: A Little Rabbit on a World Tour. New York: Parklane

Publishing.

APPENDIX:

Nil.

Lesson 8 – Design your own form of communication

Time: 2 hours

Relates to VELS Links 1, 2 and 3. This lesson will be used to gauge children’s understanding of the

different forms of communication used and their effectiveness. Students will be able to demonstrate

their design and creativity skills.

Ask students what are the different forms of communication we have learnt about? Make a list on

the board.

Instruct students that they will have the opportunity to design their own form of communication.

They must design a labelled drawing of their new form of communication to share with the class.

Provide students with handout of Design Template (Appendix 5).

Get students to return to their tables and think about what form of communication they are going to

design. Instruct them that they will need to complete a rough draft of their invention and have it

checked by the teacher who will then give them an A3 piece of paper to complete their final labelled

drawing of their invented way of communication.

Ask students to quietly return and sit on the floor and conclude lesson by having each student share

their design with the class.

Display students artwork around the classroom when completed

APPENDIX:

5 – Design template

Further Information for Students to Research

Barwick. J & J. (2005). Australia’s Global Connections: Communication. Port Melbourne,

Victoria: Heinemann Library.

Barwick. J & J. (2000). Australian Communications: Database of Australia. Port Melbourne,

Victoria: Heinemann Library.

Bates. B. (1998). Australia Files: Inventions. Port Melbourne: Victoria. Heinemann Library.

Chambers. C. (1998). Hello out there: Speaking Through Pictures. London: Franklin Watts.

Coster. P. (1997). Step by Step Geography: Transport and Communication. London: Franklin

Watts.

Faiella. G. (2006). The Technology of Mesopotamia. New York: The Rosen Publishing Group.

Fern. A., Liewellyn. D. (2004). Australia’s Best: Inventors. Port Melbourne, Victoria: Heinemann

Library.

Graham. I. (2001). Science fact files: Communications. London, England: Hodder Wayland.

Graham. I. (2000). Communications Close-Up: Global Network. London, England: Evans Brothers

Limited.

Graham. I. (2000). Communications Close-Up: Radio and Television. London, England: Evans

Brothers Limited.

Graham. I. (2000). Communications Close-Up: Books and Newspapers. London, England: Evans

Brothers Limited.

Greene. M. (2006). The Technology of Ancient Japanese. New York: The Rosen Publishing Group.

Greenberger. R. (2006). The Technology of Ancient China. New York: The Rosen Publishing

Group.

Hatherley. S. (1994). Outstanding Australians: Technologists. South Melbourne, Victoria:

Macmillan Education Australia.

Hilvert. J. Bruce. L., (2005). Communications Technology: How Does Is Work? South Yarra,

Victoria: Macmillan Library.

Maynard. C. W. (2006). The Technology of Ancient Greece. New York: Rosen Central Publication.

Maynard. C. W. (2006). The Technology of Ancient Rome. New York: Rosen Central Publication.

Morris. T. (1995). Communication: Facts, Things to make, Activities. London, England: Watt

Books.

Oxlade. C. (1996). 20th Century Inventions: Telecommunications. England: Wayland Publishers

Limited.

Oxlade. C. (1995). Communication through time. London: Macdonald Young Books.

Patterson. F. (1987). Koko’s Story. New York: Scholastic Inc.

Author recounts experience with Koko the gorilla over 14 years of work teaching her to

communicate through the use of sign language.

Robson. P. (1997). Hello out there! Body Language. London: Franklin Watts.

Shuter. J. (1999). A Century of Change: Communications. London: Heinemann Library.

Tames. R. (2000). The Printing Press: A Breakthrough in Communication. England: Heinemann

Library.

Thomas. R. Stutchbury. J. (1996). How we live in Australia: Communication. South

Melbourne, Victoria: Macmillan Education Australia.

Watson. S. (2003). Global Citizenship: Making Global Connections. South Yarra, Victoria:

Macmillan Education Australia.

Weller. J. (1997). Hello out there! The Written Word. London: Franklin Watts.

Wilkinson. P. (2005). Making work easier: Breakthroughs that transformed our world. London:

Chrysails.

Williams. M. (2000). Autralian Knowledge: Communications. Australia & New Zealand: Watts

Publishing.

Wilson. A. (1999). How The Future Began: Communications. London: Kingfisher Publications.

Woods. M. (2000). Ancient Forms of Communication: From grunts to graffiti. Runestone.

Websites

Rode R.A.G.E. (2009). Outback Rode Ride Against Greenhouse Gases. Retrieved 19, 2009, from

Rode R.A.G.E website: http://www.rodeR.A.G.E.com.au

Student Worksheets Attached

Please see Appendix attached.

What to look out for on the Rode R.A.G.E Webcast

Any forms of communication you can see the participants using.

Notice any difficulties that the people on the Rode R.A.G.E tour have when communicating.