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.