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Toy World:Toys then and now
A Unit of Work for VELS Level 2 (Grades 1 & 2)
Acknowledgements
• Schoolsnetunitofwork:“Howareourtoysdifferentfromthoseinthepast?”Availableathttp://www.schoolsnet.com/pls/hot_school/sn_primary.page_pls_unit_detail?x=&p_unit_id=69.
• UKDepartmentforChildren,SchoolsandFamiliesSchemeofWork:“Howareourtoysdifferentfromthoseinthepast?Availableathttp://www.standards.dfes.gov.uk/schemes2/history/his1/?view=get.
• ACARA:AustralianCurriculum,AssessmentandReportingAuthority.AustralianCurriculum:History.Locatedathttp://www.australiancurriculum.edu.au/History/Curriculum/F-10.AccessedJuly2011.
• RevisedbyLyndaRobertson,July2011.
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VELS and National CurriculumLearning Focus Links
Level 2 VELSPhysical,PersonalandSocialLearningDiscipline-basedLearning• Humanities • HistoricalKnowledgeandunderstanding
• Historicalreasoningandinterpretation
• English
InterdisciplinaryLearning• Communication • Listening,viewingandresponding
• Presenting
• ThinkingProcesses • Reasoning,processingandinquiry • Creativity • Reflection,evaluationandmetacognition
Australian Curriculum: History (Grade 1)Key Inquiry Questions• Presentandpastfamilylife• Howhasfamilylifechangedorremainedthe
sameovertime?• Howcanweshowthatthepresentisdifferent
fromorsimilartothepast?• Howdowedescribethesequenceoftime?
Historical Skills• Chronology,termsandconcepts• Historicalquestionsandresearch• Analysisanduseofsources• Perspectivesandinterpretations• Explanationandcommunication
Historical questions and research• Analysisanduseofsources• Comprehensionandcommunication• HistoricalKnowledgeandUnderstanding• Differencesinfamilystructuresandrolestoday,
andhowthesehavechangedorremainedthesameovertime(ACHHK028)
• Howthepresent,pastandfuturearesignifiedbytermsindicatingtimesuchas‘alongtimeago’,‘thenandnow’,‘nowandthen’,‘oldandnew’,‘tomorrow’,aswellasbydatesandchangesthatmayhavepersonalsignificance,suchasbirthdays,celebrationsandseasons(ACHHK029)
• Differencesandsimilaritiesbetweenstudents’dailylivesandlifeduringtheirparents’andgrandparents’childhoods,includingfamilytraditions,leisuretimeandcommunications.(ACHHK030)
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Australian Curriculum: History (Grade 2)Key Inquiry Questions• Thepastinthepresent• Whataspectsofthepastcanyouseetoday?
Whatdotheytellus?• Whatremainsofthepastareimportanttothe
localcommunity?Why?• Howhavechangesintechnologyshapedour
dailylife?
Historical Skills• Chronology,termsandconcepts• Historicalquestionsandresearch• Analysisanduseofsources• Perspectivesandinterpretations• Explanationandcommunication
Historical questions and research• Analysisanduseofsources• Comprehensionandcommunication• HistoricalKnowledgeandUnderstanding• Thehistoryofasignificantperson,building,site
orpartofthenaturalenvironmentinthelocalcommunityandwhatitrevealsaboutthepast(ACHHK044)
• Theimportancetodayofanhistoricalsiteofculturalorspiritualsignificance;forexample,acommunitybuilding,alandmark,awarmemorial(ACHHK045)
• Theimpactofchangingtechnologyonpeople’slives(athomeandinthewaystheyworked,travelled,communicated,andplayedinthepast)(ACHHK046)
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Pre-Excursion Activities1. Our favourite toys
• Askstudentstobringafavouritetoytoschool.Letthechildrenlookateachother’stoysandexplaintoeachotherwhythistoyistheirfavourite.
• Asaclass,deviseasetof“criteria”forwhatmakesatoya“favourite”toy.Leadadiscussionwherechildrenareencouragedtodescribetheirtoysandwhatmakesthemfun!
2. Toys timeline
• Discusswhetherthesehavealwaysbeenthechildren’sfavouritetoys.Didtheyplaywithdifferenttoyswhentheywereyounger?Dotheyhaveoldersiblingswhoplaywithdifferenttoys?Howdotheydiffer,andwhy?
• Givethechildrenthe“Toysfordifferentages”sheet(seeStudentActivityNo.1).Thissheetshowsasmallrangeoftoysthatwouldbesuitableforchildrenfrombabiesto6plus.Givethemthe“Timeline”sheet(seeStudentActivityNo.2)andexplainhowthetimelineworks.Havethemcutoutthepicturesoftoysandgluethemonthetimelineinthecorrectplace.
Extension activity
• Havethechildrenmaketheirowntoycatalogueusingadvertisingmaterial.Explainthattheyneedtoorganisethetoysintheircatalogueaccordingtotheageofthechild.Havechildrensharesomeoftheircatalogues,andexplainhowacollectoroftoysoracuratoratamuseumwouldhaveacatalogueorlistoftheirtoycollection.Dothechildrenthinkthetoysintheircataloguewouldbethesameaswhatisintheirs?
3. Finding out about toys from the past
• Introducetheideathatstudentswillfindoutabout“new”and“old”toys.Askthechildrentothinkabouthowwecanfindoutabouttoysfromthepast.Makealistoftheirideasandgiveeachstudentthe“Survey”sheet(seeStudentActivityNo.3)totakehomeinorderdraw/listwhattoystheirparentsandgrandparentsplayedwithwhentheywerechildren.
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4. What were our parents’ and grandparents’ toys like?
• Usethecompletedsurveysheetstodiscussthetypesoftoyswhichthechildren’sparentsandgrandparentsplayedwithwhentheyweresmall.Makealistofthetoysontheboard.
• ShowstudentsapictureofRioVistahouseandbrieflyexplainthatthehousewasbuiltin1890.TheChaffeyfamilylivedthere,andtheyhadsevenchildren.Thetoystheyplayedwithwouldbeolderthantheirowngrandparents’toys.
• Bringouttheboxof‘ChaffeyToys”whichcanbeobtainedbycontactingtheChaffeyTrailProjectOfficerTelephone(symbol)0350188311oremail:chaffey.trail@mildura.vic.gov.auortheMildura&DistrictHistoricalSocietyemail:mildurahistorical@gmail.com
• Whatmakesthesetoyslookold?Makealistofadjectiveseg.Broken,shiny,rusty,clean.• Whatmaterialshavebeenusedtomakethem?• Dowestillusethesematerialstoday?• Whyaretheredifferencesbetweenthetoys?
• Explaintochildrenthat,intheirnextclass,theywillbelisteningtoaguestspeakerwhowilltalkaboutsometoysfromwhentheyweresmall,andtoysfromtheChaffeyera.Makealistofquestionsforstudentstoasktheguest.
5. Visiting guest speaker
• ArrangeforaguestspeakerfromtheMilduraHistoricalSociety,oragrandparent,tocomeandtalktothechildrenabouttheirchildhoodandthedifferenttoystheyplayedwith.
• Itmaybeusefultorecordtheirtalktoreplaysectionsifnecessary.Ensurestudentsaskquestions,andthattimeisallowedtoviewartefacts.
6. Toy stories
• Readsomestoriesabouttoys(eg.MickInkpen’sKipper’sToybox,orCuriousGeorgeVisitsaToyShopbyMargretandH.A.Reys–bothavailableattheMilduraLibrary).Makealistofadjectivestodescribethecharacteristicsofthetoyinthestoryanddiscusshowthesearedifferenttothecharacteristicsofoldtoys(seeActivity4).
• Askstudentstoselectan“old”toyand“tellitsstory.”Whodiditbelongto?Hasithadanyadventures?Scaffoldthetaskbycompletingthe“story”foronetoytogetherasaclass.
• Consideraskingchildrentoreadeachother’sstoriesandprovidefeedbackusingthe“twostarsandawish”protocol.Thismeansthattheytelltheirpartnertwothingstheylikedaboutthestory,andonethingtheybelievecouldhavebeendonedifferentlyorimprovedupon.
7. Toys and the more distant past
• Reviewthedifferentwaysinwhichwehavefoundoutabouttoysfromthepast–askingparents,grandparents,lookingatphotos,listeningtoaguestspeakerandexaminingtoys.
• Discussotherwaysinwhichwecanfindoutaboutthepast–eg.Books,drawings,paintings,museums.
• GiveeachchildamagnifyingglassandacopyofBreugel’spainting“Children’sGames”from1560(seeStudent
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ActivityNo.4).AlaminatedclasssetandthemagnifyingglassescanbeobtainedbycontactingtheMilduraHistoricalSociety.
• Havechildrenusethemagnifierstospotallthegameseveryoneisplaying.Thereareusefuldescriptionsofthegamesandbackgroundinformationavailableat:
• http://www.wga.hu/index1.html• http://www.artyfactory.com/perspective_drawing/perspective_14.htm• http://gardenofpraise.com/art28.htm
• Makealistofthedifferentgames.Considerdiscussing:
• Whywerepeopleabletoplayoutinthestreets?• Whywereacrobatssopopular?• Whatwasdifferentaboutlifeingeneralatthistime?• Howarethepeopleinthepaintingdressed?• Whatgamesareplayedaloneandwhichonesareinagroup?• Whattoyscanbeseeninthepainting?Whataretheymadeoutof?• Canwerelyonapaintingtotellusaboutwhatlifewaslike?
Extension activities
• CutacopyoftheBreugelpaintingintosections.Giveeachchildasectionandhavethempaintapictureofthemselvesplayingthegame.Displaythepicturestogethertoforma“bigpicture”likethestreetsceneinBreugel’spainting.
• Havestudentsre-enactscenesfromtheBreugelpaintingandtakephotographs.
8. Prepare for your excursion to the Old Mildura Station Homestead
• BrainstormsomethingswhichstudentsthinktheymayseeattheOldMilduraStationHomestead.
• Givestudentsthenameofagametoresearch(seelistinActivity9)andhavethemexplainiteitherinwrittenorverbalform.
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Excursion Activity9. Victorian Day and visit to the Old Mildura Station Homestead
TheChaffeyTrailProjectOfficercanassistwithprogrammingandco-ordinatingactivitieswithvolunteersfromtheMildura&DistrictHistoricalSocietyandtheOldMilduraStationHomesteadcommittee.Costumesandequipmentisavailablefreeofchargeie:sacksforsackraces.
Somegameswhichcanbeplayedinclude:
• Furtherinformationavailableonlineat:• http://www.literacycommunity.com/grade3/pioneercontent/games.html• http://en.wikipedia.org/wiki/List_of_traditional_children’s_games• http://victorian.world.sw.tripod.com/id4.html
• ConsiderhavinglunchintheHomesteadRoseGarden.
• Ensureyoutakelotsofphotographstobeusedinthepost-excursionactivity!
• IfyouareunabletovisittheOldMilduraStationHomestead,considerrunningsomeactivitiesinyourschoolyard.
• VolunteersfromtheMildura&DistrictHistoricalSocietyandOldMilduraStationHomesteadteam,pendingavailabilitymaybeavailabletoassistsmallgroups.ie:sackrace,orangerelay,dropthehankiearesomesamplegames.Email:mildurahistorical@gmail.com
• AppleCore• Bandy• BadEgg• BallTag• Baseball• BlindMan’sBlufforBlindMan’s
Wand• BritishBulldog• BullrushGame• Buttsup• CapturetheFlag• Cat’sCradle• Checkers• ChainTag• ChineseJumpRope• ChineseWhispers• Chopsticks• CockyOlly• Conkers• Cupid’sComing• CopsandRobbers• DeerStalker• DodgeBall• DuckDuckGoose• FollowtheLeader• FootHockey
• FortyForty• FourSquare• FootBall• Graces• HeadsDown,ThumbsUp• HeadsUp,SevenUp• HideandSeek• HoopsandSticks• HopScotch• HotLava• House• ISpy• IHaveaBasket• Jackstraws• JumpRope• Jumpsies• KeepAway• Kickball• KicktheCan• Kingey• KissChase• LeapFrog• MaryMack• Marbles• MotherMayI?• MusicalChairs
• MusicalStatues• Postman’sKnock• Queenie,Queenie,who’sgotthe
ball?• Redlight,greenlight• RedRover• Rockpaperscissors• Sardines• Shuttlecock• Silentball• SimonSays• Skippingstones• Sleepinglions• Taboo• Tag• TheNeedle’sEye• ThumbWar• TiddlyWinks• TugofWar• TunnelBall• TwentyQuestions• Twoballsandawall• What’sthetimeMrWolf?
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Post-excursion Activities10. Victorian Day at the Old Mildura Station Homestead
• Theteachermodelswritingastoryusing5photosfromtheOldMilduraStationHomesteadvisit.Makeabook.Teachercoulduseonoverheadprojectortoensurethatthestudentsarepartofthewritingprocess.
• Havethestudentsdigitalphotosprintedoff,tousefordiscussion.Getstudentsintotheir‘excursion’groupingstodiscuss.(ifpossiblehavetheparenthelpersavailabletoassist)
• StudentsmakeupastoryabouttheirdayasaVictorianchildattheOldMilduraStationHomestead.Usingthephotos,placethephotosinsequenceorderandwriteanarrative.Studentscouldinclude:
• Howtheyfeltaboutgettingdressedup• Thenamesofthedifferentgamestheyplayed• Thegamestheyenjoyedthemostandwhy• WhattheythinklifewouldhavebeenlikeforchildrenwholivedinVictoriantimes• Whethertheywouldratherplaywiththeirowntoysortoysfromthepast.
• TeachercoulddevelopaPowerPointslideshowusingonephotofromeachstudent,toshowtherestoftheschoolcommunity.
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Optional In-Depth Case StudyPunch and Judy
1. Introducing puppets• Lookatarangeofpuppets,ifpossiblebotholdandnew,andhavechildrendescribethem.Whataretheirsimilarities
anddifferences?Howdotheywork?
2. Puppets as entertainment• RemindstudentsaboutthepicturethatBreughelpaintedaboutchildren’sgames,particularlytheacrobats,which
wereapopularformofentertainment.Recallthewaysinwhichwecanfindoutaboutthepast,whichhavealreadybeencoveredinpreviousactivities.Explainthatwecanlearnaboutthepastthroughtraditionsthatarestillperformed,suchasMayDayoraPunchandJudyshow.Diariesalsotellusaboutthepast.
• SamuelPepyskeptsuchadiaryandwroteaboutaPunchandJudyshowhehadseeninLondonover400yearsago.Explaintochildrenthatyearsagoapuppetshowwasapopularmeansofentertainment.Thepuppetshowmightcomeroundtothevillagewheretheylivedortheymightseeitiftheywereluckyenoughtogoonholidaytotheseaside.Haveanychildrenseenapuppetshowattheseaside?
• UsetheFactFilesheet(seeAppendix8)toexplainthehistoryofPunchandJudy.
3. A Punch and Judy Show• ShowthechildrenavideoofaPunchandJudyShow(DVDavailablefromtheMilduraHistoricalSocietyonrequest
http://prestonspunch.folkaustralia.com/dvd.html).
4. Investigative Task• Asaclass,makealistofkeyquestionsforstudentstofindoutaboutMrPunchandtheotherpuppets.Have
studentscompleteanInternetsearchtofurthertheirknowledgeofPunchandJudy.
5. Craft activity• Havechildrenmaketheirownstickpuppetsusingthe“PunchandJudyOutlineSheet”(availableathttp://www.
schoolsnet.com/pls/hot_school/sn_primary.page_pls_unit_detail?x=&p_unit_id=69),orbydrawingtheirown.Thesecanthenbecutoutandgluedontosticksforthechildren’sownperformance.
Extension activity• Usethestickpuppetstoperformashowforclassmates,orforanotherclass,explainingthehistoryofthepuppets
priortotheperformance.
Adaptedfromhttp://www.schoolsnet.com/pls/hot_school/sn_primary.page_pls_resource_detail?x=16180339&p_res_id=146
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Student activity No. 1Toys for different ages
Kite Rattle Crayons
Teddy bear Video game Toy aeroplane
Skipping rope Paint and paintbrushes Blocks
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Student activity No. 2Toy Timeline
YOUNGEST
Ithinkthistoyisforababybecause
Thistoyisforanolderbabybecause
Ithinkthistoyisforwhenthebabyisolderbecause
Thistoyisforatoddlerbecause
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Achildneedstobealittleolderforthistoybecause
Thisisforanolderchildbecause
Thisisforanevenolderchildbecause
Thisisforanolderchildbecause
Thisisfortheoldestchildbecause
OLDEST
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Student activity No. 3Toy Survey
DearParent/Carer,atschoolwearelookingattoysfromthepast.Thechildrenneedtotalktotheirparentsandgrandparentsabouttoystheyplayedwithwhentheywereyoung.Thechildrenneedtocompletethechartbydrawingorwritingthenameofthetoys.Thisworkwillbeusedinournextlesson.Ifyouhaveanyphotographsofthechild’sparentsorgrandparentswithachildhoodtoy,wewouldlovetoseetheminclass!
Parents
Grandparents
Copyright 2000 – Educate the Children –Authorofthisworksheet:KatieMarlForhundredsoflessonplans,worksheetsandarticlesforPrimaryEducation,pleasevisit:http://www.educate.org.uk
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Toys
Tim
elin
eDraworstic
kcatalogu
epicturesto
sho
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ediffe
rentto
yschildrenplaywith
.
0Years
1Year
2Years
3Years
4Years
5Years
6Years
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Student activity No. 4Bruegel Painting
Availablefromhttp://gardenofpraise.com/art28.htm-GardenofPraise,freeeducationalresources
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