jessicamackayportfolio.weebly.com€¦ · Web viewSTUDENT NAMES: Jessica Mackay and Jade Atkins ....
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EEO311 – Learners Living in their world – Humanities SCOPE & SEQUENCE UNIT PLANNING Duration: 10 weeks STUDENT NAMES: Jessica Mackay and Jade Atkins Weekly Focus: Australian Perspectives Topic: “Places are Different” Year Level: 1 Key Concepts/Values Geography of Australia Indigenous Australians Natural and man-made landmarks Natural and man-made environments Australian animals Australian weather and climate Big Idea: What is Australia made up of? Teaching proposal According to the Australian Curriculum, the humanities perspective consists of History, Economics, Geography and Civics and Citizenship (Australian Curriculum 2015). Each of these perspectives are taught and reflected upon through a variety of different lessons and approaches in order to cater for students in foundation to level ten. The humanities perspective plays an important role in teaching all students important values about their environment, their communities and their own self-knowledge (Grigg, R &Hughes, S 2013). This allows students to make sense of the world they live in (Educational Services Australia 2008). The provided ten-week unit sequence focuses on teaching level one students about Australian Perspectives. Beginning with the students’ own perception of where they fit into the world. The students progressively learn about the states, cities, national landmarks, environments and people that make up their country. According to AusVELS, students at level one begin to develop their own awareness of spacial concepts and can recognise and point to their town or city, state and country on an appropriate map (State Government Victoria 2015). Students begin to recognise and describe locations, physical features and determine the different
jessicamackayportfolio.weebly.com€¦ · Web viewSTUDENT NAMES: Jessica Mackay and Jade Atkins . Weekly Focus: Australian Perspectives. Topic: “Places are Different” Year Level:
Weekly Focus: Australian Perspectives
Topic: “Places are Different”
Teaching proposal
According to the Australian Curriculum, the humanities perspective
consists of History, Economics, Geography and Civics and
Citizenship (Australian Curriculum 2015). Each of these
perspectives are taught and reflected upon through a variety of
different lessons and approaches in order to cater for students in
foundation to level ten. The humanities perspective plays an
important role in teaching all students important values about
their environment, their communities and their own self-knowledge
(Grigg, R &Hughes, S 2013). This allows students to make sense
of the world they live in (Educational Services Australia
2008).
The provided ten-week unit sequence focuses on teaching level one
students about Australian Perspectives. Beginning with the
students’ own perception of where they fit into the world. The
students progressively learn about the states, cities, national
landmarks, environments and people that make up their country.
According to AusVELS, students at level one begin to develop their
own awareness of spacial concepts and can recognise and point to
their town or city, state and country on an appropriate map (State
Government Victoria 2015). Students begin to recognise and describe
locations, physical features and determine the different
environments that make up their country (State Government Victoria
2015). And students begin to investigate elements of the natural
and built environments, and who lives within these environments
(State Government Victoria 2015).
This ten-week unit sequence plan has been critically structured
with lessons that explicitly teach students according to the
AusVELS and Australian Curriculum achievement standards. It is
important for students of this age level to begin learning about
the physical and cultural characteristics of the country they live
within and the locations of places in order to function effectively
in our increasingly interdependent world (Canadian Geographic
Education, 2015). With an increased knowledge regarding the country
they live within, the students are able to appreciate Australia’s
cultural and environmental diversity (Educational Services
Australia, 2008). This leads to students forming a national
identity and becoming responsible and active global and local
citizens as they learn about and visit the different areas of
Australia (Educations Services Australia 2008). And with having
these perspectives in the forefront of our mind, we have composed a
ten-week unit plan.
This unit aims to teach students about the sustainability of our
Australian environments and what they are made up of. By teaching
students this they can learn to recognise what is natural and
man-made and they can identify why different states experience
varied weather.
It is important for students to know their country and its history,
therefore the unit is based around Australia’s states, environments
and people, for example Indigenous Australians. It is vital for
students to gain knowledge about the Indigenous as it is looking
into different cultures and traditions within Australia, it is
acknowledging the traditional owners of the Australian land and it
is building empathy and reconciliation. According to the Australian
Curriculum, ‘it is important for students to learn about indigenous
Australians, proving opportunities for learners to deepen their
knowledge and understanding regarding Australia’s history and
culture. This will enrich student’s ability to positively
participate in the ongoing development of Australia’.
References:
2. Australian Curriculum 2015, “Cross Curriculum Priorities”,
Australian Curriculum, Assessment and Reporting Authority, data
retrieved 17th September 2015,
<http://www.australiancurriculum.edu.au/crosscurriculumpriorities/Aboriginal-and-Torres-Strait-Islander-histories-and-cultures>
3. Canadian Geographic Education 2015, “Top 10 reasons to study
geography”, Canadian Geographic Education, Data retrieved 17th
September 2015,
<http://www.cgeducation.ca/resources/why_geography/top10.asp>
4. Education Services Australia 2008, Melbourne Declaration on
Educational Goals for Young Australians, Education Services
Australia, Data retrieved 17th September 2015
<http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf>
5. Grigg, R & Hughes, S 2013, “Teaching Primary Humanities”,
Pearson Education Limited, New York.
6. State Government Victoria 2015, AusVELS Standards Victorian
Curriculum and Assessment Authority, State Government Victoria,
Data retrieved 17th September 2015,
http://ausvels.vcaa.vic.edu.au/Level1?layout=1&d=hu
Understandings:
1. Australia is comprised of six states and two territories.
2. Australian landmarks and environments can be man-made or created
through the natural environment.
3. Australia is made up of wildlife animals, Indigenous and
Non-Indigenous people.
4. That weather and climate vary in Australia.
Key Skills
At the conclusion of this unit students will be able to:
· Recognise and point to their town, city or state on an
appropriate map.
· Determine and identify the difference between natural and
man-made landmarks and environments.
· Represent locations of states, cities or places and their
features in a constructed table or labelled map.
· Transfer knowledge about Australian animals and people such as
Indigenous Australians.
· Recognise different weather conditions and climates around
Australia and why
Australian Curriculum areas covered in this inquiry unit related to
Humanities
Discipline
-Explore a range of sources about the past
-History values Aboriginal and Torres Strait Islander histories and
cultures. It celebrates Aboriginal and Torres Strait Islander
histories as part of the shared history belonging to all
Australians.
(ACHHS034)
(ACHHS026)
-Use a range of communication forms (oral, graphic, written, role
play) and digital technologies
-Explore a range of sources about the past
(ACHHS038)
(ACHHS034)
Geography
-The natural, managed and constructed features of places, their
location and how they can change.
-The way activities located in a place create its distinct
features.
- The weather and seasons of places and the ways in which different
cultural groups, including Aboriginal and Torres Strait Islander
Peoples, describe them
(ACHGK005)
(ACHGK006)
(ACHGK007)
-Pose questions about familiar and unfamiliar places.
-Collect and record geographical data and information from sources
such as photographs, plans, story books and films.
-Represent data and the location of places and their features by
constructing tables, plans and labelled maps.
(ACHGS007)
(ACHGS008)
(ACHGS009)
Humanities
-With guidance, students recognise and point to their street, town
or city and state on an appropriate map.
-Students recognise the globe as a model representation of the
earth and can locate Australia.
-Students learn to identify and name physical features and
distinguish them on a basis of variables.
-Students investigate and describe elements of the natural and
built environments.
- By observing the characteristics of different places, and
prompted by questions, students think about environmental
differences, locally and in other parts of Australia
(AVH001)
(AVH002)
(AVH003)
(AVH004)
(AVH005)
Civics & Citizenship
-They begin to appreciate the similarities and differences between
individuals and groups, including the language, cultural and
religious groups which make up the Australian nation.
(ACCC001)
-Australia has two distinct Indigenous groups, Aboriginal Peoples
and Torres Strait Islander Peoples.
OI.1
Asia
Sustainability
-Actions for a more sustainable future reflects values of care and
require us to
understand environments
Literacy
-Students develop literacy capability as they learn how to build
historical knowledge and to explore, analyse, question, discuss and
communicate historical information, concepts and ideas.
(ACARAL3)
Personal and social capability
- Follow class routines to assist learning (ACARAH2)
- Attempt tasks independently and identify when and from whom help
can be sought (ACARAH3)
- Explore relationships through play and group experiences
(ACARAH4)
- Share experiences of cooperation in play and group activities
(ACARAH5)
- Identify options when making decisions to meet their needs and
the needs of others (ACARAH6).
Numeracy
Ethical understanding
- Identify examples from stories and experiences that show ways
people make decisions about their actions (ACARAH7)
(ICT) capability
Intercultural understanding
-Students develop intercultural understanding as they learn to
value their own cultures, languages and beliefs, and those of
others.
-Students recognise the significance of Aboriginal and Torres
Strait Islander peoples’ histories and cultures. (ACARAIU2)
Critical and creative thinking
- Pose factual and exploratory questions based on personal
interests and experiences (ACARAH8).
- Identify and describe familiar information and ideas during a
discussion or investigation (ACARAH9).
- Suggest creative ways to approach a given situation or task
(ACARAH10).
- Connect information from one setting to another (ACARAH11).
SCOPE & SEQUENCE UNIT PLAN
-We live in the country Australia
-What do we associate/identify with Australia?
Lesson One: My Place in the World
This lesson will be paired with children’s picture book “Me on a
map”, representing the child’s “place on earth”. A short discussion
will follow this reading, discussing which city, state and country
these students belong to as their responses will differ
significantly from the book. Show the students a model
representation of the globe, pointing out Australia, and their
state. The students will be given 5 different coloured pieces of
paper that each contain a circle slightly bigger than the last. The
students will be required to cut these circles, and will need to
arrange these circles in order from smallest to biggest. From
smallest to biggest, each circle will represent a different
geographical area and will be labelled “My House”, “My City”, “My
State”, “My Country” and “My World”. Using a variety of different
colouring resources, the students will be required to draw a
picture or map on each of the cards that accurately represents its
label. As this lesson is pitched for 7-8 year olds, the students
will be given a picture of their state and country in which they
will need to cut, paste and colour in onto the appropriate circle.
Once the students had drawn a picture on each of the circles, a
hole was punched into the top of each circle, in which a binder
ring or clip assembled the project. Students are given the
opportunity to share their projects at the end of the lesson.
Lesson One:
Lesson Two: Coming to know Australia
This lesson will be a class brainstorm, and discussion regarding
what the students may already know about Australia. Using a
brainstorm mind map, spider map or concept word chart, the students
will list a variety of words that they associate or identify with
Australia. Once the whiteboard is filled with words associated with
the Australian topic, the students will be asked to move back to
their tables, and make their own KWL chart in their workbooks. A
“KWL” chart allows the students to record what they already know,
and what they want to learn. As a form of assessment, later in the
unit the students will be given the opportunity to fill in the
third column of what they learnt.
Lesson Two:
Lesson Three: Australian Flag
Ask the students to raise their hand if they have seen the
Australian flag before. Ask the students with their hands raised
questions based around the colours, symbols and features of the
Australian Flag. Hang up the Australian flag or clip it where the
students can see. Give students a brief explanation of what the
Australian flag looks like, why and what each feature of the flag
represents.
Using blue, red and white paper allow the students to create their
own Australian Flag. Allow the students to use a variety of
different craft resources such as drawing utensils, paints and
papers in order to make an accurate representation of the
Australian Flag. Ensure that the flag is visible for the students
so they can use it as a guide for making their own.
Lesson Three:
-Australia is comprised of 6 states and 2 territories.
-Each state/territory borders another state/territory in
Australia
-A state/territory is different to a city.
-Each state/territory has a capital city.
Lesson Four: Map of Australia
Introduce the lesson by requesting all the students to draw a map
of what they think Australia looks like as a whole. Encourage the
students to attempt labelling each of the Australia’s states and
territories. This is an indication to the teacher of the students’
prior knowledge. Invite the students back to the floor, facing the
work display board. Show students a model representation of
Australia on the globe, continuing with an unlabelled giant map of
Australia on display. Stimulate a class discussion surrounding the
states and territories of Australia, asking students to identify
any they know. Ask a student who gives the right answer to collect
the picture cut out of the state or territory and try to place it
in the correct part of the map. Does it fit properly? If the
state/territory fits, call upon another student to correctly label
the state with the appropriate name card.
Officially introduce the state and ask students to raise their hand
if they have visited this state before and what sort of things they
saw when in this state. Continue until all state/territory cut outs
are accurately placed on the map. Inform students that there are
six states and two territories that make up our country. Have
students then identify the local town in which their school is
located and place a cut out name where this town is on the
map.
Each student will then get their own map of Australia in which they
will be required to label each of the correct states and
territories using different colours and names. Students can colour
in a border and give their paper a heading. These maps will be hung
around the room on display.
Lesson Four:
(AVH001) (AVH002)
Lesson Five: Jigsaw Puzzle
This lesson will begin by looking at the map of Australia on
display in the classroom. The teacher will recap on the last lesson
by pointing to specific states and territories and ask of the
students to name the state and territories.
In this lesson, students will be given their own map of Australia.
Students will cut out the states and territories and label each
with a number between 1 and 10. Students need partner up and
collect a 10-sided dice. The students will have the
states/territories of Australia mixed up. The students will roll
the dice and collect the state with the corresponding number to
start putting the map of Australia back together. For example: if
the student rolls a 5 on the dice and Queensland is marked with the
number 5 this is the first piece of their jigsaw puzzle. Students
will keep rolling the die until all numbers on the states have been
rolled and their jigsaw is put back together. The first student to
have their jigsaw puzzle of Australia complete is the winner of the
game. This game can be played against multiple students. This
jigsaw technique teaches the students where the states and
territories are located in Australia and which states/territories
border each other.
Lesson Five:
Lesson Six: States and Territories
Begin the lesson with an engaging game/quiz on the interactive
whiteboard regarding the location of each state and territory. Call
upon students with their hands raised to come up the front and
answer each question.
The students will play a game similar to silent ball, however when
the student catches the ball they must name a state in Australia.
The state they name must be different to the persons who threw the
ball to them. To make the game a bit more challenging, you could
introduce the rule of: the student with the ball must recall a
state that was not said by the previous two students.
Lesson Six:
Lesson Seven: Introduce Cities
This lesson will begin with the big book “Possum Magic”. When
reading the book, ask the students to think about the places in
Australia that Hush and Grandma Poss visit. Discuss the variety of
cities mentioned in the story and begin placing them onto the map
of Australia displayed in the classroom. Each city should be placed
in the correct state and place and with assistance from the
teacher.
Create a discussion surrounding the food that was highlighted in
the story and introduce these as traditional Australian treats.
Using a variety of different crafts, allow the students to pick a
meal/treat featured in the book and create this dish in the most
creative way possible. One of each dish will be hung appropriately
next to its corresponding city on the Australian map.
Lesson Seven:
Lesson Eight: Memory
Students will need to partner up. In their buddies each student
will need the same coloured cut out paper squares. One partner will
collect a sheet of states whilst the other will collect a sheet of
cities. Each student will need to cut out their states and cities
and paste them onto the coloured squares. Buddies must make sure
that their paper is the same colour and is already cut to ensure
that they do not recognise the difference when turned upside down.
Partners can now play a game of memory in which they need to match
the city to their state, for example Melbourne is a city in the
state of Victoria.
Lesson Eight:
4 - 5
National Landmarks.
-A landmark is a feature of a town or environment that is
recognised.
-Australia contains many national landmarks, both natural and
man-made.
Lesson Nine: Landmarks
This lesson will begin by reading the book “Are we there yet?”
Question the students about the different things the children from
the book came across whilst they were travelling around Australia.
Introduce landmarks as being features of a town or environment that
are recognised to establish a destination. Ask the students if they
know any landmarks in Australia for instance, Uluru in the Northern
territory is a landmark that was mentioned in the book. Make a list
on the white board of all the landmarks in Australia that the
teacher and students know. The teacher will have already prepared
pictures of famous landmarks around Australia. As a group, add
these landmarks onto the Map of Australia displayed in the
classroom.
On poster paper or on a printed map of Australia, the students will
create their own map of a journey they wish to take around
Australia. Their map must follow a path, of each state, city or
landmark the student wishes to visit. Students will draw popular
landmarks onto their posters, and colour in the states.
Lesson Nine:
Lesson Ten: Man Made Landmark - Sydney Harbour Bridge
This lesson will begin by showing students a variety of pictures of
the Sydney Harbour Bridge. Students will discuss the major
characteristics of the Landmark and what it looks like, for
example: the coat hanger.
This activity will consist of three craft stations, in which the
tables will be set accordingly and the students will rotate through
each station. An example made by the teacher will be presented at
the start of the class to show students what they will be making.
The first station will require the students to make their own model
of the Sydney harbour bridge using Styrofoam cups and paper plates.
The paper plates will be cut in half forming the bridge and the
Styrofoam cups will hold the bridge up and act as the sides.
The second station will require the students to paint an A3 piece
of paper using different colours and shades of blue paints. The
students may use paintbrushes, pieces of foam or paper to create
different effects to act as water. This will be a base for the
bridge to sit on to represent the bridge over the Sydney harbour.
The third station will be for students to create a backdrop for
their Sydney harbour bridge. Using black A3 paper and a variety of
different coloured pastels the students will create a fireworks
background for their bridge. These three craft activities will be
stapled together to form a diorama of the Sydney harbour
bridge.
Lesson Ten:
Lesson Eleven: Natural Landmark – Uluru
Play students the YouTube video that displays pictures of Uluru.
Discuss the characteristics of Uluru and what it looks like based
on the pictures shown and any prior knowledge students may have.
Reflect on looking at the Sydney harbour bridge and ask students
what differences they see between the two landmarks. Talk about the
variety of environments and characteristics between the two
landmarks. Introduce accordingly that the Sydney Harbour Bridge as
a man-made landmark and Uluru as a natural landmarks. Talk about
the differences between man-made and natural landmarks. Play
students the video again asking them to take special notice of the
colours in the landmark environment. Each student will then be
given a blank picture of Uluru. Using different colours that the
students find in the paper boxes or in magazines, the students will
be required to use cut paper to fill in the picture and represent
the colours of the environment. Ensuring that the whole picture is
covered and no blank spaces or white can be seen.
Lesson Eleven:
Lesson Twelve: Is this natural or man-made?
Ask students to think about the differences between the Sydney
harbour bridge and Uluru as a recap and introduction to the lesson.
Re-introduce terms ‘Man-made’ and ‘Natural’ by asking students if
they remember what we would call the difference between the
landmarks. Briefly discuss that natural environments can change
depending on certain circumstances, for example as the result of
the weather. Give examples of Uluru and the Great Barrier Reef and
their sustainability if these landmarks are not cared for properly.
Ask students if they might know any other examples that would fit
into these categories. After this, label one side of the room
“Man-Made” and the other side of the room “Natural”. Ask the
students to stand up. Hold up a variety of pictures of Australian
landmarks in which the students will be asked to move to the side
of the room they believe this structure is categorised. Question
the students as to why they have chosen their sides. Give students
the correct answer at the end of each picture. Students will then
move back to their tables and draw a picture of a natural landmark
they would like to visit and a man-made landmark they would like to
visit. Next to each drawing they must label the landmark and write
a few sentences about why they would like to visit each
landmark.
Lesson Twelve:
Lesson Thirteen: Landmarks Postcards
In this lesson, the students will be re-read the book ‘Are we there
yet?’ from last week’s lesson. After a brief discussion and
questioning about the families journey around Australia and the
students will then create their own postcards to send home to a
friend or family member. Discuss with students potential
attractions or states that the children could use for their
postcards, and the different environments they could have come
from. Students will pick a state or landmark around Australia and
create a postcard by drawing a picture on the front side of the
postcard. Ask them to think about the different environments they
have seen and which colours they might use when their pictures.
Have some dirt handy that the students could use to make their
postcard look like it has come from desert or bush environments.
Once the students have created the front side of their postcards,
they will write on the back side about the things they have seen
during their ‘holiday’ around Australia.
Lesson Thirteen:
-Students learn about the natural and man-made environments of
Australia.
-Students learn about the weather and climate of Australia and
within different states.
Lesson Fourteen: Natural environments that make up Australia
In this lesson, students will revisit all they know about natural
elements. Students last week have learnt about natural and man-made
Australian landmarks, this week our focus is on natural and
man-made environments that make up Australia. Let’s give the year
one students a chance to delve deeper into the characteristics of
Australia by discussing natural environments such as bush land,
deserts, islands, oceans, mountains, rocks, sand, etc. Ask students
if they have visited or seen any of these environments and get them
to share some stories about what they may know, what they did or
what they saw when they visited. Show students some pictures of
these Australian environments and highlight to students why they
are natural and not man-made (emphasise that they are not built).
Then have students create a picture or model of a natural
environment of their choice, for example a beach. Stimulate the
students’ imagination and thinking to include in their picture:
people or animals that they believe they might see or that belong
in this environment. Using coloured paper, paint, pencils, textas,
stickers, etc. allow students to create their choice of a natural
environment. At the end of this activity, students can leave their
work on their table and participate in a gallery walk share time
(where students walk around to view other students’ work with their
hands behind their back).
Lesson Fourteen:
Lesson Fifteen: Man – made environments that make up
Australia
In this lesson, students will revisit all they know about man-made
elements. Have a brief discussion with students about what man-made
means and what things around the classroom they can see that are
man-made. Last week students looked at man-made landmarks, this
week students will look at man-made environments that make up
Australia. Outline to students that man-made things in our
environment are structures such as: buildings, factories, schools,
playgrounds, roads, houses, etc. In this lesson, students will be
given the opportunity to go for a walk with their teacher to a
local park (located not far from the school). Highlight to students
that on this walk, they need to be taking careful notice for
natural and man-made things. Examples may include grass being a
natural feature of the environment and the playground as being a
man-made feature of the environment. To, at and from the park,
continuously discuss with students the range of natural and
man-made features that everyone can see. When returned back to
school, give each of the students a handout called: On my nature
walk. This worksheet is divided up into four sections: I see, I
smell, I touch and I hear. Have students write down the natural and
man-made features that they observed on the walk to the park and
have them write their ideas in the corresponding boxes.
Lesson Fifteen:
Lesson Sixteen: Weather and Climate in Australia
For this lesson, students will learn about the weather and climate
of Australia. Start off this topic by correlating it to the term
‘natural’ as weather and climate is a natural thing it isn’t
produced by someone or something. Ask students if they know the
four weather seasons (summer, winter, autumn and spring) and if
they know what months these seasons occur in (discuss). Go on to
talk about Australia’s tropical zones: equatorial, tropical and
subtropical and show students a map of the Australia that
highlights these different tropical zones. Explain that Australia
experiences different climates because of its size and that not
every state experiences the same temperature. Talk about the higher
regions of Australia (Brisbane, Darwin) experiencing higher
temperatures in summer (minimum 20 and maximum 32) and the lower
regions of Australia (Melbourne, Hobart) experiencing lower average
temperatures in summer (minimum 16 degrees and maximum 26 degrees).
Explain the reason for this is because these higher regions of
Australia are closer to the equator.
Then go on to talk about extreme weather conditions/natural
disasters such as cyclones, snow, floods and drought caused by the
natural weather.
After this discussion, students will then each be given a booklet
called ‘My weather journal’. This is a booklet for students to fill
out daily about the day’s weather. Each page has a picture of a
thermometer where students are to colour in the day’s temperature
in terms of degrees, draw a picture of what the day looks like (for
example cloudy and raining) and then fill in the blank lines by
describing the day’s weather. Students in today’s lesson are to
fill in the page about today’s weather and then colour in the front
cover (if time permits).
Lesson Sixteen:
Who lives in these Australian environments?
-Students learn about Australian wildlife animals that live in the
natural environments of Australia.
-Students recognise that Indigenous Australians make up part of our
Australian population.
Lesson Seventeen: Wildlife animals that live in Australia
To begin this lesson, ask students what sorts of animals they know
that live in Australia and make a list on the whiteboard visible
for the students to see. Have them think of animals that are
specifically known to living in Australia such as koalas,
kangaroos, wombats, crocodiles, snakes, the Tasmanian devil,
wallabies, echidnas, emus, platypuses, dingoes, etc. Then read to
the students the picture book of ‘Blinky Bill’ and have them think
carefully about the characters in the story. After reading, create
a reflective discussion on the story and talk about the characters
in particular as they are all Australian animals (koalas, kangaroo,
marsupial mouse, platypus, wombat, magpie, pelican, emu, kookaburra
and a wallaby). Go back through the book and point out and identify
the Australian animal characters in the story and then show
students real life pictures of these animals (you can research
these on Google images on your laptop to display for the students
on the interactive white board). Have students then go to their
tables and using coloured paper and pencils, have them draw their
favourite Australian animal mentioned today and write two-three
sentences on why they chose that animal.
-When finished this task, students need to fill out the daily
weather page in the weather journals.
Lesson Seventeen:
Lesson Eighteen: Worksheet and activity for Australian
Animals
Students in this lesson are to reflect on the previous lesson about
Australian animals. Create a brainstorm that lists the animals that
the students know of. Students are then handed a variety of
worksheets that they need to complete. Inform the students that
they are given three sheets: the first two are pictures of
Australian animals and the third sheet is a list of animal names.
Students are to cut out the names and glue them under the
corresponding animal. This activity is engaging for students and it
allows them to attempt to correctly identify the names of the
animals.
Once students have completed this task, they need to find a
partner. The teacher will have already prepared small printed
pictures of the Australian animals (a varied amount of pictures
that are of different animals but students must be given two copies
of each animal) that the students have been learning about.
Students need to collect these pictures and play a game of ‘snap’.
Explain to students how to play this game: partners need to take
turns in putting down a picture of an animal and when the same
picture of the same animal is put down by both students one partner
is to snap the pictures to make them theirs. The winner is the
person who has the most pairs of cards.
-When finished this task, students need to fill out the daily
weather page in the weather journals.
(ACARAL3)
Lesson Nineteen: Indigenous Australians that live in
Australia
In this lesson, students will be gaining an insight to the famous
historical people who live in Australia: the Indigenous.
Discussions about what ‘Indigenous’ and ‘Torres Strait Islander’
means and the Aboriginal flag will begin this lesson. Show students
the YouTube video ‘Brief introduction to Australian Aboriginal
Culture’ which talks about the history of the Indigenous, facts
about these people and traditional cultural aspects.
The indigenous activity students will partake in is dot painting.
Teacher is to demonstrate to students how to dot paint using paint
and cotton buds. Inform students that aboriginals dot paint. The
teacher will then hand out to students a black and white picture of
the Indigenous flag and students are to use the correct colours to
dot paint the flag.
-When finished this task, students need to fill out the daily
weather page in the weather journals.
Lesson Nineteen:
Lesson Twenty: Activity for Indigenous Australians
In this lesson, the students are going to partake in two indigenous
themed activities. After reflecting on the previous lesson about
the Indigenous people, students are given a hand out of aboriginal
symbols, which they will all look at as a class. The teacher will
guide students through the variety of symbols and explain to
students that they are to create a short four to five sentence
story using the Aboriginal symbols. An example of this is: the man
and the woman were playing with a boomerang down by the waterhole.
When they got tired they sat in the resting place and it started to
rain and so on…
(the words in italic would use the corresponding aboriginal
symbol).
Once students have finished their stories, they will return to the
floor to share their stories to the rest of the class.
-When finished this task, students need to fill out the daily
weather page in the weather journals.
Lesson Twenty:
-Students will attend an incursion about Australia.
-Students will reflect on all they have learnt from this ‘Places
are different’ unit.
-Students will be assessed on their built knowledge/ what they have
learnt from this unit.
Lesson Twenty-One: ‘Places are different’ Expo at school
Year one students will be holding a night for the teachers,
students and parents called the ‘Places are different’ expo. This
is a night where the year one students set up their own station in
the classroom to display all they have worked on during this
ten-week unit. They will have on display at their station the
activities that they have worked on, including the My House”, “My
City”, “My State”, “My Country” and “My World” circles, their
Australian flag, their labelled map of Australia, their traditional
dish they crafted, their wishful journey around Australia, their
Sydney Harbour Bridge diorama, their Uluru picture, their landmarks
postcard, their natural environment picture, their nature walk
worksheet, their weather journal, their picture of their favourite
Australian animal, their worksheet of naming Australian animals,
their dot painted Aboriginal flag and their Aboriginal symbolled
short story. The year one students’ audience can ask them questions
and the aim is for students to pass on their knowledge of what they
have learnt over the past nine weeks. This expo can be used as a
sort of assessment piece for the teacher as the students can be
asked questions that they are expected to know the answers to, for
example: what is the difference between ‘natural’ and
‘man-made’?
Lesson Twenty-Two: Reflection
Students are to write a reflection about all they have learnt in
the past nine weeks for this ‘Places are different’ unit. Students
are to reflect each lesson’s topic and remember what they learnt
and what their favourite thing from that topic was, for example the
fun facts they learnt or the activity they participated in.
Students are also given will the chance to fill in the third column
of their KWL chart (back from week one, lesson two) which is what
they learnt. This can be used as a sort of assessment piece from
the students to the teacher to show what they have learnt and taken
away from this unit.
Lesson Twenty-Two:
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