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TRANSCRIPT
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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SurfNetKids 2015, Australian Geography Game, SurfNetKids, data retrieved 16th September 2015 <http://www.surfnetkids.com/games/geography-australia/>
Sweeny, J 1998, “Me on the Map”, Dragonfly Books, Louisville
Suzies Home Education Ideas 2013, Australia Unit – Learning the states and territories, Suzies Home Education Ideas, Suzies Home Education Ideas, Data retrieved 16th September 2015 < http://suzieshomeeducationideas.blogspot.com.au/2013/03/australia-unit-states-and-territories.html>
Suzies Home Education Ideas 2013, Australia Map Printable, Suzies Home Education Ideas, Data retrieved 16th September 2015, < http://suzieshomeeducationideas.blogspot.com.au/2013/06/australia-map-printable.html>
TeachersPayTeachers website 2015, KWL Chart, TeachersPayTeachers, Data retrieved 16th September 2015,
< https://www.teacherspayteachers.com/Product/KWL-Chart-595724 >
<https://www.teacherspayteachers.com/Product/Nature-Walk-Activity-2012700 >
<https://www.teacherspayteachers.com/Product/Australian-Animal-Cut-Paste-Task-What-Australian-Animal-Am-I-1144844>
Teacher Time 2015, Map Of Australia Jigsaw, Teacher Time, Data Retrieved 16th September 2015, < http://www.teachertime.com.au/content/157-Map-Of-Australia-Jigsaw-KLA-HSIE-Stage1>
The Sydney Morning Herald website 2007, image retrieved on the 18th of September
<http://www.smh.com.au/news/environment/koalas-may-be-extinct-in-seven-years/2007/04/11/1175971155875.html>
Crayola 2015, Make a Postcard, Crayola, Data retrieved 16th September, < http://www.crayola.com/free-coloring-pages/print/make-a-postcard-coloring-page/>
Uluru / Ayers Rock, Northern Territory, Australia 2007, Video, Northern Territory Australia’s Outback, July 23rd 2007, Data retrieved 16th September 2015, <https://www.youtube.com/watch?v=LOxVc2XVV7s>
Wikipedia Website 2015, Australian Aboriginal Flag, data retrieved 17th of September.
< https://en.wikipedia.org/wiki/Australian_Aboriginal_Flag >
https://www.youtube.com/watch?v=R6xlUg7i1gs
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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