learning from home: abc tv education resources (secondary - … · 2020-04-27 · nsw department of...

NSW Department of Education

Learning from home: ABC TV Education resources

Supplementary activities to support educational content broadcast on ABC ME during Term 2, 2020

Secondary – book one27/04/2020 – 08/05/2020 (2 weeks)

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© State of New South Wales (Department of Education), 2020

The copyright material published in this document is subject to the Copyright Act 1968 (Cth), and is owned by the NSW Department of Education or, where indicated, by a party other than the NSW Department of Education.

Copyright material available in this document is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) licence.

See https://education.nsw.gov.au/about-us/copyright for further details.

About this resourceABC Education, in collaboration with the NSW Department of Education, have planned a daily schedule of free to air educational programs supported by standalone resources that complement the ABC TV Education program airing Monday 27 April 2020 to Friday 8 May 2020. All activities can be completed without access to the internet or a device and are suitable for lower primary, upper primary and secondary students.

Educational benefitStudent booklets include activities designed by curriculum experts to meet educational outcomes and are based on a selection of ABC programs that are of high educational value. Activities address topics from a range of subjects including: English; mathematics; science and technology; geography; history; PDHPE and creative arts.

These optional resources do not replace teaching and learning programs provided by schools but may be used by teachers and parents/carers to supplement student learning. Teachers may select activities relevant to their teaching and learning program and modify to meet student needs.

Recording student responsesStudents complete activities before, during and after viewing selected daily episodes. Where appropriate, space is provided in each booklet for students to record their responses. Students may require additional writing paper or a separate workbook for some tasks. Completed student booklets may be collected by teachers and used as evidence of learning.

How to access ABC TV Education programsThe selected daily episodes can be viewed via the ABC TV Education broadcast on ABC ME (Channel 23) from 10am-3pm weekdays. Each day commences with programs suitable for lower primary students followed by upper primary and then secondary. Programs will also be available at abc.net.au/iview after the broadcast. A schedule of the selected episodes is included in each student booklet.

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http://abc.net.au/iview



Episode scheduleThe timetable below outlines the episode focus for each day. The full ABC TV Education program can be found at https://www.abc.net.au/tveducation/

Time Program Episode titleKey learning area

Pages

Monday 27/04/2020

1:45pm Get Into TextilesRecycled and Sustainable Textiles

Design and Technology

4-5

Tuesday28/04/2020

1:55pm Tropical RainforestsThe Tropical Rainforest Ecosystem

Science, Geography

6-7

Wednesday29/04/2020

2:00pmChildren of the Holocaust

Ruth Rogoff History 8-9

Thursday 30/04/2020

2:10pm Social Media MeUnderstanding Self-Esteem

PDHPE 10-11

Friday01/052020

2:00pm Your PaintingsJoseph Wright Of Derby

Art 12-13

Monday 04/05/2020

1:10pmA Stargazer’s Guide To The Cosmos

How To See The Earth Turn

Science 14-15

Tuesday05/05/2020

2:20pm Teenage Boss Susan Mathematics 16-17

Wednesday06/05/2020

1:35pm Kids of Courage Frit Jof History 18-19

Thursday07/05/2020

2:25pm BTN: Media Literacy Bias English 20-21

Friday08/05/2020

12:50pm BTN ExplainersWhy Do People Like Scary Movies?

English 22-23

https://www.abc.net.au/tveducation/

Monday 27 April, 2020 Secondary


Program: Get Into TextilesEpisode title: Recycled and Sustainable TextilesTime: 1:45pm on ABC MEAbout: This resource shows how textile designers are meeting the challenge from government and consumers to meet the 6Rs. Case studies include shoes made from old tyres and seatbelts bags made from recycled materials.

Before the episode:1. Brainstorm ways in which textile items can be recycled.

During the episode:1. The program looks at a number of different materials being recycled into new products.

Why is there a need to recycle or re-use textile items?

2. Using recycled materials to produce fashion items requires a different approach to designing. Outline the design process used when working with recycled textile items? How does this differ from the design process of a traditional textile item?


Monday 27 April, 2020 Secondary

education.nsw.gov.au

Follow-up activity: Identify three textile products in your home. Sketch three different design ideas from the repurposing of these products.

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View this episode after screening at https://iview.abc.net.au/show/get-into-textiles


After the episode:1. List the environmental impacts of the mass production of textile items. How were these

impacts reduced by the companies shown in the program? Suggest other ways these impacts could be reduced.

2. The program showed examples of how large corporations had reduced their environmental impact by working with designers. Outline how other businesses could work with designers to reduce their environmental impact. Explain the benefits for a business to work with designers to re-use and recycle its textiles.

3. There are a variety of factors that affect consumer demand, selection and use of textiles. Outline these factors and explain their impact on consumers and society.

Tuesday 28 April, 2020 Secondary


Program: Tropical RainforestsEpisode title: The Tropical Rainforest EcosystemTime: 1:55pm on ABC MEAbout: Our drone takes you on a visual journey through the extraordinary biodiversity of the Amazon rainforest. This episode provides examples of adaptation, stratification & competition - from the forest floor way up to the canopy.

Before the episode:1. How do tropical rainforests function? 2. How do people’s worldviews (i.e. people who live in the tropical rainforests, tourists,

scientists, conservationists) affect their attitudes to, and use of, tropical rainforests? 3. What are the causes and consequences of change in tropical rainforests and how can this

change be managed? 4. Why is an understanding of environmental processes and interconnections essential for

sustainable management of tropical rainforests?

During the episode:1. You are a note catcher for this documentary. Use the eight headings below to organise

your notes as you watch the documentary. Your notes will assist you in completing the next activity.


After the episode:1. Environmental experts - the Australian Government’s Department of Environment has

commissioned you to research and provide a multimedia report on the plight of the tropical rainforests of South America.

The multimedia presentation can include the use of:• a PowerPoint Presentation or Prezi, or similar• pictures/diagrams from the internet • word documents• a web page design(activity continues over page)

Section Name Vocabulary Animal (fauna)

Community/individuals

What makes the area special

Management (including jobs)

Issue of sustainability

Tuesday 28 April, 2020 Secondary


Follow-up activity: environmental management - What are the causes and consequences of change in tropical rainforests and how can this change be managed? The Australian government has asked for more information about how the tropical rainforest shown on the documentary has been/are managed. Research this, reference and summarise the threats/change over time to the tropical rainforest, and include any significant management strategies currently being employed.

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Your report is to include:• a line drawing that depicts two major landscape features found within the tropical rainforest• a brief (10 lines each) explanation of the existence and development of each of the features

in the line drawing• an outline of the importance of flora and fauna water to the tropical rainforest (maximum

one page).

View this episode after screening at https://iview.abc.net.au/show/tropical-rainforests


After the episode:2. Community meeting - government officials from the Department of Environment will be

visiting the tropical rainforest in the documentary to meet a number of communities and to learn about the interactions between the people and the environments. They will be meeting you!

Choose a community or specific person (individual) that lives in, or relies on, the tropical rainforest. Research the community or individual by answering the following questions, from their point of view:• How does the environment influence your life?• How do you use the environment?• How has this use changed over the past decade?• What have you done to influence this change?• What have been the (short and long term) consequences of this environmental change?• What do you believe are the governments’ responsibilities to the community and the

environment?• What have been the responses to this environmental change thus far, and at a variety of

scales, including worldviews?• What strategies are there for future sustainable interactions between the people and this

environment?

Wednesday 29 April, 2020 Secondary


Program: Children of the HolocaustEpisode title: Ruth RogoffTime: 2:00pm on ABC MEAbout: A five-year-old girl’s escape over the mountains from East Germany into Czechoslovakia, and her mother’s determined efforts to keep the family together.

Before the episode:1. Is it important to be sensitive to others’ stories? Why or why not? Consider what it means

to be sensitive to their others when they tell their story. What are examples of “sensitive” questions? What does it mean to be a “sensitive” listener?

2. Before listening to Ruth’s story, what questions would you want to ask her? Examples include:

• Why do you think Ruth has chosen to tell her story to the world? • What do you expect you to learn from Ruth?

During the episode:1. Using the chart below as a guide. On the left side, record information presented in the

documentary. On the right side, record your information. Reactions could be: a question, a comment, a feeling, a connection to something they know about or have experienced.

This documentary allows students to consider the questions of identity and belonging through their personal connections as well as through the Holocaust.

One of the most powerful ways to help students begin to grasp genocide and other tragic moments in history is through survivor testimony, or first hand accounts. Ruth Rogoff recalls what she and her mother had to endure to be safe along with the legacy that exists today, of Holocaust survivors.


Information about Ruth Rogoff’s experience

Your reaction

Wednesday 29 April, 2020 Secondary


Follow-up activity: Write a story to share with others. Who do you want to hear it? Why would you select this story to share? Write your account.

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2. Timelines are an effective way to help you see how a survivor’s individual experience fits into the larger historical context. Create a timeline of events from the documentary. The timeline can be written or pictorial. Record on the timeline the significant events in Ruth’s life as you watch the testimony.

View this episode after screening at https://iview.abc.net.au/show/children-of-the-holocaust

3 facts

2 questions

1 feeling


After the episode:1. Complete the 3-2-1 chart below after viewing. Record three facts from the documentary,

two questions raised by the documentary, and one feeling you experienced while watching Ruth.

Thursday 30 April, 2020 Secondary


Program: Social Media MeEpisode title: Understanding Self-EsteemTime: 2:10pm on ABC MEAbout: This episode introduces us to characters Jules, Nela and Marcus, who use and respond to social media in different ways. Jules blogs about positive self-esteem and body image.

Before the episode:1. Think about this statement “when young people go online, they feel better about

themselves”. Write a personal reflection in the space below in response to this statement and identify whether you agree or disagree and your reasons for your position.

During the episode:1. Self-esteem is how we feel about ourselves. In the space below, record some indicators of

positive self esteem seen in the episode.


Thursday 30 April, 2020 Secondary


Follow-up activity: Keep a journal over the next two weeks. Record how you feel each day. Write down two positive experiences from each day. Who is one person who had a positive impact on your day? Express gratitude in your journal for what they have done for you that day.

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View this episode after screening at https://iview.abc.net.au/show/social-media-me


After the episode:1. Make a list of people you can access to share your feelings, thoughts and worries. Choose

one person from this list. In the space provided, write a text message or email to share one thing you are feeling, thinking or worried about right now. Share how you are managing these thoughts, feelings and worries and how effective these strategies are for you.

2. Go back to this statement “when young people go online, they feel better about themselves”. Review your personal reflection. Do you still agree or disagree with the statement. Record any changes in your view and reasons for these changes in the space below.

3. Access Microsoft Word or use your notebook. Write a guide for young people on how to feel great. Outline five strategies to boost self-esteem. This guide should help young people to feel happy in their online and offline world and help them feel valued and confident. For example, don’t compare yourself to others, set yourself time limits to be on social media, focus on your strengths and talents.

Friday 1 May, 2020 Secondary


Program: Your PaintingsEpisode title: Joseph Wright Of DerbyTime: 2:00pm on ABC MEAbout: Inside the painting she explores Wright of Derby’s use of a single light source to draw attention to particular elements of the work, and discusses representation of the period of Enlightenment in works of art.

Before the episode:1. This very large (147.3 cm × 203.2 cm) oil on canvas painting was created in 1766 in

England. What do you know about life in Britain in the 18th century? Record your ideas. Consider social structures, hierarchy, values, employment/work, technology and clothing.

2. Look closely at the subject matter of painting and make notes on the seven figures who are in the light moving from the small boy on the left through to the standing man on the right (do not describe the figure in silhouette). Briefly describe their pose, expression, style of dress and any distinctive features.


The Orrery by Joseph Wright of Derby (circa 1766)



Follow-up activity: Make a quick pencil sketch of an orrery.

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During the episode:1. While watching the program-add to the notes on the key figures you described above

Which figure is the scientist? Which figures are looking at Saturn?2. What did Wright understand about the effects of light and how it can be used in paintings?

After the episode1. What artistic techniques can you identify in the artwork by Joseph Wright of Derby? What is

the impact of these techniques?2. Create your own artwork using two of the techniques that you identified.

View this episode after screening at https://iview.abc.net.au/show/your-paintings


Monday 4 May, 2020 Secondary


Program: A Stargazer’s Guide To The CosmosEpisode title: How To See The Earth TurnTime: 1:10pm on ABC MEAbout: “Space Gandalf” Greg Quicke shares the stargazing discovery that inspired him to become an astronomer: How to observe the rotation of the Earth in space, by watching a handful of easily observable stars in the night sky.

Before the episode:1. Discuss with justification your ideas about whether the Earth is stationary or in motion.2. Complete the following tasks in five minutes:

• Draw an astronomer• Describe what an astronomer does• What is a star?• List any constellations you know of

During the episode:1. Write down the evidence for Earth’s rotation, as described by Greg Quicke. This can be

done as a series of bullet points, concept maps or sketches. Focus on what Greg Quicke’s descriptions.

2. List words and concepts that are not clear.

After the episode:1. Synthesise the information presented in the video by answering the following:

• describe how the movement of stars and constellations in the night sky explain the rotation of the Earth.

• how has the information provided in this video changed or extended your understanding of Earth’s rotation in space?

• list 1-3 questions you have about Earth’s rotation in space.


Monday 4 May, 2020 Secondary


Follow-up activity: Obtain long-exposure images of the night sky. To do this, the smartphone should be mounted on a tripod or rested on a stable platform. Depending on the part of the night sky that was photographed, you will see linear or circular trails.

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View this episode after screening at https://iview.abc.net.au/show/stargazers-guide-to-the-cosmos


2. Smartphone astronomy - students should conduct their own investigations about evidence for the rotation of the Earth. This can done in a number of ways:

Native camera apps on smartphones can be used to photograph the night sky. Many apps allow the user to adjust aperture and shutter settings, so that photographs of the night sky may be obtained. Experiment with these settings to obtain pictures of stars, planets and other objects in the night sky. The best times for night sky photography are late evenings, particularly in the days before the new moon.

Take images of the same region of the night at regular intervals at one hour intervals. Images that include terrestrial reference points such as buildings, trees or other natural formations will assist you with charting the night sky. After obtaining a few images, chart the movement of stars and constellations but avoid planets and meteors. You may choose to print the images of the night sky and then measure the distances travelled by the stars/constellations. A clear transparency with a grid may be useful. If available, photo stitching software can be used to align the images and identify objects that have been repositioned during the investigation.

Tuesday 5 May, 2020 Secondary


Program: Teenage BossEpisode title: SusanTime: 2:20pm on ABC MEAbout: With a massive party for her mum’s birthday to pay for as part of her monthly expenses, can 15-year-old Susan still save enough money for the headphones she dreams of buying?

Before the episode:1. How much pocket money do you get a week?2. Is this enough to cover all your needs?3. If you were the boss, how much pocket money would you give yourself? Justify why you

need this much.

During the episode:1. What is the difference between a fixed and variable cost?2. List at least 3 variable costs for Susan’s family.3. How much does Susan’s family spend on groceries for a month?


Tuesday 5 May, 2020 Secondary


Follow-up activity: Investigate one of the following:Earning money• Survey as many friends and family as you can to determine how much they earn per week

either through pocket money or their part-time jobs.• Record your data in a suitable format.• What is the average amount earnt per week? Is there a difference between the mean,

median and mode?• Is it different for different age groups?• Draw a suitable graph to show your findings.

Public transport versus running a car• Determine how many kilometres your family travel in a week.• Find out the cost of petrol/diesel in your area.• Find out the fuel economy for your family car (km/L).• Calculate the cost of fuel for the number of kilometres you travel per week.• Investigate the cost of public transport.• Determine your public transport costs for your weekly travel.• How does this compare with a car?• What other things would you need to consider when deciding between taking public

transport and the car?

Note: If there is no public transport in your area, you may like to consider travelling from a nearby town to your nearest capital city via public transport versus car.

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View this episode after screening at https://iview.abc.net.au/show/teenage-boss


After the episode:1. How does your family’s food bill compare to Susan’s?2. What are your family’s fixed and variable costs?3. Plan out meals for your family for a week (breakfast, lunch, dinner and snacks).4. Using catalogues, accessing supermarket websites or by visiting a supermarket, calculate

your food bill for your week’s worth of meals.5. The average hourly wage for an Australian adult is $18.29 per hour. How many hours per

week would you have to work for to pay for your week’s worth of meals?6. How much does the average Australian adult earn per week if they work 38 hours?7. What percentage of the average weekly wage, is your week’s worth of meals?

Wednesday 6 May, 2020 Secondary


Program: Kids of CourageEpisode title: FritjofTime: 1:35pm on ABC MEAbout: Fritjof’s village is occupied by the Germans. When his father enlists for war, Fritjof has to support his family as a fisherman boy. At first, he works for the occupiers, but what he is paid can scarcely feed his family.

Before the episode:1. List ten facts you know about both:

• World War II• Norway


Norway

Wednesday 6 May, 2020 Secondary


Follow-up activity: Reflect on the process of translating history into a documentary and how you (as a writer) can influences perceptions of the past.

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During the episode:1. Listen to the documentary about a boy called Fritjof, who lived in Norway during World

War II. Note catcher: write notes on the following guiding questions as you view the documentary:

• What were you able to learn about World War II from this story?• What were you able to learn about life in Norway for children from this story?• How did this story make you feel?• What were you able to learn about life on the home front from Fritjof’s story?• How do you think it must have felt to be a child during World War II? • How do you think it must have felt to be a mother during World War II? • How do you think it must have felt to be a German soldier in Norway during World

War II?• How do you think life is different for children experiencing war today compared to

Fritjof’s world during World War II?

After the episode:1. Write a short profile of one of the characters featured in the documentary. These profiles

may include:• a physical description• personality traits• characteristic phrases and gestures• feelings and concerns, as well as • what your character does each day.

2. Write the next chapter of the documentary for your character, based on the history of World War II and Norway, as you know it. Include source materials as images tell much of a story and evoke the emotions and thoughts of the viewer.

View this episode after screening at https://iview.abc.net.au/show/kids-of-courage


Thursday 7 May, 2020 Secondary


Program: BTN: Media LiteracyEpisode title: BiasTime: 2:25pm on ABC MEAbout: Bias is hard to avoid, but it can be really damaging - leading us to make poor choices without fairly weighing up the facts. This episode looks at bias in the media and why it can be particularly damaging.


Before the episode:1. What does the word bias mean to you? 2. List 3 examples of bias you have witnessed/experienced/observed in your life or the

media.3. In your own words, define point of view.4. In your own words, define intertextuality.

During the episode:1. Identify the genre conventions and styles of media represented in this episode.2. There are different points of view presented during the episode. Identify a few of the key

characters represented during the episode and explain their points of view.

Point of view is defined by the English Textual Concepts in Stage 5 as the position from which the subject matter of a text is designed to be perceived.

Thursday 7 May, 2020 Secondary


Follow-up activity: Create a 5-10 minute podcast (or the transcript for the podcast) focusing on a particular perspective of a current media issue. You need to include in this podcast:

• a persuasive hook sentence• 3 pieces of fact that suit your point of view• an introduction to your topic• 2-3 paragraphs (utilise a familiar paragraph structure)• a conclusion that consolidates and restates the validity of your bias.

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After the episode:1. Why do you think the tropes of Science Fiction have been used as the vehicle for

this episode? You may wish to research the history of the Science Fiction genre.

2. Representing your understanding of bias• Design a dual poster where you showcase how a recent event has been

represented in the media. For example, ABC and Channel Seven, both are media/news outlets but represent their point of view quite differently. The event could be recent or a past event you know well. For example, the bushfires, the drought or military conflict. Identify two alternate points of view and represent one on each side of the poster.

3. In this episode there were many intertextual references. • Explain why you think the composer has used two of these references.

4. The presenter states that our bias is influenced by our experiences and/or by the media because our brains our hard wired to take a short cut and to use a limited amount of information to make assumptions and draw conclusions.

• Write a short persuasive piece presenting an assumption or drawing conclusions about a current media event.

• Using your new learning to complete the sentences: I used to think … Now I think …

View this episode after screening at https://iview.abc.net.au/show/btn-media-literacy




Program: BTN ExplainersEpisode title: Why Do People Like Scary Movies?Time: 12:50pm on ABC MEAbout: Find out what’s going on in the world with a news bulletin designed for children, featuring stories that are relevant and easy to understand.

Before the episode:1. There are many types (genres) of movies which all have their own distinct style, for

example comedy. Write a list of as many genres as you can think of.2. Write down the names of as many horror movies as you can.3. Think about a horror story or movie you have seen or ask someone to tell you about one.

What are the elements of a good horror movie or story? 4. The purpose of a horror movie or story is to create a feeling of fear. What techniques

might a movie use to create this feeling?

During the episode:1. Sociologist, Dr Margee Kerr claims there are three main reasons why people like watching

scary movies. Explain each of these reasons.• Fight or flight• Sense of accomplishment• Positive social experience that brings people together.

2. Is watching scary movies good for you? Write down the arguments for and against.3. What reasons does Dr Kerr give for some people not liking scary movies?

After the episode:1. Preparing to write your own scary story - imagery will be important to both build up

suspense and to create a feeling of fear. Make sure you include more than visual imagery. Write a list of words you could use for each of the 5 senses in the space below.

• Visual (sight)• Auditory (hearing)• Olfactory (smell)• Gustatory (taste)• Tactile (touch)

2. Extend your vocabulary so it fits the scary story genre - instead of ‘said’ you could use ‘shrieked’ or ‘screamed’. Write down alternatives for the words walked, trembled, ate, jumped and cried.




Follow-up activity: Writing your own scary story - you have set the scene, created a villain and worked out which fears you will focus on in your story. You also understand the importance of language in creating suspense and a feeling of fear. Now write your own scary story aiming for a length of 2 to 3 pages.

Hitherto I had noticed the backs of his hands as they lay on his knees in the firelight, and they had seemed rather white and fine: but seeing them now close to me, I could not but notice they were rather coarse – broad, with squat fingers. Strange to say, there were hairs in the centre of his palm. The nails were long and fine, and cut to a sharp point. As the Count leaned over me and his hands touched me, I could not repress a shudder. It may have been that his breath was rank, but a horrible feeling of nausea came over me.

Dracula by Bram Stoker (gutenberg.org)

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3. Your aim is to create a feeling of fear - This could include for example a fear of alienation, nightmares, death, vulnerability, pain, being unable to escape, loss of identity. Circle one or two fears you will focus on in your story.

4. Creating a villain - Scary stories usually have a hero and a villain. The Villain will usually have distinctive physical features or powers. Read the extract from Dracula where the protagonist describes Count Dracula. Write a paragraph where your villain’s features are described from the viewpoint of the protagonist.

5. Creating your hero - Now you need to create your protagonist – what does he look like, how does he act and speak? Is he brave, likeable? In 5-6 lines describe your hero. Think about whether he will defeat the villain or ultimately be destroyed himself.

6. Setting the scene - It is important that there are hints right from the start that something is sinister or ‘not quite right’ as the scene is described for the story. This could be the weather, suddenly changing, an isolated spot, darkness, a sense that someone is watching. Write your own introduction to your story, setting the scene and slowly introducing a feeling of suspense.

View this episode after screening at https://iview.abc.net.au/category/education


education.nsw.gov.au @NSWEducation

learning from home: abc tv education resources (secondary - … · 2020-04-27 · nsw department of...

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