Integrated Curriculum Unit: COMMUNITY COOKBOOK: COMMUNITY and Ecological Principles Grades 2/3 by Julie Boyd

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A STUDY OF COMMUNITY and Ecological Principles.

THE COMMUNITY COOK BOOK By Miranda Armstrong with Julie Boyd A Lower Primary Integrated Unit National Curriculum - BAND A; LEVELS 1/2. Grade 1/2. • Studies of Society and Environment. • Science. • The Arts. • English. • Mathematics. • Health and Physical Education.

_____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

Please note: These units are designed for educators who have some experience inIntegrating Curriculum and in Collaborative/Cooperative Learning. For those resources which may be able to assist you further. This unit may be used according to the needs of the teacher and class for between a six week and 12 month period. The unit is designed not to be sequential, but so that you can choose areas of interest and appropriateness.who are starting along this learning path we would be very happy to recommend First published 1997 © Global Learning Communities Second Edition 2003 © Integral Learning Futures P.O Box 66, Hastings Point, NSW 2489 Australia. Australian Phone/Fax: 02-66764217 International Phone/Fax: -61-2-66764217 Email: Website:

info@julieboyd.com.au www.vision.net.au/~globallearning/ www.julieboyd.com.au

ISBN: 1 876 153 64 Published simultaneously in Australia, New Zealand and the United States of America.

All rights reserved. No part of this publication may be reproduced in any form, including electronic transmission or copying, photocopying or other means, without prior written permission from the publisher.

INTRODUCING INTEGRAL CURRICULUM FOR MINDFUL LEARNING The challenge for teachers now and in the future is going to be to create co-ordinated and integrated learning opportunities for students. As we learn more about the process of learning, and use this to integrate our responses to a rapidly changing world, teaching is becoming a process of facilitation of effective learning rather than simply the transmission of accepted, imposed, compartmentalized curriculum. Over the past decade, every country has undergone massive changes in curriculum organization- from imposed, rigid syllabi to learning frameworks based on a more conceptual approach to learning. This has necessitated a move toward more interactive classrooms, which in turn has significantly changed the role of the teacher. This must inevitably impact on assessment, and thus reporting, procedures. At Global Learning Communities and Integral Learning Futures we believe that successful learning and development requires a purposeful approach to learning, facilitated by teachers who have strong philosophical, theoretical and principle-centered bases. These educators work to create a powerful alignment between the learning environment, an integrated approach to conceptually based learning in interactive classrooms, and an approach to assessment in which the individual ultimately learns to assess and challenge themselves. We envision a coherent curriculum that would do justice to the integrity of each subject and also bring each to bear on all the others in a way that reflects an integrated, as opposed to compartmentalized, approach to real life. To achieve this we have developed a framework for school change, and a range of services designed to assist educators and schools in their individual and collective on-going learning process This particular service is designed to provide educators with a series of detailed units of work which may be used as they are presented, or adapted to meet your own needs in content, demography, or culture.

The Uniqueness of this approach to Integral Curriculum includes A. A conceptual learning basis based on key ideas and questions; focused on the learner, based on inquiry, questioning and experiential learning through participation in story. B. An emphasis on the processes of learning, as well as student retention and use of knowledge which seeks to develop student understanding. C. The incorporation of the most powerful learnings from the best researchers and advocate leaders in the field. These include Kieran Egan’s storyform (based on living within story), Susan Kovalik’s Integrated Thematic Instruction (based on brain-based learning), Renate and Geoffrey Caine’s focus on making connections and brain-based learning, Edward Clark’s circular matrix based on questioning, James Bean’s and Garth Boomer’s approach to negotiated curriculum, Briggs’ Problem-Based Learning, Lilian Katz’s project approach, Pigden’s use of process subjects as the focus for integration and Heidi Hayes Jacob’s emphasis on maintaining the integrity of the disciplines within an integrated context. D. GLC’s Integrated Curriculum with Integrity (ICI) framework aligns a conceptually based curriculum with interactive, experiential and cooperative learning, a range of learning styles, extended thinking and problem-solving, and numerous other strategies found to enhance learning effectively. E. All units incorporate local, Australian National and International Curriculum Frameworks and include references to specific subject area disciplines of maths, language arts, social studies, science, technology and design, and the visual and perfoming arts. F. GLC’s ICI framework provides strategies to aid the teacher in facilitating ongoing, multiple forms of assessment. Each unit describes ideas for monitoring and documenting student learning growth as well as ideas for ‘performances of most worth’ that could be used for summative authentic assessment. G. The units are developed around grade clusters, so that they may be used in muti-age classrooms and easily adapted to preceeding and successive grade levels. They are designed to be developmentally appropriate, while still being both flexible and adaptable. H. Each unit contains a matrix which outlines the major conceptual areas of the unit content, as well as key questions the students will study, debate or dialogue, problem-solve, research, develop projects about and/or become involved in relevant community action. Units are presented in such a way that the teachers and students can together ‘peel back’ layer after layer and go deeper into the process of learning. _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

I. Most importantly, each unit has as an overriding focus, the development of young learners as competent, considerate and positively contributing local and global citizens who: * respect and care for self and others * participate in and contribute responsibly to society * sustain learning throughout their lives * Are competent personally, socially, economically, ecologically, culturally and morally.

LEARNING LINKS. BAND A

Topics suggested for the early years of schooling (prep-yr 3), introduces children to a sense of personal place within the world. Children learn to see themselves as social beings existing within complex and inter-connected environments. They are introduced to principles underlying the formation and operation of these groups and environments. They begin to understand their place in the inter-connected web of life.

BAND B During the upper primary school years (grades 4-6), students deepen their understanding of their place on earth, the structures and principles that ensure balance and sustainable existence and their roles and responsibilities in maintaining the balance. They look inside systems and organisms to gain an understanding of how things work. They begin to develop an understanding of Australia’s unique identity, Australia’s position globally, and earth’s position universally.

BAND C By early secondary school years (grades 7-9), students need to become actively involved as participating citizens, contributing to the improvement of their environments (school, community etc). They gain an understanding of how to be socially active, of how society functions, is reproduced and transformed. They begin to think globally of Australia’s place within the world and the global effects of things like resource use, economics, climate etc.

CONTENTS

• SETTING THE SCENE • FIRST STEPS LITERACY APPROACH • CONCEPT DEVELOPMENT • CONCEPTUAL LINKS • NATIONAL CURRICULUM FRAMEWORK LINKS IMPLEMENTING THE UNIT: • GETTING STARTED. • STEP 1 - CAPTURING STUDENT INTEREST. • STEP 2 - GETTING TO KNOW YOU. • STEP 3 - MULTICULTURALISM. • STEP 4 - CREATING COMMUNITY. • STEP 5 - BUILDING A SMALL BUSINESS. • STEP 6 - CREATING A COMMUNITY COOK BOOK. STEP 7 - PERFORMANCE OF MOST WORTH - MARKET DAY. APPENDICES: Appendix 1: First Steps Learning Program- SHARED READING Appendix 2: First Steps Learning Program- READING TO CHILDREN Appendix 3: First Steps Learning Program- GUIDED READING Appendix 4: First Steps Learning Program- INDEPENDENT READING Appendix 5: First Steps Learning Program- LANGUAGE EXPERIENCE Appendix 6: First Steps Learning Program- TEACHING CHILDREN COMPREHENSION STRATEGIES Appendix 7: ALTERNATIVE COMMNITIES Appendix 9: NATIONAL CURRICULUM LINKS REFERENCES

Section 1:UNIT OVERVIEW AND INTRODUCTION • SETTING THE SCENE

• FIRST STEPS LITERACY APPROACH • CONCEPT DEVELOPMENT • CONCEPTUAL LINKS • NATIONAL CURRICULUM FRAMEWORK LINKS

SETTING THE SCENE: ‘The Community Cook Book’ is a unit about community and ecological principles, written for National Curriculum Band A, levels 1/2 (Lower Primary), with a grade 1/2 focus, although the unit could be very easily modified for older students. Why do we believe that it is crucial for young children and older students to have an appreciation of what community is, how it is created and how we can create the communities we want to live in? We all live, work and play in communities. Each day children come to us from their families, who live within communities, and many of these neighbourhoods fall into the same larger community district. Each child, coming from their diverse individual communities, contributes to the forming of the school community, as daily they enter the school confines and gather to be defined as ‘a school body’. After school, many children will experience things that take them into still other communal groups. They may go to clubs like gym, ballet, swimming and basketball or they may go to after school care, church youth groups, scouts or guides. In all of these communal experience, various cultural influences are likely to be apparent and cultural influences, subtle or obvious, permeate the lifestyles of every participant in any community. The complexity of what makes ‘community’ is quite challenging. In the section entitled ‘Questions for Teachers to think through...’ you will be invited to consider a number of issues it would be helpful for you to clarify in your own mind in order to be able to help children appreciate and build community. _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

From a dictionary definition, we can establish that community could be any one, or combination of more than one of the following. • all the people living in a specific locality • a body of people having a religion, a profession etc in common • fellowship of interests • a body practising common ownership • a body of nations unified by common interests. Community spirit, defined as a feeling of belonging to a community expressed in mutual support, confirms that the common thread in all these definitions is the sharing of beliefs, ideals or actions. It is this mutuality of the collective that constructs the concept of community. Common to all communities then, will be certain principles that will relate to this ‘sharing’. A principle is a fundamental truth or law that is the basis of reasoning or action. Each principle can be said to reflect certain characteristics, namely: • processes - the stages leading to actions • strategies - plans for action • skills - practised abilities required to permit the process to • actions - the fact of doing. The following principles, with some associated skills, are suggested as common to all communities. 1) Principle of Oneness - we are part of a group; the group is part of society; society coexists with Nature. • caring • communication • global vision • seeing perspectives • perception • awareness • reflection 2) Principle of Humility - our group is valuable but not superior, just as our species is valuable, but not more so than other life in Nature. • caring • communication • discernment • valuing • reflecting 3) Principle of Cooperation - we must understand and work with members of our group; and society; and Nature. • caring • communication • planning • organising • collaborating • negotiating _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

4) Principle of Sustainability - activities and life-styles must support all members of the group; the species; and Nature. • caring • communication • reflecting • valuing • cooperation • critiquing • creative thinking 5) Principle of caring - we must care for members of the group; for our species; for Nature. • caring • communicating • applying • planning 6) Principle of Diversity - we must value and protect diversity within members of our group; in our species; in Nature. • caring • communicating • valuing • discernment 7) Principle of Limits - resources are finite within our group; within society; within Nature. • caring • communicating • awareness • critiquing 8) Principle of Equity - we must assume responsibility for sustaining our group; our species; Nature. • caring • communicating • collaborating • applying • creative thinking • organising • planning 9) Principle of Action - groups grow by applying their beliefs in actions. But every action has consequences that must be weighed in terms of the collective; the species; Nature. • caring • communicating • applying • organising • creative thinking • collaborating _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

This list is not exclusive, but suggests some areas central to creating communities that will work not only for the good of their exclusive members, but also for their species (global perspectives) and Nature (the environment). In each principle listed, the skills of ‘caring’ and ‘communicating’ are seen as essential. This is because: • affective engagement generates the kind of passionate response that ensures action. A community without action will remain dormant and die. Every community must exist within a state of ‘excitation’, or ‘positive tensions’. • the ability to communicate allows individuals to listen to and understand the perspectives of others and to define and express their own opinions. Literacy is a liberating skill that should be the right of every member of every group if they are to be empowered to take considered action, rather than submissively implementing dictated action. Community can be said to be an essential building block for societies and cultures. They are equally essential to ecological integrity. And since communities seem to be the favoured way humans structure their individuals to function within Nature, it is important that children learn to conceptualise communities not simply as groups of humans with shared interests, but rather as groups of humans with shared interests existing within Nature. It is this relationship between the collective of individuals and their environment that will determine whether the impact communities have on Nature will be positive or negative. This must be seen of vital importance in terms of the future of our planet. In his article ‘Worldviews, ethics and environment’ (from ‘Living in the Environment’, 6th ed., Wadsworth Belmont Calif., 1990, pp609-19), G. Tyler Miller Jr. discusses the problem of the pervasive ‘throwaway worldview’ that exists in many societies globally. This attitude leads to widespread environmental degradation which impacts significantly on the quality of human existence we can hope to create. Environmental deterioration does not stem from science and technology, or from lack of information, trained people, or money for research. Rather, it stems from the lifestyle of the modern world, which in turn arises from basic beliefs. ‘The major problems in the world are the result of the difference between the way Nature works and the way man thinks’ (Gregory Bateson) The counterpart to the ‘Throwaway Worldview’, as described by Tyler Miller, is the ‘Sustainable-Earth Worldview’. Many possible sustainable-Earth economies, political systems, and individual lifestyles are possible based on a collection of fundamental principles. • principle of oneness • principle of humility • principle of cooperation • principle of respect-for-nature • principle of sustainability _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

• principle • principle • principle • principle • principle • principle • principle • principle • principle • principle • principle • principle • principle • principle • principle • principle • principle

of love, caring, and joy of preservation of wildlife and biodiversity of self-defense of survival of minimum wrong of limits of enoughness of equity of ecological backlash of economics-is-not-everything of respect-your-roots of balanced earth budget of rights of the unborn of responsibility of the born of birth-control-is-better-than-death-control of experience-is-the-best-teacher of love your neighbour.

Sustaining the earth requires each of us to make a personal commitment to live an environmentally ethical life. , Fritjof Capra, and Ed Clark conceptualise this Worldview in terms of Ecoliteracy - a philosophy that suggests a comprehensive, integrated conceptual framework for understanding the ecological character of the world in which we live. (See ‘A Guide to Ecoliteracy’, Capra, published by Elmwood Institute, CA 1993. Their premise is that if we need to develop a sustainableearth worldview grounded in earth ethics and understandings, we should structure the shift in attitudes and beliefs to be based on the basic principles fundamental to ecology (the backbone of earth). In his article Ecoliteracy; an Ecological Strategy for Redefining modern social, economic and political systems (1994) Clark discusses an ecological blueprint for cultural transformation. Some of the connections he proposes are as follows: 1) Political systems will establish macro-constraints which will provide limits for individuals and communities (ie resource distribution) 2) Lasting change must occur through grass roots actions by individuals and communities (participatory rather than representative democracy) 3) We must learn to create and live with a dynamic balance between the good of the individual and the good of the community. Community is the fundamental unit of this system. 4) Community and bio-regional self-sufficiency must be a priority. 5) Communities must value diversity for diversity creates stability and vigor. 6) The economic principle of supply and demand must be linked with the principle of equitable distribution. 7) Through cooperation, communities must determine shared constraints that allow for growth while maintaining balance (homeostasis) 8) Economic, political and social systems must be designed to allow for stages of rest and growth in patterns that insure continuity. _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

9) The health of cultural systems is dependent upon accessiblity of information 10) Local and regional communities must co-evolve together to create new and dynamic social, economic and political systems for regional, national and global cooperation - honouring and benefiting all living things.

The purpose of this unit then, is multi-layered. • Firstly, it strives to have children understand the basic principles underlying community and to have these defined within an ecological perspective. • Secondly, it strives to promote the development of basic literacy skills essential to communication. • Thirdly, it strives to develop attitudes of caring and sharing through valuing cultural diversity. This will be done by exploring recipes and traditions of a variety of cultures representative of multiculturalism. It is important that each teacher attempts to grapple with the theoretical complexity underpinning the conceptualising of this unit. Making these connections in and of themselves is not easy. Defining these connections as a practical unit for use with young children is exceptionally challenging. The first and major hurdle if to make sense of the conceptual links. Once you begin to think and visualise in terms of ‘concepts’, the practical act of making the connections for the children becomes less taxing.

FIRST STEPS LITERACY APPROACH: The First Steps Literacy Program (FSLP) was researched and developed by the Education Department of Western Australia under the direction of Alison Dewsbury. (Longman Australia Pty Ltd, Melb 1994) The program has a strong emphasis on the integration of spoken and written language, the need to encourage students to take control of their reading, the need for students to reflect on their reading and to use and be aware of strategies for reading. To ensure that the needs of all children are met, teachers build into their program times when they work with the whole class and times when they work with small groups and individuals. It is important that the grouping of students is flexible and that all children are exposed to different language models, interests of other children and varies social situations. • special focus groups occur when the teacher recognises a group of children with a common need • social groups occur on the basis of either the children’s or teacher’s choice • interest groups occur when a common interest is expressed by the children. A FSLP suggested organisational structure for the classroom is: Whole class activity Introduction/Input _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

Majority of class works individually or in small groups on activities related to whole-class activity Small group withdrawn by teacher to work on specific skills using the wholeclass activity as a base. GROUP 1

GROUP 2

GROUP 3

ETC

INDIVIDUAL

Whole-class sharing Reflection. Since this is a literacy based unit it is important to adopt an eclectic approach to teaching reading, including the following classroom procedures: • Shared reading - (Appendix 1). • Reading to children - (Appendix 2). • Guided reading - (Appendix 3). • Independent reading - (Appendix 4). • Language experience - speaking, reading and writing - (Appendix To help children construct meaning from text, it is important that the following occurs: • ensure that children have a reasonable sight vocabulary of words commonly seen in books. • select appropriate activities • make careful use of questioning • teach comprehension strategies (Appendix 6)

CONCEPT DEVELOPMENT All integrated units of work undertaken in schools should be contributing to building the skills and understandings essential to becoming a contributing citizen. Obviously, this does not preclude having fun. As St Francis of Assisi said, ‘Make sure you plant plenty of flowers while you are nurturing the forests so that daily we can stop and just rejoice in the colour God has given us’. Similarly, in our classrooms, we must rejoice daily in our capacity to have fun and see the lighter side to life. The serious business of learning to be good stewards of our Earth must be kept in perspective. The reality of our mission in schooling today, however, is that there should be a major emphasis on children acquiring a depth of knowledge about aspects of their society rather than merely surveying a range of information on a given topic or theme. _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

Depth in a study will only come if children, no matter what age, experience the following: • making use of information in such a way as to draw conclusions • constructing answers to questions and solutions to problems, and • participating in decision making about social matters If a concept or a number of concepts are important for the development of certain understandings, then those concepts should be clearly known to the children, and any unit should work toward children coming to grips their meaning. Particularly with young children, this acquisition of conceptual understanding is challenging. If we expect children to develop conceptual understandings simply by observing, listing and grouping what they observe and labelling the groups, then we are at risk of each child forming a number of conceptual understandings peculiar to him/her. These ‘personal’ conceptual understandings may or may not be central to the unit. Whereas these ‘personal’ conceptual understandings may be eminently desirable, they do not necessarily develop for the class a shared perspective of the situation under discussion. This shared perspective at the conceptual level must be a preferred outcome from any unit /topic/theme studied. For young children, it is particularly important to take a very systematic approach to introducing the concepts to be acquired. Hilda Taba suggests the following procedure for the concept attainment process. TEACHER 1) Say this word after me……… 2) This is an……… 3) This is also an……… 4) This is not an……… 5) Show me an……… 6) Which of these describes an……… 7) Asks: How would you define an……… STUDENTS 1)Repeat the word 2)Look at the object, listen to description given, or 3)Read statements which are illustrative examples of the concept 4) Look at new object, or listen to new description, or read statements which are not examples of the concept (but may be similar) 5)Point to object 6)Select from on or more description 7)Give summary (definition) of the concept.

CONCEPTUAL LINKS This unit is a study of how communities are formed based on ecological principles. The unit looks at some ways these principles shape individuals and communities. It is expected that through this unit students will come to understand the following concepts. These conceptual links are listed for teachers to help them formulate focus questions and activities : • diversity is a source of stability within systems (principle of diversity) • all members within a communal system are interdependent (principle of interdependence) a) the success of the system depends on the success of each individual member b) the success of each member dependa on the success of the whole system • it is the role of communities and their members to determine the distribution of available resources (principle of sustainability) a) it is the role of government to limit resource availability to sustainable proportions • all members in a group are engaged in an interplay between competition and cooperation involving countless partnerships ( principle of partnership) • in order to survive communities must experience, in continuous cycles, the exchange of information (principle of fluctuating cycles) • communities are powered by information (principle of energy flow) • groups coevolve through an interplay of creation with mutual adaptation (principle of coevolution). • to bring about change, members must become active in their communities • individuals must learn to create a dynamic balance between the good of the individual and the good of the community • regional self-sufficiency means that each community must be able to sustain itself • supply and demand must be linked to equitable distribution of commodities and resources. • communities must reflect times of growth and times of rest. • cultural systems are powered by information. • local and regional communities must coevolve. • members in a community form a system and systems are governed by essential principles • communities comprise people from many cultural backgrounds • a community is people brought together in a place for a particular purpose

Section 2: STRUCTURE OF THE UNIT: • ESSENTIAL & OPTIONAL LEARNING. • STRUCTURING THE LEARNING ENVIRONMENT. • CHARACTERISATION. • CONTRIBUTING QUESTIONS. • CONTENT AND CITIZENSHIP LINKS.

ESSENTIAL & OPTIONAL LEARNING 1) This unit is designed as a framework. From this teachers can develop either simple, or complex integrated units. 2) This booklet outlines one possible unit as an example of how to integrate learning through a story. 3) Learning experiences essential to this story will be outlined and labelled ESSENTIAL LEARNING. 4) Learning experiences seen as optional to this story will be listed as OPTIONAL LEARNING. 5) Conceptual links will be included.

STRUCTURING THE LEARNING ENVIRONMENT 1) It is recommended that in your classroom you use a variety of approaches to create a learning environment: a) for the physical environment this could include: • students working in the classroom • students working outside the classroom • field trips to gather expert information • work with mentors in the classroom • other........ b) for approaches to learning, this could include: _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

• instruction by an expert to whole class • small group investigations • individual research projects • whole class brainstorming and discussion • inquiry, explorations and investigations • films, audio/visual materials • computers • other.............. 3) Since the unit is creating a story about the students’ and their places in communities, you have the option of allowing them to develop extensive characters. At this age, these characters will be very closely associated with the childrens’ own lives and they may well retain their real names or use those of imaginary friends for their characters. 4) You may also choose to construct some simple structures in class that reinforce the sense of the classroom being the setting for a story. The environment will: • reflect and/or embellish the story being told • provide a setting in which group work may take place • allow for applied cooperative learning • provide a setting where students can both work and play • encourage children to take ownership and responsibility for their classroom and their learning. CHARACTERISATION: 1) Divide class into mixed ability groups of 2 or 4 students and have them create a ‘character’ or imaginary person/friend. Encourage them to draw on their own experiences and lives. Use the following headings to help get started: a) name b) address c) job d) eye colour e) hair colour f) complexion g) personality h) likes i) dislikes 2) Using this character, create a short story that places the character in a setting. 3) Share the stories in class. 4) Discuss the shape/form of stories ie beginning, middle, end; character, setting, plot etc

QUESTIONS For You To Think Through In Order To Get The Best From This Unit For Your Students: 1) What features define community? 2) What, if any, differences exist between local and global communities? 2) How can you remain an individual while being part of a group? 4) How can we create balance between cooperation and competition? Why would we need to? 5) What could we do in our daily lives to help sustain Earth? 6) In what ways are you similar to an ant? 7) How does diversity create stability in communities? 8) What does it mean to be finite or infinite? Which of these defines Earthâ&#x20AC;&#x2122;s essential resources and why? 9) Whose responsibility should it be to take charge in our communities? 10) In what ways do recipes and ethnic foods tell a story of the culture and the people? 11) Create a definition of multiculturalism and show how the principles of ecology and community relfect in this definition

Section 3: IMPLEMENTING THE UNIT:

• GETTING STARTED. • STEP 1 - CAPTURING STUDENT INTEREST. • STEP 2 - GETTING TO KNOW YOU. • STEP 3 - MULTICULTURALISM. • STEP 4 - CREATING COMMUNITY. • STEP 5 - BUILDING A SMALL BUSINESS. • STEP 6 - CREATING A COMMUNITY COOK BOOK. • STEP 7 - PERFORMANCE OF MOST WORTH - MARKET DAY.

GETTING STARTED. 1) Many learning experiences in the unit require students to work cooperatively in small groups. 2) Cooperative groups skills need to be taught and practised. Essential skills upon which to focus include: a) active listening b) communicating c) seeing more than one perspective d) ability to synthesise a variety of information and ideas e) taking turns 3) Some essential steps will assist with preparing the classroom for this unit. a) tell the students what you are doing with the small groups, and why. Students and teachers alike should understand the process. b) plan some short, meaningful work in pairs to practice the five essential group skills. c) introduce a range of types of group work and cooperative structures, i.e.; • think-pair-share • jig-saw • round robin • paired interviews d) limit the size of the groups to 2 students for most activities- 4 at most. _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

e) initially, keep the tasks short. Length of activities will increase once positive group skills are regularly exhibited and self-monitored. f) have the group agree upon a minimum of necessary class rules to assist efficient classroom operation i.e. • a universal call to order or zero noise signal • charter of rights and responsibilities g) arrange the physical classroom setting to allow space for • small group clusters • whole group work • individual work g) have students clear about expectations and about proposed ways of managing digressions, disruptions and conflicts. Where possible, involve the class in the resolution process so that all students can feel ownership and belonging. (A class parliament or committee, or class meetings can help this process) h) allow adequate time for reporting back to the whole group, reflecting and self evaluation.

STEP 1 - CAPTURING STUDENT INTEREST CONCEPTUAL LINKS: • diversity is a source of stability within systems (principle of diversity) • all members within a communal system are interdependent (principle of interdependence) a) the success of the system depends on the success of each individual member b) the success of each member depends on the success of the whole system • it is the role of communities and their members to determine the distribution of available resources (principle of sustainability) a) it is the role of government to limit resource availability to sustainable proportions • all members in a group are engaged in an interplay between competition and cooperation involving countless partnerships (principle of partnership) • in order to survive communities must experience, in continuous cycles, the exchange of information (principle of fluctuating cycles) • communities are powered by information (principle of energy flow) • groups co-evolve through an interplay of creation with mutual adaptation (principle of co-evolution). • to bring about change, members must become active in their communities • individuals must learn to create a dynamic balance between the good of the individual and the good of the community • regional self-sufficiency means that each community must be able to sustain itself • supply and demand must be linked to equitable distribution of commodities and resources. • communities must reflect times of growth and times of rest. • cultural systems are powered by information • local and regional communities must co-evolve _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

• members in a community form a system and systems are governed by essential principles • communities comprise people from many cultural backgrounds • a community is people brought together in a place for a particular purpose

COMMUNITY PRINCIPLES

Oneness, Humility, Cooperation, Sustainability, Caring,Diversity, Limits, Equity, Action.

Start with something BIG. Something to engage and capture student interest. FISH ‘n CHIP DAY - Essential Learning

1) The teacher, along with some parents, arranges a surprise fish ‘n chip lunch feast for the whole class. 2) Following the ‘food fair’, discuss the following points (teachers will want to find their own resources to support and embellish these discussions: a) gathering to share food is a celebration. We do it with our families daily. We do it for special occasions. We do it as part of religious rituals. Sharing food is a way of creating community. (PRINCIPLE OF ONENESS) b) On its journey from the ocean to the classroom, the fish was part of many different communities. Brainstorm a possible ‘journey’ with the class and turn it into a story. The following suggestions could be used to get you started or as follow-up reflection • Schools of fish are communities. They depend on one another for survival. They are part of a marine ecosystem and other creatures in their food chain depend on them for survival. (PRINCIPLE OF SUSTAINABILITY) • Fisherfolk are tightly -knit coastal communities. They depend on each other for safety and survival on the seas, and for support during times when fishing is limited (i.e. storms and seasons). There are many fishing communities still in existence, and many fishing communities appear in stories in the bible. (PRINCIPLE OF CARING) • Fish usually end up in the market and the market place is a close community of small business people. They are united by their shared goal of surviving economically (PRINCIPLE OF COOPERATION) • The local fish and chip shop is usually in a neighbourhood shopping centre and part of the local community. Shop owners come to know their clients and often are known as good listeners someone to go to for a ‘yarn’. Shops in the community are _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

frequently meeting places. Without them, people would be more isolated. (PRINCIPLE OF ONENESS) • The classroom in which the fish ends up is a community of learners and they in turn are members of the larger school community. (PRINCIPLE OF ONENESS) c) If fishermen or shop owners get too greedy and try to make more money by catching and selling too many fish, every community can be affected. The following could happen: (PRINCIPLE OF HUMILITY, PRINCIPLE OF SUSTAINABILITY, PRINCIPLE OF EQUITY, PRINCIPLE OF LIMITS) • after a while there wouldn’t be enough fish left to catch. • by removing large numbers of one kind of fish from the ocean, you could cause other fish to die because they have no food left • if the marine life in one part of the ocean becomes seriously imbalanced it can cause effects on the land and the air as well • once the fish are ‘over fished’, governments would have to pass laws to protect the fish. This could then mean that fishermen can no longer fish at all, and their communities might have to break up and move away. • with less fish available, the prices of remaining fish would increase and people might choose to stop buying fish. This could affect many small business owners, who might be forced out of business. d) The kind of greediness described above can also be caused by the buyers (consumers) demanding more and more fish, resulting in the same bad things. Governments and business people and consumers must all learn to only take what we essentially need from Nature. We must make sure things stay in balance and that we can sustain Earth by our lifestyles. (PRINCIPLE OF SUSTAINABILITY, PRINCIPLE OF ACTION) e) Much of what we do now to produce our food is through farming. In order to produce large amounts of food all at once, farmers often grow all the same kind of food (monoculture). Because it is the same, it is all at risk of reacting the same way to weather conditions, disease, farming methods etc. If there was more diversity in the crops or stock, the farmer would have less risk. If a disease swept through the farm, he might lose one kind of plant or animal, but not all of them. Diversity creates stability and hardiness. We need to rethink the way we farm and provide food for populations. (PRINCIPLE OF DIVERSITY)

ALTERNATIVE WAYS TO CAPTURE STUDENT INTEREST Optional Learning 1) A Surprise Walk Through The Neighbourhood. _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

• teacher could arrange a treasure hunt or ‘rally’ where children must find specified features of the neighbourhood (community) 2) Film About A Community. 3) Puppet Day Creating a Community. • with parent help students could have a workshop day where they create simple puppets reflecting characters in a community. • students could make up short puppet plays about the community

STEP 2 - GETTING TO KNOW YOU: CONCEPTUAL LINKS • diversity is a source of stability within systems (principle of diversity) • all members within a communal system are interdependent (principle of interdependence) a) the success of the system depends on the success of each individual member b) the success of each member depends on the success of the whole system • all members in a group are engaged in an interplay between competition and cooperation involving countless partnerships ( principle of partnership) • groups co-evolve through an interplay of creation with mutual adaptation (principle of co-evolution). • individuals must learn to create a dynamic balance between the good of the individual and the good of the community • members in a community form a system and systems are governed by essential principles • communities comprise people from many cultural backgrounds • a community is people brought together in a place for a particular purpose COMMUNITY PRINCIPLES Caring.

Oneness, Humility, Cooperation,

1) Children need to develop a clear sense of who they are individually, before they can begin to construct their identity as a member of a group. 2) Being a contributing and successful group member means first being a selfconfident and content individual.

I AM A PERSON LIVING IN A COMMUNITY - Essential Learning: _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

1) Learning about your community and the people in it also involves learning about yourself - what you like and dislike, what your talents and skills are, what areas you need to work on. 2) Look at the list. Circle the words which truly describe you. Add words in the spaces that you also think describe you: brave kind sarcastic moody sulky bossy careless reliable snobbish friendly considerate generous adventurous inquisitive affectionate outspoken odd helpful indecisive jealous cheeky honest tolerant lazy shy bad-tempered sure of myself hard-working full of fun easily worried compassionate sentimental 3) As a whole class make a list of the things you each do well. Everyone has something that is to be celebrated as a gift or talent. For example, you might: make people happy listen to others speak another language play recorder well be kind take initiative speak well play a sport well..................... _____________________________________________________________________ Copyright ÂŠGlobal Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

The gifts and talents you list on the board are the things your class can do in your community. Use the class list to suggesting one way your class can contribute to the school community. 4) Being part of a community does not mean always having to be in a group. Sometimes you can choose to be alone, and sometimes you choose to participate in groups. The important thing is that you have the right to choose. 5) There are many groups to which we belong that make up the communities in our lives. a) FAMILY: • The family is a basic kind of community. Every member in the family contributes something to the group. Some family members do not live at home but are still considered part of the extended family and therefore part of the family community. * How many people live in your house? * Who else do you think of as part of your family? * Are there times when you feel you want to get away from the family? What other people in your life might be able to help at these times? * What sort of difficulties might be experienced by a migrant family in a new land? b) LOCAL COMMUNITY: • Common features to community groups are that they are people who come together in a particular place where they are united for a particular purpose. They participate or interact to achieve this goal. • A place, the people in it and the way they affect each other is called a ‘community’ • Each feature of community is interdependent and interconnected. They need each other to sustain the community. * Lets look at your community. If there are students from the same community they could work in groups. * write down some of the things that make your community a good place to live * write down some things that make it not such a good place to live (for you or for other people) * what are the people like in your community (i.e. friendly, helpfully, loners, grumpy etc) c) SCHOOL COMMUNITY:

• Every weekday you join with other children to create a school community. This is not necessarily a group you have chosen to join and so establishing ways of belonging might take time. * what are the ways you need help to join a new group? • what are the ways you need help to have your own say? * what are the ways you need help to find out what to do? • What are some of the features that you notice about your school? * In what ways are these features positive or good? * In what ways are these features negative or bad? * What suggestions can you offer for making your school community a caring , cooperative and contributing place?

OWN CHOICE SPELLING - Optional Learning 1) Using words from the brainstorm lists above, children choose words they want to learn (from their own writing or theme) • list them • practise using strategy Look, Say, Cover, Write, Check • list other words that have the same sounds • group all the words • find smaller words within the words • find more words with same spelling patterns • think of bigger words to build from the original words • share the words with a friend and attempt to spell the list words

ON THE STREET WHERE I LIVE - Optional Learning 1) Teachers can arrange the classroom desks, tables and chairs so that the classroom looks like a street 2) Students brainstorm as a whole class some common features that their ‘classroom’ community shares i.e. • the street name • neighbourhood name (i.e. naming the classroom) • district name (i.e. naming all the classrooms in the building) • house numbers (i.e. desks) • others 3) Students can individually, in small groups or as a whole class can make a map of the classroom street and the school building district.

NEWSPAPER REPORT - Essential Learning _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

1) Using information gathered about themselves as members of communities, students can write a newspaper report about themselves or a selected incident in their lives 2) Characteristics to include in the newspaper report : • headline - to capture interest • date and place • lead sentence - to encourage the reader to continue • details - who, what, why, how, when • conclusion 3) Share the reports in small groups, or with whole class, or publish and display in class.

CHARACTERISATION - Optional Learning 1) Each student has now focused on themselves as a member of a community. 2) Teachers can allow students to extend themselves no by inventing a character for themselves. They can use their own life experience and imagination as a starting point 3) To assist this process the teacher can make available a variety of books and/or stories involving strong characters. The following character study activities could be conducted in small groups: a) character interviews (for small group work) • read a story together • choose one person to be a character from the story • group members question the character • group discusses features of the character important to reflect b) change the point of view (small group work) • read the story together • discuss how the story would change if presented from another character’s point of view c) character diaries (small group work) • discuss what it would be like to be a particular character • write a diary of the day in the life of the character d) character self portrait • assume the personality of a character and write a detailed profile • I am; I live; I eat; I have; I hate; I wish; other....... e) literary letters • write a letter to one of the characters • write a response from the character’s perspective - or have a classmate respond as the character f) reports on characters • construct a police report or wanted add • construct a job application from the characters perspective • write a job evaluation about a character as though you were his/her boss

STEP 3 - MULTICULTURALISM: CONCEPTUAL LINKS • diversity is a source of stability within systems (principle of diversity) • all members in a group are engaged in an interplay between competition and cooperation involving countless partnerships principle of partnership) • in order to survive communities must experience, in continuous cycles, the exchange of information (principle of fluctuating cycles) • to bring about change, members must become active in their communities • cultural systems are powered by information • members in a community form a system and systems are governed by essential principles • communities comprise people from many cultural backgrounds • a community is people brought together in a place for a particular purpose COMMUNITY PRINCIPLES Oneness, Humility, Cooperation, Caring, Diversity, Action

1) Each child brings with them a cultural heritage handed on to them by their ancestors. 2) Some students will have very recent experiences with relatives from their own cultures. Other children will only know their heritage from the things they have been told. 3) Either way, these cultural characteristics help define who each of us are, and are part of the rich diversity that makes a many cultured (multicultural) society so exciting and interesting.

CULTURAL IDENTITY - Essential Learning

1) Have students ask their parents to write down for them where they (the child), the parents and the grandparents were born. 2) Create a chart, displayed in class on a large piece of paper, indicating the cultural heritage of each student. 3) Group students who share obvious cultural ties. Students who have several cultural links can choose one association. 4) have students rearrange class desks to create ‘homelands’ where 3 or 4 students with a shared heritage can sit together. • students with no clear links to other students can be grouped according to broad geographical links i.e. continent rather than country etc. 5) Students are now to explore their heritage.

• teachers must assist students during these introductory stages by providing a large world map, current atlases, computer geographical graphics etc to show relative locations of ‘homelands’ to Australia. 6) In ‘homeland’ groups student investigate information about their cultural heritage The teacher must provide a wide range of resources and references with a broad reading range. Students will aim to retrieve the following information: • geographical position • language spoken • traditional costume • some cultural festivals • some traditions or rituals • family life • typical foods • other 7) Teachers may need to instruct or guide students to using some of the following reading techniques when attempting to retrieve information. These techniques can be introduced auto the whole class and practised in ‘homeland’ groups. a) Guided Reading: • select a small group who have a particular need to be met • select the appropriate text to assist in meeting this need • practise skills necessary for comprehension i.e. identifying key ideas, prediction, sequencing etc • introduce a question to the group that must be answered after the text is read. This will guide the students’ focus during reading • it is preferable to have enough copies of the text available to allow each child to read silently to themselves • following reading discuss answers to the focus question • discuss the strategies each child used to extract information. • help children apply the information gathered to other relevant tasks. b) Before and After Charts: • before reading a text, list what students know about the topic • after reading, list all they have learned • compare the lists and write questions they still want answered c) Set a Purpose: • discuss the material and establish why the text is being read. This will help readers select a suitable reading style • students should ask * what kind of reading is this? * why am I reading this text? * how shall I read this text? * how is the text organised? * what aspects of the text help me i.e. illustrations, headings? _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

* what do I do if there are words I do not understand? * what do I do if I cannot find the information I need? * what do I do with the relevant information when I find it? • students should make a list using these questions as headings, and itemise some strategies and plans d) Notemaking: • materials used for notemaking should be relevant to class work and easy to read • purpose of notemaking must be clear from the start * help in understanding content * organise or summarise content * record information for a purpose * other • to make notes students need: * reading viewing and listening skills * be able to identify main idea, keywords etc * to be able to read the material * to understand the purpose of the exercise e) Pyramids: • this strategy can be used to organise or record information according to main headings, sub-headings and supporting details • students read a set text • students read aloud facts from the passage while teacher writes them on cards • teacher displays the cards • students sort the cards into groups. The cards will form the base-line of the pyramid • class then arranges the categories into subheadings (second level of pyramid. • apex of pyramid is subject or main idea

MULTICULTURALISM - Essential Learning

1) Since the focus of this unit is on developing literacy skills, we suggest exploring multiculturalism through literary study. 2) A suitable literacy skills for this activity is shared reading. a) Choose a text, preferably a big book that has associated small book copies available b) decide on the objective for reading the book. The focus could introduce • a topic/theme/concept • an author/genre/story • language conventions/reading strategies/text types c) discuss the purpose before beginning reading d) brainstorm to establish background understandings e) read the text aloud as naturally as possible, having encouraged children to: • join in • take risks _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

• predict • use picture cues • other f) have available multiple copies of the book for re-reading later g) share ideas and questions about the book 3) The following books with some sample questions are suggested as suitable for this study. Teachers must add to the list. a) Beginning readers: • ‘Ayu and the perfect Moon’, David Cox, Collins, 1986 * What do we learn about Balinese traditions from the story? * Why was it important to Ayu that she be chosen to dance the Legong dance? * The layout of the illustrations changes in different parts of the story. Why does the illustrator do this? • ‘The Kinder Hat’, Morag Loh, Hyland House, 1985 * was it necessary for Jessie’s mother to keep the promise that she would use anything that Jessie made? * what clues do the illustrations give to show that this is a multicultural kindergarten? • ‘My Cat Likes to Hide in Boxes’, Eve Sutton, Lynley Dodd, Puffin, 1987 • ‘Mrs Honey’s Hat’, Pam Adams, Child’s Play, 1980 b) Beginning/Independent readers: • ‘Saturday Street’, Jill Morris, Viking Kestrel, 1986. * why have all the people in the street been reluctant to talk to each other in the past? * what do the names of the neighbours tell you about them? * what indications do we get from the illustrations that it is an old shop that the children live in? • ‘The Gift of Squares’, Edel Wignell, Hamish Hamilton, 1986 * Emma finds difficulty settling into the different seasons in Australia. How do the northern and southern hemisphere climates differ? * how do you help to make a new child feel welcome? • ‘The Trouble with Mr Harris’, David and Ronda Armitage, Andre Deutsch, 1979 • ‘Don’t forget the bacon’, Pat Hutchins, Puffin, 1978 • ‘Rummage’, Christobel Mattingly, Angus and Robertson, 1981 • ‘Something Special’, Emily Rodda, Angus and Robertson, 1984

STEP 4 - CREATING COMMUNITY CONCEPTUAL LINKS • all members within a communal system are interdependent (principle of interdependence) _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

a) the success of the system depends on the success of each individual member b) the success of each member depends on the success of the whole system • it is the role of communities and their members to determine the distribution of available resources (principle of sustainability) a) it is the role of government to limit resource availability to sustainable proportions • in order to survive communities must experience, in continuous cycles, the exchange of information (principle of fluctuating cycles) • communities are powered by information (principle of energy flow) • regional self-sufficiency means that each community must be able to sustain itself • communities must reflect times of growth and times of rest. • local and regional communities must co-evolve • members in a community form a system and systems are governed by essential principles • communities comprise people from many cultural backgrounds • a community is people brought together in a place for a particular purpose COMMUNITY PRINCIPLES Oneness, Humility, Cooperation, Sustainability, Caring, Diversity, Limits, Equity, Action. 1) Students have already explored in some detail what it means to be part of a community. 2) They have also explored their own identity as a real or fictional character in a community. 3) We suggest now that the students explore in more depth what it means to be a ‘character’ in a story that is set around community living or some community issue. 4) Some useful literacy activities suitable for this section include: a) Predictable books • have individual or groups of children write predictable books • characteristics of predictable books include * rhythm * rhyme * repetition of words * repetitions of story structure * familiar story patterns • samples of predictable books * Noisy Nora, Rosemary Wells, Nelson Aust 1984 * Hattie and the Fox, Mem Fox, Ashton, 1987 *Just in time for the King’s Birthday, E,B. Chance, Ashton, 1981 * Each Peach Pear Plum, Janet Ahlberg, Nelson, Aust 1983 * Boss for a Week, Libby Handy, Ashton Big Book b) Innovation on Text _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

• Innovation provides the opportunity for imagination to work on written material • it involves making up new verse or versions of an existing text, song, poem etc • method * choose a simple story that can readily be changed * read the story to the children several times. * discuss the rhyming, rhythmic pattern, repetitive pattern etc * for younger children it may help to highlight or underline passages suitable for innovation * practise some innovations with the whole class * publish and illustrate the children’s final story innovations c) Story maps • story maps are a visual representation of the action of written words • they help children confirm sequence and clarify detail • a well developed story map demands a high level of understanding • children represent all the places and events significant to the story, as a timeline d) Map the Story • students draw a picture to map the main events in the story. •Unlike a flow chart, that can graphically represent a line or sequence of events, a story map is a complete ‘picture’ that tells the whole story • features of the map must include * main parts to setting * main movements of characters * main elements to the story e) Prediction • predict story content based on * title of text * cover of book * table of contents * illustrations * other • prediction activities should be short and stimulating

COMMUNITY AND SOCIAL ISSUES - Essential Learning

1) Beginning readers • ‘Don’t get Burnt’, Jack Bedson, Collins 1985 a) What is the mood of the children when they first wake up in the morning? How do their parents react to this? b) what things make the book distinctively Australian, both in the text and the illustrations? c) What sorts of things does the family eat during the day and how do we know? Use this to discuss the interdependence of illustrations and text in picture books. • ‘Wilfred Gordon MacDonald Partridge’, Mem Fox, Puffin 1987. a) Why are the names so important in this book? _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

b) Discuss the circular structure of this story. Why has the author used it? • ‘The Bear’s Holiday’, Stan Berenstain, Collins, 1969 • ‘Lachlan’s Walk’, Elizabeth Hathorn, Methuen, 1980 • ‘Millicent’, Jeannie Baker, Deutsch, 1980 • ‘Nana Upstairs and Nana Downstairs’, Tomie de Paola, Puffin, 1978 2) Beginning/Independent readers • ‘Rummage’, Christobel Mattingley, Angus and Robertson, 1981 a) What was the real cause of the stallholders’ disapproval? b) How could Major Martindale’s behaviour be described? c) What were the differences between Mr Portwine and the other stallholders? • ‘Mum on Wheels’, Hazel Edwards, Hodder & Stoughton, 1980 a) Why is Leanne’s mother in a wheelchair? b) Why is magic so important in the book? What different types of ‘magic’ are mentioned? • ‘Penny Pollard’s Diary’, Robin Klein, Oxford University Press, 1983 a) List the things that indicate that Penny does not want to conform, e.g she refuses to wear her pink dress etc. b) Are the stereotyped preconceptions fair? For example, should old people like lavender bags and faded colours? c) What is the special birthday present the Pollards arrange for Mrs Bettany? Why is it so valuable? • ‘Boss of the Pool’, Robin Klein, Puffin, 1986 • ‘Edward Wilkins and his friend Gwendoline’, Barbara Bolton, Angus and Robertson, 1985 • ‘Lotta Leaves Home’, Astrid Lindgren, Methuen, 1969

STEP 5 BUILDING A SMALL BUSINESS CONCEPTUAL LINKS • diversity is a source of stability within systems(principle of diversity) • all members within a communal system are interdependent (principle of interdependence) a) the success of the system depends on the success of each individual member b) the success of each member depends on the success of the whole system • it is the role of communities and their members to determine the distribution of available resources (principle of sustainability) a) it is the role of government to limit resource availability to sustainable proportions • all members in a group are engaged in an interplay between competition and cooperation involving countless partnerships ( principle of partnership) • in order to survive communities must experience, in continuous cycles, the exchange of information (principle of fluctuating cycles) _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

• individuals must learn to create a dynamic balance between the good of the individual and the good of the community • supply and demand must be linked to equitable distribution of commodities and resources. • communities comprise people from many cultural backgrounds • a community is people brought together in a place for a particular purpose COMMUNITY PRINCIPLES Oneness, Humility, Cooperation, Sustainability, Caring, Diversity, Limits, Equity, Action. 1) Students are now ready to have fun becoming actively involved in aspects of their cultural heritage. 2) In this unit we have shown children that community and group membership is linked to who we are as individuals. And as individuals, we reflect our cultural heritage. 3) Children have been clustered in groups based on their ancestral ties. Their research about their cultural communities will have led them to recognise some cultural characteristics - things that are immediately identifiable as coming from a particular group. Recognisable characteristics and symbols are part of group membership.

BUILDING A SMALL BUSINESS IN CLASS - Essential Learning

1) Building a small business will involve specific maths challenges and group skills. Use the following (or similar) cooperative maths warm-ups to focus children on group skills. a) In homeland groups, distribute 5 flat shapes to each student. • Ask each individual student to make a design. • Then ask students to join with members of their homeland to create one shape from all their designs b) Give each student a diagram of a triangle which contains other triangles • Set a time limit and ask individuals to silently count all the triangles they can see. • After 1 minute have the group complete the same task and compare their results. 2) A major maths skill targeted in construction is the ability to measure (and associated concepts of area etc). Introduce measurement in an historical context. a) In the early times, before measuring equipment was invented, the Ancient Egyptians used their hands and arms to measure things. • The width of one finger was called a digit • The width of 4 fingers was called a palm • The distance from the elbow to the tip of the middle finger was called a cubit (7 palms) b) Teacher puts students in pairs or 3’s. Try to have noticeably different heights. _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

• Have children compare their hand sizes. Report what they observe. • Have children compare their arm length from elbow to middle finger. Report what they observe. . • Discuss in class the problems that could occur if arm and hand sizes differ. Suggest solutions. c) The Egyptians solved the problem by measuring one person’s arm. • They made a bar of black granite to match this length (cubit) • They then made many bars this length so that everyone could measure. They were called cubit sticks. • To use the stick accurately, what would Egyptians have had to learn about (i.e. fractional numbers etc) 3) Construction is an important and enjoyable activity for young children. Mathematical concepts such as shape and size are involved in making structures. By involving both 2D and 3D shapes you can compare relationships between them. a) Have whole class brainstorm different houses for people and animals. As the children nominate homes, relate them to the basic shapes involved i.e. rectangles, squares etc b) Give each homeland group an A3 size sheet of white paper divided into quarters • Have students draw 4 different kinds of homes - each home a different shape • Each group selects one home and reports to whole class on who the home is for and what shape it is. • Encourage appropriate mathematical terminology and vocabulary. c) Discuss with class the fact that small businesses (shops, cafes, restaurants etc) are basically the same shape as houses • If the school is near a shopping road or city, take a walking excursion through the streets • If an excursion is not possible, the teacher can take photos of different shop fronts and streets. Children as they view the photos should discuss the shapes. d) Have each homeland group decide what their small business will be. It must have something to do with food from their homeland, but could be fruit & veg, deli, cafe, restaurant etc • Hand out a set of MBA blocks and have children build a model of their building • Draw and write about their building • Assist students in their recording/reporting by providing a vocabulary list of appropriate terminology. Display in class so it can be added to i.e. * has 4 sides * sides are equal * has square corners * has straight sides * other _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

4) Using cardboard, tape, string, paints etc, have students construct and decorate the facade to their small business. a) A small business can be a shop, milk bar, restaurant, workshop run by a small number of people, often a family. b) Frequently small business owners rent their shop property. c) It is suggested that teachers in advance make a collection of money notes only - in $5, $10, $20 and $50 denominations • each small business in class will begin with a $100 allowance comprising 6X$5; 3X$10; 2X$20 d) Children are asked to pay for the space they occupy when they construct their small business around their desks • Because they will use cardboard to create 3D buildings, students will be paying for height and width of actual walls to the structure • A cost of $5/30cm is suggested but teachers can adjust this e) Students must measure and cut the cardboard for the walls of their buildings and calculate the cost of card. They buy their cardboard from the teacher f) Once the building is erected, students can decorate the shop facade to reflect the culture they represent. 5) Books relating to mathematics : • Bang, Molly - ‘Ten, nine, eight’, Puffin 1985 - counting backwards • Carle, Eric - ‘Very Hungry Caterpillar’, Puffin 1985, counting, estimating, fractions, recording • Gretz, Susanna - ‘Teddy bears go Shopping’, Ashton Scholastic, 1985, shopping, carrying out investigations, reporting • Gretz, Susanna - ‘Teddy bears’ Moving Day’, mapping • Hughes, Shirley -’ When we went to the Park’, Hodder & Stoughton, 1985, counting, sequencing • Hutchins, Pat - ‘1 Hunter’ Puffin 1984, counting. • Hutchins, Pat - ‘Clocks and more Clocks’, time • Lobel, Arnold -’A Lost Button’, Puffin 1984, classifying & counting • Anno, Mitsumasa, ‘Anno’s Counting House’, operations, computations • Anno, Misumasa - ‘Anno;s Mysterious Multiplying Jar’, operations, computations • Anno, Misumasa - ‘All in a Day’, time • Epstein, June - ‘Noah’s Ark Song’, Multiplying • Allen, Pamela - ‘Mr Archimedes bath’, mass, weight, volume • Allen, Pamela - ‘Who Sank the Boat?’, mass, weight, volume • Cowley, Joy - ‘Our Teacher Miss Pool’, time

STEP 6 - CREATING A COMMUNITY COOKBOOK CONCEPTUAL LINKS • diversity is a source of stability within systems (principle of diversity) • all members within a communal system are interdependent (principle of interdependence) a) the success of the system depends on the success of each individual member b) the success of each member depends on the success of the whole system • communities are powered by information (principle of energy flow) • supply and demand must be linked to equitable distribution of commodities and resources. • cultural systems are powered by information • communities comprise people from many cultural backgrounds • a community is people brought together in a place for a particular purpose COMMUNITY PRINCIPLES Oneness, Humility, Cooperation, Sustainability, Caring, Diversity, Limits, Equity, Action. Running a business in class requires students consider many community issues and needs • a shop owner (or provider) must know what the customers want • a shop owner must work within the local rules and regulations (laws) to provide these needs • providers must be able to listen and understand what is communicated to them and in turn, communicate their opinions • Providers must be conscious of the impact they make on the community, on the resources they use, on the Earth • Supply and demand is an economic relationship and providers must recognise the power of greed • at all times providers and consumers must aim for sustainable use of resources

RECIPE BIG-BOOKS - Essential Learning

1) Small business has associated with it a variety of aspects of which children should be made aware. Discuss the following aspects in terms of community and small businesses: a) Financial resources • communication of financial systems in business • logical reasoning • acceptable and accurate presentation of figures • ethics in business • profit motive b) Law • equality of opportunity under law • individual and group responsibilities • evaluation and review of laws _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

• changing laws in an orderly way c) Work • paid and unpaid work • social aspects of work • political aspects of work • economic aspects of work • work ethic d) Information Technology • value of modern technology in society • computers in communication e) Economy • economic justice • resolution of conflict • evaluation of economic issues 2) To run a small business, providers must master the following skills. Discuss with students how these skills could be learnt while running a small business in class. a) communication skills using numbers b) decision-making skills c) resource management skills d) participation skills 3) The classroom small businesses all have something to do with food from their homelands. The task now is to document, as a group Big Book, recipes using the food and customs from their homeland. a) teachers arrange for one parent or visitor to work with each homeland group. This adult assistant should have read something about customs and traditions in the homeland prior to working with the children. b) Making a group Big Book requires the students discuss, write, retell in correct sequence and demonstrate understanding of the original text. c) You will need paper for draft writing, large sheets of white paper, coloured pencils and photos etc if required. 4) Recording the recipes: a) Select a recipe b) Find several existing versions of this recipe in different books and photocopy them so the children can read them c) Read the recipes and discuss unknown words d) Identify difficult or unclear phrases e) Reword parts of the method that are unclear f) Demonstrate all measuring equipment required g) With students, decide on the number and content of pages for the book h) Include one page of cultural heritage, sharing some tradition, ritual, custom, story etc. i) Draft the content onto small pages - teachers or assistants can scribe _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

j) Edit the content together k) Trial the instructions on another group and conference the outcomes l) Decide on illustrations for final copy m) Assign tasks to each group member n) When Big Book pages are complete, cover with clear contact to prevent water damage or smudging o) Assemble the book in sequence as a wall chart, mural or concertina book p) Make the book available to the rest of the class q) Make further Homeland Big Books of favourite recipes using the same process sited above.

STEP 7 - PERFORMANCE OF MOST WORTH MARKET DAY CONCEPTUAL LINKS: • diversity is a source of stability within systems (principle of diversity) • all members within a communal system are interdependent (principle of interdependence) a) the success of the system depends on the success of each individual member b) the success of each member depends on the success of the whole system • it is the role of communities and their members to determine the distribution of available resources (principle of sustainability) a) it is the role of government to limit resource availability to sustainable proportions • all members in a group are engaged in an interplay between competition and cooperation involving countless partnerships ( principle of partnership) • in order to survive communities must experience, in continuous cycles, the exchange of information (principle of fluctuating cycles) • individuals must learn to create a dynamic balance between the good of the individual and the good of the community • supply and demand must be linked to equitable distribution of commodities and resources. • communities comprise people from many cultural backgrounds • a community is people brought together in a place for a particular purpose COMMUNITY PRINCIPLES: Oneness, Humility, Cooperation, Sustainability, Caring, Diversity, Limits, Equity, Action. 1) The purpose of the Performance of Most Worth is to allow children to demonstrate mastery of the concepts introduced through the unit. _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

2) Mastery should demonstrate a generalisation and application of the conceptual understandings 3) Theâ&#x20AC;&#x2122; Performance evaluates learning in ways that are meaningful to the children

MARKET DAY - Essential Learning

1) To demonstrate mastery, organise a small business market day. Each homeland, with adult assistance, will cook one of their recipes and offer it for sale at the market. 2) Prior to market day - whole group: a) discuss and decide on use of stoves, cooking implements etc. List anything that needs to come from home and send letters home. b) discuss and agree on how food will be presented on the day. If other classes or teachers are to be invited, send invitations or make advertising posters c) discuss and agree on decorations for room, music etc and assign tasks to groups d) post a timetable for the day in class e) other 3) Prior to market day - homeland groups: a) with adult helpers, select the recipe to be cooked for market day b) list the supplies needed, cost etc and send notes home c) discuss and decide on one or some cultural traditions to share i.e. song, dance etc and prepare a short performance d) discuss and decide on cost of food for sale on the day e) other 4) On market day - whole group: a) make sure each homeland group has fulfilled their classroom job before they begin their homeland activities b) other 5) On market day - homeland groups: a) with adult, cook and present traditional recipe b) present cultural items when requested c) other 6) After market day - whole group: a) reflect on logistics and mechanics of the day - what worked, what didnâ&#x20AC;&#x2122;t b) reflect on concepts gained regarding community c) reflect on ways to create and contribute to community d) other 7) After market day - homeland groups: a) discuss the strengths and weaknesses of the group _____________________________________________________________________ Copyright ÂŠGlobal Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

b) discuss things that could have been better. Suggest ways to improve next time c) other

APPENDIX 1: F.S.L.P. - SHARED READING: SUMMARY: This involves the teacher and students reading and re-reading from a large print text in a positive, supportive and interactive environment. It is designed to be an enjoyable experience focussed on making meaning from text. The teacher and students sit together around a big book so that all can see the print and illustrations. The teacher points to the print and the children join in. All approximates are accepted positively. PURPOSE: Shared reading is a procedure that is used to help students see how reading is ‘done’. It enables them to be part of reading with guaranteed success. OUTCOMES - (not exclusive): • helps children to develop and share their knowledge of book and text conventions • exposes children to a variety of text forms • allows children to practise being readers in an environment that is non-threatening. • allows teacher to model fluent, expressive reading • stimulated and inspires students to be actively involved in reading • provides text models that can be used in children’s own writing • encourages children to interact with text at their own level • allows children to enjoy reading in a ‘community of readers’ BEFORE READING: • Teacher decides what to read • Select objective for session i.e. content; reading strategies etc • Encourage children to Look, Talk, Share, Predict. • Display the book so all can see it. • From cover, title etc have students predict the story content DURING READING: • Read the text as naturally as possible • Encourage children to join in; take risks; predict; use picture cues; look for information etc • Re-read the text • Question children to assist them in making sense of the text • Encourage children to recognise, use and demonstrate understanding of language conventions. _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

AFTER READING: • Make available standard versions of the big book so that children can re-read them. • Respond to reading. Encourage children to talk; think; share; compare, challenge the text and substantiate. • Construct story maps, summaries. plot profiles, literary letters, reports etc • Research related topics • Choral reading for an audience • Reader’s Theatre • Choosing related activities from a learning centre. • Sharing opinions time. MATERIALS: • Books should be available in two sizes - big books for class sharing and standard sizes for independent reading • You may choose to make your own class Big Books. For this you will need: a) paper for draft writing b) large sheets of blank paper (40cm X 30cm) c) coloured pencils or felt pens d) photographs or other adjuncts as required.

APPENDIX 2: F.S.L.P. - READING to CHILDREN SUMMARY: Teachers choose books that they like or that they feel will appeal to the class. The focus is on the sharing of a text for pleasure or for another specific purpose, NOT for teaching reading strategies etc. PURPOSE: Reading aloud allows a teacher to demonstrate their love of reading and to immerse children in patterns of language. OUTCOMES: • stimulates or inspires children to read • stimulates imagination • demonstrates that reading provides pleasure • models good oral reading • introduces new vocabulary and language patterns in context • presents quality literature that children might find difficult on their own • exposes children to a range of authors, genres, writing styles etc BEFORE READING: • tell children why you have chosen the text DURING READING: • enjoy it • don’t interrupt the flow unless it is clear that a child or children have needs to be met AFTER READING: • respond to reading. Encourage children to talk; think; share; compare, challenge the text and substantiate. • return to the text MATERIALS: • introduce children to a wide range of reading material including: a) poems b) rhymes c) short stories d) stories that have accompanying audio tapes e) novels f) traditional tales and fantasy g) realistic, historical or science fiction h) newspaper or magazine articles

APPENDIX 3: F.S.L.P. - GUIDED READING _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

SUMMARY: Guided reading is a procedure that enables teachers to observe a small group of children (no more than 10) as they develop understanding of reading processes and practise their literary skills The group reads books assigned by the teacher. The teacher facilitates discussion and guides or directs the readers. PURPOSE: • To explore with children the questions, feelings and ideas arising from the text • to develop children’s confidence in making predictions • to reinforce that meaning is the end result of reading • to facilitate discussion that will help children refine their understanding as they read • to use real contexts for the teaching and learning of specific skills and reading strategies. OUTCOMES: • teachers can observe strategies used by children • help children see reading as purposeful • demonstrate that reading is a thinking process • help children reflect on how they read • demonstrate how to link prior knowledge and new information to construct meaning • demonstrate how to frame questions to direct reading • demonstrate a range of understanding i.e. literal, inferential, evaluative • demonstrate strategies used by readers BEFORE READING: • Decide what to read and why • decide compositions of groups • decide objectives for lesson • discuss purpose for reading • discuss the cover and title and predict content • encourage children to look; talk; share and predict • provide any essential knowledge which will assist understanding DURING READING: • read text • set a focus question(s) • discuss strategies used to gain understanding • re-read the text AFTER READING: • respond to reading. Encourage children to talk; think; share; compare, challenge the text and substantiate. • Construct story maps, summaries. plot profiles, literary letters, reports etc _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

• Research related topics • Choral reading for an audience • Reader’s Theatre • Choosing related activities from a learning centre. • Sharing opinions time. MATERIALS: • texts should match reader’s ability and interest

APPENDIX 4: F.S.L.P. - INDEPENDENT READING:

SUMMARY: Children learn to read by seeing others read. The ultimate aim of any reading program must be to produce independent readers. All children, therefore, need to be given daily opportunities to read independently. PURPOSE: • children practise, reinforce and gain confidence in what they currently know about reading • they experiment with and evaluate their methods of reading • they focus on things they need to practise OUTCOMES: • children have time to choose books • read for pleasure • realise that adults value reading • have the opportunity to return to familiar texts • can pursue favourite authors or types of books • can learn to select texts to match their interests and ability.

BEFORE READING: • children decide what is to be read • teacher allocates dedicated reading time • teacher encourages children to look; think; predict; and decide how to read DURING READING: • read text • teacher encourages children to a) read on b) read back c) predict d) clarify e) have-a-go at unknown words f) make mental pictures g) use all cueing systems • everyone, including teacher, reads AFTER READING: • reflect and respond to reading • sharing MATERIALS: • there should be a range of reading materials available in class and on a class shelf in the library • all forms of texts over a range of abilities should be available.

APPENDIX 5: F.S.L.P. - LANGUAGE EXPERIENCE SUMMARY: The most meaningful words for children are those used in their own written and oral language The teacher records language from the children, then with child, then cooperatively revise and edit the text. The final text should be used for shared or individual reading. PURPOSE: Language experience activities provide opportunities for children to talk and write about events in which they have participated. OUTCOMES: • show the interrelationship of oral and written language • provide a meaningful common context for children of different abilities as all participants feel they ‘own’ the text. • provide vocabulary enrichment • demonstrates use of language for different purposes • provides opportunities for teachers to model the writing process BEFORE READING: • choose the experience • plan the event with the children • gather relevant items and/or resources • talk informally with children about expectations • divide a large sheet of paper in two with headings ‘before’ and ‘after’ and record prior knowledge and acquired knowledge DURING READING: • scribe for the children • cooperatively re-read and edit text • publish the text as a big book AFTER READING: • encourage children to talk; think; share; compare; generalise; substantiate and find out more. • keep the class books as a record of experiences and reading resources. MATERIALS: • paper, pens, resources

APPENDIX 6 - TEACHING CHILDREN COMPREHENSION STRATEGIES 1) Comprehension strategies are best taught within a meaningful context and include comprehension at the: • word level • sentence level • whole-text level 2) Comprehension instruction should integrate existing oral and written language knowledge with new knowledge 3) Comprehension instruction should assist the process of comprehension, a process that occurs before, during and after reading. 4) Comprehension strategies can be grouped into : • awareness strategies a) background knowledge b) level of comprehension required c) purpose for reading d) different reading styles for different purposes e) text organisation f) text inaccuracies or ambiguities g) differences in explicit and implicit information • monitoring strategies a) checking understanding by summarising, paraphrasing and/or synthesising information b) integrating prior knowledge with new text information c) evaluating information • adjusting strategies a) re-reading b) backward-forward searching c) self-questioning d) locating point of mis-comprehension e) substantiating information from the text 5) Teaching strategies using informational texts (refer to First Steps manuals for details) • Before reading: a) brainstorm and categorise b) before and after charts c) prediction d) think sheet e) ask questions f) set a purpose g) select a reading style h) interesting words chart _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

i) interesting words chart j) graphic outline k) signal words • During reading: a) word identification strategies b) stop and think c) check the text d) directed silent reading e) read, write, read f) ask the teacher g) analyse the question h) find the main idea • After reading: a) key words b) notemaking c) cloze d) student quiz e) change the form f) skeleton outlines g) pyramids h) semantic grids i) flow charts j) retrieval charts k) three level guide 6) Teaching strategies using narrative texts (refer to First Steps manuals for details) • Before reading: a) prediction b) picture flick c) book features d) set the scene e) brainstorming f) written predictions • During reading: a) reader’s circle b) oral summaries c) see the picture d) read and think • After reading: a) reflections sessions b) retelling c) map a story d) change the form e) story grammar f) cause and effect g) jumbled stories h) time line i) plot profile j) newspaper report _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

k) character interviews; diaries; self portrait, ratings l) literary letters m) report card n) police report form o) wanted poster

APPENDIX - ALTERNATIVE COMMUNITIES FISHING COMMUNITIES: ( ‘Ways of Life’ series by Brian Williams Cherrytree Books 1992). Contents: • Families of the sea • The business of fishing • Fishing around the world a) fishing in the New World b) trawlers of the North Sea c) Iceland and the Cod Wars d) Fisheries in the Far North e) Indians of the Northwest f) Seafood in the South g) The Fish-loving Japanese h) The Tuna Hunters i) Fishing in Asia j) Lake Fisheries in Africa • The Future for Fishing MINING COMMUNITIES: ( ‘Ways of Life’ series by Brian Williams Cherrytree Books 1992). Contents • Miners together • Miners of long ago a) Mining in the Middle Ages b) Miners of the New World c) The Industrial Revolution • Coal Miners • Minerals around the world • Mining Metals a) Iron mining b) Miners of the Far North c) Mining in Africa and Asia d) Miners of the Caribbean • Gold and Diamond mining • Mining Today and Tomorrow FARMING COMMUNITIES: ( ‘Ways of Life’ series by Brian Williams Cherrytree Books 1992). Contents • The Key to Civilisation • The Business of Farming • Farmers of Long Ago a) The Middle Ages b) Farmers of the New World c) Towards Today _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

• Farming Today a) Prairie Grain Growers b) Home on the Range c) Farmers of Australasia d) Surviving in Asia e) Peasant Farmers of the Andes f) Subsistence in Africa g) Cattle Herders in Africa h) Nomadic Herders i) Communes and Collectives • Farming in the Modern World TRADING COMMUNITIES: ( ‘Ways of Life’ series by Brian Williams Cherrytree Books 1992) Contents • Trading and Traders • The First Traders a) Fairs and Fair Trade b) Cities and Guilds c) Before Columbus • Exploring New Worlds • The Age of Industry • Trading Today a) Producer to Consumer b) Shopping c) Rich and poor deals RELIGIOUS COMMUNITIES ANIMAL COMMUNITIES INSECT COMMUNITIES

APPENDIX - RECIPES: KOALA QUICHE - (from ‘Every Aussie Kid’s Cookbook’) INGREDIENTS: 1) 4 sheets of thawed ready rolled puff pastry 2) 2 eggs 3) 150g can of cream corn 4) 1/2 cuo of milk 5) 1 cup grated cheddar cheese 6) 1 medium sized egg plant or 2 large zucchinis 7) beaten egg 8) 8 stuffed green olives RECIPE STEPS: 1) have adult place heavy baking tray in top part of oven at 200˚C 2) melt butter in small saucepan and paint on inside of pans with pastry brush 3) cut out 4 pastry bases using quiche pan as a guide. Cut wider than the pan, about as thick as 3 of your fingers 4) press pastry firmly into quiche pan and trim 5) sprinkle cheese evenly into base of each pan 6) break eggs into small mixing bowl, add creamed corn and milk. Stir quickly with A fork about 30 strokes 7) spoon egg mixture evenly into pastry shells 8) cut 4 pieces from bottom of egg plant for noses 9) have adult place quiches on hot baking tray and cook for 10 minutes 10) after 10 minutes turn oven down to 150˚C and cook a further 10 minutes 11) butter a separate tray 12) cut 8 circles from remaining pastry with small scone cutter. Make a slit in each circle from outer edge to centre. Overlap edges and press together making ears 13) when quiches cooked, place second tray in oven at 200˚C for 5 minutes - then attach ears to quiche 14) place 2 olives on each quiche for eyes 15) serve hot or cold.

PLATYPUS PASTA - (‘The Four Ingredient Cookbook’) INGREDIENTS: 1) 200g tuna in oil, drained 2) 3 anchovy fillets 3) 1 cup chopped parsley 4) 250g freshly cooked pasta shells RECIPE STEPS: 1) put the tuna and the anchovy into a blender or food processor 2) pour in enough oil to make the sauce smooth 3) blend the sauce for 1 minute 4) stir through the pasta along with parsley

POTOROO POTATOES - (‘The Four Ingredient Cookbook’) INGREDIENTS: 1) 600ml milk 2) 1 egg 3) 1 clove of garlic 4) 1 kg potatoes RECIPE STEPS: 1) beat the milk and egg together in a bowl and add salt and pepper to taste 2) rub the garlic all around a shallow, ovenproof dish then dot with softened butter and spread evenly. 3) peel the potatoes and slice them finely 4) place potato slices in neat lines in buttered dish, one layer on top of the other. 5) pour egg and milk mixture between each layer and dot the top layer with a few dobs of butter 6) bake in preheated oven at 190˚C for 1 1/2 hours 7) surface layer should be golden brown NUMBAT NACHOS - ( ‘Wombat Stew Cookbook’ by M Vaughan) INGREDIENTS: 1) 200g bag of corn chips 2) 200 g cheddar cheese 3) 400g can baked beans 4) 300g carton sour cream RECIPE STEPS: 1) ask an adult to preheat oven to 200˚C 2) arrange corn chips on a baking sheet 3) open can of beans and drain 4) pour beans into a bowl and mash with a fork until smooth 5) carefully cut the cheese into 2cm squares 6) place a square of cheese on top of each chip _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

7) ask adult to put the tray on top shelf of oven for 5 minutes or until cheese begins to melt 8) remove from oven and transfer to a plate using an egg flip 9) top each chip with a dollop of sour cream and serve hot. CROCODILE ‘2-4-6-8-CAKE’ - (‘Next-To-Nothing-Cookbook’) INGREDIENTS: 1) 2 eggs 2) 4oz (125g) sugar 3) 6oz (185g) flour 4) 8oz (250g) flour 5) 1/2 cup milk 6) 1 teaspoon vanilla essence RECIPE STEPS: 1) ask adult to preheat oven to 190˚C 2) grease and flour two 20X4cm round sandwich tins 3) put all ingredients in a mixing bowl and beat well for 4 minutes 4) tip into two greased tins and cook for 25 minutes 5) test with skewer. If centre wet, cook longer 6) remove from oven and allow to cool WOMBAT PAWS - (from ‘Every Aussie Kid’s Cookbook’) INGREDIENTS: 1) 100g of soft butter 2) 1/4 cup honey 3) 1 cup grated cheddar cheese 4) 1/2 cup crushed nuts 5) 1 1/2 cups self raising flour 6) 24 dried apricots 7) packet of raisins RECIPE STEPS: 1) have an adult light the oven and heat to 180˚C 2) butter baking tray 3) put butter into large mixing bowl and beat by stirring quickly with a wooden spoon until smooth and creamy 4) add honey and stir in 5) add cheese and nuts and stir until everything mixed 6) sift in flour and stir slowly until mixture is in one big lump 7) roll little bits of the mixture in your hands to form 24 little balls the size of 20 cent pieces 8) put 12 balls on buttered tray leaving space between each 9) flatten each ball into a biscuit 10) press an apricot and 3 raisins onto each biscuit so they look like an animal print 11) have adult place tray in top part of oven and cook for 8 minutes 12) remove when light golden colour.

KOOKABURRAS - (from ‘Every Aussie Kid’s Cookbook’) INGREDIENTS: 1) 125 g butter left out of fridge to soften. 2) 1/2 cup of brown sugar gently patted down into a cup 3) 2 cups of cornflakes gently crushed 4) 1 cup a grated cheddar cheese 5) 3/4 cup of self raising flour 6) 48 almonds 7) 12 currants RECIPE STEPS: 1) have an adult light the oven and heat to 180˚C 2) butter an oven tray 3) put 125g butter into large mixing bowl and beat it quickly until smooth and creamy 4) add sugar to butter and beat until light and fluffy 5) add grated cheese and stir into mixture 6) add crushed cornflakes to cheese mixture 7) sift the flour and mix in 8) use a wooden spoon or clean hands to mix all ingredients together until flour is all mixed in and mixture is sticky to touch 9) roll mixture into balls between palms of hands. Make 12 balls the size of 50 cent pieces for the bodies and 12 balls the size of 20 cent pieces for heads. 10) place 4 large balls on a cooking tray each with a small ball touching one edge. 11) press each ball to flatten it a little 12) press an almond firmly into side of head for a beak and 3 almonds at base of large ball for a tail 13) press a currant into each head for an eye 14) have an adult place the tray into the oven for 10 minutes 15) when light and golden remove from oven ECHIDNA AVOCADO DIP - ( ‘Wombat Stew Cookbook’) INGREDIENTS: 1) 2 ripe avocados 2) 2 tablespoons mayonnaise 3) 4 teaspoons taco sauce RECIPE STEPS: 1) cut the avocados in half and throw away the seeds 2) use a spoon to scoop the avocado flesh into a bowl 3) mash flesh with fork until smooth 4) stir in mayonnaise and taco sauce until blended to one colour 5) use as a dip for raw vegetables or corn chips

GOANNAS - (from ‘Every Aussie Kid’s Cookbook’) INGREDIENTS: 1) one crumpet 2) enough margarine or butter for one crumpet 3) two slices of pork stasbourg sausage 4) tomato sauce, vegemite or savoury meat spread 5) 3 or 4 slices of cheddar cheese 6) two slices of stuffed green olives RECIPE STEPS: 1) have an adult turn on the griller to medium heat 2) toast the crumpet until golden brown on both sides 3) cut two thin edges off the crumpet and put them together to make the head (trim a little off one end to square the edge) 4) Place the goanna head on the baking tray and lay the remaining crumpet longways behind the head (square off the ends as well) 5) spread the body with tomato sauce, vegemite or savoury meat spread 6) take one slice of meat and cut off edges to form two legs. 7) take the other slice of meat and cut off edged and one central ‘V’ shape. This makes two legs and the tail. 8) arrange the meat slices to make the tail and legs and slice the remaining meat very small to spread over the body 9) cut the cheese into 8 triangles and overlap the cheese in a straight line right down the back of the goanna onto the head. 10) place two stuffed olives for eyes 11) have an adult place the goanna under the griller for 15 minutes 12) once the cheese is soft have an adult remove from under the griller and serve hot. DINGO DAMPER - ( ‘Wombat Stew Cookbook’) INGREDIENTS: 1) 3 cups self-raising flour 2) 1 teaspoon salt 3 1 teaspoon sugar) 4) 250ml milk 5) butter RECIPE STEPS: 1) ask adult to preheat oven to 180˚C 2) measure flour, sugar and salt into mixing bowl 3) add milk and stir together to make a soft dough 4) grease baking sheet 5) shape dough into a ball and place on baking sheet 6) flatten dough slightly with hand 7) ask adult to place tray in oven and cook for 25 minutes 8) check damper by sticking a skewer in middle. If it comes out clean the damper is cooked 9) remove from oven and cool for 5 minutes _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

EMU EGGS - (‘The Four Ingredient Cookbook’) INGREDIENTS: 1) 6 tablespoons double cream 2) 25g (1/3 cup) smoked haddock cooked and flaked 3) 4 eggs, separated 4) 1/2 cup grated Emmental RECIPE STEPS: 1) melt 2 tablespoons of butter with 1/3 of the cream and add the flakes of haddock. Set aside to cool 2) beat the egg yolks with 1/2 the cheese and season to taste 3) beat the whites of egg and fold in to yolks 4) stir in haddock mix 5) heat a dob of butter in an omelette pan 6) pour in mixture and tilt pan so it covers the bottom 7) when omelette is cooked but still soft slide it onto a heatproof serving dish 8) mix remaining cheese and cream and spoon over hot omelette 9) brown under griller and serve immediately. Kangaroo INGREDIENTS: 1) 1/3 worcestershire sauce 2) 1/3 tomato sauce 3) 1/3 vinegar 4) 1/2 cup vegetable oil 5) 1 clove garlic crushed 6) freshly ground pepper 7) 1 teaspoon oregano 8) 1/4 cup lemon juice 9) 500g cubed lamb or beef 10) selection of fresh vegetables cut into slices or segments i.e. apple, onion, mushroom, pineapple, tomato, capsicum, banana etc RECIPE STEPS: 1) soak meat for 24 hours in a marinade made from first 3 ingredients 2) cut the vegetables into shapes suitable to thread onto a kebab skewer 3) place your desired combination of vegetables and meat onto skewers 4) brush with vegetable oil 5) BBQ or fry until meat cooked

POSSUM PEANUT BUTTER SLICE - (‘The Next-To-Nothing-Cookbook’) INGREDIENTS: 1) 1/2 cup peanut butter 2) 3 tablespoons skim milk powder 3) 3 big tablespoons raising or nuts chopped finely 4) a little honey 5) unprocessed bran (if needed) 6) coconut (to sprinkle on after made) RECIPE STEPS: 1) blend all ingredients except bran and coconut. Mixture should be fairly stiff 2) add bran if mixture not thick 3) roll mixture into a cylinder and sprinkle with coconut 4) chill and slice as required BANDICOOT BROCCOLI - (‘The Four Ingredient Cookbook’) INGREDIENTS: 1) 500g broccoli 2) grated nutmeg 3) 500ml single cream 4) 2 eggs 5) 2 additional egg yolks RECIPE STEPS: 1) cut the broccoli stalks into chunks and cook them in boiling salted water for 5 minutes. Add broccoli florets and cook a further 4 minutes 2) refresh the broccoli under cold running water and drain 3) set some florets aside then puree the rest with stalks, in a blender 4) season the puree with a little nutmeg, salt and pepper 5) put the puree, cream, eggs and egg yolks into a bowl and beat them together 6) fold the reserved broccoli florets into the mixture 7) spoon the mixture into a souffle dish and sit this in a pan filled with 4cm boiling water 8) place the pan in a preheated oven and cook at 180˚C for 20 minutes 9) serve dish hot or cold BOOMERANG PIZZA - (from ‘Every Aussie Kid’s Cookbook’) INGREDIENTS: 1) 1 cup self-raising flour in medium bowl 2) 1 & 1/2 cups thick grated cheddar cheese 3) 1/2 cup milk in small mixing bowl 4) 2 teaspoons vegetable oil added to milk 5) 2 tablespoons tomato paste 6) 375g can crushed pineapple strained 7) 1 rasher bacon cut into thin strips 8) 1/2 small red or green pepper cut into thin strips 9) 1 small can sliced button mushrooms _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

10) 4 black olives without stones cut into pieces RECIPE STEPS: 1) ask an adult to light oven and heat at 200˚C 2) butter baking tray 3) add 1/2 cup grated cheese to flour in medium sized bowl and stir until mixed 4) add milk and oil to flour and cheese and stir with fork until mixed 5) with clean hands squash the mixture together until it makes one big lump 6) separate the dough into two halves 7) put a little flour on your hands and lightly flour the bench, then roll half the dough into a sausage shape (approx 23 cm) 8) bend the roll into a large ‘V’ and place on baking tray squash the dough with your hands until it is slightly flattened 9) repeat steps 5-9 for the other half of the dough 10) spread tomato paste onto the pizzas 11) add the ingredients evenly in the following order: • pineapple • cheese • bacon • pepper • mushroom • olives 12) ask an adult to place the tray into the preheated oven and cook for 20 minutes 13) have adult remove from oven when cooked and serve hot.

APPENDIX 7: NATIONAL CURRICULUM LINKS S.O.S.E. TIME, CONTINUITY & CHANGE: 1.1 - Identifies events and stages in people's lives 1.2 - Places lifetime events & stages in sequence 1.3 - Explores people's origins and futures 2.2 - Uses calendars & objects to describe age and sequence 2.3 - Identifies aspects of environments & family ways of life that have endured or changed. PLACE & SPACE: 1.5 - Identifies places that are important to self and others 2.4 - Uses symbols to describe relative locations of places 2.5 - Describes choices people make in their use of places CULTURE: 1.8 - Describe diverse ways in which common needs are met 2.8 - Describes practices, customs, traditions etc. of familiar groups & communities 2.9 - Describes roles, responsibilities of family & school RESOURCES: 1.11 - Identifies the work done by self & others 1.12 - Takes care of & participates in the management of individual & group resources 2.10 - Goods & services are made by combining a variety of resources 2.11 - Describe ways people cooperate & depend on one another in work 2.12 - Suggest management of resources NATURAL & SOCIAL SYSTEMS: 1.15 - Identifies how elements of systems meet own needs 2.13 - Describes ways elements of natural systems form communities 2.14 - Why groups & communities have rules 2.15 - Ways people obtain goods & services in local communities INVEST. COOMMUNIC. PARTICIPATE: 1.16 - Gathers & records information from direct & indirect experiences of people & places 2.16 - Selects, compares, categorises relevant information 2.18 - Explores variety of groups and work strategies ENGLISH SPEAKING AND LISTENING: 1.1 - Interacts informally with teachers, peers & known adults in structured classroom activities dealing briefly with familiar topics 1.4 - Monitors communication of self and others 2.1 - Interacts in more confident and extended ways in school situations _____________________________________________________________________ Copyright ÂŠGlobal Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

2.4 - Speaks and listens in ways that assist communication with others READING AND VIEWING: 1.5b - Constructs meaning from visual texts with familiar content, particularly texts designed to be viewed in segments 1.6 - Makes connections between own knowledge & experience & the ideas, events and information in texts viewed & heard read aloud 1.7 - Demonstrates emerging awareness & use of symbols & conventions when making meaning from texts 2.5 - Constructs and retells meaning from: • short written texts with familiar topics & vocabulary predictable text structures & frequent illustrations & • visual texts with predictable narrative structures 2.6 - Understands that texts are constructed by people and represent real and imaginary experience. 2.8a - Uses basic strategies for interpreting written & visual texts & maintains continuity in understanding when meaning is disrupted 2.8b - With teacher guidance, selects own reading material and gathers & sorts information on a topic from a variety of sources WRITING: 1.10 - Recognises that written language is used by people to convey meanings to others 1.12 - Experiments with & practices ways of representing ideas & information using written symbols 2.9 - Writes brief imaginative & factual texts which include some related ideas about familiar topics 2.11 - Recognises some of the purposes & advantages of writing 2.12a - Uses talk to plan & review own writing 2.12b - Usually attempts to spell words by drawing on knowledge of soundsymbol relationships & of standard letter patterns SCIENCE LIFE & LIVING: 1.7 - Identifies personal needs and the needs of other familiar living things 1.8 - Identifies observable personal features and those of other familiar living things 2.7 - Describes the types of relationships between living things 2.8 - Links observable features to their functions in familiar living things 2.9 - Compares and contrasts similarities & differences within & between groups of familiar living things THE ARTS DRAMA: 1.6 - Draws upon play & imagination in making drama 1.7 - Uses basic elements of drama such as roles, movement, focus and language & explores them in making drama 1.8 - Shares drama with others 1.10 - shows an awareness of drama in everyday life _____________________________________________________________________ Copyright ©Global Learning Communities 2002 All material on this site is for personal use only. Reproduction or on-sending of any material held under Global Learning Communities or Integral Learning Futures is strictly prohibited ACN089 544 730

2.6 - Uses experience & imagination to make drama 2.7 - Makes choices about drama elements & organises them in expressive ways 2.8 - Prepares drama work for familiar audience 2.9 - Justifies response to drama works 2.10 - Drama is made & used for varied purposes MATHEMATICS SPACE: 2.7a - Fulfills simple spatial criteria when making things from verbal or visual descriptions 2.7b - Pays attention to shape and placement of component parts when interpreting and drawing 2.8 - follows & gives descriptions of locations & paths with attention to order in making reading maps 2.9 - Interprets common spatial language & uses it to describe shape of things NUMBER: 1.11 - Counts & estimates collection, orders two or more collections, and orders things within collections 1.14a - Represents self-generated or orally presented number stories involving small numbers using materials or drawings 1.14b - Understands that money is used in exchange for goods 2.11 - Count, order, estimate, describe with whole numbers within everyday experiences 2.14a - Represents problems involving four basic operations using whole numbers 2.14b - Compares prices with money available; calculates cost; makes change MEASUREMENT: 2.18 - Appropriate physical attributes chosen when comparing/measuring things & units 2.19 - Compare length/capacity 2.20 - Estimates order of things by length, area, mass, capacity with numerical estimates of length HEALTH PEOPLE/FOOD: 1.7 - Identifies a range of foodstuffs & discuss why & where certain foods are eaten 1.8 - Demonstrates making choices from a range of foods 2.7 - Discusses some physiological, social, cultural & community reasons for people's food choices 2.8 - Selects & implements strategies for including certain foods in the diet

REFERENCES Hornsby, D, Sukarna, D with Parry, J., ‘Read On: A Conference Approach to Reading’, Nelson Aust 1990 Jennings, C, and Shepherd, J., ‘Planning for Key Learning Areas’, Eleanor Curtain, 1996. Nicoll, Vivienne (ed), ‘May I See Your Program Please?,’ PETA, 1996 Taba, Hilda, Durkin, Mary, Fraenkel, Jack and McNaughton, Anthony, ‘A Teacher’s Handbook to Elementary Social Studies: An Inductive Approach’ , Addison-Wesley, Reading, Massachusetts, 1971 Sukarna, D, Hornsby, D, and Jennings, C., ‘Planning for English’, Eleanor Curtain,1996. Teacher Guide, Social Studies Themes and Language K-7, Primary Education Social Studies Resource, Level 1, Dove Communications, 1986 Tyrrell, M and Webb, J, ‘Storylines’, Oxford Aust, 1988. Wing Jan, Lesley, ‘Write Ways - Modelling Writing Forms’, Oxford Aust, 1991. Wing Jan, Lesley, ‘Spelling and Grammar - in Whole Language Classrooms’, Bookshelf, 1991