Society and Environment Teachers Guides NSW: Book C - Ages 7-8

New South Wales

Society and Environment – C Teachers Guide

R.I.C. Publications RIC-1130NSW 4.7/629

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Foreword Society and Environment will help to increase the students’ knowledge and understanding about their local community and environment and provide them with opportunities to compare their situation to that of others.

The seven workbooks in the series look mainly at Australia—its people, its heritage, its political and legal systems and its place in the world.

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Each workbook is accompanied by a comprehensive Teachers Guide designed to provide a structured resource for the teacher. The Teachers Guide provides teachers with clear guidelines as to the outcomes being covered, answers, assessment, discussion and background information to support the workbook where necessary.

The information provided within this Teachers Guide will assist teachers in their planning, programming and assessment. Each topic provides teachers with a number of opportunities to focus on various aspects of literacy.

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The aim of the workbook is to assist students to better understand the community they live in and to make sound decisions about local, national and worldwide issues.

This program was devised to offer students and teachers alike the opportunity to develop a wide range of language, discussion and group-working skills that will complement all learning areas in the school curriculum.

Contents

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C.Publ i cat i ons Outcomes and Indicators Society and Environment C ..................... ii – v •f orr evi ew pand ur ose stheo nl y• vi Human Society Itsp Environment and Teacher..........................

Resources .......................................................................................... vii How to use Society and Environment ................................................ viii

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Society and Environment Workbook .................................................... ix Society and Environment Teachers Guide ............................................. x Assessment/Evaluation ....................................................................... xi

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Students with Special Needs ............................................................. xii Blank Map—The World .................................................................... xiii Blank Map—Australia....................................................................... xiv Blank Map—New South Wales ......................................................... xv Flags of Australia ..................................................................... xvi – xvii Blank Semantic Web ........................................................................ xviii Group Discussion Recording Sheet ................................................... xix Further Research Recording Sheet ..................................................... xx The Changing Community ........................................................... 1 – 16 Transport .................................................................................. 17 – 32 Australian Environments ........................................................... 33 – 52 Celebrations .............................................................................. 53 – 70

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Outcomes and Indicators Society and Environment C The Changing Community Technological advancements over the past hundred years have led to dramatic changes in lifestyle. Significant advances and improvements can be seen in the toys and games we use, the tools and machinery we use in our homes and on farms, the availability of water and food, various forms of energy, and our ways of communicating.

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Workbook Teachers Guide Pages Pages

What People Do 2–7 3–5 Toys and Games of the Past 8 – 14 5–7 Technology in Our Home 15 – 19 8–9 History and Food 20 – 23 10 – 11 How Our Lives Change 24 – 26 11 – 13 Change and Continuity CCS1.1 Communicates the significance of past and present people, days and events in their life, in the lives of family and community members and in other communities.

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Topic

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• identifies and talks about the lives of people in their family and community • identifies the origins of significant days and events celebrated by their family and community • retells the original stories associated with traditions of their family and community • explains why a persona, family or community event is significant.

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• communicates the value of the contribution of past generations to community life • describes and sequences stages and events in their life and in the lives of family members, and reflects on the significance of these stages and events.

Cultures CUS1.3

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Identifies changes and continuities in their own life and in the local community.

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Identifies customs, practices, symbols, languages and traditions of their family and of other families.

• gives information about their own family background, including languages spoken at home, religions, traditions, practices, customs, celebrations and stories.

• explains ways in which family members learn from each other about customs and traditions, e.g. recounts, songs, dances • identifies characteristics that make another family different from or similar to their own

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Outcomes and Indicators Society and Environment C Transport Since before the wheel was invented, people have recognised the benefits which transport provides us. Over the past hundred years, transportation has developed rapidly and become more efficient. Transportation is now an integral part of daily life. Our environment and our lifestyles are affected in positive and negative ways by our transport choices.

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Workbook Teachers Guide Pages Pages

An Emergency at Woodside 28 – 30 19 – 20 Transport—Past and Present 31 – 35 20 – 23 Transport Profiles 36 – 40 23 – 24 Transport Survey 41 – 46 25 – 26 Transport—Beliefs and Concerns 47 – 50 26 – 28 Social Systems and Structures SSS1.7 Explains how people and technologies in systems link to provide goods and services to satisfy needs and wants.

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Topic

• explains how people help them • depicts and labels components of a system designed to meet needs and wants, e.g. model of a transport system • examines the impact of a system on lifestyle and on the environment • outlines social and environmental responsibilities when operating in or using a system

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C.Publ i cat i ons Environments •f orr evi ew p ur posesonl y• ENS1.6 Demonstrates an understanding of the relationship between environments and people.

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• evaluates the results of human activity in environments relevant to them • describes interactions with the environment that can affect their life or the lives of others • identifies ways that places in their immediate environment have changed and are continuing to change.

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Outcomes and Indicators Society and Environment C Australian Environments The natural diversity of our environment has provided a home for living things for millions of years. Though it has been affected and modified by natural events for millions of years, the impact of people, in their endeavour to meet their changing needs, has profoundly affected the sustainability of the resources we need to survive. As we have become more technologically advanced and environmentally aware, we have begun looking towards creating communities and lifestyles which have a minimal impact on our natural environment.

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Workbook Teachers Guide Pages Pages

What is an Environment?

52 – 57 35 – 36 Types of Environments 58 – 59 36 – 39 Use of the Environment 60 – 61 39 – 40 Changes in the Natural Environment 62 – 64 40 – 42 Changes in the Local Environment 65 – 67 42 – 44 Environmental Organisations 68 – 69 44 – 45 Natural Changes 70 – 71 45 – 47 Water and the Environment 72 – 74 47 – 48 Environments ENS1.5 Compares and contrasts natural and built features in their local area and the ways in which people interact with these features.

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Topic

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• examines the differences between natural and built features and sites • identifies similarities and differences between natural features and sites in their local area and those in other areas • uses a range of geographical terms to describe location and features, e.g. east, west, mountain, valley, hill, city, and terms for geographical tools, e.g. map, globe, atlas • uses geographical tools to locate and investigate places, e.g. maps, globes, atlases • examines the values that people place on natural and built features and places • associates geographical terms for places and features with visual images • recognises the globe as a representation of Earth, differentiating between land and water • makes and interprets 3D models of features and places in their local area • constructs pictorial maps and uses these maps to locate real features • expresses feelings for particular environments and why they have these feelings • demonstrates an awareness that the features and places that are a part of their local area exist within a broader context, e.g. within a town/city, country

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Demonstrates an understanding of the relationship between environments and people.

• identifies and labels how the elements of an environment rely on each other • identifies ways in which people depend on the environment • identifies ways in which people’s interactions with the environment can change that environment, e.g. the result of blocking up a river or chopping down trees • evaluates results of human change on environments that are relevant to them • identifies ways in which places in their immediate environment have changed and are continuing to change • shows an interest in environmental issues at local, national and global levels • identifies wise and unwise use of resources • suggests ways of caring for sites, features, places and environments, and through which they can contribute • recognises that Aboriginal peoples have interacted positively with the environment for a long time

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Outcomes and Indicators Society and Environment C Celebrations People hold celebrations to mark significant events in their lives. These events may stem from religious beliefs, family or cultural traditions or the desire to celebrate aspects of community life. The ways people involve themselves in a celebration depend upon how important the purpose of the celebration is in their life.

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Workbook Teachers Guide Pages Pages

What is a Celebration?

What Makes a Celebration?

What Do People Celebrate?

Australian Celebrations Common Celebrations around the World Feelings about Celebrations Local Community Celebrations

Culture CUS1.3

76 – 78 79 – 83 84 – 87 88 – 91 92 – 95 96 – 97 98 – 99

55 – 56 56 – 58 58 – 60 61 – 63 63 – 64 65 – 66 66 – 67

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Topic

Identifies customs, practices, symbols, languages and traditions of their family and of other families.

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• designs interview questions to gather first-hand information and several different cultural and religious celebrations • gives information about their own family background, including the languages spoken, religions, traditions, practices, customs, celebrations and stories.

CUS1.4

• nominates people and places in the community who could help them find information about aspects of cultures • identifies cultural, spiritual and/or religious aspects of their family life • recounts cultural, spiritual and/or religious practices in their community • communicates an understanding of how families express their cultures through customs, celebrations, practices, symbols and traditions

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Describes the cultural, linguistic and religious practices of their family, their community and of other communities.

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Change and Continuity CCS1.1 Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities.

• identifies the origins of significant days and events celebrated by their family and their community • explains why a personal, family or community event is significant

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Human Society and Its Environment and the Teacher

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The learning area of Human Society and Its Environment encourages students to develop an understanding of how groups and individuals live together and interact with their environment. Through this learning area, students understand and develop a respect for cultural heritage, social justice, democratic processes and the sustainability of their environment.

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The main goal of Society and Environment is to take students on a journey around Australia, look at its history, see other parts of the world—and then bring those experiences back to their own community within New South Wales to compare and evaluate their life. Regardless of where students live in Australia, they will all benefit from, and see relevance to themselves in, the activities in the Student Workbook. Students are constantly asked to think about Australian and world issues in relation to their own community to develop their own reasoned views.

The Society and Environment workbooks encourage the students to: • study the interaction between people and their environment • make sense of these interactions and develop values aimed at improving these relationships for the future • study local, regional, national and global issues and develop an understanding of their importance • develop and extend their knowledge of those issues which are relevant to them • make judgments on moral and ethical issues using their understanding of democratic processes, social justice and the sustainability of their environment • use varied strategies to make sense of the way the world is changing • make reasoned and informed decisions as active citizens in their community • manage their own actions based on the skills and understandings attained in this learning area Success in teaching Human Society and Its Environment depends on using a varied approach. Students may work independently, in small groups or as a whole class, depending on the situation or task involved. Flexibility is the key to encouraging students to find the mode of working which best suits them.

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Discussion is used on a regular basis throughout the program to encourage critical thinking and to provide students with the opportunity to share, listen and evaluate their own thinking and that of others. The teacher’s role in the discussion situations is that of facilitator; it is important that students are allowed the opportunity to share their own views and ideas without being judged. Questioning should be used to encourage students to search for alternatives before making a final decision in relation to a topic or situation.

Grouping students helps them to get to know one another and develops an understanding of the importance of being able to work cooperatively with others to achieve a common goal. Shy students are more likely to express themselves in small groups, where they may be intimidated by a whole-class situation. Groups should be changed regularly, rather than having them set for each Human Society and Its Environment lesson.

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Teachers Notes

Resources Providing teachers with a comprehensive guide to each unit, including: •Unit focus •Unit topics •Outcomes and indicators •Focus for each topic •Keywords for each topic •Resources required for each topic •Background information for each topic •Introductory discussion for each topic •Suggested activity outlines •Clear and concise answers •Additional activities for each topic •Further topics for discussion and debate

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The Teachers Guide

The Student Workbook

Providing students and teachers with: •a range of activities catering for different learning styles and teaching methodologies •sample studies •opportunities to relate activities to local environments and communities •a mix of contemporary and traditional content •a comprehensive range of topic areas •opportunities to develop a wide range of skills

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Additional Resources

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Any successful Human Society and Its Environment program draws on a range of resources to provide variety and the opportunity to use and develop skills in a wide range of areas. It is recommended that students use various sources to support their work within the Society and Environment workbook.

Some of these additional resources include: •a world globe •a world map •a large map of Australia •the Internet—this resource is extremely fluid and sites were active at the time of publication. Specific sites were generally not included in the workbooks because of this limitation. Recommended sites listed within the Teachers Guide have been organised into those suitable for teachers and those suitable for students, according to the level of language used within the site and its presentation.

•the school and local libraries •each other, parents, grandparents •organisations which specialise in the area being studied •local and State newspapers and magazines •video documentaries where appropriate

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•people from the local community Teachers Notes

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How to Use Society and Environment 1. Select the unit you wish to teach.

Each workbook contains four units—one for each term of the school year. They can be taught from the first unit in sequential order to the last unit, or you can move throughout the book in an order that suits what is happening in your classroom/community/local environment.

2. Read the complete unit.

It is important to read the entire unit before dealing with it in class to avoid any surprises and to ensure you have an understanding of where the unit is heading.

This allows you to be prepared with resources, to organise any incursions or excursions which may support the unit, and to ensure a collection of adequate resources is gathered within the classroom to enhance learning in that area.

Each unit is broken into discrete topics. These topics may run over one or more lessons, depending on your students, the topic or the amount of work that needs to be covered. It is left to the teacher’s discretion to ensure adequate coverage of the topic is attained.

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3. Develop a plan.

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4. Encourage discussion.

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C.Publ i cat i ons Develop an interest in •f orr evi ew pur posesonl y• further research.

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6. Provide opportunities for students to share their knowledge.

The information provided within each workbook has been thoroughly researched.

Certain topics lend themselves to further research, as the topic is so large that not all information could possibly be included in a workbook for students. Students should be encouraged to research topics of personal interest. Developing skills in this area encourages independent learning which is critical in any student’s education journey.

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Each topic within Society and Environment relies on class or group discussion.

This is a key feature for developing oral skills. Students are given the opportunity to clarify their thinking, express their views, listen to others and discuss or debate the topic or issue at hand. This technique is instrumental in students developing maturity and a level of understanding that will prepare them for the real world.

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Students are often a rich source of knowledge in our multicultural society. Students are able to source information from relatives and friends and provide a valuable resource for others in their class. Students who have taken the time to further research topics of personal interest should also be encouraged to share their knowledge. This shows students you value their independent learning and gives meaning to their additional study.

7. Use your community.

The community has a great deal of resources to offer the primary Human Society and Its Environment learning area—after all, that is what it is all about. Inviting community members and organisations into your classroom to impart knowledge to students adds an extra dimension to their learning, making it ‘real’ and—most importantly—giving you a break from having to ‘know everything’.

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Teachers Notes

Society and Environment Workbook The Unit Topic begins with a unit title. This can be used to lead the students into the introductory discussion found in the Teachers Guide.

The Lesson Focus and Keywords provide students with a basic overview of what they will be learning about in this topic and give them the opportunity to find the meaning of any difficult words before they begin.

Text, tables and artwork provide students with a concise source of information related to the topic. Students may need to read through the information provided several times to ensure they have a clear understanding of what they are reading and to assimilate the information before tackling the supporting activities.

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Teachers may also use the strategy of searching for keywords and phrases to further encourage students to read the text over again. These keywords and phrases help to clarify the information for the students and make the task of completing the activities easier.

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Assisting weaker readers with this text is recommended to ensure their understanding is clear or they will struggle to complete the activities accurately.

Various types of activities have been provided for the students to draw information from the text. They include: • three levels of questioning • retrieval charts; brainstorming; explosion charts • local area comparative studies • semantic grids • flags • flow diagrams; ordering • matrixes • cloze passages • tables; reading graphs • profiles • time lines • mapping; longitude/latitude • reports • cause/effect; fact/opinion • keywords/key facts

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Each unit topic is finished off with Topics for Discussion/Debate. These statements, questions or sentence starters are designed to encourage students to develop their own thoughts and ideas and share them with the class or in small groups. This technique develops oral language and critical thinking skills.

The unit topics also have Additional Activities provided. These are only suggestions and have been designed to link the students’ newly found knowledge across the learning areas.

Search Engine Keywords have been included to assist the students with any further research they wish to undertake using the Internet.

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Society and Environment Teachers Guide Each Unit begins with an introductory page providing teachers with: • an overview of what students will be learning in the unit; • the topics which have been selected to develop understanding in the unit; and

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The Unit is then broken down topic by topic, with each topic providing the teacher with: • the corresponding workbook pages;

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• the outcomes and indicators being treated through the study of the unit.

• the focus of the topic;

• the keywords being introduced within the topic;

• resource requirements for successful completion of the topic, including relevant Internet sites listed separately for the teacher and student; • background information for the teacher on areas which may appeal to students, require clarification or possibly lead to misunderstanding;

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• clear and concise answers for each activity; • suggested topics for discussion and debate.

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Each Unit then concludes with an assessment tool (see following page) which has been designed to indicate broad student understanding and also provide opportunity for student feedback. It is recommended that students work through the assessment independently where possible to provide feedback to the teacher of where understanding has taken place or where the student needs further development.

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Teachers Notes

Assessment/Evaluation Assessment and evaluation is an ongoing process conducted in a variety of ways by the teacher or a support person within the classroom. Teachers generally evaluate students based on: • observations—noting any key learning milestones; • anecdotal—keeping general notes on student behaviour, skills, techniques, strengths and weaknesses; • evaluation of written work—collating and marking students’ work;

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• evaluation of oral work—recording students’ skills and techniques in this area; and

Assessment and evaluation techniques may vary from student to student depending on their individual abilities, strengths and weaknesses. For example, you would not expect a student who is working at a reduced level to achieve the same results with the activities in the workbook as a student who is working at his/her optimum level or above.

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• evaluation of activities designed as assessment tools and provided in the Teachers Guide.

Through assessment of each student’s individual work practices, teachers are able to gauge which students require extension and which require remediation.

Assistance can then be given to those students where necessary to ensure they are developing to their full potential.

Because allP students work att their own ability level, assessment of their © R. I .

C. ubwilll i c a i o ns understandings should not consist solely of one piece of work.

Ite is envisaged teachers will assess regularly on their day-to-day •f orr evi w pthat ur po s esstudents onl y•

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performance, as well as using the assessment tool provided at the end of each unit of work in the Teachers Guide. The assessment tool used on its own will not be an accurate representation of the student’s ability or understanding of the unit and should be used only in conjunction with the term’s work.

The assessment tool provided at the end of each unit in the Teachers Guide as shown on this page is supported with a proforma which can be copied for each student and attached to his or her portfolio assessment. It provides the Outcomes covered over the unit and room for the teacher to comment on the various aspects involved in the Society and Environment workbook program.

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Students with Special Needs All students will work at different rates at different ability levels—which should be taken into consideration when planning a unit of work from the Society and Environment workbook. It is important to remember that we are assessing students’ skills, knowledge and understanding in this area, not their ability to read and write. Human Society and Its Environment is the study of people as social beings, as they have existed and interacted with each other and the environment, in time and in place. Therefore, students who have particular difficulty with literacy should not be disadvantaged in this learning area.

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It is crucial that the teacher takes the time to develop a rapport with the student— develop a relationship in which the student feels comfortable with the expected tasks.

Those students who need additional assistance could be given the unit to read through prior the lesson, so when they come into the lesson they already have a headstart on the rest of the class.

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Remediation

Providing students with the opportunity to read and reread the text as often as they feel comfortable with prior to the lesson offers them one strategy to familiarise themselves with the text. Encourage students to look for keywords and phrases and to use any maps, tables or diagrams to help them develop meaning from the text.

Encourage students to then reada through then questions ©R .

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Pub l i c t i o s and work out where they might find the answers, without actually completing the activities.

After this work, the o students will come thel lesson armed with the •f orr e vi eintroductory w pu r p se s oton y•

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resources and confidence they need to complete the activity along with the rest of the class. Their confidence will grow as they feel they are keeping up with everyone else and their time won’t be wasted during the lesson.

Teachers can also assist students by establishing a language-rich environment where print is presented in natural and meaningful contexts. Depending upon the unit topic for the term, classroom displays could reflect the information students may require.

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Those students who find the activities in the workbook too easy can be extended through various additional activities.

Students can be encouraged to research the topic further through the use of the Internet, library, newspapers, or by contacting specific organisations and sourcing local information.

Students can be responsible for gathering resources to provide the class with additional topic material. Displays can be created to benefit the entire class.

A group of students can also be made responsible for assisting the teacher when organising guest speakers or when on excursions to various facilities in the local area.

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The World

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New South Wales

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Australian flag

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Flags of Australia

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Aboriginal flag

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Flags of Australia

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New South Wales

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South Australia

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Queensland

Victoria Teachers Notes

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Teachers Notes

Group Discussion HOW

Group Members:

TO

KEEP

THE

PEACE

1. Take any disputes to the Mediator.

2. Each person must take a turn to express an opinion, WITHOUT INTERRUPTION, to the Mediator.

ROLES AND RESPONSIBILITIES

3. Remember, don’t interrupt the person expressing a point of view.

Group Leader:

r o e t s Bo r Mediator (peacekeeper): e p o u k Reporter: S Researcher(s): Scribe:

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4. The Mediator must listen carefully to each person. Ask questions if something is unclear.

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5. Allow each person to ask the speaker questions to clarify anything that is not understood.

6. Ask each person what information he/she has to back up his/her opinion.

DISCUSSION/DEBATE TOPIC

7. Sometimes we have to agree to disagree. Not everyone has to agree on everything.

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8. Remember to respect that we all have different ideas— and because someone else’s idea is different from ours, doesn’t necessarily mean his/ her idea is wrong.

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OUR FINDINGS

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OUR PLAN

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Further Research TOPIC

Where I will get my resources

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RESOURCES I will use

NOTES

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Information should be presented chein a clear and e r easy-to-follow format. See the example. o t r s super Heading • You are now ready to present your information.

Clear paragraphs, each with its own idea • Introduction and conclusion • Accurate facts •

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The Changing Community or e st

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The Changing Community Unit Focus Technological advancements over the past hundred years have led to dramatic changes in lifestyle. Significant advances and improvements can be seen in the toys and games we use, the tools and machinery we use in our homes and on farms, the availability of water and food, various forms of energy, and our ways of communicating.

Unit Topics

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• What People Do ..................................................................... 2 – 7 • Toys and Games of the Past ................................................. 8 – 14 • Technology in Our Home ..................................................... 15 – 19 • History and Food ................................................................ 20 – 23 • How Our Lives Change ....................................................... 24 – 26

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The topics selected to develop this understanding are:

Outcomes and Indicators

Change and Continuity CCS1.1 Communicates the significance of past and present people, days and events in their life, in the lives of family and community members and in other communities.

• identifies and talks about the lives of people in their family and community • identifies the origins of significant days and events celebrated by their family and community • retells the original stories associated with traditions of their family and community • explains why a persona, family or community event is significant.

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• communicates the value of the contribution of past generations to community life • describes and sequences stages and events in their life and in the lives of family members, and reflects on the significance of these stages and events.

Cultures CUS1.3

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Identifies changes and continuities in their own life and in the local community.

Identifies customs, practices, symbols, languages and traditions of their family and of other families.

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• gives information about their own family background, including languages spoken at home, religions, traditions, practices, customs, celebrations and stories.

• explains ways in which family members learn from each other about customs and traditions, e.g. recounts, songs, dances • identifies characteristics that make another family different from or similar to their own

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What People Do Workbook Pages: 2 – 7 Topic Focus The students will learn that the things people do change over different stages in their lives.

Keywords stages, activities, lifestyle, change, technology

Resources

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http://www.bergen.org/AAST/Projects/Timeline

Science and Technology Time Line

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• The following websites are recommended: Teacher Time Line of Engineering and Technology

http://landow.stg.brown.edu/victorian/science/science.html

A Timeline of Significant Events in Information and Communication Technology http://www.lhbe.edu.on.ca/teach2000/onramp/timeline.html

Background

Changes in the things we do are consistent with our growth and maturity and technological advancement over time. Comparisons can be made between these things to investigate similarities and differences between the capabilities and interests of different age groups. Similarly, investigations into the impact of technology on our lives and the lifestyle changes which have evolved will direct thinking towards future lifestyle possibilities.

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Introductory Discussion

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Activity – Pages

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How have you changed since you were a baby?

Why do you think you are not allowed to do certain things like cooking with hot appliances? Do you think you should be able to do these things? Do you think your mum or dad were allowed to do these things when they were your age?

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Read the information at the top of page 2 with the children following in their own books. Discuss what is happening in each picture in the grid using question 1 as a guide.

As a whole group, discuss other things people do and list them into age group categories; i.e. baby, child, teenager, adult, elderly person. Break the children into groups of no more than five students. Provide each group with old magazines and read through question 2 together. Allow the students time to compare their pictures to the pictures their peers found.

Answers 1. Teacher check 2. Teacher check

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Activity – Pages

4–5

Discuss what a time line is and what it is used for. Look at the time lines on pages 4 and 5. Discuss various aspects students may be able to make note of at each developmental stage, such as looks, where they might live, activities they do, what they eat or drink. Discuss the possible changes which might be in store for them in the future. Allow the students time to complete their time lines.

Answers Answers will vary

Activity – Pages

6–7

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Brainstorm what the students know about the lifestyle of their grandparents when they were in primary school. What were the differences? Why was their lifestyle so different? Why didn’t they live like children do today?

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Discuss what is meant by the term ‘lifestyle’. Discuss how their lifestyles might differ from those of other children their age. Why do they differ?

List the advances in technology which have changed the lifestyles of school students. Investigate transport, food, toys, cooking etc.

Ask the students to read the passage about ‘changing lifestyles’ at the top of page 6. Discuss the changes mentioned in this passage (changes in the way we listen to music).

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C.Publ i cat i ons Allow the students time to complete questions 2 and 3 based on the discussion •f orr e vi ew p ur p o s es oton l ythose •things which generated from the passage.

They can then proceed record As a group, derive definitions of the words ‘lifestyle’ and ‘technology’ and record them in the spaces provided.

describe their own lifestyle in the categories provided on page 7.

1. (a) a mode of life chosen by a person or group

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(b) the study of the use of science in industry 2.

What is/was used to listen to music

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Answers

Where and how we listen to music

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In the past

Now

record on a record player

home/loungeroom

portable radio

wherever we go

portable CD player

radio

portable cassette player

3. Answers will vary

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Additional Activities Ask a parent or grandparent to list activities he or she did at the same age as you are now. Complete a concept diagram with them and compare it to your own.

Discussion What are other reasons for lifestyle changes? (Money, books, art, manners, war etc.)

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Toys and Games of the Past Workbook Pages: 8 – 14

The students will learn of the similarities and the differences among the toys and games they play with and use now and those used in the past.

Keywords

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Topic Focus

toys, games, materials, operated, handmade, technology

Resources

• The following websites are recommended: Teacher Yahoo: Toys: History

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http://www.sils.buffalo.edu/faculty/ellison/Syllabi/519Complete/formats/toys/ history.htm

Yahooligans: Toys

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http://www.yahooligans.com/Arts_and_Entertainment/Toys/Toys_of_the_Past

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Background

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The use of toys and games has been recorded as far back as 4000 BC, with evidence of games resembling draughts or chess. Stone marbles were first used in Egypt around 3000 BC. Kites appeared in China in 1000 BC. Toys form a natural part of the role-playing nature of developing human beings and assist in the growth of problem-solving and social skills. Toys are becoming more technologically advanced with the increased availability and affordability of computers. As a result, the nature of ‘play’ is changing the lifestyles of children. In recent years, concerns about the effects of this change in play on children have sparked debate in the areas of physical and mental health.

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Introductory Discussion What are your favourite toys? Why are they your favourites?

Organise several games or toys for discussion. Use a ‘mystery’ bag, asking individual students to attempt to feel attributes and guess what the toy may be.

Discuss the use of each toy and what age group it might be used by.

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Activity – Pages 8 – 9 Ask the students to read the passage at the top of the page quietly to themselves.

They can then contribute the key points they learnt from the passage to a class discussion.

Ask individual students to read about each of the games or toys on page 8.

Discuss each one, how it has changed from the past, whether or not the class members have used it, and what they thought of it.

r o e t s Bo r e p ok u S Answers

1. Answers will vary; (i) now made of plastic, (ii) once used by adults – now also used by children, (iii) lighter – more streamlined.

2.

Then

Toy

tin pie plates

Now

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Allow the students to work in pairs to discuss and record answers for questions 1 – 4.

coloured plastic

Frisbees

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twisted reeds, vines, wood or metal

hollow plastic

handmade from stone or baked clay

moulded from plastic or glass

Dolls

Hoops

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Marbles

3. (a) cards

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wood and cloth

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(c) Barbie Doll TM

(d) electronic games

4. (a) B

(b) O (c) I (d) B (e) I (f) O

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Activity – Pages

10 – 11

Follow the directions for questions 1 and 2 on page 10. After brainstorming a list of popular toys as a whole class, model how to tally each toy to determine the six most popular in the class. Using the tally table, the students can then move around the class, asking each class member what his or her two favourite toys are and recording the choices using tally marks. These data can then be transferred onto the graph provided. This process may also need to be modelled if students are unfamiliar with making column graphs.

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Activity – Pages

Answers

1. Answers will vary 2. Answers will vary

12 – 13

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Discuss the interview proforma on page 11. Ask the students to nominate a person they would like to interview and write his or her name next to ‘Person’s Name’ on the ‘notepad’. This activity will be most successfully completed as a homework task, with a subsequent opportunity given for students to share their findings with the class.

Allow the students to work in pairs. To complete ‘Toys—New and Old’, they will need to bring a toy from home. The pair will need to decide which child will bring an ‘old’ (from the past) toy and which will bring a new toy for comparison.

As a whole class, discuss briefly the questions asked on the report format and © R. I .

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Pub l i c at i o nthesfindings of their investigations. allow students to work together to record The students should be encouraged to share key points from their comparison •f orr evi ew pur posesonl y• with the class.

Answers

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Activity – Page 14

2. Answers will vary 3. Answers will vary

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The students can use the proforma on page 14 to summarise what they have learnt about toys. Each category on the proforma should be used as a focus for discussion, with students being encouraged to ‘take notes’ or list ideas in bullet points.

Answers

Answers will vary

Additional Activities 1. Construct a class museum of ‘Toys from the Past’ using photographs or actual toys.

Discussion 1. Do you think toys are better today?

2. How did older people feel about their toys?

3. How do children today feel about their toys?

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Technology in Our Home Workbook Pages: 15 – 19 Topic Focus The students will learn how technology has changed over time in their home and community.

Keywords technology, century, invention, chores, ancestors, environment

Resources

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http://web.bryant.edu/~history/new/resource/open/house.htm

Household Technology (Comprehensive)

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• The following websites are recommended: Teacher Household Technology (Links)

http://people.clemson.edu/~pammack/lec323/household.htm

Background

Technology has changed the tools and machinery we use. The impact of inventions on our lifestyle has been particularly significant in the last 50 years with a dramatic increase in the number of household appliances designed to make housework easier. These advances have had a profound impact on the culture of western society, particularly in reference to the changing role of women. This unit explores some of the fundamental technological changes which are representative of a society which is progressing exponentially.

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Introductory Discussion

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Activity – Page 15

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Use an example of a common household appliance such as an electric jug. What does it do? How else could we boil water? Why did someone invent an electric jug? Why didn’t they invent it hundreds of years ago?

Can you think of any other things in your house which might have been done differently a long time ago?

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Read together the information at the top of page 15. Use the chart in question 1 to brainstorm the different technologies used in specific parts of the house. Parts (b) and (c) of question 1 should also be discussed and recorded as a whole-class activity to allow the students to gain information from a variety of perspectives and experiences.

Answers

Answers will vary

Activity – Pages

16 – 17

Either as a whole class or in small groups, take turns to read aloud the information on page 16. The students can then proceed to answer questions 1 – 4 individually.

Read question 5 together and discuss how wasting water or light might be bad for the environment. Discuss ways in which each of these resources could be saved and record these suggestions in the space provided.

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Answers 1. oil lamps; gaslights; campfires; hand-held torches with flames; wax candles; lanterns 2. watching the shadows cast by the sun; sundial; hourglass and water clocks 3. water carrier – collected water from wells, rivers or streams and delivered it to homes 4.

Places a tap is found kitchen

How the water is used dishes, cleaning, food preparation

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washing ourselves, teeth, face, hands

laundry

cleaning, washing clothes

garden

washing cars, watering garden

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5. Answers will vary

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Activity – Pages 18 – 19

Discuss why household chores might be easier now than they were for our grandparents and great grandparents.

Look at each of the ‘old ways of doing things’ in the table on pages 18 and 19.

Allow the students to work in pairs to decide what the ‘new way of doing things’ is for each example and record their ideas. Each pair can then think of and record two other ways they think technology has changed a household chore and share their suggestions with the class.

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1. sewing machine, overlocker; vacuum cleaner; fridge/freezer; electric/gas oven, microwave; computers; washing machine

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Additional Activities

Discussion

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1. Act out the ‘old’ and ‘new’ ways of doing things in various rooms and places around the house.

2. Research how changes in technology have affected the environment.

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1. Why has technology changed more over the past 100 years than during any time before?

2. If everything was still made by hand we wouldn’t be able to supply everybody. Why?

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History of Food Workbook Pages: 20 – 23 Topic Focus The students will learn how the food we eat, the way we eat it and the way it is grown, prepared and provided for has changed over time.

Keywords hunter, gatherer, provide, plentiful, reared, preserve, appliance, process

Resources

r o e t s Bo r e p ok u S The Food Museum

http://www.foodmuseum.com/first.htm

Australia: Food http://www.famie.com/australia/food.htm

World History of Food: Australia (Comprehensive) http://www.cup.org/books/kiple/australia.htm

Though humans have been around for millions of years, they only invented ©R .

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C.Publ i cat i ons agriculture and domesticated animals in the past 10 000 years or so. Prior to this, humans evolved from scavengers to skilled hunters and from food gatherers to •f orr e vi ewThisp ur p sepeople so l y • food growers. evolution haso allowed ton move away from nomadic

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lifestyles and begin to develop communities and cities. Transport in turn has added a new dimension to the availability and variety of foods we are now able to include in our diets, which has transformed food from being simply for survival as a basic need into a nutritional lifestyle choice.

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Background

http://www.gti.net/mocolib1/kid/food.html

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• The following websites are recommended: Teacher The Food Time Line (Comprehensive)

Introductory Discussion

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Activity – Pages 20 – 21

Have the students look at the contents of their lunch box and consider what a lunch box may have contained 100 years ago. Why might some of the present items not have been included then?

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Imagine they are hunters and gatherers. Would they have a lunch box? What would they do and eat instead?

Take turns to read aloud the information on page 20 either as a whole class or in groups. Allow the students time to complete questions 1 – 6. When they have had enough time to complete the questions, discuss each one and highlight where the relevant information can be found in the text.

Answers 1. spent, gathering, food, lived, supermarket, restaurant 2. used fire 3. electric ovens, gas ovens, microwaves

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4. only took what they needed; experts at knowing the correct way to care for and use their environment 5. (a)

Sowed seeds by hand

Ploughed fields horse and oxen

Milked cows milked by hand

(b) machines

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6. process much of our food; tinned, frozen, salted, preserved and packaged

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Read the introduction to ‘How Food has Changed’ on page 22 with the class. Ask the students to decide who they would like to interview and have them write the name of their person in the appropriate space on the interview table. Read together each of the interview questions in the table and allow the students time to complete the answers in the column titled ‘you’.

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Activity – Pages 22

The interview can be set as a homework task. Students should be encouraged to share their interview answers with the class as an introduction to question 2.

Allow them time to highlight the similarities between their answers and the answers from their interview. Discuss why they were or were not similar.

Answers

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Additional Activities Answers will vary

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Construct a retrieval chart based on class interviews to investigate changes in food more thoroughly. Note similarities and differences and suggest reasons for them.

Discussion/Debate

How have manners and customs changed concerning the way we eat at home?

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Workbook Pages: 24 – 26

Topic Focus

The students will learn about old and new ways people communicate and keep in contact and how the people they know and things they do change over time.

Keywords communicate, contact, destination

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Resources • The following websites are recommended: Teacher A Timeline of Significant Events in Information and Communication Technology http://www.lhbe.edu.on.ca/teach2000/onramp/timeline.html

History of the Internet (Comprehensive links) http://www.isoc.org/internet-history

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Technological advances in communication have transformed correspondence between people. Historically, the way we have communicated and what we have communicated has mirrored society and has been a means of spreading information and maintaining the cultural identities of communities. The avenues for communication have been ever broadening, allowing information to be passed more quickly, which in turn leads to more rapid technological advancement, and a reduction in the isolation of some communities. With the introduction of the Internet, this information is now being transmitted almost instantaneously, giving birth to a so-called ‘global community’.

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Background

Introductory Discussion What is communication?

What are some of the ways to communicate with other people? Do you communicate the same way all the time? Why? Do your parents communicate the same way they did when they were little? How have things changed?

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Activity – Pages 24 – 25

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Use the grid on page 24 to discuss and record different aspects of the student’s lives up until now. Pay particular attention to whether or not things in their lives have changed and why they have changed. Discuss whether change is a good thing or a bad thing for each of the categories.

Take turns reading the information on page 25. Allow the students to work in pairs to trace the methods of communication in the passage and write them into the timeline. Discuss the scenario in question 2, and have students write their responses.

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In person

letters

pigeon post

airmail

road, rail, sea

horses

telephone

fax

email Internet chat

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Activity – Page 26 The table on page 26 can be used to analyse the types of communication students use most regularly and recognise the suitability of different forms of communication for different purposes.

Ask the students to write the names of five people they keep in contact with regularly. Have them monitor the ways they communicate with these people over a two-week period.

Answers

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Additional Activities

2. Construct a class retrieval chart of people students keep in contact with in other parts of Australia and overseas. Include how they keep in contact – travel, letter etc.

Discussion/Debate

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1. Research the development of the telephone, postal service etc.

1. How have changes in technology affected people’s lives?

2. ‘The world today is a smaller place.’

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The Changing Community Assessment and Evaluation The activity on page 16 is provided as one assessment tool in the study of this unit. It is designed to indicate broad student understanding and also provide opportunity for student feedback. The following outcomes were addressed in this topic of study. The following pages can be photocopied as a record of student performance or as a proforma for portfolio assessment.

Change and Continuity CCS1.1 Communicates the significance of past and present people, days and events in their life, in the lives of family and community members and in other communities.

CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.

Cultures CUS1.3 Identifies customs, practices, symbols, languages and traditions of their family and of other families.

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Outcomes

Administration

Distribute the activity sheet on page 16 of the Teachers Guide, one per student.

Ask students to write their name in the top right-hand corner of the page. Read through the activity sheet to ensure students are clear about what they are being asked to do. At this stage, give students the opportunity to seek clarification of any part of the activity sheet they may not understand.

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C.Publ i cat i ons It is important students work independently on these activities—this provides a true ofu what students understand or ofn their lack of• understanding.

•f orr e vrepresentation i ew p r pos eso l y Once students have completed the activity, collect the worksheets. Mark and

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1. (a) Answers will vary; eat, sleep, make noise (b) Answers will vary 2. Answers will vary

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record results. From this activity sheet, some students may be found to require further work to develop their understanding in a particular area.

o c . che e r o t r s super 3. (a)

record player – CD player

(b)

typewriter – computer

(c)

icebox – fridge/freezer

(d)

straw broom – vacuum cleaner

(e)

scrubbing board – washing machine

4. Answers will vary 5. talking in person, letter, airmail, telephone, fax, email

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The Changing Community Student Name:

Date:

Task At the conclusion of the unit ‘The Changing Community’, students were asked to complete an activity sheet independently to demonstrate their understanding of the unit.

Pointers

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Demonstrated

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Discussion and Debate

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• Understands that the things people do change over different stages in their lives.

• Recognises the effect improved technology has had on the lifestyles of people.

• Understands that knowledge of farming and improvements in technology have changed the way we obtain food.

• Identifies improvements in communication over time.

Needs Further Opportunity

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Needs Improvement

Satisfactory

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Satisfactory

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Additional Activities Needs Improvement

Satisfactory

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Further Research

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Skills and Attitudes

General Comment

Needs Improvement

|

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| Satisfactory

| Satisfactory

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Student Comment

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The Changing Community 1. (a) Write three things people of all ages can do. (b) Write three things you would like to do in the future.

r o e t s Bo r e p ok u S 3. Match these former household items to what we use today.

2. Describe how your ‘lifestyle’ is different from what your grandparents’ lifestyle was when

(a) record player

•

• computer

(b) typewriter

•

• washing machine

(c) icebox

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• fridge/freezer

• R •b CDl player © .

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C.Pu i cat i ons scrubbing •r vacuum cleaner •board f or evi ew p•u r po sesonl y•

(d) straw broom (e)

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they were young.

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(b) What types of things happen in factories to make life easier for us?

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4. (a) Why don’t we need to hunt and gather our food?

. t e o (c) How is the way we buy food different from the way our grandparentsc bought food when . che e r they were young? o r st super 5. Write these forms of communication in order from the earliest to the most recent invention.

• letter

• telephone

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•airmail

• email

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• fax

• talking in person

The Changing Community

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Transport

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Transport Unit Focus Since before the wheel was invented, people have recognised the benefits which transport provides us. Over the past hundred years, transportation has developed rapidly and become more efficient. Transportation is now an integral part of daily life. Our environment and our lifestyles are affected in positive and negative ways by our transport choices.

Unit Topics

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• An Emergency at Woodside ............................................... 28 – 30 • Transport—Past and Present ............................................. 31 – 35 • Transport Profiles ................................................................ 36 – 40 • Transport Survey ................................................................ 41 – 46 • Transport—Beliefs and Concerns ....................................... 47 – 50

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The topics selected to develop this understanding are:

Outcomes and Indicators

Social Systems and Structures SSS1.7 Explains how people and technologies in systems link to provide goods and services to satisfy needs and wants.

• explains how people help them • depicts and labels components of a system designed to meet needs and wants, e.g. model of a transport system • examines the impact of a system on lifestyle and on the environment • outlines social and environmental responsibilities when operating in or using a system

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• evaluates the results of human activity in environments relevant to them • describes interactions with the environment that can affect their life or the lives of others • identifies ways that places in their immediate environment have changed and are continuing to change.

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Transport

An Emergency at Woodside Workbook Pages: 28 – 30 Topic Focus The students will investigate how transport has become a vital part of satisfying human needs and wants.

Keywords fauna, environment, local, relocate, tranquillise, destination

Resources

r o e t s Bo r e p ok u S butchers paper, pencils or textas

As community boundaries increase, so too does the need for faster, more efficient transport. Transportation has allowed people to meet broad-ranging needs and solve problems such as the hypothetical situation described in this unit. Not only is mobility of unusual cargo possible, but it is possible via a number of forms and combinations of transport. Where there are choices, there must also be decisions based on the positive or negative consequences of their use.

Introductory Discussion What is transport for? How often do you use it?

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Background

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Pu l i ca i on s What happened?

Have ever hadb to transport ant animal somewhere?

•f orr evi ew pur posesonl y• Read the hypothetical situation given on page 28 as a whole class. Break the What is the most unusual thing you have ever had to transport?

Activity – Pages 28 – 30

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class into groups of 5 – 6 and ask students to take turns reading the passage aloud in their group. Allow them to discuss the scenario briefly, giving attention to the amount of time it would take to travel 250 kilometres using different forms of transport. Have each group record each form of transport and how long each would take to travel 250 km on a piece of butchers paper.

Ask the students to regroup as a class and record the pros and cons for each transportation method discussed in their group in the table provided at the top of page 29.

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Discuss these points as a whole class. Ask the students to decide upon the transport solution they feel is most suitable and complete questions 2 and 3.

Discuss how the students travel to school. Discuss whether or not there are other ways they could come to school. Encourage them to identify whether the way they travel is school is the way they ‘need’ to travel or a way they ‘want’ to travel. Ask the students to complete questions 4 – 6.

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Answers 1. Answers will vary 2. Answers will vary 3. Would not have been able to move the mob as quickly and safely.

4. Answers will vary 5. Answers will vary 6. Answers will vary

Additional Activities

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Discussion/Debate

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Brainstorm all the forms of transport used by class members. How important is transport to our daily lives?

If Woodside’s problem happened in your community, how could it be solved?

Transport—Past and Present

Topic Focus

Keywords

Workbook Pages: 31 – 35

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Resources

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• The following websites are recommended: Teacher Public Transport History in Victoria

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fethered, draught, motorised, contraption, muster, harvest

http://www.doi.vic.gov.au/doi/internet/transport.nsf/headingpagesdisplay/ about+transportpublic+transport+history+in+victoria?opendocument

o c . che e r o t r s super The Race Forward—Transport

http://library.thinkquest.org/27629/themes/transport/transport.html?tqskip=1

Invention of the Wheel

http://inventors.about.com/science/inventors/library/inventors/blwheel.htm

Background Developments in technology over the years have allowed continual advancements in transport. New materials, new fuels and engines have inspired amazing inventions. In the 20th century alone, the motorcycle, helicopter, space shuttle, supersonic car, electric car, hovercraft, speedboat, mountain bike, magnetic train, supersonic jet, helicopter, nuclear tanker and mass-produced car, have emerged.

These have changed our day-to-day lives profoundly, and altered our perspectives.

The most historically significant and influential developments in transport have been improvements in the design of wings, the internal combustion engine in R.I.C. Publications~www.ricgroup.com.au

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Transport

1888, the replacement of coal with petroleum oil after 1900 and electric-powered trams and trains. In the 1960s space travel became possible and sparked the beginning of mass air travel when wide-bodied jets came into service in the 1970s. Freight transport of all forms has increased since the 1980s as consumers in wealthier countries became more demanding. The demands upon the world’s oil supplies caused an energy crisis in the 1990s. Scientists are looking for alternatives such as solar-powered cars to replace petrol cars. However, presently these fall short of motorists’ requirements.

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Introductory Discussion

Do you travel to school the same way as your parents did?

Do you travel to school the same way as your grandparents did?

Activity – Pages 31 – 33

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Why do/don’t you travel in the same way?

The students can work in pairs to read the information on page 31. Ask them to read one section each, either ‘In the Past’ or ‘In the Present’ and then recount the story to their partner. Each students should then read the section of text he or she has not read. They can then work together to complete questions 1 – 5.

Answers 1.

Transport

Use

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bicycles bus harvester Alyssa

motor cars helicopter train/plane

plough the fields transport transport transport of family and possessions

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draught horses horses motor car wagon

transport public transport farm machinery to plough the fields transport transport/muster cattle transport

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4.

Good

Bad

draught horses, horses, wagon — no pollution

motor car — pollution

bicycles — no pollution/keep fit

bus, harvester, motor cars, helicopter, train, plane — pollution

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5. Answers will vary

Activity – Page 34

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Discuss the types of transport we use regularly. Model an entry into a transport diary which follows the format on page 34. Ask the students to record their use of transport over a period of two or three days. This activity may be suitable for homework.

As a whole class, discuss questions 1 and 2. Allow the students time to write their opinions in the spaces provided.

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Activity – Page 35

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Read together the information about wheels at the top of page 35. Develop a class list of machines that use wheels. Allow the students time to record some of the machines from the list into the space provided and add any other ideas they may have.

Discuss life without wheels. How would we get around? What else could have been invented instead? Do you think wheels will change in the future?

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The children can then write ideas from this discussion to complete questions 2 – 3.

Answers

1. Answers will vary; cars, planes, buses, bicycles, rollerblades, skateboards, scooters, trains, motorcycles, trucks, unicycles, tricycles, wheelbarrows, vacuum cleaner, trolleys etc.

2. Answers will vary 3. Teacher check

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Additional Activities Compare transport diaries with other students. How are they different/the same?

Discussion/Debate Discuss how the stories on pages 31 – 32 would have been different in an Aboriginal community 250 years ago.

Transport Profiles

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Workbook Pages: 36 – 40

You will identify many different forms of transport, both old and new, and how different forms can cause problems for people and the environment.

Keywords

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Topic Focus

environmentally-friendly, pollution, greenhouse, accidents, erosion, salinity, emissions

Resources

• The following websites are recommended: Teacher Qld Transport—Environment

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Introductory Discussion

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improved our lifestyle and broadened business possibilities at an international level, the impact it has had on the environment is increasingly damaging. Carbon dioxide emissions generated by transport—road transport and aviation in particular—account for approximately 80% of potential global warming. Current trends suggest that these emissions may continue to rise. Between 1985 and 1995 alone, there was an increase of nearly 36% in the level of carbon dioxide emissions. The introduction of new technologies such as hybrid cars, fuel cells and alternative fuels promises reductions in these figures. However, these solutions are costly and will need time and large-scale investment before they are economically viable.

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Brainstorm different forms of transport, old and new. Discuss each contribution.

Do you think any of these forms of transport might be dangerous to people?

Do you think they might be dangerous to the environment? Why?

Activity – Pages 36 – 37 Discuss what is meant by a ‘profile’. Look at the profile outlines on pages 36 – 37 and discuss how they are to be completed. Ask the students to highlight eight of the forms of transport listed in question 1 and write their names in the appropriate space on each profile. Allow the students time to complete each profile.

Their information can then be transcribed into a class transport profile booklet or contributed towards developing a class retrieval chart.

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Answers 1. Answers will vary 2. Teacher check

Activity – Pages 38 – 39 Break the class into groups of four. Each member of the group can read aloud a ‘problem’ from page 38. The students can then work together to complete question 1 to summarise what they have read.

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Effect

Problem Noise Pollution

People’s general health and hearing

Air Pollution

Pollutes the air, harmful to all life

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While still in their groups, discuss some ways we could reduce the problems associated with transport. Hold a class discussion as a forum for the groups to share their ideas. The students can then use this information to complete questions 2 – 4.

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Land Clearing

Tragic loss of life, costs the community $6 billion each year

Destroys homes of native animals; soil erosion and salinity

2. Keep vehicles in good working order; drive in a way that reduces noise.

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3. Answers will vary 4. Answers will vary; plant trees, reduce the clearing of land unnecessarily

Reflect on the pictures on page 40. What is happening in each picture? Why might these things be problems? How could these problems be solved? Who could solve them? Allow the students time to record their thoughts and summarise what they have learnt about transport problems in the space provided next to each picture.

o c . che e r o t r s super Answers

Answers will vary

Additional Activities Rate forms of transport on a scale of 1 – 10 according to how environmentallyfriendly you consider each to be.

Discussion/Debate Is it all right to keep clearing land to make more roads?

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Transport Survey Workbook Pages: 41 – 46 Topic Focus The students will identify transport facilities, traffic trends and transport methods in their local community.

Keywords facilities, local, located, survey, catered

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As communities grow, their transport requirements change. The upkeep of and improvements in the transport system are the responsibility of State governments.

The appropriate department in each State initiates building projects, taking into account protection of the environment, affordability and accessibility of public transport for all people, and builds upon existing transport systems. It is also responsible for setting timelines for the completion of these projects. Other projects encourage people to leave their cars at home, or to carpool in an attempt to improve air quality for our families and for the next generation.

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Background

Introductory Discussion

What is the traffic like in your community? Is it safe? Do you think it could be improved?

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What transport services do you have in your community? Do they meet your

Activity – Pages 41 – 43

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are based on their opinion and are neither right or wrong. Explain how the table should be completed Allow them time to complete the survey. Using the information in the survey, ask the students to contribute to a class list of facilities.

Discuss what is meant by a ‘bird’s eye view’. Model a mud map of the classroom using this technique. The students can work independently or in pairs to draw a map of their local community, including the facilities in the class list.

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As a whole class read the information at the top of page 43. Discuss how surveys can be used to find out people’s opinions on different issues. The students should work with a partner to decide what are the positive and negative comments in their surveys and write them into the appropriate places on the table. The class can then combine to share their ‘problems’ with the class and record possible solutions in point form in the ‘solution’ column.

Answers

Answers will vary

Activity – Pages 44 – 45 To complete the traffic survey, they class will need to visit a busy traffic area close to the school. Discuss the appropriate way to tally and let the students

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record the transport methods on the table for 20 minutes. Some extra spaces have been left at the bottom of the tally sheet for any forms of transport which have not been listed.

Back in the classroom, allow the students time to total their tally marks for each form of transport. Compare results among students. Why might the totals be different?

Model how this information can be transferred onto the graph on page 45. When the students have completed their graphs, they can complete the remainder of question 2.

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Discuss the results of the survey together. Were the totals high or low? Were some forms of transport more common than others? Why? Discuss and record answers for question 3.

1. Teacher check 2. Teacher check 3. Teacher check

Additional Activities

List safety and courtesy rules for various methods of transport.

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Discussion/Debate

Transport—Benefits and Concerns

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Workbook Pages: 47 – 50 Topic Focus

Keywords

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The students will investigate to find out how different forms of transport can be of benefit and concern to the community.

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Background The issue of road safety is of increasing concern. In 2000, there were 1825 road fatalities in Australia, 62 more than in 1999. Not only are road crashes a cause of personal suffering, the cost of crashes is approximately $15 billion per annum.

The Federal, State and Territory Transport Ministers, who form the Australian Transport Council, have agreed on the need for a new National Road Safety Strategy that aims to reduce fatalities by 40% by 2010. The strategy will involve improving vehicle passenger protection, improving the safety of roads, improving speed management practice and applying new technologies to improve road safety. It is anticipated that achieving this target will save 3 600 lives over the next 10 years.

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What was the last journey you went on? How did you travel? Was this a good way to travel? Do all people think this is a good way to travel?

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Introductory Discussion

Can you think of any forms of transport which are not popular? Why?

Activity – Page 47

Discuss what the terms ‘pros’ and ‘cons’ mean. Read through the introduction on page 47 and discuss the pros and cons provided for the example of walking.

Read through the conclusion and note that it weighs up both pros and cons, i.e.

‘Walking is ... but ....’. Ask the students to work in pairs to complete the table.

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C .ofP ubl i c at i ons for a form transport they chose.

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When the exercise is complete, encourage each pair to share the pros and cons

Answers will vary

Activity – Pages 48 – 49

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While in pairs, direct the students to the bus timetable on page 48. Draw attention to the different destinations at the top of each table and the sections of the table which show a.m. and p.m. The students can then work together to complete the questions on page 49.

Answers

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(b) 7:00 a.m. (c) 6:40 a.m.

(d) 7:10 a.m.

2. (a) 30 minutes

(b) 35 minutes 3. (a) 9:50 a.m. (b) 3.20 a.m.

4. (a) 8:15 a.m. (b) 2.20 p.m. (c) 4:15 p.m.

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(d) 3:48 p.m.

5. (a) 6 (b) 7 (c) 12 (d) 7

Discuss the members of the community whose employment is associated with transport. Make a class list of transport occupations. Discuss the responsibilities of each of these occupations. Direct the students to the transport occupation profiles on page 50. Have them complete the first four job descriptions individually and then choose two others from the class list to add in the blank profiles at the bottom of the page.

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Activity – Page 50

Bus Driver – To collect and drop off people at various stops along a route.

Pilot – To fly passengers safely from one destination to another.

Mechanic – To repair machinery.

Travel Agent – To organise holiday/travel plans for travellers.

Additional Activities

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Collect timetables for buses, trains and aeroplanes. Are they all the same or do they differ? How do they differ? Can you think why?

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Transport Assessment and Evaluation The activity on page 31 is provided as one assessment tool in the study of this unit. It is designed to indicate broad student understanding and also provide opportunity for student feedback. The following outcomes were addressed in this topic of study. The following pages can be photocopied as a record of student performance or as a proforma for portfolio assessment.

Administration

Social Systems and Structures SSS1.7 Explains how people and technologies in systems link to provide goods and services to satisfy needs and wants.

Environments ENS1.6 Demonstrates an understanding of the relationship between environments and people.

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Outcomes

Distribute the activity sheet on page 31 of the Teachers Guide, one per student.

Ask students to write their name in the top right-hand corner of the page. Read through the activity sheet to ensure students are clear about what they are being asked to do. At this stage, give students the opportunity to seek clarification of any part of the activity sheet they may not understand.

It is important students work independently on these activities—this provides a true representation of what students understand or of their lack of understanding.

Once students have completed the activity, collect the worksheets. Mark and record results. From this activity sheet, some students may be found to require further work to develop their understanding in a particular area.

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Answers 1. Because it satisfied human needs and wants

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2. (a) Jumbo jet – transports people to other countries (b) bus – transports people around a community (c) barge – transports goods over water (d) hot air balloon – recreation

o c . che e r o t r s super (e) bicycle – transports individuals over short distances

3. Answers will vary

4. Air pollution, noise pollution, accidents, land clearing 5. (a) Answers will vary

(b) Answers will vary

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Transport Student Name:

Date:

Task At the conclusion of the unit ‘Transport’, students were asked to complete an activity sheet independently to demonstrate their understanding of the unit.

Pointers Demonstrated

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Discussion and Debate

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• Understands that transportation is important in meeting the needs and wants of people.

• Demonstrates an understanding of the impact different forms of transport have on the environment.

• Recognises what and how transport facilities are provided in their community.

• Demonstrates an ability to identify the benefits and concerns associated with different modes of transport.

Needs Further Opportunity

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Needs Improvement

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Satisfactory

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Additional Activities Needs Improvement

Satisfactory

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General Comment

Needs Improvement

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Satisfactory

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Satisfactory

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Student Comment

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Transport 1. Why is transport important?

2. Match these forms of transport to their use. (a) Jumbo jet

•

• transports people around a community

r o e t s Bo r • transports people to other countries e p o u (d) hot air balloon • transports goodsk over water S• •

(c) barge

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(e) bicycle

• transports individuals over short distances

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• recreation

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(b) bus

3. Decide whether each of the following is good for the environment and describe why. (a) A horse and cart is (good/bad) because

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(b) A car is (good/bad) because

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(c) An electric train is (good/bad) because

(d) Walking is (good/bad) because

. te o c 4. Name four problems, caused by transport, which affect people and the environment. . che e r o t r s super 5. (a) What transport facilities are provided in your community?

(b) Suggest how a transport facility in your community could be improved.

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Australian Environments or e st

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Australian Environments Unit Focus The natural diversity of our environment has provided a home for living things for millions of years. Though it has been affected and modified by natural events for millions of years, the impact of people, in their endeavour to meet their changing needs, has profoundly affected the sustainability of the resources we need to survive. As we have become more technologically advanced and environmentally aware, we have begun looking towards creating communities and lifestyles which have a minimal impact on our natural environment.

Unit Topics

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• What is an Environment?.................................................... 52 – 57 • Use of the Environment ...................................................... 58 – 61 • Changes in the Natural Environment .................................. 62 – 64 • Changes in the Local Environment ...................................... 65 – 67 • Environmental Organisations .............................................. 68 – 69 • Natural Changes ................................................................. 70 – 71 • Water and the Environment................................................ 72 – 74

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The topics selected to develop this understanding are:

Outcomes and Indicators

Environments ENS1.5 Compares and contrasts natural and built features in their local area and the ways in which people interact with these features.

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• examines the differences between natural and built features and sites • identifies similarities and differences between natural features and sites in their local area and those in other areas • uses a range of geographical terms to describe location and features, e.g. east, west, mountain, valley, hill, city, and terms for geographical tools, e.g. map, globe, atlas • uses geographical tools to locate and investigate places, e.g. maps, globes, atlases • examines the values that people place on natural and built features and places • associates geographical terms for places and features with visual images • recognises the globe as a representation of Earth, differentiating between land and water • makes and interprets 3D models of features and places in their local area • constructs pictorial maps and uses these maps to locate real features • expresses feelings for particular environments and why they have these feelings • demonstrates an awareness that the features and places that are a part of their local area exist within a broader context, e.g. within a town/city, country

o c . che e r o t r s super ENS1.6

Demonstrates an understanding of the relationship between environments and people.

• identifies and labels how the elements of an environment rely on each other • identifies ways in which people depend on the environment • identifies ways in which people’s interactions with the environment can change that environment, e.g. the result of blocking up a river or chopping down trees • evaluates results of human change on environments that are relevant to them • identifies ways in which places in their immediate environment have changed and are continuing to change • shows an interest in environmental issues at local, national and global levels • identifies wise and unwise use of resources • suggests ways of caring for sites, features, places and environments, and through which they can contribute • recognises that Aboriginal peoples have interacted positively with the environment for a long time

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What is an Environment?

Workbook Pages: 52 – 53 Topic Focus The students will learn what an environment is and become familiar with climatic zones.

Keywords environment, conditions, climate, equatorial, savanna, Mediterranean, humid

r o e t s Bo r e p ok u S • atlas • The following websites are recommended: Teacher Main Climatic Zones of Australia

http://www.bom.gov.au/climate/environ/travel/map.shtml

Climatic Zones of the World

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Resources

http://www.kesgrave.suffolk.sch.uk/Curric/geog/worldclim.html

Background

The Australian environment in divided into a number of climatic zones which differ in weather, water and vegetation. Changing weather patterns such as El Nino and La Nina influence the boundaries of these zones. El Nino is an irregular climatic event peculiar to the Pacific Ocean. If there is little or no difference in temperature between Australian and South American waters, there is little or no difference in air pressure. This causes weaker trade winds, weaker ocean currents, cooler waters near Australia and ultimately low summer rainfall. El Nino occurs every three to eight years and manifests itself in Australia as drought periods, particularly in eastern Australia. La Nina is a reversal of those conditions and brings increased rainfall during summer, to the extent of flooding in normally arid areas.

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What are the elements that make up an environment?

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What kind of environment do you live in? Have you ever visited a different kind of environment? How was it different from your own?

Give the students time to read the information on page 52 quietly to themselves.

Take turns to read the same passage aloud as a whole class. Ask the students to identify each of the climatic zones listed (1 – 7) on the map of Australia provided.

Look at question 1 together and decide what colour each part of the map will be.

Allow the students time to colour their maps before proceeding to the next colour as a whole class.

Allow the students to complete questions 2 – 5 independently. When finished, they can share their answers and give reasons for their choices about the climatic zone they would like to live in for question 5.

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Answers 1.

G

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B

G

B

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2. There are more wet environments, although the one dry environment occupies a large area; answers will vary.

3. (a) 1 (b) 1 (c) 6 and 7 4. Answers will vary

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environment; for example, ponds, lakes etc. Report your findings to the class.

Discussion

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Our climate is changing.

How do you think this will affect the different environments?

Explain your answer.

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Workbook Pages: 54 – 57

Topic Focus

The students will learn about the different types of environments in Australia and become familiar with the different terms used to describe them.

Keywords continent, sparsely, proportion, regions, landscape, unique, glossary

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Australian Environments

Resources • atlas • The following websites are recommended: Teacher Main Climatic Zones of Australia http://www.bom.gov.au/climate/environ/travel/map.shtml

Climatic Zones of the World http://www.kesgrave.suffolk.sch.uk/Curric/geog/worldclim.html

Two-thirds of Australia is either desert or semi-desert. Deserts are defined as areas in which 20 per cent of the ground is covered by permanent vegetation.

Low rainfall deserts are the main deserts in Australia, with more than one-third of the country receiving less than 250 millimetres of rain a year. Deserts of this type are Sturt Desert, Simpson Desert, Great Victoria Desert, Gibson Desert, and the Great Sandy Desert. Other deserts in Australia include low nutrient deserts, such as Little Desert in Victoria, in which rain over millions of years has gradually washed away any plant nourishment from the soil; artificially created deserts, where buildings and roads cover what was once fertile soil and plant life has been removed; toxic deserts, which are caused by toxic conditions such as factory waste or toxic gas; and salt deserts, which can be caused when irrigation of some soil types causes the salt to rise to the surface and spread.

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Background

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What would it be like to live in a desert? Why would people want to live in a desert?

Activity – Pages 54 – 55

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Look at the graph at the top of page 54. Discuss the proportions of each type of environment. Think of other environments which are not listed. Why have they not been included for Australia? Break the class into small groups and have them take turns to read aloud the information on page 54 and share their understanding to complete questions 1 – 3 together.

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1. (a) 1/3

(b) 1/3 2. (a) only country to be called a continent (b) flattest, driest, most sparsely populated continent after Antarctica (c) more than 90% of Australia is flat and dry. (d) some plants and animals can only be found in Australia. (e) 2/3 of Australia is desert or semi-desert.

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3.

Temperate Keywords •south, southwestern, eastern areas of Australia •warm, humid areas •trees, hills, river, different animals

Desert Keywords

r o e t s Bo r e p ok u S •arid regions

•not much rainfall •not many plants •not many animals

Keywords

•rainforest area

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Tropical

•huge number of plants and animals

Activity – Pages 56 – 57

To support understanding of the words included in the glossary on page 56, the students can share atlases in pairs and find examples of some terms on the appropriate maps. Allow the students to complete questions 1 – 4 by sharing their ideas with a partner. Encourage each pair to share what they have recorded for question 3 to build a class description of the natural features in their local environment. This information could then be transferred onto a mud map of the local area.

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Answers 1. beach, shore

2. wet environments: archipelago, basin, beach, coast, delta, estuary, forest, lake, pond, river, shore, stream, valley, wetland; dry environments: cave, crater, desert, grassland, hill, mountain, plateau, sand dune.

o c . che e r o t r s super 3. Answers will vary 4.

hill

cave

river delta

beach

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Additional Activities Make a 3D map of your local community, showing the natural features you listed in question 3. You can use modelling clay, recycled materials and anything else you can think of. Label different parts clearly and display in the library.

Discussion

r o e t s Bo r e Use of the Environment p ok u S

Workbook Pages: 56 – 61

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Talk about how dry Australia is as a continent.

Why do you think it is so dry?

How does this affect plants, animals and people?

Can anything be done?

Topic Focus

The students will learn how people and animals use the environment in many different ways.

Keywords

Resources

recreation, destruction, public, visit, provide, features, purpose, shelter, adapt

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Puwebsites bl i c t i ons •C The. following area recommended: Teacher •f orr evi e w pu r po ses nl y• Environment Protection Authority NSWo http://www.epa.nsw.gov.au/index.asp

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Background The way we interact with our environment influences our decision about how natural it will remain. With increasing demands placed by growing cities, we are forced to encroach further and further into our natural landscape. The New South Wales government has introduced programs to maintain and preserve natural features in built environments. Some initiatives include the Litter Prevention Program, which includes education, enforcement strategies and financial incentives, and Beachwatch, which is responsible for monitoring coastal water quality and reporting information to the community on the risks of sewage and stormwater pollution at beaches and estuarine swimming areas.

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What do you do for recreation? Build a class chart of favourite pastimes.

Which of these forms of recreation do you do in a natural environment? Which are in a built environment? Do you think the types of things we choose to do are influenced by the environment we live in? Do you think you would have different pastimes if you lived somewhere else?

Activity – Pages 58 – 61 Read through the information on page 58 about how people use environments as a whole class. Give the students time to write their thoughts about people Australian Environments

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who provide services at the beach. They can then be encouraged to share their ideas with their peers and add to their own explosion chart. Continue reading the information on pages 58 – 59 and then allow the students to work in pairs or small groups to brainstorm all the built features in their local environment to complete question 2. These ideas can be shared with the class.

Read together the information at the bottom of the page about different shelters.

Discuss why the housing is so different and how they think it could be modified or improved in the future. For example, with the increased availability of airconditioning, many Queensland houses are now brick and tile. Why else might housing have changed to being predominantly brick and tile in recent years? Ask the students to complete questions 3 independently.

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Direct the students to the table on page 61. Read the questions for each section and discuss the type of information which is required to complete each part. The students can then work independently to complete this activity.

Answers 1. Answers will vary 2. Answers will vary 3. northern, outback, southern

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Allow the students to work in their groups to read and extract the information they need to complete questions 4 and 5.

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5. wet environments: lily, seaweed, seagrass; dry environments: gum tree, rose, fern, cactus, palm tree 6. Answers will vary

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Discussion

Use the information from the table above and the discussion to produce an information pamphlet for the local community.

How can people look after their environment?

Talk about the effects people have on the environment.

How do you feel about these effects?

Are they positive or negative effects?

If they are negative, is there anything that can be done to make them more positive?

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Workbook Pages: 62 – 64 Topic Focus The students will learn how Aboriginal Australians used the environment and how Europeans have changed the environment to suit their purposes.

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Resources • The following websites are recommended: Teacher Pre-Contact Aboriginal Society http://www.koori.usyd.edu.au/students/rossc

Introduced Wild Animals in Australia http://rubens.anu.edu.au/student.projects/rabbits/wildanim.html

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Aborigines are thought to have inhabited Australia for between 50 000 and 130 000 years. There is evidence to suggest that Aborigines modified their environment to a moderate extent, mainly through their methods of food gathering which included setting fire to small areas of land to chase animals towards the hunters. It is assumed that these fires occasionally became uncontrollable and cleared extensive areas that later became grasslands. Aboriginal Australians may have also had some permanent impact on animal population. For example, the giant kangaroo began to die out about 30 000 years ago. However, changes in the climate or in the animals’ diet may also have led to their extinction. In contrast, Europeans have had an extensive impact upon the natural environment. From the establishment of the first settlement, the effects of their interaction with the natural environment have stemmed from the logging of old growth forests, overgrazing, mining, farming the sea, introduction of animals and plants and the development of towns.

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Background

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C.Publ i cat i ons Introductory Discussion Do you thinkp it would be possible to survive without changing •f orr evi e w ur p os e so nl y•the environment?

What changes would be the ‘basics’ to survive in Australia?

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Why did European settlers live in a different way from the Aboriginal Australians?

Do you think our environment would look much different if the Europeans had adopted the Aboriginal lifestyle?

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Divide class into ‘A’ and ‘B’ groups. Ask the ‘A’ group to read the passage about Aboriginal Australians while the ‘B’ group reads about Europeans on page 62.

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Develop a whole-class explosion chart to compare the impact of each group upon Australia’s natural environment.

The students can then read the passage they had not read in full and use the information from the text and from the explosion chart to answer questions 1 – 5. Encourage the students to contribute their points of view from question 4 and debate the pros and cons of these views as a whole class.

Read together the information on page 64 about clearing land for farming. Discuss the meanings of keywords such as ‘salinity’, ‘erosion’ and ‘water table’. Discuss how these problems may have been caused and how they might be solved.

Using the information from this discussion, the students can then complete questions 6 and 7.

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Answers 1. They didn’t change the environment greatly—they lived according to their environment.

2.

What … animals

•were hunted for food •nothing was wasted

Europeans •introduced animals which killed native animals and altered environments

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shelter

•changed the land marginally •moved from place to place according to the season

•destroyed a lot of natural environments

•made from natural resources •easily constructed/dismantled •land was not cleared

•land was cleared •many natural resources used •permanent shelters

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Aboriginal Australian people

3. destroyed a lot of natural environments to suit their needs, introduced animals, disease—killed many native animals.

4. Answers will vary 5. Teacher check 6. the store of water under the earth’s surface 7. Answers will vary

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C.Publ i cat i ons Draw a map of your local community.

Highlight the natural features that are still close to how they would have been •f orr e vyears i ew ur posesonl y• 200 ago. p

Additional Activities

Highlight the natural features which have changed in the past 200 years.

Discussion

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Talk about the effects Europeans had on the Aboriginal Australian people’s way of life.

Do you think the European people cared for the land as well as the people native to Australia did?

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Workbook Pages: 65 – 67

Topic Focus

The students will learn how their local community and surrounding environments have changed.

Keywords comfortable, shelter, elements, population, settlement, natural features, built features

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Background People have profoundly affected the natural landscape worldwide to cater to their needs. New technology, particularly in transport and building methods, has ensured built-up environments remain in a constant state of change. The negative effects upon our environment resulting from this change, such as excessive emission of greenhouse gases and the depletion of natural resources, have led the focus of technology away from ‘at any cost’ and into the direction of preservation. Scientists are now pressured to find solutions to transport, building and a multitude of household ‘needs’ which cater to the consumer, but which are also environmentally friendly.

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Introductory Discussion

Are there any elements of our built environment we could live without? For example, roads, shops, swings, traffic lights etc.

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How does the way you live affect the environment?

Activity – Pages 65 – 67

Discuss the passage at the top of page 65. The students can close their eyes to imagine what their environment may have looked like in its natural state. They can then draw what they imagined into the box provided and write a brief description of their picture to complete question 2.

Discuss what has changed about their environment. Are the buildings that are there now the first buildings built, or have they been changed or rebuilt? What parts of their local environment are in their natural state? Create two lists by brainstorming as a whole class; one listing natural features and the other built features. Discuss whether their local environment has more natural or built features and why that might be. Do you think that other communities might be the opposite to yours? Where would you find communities such as these?

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Have the students list examples of natural and built features from the class list to complete question 3. Allow them time to draw a map of their local community as it is today, including as many of the features discussed as possible. Encourage the students to label various features on their map.

Questions 5 – 7 will require discussion and debate. The students should first be given the opportunity to put forth their points of view in a small group and record the group’s decision on each question before returning to a whole-group discussion to compare answers and further discuss the influence of changes in their community.

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1. Teacher check

2. Answers will vary 3. Answers will vary 4. Teacher check 5. Answers will vary 6. Answers will vary 7. Answers will vary

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Additional Activities From the discussion and the class choices of environments that should be protected, design and develop a poster. The poster should inform people of the importance of preserving these local areas.

Discussion Talk about the areas in your local community the students in your class think should be protected from further use by people. Does everyone agree on the same places? As a class, choose one or two environments everyone can agree on.

Workbook Pages: 68 – 69

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r o e t s Bo r e Environmental Organisations p ok u S

Topic Focus

The students will learn about some organisations which are devoted to caring for our environment.

Keywords

Resources

organisation, dedicate, protect, natural resources, inform

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Greening Australia (NSW)

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Australian Conservation Foundation http://www.acfonline.org.au/index.htm

National Landcare Program http://www.landcare.gov.au

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http://www.ga.org.au

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The Natural Heritage Trust is a government-funded effort to ‘rescue’ the environment. The Trust is divided into numerous ministerial and advisory councils dealing with environmental management, including the National Environment Protection Council and Australian Landcare council. Non-government organisations such as Greening Australia, Landcare Australia Limited, Indigenous Land Management Facilitators Project and Australian Trust for Conservation Volunteers, are also funded by the Natural Heritage Trust. Individuals and communities can also apply for funds through the Natural Heritage Trust to support environmental projects in their local communities.

Introductory Discussion Divide the class into groups of four. Have each member of the group read aloud information about an organisation on page 68. The students can then work together to underline or highlight keywords or phrases in these brief descriptions.

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These points can be shared in a whole-class discussion to consolidate the role of each organisation. The students can then work independently or in small groups to complete questions 1 – 3.

Activity – Pages 68 – 69 Answers 1. because they rely on cooperation between all groups in order for the project to be successful

r o e t s Bo r e p ok u S 2. Answers will vary 3. (a) False

(c) True

(d) False

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(b) True

(e) False 4. Answers will vary

Additional Activities

1. Find out about local organisations in your area which work to protect the environment. Present a brief report about what they do.

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C .P l i cat i ons Discussion •f orr evi ew pur posesonl y• Read ‘The Lorax’ by Dr Seuss and talk about how the environment was being 2. Read Dreaming stories to learn how the Aboriginal Australian people

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Natural Changes

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treated and how things were changed to then care for the environment.

Why was is so important to change what was happening?

Workbook Pages: 70 – 71

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The students will learn that natural events affect and change the environment. weather patterns, extreme, damage, occur, vegetation, unreliable

Resources • The following websites are recommended: Teacher Bushfires (Australian Bureau of Statistics) http://pandora.nla.gov.au/nph-arch/2000/Z2000-Jan-20/http://Docs/wcd00003/ wcd003b7.htm

Drought (A Report Proforma) http://www.edna.edu.au/edna/publish/tefa/1999/DanielleS/report.htm

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Community awareness about bushfires in Australia is decreasing as we establish improved emergency services. The perception is that despite the serious nature and destruction caused by the Ash Wednesday bush fires in February 1983, bushfires are not a threat. Australia, however, is in a geographic location and has a topography which means that almost all vegetation types in the country are fire-prone. Only the tropical rainforests of north Queensland are ‘fire-free’. In 1974-75, 117 million hectares (15 per cent) of the total land area of the continent was damaged by bushfire. The most severe fire weather in Australia occurs where high pressure troughs travel across the Southern Ocean to produce very strong, dry winds. Under most threat are the areas south of a line between Adelaide and Sydney. Occasionally, wet forests such as those found in the south-eastern areas of Australia, Tasmania and the south-west corner of Western Australia dry out, and under extreme fire weather produce the most intense and devastating bushfires. The greatest potential for a bushfire disaster is where people have built in close proximity to these wet forests.

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Background

Introductory Discussion

What is a ‘natural event’? Can you give any examples of natural events?

Do you think natural events such as these are good for the environment? Why? Do you think people should try to prevent these natural events from occurring?

Why?

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C.Publ i cat i ons Group each member of the class as ‘Drought’, ‘Flood’ or ‘Bushfire’. Have the students read their designated information quietly to themselves and underline •f orr e i ew poru r po s essummarise onl y orv highlight keywords phrases.

When finished, each• of the passages

Activity – Pages 70 – 71

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in point form, using information the students contribute from their reading. After discussing each of these natural events and how they affect and change the environment, allow time to complete questions 1 – 5 independently.

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blue

red

4. (a) on purpose (b) by accident (c) by lightning

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Can be prevented

Kills farm animals

Causes loss of income

Damages towns

Damages vegetation

Washes away soil

Damages farms

Kills native animals

Kills people

Damages homes

5.

Flood Drought Bushfire

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Additional Activities

2. Invite a firefighter to the school to talk about fire safety when in the bush.

Design and make a poster telling others about fire safety.

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1. Find out about natural disasters that may have affected your local community. Present a news report.

Discussion

Talk about the effects of these natural events. Some people say they are becoming more common. What do you think? Can they be prevented?

Water and the Environment

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C.Publ i cat i ons Workbook Pages: 72 – 74 •f orr evi ew pur posesonl y• Topic Focus

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The students will learn about the use of water and why it is important to conserve it.

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Resources

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runoff, silt, water resources, survival, pressure, supply, leach, pollution • The following websites are recommended: Teacher Water

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Background

Water is a valuable resource in a continent which is two-thirds desert. The CSIRO (Commonwealth Scientific and Industrial Research Organisation) is a governmentfunded research group. The Land and Water Division seeks solutions to land and water management problems with a view to ensuring their sustainability for future generations. Research is currently based around critical challenges for land and water management in Australia. These include combating salinity, preserving rivers and estuaries, reshaping agricultural systems, investigating technologies for correcting contaminated environments, and creating possible models for sustainable tropics.

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Introductory Discussion Where does the water in the taps come from? How do you know it is clean?

What sort of things might pollute water?

Why do we need water? What other things need water? Is it possible for water to run out? What would happen if it did?

Activity – Pages 72 – 74 Divide the students into small groups and have them take turns to read aloud the information on page 72. They can then brainstorm together to answer questions 1 – 3.

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Revise the ways in which waterways are polluted. Make a class list of these ideas and discuss the impact each has on different water environments and the living things which use that water. Allow the students to complete questions 6 – 7 independently.

Answers 1. Answers will vary 2. Answers will vary 3. Answers will vary

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Discuss the ways we use water in our day-to-day lives. Are we thoughtful about the way we use the environment? The students can complete questions 4 – 5.

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7. Answers will vary; be careful of the chemicals we use, do not clear land, reduce the amount of runoff, reduce erosion

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Additional Activities 1. How does your local community look after its water resources?

2. Design and present a poster, or television or radio commercial, to encourage people to use water wisely.

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Read Lester and Clyde by James Reece. Talk about how people treat the environment. Is it fair that humans treat the environment in this way? What about the plants and animals? How would you like it if someone treated your home like this?

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Australian Environments Assessment and Evaluation The activity on page 50 is provided as one assessment tool in the study of this unit. It is designed to indicate broad student understanding and also provide opportunity for student feedback. The following outcomes were addressed in this topic of study. The following pages can be photocopied as a record of student performance or as a proforma for portfolio assessment.

Outcomes Environments ENS1.5 Compares and contrasts natural and built features in their local area and the ways in which people interact with these features.

ENS1.6 Demonstrates an understanding of the relationship between environments and people.

Answers

Distribute the activity sheet on page 50 of the Teachers Guide, one per student.

Ask students to write their name in the top right-hand corner of the page. Read through the activity sheet to ensure students are clear about what they are being asked to do. At this stage, give students the opportunity to seek clarification of any part of the activity sheet they may not understand.

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Administration

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It is important students work independently on these activities—this provides a true representation of what students understand or of their lack of understanding.

Once students have completed the activity, collect the worksheets. Mark and record results. From this activity sheet, some students may be found to require further work to develop their understanding in a particular area.

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blue

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3. Answers will vary

4. (a) did not build permanent homes, lived in harmony with the land, nomadic, used natural resources carefully (b) changed the environment to suit their needs, built permanent communities, used many natural resources, built fences, polluted the air, introduced animals which have become pests.

5. (a) Answers will vary (b) To ensure all living things have a habitat in which they can survive and maintain biodiversity.

6. Flood, drought, fire 7. (a) Answers will vary (b) Using sprays in the garden – leach into soil and into our river causing algal growth Clearing land – plants and animals die, water table rises forcing salt to the surface Runoff – causes polluted flooding in cities and erosion in areas where land has been cleared, causing rivers to become silty and stagnant Australian Environments

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Australian Environments Student Name:

Date:

Task At the conclusion of the unit ‘Australian Environments’, students were asked to complete an activity sheet independently to demonstrate their understanding of the unit.

Pointers

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Demonstrated

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Discussion and Debate Needs Improvement

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• Recognises the variety and nature of climates in Australia.

• Recalls ways in which they, Aboriginal Australians, and Europeans have impacted upon Australia’s natural environment.

• Identifies natural events which affect and change the environment.

• Understands the importance of water as a natural resource.

Needs Further Opportunity

Satisfactory

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Needs Improvement

Satisfactory

Needs Improvement

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Satisfactory

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Skills and Attitudes

General Comment

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Satisfactory

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Needs Improvement

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Satisfactory

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Student Comment

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Australian Environments 1. Colour these areas on the map of Australia. (a) Dry areas - red (b) Wet areas - blue 2. Circle the fraction of Australia which is classified as desert or semi-desert.

r o e t s Bo r e p o u k 3. List four ways people and animals S use the environment.

2/3

3/4

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4. (a) Briefly describe how Aboriginal Australians used the environment.

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(b) Why are natural environments important to protect?

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5. (a) Name a change in your local community which has had a negative effect on the

o c . c e r 6. List three natural eventsh which affect and change the environment. er o t s super 7. (a) How do people use water?

(b) Choose one of the following and describe how it affects water resources.

•using sprays in the garden •clearing land •run-off

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Celebrations Unit Focus People hold celebrations to mark significant events in their lives. These events may stem from religious beliefs, family or cultural traditions or the desire to celebrate aspects of community life. The ways people involve themselves in a celebration depend upon how important the purpose of the celebration is in their life.

Unit Topics

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• What is a Celebration? ....................................................... 76 – 78 • What Makes a Celebration? ............................................... 79 – 83 • What Do People Celebrate? ................................................ 84 – 87 • Australian Celebrations ...................................................... 88 – 91 • Common Celebrations around the World ............................ 92 – 95 • Feelings about Celebrations ............................................... 96 – 97 • Local Community Celebrations ........................................... 98 – 99 • Celebrations Calendar .............................................................. 100

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The topics selected to develop this understanding are:

Outcomes and Indicators Cultures CUS1.3

Identifies customs, practices, symbols, languages and traditions of their family and of other families.

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C.Publ i cat i ons •f orr e vi ew pu po ses onl y• CUS1.4 Describes ther cultural, linguistic and religious practices of their family,

• designs interview questions to gather first-hand information and several different cultural and religious celebrations • gives information about their own family background, including the languages spoken, religions, traditions, practices, customs, celebrations and stories.

their community and of other communities.

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• nominates people and places in the community who could help them find information about aspects of cultures • identifies cultural, spiritual and/or religious aspects of their family life • recounts cultural, spiritual and/or religious practices in their community • communicates an understanding of how families express their cultures through customs, celebrations, practices, symbols and traditions

Change and Continuity CCS1.1 Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities.

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• identifies the origins of significant days and events celebrated by their family and their community • explains why a personal, family or community event is significant

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What is a Celebration?

Workbook Pages: 76 – 78 Topic Focus The students will learn what a celebration is, and how people celebrate.

Keywords honouring, religious, cultural, community, festivals, carnivals, ceremonies Resources

r o e t s Bo r e p ok u S • The following websites are recommended: Teacher Celebrations Around the World

Background

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http://library.thinkquest.org/10007

The way we choose to celebrate and what we choose to celebrate is dependent upon numerous factors such as religion, culture, community, family and upbringing.

These factors, among others, combine to create a foundation of beliefs about celebration. Worldwide, these celebrations become identifiable features of communities and the way they celebrate is often a demonstration of their culture.

Introductory Discussion

What do you do at a celebration? Are there any other ways we could celebrate? © R. I .

C P ub i c at o ns Do you. think people in l other parts ofi the world celebrate the same way?

If you could choose the best way to celebrate something, what would you do?

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Activity – Pages 76 – 79

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Take turns to read aloud the information on page 76 about celebrations. Discuss the types of things we do at different celebrations. Discuss hypothetical situations such as holding a parade for a new baby. Why don’t we do this in Australia? Do you think it might happen in other countries? Discuss possible reasons why or why not. Give the students time to complete questions 1 – 5 independently.

As a whole class discuss the occasions celebrated by different members. The students can make a note of these celebrations in the space provided for question 6. From this information, decide together which are the most common of these celebrations and ask the students to use them to complete the table for question 7. They may then proceed to draw a picture and describe their favourite celebration to complete question 8.

o c . che e r o t r s super Answers

1. To remember or honour a special event in our lives.

2. Answers will vary Meals and Parties: special food, occasion, family and friends Festivals and Carnivals: street parties, costumes, dancing Praying: home, special place, very important Gifts and Cards: best wishes, greetings, receiving Parades: pride, achievements, costumes/uniforms Ceremonies: important, public, formal Celebrations

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3. Answers will vary 4. Answers will vary 5. Answers will vary 6. Answers will vary 7. Answers will vary 8. Answers will vary

Additional Activities

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1. Make a class mural of the occasions students celebrate.

2. Plan a class party, with groups of students responsible for different aspects of the planning.

1. ‘Receiving gifts is the most important part of a celebration’. Do you agree?

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Discussion

2. Are some celebrations more important than others?

What Makes a Celebration?

Topic Focus

Workbook Pages: 79 – 83

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C.Publ i cat i ons The students will learn what makes celebrations different from each other.

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Keywords Resources

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• The following websites are recommended: Teacher World Food Events

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food, symbols, clothing, customs

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http://uk.cambridge.org/history/features/food_history/events/july.htm

Shrove Pancakes (recipe)

http://www.almanac.com/holidays/february/shrovepancakes.html

Christmas Recipes (index)

http://soar.Berkeley.EDU/recipes/holiday/christmas/indexall.htm

Halloween Pumpkin Carving Patterns

http://www.carvingpatterns.com/pumpkin/pum_home.htm

Valentine’s Day Symbols http://www.mydearvalentine.com/valentine/symbols

The Legend of the Shamrock http://www.local.ie/content/52677.shtml/about_ireland/folklore/customs

Wedding Anniversaries http://www.lakemac.infohunt.nsw.gov.au/library/links/fff/wedanniv.htm

Worldwide Wedding Customs http://www.jmts.com/wedding/customs.htm

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Background Celebrations are represented by food, symbols, clothing and customs. These elements contribute towards making occasions memorable and significant in the lives of people. Wedding celebrations, though practised around the world, vary from country to country, each with its own unique tradition or ceremony. Some cultural variations include the bride wearing a red silk dress (Armenia), giving guests decorated hard-boiled eggs as a sign of fertility (Malaysia), planting saplings to represent growing love between the couple (Bermuda), releasing doves (England), exchanging rings (Germany), holding bouquets of myrtle (Austria), or presenting the bride’s father with a whale tooth to signify status and wealth (Fiji).

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Do we celebrate Christmas in the same way as other countries? What do they do differently? What do they do the same?

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Introductory Discussion

What are the kinds of things which make celebrations different?

Activity – Pages 79 – 83

Divide the class into either four or eight groups. The four topics covered in this unit (food, symbols, clothing and customs) can be shared among these groups, with each having a focus area. Ask the students in each group to take turns to read aloud the information on each of these topics and then work together to complete the answers at the bottom of their page.

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C .Pasu bl i ca i on Join together a whole group andt review thes information each group has learnt about these four elements. The students should then be able to use the information they have gained from theo discussion ando refer the text •f orr evi ew pu r p ses ntol y •on each page to complete the questions which were not addressed in their small group.

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Revisit examples from each of these areas to help explain and suggest possibilities for how the table on page 83 could be completed. The students should then be allowed to complete questions 2 – 5 independently. Give them an opportunity to share their celebrations with the class.

Answers Clothing

o c . che e r o t r s super 1. Answers will vary

2. because they are ‘giving thanks’ for their food 3. Answers will vary

Symbols

1. Christmas Day – Christmas tree Halloween – Trick or Treat bag Remembrance Day – poppy Valentine’s Day – dove

Clothing 1. Answers will vary; white gown – women, suit – men 2. because flowers bloom in spring 3. Answers will vary

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Customs Celebration

Where it is Celebrated

Custom(s)

Anzac Day

Australia

•Dawn Service •Anzac Day marches

Shichi-Go-San

Japan

•Family prays at shrine •Children aged 3, 5 or 7 given a long narrow bag to fill with candy and toys

r o e t s Bo r e p ok u S The Day of the Dead

Mexico

•Build altars •Visit and decorate cemeteries

Wedding Aniversaries

All over

•Gifts made of certain materials given to the married couple

2. Answers will vary 3. Answers will vary

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1.

4. Answers will vary

Additional Activities

Discussion

1. Talk to older people about how customs at celebrations have changed since they were at school.

2. Listen to traditional music played at celebrations. How important is it?

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Topic Focus

Keywords

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What Do People Celebrate?

Workbook Pages: 84 – 87

The students will learn about some religious and cultural celebrations from around the world.

o c . che e r o t r s super shrine, temple, saint, traditional, procession

Resources

• The following websites are recommended: Teacher Chusok: Korean Harvest Festival

http://www.familyculture.com/holidays/chusok.htm

Rosh Hashanah http://www.joi.org/celebrate/rosh

Diwali http://www3.kumc.edu/diversity/ethnic_relig/diwali.html

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Hina Matsuri http://www.niwa.org/Girldoll.html

Guy Fawkes and Bonfire Night http://www.bonefire.org/guy

Through the Year: Holidays and Celebrations http://www.noblenet.org/year

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Many celebrations arise from religious beliefs. Diwali is a five-day Hindu festival which occurs or the fifteenth day of Kartika. The celebration is often referred to as the Festival of Lights, stemming from the meaning of the word ‘Diwali’. During the festival, homes are thoroughly cleaned, windows are opened and candles and lamps are lit to welcome Lakshmi, the goddess of wealth. Diwali is also a time to exchange gifts and prepare special meals. Though variations exist throughout India, each day of the festival is dedicated to worshipping or acknowledging a different deity to bring positive values to people’s lives, such as abolishing laziness, remembering the purpose of each day, removing anger, hate and jealousy, and seeing the good in others, including enemies. The festival of Diwali is as significant to Hindus as Christmas is to Christians.

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Background

Introductory Discussion

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Cdo. P ub l i c at i ospecial nscelebrations? Are all of these Why you think religious groups hold occasions happy? Why would people celebrate things which are not happy, such •f orr evi w pur posesonl y• ase funerals?

What religions have you heard of? Do you know any celebrations they hold?

Do you have any special beliefs you celebrate?

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Activity – Pages 84 – 85 Take turns to read aloud the information about each of the three religious celebrations on page 84. Between each passage, ask the students to highlight the parts of the text which talk about food, symbols, clothing or customs, to consolidate learning from the previous unit.

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Discuss each of the words listed in question 1 and the questions in question 2 and allow the students to decide which religious celebration they are associated with.

Discuss the significance of light in each of these celebrations. Have the students locate and circle the part or parts of each section of text which refer to light.

They can then write a brief description of these in their own words to complete question 3.

Answers 1. Diwali – Lakshmi, diye, Hindu, fireworks, shrine Hanukkah – Jerusalem, Jewish, oil, latkes St Lucia Day – lussekatt, carol, Christian, halo 2. (a) St Lucia Day (b) Diwali (c) St Lucia Day

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(d) Diwali (e) Hanukkah (f) Hanukkah 3. Manoj – light houses with tiny lights in clay lamps called diye to help Lakshmi find her way to the home.

Annika – wear a crown of five burning candles during the parade.

Michaela – light a candle each day on a candlestick called a menorah

Activity – Pages 86 – 87

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As a whole class, identify individual members who celebrate unusual events such as those listed on page 86. Ask the students to ‘interview’ these members by asking questions which will give them information about how and why they hold that celebration. The students can then use the information from these interviews to complete question 4.

Answers 1. Hina Matsuri – dolls in traditional costume

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Take turns to read together the information on page 86. Allow the students to work in pairs to discuss and complete questions 1 – 3.

Çocuk Bayrami – national costume, meatballs, Turkish sweets Guy Fawkes Day – Straw dummy, matches

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 2. Answers will vary

3. dress up; perform; entertain; walk the street; sing; dance; read poetry 4. Answers will vary

Additional Activities 1. List all the religious occasions students celebrate, and why.

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Discussion/Debate

2. Invite representatives from different cultural groups to speak about their celebrations.

1. Should every country have a Children’s Day celebration?

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2. Discuss why Guy Fawkes Day used to be celebrated in Australia, but is not now.

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Australian Celebrations Workbook Pages: 88 – 91 Topic Focus The students will learn about some celebrations that are special to Australia.

Keywords pride, identity, spiritual, ceremonies, rituals Resources

r o e t s Bo r e p ok u S • The following websites are recommended: Teacher Australia Celebrates National Australia Day Council

http://www.nadc.com.au/index.php

Australia Unearthed: Barunga Festival

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http://www.ozkidz.gil.com.au/AustraliaDay/index.html

http://www.atc.net.au/market/regions/americ/unearthed/oct00/f2abor.htm

NAIDOC

http://www.atsic.gov.au/culture/naidoc/Default.asp

Background

NAIDOC Week evolved as a result of a long history of Aboriginal and Torres Strait Islander efforts to bring issues of concern to the attention of governments and the general public. Several attempts have been made by the Aboriginal community to raise awareness of the struggle of their people, such as the Australian Aborigines Progressive Association in 1924, the Australian Aborigines League in 1932, a call for representation of Aboriginal people in Parliament in 1935, the suggestion that a Day of Mourning be held on Australia Day to stir the conscience of non-Aboriginal Australia in 1937, and a call for new policies for Aboriginal affairs including full citizenship status and rights to land. In January 1940, the Sunday preceding Australia Day became the first official ‘Day of Mourning’. A similar day had been held two years earlier, marking 150 years since the landing of the First Fleet at Sydney Cove. In 1957, the National Aborigines’ Day Observance Committee (NADOC) was formed with the support and cooperation of the Federal and State governments, churches and major Aboriginal organisations. In 1991, NADOC become known as NAIDOC to include Torres Strait Islanders. NAIDOC is now used widely to refer to all the events and celebrations that take place during National Aboriginal and Torres Strait Islander Week.

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Introductory Discussion

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Are there any celebrations that are held in Australia but not anywhere else in the world? What are they?

Why are they only held in Australia? How do we celebrate them?

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Activity – Pages 88 - 89 The students can read the information about Australia Day on page 88 quietly to themselves. Discuss questions 1 – 4 together as a whole class, allowing time for the students to record their responses to each.

Share ideas as to what would be a great way to celebrate Australia Day. Working in pairs, instruct the students to devise an imaginary program of events suitable for a celebration.

Answers

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1. To recognise achievement in areas such as sport, the arts, and helping the community.

2. Answers will vary 3. Answers will vary

5. Answers will vary

Activity – Pages 90 – 91

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4. Answers will vary

The students can read through the information on page 90 to themselves. Ask them to circle any special features of the ceremonies or rituals held by Aboriginal and Torres Strait Islanders they can find in the text.

To complete question 1, the students can refer to their dictionary for definitions.

They can then continue to work independently to complete questions 2 – 3.

Read together the information about the Barunga Festival and NAIDOC Week. ©R .

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C.Publ i cat i ons Compare these celebrations to the ceremonies and rituals on the previous page.

Discuss how they are the same or different. The students can use this information •f orr e vtheir i eown wexperience pur os eso y• and top answers questions 4 –n 6. l Answers

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1. ceremony: the solemn actions performed on an important occasion; ritual: a set procedure for a religious or other ceremony 2. (a) True (b) True (c) False

o c . che e r o t r s super (d) False

3. Answers will vary

4. they follow the same rituals each time they are celebrated; they happen at the same time and place each year 5. Answers will vary 6. Answers will vary

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Additional Activities 1. Research to find out which groups of people currently support the changing of Australia Day’s date.

Discussion/Debate 1. Do you consider the Sydney 2000 Olympic Games was an important Australian celebration?

2. Should NAIDOC Week be given more publicity? How?

Topic Focus

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oo k

Workbook Pages: 92 – 95

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or earound Common Celebrations st B the World r The students will learn about some celebrations that are enjoyed around the world.

Keywords

wishes, origins, parties

Resources

© R. I .

C.Publ i cat i ons •f orr evi e w pur posesonl y• Christmas.com Around the World • The following websites are recommended: Teacher New Year’s Celebrations

http://www.rice.edu/projects/topics/internatl/holidays/new-years-page1.htm http://www.christmas.com/worldview

Birthday Traditions Around the World

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Background

http://www.kidsparties.comtraditions.htm#Birthday%20Traditions%20in%20 Different%20Countries

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New Year’s Eve is noted for its celebrations worldwide. It is now possible to view via satellite each celebration as it occurs across the world, from fireworks to unusual rituals and dances. Some unusual traditions include burning ‘Mr Old Year’ in Colombia, eating one grape and making a wish for each bell rung in Mexico, kissing and making toasts in Switzerland, visiting the elderly for good luck in Thailand, wearing yellow underwear in Venezuela and, in many countries, watching the dawn of the new year.

Introductory Discussion Can you think of anything which might be celebrated all over the world? Why do you think different countries would celebrate the same event in different ways?

Do you think there is a right way to celebrate an event? Why? Activity – Pages 92 – 93 Take turns to read aloud each of the New Year celebrations on page 92. Discuss how each is different from the way we celebrate in Australia. Each of these Celebrations

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countries does something special to help with wishes or luck. Do we do anything like that in Australia? Do you think we should? What are some special things we do in Australia? The students can use information from the text and class discussion to complete questions 1 – 4.

Answers 1. Japan – go to a temple to make wishes Korea – straw sieves are hung outside to prevent bad luck; watch sunrise to make wishes

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Brazil – white clothes are worn; throw flowers in the sea or light candles in the sand

2. Answers will vary 3. Answers will vary

(b) Brazil

(c) Korea (d) Brazil, Korea (e) Brazil (f) Japan, Korea (g) Japan, Korea

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4. (a) Korea

Ask. the students tou read the information about birthdays on page 94 in pairs. ©R I .

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P b l i c a t i o n s Allow them to discuss the information presented and their own preferences about birthday celebrations to complete questions 1 – 4 together.

•f orr e vi ew pur posesonl y• Answers

Activity – Pages 94 – 95

1. Parties – people wanted to protect the birthday person from evil spirits

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o c . che e r o t r s super 3. Answers will vary 4. Answers will vary

1. Use the Internet to find out the different days on which people celebrate New Year, and why.

2. Make a list of ‘special’ birthdays, e.g. 1st, 16th, 18th, 21st. Why are they special?

Discussion 1. Discuss the reasons why birthdays and New Year are so popular.

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Feelings about Celebrations Workbook Pages: 96 – 97 Topic Focus The students will learn how people can feel about celebrations.

Keywords feelings, party, serious, sad

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Celebrations are often inspired by and generate strong feelings. The feelings we have depend on how close we are to the purpose of the celebration and the type of event. For example, the feelings we have at a birthday party may differ depending on how significant it is in our own life. These feelings would also differ from the feelings we might experience on Anzac Day or at a funeral. The significance of these events will also vary depending on the emphasis placed on the event and the associated customs and rituals within the culture of our community.

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Background

Introductory Discussion

What was the last birthday party you went to? Was it your birthday? How did you feel at the party? Why did you feel that way?

Can you think of an event you have been to where you did not feel happy? Discuss.

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C.Publ i cat i ons The students can read the diary entry on page 96 quietly to themselves. Discuss together the events which occurred on Ben’s birthday and how he felt about •f orr evi ew pur posesonl y• each of these. Have the students highlight or underline the words in the diary

Activity – Pages 96 – 97

entry which describe feelings. They can then complete questions 1 – 2.

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Encourage the students to contribute the most important events they celebrate to a class discussion. Ask them to complete question 3 independently. Use the ‘feelings’ they listed in their tables to build a class list of feelings, putting tally marks next to those feelings which were experienced by more people.

The students can use this information to complete questions 4 – 5.

o c . che e r o t r s super Answers

1. excited, happy, worried, sad, disappointed, thrilled 2. Best: Bike – happy; puppy – thrilled

Worst: Bike being damaged – disappointed, sad

3. Answers will vary 4. Answers will vary 5. Answers will vary

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Additional Activities Interview family and friends about specific celebrations, and find out how they make them feel.

Discussion/Debate ‘Celebrations should always be happy occasions.’

Do you agree with this statement? Explain.

Local Community Celebrations

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Workbook Pages: 98 – 99

The students will learn about the importance of local community celebrations.

Keywords

community, events, local

Resources

• The following websites are recommended: Teacher Australia Day: Local Community Celebrations

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Topic Focus

© R. I .

C Pub l i c a t i onAround s the World The Earth.

Calendar: Holidays and Celebrations •f orr evi ew pur posesonl y• http://www.adc.nsw.gov.au/gi_commu.htm http://www.earthcalendar.net

Background

Introductory Discussion

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Australia Day is possibly Australia’s single biggest day of celebration. In New South Wales alone, there are over 160 committees working to put on events and activities for this day. Australia Day has moved beyond being simply about big fireworks and parades and has become synonymous with community. Australian communities work to create celebrations that are relevant to their local areas, combining the day with festivals which are representative of the achievements and lifestyles offered in their community, ranging from cricket tournaments to festivals of food.

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Can you think of any celebrations we hold at school? Why do we celebrate these particular things?

Does your community hold any special events or celebrations? What are they?

What do they tell you about your community? Do you think they could hold a

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different type of festival that would represent your community better?

Activity – Pages 98 – 99 Look at the advertisements at the top of page 98 and discuss them briefly as a whole class. The students can then complete questions 1 – 3 independently.

Discuss the events which are held in their local community. What are they celebrating? How do they celebrate? Are there some events which are more important than others? What makes them more important? Ask the students to use the information discussed to complete questions 4 – 7. They may choose to brainstorm ideas for question 7 in pairs before completing their invitation.

r o e t s Bo r e p ok u S Answers

2. Answers will vary

3. music, arts; both have music, dancing, singing, artworks 4. Answers will vary 5. Answers will vary 6. Answers will vary 7. Answers will vary

Additional Activities

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1. music, school’s 100th birthday

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C.Publ i cat i ons Discussion/Debate •f orr evi ew pur posesonl y• ‘A local community’s celebrations are part of its life and character.’ Discuss.

Celebrations

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List some celebrations that are happening in your local community in the next month. What are they celebrating, and why?

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Celebrations Assessment and Evaluation The activity on page 68 is provided as one assessment tool in the study of this unit. It is designed to indicate broad student understanding and also provide opportunity for student feedback. The following outcomes were addressed in this topic of study. The following pages can be photocopied as a record of student performance or as a proforma for portfolio assessment.

Outcomes Cultures CUS1.3

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Change and Continuity CCS1.1 Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities.

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CUS1.4

Identifies customs, practices, symbols, languages and traditions of their family and of other families.

Describes the cultural, linguistic and religious practices of their family, their community and of other communities.

Administration

Distribute the activity sheet on page 68 of the Teachers Guide, one per student.

Ask students to write their name in the top right-hand corner of the page. Read through the activity sheet to ensure students are clear about what they are being asked to do. At this stage, give students the opportunity to seek clarification of any part of the activity sheet they may not understand.

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C.Publ i cat i ons It is important students work independently on these activities—this provides a •f orr e vi ew pur posesonl y• true representation of what students understand or of their lack of understanding.

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Once students have completed the activity, collect the worksheets. Mark and record results. From this activity sheet, some students may be found to require further work to develop their understanding in a particular area.

1. (a) A celebration is a way of remembering or honouring a special event in our lives. It can be religious, cultural, community-based or family-oriented.

o c . che e r o t r s super (b) food, symbols, clothing, customs

2. (a) pumpkin head – Halloween (b) bridal veil – Wedding (c) maypole – May Day

(d) red poppies – Remembrance Day (e) tree – Christmas

3. (a) Answers will vary; Diwali, St Lucia Day, Hanukkah, Christmas, Easter (b) Answers will vary 4. (a) Answers will vary; Çocuk Bayrami (Children’s Day in Turkey), Hina Matsuri (Japanese Doll Festival); Guy Fawkes Day (United Kingdom) (b) Australia Day, NAIDOC Week 5. Answers will vary; birthday parties to ward off evil spirits; candles to send prayers to the gods with smoke; playing games to symbolise tying to know the unknown about the future.

6. Answers will vary.

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Celebrations Student Name:

Date:

Task At the conclusion of the unit ‘Celebrations’, students were asked to complete an activity sheet independently to demonstrate their understanding of the unit.

Pointers Demonstrated

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• Recognises the diverse nature of celebrations.

• Understands that celebrations can be based on the religious beliefs or cultural aspects of a group of people and respects the rights of others to hold these celebrations.

• Can identify celebrations held in Australia and the reasons why they are significant to Australians.

• Can identify celebrations held in their community and recognises the aspects of community life they celebrate.

Needs Further Opportunity

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Discussion and Debate

Needs Improvement

Needs Improvement

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Satisfactory

| Satisfactory

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Additional Activities

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Further Research

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General Comment

Needs Improvement

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Satisfactory

| Satisfactory

| Satisfactory

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Student Comment

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Celebrations 1. (a) What is a celebration?

(b) Write four things which make celebrations different from each other.

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• Halloween

(c) maypole

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• Wedding

(d) red poppies

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• May Day

• • Remembrance Day © R. I .

C.Pu bl i cat i ons Name a religious celebration.

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(e) tree 3. (a)

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(b) Describe how this event is celebrated.

4. (a) Give an example of an event which is celebrated in only one or a few countries.

. te celebrations held in Australia. (b) Name two significant o c . che e r o t r s super 5. Describe a birthday tradition held in another country.

6. Give an example of a celebration held in your community and explain why it is held.

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