Thinking Skills: Ages 11+

Thinking skills

Age 11+

A cross-curricular approach

Remembering Understanding Applying Analysing Evaluating Creating 6403RB 5.4/B10A1.3/256

THINKING SKILLS (Ages 11+) Published by R.I.C. Publications® 2006 Copyright© R.I.C. Publications® 2006 ISBN 1 74126 349 2 RIC–6403

Additional titles available in this series:

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THINKING SKILLS (Ages 6–8) THINKING SKILLS (Ages 8–10)

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Foreword Thinking skills is a series of three books, designed to provide opportunities for students to practise the six thinking skills of Bloom’s revised taxonomy—remembering, understanding, applying, analysing, evaluating and creating—across the learning areas of English, Maths, Science, SOSE, PE/Health and Values and The Arts. The skills are ranked in order from the three fundamental, lower order skills to the three, more advanced, higher order skills.

Titles in this series are: Thinking skills (6–8) Thinking skills (8–10) Thinking skills (11+)

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Thinking challenges – 1 Sport and Fads and fashions ........................................ 16

Analysing .................................................................. 49 Student self-evaluation ................................................. 50 Teacher introduction .................................................... 51 Class captain ........................................................... 52–53 Quadrilaterals ......................................................... 54–55 Solve the mystery … .............................................. 56–57 Birthday traditions .................................................. 58–59 Sports breakdown .................................................... 60–61 Character role-play ................................................. 62–63

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Teachers notes ....................................................... iv – viii Remembering ............................................................. 1 Student self-evaluation ................................................... 2 Teacher introduction ...................................................... 3 A miraculous escape ................................................... 4–5 Coordinates ................................................................. 6–7 The skeletal system ..................................................... 8–9 Disasters cause and effect ....................................... 10–11 Resolving conflict ................................................... 12–13 Listening quiz ......................................................... 14–15

Thinking challenges – 4 Music and Careers ........................................................ 64

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18u Teacher •f or r evi ew p r p ointroduction ses.................................................... onl y• 67

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Mini-debate ............................................................. 68–69 Recording solutions ................................................ 70–71 Design a zoo habitat ............................................... 72–73 The Daintree and the Amazon ............................... 74–75 Charlie’s lifestyle ..................................................... 76–77 Impressionism ........................................................ 78–79

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Teacher introduction ..................................................... 19 Poetry techniques .................................................... 20–21 Animal angles ......................................................... 22–23 Cyclone force ........................................................... 24–25 Environmental profile ............................................ 26–27 Stereotypes ............................................................... 28–29 Weave a story ............................................................ 30–31

Thinking challenges – 5 Amazing human body and Himalayas ....................... 80

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Thinking challenges – 2 Willow pattern story and Popular children’s literature. 32 Applying ..................................................................... 33 Student self-evaluation ................................................. 34 Teacher introduction .................................................... 35 Odysseus – Return to Ithaca .................................. 36–37 Mental calculations ................................................ 38–39 Fungus fun .............................................................. 40–41 Death of the planet ................................................ 42–43 What a problem! ...................................................... 44–45 Mythological monster mask ................................... 46–47 Thinking challenges – 3 Wonders of the world and Powerful people ................. 48

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Creating ...................................................................... 81 Student self-evaluation ................................................. 82 Teacher introduction .................................................... 83 News story presentation .......................................... 84–85 Dotty drawings and cube constructions .................. 86–87 Tsunami diagram ................................................... 88–89 Country fact file ...................................................... 90–91 Fad diet interview .................................................... 92–93 Space lyrics .............................................................. 94–95 Thinking challenges – 6 The mysterious Orient and The greenhouse dilemma . 96 References ................................................................... 97

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Teachers notes The purpose of this book is to provide a practical resource of learning activities, each aimed at a specific thinking skill as described in Bloom’s revised taxonomy. Students require these skills to understand and process a vast amount of information from across a range of media and to consider its relevance and validity. The range of tasks provided will encourage and assist students to become higher level thinkers.

A brief explanation of Bloom’s revised taxonomy

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n the 1950s, Benjamin Bloom developed the Taxonomy of Educational Objectives as a means of expressing, qualitatively, different kinds of thinking. It continues to be one of the most widely applied models of formal analysis of the nature of thinking and has been adapted for use in school curriculum planning.

Bloom’s original taxonomy provided a means of organising thinking skills into six levels ranging from the most basic to the more complex. These terms were revised in the 1990s by Lorin Anderson, a former student of Bloom, resulting in some significant improvements to the existing model.

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Knowledge

Remembering

Comprehension

Understanding

Application

Applying

Analysis

Analysing

Synthesis

Evaluating

Evaluation

Creating

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Anderson’s revised terms

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Bloom’s original terms

The names of the six major categories were changed to verb forms as thinking is an active process. Remembering replaced knowledge as the first level of thinking as knowledge is an outcome rather than a type of thinking.

In keeping with the nature of thinking described for each level, comprehension and synthesis were renamed understanding and creating, respectively. Where Bloom’s original taxonomy was aimed at the early years of schooling, Anderson’s revised taxonomy is more universal and applicable at all levels of study.

The six levels of thinking are ranked from the three lower order skills of remembering, understanding and applying to the higher order skills of analysing, evaluating and creating.

At each level of the taxonomy, there are subcategories which describe the emphasis of each skill.

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remembering

recognising, recalling, listing, describing, identifying, retrieving, locating, naming, finding

understanding

interpreting, exemplifying, classifying, summarising, inferring, comparing, explaining

applying

analysing

evaluating creating

executing, implementing, using, carrying out

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differentiating, organising, attributing, comparing, deconstructing, outlining, structuring

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checking, hypothesising, experimenting, judging, testing, detecting, monitoring

generating, planning, producing, designing, constructing, inventing, devising, making

Why teach thinking skills?

It is widely acknowledged that if students are to become better thinkers, they must be taught explicitly how to think.

Planning for this explicit teaching is essential. Teaching methods must promote the transfer of learning beyond one context and into others. To develop better thinking skills, students require an environment which demonstrates an open-minded attitude to the nature of knowledge and thinking, providing open-ended tasks with multiple

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Subcategories

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Skill

solutions. Talking about thinking, using all strategies for questioning, should be actively encouraged and form a part of all learning situations.

Focusing on thinking skills supports active cognitive processing, helping students to investigate beyond the information provided and to assess each situation before reaching their own conclusions.

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Teachers notes Questioning A key element in the development of thinking skills is questioning. To engage students in thought at each level, questions need to be used purposefully, directing students to achieve defined goals. Open-ended questioning allows students to demonstrate their ability in each thinking skill.

Questions at the lower levels of the taxonomy encourage …

Questions at the higher levels of the taxonomy encourage …

recalling information

determining different parts of any object, text or concept and exploring them

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explaining ideas or concepts

justifying opinions, decisions and courses of action

using knowledge in different situations

developing new ideas or models based on previous knowledge

Metacognition

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Each student activity page includes a number of questions, relevant to the activity, for the students to consider. By reflecting on each, they will have the opportunity to develop their metacognitive thought processes.

In order to improve each thinking skill and to establish meaning from information, students need to develop their own thought processes. Metacognitive thought enables an individual to recognise preferred learning strategies and to consciously direct his/her learning.

Metacognition, which means to ‘think about thinking’, was first described as a learning concept in 1976 by John Flavell.

It comprises three parts: • Metamemory – an awareness of different memory strategies, a knowledge of which strategy is best suited for a task and how it may be used most effectively.

Students develop a plan for learning which occurs before learning.

• Metacomprehension – the ability to check understanding of information, to identify gaps in understanding and to rectify identified failures.

Students monitor and adjust the plan which occurs during learning.

• Self-regulation – the ability to modify learning processes in response to perceived feedback.

Students evaluate the plan after the learning process has taken place.

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There are a number of recognised analyses of the nature of thinking, all aiming to develop thinking to a qualitatively higher level; for example: Six thinking hats – Edward de Bono Instrumental enrichment – Reuven Feuersten Philosophy for children – Matthew Lipman Multiple intelligences – Howard Gardner Thinkers keys – Tony Ryan Cognitive and cooperative thinking strategies – Eric Frangenheim Cooperative learning structures which develop thinking skills – Spencer Kagan.

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Teachers notes Graphic organisers What is a graphic organiser?

A graphic organiser is a means of presenting information pictorially. Blank areas are provided for students to record ideas or information about a given topic.

There are a number of graphic organiser styles, each of which is suited for a particular purpose. The basic design of any organiser may be adapted to meet the requirements of a specific task and level of ability.

Purpose concept development

presenting data

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word chain, sequence chain, word wheel, cycle wheel, ladder, historical time line, continuum, flow chart, cartoon and picture strip, action plan, rebus

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determining sequences

Examples concept map, spider map, word map, character map, mind map, story map, story star, concept web summary chart, matrix, T-chart, Y-chart, 5W chart, KWL chart, senses chart, step chart, comparison/contrast chart, paragraph organiser frame, structured overview, note making framework, issues circle, futures wheel bar graph, pictograph, line graph, pie graph, labelled diagram, array

evaluating determining relationships

PMI chart (plus, minus, interesting), plus/minus T-chart, agreement scales, evaluation scales fishbone map, concentric circle chart, semantic grid, decision tree, network tree, human interaction outline

categorising and classifying

plot, matrix, pyramid, tree, categories, Venn diagram, Carroll diagram, arrow diagram, tree diagram

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Why use graphic organisers?

• Graphic organisers provide a means to show the key facts, ideas or results of a given situation or topic.

• They help to clarify thoughts and to determine how to proceed.

• The information illustrated is immediately obvious without the need for reading and analysing lengthy text.

• Students learn that presenting information in this way is an important means of communicating ideas and information.

• It demonstrates understanding of their own research and similar representations in the media worldwide.

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Using a graphic organiser To gain confidence in completing and studying graphic organisers, students need to be: • presented with many tasks which require pictorial representation • guided in their choice of style(s) and in the conventions of that style, so they can develop effective representations related to a given purpose and audience.

Teachers need to discuss and model each style of organiser as it is introduced, explaining how it works for a given purpose and how it can be adapted if required.

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Teachers notes Examples of graphic organisers

Concept map

Pie graph

Who Part

What When

Part

Part

Where Why

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P (plus)

First

Second

Third

Fourth

Eighth

Seventh

Sixth

Fifth

M (minus)

I (interesting)

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5W chart

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PMI chart

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Outcomes

Who?

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STORY

Reaction 2 Action

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2-person human interaction outline

Person 2

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Group 2

Group 1

Reaction 1

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Person 2

Person 1

W hy

Goals

B

Venn diagram

Fishbone

Action

Interaction

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5-point story star

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Teachers notes The six thinking skills of Bloom’s revised taxonomy have been used: • remembering • understanding • applying • analysing • evaluating Each section has a cover page, a student self-evaluation page and a teacher introduction page.

For each skill, an activity from each key learning area has been provided.

• English • Mathematics • The Arts • Science • Society and Environment • Physical Education, Health and Values

• creating

Each activity is presented over two pages; a student page and a teachers page. At the end of each section, two theme-based, extension thinking challenges are provided. The final page of the book includes references for further research.

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Student cover page

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The student cover page allows students to collate worksheets dealing with a particular thinking skill.

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o c . che e r o t r s super Student self-evaluation page The student self-evaluation page enables students to record thoughts or information about the activities completed. Students may record answers to metacognitive questions relating to each student page.

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Teachers notes Teacher introduction page

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Section summary chart, provides page numbers, title of student page, key learning area and task indicators.

Definition, provides full definition of thinking skill.

Appropriate verbs, offers suggestions for command verbs to use to help students to focus on the specific skill.

Appropriate graphic organisers, offers suggestions for graphic organisers to use to assist students focus their thinking within each skill.

Appropriate questions, offers suggestions for questions to ask to help students practise the specific skill.

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The skill focus.

Definition, gives an abridged version of the skill definition provided on the teacher information page.

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Indicators, explains what the students are expected to achieve in completing the activity.

Teacher information, provides any relevant information required for the completion of the student page.

Additional activities to develop this skill, related to the topic of the student page yet focusing on the specific skill.

Curriculum links, provides the subject, strand and specific links for each state.

Answers, where required.

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Teachers notes

Student page

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The title of the page The task, explains what the students will do.

The skill focus The activity, the range of which varies throughout the book, across the six learning areas.

Thinking more about thinking, to help students develop their metacognitive thought processes before, during and after the activity.

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Thinking challenges

Topic focus, provides the theme for the challenge.

Skill-based activities, provides a range of tasks covering the six levels of thinking.

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Name:

REMEMBERING

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A miraculous escape ..............................................................................Pages 4–5 Coordinates ..............................................................................................Pages 6–7 The skeletal system ................................................................................Pages 8–9 Disasters cause and effect ....................................................................Pages 10–11 Resolving conflict ....................................................................................Pages 12–13 Listening quiz ...........................................................................................Pages 14–15

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REMEMBERING: STUDENT SELF-EVALUATION Use the sections below to record thoughts or information about the worksheets or answers to the metacognitive questions on each student page.

Name Pages 4–5

A miraculous escape

Coordinates

Pages 8–9

The skeletal system

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Pages 6–7

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Pages 12–13

Resolving conflict

Pages 14–15

Listening quiz

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Teacher introduction

REMEMBERING Title

4–5

A miraculous escape

6–7

Coordinates

8–9

The skeletal system

10–11

Disasters cause and effect

12–13

Resolving conflict

14–15

Key learning areas English

Thinking activity • Proofreads and edits a text.

• Uses 4- and 6-figure grid references to locate and place points on a grid.

• Recalls information about the human skeletal system.

Science • Correctly labels some bones of the human skeleton.

• Researches information about natural disasters.

Society and Environment • Records in a table information about the causes and effects of disasters.

• Resolves conflict using standard strategy.

PE/Health and Values • Creates easy to remember slogans for conflict resolution.

Mathematics

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Listening quiz

The Arts

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• Recalls information about a song he/she has listened to.

• Uses musical terms to describe a piece of music.

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Definition: The skill of remembering demonstrates the student’s ability to recall information, ideas, data or principles previously learnt. Remembering is often used to obtain factual information, but it may also be an approximation.

Remembering requires the students to locate knowledge within a context of the material being presented at the time and to revue the relevant information from his/her short- or long-term memory.

Some appropriate verbs: define, identify, describe, list, name, recall, locate, recognise, record, relate, write, label, repeat, underline, state etc.

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Some appropriate graphic organisers: KWL chart, Cycle graph, Chains, Line graphs, T-chart, Compare or contrast chart, Concept chart, Venn diagram, Fish bone, Target, Pie chart, Categories, Tree, Pyramid, Matrix etc.

Some suitable questions: What happened after?, How many?, When?, Who was it that?, Can you name?, Who spoke to?, Which is true or false? etc.

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Teachers notes

REMEMBERING The skill of remembering demonstrates the student’s ability to recall information, ideas, data or principles which he/she has previously learnt.

INDICATOR Proofreads and edits a text.

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TEACHER INFORMATION • Students should read the text entirely before making any corrections.

• Corrections may be marked as a class once all students have completed the activity.

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ANSWERS All errors are highlighted in bold and circled.

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A 13-year-old Northshore boy is tonight safely at home with nothing worse than a broken toe after what witnesses are calling a ‘miraculous’ escape from almost certain death.

Early yesterday evening, James Lee was riding his bicycle home along the dual use path that borders Northern Highway. Horrified commuters watched helplessly as James swerved to miss a young puppy that ran in front of the bicycle. The bicycle’s front wheel jammed in a grid and stopped instantly, hurling James over the handlebars, directly into the heavy traffic on Northern Highway.

‘I was sure he was going to be killed’, said Holly Madison, who had been waiting at a nearby bus stop. ‘He went up, up and then down, down, right in the middle of the road.’ In a miraculous twist of fate, James landed in the back of a passing truck which was carrying a large trampoline for the local fitness centre. The trampoline broke James’s fall, but flung him back into the air. What happened next was even more unbelievable.

‘I couldn’t believe my eyes’, said truck driver, Butch Henry (43). ‘This kid just came flying over the cab of my truck and disappeared into the back.’

James’s incredible luck held out, because Butch’s truck was carrying a full shipment of inner spring mattresses.

Once again, James landed safely before becoming airborne for the third time. On this occasion, he flew over the fence of the Happy Days Child care Centre and landed, winded but completely unhurt, in the children’s sandpit.

His toe was broken when his mother, arriving to take her lucky son home, drove her car over his foot.

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Write a recount using the correct format, spelling, punctuation and grammar.

• Identify the orientation, complication, resolution and conclusion of a narrative.

• Describe the language features used in a particular exposition and tell why they were used.

• Use a play format to relate information about an environmental issue of concern.

• Peer edit the work of a class mate highlighting errors in format, spelling, punctuation and grammar.

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NSW Vic. WA SA Qld

CURRICULUM LINKS: English RS3.5, RS3.6 ENRE0401, ENRE0404 R 4.1, R 4.3 3.3, 3.7, 3.11 Refer to www.qsa.qld.edu.au

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Task You will use your knowledge of punctuation, spelling and grammar to proofread and edit a text.

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A miraculous escape

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1. Read the recount and write the corrections above any errors.

A 13 year old northshore boy is tonight safely at home with nothing worse than a broken toe after what witnesses are calling a ‘miraculous’ escape from almost certin death.

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Early yesterday evening, James Lee is riding his bicycle home along the duel use path that borders northern highway. Horrified commuters watched helplessly as James swerved to miss a young puppy that ran in front of the bicycle. The bicycles front wheel jammed in a grid and stopped instantly, hurling James over the handlebars, directly into the heavy traffic on northern highway.

I am shore he was going to be killed, said Holly Madison, who had been waiting at a nearby bus stop. He goes up, up and then down, down, write in the middle of the road. In a miraculous twist of fete, James landed in the back of a passing truck which was carrying a large tramperline for the local fitness centre. The tramperline broke Jamess fall, but flung him back into the air.

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What happened next was even more unbeleivable.

Butch Henry (43). This kid just came flying

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over the cab of my truck and disapeared into the back. Jamess incredible luck held out, because Butchs truck was carrying a full shipment of inner spring mattresses. Once again, James landed safely before becoming airborne four the third time. On this occasion, he flies over the fence of the happy days child care centre and landed, winded but completely unhurt, in the childrens sandpit.

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His toe was broken when his mother arriving to take her lucky son home drove her car over his foot.

THINKING MORE ABOUT THINKING When editing a text, there are a lot of spelling rules, grammar and punctuation to remember.

How do you remember them all? Do you use any memory tips?

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Teachers notes

REMEMBERING The skill of remembering demonstrates the student’s ability to recall information, ideas, data or principles which he/she has previously learnt.

INDICATOR • Illustrates key parts of a story.

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ANSWERS 1. (a) (i) A – 7413 (iii) C – 7509 (v) E – 7809 (b)

(ii) B – 7911 (iv) D – 7714 (vi) F – 7611

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TEACHER INFORMATION • Students need to remember the process of reading and recording four- and six-figure grid references.

• Techniques to aid this process include: (a) for four-figure references, using a ruler to draw a line along the left hand side and base of the square, (b) for six-figure references, using a ruler to draw lines through the square, corresponding to the third and sixth figures.

The point where these two lines intersect is the exact six-figure grid reference location, (c) finding how far east a point is always comes before finding how far north a point is; e comes before n in the alphabet. (d) students working in pairs to explain how to read and locate both types of references.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • On a large-scale map of a rural area, use six-figure grid references to locate a number of features. Ask a partner to give you the references for those features. Do they match yours?

• Plan a quiz game using maps of different countries.

Give a number of six-figure grid references for major cities in each country. The first individual/team to find all cities, wins.

• On cm2 paper, draw a map of a fairground, zoo or other busy scene. Your partner draws a similar scene.

Do not look at each other’s pictures. Use four-figure grid references to move from place to place on each other’s pictures (without looking). Each time you land accurately on a feature in your partner’s picture, the feature is crossed out. The first person to delete all of his/her opponent’s features, wins (as in ‘Battleships’).

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2. (a) (i) A – 797 152 (iii) C – 742 112 (v) E – 785 092 (b)

(ii) B – 786 137 (iv) D – 735 105 (vi) F – 754 148

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CURRICULUM LINKS: Mathematics: Shape and space S3.4 MASPL402 S15a4 3.14, 4.14 S4.2

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Task You will use four- and six-figure grid references to locate items on a grid.

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Coordinates

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Coordinates are important in mapping skills as they determine location. While four-figure grid references locate a square on a map, six-figure grid references give a more exact location.

1. (a) Use four-figure grid references to locate the square in which each letter is situated. The first one is done for you. (i) A 74 13

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(b) Write each letter in the correct square.

The first one is done for you. (ii) V 74 15

(iii) W 73 10

(iv) X 75 12

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(v) Y 79 15

(vi) Z 80 10

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(i) U 78 13

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THINKING MORE ABOUT THINKING What strategies could you use to remember how to read and record grid references?

Why is using a ruler important in reading and plotting six-figure grid references?

How would grid references help you on a walk in a rural area?

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TEACHERS NOTES

REMEMBERING The skill of remembering demonstrates the student’s ability to recall information, ideas, data or principles which he/she has previously learnt.

INDICATORS • Recalls information about the human skeletal system.

• Correctly labels some bones of the human skeleton.

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C.Pu bl i cat i ons • Find pictures in magazines of people doing voluntary and involuntary actions (e.g. pointing and sneezing).

•f orr evi ew pu r posesonl y• Attach to a large sheet of paper underneath the correct

collarbone

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headings.

• Identify bones on models of the human skeleton.

• Label major muscles of the human body on a poster or model.

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TEACHER INFORMATION • Students will require an understanding of the human skeletal system to complete this activity.

• There are 206 bones in the human body.

• The skeleton has three jobs: – To protect our body parts: The skull protects the brain, the ribs protect the heart and lungs and the backbone protects the spinal cord.

– To support our body: The skeleton allows us to stand upright and holds up our internal organs.

– To help us move: Muscles are joined to our bones. Our bones have joints which enable the skeleton to bend. Joints and ligaments connect the bones to each other. Within the joints is cartilage that enables smooth movement.

• Muscles allow movement by contracting and relaxing. They always work in pairs. This is because they can not push or stretch on their own.

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Answer these questions.

1. Circle the correct answers.

humerus jawbone ribs

skull femur pelvis shoulderblade

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(ii) 206

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2. Place these labels in their correct position on the diagram.

(a) How many bones are in the human body? (i) 56

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The skeletal system

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(b)

(i) keep us warm

(ii) reduce pain

(iii) protect our body parts

(c) Our muscles are joined to our bones to:

(c)

(i) allow movement (ii) allow healing (iii) protect them

(d) Muscles always work:

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Classify these common activities as either involuntary or voluntary movements. Add some of your own. blinking swallowing

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walking head turning

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THINKING MORE ABOUT THINKING What memory tricks or aids do you use to remember facts such as the names of bones in your body? Under which circumstances are these tricks most and least useful? Do they help you to understand concepts or just to recall information?

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Teachers notes

REMEMBERING The skill of remembering demonstrates the student’s ability to recall information, ideas, data or principles which he/she has previously learnt.

INDICATORS • Researches information about natural disasters.

• Records information about causes and effects of disasters in a table.

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ANSWERS Teacher check

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TEACHER INFORMATION • Students may select natural disasters from the list to research: tsunamis, volcanic eruptions, earthquakes, cyclones, hurricanes and typhoons, plagues, epidemics and pandemics, avalanches, landslides and mudslides, drought, storms and floods, tornadoes and bushfires.

• Students may use the library or Internet resources to research their information.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Locate and name all six disasters on a time line, including information about place and time of occurrence.

• On a world map, label locations where recent disasters have occurred.

• Write a recount from the point of view of a person involved in a natural disaster, including any relevant information.

• Create a table of disasters and identify the costs in terms of human lives and money lost.

• Use labelled diagrams to explain how some disasters occur.

• Answer (or create) quiz questions relating to particular disasters.

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Disasters cause and effect

Use the cause and effect table to recall and record information.

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3. From the information gathered, decide which disaster was the most devastating and give reasons.

THINKING MORE ABOUT THINKING How did you select the disasters? Were they those you had heard about on television or in newspapers? Were they topics of interest? What other disasters are you familiar with which have resulted from human activity?

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Teachers notes

REMEMBERING The skill of remembering demonstrates the student’s ability to recall information, ideas, data or principles which he/she has previously learnt.

INDICATORS • Resolves conflict using standard strategy • Creates easy to remember slogan for conflict resolution.

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ANSWERS Teacher check

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TEACHER INFORMATION • Discuss a number of common minor conflicts which are easily resolved. List reasons why these are resolved so easily.

Discuss conflicts arising from more serious issues. List reasons why they are more difficult to resolve.

• In small groups, students discuss the problem between Lachlan and Brianna, empathising with each character in turn.

They list their possible feelings and opinions. Through role-play and discussion, each group suggests a solution to the problem.

• Using the key elements of conflict resolution—communicate, negotiate, consolidate—students discuss ideas for a catchy slogan to remember the positive steps to take.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • In groups, students write and perform a series of sketches incorporating contemporary problems they may face. Students break up to discuss and write a sketch for a solution to a problem, performed by a different group. After all sketches have been performed, students evaluate the success of each solution.

• Design a poster to remind students of positive conflict resolution steps.

• Write and perform a rap about resolving conflict positively.

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Task You will consider positive ways to resolve a conflict.

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We encounter potential conflict situations every day, but by using cooperative strategies, most problems are averted. Some issues are more serious, requiring definite positive steps to reach a solution.

1. Read this conflict scenario.

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Lachlan and Brianna are working on a school project called, ‘Make a magazine’. They are constantly arguing.

Lachlan is enthusiastic and has some great ideas and he doesn’t want to compromise. He feels that Brianna is not contributing enough. This worries him as he is keen to get a top mark. Brianna feels Lachlan is too bossy and doesn’t listen to her suggestions, which she believes are just as good as his. As a result, Brianna has lost interest in the project and doesn’t care about the mark.

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2. Answer the questions to show how Lachlan and Brianna could resolve their conflict. (a) List Lachlan’s wants.

(b) List Brianna’s wants.

(c) Write a statement, beginning with ‘I’, which Lachlan might use to air his grievance.

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C.Publ i cat i ons (d) Write how Brianna might repeat this to show that she has listened.

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(g) Suggest a possible solution to the conflict.

3. Write a slogan to help you remember positive steps to resolve conflict.

THINKING MORE ABOUT THINKING How do you remind yourself of positive action steps?

How would you deal with an unexpected crisis during negotiation?

How do you amend your resolution strategies?

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Teachers notes

REMEMBERING The skill of remembering demonstrates the student’s ability to recall information, ideas, data or principles which he/she has previously learnt.

INDICATORS • Recalls information about a song he/she has listened to.

• Uses musical terms to describe a piece of music.

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ANSWERS Teacher check

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TEACHER INFORMATION • Teachers will need to play a modern dance song (e.g. suitable rap, hip hop, disco) for the students to listen to for this activity. The song should not be something too familiar to the students (something from more than 10 years ago or by a less popular artist would work well) and should include a clear lead singer and understandable lyrics. It is suggested that the students read the quiz questions first, listen to the song, then complete the quiz.

• Students will require an understanding of basic musical terms to complete this activity.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Have the students write or identify musical terms, signs and symbols.

• Write what it is students enjoy the most about their favourite song.

• In small groups, students can recall lyrics of some of their favourite songs and use them to create a new song.

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Listening quiz

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Listen to a song, then answer the questions.

1. Tick or write the names of two instruments you could hear. violin

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2. What sort of dancing could you do to this music?

4. Tick the most appropriate description of the song. classical

jazz

modern

5. Describe the lead singer’s voice.

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3. Write one of the lines from the song.

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(a) The music kept the same tempo (speed) throughout. ....................................................................... (b) The volume of the music stayed the same throughout. .................................................................... (c) The lead singer was female. .............................................................................................................. (d) The song had a chorus. ...................................................................................................................... (e) The song was in 3/4 time. ...................................................................................................................

THINKING MORE ABOUT THINKING Did you ‘hear’ the music in your head when you answered the quiz questions? How easy or difficult is it for you to recall things you have heard? Do you find it easier to remember things you have seen? Why do you think this might be?

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Thinking challenges 1 Topic focus

Sport

Remembering • List the rules of your favourite sport.

• Choose a sportsperson you admire. Explain why you admire this person.

Understanding • Interview a classmate about a sport in which he/she participates. List what is involved in training for this sport.

Applying

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r o e t s Bo equipment or clothing. r advertisement for a piece of sporting • Find a magazinee okit is effective, how Analyseu thep advertisement, stating whether you think realistic you think its claims are and any techniques it uses to encourage S people to buy the product.

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Analysing

• Research to find out the origins of a team sport you enjoy. Write the information on a time line.

Evaluating

• Compare and contrast two similar sports; e.g. different football codes, different racquet sports. Say which one you think would be more enjoyable to play.

Creating

• Invent a sport by mixing up features of two sports you know well. This might include equipment, team numbers etc.

• Imagine you are a journalist. Describe the atmosphere at a major sporting event.

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C.Publ i cat i ons Topic focus•f and fashions orr evi ewFads pu r p osesonl y•

• Write a list of some of the fads you have seen come and go. This might include toys, books or fashions.

• Interview an adult to find out what fads or fashions were popular when he/ she was your age.

Understanding • Write a list of current fads or fashions you like and dislike. Explain why.

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Analysing Evaluating

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• Draw a children’s toy that is currently popular. Label its special features.

• Research to find out interesting facts about a children’s author who is popular with your age group at the moment.

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• Design an outfit you think might be fashionable when you are an adult.

• Think of a fad you would like to see come back. Write an advertisement to make people take it up or buy it.

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Name:

UNDERSTANDING

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Poetry techniques ...................................................................................Pages 20–21 Animal angles ..........................................................................................Pages 22–23 Cyclone force ...........................................................................................Pages 24–25 Environmental profile .............................................................................Pages 26–27 Stereotypes ..............................................................................................Pages 28–29 Weave a story ..........................................................................................Pages 30–31

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UNDERSTANDING: STUDENT SELF-EVALUATION Use the sections below to record thoughts or information about the worksheets or answers to the metacognitive questions on each student page.

Name Pages 20–21

Cyclone force

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Animal angles

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Poetry techniques

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Stereotypes

Pages 30–31

Weave a story

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Teacher introduction

UNDERSTANDING Pages

Title

Key learning areas

• Demonstrates understanding of the terms ‘rhyme’, ‘alliteration’ and ‘onomatopoeia’.

• Explains how some literary devices are used in a poem.

Poetry techniques

22–23

Animal angles

Mathematics

• Draws and identifies angles on animal pictures.

24–25

Cyclone force

Science

• Researches for information on cyclones.

• Completes a flow chart of cyclone development.

28–29

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Environmental profiles

Stereotypes

• Demonstrates how to locate specific information from resources.

Society and Environment • Explains some key features of an environmental group.

PE/Health and Values

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26–27

English

Thinking activity

• Reads information about stereotypes.

• Completes illustrations about stereotypes.

• Compares and discusses illustrations with other students.

• Researches a current environmental issue. © R. I .

C .Pub l i cat i ons The Arts • Writes and directs a story related to the issue.

•f orr evi ew pur posesonl y• DEFINITION: 30–31

Weave a story

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The skill of understanding involves explaining what has been learnt in a different way to show the level of comprehension. This may be done in a number of ways, including interpreting the material and summarising it, delivering the material to a different audience, using concrete resources and presenting a brief talk.

SOME APPROPRIATE VERBS: interpret, summarise, infer, paraphrase, give examples, explain, sequence, sort, match, classify, locate, collect, compare and measure, restate, discuss, express, give in your own words, identify, report, review, select, clarify, illustrate, describe, summarise, predict etc.

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SOME APPROPRIATE GRAPHIC ORGANISERS: Mind map, PMI, Venn diagram, Cycle, Compare or contrast chart, T-chart, Concept chart, Chains, Categories chart, Tree, Matrix etc.

SOME SUITABLE QUESTIONS: Can you write in your own words … ?, How would you explain … ?, Can you give a brief outline … ?, What could have happened next?, Who do you think … ?, What was the main idea?, Why did the character act this way? etc.

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Teachers notes

UNDERSTANDING The skill of understanding involves explaining what has been learnt in a different way to show the level of comprehension.

INDICATORS • Demonstrates understanding of the terms rhyme, alliteration and onomatopoeia.

• Explains how some literary devices are used in a poem.

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ANSWERS Teacher check

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TEACHER INFORMATION • Teachers will need to provide a suitable poem for the students to use for this activity. It must contain examples of rhyming words, alliteration and onomatopoeia. Suggested poems include The centipede’s song – Roald Dahl; The witches’ spell – Shakespeare (from Macbeth); TS Eliot’s cat poems (e.g. ‘Macavity the mystery cat’).

• Question 5 will need to be completed on a separate sheet of paper. It will further demonstrate the students’ understanding of the literary devices.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Explain other literary devices to the students (e.g. assonance, rhythm) and have them provide examples.

• Discuss different forms of poetry and then have the students try to write their own.

• Have the students review their favourite poems.

• Challenge the students to make a collection of poems that are connected together in some way; e.g. same rhyming pattern, theme etc.

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CURRICULUM LINKS: English RS3.7, RS3.8 ENRE0402, ENRE0403 R4.2, R4.3 3.3, 3.11 Refer to curriculum documents

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Task You will understand some of the techniques used by poets.

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Poetry techniques

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Poets use many techniques to make their words and ideas more effective and memorable to their readers.

These include rhyme, alliteration and onomatopoeia.

Use a children’s poem to answer these questions.

Rhyming words are often found at the ends of lines of poetry.

1. (a) Find two pairs of rhyming words in your poem.

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(b) Write any two pairs of rhyming words you can think of.

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Alliteration is the repetition of the same first sound or letter in a line of poetry; e.g. ‘Katie was kind to her cat’.

2. (a) Find two examples of alliteration in your poem.

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(b) Create two lines of your own that use alliteration. They must make sense!

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C.Publ i cat i ons • •words f or r e v i e warep ur po es onl y• Onomatopoeic sound like what they describing; e.g.s ‘crash’, ‘hiss’.

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(b) Write four examples of onomatopoeic words. Two must describe a harsh sound and two must describe a soft sound.

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4. Which technique do you think the poet used most effectively? Explain.

5. Use your answers to help you write your own poem on a separate sheet of paper.

THINKING MORE ABOUT THINKING Did the given examples of alliteration and onomatopoeia help you to understand what these were, or were you able to understand the concepts without them? Did you find it easy to come up with your own examples?

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Teachers notes

UNDERSTANDING The skill of understanding involves explaining what has been learnt in a different way to show the level of comprehension.

INDICATOR • Draws and identifies angles on animal pictures.

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ANSWERS Teacher check

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TEACHER INFORMATION • Students should identify the most obvious angles found on the outside of the animal profiles, which are acute angles (on the ears) and obtuse angles (along the neck and head).

• Students should compare their answers with those of a partner and report to the class.

• Students may convert the drawings to simpler geometric sketches and use a protractor to measure the exact degrees in particular angles of the picture.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Measure and compare the lengths, using standard units of a variety of objects.

• Explain why two containers of different shape may appear to hold different amounts even when filled with identical amounts.

• Use grid paper to draw and compare the perimeters of different shapes.

• Find the areas of a variety of shapes drawn on grid paper.

• Compare the areas of a series of quadrilaterals by using a formula.

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CURRICULUM LINKS: Mathematics: measurements WM3.2, S3.2 MASPS401, MASPS402 M 11.4, S 16.4 3.12 S 4.1

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An acute angle is smaller than a right angle.

A right angle or 90° angle has perpendicular lines.

An obtuse angle is more than a right angle and less than 180° or straight angle.

A straight or 180° angle.

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1. Select a different colour for each type of angle.

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Task You will draw and identify angles on animal pictures.

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A reflex angle is larger than a straight angle.

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2. On the pictures draw and label as many angles formed by the joins on the outside of the bodies as you can.

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Angles found:

Angles found:

Angles found:

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Angles found:

Angles found:

THINKING MORE ABOUT THINKING How did you decide to identify the different angles? Did you plan to identify all the different angles on one animal first or all the angles of the same type on all the animals? Did you check with a partner while you were doing the activity to see if you were on the right track? Were there any angles that you missed?

Why do you think that was?

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Teachers notes

UNDERSTANDING The skill of understanding involves explaining what has been learnt in a different way to show the level of comprehension.

INDICATORS • Researches for information on cyclones.

• Completes flow chart of cyclone development.

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ANSWERS Teacher check

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TEACHER INFORMATION • In groups, students use a range of resources to research and make notes on the development of cyclones. Students discuss information before completing the flow chart.

• Students use flow chart notes to give talks on the development of a cyclone.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • On a world map, pinpoint coastlines where major cyclones, hurricanes and typhoons have hit in the past 5 years. Classify each according to the international standard.

• Research for information and then design a poster, which outlines how to prepare for a cyclone.

• Draw a series of sketches to show what happens as a cyclone reaches the coastline.

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Task You will research and make detailed notes to describe how a cyclone forms.

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Cyclone force

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A cyclone is a powerful storm that forms over warm tropical or subtropical waters. For a cyclone to form, four climatic conditions need to be present: • warm temperatures

• low air pressure

• moist ocean air

• tropical winds

1. Use the flow chart to plot the stages of a cyclone’s development and demise.

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Tropical wave

Death of cyclone

Tropical disturbance

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Tropical depression

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Cyclone

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THINKING MORE ABOUT THINKING How did you plan your research for this topic?

How did you record your notes from each resource?

How could you improve or develop your information?

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Teachers notes

UNDERSTANDING The skill of understanding involves explaining what has been learnt in a different way to show the level of comprehension.

INDICATORS • Demonstrates how to locate specific information from resources.

• Explains some key features of an environmental group.

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ANSWERS Teacher check

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TEACHER INFORMATION • Students will need access to the Internet or other suitable resources to complete this activity. The websites for the groups given are: WWF (former World Wide Fund) : www.wwf.org Greenpeace : www.greenpeace.org/international

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Write a report on an environmental group or association in your local area.

• Identify similarities between different environmental groups.

• Explain how you could care for places in your local area.

• Describe an endangered animal or plant. Explain how it could be helped.

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CURRICULUM LINKS SOSE ENS3.5, ENS3.6 SOGE0403 PS4.3 2.6 TCC4.3

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Environmental groups work to care for environments and thus to prevent animals and plants from becoming endangered or extinct.

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Task You will use resources to write a profile of an environmental group.

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Environmental profile

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Research to profile one of the international environmental groups below. Use the group’s official website or other resources.

1. Choose one of the groups below.

6. Describe one of the group’s greatest achievements.

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WWF ....................................................................

Greenpeace .......................................................

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2. Find the group’s mission statement. List keywords from it.

7. Explain how people can help this group.

3. Draw the group’s logo. Explain its meaning.

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4. List some of the countries in which this group works.

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8. Give your opinion of the group.

5. Give details of one of the group’s current projects.

THINKING MORE ABOUT THINKING What were some of the ways in which you located information in the resource(s) you used? How did you go about writing ideas in your own words?

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Teachers notes

UNDERSTANDING The skill of understanding involves explaining what has been learnt in a different way to show the level of comprehension.

INDICATORS • Reads information about stereotypes.

• Completes illustrations about stereotypes.

• Compares and discusses illustrations with other students.

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ANSWERS Illustrations will vary, but students should include different ages, genders and appearances for all their illustrations, except the grandmother. Students may choose to include mentally disabled people in their illustration, as well as elite athletes with a disability.

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TEACHER INFORMATION • Stereotypes depend on conventional ideas about groups of people, including their attitudes, interests, characteristics, traits, mannerisms or physical appearance. It is common to base initial judgments about people on stereotypes.

• Students should be aware that as far as jobs are concerned, gender does not usually play a part.

• Students’ understanding of stereotypes will be greatly influenced by their own personal experiences. For example, one student may have a grandmother who is sick, disabled or mentally incapacitated, while another student may have an active grandparent who works, is physically fit and ‘young-at-heart’.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Identify stereotypes in prerecorded television shows and advertisements.

• Write narratives in which the complication is caused by stereotyping.

• Perform short role-plays with students, depicting typical and atypical stereotypes.

• Write character descriptions which follow a typical stereotype.

• Collate and sort illustrations of people cut from magazines into groups and discuss the appropriateness of each being in the group.

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CURRICULUM LINKS: PE/Health and Values GDS 3.9, IRS 3.11 HPSR0402 KU 4, SMS 4 4.3, 4.4 PHIC 4.1, EP 4.1

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Task You will show understanding of stereotyping.

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A stereotype can be described as a very simple—and often incorrect—picture that people have of a particular type of person. In our communities, people are often stereotyped according to their jobs, gender, disabilities, age, religion, race, culture or where they live.

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a grandmother

a disabled person

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2. In each of the circles, draw pictures to show your understanding of a ‘typical’ person who fits this stereotype.

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a flight attendant

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a kindergarten teacher

an elite sportsperson

a minister of religion

3. Compare your answers with other class members, discuss reasons for differences and, if possible, give personal examples.

THINKING MORE ABOUT THINKING How different were your descriptions from those of other class members? What effect does the opinions of others have on how you think of different groups? How much have the media influenced you?

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Teachers notes

UNDERSTANDING The skill of understanding involves explaining what has been learnt in a different way to show the level of comprehension.

INDICATORS • Researches a current environmental issue.

• Writes and directs a story related to the issue.

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C.Pu bl i cat i ons ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL •u User ap mindo map toe record allo people, places and things •f orr evi ew p s s n l y • affected by an environmental event. State their role in

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the situation and give a brief account of how they have been affected. Use your notes to present a narrated, mime performance of this event.

• Present the elements of an environmental event on a large, annotated, painted poster.

• Present the elements of an environmental event in a narrated, musical performance, using different percussion instruments for each role in the event.

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ANSWERS Teacher check

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TEACHER INFORMATION • Discuss a number of recent, global environmental issues which students could use for this activity. In turn, list any people, animals, plants and environments that are affected by the situation. Discuss and record how each is affected.

• In groups, students take the part of the people, animals, plants or environments and plan a story of how their existence is affected. Facts from the actual event/issue must be used in the story. To show an understanding of a situation from all perspectives, if the issue has been brought about by people, the perpetrators should also be considered as a focus for the story.

• As they write their scripts/narrations, students should consider how well their stories will help the audience understand the environmental issue.

• Once the script/narration has been written, students can complete their plan for the performance of their story. This can be dance, drama, mime, music or any combination of these.

• Students give their performances to an audience, first giving a brief account of the event/issue through which the story has been woven.

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CURRICULUM LINKS: The Arts: performance DRAS 3.2 ARDR 0401 AI4, ASP3 3.1, 4.1 DR4.2

www.ricgroup.com.au • R.I.C. Publications®

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Task You will research the details behind a current environmental issue and write and direct the performance of a story woven around the facts.

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Weave a story

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The director of a performance decides how to interpret and transform a script from print to film or stage. The sensory stimulation we experience during a performance helps us to understand the story.

1. (a) Choose and research an environmental issue. (b) On a separate sheet of paper: (i) plan a story woven around the facts, and (ii) write a playscript or a narration for that story.

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2. Plan how you will perform your story below.

Title of story

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Environmental issue

Setting

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Scenes Music

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Characters and individual performance skills (dance, drama, mime etc.)

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Background props 3. Rehearse and present your performance.

THINKING MORE ABOUT THINKING How did working in a group help the success of this task?

How did you determine the personality of each character?

How could performances like this educate people about environmental issues?

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Thinking challenges 2 Topic focus

Willow pattern story

Remembering

• Tell the story of The Willow legend to younger children.

• Locate China on a map. Draw a map of China and its neighbouring countries. Label major physical, natural and built features.

Understanding

• Draw a picture to depict each scene in the story of The Willow.

• Present a character profile of the four characters in the story.

Applying

• Write a playscript of The Willow story and direct its performance with percussion music accompaniment.

• Write a poem about the plight of Knoon-se and Chang.

Analysing

• Examine each feature in the Willow pattern. How does each piece fit into the story?

• Draw a time line to illustrate the chronology of Chinese dynasties.

Topic focus

Popular children’s literature

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Creating

• Design a plate pattern based on a well-known international folktale.

• Write a poem about the story, using the features of your plate design as the focus for each line.

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• Make a list of: (i) popular titles, (ii) popular authors.

• Devise a questionnaire to determine: (i) why these titles are popular, (ii) why these authors are popular.

• Using Year 6 and Year 7 students as subjects, research and conduct a survey to compile a list of: (i) the top ten titles, (ii) the top ten authors.

• For each author: (i) categorise the genre of books he/she writes, (ii) compile a book list with dates of first publication, (iii) write a brief report on the author.

• Research to determine the most popular genre for boys and for girls. Record the outcome of your research.

Applying

Analysing

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Evaluating

• Research the era in Chinese history from which The Willow story supposedly comes. How does the story match the cultural climate of the time?

• Research garden designs of Ancient China. Is the Willow pattern an authentic design?

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Evaluating

• Compare the similarities and differences between the styles of the authors.

Creating

• Create a new superhero. Describe his/her superhero talents and how they were obtained.

Give a description of his/her appearance and tell how his/her super talents are hidden from the world.

THINKING SKILLS

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APPLYING

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Name:

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Odysseus – Return to Ithaca ..................................................................Pages 36–37 Mental calculations ................................................................................Pages 38–39 Fungus fun ................................................................................................Pages 40–41 Death of the planet ..................................................................................Pages 42–43 What a problem! ......................................................................................Pages 44–45 Mythological monster mask ..................................................................Pages 46–47

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APPLYING: STUDENT SELF-EVALUATION Use the sections below to record thoughts or information about the worksheets or answers to the metacognitive questions on each student page.

Name Pages 36–37

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Pages 40–41

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Mental calculations

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Pages 38–39

Odysseus – Return to Ithaca

Fungus fun

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Pages 44–45

What a problem!

Pages 46–47

Mythological monster mask

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Teacher introduction

APPLYING Title

36–37

Odysseus – Return to Ithaca

English

38–39

Mental calculations

Mathematics

40–41

Fungus fun

Science

Key learning areas

Thinking activity • Tracks journey and events of consecutive adventures on a map.

• Writes key points of each adventure.

• Uses various mental strategies to solve number problems involving addition and subtraction.

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42–43

Death of the planet

44–45

What a problem!

46–47

Mythological monster mask

• Follows an experiment procedure.

• Answers questions to explain an experiment.

• Prepares answers to key questions from an environmental perspective.

Society and Environment • Convincingly presents answers to an audience.

PE/Health and Values

The Arts

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• Applies values to devise possible solutions to moral dilemma scenarios.

• Researches a mythological creature.

• Plans and evaluates the creation of a mask of a mythological creature.

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C.Publ i cat i ons DEFINITION: • f or r evai ewabilityptou polearnt se so l y •situation.

The skill of applying demonstrates student’s user previously material in n a new or familiar

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It aims to find out whether a student is able to explain ideas or concepts. Students are able to apply information if they can select, transfer or use data and principles to complete or solve a problem or task with minimal help from the teacher.

SOME APPROPRIATE VERBS AND PHRASES: implement, carry out, use, ask questions, predict outcomes, define the problem, plan a research, improve ideas, anticipate the consequences, test conclusions, demonstrate, generalise, illustrate, interpret, relate, compute, solve, apply, construct, execute, show etc.

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SOME APPROPRIATE GRAPHIC ORGANISERS: Flow chart, T-chart, Compare or contrast chart, Compare and contrast chart, Venn diagram, Spider map, Fishbone, Cloud/Cluster, Tree, Flow chart etc.

SOME SUITABLE QUESTIONS: Can you give another example of … ?, Could this have happened when … ?, Which things would you change if … ?, Can you make up a set of questions from the information given?, How would you explain … ?, Does everyone act in the same way … ? etc.

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Teachers notes

APPLYING The skill of applying demonstrates a student’s ability to use previously learnt material in a new or familiar situation.

INDICATORS • Tracks journey and events of two consecutive adventures on a map.

• Writes key points of each adventure.

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ANSWERS Teacher check

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TEACHER INFORMATION • Introduce and discuss Homer’s books, the Iliad and the Odyssey. Simplified versions are available for students. On a world map, show the area around modern Italy, Greece and Turkey where the stories are set. Discuss that while many stories of ancient times are supposedly based on fact, it has been difficult for historians and archaeologists to prove conclusively that key places and characters actually existed. This adds to the romance and mystery!

• If students are familiar with the adventures of Odysseus, let them choose which stories to work on. If they are not, select for them. Allow students to work in groups, preferably with different stories for each group, so that all are covered.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • When all stories have been mapped, transfer all routes and synopses to a display-size map.

• Create a time line showing how Odysseus’s adventures were spread over the 20 years.

• Choose a story to dramatise and perform for a younger audience.

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English: writing WS 3.9 ENWR 0402 W4.1 3.11, 4.11 Refer to curriculum documents on http://www.qsa.qld.edu.au

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Odysseus – return to Ithaca • T H A

Homer’s Odyssey tells the mythical adventures of Greek warrior, Odysseus, king of Ithaca, as he returns to Greece after the Trojan War, a journey which took 20 years.

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Task You will map part of Odysseus’s route home to Ithaca.

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Land of the Laestrygones

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1, Choose one adventure from an adaptation of Homer’s Odyssey. (a) Use the map below to show the route taken during the adventure. (b) Make notes to indicate the main events in the adventure.

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land of the lotus eaters

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land of the sun

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Island of to pillars of the winds heracles land of the cyclopes charybdis

land of the phaeacians

Sparta

island of calypso

Kythera

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Adventure:

THINKING MORE ABOUT THINKING What criteria did you use for choosing the adventure?

How did you overcome any difficulties with place names and locations?

How could this activity be extended to develop a better understanding of Homer’s Odyssey?

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Teachers notes

APPLYING The skill of applying demonstrates a student’s ability to use previously learnt material in a new or familiar situation.

INDICATORS • Uses various mental strategies to solve number problems involving addition and subtraction.

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TEACHER INFORMATION • Before the students commence the worksheet, explain that they may use various mental adding and subtracting strategies for solving the problems and can write any working required in the boxes provided.

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Use calculators to solve number problems. Explain how you did each.

• Use number expanders (e.g. 40 x 70) to support times table facts.

• Make illustrated charts aimed at younger children that explain some strategies for mentally adding and subtracting numbers.

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ANSWERS 1. (a) 70 (b) 50 (c) 80 (d) 50 (e) 20 (f) 60 (g) 310 marbles (h) Sarah is older – she is MORE THAN 3600 days old.

(360 x 10) 2. (a) 50 (b) 20 (c) 20 (d) 1.60 (e) 120 (f) 440 (g) 80 (h) 9.80 (i) 120 (j) no (k) He will need about 1700; 3

CURRICULUM LINKS: Mathematics NS3.2 MANUC404, MANUM402 N8.4, WM3.4 3.8 N4.2

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Task You will solve number problems using mental calculation.

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Mental calculations

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1. Estimate the answers by rounding the numbers mentally to the nearest even 10. Use the boxes for any calculations you find difficult to do mentally. (a) 23 + 48 =

(estimate)

(b) 97 – 52 =

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(c) 19 + 62 =

(estimate)

(d) 85 – 27 =

(estimate)

(e) 123 – 98 =

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(f) 38 + 24 =

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(g) James knew that he had 186 marbles and that his sister had 112 marbles. He told his friends that they had about 200 marbles at home.

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What would your estimate be?

No

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(h) Sarah met an alien on her way to school one day.

He told Sarah he was 3050 days old. Sarah was 11. Estimate if Sarah is older or younger than the alien.

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Was his estimate close?

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C.Publ i cat i ons 2. Estimate the answers to these addition and subtraction problems by rounding to the nearest even 10.

•f orr evi ew pur pose sonl y• (b) 43 – 16 = (c) 61 + 37 = (a) 27 + 19 = (e) 83 + 36 =

(f) 307 + 145 =

(g) 115 – 43 =

(h) 2.15 + 7.64 =

(i) 48 + 72 =

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(j) Nicola earns $8.00 for cleaning her brother’s car.

She spends $1.70 on a magazine. Does she have enough money left to rent two $3.50 DVDs? Yes

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(k) Jack is making cakes and needs 229 g of cocoa, but there is only 58 g left in the packet he has. Jack goes to the supermarket and finds packets of cocoa that weigh 75 g. How much more cocoa does Jack need and how many packets will he need to buy? grams

packets THINKING MORE ABOUT THINKING

What were some of the strategies you used to solve the problems? Did you find the ‘working boxes’ helpful? Can you ‘see’ numbers in your head when solving problems like these?

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Teachers notes

APPLYING The skill of applying demonstrates a student’s ability to use previously learnt material in a new or familiar situation.

INDICATORS • Follows an experiment procedure.

• Answers questions to explain an experiment.

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ANSWERS 1. Teacher check 2. (a) Yeast is not active when it is cold or dry. Warm water starts yeast ‘moving’. (b) Yeast must be dissolved to become active. Warmth and moisture together give the optimum condition to make yeast active. (c) Yeast is a microscopic organism so its actions are not visible to the human eye. (d) The extra warmth from the sun will encourage the yeast to be as active as possible. (e) As the yeast absorbs the sugar, it produces carbon dioxide gas, which begins to fill the balloon.

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TEACHER INFORMATION • Yeast is a living organism (a single-celled fungus) used in the production of bread and beer. Yeast, in the company of sugar, produces carbon dioxide and alcohol. This process is called fermentation.

• When the yeast is dry or cold, it is not active or alive. (The micro-organisms are resting.) As the yeast dissolves in the water, it becomes active, but because yeast is a microscopic fungus organism, this action will not be visible. Yeast needs energy in the form of some sort of food to become active — in this case, sugar. As the yeast absorbs the sugar, it creates a gas (carbon dioxide) which begins to fill the balloon and the balloon inflates.

• Yeast smells like fresh bread or beer. The yeast solution may be safely disposed of down the sink. The balloon should be removed carefully from the neck of the bottle.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Use your knowledge of the movement of the Earth around the sun to explain how different seasons occur.

• Draw diagrams to demonstrate your understanding of how pollution can lead to greenhouse gases rising and causing global warming.

• Use an experiment involving coloured water to show how plants take in nutrients.

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CURRICULUM LINKS: Science PPS3.4, INVS3.7 SCBS0402, SCPS0401 I 4.1, EC 4, LL 4, NPM 4 4.3, 4.4, 4.5, 4.7, 4.8 EC 4.1, EC 4.2, NPM 4.2

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Task You will apply your knowledge of procedures to carry out and explain an experiment.

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Fungus fun

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1. Read the experiment and tick each step as it is completed.

Goal: To inflate a balloon using yeast Materials: • a packet of yeast • 1 teaspoon of sugar • a small, clean, clear plastic drink bottle

• a small balloon • some warm water

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(Collect the materials.) .................................................................................................

Steps:

1. Pour approximately 3 cm of warm water into the bottle. ....................................

2. Add the yeast and swirl the water gently for a few minutes. .............................

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3. Add the sugar and swirl the mixture again..........................................................

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4. Put the neck of the balloon over the top of the bottle. .........................................

5. Allow the bottle to sit in a warm place for some time. ........................................

Test:

The balloon will begin to inflate. ................................................................................

2. Answer the questions using your background knowledge. (a) Why does the water need to be warm?

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(c) Why can’t you see the yeast working?

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C.Publ i cat i ons •f o rneed r e ew po se sonl y• (b) Why does the yeast tov bei mixed well p withu ther water in the bottle?

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(d) Why does the bottle need to be placed in a warm spot?

(e) Why does the balloon inflate?

THINKING MORE ABOUT THINKING Were you able to follow the procedure easily? Could you see what was gong to happen when you started the experiment? Did you understand fully why the balloon was able to inflate? Did you understand enough about how yeast works to predict what would happen?

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Teachers notes

APPLYING The skill of applying demonstrates a student’s ability to use previously learnt material in a new or familiar situation.

INDICATORS • Prepares answers to key questions from an environmentalist perspective.

• Convincingly presents answers to an audience.

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TEACHER INFORMATION • Discuss the global problems as a result of clearing forests and increased gas emissions from factories and motor vehicles.

• If possible, show some short recordings of politicians being interviewed. Do they answer the questions? Do they stray from the point? Do they use the air time just to voice their own opinions?

• Working in groups, students research the topic before preparing answers to the questions.

• Students practise their interviewer/interviewee techniques before presenting to the rest of the class.

ANSWERS

Teacher check

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL

• Repeat the activity but with answers given by an industrialist who believes there are still enough forests in the world and that plenty of new trees are being planted to make up for those being felled. You may have to alter some of the questions.

• Write two letters to the newspaper about the interview with the environment minister: the first from an environmentalist, supporting his/her response; the second from an industrial engineer, accusing the minister of frightening the public.

• Conduct a debate on the statement: ‘There should be a ban on forest clearing for the a minimum of ten years’.

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CURRICULUM LINKS: SOSE ENS3.5 SOGE 0403 PS4.3 3.5, 4.5 PS 4.5

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Task You will use your knowledge of the problem to answer television interview questions as an environmentally friendly Minister for the Environment.

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Death of the planet

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It has been said that the world’s forests are the lungs of the planet, breathing in carbon dioxide and breathing out oxygen. All over the planet, vast regions of forest are being felled at an enormous rate, in the interests of industrial and economic development.

As the forests continue to be destroyed, the twin problems of increased carbon dioxide and reduced oxygen production are threatening the future of our planet.

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1. Prepare answers in note form, to be given by the politician.

Politician

Why are rainforests important?

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Journalist

Why are forests being cleared?

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What problems are caused by the loss of the forests?

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Why do we need to stop the destruction of the forests?

How can the problem be solved?

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What additional factors contribute to these problems?

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2. Select a partner to be the current affairs journalist and conduct the interview.

THINKING MORE ABOUT THINKING What is the most productive way to research the many aspects of such a topic?

How can you clarify areas of the topic about which you are unsure?

How has this activity helped you understood more about this topic?

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Teachers notes

APPLYING The skill of applying demonstrates a student’s ability to use previously learnt material in a new or familiar situation.

INDICATOR • Applies values to devise possible solutions to moral dilemma scenarios.

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ANSWERS Teacher check

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TEACHER INFORMATION • Before the students commence the worksheet, discuss useful problem-solving steps such as: define the problem; brainstorm possible solutions; evaluate the ideas; decide on a solution. These could be written on the board for student reference.

• During the class discussion, encourage the students to detail the process they used to come up with their solutions and the values they applied.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Use problem-solving steps to work through bullying scenarios.

• Give the students a list of values (e.g. ‘always do your best’, ‘respect others’ property’ etc.). Ask them to select which they feel are the most important and give an example of how they have demonstrated these values in their lives.

• Discuss the steps involved in conflict resolution. Ask the students to try using the steps next time they are in conflict with others.

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CURRICULUM LINKS Health PSS3.5 HPSR0401, HPSR0403 SMS4 3.3, 3.5 EPD4.4

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Task You will work with a partner to devise solutions to real-life problems.

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1. Find a partner to work with. Read and discuss each of the scenarios below. Write the best solution to each problem.

You are hurrying to school one day when you see a younger child from your school trip over and fall in a puddle. She and her schoolbag are soaked. She starts crying. There is no-one else around, but if you stop to help the child you will be late for school. You don’t want to be late today because your class is going on an exciting excursion. Your teacher has already warned your class that the bus driver won’t wait for anyone who is late. You will have to stay at school.

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What do you do?

Your family is planning a skiing holiday. You are very excited and are even more so when your parents say you may take one friend with you. You have two best friends. One friend can not ski and comes from a poorer family than the other. You know that this person’s family wouldn’t be able to afford to go on such a wonderful holiday. However, you would prefer to take the other friend because this person is a good skier, like you. You don’t want to upset either friend.

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You have a special birthday coming up. It is traditional in your culture to celebrate this birthday with a party. This includes a ceremony, special food, music, storytelling and dancing. Your parents want you to invite all of your friends. However, you are sure your friends, who don’t share your background, will think the party is weird. Your culture is important to you and you don’t want to hurt your parents’ feelings—but you don’t want to be embarrassed in front of your friends.

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2. Share your solutions with the class and discuss.

THINKING MORE ABOUT THINKING How did you and your partner decide on a solution for each problem? Did you use your own experiences to help you decide? Were you able to imagine yourself in each person’s situation?

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Teachers notes

APPLYING The skill of applying demonstrates a student’s ability to use previously learnt material in a new or familiar situation.

INDICATORS • Researches a mythological creature.

• Plans and evaluates the creation of a mask of a mythological creature.

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ANSWERS Teacher check

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TEACHER INFORMATION • Enlarge the worksheet to enable adequate space for completing information and sketches if necessary.

• Student research notes should include a detailed description to aid the creation of the mask. The steps for creating the mask should include a variety of art skills and techniques. Some discussion of the effects of various art skills and techniques (such as building up layers and different painting skills and media) before students start may stimulate creativity and variety.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Write a poem about a myth or legend and add a selection of percussion pieces to sections of the poem to create suspense or provide sound effects.

• Use dance or movement to depict a variety of mythological creatures for other students to view and name.

• In small groups, create a short play to tell a legend or myth. Include staging, costumes etc.

• Use researched descriptions of mythological creatures to sketch detailed portraits in charcoal, crayon or ink over pencil.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• CURRICULUM LINKS: The Arts VAS3.1, VAS3.2 ARAR0401, ARAR0402 AI4, ASP4 4.1, 4.2, 4.4 VA 4.1, VA 4.2

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Task You will apply research and art skills and techniques to the creation of a 3-D mask of a mythological creature.

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Mythological monster mask

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1. From the list, select a mythological creature for the subject of your mask.

Chimera Cerberus Cyclops Griffin Anubis Siren Harpy Sphinx Pegasus Hydra 2. Use this format to plan a mask for a mythological creature.

Subject of mask:

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Research notes

Preliminary sketch

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Research source(s):

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Labelled sketch of end product

Evaluation

3. Construct your mask and evaluate the end product in the space provided in the format.

THINKING MORE ABOUT THINKING Did you follow specific steps to research your subject? What criteria did you use to choose the subject for your mask? Did you find relevant art skills and techniques to create an interesting mask? Why did you select the particular skills and techniques to create your mask?

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Thinking challenges 3 Topic focus Remembering

Wonders of the world • Research and write a list of at least 10 ‘wonders’ of the world.

• Select two very different ‘world wonders’ (such as the Sphinx in Egypt and the Grand Canyon in the USA) as the subjects for a debate titled, ‘The only true Understanding wonders of the world are those which have been created by nature’. Write bullet points ‘for’ and ‘against’ the argument.

• Review your list of 10 wonders of the world. Compile a list of possible built or natural structures in your country or local area which may be included on a ‘Wonders of the world’ list. Give reasons for including each on the list.

Applying

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Evaluating

• Use the information about the appearance of each wonder from the ‘remembering’ activity to sketch a collage of ‘Wonders of the world’. Alternatively, use illustrations or diagrams from the Internet. (Note: Be aware of copyright considerations.)

Creating

Powerful people © R. I .

C.P ubl i c at i ons • Research and describe in detail a person you feel has had a great impact on one • f or r ev i ew ur p os es onal y•a area of human existence — ap scientist, a human rights activist, surgeon,

Topic focus

Applying

Analysing

Evaluating Creating

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researcher, a writer or poet, an artist, a reporter or current affairs writer, a politician or a person in your local area who has had a positive influence on the lives of others.

• Give an oral report stating why this person has been a positive influence on others or the world.

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Understanding

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• Write a list of 10 built wonders of the world in a table, including information under the following headings: location, builder/creater/designer, appearance, cost, time taken to build, reason for building/creating and interesting facts.

• Compile a list of at least four ‘Wonders of the world’ stating good and bad points of each, such as the cost of human life while building, the destruction of fragile environments, remarkable engineering feat etc.

Analysing

Remembering

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. tereasons why this person was able to achieve ‘great things’.oHighlight • Outline c aspects such as his/her background, momentous events which may have influenced . c ewhich had to be his/her opinion, thinking or beliefs, the struggle or hardships h r e o t r objectives etc. overcome to achieve the person’s s s up er

• Use the information from the ‘remembering’ section to write a biography of your chosen person.

• Consider some goals of your own which you would like to achieve. Compare these to the ‘Powerful person’ chosen. Using the thought ‘If ... (chosen person) can change the world, surely I can achieve my goals’, write action plans to achieve your goals.

• Create clues for the profiles of other ‘Powerful people’ for other class members to research.

THINKING SKILLS

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Name:

ANALYSING

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Class captain ............................................................................................Pages 52–53 Quadrilaterals ..........................................................................................Pages 54–55 Solve the mystery … ..............................................................................Pages 56–57 Birthday traditions ..................................................................................Pages 58–59 Sports breakdown ...................................................................................Pages 60–61 Character role-play .................................................................................Pages 62–63

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ANALYSING: STUDENT SELF-EVALUATION Use the sections below to record thoughts or information about the worksheets or answers to the metacognitive questions on each student page.

Name Pages 52–53

Solve the mystery …

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Pages 56–57

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Quadrilaterals

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Pages 54–55

Class captain

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Birthday traditions

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Sports breakdown

Pages 62–63

Character role-play

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Teacher introduction

ANALYSING Title

Key learning areas

52–53

Class captain

English

• Answers questions about the features of an exposition.

54–55

Quadrilaterals

Mathematics

• Names quadrilateral shapes.

• Records characteristics of shapes in a chart.

56–57

Solve the mystery ...

Science

• Analyses the results of mixing vinegar with mystery powders.

Thinking activity

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Birthday traditions

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Sports breakdown

• Uses Internet or library resources to complete information about the tradition of celebrating birthdays.

Society and Environment • Completes information about his/her own birthday.

• Follows clues to complete tree diagram.

PE/Health and Values • Compares similarities and differences among some formal sports.

• Dramatises a scene from a novel.

The Arts • Analyses a character from a novel to create a roleplay.

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Character role-play

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The skill of analysing involves exploring the assumptions, ideas or structure inherent in a text or other piece of information. This is done by breaking the information into sections or elements—often visually, through a graphic organiser. Analysing can also help students compare the features of two or more texts.

SOME APPROPRIATE VERBS: compare, attribute, organise, deconstruct, form opinions, make decisions, interpret, infer, deduce, give reasons, analyse, categorise, contrast, separate, calculate, determine, develop, distinguish, estimate, predict, relate, solve, classify etc.

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SOME APPROPRIATE GRAPHIC ORGANISERS: Decision-making Matrix, Disadvantages/Improvements T-chart, Fact/Opinion T-chart, KWL chart, Mind map, PMI, Y chart, 5W chart, Venn diagrams, Compare or contrast chart, Compare and contrast chart, Categories tree, Categories pyramid, Chain of events etc.

SOME SUITABLE QUESTIONS: What are the differences?, Which events could not have happened?, How is this similar to?, What was the idea of … ?, Why did … changes occur?, What was the problem with … ? What might have been the ending if … ?, What other possible solutions do you see?, Can you explain what must have happened when … ?, What was the turning point? etc.

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Teachers notes

ANALYSING The skill of analysing involves exploring the assumptions, ideas or structure inherent in a text or other piece of information. This is done by breaking the information into sections or elements—often visually, using a graphic organiser. Analysing can also help students compare the features of two or more texts.

INDICATOR • Answers questions about the features of an exposition.

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TEACHER INFORMATION • Enlarge and photocopy the exposition below for each student.

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Class members of 6A, I think that I would make an excellent candidate for class captain and that you should vote for me for a number of reasons.

The first reason for voting for me is that I am an active member of the school community. I am a member of the school choir which has represented the school when singing at the Senior Citizens’ Club during Seniors’ Week and at the combined Schools’ Eisteddfod and community events such as Carols in the Park. I have been a student ‘librarian’ for two years and sports monitor this year.

The second reason is that I have been a member of this school all of my school life. I started school when Mr Brown was the principal and Mrs George was the kindergarten teacher. I saw the new playground equipment being put in and the sun shelter installed to cover the sandpit and climbing equipment area. I watched the rose gardens being built when Mrs Stokes retired and the new computer lending system installed in the library. I know all the teaching and ancillary staff at the school and I am very familiar with the school environment.

Another reason is that I am very interested in community activities as well. I worked with other community groups to pick up rubbish from around the lake near my house on Clean Up Day. I also planted trees along the reclaimed open space near the river for Tree Day. The final reason is that I am a ‘well-rounded’ person. I enjoy playing sport at school and on the weekends I play cricket in summer and soccer in winter. I enjoy listening to music, watching television and DVDs and reading comic books. My favourite computer game is ‘Robotic Wars’. There are five people in my family and I am the oldest child with two younger sisters.

So, to conclude, you should vote for me for class captain because I am very involved in school activities, I know the school and staff well, I am involved in community activities and I am a responsible, well-rounded person.

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Please vote for me!

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ANSWERS: 1. Teacher check 2. (a) The issue is the election of the class captain. (b) He wants the students to vote for him.

3. (a) active school community member, long-time school member, active in the community, ‘wellrounded’ person (b) Teacher check (c) Teacher check 4. Teacher check

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Analyse other writing formats for particular features.

• Students analyse the best and worst features of their own writing.

NSW Vic. WA SA Qld

CURRICULUM LINKS: English RS3.5, RS3.6, RS3.8 ENRE0401, ENRE0402, ENRE0403 R 4.1, R 4.2, R 4.3 3.3, 3.7, 3.11 Refer to www.qsa.qld.edu.au www.ricgroup.com.au • R.I.C. Publications®

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Task You will analyse an exposition in the form of a speech.

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Answer the questions about the features of this exposition.

1. (a) Is the title of the exposition appropriate? (b) Write an alternative title which would still suit this exposition.

2. Introduction

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(b) What does he want the students to do?

3. (a) Write bullet points to show the main arguments presented.

• •

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(a) What issue is the speaker addressing?

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C.Publ i cat i ons • f orr evi ew pur posesonl y• (b) Did the speaker: • •

(i) present his arguments in logical order?.............................................................................

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(ii) start with the strongest argument? ................................................................................... (iii) use supporting details to support each argument? ...........................................................

(c) Would you vote for this speaker? ..............................................................................................

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4. The conclusion should restate the writer’s position.

(a) Did the writer achieve this aim?.................................................................................................

Explain how.

THINKING MORE ABOUT THINKING Were you familiar with the format and features of an exposition before completing the analysis? Did you know that expositions could take the form of a speech? Did analysing this exposition offer any insights for writing other expositions of your own?

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Teachers notes

ANALYSING The skill of analysing involves exploring the assumptions, ideas or structure inherent in a text or other piece of information. This is done by breaking the information into sections or elements—often visually, using a graphic organiser. Analysing can also help students compare the features of two or more texts.

INDICATORS • Names quadrilateral shapes.

• Records characteristics of shapes in a chart.

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Teac he r square

(b) kite (d) parallelogram (f) trapezium

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C.Publ i cat i ons •f orr evi ew pur pos eson l y• CURRICULUM LINKS: Two Four Two sets sets of congruent of parallel congruent sides lines sides

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Two parallel sides

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Investigate which shapes tessellate. Design an artistic display with more than one tessellated shape.

• Make nets for solid shapes with quadrilateral faces.

• Write ‘Who am I?’ descriptive clues for each shape.

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TEACHER INFORMATION • Revise the meaning of the terms ‘congruent’ and ‘parallel’. Look at the six different shapes and collectively name each.

• Explain how the graphic organiser clearly shows features that shapes have in common with one another. Which shapes have the least in common with the rest? Students complete the chart independently.

• Students use the information displayed on the chart to write a paragraph describing the features of quadrilaterals.

Encourage them to compare similarities and differences between the shapes.

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Task You are going to explore the similarities and differences among six quadrilaterals.

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Quadrilaterals

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All quadrilaterals have two properties in common.

• They all have four sides.

• Their interior angles always add up to 360°.

(a)

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(b)

(c)

(d)

(e)

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Beyond this, there are many other similarities and differences.

1. Name each quadrilateral. Copy the correct spelling of the words from 2 (a).

(f)

2. (a) Complete the chart to identify similarities and differences between the quadrilaterals.

Four congruent sides

Two sets of congruent sides

Two sets of parallel lines

Two parallel sides

Four congruent angles

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Two sets of congruent angles

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(b) Write a paragraph to describe the features of quadrilaterals.

THINKING MORE ABOUT THINKING How did you revise information about quadrilaterals before completing this activity?

What practical activities did you do to check your answers?

What strategies will you use to remember this information?

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Teachers notes

ANALYSING The skill of analysing involves exploring the assumptions, ideas or structure inherent in a text or other piece of information. This is done by breaking the information into sections or elements—often visually, using a graphic organiser. Analysing can also help students compare the features of two or more texts.

INDICATORS • Analyses the results of mixing vinegar with mystery powders.

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TEACHER INFORMATION • Materials required for this activity are the four mystery powders (see below for suggestions), vinegar, jars and eyedroppers.

• Have the students work in small groups. Tell them they are going to investigate four mystery powders—bicarbonate of soda, icing sugar, flour and talcum powder (or others of your choice; e.g. baking powder, cornflour, custard powder).

The names of the powders can be written on the board for the students to refer to at the end of the activity. Give each group four jars labelled A to D. Each should contain a small amount of a different powder. The students should then add several drops of vinegar (and use the same amount for each powder) to the first jar. Each group can then record its observations of any physical or chemical changes; e.g. ‘fizzes’, ‘dissolves’, ‘no change’. This procedure is repeated for the remaining three jars. After the students have recorded their observations, they can analyse their results to help them to decide which powder is in which jar. A class discussion could follow after all the students have completed their worksheets.

• All powders will change in some way when mixed with vinegar. An observable physical change may include, for example, appearance or disappearance of colour while still retaining the powders original form. An observable chemical change would be when a solid changes to a liquid or gas or vice versa. Some clues could be bubbling, smoke, a strong smell or a sizzling sound.

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Perform other experiments using mystery powders; e.g. heating, mixing with water.

• Compare the properties of two or more mystery powders, including their texture.

• After experimenting, categorise a number of mystery powders into different groups; e.g. ‘fizzes when mixed with vinegar’.

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CURRICULUM LINKS: Science INVS3.7 SCCSO401, SCCSO402 NPM3 3.7 3.3

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Task You will investigate what happens when vinegar is added to mystery powders.

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Solve the mystery …

A LY S I N

Some interesting things can happen when vinegar is added to different substances!

For each mystery powder, predict what you think might happen when you add vinegar. Add the vinegar and describe any changes you observe. Finally, carefully consider your results to help you write what you think each mystery powder might be.

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I think the mystery powder is …

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My prediction

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THINKING MORE ABOUT THINKING What helped you to decide which powder was which? Did you have to guess at some of the powders?

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Teachers notes

ANALYSING The skill of analysing involves exploring the assumptions, ideas or structure inherent in a text or other piece of information. This is done by breaking the information into sections or elements—often visually, using a graphic organiser. Analysing can also help students compare the features of two or more texts.

INDICATORS • Uses Internet or library resources to complete information about the tradition of celebrating birthdays.

• Completes information about his/her own birthday.

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TEACHER INFORMATION • The tradition of celebrating birthdays is believed to have started in Europe many years ago, although ancient pagan cultures are thought to have carried out similar traditions. It was felt that evil spirits were more dangerous to people when they experienced some sort of change in their daily lives, such as turning a year older. To protect the birthday person from harm, family and friends would give the birthday person good wishes, thoughts and gifts. At first, only people such as kings were thought important enough to celebrate birthdays, but gradually children were included. The first children’s birthday party is believed to have started in Germany and was called Kinderfeste. Some traditions which are said to impart good luck include birthday pinches, the wearing of birthday ‘crowns’ (hats), candles on a cake to wish on, birthday games, fun and general merriment.

• Many countries have similar customs, but in other countries, such as Japan, China, Africa and several Latin American countries, they vary greatly. Some countries, such as Saudi Arabia, and people of some religious beliefs do not celebrate birthdays at all.

• The following websites may prove useful for finding information: http://www.kidsparties.com/traditions.htm http://www.abcog.org/birthday.htm http://www.partyology.com/infobirthday.htm http://birthdayexpress.com/bexpress/planning/BirthdayCelebrations.asps

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Compare popular celebrations of two different cultures.

• Construct a classroom calendar detailing important celebrations observed throughout the year. Research the background of each celebration to find its origins.

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CURRICULUM LINKS SOSE CCS3.1, CUS3.2

ICP 4.1, C 4.1, C 4.2 3.2, 3.7 TCC 4.2, CI 4.1, CI 4.5

www.ricgroup.com.au • R.I.C. Publications®

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Task You will analyse the tradition of celebrating birthdays.

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Birthday traditions

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Most groups in society have a system of beliefs or traditions which influence the nature of their culture. This may include celebrating or recognising important days, such as a specific battle or end of a war, observing public holidays for important days, including religious celebrations, or simply recognising birthdays of family members.

1. Use Internet or library resources to research the information. (a) How, where and why did the tradition of celebrating birthdays begin?

(b) How do the following activities relate to birthdays? pulling noses

greasing noses

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2. Complete the information about your own birthday.

DOB: Birth flower: Favourite birthday tradition:

Star sign:

Birthstone:

THINKING MORE ABOUT THINKING What steps did you use to find your information? Were you able to find the information easily or did you need help for some parts? Were there ways of finding the information faster? Were you familiar with some of the information needed or was it new to you? Did you find the information interesting or strange?

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Teachers notes

ANALYSING The skill of analysing involves exploring the assumptions, ideas or structure inherent in a text or other piece of information. This is done by breaking the information into sections or elements—often visually, using a graphic organiser. Analysing can also help students compare the features of two or more texts.

INDICATORS • Follows clues to complete tree diagram.

• Compares similarities and differences among some formal sports.

Teac he r

TEACHER INFORMATION • Using a familiar example, revise the technique of completing a tree diagram.

• Students complete the worksheet independently or in pairs.

• Discuss the main differences among games that appear to be similar.

ANSWERS

kicking

invasion

AFL

throwing

AFL football rugby

football

no throwing

rugby

rugby

football

‘oval’ ball

AFL

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Choose one of the games and list all the skills required.

Plan two activities to practise each skill.

• Choose an invasion game and study how the teams are arranged to cover the territory. Write a brief explanation of the roles of the different positions.

• Choose a striking/net game and study how points are scored. Write a list of rules for scoring.

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C.Publ i cat i ons •f orr evi ew pur pos esonl y• CURRICULUM LINKS:

netball

football

basketball

rugby

no kicking

running with ball

no running with ball

basketball volleyball

with bat

tennis

with net

badminton cricket

volleyball

squash

tennis

basketball

netball basketball

volleyball tennis badminton without bat

netball

volleyball

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badminton cricket

striking/net

squash

without net

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team game

cricket

cricket squash

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shuttle

badminton

ball

tennis

tennis badminton

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P.E./Health and Values PSS 3.5, GSS 3.8 HPMP0401 SPA 4, SPA 4.2 3.1 4.2

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netball

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Task You will examine a number of games to determine the similarities and differences between them.

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Sports breakdown

A LY S I N

1. Starting in the box on the left where 10 sports are listed, follow the paths through the tree until there is only one sport in each box to the right.

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kicking

no throwing

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invasion

‘round’ ball

‘oval’ ball

AFL

running with ball

football rugby

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netball

volleyball

with bat

tennis

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squash

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badminton

ball

without bat

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striking/net

without net single/doubles

THINKING MORE ABOUT THINKING How would you simply describe the similarities and differences among the games?

Is it necessary to play these games to understand them? How would you teach the skills required for each game?

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Teachers notes

ANALYSING The skill of analysing involves exploring the assumptions, ideas or structure inherent in a text or other piece of information. This is done by breaking the information into sections or elements—often visually, using a graphic organiser. Analysing can also help students compare the features of two or more texts.

INDICATORS • Analyses a character from a novel to create a role-play.

• Dramatises a scene from a novel.

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ANSWERS Teacher check

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TEACHER INFORMATION • The students could choose a scene from a novel they and their partner have read or the teacher may like the students to use a novel that has been studied in class.

• This activity could take up a single lesson or the students could organise suitable props and costumes to use and perform their role-plays in a future lesson.

• Encourage the students to use their own dialogue in their role-plays—they do not need to use lines directly from the novel.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Read a scene from a play and have the students explain why a character acted in a particular way.

• Watch a scene from a television drama or televised play and discuss the choices made by the director; e.g. actors, use of space, costumes etc.

• Discuss some of the factors that need to be considered when making a movie version of a novel. The students could analyse a movie version of a novel they have read.

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Task You will plan and present a partner role-play based on a scene from a novel.

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Character role-play

A LY S I N

Find a partner. Choose a dramatic scene from a novel you have both read that involves two characters.

Plan a role-play of this scene by following the steps below.

1. Think carefully about how the characters feel during the scene. How do they use their voices, faces and bodies to show or hide these feelings? Complete the table for each character.

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Character 1 Feelings

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Use of voice

Character 2

Use of face

Use of body

2. Draw and label how you will use the stage space; e.g. where the characters will begin the scene, where you will place props and furniture.

3. (a) Explain how you want the audience to feel as they watch your scene.

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(b) List some of the things you will do to make them feel this way.

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4. Practise your role-play. When you are ready, perform it for the class.

THINKING MORE ABOUT THINKING Which features of the characters did you most enjoy imagining? What helped you to imagine the character? Which was the most challenging to recreate—the character’s facial expressions, voice or body?

Why do you think this was?

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Thinking challenges 4 Topic focus Remembering

Climate and weather • Write an alphabetical list of all the types of music you know.

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Topic focus

Careers

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• Choose a musician or band you particularly enjoy. Explain what you like about their music.

Understanding • Research to find out the meanings of five important musical signs or symbols. Draw and define them.

• Imagine you become a famous pop star overnight! Write what you think you would Applying like and dislike about your life.

• Research to find out the origins of a musical instrument. Write your information as a Analysing report. Include labelled diagrams.

• Write a critical review of a CD you own.

Evaluating • Imagine music is banned worldwide. Write what you think life would be like.

• Think of one of your favourite songs. Write the lyrics for a new verse to the song.

• Make a simple musical instrument using everyday materials you find in the Creating classroom. Give your instrument a name.

• Design the CD cover you would like if you were to release your own album.

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C.Publ i cat i ons Understanding • Interview adults to find out what they like or dislike about their jobs.

•f orr evi ew pur posesonl y• Applying

• List all the careers you have ever thought you would like to try.

• Research to find information about a career you would like to know more about.

Write details about the qualifications that are needed and where people in this career might be employed.

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Evaluating

Creating

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• Design a questionnaire that asks students in your class what their ‘dream’ career is.

Try out your questionnaire and show the results as a graph.

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• Think about your talents and what you really enjoy doing. Make a list of which careers you think you might be best suited to.

• ‘Earning lots of money is the most satisfying part of a career.’ Give your opinion of this statement.

• Write about a day in your life in the future, working in your ‘dream’ job.

• Study some employment advertisements then write an advertisement for a job you would like to apply for in the future.

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Name:

EVALUATING

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Mini-debate ..............................................................................................Pages 68–69 Recording solutions ................................................................................Pages 70–71 Design a zoo habitat ..............................................................................Pages 72–73 The Daintree and the Amazon ...............................................................Pages 74–75 Charlie’s lifestyle .....................................................................................Pages 76–77 Impressionism ..........................................................................................Pages 78–79

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EVALUATING: STUDENT SELF-EVALUATION Use the sections below to record thoughts or information about the worksheets or answers to the metacognitive questions on each student page.

Name Pages 68–69

Design a zoo habitat

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Pages 72–73

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Recording solutions

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Pages 70–71

Mini-debate

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Pages 76–77

Charlie’s lifestyle

Pages 78–79

Impressionism

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Teacher introduction

EVALUATING Pages 68–69

Title Mini-debate

Key learning areas English

• Plans and writes a debating speech.

• Presents a debating speech.

• Reads a problem and studies two formats for recording the solution.

• Answers questions about the formats for recording the solution.

• Researches the natural habitat and characteristics of a wild animal.

• Designs zoo enclosure for chosen animal.

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70–71

Recording solutions

Mathematics

72–73

Design a zoo habitat

Science

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Thinking activity

The Daintree and the • Gives considered opinions on an environmental Society and Environment Amazon issue.

76–77

Charlie’s lifestyle

78–79

Impressionism

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74–75

PE/Health and Values

• Reads a description of the lifestyle of a character.

• Evaluates the lifestyle of a character.

The Arts

• Researches the features of Impressionist art.

• Produces and evaluates a piece of Impressionist art.

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C.Publ i cat i ons DEFINITION: •f orr evi ew pur posesonl y•

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The skill of evaluating involves judging the merits of ideas according to a set of criteria, standards or values.

Evaluating may require students to reflect on or criticise information or justify a decision or course of action.

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SOME APPROPRIATE VERBS: assess, decide, measure, select, conclude, compare, summarise, judge, recommend, critique, justify, check, evaluate, choose, rate, revise, score, select, validate, value, test, argue, prioritise, recommend, verify etc.

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SOME APPROPRIATE GRAPHIC ORGANISERS: Advantages/Disadvantages T-chart, Decision-making matrix, PMI chart, Relevant/Irrelevant T-chart, Y-chart, Fact/Opinion T-chart, 5 Ws diagram, Continuum, Problem/Solution organiser etc.

SOME SUITABLE QUESTIONS: Is there a better solution to … ?, Do you think … is a good or bad thing?, What changes would you recommend to …?, How would you feel if … ?, How effective is … ?, What do you think about …?, Do you believe … ?, How would you have … ? etc.

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Teachers notes

Evaluating The skill of evaluating involves judging the merits of ideas according to a set of criteria, standards or values.

INDICATORS • Plans and writes a debating speech.

• Presents a debating speech.

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ANSWERS Teacher check

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TEACHER INFORMATION • A formal debate normally involves six speakers and a Chairperson, who states the topic for debate and introduces each speaker.

• Teachers could choose their own topics for debate if those suggested in Question 1 are not suitable for their class.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Have the students self-evaluate their speeches, considering voice, information and presentation.

• Compare your speech to someone else’s on the same topic. Which points do you like and dislike about each?

• Write who you think should be the winner of the debate you listened to. Give reasons, considering presentation and arguments.

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C.Publ i ca t i ons CURRICULUM LINKS English •f orr evi ew pur poses onl y•

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Qld

TS3.1, WS3.9 ENSL0403, ENWR0401 LS4.1, W4.1, W4.2 3.2, 3.4 Refer to curriculum documents on http://www.qsa.qld.edu.au

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Task You will write a debating speech on a topic of interest to you.

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Mini-debate

L U AT I N

A debate is traditionally held between two teams of three speakers. The speakers are given the same topic. One team is called the ‘Affirmative’ and speaks in support of the topic. The other team is called the ‘Negative’ and speaks against the topic.

Prepare a two-minute speech for a mini-debate to be held between you and a partner.

1. Find a partner. Choose one of the topics below that you are both interested in. Tick the one you choose.

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Television commercials should be banned.

We should do without cars.

Pets are a pest.

Computer games do more harm than good.

2. The affirmative speaker is

.

.

3. List your arguments below (without your partner seeing!). Write in point form.

My arguments:

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The negative speaker is

4. Highlight your five best points. These are the ones you will use for your debate.

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5. On the palm cards below, write in point form a beginning (your introduction), middle (your five points) and ending for your speech. Cut out the palm cards. Make more if you need them.

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6. Practise your speech using your palm cards. When you and your partner are ready, find another pair and present your mini-debate to them.

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THINKING MORE ABOUT THINKING How difficult was it to think of points to support just one side of an argument? Do you think you would have done a better job supporting the other side of the argument?

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Teachers notes

Evaluating The skill of evaluating involves judging the merits of ideas according to a set of criteria, standards or values.

INDICATORS • Reads a problem and studies two formats for recording the solution.

• Answers questions about the formats for recording the solution.

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ANSWERS Teacher check

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Compare a variety of 3-D shapes for similarities and differences.

• Match a net to its 3-D shape using a set of predetermined rules, such as identifying the number and types of sides.

• Rank a number of word problems in order of difficulty.

• Identify quadrilaterals from a group of shapes, according to a definition.

• Estimate then calculate solutions to problems; then compare.

• Judge grid drawings of other class members.

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TEACHER INFORMATION • Some graphic organisers may give more than answers to problems. They may also be used to show student understanding of problems and possible solutions. Some direct and focus student thoughts to particular areas.

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Vic. WA SA Qld

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CURRICULUM LINKS: Mathematics: Chance and data WM3.2, WM3.3, N3.5 MANUC404, MACDI402, MARSS402, MARSS403 WM 3.4, WM 4.4, WM 5.4,C7D 14.4 4.2, 4.9, 4.11 N 4.3, PA 4.2, CD 4.2

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Data may be recorded in many different ways.

1. Read the problem below and the two methods shown to record and solve it.

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Task You will evaluate the best method for recording solutions to problems.

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Recording solutions

L U AT I N

Problem On Monday Brian saved $3. Each day after that he saved twice as much as the day before. If this pattern were to continue, how much would he save on Friday?

Method 1 – Table

Method 2 – Maths path

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Day Monday

The solution to the problem is shown on the left side and the explanation of the steps is shown on the right. $3 x 2 x 2 x 2 x 2 = $48

$3

• $3 was saved on Monday and

Wednesday

$12

• doubled (x 2) again for Wednesday,

Thursday

$24

• Thursday (x 2) and

Friday

$48

• Friday (x 2)

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• doubled (multiplied by 2) for Tuesday and

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$6

Tuesday

Therefore, $3 is multiplied by 2 four (4) times.

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C.Publ i cat i ons (a) Which method is the easier to read?

•f orr evi ew pur posesonl y• Explain.

2. Answer the questions.

Explain.

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Give reasons for your choice.

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(b) Which method is the more difficult to read?

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(d) Which method do you think your teacher would prefer you to use?

Why?

3. List another method for recording data and solutions to problems which you find useful. State one reason for using it.

THINKING MORE ABOUT THINKING What prior knowledge would you have needed to solve the problem using your own format? How did you decide which was the best way to use to show the solution to the problem? Have you used any of these formats for solving problems? If so when? If not, why not? Which method gave the most information and why?

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Teachers notes

Evaluating The skill of evaluating involves judging the merits of ideas according to a set of criteria, standards or values.

INDICATORS • Researches the natural habitat and characteristics of a wild animal.

• Designs a zoo enclosure for chosen animal.

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ANSWERS Teacher check

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TEACHER INFORMATION • Make a list of reasons why zoos exist. Look at a number of different animals, comparing their natural habitat and climate with that of your local zoo. How important is it to simulate its natural environment?

• In small groups, students research a chosen animal and the specifications needed to simulate its natural environment.

• Each group presents its ‘enclosure’ to the class, explaining how it meets the needs of the animal. The class can evaluate each enclosure, rating it according to a given scale.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Look on the website of your local zoo. How has the zoo changed over the years to improve conditions for the animals? What strategies does it have in place to educate the public about caring for animals in captivity and in the wild? Produce an advertising brochure for the zoo, highlighting the positive steps it is taking in caring for animals.

• Research for information on an endangered animal. Are zoos helping to increase its numbers? Write a report on the animal, including why its numbers are falling.

• Conduct a debate on the statement: ‘Man should not interfere with the survival of any animal species’.

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CURRICULUM LINKS: Science/Technology BES 3.1 SCBS 0401 LL4 3.5, 4.5 LL4.3

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Task You will design a home for an animal in captivity. it should resemble its natural habitat.

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Design a zoo habitat

L U AT I N

Zoo designers use modern design and material technology to simulate the natural environment of each animal for its protection and survival in captivity.

1. (a) Choose a wild animal and make notes about its requirements animal:

natural habitat:

characteristics:

predators:

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enclosure dimensions:

water features:

rock features:

tree features:

special features:

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(b) Make design notes for a zoo enclosure, explaining the need for each feature.

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(c) Draw a scaled sketch of your design.

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2. (a) Discuss your animal enclosure with a partner. (b) How suitable do you think your design is for your chosen animal? Rate it on the scale below. unsuitable

so-so

reasonable

not bad

perfect

THINKING MORE ABOUT THINKING How much did your previous knowledge of wild animals help you with your choice?

How did you solve any problems you encountered with your design?

How well do you now understand the role of zoos in protecting endangered species?

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Teachers notes

Evaluating The skill of evaluating involves judging the merits of ideas according to a set of criteria, standards or values.

INDICATOR • Gives considered opinions on an environmental issue.

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TEACHER INFORMATION • Students will require resource material, including an atlas, to complete this activity. They could work in pairs or small groups to complete Question 1.

Teac he r Area

Continent

The Daintree

The Amazon

approx. 994 000 ha approx. 7 000 000 km2 Australia

2. – 4. Teacher check

South America

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Use the completed worksheets to write and present debates on what we should do to save rainforests.

• Make posters that state your opinions about environmental issues.

• Predict what you think will happen to the Daintree and Amazon rainforests in the future.

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ANSWERS 1.

CURRICULUM LINKS: Society and environment ENS3.5, ENS3.6 SOGE0401, SOGE0403 PS4.2, PS4.3 3.4, 3.5, 3.6 PS4.2

SA Qld

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The Daintree and the Amazon E

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The world’s rainforests are environments that are under threat.

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Task You will research to help you present your opinions about rainforest issues.

L U AT I N

1. Use resource materials to write five important facts about the Daintree and Amazon rainforests. Two headings have been done for you.

The Daintree

Area (size)

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2. Give the main reason why these rainforests are under threat.

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Continent

The Amazon

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(b) What else you think should be done to help save this rainforest?

THINKING MORE ABOUT THINKING Did your rainforest research affect your thinking? If so, in what way? Do you feel passionately about environmental issues like protecting rainforests? How does feeling passionate about an issue affect your thinking?

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Teachers notes

Evaluating The skill of evaluating involves judging the merits of ideas according to a set of criteria, standards or values.

INDICATORS • Reads a description of the lifestyle of a character.

• Evaluates the lifestyle of a character.

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ANSWERS Teacher check

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TEACHER INFORMATION • Students should be aware that no-one’s lifestyle can be perfect and the occasional treat should be allowed.

• Lifestyles incorporate diet, exercise, sleep and relaxation. Balancing the demands of work and school with relaxation helps to provide a healthy lifestyle. More emphasis on one area while neglecting another can lead to stress, poor health and an inability to cope with the demands of daily life.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Students create their own character with lifestyle imperfections for another student to evaluate lifestyle choices.

• Students make judgments about a weekly menu for a family.

• Students evaluate their own and their family’s lifestyle choices.

• Students evaluate how realistic it is to achieve a series of long-term and short-term goals.

• Students rank a series of choices relating to developing better relationships with peers and parents.

• Students make judgments about the ability of specific advertisements to promote poor body image (e.g. ultrathin clothing models).

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CURRICULUM LINKS: P.E./Health and Values PHS 3.12, ALS 3.6 HPIP0401 KU 4, SMS 4 4.4, 4.8 PHIC 4.1, 4.2

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Task You will evaluate the lifestyle choices of a character.

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Charlie’s lifestyle

L U AT I N

1. Read the description below.

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Charlie is a talented computer user, who loves watching sport. He enjoys sleeping in on the weekends. His favourite foods are fruit and pasta. His favourite drinks are soft drinks, although his mum doesn’t let him have them very often. Charlie used to like going for bike rides with his dad before he got sick. He also loves his golden retriever, Thomas. He has one brother, Nicholas, who is really annoying at times, especially when he wants Charlie to show him how to do things on the computer.

2. Use the headings below to evaluate Charlie’s lifestyle choices.

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Charlie is a 12-year-old boy who is slightly overweight. His dad, Bob, has just come home from hospital after suffering chest pains. Bob has been told by his doctor that he needs to change his lifestyle dramatically, otherwise he runs the risk of having a serious heart attack.

What positive things are What negative things are What improvements could be made? happening now? happening now?

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Exercise

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Relaxation

THINKING MORE ABOUT THINKING Did you know that getting adequate sleep and relaxation are just as important as eating well and exercising? Were you aware that looking after your health while you are young may stop you from having health problems later in life? How did your answers compare with those of a partner? Do you think you could evaluate your own lifestyle objectively and make positive improvements?

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Teachers notes

Evaluating The skill of evaluating involves judging the merits of ideas according to a set of criteria, standards or values.

INDICATORS • Researches the features of Impressionist art.

• Produces and evaluates a piece of Impressionist art.

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ANSWERS Teacher check

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TEACHER INFORMATION • Collect a selection of famous paintings by each artist from calendars, post cards, gift cards etc.

• Relate the Impressionist period to a time frame already familiar to students through studies in history. Discuss the changes that Impressionism made in the art world. From being a formal professional career, bounded by many constraints, art became accessible to all. It became a personal pastime with artists choosing what they wanted to paint and how they wanted to do it.

• When ready to paint, give students time to practise the techniques, using different brush strokes and experimenting with colour.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Choose an Impressionist artist. Produce a time line of his career, including dates of all his major works.

• Compare the works of two Impressionist artists. Present your information on a chart.

• Compare the major features of Impressionism with those of Realism and Post-Impressionism, the eras which came immediately before and after Impressionism. Present your information on a chart.

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CURRICULUM LINKS: The Arts VAS 3.1 ARAR 0404 AR3 3.6, 4.6 VA 4.3

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Task You will study the characteristics of Impressionist art and produce your own masterpiece.

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Impressionism

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Throughout history, there have been a number of art ‘eras’; from the prehistoric cave paintings, through the Middle Ages and the Renaissance to Modern Art. Within each era, many masterpieces have been produced, with the common factors of colour, texture and form linking them.

1. (a) Study a number of paintings by Monet, Degas and Renoir. (b) What subjects or scenes did they like to paint?

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(b) Research and record details of the techniques of Impressionist art. sketching colour

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Degas

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2. (a) Choose a subject or scene for your masterpiece. What is it?

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brush strokes

(b) Explain how you will use the Impressionist techniques to produce your masterpiece.

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(c) Select some suitable paper and sketch and paint your masterpiece.

3. (a) Display your work. (b) Discuss how your painting fits into the Impressionist mould.

THINKING MORE ABOUT THINKING The Realism era came before Impressionism. How did they differ from each other?

What have you learnt about colour, texture and form through this activity?

How has this activity helped you understand the Impressionist artists?

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Thinking challenges 5 Topic focus

Amazing human body

Remembering

• Compile a chart of the seven functions of the human body and the organs involved.

Understanding Applying

Evaluating

Creating

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Analysing

• Design an illustrated booklet explaining the seven functions. Your target audience is the Year group below yours.

• Draw seven life-size outlines of the human body. In each, sketch the organs involved in one function. Display and label the seven bodies.

• Using the display, present a talk explaining the seven functions.

• In turn, study the organs involved in each function. Describe their role within that function. Draw detailed diagrams to show how each works. Explain how health can be affected if they malfunction.

• Design a chart to illustrate how a healthy lifestyle affects each function of the body.

• Repeat to illustrate the effect of an unhealthy lifestyle.

• Devise a number of tests to assess the health and fitness of your body. Research to find appropriate guidelines against which to match your performance.

• Write a story about an amazing human feat in which the body performed beyond its expected potential.

• Organise a parade of different organs.

• Draw two large pictures of each organ, to be worn sandwich board fashion.

• Write a narration for each organ in all functions, explaining its role in the human jigsaw puzzle.

• Compose a percussion musical score to accompany the parade.

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• On a map outline of Asia, sketch the position of the Himalayas. Draw the boundaries of India, Nepal and Tibet through the mountain range. Colour in and Remembering label the three countries with their capital cities and the main towns.

• Research to discover how the Himalayas were formed. Draw a series of labelled diagrams to show how and when the land masses moved.

Understanding • The Himalayas are young fold mountains. Use a chain diagram to describe what this means and how they occur.

• Plan a walking trek through the foothills of the Himalayas. Refer to holiday websites Applying for information.

• Locate the highest peaks in the Himalayas. Write a simple fact file for each.

Analysing • Construct a table to compare the Indian, Nepalese and Tibetan Himalayas.

• Assess how the fragile ecosystem of the Himalayas has been disturbed by built and natural influences.

Evaluating • Discover just how many of the world’s highest peaks are in the Himalayas.

• Write a poem to capture the essence of the Himalayas.

Creating • Record a diary entry describing an attempt to climb Mount Everest.

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CREATING

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Name:

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News story presentation ........................................................................Pages 84–85 Dotty drawings and cube constructions .............................................Pages 86–87 Tsunami diagram ....................................................................................Pages 88–89 Country fact file ........................................................................................Pages 90–91 Fad diet interview ...................................................................................Pages 92–93 Space lyrics ..............................................................................................Pages 94–95

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CREATING: STUDENT SELF-EVALUATION Use the sections below to record thoughts or information about the worksheets or answers to the metacognitive questions on each student page.

Name Pages 84–85

Tsunami diagram

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Pages 88–89

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Dotty drawings and cube constructions

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Pages 86–87

News story presentation

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Pages 92–93

Fad diet interview

Pages 94–95

Space lyrics

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Teacher introduction

CREATING Title

Key learning areas

84–85

News story presentation

English

86–87

Dotty drawings and cube constructions

Mathematics

88–89

Tsunami diagram

Science

90–91

Thinking activity • Researches current news story.

• Plans and presents news story.

• Constructs 3-D models from isometric drawings.

• Constructs and draws different 3-D models made form the same number of cubes.

• Reads an explanation about tsunamis.

• Draws and labels a detailed diagram to show how a tsunami is formed.

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Country fact file

Society and Environment

92–93

Fad diet interview

PE/Health and Values

94–95

Space lyrics

The Arts

• Researches information on chosen country.

• Uses information to give presentation.

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Pages

• Researches information about fad diets.

• Plans and presents a television interview about fad diets with a partner.

• Reads information about an historical event.

• Writes, practises and performs lyrics to a wellknown tune.

• Compares and evaluates own lyrics to create a better version.

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DEFINITION: The skill of creating involves using previous knowledge to produce new ideas and different ways of seeing things.

Generating new ways to deliver and show understanding of a concept may involve multiple intelligences.

SOME APPROPRIATE VERBS: arrange, rearrange, combine, create, design, invent, hypothesise, develop, plan, produce, construct, extend ideas, give alternative … , assemble, compose, formulate, modify, propose, predict, devise etc.

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SOME APPROPRIATE GRAPHIC ORGANISERS: Disadvantages/Improvements T-chart, Y-chart, Cloud/Cluster, Concept map, Mind map, Word web etc.

SOME SUITABLE QUESTIONS: Can you design …?, How many ways can you …?, Can you develop …?, Devise your own ways to …, What would happen if …?, Can you create new uses for …? etc.

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Teachers notes

Creating The skill of creating involves using previous knowledge to produce new ideas and different ways of seeing things.

INDICATORS • Researches current news story.

• Plans and presents news story.

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ANSWERS Teacher check

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TEACHER INFORMATION • Collect a number of media resources, including recordings of radio and television coverage, of a range of current news stories. Separate the facts from opinions and identify the information required for each heading on the student activity page.

• In small groups, students use the resources, noting the different approaches to reporting each story. They discuss and make notes about the story before completing their plans. Students within each group should record their own notes as they may have different ideas and opinions from their peers.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Follow a chosen news story over time. Use pictures, maps, a time line, charts and other appropriate graphic organisers to present a continuing report on the story.

• Create a complete news presentation about events occurring in your school. Present it to your school via the public address system.

• Write a number of general knowledge questions, with answers, relating to recent current affairs. Use them to organise a class general knowledge quiz.

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THINKING SKILLS

CURRICULUM LINKS: English WS 3.9 ENWR 0402 LS 4.2 3.12, 4.12 Refer to curriculum documents on http://www.qsa.qld.edu.au

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Task You will prepare an outline for presenting the details of a current news story to a younger audience.

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News story presentation

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The media provide us with news stories from around the world. They keep us informed about the many aspects of life on our planet.

1. Complete the plan with details of your presentation.

Story headline:

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Type of story (sports, politics etc.):

People involved (includes their role in the story):

Story outline (notes):

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Location (local, national or overseas):

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Additional information:

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Resources required for presentation:

2. (a) Prepare and display your resources. (b) Present the news story.

THINKING MORE ABOUT THINKING How many different versions of the same story did you use in your research?

What strategies did you use to reach your own conclusions where versions differed?

How has this activity helped you to have an open mind and to consider all options?

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Teachers notes

Creating The skill of creating involves using previous knowledge to produce new ideas and different ways of seeing things.

INDICATORS • Constructs 3-D models from isometric drawings.

• Constructs and draws different 3-D models made from the same number of cubes.

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TEACHER INFORMATION • Students will require centimetre cubes to complete this activity. For Questions 2 and 3, it is important that they construct their models before they draw them.

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Challenge the class to solve commercial 3-D puzzles.

• Plan and construct 3-D models using different concrete materials.

• Make a more complex 3-D model from centimetre cubes, then hold a competition to see which student can guess exactly how many cubes make up the model.

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ANSWERS 1. (a) 7 (b) Teacher check 2. Teacher check 3. Teacher check

CURRICULUM LINKS: Maths SG3.1 MASPS403, MASPS405 S15b.4 4.12 S3.1

SA Qld

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• T H

Task You will design and construct 3-D models using centimetre cubes.

1. (a) Construct this 3-D model using centimetre cubes.

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How many cubes did you use? ................

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3. Construct and then draw two different shaped models that use six cubes. (a)

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(b) Draw your own 3-D model that can be made using centimetre cubes. Construct the model when you have finished.

2. Construct and then draw two different shaped models that use four cubes. (a)

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How many cubes did you use? ................

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THINKING MORE ABOUT THINKING Did you find it easier to draw or construct the 3-D models? What kind of thinking does this mean you might be more skilled at?

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Teachers notes

Creating The skill of creating involves using previous knowledge to produce new ideas and different ways of seeing things.

INDICATORS • Reads an explanation about tsunamis.

• Draws and labels a detailed diagram to show how a tsunami is formed.

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ANSWERS Diagrams may be similar to those below.

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TEACHER INFORMATION • Students will need to fully understand the explanation before attempting to create a detailed diagram.

• Students may need to use scrap paper to practise and to ensure that they have included all the relevant data, before completing their diagram on the worksheet.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Design a model or experiment to explain a volcanic eruption, avalanche or cyclone.

• Write a play from the point of view of a person caught in a natural disaster, including all details of the cause and of the ensuing disaster.

CURRICULUM LINKS: © R. I .

C.Publ i ca t i o ns Science NSW ICS3.2, PPS3.4, ESS3.6 •f orr evi ew pu r p o s esonl y• SCES0401 Vic.

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EB 4 ES4.1, ES4.4 EB4.1, EB4.2, EC4.1

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• T H

Task You will create a diagram to explain how a tsunami is formed.

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Tsunami diagram

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1. Read the explanation below about tsunamis.

Tsunamis are a series of waves often referred to as a ‘train’. They are caused when a large mass of water is rapidly displaced. This can occur when there is a massive movement of oceanic plates at the earth’s crust, causing a submarine earthquake.

Waves are formed as the mass of displaced water spreads across the ocean. The distance between waves, the wavelength, may be hundreds of kilometres, with the height of each, the amplitude, being only one metre. But the waves are moving the entire depth of the ocean and hold a massive amount of energy. They can travel at almost 1000 km/h in deep water, ten times faster than a normal wave.

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As the tsunami approaches the coast where the depth of the ocean becomes shallow, three things happen: • the waves slow down, • the height of the waves increases, reaching up to 30 m, • the distance between each wave decreases.

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On the shore, the first visible sign of a tsunami is either a rapid rise or fall in water level. If the crest, or top of the initial wave hits land first, the water level rises, causing widespread flooding. This is called the run-up. If the trough, or bottom, hits first, the water level drops as it is sucked into the wave, exposing a vast expanse of land. This is called the drawback. About 15 minutes later, the monstrous waves explode onto the shore, continuing for up to two hours.

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2. In the space provided, draw and label a detailed diagram to show how a tsunami is formed.

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THINKING MORE ABOUT THINKING How many times did you revise your diagram before you were satisfied that you had included enough relevant information? Comparing the written explanation with the diagram, which would you prefer to have to explain the formation of a tsunami?

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Teachers notes

Creating The skill of creating involves using previous knowledge to produce new ideas and different ways of seeing things.

INDICATORS • Researches information on chosen country.

• Uses information to give presentation.

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ANSWERS Teacher check

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • On an outline map of the chosen country, including neighbouring countries/coastline, label major cities and physical features. Around the edge of the map, record information from your fact file. Include appropriate illustrations such as flags, national costume, emblems.

• Design a poster to illustrate the major industries or natural resources of your chosen country.

• Colour a population map of your country which shows the areas of different population density.

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TEACHER INFORMATION • Ensure each student chooses a different country for inclusion in class ‘World fact file’. Information on more countries may be collated at another time. Encourage students to choose countries from different continents so that each is represented.

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Society and environment ENS 3.5 – PS4.2 4.8 PS4.4

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• T H

Task You will create a fact file for a chosen country.

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Country fact file

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For statistical purposes, it is useful to have fact files on all the countries of the world so that information can be acquired easily and comparisons made.

1. Complete the chart with information about a country of your choice.

Name of country

Capital city

Population

Neighbouring countries

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Physical terrain

Area

Density

Geographic coordinates

Language

Government type

Flag description

Climate

Natural hazards

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Continent

Currency

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Major industries

Current environmental issues

Festivals

Customs

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Famous people

2. Use your research to give an informative presentation on the country.

3. Add your chart to a class ‘World fact file’.

THINKING MORE ABOUT THINKING How or why did you choose this country for investigation?

What resources did you use and how did you organise the information collected?

How could you improve the fact file?

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Teachers notes

Creating The skill of creating involves using previous knowledge to produce new ideas and different ways of seeing things.

INDICATORS • Researches information about fad diets.

• Plans and presents a television interview about fad diets with a partner.

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ANSWERS Teacher check

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TEACHER INFORMATION • Students will require access to magazines or the Internet to complete Question 1. Alternatively, teachers could provide the information they wish the students to use for their interviews.

• This activity could take place within one lesson or could be extended over several lessons if the students wish to use costumes and props.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Create a ‘healthy’ fad diet. Write it as part of a magazine article which discusses which imaginary celebrities are currently on the diet.

• In a small group, create a television commercial that promotes healthy eating.

• Plan and hold a class party that features healthy recipes made by the students.

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PHS3.12 HPIP0401, HPIP0402 KU4 3.8 PHIC4.2

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• T H

Task You and a partner will plan and present a television interview about a fad diet.

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Fad diet interview

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Fad diets have become popular ways to lose weight quickly. They are different from trying to improve your health by cutting out junk food or following a diet recommended by a doctor. Most fad diets are dangerous to your health because you eat a limited range of foods, so your diet is lacking in nutrients and energy. Also, most people put on any weight they have lost when they ‘finish’ these diets!

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Name of diet:

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Find a partner to plan and perform a television interview about a fad diet. One of you will be the interviewer and the other will be a nutritional expert.

1. Begin by finding out some information about a fad diet. You might find this in magazines or on the Internet.

Write some notes about the basic ‘rules’ of the diet.

Description:

2. Write some brief opening comments the interviewer can say to the television viewers about the dangers of fad diets. You can use the information at the top of the page to help you. The interviewer can then introduce the expert.

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3. The expert will need to answer five to six questions about the diet during the interview. These should include a description of the diet and its dangers. You can also name some imaginary celebrities who are on the diet!

Decide on the questions together and write them below.

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• • 4 Practise your interview and present it to the class.

THINKING MORE ABOUT THINKING What steps did you use to plan and rehearse your interview? Was it difficult to keep a balance between creativity and providing serious information? How did you try to achieve this?

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Teachers notes

Creating The skill of creating involves using previous knowledge to produce new ideas and different ways of seeing things.

INDICATORS • Reads information about an historical event.

• Writes, practises and performs lyrics to a well-known tune.

• Compares and evaluates own lyrics to create a better version.

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TEACHER INFORMATION • Students need to be familiar with the song ‘When Johnny comes marching home again’ before completing new lyrics.

Practise the song several times to ensure that all students know the tune well.

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL • Design an artwork using a series of sketches to depict different stages in the first space flight.

• Retell the event as a written recount in the form of a diary entry.

• Modify your lyrics as a rap with movements.

• Formulate a wordsearch or crossword with clues about the first space flight.

• Write a description of the event as a newspaper article.

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ANSWERS Teacher check

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Lyrics for the first verse of When Johnny comes marching home Line 1. When Johnny comes marching home again, Line 2. Hurrah! Hurrah!

Line 3. We’ll give him a hearty welcome then Line 4. Hurrah! Hurrah!

Line 5. The men will cheer and the boys will shout Line 6. The ladies they will all turn out Line 7. And we’ll all feel gay, Line 8. When Johnny comes marching home.

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CURRICULUM LINKS The Arts MUS3.2, MUS3.3, MUS3.4 ARMU0401, ARMU0402, ARMU0403 AI 4, ASP 4, AR 4 4.1, 4.2, 4.3, 4.4 MU4.1, MU4.2

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Space lyrics • T H C

1. Read the text which tells about the first man into space.

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Task You will create lyrics depicting a momentous historical event for a well-known piece of music.

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Yuri Gagarin, a Russian cosmonaut, was born on 9 March 1934, in the town of Klushino, later renamed Gagarin. He became a pilot in 1957 and later graduated with honours from the Zhukovsky Air Force Engineering Academy. He was the pilot of the Vostok 1 mission which launched on 12 April 1961. The flight lasted for 108 minutes and orbited the Earth once. The spacecraft landed in the Saratov region of the Soviet Union. He was able to show that a man could withstand liftoff, re-entry and weightlessness and still be able to control a spacecraft. He died on 27 March 1968 when his aeroplane crashed near Moscow.

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2. Write lyrics to match the tune ‘When Johnny comes marching home again’ to retell this historical event using the framework below. Write another verse using the back of the worksheet.

Line 1:

A single idea about the topic (e.g. When Yuri comes flying home again) (4 beats)

Line 2:

Hurrah! Hurrah! (2 beats)

Line 3:

A continuation of the first thought or idea about the topic. (e.g. We’ll give him a hero’s welcome then.) (4 beats)

Line 4:

Hurrah! Hurrah! (2 beats)

Line 5:

A second thought or idea about the topic. (4 beats)

Line 8:

Repeat Line 1. (4 beats)

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C.Publ i cat i ons Line 6: A third thought or idea about the topic. (4 beats) •f orr evi ew pur posesonl y• Line 7: Another short thought or idea about the topic. (3 beats)

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3. Practise your lyrics with the tune and perform it for the class.

4. Compare your song to those of other class members and create a different version.

THINKING MORE ABOUT THINKING Were you familiar with other frameworks for writing poems (lyrics) before creating lyrics for this tune?

Were you able to include a series of different events or thoughts about the first space flight? After listening to the songs of other class members, what better ideas could you have incorporated?

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Thinking challenges 6 Topic focus

The mysterious Orient

• Use an atlas to copy the main physical and built features of a selected Asian country onto a traced map.

• Devise and use a legend to identify the different physical and built features of the Understanding selected Asian country.

• Use the map and a scale to calculate the distance between two major cities or between the main airport and a major tourist attraction.

Applying • Add lines of latitude and longitude to the map and give the specific locations of the tallest mountain, longest river, most important built feature and capital city etc.

Remembering

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Evaluating

• Compare your map to that of a class member and identify possible improvements.

Creating

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Analysing

• Collect rainfall figures for different regions of the country and, using the map, find possible reasons for the volume of rainfall.

• Use markers to trace a basic outline of the original map onto a sheet of overhead projector plastic (or similar). Draw a selection of interesting monuments, tourist attractions etc. on the map and fit exactly over the original map as an extra layer.

• Create a file card of important information about the selected Asian country. Use a number of different headings, including population, currency, national flag, language, national song or dance etc.

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C .P ubl i ca t i ons The greenhouse dilemma • Write a definition of the greenhouse effect.

Remembering •f orr evi ew pur posesonl y• • Give an oral presentation describing what the greenhouse effect is.

Topic focus

• Draw a diagram to show how the greenhouse effect occurs.

• Summarise research information about the greenhouse effect.

• Use diagrams to show how some degree of the greenhouse effect is necessary to keep the planet warm, but too much gas such as carbon dioxide in the atmosphere can cause the planet to ‘overheat’!

• Explain what difference the greenhouse effect has on the lives of people, plants, animals and weather patterns.

• Select specific areas such as Antarctica and show what impact the greenhouse effect may be having on plants, birds and animals in region.

• Monitor the emissions of greenhouse gases in the local area using media resources over a given period; graph and give reasons for levels. For example, consider changes in weather patterns, changes in heater or airconditioning use.

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Analysing

Evaluating Creating

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• Devise a series of actions to help combat the greenhouse effect. Include actions which could be implemented on a personal, local, national and worldwide level.

THINKING SKILLS

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Websites http://rite.ed.qut.edu.au/oz-teachernet/index.php?module=ContentExpress&func=display&ceid=29 http://www.hbits-of-mind.net/whatare.htm http://www.edhelper.com http://ictnz.com/articles/quallearn.html http://www.gse.buffalo.edu/fas/shuell/CEP564/Metacog.htm http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html http://coe.sdsu.edu/eet/Articles/bloomrev/index.htm http://www.learningandteaching.info/learning/bloomtax.htm www.enchantedlearning.com/graphicorganizers/ http://teacher.scholastic.com/lessonplans/graphicorg/ http://www.graphic.org/goindex.html http://sdcoe.k12.ca.us/score/actbank/torganiz.html www.edwdebono.com/ http://www.kaganonline.com/AboutKaganFrame.html http://www.kurwongbss.eq.edu.au/thinking/Think%20Keys/keys.htm http://www.infed.org/thinkers/gardner.htm

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