Lower Themes - Needs, Changes, Moving and Places: Changes

RIC-6464 4.4/67

Lower themes – Changes (Ages 5–7) Published by R.I.C. Publications® 2008 Copyright© R.I.C. Publications® 2008 ISBN 978-1-74126-667-2 RIC–6464

Additional titles available in this series:

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Lower themes – Needs Lower themes – Moving Lower themes – Places

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In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages.

It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Foreword Changes is one of a series of four books designed specifically for lower primary students.

Changes utilises the personal experiences of students to investigate changes in the growth of plants, animals, humans; the weather and seasons; and changes in feelings, relationships, traditions, families and familiar environments.

The widely-varied activities in this book cross many major learning areas but in particular connect to units in the key learning areas of Human Society and its Environment (HSIE), Science and Technology, Personal development/Health/ Physical Education (PDHPE), Creative Arts (Visual Arts, Music, Drama, Dance) and English.

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

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Titles in this series: • Places • Needs • Changes • Moving

Teachers notes .............................................................................iv – v Connected Outcomes Groups overview.......................................... vi – vii

How the birds got their colours............................2–3

Youngest to oldest .........................................42–43

Spot the changes! ...........................................4–5

A family artefact ...........................................44–45

Same and different ...........................................6–7

My life .......................................................46–47

We grow and change ......................................8–9

Growing and changing .................................48–49

Important people ..........................................10–11

Growing seeds ............................................50–51

Plants and animals change too!.......................12–13

Bean seed art ..............................................52–53

Artists change things .....................................14–15

Butterfly life cycle ..........................................54–55

Likes and dislikes can change .........................16–17

Frog life cycle ..............................................56–57

Feelings change ...........................................18–19

Recording changes to living things ...................58–59

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Body talk ....................................................20–21

Watch it grow .............................................60–61

Artworks show feelings ..................................22–23

My changing body .......................................62–63

Things change over time ................................24–25

How times have changed! .............................64–65

Clothes sort .................................................26–27

Journeys to school .........................................66–67

My school day.............................................28–29

How things have changed! ............................68–69

Weather chart .............................................30–31

Aboriginal communities change.......................70–71

My season book ..........................................32–33

Changes to the environment ...........................72–73

Special places change ..................................34–35

Environment soundscape ................................74–75

Neighbourhood changes ...............................36–37

Changes to the school environment ..................76–77

Family traditions ...........................................38–39

From real to abstract .....................................78–79

Grandma was a baby once! ..........................40–41

A cubist self-portrait .......................................80–81

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Lower themes – Changes

iii

Teachers notes The pages in this book follow a similar format.

A teachers page on the left-hand side accompanies a student page on the right-hand side.

Teachers page

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The teachers page has the following information:

One or more indicators are given for each activity, providing the teacher with the focus of the activity and the behaviours students should demonstrate by completing the activity.

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The title of the text is given.

Worksheet information details any background information required by the teacher or presents specific details regarding the use of the worksheets.

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Additional activities suggest further activities to develop the topic in the same, or another, learning area.

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Answers are given for all activities, where applicable. Most activities which are open-ended tasks require the teacher to check the answers.

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Curriculum links are given for the particular learning area relating to the topic. These learning areas are predominantly English, Human Society and Its Environment, Science and Technology, Personal Development/ Health/Physical Development and Creative Arts. However, other learning areas have been included.

The information provided on the teachers pages gives complete details about using the worksheets during a lesson.

This includes what the teacher could do before, during and after the lesson. Any additional materials or equipment needed other than lead pencils are mentioned. iv

Lower themes – Changes

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Teachers notes

Student page

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The student page has the following information.

The title reflects the type of activity to be completed.

Answers are provided on the teachers page for this page if needed.

The activities on the student page are ageappropriate, requiring students to read, write, cut and glue, match, copy or draw in order to complete them.

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Ageappropriate artwork provides a visual reference for the activity and assists students who are visual learners or less capable readers.

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Teachers should use their discretion when selecting and using the student pages in this book. It is expected that some of the worksheets will be completed with support from the teacher, rather than expecting early readers to be able to read the worksheets independently.

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Lower themes – Changes

v

Changes CConnected onnected Outcomes Groups Overview English

Human Society and Its Environment

Science and technology

Creative Arts

PD/Health/ PE

Other

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Changes CConnected onnected Outcomes Groups Overview English

Human Society and Its Environment

Science and technology

Creative Arts

PD/Health/ PE

Other

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Lower themes – Changes

vii

How the birds got their colours Indicators • Reads a Dreaming story.

• Illustrates the main idea of paragraphs in a simple story.

Worksheet information

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• Read a number of Dreaming (or Dreamtime) stories to the class, appropriate to the age of the students. Examples include The echidna and the shade tree by Mona Green, and How the kangaroos got their tails by George Lirrmiyarr Mung Mung.

• Give each student a copy of the worksheet and read with them the story of how the birds got their colours. Discuss what the story explains and what the significance of the story might be. Students then draw pictures to express the main idea of each of the paragraphs, and complete the worksheet by answering Questions 2 and 3, with teacher assistance as necessary.

Additional activities

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• Discuss how these stories are important in Aboriginal Australian culture.

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C.Publ i cat i ons • Student could • choose oner idea from the story another story) ton paint on a• large f o r e v i e w(or from pu r pDreaming oses o l y sheet of paper, using traditional Aboriginal Australian colours.

• Look at the colours of some Australian birds. Classify these birds according to how many colours they have.

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Curriculum links

English

HSIE

RES1.5, RES1.6, WES1.9, WSES1.11

CCES1

SA

1.3

1.8

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

CI1.1

Vic.

ENWR0103, ENWR0101, ENER0101, ENER0103, ENER0104

SOSE0102

WA

W1.1, W1.3, R1.1, R1.3, R1.4

C1.1

NSW

2

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• Discuss values such as caring for others and offering help to those in need. Why do we need to care for others? How can we care for people in our neighbourhood?

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How the birds got their colours A long time ago, in the Dreaming, all the birds were black.

One day, Peaceful Dove got his foot stuck in a branch. It hurt and he cried for help. All the other birds came to help Dove where he lay in pain, except Crow. Crow got jealous of all the attention Dove was getting.

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gave him water and bathed his sore foot. Crow told them that they were wasting their time. The other birds kept helping Dove, whose foot was getting worse. Crow kept being nasty until the birds had had enough and chased him away.

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r o e t s Bo r e p ok u The other birdsS sheltered Dove,

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rainbow of colours, splashing all the birds. Some birds got one colour, others two or three. All the birds got their beautiful colours, except for the selfish Crow, who today is still all black.

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• f o r e v i e w pur posesonl y• It was swollen and burst open in a

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Draw a picturec for each paragraph. e her r o t s uper What kind of a story is s this?

3. What happened to the helpful birds?

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Lower themes – Changes

3

Spot the changes!

Indicator • Identifies and lists changes made to a picture.

Worksheet information • Discuss with the students the meaning of the word ‘change’; essentially to become or look different. Discuss what sort of things can change. Teachers could give an example by putting on or taking off an item (such as a hat, glasses, scarf) and asking the students to say what has changed in their appearance.

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• Give each student a copy of the worksheet and explain it to them. They look closely at the first picture, then compare it with the second picture to find at least five changes that have been made.

• Students write the changes on the lines at the bottom of the page. Nonwriters in your class may wish to colour the changes on the page red instead.

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• Students may wish to colour the pictures once they have completed the activities on the worksheet.

Answers

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C. ub l i c t i on sof tuft of grass •P flower added in a foreground instead • ball missing in front of dog • dog’s eyes are looking up and not down • f o r r e v i e w pur posesonl y• • girl has no socks • girl has spotted tights Second picture:

• bird missing in between ropes on swing

• girl has dark ribbing on collar

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Additional activities

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• Play games with the students that involves them observing changes. For example, show them a tray with a number of items. Remove the tray and secretly take or add an item, then show it to the students again and ask them to identify what has changed.

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• Play ‘detective’: Students sit in a circle. One student is the detective, who leaves the room. A ‘leader’ is chosen, who starts a movement; such as clapping, tapping hands on heads or rolling hands, which the other students must copy. The leader alone can change the movement and must do so every now and then. The detective returns to the class and has three guesses to work out who the leader is by carefully watching to see who is making the changes to the actions.

Curriculum links

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English

NSW

WES1.9, WSES1.11, RES1.7

SA

1.3, 1.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

Vic.

ENWR0103, ENWR0104

WA

V1.1, W1.1, W1.4

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Spot the changes!

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Look at the two pictures. Find five changes and write them below.

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Lower themes – Changes

5

Same and different Indicators • Identifies similar and different physical features between self and classmates.

• Communicates and cooperates with other students.

Worksheet information

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• You might like to play ‘Simon says’ ,or sing and dance the ‘Hokeypokey’ as an introduction to this worksheet, or a different song that similarly mentions various body parts.

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• Talk about some of the body parts mentioned in the song or game you just played. Ask students to list other body parts they know. Ask one student to come to the front of the class and show (e.g.) his or her right hand. Show your right hand next to his/hers. Ask the students to suggest how the two hands are the same and different.

• Repeat with other body parts, comparing different students and features such as head, hair, feet, skin and eyes (external features only). Discuss the similarities (number of features, functions of features) and differences (size, colour).

• Give each student a copy of the worksheet. Read the text and explain the activity to them. To complete the worksheet students are required to approach other students and compare the listed features to find whether that student’s specific feature is the same or different. Encourage students to find many different people to compare features with, rather than just one or two. Remind the students that they need to take turns and communicate effectively to find something that is the same or different with the people they ‘meet’.

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• Students write the names of the people they found with similar or different features in the appropriate section of the table.

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• To conclude, invite students to share their findings with the class.

Additional activities

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• A simple ‘my body’ book is available to download and print out for students to colour and read at <http://www.dltk-teach.com/minibooks/body/index.htm>

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• Trace around the body of a student on a large sheet of paper. Paint the picture and label the body parts to display in class as a reference.

Curriculum links

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English

PDHPE

HSIE

NSW

RES1.5, RES1.6, WSES1.11, TES1.1

GDES1.9

CUES1.3

SA

1.3, 1.8

1.3, 1.4

1.7

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

EPD1.1, 1.4

CI1.5

Vic.

ENWR0103, ENWR0104, ENER0103, ENSL0102

HPSR0101

SOSE0101

WA

W1.1, R1.1, R1.4, LS1.1

IS1

ICP1.2, C1.3

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Same and different Some things about our bodies are the same as other people’s, and some things are different.

Compare your body parts with different people in your class. Find people whose features are the same as yours, and people whose features are different.

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r o e t s Bo r e p People with same o Feature People with different u k features features S

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Lower themes – Changes

7

We grow and change Indicator • Understands that people grow and change.

Worksheet information • Read a book to the students such as The very hungry caterpillar by Eric Carle as an introduction to this worksheet.

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• Discuss the changes that happened in the story; the caterpillar started as an egg, grew into a caterpillar, then changed into a butterfly. Discuss what the caterpillar was able to do at each stage; nothing as an egg, crawl and eat as a caterpillar, fly as a butterfly.

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• Discuss how people, too, grow and change. Invite the students to contribute ideas about how we can do different things as we grow.

Compare these things to what we could do as babies. What other things might the students be able to do when they are adults?

• Give each student a copy of the worksheet. Read the text and explain that they are required to draw or cut pictures from magazines of things they could, can or will do, and did, do or will do, according to the stage of development shown in the table. Students who can write may also like to list some activities and abilities.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• • Students could bring in a picture of themselves as babies. Display the photos and ask the students to Additional activities

• Students could take turns to mime an activity. The other students try to guess whether it is something that a baby, child or adult does. guess which baby photo belongs to which student.

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Curriculum links

English

PDHPE

RES1.5, RES1.6

GDES1.9

1.3

1.4

1.2

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

EPD1.1

CI1.5, TCC1.1, TCC1.2

Vic.

ENWR0104, ENER0103

HPSR0101

SOSE0101

WA

R1.1, R1.4

IS1

TCC1.2

NSW SA

8

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• Students could research the life-cycle of an animal of their choice.

HSIE

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CCS1.2

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We grow and change As we grow, we change. The games and activities we can do, foods we eat, and the way we look and act all change as we grow.

Draw pictures, or glue pictures cut from magazines, to complete the boxes.

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Things I did or used as a baby.

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Things I might do and use in the future.

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Things I can do and use now.

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Lower themes – Changes

9

Important people Indicator • Identifies people who are important to them at different stages of their life.

Worksheet information • Ask the students to bring in photographs of themselves as babies, toddlers, on the first day of school or of special relatives and friends. Students should be asked to tell how old they were when the photographs were taken, what they were doing and who the other people are in the photograph, if any.

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• Ask them to compare the photographs of themselves at different stages of their lives. Ask questions such as ‘Who is looking after you in this photograph?’, ‘What is your Nanna doing in this photograph?’, ‘What are the names of the friends in the photograph of you at preschool or kindy?’ etc.

• List on the board the names of people who are always important such as parents, siblings and grandparents.

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• Discuss how the people who are important change as we get older. Parents become less important as children learn to do things for themselves and make friends outside the family circle.

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• Discuss how carers change as they age. For example, Nanna and Pop may have been able to do lots of things with them when they were younger, but as they age, they are less able to do things. Ask the students to give specific examples.

Additional activities

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• Ask the students to predict and draw what they think they will look like when they are adults or grandparents.

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• Investigate how the students care for others—their siblings, pets, parents, grandparents etc.

• Discuss and make a list of people who babysit the students.

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HSIE

NSW

RES1.5, RES1.7, WES1.10

CCES1

SA

1.3, 1.4, 1.8

1.2

Qld

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

TCC 1.2

Vic.

ENRE0101, ENRE0104, ENWR0101

SOSE0101

WA

R1.1, R1.3, R1.4, W1.1

TCC 1.1, TCC 1.2, TCC 1.3

Lower themes – Changes

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Important people Many people look after you and care for you during your life. Some people are always important to you. Others are more important at different times.

1. Write the names and draw a picture of people who were important to you ...

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when you were a baby.

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2. Write the names and draw a picture of people who are important to you now.

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11

Plants and animals change too!

Indicators • Matches young to adult living things.

• Identifies plant and animals.

Worksheet information

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• Ask the students to cut pictures of plants and animals from magazines, then sort them into the two groups. Select a number of pictures and discuss things such as the number of legs, types of skin coverings, where it may live, what kind of plant/animal it is etc.

• Students complete Questions 2 and 3 by writing ‘p’ or ‘a’ next to the adult living thing.

• Students may complete the worksheet by colouring all the plants in green and all the animals in brown or all the pictures in colours of their own choice.

Additional activities

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• Read the instructions at the top of page 13 and identify the pictures.

Students draw lines to match the young to the adult living thing.

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• Students group pictures of animals and plants by habitat, coverings etc.

• Students look at pictures or photographs of young and adult plants and animals and identify the differences and similarities.

Curriculum links

NSW

RES1.5, RES1.7, RES1.8, WES1.10

LTES1.3

SA

1.3

1.6

Qld Vic.

WA

12

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Science and technology

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Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

1.2, 1.3

ENRE0101, ENRE0103, ENRE0104

SCSC0101

V 1.1, V 1.2, V 1.4, R1.1, R1.4

LL1

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Plants and animals change too!

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1. Match the young to the adult.

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2. Write ‘p’ in the box next to all the plants.

3. Write ‘a’ in the box next to all the animals.

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13

Artists change things Indicators • Reads information about artists and artworks.

• Differentiates between different types of artworks.

• Identifies specific types of artworks.

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Worksheet information

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• Before completing the worksheet, view a variety of different types of artwork—a painting, sculpture and other 3-D forms, drawing, printing, photograph, ceramics or digital media. Discuss them, concentrating on simple information about the medium used, the subject matter, the colours, the techniques, which forms they like or dislike and why, how the artwork would feel when touched etc.

Encourage the students to use their hands to show how they would make selected forms of artwork. Ask the students to tell about other forms of artwork they may have seen or have knowledge about.

• Teachers may also like to show examples of artworks from different cultures to broaden student knowledge.

© R. I .

C.Publ i cat i ons Additional activities •f orr evi ew pur posesonl y• • Choose a subject for three different types of artworks for students to create. For example, select • Read and discuss the information at the top of the worksheet with the students. Then students may complete the remainder of the worksheet as directed.

an orange for the students to draw with pencil, pen or crayon; paint with primary colours and use playdough, clay or plasticine to sculpt.

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• Use a series of art lessons to introduce a variety of different techniques for painting, drawing, sculpting, collage and printing.

• Make a list of different subjects for artworks which students can choose to use during less-structured art lessons.

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Curriculum links

English

Creative Arts

NSW

RES1.5, RES1.7, RES1.8, WES1.9

VAES1.3, VAES1.4

SA

1.3, 1.4, 1.7, 1.11

1.2, 1.4, 1.5

Qld

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

VA 1.3

Vic.

ENRE0101, ENRE0102, ENRE0103, ENRE0104, ENWR0101

ARVA0102

V 1.1, V 1.2, V 1.3, V 1.4, R 1.1, R 1.2, R 1.3, R1.4, W1.1

AR 1, AIS 1

WA

14

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R.I.C. Publications®

Artists change things A person who makes artworks is called an artist.

There are many different kinds of artwork that artists can make.

1. Colour the kinds of artwork that you know about or have seen. painting

drawing

sculpture

r o e t collage s Bo ceramics r e p ok 2. Look at someu different artworks of the same subject.

S

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photograph

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© R. I .

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

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3. Copy a word from the list to tell what you think each kind of artwork is.

R.I.C. Publications®

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Lower themes – Changes

15

Likes and dislikes can change Indicator • Identifies likes and dislikes from different ages to show how they may have changed.

Worksheet information • Enlarge the worksheet to A3 size, if desired, to give the students as much room as possible for drawing and writing.

Teac he r

• Read the instructions on the worksheet and explain how to complete the table. Students should write words or draw a picture of one thing for each box in the table.

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

• Begin the lesson by calling out a list of different things such as different types of food, toys, games or actions. Ask the students to indicate by raising hands, nodding heads, clicking fingers or standing up quickly to indicate whether they like or dislike them. Discuss things younger brothers or sisters like to do that the students don’t like to do and things younger siblings dislike which the students like.

• When completed, as a class, compare answers. Discuss how or why likes and dislikes may have changed.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• • Students write or draw about ‘When I am an adult, I would like ...’ or ‘When I am an adult, I won’t like Additional activities

• Survey, tally and make simple bar or picture graphs of present class likes and dislikes. Repeat with likes and dislikes for the time when the students were three years of age. to ...’.

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• Play a game where students write a simple sentence ‘I like ... .‘, pin the sentence to their chest, stand and then move around the room, reading the signs of other students, searching for another class member with the same sign.

Curriculum links

NSW

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

PDHPE

RES1.5, RES1.8, WES1.10

GDES1.9, IRES1.11

1.3, 1.4, 1.12

1.4

Qld

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

EPD 1.3

Vic.

ENRE0101, ENRE0103, ENRE0104, ENWR0101, ENWR0104

HPSR0101

WA

R1.1, R1.3, R1.4, W1.1, 1.3

TCC 1.2 (SOSE)

SA

16

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R.I.C. Publications®

Likes and dislikes can change Draw or write words to complete the table.

When I was three, I liked ...

When I was three, I didn’t like ...

to eat ...

to eat ...

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to play with ...

to play with ...

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r o e t s Bo r e p ok u to eat ... but now I don’t like to eat ... but now I like S

© R. I .

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

but now I don’t like to play with ...

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but now I like to play with ...

. tesuch as ... o to play games such as ... to play games c . che e r o r st super but now I like to play games such as ...

R.I.C. Publications®

www.ricpublications.com.au

but now I don’t like to play games such as ...

Lower themes – Changes

17

Feelings change Indicator • Identifies feelings and situations which promote the feelings.

Worksheet information • Discuss feelings. Ask the students to contribute to a list of different feelings—sad, angry, happy, worried, scared, excited etc. —and use facial expressions and body language to express the feelings.

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

• Discuss situations when students feel particular feelings. For example, ‘When do you feel sad?’, ‘What makes you happy?’, ‘What happens to make you feel angry?’ etc.

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• Discuss what students do when they feel angry, sad, happy, worried etc.

Do they respond with a negative reaction such as yelling or hitting, or do they deal with a feeling such as anger responsibly? Relate a number of fictitious scenarios and discuss the best thing to do in each situation.

Discuss times when it is necessary to ask for help from a trusted adult rather than deal with a situation alone. Revise familiar child protection strategies.

• Reinforce the concept that it is okay to feel angry, scared, worried etc. but it is necessary to respond to these feelings in an appropriate manner.

© R. I .

C.Publ i cat i ons •f o r e v i ew ur posesonl y• • Select willing students to r share their answers whenp completed.

• Read the instructions with the students and make sure they understand what to do. Read each sentence and allow students time to complete each box before completing the next. Students may colour the pictures to complete the worksheet.

Additional activities

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• Students complete a variety of self-portraits of their own faces depicting various feelings. Use mirrors for the students to ‘make faces’ in for them to copy. Use a variety of media—paints, charcoal, markers, lead pencil—to change the artworks as well as the feelings depicted.

• Learn and sing songs about feelings including When you’re happy and you know it and When I get mad I beat my drum by Sandy Offenhiem.

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• Listen to instrumental music which depict feelings, including In the hall of the mountain king and The sorcerer’s apprentice.

Curriculum links

18

English

PDHPE

NSW

RES1.5, RES1.7, RES1.8, WES1.10

COES1.1, DMES1.2

SA

1.3, 1.4, 1.8

1.4, 1.7

Qld

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

EPD 1.1, EPD D1.5

Vic.

ENRE0101, ENRE0103, ENRE0104, ENWR0101

HPSR0101

WA

R1.1, R1.3, R1.4, W1.1

IPS 1

Lower themes – Changes

www.ricpublications.com.au

R.I.C. Publications®

Feelings change Draw or write words to complete the sentence. (a) I feel happy when ...

(b) I feel sad

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when ...

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

(c) I feel excited when ...

© R. I .

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

when ...

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(e) I feel embarrassed when ...

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(d) I feel worried

(f) I feel angry when ...

R.I.C. Publications®

www.ricpublications.com.au

Lower themes – Changes

19

Body talk Indicators • Reads information about bodily reactions to feelings.

• Matches sentences to body parts.

• Identifies people who can be trusted to help when feeling unsafe.

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

Worksheet information

• Read the sentences with the students and discuss. Individual students may have different reactions to particular feelings. Encourage the students to try to tell about their own reactions to feeling scared or unsafe.

Teac he r

• Revise the school child protection program strategies so that the students are reminded what to do in a scary or unsafe situation.

Additional activities

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• The students complete the worksheet following the instructions and colour the picture.

• Read stories including Little Red Riding Hood and Hansel and Gretel and discuss how the characters may have been feeling and how they acted.

© R. I .

C.Publ i cat i ons • Discuss a variety of feelings—excited, sad, happy, worried etc.—and ask the students to describe what • f o r r e vi ew pur posesonl y• their body does when they are feeling these emotions.

• Discuss situations when the students may have felt scared or unsafe and what they did. Decide whether the actions were good or could have been better or different.

Curriculum links

SA

RES1.5, RES1.7, RES1.8, WES1.10

COES1.1, SLES1.13, DMES1.2

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1.3, 1.4, 1.8

1.4, 1.7

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

PHIC 1.1, EPD D1.5

Vic.

ENRE0101, ENRE0103, ENRE0104, ENWR0101

HPSR0101

WA

R1.1, R1.3, R1.4, W1.1

KU 1, SMS 1

Qld

20

PDHPE

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NSW

English

o c . che e r o t r s super

Lower themes – Changes

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R.I.C. Publications®

Body talk 1. Read the sentences.

Our bodies tell us when we are feeling scared or unsafe.

Our mouths r o e t s Bo may go dry. r e p ok u S

Our hands may get sweaty.

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Our faces may get hot.

Our heart may beat fast like a drum.

© R. I .

C.Publ i cat i ons Our stomachs •f orr evi ew pur poseson l y• may feel like

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2.

they have butterflies inside.

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Our knees may wobble like jelly.

o c . c e r Draw lines from h each sentence to the correct er o t s body part. super

3. Write the names of people you could go to when you feel unsafe.

R.I.C. Publications®

www.ricpublications.com.au

Lower themes – Changes

21

Artworks show feelings Indicator • Identifies feeling depicted by artworks.

Worksheet information • View a version of ‘The scream’ by Edvard Munch (1863–1944) and discuss the feelings and emotions being shown. Consider techniques, colours, shapes and ways that the artist has used to show feelings.

Teac he r

• Enlarge the worksheet if desired to enable the students to view the artworks more clearly. Read the instructions and discuss the individual artworks. Decide which feelings are being shown. Has the artist succeeded in his attempt to show feelings? If he has, how has he done this? Students then write the feeling in a space near the appropriate artwork.

• After the worksheet has been completed, ask the students to select one or two artworks on the worksheet which they like best and to give reasons for their choice.

Additional activities

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

© R. I .

C.Publ i cat i ons • Ask the students to complete sentences such as ‘I feel frightened when ...’ to accompany a drawing.

•f orr evi ew pur posesonl y• • Provide students with a basic face shape on strong cardboard and a variety of materials to create a • Select one feeling or emotion such as excitement, surprise etc. for the students to depict using three different art forms.

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Curriculum links

English

Creative Arts

RES1.5, RES1.7, WES1.9, WES1.11

VAES1.3, VAES1.4,

1.3, 1.7, 1.11

1.4

Qld

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

VA 1.3

Vic.

ENRE0102, ENWR0101

ARVA0102

V 1.1, V 1.2, V 1.3, V 1.4, R 1.3, W1.3

AR 1

NSW SA

WA

22

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collage depicting a particular emotion or feeling. Allow students access to mirrors to make the emotion on their own face, view and note details for their own collage.

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Lower themes – Changes

www.ricpublications.com.au

R.I.C. Publications®

Artworks show feelings

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

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Teac he r

Write the feelings shown in the artworks below.

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R.I.C. Publications®

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© R. I .

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

o c . che e r o t r s super

www.ricpublications.com.au

Lower themes – Changes

23

Things change over time Indicator • Completes pictures depicting how things have changed.

Worksheet information • Ask the students to bring in photographs of parents, grandparents or great grandparents as children to view. Talk about the clothes they are wearing, toys they are playing with and where the photograph was taken, if known.

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

• The students use coloured pencils to complete the empty boxes. Allow for individual differences according to culture and background. In particular, show that food is more multicultural and fast food was not common.

• Select individual students or volunteers to show and discuss their work.

• Information about some older style games, including ‘jacks’ and ‘marbles’, can be found at < http://www.streetplay.com/thegames/ >.

Additional activities

ew i ev Pr

Teac he r

• Read the instructions on the worksheet, discuss each of the illustrations and read the word in each box. Explain what each illustration is and identify how the modern versions can differ from the one in the box.

© R. I .

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

• Hold a dress-up day and encourage the students to come dressed in clothing from another time. If possible, provide some games such as skipping, hoop bowling, sacks for racing, marbles or ‘jacks’ for the students to play with during the breaks.

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• Find pictures or photographs of other things that may have changed and discuss. These may include the local area, family members, the buildings in the city, gardens (in particular refer to those using waterwise plants), technology or other methods of transport.

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• During physical activities, practise changing from one balancing position to another using a different number of balance points. For example, two feet; two feet and one arm; two feet and two arms; two feet, two arms and one head etc.

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Curriculum links

English

24

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

Creative Arts

NSW

RES1.5, RES1.7

CCES1

VAES1.1

SA

1.3, 1.7, 1.11

1.1, 1.3

1.1, 1.3

Qld

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

TCC 1.1, TCC1.2, TCC 1.4,

VA 1.1, VA 1.2

Vic.

ENRE0101, ENRE0102

SOSE0101

ARPA0101

WA

V 1.1, V 1.2, V 1.4

ICP 1.1, 1CP 1.3, TCC 1.2

ASP 1

Lower themes – Changes

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R.I.C. Publications®

Things change over time Draw things in the empty boxes to tell how each has changed.

Then

Now

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

park

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clothes

© R. I .

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

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food

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car

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R.I.C. Publications®

www.ricpublications.com.au

Lower themes – Changes

25

Clothes sort Indicators • Identifies that the type of clothes we wear changes according to the weather.

• Identifies that clothes are made from different materials and this can affect our choice of clothing in different types of weather.

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

Worksheet information

Teac he r

• Prior to the lesson, find pictures of children dressed in clothes worn in hot weather and those worn in cold weather to show students and discuss how what we wear changes according to the weather.

ew i ev Pr

• Ask two or three students to stand in front of the class so the clothes they are wearing can be discussed. Ask why they are/ are not wearing a jumper etc. Discuss the type of weather being experienced that day and how that affected what they wore to school.

• Students colour and cut out the pictures on the worksheet and sort them into those worn in hot and cold weather. They may decide that some can be worn in both; e.g. a long-sleeved shirt.

© R. I .

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

• Discuss what material each is made from and how the type of material makes the clothes warmer or cooler; e.g. cotton is a light material and ‘breathes’ and is good in hot weather while a woollen jumper is made of a thick material and is good in cold weather. Sort the pictures according to the materials each is made from and see if the groups made also fall under the hot and cold weather category.

Additional activities

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• Students role-play putting on different types of clothes while other students guess what they are putting on and the type of weather that would match the clothing.

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• Make a list of different materials clothes are made from and add types of clothing under each heading.

Curriculum links

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

Science and technology

TES1.1, TES1.2, RES1.5

ESES1.6

1.1, 1.3, 1.9

1.1, 1.5, 1.7

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

SS 1.3, LL 1.1, NPM 1.3

Vic.

ENSL0101, ENSL0102, ENSL0104, ENRE0101

SCSC0101

WA

LS 1.1, LS 1.2, LS 1.4, V 1.1, V 1.2, R 1.1

I 1, LL 1, NPM 1

NSW SA

26

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www.ricpublications.com.au

R.I.C. Publications®

Clothes sort

coat sandals r o e t s B r e oo p u k S swimming costume

jumper

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Teac he r

T-shirt

boots

© R. I .

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

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gloves

track suit

o c . che e r o t r s sup er shirt

beanie R.I.C. Publications®

scarf

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shorts

www.ricpublications.com.au

raincoat

trousers

dress Lower themes – Changes

27

My school day Indicators • Identifies the changes in the day and night skies and changes in temperature from day to night.

• Identifies activities they do at different times of the day and night.

Worksheet information

Teac he r

• Discuss the pictures of activities done during a school day on the worksheet and the times each activity occurs. Some of these will differ among the students. A blank space has been left for students to draw, label and write the time for another activity of their choice.

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

• Write the words ‘Day’ and ‘Night’ on the board. Ask students to suggest words to write under each heading that explain the difference between day and night; e.g. the sun comes up in the morning, the sun goes down at night, the stars come out at night, we go to sleep at night, it is dark at night, sometimes there is moonlight at night, we go to school during the day, it is cooler at night-time.

• Write a list of times for students to copy next to the ‘Time’ heading; e.g. ‘7 o’clock’. Assist with times and labelling the students’ choices of activity while they are colouring the pictures.

© R. I .

C.Publ i cat i ons Additional activities •f orr evi ew pur posesonl y• • Draw pictures of other activities they do and the times they do them. Include weekend activities.

• Students can now cut out the pictures and glue them in order on a separate sheet of paper or in a workbook.

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• Depending where students live, it can be night-time but still be light during summer, especially if daylight saving is followed. Discuss.

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• Observe how shadows change throughout the day from long in the morning and evening and short during the middle of the day.

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Curriculum links

28

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

Science and technology

NSW

TES1.1, TES1.2, RES1.5, WES1.9

ESES1.6, INVES1.7

SA

1.1, 1.3, 1.4, 1.9

1.1, 1.2

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

SS 1.3, EB 1.1, EB 1.2

Vic.

ENSL0101, ENSL0102, ENSL0104, ENRE0101, ENRE0101

SCSC0101

WA

LS 1.1, LS 1.2, LS 1.4, V 1.1, V 1.2, R 1.1, W 1.1

I 1, EB 1

Lower themes – Changes

www.ricpublications.com.au

R.I.C. Publications®

My school day Have breakfast.

Time:

Time:

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

Wake up.

Have dinner.

Time:

Time:

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Go to bed.

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Start school.

Time:

R.I.C. Publications®

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© R. I .

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

o c . che e r o t r s supe Time: r

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Lower themes – Changes

29

Weather chart Indicators • Completes a weather observation chart for a week by drawing appropriate symbols and words to represent the type of weather.

• Draws conclusions about the data collected from the chart.

Worksheet information

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

• Any of the following books shared with the students would be a good way to introduce this activity. Suggested titles: The cloud book by Tomie de Paola Little cloud by Eric Carle

What will the weather be? by Linda Dewitt Weather words and what they mean by Gail Gibbons • Brainstorm to list words to describe weather. Write them on a chart or the board. Ask the students to suggest a simple symbol to represent each word and draw it next to the appropriate word.

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What will the weather be like today? by P Rogers

• Each day, students observe the weather and decide what words and symbols to fill in each day.

Sometimes, the weather may change over a day and more symbols/words will need to be added. Also, it can be windy and rainy or windy and hot at the same time. Students could copy from a class weather chart or make their own choice, which will need to be checked. The weekend weather can be observed by the students and discussed at school on the Monday.

© R. I .

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

• Discuss the observations from their chart. Ask questions such as ‘How many hot/warm/windy days were there?’ ‘Did it rain at all?’ Students then finish the sentences at the bottom of the page.

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Additional activities

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• Repeat the activity at different times of the year to observe how the weather changes.

• Students draw pictures of themselves doing an activity in different types of weather. Do the clothes they are wearing change? Is the activity as enjoyable in hot/rainy, windy weather?

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• Watch and discuss the local weather report on the TV.

• The R.I.C. interactive CD ‘Building the day’ (RIC-10001) contains some appropriate work on weather.

Curriculum links

30

English

Science and technology

NSW

TES1.1, TES1.2, RES1.5, RES1.7, WES1.9

ESES1.6, INVES1.7

SA

1.1, 1.3, 1.4, 1.9

1.1

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

SSD 1.4, EB 1.1, EB 1.2

Vic.

ENSL0101, ENSL0102, ENSL0104, ENRE0101, ENRE0104, ENWR0101

SCSC0101

WA

LS 1.1, LS 1.2, LS 1.4, V 1.1, V 1.2, R 1.1, R 1.3, W 1.1

I 1, EB 1

Lower themes – Changes

www.ricpublications.com.au

R.I.C. Publications®

Weather chart 1. Draw pictures and write words to fill in the weather chart.

Tuesday

Wednesday

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

Thursday

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Monday

Friday

Saturday

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

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Sunday

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2. On most days the weather was

3. It is the season of R.I.C. Publications®

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.

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31

My season book Indicators • Identifies the seasons of the year and the characteristics of the seasons.

• Identifies how seasonal weather affects everyday life.

Worksheet information

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

• Show students a chart depicting the months of the year that make up each of the more common four seasons. Write the seasons on a chart or the board and add words to describe the weather, what they wear, what they do etc. in each season.

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Teac he r

• The seasons depend on where you live; most places experience four seasons—spring, summer, autumn and winter. Some equatorial places experience only two seasons—a wet and a dry season. Polar regions experience varying degrees of cold all year round and a light and a dark season. Each season brings a change in the weather and temperature and follows a cycle that repeats itself.

• Instructions for making the booklet: Enlarge to A3 size if desired. Cut along all dotted lines. Fold along all solid lines. Holding the ends, push the middle pages outwards to form an eight-page booklet.

© R. I .

C.Publ i cat i ons • Write words and to describe each seasonp onu cards ando hang as s separate mobiles.

•phrases f or r evi ew r p se on l y• Additional activities

• Discuss how the seasons of the year are the opposite in the southern and northern hemispheres.

• Create collages to suit each season from drawn, magazine or newspaper pictures. Pictures could include the type of weather, clothes, activities, sports or holidays. Label with topic words.

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Curriculum links

English

Science and technology

TES1.1, TES1.2, RES1.5

ESES1.6, INVES1.7

1.1, 1.3, 1.9

1.1

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

SS 1.1, EB 1.1, EB 1.2

Vic.

ENSL0101, ENSL0102, ENSL0104, ENRE0101, ENRE0104

SCSC0101

WA

LS 1.1, LS 1.2, V 1.1, V 1.2, R 1.1

I 1, EB 1

NSW SA

32

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• The R.I.C. interactive CD ‘Building the day’ (RIC-10001) contains some appropriate work on weather.

o c . che e r o t r s super

Lower themes – Changes

www.ricpublications.com.au

R.I.C. Publications®

My season book

Teac he r

Draw your favourite season.

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It gets warmer in spring. I look at everything grow.

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It is cold and wet in winter. I keep warm.

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It gets cooler in autumn. I can run through the fallen leaves.

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I can go swimming.

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It is hot in summer.

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Special places change Indicators: • Reads descriptions and draws pictures based on those descriptions.

• Understands that places, and the significance of these places to people, change over time.

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Worksheet information

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• Talk about a place in your community the students are familiar with, such as a park or playground, especially one that has changed in the last few years (e.g. been repaired, extended, or perhaps fallen into disrepair). Ask the students what is special about this place and why many children like going there. Ask them to reflect on what other places in the community are special to them; places where they enjoy going or have a special meaning. Will these places always be the same? Will the students still find them special when they are older?

• Give each student a copy of the worksheet and read instructions. Together, read the diary entries, dated four years apart. Ask the students to imagine what the playground looked like at first, then a few years later, based on the descriptions. Ask what might have also have changed about the author to make Jamie no longer interested in going to the playground.

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• Students draw a picture illustrating each diary entry. They then write, or dictate to a ‘scribe’, why they think the playground is no longer a special place for Jamie. Answers should include the fact that the playground is no longer in good condition. Also, as Jamie has aged, so has the way he/she likes to spend time.

Additional activities

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• Students could paint a place that is special to them in their neighbourhood, such as a park, playground, hall or church. They could write a short story to accompany the picture describing how and why they think that special place might change.

• Find some historical pictures of your community, town or city. Display these next to current photographs.

Students can compare the photos, describing what is the same and what is different.

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• Ask students to bring in a any old photos their parents or grandparents might have of places special to that student’s family. They can explain what is special about that place and how it has changed.

Curriculum links

34

English

HSIE

NSW

RES1.5, RES1.6, WES1.9, WSES1.11

ENES1, CCS1.2

SA

1.3, 1.4, 1.8

1.3, 1.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

TCC1.4

Vic.

ENWR0103, ENWR0104, ENER0101, ENER0103, ENER0104

SOSE0103

WA

W1.1, W1.3, R1.1, R1.3, R1.4

PS1.2, TCC1.2

Lower themes – Changes

www.ricpublications.com.au

R.I.C. Publications®

Special places change 1. Read Jamie’s two diary entries about the playground. Draw a picture for each entry.

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

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Teac he r

‘Wow! They’ve finally put a playground in the park. It’s so cool!

Everything is clean, bright and new. There are swings, a slide and even a flying fox! I’ve been down there every afternoon this week ... it’s everything a nine-year-old could want! I love it!’

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C.Publ i cat i ons •‘If o rr e vi e pur po se so nl y haven’t been to w the playground for ages.

I used to • go all the

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time ... but now the sand is dirty and there’s broken glass, rust and graffiti everywhere. My friends and I prefer to hang out at the shops these days with the other teenagers.’

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2. Why isn’t the playground a special place for Jamie anymore?

R.I.C. Publications®

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Lower themes – Changes

35

Neighbourhood changes Indicator • Understands that local areas change.

Worksheet information Teachers may wish to use this worksheet in any of the following ways:

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• Give each student a copy of the worksheet. Discuss the changes as above.

Students could circle or colour the changes they see on their worksheet, or write the changes on a separate sheet of paper.

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Teac he r

• Photocopy and enlarge the worksheet and display it for all students to see.

Discuss how the natural and built features of places change over time.

Ask students to suggest how they change; for example, plants grow or are cut down, new people move in, and buildings are built, knocked down or damaged by people or nature (storms, floods, termites). In pairs, students write as many as they can of the changes they see in the picture.

• Working with individual students, teachers could ask them to look at a copy of the picture. Students could orally identify the changes they see to the teacher and give an explanation of those changes. This could be used to assess students’ understanding of the concepts.

• Copy and enlarge one worksheet and display it so all students can clearly see it. Make a small number of A4 copies and cut out enough of the various features of the first picture in order to give each student one small image from the first picture. Students find the image they have in the enlarged copy, find out how that feature changed, and write or tell their findings.

Answers

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• Answers about the changes should include: A new city has been built in the background, trees have grown or been cut down, trees and bushes have grown, there are more cars and people, there is a new playground, there are different buildings, there is new technology (satellite dish, street light), and more leisure activities (skiing, sailing and bike riding).

Additional activities

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• Students could write a story set in one of the pictures. They could describe the life of a person in that particular setting.

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• Students could paint, draw or write about how they think this place might look in another 10 years.

• Make a mind map of the ways the local neighbourhoods and communities have changed.

Curriculum links

36

English

HSIE

NSW

RES1.5, RES1.6

CCS1.2, ENES1

SA

1.3, 1.7

1.1, 1.3

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

TCC1.4

Vic.

ENER0101, ENER0104

SOSE0103, SOSE0101

WA

V1.1, V1.3, V1.4

ICP1.1, PS1.1, TCC1.2

Lower themes – Changes

www.ricpublications.com.au R.I.C. Publications®

Neighbourhood changes

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

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Teac he r

Look at the two pictures of the same place, 10 years apart. What has changed?

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

o c . che e r o t r s super

www.ricpublications.com.au

Lower themes – Changes

37

Family traditions Indicators • Understands that some families have traditions that show change over time.

• Illustrates stages of growth and development of self and a tree.

Worksheet information

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• Read a book such as Titch by Pat Hutchins, or a different book with a similar content. (This book is about a boy whose two older siblings have more fun with their bigger toys and tools, until Titch gets to plant a small seed that grows and grows.)

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• Discuss some of the things the children in this family did together.

Discuss other things families do together and some traditions families have, such as having a cooked breakfast on the weekend, walking together after dinner etc. Talk about how some of these traditions reflect changes in our lives, such as keeping photo albums or marking the heights of children on a wall at home.

• Give each student a copy of the worksheet and read the text. Discuss the tradition of planting a tree when a child is born. Ask the students if they have done or heard of this tradition, if they think it is a good idea and why they think people might do this.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Additional activities

• Students complete the worksheet by illustrating the boxes to show themselves changing from birth to now, and a tree changing alongside.

• Talk about traditions at school. Collate ideas for a new class tradition.

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• Students could compose a text about their favourite family tradition.

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Curriculum links

o c . che e r o t r s super

English

HSIE

Science & Technology

RES1.5, RES1.6

CCES1, CUS1.3

LTS1.3

1.3

1.2

1.6

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

C1.4, TCC1.2

1.2

Vic.

ENER0101, ENER0103, ENER0102

SOSE0101

SCSC0101

WA

R1.1, R1.3, R1.4

C1.1, TCC1.1

LL1

NSW SA

38

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• Plant different seeds in class and record their growth. Compare the time the different plants take to grow. Hypothesise as to why some seeds take longer to grow.

Lower themes – Changes

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R.I.C. Publications®

Family traditions Some traditions families have show changes in the family over time. One tradition is to plant a tree when a baby is born. The tree grows and changes alongside the baby.

Draw pictures in the boxes to show yourself growing and changing until now, alongside a tree that could have been planted when you were born.

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Teac he r

r o e t s Bo r e p oktree youu S

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© R. I .

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

o c . che e r o t r s super

www.ricpublications.com.au

Lower themes – Changes

39

Grandma was a baby once!

Indicators • Understands that their grandparents have grown and changed.

• Sequences possible events and changes in the lives of their grandparents.

Worksheet information

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• Read a story based on the life of an elderly person, such as Grandpa’s stories by Rachel Tonkin.

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• Discuss how our grandparents’ lives have changed since they were born. They may have been born somewhere around the time of WWII and probably had no television or electronic toys when they were young. They have changed, and the world has changed around them.

Ask the students to suggest some of the changes they know have happened to their grandparents in their lives. Write these on the board chronologically.

• Give each student a copy of the worksheet. Read the text with them and explain the activity. Students then cut the pictures to place together in order as a book which they can take home to share with their grandparents. If students wish, they can use the book to tell the class about their grandparents’ lives.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• • Invite an elderly person into the classroom to talk to the students about some of the changes that have Additional activities

• Visit a local aged person’s facility (such as a nursing home). Students could sing some ‘old’ songs and ask the elderly residents to share stories about some of the changes in their lives. occurred in his or her life.

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• Make a display of items that might have been around when the students’ grandparents were young, such as coins, toys and clothing. Students can investigate these items and compare them to the toys, clothes and money of today.

• Students could write a fictional text about what changes they think might happen in their own lives.

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Curriculum links

HSIE

RES1.5, RES1.6

CCES1

1.3, 1.7

1.2

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

TCC1.2

Vic.

ENER0101, ENER0103, ENER0104, ENWR0104

SOSE0101

WA

R1.1, R1.2, R1.3, R1.4, V1.1

TCC1.2, TCC1.3

NSW SA

40

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

Lower themes – Changes

www.ricpublications.com.au

R.I.C. Publications®

Grandma was a baby once!

Your grandparents weren’t always old!

Once they were young, like you. There have been many changes in their lives since they were born.

r o e t s Bo r e p ok u S ✄

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Teac he r

Cut out the pictures below and put them in order to make a book. If possible, show your grandparents the book and ask them to use it to tell you some stories about the changes that have happened to them in their lives.

R.I.C. Publications®

o c . che e r o t r s super

www.ricpublications.com.au

Lower themes – Changes

✄

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41

Youngest to oldest Indicators • Orders people they know chronologically.

• Identifies changes in appearance between a younger and older person.

Worksheet information

Teac he r

• Students complete the worksheet, choosing three people of their choice of different ages. When they draw a picture of each person, ask them to draw the heights of the people relative to each other.

• Share their responses to Question 4.

Additional activities

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• Ask students to look around the room at each other. Does anyone look much older than another? Ask them to look at you. How can they tell by looking at you that you are older? List their suggestions. These should include height compared with theirs, skin tone, facial lines, voice tone, clothing style. Ask them questions such as ‘Is the tallest person always the oldest?’, ‘How can you tell who is probably the older of two toddlers/grandparents?’

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C.Publ i cat i ons • Draw pictures, find pictures in magazines or use actual photographs to complete a display of people of different ages. the display into sections as r ‘Babies’, •Divide f or r ev i e w such pu po‘Toddlers’, ses‘Kindy/Preschoolers’, onl y• ‘At primary school’, ‘At high school’, ‘20 to 40’, ‘40 to 60’, ‘Older than 70’. Discuss the changes in • Repeat the activity with another three people of their choice.

Curriculum links

w ww

NSW SA

English

Science and technology

TS1.1, TS1.2, RS1.5, WS1.9

LTS1.6, INVS1.7

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o c . che e r o t r s super

1.1, 1.3, 1.4, 1.9

1.6

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

LL 2.2

Vic.

ENSL0201, ENSL0204, ENRE0201, ENWR0201

SCSC0201

WA

LS 2.1, V 2.1, R 2.1, W 2.1

I 2.1, I 2.3, LL 2

Qld

42

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appearance among the groups.

Lower themes – Changes

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R.I.C. Publications®

Youngest to oldest 1. Choose three people you know of different ages. They can be relatives, friends or people at school.

3. (a)

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Teac he r

2. Draw and label a picture of each in the ‘photographs’ below.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Write them in order from youngest to oldest.

Age

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Age

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Youngest

4.

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(b) Write their age if you know it.

o c . c e r What is differenth about the youngest and oldest person? er o t s super

R.I.C. Publications®

www.ricpublications.com.au

Age

Lower themes – Changes

43

A family artefact Indicators • Understands what an artefact is and how it tells about the past.

• Identifies a family artefact and how its purpose has changed over time.

Worksheet information

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• Ask students: ‘What is a ‘memory’?’ Tell students one of your memories about your family life and ask students to share one of theirs, to the class, in a small group or in pairs.

Teac he r

• Ask students to bring in an artefact from home for the next part of the activity. Go through what is needed on the worksheet so they can get information from a parent to help complete the questions about their artefact.

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• Show them an object you have brought from home that reflects a memory about your family life. It could be a medal earned in sport or during a war by a family member, an old vase, a photograph or painting of an object or a person, a special book or a childhood toy. Explain that it is called an artefact and helps to tell about the past.

• Students could prepare a talk based on their written notes about their artefact and present it to the class or in a small group.

© R. I .

C.Publ i cat i ons • Visit a museum• or historical to view artefact collections. f orplace r ev i e wp ur posesonl y• Additional activities

Curriculum links

w ww

English

HSIE

TS1.1, TS1.2, RS1.5, WS1.9, WS1.11

CCS1.1, CCS1.2, CUS1.3, CUS1.4

1.1, 1.3, 1.4, 1.9

1.1, 1.2, 1.3

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

TCC 2.1, TCC 2.2, TCC 2.5, TCC D2.8, CI 2.2

Vic.

ENSL0201, ENSL0204, ENRE0201, ENWR0201

SOSE0201

WA

LS 2.1, LS 2.2, R 2.1, W 2.1

ICP 2.1, ICP 2.2, C 2.1, TCC 2

NSW SA

44

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• Investigate the job of archaeologists and how these scientists sometimes dig up artefacts from under the ground that are hundreds or even thousands of years old.

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o c . che e r o t r s super

Lower themes – Changes

www.ricpublications.com.au

R.I.C. Publications®

A family artefact An artefact is something that was made in the past. It might be quite old.

Think of an artefact you have at home.

Write notes about it and draw a picture of it in the table below.

What is it?

Teac he r

What was it used for?

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r o e t s Bo r e p Who did it belong to?

Who has it o now? u k S

What is it used for now?

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Picture

R.I.C. Publications®

What will happen to it in the future?

m . u

Why is it important?

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Lower themes – Changes

45

My life Indicators • Identifies how old he or she was/is in each year.

• Identifies and records a special personal event that occurred in each year.

Worksheet information

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• A good way to introduce this activity is to read a story based on the changing life of a child. Some examples include: When I was one by Colin and Jacqui Hawkins

When Frank was four by Alison Lester

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Teac he r

When I was five by Arthur Howard

• Ask students if they know the year they were born. Some may have been born in different years. Discuss some special events students have experienced in each year of their life. Examples could include saying their first word, first steps, starting school, moving house, birth of a sibling, family holiday, losing first baby tooth, a time they fell over and hurt themselves, receiving a tricycle/scooter, a specific birthday party they remember.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Additional activities.

• Assist students to complete the ‘Year’ column on the worksheet. They write and/or draw pictures to show a special event for each year. They made need to speak to a parent to complete the first two or three years of their life. Depending on students’ ages, not all columns will be able to be completed.

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• Students make a personal two-page calendar that has the 12 months of the year (six per page) and a space under each month to draw or write special events that occur over the year.

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• Write a report about a special event that occurred in their life, including the year, month and day it occurred (if possible).

Curriculum links

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

HSIE

TS1.1, TS1.2, RS1.5, WS1.9

CCS1.1, CCS1.2

SA

1.1, 1.3, 1.4, 1.9

1.2, 1.3

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

TCC 2.1, TCC 2.2

Vic.

ENSL0201, ENSL0204, ENRE0201, ENWR0201

SOSE0201

WA

LS 2.1, R 2.1, W 2.1

ICP 2, TCC 2.1, TCC 2.2

NSW

46

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Lower themes – Changes

www.ricpublications.com.au

R.I.C. Publications®

My life Age

Year

Special event

baby

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Teac he r

1

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2

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

4

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5

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3

o c . che e r o t r s super

6

7

R.I.C. Publications®

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Lower themes – Changes

47

Growing and changing Indicators • Identifies how living things change as they grow.

• Identifies what living things need to grow.

• Considers the change that might occur as he or she grows and draws what he or she might look like in the future.

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

Worksheet information

Teac he r

• Ask students what else grows and changes; i.e. only other living things— animals and plants. Discuss what happens to plants and animals as they grow and complete Question 1 on the worksheet.

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• To introduce the concept of growing and changing, teachers could show students a photograph of what they looked like when they were a child, a teenager and a young adult, to compare with what they look like now.

Ask students to put the photos in chronological order and explain how they identified youngest to oldest. Answers should include height, shape, facial lines, type of clothing.

• Discuss what living things need to grow. Consider the basic physiological needs of water, food and shelter, not the higher order needs such as love. Students complete Question 2. (Some of the things listed will be needed by all.)

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Additional activities

• Ask students to consider how they might change as they grow older. They draw a picture of themselves at a parent’s age to complete Question 3.

• Using pictures from magazines, sort them into groups of people, animals and plants at different ages.

Curriculum links

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

Science and technology

TS1.1, RS1.5, WS1.9, WS1.11

LTS1.3, INVS1.7

1.1, 1.3, 1.4

1.5, 1.6

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au

LL 2.1, LL 2.2

Vic.

ENSL0201, ENRE0201, ENWR0201

SCSC0201

WA

LS 2.1, V 2.1, R 2.1, W 2.1

I 2.1, LL 2

NSW SA

48

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• Students bring in baby photos of themselves and hold a competition to guess the owner of each photo.

Discuss the changes that have taken place between then and now.

Lower themes – Changes

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R.I.C. Publications®

Growing and changing 1. How do these living things change as they grow?

People

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Animals

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Plants

© R. I .

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

2. Circle the things people need to grow. Tick the things animals need to grow. Cross the things plants need to grow. food

shelter

air

sunlight

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3. Draw what you might look like when you are your mum or dad’s age.

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R.I.C. Publications®

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water

o c . che e r o t r s super

www.ricpublications.com.au

Lower themes – Changes

49

Growing seeds Indicators • Observes and explores to test the hypothesis that plants will not grow without sunlight.

• Records and analyses observations and data about plant growth.

Worksheet information Introduction

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

• Discuss the concept that plants, like animals, grow and change and what plants need in order to grow.

Activities

• Work with the students to devise a procedure to test the hypothesis that plants need sunlight to grow.

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Teac he r

• Pose the question of how it would be possible to find out if plants do in fact need sunlight to grow.

• Discuss ways of ensuring that it is a fair test by using the same plants and conditions and only one variable—sunshine.

• The procedure should be written and displayed for students to refer to.

• Suggested procedure:

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Each group is given two beans, glass jars and paper towels.

– Students work in groups of three, each with a specified task: one to water the plants to ensure the paper towel remains damp, one to measure growth and one to record observations and information.

–

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– Students put a seed between the glass and the dampened paper towels in each jar and place one jar in a dark place and the other in sunlight. They record their observations on their worksheets and work together to explain what happened and to make a concluding statement.

Additional activities

• Demonstrate how plants get their food by placing a white carnation or a stick of celery in coloured water and observing the changes.

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• Use four toothpicks to balance a sweet potato half in and half out of a jar of water. Observe and describe the changes in the potato over one to two weeks.

• Read and discuss stories about plants e.g. Jack and the beanstalk and The tiny seed by Eric Carle.

Curriculum links

50

English

Science and technology

NSW

TS1.1 WS1.9 WS1.10

INVS1.7 LTS1.3

SA

1.2 1.4 1.6

1.1 1.5 1.6

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

1.2 D1.4

Vic.

ENSL0101 ENSL0102 ENWR0101 ENWR0103 ENRE0101

SCSC0101

WA

LS1.4 R1.1 R1.2 W1.1 W1.2 W1.3

I1.2 I1.3 LL1

Lower themes – Changes

www.ricpublications.com.au

R.I.C. Publications®

Growing seeds Plants need water and sunlight to grow and change.

1. Plants without sunlight won’t

.

2. Plant your seeds and show what happens to them.

Seed 1

r o e t s Bo r e p ok u Does it have S water?

Seed 2

Date planted

Is it in sunlight?

Week 1 How tall is it?

What does it look like now? Draw it.

cm

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Teac he r

Where is it?

cm

What does it look like now? Draw it.

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Week 3 How tall is it?

What does it look like now? Draw it.

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cm

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C.Publ i cat i ons Week 2 •f orr evi ew pcm ur posesonl y • cm How tall is it?

cm

o c . che e r o Week 4 t r s sup er cm cm How tall is it?

What does it look like now? Draw it.

What did you find out?

R.I.C. Publications®

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Lower themes – Changes

51

Bean seed art Indicator • Uses drawings and print making to record the growth of a plant.

Worksheet information • The following materials will be needed to complete this activity:

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

~ blue and brown paint

~

sponges

~ coloured pencils

~

glue

~

a sheet of A4 art paper

~ scissors

Teac he r

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• Discuss bean germination and ask students to identify and sequence the four drawings then colour and cut them out.

• The sun template should then be carefully cut out.

• Define the sky and the ground by drawing a line across the middle of the page of art paper.

• Secure the sun template flat near one of the top corners of the page and use blue paint and a sponge to colour the sky around it, down to the line drawn earlier. Remove the template when the paint is dry and colour the sun shape yellow.

© R. I .

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

• Use brown paint and a sponge to colour the bottom section of the page and allow to dry.

• The four cut-out bean drawings can then be placed in order and glued on the page. The seed part of each drawing should be located just below the surface of the soil to show that it develops below ground.

Additional activities

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• In groups of four, students take turns to describe, in sequence, one stage in broad bean germination.

• Draw and label the parts of a plant.

• After discussing seasonal changes in plants and leaves, students trace a leaf template on the back of yellow, red, orange and brown paper, making four or five leaves of each colour. They cut out the leaves and create a collage by arranging them randomly with overlapping edges on A3 coloured card and sticking them to the page with glue.

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Curriculum links

52

o c . che e r o t r s super Science and technology

Creative Arts

NSW

INVS1.7 LTS1.3

VAS1.1 VAS1.2

SA

1.1 1.5 1.6

1.2

Qld

1.2 D1.4

VA1.1 VA1.2

Vic.

SCSC0101

ARVA0101

WA

I1.2 I1.3 LL1

ASP1

Lower themes – Changes

www.ricpublications.com.au

R.I.C. Publications®

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

ew i ev Pr

Teac he r

Bean seed art

w ww

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R.I.C. Publications®

m . u

© R. I .

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

o c . che e r o t r s super

www.ricpublications.com.au

Lower themes – Changes

53

Butterfly life cycle Indicator • Illustrates the life cycle of a butterfly and records information.

Worksheet information • Students will need scissors, glue and coloured pencils to complete this activity.

Introduction

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

• Discuss how plants change as they grow and whether something similar happens to animals.

Teac he r

• Explain that some animals change more than others and that at times during their lives their forms or shapes can look very different. Brainstorm animals that change like this and determine if many of them are insects.

• Introduce the life cycle of a butterfly by reading and discussing The very hungry caterpillar by Eric Carle.

• List and discuss differences and similarities between caterpillars and butterflies.

Completing the worksheet

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• Make a list of animals and their offspring and discuss differences between what adults and young look like and in the things they do.

© R. I .

C.Publ i cat i ons •nature f or r e vi w pfact ur piso s es opoint. nl y• • Discuss the cyclic of the butterfl y’se life and the there not one starting

• Read and discuss the six different life cycle descriptors on the worksheet before students start. Consider each of the six and identify the four totally different forms the butterfly takes.

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• Some students will require assistance to determine in which direction to place the arrows in Question 3 and how and where to draw them. Once the arrows are in place, students should find them very helpful when completing Question 4.

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• Discuss which of the changes in the butterfly’s form is the most dramatic and why it is so difficult to observe.

Additional activities

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o c . che e r o t r s super

• Observe silkworms in the classroom and record their life cycle.

• Make a symmetrical butterfly using painted paper.

Reference: Primary art, Book A, Dianne Sterrett, R.I.C. Publications, 2007 pp 2–5

Curriculum links

54

English

Science and technology

NSW

RS1.5 RS1.6 WS1.9

INVS1.7 LTS1.3

SA

1.3 1.4

1.1 1.5 1.6

Qld

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

1.2 D1.4

Vic.

ENWR0101 ENWR0103 ENRE0101

SCSC0101

WA

R1.1 R1.3W1.1 W1.2 W1.3

I1.2 I1.3 LL1

Lower themes – Changes

www.ricpublications.com.au

R.I.C. Publications®

Butterfly life cycle 1. The six pictures at the bottom of the page show how butterflies change.

2. Colour them, cut them out and glue them in the right spaces.

3. Draw arrows to show how they change.

Teac he r

Biggest caterpillar (larva)

How butterflies change and grow

Bigger caterpillar

Egg

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r o e t Butterfl y (adult) s Bo r e p ok Chrysalis (pupa) u S

Tiny caterpillar (larva)

© R. I .

C.P(larva) ubl i cat i ons •f orr evi ew pur posesonl y•

4. Finish the sentences.

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(b) The eggs change into

m . u

(a) The biggest caterpillar changes into

. te changes into a o (d) The chrysalis c . c e r (e) The butterflyh lays the er o t s super (c) The eggs are laid by

R.I.C. Publications®

www.ricpublications.com.au

Lower themes – Changes

.

55

Frog life cycle Indicator • Studies and discusses images showing the life cycle of frogs

Worksheet information • Encourage students to look carefully at each drawing and to share with others their observations about the changes they notice. This can be done with both the class and in small groups.

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

• Students will need to acquire and develop some appropriate vocabulary in order to better describe these changes. This can be modelled by the teacher and other students.

Teac he r

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• Encourage students to also pose questions about this process of change and to discuss them with the class. This could also become the impetus for further research.

• It is important students understand which forms of frogs live on land and which are in found in water. They should understand the term ‘amphibian’ and be encouraged to find out if there are any other examples and if they have the same life cycle.

Additional activities

© R. I .

C.Publ i cat i ons • Create a frog pond collage.

•f orr evi ew pur posesonl y• Reference: Primary art, Book A, Dianne Sterrett, R.I.C. Publications, 2007 pp 10–12 • Research to find out how frogs and tadpoles breathe and draw diagrams to show the differences.

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• Discuss the noise frogs make and practise different ways of producing these sounds. Produce a class sound scape.

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Curriculum links

NSW

Science and technology

o c . che e r o t r s super RS1.6, TS1.1

INVS1.7, LTS1.3

1.2, 1.3, 1.6

1.6

Qld

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

2.2

Vic.

ENSL0201, ENSL0202, ENRE0201

SCC0201

LS 2.2, LS 2.3, V 2.1, V2.2, V2.3, V 2.4, R 2.1, R 2.2, R 2.3

LL 2

SA

WA

56

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English

Lower themes – Changes

www.ricpublications.com.au

R.I.C. Publications®

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

ew i ev Pr

Teac he r

Frog life cycle

Tadpole hatches

Tail. is © R. I .

C Publ i cat i ons shorter •f orr evi ew pur poseso nl y •develop Back legs

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m . u

Tail becomes smaller Back legs grow Long back legs

o c . che e r o t r s super Front legs grow

Front legs develop

R.I.C. Publications®

www.ricpublications.com.au

Lower themes – Changes

57

Recording changes to living things Indicator • Records information about how living things change over a given time.

Worksheet information • This recording sheet can be used in conjunction with pages 56 and 57 to record observations of changes to living things such as tadpoles, silkworms etc.

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

• Some students may prefer to draw or write only to record their changes.

Others may prefer to do both. If the facilities exist, students may accompany their written observations with digital photographs.

• Students may give oral conclusions about the amount of changes which have taken place.

Additional activities

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Teac he r

• Explain to the students that the worksheet is to be used to record what the living things looks like at periodic intervals—weekly, every two or three days, fortnightly or following a major change.

© R. I .

C.Publ i cat i ons • Students may make a colour photocopy of drawn changes, cut the drawings into rectangles and staple them together • to create flickr book which the living thing changing when pages the book f oar ev i eshows wp ur po ses othen l yof• are flicked quickly.

• Compare student observations to see how they differ or how observant they are. Repeated activities of this sort will develop observational skills.

Curriculum links

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NSW SA

58

m . u

• Make a class list of different ways to record changes in living things.

English

Science and technology

RS1.5, RS1.6, WS1.9, WS1.10, WS1.14

LTS1.3, INVS1.7

1.3, 1.4, 1.7, 1.8, 1.11, 1.12

1.6

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o c . che e r o t r s super

Qld

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

LL 2.2

Vic.

ENRE0201, ENRE0205, ENRE0206, ENWR0201, ENWR0203

SCSC0201

WA

V 2.2, R 2.1, R 2.2, R 2.3, W 2.1, W 2.2, W 2.3

I 2.2, LL 2

Lower themes – Changes

www.ricpublications.com.au

R.I.C. Publications®

Recording changes to living things Write and draw to record changes to a living thing.

Name of living thing observed Drawing and words about change

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

ew i ev Pr

Teac he r

Day/Date

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R.I.C. Publications®

m . u

© R. I .

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

o c . che e r o t r s super

www.ricpublications.com.au

Lower themes – Changes

59

Watch it grow Indicators • Performs appropriate movements to represent the development of a plant from seed to maturity.

• Illustrates each line of a poem outlining the development of a plant.

Worksheet information

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

• As an introduction to the activity, discuss the life cycle of a plant from germination of the seed to fertilisation by insects and the spread of seeds by wind and birds. Read the poem and draw simple sketches to illustrate each line so that students have a visual perception of what occurs.

Teac he r

ew i ev Pr

• Discuss the types of movements that would be required to illustrate the poem dramatically: for example:

Begin with the body in a curled-up position on the floor before stretching the legs along the ground and the arms up at a low level to represent the roots and shoots. With feet firmly balanced and the body in a crouched position, the plant is anchored firmly before the body stretches up and the arms spread wide, representing the stem and the leaves. The body and arms sway in response to the wind, watering, insects and birds. The body then takes on the form of a new seed which floats on the breeze before landing in the soil, ready for the cycle to begin again.

© R. I .

C.Publ i cat i ons •nowf o rr e v i e pu r po se o l y • The students can illustrate each line ofw the poem, choosing to draw as plant atn each stage• or

• Allow students to interpret the poem independently as it is read by the teacher. Then split the class in half with one half performing while the other half watches and then evaluates their movements. Repeat with second half of class. themselves representing a plant.

Additional activities

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• Prepare and plant a selection of seeds and chart their growth under different conditions.

• Draw and label a simple diagram of the life cycle of a plant.

• Label a sketch of the different parts of a flower such as a lily on which the parts are easily identified.

Group students in concentric circles with each circle representing a different part of the flower: the carpels at the inner circle, through the stamens, petals and then sepals at the outer circle. Give each group a brief explanation of the flower part it is representing.

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o c . che e r o t r s super

Students perform a presentation called ‘Parts of a flower’, reciting their explanations as they come together in their concentric circles.

Curriculum links

60

English

Science

PDHPE

NSW

RS1.5

LTS1.3

DAS1.1, DAS1.2

SA

1.3

2.6

2.1

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

LL 2.2

DCSPA 2.1

Vic.

ENRE0202

SCSC0201

HPMP0201

WA

R 2.1

LL 2

SPA 2.1

Lower themes – Changes

www.ricpublications.com.au

R.I.C. Publications®

Watch it grow If a seed is planted in good soil and given enough sunshine and water, it will grow strong and healthy.

Draw a picture for each line of the poem.

The roots begin to grow.

When it is ready and steady...

The shoots begin to show.

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

Anchored firmly in the sunny garden spot,

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Teac he r

From a tiny seed lying in the rich, moist soil,

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Day after day, with water and sun,

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R.I.C. Publications®

The plant grows strong and the insects come.

With the wind and the birds, the new seeds spread

o c . che e r o t r s super

www.ricpublications.com.au

And float down softly to their fresh soil beds.

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w ww

The stem grows tall and the leaves spread wide.

Lower themes – Changes

61

My changing body Indicators • Places pictures of people into the correct age group.

• Identifies appropriate objects which can be lifted by each age group.

Worksheet information

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

• Before the activity, make a collection of pictures from colour magazines of: ~ babies, young children (similar age to students), young teenagers, adults (similar age to students’ parents) and elderly people. ~ household objects of varying weights from very light to very heavy, but which can still be lifted by hand.

• Ensure there are sufficient pictures for all students to complete the activity.

• As an introduction to the activity, discuss how the body is made up of different parts and different layers, all of which have an important role to play. Use simple songs such as ‘Heads, shoulders, knees and toes’ and ‘One finger, one thumb’ to revise the names of different body parts. What do the students know about the different layers: the skin, the skeleton, the circulation system, the muscles?

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• Ask students how they have noticed themselves getting stronger. What can they do now that they couldn’t before?

What playground equipment can they use confidently now that they couldn’t before (e.g. holding own weight on monkey bars and flying fox)?

• Thinking of their younger and older siblings, parents and grandparents, what differences have they observed in the strength of each group?

Which is the strongest group? What can they say about how the strength of the body changes over time?

• Students discuss the pictures to determine which objects can be lifted by the different groups, before gluing them in place.

© R. I .

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

Additional activities

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Curriculum links

62

m . u

w ww

• On a large outline of a body, students take turns to attach labels of the major body parts (head, neck, body, arms, hands, legs, feet). Repeat with outline of the head, attaching labels of detailed features (eyes, lashes, brows, ears, forehead, nose, mouth, chin, cheeks). Could also repeat with hands and feet.

Discuss changes that occur over time.

• Create a three-layered outline of the human body: the top layer showing the external body parts, the middle layer showing the skeleton, and the bottom layer showing the major internal organs. The drawings on the middle and bottom layers should be as simple as possible without compromising accuracy. Students take turns to label the different parts. Discuss changes that occur over time.

• Look at athletes from the most recent Paralympic Games to see how disabilities can be overcome to allow the athletes to enjoy a fulfilling and active lifestyle. Create a display of medal-winning athletes from different sports and categories.

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

Science

NSW

TS1.1

LTS1.3

SA

2.1

2.6

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

LL 2.2

Vic.

ENSL0204

SCSC0201

WA

LS 2.1

LL 2

Lower themes – Changes

www.ricpublications.com.au

R.I.C. Publications®

My changing body As we get older, our muscles develop and our bodies get stronger.

Find pictures of people and things to glue into the chart.

A baby

A young boy or girl

r o e t can lift ... s Bao r e p ok u S

An older boy or girl

A woman

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Teac he r

can lift a ...

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can lift a ..

R.I.C. Publications®

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© R. I .

C.Publ i cat i ons can lift a ... can lift a ...

•f orr evi ew pur posesonl y•

o c . che e r o can lift a ... t r s super

www.ricpublications.com.au

An elderly person

Lower themes – Changes

63

How times have changed Indicators • Interviews people to gain information.

• Collates information to record in the table.

Worksheet information

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

• As an introduction to the activity, look through a range of current department store and supermarket brochures to find examples of food, clothes and games that are available to the students now. Discuss favourites in each category.

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• In the first column, students write the name of the person and the year in which he or she started (primary) school.

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• To complete the table, students need to ask the questions, ‘What games did you play?’, ‘What food did you eat?’ and ‘What clothes did you wear?’ of themselves and people from their parents’, grandparents’ and great-grandparents’ generations.

• Students can write a number of examples in each section or draw or paste pictures.

Additional activities

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• • Make illustrated lists for display of things that have changed and things that have stayed the same. Add • Invite a person from each generation to join a panel on which they will be asked prepared questions about their early school days. Ask them to bring in artefacts from that era for students to compare and contrast. artefacts from the different eras to enhance the display.

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Qld Vic.

WA

64

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Curriculum links English

HSIE

TS1.1, WS1.9

CCS1.2

o c . che e r o t r s super 2.1, 2.4

2.1, 2.3

Refer to curriculum documents on http://www.qsa.qld.edu.au

TCC 2.5

ENSL0204, ENWR0201

SOSE0201

LS 2.1, W 2.1

TCC 2.1, TCC 2.2

Lower themes – Changes

www.ricpublications.com.au

R.I.C. Publications®

How times have changed Talk to different people about when they first started primary school.

Games we played Started school in

Clothes we wore

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

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Teac he r

.

Food we ate

Started school in

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Started school in

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m . u

© R. I .

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

o c . che e r o t r s super

Started school in .

R.I.C. Publications®

www.ricpublications.com.au

Lower themes – Changes

65

Journeys to school Indicators • Collects and records information about transport to school in the present and in the past.

• Draws a picture and writes how he or she may travel to school in the future.

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

Worksheet information

• As an introduction to the activity, discuss the different methods of transport available to students now and in the past.

Teac he r

• Discuss possible reasons for change, such as distance from home to school, safety of roads for walking and cycling, availability of cars and public transport, or greater emphasis on physical activity for a healthier lifestyle.

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• From the students, collect information about their mode of transport to school and that of one parent, grandparent and great-grandparent (if known). Students write the collective number in each box.

• Students predict and draw an image of how they might travel to school in a few years’ time.

Additional activities

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• • Invite a parent, grandparent, great-grandparent to visit and talk to the students about how travelling to • Create a montage of available transport in the local area now, and 20, 40, 60 and 80 years ago.

What methods have disappeared, been added, remained?

school in their day was different from how it is now. Prepare questions about other aspects of their lives and how they might have been different, such as school, clothing, entertainment.

Curriculum links

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

HSIE

TS1.1, WS1.9

CCS1.2

2.1, 2.4

2.1, 2.3

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

TCC 2.2

Vic.

ENSL0204, ENWR0201

SOSE0201

WA

LS 2.1, W 2.1

TCC 2.1, TCC 2.2

NSW SA

66

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• Create an illustrated booklet entitled ‘Travelling back through time’ in which students record what they have learned about the differences between the present and past eras.

Lower themes – Changes

www.ricpublications.com.au

R.I.C. Publications®

Journeys to school The way people have travelled to school has changed over time 1. How do the students in your class travel to school? walk

cycle

car

bus

other

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

walk

cycle

car

bus

other

3. How did the grandparents of students in your class travel to school?

car bus © R. I .

C .Pub l i caother t i ons How• didf the of o rgreat-grandparents r evi ew pur posesonl y•

walk

cycle

students in your class travel to school?

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walk

cycle

car

bus

other

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4.

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Teac he r

2. How did the parents of students in your class travel to school?

5. Draw a picture and write a sentence to describe how you think you will travel to school when you begin high school.

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R.I.C. Publications®

o c . che e r o t r s super

www.ricpublications.com.au

Lower themes – Changes

67

How things have changed!

Indicators • Understands that local environments change over time.

• Writes questions to gather information about changes in the local environment.

Worksheet information

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• If possible, obtain a copy of either My place by Nadia Wheatley or You and me, Murrawee by Kerri Hashmi and Felicity Marshall, and read it to the students.

Teac he r

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• Review how, just as our bodies and lives change over time, so the places we live in, our local environments, also change. Ask the students to suggest things that might change in the local environment, and list them on the board under the headings of ‘built’ or ‘natural’ (explain these headings if necessary).

• Ask the students how we know about these changes. How can we find out about the past? Encourage answers such as from books, the Internet, museums and by asking people who were there at the time.

• Give each student a copy of the worksheet and explain it to them. They write as many questions as they can to find out information as to how the local environment has changed. Leave the words on the board about things that may change for student reference.

© R. I .

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

Additional activities

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• Ideally, students would follow through with this activity by interviewing an elderly person who has lived in the neighbourhood for some time. If that is not possible, you may like to invite an elderly guest to talk to the students. The students can decide which questions would be the most interesting to ask the guest.

If this is not possible, students can role-play being an elderly person and an interviewer, hypothesising what answers an elderly person may give.

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• Using the description of the local area in the past provided by an elderly guest, students could: paint a picture of one aspect of the local environment from a time gone by, or

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draw a picture in pencil or black pen and soak it in coffee to ‘age’ it.

o c . che e r o t r s super

• Students could visit a local library or museum to locate and view pictures of their local environment from the past.

Curriculum links

68

English

HSIE

NSW

RS1.5, RS1.6, WS1.9, WS1.11

ENS1.5, CCS1.2

SA

1.2, 1.3, 1.6, 1.10.

1.1, 1.3

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

TCC1.4

Vic.

ENWR0103, ENWR0104, ENER0101, ENER0103, ENER0104, ENSL0101

SOSE0201

WA

W1.1, W1.3, R1.1, R1.3, R1.4

PS1.1, TCC1.2

Lower themes – Changes

www.ricpublications.com.au

R.I.C. Publications®

How things have changed!

Just as people change over time, so do the places where we live. One way to find out about changes that have happened in a place is to ask people who have lived there for a long time.

If you could interview an elderly person about changes in your local environment, what would you ask?

Teac he r

2.

4.

time

trees

buildings

people

school home

© R. I .

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

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3.

before

5.

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m . u

1.

changed

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r o e t s Bo r e p ok Write questions you might ask, trying to use some u of the words inS the box in your questions.

o c . che e r o t r s super

6.

R.I.C. Publications®

www.ricpublications.com.au

Lower themes – Changes

69

Aboriginal communities change Indicators • Reads a text about changes in an Aboriginal Australian community.

• Completes a retrieval chart comparing past and present aspects of an Australian Aboriginal community.

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

Worksheet information

Teac he r

• If possible, read the students a text that shows changes in an Aboriginal community over time. Examples include A is for Aunty by Elaine Russell, My country by Connie Ah See, and Ten Little Jarjum from Big mob books for little fullas by K Merrifield & S Williams.

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• Give each student a copy of the worksheet and read the text with them.

Ask the students what kinds of things have changed. Do they know of any other changes?

• Students complete the chart using information from the text.

Additional activities

• Discuss the changes from the worksheet. Students can decide which of these changes are positive and which are negative.

© R. I .

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

• Rather than reading the text on the worksheet, students could listen to an Aboriginal community member talking about changes in his or her community. Students could paint on two halves of a large sheet of paper, with images from the past on one side and images from the present on the other, depicting an understanding of the changes that have occurred.

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• Students could write a fictional text from the point of view of a younger member of an Aboriginal group in the present, identifying some of the changes and reasons for those changes that have occurred.

(Note: Some cultural sensitivity is required.)

Curriculum links

English

HSIE

RS1.5, RS1.6, RS1.7, WS1.10, WS1.11

CCS1.2

1.3, 1.4, 1.12

1.1

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

CI1.4, CI1.1

Vic.

ENWR0103, ENWR0104, ENER0101, ENER0103, ENER0104, ENRE0102

SOSE0201

WA

W1.1, W1.3, R1.1, R1.2, R1.4, W1.4

ICP1.3, TCC1.2

NSW SA

70

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o c . che e r o t r s super

Lower themes – Changes

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Aboriginal communities change Before, we used to have land we could move around in, hunting and gathering food from nature, like berries, roots and leaves from the trees and plants, and animals to cook on the fire. This food was good for us, kept us healthy. We built shelters when we needed them from branches and grasses. They were simple, like our clothes. These were animal skins, we only wore them when it got cold. We painted, sang and told stories. This is how it used to be.

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r o e t s Bo r e p ok u Now it’s different.

Most of my people live in towns, wear modern clothes S and eat foods from supermarkets, fast food sometimes. They live all year

in homes made of bricks and steel. They don’t tell stories, dance or sing in the traditional way. Many of the older ones get sick because this life is not good for them.

Write the changes in this Aboriginal Australian man’s community in the chart below.

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Clothes

Shelter

Health

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Food

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Activities

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Changes to the environment Indicator • Explains environmental changes that occur as a result of human actions.

Worksheet information • As an introduction to the activity, explain the concept of cause and effect using everyday experiences with which the students would be familiar; for example:

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If everyone at home decided to drink a lot more milk each day, more milk would have to be bought each week.

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If the person who does the laundry at home went on strike, everyone would run out of fresh clean clothes.

• Explain that change can have good, bad or just different effects. How people perceive change varies; for example, a student’s diet may be changed for health reasons, which Mum/Dad think is good; but the student does not agree because now he or she can’t eat a favourite food.

• Discuss local environment examples such as the effect of roadworks on traffic queues, people being late for school, work, appointments etc. Discuss changes which have effects that are not immediately obvious, such as the destruction of wildlife habitats for the construction of industries, roads or housing and the effects of wasting water and energy.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Additional activities • Discuss the examples of change on the activity page, highlighting the effects of each. The pictures provide clues to some of the effects of each change.

• Create a display showing the effects of some changes at home, at school and in the local environment.

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• Study a global change and the effects it has on the environment. Display information with graphical representations, pictures, charts, maps, diagrams etc.

• Compose a dance sequence that represents an environmental change and its effects. Add music and narrative to enhance the composition and perform to an audience.

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Curriculum links

English

HSIE

WS1.9

CCS1.2

2.4

2.1, 2.3

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

TCC 2.4

Vic.

ENWR0201

SOSE0201

WA

W 2.1

TCC 2.1, TCC 2.2

NSW SA

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Changes to the environment Over time, people change the environment.

Write a sentence to explain the changes that each action causes.

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There are more fast food places.

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More people own cars.

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Industries use and make more chemicals.

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More people are moving to the cities.

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Environment soundscape Indicators • Describes the sounds of an environment.

• Records the origin of the sound.

• Chooses an appropriate instrument to represent the sound.

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Worksheet information

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• Discuss sounds that might be heard in an unspoilt riverside woodland and what might have created them. What sort of sounds are they? (water rushing over stones in the river, the wind whistling through the leaves, branches soughing, animals scurrying, birds singing etc.)

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• Discuss the pitch, strength and volume of the different sounds. What instruments could be used to represent them? Homemade instruments can be used to produce more subtle sounds. It is important that students know that they are not required to replicate the sounds exactly. Some sounds may lend themselves to this but others can be represented by a sound of similar pitch, strength and volume.

• Repeat the discussion for sounds that would be heard during the change (bulldozers, chainsaws, people shouting etc.) and after the change (lawnmowers, children playing, bats hitting balls, the hum of airconditioning units etc.)

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• Students choose one sound to record in each section of the activity sheet. Encourage them to choose a range of sounds so that on completion of the activity, the soundscape will represent many features of the environment.

Additional activities

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• Write a narrative to accompany the soundscape. Present the combination to an audience.

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• Create a soundscape, with narrative, of the school environment before and after the students arrive.

• Create a soundscape, with narrative, of the home environment, from when everyone returns home in the afternoon to when they go to bed.

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Curriculum links

English

Creative Arts (Music)

WS1.9

MUS1.2

2.1, 2.3, 2.4

2.1

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

MU 2.1

Vic.

ENWR0201

ARPA0201

WA

W 2.1

AI 2

NSW SA

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Environment soundscape When change occurs to an environment, some sounds remain. But many are lost and different ones take their place.

1. How might the natural sound orchestra of a riverside woodland change if many of the trees were felled to make room for new houses?

r o e t s Bo r e p ok u (b) Describe Swhat you will use to make each sound.

Before the change

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(a) Draw and name three things that make the sounds.

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During the change

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Changes to the school environment Indicators • Recognises and records features that require change.

• Suggests and records suitable ideas for change.

Worksheet information

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• To introduce the activity, take the students on a walk around the school grounds.

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• Note pleasant and practical features such as flowerbeds and covered walkways and unpleasant and impractical features such as weed-filled wasteland and unlevel walkways which could be dangerous and create puddles on rainy days.

• Make lists of the good and bad features in the grounds.

• Discuss changes that could be made to improve the practical and aesthetic aspects of the school environment.

• What features might be good to change even if there is nothing actually wrong with them as they are (personal preferences)?

• Look at the picture on the activity sheet. What can the students see that may require change? What reasons can they give for such change?

Answers Teacher check

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Additional activities

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• Discuss and design features for an ideal outdoor environment for a school.

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• Discuss and follow a procedure for creating an attractive flowerbed.

• Conduct a class survey to determine changes students would like to see to their school environment.

Present results of the survey to the principal.

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Curriculum links

English

HSIE

WS1.9

CCS1.2

2.1, 2.3, 2.4

2.2

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

TCC 2.2

Vic.

ENWR0201

SOSE0201

WA

W 2.1

TCC 2.2

NSW SA

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Changes to the school environment

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What changes would you make to improve this school environment?

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How and why I would change it

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What it is like now

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From real to abstract Indicator • Creates a series of drawings to show a living thing in real and abstract art forms.

Worksheet information

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• View the pictures on the worksheet and explain how the SAME drawing is repeated but changed slightly until the final one is an abstract.

• Read and complete each step with the students, ensuring that they use their first drawing as the basis for all the others.

• Students may display their images and compare them to those of other students.

Additional activities

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• If possible, view images of Picasso’s series of drawings of a bull which progresses from realistic to abstract. Explain how, by the fourth drawing, the bull is just a just a compilation of basic lines and shapes. Images of Picasso’s drawings of a bull may be found on the Internet. Discuss how the artist has chosen specific qualities to emphasise.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• • Ask students to use brightly coloured geometric shapes and thick black markers to draw basic lines to • Repeat the activity using other living things.

• View a variety of different art forms to expose the students to different ways of expressing how an artist sees things in the world. create an artwork of a living thing.

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English

Creative Arts

RS1.5, RS1.6

VAS1.1, VAS1.2, VAS1.4

o c . che e r o t r s super 1.3, 1.7, 1.11

1.1, 1.2, 1.3, 1.4

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

VA 2.1, VA 2.3

Vic.

ENRE0201, ENRE0202, ENRE0204, ENRE0206

ARVA0201, ARVA0202

WA

V 2.1, V 2.2, V 2.3, V 2.4, R 2.1, R 2.2, R 2.3, R 2.4

AI 2, ASP 2, AR 2

Qld

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From real to abstract 1. Look at the four drawings below in order. (a)

(b)

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(c)

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2. Follow the steps below to make different types of drawings of living things. Tick each step as you complete it.

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(a) Choose a living thing for the subject of your drawings—an animal, plant, seedling, person, insect or mini-beast. Write the subject of your drawing.

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(b) Fold an A3 sheet of art paper into quarters, open it out flat and use a lead pencil to write the numbers 1 to 4 on the quarters. (c)

. tquarter numbered ‘1’, draw the living o In thee thing c . as realistically as possible, using lead pencil or black c e h r crayon. er o st super

(d) In the other quarters, draw the living thing again three times, but use fewer lines each time and simple geometric shapes. You should end up with a very simple drawing of basic lines and shapes.

3. Write some sentences telling how you created your abstract from your first realistic drawing and what you think of your abstract drawing.

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A cubist self-portrait Indicator • Follows steps to create a cubist self-portrait.

Worksheet information • View images of different self-portraits by Picasso and Van Gogh.

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• Discuss what a self-portrait is and how an artist may have created one (by looking in the mirror, by viewing a photograph and painting from that image etc.). Why do artists paint self-portraits? What is the artist saying about the subject?

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• View and discuss a cubist self-portrait painted by Picasso or other artists.

How has the artist made the painting? What colours are used? What lines and shapes are used? What do you think of portraits painted in this way?

• This activity will require two art lessons to complete.

• In order to follow the steps to create a cubist-style of self-portrait, the students will need to paint a self-portrait in the normal way first. Using an A3 sheet of art paper, and lead pencil, lightly divide the art paper into halves and then quarters across the page. Repeat vertically, so that the paper is divided into sixteen equal-sized squares or rectangles.

Using a mirror for close observations and a black crayon, draw the nose in the centre of the page, the eye slightly above, the mouth below, then the shape of the face, ears, hair and other details. Ensure all lines and shapes and details on the face are included. Set aside ready for the next lesson.

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C.Publ i cat i ons •f or r e ewleadp ur p os es o nl y • • Students will need a blank sheet ofv A3i paper, pencils or black crayons and brightly coloured crayons or oil pastels to complete the activity on the worksheet.

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Additional activities • Complete a portrait of the family pet from memory in the same way.

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• Read and complete each step with the students before progressing to the next one.

• Discuss and think of other ways to create a cubist portrait rather than the technique on the worksheet.

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• Compare the original self-portrait to the cubist-style of self-portrait.

English

Creative Arts

RS1.5, RS1.6

VAS1.1, VAS1.2, VAS1.4

SA

1.3, 1.7, 1.11

1.1, 1.2, 1.3, 1.4

Qld

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

VA 2.1, VA 2.3

Vic.

ENRE0201, ENRE0202, ENRE0204, ENRE0206

ARVA0201, ARVA0202

WA

V 2.1, V 2.2, V 2.3, V 2.4, R 2.1, R 2.2, R 2.3, R 2.4

AI 2, ASP 2, AR 2

NSW

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A cubist self-portrait 1. Follow the steps to create your own cubist self-portrait. Tick each step as you complete it. (a) Use tape to attach the self-portrait already drawn to a brightly-lit window.

r o e t s Bo r e p ok u S Use a pencil or black crayon to trace over the portrait

(c)

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(b) Place another blank sheet of art paper on top of it.

using only straight lines close to the curves on the portrait.

(d) Draw all features using geometric shapes (triangles, squares, diamonds etc.).

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(e) Draw straight lines or patterns to create hair and clothing.

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(f) At your desk, use a ruler to draw lines to divide the face into sections.

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(g) Draw, or use the ruler to make, straight lines in the background.

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(h) Use oil pastels or wax crayons in bright colours to colour the different shapes and sections of the cubist self-portrait.

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created your cubist self-portrait, to display with your artwork.

3. Give your cubist self-portrait a rating by circling a shape.

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Okay!

Not bad!

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Really good!

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Outstanding!

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