Australian History Series: Book 1 - Family Life by Ready-Ed Publications

This is a Ready-Ed Publications' book preview. Ready-Ed Title: Australian History Series – Book 1 Family Life

Publications

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. ii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7. iii. I-stock Photos.

Copyright Notice The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: 1.

The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

Copies are not sold or lent;

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

Published by:

Go to www.readyed.net Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.com.au info@readyed.com.au

ISBN: 978 1 86397 820 0 2

Contents

This is a Ready-Ed Publications' book preview. Teachers' Notes

National Curriculum Links

Section 1: Family Structures and Roles Teachers' Notes Activities Family Groups Family Box Different Family Structures Family Structure Tree 1 Family Structure Tree 2 My Family Tree Groups Then and Now 1 Groups Then and Now 2 Toys Then and Now From Old to New Old and New In the Past Chores Now and Then Changing Roles 1 Changing Roles 2 Electricity 1 Electricity 2 Clothes 1 Clothes 2 Indigenous Family Structure 1 Indigenous Family Structure 2 Indigenous Family Structure 3

6-8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Section 2: Expressing Time Teachers' Notes Activities Past and Future Time Words Important Words One Day One Week A Week at Camp Months One Year Once a Year Seasonal Calendars Seasonal Records Recount Timelines Time in Pictures

32-33 34 35 36 37 38 39 40 41 42 43 44 45 46 47

Section 3: Daily Life Now and Then Teachers' Notes Activities Timekeeping Devices Photographs Oral History 1 Oral History 2 My Shield Personal Artefacts Heirlooms Treasures in the Attic Memory Game

49 50 51 52 53 54 55 56 57 58

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Teachers’ Notes

This is a Ready-Ed Publications' book preview. Family Life is written for students living in Australia who are studying History in Year 1. It is divided into three clear sections which connect to the National Curriculum. The first section encourages the students to explore family structures and roles in the recent past and in the present, and examine how they have changed and/or stayed the same. This section also gives students the opportunity to look at family structures in Aboriginal and Torres Strait Islander societies.

The second section of this book is designed to help students express time. It introduces and consolidates vocabulary to do with the past, the present and the future by exploring significant events and dates within the student's own context. Daily Life Now and Then is the third and final section of the book and it includes activities which help the students investigate the lives of their parents and grandparents when they were young through a number of sources. All of the activity pages in this book are visually appealing to help the students process the concepts being taught. Many of the tasks are practical and interactive and all are age appropriate.

National Curriculum Links Historical Knowledge and Understanding ACHHK028 - Differences in family structures and roles today, and how these have changed or remained the same over time. ACHHK029 – How the present, past and future are signified by terms indicating time, such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons. ACHHK030 – Differences and similarities between students’ daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications.

Historical Skills ACHHS031 & ACHHS032 – Chronology, terms and concepts. ACHHS033 – Historical questions and research. ACHHS034 & ACHHS035 – Analysis and use of sources. ACHHS036 – Perspectives and interpretations. ACHHS037 & ACHHS038 – Explanation and communication.

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This is a Ready-Ed Section 1:Publications' book preview. Family Structures and Roles

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T e ach e rs ' N o t e s

Section 1

Family Structures and Roles

This is a Ready-Ed Publications' book preview. Family Groups (Page 9) Extension Activity

•

Help each student to make a ‘my family shoebox’. Each student fills a shoebox with objects or photographs which are symbolic of each person in his/her family.

Different Family Structures (Page 11) Extension Activities •

Cut out pictures of families in magazines and make a collage. Discuss how each family is different.

•

Create a picture graph in the classroom displaying how many people are in each child’s family. Discuss similarities and differences between families and analyse the graph to determine the most popular family structure.

•

Look at pictures of families around the world. Discuss similarities and differences between their own family and those in the photographs. Read books that feature different family structures, e.g. blended, single-parent, extended, etc. Find historic photographs of families. Discuss family structures in the past and how they have changed over time.

Family Structure Tree 1 (Page 12) To create a class family structure tree, you will need to find a dead branch and put it in a colourful pot filled with soil. Once each student has cut out his/her leaf, he/she can tie a loop of string to the end and hook it on a section of the branch. Alternatively, you can cut a trunk and branches out of brown construction paper and stick the leaves to it to create a wall display. Photocopy the leaf

outline onto different coloured bits of paper to create a more visually stunning tree.

Family Structure Tree 2 ( Page 13)

Use this tree to compare common family structures in the past and present. You may find that the nuclear family was more common in the past than it is in the present. You may also find that families today contain fewer children. Discuss the results.

My Family Tree (Page 14) Introducing the Worksheet Tell students that they may not be able to fill in every box and might need to add their own boxes to the tree.

Groups Then and Now 1 (Page 15 ) By asking grandparents which groups they were members of, students should start to become aware that some social groups that exist today, also existed in the past.

Groups Then and Now 2 (Page 16) The 'other' column should introduce students to some different social groups that existed in the past.

Extension Activity •

Discuss the reasons why people join groups today and why they joined them in the past, e.g. to meet new people, to learn new things, to spend time with friends, to become better at something.

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T e ach e rs ' N o t e s

Section 1

Family Structures and Roles

This is a Ready-Ed Publications' book preview. Toys Then and Now (Page 17)

8 Useful Websites

View other pictures of toys from the past and present and identify the material/s that each toy is made from. Discuss the materials that toys of the past were made from (wood, string, etc.) and compare them to the materials used to make toys today (plastic, batteries, etc.).

http://www.kraft.com.au/Products/ KRAFTHistory/HowPeopleLived/ An interactive website looking at food and families through the decades.

8 Useful Website http://www.mape.org.uk/ curriculum/history/toys.htm. This website presents photographs of toys from 1900 to 1999, and also includes notes for teachers.

Old and New (Page 19) Discuss with your students how the new objects suit our different lifestyle.

In the Past (Page 20) You may like to help students think about how the old artefacts suited people’s needs at the time and how the replacements suit people’s current needs. (Example: need to travel longer distances, need to reach places more quickly.)

Changing Roles 1 (Page 22) Compare students’ pictures and talk about the changes that have happened in terms of men’s and women’s roles in the kitchen and the supermarket today. Talk about how men and children, not just women are sharing the role of cooking, buying/sourcing food today.

http://www.nma.gov.au/kidz/learn_ and_play/ This website includes interactive games from the National Museum of Australia. http://www.tes.iboard.co.uk/player/ index.htm. This website provides some interactive activities on toys and transport.

Changing Roles 2 (Page 23) Compare students’ drawings and talk about the changes that have happened in terms of men’s and women’s roles in the home. Talk about how men and women are sharing the roles of cleaning and childcare in the family home today. There may be some men who do all of the cleaning in the family home today and whose role it is to look after the children. Point out that this was not common in the past. The pictures may also show that childcare is partly the responsibility of people outside of the family, more so today than it was years ago.

Electricity 1 (Page 24) Help students compare modern day electrical items with older items (such as the electric and steam iron) and discuss the role of ironing using both items.

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T e ach e rs ' N o t e s

Section 1

Family Structures and Roles

This is a Ready-Ed Publications' book preview. Clothes 2 (Page 27)

Discuss how common it was for women in the recent past to knit and sew and link this to changing roles. Compare students' pictures.

Indigenous Family Structure 1 (Page 28) Explain to students that the indigenous kinship system decides each clan member's relationship to other members and determines people's behaviour and obligation. The system is very complicated. In indigenous culture a person's mother and father can be their aunt, uncle and other people the same age as their mother and father. A person's grandparent could be people of their grandparent's age or a respected elder of the clan.

Indigenous Family Structure 2 (Page 29) Clans can have as many as 500 members. Each clan has the right to hunt and collect food in a given territory. Invading someone else's territory usually results in conflict. Each clan has their own language. Some clans speak the languages of other clans nearby. Customs and laws are taken seriously.

distributed, look after the children, teach girls bush skills, pass on Dreaming stories, heal the sick and make laws. The students could make a display to show these roles. Further Activities For This Section â&#x20AC;˘

Hold an 'Olden Days' day at school.

â&#x20AC;˘

Invite an elderly guest speaker into class, to talk about his/her experiences at school and at home as a child.

More Useful Websites http://www.historyaustralia.org.au/ ifhaa/schools/evelutio.htm http://www.nettlesworth.durham.sch. uk/time/victorian/vschool.html. This is a UK site which contains some useful information. http://education.qld.gov.au/library/ edhistory/topics/manners.html. A good manners chart used in schools in the past. http://www.abc.net.au/abc3/myplace/. This website is based on the book My Place by Nadia Wheatley and Donna Rawlins. It is interactive and shows how a fictional Australian house has changed over time from 1888 to 2008.

Indigenous Family Structure 3 (Page 30) Men are also expected to protect the band, climb trees to fetch eggs and honey, teach boys hunting methods and clan laws, pass on Dreaming stories, heal the sick and make laws. Women are also expected to find and gather water, decide how food is

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Activity

Family Groups

This is a Ready-Ed Publications' Drawbook the members of your family. preview. Your family is a group that you belong to. There are many different types of families all around the world.

Find and name someone in your class who...  has three people in his/her family:

 is an only child:

 has four or more siblings:

 has an extended family member living with them:

Go to www.readyed.net Section 1: Family Structures and Roles

Family Box

Activity

This is a Ready-Ed Publications' book preview.  Decorate the box by following the numbered steps.

Family

1. Draw how you feel when you are with your family. 2. Print the names of your family. 3. Print your surname. 4. Draw the people in your family. 5. Draw the house that you live in. 6. Draw something your family likes to do together.

Once you have decorated your box… • Cut out the box and fold tabs along the dashed lines. • Put something inside the box that reminds you of your family.

• Glue the sides together.

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Section 1: Family Structures and Roles

Activity

Different Family Structures

This is a Ready-Ed Publications' ď ą Draw the different types of families. book preview. All families are different. All family structures should be valued.

A family with a mother, father and one or more child is known as a nuclear family.

A family with one parent and one or more child is known as a singleparent family.

A family with one parent, one stepparent and one or more child is known as a blended family.

A family that consists of people who are not part of the immediate family (e.g. grandma, aunt, uncle) is known as an extended family.

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ď ą Use the back of the sheet to draw and label other types of family structures. Section 1: Family Structures and Roles

Activity

Family Structure Tree 1

This is a Ready-Ed Publications' book preview. All families are different. All family structures should be valued.

Inside the leaf:

1. Draw the people in your family. 2. Write who they are. 3. Label the type of family structure that you belong to. 4. Cut out the leaf. 5. Write your name on the back of the leaf.

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Section 1: Family Structures and Roles

Activity

Family Structure Tree 2

This is a Ready-Ed Publications' book preview. All families are different. All family structures should be valued.

Inside the leaf:

1. Draw the people in your mother’s or father’s family. 2. Write who they are. 3. Label the type of family structure that he/she belonged to. 4. Cut out the leaf and write your name on the back of the leaf.

Inside the 1. Draw the people in your grandmother’s or grandfather’s family. leaf: 2. Repeat steps 2-4 above.

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My Family Tree

Activity

This is a Ready-Ed Publications' ď ą Complete the family tree using pictures and words. Colour the tree. book preview. A family tree can be used to record your familyâ&#x20AC;&#x2122;s structure.

Great Grandfather

Great Grandmother

Grandmother

Grandfather

Grandmother

Grandfather

Father

Mother

Sister

Brother

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Section 1: Family Structures and Roles

Groups Then and Now 1

Activity

This is a Ready-Ed Publications'  Trace around each group in a different colour. Match each group with what they do by colouring the star the same colour. book preview. The groups that you belong to today may be similar to the groups that your parents or grandparents belonged to.



Sing

Learn

A football team



A choir



Play football

A dance group

Dance

 A netball team

Play netball

Go to www.readyed.net A school group

 Ask a parent, grandparent or other relative if they were once a member of any of these groups. Place a tick next to the groups that they were members of. Section 1: Family Structures and Roles

Groups Then and Now 2

Activity

This is a Ready-Ed Publications' ď ą Write your name in the first column below, then fill out the book preview. table by putting a tick next to the groups that you belong to. The groups that you belong to today may be similar to the groups that your parents or grandparents belonged to.

Do the same for three older people who you know. Your Name:

Person 1:

Person 2:

Person 3:

Family Group

School Group

Sports Group

Dance Group

Choir Group

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Section 1: Family Structures and Roles

Activity

Toys Then and Now

This is a Ready-Ed Publications'  Look at the pictures belowpreview. and tick one or both of the boxes book Some toys that you play with today will be different from the toys that your parents or grandparents played with as children. Some will be similar.

underneath.

 Past  Present

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 Colour all the toys that you play with.

Section 1: Family Structures and Roles

Activity

From Old to New

This is a Ready-Ed Publications'  Number each set of pictures below in order (one being the book preview. oldest and four being the newest). You use different objects than your parents and grandparents did when they were children.

 Lightly shade the items that you use in red.  Lightly shade the items that your parents used in blue.

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 Lightly shade the items that your grandparents used in yellow.

Section 1: Family Structures and Roles

Activity

Old and New

This is a Ready-Ed Publications' ď ą Draw lines to match the old and new household objects. book preview. Many of the things that you use and see in your home are different to those that your grandparents and parents used.

Go to www.readyed.net Section 1: Family Structures and Roles

In the Past

Activity

This Ready-Ed Publications' ď ą Lookis at thea artefacts from the past below. Your parents or grandparents will most probably have used them. Label each preview. artefact and saybook how it was used and what has replaced it. People live differently now than they did in the past.

Name:_ __________________

Use:_____________________

________________________

Replacement:_____________

________________________

Name:_ __________________

Use:_____________________

________________________

Go to www.readyed.net ________________________

Replacement:_____________

________________________ 20

Section 1: Family Structures and Roles

Chores Now and Then

Activity

This is a Ready-Ed Publications'  Put a tick next to the chores that you do (or help with) at home. book preview. Some chores that we do in the home have changed and some have stayed the same.

 Putting rubbish in the bin.

 Watering the plants.

 Helping with the shopping.

 Cleaning the car.

 Keeping the pets clean and fed.

 Helping with dishes.

Write some chores that your parents or grandparents did in the past. ___________________________________ ___________________________________

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___________________________________ ___________________________________ Section 1: Family Structures and Roles

Activity

Changing Roles 1

This is a Ready-Ed Publications' book preview. ď ą Draw a picture of:

the person (people) who cooks the food in your home.

the person (people) who buys/ sources the food in your home.

the person (people) who cooked the food in your mother's/father's home when they were a child.

the person (people) who bought/sourced the food in your mother's/father's home when they were a child.

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ď ą Ask your grandparents who did the cooking and food shopping in their homes when they were children. Compare your answers with other members in the class. 22

Section 1: Family Structures and Roles

Changing Roles 2

Activity

This is a Ready-Ed Publications' ď ą Draw a picture of: book preview. Roles in the family have changed.

the person (people) who cleans your home.

the person (people) who looks after the children in your home.

the person (people) who cleaned your mother's/ father's home when they were a child.

the person (people) who looked after the children in your mother's/father's home when they were a child.

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ď ą Ask your grandparents who cleaned and looked after the children in their homes when they were children. Compare your answers with other members in the class. Section 1: Family Structures and Roles

Electricity 1

Activity

This is a Ready-Ed Publications' ď ą Draw things that use electricity in the house below. book preview. Electricity has changed the way we live. Homes in the past did not have electricity.

Bedroom

Bathroom

Office

Kitchen

Laundry

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Discuss how electricity has made household chores much easier for people today. 24

Section 1: Family Structures and Roles

Electricity 2

Activity

This is a Ready-Ed Publications' ď ą Colour all the things that use electricity in the picture below. book preview. Electricity is a resource that we use in our homes today.

What room is this?

ď ą Draw items that people used in their homes before electricity. For Light

For Heat

Go to www.readyed.net Section 1: Family Structures and Roles

Clothes 1

Activity

This is a Ready-Ed Publications' ď ą Look at the people's clothes. Colour the word past or present under each picture. Cut out each picture and try to put them in book preview. order (start with the oldest). The clothes that we wear today are different to those that your parents and grandparents wore in the past.

Past

Present

Past

Present

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Present Section 1: Family Structures and Roles

Past

Present

Clothes 2

Activity

This is a Ready-Ed Publications' ď ą Today, few of us make our own clothes. We buy them from the shops. What plant and animal sources would be used to make our clothes today?book Draw clothespreview. that could be made from the sources. Clothes are usually made from plant and animal sources.

Sheep

Cotton Plant

Silk Worm

Cow

ď ą Ask your parents or grandparents if they had to make their own clothes when they were young. Draw them here.

Go to www.readyed.net Section 1: Family Structures and Roles

Activity

Indigenous Family Structure 1

This is a Ready-Ed Publications' ď ą The kinship system helps book preview. clans live peacefully. It decides Traditional indigenous families join together to form bands. Bands join together to form clans.

clan

band

people's roles in a clan. Illustrate some of these roles.

family

A man or woman could not speak to his/her mother-in-law.

Some people were chosen to pay off another person's debts.

Some people were chosen to look after the sick or elderly.

Some people were chosen to marry others.

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Section 1: Family Structures and Roles

Activity

Indigenous Family Structure 2

This is a Ready-Ed Publications' bookclan.preview. ď ą Research an indigenous Indigenous Australians live in groups known as clans. Clans share the same territory, the same language, customs and laws.

Clan name:

Approximate number of people in the clan:

Territory that they live in and own:

Language:

Customs:

Laws:

Go to www.readyed.net Section 1: Family Structures and Roles

Activity

Indigenous Family Structure 3

This is a Ready-Ed Publications' ď ą Illustrate some of the roles of indigenous men and women. book preview. Men's work is different to women's work in traditional indigenous clans.

Men hunt large animals.

Women gather plants, seeds and insects and hunt small animals.

Men make weapons for hunting and produce tools.

Women make baskets, mats and string.

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Section 1: Family Structures and Roles

This is a Ready-Ed Section 2:Publications' book preview. Expressing Time

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T e ach e rs ' N o t e s

Section 2

Expressing Time

This is a Ready-Ed Publications' book preview. One Day (Page 37)

Extension Activity

For older children, discuss what hours of the day make up the morning, the afternoon, the evening, and the night.

•

One Week (Page 38)

Repeat the activity on the Bininj calendar using other indigenous calendars used in different areas in Australia. Look at the Gagadju (Kakadu), the D'harawal (Sydney), Arremte (central Australia) and the Woiwurrung (Upper Yarra Valley).

Ask students to colour the weekdays in red and the days that make up the weekend in yellow.

Seasonal Records (Page 44)

A Week at Camp (Page 39)

•

Extension Activity

Brainstorm other activities that the students might like to include in their week, e.g. visiting an amusement park and going to the movies.

Students could record the weather over the course of a day, e.g. before recess, after recess and after lunch. They could then go on to record the weather over the course of a week. Discuss the changes in the weather as a class or in groups.

Months (Page 40) They could highlight the month of their bithday or any other special months.

One Year (Page 41) Ask questions to develop vocabulary and time concepts (e.g. what month is Christmas in? How many weeks of holidays do you have each year?).

Once a Year (Page 42) Ask students to look through old calendars for examples of events that only happen once a year.

Timelines (Page 46) Introducing the Worksheet Ask the students what they think a timeline does. (Records events in the order that they have happened.) Ask them to brainstorm events that have happened, to help them complete the worksheet. You may like to ask the students to complete this at home with their parents’ help. Students can then share their timelines with the class.

Extension Activities •

Seasonal Calendars (Page 43) Revise with students the months in Autumn, Winter, Spring and Summer. They could create a little rhyme to help them remember these months and seasons.

You may like to extend this activity by asking students to bring in photographs of themselves which represent different stages in their lives to create visual timelines.

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•

Create a large timeline on a classroom wall. Students (and the teacher) can bring in photographs of themselves at

T e ach e rs ' N o t e s

Section 2

Expressing Time

This is a Ready-Ed Publications' book preview. various ages to stick on the timeline.

•

Create simple graphs to show how old students were when they lost their first tooth, learned to crawl or said their first word.

•

With parent help, students can create a graph with ’age’ as the horizontal axis and ’height’ as the vertical axis to record how they have grown since they were babies.

Further Activities For This Section •

At the beginning of every morning identify the day and date. Talk about what day it was yesterday, and what day it will be tomorrow.

•

Discuss events that happened yesterday (the past), and events that will happen later today and tomorrow (the future).

•

Set up a timetable in the classroom outlining the things that children will be doing on a particular day. Review the timetable at the start of each morning and ask questions to develop an understanding of time concepts (e.g. What is happening after sport? What are we doing before recess? What is the first thing that we are doing after lunch? What is the last thing that we are doing today?).

•

Learn songs about days of the week and months of the year.

•

Read books featuring the days of the week, e.g. The Hungry Caterpillar by Eric Carle. Ask students to draw pictures to illustrate what happened on each day in the book.

•

Make a ‘countdown chain’ for a future event by making one link from paper for each day until the event. Break off one link each day as you count down to the event.

• Paint the same scene as it would look at different times of the day, e.g. sunrise, midday, sunset and nighttime.

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Past and Future

Activity

This is a Ready-Ed Publications' ď ą Colour the word past or future under each picture. Highlight the words in the speech bubbles that tell you book preview. whether they are talking about the past or the future. Some words are used to talk about the past and some words are used to talk about the future.

My parents lived in a different house before I was born.

Past My grandma went to school a long time ago.

When I grow up I am going to be a doctor.

Future

Past

Future

Next week I am going to the zoo.

Past Past Future Go toFuture www.readyed.net ď ą On the back of this page draw something that you did before school today and something that you are going to do after school today.

Section 2: Expressing Time

Activity

Time Words

This is a Ready-Ed Publications'  Cut out and sort the words and phrases below into the past, book preview. present and future columns. There are words and phrases that we can use to describe when things are happening, have happened or will happen.

Past

Present

Future

Next week

Many years ago

At the moment

A long time ago

Last week

Today

Once upon a time

Yesterday

Tomorrow

In a few days time

Right now

Next year

 On the back of this page draw: • something that you remember doing a long time ago. • the job that you would like to do when you are older.

Go to www.readyed.net Section 2: Expressing Time

Activity

Important Words

This is a Ready-Ed Publications' In the bubbles book preview. write words Some words can be used to talk about the past. Some words can be used to talk about the present.

that you can use to talk about the past.

In the stones write words that you can use to talk about the present.

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Section 2: Expressing Time

Activity

One Day

This is a Ready-Ed Publications' ď ą Fill out the plan below to show some of the things that you did at book preview. each time of the day yesterday. Morning, afternoon, evening and night, are all words used to talk about the different times of one day. One day is a period of time.

Day: Morning

Afternoon

Evening Night

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Activity

One Week

This is a Ready-Ed Publications' ď ą Fill out the plan below to show some of the things that you did each day last week. book preview. A week is a period of time made up of seven days.

Monday. ............................................................................................................. ......................................................................................................................................

Tuesday. ............................................................................................................. ......................................................................................................................................

Wednesday..................................................................................................... ......................................................................................................................................

Thursday. .......................................................................................................... ......................................................................................................................................

Friday.................................................................................................................... ......................................................................................................................................

Saturday............................................................................................................ ......................................................................................................................................

Sunday. ...............................................................................................................

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......................................................................................................................................

Section 2: Expressing Time

A Week at Camp

Activity

This is a Ready-Ed Publications' ď ą Imagine that you are at a camp where you can choose the activities that you would like to do for the week. Fill out the plan book preview. by cutting out one activity from the pictures below for each day. A week is a period of time made up of seven days.

Monday

Tuesday

Friday

Wednesday

Saturday

Thursday

Sunday

reading

bike riding

cricket

football

computer games

swimming

writing

music

Go to www.readyed.net horse riding

art and craft

skateboarding

Section 2: Expressing Time

flying a kite 39

Months

Activity

This is a Ready-Ed Publications'  Sing this little chant to help you remember preview. how many daysbook make up each month. A month is a period of time. Most months have 30 or 31 days, but one of the months (February) has only 28 days.

30 days has September, April, June and November. All the rest have 31 except February, which has 28 and 29 in a leap year!

 There are 12 months in a year. Cut out the 12 months of the year and arrange them in order on a blank sheet of paper.

September

January

November

June

October

February

April

August

July

May

March

December

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 Next to each month, use the rhyme to write how many days are in each month. 40

Section 2: Expressing Time

One Year

Activity

This is a Ready-Ed Publications'  Follow the instructions below. • Draw a yellow book sun in the summer months. preview. • Colour the autumn months orange. A year is a period of time made up of 12 months.

• Draw rain in the winter months. • Colour the spring months green.

January

February

March

April

May

June

July

August

September

October

November

December

Go to www.readyed.net  Draw stars in the month of your birthday. Section 2: Expressing Time

Activity

Once a Year There are some events that happen once a year, such as birthdays and some celebrations like Australia Day. If something happens once a year it happens annually.

This is a Ready-Ed Publications' ď ą In the balloons below write or draw some events or celebrations that only happen once a year. book preview.

Think about the event that you most look forward to each year. Colour this balloon. Discuss with your class why it is special to you.

Go to www.readyed.net 42

Section 2: Expressing Time

Seasonal Calendars

Activity

This istheapictures Ready-Ed Publications'  Match with the seasons. Colour the pictures. Autumn Winter book preview. The names of seasons describe weather patterns in one year.

Spring

Summer

The Bininj calendar

This calendar is used by some Indigenous Australians.

Bininj Calendar

• How many seasons are there? _______ • Colour the seasons yellow. • Colour the wet months blue and the dry months red.

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Seasonal Records

Activity

This is a Ready-Ed Publications' ď ą Look at the weather record and answer the questions. bookin 2010 preview. Average temperatures Seasonal records can record the weather.

Location Perth Melbourne Sydney Canberra Hobart

Highest 45 40 39 30 29

Lowest -2 -4 -3 -2 -5

Which city recorded the highest temperature in 2010? __________________________________________________ Which city recorded the lowest temperature in 2010? __________________________________________________ Which city had the lowest highest temperature in 2010? __________________________________________________ Which city had the highest lowest temperature in 2010? __________________________________________________ As well as the temperature, what else might seasonal records record? __________________________________________________

Go to www.readyed.net ď ą Use the back of this sheet to create your own seasonal record on a topic of your choice.

Section 2: Expressing Time

Activity

Recount

This is a Ready-Ed Publications'  Glue a photograph in the space below. Use the photograph to tell a book preview. story about where you were, who you were with and what you were Photographs can remind us about things that we have done in the past.

doing.

This is a photo of .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .................................................................................................................. .................................................................................................................. ..................................................................................................................

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.................................................................................................................. .................................................................................................................. .................................................................................................................. Section 2: Expressing Time

Timelines

Activity

This is a Ready-Ed Publications' ď ą Complete the personal timeline. For each age write or draw book preview. either: A timeline can be used to record events of the past. It can record events that have happened a long time ago and events that have happened more recently.

something that you did that year (e.g. lost your first tooth, started school).

something new that you learned to do (e.g. crawl, play cricket).

Age:

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Activity

Time in Pictures

This is a Ready-Ed Publications'  Draw pictures in each box to show … book preview. As we get older we are able to do things that we couldn’t do before.

two things that I did as a baby

two things I can do now that I couldn't do as a baby

two things I might be able to do when I’m older that I can't do now

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This is a Ready-Ed Section 3: Publications' book preview. Daily Life Now and Then

Go to www.readyed.net 48

T e ach e rs ' N o t e s

Section 3

Daily Life Now and Then

This is a Ready-Ed Publications' book preview. Photographs (Page 51)

Tell students that photographs are a great way of recording people's daily lives in the past and present.

Ask them to think of the last photograph that they remember being taken. (Example: a photograph of the family dog yesterday, a photograph of the new cubby house last week, a photograph of them at their cousin’s house.) Students can take turns telling the rest of the class of the last photograph that they remember being taken. Show the students a recent photograph. Ask them how they can tell that it was taken recently (in colour, good condition, contemporary clothing, things look familiar). Show students an old photograph. Ask them how they can tell that the photograph was taken a long time ago (in black and white, colours have faded, in poor condition, edges tattered, things don’t look familiar, clothes look old-fashioned, objects in the photograph are recognisable but aren’t used a lot today). Ask the students to bring in an old photograph which shows their parents, grandparents or other elder when they were young. They can paste it on their activity sheets and fill in the information.

Extension Activity •

Students can repeat the activity with a recent photograph.

8 Useful Website www.pictureaustralia.org/trails/index. html. This website contains historic photographs and images grouped by subject, such as fashion, inventions and Australians at play. This site helps the students to understand how photographs can record the people's daily lives.

Oral History 1 (Page 52) Extension Activity •

Invite a guest speaker in to the school to share his/her memories of daily life in the past.

Oral History 2 (Page 53) •

Students will need to chat to their chosen person and listen carefully, to complete their drawings.

Personal Artefacts (Page 55) Introducing the Worksheet Brainstorm as a class the type of objects that would be suitable to select. Discuss the purpose of museums. (They display items that record daily lives in the past.)

Extension Activities •

Make a classroom display of the students’ objects and museum cards.

•

Visit a local museum.

8 Useful Websites www.pbs.org/wnet/1900house/house/ parlor/index.html. An interactive website that allows you to browse rooms in a 1900s Victorian house and look at objects from that era. www.mms.eq.edu.au/docs/Museum-ina-Classroom.pdf. This website suggests ideas for introducing and setting up a museum in the classroom. http://trove.nla.gov.au/picture. A searchable database of historic pictures and photographs.

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Activity

Timekeeping Devices

This is a Ready-Ed Publications' ď ą Name the timekeeping devices. book preview. Timekeeping devices measure time. They have changed over the years.

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ď ą Cut out the pictures and paste them on a blank piece of paper in the order that you think they were invented. 50

Section 3: Daily LIfe Now and Then

Activity

Photographs

This is a Ready-Ed Publications' ď ą Ask your parents, grandparents or other elder for a photograph of themselves when they werepreview. young. Paste it here. book Photographs tell us about the past.

Who is in the photograph?_ ____________________________ What are they doing?__________________________________ Clothes they are wearing?______________________________ Objects in the photograph?_____________________________ Are the objects in use today?____________________________

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Condition of photograph?______________________________ Colours in photograph?________________________________ Section 3: Daily LIfe Now and Then

Oral History 1

Activity

This is a Ready-Ed Publications' ď ą Interview your mum, dad, a grandparent or other relative about book preview. their life when they were young to create an oral history. Use this The past can be recorded orally. People can tell you what they remember about the past.

sheet to record your answers.

Year of birth:

Name of relative:â&#x20AC;&#x2030;

How did you travel to school?__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _________________________________________________________________

What was your favourite toy?__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _________________________________________________________________

What chores did you have to do?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _________________________________________________________________

What did you wear to school?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _________________________________________________________________

What did you do for entertainment?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _________________________________________________________________

What types of food did you eat?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _________________________________________________________________

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Section 3: Daily LIfe Now and Then

Activity

Oral History 2

This is a Ready-Ed Publications' ď ą Draw pictures to show how your mum's, dad's, grandparent's or other relative's life was different to your own. book preview. People live differently now than they did in the past.

Draw what they did or where they went in their leisure time.

Draw one of their family traditions.

Draw how they communicated.

Draw what they wore.

Go to www.readyed.net Section 3: Daily LIfe Now and Then

Activity

My Shield

This is a Ready-Ed Publications' ď ą On your shield draw or write things that you like about your daily life. book preview. Shields can be used to celebrate people and things.

Your name

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Section 3: Daily LIfe Now and Then

Activity

Personal Artefacts

This is a Ready-Ed Publications'  Choose an object from the past. Draw the object or paste a photograph of it below andpreview. fill in the museum card. book Some objects provide us with information about how people lived in the past.

Object: ___________________________________________________________________________________ Year:______________________________________________________________________________________ What it was used for:________________________________________________________________ What it tells me about daily life in the past:_________________________________ _____________________________________________________________________________________________

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Donated by:____________________________________________________________________________  Do people still use this object? Yes/No.

Section 3: Daily LIfe Now and Then

Activity

Heirlooms

Some objects are special to people and are kept for a long time. These objects are called heirlooms.

This is a Ready-Ed Publications'  Ask your parents to help you find an old object in your house which tells you about daily life in the past (e.g. an old coin). Bring in book preview. the object (or a photograph of the object) to share with your class.  Draw the object.

 How many years old is the object?  Why is your family keeping the object? What does it tell you about daily life in the past? ............................................................................ ............................................................................ ............................................................................

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............................................................................ ............................................................................

Section 3: Daily LIfe Now and Then

Treasures in the Attic

Activity

This is a Ready-Ed Publications' ď ą Sam has found an old suitcase in thebook attic of his preview. new house! Look at the Sometimes we can find parts of the past in our homes.

items that are inside!

What might these items tell us about the owner of the suitcase's daily life?

A photograph of his family: _______________________________________ _______________________________________ An old fashioned pair of pants and braces: _______________________________________ _______________________________________ A spinning top: _______________________________________ _______________________________________ A bag of marbles: _______________________________________ _______________________________________ A journal with maths exercises in it:

Go to_______________________________________ www.readyed.net _______________________________________ Section 3: Daily LIfe Now and Then

Memory Game In pairs, cut out the cards and turn them face down. Take turns turning each card over to create a pair. You can create your own cards to add to these.

This is a Ready-Ed Publications' book preview.

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Section 3: Daily LIfe Now and Then