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EDSS428 Portfolio

A Collection of Activities for Humanities and Social Sciences


WEB-LINK: http://edss428humanitiesandsocialsciences.weebly.com/
Amanda Meerten

Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6

Target Year Level


Foundation
1
2
3
4
5

Learning Area
Geography
History
Geography
Civics and Citizenship
History
Civics and Citizenship

Activity 1: My Classroom
At a Glance
This activity encourages students to start thinking about what makes places special. This activity
incorporates special places in their immediate area. Focusing on the classroom and how it can be
looked after taps into students ideologies of the school environment as a special place. Students will
be using ICT by recording their thoughts about particular areas in the classroom.

Year Level
Foundation

Learning Area
Geography

Duration
Approximately 10-15 minutes

Background Knowledge
Students must have a firm grasp of the concept of the word special. Prior to this lesson, it is
assumed students will have undertaken some form of study of what special means and in what
context it is used. The Oxford Dictionary (Oxford University Press, 2015) describes the word special
to be different to what is usual or particularly good or pleasant. With this knowledge, in the right
context, students are able to explain how areas in the classroom are special.
It is assumed students have the skills necessary to operate the iPad recording application. Therefore
students would understand the concepts of play, stop, rewind, record, save and delete in order to
create their short recordings.

Learning Objectives
By the end of this activity, students will be able to demonstrate their ability to:
-

Classify places in the classroom as special


Explain why they think it to be special
Suggest ways in which the area can be looked after

Learning Intentions
By the end of this activity, you should be able to:
-

Choose a place that is special to you in classroom


Say why it is special
Suggest ways it can be looked after

Content Descriptions - Geography


The reasons why some places are special to people, and how they can be looked after (ACHGK004)
-

discussing different ways they could contribute to caring for their special places

General Capabilities
Literacy and ICT
Students are creating multimodal texts using ICT in order to communicate geographical information.

Cross-Curriculum Priorities
Sustainability
Students are recognising that places need to be cared for. Students are creating ideas for sustainable
living in relation to their special places.

Assessment
The main task will be assessed using an assessment as learning method. Students in their pairs will
evaluate their video response by means of questioning. Students will ask each other questions in
order for the person to reflect on and clarify their ideas and understanding of special places and
sustainable practices surrounding their area.
Learning Objective

What will be assessed?

Objective 2: Explain why they


think it to be special

Students explanation of why


their chosen area is special to
them.

Objective 3: Suggest ways in


which the area can be looked
after

Students suggestions for


caring for the their chosen
area

How will it be assessed?


Students must have a relevant
and reasonable verbal
description of their special
place.
Students suggestions must be
relevant and achievable

An example of questions the educator might suggest to students:


Objective 2
-

Are the descriptions of why your


places is special directly related to the
place?
How do you feel when you are in your
special place?
How often are you there?

Objective 3
-

Can we make your suggestions


happen?
How easy are your suggestions?
What would we need to accomplish
your suggestion?

Resources
-

iPads with programmed camera/video recording application (See Appendix A)

Student-Oriented Instructions
1. Get into pairs
2. Each choose a place in the classroom you think is special
3. Using recording app, record each other saying:
a. why your chosen areas is special and
b. how it could be looked after

Activity Modification
Students may take a picture of their special place and either edit the photo using an appropriate
application or print it and do the same by hand. Students would be labelling aspects that make the
place special and adding in notes or images explaining how it can be looked after (e.g. placing a bin
next to the fridge OR drawing neat piles in the reading corner to represent daily organisation and
respect for books).
Not every classroom will have iPads or the means of technology needed for this specific activity.
Therefore, students can write their information on a graphic organiser provided by the teacher or
draw a picture of it and completing the task described in the above example of modification.

Activity 2: My Birthday is
At a Glance
Students are learning historical terminology in the context of personal information. Students are
actively creating a timeline of their birthdays by standing in a line in chronological order. They will
then describe their position in the physical representation verbally. This lesson is part of their
summative assessment.

Year Level
Year One

Learning Area
History

Duration
Approximately 30 minutes

Background Knowledge
-

Students need to know which month and day their birthday is in order to put themselves in
that order.
Students also need to mostly understand the terminology - before, after, next and then. It is
assumed students have already experienced this.

Learning Objectives
By the end of this activity, students will be able to demonstrate their ability to:
-

Order personal information their birthday - in chronological order


Describe their position on the timeline

Learning Intentions
By the end of this activity, you should be able to:
-

Organise yourselves in order of your birthdays


Describe your position using the words next, before, after, and then

Content Descriptions - History


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 (ACHHK029)
-

discussing, for example, what happened yesterday, what is likely to happen tomorrow,
upcoming birthdays, celebrations and seasons, and ordering these references to time in
sequence using terms such as before, after, next and then.

General Capabilities
Numeracy
Students are recognising specific terminology relating to patterns and relationships on timelines.
They are interpreting the data by creating a physical representation

Assessment Appendix B
Summative assessment will be created after this activity as written evidence of what students have
learnt. A photo will be taken of the timeline and students then label where they are in the timeline
in relation to the terms required. They state the names of peers who are before, after, next to and

further through the year. Students have the opportunity to extend their knowledge using more
terminology.
Learning Objective

What will be assessed?

Objective 1: Order personal


information in chronological
order

Students placement in the


line.

Objective 2: Describe their


position on the timeline

Students description of their


position.

How will it be assessed?


Are students in correct order?
During the activity, educators
will be able to know if the
students are in the right place.
Are students able to correctly
describe their position using all
the given terms?
On the image, teachers will
note a number out of four
expressing whether their
information is correct.

Objective Two: Extension


Have they correctly described their position using more terminology than previously given? Space
will be provided for students to write any more descriptions of their position using more words they
have not previously been focusing on.

Risk Assessment
Risk Level: LOW
Action Required: Educator must ensure students are practicing proper sun safety when they are
outside.

Resources
-

markers and labels to represent the months of the year during the outside activity
camera and printer
Appendix B: one copy for each student

Student-Oriented Instructions
Instructions begin from when students are grouped outside
NOTE: Educator will scaffold this process to make sure students are completing.
1. There are markers placed in order of months go to the marker your birthday is in
2. Now talk with your peers to put yourselves in order of the date - Let me know if you cant
remember your birth date

3. Confirm with your peers


4. Let me know when you are ready to take the photo
Instructions fast-forward to when students are completing the summative task
1. Circle yourself in the picture
2. Write a sentence saying where your position is on the line, for each word
3. (optional) Write another sentence using a different word we have not studied yet.

Activity Modification
-

Students have extension options available for the assessment tasks.


The educator can assist students in the formation of the number line by asking open-ended
questions.

Activity 3 Land Connections


At a Glance
Students explore the connections Indigenous people have with particular places/country focusing
on the ideology that Indigenous people are caretakers of the land, not owners. Students go outside
of the classroom and put themselves in the role of an Indigenous person. They will describe how
they feel about the current environment (e.g. relating to cleanliness, healthy gardens, etc.). They will
then create a list of ways the land can be cared for and post them on Padlet (formative assessment)

Year Level
Year Two

Learning Area
Geography

Duration
20 minutes

Background Knowledge
-

It is assumed students have learnt by an Indigenous elder guest or from the educator herself
the ways in which Indigenous people view the land/country.
Students must also have skills to work Padlet

Learning Objectives
By the end of this activity, students will be able to demonstrate their ability to:
-

Describe how Indigenous people might feel towards the current land/country
Create possible ways to care for and improve the land

Learning Intentions
By the end of this activity, you should be able to:
-

Put yourselves in the shoes of an Indigenous person thinking about the environment
List possible ways to care for and fix the land

Content Descriptions - Geography


The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to
particular Country/Place (ACHGK011)

General Capabilities
Intercultural Understanding
Students are exploring cultural beliefs and practices. They are expressing other points of view.

Cross-curriculum Priorities
Aboriginal and Torres Strait Islander and histories and cultures
Students are directly exploring an Indigenous perspective of land and country the connection
between land and people.

ICT
Students are using ICT to communicate their knowledge and understanding

Assessment
FOR LEARNING
Learning Objective
Describe how Indigenous
people might feel towards the
current land/country

What will be assessed?

Their current understanding of


the learning objectives

Create possible ways to care


for and improve the land

How will it be assessed?


Students post an emotion
related to how they felt while
outside and a possible
improvements for the
environment on Padlet

Resources
-

iPads with Padlet application


Pens and paper

Student-Oriented Instructions
OUTSIDE
1. Think of ways Indigenous people may feel about what they see
(Educator asks open-ended questions to inform discussion)
What do you think they might like about the environment?
What do you think they might dislike?
How would they react in this situation
2. Think of some ways you can care for the environment
Can you see anything you can do right now? (e.g. pick up rubbish)
(Educator lets students do what they have suggested if it is appropriate)

BACK INSIDE
1. Discuss in your groups some emotions you might have as an Indigenous person
2. Draw a facial expression that represents it
3. Post one emotion and an idea to help make the environment better onto Padlet

Activity Modification
Educator can ask students to bring paper and pencils outside with them so they can complete the
tasks simultaneously, then all they do back inside is post to Padlet for assessment purposes.

Activity 4 Rules for Rules


At a Glance
Students will be experimenting with making class rules. This activity creates a foundation for
understanding the differences between a democratic and autocratic society. A particular decision
will be made using two forms:
-

Students will be excluded and the educator will make the rules
Students will vote on a set of rules

Year Level
Year three

Duration
Approximately 20-25 minutes

Background Knowledge
In order to complete this activity, there would need to be a reason for making the rules. Examples of
this could be making a rule about a new and special area in the classroom, a new resource students
can use or even a class pet to look after.

Learning Objectives
By the end of this activity, students will be able to demonstrate their ability to:
-

Make fair rules as a collective body


Express understanding of different viewpoints being included and excluded

Learning Intentions
By the end of this activity, you should be able to:
-

Make a fair set of rules as a class


Describe how you felt being excluded and included in making the rules

Content Descriptions Civics and Citizenship


YEAR 3
How and why decisions are made democratically in communities (ACHCK001)
-

making a decision as a whole class by allowing everyone to have a say and a vote
discussing how it feels to be included or excluded from making decisions

General Capabilities
Literacy and Ethical Understanding
Students are expressing and exploring opinions and points of view

ICT
Students are using technology to demonstrate understanding

Cross-Curriculum Priorities
Although this lesson is not directly related to any of the cross-curriculum priorities, it is a perfect
transition activity - depending on the direction the class wishes to go. Sustainability can be
incorporated if the decision is based on a sustainable issue. Aboriginal and Torres Strait Islander
histories and cultures can be transition to if the next part of this activity focused in the exclusion of
their perspectives relating to many historical factors.

Assessment
This activity asks for two sets of assessment. Assessment for learning allows the educator to see how
much the students understand and how needs further instruction. This is covered over two forms.
Assessment as learning asks students to judge their own inclusion in the activity.
Learning Objective

What will be assessed?

Objective 1: Make a fair


decision as a collective body

The fairness of the decision

Objective 2: Express
understanding of different
viewpoints being included
and excluded

Students understanding

How will it be assessed?


Students self-assess whether
the final rules were fair.
Students simply write one
sentence stating their opinion.
Students individually compare
the two viewpoints by
completing an online Venn
Diagram (See Appendix C)
SEE BELOW

Assessment for learning Objective 2


Students have three different coloured post-it notes
-

Red- indicated complete misunderstanding


Yellow- indicates more clarification is needed
Green- indicated complete understanding. No need to clarify anymore

Students are to write their name on the back and as they exit the room or move to the next task,
students place their choice of colour to the board in the appropriate sections.
***This assessment task allows students to state where they feel they are about the topic without
directly indicating it in front of the whole class. By placing their names on the back, it provides the
educator will the knowledge of who needs what level of further learning

Risk Assessment
Risk Level: LOW
Action Required: Educator must ensure students are practicing proper sun safety when they are
outside.

Resources
-

Two large-coloured hoops


o Must be placed on the floor overlapped to represent a Venn Diagram
Scrap paper slips and markers

Student-Oriented Instructions
Educator will write rules.
1. Write your reactions to me making the final decision without your input and place them in
one side of the Venn diagram make sure your name is on the back
2. Now we will complete a vote about what the final decision will be
3. Hands up for (choice A)
a. Repeat for each choice
.

4. Now that the votes are in, you must all decide whether we should go with it and make a final
decision
.
5. Write down how you feel now that youve had input to the final decision
6. Put these points on the Venn diagram. Put in any emotions someone may have that refer to
both circumstances
7. Write down whether you think the rules we created are fair (pass a piece of paper around
the class and students fold over their sentence continue until everyone has written

Activity Modification
-

Students can make a class Venn diagram using an iPad application (Appendix C). Students
can come up during the activity and post their own points.

Activity 5 Explorers Galorers!


At a Glance
This activity is essentially a GROUP piece of summative assessment. Much preparation must have
been put in place in order to complete this activity students are putting the information they have
learnt into an interactive compilation. They are creating a role play of their chosen explorer (either
Christopher Columbus, Vasco de Gama or Ferdinand Magellan). Students will be dressing up and
presenting to the class the educator will record them in order to assess them.

Year Level
Year four

Duration
However long it takes to present their pieces

Background Knowledge
-

It is assumed students have seen MANY episodes of Horrible Histories. (To show you an
example, please visit their YouTube Channel https://www.youtube.com/channel/UCw9mXdTejPuOhE7eHSWLIKA)
By having a humorous experience of history, students are aware of different ways they can
express their understanding of the explorer they choose.
It is also assumed students have completed all the necessary research and content
knowledge in class in order to complete this activity.
Students will also have already learnt how to create a recount written and verbal forms in
order to fully understand the concepts

Learning Objectives
By the end of this activity, students will be able to demonstrate their ability to:
-

Express understanding of content knowledge through role-play


Show skills in recounting experiences based on research

Learning Intentions
By the end of this activity, you should be able to:
-

Show your research through role-play


Show your skills in recounting experiences

Content Descriptions - History


The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth
century, including their contacts with other societies and any impacts (ACHHK078)
-

identifying key individuals and groups who established contacts with Africa, the Americas,
Asia and Oceania during the age of discovery; examining the journey of one or more of these
explorers (for example Christopher Columbus, Vasco de Gama, Ferdinand Magellan) using
internet mapping tools, and examining their impact on one society

Develop texts, particularly narratives (ACHHS086)


-

recounting the experiences of an individual based on researched facts

General Capabilities
Literacy
Students are creating an oral expression of previously written texts

Cross-Curriculum Priorities
Asia and Australias engagement with Asia
Students are expressing their knowledge of explorers directly linked to contacts made with Asia
during the age of discovery

Assessment
Learning Objective

What will be assessed?

Objective 1: Express
understanding of content
knowledge through role-play

The content is their


information correct?

Objective 2: Show skills in


recounting experiences based
on research

The historical is their recount


chronological?

How will it be assessed?


Students will have been given
a checklist of basic information
needed to be included. The
educator will confirm if their
content aligns with historical
truth.
5 Scale Rubric ranging from AE examining the necessary
components within a historical
recount.

Objective 1:
Students have been given basic information. Students must choose their own information to include
this aspect is open-ended for students to take interest in the topic.
Objective 2:
Students will be marked using a pre-viewed criteria. It examines the extent of the aspects within a
historical recount. Students will already be aware of the necessary components. Students have the
option to go above the necessary requirements to pass this assessment piece by engaging with
refined and above expected criteria.

Resources
-

any resources the students need for their presentation


iPad or recording device

Student-Oriented Instructions
1. you have already prepared what you will be doing today
2. one by one we will view your group presentations
3. please be respectful of each group

(Watch each presentation)

Activity Modification
Students are able to record their presentation without presenting in front of the class
Instead of performing, students could create a form of written recount. For example:
-

journal entry
cartoon strip (written or using ICT)

Students can also complete peer-assessment (AS LEARNING)

Activity 6 Groupies
At a Glance
Students are particularly delving into how to become active citizens. This activity helps students
understand how groups/organisations can achieve the purpose of serving others. Some examples of
an organisation could be:
-

having a breakfast cart (with healthy foods) for students in the morning
having a games section running during lunch times

Year Level
Year five

Duration
Example: 20 minutes X 5 days

Background Knowledge
Students have previously created an action plan as a class for an organisation to help other school
students. The activity itself is putting that action plan into place.

Learning Objectives
By the end of this activity, students will be able to demonstrate their ability to:
-

Explain their experience of serving others, their feelings, their accomplishments, their
struggles

Learning Intentions
By the end of this activity, you should be able to:
-

Explain how you felt serving others, in relation to:


o How you felt overall
o What went well
o What was hard to do

Content Descriptions Civics and Citizenship


Why people work in groups to achieve their aims, and how they can express their shared beliefs and
values and exercise influence (ACHCK027)
- discussing how and why people volunteer for groups in their community, for example rural
fire services, emergency services groups and youth groups

General Capabilities
Literacy
Students are presenting a point of view.

Ethical Understanding
Students are directly affecting the community in a positive way. By becoming active members of
community by helping those in need, they are engaging with ethical concepts.

Cross-curriculum Priorities
Sustainability
Students are engaging with the world to help it become socially just.

Assessment
Assessment as learning follows this activity as students reflect on how their group facilitated and
achieved its goal to help others.
Learning Objective
Explain their experience of
serving others, their feelings,
their accomplishments, their
struggles

What will be assessed?


Their expression of experience
in relation to:
- How you felt
- What went well
- What was hard to do

How will it be assessed?


Students will complete a
journal entry reflection after
each day the group runs.

Risk Assessment
Risk Level: LOW
Action Required: Students must have adult supervision at all times.

Resources
-

Items required to complete whatever organisation students create

Student-Oriented Instructions
1.
2.
3.
4.

Set up
Complete group purpose
Pack up
Reflect

Activity Modification
Students are able to record their reflections as opposed to write them.

References
Oxford University Press (2015). Oxford Dictionaries: language matters. Retrieved from
http://www.oxforddictionaries.com/definition/english/special

Appendix A Recording Application

Website: https://itunes.apple.com/au/app/voice-recorder-free/id685310398?mt=8
Description: Simple application with visuals to look like an old-style voice recorder
Price: Free
Compatibility: Requires iOS 5.0 or later. Compatible with iPhone, iPad, and iPod touch. This app
is optimized for iPhone 5.

Appendix B Activity 2 Assessment Task


NAME: _____________________
DATE: ___ / ___ / _______
Circle yourself in the picture:

Write a sentence using the following words.


BEFORE

AFTER

NEXT

THEN

1.

___________________________________________________________

2.

___________________________________________________________

3.

___________________________________________________________

4.

___________________________________________________________

Can you think of any more words to describe your position in the line?
___________________________________________________________
___________________________________________________________
___________________________________________________________

Appendix C Venn Diagram Application

Website: https://itunes.apple.com/au/app/venn-diagram/id666981188?mt=8
Description: Users identify and record concepts that can be placed in one of the circles or in the
overlapping areas, allowing them to organize their information logically. The finished Venn
diagram can be emailed out or saved to the device's photo album.
Price: Free
Compatibility: Requires iOS 5.0 or later. Compatible with iPhone, iPad, and iPod touch. This app
is optimized for iPhone 5.

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