Beruflich Dokumente
Kultur Dokumente
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
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:
-
Learning Intentions
By the end of this activity, you should be able to:
-
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
Objective 3
-
Resources
-
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:
-
Learning Intentions
By the end of this activity, you should be able to:
-
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
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
Activity Modification
-
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
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
Resources
-
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.
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:
-
Learning Intentions
By the end of this activity, you should be able to:
-
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
Objective 2: Express
understanding of different
viewpoints being included
and excluded
Students understanding
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
-
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.
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:
-
Learning Intentions
By the end of this activity, you should be able to:
-
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
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
Objective 1: Express
understanding of content
knowledge through role-play
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
-
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
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)
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:
-
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
Risk Assessment
Risk Level: LOW
Action Required: Students must have adult supervision at all times.
Resources
-
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
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.
AFTER
NEXT
THEN
1.
___________________________________________________________
2.
___________________________________________________________
3.
___________________________________________________________
4.
___________________________________________________________
Can you think of any more words to describe your position in the line?
___________________________________________________________
___________________________________________________________
___________________________________________________________
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.