Geographyamstone-eportfolio.weebly.com/uploads/3/8/6/6/3866179… · Web viewGeography. Year 2. A Trip around the World. Year Level: Year 2 . Overview: This activity allows students

Connecting Society and Environment, Semester 1 2015

Digital e-Portfolio

Alyce-Marie Stone

S00115756

Table of Content

Geography......................................................................................2

A Trip around the World.................................................................................................2

Location, Location, Location!.......................................................................................2

Me and My World................................................................................................................2

History...........................................................................................2

Food for Thought..................................................................................................................2

Connections to Local Land.............................................................................................2

Indigenous Toys....................................................................................................................2

Criteria Sheet..................................................................................2

GeographyYear 2

A Trip around

the World

Year Level:

Year 2

Overview:

This activity allows students to show their geographical knowledge and understanding in

terms of the location of the major geographical divisions of the world in relation to

Australia. Using an enlarged world map mat students are able to display their knowledge of

the world’s continents, oceans, equators, north pole, south pole, tropics and hemispheres

by placing the label on the correct image.

Inquiry Question/s:

Where are the major geographical divisions on the world map?

- What are the seven continents and where are they located on the World

Map?

- What are the four oceans and where are they located on the World Map?

- Where is the Equator and where is it located on the World Map?

- What are the Tropic of Cancer and the Tropic of Capricorn and where are

they located on the World Map?

- What are the North and South poles and where are they located on the

World Map?

Resources:

Map Mat

Checklist

Teacher’s Background Knowledge:

World Map

Name and positions of continents, oceans, equators, north pole, south pole, tropics

and hemispheres on the world map.

Level of students’ ability through formative assessment in previous lessons.

Students Background Knowledge:

Students are able to represent the location of different places and their features on

pictorial maps.

Students are able to use everyday language to describe direction and location.

Students’ are able to create a mental map of the world. (Previous Lessons)

Students have an understanding of place through learning the major geographical

divisions on Earth and where they are located in relation to Australia.(Previous

Lessons)

Achievement Standard:

By the end of Year 2, students identify the features that define places and recognise that

places can be described at different scales. They describe how people in different places are

connected to each other and identify factors that influence these connections. Students

recognise that the world can be divided into major geographical divisions. They explain why

places are important to people. Students pose questions about familiar and unfamiliar

places and collect information to answer these questions. They represent data and the

location of places and their features in tables, plans and on labelled maps. They interpret

geographical information to draw conclusions. Students present findings in a range of texts

and use simple geographical terms to describe the direction and location of places. They

suggest action in response to the findings of their inquiry.

Learning Intentions:

Will be able to;

Find the seven continents on a world map. (North America, South America, Europe,

Africa, Asia, Antarctica and Australia).

Find the four oceans on a world map. (Pacific, Atlantic, Indian and Antarctic).

Find the Equator on a world map.

Find the Tropics on a world map. (Cancer and the Tropic of Capricorn).

Find the North and South poles on a world map.

Learning Outcome:

The location of the major geographical divisions of the world in relation to Australia

(ACHGK009)

- Using geographical tools, for example, a globe and world map, or digital

application such as Google Earth, to locate and name the continents, oceans,

equator, North and South Poles, tropics and hemispheres.

- Describing the location of continents relative to Australia using terms such as

north, south, opposite, near, far

Learning Objectives (by the end of this activity students will be able to:

Students recognise that the world can be divided into major geographical divisions by

locating:

- The seven of Continents including – North America, South America, Europe,

Africa, Asia, Antarctica and Australia.

- The four oceans including – Pacific, Atlantic, Indian and Antarctic.

- The Equator.

- The Tropic of Cancer and the Tropic of Capricorn.

- The North and South poles.

General Capabilities:

Within this activity both the literacy and numeracy capabilities are targeted. Students are

able to show their ability to interrupt and organise key features on a world map. The activity

also incorporates critical and creative thinking, allowing students to identify and organise

information.

Literacy:

Know some features of text organisation including page and screen layouts,

alphabetical order, and different types of diagrams, for example timelines

(ACELA1466)

Numeracy:

Interpret simple maps of familiar locations and identify the relative positions of key

features (ACMMG044)

- Understanding that we use representations of objects and their positions,

such as on maps, to allow us to receive and give directions and to describe

place

Critical and Creative Thinking:

Inquiring – identifying, exploring and organising information and ideas:

- Identify and clarify information and ideas.

- Organise and process information.

Cross-Curriculum Priorities:

N/A

Assessment of Learning:

Assessment OF learning:

Students identify the major geographical divisions including the seven continents,

four oceans, the equator, the tropics, both the north and south poles.

Students display their ability to identify each of the above mentioned geographical

divisions by placing the label on the division the teacher asks the student to identify.

Students will be assessed in terms of their identification of the geographical divisions

using a check list and a photo will be taken to place in their portfolio.

ICT skills and processes:

N/A

Risk Assessment:

N/A

Student Orientated Instructions:

1- Using the map mat you are going to find the different geographical divisions.

2- When you have found the geographical division put the correct label on the correct

answer.

3- For example the label South America is placed on the picture of South America.

Check list:

Geographic Division: Yes No Comments:

Continents

1- Australia

2- South

America

3- North

America

4- Africa

5- Asia

6- Europe

7- Antarctica

Oceans

1- Indian

2- Atlantic

3- Antarctic

4- Pacific

Tropics

1- Cancer

2- Capricorn

Poles

1- North

2- South

Equator

1- Equator

Modifications:

The word placement of different countries as a scaffold for students to identify the

continents.

Write the letters L-Left and R-Right on the corresponding hands as a scaffold for

children who get confused between their left and right.

Questioning – if the student cannot find the geographical division reiterate the

question in another way.

Extension:

Change the check list to make the game more so difficult or easier by creating a set

of game cards or spinner to suit the level of each student’s ability.

Location, Location, Location!

Year Level:

Year 2

Overview:

Within this activity students gain an understating of the concept of their location using such

words as near, far, between and next to. Students will then use this knowledge to help

create a map of their classroom using a template. The template will provide students with a

basic setup of the classroom along with a key which will help scaffolded what significant

objects and or places are displayed the map. Students are then tested on their ability to

orally describe specific places on the map they have created.

Inquiry Question/s:

What type of words do we use to describe the location of a person, place or object?

Resources:

Map template

Pencils

Teacher Background Knowledge:

Students’ individual abilities.

Features of a Map. – Title, key.

Classroom layout.

Correct and appropriate language.

Student Background Knowledge:

Students require very little knowledge for this activity as it would be an introductory activity

for students to become familiar;

- with some common words used for mapping,

- the purpose of a key on a map,

- and a brief idea of place being in a location.

Part 1:

1- Stand in a circle with an arm’s length apart.

2- Turn to the person on your left.

3- Describe the student’s location. Example: I am “next to”……, Sophie is standing “next

to” me.

4- Repeat for the person on your right side.

5- Point across the circle to another member of the class.

6- Describe the location of the student you are pointing to. Example: Bob is “far”

away…… “across” from me etc.

7- Pair up and with a partner and practice using the language referring to objects

around the room. Example: the chair is “next to” the teacher’s desk.













Describe where objects and people are in the classroom.

Draw and recognise where objects are placed on a map of the classroom.

Use the map to describe where objects in the classroom.

Learning Outcomes:

Present findings in a range of communication forms, for example, written, oral,

digital and visual, and describe the direction and location of places, using terms such

as north, south, opposite, near, far (ACHGS017).

- Writing or talking about their connection to places using appropriate

directional and locational terms, including north and south.

Learning Objectives (by the end of this activity students will be able to:

Students will be able to use the language of location to describe where objects and

people in the classroom are located.

Students can decide where objects in the classroom should be placed on a map of

the classroom.

Students use the map to describe where objects in the room are located.


Literacy:

Understand the use of vocabulary about familiar and new topics and experiment

with and begin to make conscious choices of vocabulary to suit audience and

purpose (ACELA1470)

- Interpreting new terminology drawing on prior knowledge, analogies and

connections with known words.

Numeracy:

Interpret simple maps of familiar locations and identify the relative positions of key

features (ACMMG044)

- Constructing arrangements of objects from a set of directions


Inquiring – identifying, exploring and organising information and ideas:

- Identify and clarify information and ideas.

- Organise and process information.


Assessment AS Learning

Students are able to orally explain the location of objects in the classroom.

Assessment FOR Learning

Students are able to use a simple map to display objects around the classroom using

the key.

Students are able to respond to questions that require language such as next to,

between, far, near.


N/A

Risk Assessment:

N/A


1- A map represents a smaller model of something that is actually much larger in real

life. Example: A model car represents a much larger car.

2- Using this blank map of the classroom construct what the classroom looks like.

3- On the left hand side of the page there is a key.

4- The key provides an understanding of what needs to be drawn on the map.

5- Use the key as many times as needed to make the map as similar to the classroom as

possible.

6- Upon completion of the map answer the following question on the provided paper:

The computers are _________________ from the classroom door.

When we sit on the carpet we have to sit _______________ Miss Stone.

Our desk are _____________ the board and the carpet.

The book shelf is ______________ the window.

7- Create two sentences describing where an object is located on the map you have

created.

Modifications:

Divide group into two smaller groups to create an environment that is less

frightening/daunting for students who are not confident in large group situations.

Different explanation of the language of location – using a teddy bear explain and

demonstrate that the teddy bear is “next to, far, between and near” you.

Move the first part of the activity outside to create more room.

Display instruction on the board in addition to verbally saying them.

Students that have learning difficulties may have their work adapted to:

- Shorter writing or a scribe

- Extra time to complete map

- Working one on one with an aid

- Flash cards as a scaffold

- If the student struggles/cannot use a pencil can create their map on paint

using an iPad.

Extension:

Class Map

- As a class create a map of the school based on an image from google maps.

- To do so the teacher will firstly place a few major land marks on the class

map.

- This will provide students with a guide for the placement of the other major

land marks within the school.

- Students are provided with laminated images of each land mark such as the

office, library, each classroom, oval, swimming pool, tennis courts etc.

- As a class students are required to place all landmarks correctly on the

incomplete map to create the complete map of the school.

- Upon completion ask students how they could use this map? What for? Why

maps are import and how are they useful?

ChairSmart Board

Desk

Window

Door

Carpet

Questions:The computers are _________________ from the classroom door. When we sit on the carpet we have to sit _______________ Miss Stone. Our desk are _____________ the board and the carpet. The book shelf is ______________ the window. Create two sentences describing where an object is located on the map you have created.

1.

______________________________________________________________________________________________________________2.

______________________________________________________________________________________________________________

My World and I

Year Level:

Year 2

Overview:

In this activity students learn about their connection to places in Australia. The activity starts

with the reading of the book ‘Where do I live’ by Neil Chesanow. The book provides

students with an insight into the world that is surrounding them from their bedroom all the

way out into space. They are provided with the bigger picture and slow move backwards to

show and allow them to make the connections between the planet, continent, country,

state, city, school. Students are then provided with a piece of paper with six boxes on it.

Each box is labelled with one of the six connection of their world and another sheet with six

images each ones symbolising one of the six connections. Students are required to cut out

and past the connections in the correct order. From their school to their planet. Once all six

connections have been glued in students are required to complete the questions sheet.

Upon completion and with the approval of the teacher students may colour in their work.

Inquiry Question/s:

Where are you located in the world?

- What is the name of our school?

- What is the name of the town you live in?

- Colour in the state you live in in the colour red.

- What is the name of your country?

- Circle the continent you live in on the world map.

- What is our Planet called?

Resources:

Connections sheet

Connections cut out page

Colours

Scissors

Glue

Instruction sheet


Students abilities

Location of the planet, continent, country, state, city, school

Answers to Question Sheet

Picture Book “Where do I live”.


Students can identify and describe features of places at a local scale and recognise

that people describe the features of places differently.

Students can identify where features of places are located and recognise that spaces

can be arranged for different purposes.

Students are able to represent the location of different places and their features on

pictorial maps.

Students are able to recall the 7 continents (Pervious Lessons).

Students have an understanding of how to read a world map (Pervious Lessons).

Students have an understanding that the earth is a planet.













Where you are in Australia.

Where you live in the world.

The world is divided into sections.

Find your location on the labelled maps.

Learning Outcomes:

The connections of people in Australia to other places in Australia, the countries of

the Asia region, and across the world (ACHGK012).

- Examining the ways people are connected to other places through, for example,

relatives, friends, things people buy or obtain, holidays, sport, family origin,

beliefs, and places of particular significance.

The definition of places as parts of the Earth’s surface that have been given meaning

by people, and how places can be defined at a variety of scales (ACHGK010)

- Describing the hierarchy of places: from the personal scale of their home, the

local scale of their suburb or town, the regional scale of their state, to the

national scale of their country.

Learning Objectives (by the end of this activity students will be able to):

Students will have an understanding of the connections they have to Australia.

Student will gain an understanding of where they live in the world.

Students are able to identify the features that define places and recognise that

places can be described at different scales.

Students recognise that the world can be divided into major geographical divisions.

Students are able to represent the location of places and their features in plans and

on labelled maps.


Within this activity both the Literacy and Numeracy capabilities are targeted. Students are

asked to use comprehension strategies to make connections between the images and the

text and work out the answer to questions. Within the Numeracy capability students are

asked to order objects (images) and interpret simple maps and locate familiar locations. The

Critical and Creative Thinking capability is also targeted as students are able to explore and

organise information.

Literacy:

Use comprehension strategies to build literal and inferred meaning and begin to

analyse texts by drawing on growing knowledge of context, language and visual

features and print and multimodal text structures (ACELY1670).

- Making connections between information in print and images.

- Building on and using prior knowledge and vocabulary.

Numeracy:

Compare and order several shapes and objects based on length, area, volume

and capacity using appropriate uniform informal units (ACMMG037).

Interpret simple maps of familiar locations and identify the relative positions of

key features (ACMMG044)


Inquiring

- Identifying, exploring and organising information and ideas.

Cross - Curricular Priorities:

N/A



Students will be assessed in terms of their ability to locate and describe their

connections within Australia.

Students will be assessed on their ability to comprehend and answer questions in

relation to their connection to Australia.


N/A

Risk Assessment:

N/A


1- Cut of the six pictures.

2- Cut out the six labels.

3- Order them from the smallest location “My School” to the biggest location “My

Planet”

4- Glue the labels in the boxes.

5- Glues the pictures in the boxes.

6- Using the instruction sheet complete the questions.

Question:

1 What is the name of our school?

2 What is the name of the town you live in?

3 Colour in the state you live in in the colour red.

4 What is the name of your country?

5 Circle the continent you live in on the world map.

6 What is our Planet called?

Modifications:

Visuals- Have a diagram of what the end product is supposed to look in addition to

basic instructions.

Have the pictures of the story book projected onto the smart board as it is being

read.

If a student has difficulty reading assistance may be required.

Seat students who get distracted at the front away from the door way.

Think -Pair-Share.

Extension:

Explore another continents (Asia) around the world and Australia’s connection to

them. Students explore where they have relatives in the world and mark these

connections on the world map. This will enable students an understanding of how

we can be connected to all different geographical divisions of the world.

Place a world map on a cork board. As each student specifies what country their

relatives live in, are holidaying in or even working in, mark there whereabouts in

relation to Australia on the map using a pin and a piece of string.

Reference:

Chesanow, N., & Iosa, A. (1995). Where do I live? Hauppauge, NY: Barron's.

1. 2. 3.

4. 5. 6.

What is the name of our school? What is the name of the town you live in? Colour in the state you live in in the colour red. What is the name of your country?Circle the continent you live in on the world map. What is our Planet called?

HistoryYear 2

Food for Thought

Year Level:

Year 2

Overview:

During this lesson students learn about different types of cooking methods both from the

past and the present. Students are introduced to the topic by watching a short YouTube

video which displays the different ways people cooked and how technology has changed

cooking over time. To follow students are provided with five different methods of cooking.

Students will be provided with five different pictures of the cooking methods along with five

individual labels. As a class students investigate the five different cooking methods in terms

of;

- Method Name?

- What is it used to cook?

- Who would use this method to cook?

Each method has an investigation plate which is filled out during the investigation

individually and is used to create a timeline. Together students create a timeline using the

five different methods of cooking and order them in terms of oldest to newest cooking

methods/techniques. Students learn that with technology cooking has progressed and

changed over time.

Inquiry Question/s:

How has technology changed cooking over time?

What are the different types of cooking methods and how are they used?

Resources:

YouTube Video - http://splash.abc.net.au/home#!/media/103154/cooking-food-in-

the-past-and-present.

5x Methods

- Hot Coals and Fire

- Gas Oven and Stove

- BBQ

http://splash.abc.net.au/home#!/media/103154/cooking-food-in-the-past-and-present


- Electric Oven and Stove

- Microwave


Student’s individual abilities.

Sequencing and order of the timeline.

- Background information on each cooking method.

- Method Name?



Check YouTube Video.


Students have an understanding of how some aspects of daily life have changed over

recent time while others have remained the same.

Students are able to sequence events in order, using everyday terms about the

passing of time.

Students are able to pose questions about the past and examine sources to suggest

answers to these questions.

Part 1-

Today we are going to watch a YouTube video about the different cooking

methods/techniques used over time.

During the video I would like you to watch out for;

different cooking methods,

the changes in these methods

and the queues to tell us what method is the older than others and how we can tell.

(Class Discussion).


By the end of Year 2, students analyse aspects of daily life to identify how some have

changed over recent time while others have remained the same. They describe a person,

site or event of significance in the local community. Students sequence events in order,

using a range of terms related to time. They pose questions about the past and use sources

provided (physical, visual, oral) to answer these questions. They compare objects from the

past and present. Students develop a narrative about the past using a range of texts.


Look at how technology has changed objects in our daily life.

Sequence a range of cooking methods in chorological order from past to present.

Compare objects from the past and present.

Look at how cooking methods are used.

Look at who would use the different cooking methods.

Learning Outcomes:

The impact of changing technology on people’s lives (at home and in the ways they

worked, travelled, communicated, and played in the past) (ACHHK046)

- Examining changes in technology over several generations by comparing past and

present objects and photographs, and discussing how these changes have shaped

people’s lives (for example changes to land, air and sea transport; the move from

wood fired stoves to gas/electrical appliances; the introduction of television,

transistors, FM radio and digital technologies)


Students will be able to analyse aspects of daily life and identify how some have

changed over recent time while others have remained the same through the use of

technology.

Students will be able to sequence a range of foods in chorological order from past to

present.

Students will have the ability to compare objects from the past and present.


In this activity the literacy capability is targeted through the use of organising text and

pictures into a timeline. The activity also supports the general capabilities of both Critical

and Creative Thinking and Intercultural Understanding through exploring and identifying

cultural practices.

Literacy:

Know some features of text organisation including page and screen layouts,

alphabetical order, and different types of diagrams, for example timelines

(ACELA1466).

Numeracy:

N/A



Intercultural Understanding:

Explore and compare cultural knowledge, beliefs and practices.


Indigenous methods of cooking are highlighted in both the video and cooking methods.

Aboriginal and Torres Strait Islander histories and cultures.

OI.5 Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely

expressed through ways of being, knowing, thinking and doing.


Assessment FOR Learning

Students are assessed in terms of their prior knowledge of, and being able to identify

and the different methods/techniques of cooking.

Students are assessed on their ability identify and to differentiate the past cooking

methods/techniques from present cooking methods/techniques.


Students are assessed in terms of their ability identify and order the different

cooking methods/techniques from oldest to newest (tradition to modern).


Typically by the end of Year 2, students:

Select and evaluate data and information:

Explain the usefulness of located data or information.

- Explaining how digital information answers a question.

Identify the impacts of ICT in society:

Identify how ICT is used at home and at school.

- Identifying how ICT is used in personal communicating, shopping, banking, finding

information, keeping class information, online lunch ordering

Risk Assessment:

N/A


1- On the board there are five pictures of cooking methods and five labels.

2- As a class we are going to fill out these investigation plates in terms of each cooking

method.

3- The investigation plates have the following question;

- Method Name?



4- As a class we are going to organise the cooking methods in order of oldest to newest.

5- We are going to start off with the oldest method. Which is? (Fire)

6- What do you think the next method is? And Why? (Gas)

7- Did you see any other methods being used in the video? (Electricity)

8- Take a photo of the timeline and print to display in history books.

Modifications:

Students with little concentration or low hearing can watch the video individually

with a laptop/iPad and hear buds. This allows them to watch it over as many times as

they need to understand and register the information the video is giving them.

The activity could be taught in smaller groups so students can become more involved

with the inquiry process in terms of the investigation of each food type and the

cooking methods.

The timeline menu can be created into a worksheet so students are able to work

individually and independently.

Extension:

Students individually research a food for their cultural background and present to

the class;

- What the food is?

- How it is cook?

- What method is used to cook it?

- Why they chose it?

Reference:

SplashABC. (2015). Cooking food in the past and present. Retrieved from

http://splash.abc.net.au/home#!/media/103154/cooking-food-in-the-past-and-present.


Method Name What is it used to cook?

Who would use this cooking

method?

http://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://killcellulite.reviewspartner.com/how/how-do-i-divide-a-circle-into-equal-parts-like-a-pie-chart-.html&ei=QVVAVZ79F4XAmAXsrYD4Cw&bvm=bv.91665533,d.dGY&psig=AFQjCNEWqJzZsPqr3Wg2l9B_PsKO-SdN6A&ust=1430365897681390

Connections to Local

Land

Year Level:

Year 2

Overview:

*(Based on a school to provide a for detailed description of the activity – can be adapted for

any local area)

Previously students went on an excursion where they toured their local town of Sandgate

and learnt about the town’s history. This included the viewing of historical landmarks and

learning about the town’s indigenous heritage. During the excursion students had a series of

questions they were required to answer. The questions are as follows;

Inquiry Question/s:

What is the indigenous name for Sandgate? (Warra – an open sheet of water)

Who were the indigenous people that inhabited Sandgate’s shore line, creeks and

lagoons? (Turrbul people – branch of the clan of the Yugarabul speaking people)

What did they hunt, catch and eat? (Main food source Shellfish, Crabs and Fish –

woven nets, bark used to wrap food in for cooking)

Where did they live? (Mangroves, construct shelter using tree branches as poles and

covered with bark)

Historical Landmark?

1- A ceremonial site is known to have existed at the Nudgee Water Holes.

2- Oral history records a Bora ring at Bald Hills 3.

3- Dinah Island at the junction of Nundah and Cabbage Trees Creeks was a sacred burial

ground and the last recorded burial was for King Johnny in 1892.

4- Red and yellow ochre, which was used for ceremonies, was gathered from a ridge at

Brighton.

These answers will be used in the activity as a foundation for each students PowerPoint

presentation. The presentation is used to display one indigenous landmark found within the

local historical area of Sandgate.

Resources:

Sandgate Museum website - http://www.sandgatemuseum.com.au/index.php?

p=people

Tour booklet

Laptop

Microsoft PowerPoint software


Microsoft PowerPoint Software.

Sandgate local history.

Indigenous landmarks near and around the local area of Sandgate.


Students are able to relate stories about life in the past, using a range of texts.

Students can pose questions about the past and examine sources to suggest answers

to these questions.

Students have the knowledge and understanding of the local history of Sandgate.

(Pervious Lessons)

Students have knowledge of how to use Microsoft PowerPoint.

Brainstorm of the different indigenous landmarks found on the tour. (Pervious

Lessons)









• Recall the history of the local area.

• Use the software program Microsoft PowerPoint.

• Know and explain one Indigenous landmark.

Learning Outcome:

The history of a significant person/s, building, site or part of the natural environment

in the local community and what it reveals about the past (ACHHK044)

Using the internet, newspapers, community information guides and local knowledge

to identify and list the people and places promoted as being of historic interest in

the local community.

Investigating the history of a chosen person, building, site or landmark in the local

community using sources (for example books, newspapers, oral histories, audio

visual material, digital sources, letters, photographs) and relating a story which these

reveal about the past.


Students will be able to recall the history of their local area.

Students will be able to show their ability to use the software program Microsoft

PowerPoint.

Students will be able to highlight one indigenous landmark within their PowerPoint

presentation.


This activity targets the literacy capability by asking students to construct a text using a

word processing program. Students are provided with the opportunity to experiment with

the program. The activity also targets the general capabilities of Geography, Critical and

Creative Thinking and Intercultural Understanding by identifying and exploring places of

meaning given by people and Indigenous cultural knowledge and practices.

Literacy:

Construct texts featuring print, visual and audio elements using software, including

word processing programs (ACELY1674).

- Experimenting with and combining elements of software programs to create texts.

Numeracy:

N/A

Geography:

The definition of places as parts of the Earth’s surface that have been given meaning

by people, and how places can be defined at a variety of scales (ACHGK010)

Examining the names of features and places in the local area, and the meaning of

these names and why they were chosen.

Investigating the names and meanings given to local features and places by the local

Aboriginal and Torres Strait Islander Peoples.


Inquiring


Intercultural understanding:

Recognising culture and developing respect

- Explore and compare cultural knowledge, beliefs and practices


In this lesson students explore indigenous landmarks within the local area.

• Aboriginal and Torres Strait Islander histories and cultures.

OI.2 Aboriginal and Torres Strait Islander communities maintain a special connection

to and responsibility for Country/Place throughout all of Australia.

OI.6 Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of

thousands of years and experiences can be viewed through historical, social and

political lenses.


Assessment OF Learning

Students will be assessed on their ability to select appropriate information using the

provided research (tour booklet, website) about one indigenous landmark within

their local area.

Students will be assessed on their basic ability to use Microsoft PowerPoint to

present their history assessment.



Select and use hardware and software:

Identify and safely operate a selected range of appropriate devices, software, functions and commands when operating an ICT system and attempt to solve a problem before seeking help.

- Using page layout software for posters, using a mouse, USB flash drive, printer, digital camera, or robot supervised by the teacher; taking initial steps in coping with the unexpected and then seeking help

Generate solutions to challenges and learning area tasks:

Experiment with ICT as a creative tool to generate simple solutions, modifications or data representations for particular audiences or purposes. - Using the basic functionality of selected software to manipulate text, images,

audio and numbers; representing data numerically or graphically; editing own work and that of others.

Recognise intellectual property:

Recognise ownership of digital products that others produce and that what they create or provide can be used or misused by others. - Understanding that they should not copy someone else’s work without getting

permission.

Risk Assessment:

A risk assessment would have been required for the excursion. (Previous Lessons)


Using the information you collected from the tour of our local are of Sandgate,

create a PowerPoint presentation on one of the local indigenous landmarks.

1- Select one indigenous landmark.

2- Use the information from the tour booklet and website to fill the planning sheet.

- Name of Indigenous Landmark?

- What does it look like?

- Location?

- Significance?

3- Using Microsoft PowerPoint make a Slideshow of your chosen indigenous landmark.

4- Follow the outline to complete each slide.

- Slide 1 - Title Page – “Our local History” by Anne Doe.

- Slide 2 - Name of Indigenous Landmark?

- Slide 3 - What does it look like?

- Slide 4 - Location?

- Slide 5 –Significance of Local Indigenous Landmark?

- Slide 6 – End slide.

Modifications:

Students all complete the Presentation on the one landmark – allowing the task to

be easily scaffolded and guided for students that find the task difficult.

Students that have difficulty with reading may have a scribe to read the tour booklet

to them.

If students are unable to use Microsoft PowerPoint the task can be set as a poster

presentation or written assessment.

Extension:

Students present their PowerPoint Presentations to the class, parents or even people

from the local community.

Students record their presentations.

Reference:

Sandgate Historical Society. (n.d.). The Indigenous People - Sandgate Historical Society.

Retrieved from http://www.sandgatemuseum.com.au/index.php?p=people

Indigenous Toys

Year Level:

Year 2

Overview:

In this activity students are asked in their groups to re-construct a life sized model of they

have learnt about in class. They students are asked to label the model with its name, use

and why they chose that toy to re-construct. In groups students then demonstrate how the

Indigenous toys is used.

Inquiry Question/s:

What toys do/did indigenous children play with?

How do/did they use this toy?

Resources:

• Slide show on different Indigenous toys – created by the teacher.

• Create a class museum

• Indigenous toys

• Choose Indigenous toy and reconstruct it using the provided resources – label

• Craft items - scissors, glue, paper, cardboard etc.


Students have a basic understanding of a range of different toys from the past and

the present.

Students have the knowledge and understanding of dream time stories. (Pervious

Lessons) (ACHHK030) – year 1

Students have an understanding that Peoples maintain special connections to

particular Country/Place.

Students have an understanding of what a museum is and what it is used for.

Part 1 –

- Students watch PowerPoint Presentation about the different types of Indigenous

toys.

- While watching the PowerPoint students complete their mix and match sheet.

- By the end of the presentation students should have an understanding of what

information belongs to what toy.

- Discussion on about what toys much the information.

Teacher Background Knowledge:

Individual students abilities

Background knowledge the presented Indigenous toys.

PowerPoint Presentation.

Knowledge of Museum.

Local background Knowledge.









Recall different types of Indigenous toys.

Recall the use of different Indigenous toys.

Construct an Indigenous Toy.

Understand that these toys are from the past.

Learning Outcomes:

The impact of changing technology on people’s lives (at home and in the ways they

worked, travelled, communicated, and played in the past) (ACHHK046)

- Examining the traditional toys used by Aboriginal and Torres Strait Islander

children to play and learn (for example Arrernte children learn to play string

games so they can remember stories they have been told).

- Creating models of toys used by children who lived when electricity was not

available.


Recall of range of different toys from the indigenous culture.

Able to make the connection between the picture of the toy and the correct

information.

Re-create an Indigenous toy to a similar state of the actually artefact.

Are able to differentiate the difference between toys in the past and in the present.


Within this activity the literacy capability is targeted through exploring different spoken and

written forms of language through the indigenous culture.

Literacy:

Understand that spoken, visual and written forms of language are different modes of

communication with different features and their use varies according to the

audience, purpose, context and cultural background (ACELA1460)

- Identifying examples and features of different kinds of spoken, non-verbal,

written and visual communication from Aboriginal and Torres Strait Islander

communities and from several Asian cultures within Australia, and associating

those features with particular communities.

Numeracy:

N/A


Aboriginal and Torres Strait Islander histories and cultures:

OI.5 Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed

through ways of being, knowing, thinking and doing.

OI.6 Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of

thousands of years and experiences can be viewed through historical, social and

political lenses.



- Students are assessed on their ability to recall information about aboriginal toys

and use this information to re-construct an indigenous toy.



Select and evaluate data and information:

Explain the usefulness of located data or information.

- Explaining how digital information answers a question.

Identify the impacts of ICT in society:

Identify how ICT is used at home and at school.

- Identifying how ICT is used in personal communicating, shopping, banking, finding

information, keeping class information, online lunch ordering

Risk Assessment:

N/A


1- In your group you are to create a life sized model of the indigenous toy you have

chosen.

2- Using your mix and match sheet choose one indigenous toy.

3- Use the photo and the information to construct the toy you have chosen.

4- Label the toy with;

- Name of toy?

- What it is used for?

- Why you chose to make it?

5- In your groups you are then going to demonstrate to the class how this traditional

Indigenous toy is used.

6- Place in class Museum.

Modifications:

- Draw the toy instead of constructing – time management.

- The activity could be completed individually – a range of different interpretations

of the toy and then demonstrated with a whole class approach.

- Scribe for students that require assistance with writing and or reading.

- Think, pair, share.

Extension:

Using the research of Indigenous toys, choose one that they would like to play with and a

toy that they enjoy playing with today.

Compare the differences and similarities between the two toys. (Venn diagram A3).

Criteria SheetEDSS468 Task 2

Student name:__________________________________________________CRITERIA A B C D E

Organization of activities and descriptions

The e-portfolio is very well organised and easily followed.

Descriptions of each activity and background knowledge are concise and convey highly accurate and very relevant knowledge, understanding, processes and skills from the relevant learning areas of the Humanities and Social Sciences curriculum.

The e-portfolio is well organised and easily followed.

Descriptions of each activity and background knowledge are reasonably concise and convey accurate and relevant knowledge, understanding, processes and skills from the relevant learning areas of the Humanities and Social Sciences curriculum.

The e-portfolio has a satisfactory level of organisation.

Descriptions of each activity and background knowledge generally convey accurate and somewhat relevant knowledge, understanding, processes and skills from the relevant learning areas of the Humanities and Social Sciences curriculum.

The e-portfolio is unsatisfactorily completed and lacking in adequate organisation.

Descriptions of each activity and background knowledge are unsatisfactory in their accurateness and/or relevance and/or completeness and lack in conveying knowledge, understanding, processes and skills from the relevant learning areas of the Humanities and Social Sciences curriculum.

The e-portfolio is very poorly organised and or incomplete.

Descriptions of each activity and background knowledge provide little evidence of accuracy and relevance.

Design All activities are very appropriate for the target year level.

Learning intentions and objectives, and curriculum links are clearly and unambiguously identified.

Where applicable, a comprehensive risk assessment has been conducted.

A comprehensive list of quality resources has been formulated.

An insightful and comprehensive statement of how the activity may be modified for students with varying degrees of ability has been provided.

An insightful and comprehensive statement of how the activity contributes to the development of the students’ literacy and numeracy skills; cross-curriculum priorities and general

All activities are appropriate for the target year level.

Learning intentions and objectives, and curriculum links are clearly identified.

Where applicable, a sound risk assessment has been conducted.

A substantial list of quality resources has been formulated.

A clear statement of how the activity may be modified for students with varying degrees of ability has been provided.

A clear statement of how the activity contributes to the development of the students’ literacy and numeracy skills, cross-curriculum priorities and general capabilities of the

Activities are generally appropriate for the target year level.

Learning intentions and objectives, and curriculum links are somewhat identified.

Where applicable, a satisfactory risk assessment has been conducted.

A satisfactory list of resources has been formulated.

A satisfactory statement of how the activity may be modified for students with varying degrees of ability has been provided.

A satisfactory statement of how the activity contributes to the development of the students’ literacy and numeracy skills,

Activities are not satisfactorily matched to the target year level.

Some learning intentions, and objectives and curriculum links are identified.

Where applicable, risk assessment is incomplete and or contains errors.

Resource list is incomplete and or contains errors.

Little evidence of how the activity may be modified for students with varying degrees of ability has been provided.

Little evidence of how the activity contributes to the development of the students’ literacy and numeracy skills, cross-curriculum

Activities are not matched to the target year level.

Evidence of links to learning intentions, and objectives, and curriculum links is lacking.

Where applicable, risk assessment has not been included.

Resource list has not been included.

Evidence of how the activity may be modified for students with varying degrees of ability has not been provided.

Evidence of how the activity contributes to the development of the students’ literacy and numeracy skills, cross-curriculum priorities, and

capabilities of the Australian Curriculum has been provided.

Australian Curriculum has been provided.

cross-curriculum priorities, and general capabilities of the Australian Curriculum has been provided.

priorities, and general capabilities of the Australian Curriculum has been provided.

general capabilities of the Australian Curriculum has not been provided.

Student activity information

Student activity information is very well structured and organised and is very engaging and very appropriate for the target year level.

Student activity information is well structured and organised and is engaging and appropriate for the target year level.

Student activity information is satisfactorily structured and organised and is somewhat appropriate for the target year level.

Student activity information is poorly structured and organised and, aspects of the student worksheet are not appropriate for the target year level.

Student activity information is very poorly structured and organised and/ or is not appropriate for the target year level.

Assessment for learning

Assessment items are very well structured and organised and there is clear evidence of assessment of, for and as learning which could be clearly used to collect evidence of student learning.

Assessment items are well structured and organised and there is evidence of assessment of, for and as learning which could be sufficiently used to collect evidence of student learning.

Assessment items are satisfactorily structured and organised and there is limited evidence of assessment of, for and as learning. The assessment lacks complexity, however could be used to collect evidence of student learning.

Assessment items often lack organisation or structure. There is very limited evidence of assessment of, for and as learning and little opportunity to collect evidence of student learning.

Assessment items are poorly planned and organised. There is inappropriate or no evidence of assessment of, for and as learning and no opportunity to collect evidence of student learning.

Quality of written language, grammar, spelling and syntax.

Very high quality of written expression with very few errors in written language, grammar, spelling and syntax.

High quality of written expression with few errors in written language, grammar, spelling and syntax.

Satisfactory quality of written expression with some errors in written language, grammar, spelling and syntax.

Quality of written expression was limited with a number of errors in written language, grammar, spelling and syntax.

Quality of written expression was poor with a significant number of errors in written language, grammar, spelling and syntax.

Documents

Geographyamstone-eportfolio.weebly.com/uploads/3/8/6/6/3866179… · Web viewGeography. Year 2. A Trip around the World. Year Level: Year 2 . Overview: This activity allows students