|Scooped by Gloveridge|
This online image would act as a great introduction to a lesson sequence on participation in community life. This honeycomb diagram explicitly addresses outcome Sss2.8, outlining the broad contributions and benefits community programs can make to community life. As a whole class the students will explore one local community group or organisation. The City of Sydney website (http://www.cityofsydney.nsw.gov.au/community) might be a useful teaching resource when choosing an appropriate local group for students. If the group has a website, the class might explore its website on an IWB. The class will collaboratively construct a factsheet about this group focusing on WHO runs the group, WHO the group is for, WHAT the group does, WHERE the group is, WHY the group is in place etc. (the teacher might choose to type this factsheet up and give it to students at a later time). The students will then independently fill in a ‘concept’ or ‘web’ map (similar to http://www.globaleducation.edu.au/verve/_resources/webmap.pdf). This type of diagram is a similar structure to the honeycomb diagram, with a central idea in the middle surrounded by related ideas (each of equal importance but different emphasis). In this case, the chosen community group will be in the centre of the diagram and the six goals of community groups (see above) will surround it. The students will further extend this diagram by adding specific examples of how this group meets each of the goals. This worksheet can act as an assessment. The teacher can assess how well the students understood the instructions, and their understanding of how ideas link in a concept map. The teacher can also assess students’ evaluative skills in their choice of specific examples. The use of diagrams in this task links it to KLA Mathematics.This lesson could conclude with a brief discussion about why community groups are important to community life, linking the lesson back to the outcome Sss2.8 and subject matter.