HSIE , Early Stage 1, Environments
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HSIE , Early Stage 1, Environments
Natural and Built Environments, early Stage 1
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Our World Bardi Jaawi, Life at Ardiyooloon

Our World Bardi Jaawi, Life at Ardiyooloon | HSIE , Early Stage 1, Environments | Scoop.it
Speech Pathology Australia Book of the Year–Best Book for Language & Literacy Development Indigenous Children SHORTLISTED Children's Book Council of Australia Ardiyooloon is home to the Bardi Jaawi people and sits at the end...
Priyanka Sirohi Chowdhary's insight:

Magabala Books offer a great range of indigenous picture books suitable for various stages. Picture books are a blend of art and stories and children respond to those illustrations even if they can’t read. This particular picture book is called “Our World: Bardi Jaawi, Life at Ardiyooloon” by the students of One Arm Point Remote Community School. It describes the life of children in a remote indigenous community and how they are involved in outdoor activities like camping trips to sites around Ardiyooloon, with photographs of the children making oyster pancakes, catching monkey fish and exploring the reefs. This book adheres to the selection criteria for the evaluation of Aboriginal studies and Torres Strait Islander Studies (2012). Colourful illustrations are provided for children to get an understanding of the ways of life in this community like traditional ways of tracking, hunting and cooking, hunting with spears, travelling out in boats, collecting shellfish in the mangroves or using fish poison, the book describes how the fish are caught, from making the spear to the end result of cooking and sharing their catch. There is a section in the book that shows students how to build bough shelters, hunt crabs, turtles and dugong, make boomerangs etc.

To begin with teacher can have a discussion in the class about aboriginal people, their history, traditions etc simplified so as to suit an early stage 1 class. Teacher can then read the book to the class showing the illustrations and photographs, with specific mention to natural and built features in the environment shown in the picture book. Children can identify some of the features and with the help of teacher can even compare and contrast these features with the ones they see in their own environment. There are examples of people making boomerangs, earth oven, bough shelters, which would show children how built features are made by man using natural products.

There are a whole lot of activities that can be planned around this picture book like mapping the area on a large Australian map. Teacher can provide photographs of the features like beach, Sand, roads, buildings, township from the area described in the picture book along with the photographs of similar features from a familiar environment. Students, in groups, can sort out the photographs and put them on the area on map where they think it belongs. Children will get an opportunity to compare the two environments along with their natural and built features.

There is also a useful resource called “The Dreaming” by Sue Briggs and Bev Harvey that contains information about Aboriginal culture, simplified to be used in an early stage 1 class. It also provides relevant activities in the end that will help children to get a better understanding of the Aboriginal perspectives.

 

Board of Studies NSW, 2006, Human Society and Its Environment K-6 Syllabus. Sydney, Australia: Board of Studies NSW.

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Video -- Toot & Puddle: The Great Outdoors -- National Geographic

Watch a music video for the Ralph's World song "The Great Outdoors" from the album "All Around Ralph's World." Watch more Toot & Puddle on Nick Jr!
Priyanka Sirohi Chowdhary's insight:

National geographic (kids) is an excellent website full of resources for every stage. It contains lot of interesting teaching material for teachers to use in their class like printable colouring books, videos, cartoons, links to other websites etc which can make the learning about environment fun and interesting for kids.

This particular video is about the two friends, Toot and Puddle, going outdoors and seeing many different places around the world. Video plays “The Great Outdoors” in the background. Learning activity combined with music can enhance student engagement and results in improved learning. Video can be shown to the early stage 1 class and then the teacher can discuss with the class, what they saw in the video, how were the places different from each other and manmade and natural features of the places that the characters in the video visited.

After discussion teacher can provide students worksheets with pictures of familiar items and kids can categorise them into natural or built, or kids can cut out pictures themselves and label them. This activity will also help in developing descriptive concepts in children (Gilbert & Hoepper, 2011, p.72). It will also improve the literacy skills of the children as they will learn a lot of new words through listening and reading.

Another interesting activity that kids can do is an interactive online activity. Subject matter can be made more interesting and engaging by the application of technology in the teaching. The activity involves planning or exploring of the neighbourhood areas. For this kids need to have an access to the computer through which they can create their own neighbourhood with this website http://www.landcom.com.au/mini-sites/my_neighbourhood/index.htm. This  website has range of options for children to design their own city , recording features from their visit  and even viewing their creation in 3D by choosing from a range of features (both natural and built) available. Teacher might ask children to include a number of built and natural features into their design.

 

Board of Studies NSW, 2006, Human Society and Its Environment K-6 Syllabus. Sydney, Australia: Board of Studies NSW.

 

Gilbert, R. Hoepper, B. 2011, Teaching Society and its Environment (4th ed.). South Melbourne, Victoria: Cengage Learning

 

Mishra, P. & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record Volume 108, Number 6, pp. 1017-1054.

 

  New South Wales. Dept. of Education and Training, & New South Wales. Curriculum Support Directorate. (2001). Celebrating together: A multistage unit for K-6 HSIE. (). Sydney: NSW Dept. of Education and Training, Curriculum Support Directorate

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Education - Centennial Parklands

Education - Centennial Parklands | HSIE , Early Stage 1, Environments | Scoop.it
Priyanka Sirohi Chowdhary's insight:

An excursion may provide opportunities for students to observe, respond to or interact with new environments or experience different activities (Board of studies, pg 172). Teachers can plan an excursion to the Centennial Parklands from the Darlinghurst Public School from where they can walk to the parklands. Parklands provide an interesting mix of natural and built features for the students to observe. Teachers can draw attention towards the natural features of the park like trees, flowers, birds etc in contrast with the built features like the buildings, boundary wall etc. Students will get an opportunity to explore the notion of Natural and built and also will develop an understanding of the difference between the two. From literacy point of view also, children will add to their vocabulary by learning new words.

After coming back class can have a discussion about the subject and afterwards children can do a group work where they can make a 3 D model representing a part of the parklands that they liked the most. Students must include at least three features from both the categories i.e. natural and built.

A possible assessment task would be to take students out into a local environment like walk around the school or to the local shops and ask them to take photos ( or Draw) of  five natural and built feature each that they can see and show it to the class and talk about it.  Along with the knowledge of built and natural environment students will also learn to describe their artwork and artwork of others using modelled language. Students will also learn to use everyday words like up, down, near, far etc (ENES1)

 

Board of Studies NSW, 2006, Human Society and Its Environment K-6 Syllabus. Sydney, Australia: Board of Studies NSW.

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360 Degree Aerial Panorama | 3D Virtual Tours Around the World | Photos of the Most Interesting Places on the Earth | AirPano.com

360 Degree Aerial Panorama | 3D Virtual Tours Around the World | Photos of the Most Interesting Places on the Earth | AirPano.com | HSIE , Early Stage 1, Environments | Scoop.it
AirPano is a non-commercial project focused on high resolution 3D aerial panoramas. The AirPano team is a group of Russian photographers and panorama enthusiasts.
Priyanka Sirohi Chowdhary's insight:

Technology provides unprecedented opportunities for engaging students in learning in new ways, enabling teachers to do things that are not otherwise possible (Gilbert & Hoepper, p.181). AirPano is a non-commercial project focused on high resolution 3D aerial panoramas. It’s easy to use and is a fabulous resource that can allows children to feel as if they are physically there.

This activity has been planned to give children a global perspective. To build the background knowledge, teacher may ask students to make a map of their local community which could be their school or local market etc. The curriculum support provides an idea where children can look at a 3D view of some of the places they have marked on their maps. Kids can talk about natural and built features of the places they observe.

To give children a real sense of the place they live in, they need to view it in the context of other places (Gilbert&Hoeper, 2013, p.246). Children can look Australia on the world map and then some of the famous places like wonders of the world through this website. The idea is to present to children the panoramic views of the man made and natural wonders. These are extremely clear images with 360 degrees panoramic views that can wonderfully project the contrast between the built and natural features of the environment. Teacher can also point on the map, the location of each wonder. This would help children to understand that places and objects are located and arranged in space and these can be identified on a map.This would also make children aware of the fact that world extends beyond their immediate environment. (ENES1)

 

-          Gilbert, R. Hoepper, B. 2011, Teaching Society and its Environment (4th Ed.). South Melbourne , Victoria: Cengage Learning

 

-          New South Wales. Dept. of Education and Training, & New South Wales. Curriculum Support Directorate. (2001). Celebrating together: A multistage unit for K-6 HSIE. (). Sydney: NSW Dept. of Education and Training, Curriculum Support Directorate

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The 3 Little Pigs

http://www.kidsstuffandthings.com The 3 Little Pigs Children's Animation
Priyanka Sirohi Chowdhary's insight:

Picture books are a great teaching tool for an early stage 1 class. They not only help in building background knowledge about a topic but also contain many literary elements. Now the digital versions of many picture books are available online which are much more interactive and engaging for students.  This picture book is called “Three Little Pigs” which is an appropriate resource to introduce the concept of built and natural materials to an early stage 1 class. It is a story about three little pigs that set out to make their own house. Each pig uses a different material to build his house i.e. straw, sticks and bricks. In the end the brick house stands out as the strongest that protects the pigs from a wolf.

Before going through the story teacher should explain broadly, the concept of Built and natural materials. This picture book then can be shown/read to the class to further explain the concept. It is a great idea for visual learning where students can identify the different types of manmade and natural materials. Also, it will enhance the literacy skills of the children as they learn new words and their meanings (Gilbert & Hoepper, 2011, p.160).

Teacher can discuss the materials pigs used to make their houses and ask students where each material comes from thus explaining the concept of manmade and natural.  Once the students seemed to have understood the concept teacher can expand the idea by including other familiar objects like chairs, pencil, pen, dirt, sticks, water etc.

For assessment, teacher can show students the pictures of houses from around the world (http://www.ict.mic.ul.ie/websites/2002/imelda_fitzgerald/Homes%20Around%20the%20World-1.htm) and ask them about the materials that have been used to build these houses, where do these materials come from and how different are these houses from the ones they live in.

 

Gilbert, R. Hoepper, B. 2011, Teaching Society and its Environment (4th ed.). South Melbourne , Victoria: Cengage Learning

 

Board of Studies NSW, 2006, Human Society and Its Environment K-6 Syllabus. Sydney, Australia: Board of Studies NSW.

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