Being Australian
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Rescooped by Lisa Inglis from HSIE K-6, Stage 1: Natural-Built-Heritage
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Checklist - Natural or Built?

Activity 1 on this worksheet is a great scaffold to introduce Stage 1 HSIE students to the concepts of 'natural' and 'built.' 


Via Bec Isaacs
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Bec Isaacs's curator insight, April 6, 2014 3:59 AM

 

Scooped from a ‘Wolli Creek residents’ community website, this checklist is a great way to introduce Stage 1 HSIE students to the concepts of natural and built environments. It directly targets syllabus outcomes ENS1.5 and ENS1.6, and in particular the subject matter dot point: “Students will learn about natural, built and heritage features in the immediate environment and other areas.”

 

The worksheet’s definitions of ‘natural’ and ‘built’ are simple and concise –suitable for year 1 and 2 students of varying abilities.

 

I would provide this checklist to students as a guide for a ‘discovery walk’ around the school grounds, during which they would identify some natural and built features they could see.

 

The explicit goal of this exercise is to engage students in practical application of identifying natural from built. As per Hattie’s model of “visible learning,” the “mastery of the goal” must be explained to the children before setting out on the discovery walk (Hattie, 2008, as cited in Gilbert & Hoepper, 2014, p. 58). This entails a pre-walk discussion, whereby the teacher must ascertain what the children already know about the definitions of built and natural, clarify any confusion about what these terms mean, and clearly delineate that students must identify multiple natural and built features and fill out the Activity 1 table to bring back to the classroom.

 

Common to any Inquiry or Discover-based learning activity, the information that the children bring back to class only transforms from fact to understanding through reflection. In his “Theory of Inquiry,” John Dewey argues that students must reflect upon ideas to alter existing knowledge and in the process, discover new problems to question and explore (Dewey, 1939).

 

Using this model, a teacher would return to class with her students and reflect upon their findings. To address “the ways in which people interact” with natural and built features, and to encourage student thinking around “the relationship between environments and people” (as per the Stage 1 Environments outcomes), this would need to extend beyond an identification of the natural and built features children had found.

 

Some great discussion questions to encourage critical thinking may include:

Which were there first – the natural features or the built features?

Who constructed the built features?

Why did people construct the built features?

What happens to the natural environment when people build?

Do you think built features are a good thing?

What do you think might happen if people continued to build and build in the school grounds and in other natural environments?

 

REFERENCES

 

Gilbert, R. & Hoepper, B. (2014). Teaching Society and Environment. 5th Edition. South Melbourne: Cengage Learning Australia.

 

Dewey, J. (1939). Logic: The theory of inquiry. London: George Allen & Unwin. 

 

Wolli Creek Residents. (n.d.). Checklist – natural or built? Retrieved from http://www.wollicreek.org.au/tvt_schools/activity/TVT_Checklist_Natural_or_Built.pdf

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Australia Day 2013

Australia Day 2013 | Being Australian | Scoop.it
Australia Day Resource 2013 Year 3/4 Australian History focus
Lisa Inglis's insight:

This lesson was created on 10th January 2013 as a year 3 and 4 lesson focusing on the upcoming Australia Day.

It has a History focus and covers the topics of

Australia Day History, National Anthem, National Flags (including the Australian Flag, Aboriginal Flag and Torres Strait Islander Flag) and Australian Values.

 

Despite being created as a lesson focusing on the 2013 Australia Day, it is applicable to any Australia Day or any unit of work with a ‘Being Australian’ focus.

 

The lesson does not come with lesson plan notes but is a quality resource in itself. It has a good, clear layout with multiple interactive aspects. It includes a variety of slides including slides with information, appropriate pictures/images, opportunities for students to manipulate learning objects (e.g. creating the Australia, Indigenous and Torres Strait Islander flags) and activities which allow for an in depth discussion (e.g. How important are these Australian values). The lesson includes modeling and opportunities for students to demonstrate for the class but does not include activities, which allow for independent practice (Callow, 2015).

 

The sources included in the IWB are appropriately referenced.

 

The technology is not really creating new and different learning experiences for students but rather is allowing the teacher and students to do old things in new ways (Callow, 2015).

 

Bibliography

Callow, J. (2015, March 30). Interactive Whiteboars Lesson Design and Evaluation Rubric. EDMT6008 . The University of Sydney.

 

 

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PDHPE - being Australian - YouTube

Lisa Inglis's insight:

Outcome: PHS2.12: Discusses the factors influencing personal health choices

Identifies foods prepared and enjoyed by particular cultural groups

 

This iMovie was created by our group in preparation for this task as a work sample that could be produced by Stage 2 students. The use of iMovies is an engaging way for students to present information, and an alternative to traditional poster or oral presentations.

 

The task requires students to use either photos or video-clips to create a movie about a healthy dinner in their house, cluding both ingredients and method (this can be provided by voice-over or as part of the clip). It requires students to consider the ingredients that go into the food they eat at home and make a judgement on its health value. Students make the iMovie at home and being the finished product to school where they present it to the rest of the class and talk about why it would be considered a healthy meal as well as some cultural context for the meal. It also encourages participation in the choosing of meals and ingredients between students and their carers.

 

This task fits into the concept of Being Australian because it recognises and celebrates the cultural diversity of backgrounds in the students in the class. 

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Rationale

Group Members: Tutorial Group 1 (2pm)

v  Nicole Fagan - 440361916

v  James Graham - 310255589

v  Lisa Inglis - 440410465

v  Hannah Sheeran - 440396893

 

Lisa Inglis's insight:

Rationale

 

 

As a group, we have collaborated to create an ePortfolio that encapsulates our topic ‘Being Australian’. We have targeted our resources at Stage 2 focusing on the curriculum area of HSIE with cross-curriculum links to PDHPE, Science and Technology and Visual Arts. These three eResources are highly engaging, interactive, age-appropriate and cohesive as a collection. Students are able to gain a deeper understanding of this topic through using the medium of ICT. We have used a range of media including, IMovie, Scootle and the Interactive Whiteboard to showcase how these various technologies can enhance students’ learning on the topic.

 

As teachers, it is critical to integrate ICT into all areas of the curriculum to ensure that students are able to live and work successfully in the 21st century. The Melbourne Declaration on Educational Goals for Young Australians (December 2008) states that it is essential to have skills in ICT as it is a foundation for success in all areas of learning and is a crucial pathway to post-school success. Furthermore, in the Board of Studies K–10 Curriculum Framework and Statement of Equity Principles lists Information and Communication Technology (ICT) as one of the general capabilities. Therefore, as teachers, we must model appropriate, ethical practice of ICT to ensure that our students can live and work in the 21st century.

 

 

 

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Explore, play and learn with ABC Splash. Over 2500 videos, games and other resources. All mapped to the Australian curriculum.
Lisa Inglis's insight:

This video, taken from Scootle, explores some of Australia’s foremost scientist, and their discoveries that changed the world. It charts the collective ventures of Australian science, and how they shaped the future of the field in our nation.

 

The resource was produced by ABC Catalyst program, and is useful for addressing the following outcome from the history syllabus:

Identifies change and continuity and describes the causes and effects of change on Australian society HT3-3

 

The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, sciences, the arts, sport (ACHHK116)

 

A lesson on the topic of ‘being Australian’ could involve an investigation of how our nation contributes to global ventures, and the scientific discoveries or inventions that benefit people here and across the world. After a lesson using the video, project based learning could be introduced, where students develop their own presentations on an Australian scientist of their choice, on their own or in pairs. 

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