HSIE K-6 Stage One: Thinking About Culture
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HSIE K-6 Stage One: Thinking About Culture
Learning About the Symbols Used by Different Cultural Groups
Curated by Megan Clayton
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Teacher Planet

Megan Clayton's insight:

Discussing the Olympic flag, medals and torch and their significance aligns with the dot point; Students will learn about the symbols used by different groups; flags or badges. Students are given the opportunity to learn about an international event, which carries huge significance across the globe. This Olympics resource would only be relevant in the year of the Olympics, however it is a great resource that promotes critical thinking into the significance of the colours of the Olympic rings, medals and torch. This TeacherPlanet resource provides teachers with an activity for their class, where students can discuss the colours of the Olympic rings and demonstrate critical thinking by suggesting other colours that the rings could have been and why. Furthermore, teachers could use a concept map to visually represent their students’ ideas and show how these ideas are linked in a systematic way. Additionally, TeacherPlanet suggests an activity where students can firstly discuss what is on the back of the Olympic Medals and then create their own designs on the back. Another reason why I thought this was a useful resource is that it comes with the following link; 
http://www.teacherplanet.com/links/redirect.php?url=http://teacher.scholastic.com/lessonrepro/lessonplans/theme/olympics04.htm 
The link above provides teachers with background information about the rings, torch and medals and the overall significance of the event itself. Having this background information readily available will help prompt the students into good quality discussions about the rings and medals.

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Australian Emblems Colour

Australian Emblems Colour | HSIE K-6 Stage One: Thinking About Culture | Scoop.it
This chart features the Emblems of each state of Australia.
Megan Clayton's insight:

This is a helpful resource for teachers to use with stage 1 to explore the different symbols that represent Australia; and more specially each of the states and territories. This resource could be used as a visual summary of the symbols significant to Australia and put up somewhere in the classroom as a point of reference for the rest of the unit. Students can use this as a reference for the symbols they may be starting to recognize in their daily lives in newspapers, on the news or around their local area. It is a clear, concise way to represent the symbols of each state and territory, and is a good starting point for a discussion on the emblems or symbols and their significance locally and internationally. Teachers could then ask students to think of five things that think are important to themselves or that they would choose to represent themselves. This activity should engage students in Stage 1, as the activity makes connections with the students’ own lives. This Australian Emblems resource would help teachers in Stage 1 cover the Syllabus outcome 1.3; identifies customs, practices, symbols, languages and traditions of their family and other families and more specifically the subject matter relating to ‘symbols used by different groups, eg. badges or flags’.

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Tell An Aboriginal Story

Tell An Aboriginal Story | HSIE K-6 Stage One: Thinking About Culture | Scoop.it
Tell a story the aboriginal way: using symbols! Learn the symbols used in the activity & work out the sentences. Then use aboriginal symbols to create your own story.
Megan Clayton's insight:

This is a great resource for stage 1 students, as it encourages work on art skills as well as literacy skills. This resource also meets the requirements of teachers to include an Aboriginal and Torres Strait Islander perspective on cultural symbols. The main idea about this resource is to do with writing stories about journeys using aboriginal symbols. There are three extensions to this activity, beginning with a ‘now write the sentence into words’ section, leading onto ‘writing your own sentence using the aboriginal symbols provided’ to the third section where students will ‘place aboriginal symbols in the spaces’ to create their own stories. In terms of a teaching idea, one could read Sally Morgan’s book; ‘Sam’s Bush Journey’ to introduce the theme of journey and symbols to the class. Sam usually goes for bush walks with his nana, however finds himself alone in the bush one day. As Sam spends more time in the bush, his negative opinion of the bush soon changes, as he learns to appreciate the beauty and sustainability of our environment. Students could use Sam’s Bush Journey as a basis for their own story using the Aboriginal symbols provided.

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Stage 1 teaching resources

Stage 1 teaching resources | HSIE K-6 Stage One: Thinking About Culture | Scoop.it
Megan Clayton's insight:

This is a resource provided by the NSW government’s curriculum support from the Education Department. This unit on focusing on different cultures directly aligns itself with the CUS1.3 outcome ‘identifies customs, practices, symbols, languages + traditions of family and other families’. More specifically, this resource sets up activities whereby stage 1 will explore different group’s symbols through a global perspective by drawing on each student’s background in the class. There is a ‘teacher’s booklet’ as well as two downloadable “student image booklets’ – each stage is broken down into sections. In the teacher’s booklet, there is an activity specific to outcome 1.3 and the subject matter on symbols. Teachers display images of celebrations and festivals in Australia, eg, weddings, birthdays, Christmas, Eid ul Fity, Ramadan, New Year fireworks displays and Australia Day celebrations. The students are asked to bring images of the celebrations they participate in at home. With an activity like this, teachers are again able to create in-depth discussions around the key themes and engage students in some critical thinking and evaluation. Questions included in this activity are; Does everyone in the community celebrate the same events or occasions? Why or why not? What symbols are used in the celebrations listed by the students? Students could discuss their own celebrations and symbols that are important to them and share with the class. The booklet includes stories of students with a Chinese background, describing the significance of the Chinese New Year. Students could choose their favorite celebration from the list they’ve created in class or from their own culture, and create a poster looking at the significance of the celebration, what symbols are used and why this celebration is important to them.

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The World Factbook

Megan Clayton's insight:

A useful resource for those teachers wanting to cover flags across the globe in stage 1! This is a resource for teachers that are in need of more background information on the significance of the colors and emblems on flags across the world. The subject matter under CUS 1.3 explains how stage 1 will need to learn about the symbols used by different groups. International flags and their significance provide stage 1 with a global perspective on symbols, which they can apply to their own Australia flag. An idea for an activity using international flags would be to lead a discussion about a handful of flags, and then ask the classroom to create their own class flag. The students could be broken up into small table groups. Group activity as a type of assessment provides teachers with an opportunity to gauge how each student is going in terms of their ability to work collaboratively and leadership skills. With an activity such as this, each group could have one student in charge of deciding what colours would be most appropriate on their flag, another student could be in charge of the symbols while a third could then present their table’s flag to the rest of the class. An activity such as this builds on collaboration skills, leadership skills and critical thinking while providing an opportunity for assessment.

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