HSIE Stage 3 Major Australian Exports and Imports
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HSIE Stage 3 Major Australian Exports and Imports
Due to my topic, below, most of my resources have a Global perspective.
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Global trade, Global connections, HSIE, Year 6, NSW | Online Education Home Schooling Skwirk Australia

Global trade, Global connections, HSIE, Year 6, NSW | Online Education Home Schooling Skwirk Australia | HSIE Stage 3 Major Australian Exports and Imports | Scoop.it
Global trade, Global connections, HSIE, Year 6, NSW

 

Skwirk.com Interactive Schooling is a website that has resources for stages from Foundations to Year 10. It requires subscription and it generously provides a 3 Days Trial Sign Up. On this website, it provides a range of information on the different key learning areas including HSIE. Within each subject, there are the main topics for each stage. It includes videos, animations, games, images, interactive activities, worksheets and exams. This learning portal caters for all students with different academic and social capabilities.

 

Skwirk dedicates a whole topic on Global Connections which includes Global Trade, with 3 chapters: What is Global Trade?; How is Australia globally connected through trade?; Imports and exports.

There are many interesting animations to explain Global Trade as well.

Teachers can use this resource in their classrooms in many different ways. For example, interactive smartboard activities are provided where the teacher can use the resource as a class to discuss, and to engage students into the Global Trade—import and export topics.

By putting Skwirk in the school website, students can also access this website at home. Teachers can give students homework from the website.

 

Another example of using this website on Global Trade is where teacher presents a chapter under Global trade such as Export and Imports. http://www.skwirk.com/p-c_s-1_u-22_t-219_c-736/nsw/hsie/global-connections/global-trade/imports-and-exports

Teacher ask students what they have already known about export and import and what they have learnt as a class. As a class, teacher reads and discusses with the students a chapter from Global trade, showing and enlarging the pictures and animation that are beside the written passage. According to Petty (2009, 196), through asking students relevant recall questions, it will help them see the subject as a whole rather than disconnected detail. As a result, there will be great ‘effect sizes’ of students’ learning.

 

Students are then given a laptop each where they are to navigate to that webpage. They are to click into ‘Activities and Exams’ and complete all the activities listed. Students will also complete the Printable Worksheet provided by the website by going through the written passage again by themselves. These above activities can thoroughly utilize the resources of the website and help students thoroughly understand the topic of major Australian exports and imports.

 

Reference: 

 

Petty, G. (2009). Evidence-Based Teaching: A Practical Approach 2nd Edition. United Kingdom: Nelson Thornes Ltd.

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Trade - Australian Government Department of Foreign Affairs and Trade

Trade - Australian Government Department of Foreign Affairs and Trade | HSIE Stage 3 Major Australian Exports and Imports | Scoop.it

This website from the Australian Government Department Foreign Affairs and Trade, is a useful website for teachers to use and can be tailored to be used for Stage 3 Year 6 students. It has up-to-date and useful information about the current state of trade in Australia and in relation to Australia and other countries.

 

Teachers can navigate around the website to gain a better understanding and background knowledge of the export and import that is happening in Australia. It includes details about Australia’s trade and foreign policies, including information on Australia’s government.

Teachers can expose students to this website, allowing students to gain a better understanding of what our government is doing and how they are dealing with trade—exports and imports.

 

Idea for an assessment task:

A task is given to students where they are to go onto the website and explore the contents in it. Students are placed in pairs. They are then given a worksheet to find specific answers to questions about trade. Students are also encouraged to find other useful websites to help them in answering the questions.

 

Some questions include (samples):

What is export and import? Why does Australia trade with other countries?What are tarrifs?

One question will be set to have students analyse a graph from the website called ‘TRADE MATTERS 2012 Australia – Trading with the World’. They are to find out what Australia’s top exports and imports were and what the top export and import markets were in 2011.

 

They are then placed into groups of four where they are given two reasons why trade will benefit Australia from ‘Trade provides numerous benefits but sometimes these are not well’. Using their given two reasons, they are to create a poster of why trade benefits Australia. They are then to present and explain their poster and their two main points to the rest of the class and present their findings to the rest of the class.  

 

All of the above is to assess student’s ability to use the internet and find specific information within a website and to present information both visually and orally. 

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Behind the News - 07/06/2011: Live Exports

Behind the News - 07/06/2011: Live Exports | HSIE Stage 3 Major Australian Exports and Imports | Scoop.it
Theres been a lot of talk lately about whether Australia should be exporting livestock like sheep and cattle overseas Some shocking video has come out showing animals being treated badly Now some

 

 

 

In general, there are many positives about exports and imports. However at the same time there are also some controversial issues that revolve around trading. This resource is about some issues revolving around live exports.

In the beginning of the lesson, teacher asks students what they learnt in their previous lessons about the positives of trading—exporting and importing with other countries. Teacher then brings forth the point that sometimes there are protests against certain kinds of exports. This Behind the News video talks about some issue of live exports to other countries such as Indonesia.

Together as a class, students watch the video and then discuss what the video is about.

Teacher will ask these types of questions about the video for the students to discuss. Questions are taken from: http://www.abc.net.au/btn/resources/teacher/episode/20110607-liveexports.pdf

1. What are live exports?

2. What has a recent investigation found?

3. What do people who support live exports say about a ban?

4. What impact could a ban have on Australia’s economy?

5. Why do some countries prefer to buy live cattle?

6. What do opponents of live export say that transporting animals is cruel?

7. Discussion about countries having different rules about the treatment of animals.

8. What is the federal government doing about cattle exports to Indonesia?

9. Should live exports be banned? What do you think? Explain your answer.

 

After this discussion, teacher can use the de Bono Six Thinking Hats to encourage students to think about this issue.

Red hat is about feelings and emotions. This activity encourages students to express their feelings and emotions about the issue. They are also then encouraged to reflect and justify their feelings and emotions. With this red hat, teacher asks students to discuss with a partner the following questions: What are your feelings towards the issue of exporting livestock like sheep and cattle overseas? What are your feelings towards sending livestock to places where they will be treated badly? What do you think about the bad treatment of livestock?

Students then share and justify their feelings with the rest of the class.

 

Teacher will also introduce students the website ‘Ban Live Export’ which is supported by RSPCA and Animals Australia. http://www.banliveexport.com/

This website is based from the Ban Live Export campaign in 2011 that brought substantial changes to the live export industry through the exposure of brutal treatment of Australian cattle exported to Indonesia.  This website exposes students to the recent issues regarding Live Exports. Teacher should ensure that he/she will only show content that does not cause discomfort for students.

 

Teacher will then ask students to research the issue of whether live exports should be banned.

Teacher give students laptops and split the class into two, with one group finding information on supporting the ban on live exports and the other group researching on the reasons why live exports should not be banned.

 

Questions for students to consider are:

•            " Why are animals transported live instead of being processed in Australia  then sold overseas?

•             What impact would the ban on live export have on farmers exporting their  animals?

•             How could Australia help improve welfare standards responsible for the mistreatment of animals in the abattoirs?

 

Students should try to include practical, cultural and moral/ethical reasons to support their points."

from : http://www.abc.net.au/btn/resources/teacher/episode/20110607-liveexports.pdf

 

Teacher will then write on the board the points from both sides and discus with students. Teacher will then ask students to write a discussion essay. Teacher will remind students how to write one:

Introduction

Paragraph 1: For live exports—point 1

Paragraph 2: Against live exports—point1

Paragraph 3: For live exports—point 2

Paragraph 4: Against live exports—point 2

Conclusion: Your position

 

Students are given time to write. Teacher assesses it.

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Behind the News - 01/09/2009: Australian Made?

Behind the News - 01/09/2009: Australian Made? | HSIE Stage 3 Major Australian Exports and Imports | Scoop.it
During the tough economic conditions a lot of people have put forward plans to help local businesses hold off the recession and continue to make money One of them put to the government a few months

 

 

 

Description of what is on the website—This Behind the News Video is about the issue of Australian imports and exports. It explains that products bought from overseas are called imports. USA is where most of our imports come from, followed by China, then Japan. It points out that by having many imports, Australian money is heading overseas which will in turn help other countries’ economy. It also explains how to decipher what products are Australian owned.  It informs the audience what ‘product of Australia’, ‘Australian made’ and ‘Australian owned and made’ mean. The video explains that more 'Australian Owned and Made', means that the product is made in Australia and the company is mostly owned here, so the profits will be bigger in Australia. The video also presents the positives and negatives of importing products from overseas.

 

Teaching idea—

What you want them to learn

A possible teaching idea is introducing this video to students in class. Then as a class, there will be a discussion about the video about some negatives and positives about imports and exports.  

 

There will also be a debate by students with one side supporting exports to other countries (affirmative) and the other side not supporting Australian exports to other countries (negative).

 

Possible Affirmative points:

Products made overseas can sometimes be much cheaper than made in our country. If we buy lots of products from other countries, they're often more willing to buy products off us.

 

Possible negative points:

"Money that heads overseas can't help our economy - it'll help theirs instead. If you spend your money on something Australian, then the money is more likely to stay in Australia". (from BTN)

 

Teacher splits the class into two with one side affirmative and the other side negative. Students are to work together in their side and think about the points of argument that supports their side. They are also given more time to research more about their points and their side of argument.  As a group they are then to start writing out their points for the debate.

 

Students are to debate, using the information from the video and any other information they have researched. Students are to argue for their side. After one side speaks for 1 minute 30 seconds, the other team also has 1 min 30 seconds to think of rebuttals and organise their ideas. They then take turns to present their arguments. There are four rounds and there is no winning side as the aim of the activity is for students to develop a better understanding of the issue.

 

After the debate, students are to individually write a plan and jot down the points their group have made in their debate in their HSIE exercise book After that, teacher reminds students what exposition writing includes: Background, Statement of Position, Series of Arguments, Reinforcement of position. Teacher also shows them an example of an exposition and points out the main process of writing one. Students then individually write out their side’s points in the form of an exposition. They are then to rule off with a red pen and start writing their exposition. 

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Twelve Canoes

12 Canoes is a broadband website presenting, in an artistic, cultural and educational context, the stories, art and environment of the Yolngu people who live around the Arafura swamp in north-eastern Arnhem Land.

 

 

 

The website 12 canoes comprises of 12 videos of that provide a visual portrait history, culture

and living environment of the Aboriginal Australian Yolngu people of the Arafura swamp of north-central Arnhem Land, in the Northern Territory. One of the videos, ‘The Macassans’ provides information about the Yolngu people’s experiences and perspectives of their encounters and trade with Macassans. In the Gallery section of the website, there is also an artwork of the Macassans story painted by the Yolngu people. This artwork is a Yolngu’s portrayal of the Macassans. The Macassans came from the island of Sulawesi in Indonesia. They introduced cloth, metal, tobacco and seafaring skills to the Yolngu people long before the coming of the white man.

 

This website is up-to-date and they have partnered with the Australian Government website as shown in the Study Guide pdf document.

http://12canoes.com.au/downloads/studyguide/Twelve_Canoes_Study_Guide.pdf

Furthermore, the author is Indigenous Yolngu and the website and pdf acknowledges Indigenous Yolngu participation in the writing and presentation process. In 2003 filmmaker Rolf de Heer was collaborating with the Indigenous Yolngu people of Ramingining to devise a storyline for the film Ten Canoes (Rolf de Heer and Peter Djigirr, 2006).

 

Literacy Strategy: Teacher can use the video ‘The Macassans’ for English lessons. With the class, teacher can discuss with students the Aboriginal perspective of exports and imports. Using the Interactive Whiteboard, teacher firstly navigates the website to ‘About Us’ on the top panel. Teacher then click each button. As a class, they discuss about the background information about the Yolngu people. The teacher will then navigate and show Twelve Canoes video of The Macassans to the students. After watching, teacher gives students a worksheet with questions about the video. As a class, teacher discusses the questions with students.

Eg of questions:

What are the Yolngu people’s relationship with the Macassans?What benefits did each party gain from the trade?What harm was caused to the Yolngu people? How did this contact bring change?Why was each group able to accommodate the other?Later contact with Europeans would not be so peaceful. Suggest why not.

Students are given time to write down the answers to the questions in their HSIE exercise book.

 

The following activity will allow students to explore Aboriginal’s perspective on trading with others. Students are then placed into groups of 4 and each group is given a different scene from The Macassan video clip. They are given 30 minutes to roughly write out a short script of their scene including some dialogues naming also who will act as the Yolngu people and who will act as the Macassan people. They are then given 20 minutes to practice their script. Each of the groups will then give a short explanation of their scene to the class and perform their scene in front of the rest of the class. After each performance, the class is to appreciate the scene, reflecting on the interpretation. Students will also write down in their HSIE exercise book how they feel and their understanding of the perspectives of the Yolngu people on trading with the Macassans.  

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