ES1: Natural and Build Environments
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Built and Natural Environments

A clip to help students understand the difference between built and natural environments. ES1 loved it!
Jennifer De Souza's insight:

Via the link above you will find a video created to help early stage 1 students note the difference between natural and built forms of environment. This video provided by teachertube, (2009) shows random images of cities, cars, planes within the built environment section and also beaches, the sun and animals within the natural section of the video.

 

Using this video as well as the ideas draw from the Blue Mountains excursion and the Global perspective resource, students will be able to draw, create and/or paint a natural environment that they have visited. This includes a man made environment that they have been in such as their own bedroom, classroom, park and so on. Students may also be asked to add other ideas to help better their personal environment. The teacher may also want to reflect on past experiences known to the students such as bins on school grounds, recycled water systems etc.

 

Ewing & Gibson (2013) claims that younger student will enjoy reflecting though the Arts rather then though text as it is an easier and nature way to story tell. Therefore, this resource can be helpful when meeting the syllabus outcome ENES1: Natural and Built environments. As the Board of Studies NSW, (1998) requires teachers to help students gather information about both natural and built environment as well as helping students learn different ways they can help better protect the environment from any future harm.

 

 

Board of Studies NSW (1998). Human Society and Its Environment K-6 Syllabus. Sydney: Board of Studies NSW.

 

Ewing, R and Gibson, R (2013). Transforming the curriculum through the Arts. Palgrave. South Yarra.

 

Teachertube, (2009) ‘Built and Natural Environments [5,774 views]’. Retrieved April 7, 2014, from http://www.teachertube.com/viewVideo.php?video_id=121115

 

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Echo Point lookout (Three Sisters) | NSW National Parks and Wildlife Service

Echo Point lookout (Three Sisters) | NSW National Parks and Wildlife Service | ES1: Natural and Build Environments | Scoop.it
Take a day trip to Echo Point in Blue Mountains National Park near Katoomba. From the lookout, you’ll see stunning views of the valley and the iconic Three Sisters.
Jennifer De Souza's insight:

The Three Sisters is an iconic sight for many Sydney siders and the indigenous people of this land.  The Three Sisters are located in the greater Blue Mountains area and is a natural form of three large rocks found within the Blue Mountains national park. This would a fantastic example of a Natural environment to show to early stage 1 students during a school excursion.

 

Not only will it provide many views of the mountains and different natural forms of rock which can be linked within the HSIE ES1 outcome: ENES1: Gathers information about natural and built environments (NSW, Board of Studies, 2007). But it can also be an important teaching moment of our shared history with the indigenous landowners of this country. This is due to the three sisters being located on the land of the Gundungurra and Darug people, whom are the traditional custodians of this ancient land (National Parks, 2010). 

 

The walks that are done at the national park can be completed with teachers and parents present along with experience walking guides who are employed by the national park. These walks can be used to help early stage 1 students distinguish between both natural and built environments as the National Park contains both of these aspects. For example: Natural mountains and hills along side man-made park chairs and stairs. This could also be an integrated teaching point of the two different types of environments and they can be found in and amongst the other. 

 

Students could also use this experience to help draw on other activities within this outcome. Such as using information gathered from this school excursion to help inspire their own natural and built environments artworks in the classroom.

 

N.B Due to this activity being an excursion; the necessary protocols shall be followed which are provided by the Department of Education, (2009) such as permission slips, duty of care, safe transportation etc.     

 

Board of Studies NSW (1998). Human Society and Its Environment K-6 Syllabus. Sydney: Board of Studies NSW.

 

Department of Education (2009). Excursions Policy. Retrieved April 7, 2014, from https://www.det.nsw.edu.au/policies/student_admin/excursions/excursion_pol/PD20040010.shtml

 

National Park (2010). Echo Point lookout . (Three Sisters). Retrieved April 7, 2014, from http://www.nationalparks.nsw.gov.au/blue-mountains-national-park/echo-point-lookout-three-sisters/lookout?gclid=COmyh8Gnzr0CFUYUpAodH3AAmQ

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16 Children And Their Bedrooms From Across The World. This Truly Opened My Eyes...

16 Children And Their Bedrooms From Across The World. This Truly Opened My Eyes... | ES1: Natural and Build Environments | Scoop.it
Where you sleep says a lot about the world you live in.
Jennifer De Souza's insight:

One of the main environments ES1 students will interact with on a daily basis is their own personal bedroom. The images show via this link were completed by artist James Mollison, (2011) as a photography project to help show the different types of stories from children from around the world which are told through the portraits of their own personal bedrooms.

 

HSIE primary school teachers are able to utilise these images as a discussion point on the different ways children sleep at night. Using this simple listening and talking resource can be beneficial with helping younger students to participate listening and talking skills within classroom discussions (NSW Board of Studies, 1998). While also creating a space where teachers are able to adapt a more global perspective with the world around them as the images shown here are taken from all corners of the world.

 

These ideas are also mentioned by Gilbert & Hoepper, (2011) who also suggest using different forms of media and ideas from around the world as it can help teach early stage 1 students about the diverse world in which they live in as well as helping to promote more of a social understanding about the people and world around them. Therefore, by using this resource, HSIE teachers will be able to help early stage 1 students visualise the world around them as James Mollison “where children sleep” helps provides the students with details features and places in the immediate environment from children from around world (DET, 2007).  

 

N.B This resource can also be linked in as the introduction to the ‘designing and creating your own bedroom resource’ also found on my Scoop.it site.

 

Board of Studies NSW (1998). Human Society and Its Environment K-6 Syllabus. Sydney: Board of Studies NSW.

 

Department of Education (2007) Curriculum Support. Retrieved January 4, 2014, from http://www.curriculumsupport.education.ns

 

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

 

Mollison, J. (2011) Where Children Sleep |. James Mollison Where Children Sleep Category. Retrieved April 6, 2014, from http://jamesmollison.com/books/where-children-sleep/

 

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My Country by Ezekiel Kwaymullina & Sally Morgan - YouTube

This Virtual Storytime has been brought to you by the Kingston Information & Library Service. Written by Ezekiel Kwaymullina, Illustrated by Sally Morgan & P...
Jennifer De Souza's insight:

My Country is a children’s book written by the indigenous mother and son duo Ezekiel Kwaymullina and Sally Morgan. Throughout the book, the author helps describe the way a young Aboriginal girl views her country and environment in a way that celebrates the joys of nature and emphasises on forming a connection within nature. This children’s book contains many different aspects of the natural world which fits in nicely with the ES1 HSIE outcome: ENES1 (Board of Studies ,1998).

 

As shown during the live reading of the book the storyteller simply reads the book, word by word. I, however, may try a different approach to help bring a relatable connection from the text to the students. As this can help students relate to the ideas and meaning from the book that can increase interest as well as an understanding from an indigenous perspective that also connects with the traditional and contemporary experiences that children can understand (Gilbert & Hoepper, 2011).

 

An example of this would be making note of page 2 “sing the earth’s song” I would ask my early stage 1 students what they thought this meant? And where in their natural environment would they hear this? Would it be the sound of birds? Rain? On page 3 “Fly with the red desert dust”, you could be able to have a classroom discussion on what is a desert? Where in Australia could we find a red desert? This book also provides teachers with an opportunity to discuss other elements of nature, which may be known to early stage 1 students such as different types of weather (page 4) and animals, which are commonplace within the Australian environment.

 

Board of Studies NSW (1998). Human Society and Its Environment K-6 Syllabus. Sydney: Board of Studies NSW.

 

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

 

Kwaymullina, E., & Morgan, S. (2011). My County. Fremantle Western Australia: Fremantle Press.

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ABC Online Indigenous - Interactive Map

ABC Online Indigenous - Interactive Map | ES1: Natural and Build Environments | Scoop.it

Here is an interactive Aboriginal Map (Horton, D 1996), which was first scooped on @Alexis King scoop.it page. This map can be utilised within an early stage 1 class using the interactive smart board. This map attempts to show all of the different language groups within the Indigenous people of Australia. However, it can only indicate the general location of larger groupings of people, which may also include smaller groups, such as clans, dialects or individual languages in a group.

 

This can be a difficult concept for early stage 1 students to understand. Therefore, it may be easier to simply to explain this is the map of Australia, which contains most of the different Aboriginal countries within it. Using the interactive smart board students will be about the hover the mouse over different parts of Australia and then view which nation is located there. 

 

It may also be interesting to show your students, which their own primary school is located on the map, and then make that connect with whichever nation is found there. This can be a great learning experience as it helps create that relatable content with the world around the students. Which Gilbert & Hoepper, (2011) claims to be an important aspect for students as it allows for them to become more independent and informed thinkers.

 

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

 

Horton R, D (1996) Aboriginal Studies Press, AIATSIS and Auslig/Sinclair, Knight, Merz,

 

 

King, A. (2013) ‘Scoop.it ABC Interactive map’.

@Alexis King


Via Alexis King
Jennifer De Souza's insight:

Here is an interactive Aboriginal Map (Horton, D 1996), which was first scooped on @Alexis King scoop.it page. This map can be utilised within an early stage 1 class using the interactive smart board. This map attempts to show all of the different language groups within the Indigenous people of Australia. However, it can only indicate the general location of larger groupings of people, which may also include smaller groups, such as clans, dialects or individual languages in a group.

 

This can be a difficult concept for early stage 1 students to understand. Therefore, it may be easier to simply to explain this is the map of Australia, which contains most of the different Aboriginal countries within it. Using the interactive smart board students will be about the hover the mouse over different parts of Australia and then view which nation is located there. 

 

It may also be interesting to show your students the location of their own primary school on the map, and then can then help create a connection with whichever nation is found there. This can be a great learning experience as it helps create that relatable content with the world around the students. Which Gilbert & Hoepper, (2011) claims to be an important aspect for students as it allows for them to become more independent and informed thinkers.

 

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

 

Horton R, D (1996) Aboriginal Studies Press, AIATSIS and Auslig/Sinclair, Knight, Merz,

 

King, A. (2013) ‘Scoop.it ABC Interactive map’.

http://www.scoop.it/u/alexis-king

 

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