Clean and Safe Places
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Clean and Safe Places
HSIE Outcome:ENES1
Stage: Early Stage 1
Subject Matter: Features, places and environments that are clean and safe
Curated by Krystal Ni
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Illegal dumping prevention and clean-up: handbook for Aboriginal communities | NSW EPA

Illegal dumping prevention and clean-up: handbook for Aboriginal communities | NSW EPA | Clean and Safe Places | Scoop.it
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The official NSW government website of Environment & Heritage provides reliable information and resources of one current issue in Australia community that people illegal dumping waste and making a sequence of influence to local Indigenous communities.  The handout included all the details and an introductive video are provided on this page.  This resource meets the Indigenous resource selection criteria as the resource of information on the issue happening in Aboriginal communities is recent and reliable as provided by Australia government. The interviews with local Indigenous people in the video resource embeds an Aboriginal or Torres Strait Islander perspective and presents  people’s concerns to local nature and built environment as well as the features of places and environments that are clean and safe to Aboriginal communities around Australia.

 

To be used in a Literacy class, students could gather information of the content from video and look at the problem and solution given in the video. Then as provided in the handout, the teacher could do a brainstorm activity in class to talk about ‘dumping’: What is dumped? Where is it dumped? Who dumps it?  Why dumps it? This could provide students an opportunity to link the content to their prior experience or what they might have seen outside of school to the lesson content as well as practicing student’s oral speaking skill. Then by using Page 9 of the handbook, teacher could talk about the consequences of illegal dumping, or dumping at places not allowed doing so, on country and Aboriginal societies, such as killing vegetation, harming natural environment, bush fire, polluting drinking water and health problems.  The interview with people from local Aboriginal communities could enhance students understanding on these land-owners’ perspectives to illegal dumping on their land and realise the importance that everyone has responsibility to create clean and safe environments for others living in the society.

 

 As this resource discusses problem in real life, it shows students the facts and could be reflected to student’s life at school and home. For example, as the video and handout talks about the steps to a successful prevention and clean-up projects, students could draw pictures illustrated each steps by using colours from common Aboriginal printing in their visual art lesson.  Teacher could teach students the basic procedure format and write simple sentences under each picture to make a simple poster and hang in the classroom, such as ‘Seek help from others’ and ‘Clean up waste’. Students could also reflect the issue that might happened in school or surrounding environments, like seeing other students dumping or throwing rubbish that make the place dirty and unsafe.

 

References:

Department of Environment and Climate Change NSW (2008). Illegal Dumping Prevention and Clean-up: Handbook for Aboriginal Communities. Department of Environment and Climate Change NSW: Sydney South.

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I will not litter,keep environment clean

Video entry for contest on www.iwill.sg you can win fantastic prizes (like a MacBook Pro) for telling us what you will do to defend our way of life in Singap...
Krystal Ni's insight:

 

The video of the song I will not litter, keep environment clean could be used in an Early Stage 1 HSIE as a classroom or school activity since the song generally identifies the features of clean and safe environments that every student could make at school and home by following a list of rules.

 

For a HSIE lesson combining with Literacy, students at this stage could gather information through listening and learning the key vocabulary in the lyrics provided by teacher. The images in the video could illustrate the words and meaning to students so that they could comprehend the song and the rules they should follow to protect environment better than just singing the song without own thinking process.

 

It is also recommended that the song could be used in a lesson combined with HSIE and Music from Creative Arts. Music contributes to developing the full variety of children’s intelligence and music is another way of knowing and expressing ideas, mood and feelings. By using music, children can draw on additional avenues of learning (Ewing & Gibson, 2011, p.112). While teacher plays the music video in the class, students could ‘listen to and responds to music’ (MUES1.4, Board of Studies NSW, 2006, p.25). During singing the song, teacher could design a sequence of simple actions based on the lyrics, like throwing rubbish in the rubbish bin, and have students follow the movement. The aim of doing actions during singing is not only for learning the sentences better, it could enhance students own thinking and build deeper comprehension to the concept, the actions we could do to make clean and safe environments. During my prac last year at Chatswood Primary School, students in my class performed singing and movement in their school assembly and teach the school of the song, which I think could have a great effect on other students and the school community. As suggested by Robyn Gibson and Robyn Ewing (2011), music can ‘readily support science learning’ and for the performance, students ‘can design and make their own musical instruments from recycled materials’, which is a good teaching idea for teachers to think about during planning.

 

References:

Board of Studies NSW (2006). Creative Arts K-6 Syllabus. Board of Studies NSW: Sydney.

Ewing R. & Gibson R. (2011). Transforming the Curriculum through the Arts. Palgrave Macmillan: South Yarra.

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Pollution Video 1 -For Kids -www.makemegenius.com,one of the best Indian Education website

Visit http://www.makemegenius.com ,one of the best Indian education website for children. See children Science education videos for free
Krystal Ni's insight:

 

This video could be used as an engaging teaching resource in the introduction lesson. The animation identifies ‘pollution’ as the consequence of not keeping environment clean and safe. It also generally explained the features of “dirty” and “unsafe” places and environments. Basked on NSW K-6 English syllabus, the simple language used in explanation and focus on the key words could help early stage 1 students in listening and reading. Activities that could be given in an English class could be asking students to answer reflective questions related to the video and have a short discussion in class to “listen to simple explanations and makes appropriate response” as well as “expresses a personal opinion” (Board of Studies NSW, NSW K-6 English syllabus, 2007, p.20).


Through this short animation, students are encouraged to observe and think about the features of clean and safe environments as well as understanding the causes of dirty and unsafe environments. The teacher could focus on some key questions including ‘What is pollution?’, ‘Why the boy is coughing?’, ‘What made the places not clean or safe?’. Another activity could be asking students to find the pollutants or actions that made environment dirty in each scene, such as throwing litter around or illegally dumping.


The animation also has strong connection to Early Stage 1 Science that could help students know natural and built environment around them better. Hence, one activity for HSIE and Science could be asking students to observe and talk about how some built places could harm natural environments, for example factories and cars could make air dirty.


References:

Board of Studies NSW (2007), NSW K-6 English Syllabus. Board of Studies NSW: Sydney.

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Learn more and join the campaign

Learn more and join the campaign | Clean and Safe Places | Scoop.it
Learn more and join the campaign
Krystal Ni's insight:

 

The website is created by the global organisaton, Clean Up The World, an organisation promoting clean and safe earth. This website could be used in a Early Stage 1 Science class when teaching Built Environment as the science outcome requires students to “understand people alter environment in response to natural conditions” (Board of Studies, Science and Technology K-6 Syllabus and Support Document, p.18). The the website provides information of people's actions to keep environment clean and safe globally. The organisation provides global perspectives on protecting environment and lists the global events and programs undertaking for different types of national conditions, such as waste recycling, water reuse and clean up that are held in different places around the world. With the animation and notes for teachers scooped under this topic, as well as the photos provided under each events and programs on this website , teacher could show students this website to explain the features of the clean and safe places that people from global societies are trying to make. 

 

Classroom activities that could be used for this website include brainstorm or mind map, which students could practice their oral English speaking and comprehension skills as well as listening skill. While students are giving the key worlds like “waste” or “clean water”, teacher could guide students on thinking the correct actions that everyone should do in our home, school or the society. Students at Early Stage 1 could share their opinions on protecting clean and safe environments and actions that they could do to the surrounding places, such as ‘do not litter’, ‘do not waste water’ or ‘do not waste paper’.

 

References:

Board of Studies NSW (1993), Science and Technology K-6 Syllabus and Support Document. Board of Studies: Sydney.

 

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clean_up_australia_flashgame_notes_nsw.pdf

Krystal Ni's insight:

 

This resource is designed as a teaching resource note for teacher when planning their lessons. The notes provides not only Smart-board activity resources that could be used to teach students about clean and safe environments, there are descriptions of the resources, suggestions for teacher when using each resource, related HSIE outcomes and key vocabulary for students at different stages are also provided in details.

 

The resources provided on the notes are highly recommanded for teacher when they are planning the lessons based on the HSIE outcome ENES1 and the subject matter: features, places and environments that are clean and safe. With the two focusing Key Learning Areas and the outcomes provided in this digital resources, which are English and Science, students could learn to identify unsafe and dirty places, understand the scientific reasons and correct procedures for them to keep environment clean and safe. The key vocabulary used in the activities could enhance students knowledge on the ways to ‘interact with’ and ‘care for’ environment.

 

For students at Early Stage 1, the language used in the resources are basic but important and the images are engaging as well as straightforward. Teachers could ask students to do group or class discussion based on the items provided and how they could harm environment and people. The resources on the notes are also recomannded to be used with the scientific video, Pollution, which is scooped for this topic as well. As the animation could help students identifying the issue between natural and built environments, the Smart-board activities could help students gathering further information and understanding on solving problems and protecting environment.


References:

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

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