HSIE Outcome, SSS1.7
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HSIE Outcome, SSS1.7
Explain how people and technologies in systems link to provide goods and services to satisfy needs and wants
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Aboriginal houses - Creative Spirits

Aboriginal houses - Creative Spirits | HSIE Outcome, SSS1.7 | Scoop.it
Houses are one of the base requirements for us to feel safe and sound. Without adequate housing we cannot learn or form rich lives.
Sumaya Zahab's insight:

Creative Spirits: Aboriginal Houses

 

Creative Spirits is a website that provides educators with many different types of resources. They have a certain section which is there to help you find good books, movies, music and other resources like newsletters, postings or newspapers to use for your own understanding or in your classroom. One particular resource that I personally found interesting and appropriate for personal needs and wants was the Aboriginal Houses. This article provides teachers with information of past and present details on Aboriginal housing. This is a great way in teaching students the needs in Aboriginal culture particularly focusing on the subject of shelter

Shelter is one of the most important needs that a human being requires. Bridging the gap between Indigenous and Non Indigenous Australians is essential and must begin in the classroom. Thus integrating Aboriginal perspective in our lessons is very important. This resource can be used in this way as the resource is simple and very flexible. Aboriginal Housing article is there for a teachers understanding on the topic which they will in turn use this to create lesson plans on it.

One teaching idea in which a teacher can create from her knowledge through the information provided is:

The article gives evidence that Aboriginal housing did exist before settlers came to Australia it says that "An area near Portland in southwest Victoria has evidence of volcanic stone huts that date back thousands of years." As a class brainstorm different materials Aboriginals may have used for building their shelters. Students can then draw a picture of what they think the shelters may have looked like, accompanied with a little description of it, including materials used. The teacher may then provide students in groups with different materials to build one of their shelters (thus linking it to Creative Arts) and present it to the class (over a few lessons). To show the difference between housing in the past and present the teacher can re-do this activity but the students are to draw/make the houses they live in currently. This will be a hands on activity which is superior for a child as "interactive and experiential learning can assist students to develop their independence, higher order thinking, and problem solving skills" (Gilbert & Hoepper, 2011, p. 145).This lesson idea is mainly to reinforce to students that houses have always existed as they are an important human need and basic human right.

 

 

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

 

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Basic needs and children's rights | Global Education

Basic needs and children's rights | Global Education | HSIE Outcome, SSS1.7 | Scoop.it
Sumaya Zahab's insight:

Global Education

The Global Education website provides Teachers with resources to encourage a global perspective across the curriculum. This is a sensational website that supplies so many rich and captivating resources. I was amazed by the wide variety of resources available for teachers and students which offer a global outlook! Globalisation surrounds an understanding of “complex social, economic and political links between people and the impact that changes have on others” (Gilbert, R. & Hoepper, B. 2011, p.368). This resource is a great way in which students can move from outside of there local bubble and learn about the world which in turn will encourage children to be a part of a global phenomenon of a better future.

Within this website is a resource which provides meaningful and engaging activities such as the 'basic needs and children's rights' unit. This is appropriate for stage one students as it focuses on human rights and allows children to examine the needs and wants of different children around the world. It especially recognises the human rights of children and the basic need of survival this allows students to reflect on the comfortable life they live in compared to others around the globe. There are a variety of lesson plans that teachers can implement by using this resource as their framework. For example the teacher can use this = as a means of comparing the needs and wants of different children around the world to their own. This will help children realise the importance of their needs over wants.

 

 

 

Gilbert, R. & Hoepper, B. (2011). Teaching society and environment. (4th ed.). South Melbourne, Vic: Cengage Learning.

 

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k6hsie_unitsofwork.pdf

Sumaya Zahab's insight:

Human Society and its Environment K-6 Units of Work

Workers in the community (pp. 43-46)

 

The HSIE Units of Work is a reliable resource for teachers to use in the stage 1 classroom.  The unit of work is a starting point and guideline for teachers; it provides them with engaging lesson ideas for their classroom. Which in turn may be a step in making us good teachers as "A good teacher will design a learning component, such as a lesson or series of lessons, as a set of learning activities that most effectively deliver a  positive learning experience for as many students as possible." (Burgess. M, pg.2, 2012)

The majority of the lessons ensure that all activities are engaging for students as there are many in which students need to communicate in groups, use drawings as a learning tool and even graph their results. This emphasises the integrity of the resource as it relates to many other KLA areas such as Mathematics and Creative Arts. Linking our lessons to other KLA'S is something in which all classroom teachers need to master.

One of my favourite learning sequences from this resource is where students have to draw and label their needs and wants. Then as a class they are to develop a class display of their ‘Needs and Wants’. The teacher then needs to assist students in categorising their drawings into needs and wants.  

An idea for a follow up activity is to have students bring into class a need (food, clothing) and a want (toys, source of entertainment) from home. The students can present these items in a class news segment. As a class the teacher and students can rate the importance of each item in order (e.g. My jumper is more important than my toy car)   . The students can then write a description of each item and the importance of each one. (This will be done over a few lessons)

 

 

Burgess, M. (2012), Teachers as designers of learning. Copyright Agency Limited.

(http://search.informit.com.au.ezproxy2.library.usyd.edu.au/fullText;dn=193347;res=AEIPT) Accessed 12/4/13

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Things I Want

This song introduces students to the concept of wants (vs. needs) via shopping. It lists several categories of things students could shop for: toys, stuffed ...
Sumaya Zahab's insight:

Personal Wants of Children:

 

As teachers we must be careful when using ICT sources and ensure they are reliable and educational, especially when it comes to using YouTube videos. If a teacher does not implement them in their classroom appropriately they may become irrelevant and improper. With the many videos you can find on YouTube you must be able to choose appropriately, I have ensured that the video I have used is relevant to the topic and suitable for stage 1 students. The video is a song on the several things children want instead of need while shopping (toys, lollies etc.). It is a very repetitive and straightforward making it appropriate for stage 1 children also the pictures present ensure that the video is more engaging. I found the video resourceful as technology is increasingly becoming a prominent part of society and should therefore be taught and used in classroom activities by teachers. Many students are familiar with all technologies since they use many in their day to day lives “Literacy practices of students outside school reveal engagement with mobile, gaming and digital technologies with less interest in reading and writing print-based texts, particularly literature.” (Walsh, 2004, pg.14). This manifests that using multimedia especially videos would enhance a children’s learning and keep them more engaged.

 

Furthermore the resource is very simple which allows educators to flexibly execute it in their classroom in many different ways.  A teaching idea for this resource is to have students watch the video which will allow them to understand their wants. Once they have comprehended the teacher then can explain the importance of needs. The class brainstorms all the basic needs that children require to live. As a class you can then write your own short song together with instruments which can include all the needs they have listed. Moreover, this lesson idea links HSIE to the Creative Arts Syllabus, specifically the Music outcomes;

 

MUS1.1: Sings, plays and moves to a range of music, demonstrating an awareness of musical concepts

MUS1.2: Explores, creates, selects and organises sound in simple structures. (Board of Studies NSW, 2006, p.25)

 

 

 

Walsh, M (2004). Multimodal literacy: researching classroom practises: Primary English Association (e:lit). - New Literacy practises.

 

Board of Studies NSW (2006). K-6 Music Syllabus. http://k6.boardofstudies.nsw.edu.au/files/arts/k6_creative_arts_syl.pdf.

Accessed 15/4/13

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s1_systems.pdf

Sumaya Zahab's insight:

 NSW Curriculum Support

Money is a resource

 

Amanda Rita Gigliotti writes that "In the educational context, there is a focus on quality teaching and learning and students must be provided with opportunities to achieve learning outcomes and develop the knowledge, skills and understandings that are essential to all areas of the curriculum." (2012, pg.79) One document that does this in the best way possible is the HSIE Curriculum support document which is put together by the NSW Government Education and Training. It is a superb and engaging resource for teachers that can be used in a stage 1 classroom. The curriculum support document allows teachers to ensure that students achieve all the outcomes and subject matters.   

One of the most interesting aspects of this resource is the class store lesson in which the classroom is set up into a store where students provide a range of items (both needs and wants). There are two scenarios in which one group of students have a large amount of money to purchase items for a picnic while another group have a low budget thus need to only purchase their personal needs. This activity helps students identify their own needs and ranks in order of importance and begin to understand that different people have different criteria for spending etc. This is a very rich resource as it allows students to learn and participate in a hands on experience. This lesson also provides teachers the ability to see students participating in the knowledge they have learnt on the topic. It is a great way for students to critically reflect on the use of money and how this relates to a person's needs and wants. Moreover, this resource discusses the use of money as a source thus linking it to many Mathematics outcomes and indicators. Such as;

WMS1.1: Asks questions that could be explored using mathematics in relation to Stage 1 content

poses problems that can be solved using addition and subtraction, including those involving money

OR

NS1.2: Uses a range of mental strategies and informal recording methods for addition and subtraction involving one- and two digit numbers

performs simple calculations with money (Board of Studies NSW, 2006, p.20)

We can expand on these lessons and add many different maths activities for instance subtracting and adding with money and other activities that may relate. As teachers we must be able to link more than one KLA with others in-order to use our time wisely and ensure that our students are getting the right amount of knowledge (a balance between all subjects).

 

 

 

 

Gigliotti. R.A. (2012), Journal of Student Engagement: Education matters, University Of Wollongong Australia.

(http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1019&context=jseem) Accessed 14/4/13

 

Board of Studies NSW (2006). K-6 Mathematics Syllabus from http://k6.boardofstudies.nsw.edu.au/files/maths/k6_maths_syl.pdf

Accessed 14/4/13

 

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