People Who Are Important in the Lives of Students in the Class
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People Who Are Important in the Lives of Students in the Class
This site contains resources for Stage 1 teachers or students regarding the HSIE Change and Continuity outcome CCS1.1
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Diamond Jubilee

Diamond Jubilee | People Who Are Important in the Lives of Students in the Class | Scoop.it
60 years is a long time to have been the Queen in fact it's a long time in any job. Tash takes a look back at her life and some of the ways her role has changed over the years.
Victoria Argiropoulos's insight:

Queen Elizabeth II is a global figure who is important to many people across the world, including Australia. This resource is an excellent summary of her 60 year reign and is appropriate for students in a later Stage 1 classroom (year two). An activity relating to the video and HSIE could involve the students creating a fact sheet based on the information they received in the video. This fact sheet could include her early days before she was crowned Queen, followed by her relationship with Australia, as well as any hardship she faced during her reign. Teaching students about the Queen and her link to Australia also teaches students about Australian identity and culture and this reflects pedagogical research, and in particular the Global Perspectives: A statement on global education for Australian schools (2008), which states that it is important for students to have “an understanding of self and one’s own culture” (Gilbert and Hoepper, 2011, p. 372). To link this video to literacy, the students could write a story about the things they would do if they were a King or Queen. “Studying any curriculum area involves the development of skills and abilities that are generic, in the sense that they are goals of education in general which all learning areas need to develop, as well as those that are specific to a learning area and justify its inclusion in the curriculum” (Gilbert and Hoepper, 2011, p. 159). This activity supports this notion by giving students the chance to use their imaginations and develop their writing skills. 

 

Reference List:

Gilbert, R., & Hoepper, B. (2011). Teaching society and environment 4th edition. South Melbourne, Australia: Cengage Learning Australia Pty Limited .

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Tiddalick the Frog - Aboriginal Dreamtime Story

Tiddalick the Frog is an Aboriginal Dreamtime Story from the Murray River Region of New South Wales, Australia. Aboriginals believe in two forms of time; two...
Victoria Argiropoulos's insight:

This magnificent resource will have students captivated and engaged from the very beginning! This Aboriginal Dreamtime story highlights the importance of teamwork and conservation and because it is being told by an Indigenous woman, a great sense of authenticity is present. On the happytribe YouTube channel there are many other Dreamtime stories being told by the same woman which can be integrated into many other lessons. When using this resource it is important to explain that Aboriginal Dreamtime stories are passed down from Aboriginal Elders to members of their community. An introductory activity could begin with the teacher asking the students to define an ‘elder.’ The teacher can then ask the students what they think the responsibilities of Aboriginal Elder’s are and as a class can create a mind-map.  Students can then watch the video, and add more information to the mind-map. The teacher should remind students that Elder’s use storytelling to teach key messages, similar to the one in the video, and share knowledge about the dreaming and that this knowledge is passed down from generation to generation. To enhance and enrich student learning, inviting an important member of the local Indigenous community to come in and talk to the students would offer great insight and better understanding. As a follow up activity, students can compare the important ‘elders’ (such as parents, grandparents) in their life, to Aboriginal elders and create a chart listing the different responsibilities and characteristics. Students will be able to draw upon their own experiences for one side of the chart, and then reflect on the mind-map created as well as the visit from an Indigenous member of the community for the other side of the chart. The integration of this video supports pedagogical research, particularly Steven’s model (2005). According to this model, Aboriginal perspective should be used at the “curriculum level, where Indigenous knowledge is embedded within curriculum documents at all levels and where resources reflecting Indigenous perspectives are evident” (Gilbert and Hoepper, 2011, p. 388). 

 

Reference List:

Gilbert, R., & Hoepper, B. (2011). Teaching society and environment 4th edition. South Melbourne, Australia: Cengage Learning Australia Pty Limited .

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Fire Safe Kids!

Fire Safe Kids! | People Who Are Important in the Lives of Students in the Class | Scoop.it
Club FireFacts- an official web site of Firefacts.org and Firefighter Bill, where learning fire safety is made easy!
Victoria Argiropoulos's insight:

This digital resource is highly engaging and fantastic for students in a Stage 1 classroom learning about important people in their lives, particularly firemen who are vital for the safety and wellbeing of the community. The site is highly interactive and coinciding with the information are quizzes that can allow students to unlock different games. Some games are only made available when questions are answered correctly which makes for a highly motivational and engaging site. What is most interesting and unique about this site is the opportunity for students to compose their own emails for real firemen to receive and respond to. A teaching idea for this resource could be for students to work in groups and work on the fire safety component on the website. This will give students the chance to work collaboratively to answer the questions in the quizzes which will allow them to participate in the interactive games afterwards. By using the site as the central component to a HSIE lesson, pedagogical links are made which state that “ICT helps to increase the motivation of certain children to learn” (Passey et al,. 2004 as cited by Gilbert and Hoepper, 2011, p. 181). On the website there are numerous teaching resources including worksheets and these could be printed off for students to complete once they have finished the online work. For an assessment task, which also links to literacy, the teacher can have the students take on the role of a fireman and write a speech relating the three fire safety elements that appear on the site – Prevent, Plan and Practice. In this task the students can pretend they will be presenting this speech to school students much like themselves. Depending on the literacy levels of students in the class, it is up to the teacher if he or she wishes to scaffold beforehand. Another lesson idea that links to literacy could involve the whole class composing an email to a fireman with the teacher encouraging the students to think about questions they would like to ask. This links to pedagogical research which states “to participate effectively in society, students need to become skills in the various genres used in social and environmental discourse” (Gilbert and Hoepper, 2011, p. 161). 

 

Reference List:

Gilbert, R., & Hoepper, B. (2011). Teaching society and environment 4th edition. South Melbourne, Australia: Cengage Learning Australia Pty Limited .

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Grandpa for Sale - A Sweet Story with an Even Sweeter Message!

Grandpa for Sale - A Sweet Story with an Even Sweeter Message! | People Who Are Important in the Lives of Students in the Class | Scoop.it
Victoria Argiropoulos's insight:

This resource is excellent for teachers as it contains many stories that are able to be read online as well as accompanying lesson ideas. One story in particular relating to important people in students lives called ‘Grandpa for Sale’ is extremely suitable for students at a later Stage 1 level (towards the end of year two). The story encourages students to think about the importance of relationships with their grandparents and that no monetary value can be placed upon these relationships.

 

The PDF format of the book can be accessed on the site, but here is a direct link:

http://www.flashlightpress.com/files/GrandpaForSale_full2.pdf

 

As well as that, accompanying activities can be accessed here:

http://flashlightpress.com/files/Grandpa_for_Sale_Activity_Guide.pdf

 

By combining a HSIE lesson with quality literature, pedagogical research is supported which suggests that “students need to develop sophisticated language skills” and that “conventional literacy involving speaking, listening, reading and writing in traditional forms is still at the core of being literate” (Gilbert and Hoepper, 2011, p. 160). A teaching idea relating to this text can involve the students writing and illustrating reasons why they would never sell their grandma or grandpa. This can be presented on a poster which can be displayed around the room. Students can articulate their responses by writing and drawing fond memories they have had with their grandparents. An assessment for this task can be related to the text itself, encouraging students to become text participants and think beyond the text. Students can write about how Lizzie’s Grandpa would have felt if she had, in fact sold him to Mrs Larchmont. To link to numeracy, the teacher can create flash cards with the numerals mentioned in the story, and on other cards write the numbers out in words. Students can then work in pairs and play ‘Memory.’ To make it more challenging the teacher can use more complex numbers. This will help students develop their number recognition skills, particularly with higher numbers. 

 

Reference List:

Gilbert, R., & Hoepper, B. (2011). Teaching society and environment 4th edition. South Melbourne, Australia: Cengage Learning Australia Pty Limited .

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Victoria Police - KIDS' Site

Victoria Police - KIDS' Site | People Who Are Important in the Lives of Students in the Class | Scoop.it
KIDS Site
Victoria Argiropoulos's insight:

This resource is highly appropriate for a Stage 1 classroom and is both engaging and interactive for students. People that are important to student’s lives are not just those in their immediate family, but also those that serve and protect the wider community. In this particular resource, students are given the chance to learn more about Australian Police and the role they play in keeping society safe. The site has been specifically designed for children making it highly accessible with succinct and clear information. This resource coincides with pedagogical research which states that “ICT provides unprecedented opportunities for engaging students in learning in new ways” (Gilbert and Hoepper, 2011, p. 181). The site contains information about Police, photo galleries, games, puzzles and virtual tours of police cars and helicopters. It also contains advice about safety, and what is particularly relevant for students is the information provided regarding cyber bullying. A lesson idea that links to Creative Arts (Drama) involves students working together in pairs or groups, with one or more students acting as police officers and the others acting as citizens who are in need of help. The teacher can offer a range of scenarios whereby the students can act them out according to the role they have been allocated. For example:

 

- A child has lost his or her mum at the shops and asks the police officer for help

- A store owner has been robbed and reports the crime to the police officer

 

Students will be engaged whilst simultaneously learning and understanding the importance of police officers in the community. Working in pairs or groups links to pedagogical research which states that group work can “generate more cooperative behaviour among students, and improve social and interpersonal skills” (Gilbert and Hoepper, 2011, p. 161). For assessment students can draw a picture of what their community would look like without Police Officers. Following this, students can present and explain their pictures to the class. Linking to literacy, students can create a comic strip detailing the different responsibilities Police Officers have in the community. 

 

Reference List:

Gilbert, R., & Hoepper, B. (2011). Teaching society and environment 4th edition. South Melbourne, Australia: Cengage Learning Australia Pty Limited .

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