2013 EDUP3002 HSIE - Human Society and Its Environment
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2013 EDUP3002 HSIE - Human Society and Its Environment
HSIE K-6 Social Systems and Structures: SSES1 (Resource Systems) Identifies ways in which their own needs and the needs of others are met, individually and cooperatively. - Products that students use and where they come from.
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LoraxClassroomGuide_WeAllNeedTrees.pdf

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Elizabeth Oh's comment, April 22, 2013 4:57 PM
On the website “Discover the Forest”, there are some educational materials featuring characters from the animated adventure Dr. Seuss’ <The Lorax>. <The Lorax> gives us a message of forest conservation and it encourages children to appreciate the forests and all the benefits they provide. The website provides some activities for the classroom, and ‘We All Need Trees’ is one of them, focusing on ‘how many different products we get from trees’ and ‘how much we depend on trees in our daily lives’.

The PDF file can be easily downloaded from the website. This amazing classroom guide, ‘We All Need Trees’, contains quality teaching strategies in sequence, so that the teacher can simply use this to outline a quality lesson about environment. Part A of this guide is for young students (Early Stage1 to Stage1 students). It encourages the teacher to have students sort pictures of objects into three groups; wood, food and paper, which are three of the main kinds of products people get from trees. To get ready for this lesson, the teacher needs to collect pictures from magazines or internet search of products made from trees. At least one picture per student, and make the numbers equal for the three categories; wood products, food products, and paper products. On three big sheets of chart paper with labels (wood, food, paper), students are encouraged to attach the given pictures under the label. Discuss with the children about it when the chart completed by the students. Discuss about recycling products, reusing products, and reducing products’ use (E.g. Why do we have to recycle the paper? How many trees are cut off to make the books in the library?). Assess by asking them to bring a small product from home that they think is made from wood.

Through this activity, students would examine various products and determine which ones are made from trees, and develop their knowledge of relationships between the people and the environment. “Students learn about the impact of human activity and the need to protect living standards by promoting ecologically sustainable lifestyles. They also learn that there needs to be a balance between protection and the use of our environment and natural resources” (Board of Studies NSW, 2006). With this resource students can meet the HSIE outcomes SSES1 (Resource Systems – products that students use and where they come from) and ENES1 (Gathers information about natural and built environments and communicates some of the ways in which they interact with, and can care for, these environments) can also be fulfilled.


References:
American Forest Foundation. (2012). We All Need Trees - Lorax Classroom Guide. Retrieved April 13, 2013, from Discover the Forest: http://www.discovertheforest.org/files/LoraxClassroomGuide_WeAllNeedTrees.pdf

Board of Studies NSW. (2006). Human Society and Its Environment K-6 Syllabus. Sydney, NSW, Australia.
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Indigenous Australians - Stage 1 - Australian Museum

Indigenous Australians - Stage 1 - Australian Museum | 2013 EDUP3002 HSIE - Human Society and Its Environment | Scoop.it
Students explore the Indigenous Australians: Australia's first peoples exhibition using written stimulus questions.
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Elizabeth Oh's comment, April 22, 2013 1:40 PM
This website is a useful resource that links to HSIE K-6 Syllabus outcomes very well. It is the website of the Australian Museum, and contains excursion tips, teachers notes and students worksheets for each stages.

One of the exhibitions currently showing in the Australian Museum is called “Indigenous Australians: Australia’s first people’s exhibition”. An excursion to the Australian Museum and see this cultural exhibition could help children to observe Aboriginal cultural objects. On this website, there are documents for teachers to use for teaching children. This is aimed for Stage 1 students, but the activity is adjustable so that Early Stage 1 students can also be involved in the activity. On the worksheet for students, there is a section for students to “think about what the object might be used for” and there are some choices that students can make and tick the box of what they think is correct (E.g. Dig with, carry babies, throw at animals, protect yourself with, carry food and water, dance with in ceremonies).

Through this activity, the children would meet many HSIE K-6 Syllabus outcomes. It fulfills not only the Social systems and Structures outcome I am focusing here (SSES1 Resource Systems), but also meets Cultures outcomes (Cultural Diversity) and Change and Continuity outcomes (Time and Change). Students look at the Aboriginal objects; identify what objects Aboriginal people used at home in the past and think about why they needed those objects, to where they used those objects, and what objects that we use at home now look or function similar to those objects. Discussing and sharing students’ thoughts with the whole class back in the classroom after the excursion would help the children’s communication and speech ability (links to English K-6 syllabus – talking and listening outcome: TES1.2 Demonstrates basic skills of classroom and group interaction, makes brief oral presentations and listens with reasonable attentiveness). It would be great as an assessment if the class have time to draw a picture of what they saw in the museum or an imaginary drawing of Aboriginal people using the objects that the students have seen in the exhibition (Visual arts K-6 Syllabus - VAES1.1 Makes simple pictures and other kinds of artworks about things and experiences, VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things).

References:
Wheeler, H. (2013, April 10). Indigenous Australians - Stage 1. Retrieved April 18, 2013, from Australian Museum: http://australianmuseum.net.au/Indigenous-Australians-Stages-1

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

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

Board of Studies NSW. (2006). Human Society and Its Environment K-6 Syllabus. Sydney, NSW, Australia.
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Quiet at the back: Classrooms around the World – in pictures

Quiet at the back: Classrooms around the World – in pictures | 2013 EDUP3002 HSIE - Human Society and Its Environment | Scoop.it
From the Russian pupils in Prada to the Nigerian children who sit four to a desk, photographer Julian Germain takes us on a journey around the world's classrooms
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Elizabeth Oh's comment, April 22, 2013 2:12 PM
The photos on this website are taken by the photographer Julian Germain. On the website, there are 15 classroom photos of a various countries, including Brazil, Germany, Yemen, United States, Netherlands, Spain, England, Peru, Ethiopia, Bangladesh, Nigeria, Taiwan, Cuba, Qatar and Russia. At first glance, the classrooms all seem to be very different from each other, which is probably because of the students’ different clothing and appearance. However, if we look deeper inside of the classroom in the photos, there are many similar things as a common Australian classroom would have.

The teacher can make an interesting lesson using this website. ES1 students are yet very young to have knowledge or an idea about the countries on the other side of the Earth. They might have been to other countries with their family, or they might born and come from different countries, but the notion of the world still can make a big confusion to young children. However, depends on how the teacher introduce the world to the children, it also can be a very interesting topic for children to talk about.

Through looking at these photos of classrooms around the world, students can compare what objects they use at school with what objects the students from other countries use at their schools. Students would be able to develop knowledge and understandings about cultures, similarities and differences between varying countries. The teacher, throughout this activity, should encourage students that people’s appearance and clothing look different, but they go to school like us, they read books like us, they have blackboards
(or whiteboards) in the classroom, and they learn at school like us. Therefore, students all around the world have the right to go to school, to be safe at school, and be educated. So that students have a broader view of looking at the world as well as being able to comprehend student needs, rights, roles and responsibilities at school, and also to identify and appreciate cultural similarities and differences.

To develop students’ numeracy skills, the teacher could show the pictures on this website and ask the students to count how many students in each classroom (Mathematics K-6 Syllabus – NES1.1 Counts to 30, and orders, reads and represents numbers in the range 0 to 20). Ask how many students ‘we’ have in our own classroom and encourage them to identify which classroom has more students and which country’s classroom has the biggest/smallest number of students (NES1.2 Combines, separates and compares collections of objects, describes using everyday language and records using informal methods).

References:
The Guardian. (2012, September 14). Quiet at the back: classrooms around the world - in pictures. Retrieved April 17, 2013, from The Guardian: http://www.guardian.co.uk/education/gallery/2012/sep/14/schools-around-the-world-children#/?picture=395983374&index=0

Board of Studies NSW. (2002). Mathematics K-6 Syllabus. Sydney, NSW, Australia.
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Dora the Explorer - Backpack song

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Elizabeth Oh's comment, April 22, 2013 12:22 PM
<Dora the Explorer> is a beloved American animated television series for children. It is about a 7-year-old Latina girl called Dora Marquez and her adventures. With singing, dancing, and interactive play, Dora engages children to use their imagination and helps them learn. On all her adventures, Dora is accompanied by her talking purple backpack named Backpack, and this YouTube clip is the song the backpack sings when Dora needs to find an item for her quest, for example an umbrella when it rains, a map when she does not know where to go, and a book when she needs to return it to the library. The lyric of this short song goes like this:
Backpack, Backpack! Backpack, Backpack!
On the Backpack loaded up with things and knick-knacks too.
Anything that you might need I got inside for you.
Backpack, Backpack! Backpack, Backpack! Yeah!

As it says in the song, Backpack is loaded up with everything Dora might need for her journey and provides whatever Dora needs to complete her quests, though it is up to the viewer to pick out the item that will solve the problem at hand.

<Dora the Explorer> itself contains many good educational contents that can involve young students to learning. “<Dora the Explorer> developers use psychologist Howard Gardner’s theory of multiple intelligences as a guidepost for the show curriculum. Gardner’s theory holds that humans exhibit seven kinds of intelligence and that educational endeavours need to address all types of intelligence in the target group to be successful” (Larsen, B.K. retrieved April 21, 2013).

This video clip is appropriate to Early Stage 1 students, who have just started school and are expected to become effective learners through their following school years. Singing along is a great way to attract students and engage them in learning activities. Backpack song is very simple, catchy, and friendly.

The teacher can easily start the lesson about ‘objects around us’ with this song. Then the teacher asks children to bring their backpacks into the classroom, and see what objects they have in their backpacks. The teacher asks the students to name those objects and when we need them / where to use them (E.g. Pencil for writing, book to read, water bottle to carry and drink water, etc.). Then the whole class discusses what to bring into school, what we need in the classroom, and what we want to bring but we do not need at school.

This basic activity can also be extended to introduce classroom materials and learning areas. Many teachers at all grade levels use the first days and weeks of school to introduce routines, materials, and learning areas in a structured way. Once children seem comfortable with a few routines, let the children meet and greet classroom materials “slowly, safely, and with a sense of ownership and fun”. Instead of just saying ‘This is a pencil and pencils belong to this box’, the teacher could encourage the children to talk about what they already know about the material, and brainstorms with the children about new ways to use the material (E.g. We can write a letter to a friend or draw a picture of a flower). Then the teacher can demonstrate safe use and care, and model how to clean up after using the material. If the teacher takes time introducing a material, “the children will better understand its value”. And if the teacher allows “time for the children to explore its potential uses, they feel a sense of ownership and are more likely to use things both creatively and responsibly” (Bechtel, 2004).

To assess students with a literacy aspect, the teacher can make vocabulary worksheets about school/classroom objects that students use daily (E.g. pencil, book, notebook, computer, scissors, paper, crayons, etc.). For Early Stage 1 students, spelling (writing) assessment or dictation could be too difficult, so just simply make word flashcards, and show them to guess what the words are saying, by their looks (reading). ES1 students should be recognizing which alphabets the word is made of. Ask them to read the word together out loud. Ask to bring the object that the word is talking about.

References:
User name “ateevchandna11”. (2011, May 9). Dora the Explorer Backpack song. Retrieved April 15, 2013, from YouTube: http://www.youtube.com/watch?v=V-RTXdy6eIU

Bechtel, L. (2004). Introducing Classroom Mateirals. Retrieved April 21, 2013, from Nayattschool: http://nayattschool.org/Document%20Library/Responsive%20Classroom--%20Introducing%20Classroom%20Materials.pdf

Larsen, B. K. (n.d.). Interactivity and Learning in Dora the Explore. Retrieved April 21, 2013, from TLC: http://tlc.howstuffworks.com/family/how-dora-the-explorer-works2.htm
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BBC Two - Curious Cat: Wool, Glass, Paper

BBC Two - Curious Cat: Wool, Glass, Paper | 2013 EDUP3002 HSIE - Human Society and Its Environment | Scoop.it
Children investigate how a sheep's fleece is turned into woolly scarves.
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Elizabeth Oh's comment, April 22, 2013 3:23 PM
This British program called “Curious Cat”, which introduces “five-to seven-year-olds into the world of materials science” is on channel BBC TWO every Friday in the United Kingdom. There is a BBC iPlayer on this BBC website for viewers of other countries who are not able to watch the show on television. This would be a fantastic learning and teaching resource when teaching the outcome SSES1 (Resource Systems) and the subject matter ‘products that students use and where they come from’. Each of the episodes is containing the educational components explaining and showing processes of making things out of natural resources, including investigations of ‘how a sheep’s fleece is turned into woolly scarves’, ‘how panes of glass are made’, and ‘how trees are turned into paper’.

“Curious cat is an animated character who inspires different children to go on incredible journeys of science and discovery, meeting experts along the way to explore basic science questions. The children visit two to three locations before returning to give feedback on what they have discovered” (quoted from BBC TWO website).

One of the episodes is drawing two seven-year-old students’ journey of discovery to find out how a sheep’s fleece is turned into woolly scarves that they always use to keep them warm when they go out for playtime at school in winter season. They meet an expert from the wool factory, and he guides them through the process of making scarves from the sheared wool. The process that it shows goes:

1. Shear wool off the sheep in spring (so when it is summer, sheep can keep them nice and cool)
2. Send the sheared wool (called fleece) to the factory
3. Sort the fleece into all the different types (by its strength, softness, textures) of wool (this is a very important job), because they will be used for making different types of products (e.g. carpet, clothing, scarves, etc.)
4. Wash the dirt, with soaping machines, squeeze, rinse, and dry the wool in the big dryer machines
5. Take all the rubbish out of the wool
6. Make the washed wool as long strings, make it thinner, and twist it
7. Now wool is ready to knitting

This program investigates material science, which could be really hard for young children to understand, in a very easy and fun way. Students would be engaged when watching these clips and the teacher might use this as a post-activity to gain a brief prior knowledge before going to the actual excursion to a factory. The ‘Curious Cat’ series also has been commissioned by BBC Learning to be used as part of the national curriculum and it proves this program is an outstanding resource for children’s learning.

References:
BBC. (2013). BBC Two - Curious Cat, Wool, Glass, Paper. Retrieved April 16, 2013, from BBC: http://www.bbc.co.uk/programmes/b01d7kqh