Thinking Skills: Ages 6-8

Thinking skills

Ages 6–8

A cross-curricular approach

Remembering Understanding Applying Analysing Evaluating Creating RIC-6401 5.4/254

THINKING SKILLS (Ages 6–8) Published by R.I.C. Publications® 2006 Copyright© R.I.C. Publications® 2006 ISBN 1 74126 347 6 RIC–6401

Additional titles available in this series:

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Foreword Thinking skills is a series of three books, designed to provide opportunities for students to practise the six thinking skills of Bloom’s revised taxonomy—remembering, understanding, applying, analysing, evaluating and creating—across the learning areas of English, Maths, Science, SOSE, PE/Health and Values and The Arts. The skills are ranked in order from the three fundamental, lower order skills to the three more advanced, higher order skills.

Titles in this series are: Thinking skills (6–8) Thinking skills (8–10) Thinking skills (11+)

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Thinking challenges – 1 The need for shelter and Water bodies ......................... 16

Analysing .................................................................. 49 Student self-evaluation ................................................. 50 Teacher introduction .................................................... 51 On the river bank .................................................... 52–53 Pet graph ................................................................. 54–55 Floating paper clip .................................................. 56–57 Hillside harbour ...................................................... 58–59 Feel the beat ............................................................ 60–61 Jug art ...................................................................... 62–63

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Teachers notes ....................................................... iv – viii Remembering ............................................................. 1 Student self-evaluation ................................................... 2 Teacher introduction ...................................................... 3 Picture story ................................................................ 4–5 It’s about time ............................................................. 6–7 Living and non-living ................................................. 8–9 Mud map ................................................................. 10–11 Staying safe ............................................................. 12–13 Musical memory ..................................................... 14–15

Thinking challenges – 4 Fascinating fairytales and Just for fun! ....................... 64

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Thinking challenges – 2 Food and Let’s celebrate! .............................................. 32

How many pets? ...................................................... 70–71 Pet needs ................................................................. 72–73 School map ............................................................. 74–75 Plan a routine ......................................................... 76–77 Listen to the music .................................................. 78–79

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Understanding .......................................................... 17 Student self-evaluation ................................................. 18 Teacher introduction ..................................................... 19 Unfinished poem .................................................... 20–21 Money ...................................................................... 22–23 The raisin dance ..................................................... 24–25 My family ................................................................ 26–27 Healthy habits ......................................................... 28–29 No talking! .............................................................. 30–31

Thinking challenges – 5 Colours and Farms ....................................................... 80

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Applying ..................................................................... 33 Student self-evaluation ................................................. 34 Teacher introduction .................................................... 35 Vocal volume ........................................................... 36–37 Colour by numbers ................................................. 38–39 Ring the bell! .......................................................... 40–41 Recycle, reduce, reuse ............................................. 42–43 Problem solving ....................................................... 44–45 Show time! .............................................................. 46–47 Thinking challenges – 3 Solar system and Dinosaurs ........................................ 48

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Creating ...................................................................... 81 Student self-evaluation ................................................. 82 Teacher introduction .................................................... 83 Story salad ............................................................... 84–85 Number crossword .................................................. 86–87 Fashion designer ..................................................... 88–89 Party time ................................................................ 90–91 Basic movement dance ........................................... 92–93 Recycled art ............................................................. 94–95 Thinking challenges – 6 Water and Sound .......................................................... 96

References ................................................................... 97

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Teachers notes The purpose of this book is to provide a practical resource of learning activities, each aimed at a specific thinking skill as described in Bloom’s revised taxonomy. Students require these skills to understand and process a vast amount of information from a range of media and to consider its relevance and validity. The range of tasks provided will encourage and assist students to become higher level thinkers.

A brief explanation of Bloom’s revised taxonomy

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n the 1950s, Benjamin Bloom developed the Taxonomy of Educational Objectives as a means of expressing, qualitatively, different kinds of thinking. It continues to be one of the most widely applied models of formal analysis of the nature of thinking and has been adapted for use in school curriculum planning.

Bloom’s original taxonomy provided a means of organising thinking skills into six levels ranging from the most basic to the more complex. These terms were revised in the 1990s by Lorin Anderson, a former student of Bloom, resulting in some significant improvements to the existing model.

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Knowledge

Remembering

Comprehension

Understanding

Application

Applying

Analysis

Analysing

Synthesis

Evaluating

Evaluation

Creating

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Anderson’s revised terms

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Bloom’s original terms

The names of the six major categories were changed to verb forms as thinking is an active process. Remembering replaced knowledge as the first level of thinking as knowledge is an outcome rather than a type of thinking.

In keeping with the nature of thinking described for each level, comprehension and synthesis were renamed understanding and creating, respectively. Where Bloom’s original taxonomy was aimed at the early years of schooling, Anderson’s revised taxonomy is more universal and applicable at all levels of study.

The six levels of thinking are ranked from the three lower order skills of remembering, understanding and applying to the higher order skills of analysing, evaluating and creating.

At each level of the taxonomy, there are subcategories which describe the emphasis of each skill.

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remembering

recognising, recalling, listing, describing, identifying, retrieving, locating, naming, finding

understanding

interpreting, exemplifying, classifying, summarising, inferring, comparing, explaining

applying

analysing

evaluating creating

executing, implementing, using, carrying out

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differentiating, organising, attributing, comparing, deconstructing, outlining, structuring

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checking, hypothesising, experimenting, judging, testing, detecting, monitoring

generating, planning, producing, designing, constructing, inventing, devising, making

Why teach thinking skills?

It is widely acknowledged that if students are to become better thinkers, they must be taught explicitly how to think.

Planning for this explicit teaching is essential. Teaching methods must promote the transfer of learning beyond one context and into others. To develop better thinking skills, students require an environment which demonstrates an open-minded attitude to the nature of knowledge and thinking, providing open-ended tasks with multiple

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solutions. Talking about thinking, using all strategies for questioning, should be actively encouraged and form a part of all learning situations.

Focusing on thinking skills supports active cognitive processing, helping students to investigate beyond the information provided and to assess each situation before reaching their own conclusions.

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Teachers notes Questioning A key element in the development of thinking skills is questioning. To engage students in thought at each level, questions need to be used purposefully, directing students to achieve defined goals. Open-ended questioning allows students to demonstrate their ability in each thinking skill.

Questions at the lower levels of the taxonomy encourage …

Questions at the higher levels of the taxonomy encourage …

recalling information

determining different parts of any object, text or concept and exploring them

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explaining ideas or concepts

justifying opinions, decisions and courses of action

using knowledge in different situations

developing new ideas or models based on previous knowledge

Metacognition

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Each student activity page includes a number of questions, relevant to the activity, for the students to consider. By reflecting on each, they will have the opportunity to develop their metacognitive thought processes.

In order to improve each thinking skill and to establish meaning from information, students need to develop their own thought processes. Metacognitive thought enables an individual to recognise preferred learning strategies and to consciously direct his/her learning.

Metacognition, which means to ‘think about thinking’, was first described as a learning concept in 1976 by John Flavell.

It comprises three parts: • Metamemory – an awareness of different memory strategies, a knowledge of which strategy is best suited for a task and how it may be used most effectively.

Students develop a plan for learning which occurs before learning.

• Metacomprehension – the ability to check understanding of information, to identify gaps in understanding and to rectify identified failures.

Students monitor and adjust the plan which occurs during learning.

• Self-regulation – the ability to modify learning processes in response to perceived feedback.

Students evaluate the plan after the learning process has taken place.

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There are a number of recognised analyses of the nature of thinking, all aiming to develop thinking to a qualitatively higher level; for example: Six thinking hats – Edward de Bono Instrumental enrichment – Reuven Feuersten Philosophy for children – Matthew Lipman Multiple intelligences – Howard Gardner Thinkers keys – Tony Ryan Cognitive and cooperative thinking strategies – Eric Frangenheim Cooperative learning structures which develop thinking skills – Spencer Kagan.

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Teachers notes Graphic organisers What is a graphic organiser?

A graphic organiser is a means of presenting information pictorially. Blank areas are provided for students to record ideas or information about a given topic.

There are a number of graphic organiser styles, each of which is suited for a particular purpose. The basic design of any organiser may be adapted to meet the requirements of a specific task and level of ability.

presenting data

Examples concept map, spider map, word map, character map, mind map, story map, story star, concept web summary chart, matrix, T-chart, Y-chart, 5W chart, KWL chart, senses chart, step chart, comparison/contrast chart, paragraph organiser frame, structured overview, note making framework, issues circle, futures wheel bar graph, pictograph, line graph, pie graph, labelled diagram, array

determining sequences

word chain, sequence chain, word wheel, cycle wheel, ladder, historical time line, continuum, flow chart, cartoon and picture strip, action plan, rebus

evaluating determining relationships

PMI chart, plus/minus T-chart, agreement scales, evaluation scales (plus, minus, interesting) fishbone map, concentric circle chart, semantic grid, decision tree, network tree, human interaction outline

categorising and classifying

plot, matrix, pyramid, tree, categories, Venn diagram, Carroll diagram, arrow diagram, tree diagram

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Purpose concept development

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Why use graphic organisers?

• Graphic organisers show the key facts, ideas or results of a given situation or topic.

• They help to clarify thoughts and to determine how to proceed.

• The information illustrated is immediately obvious without the need for reading and analysing lengthy text.

• Students learn that presenting information in this way is an important means of communicating ideas and information.

• It demonstrates understanding of their own research and similar representations in the media worldwide.

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Using a graphic organiser To gain confidence in completing and studying graphic organisers, students need to be: • presented with many tasks which require pictorial representation • guided in their choice of style(s) and in the conventions of that style, so they can develop effective representations related to a given purpose and audience.

Teachers need to discuss and model each style of organiser as it is introduced, explaining how it works for a given purpose and how it can be adapted if required.

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Teachers notes Examples of graphic organisers

Concept map

Pie graph

Who Part

What When

Part

Part

Where Why

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P (plus)

First

Second

Third

Fourth

Eighth

Seventh

Sixth

Fifth

M (minus)

I (interesting)

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2-person human interaction outline

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Venn diagram

Fishbone

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Teachers notes The six thinking skills of Bloom’s revised taxonomy have been used: • remembering • understanding • applying • analysing • evaluating Each section has a cover page, a student self-evaluation page and a teacher introduction page.

For each skill, an activity from each key learning area has been provided.

• English • Mathematics • The Arts • Science • Society and Environment • Physical Education, Health and Values

• creating

Each activity is presented over two pages; a student page and a teachers page. At the end of each section, two theme-based, extension thinking challenges are provided. The final page of the book includes references for further research.

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Student cover page

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The student cover page allows students to collate worksheets dealing with a particular thinking skill.

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o c . che e r o t r s super Student self-evaluation page The student self-evaluation page enables students to record thoughts or information about the activities completed. Students may record answers to metacognitive questions relating to each student page.

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Teachers notes Teacher introduction page Section summary chart,, provides page numbers, title of student page, key learning area and task indicators.

Definition,, provides full definition of thinking skill.

Appropriate verbs,, offers suggestions for command verbs to use to help students to focus on the specific skill.

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Appropriate graphic organisers,, offers suggestions for graphic organisers to use to assist students focus their thinking within each skill.

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Appropriate questions,, offers suggestions for questions to ask to help students practise the specific skill.

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The skill focus.

Definition, nition gives an abridged version of the skill definition provided on the teacher information page.

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Indicators explains what the students are Indicators, expected to achieve in completing the activity. information provides any relevant Teacher information, information required for the completion of the student page.

Additional activities to develop this skill, related to the topic of the student page yet focusing on the specific skill.

Curriculum links, provides the subject, strand and specific links for each state.

Answers, where required.

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Teachers notes

Student page

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The title of the page The task, explains what the students will do.

The activity, the range of which varies throughout the book, across the six learning areas.

Thinking more about thinking, to help students develop their metacognitive thought processes before, during and after the activity.

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Thinking challenges

Topic focus, provides the theme for the challenge.

Skill-based activities, provides a range of tasks covering the six levels of thinking.

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Name:

REMEMBERING

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Picture story .............................................................................................Pages 4–5 It’s about time!..........................................................................................Pages 6–7 Living and non-living ..............................................................................Pages 8–9 Mud map ...................................................................................................Pages 10–11 Staying safe ..............................................................................................Pages 12–13 Musical memory ......................................................................................Pages 14–15

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REMEMBERING: STUDENT SELF-EVALUATION Use the sections below to record thoughts or information about the worksheets or answers to the metacognitive questions on each student page.

Name Pages 4–5

Picture story

It’s about time!

Pages 8–9

Living and non-living

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Pages 6–7

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Staying safe

Pages 14–15

Musical memory

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Teacher introduction

REMEMBERING Pages

Title

Key learning areas

4–5

Picture story

English

• Illustrates key parts of a story.

• Recalls how to tell the time to the half hour on analog clocks.

Mathematics • Recalls how to tell the time on digital clocks.

• Colours and cuts out pictures of living and nonliving things.

Science • Sorts and glues pictures under correct headings.

• Recognises landmarks on a familiar journey.

Society and Environment • Draws a route between two places using familiar landmarks as reference points.

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It’s about time!

8–9

Living and non-living

10–11

Mud map

12–13

Staying safe

PE/Health/Values

14–15

Musical memory

The Arts

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Thinking activity

• Recalls road safety signs.

• Completes information about a previously-learnt song.

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Definition: The skill of remembering demonstrates the student’s ability to recall information, ideas, data or principles previously learnt. Remembering is often used to obtain factual information, but it may also be an approximation.

Remembering requires the students to locate knowledge within a context of the material being presented at the time and to revue the relevant information from their short- or long-term memory.

Some appropriate verbs: define, identify, describe, list, name, recall, locate, recognise, record, relate, write, label, repeat, underline, state

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Some appropriate graphic organisers: KWL chart, Cycle graph, Chains, Line graphs, T-chart, Compare or contrast chart, Concept chart, Venn diagram, Fish bone, Target, Pie chart, Categories, Tree, Pyramid, Matrix Some suitable questions: What happened after?, How many?, When?, Who was it that?, Can you name?, Who spoke to?, Which is true or false?

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Teachers notes

REMEMBERING The skill of remembering demonstrates the student’s ability to recall information, ideas, data or principles which he/she has previously learnt.

INDICATOR: • Illustrates key parts of a story.

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TEACHER INFORMATION: • Discuss a familiar story with the whole class.

• Explain the beginning, middle and end of this and other narrative texts.

• Note: Pictures do not need to be complicated but they must show definite scenes from the story.

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • With adult assistance, make a collection of pictures from magazines and choose three to weave a story around.

• With adult assistance, choose a picture of an interesting looking person or creature and write a detailed description. Swap description with another student, draw a picture from his/her description and compare with the original.

• Make a display of characters and scenes from a wellknown traditional tale.

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ANSWERS: Teacher check

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TS1.4, RS1.6 ENSL 0204, ENRE 0202 LS 2.1, R2.1 1.5, 2.5, 1.7, 2.7 Refer to http://www.qsa.qld.edu.au

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Task You will draw three pictures to show a favourite story.

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2. Draw something happening in the middle of the story.

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1. Draw some characters and the place where the story happens.

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3. Draw a picture to show what happened at the end of the story.

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THINKING MORE ABOUT THINKING How did you know what the people and places in the story looked like?

Do your friends recognise them?

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Teachers notes

REMEMBERING The skill of remembering demonstrates the student’s ability to recall information, ideas, data or principles previously learnt.

INDICATORS: • Recalls how to tell the time to the half hour on analog clocks.

• Recalls how to tell the time on digital clocks.

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TEACHER INFORMATION: • For Question 4, encourage the students to write digital times to the minute if they are able to; e.g. ‘8.05’, ‘7.43’. They can read them aloud when discussing answers with the class.

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Play memory games using analog and digital clock times.

• List important times in the school day; e.g. ‘1.30 is library time’.

• Have students show times on real or toy clock faces.

• Make a class dictionary of time words the students know; e.g. ‘hour’, ‘minute’, ‘second’.

• Have the students write a description in which they recall how long they took to do different daily tasks.

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ANSWERS: 1. (a) four o’clock (b) half-past six (c) eight o’clock 2. (a) 12 1 11

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Task You will recall how to tell the time on analog and digital clocks.

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It’s about time!

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1. Use ‘half-past’ or ‘o’clock’ to write the times shown on these clocks.

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4. Use digital clock times to write a time when you might: (a) have lunch. (b) finish school. (c) go to bed.

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THINKING MORE ABOUT THINKING What helps you to remember how to tell the time? What do you find the most difficult about telling the time? What could help you tell the time more easily?

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Teachers notes

REMEMBERING The skill of remembering demonstrates the student’s ability to recall information, ideas, data or principles previously learnt.

INDICATORS: • Colours and cuts out pictures of living and non-living things.

• Sorts and glues pictures under correct headings.

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ANSWERS: 1. Teacher check 2. Students should have glued the following pictures under the heading ‘Living’: cat, bee, flower, grasshopper, fish, tree, lizard, boy/girl. Students should have glued the following pictures under the heading ‘Non-living’: crayons, garage, mp3 player, rock, truck, bag, book, ladder.

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TEACHER INFORMATION: • Discuss what makes an object living or non-living. Write the list of requirements for each category on the board.

• Living things (a) need air and water, (b) can grow in size, (c) can change shape and size, (d) can produce baby animals or baby plants, (e) can move by themselves, (f) can eat food or make food.

• Non-living things (a) do not need air or water, (b) usually remain the same size and shape, (c) cannot produce a baby, (d) cannot move by themselves, and (e) do not eat food or make their own food.

• Students will need a separate sheet of paper folded into two columns with the words ‘Living’ and ‘Non-living’ written above the sections. Students will place, then glue, the pictures under the appropriate sections on their paper.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Write definitions to match some pictures; for example ‘A cat is a living thing because it has to breathe, it drinks water, it gets bigger as it grows, it can move, it can have kittens when it grows up and it eats cat food’.

• Recall the names of other living and non-living things which can be drawn or written in each column.

• Retell or rewrite in your own words what makes a living or non-living thing.

• Identify and match the babies of living things to the parents/adults.

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

CURRICULUM LINKS: Science LTS1.3, INVS1.7 SCSC0201 I 2.2, I 2.3, LL 2 1.5 L&L 1.1, 1.2

o c . che e r o t r s super NSW Vic. WA SA Qld

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Task You will sort pictures of objects into living and non-living using the information you remember about what makes a living thing.

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Living and non-living E M B E RI

1. Colour and cut out the pictures.

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2. Sort and glue them under the correct headings on a separate sheet of paper.

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THINKING MORE ABOUT THINKING When you looked at each picture, how did you decide which group to put it in? Did you think of what makes a living or non-living thing? How did you remember all the information?

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THINKING SKILLS

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Teachers notes

REMEMBERING The skill of remembering demonstrates the student’s ability to recall information, ideas, data or principles previously learnt.

INDICATORS: • Recognises landmarks on a familiar journey.

• Draws a route between two places using familiar landmarks as reference points.

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TEACHER INFORMATION: • Work through an example with the class, using a route known to all, within the school grounds.

• Revise directional and positional language

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Make a display showing a local area with familiar landmarks. Include cards which detail routes between places shown.

• Write a story about a family whose car has broken down in an unknown area and the phone call they have with the towing company, describing where they are.

• Play ‘Where am?’, where students describe a route from the classroom to another place in the school grounds.

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ANSWERS: Teacher check

© R. I .

C.Publ i ca t i ons CURRICULUM LINKS: SOSE: Place and space •f orr evi ew pu r p o s esonl y• NSW ENS1.5

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SOSE 2 PS2.1 PS&E1.5, PS&E2.5 PS2.4

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Task You will draw a mud map to show the route between two places.

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Mud map

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A mud map is a way of drawing instructions to get from one place to another.

It shows familiar landmarks to watch out for along the way.

1. My mud map shows the route between .

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r o e t s Bo r and e p ok 2. What landmarksu will you show on your mud map?

S

3. Draw your mud map.

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4. Show your map to a friend.

THINKING MORE ABOUT THINKING How did you decide which landmarks to include? How do you remember routes?

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Teachers notes

REMEMBERING The skill of remembering demonstrates the student’s ability to recall information, ideas, data or principles previously learnt.

INDICATOR: Recalls road safety rules and signs.

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Use flashcards of common road safety signs and ask the students to say which they recognise and know the meaning of.

• Learn songs with a road safety theme.

• Design road safety posters using the rules the students remember.

NSW Vic. WA SA Qld

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ANSWERS: 1. Pictures 1, 2 and 4 should be coloured.

2. Teacher check 3. (a) look, road (b) helmet, bike (c) seatbelt, car 4. Teacher check

CURRICULUM LINKS: Health SLS1.13 HPIP0201 KU2 1.7 PHIC2.3

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Staying safe To stay safe around roads, we must obey signs and safety rules.

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Task You will draw and write about road safety.

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1. Colour the pictures that show safe times or places to cross the road.

2. Draw and label a road sign you have seen that helps © R. I .

C.Publ i cat i ons keep us safe.

•f orr evi ew pur posesonl y•

3. Complete these road safety rules.

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listen and think before you cross the

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to protect your head when you ride a

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(a) Stop,

when you ride in a . te o 4. Write another road safety rule you know. Add a picture.. c che e r o r st super (c) Buckle up your

.

THINKING MORE ABOUT THINKING Do you find it easy to remember road safety rules? What things might make you forget sometimes? What could you do to help you remember?

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Teachers notes

REMEMBERING The skill of remembering demonstrates the student’s ability to recall information, ideas, data or principles previously learnt.

INDICATOR: • Completes information about a known song.

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ANSWERS: Teacher check

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Recall specific musical information about a previously learnt song, such as lyrics, tempo, dynamics etc.

• Students perform their songs individually, in pairs or in small groups.

• Students complete the words of a chorus or verse of a specific song.

• In pairs or fours, students recall a previously learnt song with half of the students singing the words and the other half doing the actions or movements.

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TEACHER INFORMATION: • Encourage students to use ‘musical’ language when giving reasons for liking or disliking a song; for example, ‘The tune was too high’, ‘The tempo was too fast or slow in places’, ‘The verse was boring but the chorus was fun!’

• Students may wish to compare their opinions about different (or the same) songs. This may encourage students to remember more aspects of previously learnt songs.

© R. I .

C.Publ i cat i ons •f orr evi ew pur pos esonl y• CURRICULUM LINKS: The arts

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MUS1.1 ARPA0201, ARPA0202 ASP 2, AR 2 1.2, 1.3, 1.4 MU 2.1, MU 2.2

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Task You will recall information about a song learnt in class.

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Musical memory

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1. Select a song previously learnt in class and complete the table below.

What is the name of the song?

r o e t s Bo r e p ok Why did you learn the song in class? u S

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Who wrote the song?

Did you like or dislike the song? Give reasons

Did you learn© any actions or . movements toc go the song?

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Yes

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Did they help make the song more enjoyable?

Why/Why not?

No

Did you play instruments when singing the song? If so, what were they?

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Yes No csong Did they make the more enjoyable? e her r o t s super Why?/Why not?

Do you still remember the words of the song?

Write them on a separate sheet of paper.

THINKING MORE ABOUT THINKING

If you had difficulty completing some of the questions, think of a reason for this. Could it be because you don’t like musical activities or you didn’t like this song in particular?

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Thinking challenges Topic focus

The need for shelters

• • • Understanding • Remembering

Applying

• Explain why certain types of shelters have been chosen for a specific climate.

r o e t s Bo r e p ok u • Compare the old and modern Inuit lifestyles.

S • Dramatise a conversation between an old Inuit person and a young one, who

• Compare a shelter used in a cold climate to that for a hot climate.

Evaluating

are arguing about which way of life is better.

Creating

• Plan and draw a design your ideal home.

• Create a home for a pet rabbit or cat.

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Analysing

List as many different types of shelters as you can for people and animals.

Match the names of each animal to its shelter.

Write a list of reasons why people need shelters.

Draw and label pictures of shelters built for a specific climate or purpose.

Water bodies © R. I .

C.P ubl i cat i ons and draw different types of bodies of water.

• Write or r e vfive i e wp ur p os e sonl y• Remembering•f

Topic focus

• Identify the most important bodies of water in your local area.

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• Show your understanding of different bodies of water by writing a definition for each; e.g. ‘A lake is ... ‘ Understanding • Explain the difference between lakes and oceans.

• Write the name of one actual body of water to match each of those in the ‘Remembering’ section above.

Applying • Use an atlas to find examples of freshwater lakes and rivers and oceans in other regions of the world.

• Explain how people are affecting lakes, rivers and oceans. Suggest some Analysing solutions.

o c . che e r o t r s super • Give suggestions for good locations near the water in the local area for leisure-time activities and state why.

• Plan and design a poster to promote water safety near lakes and rivers.

THINKING SKILLS

www.ricgroup.com.au • R.I.C. Publications®

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Name:

UNDERSTANDING

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Unfinished poem ......................................................................................Pages 20–21 Money ........................................................................................................Pages 22–23 The raisin dance ......................................................................................Pages 24–25 My family ..................................................................................................Pages 26–27 Healthy habits ..........................................................................................Pages 28–29 No talking! ................................................................................................Pages 30–31

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UNDERSTANDING: STUDENT SELF-EVALUATION Use the sections below to record thoughts or information about the worksheets or answers to the metacognitive questions on each student page.

Name Pages 20–21

The raisin dance

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Pages 24–25

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Money

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Pages 22–23

Unfinished poem

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Pages 28–29

Healthy habits

Pages 30–31

No talking!

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Pages 26–27

www.ricgroup.com.au • R.I.C. Publications®

Teacher introduction

UNDERSTANDING Title

Key learning areas

20–21

Unfinished poem

English

• Writes rhyming words to complete a poem.

22–23

Money

Mathematics

• Appreciates relative value of each coin.

• Considers best choice of coins for payment.

24–25

The raisin dance

26–27

My family

28–29

Healthy habits

30–31

Thinking activity

• Observes and records how raisins can move in liquid.

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No talking!

Science

Society and Environment • Completes a family tree to show family members.

PE/Health/Values The Arts

• Suggests two healthy habits.

• Accurately illustrates each habit.

• Explains some ways of communicating nonverbally.

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Pages

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C.Publ i cat i ons •f orr evi ew pur posesonl y• DEFINITION:

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The skill of understanding involves explaining what has been learnt in a different way to show the level of comprehension. This may be done in a number of ways, including interpreting the material and summarising it, delivering the material to a different audience, using concrete resources and presenting a brief talk.

SOME APPROPRIATE VERBS: interpret, summarise, infer, paraphrase, give examples, explain, sequence, sort, match, classify, locate, collect, compare and measure, restate, discuss, express, give in your own words, identify, report, review, select, clarify, illustrate, describe, summarise, predict etc.

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SOME APPROPRIATE GRAPHIC ORGANISERS: Mind map, PMI, Venn diagram, Cycle, Compare or contrast chart, T-chart, Concept chart, Chains, Categories chart, Tree, Matrix etc.

SOME SUITABLE QUESTIONS: Can you write in your own words … ?, How would you explain … ?, Can you give a brief outline … ?, What could have happened next?, Who do you think … ?, What was the main idea?, Why did the character act this way? etc.

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Teachers notes

UNDERSTANDING The skill of understanding involves explaining what has been learnt in a different way to show the level of comprehension.

INDICATOR: • Writes rhyming words to complete a poem.

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TEACHER INFORMATION: • Before allowing students to complete the poem, revise rhyming words by orally completing examples with the class or writing examples on the board.

ANSWERS: I see a tree A big green tree The tree shades me And also the bee!

I see a tree A tall strong tree The tree shelters me In my house by the sea!

I see a tree A healthy, leafy tree The tree breathes with me As I play near the sea!

I see a tree A thick bumpy tree The tree reads with me In my house by the sea!

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The tree

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • List pairs of words which rhyme but have very different spelling.

• Identify rhyming words during a shared book session.

• Complete simple poems on a given topic using rhyming words.

• Locate words which rhyme in a story or information text.

• Practise oral retelling of favourite poems with different rhyming words for a humorous result.

© R. I .

C.Publ i ca t i ons CURRICULUM LINKS: English •f orr evi ew puNSW r pos e s onl y• RS1.5, RS1.6, RS1.7, RS1.8

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ENRE0202, ENRE0205 R 2.1, R 2.3 1.3, 1.7, 1.11 Refer to www.qsa.qld.edu.au

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Task You will show understanding of rhyming words by completing the text.

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Unfinished poem

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Write words on the lines to complete the poem.

The tree

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I see a tree

!

And also the I see a

A tall strong tree

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•f oby rr evi ew pur pos sonl y• !e In my house the

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I see a tree

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A healthy, leafy The tree breathes with

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As I play near the sea!

I see a A thick bumpy

The tree reads with In my house by the

!

THINKING MORE ABOUT THINKING

When you wrote the missing words did you think about the correct spelling of the words as you were writing them? Were there some words which rhymed but had different spelling?

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Teachers notes

UNDERSTANDING The skill of understanding involves explaining what has been learnt in a different way to show the level of comprehension.

INDICATORS: • Appreciates relative value of each coin.

• Considers best choice of coins for payment.

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ANSWERS: 1. (a) 5c (b) 10c (c) 20c (d) 50c (e) $1 (f) $2 2. (a)$2, 50c, 20c, 5c – 4 coins (b) 50c, 20c, 10c, 5c – 4 coins (c) $1, 20c, 10c – 3 coins (d) $2, $2, 50c, 10c, 5c – 5 coins (e) $1, 20c, 5c – 3 coins (f) 50c, 20c, 20c, 5c – 4 coins

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Create a class shop with shopping list cards for students to use. Students take turns at playing check-out operator.

• In groups, students create money stories for students to solve. Keep as a resource.

• Role-play a restaurant scene where there is a problem with the payment of the bill.

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TEACHER INFORMATION: • Look at the six coins and discuss the relative value of each; e.g. How many 5c coins are there in 10c, 20c, 50c?

• Give students the opportunity to show different amounts using any number of coins.

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NSW Vic. WA SA Qld

N1.5 MANU C204 N6a.2 1.7, 2.7 N2.1

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www.ricgroup.com.au • R.I.C. Publications®

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Task You will find the smallest number of coins to use in each example.

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Money

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(a)

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(c)

(d)

(e)

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We have many coins of different value. They can all be used to pay for things but it is easier to use the smallest number of coins possible.

1. Write the value of each coin.

(f)

2. You have as many coins as you need. List the coins you would use to pay for each item. items

total cost

coins

No. of coins

(b) jelly beans

85c

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o c $4.65 . c e her r o t s super $1.25 95c THINKING MORE ABOUT THINKING

How did you decide which coins to use? Why is it better to use a small number of coins to pay for something? When would you want to use a large number of coins?

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Teachers notes

UNDERSTANDING The skill of understanding involves explaining what has been learnt in a different way to show the level of comprehension.

INDICATOR: Observes and records how raisins can move in liquid.

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TEACHER INFORMATION: • Before the lesson, organise the students into small groups and seat them around a table. Each group will need a large glass or clear plastic container, a plastic jug, water, vinegar, bicarbonate of soda, raisins and food colouring (optional).

Identify the vinegar, bicarbonate of soda and the raisins for the students and discuss where and how they might be eaten or used.

• Have a member of each group or an adult helper place enough bicarbonate of soda in the container to cover the bottom so that it is about two centimetres deep. Water can then be poured into the container until it is about two-thirds full.

A few drops of food colouring can be added to make the experiment look more ‘magical’. Next, carefully pour in one cup of vinegar, then add a few raisins. The class should observe what happens, then discuss before completing the worksheet. Refer to the information below to explain to the students.

• When bicarbonate of soda and vinegar are combined, a chemical reaction occurs, producing bubbles of carbon dioxide.

As the raisins are added, they will slowly sink to the bottom of the container. This is because raisins are denser than water. As the bubbles of carbon dioxide stick to the raisins, the raisins are lifted upwards. When the bubbles burst, the raisins fall back down. This process will continue over and over again as long the carbon dioxide bubbles are being produced.

© R. I .

C.Publ i cat i ons ANSWERS: ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • f o r r e v i e w p ur posesonl y• 1. bicarbonate of soda, water, vinegar, raisins • Research in children’s books of science experiments

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to find other experiments involving vinegar and bicarbonate of soda. Explain them to the class.

• Try other small objects such as peas and paperclips to see if they ‘dance’ like the raisins. The students can complete a simple table listing the object and a tick box showing whether or not they ‘danced’. The students can offer reasons why the object ‘danced’ or not.

• Create a poster that shows someone how to conduct the dancing raisin experiment.

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2. Teacher check 3. When the bubbles stuck to the raisins, they were lifted to the top. When the bubbles burst, the raisins fell to the bottom again.

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CURRICULUM LINKS: Science PSS1.5, INVS1.7 SCSC0201 I2.2, NPM1, NPM2 1.7 NPM1.2, NPM2.2

www.ricgroup.com.au • R.I.C. Publications®

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Task You will observe and explain how raisins can move in liquid.

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The raisin dance

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After completing the ‘dancing raisin’ experiment, answer the questions.

1. What four things did you put in the container to make the raisins dance?

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Step 1

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2. Draw and label

Step 2

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THINKING MORE ABOUT THINKING

Which question did you find the most difficult to answer? Why do you think that was?

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Teachers notes

UNDERSTANDING The skill of understanding involves explaining what has been learnt in a different way to show the level of comprehension.

INDICATOR: Completes a family tree showing family members.

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ANSWERS: Teacher check

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Describe the importance of each family member to the family.

• On a table (with the names of family members as headings for the columns), summarise the roles and responsibilities of each person.

• Explain the uniqueness of each family member in terms of appearance, hobbies, likes and dislikes.

• In your own words explain what a family is, then write a definition based on your explanation.

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TEACHER INFORMATION: • The student activity not only gives information about the student’s understanding of the members which constitute a family unit but will also give information about the student’s knowledge of growth from child to adult to grandparent.

Students who include pets or stepbrothers or sisters in their ‘Other family members’ or ‘Other information’ are showing understanding of the complexities of what may constitute a family.

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C.Publ i cat i ons •f orr evi ew pur pos eson l y• CURRICULUM LINKS:

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SOSE CCS1.2, CUS1.3, SSS1.8 SOSE0202 C 2.3, TCC 2.2 1.1, 1.7 CI 2.2, CI 2.4, SRP 2.4

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Task You will show understanding of what makes a family by completing a family tree.

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My family

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Write your name and the names of the other members of your family in the spaces.

Grandfather

Grandmother

Grandfather

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Grandmother

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Father

Your name

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Other family members

Brothers and sisters

Other information

THINKING MORE ABOUT THINKING When you wrote the names of grandparents, did you wrote special titles such as ‘Nonna’ or did you think about what their names are to other people such as Mr Tom Smith instead of Pop? Do you know what your grandparents’ ‘proper’ names are?

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Teachers notes

UNDERSTANDING The skill of understanding involves explaining what has been learnt in a different way to show the level of comprehension.

INDICATORS: • Suggests two healthy habits.

• Accurately illustrates each habit.

r o e t s Bo r e p ok u S

ANSWERS: Teacher check

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Design posters for around the school to remind others about healthy habits.

• Write a poem about how good healthy habits can make you feel.

• Make up a fun running game for the class to enjoy.

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TEACHER INFORMATION: • Discuss healthy and unhealthy habits and the visual images each type generates.

• Reinforce that to be successful in developing a healthy lifestyle, healthy options should be realistic and practical and easily incorporated in normal family routines.

CURRICULUM LINKS: Physical education and health: healthy lifestyle NSW PHS1.12 HPIP 0201 Vic. KU2 WA SA 1.6, 2.6, 1.7, 2.7 Qld 2.1, 2.2

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Task You will illustrate two healthy habits.

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Healthy habits

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We all have some unhealthy habits it would be good to change.

Healthy lifestyle habits give us the chance to enjoy an active, healthy life.

1. (a) Write two healthy habits

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THINKING MORE ABOUT THINKING How did you decide which two habits to show? Would your pictures encourage someone to take up your healthy habits?

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Teachers notes

UNDERSTANDING The skill of understanding involves explaining what has been learnt in a different way to show the level of comprehension.

INDICATOR: Explains some ways of communicating nonverbally.

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Show the students pictures of common gestures and ask them to explain what is being communicated.

• Play charades. After each charade, have the class explain what was being shown and what helped them work it out.

• Have the students create simple role-plays with a partner. They should then perform two versions of their role-plays—one ‘normal’ version and one in which they do not use any movement, facial expression or gestures. Ask them to explain how this affected the roleplay.

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TEACHER INFORMATION: • Before commencing the worksheet, discuss nonverbal communication with the students and give examples; e.g. waving to say hello, stamping a foot to show anger, facial expressions. The following scenario can then be read to the students: ‘You and your partner are customers in a cafe. A waiter brings your order and you start to eat. But your food is sour and cold! You angrily call the waiter back and explain. He takes your food away and brings back two new plates. You cautiously taste your food. It is hot and very tasty. You are surprised! You happily thank the waiter and keep eating.’

The main points of the scenario could be written on the board (e.g. ‘The food is sour and cold’) as it is important that the students include each step. Allow the students about 15 minutes to practise their plays. They can then present them to the class. Tell the students they must watch the other plays carefully. This will help them answer Question 4 on the worksheet.

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CURRICULUM LINKS: The arts DRAS1.2, DRAS1.4 ARPA0201, APRA0202 ASP2, AR2 1.2, 1.3 DR2.2, DR2.3

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Task You will explain how you communicated in a play without speaking.

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There are many things we communicate every day without speaking.

1. Find a partner. Practise and then perform a silent play using the storyline given to you by your teacher. You must communicate everything using your face or body. Talking is not allowed!

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r o e t s Bo r e ppartner did to show: ok 2. Draw what you or your u S sour the food was anger the food was hot happiness

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3. What was the most difficult thing to communicate? Why?

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THINKING MORE ABOUT THINKING Do you find it easier to understand things when you do them, rather than just read or talk about them? What kinds of things do you find the most difficult to understand?

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Thinking challenges Topic focus

Food • Write a procedure for making a favourite snack.

Remembering • Write or draw some foods from each of the food groups.

Understanding

• Give reasons why we should eat junk food only occasionally.

• Draw a cartoon strip to summarise a story you have heard or read about food.

Applying

• Read about a country. Describe some of the traditional foods people from this country eat.

• Label a diagram that shows how we digest food.

Analysing

Creating

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Evaluating

r o e t s B r e • Think of your favourite meal.

Write all the foodso that go into making it. p o u a • Write Slist of breakfast foods. Which would you choosekto eat and why?

• Imagine you own a cafe. Draw and label three new and exciting sandwiches people can buy.

• Design a label for a new brand of pet food.

Topic focus

• • •

Let’s celebrate!

List all the special occasions your family celebrates.

Draw things that remind you of your favourite celebration.

Use everyday materials to create a collage that expresses your feelings about a particular celebration.

Design and make a party hat from a sheet of paper.

With a partner, role-play a surprise party scene.

Think of a celebration you have been to. Describe all the things that made it special; e.g. food, clothes, music. Which of these did you enjoy the most? Say why.

Applying

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Evaluating Creating

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• Collect some old greeting cards. Explain what you like and dislike about each and why.

o c . label an outfit you would like to wear to ae fancy dress party.

• Draw andc h r e • Design a cake you would like to have for your next birthday. o r st su per

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APPLYING

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Name:

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Vocal volume ............................................................................................Pages 36–37 Colour by numbers ..................................................................................Pages 38–39 Ring the bell! ...........................................................................................Pages 40–41 Recycle, reduce, reuse ...........................................................................Pages 42–43 Problem solving .......................................................................................Pages 44–45 Showtime! ................................................................................................Pages 46–47

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APPLYING: STUDENT SELF-EVALUATION PAGE Use the sections below to record thoughts or information about the worksheets or answers to the metacognitive questions on each student page.

Name Pages 36–37

Ring the bell!

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Colour by numbers

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Vocal volume

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Problem solving

Pages 46–47

Showtime!

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Teacher introduction

APPLYING Pages

Title

Key learning areas

Thinking activity

36–37

Vocal volume

English

• Demonstrates appropriate use of voice volume in a playscript.

38–39

Colour by numbers

Mathematics

• Completes answers to addition and subtractions.

• Uses answers and a code to colour a picture.

40–41

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Ring the bell

44–45

Problem solving

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Showtime!

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• Chooses appropriate material for constructing a model house with working electric bell.

Science • Makes an electric bell circuit.

• Suggests ways in which he/she could help to recycle, reduce or reuse rubbish based on Society and Environment information gained from a discussion.

PE/Health/Values

• Reads problems and writes the best way to solve each.

The Arts

• Decides how each character in a story should be portrayed.

• Works in a small group to achieve a common goal.

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DEFINITION: The skill of applying demonstrates a student’s ability to USE previously learnt material in a new or familiar situation. It aims to find out whether a student is able to explain ideas or concepts. Students are able to apply information if they can select, transfer or use data and principles to complete or solve a problem or task with minimal help from the teacher.

SOME APPROPRIATE VERBS AND PHRASES: implement, carry out, use, ask questions, predict outcomes, define the problem, plan a research, improve ideas, anticipate the consequences, test conclusions, demonstrate, generalise, illustrate, interpret, relate, compute, solve, apply, construct, execute, show etc.

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SOME APPROPRIATE GRAPHIC ORGANISERS: Flow chart, T-chart, Compare or contrast chart, Compare and contrast chart, Venn diagram, Spider map, Fishbone, Cloud/Cluster, Tree, Flow chart etc.

SOME SUITABLE QUESTIONS: Can you give another example of … ?, Could this have happened when … ?, Which things would you change if … ?, Can you make up a set of questions from the information given?, How would you explain … ?, Does everyone act in the same way … ? etc.

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Teachers notes

APPLYING The skill of applying demonstrates a student’s ability to USE previously learnt material in a new or familiar situation.

INDICATOR: Demonstrates appropriate use of voice volume in a playscript.

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Have the students role-play a range of different situations where using a certain volume of voice is appropriate. They could work with partners to demonstrate what happens if the wrong volume is used.

• It is not often appropriate to shout. Ask the students to name some occasions where it might be.

• Write a diary entry about a time when you used an inappropriate voice volume and what happened.

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CURRICULUM LINKS: English TS1.3 ENSL0202, ENSL0203 LS2.2 1.2, 1.6, 2.6 Refer to curriculum documents on http://www.qsa.qld.edu.au

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TEACHER INFORMATION: • Before commencing the worksheet, hold a class discussion about how people vary their voice volume from soft, to normal and loud in their everyday speech. For example, soft speech might be used to tell a secret or avoid disturbing somebody or it could indicate fear. Normal speech might be used during a friendly conversation or to greet somebody.

Loud speech might be used to gain someone’s attention or could indicate surprise, happiness or anger. Have the students demonstrate some of these examples.

• After the discussion, divide the students into groups of three and read through the worksheet as a class. The groups can then discuss the content of the scripts and write how each line will be delivered, before they begin rehearsing. Remind them that they must have a clear reason for the volume chosen for each line. Allow time for the students to rehearse their scripts, encouraging them to memorise their lines if possible.

• After the groups have performed their scripts for the class, the students can complete Question 2 individually, writing the number of each line they chose and a reason for the volume their group used.

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Task You will show how voice volume can be changed to suit a situation.

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We change the volume of our voices every day to suit different situations.

1. In a group of three, read the script below. Next to each line, write the volume you think each character should use. Use s for soft, n for normal and l for loud.

Rehearse your script, then perform it.

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B Are you sure it was C? A (joining B behind the sofa) Sssh! I hear footsteps.

B (seeing C walk into the room) 1, 2, 3 …

AB (jumping up) Surprise!

C (stepping back) Wow! .

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How about a speech?

B r (turning to the everyone … said quiet!

•f or e vi ew pcrowd) ur pQuiet, ose sonl yI • C Okay … um … Thanks for coming …

A Can you speak up, please? Not everyone can hear.

C Thanks for coming, everyone. What a great surprise!

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r o e t s B r e oo A and B are in a room full of people. B is crouching behind a sofa. p u k S A (glancing out a window) C’s here! Everyone hide! 

2. Choose three lines from the script, one your group chose to speak softly, one normally and one loudly. Write why you chose each volume.

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Reason

normal loud THINKING MORE ABOUT THINKING How did you decide on which voice volume to use for each line? Would the script still have made sense if you had used different volumes from the ones you chose?

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Teachers notes

APPLYING The skill of applying demonstrates a student’s ability to USE previously learnt material in a new or familiar situation.

INDICATORS: • Completes answers to addition and subtractions.

• Uses answers and a code to colour a picture.

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TEACHER INFORMATION: • Students should become aware of their ability to do mental calculations or having to use concrete material such as counters or fingers to complete addition and subtractions.

• Some discussion may occur in regard to the strategies students use to complete answers mentally, such as counting on, rounding up or down etc.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Use the answers to additions and subtractions and codes to complete sentences about a particular topic.

• Find patterns in a sequence of addition and subtraction, such as in a chart.

• Demonstrate for other students how solutions to complex additions and subtractions were achieved.

• Use additions to find perimeters of rectangular shapes.

• Use additions and subtractions to find the solutions to word problems.

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CURRICULUM LINKS: Mathematics WM1.2, WM1.4 MANUM201, MARSS202 WM 4.2, N 7.2, N 8.2 1.7, 1.8 N 2.2

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Task You will colour a picture using a code and the answers to the additions and subtractions.

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1. Complete the answers to the additions and subtractions.

2. Use the answers and the code to colour the picture.

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2+2–2= 8–5+2=

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 = red  = blue  = green  = yellow  = orange  = brown

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THINKING MORE ABOUT THINKING: Were you able to do the sums easily and then colour the sections correctly using the code? Were you able to complete many sums in your head without using concrete materials?

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Teachers notes

APPLYING The skill of applying demonstrates a student’s ability to USE previously learnt material in a new or familiar situation.

INDICATORS: • Chooses appropriate material for constructing a model house.

• Evaluates the stability of the house.

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TEACHER INFORMATION: • The skill of applying demonstrates a student’s ability to USE previously learnt material in a new or familiar situation.

• Prior to the lesson, make a collection of recyclable resources.

• Tell the story of the ‘Three little pigs’. Discuss the problems of the straw and stick houses. Why was the wolf able to blow them down? Why was he unable to blow down the brick house? What important features did the brick house have that the others did not? (foundations, cement) • Discuss the materials available. How could they be used to make a stable, four-roomed, two-storey model house?

• What features are required in the house? Some are essential; e.g. windows, doors, stairs. Some are optional; e.g. fires, chimneys.

• What materials will be used to attach the rooms and storeys? How much will be required? Is the position of attaching material important? Remind students that the triangular configuration is the most stable.

• Considering the resources available, students design a four-roomed, two-storey house. Allow them to make rough designs before drawing on their worksheet.

• When making the list of materials, instruct students to record the purpose of each item.

• Students construct their houses from the designs.

• As a class, students must determine a fair test, to be used on all houses, to determine their stability. From this test, students can evaluate the stability of their own construction and suggest ways to improve it.

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Paint and decorate the house.

• Place model in a ‘block of land’. Make use of the land; e.g. flower/vegetable garden, children’s play area, pool, entertaining area.

• Role-play a conversation between the house owner and a prospective buyer or real estate agent. What things would they consider good selling points for the property (with the land)? What areas of the property require improving?

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CURRICULUM LINKS: Science/Technology PSS1.5 TEMM 0201 TP2.2 1.2, 2.2, 1.5, 2.5 MAT 2.1

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2. Make a list of the materials you need.

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Work in a small group.

1. Draw and label the design of your house.

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Task You will make a sturdy four-roomed, two-storey model house from recyclable materials.

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Will the house fall down?

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3. How did you make the house stable?

4. How stable is the house? 

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THINK MORE ABOUT THINKING How did you decide which materials to use for your house? How could you alter the design to make the house more stable?

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Teachers notes

APPLYING The skill of applying demonstrates a student’s ability to USE previously learnt material in a new or familiar situation.

INDICATOR: Suggests ways in which he/she could help to recycle, reduce or reuse rubbish, based on information gained from a discussion.

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C.Pu bl i cat i ons • Make penholders or other desktop items from recycled materials.

•f orr evi ew p u r posesonl y• • Create posters which encourage recycling.

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• Invite a guest speaker from an environmental group to speak to the class. Have the students prepare interview questions to ask him/her about recycling, reducing and reusing waste products.

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TEACHER INFORMATION: • Before commencing the worksheet, hold a class discussion on recycling, reducing and reusing waste. Define and explain each term. For example: Recycling turns a waste product into the same product or something different so it can be used again. Recyclable products include glass, paper, some plastic and aluminium.

Reducing the amount of waste means making careful choices each day; for example, refusing plastic shopping bags and junk mail, composting kitchen scraps or selecting products which have little or no packaging.

Reusing means using the same item many times instead of disposing of it after one use; for example, using empty jars for leftover food, holding a garage sale, refilling bottles or reusing boxes.

• The students should apply the information they gained from the discussion to their everyday lives to help them answer Question 1. The banner designs for Question 2 could be re-created on larger pieces of card or paper and displayed in the classroom or around the school.

CURRICULUM LINKS: SOSE ENS1.6 SOSE0203 R2.2 1.6, 2.6 SRP2.1

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Task You will suggest how you could help to recycle, reduce and reuse rubbish.

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1. We can all do our part to help recycle, reduce and reuse everyday rubbish.

Write some things you could do.

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I could …

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Reduce

Reuse

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THINKING MORE ABOUT THINKING How did you come up with ideas to answer the questions? Did you use information you had heard/seen/ read or your imagination? Maybe it was both!

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Teachers notes

APPLYING The skill of applying demonstrates a student’s ability to USE previously learnt material in a new or familiar situation.

INDICATORS: • Reads problems and writes the best way to solve them.

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ANSWERS: Teacher check

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Students take past experiences into consideration when making simple decisions or choices between two things.

• Students demonstrate how they have used knowledge gained from listening to others, and from own previous experiences, to solve problems or conflicts in new situations.

• Students write scenarios, using their own past experiences, for other students to find solutions.

• Students dramatise problem situations which they may have experienced and show the solutions they chose.

• Students may use their own experiences to offer solutions to other students who require assistance in solving problems.

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TEACHER INFORMATION: • Discuss the scenarios and identify the problems.

• Students may share their solutions to the problems after completing the worksheet and relate similar situations they have experienced or seen and what happened. They may also indicate whether they chose the wrong solution and learnt from their mistakes.

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Task You will use past experiences to help you solve problems.

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1. Read each problem and write the best way to solve it.

Solution

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(b) You find extra coloured markers near your pencil case after a library session. All the other students have left. They are really nice markers.

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Problem (a) The teacher has asked the class to form groups of four to create a short play about cooperation.

You are not confident about performing in front of the class.

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(d) You accidentally knock over and break the photograph of Grandpa and Grandma which Mum keeps on the lamp table in the lounge room.

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(c) You have been invited to go to two birthday •different f orr evi eparties w pur posesonl y• on the same day. One is for your best friend and the other is for the most popular boy in the class.

o c . che e r o t you a (e) Your teacher has givenr s s r u e p research project to complete. It is due Monday.You kept putting it off and on the weekend your parents have planned a family outing.

THINKING MORE ABOUT THINKING What things did you need to think about before deciding on a solution to the problem? Did you put yourself in the place of others to help you decide what to do? What experiences influenced your decisions?

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Teachers notes

APPLYING The skill of applying demonstrates a student’s ability to USE previously learnt material in a new or familiar situation.

INDICATORS: • Decides how each character in a story should be portrayed.

• Works in a small group to achieve a common goal.

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TEACHER INFORMATION: • Work through an example with the whole class, using a well-known story.

• Demonstrate examples of how different moods and characteristics are portrayed. Allow students to express a range of these examples.

• Reinforce the need for all characters to address the audience at all times and to speak clearly so they can be heard.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Write and dramatise a short story to perform to the rest of the class. Use a familiar situation; e.g. family picnic on the beach, shopping at the supermarket, a journey into the city.

• From a number of well-known fairy stories, classify the different characters who have similar moods and characteristics. Display the information on an illustrated chart.

• Choose a main character from a favourite story. Make a large model and dress it appropriately, using a range of materials.

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Task You will act out a familiar story.

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When we see a stage show, we want the actors to speak clearly and with expression. This helps us to feel that we are inside the story, not just watching it from our seats.

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2. Complete the table for your chosen story. Remember tok u S Characters

Describe how each will speak

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Work in a small group.

1. Name of story:

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3. Practise your part in the story, on your own and with the rest of the group.

4. Perform your story to the rest of the class.

THINKING MORE ABOUT THINKING How did you choose which story to act out? How did you decide how each character should speak?

How did you help each person play his/her character?

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Thinking challenges Topic focus

Solar system

Remembering • Make a labelled display showing the sun and all the planets.

• Use an exercise ball as the sun and a table tennis ball as the earth to Understanding explain how the planet moves around the sun while spinning on its own axis.

• Make a ‘solar system’ model. Ensure the planets are in position order Applying and of relative size. Use the model to explain how all the planets travel around the sun.

Evaluating

Creating

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Analysing

r o e t s B r e oo booklets about each planet.

Include how distance • Make information p k from theu sun affects how hot or cold each is.

S • Compare similarities and differences among the planets. Use a graphic organiser.

• Discuss the possibilities of astronauts travelling to all the planets in the solar system.

• Write a plan for a spaceship commander, explaining where you want him/her to travel on the next journey into space.

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Topic focus

Understanding • Draw a time line to show why no person has ever seen a dinosaur.

Analysing

• Use charts to classify how dinosaurs moved and what they ate.

Evaluating

Creating

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• Make a model of a dinosaur with all body parts in the correct proportion.

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Applying

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• Write a poem about o t r s supeam r • Write clues for a ‘Which dinosaur I?’ crossword.

• Compare the similarities and differences among selected dinosaurs.

Use a graphic organiser.

• Write question and answer cards for a dinosaur quiz.

• Create a dinosaur word search.

THINKING SKILLS

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ANALYSING

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On the riverbank ......................................................................................Pages 52–53 Pet graph ...................................................................................................Pages 54–55 Floating paperclip ..................................................................................Pages 56–57 Hillside Harbour ......................................................................................Pages 58–59 Feel the beat .............................................................................................Pages 60–61 Jug art ........................................................................................................Pages 62–63

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ANALYSING: STUDENT SELF-EVALUATION Use the sections below to record thoughts or information about the worksheets or answers to the metacognitive questions on each student page.

Name Pages 52–53

Floating paperclip

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Pages 56–57

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Pet graph

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Pages 54–55

On the riverbank

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Feel the beat

Pages 62–63

Jug art

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Teacher introduction

ANALYSING Pages 52–53

Title On the riverbank

Key learning areas English

Thinking activity • Matches adjectives describing the animals in the boat and the crocodile.

• Appreciates the role of the crocodile.

54–55

Pet graph

Mathematics

56–57

Floating paperclip

Science

r o e t s Bo r e p ok u S • Reads an experiment.

• Answers questions about an experiment.

Hillside harbour

60–61

Feel the beat

PE/Health/Values

62–63

Jug art

The Arts

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• Considers reasons for locations of different features.

Society and Environment • Chooses suitable locations for additional features.

58–59

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• Creates and analyses data from a simple graph.

• Tests and analyses information about his/her heart rate.

• Looks at a picture of a Toby jug.

• Answers questions about a Toby jug.

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DEFINITION: The skill of analysing involves exploring the assumptions, ideas or structure inherent in a text or other piece of information. This is done by breaking the information into sections or elements – often visually, through a graphic organiser. Analysing can also help students compare the features of two or more texts.

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SOME APPROPRIATE VERBS: compare, attribute, organise, deconstruct, form opinions, make decisions, interpret, infer, deduce, give reasons, analyse, categorise, contrast, separate, calculate, determine, develop, distinguish, estimate, predict, relate, solve, classify, etc.

SOME APPROPRIATE GRAPHIC ORGANISERS: Decision-making Matrix, Disadvantages/Improvements T-chart, Fact/Opinion T-chart, KWL chart, Mind map, PMI, Y chart, 5W chart, Venn diagrams, Compare or contrast chart, Compare and contrast chart, Categories tree, Categories pyramid, Chain of events etc.

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SOME SUITABLE QUESTIONS: What are the differences?, Which events could not have happened?, How is this similar to?, What was the idea of … ?, Why did … changes occur?, What was the problem with … ? What might have been the ending if … ?, What other possible solutions do you see?, Can you explain what must have happened when … ?, What was the turning point? etc.

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Teachers notes

ANALYSING The skill of analysing involves exploring the assumptions, ideas or structure inherent in a text or other piece of information.

INDICATORS: • Matches adjectives describing the animals in the boat and the crocodile.

• Appreciates the role of the crocodile.

r o e t s Bo r e p ok u On Sthe riverbank Who left the boat on the riverbank?

Lion, did you leave the boat on the riverbank?

No, I did not leave the boat on the riverbank, but I’ll get in.

Monkey, did you leave the boat on the riverbank?

No, I did not leave the boat on the riverbank, but I’ll hop in.

Tiger, did you leave the boat on the riverbank?

No, I did not leave the boat on the riverbank, but I’ll jump in.

Elephant, did you leave the boat on the riverbank?

No, I did not leave the boat on the riverbank, but I’ll climb in.

Crocodile, did you leave the boat on the riverbank?

Yes, I left the boat on the riverbank to catch my dinner.

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TEACHER INFORMATION: • Read and discuss On the riverbank.

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Study the relationships between characters in a story.

Present results on a chart using arrows to show relationships.

• Study the different settings within a story. Draw and label a mud map to show their locations.

• Make a picture list of all the characters in a story.

Describe the role played by each.

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ANSWERS: 1. Teacher check 2. crocodile: cunning, smart, wily animals in boat: silly, simple, stupid 3. (a) Teacher check (b) Because he tricked the other animals into bringing themselves to him so he would not have to catch them.

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CURRICULUM LINKS: English: Speaking and listening, Reading NSW TS1.4, RS1.6 ENSL 0204 Vic. LS2.1, R2.1 WA SA 1.5, 2.5, 1.7, 2.7 Qld Refer to: http://www.qsa.qld.edu.au

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Task You will listen to a story and do some activities to show that you understood what happened.

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On the riverbank

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1. Draw a picture of each animal in the boat.

2. Draw lines to match the words which describe the animals in the boat and the crocodile.

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3. (a) Draw the cleverest animal in the story.

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(b) Why was he so clever?

THINKING MORE ABOUT THINKING How can mind pictures help you to remember the characters in a story?

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Teachers notes

ANALYSING The skill of analysing involves exploring the assumptions, ideas or structure inherent in a text or other piece of information.

INDICATOR: Creates and analyses data from a simple graph.

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TEACHER INFORMATION: • The students will need to be familiar with the conventions of bar graphs before completing this activity.

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Compare two methods of displaying the same data (e.g. a pictograph and a table).

• Create pictographs using given data.

• Calculate simple probabilities based on given data; e.g. which number is most likely to come up on a die.

NSW Vic. WA SA Qld

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ANSWERS: 2. (a) cats (b) mice, birds (c) two (d) three (e) Teacher check

CURRICULUM LINKS: Mathematics DS1.1 MAMDD203, MAMDD204 C&D13b.2, C&D14.2 2.1, 2.2 CD2.2

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Task You will create a graph and answer questions about it.

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Number of pets

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Look at the pets below.

1. Colour the squares on the graph to record how many of each pet.

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mice

birds

dogs

cats

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than any other type of pet.

2. (a) There are more

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more dogs than birds.

(e) Write one other fact you could learn from looking at this graph.

THINKING MORE ABOUT THINKING How easy did you find it to read the graph? Would you prefer to get information from a graph, a group of pictures or a table? Why?

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Teachers notes

ANALYSING The skill of analysing involves exploring the assumptions, ideas or structure inherent in a text or other piece of information.

INDICATORS: • Reads an experiment.

• Answers question about an experiment.

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ANSWERS: 1. Teacher check 2. (a) to make a paperclip float (b) Teacher check (c) 6 (d) verbs (Command/Imperative verbs are used to begin all steps in this procedure. They help to keep the instructions clear and concise.) (e) The tissue paper will sink and leave the paperclip floating on the water.

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TEACHER INFORMATION: • Water has a see-through film or ‘skin’ created by surface tension. Light objects such as leaves or insects can sit on top of the water because the water molecules stick closely to each other instead of to the object. Therefore, if all the conditions are right, the surface tension should support the weight of the paperclip.

• Some insects, for example water striders, use the ‘skin’ of the water to walk across the surface of a stream. The fisher spider can also ‘walk on water’.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Students analyse other procedures such as recipes and instructions for making things.

• Students compare a recipe and an experiment to find similar language features.

• Students give presentations to explain orally how to carry out the experiment.

• Students suggest reasons why the experiments may not be successful.

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CURRICULUM LINKS: Science INVS1.7 SCSC0201 I 2.4, NPM 2 1.8 NPM 1.2

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Task You will analyse an experiment about making a paperclip float.

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Floating paperclip

K IN

A LY S I N

1. Read the experiment.

Goal

Steps

r o e t s Bo r e ok Fillp the bowl with water.

•u • Place the paper clip in the bowl to see if it floats.

S • a clean, dry paperclip • a bowl of water

• tissue paper • a pencil with an eraser

• Tear a piece of tissue paper approximately 8 cm x 6 cm.

• Drop the paper carefully so that it lies flat on the surface of the water.

• Place the flat paperclip carefully on the paper without touching the water.

• Use the eraser end of the pencil to gently poke the paper until it sinks. (Try not to move the paperclip!)

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Materials

To make a paperclip float

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C.Publ i cat i ons The tissue paper will sink and leave the paperclip floating on the Test •f or r evi ew pur posesonl y• water.

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(a) What is the goal of this experiment?

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2. Answer the questions.

Yes No . te o c (c) How many steps are there? . ch e r o (d) All the steps begin e with special words.

What are t r s these called? super (b) Can the materials be obtained easily?

(e) How will you know if your experiment worked?

THINKING MORE ABOUT THINKING What things could go wrong and cause the experiment to fail? Did you think the experiment would work? Why/Why not? Were you familiar with the format of an experiment? Were there any sections which you were unfamiliar with?

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Teachers notes

ANALYSING The skill of analysing involves exploring the assumptions, ideas or structure inherent in a text or other piece of information.

INDICATORS: • Considers reasons for locations of different features.

• Chooses suitable locations for additional features.

r o e t s Bo r e p ok u S

ANSWERS: Teacher check

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Construct a large map outline of a fictional place to include features of interest to the students. Draw these features on separate cards, to be placed on and removed from the map at will. Working in groups, students give reasons for their choice of location for each feature.

• Study a simple physical map of Australia. Discuss the different climates and natural terrain and reasons why the major cities have developed along the coast.

• View a program about Antarctica through the year.

Summarise the changes that occur from winter to summer. Discuss why human habitation is so harsh and why it is unlikely to ever be colonised by people other than scientists.

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TEACHER INFORMATION: • Study the map of Hillside Harbour and discuss locations of different features. Explain that natural features play a large role in determining the location of built features.

• Discuss what would be required in a playground and picnic area and some possible locations.

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Task You will study the map to find information about the area.

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Hillside Harbour

K IN

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Maps show the layout of the land and make it easy to see where places are and to understand why things are built where they are.

1. Study the map of Hillside Harbour.

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Why do you think the harbour was given its name?

Why do you think the wind farm was positioned on the hillside?

What do you think the shops might sell?

Where would be a good place to have, (i) a playground? (ii) a picnic area?

THINKING MORE ABOUT THINKING How well do you understand maps? What could help you understand better?

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Teachers notes

ANALYSING The skill of analysing involves exploring the assumptions, ideas or structure inherent in a text or other piece of information.

INDICATOR: • Tests and analyses information about his/her heart rate.

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ANSWERS: Teacher check

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Conduct tests to find out some other ways in which our bodies respond when we exercise; e.g. a flushed face, feeling thirsty, sweating.

• Label a simple diagram of the heart and discuss how it works.

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TEACHER INFORMATION: • Teachers may like the students to complete the exercises described in Question 1 as a class. It would be better to begin with the clapping and finish with the jogging, as these will give the most extreme results.

• Ensure the students are able to feel their heartbeat before beginning the activities. If they find it difficult to feel it by putting their hands on their chest, they could feel the pulse in their neck instead.

CURRICULUM LINKS: Health GDS1.9 HPMP0202 KU2 2.2 DCSPA2.3

SA Qld

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Task You will find out which type of exercise makes your heart beat more quickly.

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Feel the beat

A LY S I N

Your heart is a very clever machine. It can change how fast it beats to pump more or less blood around your body. Put your hands on your chest and feel the beat of your heart.

r o e t s Bo r e Clap 5 times p Walk around the Touch youro toes Jog on the spot u S classroom once 10 times k for one minute

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1. Do each of the exercises below. After each exercise, feel the beat of your heart.

2. (a) What were© youR doing when your heart was beating .

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(c) What were you doing when your heart was beating the slowest?

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beat normally

beat quite fast

beat very fast

THINKING MORE ABOUT THINKING How did you come up with examples for Question 3? Did you use Question 1 to help you? Did you picture yourself doing other exercises?

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Teachers notes

ANALYSING The skill of analysing involves exploring the assumptions, ideas or structure inherent in a text or other piece of information.

INDICATORS: • Looks at a picture of a Toby jug.

• Answers questions about a Toby jug.

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ANSWERS: Teacher check (Refer to the final bullet point in the teacher information above for suitable answers.)

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TEACHER INFORMATION: • Toby jugs have existed since early in the 18th century. Royal Doulton is particularly well known for developing its series of character jugs. Toby jugs depict characters from history, stories and even movie stars. They have become very collectable items and some are worth a lot of money. Often the characters will depict some aspect of society or momentous event. For example, they may include heroes of historical battles, Jesse Owens—who won four gold medals at the 1936 Olympics—and for a short time there existed characters jugs of Mae West, Clark Gable, Groucho Marx, Jimmy Durante and Louis Armstrong.

• The questions asked relate to various aspects of the arts curriculum. Question 2 (a) relates to Arts Ideas and Arts in Society, Question 2 (b) relates to Arts Skills and Processes, Question 2 (c) relates to Arts Responses and Question 2 (d) relates to Arts Ideas or Arts in Society.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Students examine and make critical judgments of their own artworks to find areas of improvement.

• Students view famous artworks and give opinions as an oral presentation.

• Students compare two different types of artwork (such as a painting and a sculpture) to show how each uses different skills and techniques to present the artist’s ideas.

• Students write their own checklists to use when reviewing artworks.

• Students collate a list of things which they dislike about other artworks and keep them to ensure that do not include these aspects in their own artworks.

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CURRICULUM LINKS: The arts VAS1.4 ARVA0202 AR 2, AIS 2 1.4 VA 2.3

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1. Look at the picture of the Toby jug of the Mad Hatter from Alice in Wonderland.

2. Answer the questions.

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(a) Why do you think the artist decided to choose the Mad Hatter as the character for a jug?

(b) What skills and techniques did the artist have to use to make the jug? (One suggestion has been given.)

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(c) What do you like or dislike about the Mad Hatter character jug?

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(d) If you could make a Toby jug of your own, what character would you put on it and why?

THINKING MORE ABOUT THINKING Do you know all the things a potter has to do to make an artwork or not? If not, how could you find out? Do you know any artworks which try to tell about what is happening in the world?

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Thinking challenges Topic focus

Fascinating fairytales

• Relate or retell a well-known fairytale.

• Make a list of characters from well-known fairytales.

• Categorise characters from well-known fairytales into villains and heroes, main character and lesser characters etc.

Understanding • Discuss the language features and format of a fairytale.

Remembering

Applying

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• Write a new fairytale using the correct format and language features.

Analysing

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Evaluating Creating

• Rewrite a fairytale from the point of view of the ‘villain’.

Topic focus

• • • Understanding • Remembering

Analysing

Write definitions for the words ‘hobby’, ‘chores’ and ‘leisure’.

Record a list of activities which class members do just for fun!

Make a list of hobbies/leisure-time activities and chores and explain the difference.

Give an oral report about a favourite leisure-time activity.

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C.Publ i cat i ons Collate list of leisure-time of class members group those which are •f • orar e v i ew activities pur p os esand on l y • similar; e.g. taekwondo, karate.

• Next to a list of ‘fun’ activities, write information such as costs, equipment needed, special clothing required etc. for each activity.

• Using information about different leisure-time activities, identify those which you would be able to do.

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Evaluating Creating

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Just for fun!

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• Complete a wanted poster for a villain from a fairytale.

• Write a description of a character from a fairytale.

• Choose a character from a fairytale and write good and bad aspects of his/her character and actions.

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• Devise a ‘fun’ activity to play on a rainy day.

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EVALUATING

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A grim limerick ........................................................................................Pages 68–69 How many pets? ......................................................................................Pages 70–71 Pet needs .................................................................................................Pages 72–73 School map ...............................................................................................Pages 74–75 Plan a routine ...........................................................................................Pages 76–77 Listen to the music ..................................................................................Pages 78–79

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EVALUATING: STUDENT SELF-EVALUATION Use the sections below to record thoughts or information about the worksheets or answers to the metacognitive questions on each student page.

Name Pages 68–69

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Pages 72–73

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How many pets?

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A grim limerick

Pet needs

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Pages 78–79

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Plan a routine

Listen to the music

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Teacher introduction

ANALYSING Pages

Title

Key learning areas

A grim limerick

70–71

How many pets?

Mathematics

72–73

Pet needs

Science

Teac he r

68–69

English

Thinking activity • • • • •

Reads a limerick.

Identifies correct statements about a limerick.

Gives own opinion about a limerick.

Conducts a survey to answer specific questions.

Uses information to determine the most popular pets.

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• Determines and justifies what pets need to be happy and healthy.

Society and Environment • Looks at and evaluates features on a map.

School map

76–77

Plan a routine

PE/Health/Values

• Chooses constituent parts of a movement routine.

• Evaluates performance of the routine.

78–79

Listen to the music

The Arts

• Responds to and gives opinions about contrasting pieces of music.

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The skill of evaluating involves judging the merits of ideas according to a set of criteria, standards or values.

Evaluating may require students to reflect on or criticise information or justify a decision or course of action.

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SOME APPROPRIATE VERBS: assess, decide, measure, select, conclude, compare, summarise, judge, recommend, critique, justify, check, evaluate, choose, rate, revise, score, select, validate, value, test, argue, prioritise, recommend, verify etc.

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SOME APPROPRIATE GRAPHIC ORGANISERS: Advantages/Disadvantages T-chart, Decision-making matrix, PMI chart, Relevant/Irrelevant T-chart, Y-chart, Fact/Opinion T-chart, 5Ws diagram, Continuum, Problem/Solution organiser etc.

SOME SUITABLE QUESTIONS: Is there a better solution to … ?, Do you think … is a good or bad thing?, What changes would you recommend to … ?, How would you feel if … ?, How effective is … ?, What do you think about …?, Do you believe … ?, How would you have … ? etc.

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Teachers notes

Evaluating The skill of evaluating involves judging the merits of ideas according to a set of criteria, standards or values.

INDICATORS: • Reads a limerick.

• Identifies correct statements about a limerick.

• Gives own opinion about a limerick.

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ANSWERS: Teacher check

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TEACHER INFORMATION: • A limerick is a nonsense poem made up of five lines. It rhymes in a special pattern: lines 1, 2 and 5 rhyme and usually have the same number of syllables; lines 3 and 4 rhyme and are shorter than the others. Students are using this criterion to evaluate a limerick, as well as their own opinions.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Compare the opinions and ratings of the same limerick, rhyme or poem by different students in the class and encourage the students to justify their opinions.

• Students devise a list of reasons for liking a poem and use this to judge other poems.

• Students give reasons to justify liking or disliking a particular story or book.

• Read stories, poems or rhymes written by other students in the class and make a list of quality (positive) features used to encourage students to improve their future writing projects.

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m . u

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NSW Vic. WA SA Qld

CURRICULUM LINKS: English RS1.5, RS1.6, RS1.7, RS1.8 ENRE0202, ENRE0205, ENRE0207 R2.1, R2.2, R2.3, R2.4 1.3, 1.7, 1.11 Refer to www.qsa.qld.edu.au

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Task You will read and make judgments about a nonsense poem.

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A grim limerick

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1. Read the limerick below.

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There once was a boy named Tim Who filled his glass to the brim.

He swallowed so fast That his breath was his last.

So all of his family was grim.

2. All the statements below tell about limericks.Tick the box if the statement is true for the limerick above. (a) A limerick is a nonsense poem made up of five lines. .............................

Limericks rhyme in a special pattern.

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C.Publ i cat i ons (b) Lines 1, 2 and 5 rhyme. .............................................................................

•f orr evi ew pur posesonl y• (c) Lines 1, 2 and 5 usually have the same number of syllables. ..................

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(d) Lines 3 and 4 rhyme ..................................................................................

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(e) Lines 3 and 4 are shorter than the others. ................................................

3. Write what you liked and disliked about the limerick.

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4. Circle the words below which show best how you would rate the limerick. did not crack a smile

worth a smile

worth a chuckle

worth a big grin

good for a belly laugh

THINKING MORE ABOUT THINKING When you rate a limerick, would you rate it according to how well it fitted the correct pattern of a limerick, by the topic choice or by how funny it was? Why? R.I.C. Publications® • www.ricgroup.com.au

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Teachers notes

Evaluating The skill of evaluating involves judging the merits of ideas according to a set of criteria, standards or values.

INDICATORS: • Conducts a survey to answer specific questions.

• Uses information to determine the most popular pets.

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ANSWERS: Teacher check

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Conduct an alternative survey using an appropriate topic; e.g. favourite activities. Use a range of graphical representations to present the results; e.g. bar graphs, Venn diagrams.

• ‘Taller people have wider hand spans than shorter people.’ Conduct a survey to prove or disprove this statement.

• Is the spread of birthdays in the class even or uneven?

Conduct a survey to investigate. What do you conclude from the information? Explain why.

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TEACHER INFORMATION: • Find information by either asking students to raise hands in answer to questions or allowing them to research independently. In the latter case, discuss how they will carry out the research.

• Discuss the results and ways of representing them graphically.

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m . u

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NSW Vic. WA SA Qld

CURRICULUM LINKS: Mathematics: Chance and data S1.5 MAMD D202 C&D14.1 1.2, 2.2 CD2.2

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Task You will discover how many people in your class have pets and which pets are the most popular.

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How many pets?

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Many Australians have pets. Some have just one but others have many different pets.

r o e t s Bo r e p o u k (c) How manyS children do not have pets? ................................................

1. (a) How many children are in your class? ................................................

2. How many children have, (a) a dog?

(b) a cat?

(c) a bird?

(d) a rabbit?

(e) a reptile?

(f) a rodent?

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(b) How many children have pets? ...........................................................

3. Write the pets from Question 2 in order, from the most popular to the least popular.

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(b) If so, what are they?

5. (a) Draw the most popular pet.

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4. (a) Do any children have other pets?

(b) Why do you think it is so popular?

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THINKING MORE ABOUT THINKING How could you show this information more clearly?

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Teachers notes

Evaluating The skill of evaluating involves judging the merits of ideas according to a set of criteria, standards or values.

INDICATOR: • Determines and justifies what pets need to be happy and healthy.

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TEACHER INFORMATION: • Before the students commence the worksheet, hold a class discussion about basic needs of living things (food, water and shelter) and how the students care for their pets. Differences in the type of care given to different pets should be considered; e.g. types of food, exercise, toys, grooming and cleaning out their homes.

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Read made-up descriptions of how some people look after their pets. The students can decide whether or not each person is a good pet owner and how he/she could improve the care of a particular pet.

• Have the students keep a diary for a week to record how they do their best to improve how they care for their pets.

At the end of the week, they could evaluate how well they did.

• Have the students choose from a list which pet they would most like to look after and why.

• Invite an animal care worker to talk to the class about the special needs of native animals. The class could then make posters to educate the general public about some of the things they could do to help preserve native animals.

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ANSWERS: Teacher check

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C.Publ i cat i ons •f orr evi ew pur posesonl y• CURRICULUM LINKS: Science LT ES1.3 SCSC0101 LL1 1.5 LL1.2, LL D1.4

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Task You will write about some of the things pets need.

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Pet needs

L U AT I N

Like all living things, pets need special care to keep them happy and healthy.

All pets need food, water, exercise and shelter to stay alive.

1. Circle the pet need(s) you think is/are the most important. Write why you think so. exercise r o e t s B r e oo p u k S water

shelter

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food

2. Pet owners need to do or buy special things to help care for different types of pets. List or draw some of the special things each pet below might need. cat © R. I .

C.Pub l i cat i ons bird •f orr evi ew pur posesonl y•

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dog

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3. ‘All pets need love.’

Do you agree with this sentence?e ch r Write why or why not. e o t r s super

THINKING MORE ABOUT THINKING Do you think you made the right decisions for Questions 1 and 3? If you were to do this worksheet again, what would you change?

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Teachers notes

Evaluating The skill of evaluating involves judging the merits of ideas according to a set of criteria, standards or values.

INDICATOR: • Looks at and evaluates features on a map.

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TEACHER INFORMATION: • Students should be familiar with maps of this nature before completing the exercise.

• Discuss with the students how objects on a map are drawn close to scale; for example a school oval would actually take up the largest area of a school map.

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • View maps of bedrooms or playgrounds and decide why furniture and equipment have been placed in their current positions.

• Explain the codes or legends on a map.

• Compare floor plans of two different homes and write the advantages and disadvantages of each.

• Rank maps of town centres in order of preference and give reasons for the ranking.

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ANSWERS: 1. Teacher check 2. Answers will vary but may include: (a) (i) The office and staffroom are close to the car park so that the staff can get to their cars easily. (ii) The staff can watch the students playing on the oval and are close if accidents occur. (b) (i) The library is in a central location for all the classes. (ii) The basketball courts are away from classrooms so that glass windows won’t be broken by stray balls and students won’t be playing around classrooms. (iii) The car park is close to the staffroom and away from classrooms where students may be gathering. (c) Yes, this is a small school with only five classrooms.

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C.Publ i ca t i ons CURRICULUM LINKS: Society and environment: place and space •f orr evi ew pur p osesonl y• NSW ENS1.6

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SOSE0203 ICP 2.2, PS 2.1, PS 2.2 1.4, 1.5 PS 2.1, PS 2.4

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Vic. WA SA Qld

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1. Look at the map below.

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Task You will evaluate a map.

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School map

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(b) Write one reason for the location of: (i) (ii)

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(a) Give two reasons for the location of the office and staffroom.

(iii) the car park

(c) Is the oval large enough for the school population?

Yes

No

Explain.

THINKING MORE ABOUT THINKING Were you able to think of reasons to answer all the questions? Did you think about your own school map when you were answering the questions?

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Teachers notes

Evaluating The skill of evaluating involves judging the merits of ideas according to a set of criteria, standards or values.

INDICATORS: • Chooses constituent parts of a movement routine.

• Evaluates performance of the routine.

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TEACHER INFORMATION: • Give students the opportunity to perform a number of jumps, turns, rolls, stretches and balances, with and without apparatus. Highlight the sensation of movement within the body as each move is performed.

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ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Work beside a partner, performing your own routines but starting and finishing at the same time and starting from and finishing at the same places. Other group members will determine how well you followed your planned routine.

• Watch three performers from a televised skating competition. Give your opinion on who should come first, second and third. Did you agree with the real judges?

• List all the physical activity you do in one week. Do you think you are active enough? Give reasons for your answer.

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ANSWERS: Teacher check

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m . u

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NSW Vic. WA SA Qld

CURRICULUM LINKS: Physical education and health: gymnastics GYS1.10 HPMP 0201 SPA2.1 1.1, 2.1 2.1

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Plan a routine E

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Task You will plan a routine which includes two different jumps, two different rolls and a balance.

L U AT I N

In many performance sports such as gymnastics and ice-skating, the artists have to perform routines which include set pieces.

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Work with a group.

1. Draw stick man pictures to show how your body will move. jump

turn

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2. Perform your routine for the group.

3. How well did you follow your planned routine? cold

warm

hot

on fire

THINKING ABOUT THINKING How easy was it to follow your routine? How could you make it better?

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Teachers notes

Evaluating The skill of evaluating involves judging the merits of ideas according to a set of criteria, standards or values.

INDICATOR: Responds to and gives opinions about contrasting pieces of music.

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ANSWERS: Teacher check

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TEACHER INFORMATION: • Teachers will need to select excerpts from two different pieces of music to play for the students. The pieces must be contrasting and instrumental. Classical music would be ideal. Some suggestions are pieces from Carnival of the animals (Saint-Saens), Peter and the wolf (Prokofiev), The four seasons (Vivaldi) or The planets (Holst). The titles of the pieces should not be revealed to the students, as this will affect their evaluation of the music.

• Depending on the ability and experience of the class, the pieces could be played a few times before the students commence the worksheet, just before they answer each question or even while they are answering the questions.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • After the students have completed the worksheet, teachers could reveal the titles of the pieces or give some details about what the music represents. Have the students give their opinions on what has been revealed.

• Have the class bring in their favourite songs on CD. The students could listen to a small group of these and rank them in order of preference.

• Have small groups of students use percussion instruments to accompany songs. They can then evaluate their performances.

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m . u

w ww

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NSW Vic. WA SA Qld

CURRICULUM LINKS: The Arts MUS1.4 ARPA0202 AR2 2.4 MU2.1, DMU2.5

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www.ricgroup.com.au • R.I.C. Publications®

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Listen to the music

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Listen carefully to two pieces of music.

1. List some words that describe each piece; e.g. ‘fast’, ‘scary’.

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2. Use your words to help you draw what each piece of music sounded like; e.g. an elephant, a car chase.

Piece 1

Piece 2

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Piece 1

Piece 2

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3. Write a title you think suits each piece.

. te Piece 2:

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Say swhy. up er Piece 1:

THINKING MORE ABOUT THINKING What helped you to decide which piece of music you enjoyed more? Was it the way it made you feel or something else?

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Thinking challenges Topic focus Remembering

Colours • List all the colours you can think of.

Understanding • Name your favourite colours. Explain why you like them so much.

Applying

Analysing

Creating

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r o e t s Bo r e p o u k with this? Say • Some people say ‘pink for girls, blue for boys’. Do you agree S why or why not.

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Evaluating

• Draw a picture that shows only objects or animals of one or two colours; e.g. for orange and black, you might draw a tiger eating a carrot and a pumpkin.

• Draw a rainbow, showing the correct order of colours.

• Which colours would you never wear? Give reasons.

• Survey a group of ten people to find out their favourite colour. Show the results in a table or as a graph.

• Imagine a world with no colour. Write what you think it would be like.

• Redesign your school uniform, using colours you really like.

Topic focus

Farms

• Draw and label six farm animals you can think of.

• Write a list of farm vehicles or machines you have read about or seen.

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C.Publ i cat i ons • Explain some things we getp from farms and what planto orn animal each comes o r r e v i e w u r p o s e s l y • Understanding •f from.

Remembering

Analysing

• Read about the life of a farmer. Write a daily schedule for him/her.

Evaluating

• Would you prefer to live on a farm or in the city? Say why.

Creating

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• Imagine animals can talk. Write an interview with a farm animal. Perform it with a partner for the class or a small group.

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Applying

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• Design a machine that can collect eggs from chicken coops without breaking them.

• Draw a bird’s eye view map of a farm you would like to own.

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r o e t s Bo r e p ok u S

CREATING

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Name:

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Story salad ...............................................................................................Pages 82–83 Number crossword ................................................................................Pages 84–85 Fashion designer ....................................................................................Pages 86–87 Party time ..................................................................................................Pages 88–89 Basic movements dance ........................................................................Pages 90–91 Recycled art .............................................................................................Pages 92–93

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CREATING: STUDENT SELF-EVALUATION Use the sections below to record thoughts or information about the worksheets or answers to the metacognitive questions on each student page.

Name Pages 84–85

Fashion designer

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Pages 88–89

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Number crossword

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Pages 86–87

Story salad

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Pages 92–93

Basic movements dance

Pages 94–95

Recycled art

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Pages 90–91

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Teacher introduction

CREATING Pages

Title

Key learning areas

84–85

Story salad

English

86–87

Number crossword

Mathematics

88–89

Fashion designer

Science

Thinking activity • Plans and creates a narrative based on elements from known narratives.

• Completes a number crossword.

• Creates clues to match numbers in a number crossword.

• Considers weather and material properties when designing an outfit.

• Draws designs for outfits.

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• Plans and imagines a party to celebrate a special family occasion.

92–93

Basic movements dance

PE/Health/Values

• Completes a table to create a dance based on basic movements.

94–95

Recycled art

The Arts

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Party time

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90–91

• Designs and makes playground equipment from junk material.

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DEFINITION: The skill of creating involves using previous knowledge to produce new ideas and different ways of seeing things.

Generating new ways to deliver and show understanding of a concept may involve multiple intelligences.

SOME APPROPRIATE VERBS: arrange, rearrange, combine, create, design, invent, hypothesise, develop, plan, produce, construct, extend ideas, give alternative … , assemble, compose, formulate, modify, propose, predict, devise etc.

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SOME APPROPRIATE GRAPHIC ORGANISERS: Disadvantages/Improvements T-chart, Y-chart, Cloud/Cluster, Concept map, Mind map, Word web etc.

SOME SUITABLE QUESTIONS: Can you design … ?, How many ways can you … ?, Can you develop … ?, Devise your own ways to … , What would happen if … ?, Can you create new uses for … ? etc.

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Teachers notes

Creating The skill of creating involves using previous knowledge to produce new ideas and different ways of seeing things.

INDICATOR: • Plans and creates a narrative based on elements from known narrative.

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TEACHER INFORMATION: • Before the students commence the worksheet, a class discussion could be held about stories the students know well.

Titles of suitable stories (e.g. fairytales) could be written on the board for student reference.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Write character profiles for characters from known narratives.

• Read aloud the beginning of a story to the students. Ask them to make up an ending.

• Have the class sit in a circle. Start telling a story, then stop at an exciting part. Have the next student in the circle continue and also stop at an exciting part.

Continue around the circle.

• Create new stories involving the main characters from well-known narratives.

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ANSWERS: Teacher check

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Qld

WS1.9 ENWR0201, ENWR0204 W2.1, W2.4 2.4, 2.8 Refer to curriculum documents on http://www.qsa.qld.edu.au

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• T H

Task You will plan and create a story based on other stories you know.

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Story salad

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Make a story salad! Mix up three stories to create a new one. Follow these steps.

1. Write the names of three stories you know.

Story 1: Story 2:

2. (a) Name and describe a character from Story 1.

(b) Write the setting of Story 2 (where it happens).

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Story 3:

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C.Publ i cat i ons •f orr evi ew pur posesonl y• (c) Tick or write the type of ending Story 3 has. happy

sad

other

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3. Use these three things to create a new story. Plan it in the space below. beginning

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end

4. Write your story on a separate sheet of paper.

THINKING MORE ABOUT THINKING How did you decide which stories to use? Was it a difficult choice?

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Teachers notes

Creating The skill of creating involves using previous knowledge to produce new ideas and different ways of seeing things.

INDICATORS: • Completes a number crossword.

• Creates clues to match answers in a number crossword.

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ANSWERS: 1. Across 1. 24 2. 16 7. 14 8. 20

3. 15 9. 23

4. 22 10. 18

5. 30 11. 50

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TEACHER INFORMATION: • Students may complete the number crossword in Question 1 with the teacher to ensure that they understand the steps correctly.

• Teachers may also complete the first example in Question 2 to assist students, before allowing them to complete the activity independently.

• To reinforce particular operations, teachers may direct students to use only addition, subtraction, multiplication or division; or a combination of two or more; or allow students to choose any operations they wish.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Write a code matching a number problem to each letter of the alphabet to spell out words in a sentence making a comment about maths activities.

• Design a pattern or picture using 2-D shapes.

• Colour intricate pictures by number with the number being the answer to number problems.

• Create number word problems for other students to solve.

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CURRICULUM LINKS: Mathematics: number WM1.2, N1.4 (b) MANUC202, MARSS202 WM 3.2, N 7.2, N 8.2 1.7, 1.8 N 2.2, N 2.3

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Down 1. 25 2. 12 6. 40 7. 13 2. Teacher check

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Task You will create a number crossword following an example.

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Number crossword

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1. Complete the number crossword.

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Down 1. 5 x 5 3.

4.

2. 3 x 4 3. 20 – 1 5.

4. 10 x 2 5. 10 + 10 + 10 + 4 7.

6. 50 – 10 7. 10 + 3 9.

10.

8. 30 – 2 9. 10 + 10 + 8 11. © .

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Across 1. 12 + 12 2. 8 + 8 3. 10 + 5 4. 11 + 11 5. 10 x 3 7. 2 x 7 8. 2 x 10 9. 26 – 3 10. 20 – 2 11. 25 + 25

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•f orr evi ew pur po sesonl y • Down Across

2. Write clues for the answers below.

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3.

2

7.

9.

1 9

7 4.

1

7

2.

2

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2

1.

1.

2.

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5. c . che e 6. r 7. o t 2up 2 5 6er r s s 8.

7.

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6.

8.

10.

4 11.

2

1 8

3

9.

8.

10.

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11.

10.

THINKING MORE ABOUT THINKING When you were working out your clues for Question 2, how did you choose them? Did you choose mainly addition and subtraction and some multiplication? Or did you try to make hard clues by combining them? Why? R.I.C. Publications® • www.ricgroup.com.au

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Teachers notes

Creating The skill of creating involves using previous knowledge to produce new ideas and different ways of seeing things.

INDICATORS: • Considers seasonal weather and material properties when designing an outfit.

• Draws designs for outfits.

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TEACHER INFORMATION: • Discuss the differences between summer and winter weather and the protection from the elements that clothes must offer.

• Discuss the properties of a range of fabrics commonly used for clothes. Match fabrics with the protection required.

• Show a range of clothing, discuss the protection each gives and the season for which it is best suited.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Prepare a commentary for a fashion parade showing summer and winter clothes. Include the different types of fabric in each outfit and the protection they give.

• Make a cardboard cut-out doll with a wardrobe of summer and winter clothes made from pieces of different materials.

• Create a fashion magazine using pictures cut out from magazines. Give a suitable occasion for wearing each outfit and highlight the protection it gives.

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• T H

Task You are going to design a summer and a winter outfit for a doll.

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Fashion designer

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1. Complete the table.

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summer clothes

materials

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summer weather

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winter weather

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2. Draw a picture of each design. summer

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THINKING ABOUT THINKING What did you need to think about before designing the clothes? Would you wear your designs?

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Teachers notes

Creating The skill of creating involves using previous knowledge to produce new ideas and different ways of seeing things.

INDICATOR: • Imagines and plans a party to celebrate a special family occasion.

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TEACHER INFORMATION: • Before the students commence the worksheet, hold a class discussion about celebrations. The students can suggest some of the special occasions they celebrate. When the students come to complete the worksheet, encourage them to be as creative as possible, while keeping in mind the important elements of their chosen occasion.

• When the students have completed the worksheet, their answers can be shared with other students to allow them to compare different special occasions or ways of celebrating.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Create some decorations you could use to help celebrate different special occasions.

• Read about celebrations from other countries. Write an entry from a travel diary that explains what you might see or hear at one of these celebrations.

• Design an invitation to an upcoming event in your local community.

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MUS1.4 ARPA0202 AR2 2.4 MU2.1, DMU2.5

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Task You will write a plan for a party to celebrate a special occasion.

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Every family celebrates different special occasions. Think of one that is important to your family. Plan a party to celebrate it.

1. Complete the details.

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Guest list

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Shopping list

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2. Draw a picture of how you think the decorated party room or area should look.

Label any special objects.

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Liste some of things that happened that were special to the occasion.

THINKING MORE ABOUT THINKING Did you think about other parties you have attended to help you answer the questions? Did anything else help you?

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Teachers notes

Creating The skill of creating involves using previous knowledge to produce new ideas and different ways of seeing things.

INDICATOR: • Completes a table to create a dance using basic movements.

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TEACHER INFORMATION: • Discuss and list on the board a variety of basic movements for students to choose from.

• If possible, play a piece of music and ask students to fit in and count a variety of basic movements to fit.

• Students may work in pairs or small groups to complete the task.

• The students may vote for the best dance(s) to be performed for a younger class or at a school assembly.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Compose a series of gymnastic movements to be performed carefully in a sequence.

• Modify the basic movements to fit another piece of music.

• Fit the movements of another student, pair or group to your own music.

• Prepare a series of basic physical activities (such as a variety of ball skills) to be used as a tabloid sports activity.

• Construct an obstacle course using climbing equipment, mini trampolines, balancing boards and hoops or tyres for others to complete.

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Task You will create a dance using a collection of basic movements.

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1. Complete the table below. Tick the box as you complete each part. (a) Choose and write the name of a piece of music, song or rap.

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r o e t s Bo r e (b) Write a list of six in your dance. pbasic movements you could useok u (You mayS include skipping, hops, jumps, stepping etc.)

(c) Play your music and write down the number and type of movement you can fit in © eachR part of the. music.

(Bel sure tot write its down in the correct .

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(d) Practise your basic movements dance until you are happy with it, then perform it for the class.

THINKING MORE ABOUT THINKING Why did you select the particular basic movements? Did you think about what your dance would look like from the audience when you were making it up? Were any parts of the music hard to fit movements to? Why? How did you overcome this problem?

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Teachers notes

Creating The skill of creating involves using previous knowledge to produce new ideas and different ways of seeing things.

INDICATOR: • Designs and makes playground equipment from junk material.

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TEACHER INFORMATION: • Make a collection of junk material in the weeks prior to doing the activity. Small items for connecting larger pieces are also required.

• Discuss the types of equipment found in a playground, including shape and structure.

• Consider which junk material would be useful for making standard equipment. Do any pieces of junk offer ideas for inventing new equipment?

• Students make and decorate their models.

ADDITIONAL ACTIVITIES TO DEVELOP THIS SKILL: • Make a junk model of a different item or scene; e.g. a doll’s house, a farm, a zoo.

• Find practical ways to recycle junk material at home and at school.

• Make a bright display of an tropical underwater scene using a wide range of junk materials.

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The Arts: art VAS1.1 ARVA 0201 ASP2 1.1, 2.1, 1.2, 2.2 VA2.1

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Task You will collect junk material and use it to create a model of a children’s playground.

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Junk materials are excellent for creating beautiful artwork. Work with a partner.

1. Make a list of the playground equipment and the materials you will use.

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playing equipment

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2. Make your playground.

THINKING ABOUT THINKING How did you decide which equipment to make?

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Thinking challenges Topic focus

Water

• Make a collection of magazine pictures which show how we use water.

• Use a word web to show the different uses of water.

• Design a poster to show what happens when water is put in a freezer and when it is boiled in a kettle.

Understanding • Explain to a younger child why it is important to save water.

• Place sticks of celery in water coloured with a few drops of food colour. Watch what happens!

Remembering

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Analysing

• Mix different materials with water. Which materials dissolve? Which do not dissolve?

• Carefully place objects made from different materials onto the surface of water in a container. Which objects float? Which objects sink?

Evaluating

• How much water do sprouting seeds need? Conduct an experiment to find out.

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• Make a 3-D water cycle display using junk material.

• Design a ‘zigzag’ book showing a different use of water on each page.

Creating

• Write a story about an adventure on a river or at sea.

• Write a ‘water’ acrostics poem.

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C.Pub l i cat i ons Remembering • Make a list of the many different sounds people, animals and things make.

• f orr evi ew pur posesonl y• • Choose three different types of musical instrument and explain how the sound of

Topic focus

Understanding

• Using junk material, make a musical instrument and explain how it is played.

Look at models and diagrams of the human ear to find out how we hear.

Find out how different animals communicate. Classify your information in a table.

Find out where the different instruments are situated in a symphony orchestra.

Complete a table of ‘high’, ‘low’ and ‘medium’ sounds.

Categorise symphony orchestra instruments in a table headed ‘strings’, ‘wind’, ‘percussion’ and ‘keyboard’.

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Evaluating Creating

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r o e t s References Bo r e p ok u S

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Websites http://rite.ed.qut.edu.au/oz-teachernet/index.php?module=ContentExpress&func=display&ceid=29 http://www.hbits-of-mind.net/whatare.htm http://www.edhelper.com http://ictnz.com/articles/quallearn.html http://www.gse.buffalo.edu/fas/shuell/CEP564/Metacog.htm http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html http://coe.sdsu.edu/eet/Articles/bloomrev/index.htm http://www.learningandteaching.info/learning/bloomtax.htm www.enchantedlearning.com/graphicorganizers/ http://teacher.scholastic.com/lessonplans/graphicorg/ http://www.graphic.org/goindex.html http://sdcoe.k12.ca.us/score/actbank/torganiz.html www.edwdebono.com/ http://www.kaganonline.com/AboutKaganFrame.html http://www.kurwongbss.eq.edu.au/thinking/Think%20Keys/keys.htm http://www.infed.org/thinkers/gardner.htm

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Books 16 habits of the mind by Arthur L. Costa and Bena Kallick

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