Society and Environment Teachers Guides QLD: Book A - Ages 5-6

Queensland

Society and Environment – A Teachers Guide

R.I.C. Publications RIC-1128QLD 4.2/642

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Foreword Society and Environment will help to increase the students’ knowledge and understanding about their local community and environment and provide them with opportunities to compare their situation to that of others.

The seven workbooks in the series look mainly at Australia—its people, its heritage, its political and legal systems and its place in the world.

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Each workbook is accompanied by a comprehensive Teachers Guide designed to provide a structured resource for the teacher. The Teachers Guide provides teachers with clear guidelines as to the outcomes being covered, answers, assessment, discussion and background information to support the workbook where necessary.

The information provided within this Teachers Guide will assist teachers in their planning, programming and assessment. Each topic provides teachers with a number of opportunities to focus on various aspects of literacy.

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The aim of the workbook is to assist students to better understand the community they live in and to make sound decisions about local, national and worldwide issues.

This program was devised to offer students and teachers alike the opportunity to develop a wide range of language, discussion and group-working skills that will complement all learning areas in the school curriculum.

Contents

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C.Publ i cat i ons Outcomes and Indicators Society and Environment A .................... ii – v •f orr evi ewof Society pu r p ose s nl y • vi Studies and Environment and theo Teacher ..........................

Resources .......................................................................................... vii How to use Society and Environment ................................................ viii

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Society and Environment Workbook .................................................... ix Society and Environment Teachers Guide ............................................. x Assessment/Evaluation ....................................................................... xi

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Students with Special Needs ............................................................. xii Blank Map—The World .................................................................... xiii Blank Map—Australia....................................................................... xiv Blank Map—Queensland ................................................................... xv Flags of Australia ..................................................................... xvi – xvii Blank Semantic Web ........................................................................ xviii All About Me .............................................................................. 1 – 18 Places and Spaces .................................................................... 19 – 34 School Life ................................................................................ 35 – 46 Things We Need ....................................................................... 47 – 63

Teachers Notes

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Outcomes and Indicators Society and Environment A All About Me We are all similar to and different from others, in the way we look and behave, the way we think and the families and groups we belong to. As we grow, we learn new things and change to be able to accomplish new things.

Topic

Workbook Teachers Guide Pages Pages

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2–5 6–8 9 – 10 11 – 24

3–4 5–6 6–7 7 – 14

Time, Continuity and Change TCC1.1 Students describe their past and their future using evidence from familiar settings.

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This is Me How We Change My Family Types of Families

TCC1.3

Students share points of view about their own and others’ stories.

TCC1.4

Students describe effects of a change over time in a familiar environment.

TCC1.5

Students identify what older people value from the past.

Place and Space ©R .

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CStudents .Pu bl i ca t i on s personal actions and PS1.5 describe the relationships between environmentally friendly strategies in familiar places.

•f orr e v i e w pu posesonl y• Systems, Resources andr Power

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Students monitor their personal abilities and limitations in cooperative word and play, to identify goals for social development.

SRP1.4

Students describe practices for fair, sustainable and peaceful ways of sharing and working in a familiar environment.

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Teachers Notes

Outcomes and Indicators Society and Environment A Places and Spaces The places we live in and interact with hold significance to us personally because of how they can be used to enhance our lives. We need to care for and maintain these places to sustain them for future use.

Topic

Workbook Teachers Guide Pages Pages

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26 – 29 30 – 34 35 – 43 44

21 – 22 22 – 25 25 – 29 29 – 30

Time, Continuity and Change TCC1.1 Students describe their past and their future using evidence from familiar settings.

TCC1.2

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At Home Primary School Map What Happens Here?

Caring for Places

Students sequence evidence representing changes and continuities in their lives.

Culture and Identity CI1.1 Students compare ideas and feelings about stories of diverse cultures including Torres Strait Islander cultures and Aboriginal cultures.

CI1.2 Students andt record examples © R. I .

C.P ubobserve l i ca i on s of different perceptions of gender roles in various settings.

CI1.4 Students gather and record about familiar traditions, •f orr evi ew p ur po se sinformation onl y • celebrations and cultural changes.

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Students describe their unique and common characteristics and abilities.

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CI1.5

Systems, Resources and Power SRP1.2 Students create representations that identify and challenge stereotypes about work roles.

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Outcomes and Indicators Society and Environment A School Life As member of a class, we need to cooperate with others by helping with classroom duties, following rules and allowing others to help us to maintain a happy, healthy and safe classroom and school.

Topic

Workbook Teachers Guide Pages Pages

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46 – 52 53 – 60 61 – 62

37 – 39 40 – 42 43

Place and Space PS1.1 Students match relationships between environmental conditions and people’s clothes, food, shelter, work and leisure.

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Helping in the Classroom Uniforms, Crests and Mottos Where Does It Belong?

PS1.3

Students participate in a cooperative project to cater for the needs of living things.

PS1.4

Students organise and present information about places that are important to them.

PS1.5

Students describe the relationships between personal actions and environmentally friendly strategies in familiar places.

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CStudents .Pu bl i cat i ons SRP1.4 describe practices for fair, sustainable and peaceful ways of sharing and working in a familiar environment.

•f orr e v i e w pur posesonl y• SRP1.5 Students discuss strategies that assist them to manage limiting

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situations.

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Teachers Notes

Outcomes and Indicators Society and Environment A Things We Need To function effectively, people need food, shelter, clothing and love. People may also have wants which are not necessary to their survival but may be important to enhancing an individual’s needs. The materials we need for meeting our needs are obtained from our environment.

Workbook Teachers Guide Pages Pages

r o e t s Bo r e p ok u S What Are Needs and Wants?

Healthy Food Chart What Is a Shelter?

Clothes Love and Care Where Does it Come From?

64 – 67 68 – 71 72 – 76 77 – 78 79 – 81 82 – 84

49 – 50 51 – 52 53 – 55 55 – 56 57 – 58 58 – 60

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Topic

Time, Continuity and Change TCC1.2 Students sequence evidence representing changes and continuities in their lives.

TCC1.5

Students identify what older people value from the past.

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C.Publ i cat i ons PS1.3 Students participate in a cooperative project to cater for the needs of living things.

•f orr evi ew p ur posesonl y• Place and Space PS1.2 Students make connections between elements of simple ecosystems.

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Culture and Identity CI1.3 Students share an understanding of how diverse families meet human needs of food, clothing, shelter and love.

Systems, Resources and Power SRP1.1 Students identify how elements in their environment meet their needs and wants.

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Studies of Society and Environment and the Teacher

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The learning area of Studies of Society and Environment encourages students to develop an understanding of how groups and individuals live together and interact with their environment. Through this learning area, students understand and develop a respect for cultural heritage, social justice, democratic processes and the sustainability of their environment.

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The main goal of Society and Environment is to take students on a journey to various parts of Australia, its history, and other parts of the world—and then bring them back to their own community within Queensland to compare and evaluate life within it. Regardless of where students live within Australia, they will all benefit from, and see relevance to themselves in, the activities within the Student Workbook. Students are constantly being asked to think about Australian and world issues in relation to their own community in order to develop their own reasoned views.

The Society and Environment workbooks encourage the students to: • study the interaction between people and their environment • make sense of these interactions and develop values aimed at improving these relationships for the future • study local, regional, national and global issues and develop an understanding of their importance • develop and extend their knowledge of those issues which are relevant to themselves • make judgments on moral and ethical issues using their understanding of democratic processes, social justice and the sustainability of their environment • use various strategies to make sense of the way the world is changing • make reasoned and informed decisions as active citizens in their community • manage their own actions based on the skills and understandings attained in this learning area Success in teaching Studies of Society and Environment depends on using a varied approach. Students may work independently, in small groups or as a whole class, depending on the situation or task involved. Flexibility is the key to encouraging students to find the mode of working which best suits them.

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Discussion is used on a regular basis throughout the program to encourage critical thinking and to provide students with the opportunity to share, listen and evaluate their own thinking and that of others. The teacher’s role in the discussion situations is that of facilitator; it is important that students are allowed the opportunity to share their own views and ideas without being judged. Questioning should be used to encourage students to search for alternatives before making a final decision in relation to a topic or situation.

Grouping students helps them to get to know one another and develops an understanding of the importance of being able to work cooperatively with others to achieve a common goal. Shy students are more likely to express themselves in small groups, where they may be intimidated by a whole-class situation. Groups should be changed regularly, rather than having them set for each Studies of Society and Environment lesson.

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Teachers Notes

Resources Providing teachers with a comprehensive guide to each unit, including: •Unit focus •Unit topics •Outcomes and indicators •Focus for each topic •Keywords for each topic •Resources required for each topic •Background information for each topic •Introductory discussion for each topic •Suggested activity outlines •Clear and concise answers •Additional activities for each topic •Further topics for discussion and debate

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The Teachers Guide

The Student Workbook

Providing students and teachers with: •a range of activities catering for different learning styles and teaching methodologies •sample studies •opportunities to relate activities to local environments and communities •a mix of contemporary and traditional content •a comprehensive range of topic areas •opportunities to develop a wide range of skills

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Additional Resources

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Any successful Studies of Society and Environment program draws on a range of resources to provide variety and the opportunity to use and develop skills in a wide range of areas. It is recommended that students use various sources to support their work within the Society and Environment workbook.

Some of these additional resources include: •a world globe •a world map •a large map of Australia •the Internet—this resource is extremely fluid and sites were active at the time of publication. Specific sites were generally not included in the workbooks because of this limitation. Recommended sites listed within the Teachers Guide have been organised into those suitable for teachers and those suitable for students, according to the level of language used within the site and its presentation.

•the school and local libraries •each other, parents, grandparents •organisations which specialise in the area being studied •local and State newspapers and magazines •video documentaries where appropriate

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•people from the local community Teachers Notes

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How to Use Society and Environment 1. Select the unit you wish to teach.

Each workbook contains four units—one for each term of the school year. They can be taught from the first unit in sequential order to the last unit, or you can move throughout the book in an order that suits what is happening in your classroom/community/local environment.

2. Read the complete unit.

It is important to read the entire unit before dealing with it in class to avoid any surprises and to ensure you have an understanding of where the unit is heading.

This allows you to be prepared with resources, to organise any incursions or excursions which may support the unit, and to ensure a collection of adequate resources is gathered within the classroom to enhance learning in that area.

Each unit is broken into discrete topics. These topics may run over one or more lessons, depending on your students, the topic or the amount of work that needs to be covered. It is left to the teacher’s discretion to ensure adequate coverage of the topic is attained.

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3. Develop a plan.

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4. Encourage discussion.

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C.Publ i cat i ons Develop an interest in •f orr evi ew pur posesonl y• further research.

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6. Provide opportunities for students to share their knowledge.

The information provided within each workbook has been thoroughly researched.

Certain topics lend themselves to further research, as the topic is so large that not all information could possibly be included in a workbook for students. Students should be encouraged to research topics of personal interest. Developing skills in this area encourages independent learning which is critical in any student’s education journey.

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5.

Each topic within Society and Environment relies on class or group discussion.

This is a key feature for developing oral skills. Students are given the opportunity to clarify their thinking, express their views, listen to others and discuss or debate the topic or issue at hand. This technique is instrumental in students developing maturity and a level of understanding that will prepare them for the real world.

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Students are often a rich source of knowledge in our multicultural society. Students are able to source information from relatives and friends and provide a valuable resource for others in their class. Students who have taken the time to further research topics of personal interest should also be encouraged to share their knowledge. This shows students you value their independent learning and gives meaning to their additional study.

7. Use your community.

The community has a great deal of resources to offer the primary Studies of Society and Environment learning area—after all, that is what it is all about.

Inviting community members and organisations into your classroom to impart knowledge to students adds an extra dimension to their learning, making it ‘real’ and—most importantly—giving you a break from having to ‘know everything’.

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Teachers Notes

Society and Environment Workbook The Unit Topic begins with a unit title. This can be used to lead the students into the introductory discussion found in the Teachers Guide.

The Lesson Focus and Keywords provide students with a basic overview of what they will be learning about in this topic and give them the opportunity to find the meaning of any difficult words before they begin.

Text, tables and artwork provide students with a concise source of information related to the topic. Students may need to read through the information provided several times to ensure they have a clear understanding of what they are reading and to assimilate the information before tackling the supporting activities.

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Teachers may also use the strategy of searching for keywords and phrases to further encourage students to read the text over again. These keywords and phrases help to clarify the information for the students and make the task of completing the activities easier.

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Assisting weaker readers with this text is recommended to ensure their understanding is clear or they will struggle to complete the activities accurately.

Various types of activities have been provided for the students to draw information from the text. They include: • three levels of questioning • retrieval charts; brainstorming; explosion charts • local area comparative studies • semantic grids • flags • flow diagrams; ordering • matrixes • cloze passages • tables; reading graphs • profiles • time lines • mapping; longitude/latitude • reports • cause/effect; fact/opinion • keywords/key facts

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Each unit topic is finished off with Topics for Discussion/Debate. These statements, questions or sentence starters are designed to encourage students to develop their own thoughts and ideas and share them with the class or in small groups. This technique develops oral language and critical thinking skills.

The unit topics also have Additional Activities provided. These are only suggestions and have been designed to link the students’ newfound knowledge across the learning areas.

Search Engine Keywords have been included to assist the students with any further research they wish to undertake using the Internet.

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Society and Environment Teachers Guide Each Unit begins with an introductory page providing teachers with: • an overview of what students will be learning in the unit; • the topics which have been selected to develop understanding in the unit; and

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The Unit is then broken down topic by topic, with each topic providing the teacher with: • the corresponding workbook pages;

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• the outcomes and indicators being treated through the study of the unit.

• the focus of the topic;

• the keywords being introduced within the topic;

• resource requirements for successful completion of the topic, including relevant Internet sites listed separately for the teacher and student; • background information for the teacher on areas which may appeal to students, require clarification or possibly lead to misunderstanding;

© R. I . .Pquestions ubl i t i on s to lead the students •C suggested forc ana introductory discussion into thinking about the topic; •f orr evi e wguidelines, pur posuggestions seso nl •the class for • activity offering on how toy organise the particular lesson or activity; • suggested additional activities; and

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• clear and concise answers for each activity; • suggested topics for discussion and debate.

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Each Unit then concludes with an assessment tool (see following page) which has been designed to indicate broad student understanding and also provide opportunity for student feedback. It is recommended that students work through the assessment independently where possible to provide feedback to the teacher of where understanding has taken place or where the student needs further development.

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Teachers Notes

Assessment/Evaluation Assessment and evaluation is an ongoing process conducted in a variety of ways by the teacher or a support person within the classroom. Teachers generally evaluate students based on: • observations—noting any key learning milestones; • anecdotal—keeping general notes on student behaviour, skills, techniques, strengths and weaknesses; • evaluation of written work—collating and marking students’ work;

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• evaluation of oral work—recording students’ skills and techniques in this area; and

Assessment and evaluation techniques may vary from student to student depending on their individual abilities, strengths and weaknesses. For example, you would not expect a student who is working at a reduced level to achieve the same results with the activities in the workbook as a student who is working at his/her optimum level or above.

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• evaluation of activities designed as assessment tools and provided in the Teachers Guide.

Through assessment of each student’s individual work practices, teachers are able to gauge which students require extension and which require remediation.

Assistance can then be given to those students where necessary to ensure they are developing to their full potential.

Because allP students work att their own ability level, assessment of their © R. I .

C. ubwilll i c a i o ns understandings should not consist solely of one piece of work.

Ite is envisaged teachers will assess regularly on their day-to-day •f orr evi w pthat ur po s esstudents onl y•

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performance, as well as using the assessment tool provided at the end of each unit of work in the Teachers Guide. The assessment tool used on its own will not be an accurate representation of the student’s ability or understanding of the unit and should be used only in conjunction with the term’s work.

The assessment tool provided at the end of each unit in the Teachers Guide as shown on this page is supported with a proforma which can be copied for each student and attached to his or her portfolio assessment. It provides the Outcomes covered over the unit and room for the teacher to comment on the various aspects involved in the Society and Environment workbook program.

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Students with Special Needs All students will work at different rates at different ability levels—which should be taken into consideration when planning a unit of work from the Society and Environment workbook. It is important to remember that we are assessing students’ skills, knowledge and understanding in this area, not their ability to read and write. Studies of Society and Environment is the study of people as social beings, as they have existed and interacted with each other and the environment, in time and in place. Therefore, students who have particular difficulty with literacy should not be disadvantaged in this learning area.

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It is crucial that the teacher takes the time to develop a rapport with the student— develop a relationship in which the student feels comfortable with the expected tasks.

Those students who need additional assistance could be given the unit to read through prior the lesson, so when they come into the lesson they already have a headstart on the rest of the class.

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Remediation

Providing students with the opportunity to read and reread the text as often as they feel comfortable with prior to the lesson offers them one strategy to familiarise themselves with the text. Encourage students to look for keywords and phrases and to use any maps, tables or diagrams to help them develop meaning from the text.

Encourage students to then reada through then questions ©R .

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Pub l i c t i o s and work out where they might find the answers, without actually completing the activities.

After this work, the o students will come thel lesson armed with the •f orr e vi eintroductory w pu r p se s oton y•

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resources and confidence they need to complete the activity along with the rest of the class. Their confidence will grow as they feel they are keeping up with everyone else and their time won’t be wasted during the lesson.

Teachers can also assist students by establishing a language-rich environment where print is presented in natural and meaningful contexts. Depending upon the unit topic for the term, classroom displays could reflect the information students may require.

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Those students who find the activities in the workbook too easy can be extended through various additional activities.

Students can be encouraged to research the topic further through the use of the Internet, library, newspapers, or by contacting specific organisations and sourcing local information.

Students can be responsible for gathering resources to provide the class with additional topic material. Displays can be created to benefit the entire class.

A group of students can also be made responsible for assisting the teacher when organising guest speakers or when on excursions to various facilities in the local area.

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Teachers Notes

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The World

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Australia

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Queensland

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Australian flag

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Flags of Australia

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Aboriginal flag

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Flags of Australia

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New South Wales

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South Australia

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Queensland

Victoria Teachers Notes

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Semantic Web (Brainstorming)

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All About Me

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All About Me Unit Focus We are all similar to and different from others in the way we look and behave, the way we think and the families and groups we belong to. As we grow, we learn and change to accomplish new things.

Unit Topics The topics selected to develop this understanding are: This Is Me .................................................................................. 2 – 5 How We Change ........................................................................ 6 – 8 My Family ................................................................................ 9 – 10 Types of Families .................................................................... 11 – 24

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Time, Continuity and Change TCC1.1 Students describe their past and their future using evidence from familiar settings.

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Outcomes and Indicators

TCC1.3

Students share points of view about their own and others’ stories.

TCC1.4

Students describe effects of a change over time in a familiar environment.

TCC1.5

Students identify what older people value from the past.

Place and Space PS1.5 Students describe the relationships between personal actions and environmentally friendly strategies in familiar places.

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C.Publ i cat i ons Systems, Resources and Power SRP1.3 Students monitor their personal abilities and limitations in cooperative •f orr e vi ew p u r p o s e s o n l y • word and play, to identify goals for social development.

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Students describe practices for fair, sustainable and peaceful ways of sharing and working in a familiar environment.

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SRP1.4

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All About Me

This Is Me Workbook Pages: 2 – 5 Topic Focus The students will learn how they are the same as and different from other people.

Keywords favourite, same, different, me Resources

r o e t s Bo r e p ok u S • The following websites are recommended: Teacher All About Me

My Favourite Things (American but still valid)

http://www.lessonplanspage.com/ArtFavThingsK3.htm

I Can Choose http://teachers.net/lessons/posts/569.html

Background

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http://www.sbcss.k12.ca.us/sbcss/specialeducation/ecthematic/myself

The topic ‘All About Me’ is designed to encourage self-awareness, a positive self-image and confidence in a child’s own unique abilities and characteristics. In developing this self-concept it is important that students learn to identify what makes them special and to appreciate these qualities not only in themselves but in their peers.

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C.Publ i cat i ons People can differ in looks (hair, eye colour, complexion, size, shape etc.) yet still have many thoughts orp attributes that are the same as others (e.g. likes/dislikes, •f orr evi e w p u r o s e s o n l y • two sisters etc.)

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It is important to reinforce that these different attributes or ideas are great vehicles to learn from each other and develop friendships.

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Introductory Discussion

Activity – Page 2

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Use stimulus pictures of different children to discuss how they are alike and different.

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What makes us the same as other people? What makes us different?

Invite a student to be a ‘model’ for the class. Identify various features of the student such as hair, eye colour, limbs etc. Have the students draw a picture of themselves in the space for question 1 on page 2. Assist the students to complete the information in question 2. Use a thin film of paint as an ‘ink pad’ for students to press their fingers into and make a print in the appropriate place.

Answers 1. Teacher check 2. Teacher check

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Activity – Pages 3 – 4 Discuss ‘favourites’. What is a ‘favourite’ thing? The students can identify what their favourite things are in each of the categories on page 3. Allow them time to find or draw pictures to represent each one.

Talk about things which make us feel a certain way. Make class lists of things that make us happy and things that make us sad. Direct the students to the pictures on page 4. Discuss what each picture represents. The students can then draw a face in each to show how they would feel in each situation.

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

Answers will vary

Talk about the different kinds of hair people in the class have. Using the table on page 5, the student can draw the appropriate line to represent the different hair types of their classmates. Read and review (a), (b) and (c) as a whole class and decide upon the correct answer to record together.

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Activity – Page 5

Answers Teacher check

Additional Activities

1. Using cutouts of students’ hands and feet, create a class mural.

Ask blindfolded students toc identify classmates by touching their faces. © R2..

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4. Children draw large self-portraits. Next to their picture, write three characteristics that make them unique. (These could be likes, dislikes, family, physical characteristics, hobbies etc.)

5. Use inkpads to fingerprint children in the class. Look carefully to see how each print/person is different, making them unique.

6. Make a booklet ‘About Me’.

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How We Change Workbook Pages: 6 – 8 Topic Focus The students will learn how they grow and change.

Keywords grow, change, future, past Background

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The growth stages from birth – child – teenager – adult – parent – grandparent are all important events in our development. When we talk about these stages with our families (i.e. parents, grandparents, brothers/sisters) we find that everyone experiences similar growth changes throughout their development or life. All this change and development helps to build the unique characteristics of the individual child.

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Change is an important part of our life. Nothing stays the same; everything grows and changes with us—physically, mentally and emotionally, all around us.

Introductory Discussion

Discuss the ‘grown up’ things the students are able to do.

What can you do now that you couldn’t do when you were a baby?

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C.Publ i cat i ons Read together each of the questions on page 6 about things we do. Discuss each •f orr evi eand wallowp u r po s so l y• one the students time toe record theirn ideas.

What things would you like to do that you are not allowed to do yet?

Activity – Page 6

Answers

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Activity – Page 7

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Discuss how the students have changed since they were babies. Read and discuss each of the things ‘I can...’ in the table on page 7, allowing the students to decide and tick the appropriate box for each one. Brainstorm a list of other things the students can do and ask them to choose one to complete the sentence for question 2. The students can then illustrate their choice.

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Answers will vary

Activity – Page 8

Give examples of situations for the students to show, using a ‘happy’ or ‘sad’ face, how they would feel. Encourage the students to share stories about things or events in their lives that have made them feel happy or sad. They can then use ideas from this discussion to complete the activity on page 8. Draw attention to the time line and ask them to recall examples of happy and sad things which occurred at different times in their lives.

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Answers Answers will vary

Additional Activities 1. Have a ‘Guess the Baby Photo’ competition.

2. Students observe bathing or feeding a baby. Discuss what a baby can and can’t do compared to them.

photo album

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3. Create a personal time line of important ‘growth’ or ‘changes’.

Topic Focus Keywords

5. Complete a time capsule sheet of ‘favourite things’ (e.g. food, friends, school, colour, hobbies, etc.). Open at the end of the school year to compare. (You many like to also include photos, written stories etc.)

Discuss the changes that have occurred over the year.

My Family

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4. Investigate animal changes (e.g. butterfly life cycle).

Workbook Pages: 9 – 10

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C.Publ i cat i ons family, parents, grandparents, brother, sister, relative •f orr e vi ew pur posesonl y• The students will learn about their family.

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Background

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• The following websites are recommended: Teacher Meet My Family

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Resources

http://kidlink.sunet.se/kie/nls/english/roots/lesson1.html

Lesson Plans

www.lessonplanspage.com/SSFamilyStructuresRoles23.htm

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Children come from a wide variety of family structures, each unique and special to the individual. Some family structures to consider for this topic may include families with two parents, single parent, extended or blended families, guardians, foster or adopted families, or step-families.

All families should be treated. Appropriate consideration, sensitivity and care should be given to the individual children involved. Being different doesn’t change the qualities of being a family.

Introductory Discussion Who is in your family? Is your family like other families?

Discuss extended family and build a word chart of family members using vocabulary familiar to students in the class. For example, ‘grandfather’ may also be ‘opa’, ‘pop’, ‘pa’, ‘grandad’ etc.

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Activity – Page 9 Encourage the students to share the make-up of their families. Emphasise that families are often different from one another (e.g. they may have one or two parents, or the students may live with a different guardian), but they are still families. Have the students draw their family in the boxes provided on page 9 and state how many members it has.

Answers Teacher check

Activity – Page 10

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Review the word bank of family members generated in the introductory discussion.

The students can select the names which apply to the members of their family from the word bank and write them into the spaces on page 10.

Answers will vary

Additional Activities

1. Brainstorm ‘relative’ words and their meaning.

2. Discover the ‘relative’ words that apply to them. For example, a student could be a brother, son, nephew etc.

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C.P ub l i cat i ons Types of Families •f orr evi ew pur posesoWorkbook nl y• Pages: 11 – 24

Topic Focus

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The students will learn how families are the same and different.

Keywords

Resources

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relatives, jobs, rules, celebrate

o c . che e r o t r s super • The following websites are recommended: Teacher Families

http://teacherlink.ed.usu.edu/TLresources/longterm/LessonPlans/socst/ CKHOOSTE/___FAMILY2.HTM

Decision Making (Family Rules)

http://www.sasked.gov.sk.ca/docs/elemsoc/g1u42ess.html

100 Fun Things to Do with Your Family http://www.angelfire.com/md2/moodyfamily/100things.html

Celebrations Around the World http://library.thinkquest.org/10007/

Welcome to Yarrabah (Aboriginal Community) http://www.indiginet.com.au/yarrabah/

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Background Like individuals, families are unique, too. Families can be similar or different. Many families live in different types of houses or have different family structures (two parents, single parent, blended, extended etc.), have different cultural backgrounds, and have different roles within their family group.

Families can be similar in that they provide the basic needs of love, food, shelter, clothing, companionship and protection for each of their members.

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In countries like the United States of America, England and Australia, we celebrate New Year on 31December and 1January each year. There are usually parties, dances, gatherings with friends and lots of noise as the countdown to midnight begins the celebrations.

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Special Celebrations Chinese New Year

The Chinese celebrate New Year according to a different calendar, a lunar calendar.

The celebrations can be held on a different date each year.

Legend has it that there once was a beast called Nian (which means ‘year’ in Chinese) that would come to China the night before the new year began and prey upon the people. It is said he had a very wide mouth and swallowed many people at a time.

An old man came to rescue the people. He talked Nian into eating other beasts ©R .

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The old man told people to put red decorations in their windows and doors each new year to scare away Nian, in case he returned. Nian lived in fear of the colour red. The people celebrated by decorating with red paper and lighting firecrackers to scare away Nian.

Another tradition is to wear bright clothing and say the words ‘Yus Nian’ (survive the Nian – celebrate the year). The Chinese New Year lasts for five days, but the New Year season is one month long.

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Hanukkah is a Jewish holiday that was first celebrated over 2 000 years ago in Judea (now know as Israel). It is celebrated in late November or early December, according to the Hebrew calendar. Hanukkah falls on the 25th day of the Hebrew month of Kislev. It celebrates the victory of the Jewish people over King Antiochus Epiphanes, a Greek tyrant, who tried to destroy Judaism in 165 BC. It also celebrates the rededication of the Jewish Temple in Jerusalem.

A special symbol of Hanukkah is the menorah (meh-NOAR-uh), which is a special candelabrum that holds nine candles. The candles (one per night) are lit after sundown on each of the eight nights of Hanukkah. The middle candle (shammash – SHAHM-mahs) is used to light all the others. Potato latkes, like pancakes, are a traditional food eaten at this time.

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Introductory Discussion What things do you think are the same in every family?

What things are different?

Discuss experiences the students have had with other families which were different from their own.

Activity – Page 11

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Teacher check

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Read together the information at the top of page 11. Ask the students to find pictures of families in magazines and glue them in the space provided. Alternatively, the students could draw pictures of some of the families the class has spoken about.

Activity – Pages 12 – 13

Look at the pictures on page 12. Discuss the different ways the child is helping around the house. Have the students write who does these jobs in their family.

Talk about the types of jobs they enjoy or dislike helping with. Encourage the students to give reasons for their choice and then draw pictures in the appropriate places to complete questions 1 – 2.

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Activity – Page 14

Activity – Page 15

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Discuss the ways families stay safe and healthy. Encourage students to contribute rules in their family which ensure they stay safe and healthy. Direct them to the diagram on page 14. Read together the examples in the boxes for safety and health. Allow the students time to write or draw an example of each from their own families. Read the examples for time and manners. Brainstorm family rules which fit these categories. Discuss why it is important to have manners and be on time. The students can then record a rule in each of these boxes.

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Talk about the things we do with our families that we enjoy. Model telling a short story of a ‘favourite family day’ you have had. Ask the students to share their own favourite family day with the class. Direct the students to page 15. Model the types of things you would write in each part of the page based on the story you told earlier. Allow the students time to complete the task.

Answers Answers will vary

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Activity – Page 16 To complete the activities on page 16, the students will need to move around the room to interview two of their classmates. Look at each part of the grid with the students and discuss how they could collect the information. Conduct a mock interview with two class members to demonstrate the process. The students can then proceed to collect and record their data.

Answers Answers will vary

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Discuss each of the special occasions listed on page 17. Encourage the students to suggest other occasions which have not been included here. Select two of these to draw in the blank boxes. As a whole class, record the number of students who celebrate each of the occasions by asking them to stand and counting each group. Discuss the variations in the number of people who celebrate each occasion. Allow the students time to draw a picture of how their families celebrate one of these occasions, to complete question 2.

Answers 1. Teacher check 2. Answers will vary

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Activity – Page 17

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As. aI whole read the information Matthew’s Discuss how Matthew’s life is similar to or different from the lives of the students •f orr e i e wCompare pu r p es yrecord •responses inv the class. each of o the s aspects in o the n gridl and

Activity – Pages 18 – 19

together.

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Discuss the story map of Matthew’s day on page 19. Have the students suggest what the missing elements from the story might be. They can then draw pictures and write the appropriate words to complete the activity.

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Read together each of the statements in question 3 and ask the students to record their answers independently.

Answers 1.

1. Complete the chart about Matthew and yourself.

Me

Matthew

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Yes

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Number of brothers and sisters?

Two

Answers will vary

Likes to do ...

Play basketball

Likes to eat ...

Honey ants

2. Teacher check; basketball, swimming

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Warburton

Lives

Answers will vary

Answers will vary

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(b) Yes (c) Yes

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Activity – Pages 20 – 21

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Read together the information about Yumiko’s family on page 20. Discuss how Yumiko’s life is similar to or different from the lives of the students in the class.

Compare each of the aspects in the grid and record responses together. Ask the students to find or recall the Japanese word for each of the descriptions given in question 2. Read aloud each of the statements in question 3 and ask the students to decide independently and record with a tick the statements which are correct.

They can then colour the dwelling which best describes Yumiko’s home.

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Answers 1.

1. Complete the chart about Yumiko and yourself.

Me

Type of floor covering

straw mats — tatami

Answers will vary

Lives in the city?

Yes

Answers will vary

Uses chopsticks to eat with

Yes

Answers will vary

Name of special clothes

kimonos

Answers will vary

r o e t s Bo r e p ok u S 2. (a) tatami (b) yakitori (c) kimonos 3. (a) correct (b) incorrect

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4. multistorey unit block

Activity – Pages 22 – 23

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As a whole class, read the information about André’s family on page 18. Discuss how André’s life is similar to or different from the lives of the students in the class. Compare each of the aspects in the grid and record responses together.

Reread the description of Bastille Day in the text. Look at each word in the fireworks in question 2 and ask the students to colour the words which best describe the event.

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Read together each of the statements in question 3 and ask the students to record their answers independently. They can then draw a picture of André’s favourite meal to complete question 4.

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Answers 1.

1. Complete the chart about André and yourself.

Me

André old two-storey house

Answers will vary

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mum — engineer dad — chef

Answers will vary

Favourite dessert

crepes

Answers will vary

Favourite celebration

Bastille Day

2. late, party, dances, fireworks 3. (a) No (b) No (c) Yes

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Type of house

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4. Teacher check

Activity – Page 24

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Review the information provided about Yumiko and André. Discuss each of their lifestyles. Direct the students to page 24. Read each of the statements and ask the students to tick a box to indicate whether the statement applies to Yumiko or André. Ask the students to state which family they would most like to visit and explain the reasons for their choice. They can then circle a family and write a brief reason why they would choose to visit them.

Answers

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Yumiko

André

Lives in Tokyo.

Mum works in the city.

Lives in a narrow street.

Uses chopsticks.

Celebrates Bastille Day. Loves eating hamburgers.

Sometimes wears a kimono.

Has own bedroom.

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2. Answers will vary 3. Answers will vary

Additional Activities 1. Compare different occupations family members have. Are they paid?

Unpaid?

2. Compare jobs students help with at home now and those of 100 years ago.

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3. Read Aboriginal and Torres Strait Islander stories and discuss the messages.

5. Make a ‘family brochure’ (picture of the family, what they like to do together, what the family means to them, favourite family memory, etc.).

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4. Create a time line of important family events that have occurred.

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All About Me Assessment and Evaluation The activity on page 17 is provided as one assessment tool in the study of this unit. It is designed to indicate broad student understanding and also provide opportunity for student feedback. The following outcomes were addressed in this topic of study. The following pages can be photocopied as a record of student performance or as a proforma for portfolio assessment.

Outcomes

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Students share points of view about their own and others’ stories.

TCC1.4

Students describe effects of a change over time in a familiar environment.

TCC1.5

Students identify what older people value from the past.

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Time, Continuity and Change TCC1.1 Students describe their past and their future using evidence from familiar settings.

Place and Space PS1.5 Students describe the relationships between personal actions and environmentally friendly strategies in familiar places.

Systems, Resources and Power SRP1.3 Students monitor their personal abilities and limitations in cooperative word and play, to identify goals for social development.

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C.P ub l i ca t i o n s SRP1.4 Students describe practices for fair, sustainable and peaceful ways of sharing and working in a familiar environment.

•f orr evi ew pur posesonl y•

Administration

Answers

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Distribute the activity sheet on page 17 of the Teachers Guide, one per student.

Ask students to write their name in the top right-hand corner of the page. Read through the activity sheet to ensure students are clear about what they are being asked to do. At this stage, give students the opportunity to seek clarification of any part of the activity sheet they may not understand.

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It is important students work independently on these activities—this provides a true representation of what students understand or of their lack of understanding.

Once students have completed the activity, collect the worksheets. Mark and record results. From this activity sheet, some students may be found to require further work to develop their understanding in a particular area.

1. Teacher check 2. Answers will vary 3. Answers will vary 4. Answers will vary

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All About Me Student Name:

Date:

Task At the conclusion of the unit ‘All About Me’ students were asked to complete an activity sheet independently to demonstrate their understanding of the unit.

Pointers Demonstrated

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Needs Improvement

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• Displays an awareness of how they are the same as and different from other people.

• Demonstrates an understanding of how the things we are able to do change as we grow.

• Identifies the members and guardians of their family.

• Identifies special occasions held in their family and how they are celebrated.

Discussion and Debate

Needs Further Opportunity

Satisfactory

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Workbook Activities

Needs Improvement

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Satisfactory

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Needs Improvement

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Satisfactory

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Further Research

Needs Improvement

Satisfactory

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Skills and Attitudes Needs Improvement

Satisfactory

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All About Me 1. Draw a picture of yourself. Write a word to describe each of the things listed about you.

Hair Eyes

Dislike

2. (a) Circle the things you can do red.

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Like

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(b) Circle the things you would like to learn to do blue.

Draw a bl Ride© a R. Read I .

C .Pu i ca t i oans picture bike book

Drive a car •f orr evi ew pur posesonl y• Make my bed

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3. (a) How many people do you live with?

4. Draw a picture of a special occasion your family celebrates.

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Places and Spaces

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Places and Spaces Unit Focus The places we live in and interact with hold significance to us personally because of how they can be used to enhance our lives. We need to care for and maintain these places to sustain them for future use.

Unit Topics The topics selected to develop this understanding are: •At Home.............................................................................. 26 – 29 •Primary School Map ............................................................ 30 – 34 •What Happens Here? .......................................................... 35 – 43 •Caring for Places ......................................................................... 44

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Time, Continuity and Change TCC1.1 Students describe their past and their future using evidence from familiar settings.

TCC1.2

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Outcomes and Indicators

Students sequence evidence representing changes and continuities in their lives.

Culture and Identity CI1.1 Students compare ideas and feelings about stories of diverse cultures including Torres Strait Islander cultures and Aboriginal cultures.

CI1.2

Students observe and record examples of different perceptions of gender roles in various settings.

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CStudents .Pu bl i cat i ons CI1.4 gather and record information about familiar traditions, celebrations and cultural changes.

•f orr e v i e w pur posesonl y• CI1.5 Students describe their unique and common characteristics and abilities.

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Systems, Resources and Power SRP1.2 Students create representations that identify and challenge stereotypes about work roles.

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At Home Workbook Pages: 26 – 29 Topic Focus The students will learn why places at home and school are special to them.

Keywords home, school, special, feature, care Resources

r o e t s Bo r e p ok u S • The following websites are recommended: Teacher Special Journeys Writing (Scroll down the list)

Background

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http://www.nexus.edu.au/ozprojects/journey/writings.htm

People belong to a number of community groups such as their family, neighbourhood, school, city etc. These groups help provide for the basic needs of individuals within them. Groups like families and schools can provide the positive environment for learning, sharing and caring for others.

What makes these environments special will be different for each individual, but each will be supported by feelings of belonging and being with people or in places that make them happy to be who they are.

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C.Publ i cat i ons Do you have a special place at home?

•f orr evi ew pur posesonl y• Do you have a special place at school?

Introductory Discussion

What makes these places special to you? What do you do there?

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Ask the students to recall special places from the introductory discussion and record a special place in their home. Allow them time to complete the sentences which follow to justify their choice of drawing.

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1. Teacher check 2. Teacher check

Ask the students to recall a special place in their school. Discuss what makes this place special and have them illustrate it to complete question 1 on page 27.

Allow them time to complete the sentences which follow to justify their choice of drawing.

Answers 1. Teacher check 2. Teacher check

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Activity – Pages 28 – 29 Discuss a place the students like to visit which is not at home or at school. Talk about the special features and people who are at this place. Ask the students to draw a picture of their favourite place and write the special people and features to complete questions 1 – 2.

Talk about what would happen if one of these features or people were removed from their special place. Ask the students to draw a circle around one of the elements they have written and write a sentence to describe how their special place would change if that element were removed.

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Read the story about ‘The Cubbyhouse’ on page 29 and discuss why this is a special place to the people in the story.

1. Teacher check 2. Teacher check 3. Teacher check

Additional Activities

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Answers

1. Give a talk using objects and pictures of places that are special to them.

2. Students write a story about a real or imaginary place they have never been to. Why is it special?

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

Workbook Pages: 30 – 34

Topic Focus

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Resources

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o c . che e r o t r s super • The following websites are recommended: Teacher Bluff Point Primary School Map

http://www.bluffpoint.wa.edu.au/2001/Map%20Page%20Info/98mappag.htm

California State University: Farm Map

http://cast.csufresno.edu/FFAFieldday/farmmap.htm

Phuket Town Map and Travel Guide http://www.thaiwave.com/phuketguide/phuket_map/phuket-town.htm

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Background It is important that children learn the variety of features that form their local area and the part that people play in developing and changing that area. Knowledge of their surroundings helps make them make sense of what a community is and helps them define their place within that community.

Mapping is a good way to reinforce students’ awareness of their local surroundings. Maps help tell a story about the environment. Have them map the route they take from home to school, the features in the school grounds (or part of the grounds), the classroom arrangement (from a bird’s-eye view), the features along the main street of their community; or introduce mapping through signposts.

For example:

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Kate

Bill

ME

Teacher's Desk

Tom Sarah

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Door

Computer Reading Corner

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

The arrows indicate where things are in relation to them in the room and the different distances between them and the objects. Pictures can be used instead of words.

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Ask the students to name elements in the school grounds and attempt to draw a mud map to represent these elements in relation to one another. Discuss why each of the elements represented on the map is there. Which things on the map do the students use? Which don’t they use? Who uses each of the parts shown?

Activity – Pages 30 – 31

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Read the information in questions 2 – 3 to the students, and ask them to make a path, using a coloured pencil, by listening and following the directions.

Answers

1. Teacher check 2. Room I 3. Slide

Activity – Page 32 Look at the map of a farm from a bird’s-eye view on page 32. Read each of the labels and ask the students to decide where each of these elements is located on the map. They can then write each of the words in the appropriate spaces.

Discuss other things which might be found on a farm. Allow the students time to add drawings and label some of their ideas to the map.

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Answers 1.

shed

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road

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Direct the student to the map on page 33. Brainstorm some imaginary names for the town and ask them to write their favourite one in the space. Read each of the places listed across the top of the map. Ask the students to rewrite these words to label different parts of their map.

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Look at the symbols at the bottom of the page and discuss what each represents.

Discuss where each might be found on the map. The students can then be given time to draw the symbols onto their map in suitable places.

Answers

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Activity – Page 34 To complete this activity, the students will need to walk around the school to identify different parts of the built environment and compare them to those illustrated on page 34. While on their excursion, the students should be encouraged to stop and draw another example of a roof, window and path and write a word that describes how it is different from those illustrated. For example, a roof might be ‘tin’ or ‘flat’ etc.

Answers

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Additional Activities

2. Create bird’s-eye view maps of their bedroom, house, classroom or school.

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1. Using a variety of objects, construct a familiar place such as a school, a farm or other community.

What Happens Here?

Workbook Pages: 35 – 43

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C .Pwillu bl i c a t i o ns The students learn how we use the places we know.

Keywords •f orr evi ew pur posesonl y• environment, natural, built, season

Topic Focus

Resources

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• The following websites are recommended: Teacher Lesson Plan: Types of Houses

http://www.contractor.edu/typesofhouseslp/housetype.html

Yahooligans! – Spring

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http://www.yahooligans.com/Science_and_Nature/The_Earth/Seasons/Spring/

Yahooligans! – Summer

http://www.yahooligans.com/Science_and_Nature/The_Earth/Seasons/Summer/

Yahooligans! – Autumn

http://www.yahooligans.com/Science_and_Nature/The_Earth/Seasons/Autumn/

Yahooligans! – Winter

http://www.yahooligans.com/Science_and_Nature/The_Earth/Seasons/Winter/

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Background There are many different places we can use within our community. Some community places keep us safe (police station, fire station, hospitals), keep us healthy (doctors, dentists, food shops), help us move around (train, bus station), or help us buy things (banks, businesses, shops). Some community helpers and their responsibilities include: • Police Officers – enforce the law and maintain order – guard against crime

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– help accident victims – investigate crimes

• Postal Workers – sort letters

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– find lost people

– place mail into special cases or address slots – deliver mail • Firefighters

– risk lives to save people – protect properties from fires

– rescue people who are trapped after accidents

–u helpb people when there aren disasters © R. I .

C.P l i c at i o s like earthquakes Other places in our communities are to be shared and used for our own enjoyment.

They may includep playgrounds, swimming centres, sports •f orr e vi ew ur po ses on l ycentres, • libraries, bushland, boating facilities, beaches with lifesavers and so on.

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Seasons Each season—spring, summer, autumn and winter—lasts about three months and brings changes in weather, temperature and amount of daylight. The northern and southern hemisphere seasons are about six months apart. When the southern hemisphere is experiencing summer, the northern hemisphere is in its winter season. Spring has warm days, followed by summer with hot days and warm nights. Autumn becomes cooler, leading into the cold months of winter.

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The seasons change as the earth’s motion around the sun determines the beginning and ending of each season. The earth is tilted on its axis which never changes as it rotates and circles the sun. So when the North Pole slants away from the sun, the northern hemisphere recieves the least light and it is winter.

When the North Pole slants towards the sun, the northern hemisphere receives most sunlight and it is summer there. (The opposite is true for the southern hemisphere.)

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Introductory Discussion What is a community? Brainstorm a list of places the students know in their community.

Which of these places have they visited?

What do we do at each of these places?

Is the place natural or built?

Activity – Page 35

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Discuss the places shown in the photos on page 35. Ask the students to write the name of each place in the appropriate box and write a sentence to describe what happens in each.

1. Marina: boats are parked here

Post office: post or pick up letters and packages Park: children play here Shopping centre: people shop here for goods

Activity – Page 36

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Answers

To complete the table on page 36, the students will need to observe the traffic on a road near the school. Explain how and where the traffic can be tallied and allow the students to conduct the survey. The students can total their tally marks when completed and discuss their findings.

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C.Publ i cat i ons Talk about why these things might be using the street and have the students •f orr evi ew pu p ses y write a sentence to r give ano explanation foro whyn onel of the• things surveyed may have been passing by.

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Activity – Page 37

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Review the list of places in the community that the class brainstormed during the introductory discussion. Decide which of these places are natural and which are built. Direct the students to the picture on page 37. Look at each element in the picture and identify whether it is natural or built. They can then colour the boxes appropriately to indicate their understanding.

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Activity – Pages 38 – 39

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Ask the students to draw a picture of their house. Encourage them to show what their house is made of in their drawing. Read question 2 together and ask the students to colour the materials used to build their house and cover their floors.

Discuss the different rooms in a house. Read each of the headings in the grid on page 39. Discuss what each of these rooms is used for and ask the students to draw a picture and write a word to describe the activities carried out in each.

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Read and discuss the questions at the bottom of the page. Allow the students time to write an answer after each one has been addressed.

Answers

1. Answers will vary 2. Answers will vary

3. Kitchen: cooking, bathroom: washing, your bedroom: sleeping/playing etc., family room: watching television/playing etc.

4. Answers will vary

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Activity – Page 40 Illustrations have been provided on pages 40 – 43 as a stimulus for discussion about the seasons. The students should be encouraged to share their ideas about how their environment changes during these seasons, the types of activities they do, and to contribute keywords to a class chart about each.

The students can complete each page after each season has been discussed, adding other seasonal things to each picture and selecting words from the class keyword list to write in the spaces below.

r o e t s Bo r e p ok u S Caring for Places Answers

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Workbook Pages: 44

Topic Focus

The students will learn why it is important to care for places we use.

Keywords

caring, responsible

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C.Publ i cat i ons Background The environment is made up ofs natural ando builtn components and it is important •f orr evi e w p u r p o e s l y • that these two interact and are used responsibly to ensure continued survival of plant and animal species.

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Here are some simple things you can do to help care for the environment.

Plant a tree – plants turn carbon dioxide into the oxygen we need to breathe.

Grow some salad greens or herbs that you can eat!

Ride your bike – when you don’t have far to go, ride your bike or walk instead of using the car. You’ll save energy, make less air pollution and keep fit and healthy too!

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Save electricity – turn off lights, the radio or TV when you leave a room.

Save water – Just by turning off the tap when you brush your teeth can save water. Take a shorter shower. Don’t over-water the garden. Fix leaking taps.

Clean up our earth – don’t litter! Organise a clean-up day for your school or community.

Recycle – cans, bottles and newspapers can all be recycled. This reduces the amount of rubbish going into landfill areas.

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Introductory Discussion How do we take care of the places we live in and visit?

Why is it important to take care of places we use?

What things do you do to take care of places you use?

Activity – Page 44 The students can use ideas from the discussion to draw and write steps they take to look after their school and their home. Discuss what would happen to these places if we did not take care of them. Ask the students to suggest ways we could stop this from happening.

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Additional Activities

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1. Discuss what recycling means and how it helps the environment.

2. Devise rules students may need to follow for taking care in places they play or visit.

3. Make a poster about your community. Advertise all the interesting and special places in your community to encourage people to live there.

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Places and Spaces Assessment and Evaluation The activity on page 33 is provided as one assessment tool in the study of this unit. It is designed to indicate broad student understanding and also provide opportunity for student feedback. The following outcomes were addressed in this topic of study. The following pages can be photocopied as a record of student performance or as a proforma for portfolio assessment.

Outcomes

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Time, Continuity and Change TCC1.1 Students describe their past and their future using evidence from familiar settings.

Students sequence evidence representing changes and continuities in their lives.

Culture and Identity CI1.1 Students compare ideas and feelings about stories of diverse cultures including Torres Strait Islander cultures and Aboriginal cultures.

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TCC1.2

CI1.2

Students observe and record examples of different perceptions of gender roles in various settings.

CI1.4

Students gather and record information about familiar traditions, celebrations and cultural changes.

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C.Publ i cat i ons Systems, Resources and Power SRP1.2 Students create representations that identify •f orr evi ew p ur p os eson l y •and challenge CI1.5

Students describe their unique and common characteristics and abilities.

stereotypes about work roles.

Administration

Answers

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Distribute the activity sheet on page 33 of the Teachers Guide, one per student.

Ask students to write their name in the top right-hand corner of the page. Read through the activity sheet to ensure students are clear about what they are being asked to do. At this stage, give students the opportunity to seek clarification of any part of the activity sheet they may not understand.

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It is important students work independently on these activities—this provides a true representation of what students understand or of their lack of understanding.

Once students have completed the activity, collect the worksheets. Mark and record results. From this activity sheet, some students may be found to require further work to develop their understanding in a particular area.

1. Answers will vary 2. Classroom, trees, office, canteen, bins, swings 3. Post office – letters; park – swings; marina – boats 4. Answers will vary

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Places and Spaces Student Name:

Date:

Task At the conclusion of the unit ‘Places and Spaces’, students were asked to complete an activity sheet independently to demonstrate their understanding of the unit.

Pointers Demonstrated

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Displays an awareness of places which are special to them.

Demonstrates knowledge of places they are familiar with.

Can link places in the community to their uses.

Understands that it is important to care for the places we use.

Discussion and Debate Needs Improvement

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Needs Further Opportunity

Satisfactory

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Workbook Activities

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C.Publ i cat i ons Additional Activities •f orr evi ew pur posesonl y• | Needs Improvement

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Satisfactory

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Needs Improvement

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Satisfactory

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Further Research Needs Improvement

Satisfactory

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Satisfactory

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Places and Spaces

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1. Draw a place that is special to you.

My special place is

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2. Colour the things you can find in your school grounds green. classroom

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3. Match these places to something you would find there.

o c . (c) Marina • c • letters e her r o t s s r u e p 4. Draw something you can do to care for your school.

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School Life

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School Life Unit Focus As member of a class, we need to cooperate with others by helping with classroom duties, following rules and allowing others to help us to maintain a happy, healthy and safe classroom and school.

Unit Topics The topics selected to develop this understanding are: •Helping in the Classroom ..................................................... 46 – 52 •Uniforms, Crests and Mottos .............................................. 53 – 60 •Where Does It Belong? ........................................................ 61 – 62

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Place and Space PS1.1 Students match relationships between environmental conditions and people’s clothes, food, shelter, work and leisure.

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Outcomes and Indicators

PS1.3

Students participate in a cooperative project to cater for the needs of living things.

PS1.4

Students organise and present information about places that are important to them.

PS1.5

Students describe the relationships between personal actions and environmentally friendly strategies in familiar places.

Systems, Resources and Power SRP1.4 Students describe practices for fair, sustainable and peaceful ways of sharing and working in a familiar environment.

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C.Publ i cat i ons SRP1.5 Students discuss strategies that assist them to manage limiting •f orr e vi ew p u r p o s e s o n l y • situations.

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Helping in the Classroom Workbook Pages: 46 – 52 Topic Focus The students will learn what makes a happy, healthy and safe classroom and school.

Keywords happy, safe, healthy, helping

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Children belong to many different communities (families, friends, schools, neighbourhood, sports etc.). Building a classroom community gives each member a feeling of belonging and sharing.

Just like other communities, the classroom shares common values, goals, rules and activities. Within it, the members are expected to take on roles and responsibilities to ensure that these goals are met. This positive, supportive atmosphere provides the environment for children to relate to others, develop special bonds, solve problems and establish themselves as a ‘special’ individual within the community group.

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Background

Classroom helpers or monitors are an opportunity to instill responsibility, to show how working cooperatively as a group helps everyone in the community, to show the importance of roles in the community, to encourage positive responses from its members or to boost an individual’s self-esteem within the group.

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C.Publ i cat i ons Rules are put in u place for our safety and protection.

We keep safe by following •f orr evi e w p r p o s e s o n l y • rules when crossing the road, travelling in a car, riding bikes, and playing on

Introductory Discussion

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Activity – Page 46

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When do you feel happy at school? What makes you feel happy?

What are some healthy things we do at school?

How do we stay safe at school?

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Look at the picture of the children helping in the classroom on page 46. Ask the students to identify the different ways children are helping in this classroom.

Discuss other ways the children in the picture could be helpful. The students can then draw a picture of one of the ideas for helping that was discussed.

Answers

1. Teacher check 2. Answers will vary

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Activity – Page 47 Direct the students to the speech bubbles on page 47. Talk about the types of things these children might be going to say. Ask the students to finish off each sentence, pretending they are the person in the picture.

Answers Answers will vary

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Ask the students to write the name and draw a picture in the photo frames provided of someone in the class they don’t know very well or don’t play with often, next to a picture of themselves. The students can compare themselves to their classmate, writing words in the chart to complete question 2. They will need to speak to their classmate to find out some of the information required.

After completing the chart, the students can write a sentence stating something they like about this person.

Answers 1. Teacher check 2. Teacher check 3. Answers will vary

Activity – Page 49

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Activity – Page 48

Talk about the things the students have done during the day. Model a summary in ©R .

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C.Publ i cat i ons point form of events for the students to see, including a prediction about what else is going to happen in the day. Direct the student to the template on page 49.

•f orr e vi ethewformatptou r p o ses onAllow l ythe• Compare that of the summary modelled. students time to write a summary in point form of one day of the week.

Answers

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Activity – Page 50

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Discuss why there are rules in a classroom and debate whether they are really needed. Talk about the things that might happen if there were no classroom rules. Look at the picture of the child rocking on his chair on page 50. Read questions 1 – 2 and allow the students time to write answers.

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Read together the sentences with missing words in question 3. The students can then complete the sentences and write a rule from their classroom on the lines provided.

Answers 1. Swinging on the chair 2. Child could fall off and hurt him/herself 3. (a) hand (b) kind (c) listen (d) Answers will vary

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School Life

Activity – Page 51 Talk about other parts of the school we need to take care of and why they need to be looked after. Look at the pictures on page 51 and discuss why these places need to be kept neat and clean. The students can add more things they would find in their school to these drawings.

Answers Teacher check

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Take the students on a walk around the school. They will need to take their workbook with them and keep a tally of litter they find in three different parts of the school (lunch area, outside the classroom and another area where the students think they might find a lot of rubbish). Make sure the students clean up these areas after completing their tally.

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Activity – Page 52

Read questions 2 – 3 and ask the students to compare the results of their litter investigation to complete the answers.

Answers 1. Teacher check 2. Teacher check 3. Teacher check

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C.Publ i cat i ons Discuss rules for using and caring for school and playground equipment to make the school happy, safe place.

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Uniforms, Crests and Mottos Workbook Pages: 53 – 60 Topic Focus The students will learn more about school life and the people in their classroom.

Keywords uniforms, motto, language Background

YOUR BES T

Language Indonesian

Chinese (Cantonese) French

Greeting Selamat Siang (hello) Selamat Jalan (goodbye) Selamat Malam (good evening) Ni Hao! (hello) Joi gin (goodbye) Bonjour (hello) Merci (thank you) Au revoir (goodbye) God dag/Hallo (hello) Farvel (goodbye) Hallo Tot ziens (goodbye) Guten Tag (Hello) Auf Wiedersehen (goodbye) Geia sou (hello) Khairate (goodbye) Konnichi wa (hello) Sayonara (goodbye) Tena koe (hello) Aroha nui (goodbye) Chao (hello) Tam biéf (goodbye)

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DHPS

DO

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Many classrooms have children who come from different cultural backgrounds.

Below are greetings in different languages that can be used in your classroom.

Encourage those in the class who speak another language to teach the class other words from their country.

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Introductory Discussion

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Why do you think students wear uniforms at school?

Can you think of any other people who wear uniforms? Do they wear uniforms for the same reasons?

What else shows people the school you belong to?

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School Life

Activity – Page 53 Talk about the school uniform at school. What does it look like? Do boys and girls wear the same uniform? Are there any special badges or accessories such as school bags with school crests? Ask the students to draw a picture of their school’s uniform. They can then copy their school’s crest into the space for question 2.

Discuss what has been included on the school crest and why these things are important at their school.

Answers

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Have the students investigate their classroom. Read each of the questions on the notepad on page 54 and allow the students to complete them independently.

Assist the student to complete questions 4 – 5 by tallying the boys and girls in the class and recording them in an easily visible place before they commence.

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Activity – Page 54

Answers Teacher check

Activity – Page 55

Ask the students to select an item they use in their classroom for review, such as a puzzle, game or book. Read the questions on the report on page 55 and allow the students time to complete the task independently. Encourage the students to share the report with the rest of the class when they have finished.

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

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Activity – Page 56

Discuss why some people speak a different language. Read the information at the top of page 56 and ask the students to repeat each of the ‘yes’ and ‘no’ words in different languages after you. Read the questions which follow and ask the students to write ‘yes’ or ‘no’ in another language to answer them.

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Explain to the students how the information provided can be used to complete the table at the bottom of the page, comparing different languages. They can then complete question 3.

Answers

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Activity – Page 57 Discuss the ways the students in the class get to school. Collect data about how the students usually get to school and model how these data can be put into the graph on page 57. Have the students complete this task. Read questions 2 – 3 and complete these questions as a whole class, allowing the students to record their answers after each one has been discussed.

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Answers 1. Teacher check 2. Teacher check 3. Teacher check

Activity – Page 58 Ask the students to bring their school bags into the classroom and look at the items they bring to school each day. They can draw a picture of each item in their school bag in the space provided. The students can then sort these items by writing their names into one of the categories in question 2.

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2. Teacher check

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Activity – Page 59

Talk about the different things students did ‘last year’. Did they go to a different type of ‘school’ before they began primary school? The students can use the table on page 59 to compare (where they can) how this year and last year are different. The students can then share which year they enjoyed most and why.

Answers

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Activity – Page 60

record information about the school life of the elderly person who spoke to them.

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Additional Activities

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2. Collect items for a time capsule that show what school life is like for students today.

3. Use languages such as those in the list provided by students in your class to locate the country they come from on a world map. Learn more about these countries.

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Where Does It Belong?

Workbook Pages: 61 – 62 Topic Focus The students will learn about places in their school and who helps them at school.

Keywords help, belong

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The community is made up of many people working together and sharing the same goals. Within any community people hold jobs or roles of responsibility that help the community grow and function. Some of these jobs may be in the community (teacher, hairdresser, farmer, shop assistant, veterinarian, doctor, dentist, school nurse, police officer, firefighter, mail carrier, handyman), in the school (teachers, principal, administrator, staff, cleaners, gardeners, students, parents), or in the family (making beds, shopping, gardening, painting, sewing, cooking, cleaning, taking out bins, washing).

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Introductory Discussion

Discuss the people and places in the students’ school. Who can they find in different parts of the school? What happens in different parts of the school?

Activity – Page 61

Read together each of the words listed at the top of page 61. Ask the students to © R. I .

C. Pu bl i cwould at i on decide whether these things happen ins the library, on the oval or in the classroom and write each word in the appropriate space. Encourage the students •f orr evi wsomep poins es l y• toe write ofu ther activities more thano onen place.

Answers Oval: run, ball, hoop, play, grass, games

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Library: read, desk, write, shelves, computer, videos, books, games

Classroom: read, desk, write, shelves, computer, videos, books, games

Activity – Page 62

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Brainstorm the types of things teachers help students with at school. The students can illustrate or write four of the ideas discussed in the spaces at the top of page 62. Discuss other people in a school who are helpful. Students can use ideas from this discussion to complete question 2.

Answers

1. Answers will vary 2. Answers will vary

Additional Activities Invite people who work around the school to talk to the class about their jobs.

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School Life Assessment and Evaluation The activity on page 44 is provided as one assessment tool in the study of this unit. It is designed to indicate broad student understanding and also provide opportunity for student feedback. The following outcomes were addressed in this topic of study. The following pages can be photocopied as a record of student performance or as a proforma for portfolio assessment.

Outcomes

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Students participate in a cooperative project to cater for the needs of living things.

PS1.4

Students organise and present information about places that are important to them.

PS1.5

Students describe the relationships between personal actions and environmentally friendly strategies in familiar places.

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Place and Space PS1.1 Students match relationships between environmental conditions and people’s clothes, food, shelter, work and leisure.

Systems, Resources and Power SRP1.4 Students describe practices for fair, sustainable and peaceful ways of sharing and working in a familiar environment.

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Answers

Students discuss strategies that assist them to manage limiting situations.

Distribute the activity sheet on page 44 of the Teachers Guide, one per student.

Ask students to write their name in the top right-hand corner of the page. Read through the activity sheet to ensure students are clear about what they are being asked to do. At this stage, give students the opportunity to seek clarification of any part of the activity sheet they may not understand.

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SRP1.5

It is important students work independently on these activities—this provides a true representation of what students understand or of their lack of understanding.

Once students have completed the activity, collect the worksheets. Mark and record results. From this activity sheet, some students may be found to require further work to develop their understanding in a particular area.

o c . che e r o t r s super 1. Answers will vary 2. Answers will vary 3. Answers will vary 4. Answers will vary

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School Life

School Life Student Name:

Date:

Task At the conclusion of the unit ‘School Life’, students were asked to complete an activity sheet independently to demonstrate their understanding of the unit.

Pointers Demonstrated

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Discussion and Debate Needs Improvement

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• Understands that helping others contributes to making a happy, healthy and safe classroom.

• Identifies classroom rules and the reasons they are made.

• Demonstrates an awareness of events and people in their classroom.

• Recognises ways others help them at school.

Needs Further Opportunity

Satisfactory

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Needs Improvement

Needs Improvement

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Satisfactory

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Further Research

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Skills and Attitudes

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Student Comment

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Needs Improvement

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Satisfactory

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School Life

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2. (a) Write a rule you must keep in your classroom.

(b) What would happen if nobody followed this rule?

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1. Draw or write a way you can help in the classroom.

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3. Answer yes or no.

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(a) Do you have a class pet?

Yes

No

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o c . (b) Do you sit in ac group?

Yes No e her r o t s super (c) Do you walk to school?

Yes No 4. Write a way your teacher helps you.

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Things We Need

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Things We Need Unit Focus To function effectively, people need food, shelter, clothing and love. People may also have wants which are not necessary to their survival but may be important to enhancing an individual’s needs. The materials we need for meeting our needs are obtained from our environment.

Unit Topics The topics selected to develop this understanding are:

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•What Are Needs and Wants? .............................................. 64 – 67 •Healthy Food Chart .............................................................. 68 – 71 •What Is a Shelter? ............................................................... 72 – 76 •Clothes ................................................................................ 77 – 78 •Love and Care ..................................................................... 79 – 81 •Where Does it Come From?................................................. 82 – 84

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Outcomes and Indicators

Time, Continuity and Change TCC1.2 Students sequence evidence representing changes and continuities in their lives.

TCC1.5

Students identify what older people value from the past.

Place and Space PS1.2 Students make connections between elements of simple ecosystems.

PS1.3 participate in a cooperative project to cater for the needs ©R .

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CofStudents .

P u bl i cat i ons living things.

Culture and Identity •f orr e vi ew pshare ur p oses odiverse nl y •meet human CI1.3 Students an understanding of how families needs of food, clothing, shelter and love.

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Systems, Resources and Power SRP1.1 Students identify how elements in their environment meet their needs and wants.

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What Are Needs and Wants?

Workbook Pages: 64 – 67 Topic Focus The students will learn what a ‘need’ and a ‘want’ mean.

Keywords need, want, food, clothing, shelter, love Resources

r o e t s Bo r e p ok u S • The following websites are recommended: Teacher Needs and Wants Teaching Online: Pets Lesson

http://www.teachingonline.org/petsunit.html

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http://pittsford.monroe.edu/jefferson/calfieri/economics/NeedWant.html

Background

A ‘need’ is something we use to survive (e.g. food, clothing, air, shelter). A ‘want’ is something we would like to have but is not essential to our health or survival (e.g. new toy, TV). Animals are living things too and have specific needs just like ours.

The basic needs of all animals are food, water, air and shelter. (Think about any animals you have and see if they could live without any of these things.) Animals in the wild will take care of themselves, roaming around to find water, food and shelter. Domestic animals or pets must be taken care of by their master.

© R. I .

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

What is the difference between needing something and wanting something?

What are some things you need?

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What are some things you want?

What would happen if you couldn’t get the things you need?

Activity – Page 64

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Read together the ‘stars’ on page 64 describing needs and wants. Briefly discuss each of the pictures below, deciding whether they are needs or wants. The students can then cirle and tick each picture accordingly.

Answers

Answers will vary; cat – want, jumper – need, shoes – need, hot chips – want, fruit – need, house – need, sofa – want, love – need, water – need, skateboard – want

Activity – Page 65 Provide magazines for the students to find and cut out pictures of things which are needs or wants. They can then glue these into the correct column on page 65, label each picture and indicate their most important need and want by circling a picture in each column.

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Answers 1. Teacher check 2. Teacher check 3. Answers will vary

Activity – Page 66

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1. Answers will vary 2. Answers will vary

Activity – Page 67

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Write our four basic needs of food, clothing, shelter and love in a visible place.

Brainstorm examples of each of these basic needs as a whole class. Ask the students to write these four basic needs and an example of each in the boxes provided on page 66. Discuss things which are not needs but are very important to us. Encourage the students to share examples of things which are important to them but are not needs. Allow the students time to write or draw an example of this kind of want to complete question 2.

Discuss the kinds of things pets need to survive. Are they the same as our needs?

Read together the headings in the table on page 67. The students can complete the table by ticking the appropriate boxes independently. Discuss the types of things different pets might ‘want’. Read the example given and give the students time to write a pet of their choice and draw something it might want, to complete question 2. Give the students an opportunity to share their pet and what it might want with the class.

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Needs Needs home Needs grooming cleaned love

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Needs to Needs water Needs to to drink have exercise be fed dog cat

o c . che e r o t r s super bird fish

horse

Answers will vary

2. Answers will vary

Additional Activities 1. Discuss what happens when people’s basic needs aren’t met. What can be done to help?

2. Look after a pet in the class for a period of time. Cater for its needs with a roster system.

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Healthy Food Chart Workbook Pages: 68 – 71 Topic Focus The students will learn about foods needed for a healthy diet and foods from different countries.

Keywords diet, healthy, entree, main course, dessert

Resources

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http://www.healthy.net/Nutrit/kitchen/foods/index.asp

The Food Guide Pyramid

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• The following websites are recommended: Teacher Healthy Foods

http://kidshealth.org/kid/stay_healthy/food/pyramid.html

Healthy Foods and Snacking

http://www.cincinnatichildrens.org/family/child_care/food.asp

Kitchenlink.com (search by country)

http://www.kitchenlink.com/cgi/public_frames?page=search2

Background

The ‘food pyramid’ is a guide to a healthy diet. The foods in the widest part or base should provide the main part of your diet; the requirements get smaller as the pyramid narrows. Food servings eaten from each part of the pyramid each day should provide people with enough nutrients and energy to help them grow and keep healthy.

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Groups Bread, cereal, rice and pasta group(at the pyramid base): These are great sources of carbohydrates which are needed to provide our body’s energy (6 – 11 servings should be eaten from this group each day).

Fruit/vegetable groups (next tier up on the pyramid): Plenty of fruit and vegetables provide our bodies with lots of vitamins, minerals and fibre to keep us healthy (2 – 4 servings of fruit; 3 – 5 servings of vegetables each day).

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Milk, yoghurt, cheese group (high on the pyramid): These foods are important to our health but you don’t need as much of them. They provide calcium and protein (2 – 3 servings/day).

Fats, oils and sweets (at the top of the pyramid): Our bodies need just a tiny amount of this group—use sparingly.

Introductory Discussion What is your favourite food?

What sorts of food do we need to stay healthy?

Are there any foods we eat that are not things we ‘need’?

Do we eat the same kinds of food as people all over the world? What kinds of food do you know that people in other countries eat?

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Activity – Pages 68 – 69 Look at the diagram showing the proportions of different food types we should eat. Discuss the different-sized portions and what this means. Talk about what is meant by ‘diet’ and what would make a healthy one. Read questions 1 – 4 and allow the students time to complete each one by referring to the diagram.

Direct the students to the picture on page 69 showing what each child is thinking of eating. Have the students decide whether or not each child is thinking of eating healthy food and write their names into the appropriate category.

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1. pasta

2. Answers will vary

4. Answers will vary

Food Choices Healthy food eaters: Mel, Jack Unhealthy food eaters: Dan Both: Sam, Jess

Activity – Pages 70 – 71

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3. water

Ask the students to share their knowledge of foods they have tried from other parts of the world. Read together the information on page 70. The students can draw a food they have tried from another country in the box. Ask the students to repeat aloud each of the types of bread listed in question 2 after you. They can then complete the missing letters to discover which type of bread is peculiar to each country.

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Answers

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Read the menu from the ‘Worldwide Restaurant’ together. Discuss what country each food comes from. Have the students select and record dishes they would like to eat to complete question 3. They can then work independently to choose a country and write the foods particular to that country to complete question 4.

o c . che e r o t r s super 1. Answers will vary

2. India – naan, China – pork buns, Australia – damper, Poland – babka, Ireland – soda bread 3. Answers will vary 4. Answers will vary

Additional Activities

1. Find out about any of the foods that students are unfamiliar with.

2. Make a class mural of healthy and unhealthy foods from other countries.

3. Make a healthy snack.

4. Design a healthy dinner menu.

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What Is a Shelter?

Workbook Pages: 72 – 76 Topic Focus The students will learn about the importance of shelters, including different types for different environments.

Keywords protect, roof, stilts, veranda, stadium, sampan

Resources

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http://www.schools.ash.org.au/elanorah/homes.htm

Building a House

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• The following websites are recommended: Teacher Houses and Homes (School research project)

http://www.harcourtschool.com/activity/buildingahouse/buildingahouse.html

Animal Homes

http://www.kidport.com/RefLib/Science/AnimalHomes/AnimalHomes.htm

Background

All around the world people live in homes. No two homes are the same even if they look alike. It’s the people and their belongings that combine to make a home.

People use their homes to protect them from the weather. They build houses from materials that are found in their areas and that best suit where they live.

© R. I .

C.Publ i cat i ons Our homes are very special and mean different things to different families. Houses meet the needs andr wants of s people in many ways.

Houses around the world •f orr evi e w p u p o e s o n l y • may be built to best suit the family’s needs, its daily uses, the climatic conditions

Introductory Discussion

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(e.g. an igloo wouldn’t do well in Africa), the materials available and the physical setting of the home. Some housing types include apartments, mobile homes, caravans, yachts, condos, flats, units, castles, igloos, tepees, houseboats, wigwams, huts, stilt homes etc.

Animals also need homes for survival. Their homes can be made from a variety of materials to suit the animals’ needs and the natural resources of their environment.

Animals in the wild build homes to protect themselves and their young from predators and the weather. Some animal homes are a hutch, kennel, aquarium, cave, den, lodge, paddock, aviary, hive, ocean, coral reef, stream, river, pond, sty, web, stable, burrow, tree etc.

o c . che e r o t r s super What makes a home?

What type of home do you live in? What is it made out of?

Do you think your home would be warm enough if it was in a very cold place?

Would it be cool enough in a very hot place?

What could you do to your house to make it more comfortable for our climate?

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Activity – Pages 72 – 73 Read the information and discuss each of the pictures on pages 72 –73 exploring different types of housing. Read each of the questions and discuss possible reasons before allowing the students to write a sentence to complete each one.

Answers 1. So the snow can slide off 2. So they cause less damage and injury

r o e t s Bo r e p ok u S 3. So the water doesn’t come into the house 4. Helps to keep the house cool 5. Answers will vary

As a whole class, read the information about ‘My house’ on page 74. Discuss what it would be like to live in places such as these and whether the students would like to live in such places. Look at the table and explain how the grid can be completed. Allow the students time to complete question 1. Read and discuss questions 2 – 3 before asking the students to write their answers.

Answers 1.

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Activity – Page 74

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sampan

Where is it?

Thailand

Hong Kong

Type of roof

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2. raised up off the ground; many gaps 3. not enough houses for people to live in

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It is on ...

Answers will vary

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Look at the photos on page 75. Discuss how each of these shelters protects us.

Ask the students to write their suggestions in point form for each shelter and suggest another shelter to draw in the blank box.

Answers

A tent – wind/rain, animals/insects A bus shelter – weather

A sports stadium – weather A beach umbrella – sunshine

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Activity – Page 76 Talk about the pets the students have and the shelters which are provided for them. Look at each of the pictures on page 76, explaining that animals shelter in different places in the wild than as pets. Have the students draw lines to indicate the natural and built environment associated with each pet.

Encourage the students to suggest reasons why animals need shelter. They can then write a sentence in the space provided to give their reason.

Answers

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1. rabbit – warren – rabbit hutch; fish – reef – aquarium; hermit crab – rockpools – terrarium; bird – nest – aviary 2. to protect them from weather and predators

1. Discuss the problems homeless people face.

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Additional Activities

2. Brainstorm different types of homes from around the world.

3. Draw a plan of the house they live in.

4. Design a new home for their pet.

Clothes

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The students will learn about the importance of different types of clothes and how to care for them.

Clothing is a basic need for people. What we wear is closely related to where we live, what we do and the weather conditions we experience. Weather conditions and calendar times of the four seasons are different in different parts of the world. The seasons last about three months and bring changes in the weather, the length of daylight and temperatures.

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Some things associated with seasons are weather, clothes, activities and holidays.

The southern hemisphere seasons are opposite to the northern hemisphere’s.

When the southern hemisphere has summer, the northern hemisphere is having its winter. Some regions don’t have four seasons. Parts of the tropics, for example, experience little temperature change. The amount of rainfall varies greatly, however, so they experience a wet and dry season. Polar regions have a light and dark season. In these parts of the world, the sun shines almost all the time in summer and almost never in winter.

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Introductory Discussion Brainstorm a list of clothing the students own.

What clothes do you wear in summer/winter? What types of clothes would you need to go: snow skiing; to the beach; flying kites; in the rain?

What types of clothes would you need to wear if you were a: farmer; mechanic; doctor; construction worker?

Why do you need to take care of your clothes?

Activity – Page 77

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1. trousers, scarf, coat, hat, boots, jumper 2. shorts, hat, T-shirt, sandals 3. boots, trousers, jacket 4. Answers will vary

Activity – Page 78

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Look at the pictures of clothing on page 77. Read questions 1 – 4, one by one, allowing the students to complete each task in between. The students can use ideas from the list brainstormed by the class to help them complete question 4.

Discuss how clothes are cared for. Look at the diagram on page 78. Discuss each of the steps of the cycle, including what equipment is used and who is responsible for each stage. The students can then draw and write the appropriate answers in each section of the diagram.

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Additional Activities

1. Students mime putting on a particular article of clothing. Other students guess what the clothing is.

2. Make an explosion chart of ideas for each season. Write a season in the centre of a chalkboard or sheet of paper and brainstorm all the words associated with that season. When the chart is complete, the children can use the information to write sentences or draw pictures about that season.

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Love and Care Workbook Pages: 79 – 81 Topic Focus The students will learn the importance of loving and caring for others.

Keywords love, care, feelings Background

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LOVE

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Children’s early years are vitally important. During this time, they learn who they are, who loves them, how to get on with others and how far they can go. Building a child’s self-esteem is important to his or her overall growth and happiness.

Being able to share happiness or to care or help others in need is another important step in their growth. It’s always a happy feeling to share and show kindness to the people who show us love, such as our families, friends and even our pets.

Some people have jobs or roles within the community that care for others (doctors, dentists, health care workers, veterinarians, church groups, volunteer groups, police officers, firefighters, teachers, charity groups, etc.).

Introductory Discussion Who cares for you? Who do you care for?

Why do people care for each other?

Do you. think it u is important to a lovet and be n loved? © R. I .

C P bl i c i o s Discuss the hypothetical situation where robots are our carers. How would being cared for in p this u wayr bep different?

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Activity – Page 79

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Talk about the ways we show others we care about them. Have the students illustrate three examples to complete question 1.

Read each of the words and phrases in the clouds at the bottom of the page. Ask the students to colour the ones which indicate how they feel when they are loved and cared for.

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1. Answers will vary

2. glad, feel good about myself, happy, jump for joy!, feel like smiling

Encourage the students to share stories about times they felt cared for or times they did not feel cared for. Suggest different situations to the students and have them indicate with a facial expression how they would feel in these situations.

Direct the students to page 80 and ask them to draw two situations they have been in and circle the face which indicates how they felt. They can write a sentence to describe each of their pictures.

Answers Teacher check

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Activity – Page 81 Talk about other people in the community who care about us. Discuss each of the examples listed on page 81. Allow the students time to write a sentence to explain the way each group cares for us. Brainstorm other groups in the community who help us and ask the students to select one example to draw and write about to complete the task.

Answers Doctors – people’s health

r o e t s Bo r e p ok u S Charity groups – help people in need

Religious groups – people’s spirituality, help people in need Police – help people in need, people breaking rules

Additional Activities

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School – education, support, help people

1. Brainstorm ways students can deal with times they don’t feel cared for.

2. Make a ‘Happy’ booklet showing times when you’re happy, excited, feeling good about yourself, smiling, helping someone, showing someone kindness, being with a loved one, and so on.

Where Does it Come From?

Topic Focus

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Resources

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The students will learn about where things we use come from and how new products are made.

o c . che e r o t r s super http://www.oneworld.org/penguin/food/food2.html

Life of the Dairy Cow

http://www.ext.vt.edu/resources/4h/virtualfarm/dairy/dairy_lifecycle.html

Background

Today, if you want to get food, you take a trip to the shops most convenient to you. There, you can find virtually every type of food from all over the world— fresh fruits, vegetables, meats, tinned and packaged foods, prepared foods, baked foods—almost anything you can think of. Being able to get the food we want is easy, but it hasn’t always been this way and for some parts of the world still isn’t.

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Early settlers didn’t have shops to buy food from. They brought seeds with them so they could farm the land and grow their food. People grew or raised what they needed: cows for milk, cattle and sheep for meat, sheep for wool, cotton for clothes, cows for leather, and wheat and other grains for cereal or flour to make bread. All of the food people ate was either from their own farms, hunted, or bought from or traded with neighbouring farms.

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During the 19th and 20th centuries, many changes occurred in food production.

With the introduction of more efficient means of transport, farmers found it easier to take their products to a variety of markets. People were now being offered more food varieties. With further advances in shipping and aircraft, an even greater variety of goods became available from markets all over the world.

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Climate largely dictated what could be grown and therefore the type of foods people tended to eat. Growing seasons meant people had to preserve foods by drying, pickling, canning, salting or bottling—methods we still use today.

Farming equipment and methods improved and soon farmers were able to grow more food and distribute it more widely.

Some foods like crackers, bread and pizza bases begin with a handful of wheat kernels. The kernel is the seed from which the wheat plant grows. A farmer plants, grows and harvests the wheat. Machines cut the wheat and separate the grain from the stalk. The grain is then stored in wheat or grain bins. Trucks transport the grain to a flour mill. The mill grinds and separates the wheat into flour, bran and germ. About 75 per cent of the wheat kernels are processed into flour, which is packaged and sent to shops where it can be bought by us. We can use flour to make many things. Bakers mix the flour with water and other ingredients to make cakes, bread, crackers, cereals and other foods, which can be bought by us and served and eaten in our homes.

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What did you have for lunch today? What are these things made from?

Take a example of a child’s lunch to explore what it is made from, how it was made and where it originally came from.

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Look at the pictures of different foods at the top of page 82. Discuss what each is made from and decide whether its ingredients came from animals or plants.

Read each of the items in question 1 and discuss where each came from. Allow the students to match each item to its source. As a whole class, brainstorm other things the students buy and where they come from. Have them record examples in the space to complete question 2.

Answers 1. bread – wheat, bacon – pig, porridge – oats, cheese – milk, chips – potatoes, cotton buds – cotton, juice – fruit, steak – cattle 2. Answers will vary

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Activity – Page 83 Look at the pictures on page 83. Discuss what is happening in each picture and trace together the order of events for the production of milk. Allow the students to write the numbers in the appropriate boxes as they are decided by the class.

Discuss other foodstuffs which are made from milk. Examples of these can be drawn by the students to complete question 2.

Answers

r o e t s Bo r e p ok u S 1. (i) The calf is born.

(ii) She grows bigger by drinking milk and eating grass.

(iii) She is now grown into a cow. She makes milk of her own.

(v) The milk is tested and treated.

(vi) The milk is sold to a shop, where you can buy it.

2. Answers will vary

Activity – Page 84

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(iv) The farmer milks her. He sells the milk to a factory.

Talk about what each picture on page 84 is and what it is made from. Discuss what is meant by the term ‘recycled’, identifying things which the students know are easy or difficult to recycle. When the class has decided what each product has been made from, ask them to write their answers in the grid accordingly.

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Paper

Aluminium

toothbrush

notebook

pot

sticky tape

napkin

racks

zip

game

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Additional Activities

Plastic

playground

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Interview older people to find out how products were farmed and recycled when they were young.

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Things We Need

Things We Need Assessment and Evaluation The activity on page 63 is provided as one assessment tool in the study of this unit. It is designed to indicate broad student understanding and also provide opportunity for student feedback. The following outcomes were addressed in this topic of study. The following pages can be photocopied as a record of student performance or as a proforma for portfolio assessment.

Outcomes

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Time, Continuity and Change TCC1.2 Students sequence evidence representing changes and continuities in their lives.

Students identify what older people value from the past.

Place and Space PS1.2 Students make connections between elements of simple ecosystems.

PS1.3

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Teac he r

TCC1.5

Students participate in a cooperative project to cater for the needs of living things.

Culture and Identity CI1.3 Students share an understanding of how diverse families meet human needs of food, clothing, shelter and love.

Systems, Resources and Power SRP1.1 Students identify how elements in their environment meet their needs and wants.

© R. I .

C.Publ i cat i ons Administration •f orr evi ewthep ur po e s oTeachers nl yGuide, •one per student.

Distribute activity sheet ons page 63 of the

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Answers

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Ask students to write their name in the top right-hand corner of the page. Read through the activity sheet to ensure students are clear about what they are being asked to do. At this stage, give students the opportunity to seek clarification of any part of the activity sheet they may not understand.

It is important students work independently on these activities—this provides a true representation of what students understand or of their lack of understanding.

Once students have completed the activity, collect the worksheets. Mark and record results. From this activity sheet, some students may be found to require further work to develop their understanding in a particular area.

o c . che e r o t r s super 1. Teacher check

2. sandwich, cheese, milk, carrot, apple

3. We need shelter and clothing to protect us from the weather (sun, wind, rain, cold, heat, storms etc.) or from other things in our environment which can harm us.

4. Answers will vary 5. (a) milk – cow (b) chips – potato (c) bacon – pig

Things We Need

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R.I.C. Publications~www.ricgroup.com.au

Things We Need Student Name:

Date:

Task At the conclusion of the unit ‘Things We Need’, students were asked to complete an activity sheet independently to demonstrate their understanding of the unit.

Pointers Demonstrated

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Teac he r

Understands the difference between needs and wants.

Identifies healthy foods and where they come from.

Understands that people need shelter and clothing for protection.

Recognises the need to love and care for others and to be loved and cared for.

Discussion and Debate Needs Improvement

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• • • •

Needs Further Opportunity

Satisfactory

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Workbook Activities

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C.Publ i cat i ons Additional Activities •f orr evi ew pur posesonl y• | Needs Improvement

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Satisfactory

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Needs Improvement

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Satisfactory

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Further Research Needs Improvement

Satisfactory

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Skills and Attitudes

General Comment

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Student Comment

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Needs Improvement

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Satisfactory

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|

o c . che e r o t r s super

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Things We Need

Things We Need 1. (a) Draw something you need.

(b) Draw something you want.

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r o e t s Bo r e p ok u 2. Colour the healthy S foods yellow.

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

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3. Write a reason why we need shelter and clothing.

. te o c (b) Name someone who cares about you. . che e r o t r s sup er 5. Match these foods to where they came from.

4. (a) Name someone you care about.

(a) milk

•

• pig

(b) chips

•

• cow

(c) bacon

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• potato

Things We Need

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R.I.C. Publications~www.ricgroup.com.au