Lower Themes - Needs, Changes, Moving and Places: Places

RIC-6466 4.4/69

Lower themes – Places (Ages 5–7) Published by R.I.C. Publications® 2008 Copyright© R.I.C. Publications® 2008 ISBN 978-1-74126-669-6 RIC–6466

Additional titles available in this series:

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Lower themes – Needs Lower themes – Changes Lower themes – Moving

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In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages.

It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

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Foreword Places is one of a series of four books designed specifically for lower primary students.

Places utilises the personal experiences of students by investigating places closely connected to them—the home, street and neighbourhood, school and local environment.

The widely-varied activities in this book cross many major learning areas but in particular connect to units in the key learning areas of Human Society and its Environment (HSIE), Science and Technology, Personal development/Health/Physical Education (PDHPE), Creative Arts (Visual Arts, Music, Drama, Dance) and English.

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

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Titles in this series: • Places • Needs • Changes • Moving

Teachers notes .............................................................................iv – v Connected Outcomes Groups overview.......................................... vi – vii

My home ........................................................2–3

One school, many places ..............................42–43

What happens at home? ..................................4–5

Caring for our school ....................................44–45

Rules at home ..................................................6–7

Recycling at school .......................................46–47

Which room? ..................................................8–9

Be safe at school ..........................................48–49

What would you do? ....................................10–11

Safe, healthy decisions ..................................50–51

Environmental snakes and ladders ...................12–13

Making the school playground safer ................52–53

My special places ........................................14–15

Places near me ............................................54–55

My bedroom ...............................................16–17

Favourite places ...........................................56–57

Van Gogh’s bedroom ....................................18–19

Popular historical places ................................58–59

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Design a storybook house ..............................20–21

Natural beauty.............................................60–61

My street ....................................................22–23

Safety rules and slogans ................................62–63

An energy-saving home .................................24–25

Making it safer.............................................64–65

The street where I live ....................................26–27

Safety on the road ........................................66–67

How clean and safe is my street? ....................28–29

Special places .............................................68–69

My neighbourhood .......................................30–31

Soundscape orchestra ...................................70–71

‘Most cared for neighbourhood’ competition......32–33

Where am I? ...............................................72–73

How do you get to school? ............................34–35

Faraway places ...........................................74–75

Around our school – 1...................................36–37

Pollution problems.........................................76–77

Around our school – 2...................................38–39

How can I help the environment? ....................78–79

Traffic around our school ................................40–41

A place for my favourite character ...................80–81

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Lower themes – Places

iii

Teachers notes The pages in this book follow a similar format.

A teachers page on the left-hand side accompanies a student page on the right-hand side.

Teachers page

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The teachers page has the following information:

The title of the text is given.

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One or more indicators are given for each activity, providing the teacher with the focus of the activity and the behaviours students should demonstrate by completing the activity.

Worksheet information details any background information required by the teacher or presents specific details regarding the use of the worksheets.

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Additional activities suggest further activities to develop the topic in the same, or another, learning area.

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Answers are given for all activities, where applicable. Most activities which are open-ended tasks require the teacher to check the answers.

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Curriculum links are given for the particular learning area relating to the topic. These learning areas are predominantly English, Human Society and Its Environment, Science and Technology, Personal Development/Health/Physical Development and Creative Arts. However, other learning areas have been included.

The information provided on the teachers pages gives complete details about using the worksheets during a lesson.

This includes what the teacher could do before, during and after the lesson. Any additional materials or equipment needed other than lead pencils are mentioned. iv

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Teachers notes

Student page

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The student page has the following information.

The title reflects the type of activity to be completed.

Answers are provided on the teachers page for this page if needed.

The activities on the student page are ageappropriate, requiring students to read, write, cut and glue, match, copy or draw in order to complete them.

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Ageappropriate artwork provides a visual reference for the activity and assists students who are visual learners or less capable readers.

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Teachers should use their discretion when selecting and using the student pages in this book. It is expected that some of the worksheets will be completed with support from the teacher, rather than expecting early readers to be able to read the worksheets independently.

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Lower themes – Places

v

Places CConnected onnected Outcomes Groups Overview English

Human Society and Its Environment

Science and technology

Creative Arts

PD/Health/ PE

Other

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Places CConnected onnected Outcomes Groups Overview English

Human Society and Its Environment

Science and technology

Creative Arts

PD/Health/ PE

Other

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vii

My home Indicators • Describes and draws his or her own house.

• Writes his or her own address.

Worksheet information

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• Prior to this lesson you will need to ensure you have a copy of each student’s current address.

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• Read a book to the students that includes a home in the story; examples include the Three little pigs, Hairy Mclary stories by Linley Dodd, Hansel and Gretel, No place like home by Colin Thompson and Anna Pignataro, A house is a house for me by Mary Ann Hoberman and Betty Fraser, This is the house that Jack built, Goldilocks and the three bears.

• After reading the story, ask the students about the home (or homes) in the story. What was it like? Was it big or small? What was it made of? Who lived there? Where was the home? How was it a special place? Was this home like those we see in our local environment?

• Ask the students what kind of home they live in. Write some of the different homes, such as houses, apartments, duplexes, townhouses, on the board. Encourage students to use descriptive words and write some of them on the board, such as storey, floor, kitchen, yard, stairs, rectangular.

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

• Give students a copy of the worksheet and read the text with them. Students complete the worksheet by drawing a picture of their own home, then writing an acrostic poem to describe their home and how it is special to them.

• Make a graph of the different types of homes students live in, or suburbs the homes are in.

Curriculum links

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Creative Arts

WS 1.9, WS 1.10, WS 1.12

VAS1.1, VAS 1.2

1.1, 1.4, 1.8

1.1

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

VA 1.1

Vic.

ENWR0101, ENWR0103, ENRE0102

ARVA0101

WA

W 1.1, W 1.4, R 1.2

ASP 1, AI 1

NSW SA

2

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• Students could think of some ways they could improve their house, then draw or paint their improved home.

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My home

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1. Draw your home.

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2. Write your address.

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3. Write an acrostic poem to describe your home and why it is special to you.

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Lower themes – Places

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What happens at home?

Indicator • Matches parts of the home with the activities each is used for.

Worksheet information • For this activity, students will need scissors and magazines or catalogues with pictures of people doing different activities at home (such as reading, eating, playing or working on the computer, cooking, shaving, playing board games, cleaning etc.).

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• If possible, show the students the floor plan of a house (homes for sale on the Internet often have printable house plans). Discuss how we have different rooms for different purposes, and that not all homes have the same number of rooms. Discuss how some of these activities at home are shared activities that family members do together, and some that we do alone. Ask students to think of what kind of things we do in the different rooms of a home.

• Students complete the activity by cutting pictures from magazines and catalogues of various activities and gluing them into the appropriate space on the worksheet.

Additional activities • Students can use paints to create a picture of their favourite activities at home.

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C.Publ i cat i ons • Students can take mime doing an activity at home.

The other students guess •turns f otor r e vi e wp ur po s estryoton l ywhich •room the activity is taking place in.

• Investigate how homes differ around the world. Students can create an image of a home from a country or culture and compile for a class book.

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Curriculum links Science and Technology

HSIE

BEES 1.1

ENES 1

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1.4

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PS 1.4

SCSC 1010

SOSE 0101

ICP 1.3

PS 1.2

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What happens at home?

Different rooms in our homes are used for different things.

1. Cut pictures from magazines and catalogues of activities that people do at home.

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2. Glue them in the room where they belong.

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bedroom

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kitchen Lower themes – Places

5

Rules at home Indicator • Identifies and writes two rules at home and why they are in place.

Worksheet information • Ask the students to locate the classroom rules. Ask them why the rules are there. Guide students to the understanding that the rules are behaviour guidelines to keep everyone safe. Point out that the rules also help make the classroom a clean, safe and comfortable place for everyone. Ask the students if they have rules at home. Write some of their suggestions on the board.

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• Ask why these rules are there. Students should identify the rules as being there to make home a safe and comfortable place. Give the students an example of a rule, such as putting toys away. Explain that when toys aren’t put away people might trip over them, and it becomes hard to find things.

Ask a student to role-play one possible consequence of leaving toys out. Ask another student to role-play a consequence of not following one of the other suggested rules written on the board.

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• Give each student a copy of the worksheet. Read the text with them and explain the activity. Students then complete the worksheet by writing two rules they have at home, why these rules are in place, and draw or write what might happen if the rule is not adhered to.

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C.Publ i cat i ons • The rules can be cut out and compiled as a class book. oparents rr e vi ew uthey r p o eso y• • Students could• ask f their about some of thep rules had ass children.

Askn thel students to share Additional activities

one rule their parents had as children that is different from the rules the students have now.

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Curriculum links

NSW

PDHPE

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WES 1.9, WES 1.10, RES 1.5, RES 1.6, RES 1.7

SLS 1.13

1.3, 1.4

1.7

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

PHIC1.1

Vic.

ENWR 0101, ENWR 0102, ENRE0101, ENRE0103, ENRE0104

HPIP 0101

WA

W2.1, R1.1, R1.3, R1.4

SMS 1

SA

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• Students could write a story about what rules they would make if they were ‘the boss’ at home.

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Rules at home We have rules at home about the way we act and about caring for our home. These rules make our home comfortable, safe and special.

1. Write two rules you have at home and why you have them.

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2. Draw a picture for each to show what might happen if you don’t follow the rule.

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Rule:

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What might happen if we don’t follow this rule?

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Why we have this rule:

What might happen if we don’t follow this rule?

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Which room?

Indicator • Identifies household dangers and locates the rooms in which they are most likely to occur.

Worksheet information

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• The topic can be introduced by discussing the concept that although parents and children try very hard to keep their homes safe places to be, many children are still injured at home. Some of these injuries are not serious and can be dealt with at home while others require a visit to the doctor or even a trip to hospital. Encourage students to share their experiences and those of family members and friends. The focus should be more on the danger and cause of the injury than on the consequences.

• Students will need scissors and glue to complete the worksheet.

• Each of the 12 dangers at the bottom of the page should be read and discussed in terms of why it is dangerous, what can happen and how injury can be prevented. Possible treatment and action if an injury occurs could also be discussed, but the intended focus of this activity is on raising awareness, identifying dangers and minimising the risk of injury in students’ homes.

• In order to place each of the dangers in a particular room on the worksheet, students will need to relate the danger to their own home and to identify in which room it is most likely to be found. For example: There may be different types of scissors in a number of rooms in their home, but they will need to decide where they pose the greatest risk.

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C.Publ i cat i ons • f oQuestion rr e i e whavep ur ptheoactivity. sesonl y• • Students should answer 2v after they completed Additional activities

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• ‘Where shall we keep it?’ Pairs of students draw a dangerous household product from a selection placed in a hat and role-play a discussion between two parents to decide where and how to safely store it in their home. They then report and explain their decision to the class.

• Examine labels on prescription drugs and identify features such as the name of the patient and the prescribing doctor, the date dispensed and the instructions about how much and how often the tablets should be taken. Discuss why each feature is required and the danger of someone else taking the medication and ways of preventing this occurring.

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• Brainstorm a list of reasons why children shouldn’t give themselves medicine and ask children to make a personal list of people who can give them medicine.

Curriculum links

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English

PDHPE

NSW

RES1.7

SLFS1.13 DMES1.2

SA

1.3

1.7

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

1.1 1.3

Vic.

ENREO102

HPIP0101

WA

R1.2

KU1

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Which room?

1. Cut out and glue each danger in one room of the house.

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2. Which is the most dangerous room in your house?

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medicine

matches

knives

poisons

kettle

lamp

saucepan

heater

scissors

slipping

falling

drowning

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9

What would you do?

Indicator • Reads scenarios about home safety issues and role-plays possible solutions.

Worksheet information

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• Read the scenarios with the class and ask them to think what they might do in each situation, if they were there.

• The students should work in small groups to decide the following: ~ Which scenario would their group like to solve? ~ What would they do in that situation?

~ Would they need someone to help them? If so, do they know how to do this?

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• Explain that not all the scenarios described would necessitate a call to emergency services but that every student should know how to contact them and be able to provide information about the particular service needed, their location and contact information such as phone numbers. Students should practise this in pairs after a teacher demonstration and role-play.

~ How could they make sure that they stayed safe and didn’t put themselves in danger?

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C.Publ i cat i ons • Students should work on their role-play of one scenario, then present it to the class.

•f orr evi ew pur posesonl y• • Encourage other students to think about the problem in the scenario, to discuss it and to decide if they ~ How can they present this story and their solution to others so they will understand what is happening, enjoy the presentation and learn something about being safe at home?

Additional activities

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• Create a cartoon strip showing different scenes from one of the scenarios.

• Make up a new danger in the home scenario for others to solve.

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• Make a poster to display at home. The title should read:

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would have tackled it differently.

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We are safer in our home because we:

Students should add a number of clauses to complete the sentence, as well as appropriate illustrations.

Curriculum links

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English

Creative Arts

NSW

TES1.2 RES1.5

DMES1.2 DRAES1.1

SA

1.1 1.3 1.5 1.6 1.9 1.10

1.1 1.2 1.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

DR1.1 DR1.2

Vic.

ENSL0101 ENSL0102 ENSL0103 ENSL0104 ENSL0104 ENRE0102

ARPA0101 ARPA0102

WA

LS1.1 LS1.4 R1.2 R1.3

AI1 ASP1 AR1

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What would you do?

Read the stories and think about what you would do.

Little pink lollies

You walk into the bathroom and notice that there is water all over the floor because your brother didn’t take care when he had a shower. The floor is really slippery. Your grandfather is staying at your house and you are worried that he will slip and hurt himself.

You can hear your baby sister laughing and talking to herself as you walk past Grandfather’s bedroom. When you look in you can see her sitting on the floor with a bottle in her hands. She is saying ‘lollies, little lollies’ and trying to open the bottle. You can see she has some of Grandfather’s tablets but the bottle is still sealed and she hasn’t eaten any yet.

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What can you do?

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Slippery floor

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You are outside playing cricket with some friends. You hit the ball really hard and it goes across the grass, bounces on the patio and smashes into the sliding door. Glass goes everywhere and your friends run home.

Your dad is on the roof painting the gutters. You hear a loud bang and when you go outside, Dad has fallen off the roof and is lying on the path groaning.

He can’t get up.

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Climbing high

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A smashing time

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What can you do?

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Environmental snakes and ladders Indicators • Considers ways of looking after the environment by conserving water and electricity and recycling at home.

• Creates and plays an environmental board game.

Worksheet information

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• Discuss the importance of looking after the environment and why it is important that everyone conserves water and electricity and recycles.

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• Brainstorm different ways in which students and their families can conserve water and electricity at home. Write the heading ‘Caring for the environment’ on the board and use the students’ ideas to complete Do and Don’t lists below it, keeping the wording short and simple; e.g.

Water at night.

• Add ideas about recycling at home to these lists; e.g. Reuse shopping bags.

• Students can then work in small groups to make a game of environmental snakes and ladders.

• Copy page 13 on light card. It can be enlarged to A3 to provide more room for students to write.

The brainstormed ideas could be compiled on a sheet, written in appropriately sized frames and photocopied for students to read, select from, then cut out and paste on their page.

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• Each group will need to select three ideas from the Do list to place at the bottom of the ladders and three from the Don’t list to place at the head of the snakes, to create their individual game. They may like to add illustrations and to colour their boards.

• The players will need a counter each and a die or spinner. These could be made using recycled materials.

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Additional activities

• Plant a class tree in the school grounds. Make a plan to care for the tree. Consider how it can best be protected from damage by students playing nearby. This concept could be extended by generating ideas for the planting, care and protection of plants at home.

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• Make a poster with a message about conserving electricity or water to display in an appropriate place at home.

• Compile a class list of materials students recycle in their homes.

Curriculum links

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English

HSIE

NSW

TS1.1 RS1.7

ENS1.6

SA

1.4

1.4 1.6

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

PS1.5

Vic.

ENSL0101 ENSL0102 ENRE0101

SOSE0103

WA

LS1.1 R1.2

ICP1.1 PS1.1 PS1.3

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Environmental snakes and ladders 40

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C.Publ i cat i ons 19 18 17 16 • f o r r e v i e w p u r p o s e s o n l y • Cut

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Lower themes – Places

Plant trees

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13

My special places Indicator • Draws and writes about his/her special places.

Worksheet information • As a class, discuss favourite/special places, why they are important and what students do there. Ask students to describe the features of their special places. Orally sort special places mentioned into ‘natural’ or ‘built’ environments.

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

• When drawing, encourage the students to use many different colours and to put in as much detail as possible.

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Teac he r

• Read the instructions on the worksheet and each sentence with the students.

• Select a number of students to display and read their pictures and sentences to the class, when completed.

Additional activities

© R. I .

C.Publ i cat i ons • Sort the completed worksheets into two piles when all students have finished—natural and built environments—then count ther number ine each •f or evi wpile.pur posesonl y•

• Survey and graph the number of students who do similar things in their special places; for example, dressing up, reading, drawing.

Curriculum links

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English

Creative Arts

RES1.5, RES1.7, RES1.8, WES1.10

VAES1

1.3, 1.4, 1.8

1.2, 1.3

Qld

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

VA 1.1, VA 1.2, VA 1.3

Vic.

ENRE0101, ENRE0103, ENRE0104, ENWR0101

ARVA0101, ARVA0102

WA

R1.1, R1.3, R1.4, W1.1

ASP1, AR1

NSW SA

14

m . u

• After viewing the pictures and listening to selected students read out their sentences about their special places, students may draw a picture or design their ‘ideal special place’.

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o c . che e r o t r s super

Lower themes – Places

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R.I.C. Publications®

My special places

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

My special place indoors is

I like to

.

© R. I .

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

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there.

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Teac he r

Draw and write.

o c . che e r o t r s s per My special place outdoors isu

.

I like to

there.

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Lower themes – Places

15

My bedroom Indicator • Completes information about his/her own bedroom.

Worksheet information • Before commencing the worksheet, discuss houses, rooms in houses and what they are used for.

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

• On the board, list and/or draw the most common objects found in a bedroom.

• Students should attempt Questions 2 to 7 with minimal assistance.

Question 3 can be modelled for the students before they attempt it independently.

Additional activities

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Teac he r

• Complete Question 1 on the worksheet with the students, reading through the words while they tick those which can be found in their own bedroom.

• Students use a shoebox and recycled materials to create a model of their own bedroom, ensuring that they include all the important components.

© R. I .

C.Publ i cat i ons • View house plans to decipher the different rooms in a house.

•f orr evi ew pur posesonl y• • Students cut pictures of bedrooms from magazines and compare the designs, colours, shapes and components which make up each.

Curriculum links

NSW

RES1.5, RES1.7, RES1.8, WES1.10

ENES1

SA

1.3, 1.4, 1.8

1.4, 1.5

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

PS 1.4,

ENRE0101, ENRE0103, ENRE0104, ENWR0101

SOSE0101, SOSE0103

R1.1, R1.3, R1.4, W1.1

PS 1.1, PS 1.2, PS 1.3

Qld Vic.

WA

16

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m . u

HSIE

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English

o c . che e r o t r s super

Lower themes – Places

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R.I.C. Publications®

My bedroom 1. Tick the objects which can be found in your bedroom. bed

toys

books

chest of drawers

mirror

toy box

curtains

dressing table

wardrobe r o e t s Bo r e p blinds ok lamp mat u S 2. Choose two things from the list and write chair

what they are used for; for example, bed – to sleep in.

•

•

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Teac he r

table

© R. I .

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

3. Write the main colours that are found in your bedroom.

5.

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(a) bed frame

(b) floor

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4. Write words to tell how these things in your bedroom feel. (c) curtains/blinds

. te in your bedroom which is ... o Write an object c . c e r (a) a rectangle h (b) a square (c) a circle e o t r s super

6. Complete the sentence.

I care for my room by

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Lower themes – Places

17

Van Gogh’s bedroom Indicators • Identifies qualities of artworks.

• Plans and creates a painting.

Worksheet information

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• For this activity each student will need a sheet of A3 art paper, a lead pencil and paints in a variety of colours.

Teac he r

• Dutch artist Vincent Van Gogh is one of the world’s most recognised painters. He painted, among other things, three famous versions of his own bedroom.

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• Obtain a poster or copy of Vincent Van Gogh’s bedroom (available at http://www.vangoghgallery.com or http://www.ibiblio.org/wm/paint/auth/gogh).

• Display the picture where the students can see it clearly. Explain to the students that this is a copy of a famous painting by Vincent Van Gogh. Ask them to tell you what they see. Ask them about the colours, shapes, lines and objects in the painting. Ask them what the feeling they get from the picture is, and what their impressions are.

• Tell the students that this picture is of Vincent van Gogh’s bedroom. It was a such a special place for him, he made three paintings of it! Tell the students that they are going to paint their own bedroom pictures. Ask them to reflect on their responses to the worksheet on page 17. What colours, shapes, and feelings do they find in their bedrooms? How could they express these in a painting? What are the features in their bedrooms they think are the most important?

© R. I .

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

Additional activities

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• Look at paintings by other Impressionists such as Claude Monet.

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• Students use the worksheet on page 19 to plan their painting. They answer the questions then draw a rough plan for their painting. Ensure students don’t spend too long drawing the plan. After drawing the plan, students paint their picture. When the pictures are dry, students can share them with the class and other students can comment on the colours, shapes and feelings each painting portrays.

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• Discuss other special places at home. Use different art techniques to create images of these places, such as using watercolours or charcoal.

Curriculum links

18

English

Creative Arts

NSW

WS 1.10, RES1.5, RES 1.6, RES 1.7

VAS 1.1, VAS 1.3, VAS 1.4

SA

1.3, 1.4

1.1, 1.2, 1.3

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

VA1.1, VA1.2, VA1.3

Vic.

ENWR010, ENWR0104, ENRE 0101, ENRE 0103, ENRE 0104

ARVA0101, ARVA0102.

WA

W1.1, R1.1, R1.3, R1.4

AR1, AI1, ASP1

Lower themes – Places

www.ricpublications.com.au

R.I.C. Publications®

Van Gogh’s bedroom Make a plan for painting your own bedroom.

1. What objects will I paint?

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

3. What feelings do I want my painting to show?

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Teac he r

2. What colours will I use?

© R. I .

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

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4. Here is a rough drawing of what I will paint.

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Lower themes – Places

19

Design a storybook house Indicator • Completes a design for a house for a storybook family.

Worksheet information • Before this activity, read or have the students retell a number of stories about storybook characters to the class. Examples include The three little pigs, The little red hen, Hansel and Gretel, The three billy goats Gruff, Jack and the beanstalk and Snow White and the seven dwarfs.

Teac he r

• Model completing the worksheet for a simple family with minimal family members. Repeat, with student assistance, using another group of characters.

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

• Read the instructions with the students and assist with any unfamiliar words. Students should be able to complete the worksheet with minimal assistance.

• The design to be drawn on the back of the worksheet is only the first attempt. Students can complete more than one design until they are satisfied with the result.

• Discuss how the students will know that the design is suitable for the family. Make a list of possible criteria for evaluating the success of the design. These may include things such as the rooms are suitable for the family to do their activities, the family is comfortable and safe etc. Students may wish to rate their design out of five and share their design with another class member.

© R. I .

C.Publ i cat i ons Additional activities •f orr evi ew pur posesonl y• • Students collect boxes and scrap materials and use their plan to make one 3-D room for the storybook characters selected.

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• Students draw a bird’s-eye view of their own bedroom or house.

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Curriculum links

20

m . u

• In small groups, students cooperate to make rooms for a class-selected storybook family and then combine these to make the complete house.

o c . che e r o t r s super English

Science and technology

NSW

RES1.5, RES1.7, RES1.8, WES1.10

DMES1.8

SA

1.3, 1.4, 1.8

1.3

Qld

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

TP 1.1, TP 1.2; INF 1.2

Vic.

ENRE0101, ENRE0103, ENRE0104, ENWR0101

TEMM0102

WA

R1.1, R1.3, R1.4, W1.1

I 1.1, I 1.2; TP 1.2, TP 1.3, I 1.1, I 1.2

Lower themes – Places

www.ricpublications.com.au

R.I.C. Publications®

Design a storybook house 1. Plan a design for a house for a storybook family.

Name of storybook family Names of family members

Teac he r

members do in the house

Rooms needed in house for family members

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

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Some things needed in the rooms

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© R. I .

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

o c . che e r o t r s super

Things needed in the house to be comfortable 2. Draw your first simple design on the back of the worksheet.

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Lower themes – Places

21

My street Indicator • Completes information about houses in his or her own street.

Worksheet information • If desired, students can be asked to find out the answers to Questions 1 to 4 for homework rather than relying on memory.

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

• Discuss the types of answers required and, if necessary, write words on the board to assist students, as some will like the correct spelling of words such as brick, wood, hardiplank™, tiles, corrugated iron etc.

• Drawing from memory is an important skill. Encourage students to include as many details as possible.

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Teac he r

• Read any unfamiliar words to the students.

• After completing the worksheet, discuss the similarities and differences between houses in the same street. Ask students to write comparative sentences (such as ‘Most houses in my street are made from brick but a few are made from wood’) about the houses in their street.

Additional activities

• Students count the number of houses made from brick, wood etc. and complete a simple bar graph or pictograph to record the information. Repeat for other aspects about the houses in the street including roof materials, garages/carports, vehicles for each house etc.

© R. I .

C.Publ i cat i ons • Students use boxes and Lego or plastic figures and vehicles to design a street scene.

•f orr evi ew pur posesonl y• ™

• Students use a simple drawing computer program to create a street scene.

w ww NSW SA

English

HSIE

RES1.5, RES1.7, RES1.8, WES1.10

ENES1

. te

o c . che e r o t r s super 1.3, 1.4, 1.8

1.4, 1.5

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

PS 1.4

Vic.

ENRE0101, ENRE0103, ENRE0104, ENWR0101

SOSE0101, SOSE0103

WA

R1.1, R1.3, R1.4, W1.1

PS 1.1, PS 1.2, PS 1.3

Qld

22

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Curriculum links

Lower themes – Places

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R.I.C. Publications®

My street There are usually many homes on a street.

They are not all the same.

Complete the following by using your memory.

1. There are

houses on my street.

r o e t s Bo r e p o u k 3. The roofs are made from S 4. Tick the things you can see in your street. driveways

gardens

lawns

carports

letterboxes

trees

. .

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Teac he r

2. Most houses are made from

garages pets

© Rtrucks .

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C.Publ i c at i ons boats bikes •f orr ev i ew pur po sesonl y• trailers footpaths verandahs cars

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your house R.I.C. Publications®

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5. Draw ...

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a house in your street which is very different from yours Lower themes – Places

23

An energy-saving home Indicators • Writes suggestions for maximising and minimising the effects of the sun’s heat energy in the home in winter and in summer.

• Labels a picture of a house to show insulation features of construction.

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Worksheet information

Teac he r

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• Explain how a house can absorb the sun’s heat energy through the roof, walls and windows. Describe insulation as a means of protecting the house from heat, cold, light and sound.

Determine what the students already know about methods of insulation in the home. Discuss, and if possible show, media commercials for different types of insulation. Include the value of roof ventilation to aid the efficiency of insulation and air-conditioning and to prevent problems associated with damp.

• Explain how each type of insulation is used to conserve and/or to protect against the sun’s heat energy.

Discuss simple practices that can increase the efficiency of the home’s energy-saving plan. For example, during the day in summer, close windows and curtains and lower external blinds to keep the sun’s heat energy out of the home, but during winter, reverse these to allow the heat into the home.

• Create a winter/summer table to show the energy-saving strategies for each season. Students can use this table to complete Activity 1.

© R. I .

C.Publ i cat i ons Answers •f orr evi ew pur posesonl y• 1. (a) Close windows, open curtains and raise blinds to allow the sun to warm up the house.

• After discussion, create a table to show how each feature contributes to the energy efficiency of the home.

Additional activities

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(b) Close windows and curtains and lower blinds to prevent the sun from heating up the house.

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• Create a display-sized picture showing energy-saving construction features of a house. Include a brief explanation of how each feature works.

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• Carry out a range of experiments to determine the best materials for insulation.

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• Present a fashion show in which students model the best clothes to wear to protect against all types of weather. Discuss beforehand why each garment is chosen. Use this information in the commentary as each student is ‘modelling’.

Curriculum links

24

English

Science

NSW

TES1.1, WES1.1

BEES1.1

SA

1.1, 1.3, 1.4

1.3

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

EC 1.2, EC 1.3

Vic.

ENSL0101, ENWR0101

SCSC0101

WA

LS 1.1, W 1.1

EC 1

Lower themes – Places

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An energy-saving home 1. (a) What can you do to use the sun’s heat energy in winter?

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

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Teac he r

(b) What can you do to protect your home from the sun’s heat energy in summer?

2. Cut out the labels and glue them to the picture.

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© R. I .

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

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roof ventilation

roof insulation

wall insulation

solar panels

window shades

tinted glass

pergola

extended eaves

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Lower themes – Places

25

The street where I live Indicators • Compares and contrasts scenes from two different streets and describes the possible sounds from each scene.

• Draws a picture of features in his/her own street and describes what can be heard.

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

Worksheet information

• Discuss the different locations and types of streets where people live and what the advantages and disadvantages of each might be.

Teac he r

ew i ev Pr

• On an enlarged map of the local area, mark the location of each student’s home. Highlight major features such as the school, shopping mall, leisure centre, freeway, main roads. Discuss differences within the locality such as busy/noisy and quiet/peaceful areas.

• Study both pictures and list their features. Discuss the sounds that might be heard in each scene and the effect these sounds might have on the environment of the street and the people who live there.

• Give students the opportunity to listen to their environment. If they close their eyes, what can they hear?

Take them outside to repeat the exercise. Can they distinguish different sounds?

© R. I .

C.Publ i cat i ons • Carry out a survey to determine the number of students who live in different types of streets; e.g. main roads, quiet streets, no through roads, isolated •f o rr e vi ewblocks. pur posesonl y• Additional activities

• Students each write a poem about what can be seen and heard in their street.

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Curriculum links

English

HSIE

RES1.5, WES1.9

ENES 1

1.1, 1.3, 1.4

1.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

PS 1.4

Vic.

ENWR0101

SOSE0101

V 1.4, W 1.1

PS 1.1

NSW SA

WA

26

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• Create a collage of a street scene and compose a percussion symphony to match the sounds that would be heard there.

o c . che e r o t r s super

Lower themes – Places

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The street where I live

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

1. (a) What can you see in Jack’s street?

(b) What can you see in Jill’s street?

© R. I .

C.Publ i cat i ons What sounds would (b) What would •f o rr ev i ewyou pur p os essounds onl y • you

hear in Jack’s street?

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hear in Jill’s street?

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2. (a)

Hi! My name’s Jill. This is my street.

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Teac he r

Hi! My name’s Jack. This is my street.

3. Draw a picture of things you can see in your street.

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4. In my street, I can hear ...

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Lower themes – Places

27

How clean and safe is my street?

Indicators • Studies and discusses the content of a picture of a street scene.

• Unjumbles words associated with a picture and determines whether each is a positive or negative feature in the street.

Worksheet information

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

• Discuss hazards and safety features in the local area. Include safety from traffic, pollution, the sun, other people, animals etc. How might one hazard create another (e.g. discarded rubbish such as takeaway food containers may attract vermin)?

Teac he r

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• Explain that trees are an important safety feature for any environment as they not only absorb carbon dioxide and other pollutants and produce oxygen, they also provide shade from the sun.

• Compile a list of features present in the picture and discuss whether they are safety features or hazards.

Answers

2. traffic lights – good, rubbish – bad, footpath – good, graffiti – bad, bus shelter – good, trees – good, exhaust fumes – bad, rubbish bins – good

© R. I .

C.Publ i cat i ons • Students create• models ofr their own streets using ap range ofp materials collected from home and the f o r e v i ew ur ose so nthel y • local environment. They present them to the class, describing hazards and safety features.

Additional activities

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• In pairs, students take on the role of one hazard or safety feature that might be found in their locality, presenting to another class or school assembly, the positive or negative effect they have on the environment.

• Design a poster encouraging people to think about how they can reduce the hazards in the local area.

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Curriculum links

PDHPE

RES1.5, WES1.9

SLES1.13

1.1, 1.3, 1.4

1.7

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

PHIC 1.3

Vic.

ENWR0101

HPIP0102

WA

V 1.4, W 1.1

SMS 1

NSW SA

28

o c . che e r o t r s super English

Lower themes – Places

www.ricpublications.com.au

R.I.C. Publications®

How clean and safe is my street?

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

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Teac he r

1. Look at the picture. Talk about what you can see.

2. The names of some things from the pictures have been mixed up. (a) Unjumble the letters of each word and write it correctly.

© R. I .

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

(b) Tick a box to say if each thing is good or bad for the street.

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bbhruis

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otthpfao tffgiiar

m . u

ffrtaci htgisl

bad

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usb tlhsree eerts

hstxaeu mfseu bbhsriu nbis R.I.C. Publications®

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Lower themes – Places

29

My neighbourhood Indicators • Considers the special features and facilities of his or her own neighbourhood.

• Considers how people use their neighbourhood.

Worksheet information

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

• It is important for children to learn the variety of features that form their local area. Knowledge of their surroundings helps them define their place within that community.

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Teac he r

• Explain to the class that their neighbourhood includes their street and the surrounding streets.

• Ask the students to create a list on the board of features and facilities of their neighbourhood. Discuss the difference between a feature and a facility.

• Features may include: park, roundabout, large trees (perhaps particular types of trees which make the neighbourhood special), bush land, marina, beach etc.

• Facilities may include: postbox, post office, shop, school, library, sport or swimming centre etc.

Additional activities

© R. I .

C.Publ i cat i ons •f o rr e v i e w paints pu r p os e so n l y• • Students use different mediums such as crayons, and charcoal to sketch their favourite parts of • In small groups, students visit another class to conduct a survey about favourite parts of the neighbourhood. They collect the data and represent their findings as a pictograph. the neighbourhood.

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English

HSIE

WES1.9, RES1.5

ENES1

1.3, 1.4

1.4, 1.6

Qld

Refer to curriculum documents <http://www.qsa.qld.edu.au>

PS1.5, PS1.4

Vic.

ENRE0101, ENWR0101, ENRE0103

SOSE0101, SOSE0102, SOSE0103

WA

R1.1, R1.4, W1.1, W1.3

PS1.1, PS1.2, PS1.3

NSW SA

30

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• In pairs, students create role-plays between the characters on the worksheet, discussing their favourite parts of the neighbourhood.

o c . che e r o t r s super

Lower themes – Places

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R.I.C. Publications®

My neighbourhood 1. Read about the people’s favourite parts of their neighbourhood.

My favourite part of my neighbourhood is the scrubland. I take my dog for a long walk every morning.

© R. I .

C.Publ i cat i ons orr ev i ew pu r p osespart on l y • Draw• inf your own face.

Write the favourite of your neighbourhood. Draw it in the box and colour it.

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2.

My favourite part of my r o e t s B r neighbourhood is the pond. e o p ok I sit on the bench to read u the newspaper and feed the S ducks.

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Teac he r

My favourite part of my neighbourhood is the post office. I post my letters and chat to friends.

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My favouritec part of my e r neighbourhoodh ise the o t r s super

3. Write two words to describe why it is your favourite part.

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Lower themes – Places

31

‘Most cared for neighbourhood’ competition Indicators • Considers how people care for their neighbourhood.

• Works in a group to complete a script.

• Rehearses and performs a play.

Worksheet information • Discuss with the class that if we all work together to look after where we live, everyone can enjoy being in a happy, clean and safe neighbourhood.

The play

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

Teac he r Cast

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• The play has a cast of four but if smaller groups are preferred, one person can play Molly and another person play all of the three people she meets on the street. The names and gender of the characters can be changed if required.

Costume and prop suggestions

Molly

journalist

notepad and pencil, camera (optional)

James

elderly gentlemen

hat, green bin (a drama block could be used)

Sarah

mother

pram with doll in it, dummy

New character

Additional activities © R .

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C .

P ubl i cat i ons • Read the play aloud to the students. Competent • Students complete the following sentences and readers could be asked to take on a role each. include illustrations: • f o rabout r ev i e w u phelp os e s nbyl y • Ask the class to share ideas how they, theirp – ‘Ir will care of myo street ...’ • Preparation

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Curriculum links

32

– ‘I will help care for my neighbourhood by ...’

• The play can be used as stimulus for various writing activities; e.g. ‘Describe why your neighbourhood (or street) is special’. Competent writers could write and publish Molly’s article.

• Collate the final sections of each group’s scripts to create a longer, whole-class play which is rehearsed and performed at assembly. Students without parts could work on creating the setting and collecting props.

• Discuss what could happen if no-one cared for their neighbourhood.

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family and their neighbours care for their street and neighbourhood. Ideas can be recorded on the board to help students with Question 2.

Butcher’s paper can be distributed to each group for this question.

• Draw attention to the repetitive parts of Molly’s dialogue. When students are writing the final part of the script, they can copy this directly from the worksheet. The teacher may wish to photocopy and enlarge this text for slow writers, who can glue it on to the butcher’s paper.

• The teacher may like to emphasise with the class that at their age they should not talk to strangers.

o c . che e r o t r s super

English (talking and listening)

HSIE

NSW

WS1.9, RS1.5, TS1.2

ENS1.5, ENS1.6

SA

1.2, 1.3, 1.4

1.4, 1.6

Qld

Refer to curriculum documents <http://www.qsa.qld.edu.au>

PS1.5, PS1.4

Vic.

ENSL0101, ENSL0102, ENRE0101, ENWR0101, ENRE0103

SOSE0101, SOSE0102, SOSE0103

WA

LS1.3, LS1.4, R1.1, R1.4

PS1.1, PS1.2, PS1.3

Lower themes – Places

www.ricpublications.com.au

R.I.C. Publications®

‘Most cared for neighbourhood’ competition 1. Listen to instructions from your teacher about the play.

SCENE

Birdwood Street, in the suburb of Happy Valley

Molly checks she has her notepad and paper and walks towards the first person she sees on the street, smiling brightly.

MOLLY

r o e t s Bo r e p o Not atu all. (James is rolling his green bin k to S the end of his driveway. He stops and

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JAMES

Hi. My name is Molly Blake. I’m writing an article about why Happy Valley won the ‘Most cared for neighbourhood’ competition. Do you mind answering a question?

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leans against the bin, smiling.)

MOLLY

What do you do to help care for your neighbourhood?

JAMES

Well, (scratching his chin) on the last Sunday of every month I join in with my neighbours for a ‘clean up our street’ afternoon.

© R. I .

C.Publ i cat i ons •f o rr evi ew p ur posesonl y• Molly walks towards a mother

MOLLY

(Molly stops scribbling on her notepad and looks up at James) Thank you for your time.

pushing a pram.

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Hi. My name is Molly Blake. I’m writing an article about why Happy Valley won the ‘Most cared for neighbourhood’ competition. Do you mind answering a question?

SARAH MOLLY SARAH

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MOLLY

No, of course not. (Sarah bends down to pick up a dummy) . t e o What do you do to help care for your neighbourhood? c . c e hwhen Sometimes I take the little one tor our local park, there is e o t r s su graffiti on the play equipment.

When I get home, I report it to the per local council and they come and clean it up.

MOLLY

(Smiling and nodding at Sarah) Thank you for your time.

2. Molly meets one more person on Birdwood Street. In your group, work together to write the last part of the script on a separate sheet of paper.

3. Rehearse and perform the play to another group.

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Lower themes – Places

33

How do you get to school?

Indicators • Uses language to show understanding of position, location and place.

• Identifies features of familiar places using simple maps.

Worksheet information

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

• It is important for children to learn the variety of features that form their local area. Knowledge of their surroundings helps them define their place within that community. Mapping is a good way to reinforce students’ awareness of their surroundings. Maps help tell a story about the environment.

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• Ensure students only glue on the features from the bottom of the worksheet if they pass by them during their trip to school.

• To assist students in understanding direction (Question 3), complete the following activity.

Sit in the middle of the oval with the class and point out features which are north, south, east and west of your position. Ask the students to stand up and move in different directions using different movements. For example: – do slide steps east

– skip to the west

©– jump R. I .

C.south Publ i cat i ons backwards Additional activities •f orr evi ew pur posesonl y• – hop north

• Students view a street directory and are shown where the school is on the page. Point out features which are ‘near, ‘next to’, ‘below’ etc. the school.

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• Draw a large display map of the local community. Add 3-D models to represent houses, shops and special features—built and natural.

• Work in groups to create a large display map of the school grounds. Orally, students give explanations on how they move from their classroom to other areas in the school (including north, south, east, west directions).

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Curriculum links

HSIE

Mathematics

ENS1.5

SGS1.3

1.5

1.14

Qld

PS1.4, PS2.4

S1.2, S2.2

Vic.

SOSE0101, SOSE0102, SOSE0103

MASPL204

WA

PS1.1, PS1.2, PS1.3

S 15a.1

NSW SA

34

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Lower themes – Places

www.ricpublications.com.au

R.I.C. Publications®

How do you get to school?

1. Draw a bird’s-eye map of how you get to school from your house.

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

N W

E S

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2. Cut out the pictures below that you need and glue them on your map. Add more features to your map if you need them.

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3.

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. tis north south east west of theo My house e school. c . che e r o r st super

R.I.C. Publications®

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Lower themes – Places

35

Around our school – 1 Indicators • Observes, identifies and classifies built and natural features surrounding the school boundary.

• Listens to and records sounds occurring outside the school boundary.

Worksheet information

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

• Parent helpers may be required to help with this activity to ensure adequate supervision of students at the school boundary. Be sure to discuss appropriate behaviour and safety issues with students and parents so everyone is clear on the expectations.

• Depending on the number of ‘side’ boundaries of your school, organise students into groups and designate a parent helper and a particular boundary for observation by the group.

• As students tour the school boundary, record the environment across from the school using a digital camera. Ensure shots are clear and detailed enough to be used for further observation in class. Students record their observations in the table at Question 1.

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• Before completing the task, discuss and clarify ‘built’ and ‘natural’ features students may see when touring the boundary of the school.

display photos on the computer for students to see.

Ask each group to identify the photos from their boundary. Discuss the images and point out any interesting features they observed. Complete Question 2 on the worksheet.

• Students listen quietly to the recordings made on each boundary. Ask each group to identify the sounds which occurred along their boundary. Discuss the • The next step is to record the sounds students can sounds and point out anything of interest. How do the hear along the designated boundary. Use a recording sounds on each boundary differ? Or are they all the device to collect the sounds heard along the boundary, same? Complete Question 4 on the worksheet. while students sit quietly with their eyes closed and listen. Students record the sounds heard as directed at • Students continue working in their groups to create a Question 3. soundscape to replicate the sounds they heard along their designated boundary. Use materials available to • Students return to class and discuss the built and students within the classroom environment and allow natural features observed on each boundary. How them to experiment with various sounds before putting does each boundary differ? Are they all the same? together and sharing their soundscape.

Download the images from the digital cameras and

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• Students work in their groups to create a multimedia presentation of their designated boundary. Use the digital photographs and sound recordings to produce an accurate representation of the environment observed.

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• Provide each student with an enlarged copy of one of the photographs taken along his/her boundary. Ask students to cut up the photo and sort the objects into built features and natural features. Glue objects onto a class chart and display.

• Students use everyday materials to create a 3-dimensional model to replicate the landscape observed along their group’s designated boundary.

Curriculum links

36

English

HSIE

PDHPE

Creative Arts

NSW

TS1.2, WS1.11

ENS1.5

COS1.1, INS1.3

MUS1.2

SA

1.8, 2.6, 2.8

1.4

2.5

1.2, 2.2, 1.3

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

ME2.1

Vic.

ENRE0205, ENWR0203

ARPA0201

WA

W 2.2, W 2.3 Lower themes – Places

PS 2.1

IPS 2 www.ricpublications.com.au

AI 2, ASP 2 R.I.C. Publications®

Around our school – 1 1. Record what you see outside of your school in the table below.

Write each item under the correct heading. natural features

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built features

2. Use the information you collected to complete these.

roads

bush

farms

offices

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other:

(b) There are more built outside of our school.

3.

natural

skyscrapers

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(a)

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C.Publ i cat i ons Our school is mostly surrounded by …

•f orr ev i ew phouses ur pos esonl yapartments • trees shops parkland

features around the

. te o c Sit quietly at the boundary of your school and. close your eyes. che eback of this sheet.

What do you hear?

Record the sounds on the r o r st super

4. Rate the noise level around your school.

1 (quiet)

10 (noisy)

5. Create and share a soundscape of your group’s boundary.

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Lower themes – Places

37

Around our school – 2 Indicators • Identifies and collects various natural and built textures using charcoal, pencil and crayon rubbings.

• Creates unique body movements to express the various texture rubbings collected.

Worksheet information

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

• Demonstrate to students how to take a texture rubbing (frottage). Use pencil, crayon and charcoal to demonstrate the different effects which can be achieved by each material. Point out that students may need to put something hard behind the item being rubbed for support and to ensure the rubbing is clear.

• Explain to students they will be returning to their designated boundary to collect texture rubbings.

Students are to collect six ‘natural’ texture rubbings and six ‘built’ texture rubbings using pencil, charcoal and crayon.

• Students, in their original groups, return to their designated boundary. The parent helper must ensure the group stays together and remains safe as they cross any roads and collect the rubbings.

Allow a set amount of time (say 20 minutes) so all students return to class at the same time.

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• Parent helpers may be required to help with this activity to ensure adequate supervision of students outside the school boundary. Be sure to discuss appropriate behaviour and safety issues with students and parents so everyone is clear on the expectations.

• Discuss with students the concept of ‘texture’. Identify various textures within the classroom environment. Classify textures according to ‘natural’ or ‘built’ and ‘rough’ or ‘smooth’.

• Students work in their group to create a ‘textured’ mural representing the environment they observed. Add appropriate colours, 3-D effects and materials collected to recreate the environment. Present the mural to the class and explain the various textures and items used to create the masterpiece. Discuss the various textures collected from each boundary. How do they differ? Or are they similar?

• Discuss the textures collected and encourage students to create movements with their bodies to represent each texture. For example, a smooth texture may be represented by a slow, gliding motion, while a rough, jagged texture may be represented by fast, jagged arm and leg movements.

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Additional activities

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• Students work in their group to produce a performance to share with the class. Record the soundscape students produced in the previous activity. Students use this as the background to various body movements representing the textures and sounds of the environment they explored as a group.

• Survey students to discover whether more students prefer smooth textures or rough textures. Which is more popular and why? Would preferences change in different situations? For example, when choosing textures to make clothing or bedding, would most people prefer smooth or rough textures?

Curriculum links

38

o c . che e r o t r s super

English

PDHPE

Creative Arts

NSW

TS1.2, WS1.11

COS1.1, INS1.3

VAS1.2, DAS1.2

SA

1.8

2.1, 2.5

2.3

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

Vic.

ENRE0205, ENWR0203

HPMP0201

ARPA0201, ARVA0201

WA

W 2.2, W 2.3

IPS 2, SPA 2.1

AI 2, ASP 2

Lower themes – Places

DA2.2, VA2.1

www.ricpublications.com.au

R.I.C. Publications®

Around our school – 2 1. Use the table below to record your texture rubbings.

x

bin g

bin g

x

ru b

t

e ur

ru b

bin g

te

t

e ur

te

x

bin g

te

label

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in g

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te

ubb

ru b

bin g

x

t

e ur

t

e ur

ru b

bin g

te

bin g

x

ru b

er

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t

e ur

r tu

label

x

bin g

label

. te

te

ru b

label

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built textures

t

e ur

te

x

bin g

te

x

ru b

label

t

e ur

label

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label

natural textures Teac he r

ru b

label

t

ru b

e ur

t

e ur

te

x

r

label

x

t

e ur

crayon

in g ubb

te

t

r

e ur

charcoal

in g ubb

te

x

pencil

label

label

label

2. Think about the textures. Make movements with your body to match the textures you have collected.

R.I.C. Publications®

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Lower themes – Places

39

Traffic around our school Indicators • Draws a bird’s-eye map of his/her school and immediate surrounds to plot safe places to cross the road to enter the school grounds.

• Completes a traffic survey to identify the safest places to cross the road to enter the school grounds.

• Discusses, orders and role-plays the safest method of crossing the road.

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

Worksheet information

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• Students draw their own map to complete Question 1.

• Parent helpers may be required to help with the following activity to ensure adequate supervision of students at the school boundary and car parks. Be sure to discuss appropriate behaviour and safety issues with students and parents so everyone is clear on the expectations. This activity will require students to spend 10 minutes before the end of school and 10 minutes after school has finished for the day as well as 20 minutes before school starts in the morning.

Parental permission will be required.

• Students work in small groups and are given a designated school boundary, parking area or dropoff/pick-up zone for assessment. Students survey the amount of traffic in their designated area for 20 minutes before school and 20 minutes at the end of the school day. Record data and present information to show the amount of traffic at each time of the day.

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• Discuss the concept of maps which show a bird’s-eye view of an area.

If you have access to GoogleEarth™, locate your school and view it from space. If not, use a street directory or road map copied onto a transparency and displayed on an overhead projector. Point out the streets, parking areas, drop-off and pick-up zones, paths and crosswalks around your school. Ask individual students to show which way they travel to and from school and where they cross the road.

• As a class, discuss and compare the findings from each designated survey area. Direct students to use this information to decide on the safest points to cross the road in order to enter the school grounds safely.

Students use red pencil on their map of the school to show the area they consider to be the safest. Select some students to share their choice with the class and to provide an explanation for choosing the area.

• Discuss with students safe practices for crossing the road. (Always cross the road with an adult, stop, look, listen and think.) Students role-play crossing the road; have other students pretend to be cars to make it realistic.

• Students then complete Question 3 by cutting, ordering and gluing the pictures on a separate sheet of paper.

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Additional activities

• As a class group, decide on the safest areas to cross the road to enter the school grounds, then create posters and advertising material to educate other students in the school about the best place to cross the road.

• If your school doesn’t have a safe area to cross the road, write a letter to your local council, outlining the dangers and possible solutions.

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Curriculum links

English

40

o c . che e r o t r s super PDHPE

Mathematics

NSW

TS1.2, WS1.11

COS1.1, DMS1.2, INS1.3, PSS1.5, SLS1.13

DS1.1, SGS1.3

SA

1.8

2.5, 2.7

2.1, 2.2, 2.14

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

Vic.

ENRE0205, ENWR0203

HPIP0201

MASPL204, MAMDD203

WA

W 2.2, W 2.3

KU 2, IPS 2

C&D 13a.2, C&D 13b.2, C&D 14.2, S 15a.2

Lower themes – Places

CD2.2, S2.2

www.ricpublications.com.au

R.I.C. Publications®

Traffic around our school

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

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Teac he r

1. Draw a bird’s-eye map of your school and immediate surrounds.

Be sure to include parking areas, drop-off and pick-up zones, attended and unattended crosswalks, traffic lights and footpaths.

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2. Use the information collected in the traffic survey to show on the map the ‘safest’ places to cross the road to get to school.

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3. Cut out and order these pictures to show the safest way to cross the road.

think R.I.C. Publications®

stop

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look

cross with an adult Lower themes – Places

listen 41

One school, many places Indicators • Identifies places in the school environment and suggests uses for these places.

• Draws a simple map showing the location of familiar places in the school.

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

Worksheet information

• Take the students on a walk around the school. Stop at different places (music room, canteen, playground, library) and discuss the different ways these places are used.

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• Back in the classroom, show the students a simple map; for example one from a local zoo with pictorial symbols (for example, print the Melbourne Zoo map from <http://www.zoo. org.au/melbourne/map_mz.htm>). Explain how this map shows a ‘birds-eye view’, looking down on top of the scene. To reinforce this concept, teachers could set a scene on a tray using plastic farm animals or Lego™ pieces, and ask the students to look at it firstly from the same level on a table, and then from above with the tray on the floor, and note the differences in what they actually see.

• Ask the students to recall some of the places they saw on the walk, and write these suggestions on the board. How would they look to a bird flying above the school? Draw an example of a representation of one building, and add a symbol to show what the building is used for, such as a book for the library.

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C.Publ i cat i ons • Give the students a copy of the worksheet each and inform them that they will be making a simple map •f o r e vi ew r ptoo se swhere on l y •are in showing four places theyr know in the school.

Ask p the u students think about these places

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Additional activities

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relation to each other, and what symbols they might use to represent these places. Students complete the worksheet by listing four places they know in the school and what they are used for, then drawing a map of these four places.

• Students could take digital photos of different places in the school in pairs and write about what happens in that place. These could be compiled as a poster or book.

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• Students could sort these pictures into built and natural features of the school.

• Students could try mapping the classroom and the different places in the classroom. They could write how they feel in these places; e.g. at the front to the class, at their desks, in the reading corner.

Curriculum links

42

English

HSIE

NSW

RES1.5, RES1.6, WES1.9, WSES1.11

ENES1

SA

1.3, 1.4, 1.8

1.5

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

PS1.4

Vic.

ENWR0103, ENWR0104, ENER0101, ENER0103, ENER0104

SOSE0101, SOSE0103

WA

W1.1, W1.3, R1.1, R1.3, R1.4

PS1.1, PS1.2

Lower themes – Places

www.ricpublications.com.au

R.I.C. Publications®

One school, many places There are many places at school that we use for different purposes.

1. Write four places you know at your school and what each is used for.

• •

•

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•

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2. Draw a simple map of your school showing these four places and symbols for them. You may wish to add other places, too.

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43

Caring for our school Indicators • Identifies ways to care for their school and the school environment.

• Identifies people responsible for caring for the school environment.

Worksheet information

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• Put a class rubbish bin where the students can see it. Ask the students what it is and what it is used for. Who puts rubbish there? Why? Where does it go when the bin is full?

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• Discuss how we put rubbish in the bin to keep the school clean and tidy. This helps make the school a safe and comfortable place for everyone. There are many things we do to care for our school and school equipment. Ask students to suggest some of these things. Examples include keeping desks clean, putting equipment back in the right place, using school equipment properly, looking after library books, and not walking through flower beds.

• Students complete the worksheet by writing two ways they act to care for their school. They then look at the pictures and decide whose responsibility it is to do each job to help care for the school. There can be multiple answers for each picture. To finish students draw one other job that is done to care for the school and write who does this task

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• • If your school has a groundsperson, ask this person to come into the classroom to talk to the students Additional activities

• Students could think of ways to encourage other students to take care of the school environment, such as designing and making posters to put up around the school.

Curriculum links

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English

HSIE

RES1.5, RES1.6, WES1.9, WSES1.11

ENES1

1.3, 1.4, 1.8

1.4

Refer to curriculum documents on http://www.qsa.qld.edu.au

PS1.5

Vic.

ENWR0103, ENWR0104, ENER0101, ENER0103, ENER0104

SOSE0103

WA

W1.1, W1.3, R1.1, R1.3, R1.4

PS1.3

NSW SA

Qld

44

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about the work he or she does to care for the school grounds.

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Lower themes – Places

www.ricpublications.com.au

R.I.C. Publications®

Caring for our school Many people help care for your school.

1. Write two ways you help look after your school.

•

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•

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2. Look at these ways to care for your school. Write who you think should do these jobs at school.

3. Draw one other job in the empty box and write who does it to care for your school.

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Lower themes – Places

45

Recycling at school Indicators • Describes ways waste can be recycled at school.

• Identifies materials that can be recycled.

Worksheet information

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• This activity will require students to collect their lunch rubbish so will be best programmed to occur before and after lunch.

You will also require a number of sets of kitchen scales to weigh the rubbish for the students to complete the worksheet.

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• Discuss recycling with the students. What is it? Why do we do it? What things can be recycled? What happens to the waste that isn’t recycled? What kind of recycling happens at school?

• Write common items that can be recycled on the board, such as aluminium cans, food scraps (composted), paper, cardboard, milk cartons and glass bottles. Under a separate heading list materials that cannot, such as plastic wrap and styrofoam packaging.

• Inform the students that they are going to keep the waste from their lunches and investigate how much waste the class creates each lunchtime, and how much of it could be recycled. Ask them to keep all their rubbish from lunch, including uneaten food.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• • To conclude, collate the class figures and discuss how much waste was created at lunch. Compare this • After lunch, give each student a copy of the worksheet. Taking turns, the students weigh their lunch waste, then after removing the recyclable items, weigh it again. They complete the worksheet by answering Questions 4–6.

to the amount after the recyclable materials were removed. Discuss ways to encourage recycling at your school and share some of the students suggestions from Question 5 on the worksheets.

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Additional activities

• Students could investigate the recycling activities and web-quests at a number of websites, such as <http://www.trash4kids.org/act_recWQe.html>

. te Curriculum links

• Conduct a ‘waste-free lunch competition’. Students can bring lunches to school with as little waste as possible. The person who at the end of lunchtime has the least amount of waste is the winner.

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English

HSIE

Maths

NSW

RES1.5, RES1.6, WES1.9, WSES1.11

ENES1

M1.1(a), M1.1(b)

SA

1.3, 1.4, 1.8

1.4, 1.6

1.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

PS1.5, SRP1.4

M2.1

Vic.

ENWR0103, ENWR0104, ENER0101, ENER0103, ENER0104

SOSE0103,

MAMDM2.2, MAMA0121

WA

W1.1, W1.3, R1.1, R1.3, R1.4

PS1.3, R1.2

M9a.1, M9b.1

Lower themes – Places

www.ricpublications.com.au

R.I.C. Publications®

Recycling at school A lot of waste is created at school.

Most of the paper, food scraps and food packaging waste can be recycled so that there is less rubbish.

1. Keep all the rubbish (including uneaten food) from your lunch.

r o e t s Bo r e p ok u S that could be recycled, re-used or composted.

3. Take out anything

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2. Weigh your rubbish. How much does it weigh?

Weigh your rubbish again and record the weight. Does your waste weigh the same or less?

4. What recycling or composting happens at your school?

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5. What could be done to help reduce the amount of wasted created at your school?

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o c . che e r o t r s super

6. Tick the boxes of the activities that could reduce waste.

Wrapping sandwiches in plastic wrap.

Using both sides of a sheet of paper.

Using a drink bottle instead of a disposable drink.

Putting aluminium cans in a rubbish bin.

R.I.C. Publications®

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Lower themes – Places

47

Be safe at school Indicators • Reads information about safety at school.

• Identifies safe and unsafe places to play at school.

Worksheet information

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

• Read the information at the top of the page with the students. Discuss any school rules which students know about playing in different places around the school and why these places have rules.

• Students are to identify and write the location of a safe and unsafe place at school to complete the worksheet and to say why they are allowed or not allowed to play there.

• Students complete the worksheet by drawing a picture of each place.

Additional activities

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• Identify some unsafe places at school and how they could be made safer.

• Students paint a safe place in bright, clean colours and smooth, rounded lines and an unsafe place in dark, murky colours and sharp, uneven lines.

© R. I .

C.Publ i cat i ons •anf o r(bird’s-eye) r evi e w p ur pos soplaying nl yareas •and • As a class, create aerial view of the school including alle buildings, • Students vote to select a chasing game to play and offer suggestions about the safest place in the playground to play it. pathways.

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NSW SA

English

PDHPE

RES1.5, RES1.7, RES1.8, WES1.10

SLES1.13, DMES1.2

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o c . che e r o t r s super 1.3, 1.4, 1.8

1.7

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

PHIC 1.3

Vic.

ENRE0101, ENRE0103, ENRE0104, ENWR0101

HPIP0101

WA

R1.1, R1.3, R1.4, W1.1

KU 1, SMS 1

Qld

48

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Curriculum links

Lower themes – Places

www.ricpublications.com.au

R.I.C. Publications®

Be safe at school Some places at school are safe places to play and others are unsafe. Schools have rules to keep children safe at school. The rules tell children about playing safely.

Read and draw.

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

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Teac he r

(a) At school, we are not allowed to play

because

© R. I .

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

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because

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.

R.I.C. Publications®

Draw an unsafe place at school.

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. (b) At school, we are allowed to play

www.ricpublications.com.au

Draw a safe place at school.

Lower themes – Places

49

Safe, healthy decisions Indicators • Matches the beginning to the end of the sentence.

• Identifies safe and healthy decisions.

Worksheet information

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

Answers

1. (a) When I cross the road, I use a pedestrian crossing. (b) When I cross the road with an adult, I hold his or her hand. (c) Before I cross the road, I stop, look, listen and think. (d) When I ride in the car, I always put on my seatbelt. (e) On a hot day at school, I always put my hat on.

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Teac he r

• Read the information at the top of the page and the instructions with the students to ensure that they understand what they are going to do.

• The students will require scissors and glue to cut up and glue the sentences parts together on a separate sheet of paper.

• Students should complete one or two sentences at a time before having the teacher check them and allowing them to be glued.

• When the sentences are dry, the students should read them to see if they sound correct and then tick the things that they do.

• Students may illustrate one or two of the sentences.

(f) On a hot day at school, I often sit in the shade. (g) On a hot day at school, I drink lots of water. (h) At school when I am using the path, I always walk. (i) I always play safely on the playground equipment. (j) I keep my school clean by putting my rubbish in the bin.

2. Teacher check

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

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Additional activities

• Role-play putting on and buckling up a seatbelt, crossing the street after ‘stopping, looking, listening and thinking’, crossing the street holding the hand of an adult, putting on a hat before going outside to play etc.

• Students use thick brushes and brightly coloured paints to copy and write signs to remind others to ‘Wear a hat on a hot day’, ‘Drink lots of water on a hot day’ etc.

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Curriculum links

50

o c . che e r o t r s super English

PDHPE

NSW

RES1.5, RES1.7, RES1.8, WES1.10

SLES1.13, DMES1.2

SA

1.3, 1.4, 1.8

1.7

Qld

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

PHIC 1.1

Vic.

ENRE0101, ENRE0103, ENRE0104, ENWR0101

HPIP0101

WA

R1.1, R1.3, R1.4, W1.1

KU 1, SMS 1

Lower themes – Places

www.ricpublications.com.au

R.I.C. Publications®

Safe, healthy decisions To keep safe and healthy, we need to make the right decisions and choices about things that we do.

1. Cut, match and glue the beginning to the end of the sentence on a separate sheet of paper.

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

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Teac he r

2. When they are dry, tick the things that you do.

When I cross the road, I

stop, look, listen and think.

When I cross the road with an adult, I

always put on my seatbelt.

use the pedestrian © R. I .

C.Publ i c at i o ns crossing.

•f orr evi ew pur posesonl y• Before I cross the road, I

On a hot day at school, I always

put my hat on.

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On a hot day at school, I often

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hold his or her hand.

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When I ride in the car, I always

drink lots of water.

o c . ch On a hot day at school, I sit in the shade. e r er o st super At school when I am using the path, I

the playground equipment.

I always play safely on

putting my rubbish in the bin.

I keep my school clean by

always walk.

R.I.C. Publications®

www.ricpublications.com.au

Lower themes – Places

51

Making the school playground safer Indicators • Writes words which tell about activities students do in different areas.

• Identifies possible unsafe areas and the reasons why they may be unsafe.

r o e t s Bo r e Worksheet information p ok u S • Discusses with a partner how the unsafe areas could be made safer.

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Teac he r

• Read the instructions for Question 1 with the students then list words on the board which students may want to use.

Students can then select one word to write in a number of different areas.

• Read the instruction for Question 2 for students to complete. Ask them to think about WHY they are choosing those areas as unsafe so that they can discuss them with their partner to complete Question 3.

Additional activities

• In the playground, have the students move in different ways to reach different areas of the playground; for example, ‘Run to the sandpit, Hop to the path’.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• • Through dance or movement, investigate personal places or spaces. Students find their own space,

• As a class, create a map of your own classroom or school to identify safe and unsafe areas. Devise a simple key to use on the map to represent buildings, trees etc.

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Curriculum links

52

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English

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making sure that they are not touching anyone else. Students wriggle, spin, jog, float etc. in their own personal space. Students move around the room without touching anyone else. Students move from personal space to a group space close to the teacher. Students make a big/little/tall/short/thin shape in their own space.

PDHPE

o c . che e r o t r s super

NSW

TS1.1, RS1.5, RS1.6, RS1.7, WS1.9, WS1.13

SLS1.13, DMS1.2

SA

1.3, 1.4, 1.6, 1.7, 1.8, 1.9

1.5, 1.7

Qld

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

PHIC 1.1, 1.3, 1.5; EPD 1.4

Vic.

ENSL0202, ENRE0201, ENWR0201

HPIP0101

WA

LS 2.2, V 2.1, V 2.2, V 2.3, V 2.4, R 2.1, R 2.2, R2.3, W2.1

KU 1, SMS 1, IPS 1

Lower themes – Places

www.ricpublications.com.au

R.I.C. Publications®

Making the school playground safer 1. On the map, write words to tell what students might do in different places.

2. Put a cross on any unsafe places.

3. With a partner, talk about why these places are unsafe and ways to make them safer.

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

Admin.

offices

carpark

library

staff room

sick room

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classrooms

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© R. I .

C.Publ i cat i onsbike racks assembly area •f orr evi ew pur posesonl y•

toilets

toilets

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Teac he r

road

o c . che e r o t r s super library

canteen

computer room playground fixed equipment

music room

R.I.C. Publications®

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Lower themes – Places

53

Places near me Indicator • Identifies features of natural, new and heritage environments

Worksheet information • Discuss the differences between natural and built environments and brainstorm and list examples of each on the board. Identify any specified natural environments that are local and underline them to assist students in answering Question 1.

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

• Students should complete Question 1 on the worksheet.

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Note: The illustrations in 1(b) are intended to be nonspecific; e.g. ‘Water’ can refer to lakes, rivers or the ocean.

• Explain that although people do not construct natural environments, they can and do influence them in many ways. Students can then consider the list of activities they wrote in Question 1 (c) and decide which, if any of them, would be bad for the natural environment.

• Before students complete Question 3, discuss the term ‘heritage’ to ensure that they understand that it means something from the past that is ‘handed down’ and is or was of some significance. A list of local heritage buildings could be compiled and written on the board. Some parents and grandparents may be able to assist in identifying some of them.

© R. I .

C.Publ i cat i ons • Invite a speaker to f talk and students’ questions about the history ofs theo local environment.

• o ranswer r ev i ew pu r p o se n l y• Additional activities

• Students investigate their individual responses to their local environment by sketching patterns, shapes and lines they see and by feeling and making rubbings of a number of different textures.

Curriculum links

NSW SA Qld Vic. WA

54

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• Make a timeline of a local heritage building recording information such as when it was built, how it was used and successive owners. Changes to the natural environment over time could also be noted.

o c . che e r o t r s super English

HSIE

RS1.5 RS1.6 WS1.9

CCS1.2 ENS1.5 ENS1.6

1.4

1.4

Refer to curriculum documents on http://www.qsa.qld.edu.au

TCC1.4 PS1.4

ENWR0101 ENWR0103 ENRE0101 ENRE0102 R1.3 R1.4 W1.1 W1.3

Lower themes – Places

SOSE0103 PS1.1 PS1.2

www.ricpublications.com.au

R.I.C. Publications®

Places near me 1. (a) What is the name of a natural place near where you live?

(b) Tick the things you can see there. hills

trees

flowers

rocks

(b) What is it used for? hospital

home

office

bricks

wood

metal

tiles

stone

other

grass

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2. (a) Which building near you is new?

shop

© R. I .

C.Publ i c at i ons school other •f orr evi ew pur posesonl y• What is it made of?

church

glass

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(c)

sand

r o e t animals s Bo r e p ok What canu people do there?

S

Teac he r

(c)

water

. tis it made of? o (a) Whate c . c e he r (b) What is it used for today? o t r s super

3. Think about an old, heritage building near you.

(c) What was it used for long ago? (d) Is it in a good spot? yes/no

(e) Is it in good repair? yes/no

(f) Is it a happy place? yes/no

(g) Do you like it? yes/no

(h) Write three words to describe the building.

R.I.C. Publications®

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Lower themes – Places

55

Favourite places Indicators • Identifies living and non-living things.

• Uses labels to describe a favourite place and categorises it as a natural or built environment.

Worksheet information

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

Teac he r

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• Explain the differences between living and non-living things before taking the students into the playground to identify examples of each. These could be photographed using a digital camera, prints made, sorted, labelled and displayed on a wall chart. Students may like to add further examples of each category as labelled visual images. Encourage discussion about any examples that are more difficult to categorise.

• Ask if any students think the school playground is their favourite place and invite them to talk about places they like better. Each favourite place described by a student should be identified as a natural or built environment and the characteristics of each discussed. These places could be listed on the board under the two headings.

• Discuss why and how their favourite places should be looked after.

• Students should then complete the worksheet about their favourite place.

© R. I .

C.Publ i cat i ons • Some of the words from Question 3 could assist students to answer Question 5.

•f orr evi ew pur posesonl y• Additional activities • Some students may require assistance to read the words in Question 3.

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• List the characteristics of living and non-living things and make a class collage by cutting and pasting pictures of each category around the characteristics.

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• Discuss wood, how it was once living but now is not, how it is used and list products made from wood • Use tally marks to record the number of students who chose a natural environment and those who chose a built one, calculate totals for each and decide which was the more popular.

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Curriculum links

56

o c . che e r o t r s super English

HSIE

NSW

TES1.1 RES1.5 WES1.9

ENES1.5 ENES1.6

SA

1.4 1.8 1.12

1.4 1.6

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

PS1.4 PS1.5

Vic.

ENSL0102 ENWR0101 ENWR0103 ENRE0101

SOSE0103

WA

LS1.1 R1.1 W1.1 W1.3 W 1.4

PS1.1 PS 2.1 PS1.3

Lower themes – Places

www.ricpublications.com.au

R.I.C. Publications®

Favourite places 1. My favourite place is 2. Circle the best word. (a) It is a natural or built environment. (b) I go there sometimes or often.

r o e t s Bo r e p o noisy/quiet u old/new warm/coolk sunny/shady S wet/dry clean/dirty far/near pretty/ugly crowded/quiet

busy/relaxed

windy/calm

sandy/grassy

friendly/scary

happy/sad

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Teac he r

3. What is this place like? Circle the best words.

hot/cold

inside/outside

4. Write some other words about this special place and draw a picture of you looking after it.

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© R. I .

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

o c . che e r o t r s super

5. It is my favourite place because: • • R.I.C. Publications®

www.ricpublications.com.au

Lower themes – Places

57

Popular historical places Indicators • Identifies local historical places of interest.

• Surveys, records, tallies and graphs opinions about local historical places.

Worksheet information

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

• Discuss local places of historical importance and make a list. Encourage students to talk about these places and to recount any family connections or stories about them. They should be encouraged to ask family members about them and to bring in any relevant memorabilia or photos to be displayed.

Teac he r

• Other areas for discussion could include:

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~ What the place looks like now and how it has changed. ~ What it is used for and how it was used in the past.

~

Who visited, worked or lived there.

~ What construction materials were used.

~

What makes it special.

• Select five of the most interesting places and list and number them on the board.

• Students should copy the list and complete Question 1, voting for their favourites by numbering their choices from 1 to 5.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• • The results of the survey can then be shown on the graph in Question 3.

• Explain how to make tally marks and why it is quicker and easier to count sets of five. Students should practise counting by fives then complete Question 2, tallying first preferences and recording total votes for each historical place.

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Additional activities • A similar process can be used to tally and graph the least popular choices.

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m . u

• The survey in Question 1 could be photocopied and distributed to families and these results also tallied, graphed and compared.

• Invite family members to school to share their personal experiences of these places with the class.

o c . che e r o t r s super

• Students prepare a short talk recounting a family connection with one of the historical places.

English

Mathematics

RS1.6 WS1.9

DS1.1

SA

1.4 1.8

1.1 1.2

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

CD1.2

Vic.

ENWR0101 ENWR0103 ENWR0104 ENRE0101

MAMA0118 MAMA0119

WA

W1.1 W1.3 W1.4 R1.1

C&D13b1 C&D14.1

NSW

58

Lower themes – Places

www.ricpublications.com.au

R.I.C. Publications®

Popular historical places 1. Vote for your favourite historical place.

Name Place

Vote

1.

2.

3.

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Teac he r

4.

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

5.

2. How did people vote?

Place 1.

2.

3.

Tally of votes Totals

© R. I .

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

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4.

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5.

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3. Complete the graph.

Votes

20

– – – – 15 – – – – – 10 – – – – – 5– – – – – 0

R.I.C. Publications®

o c . che e r o t r s super

Place 1

Place 2

www.ricpublications.com.au

Place 3

Place 4

Lower themes – Places

Place 5 59

Natural beauty Indicators • Communicates ideas about an art piece.

• Identifies colours found in nature.

• Creates a collage using rubbings of natural items.

Worksheet information

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

Teac he r

ew i ev Pr

• Choose a painting showing a natural scene for the class to view. Examples of paintings include: – View upon the Nepean River, at the cow pasture, New South Wales by Joseph Lycett – View of Sydney Harbour showing Sydney Cove by Conrad Martens – Studley Park at sunrise [Sunrise on the Yarra] by Nicholas Chevalier • All of the above paintings can be located on the Internet using an image search. For example, use the address www.google.com, click on the ‘image’ button and enter the title.

• Ask the class how they know the painting is not a photograph. How is it similar to and different from a painting? Discuss who created this piece of art and how.

• Once the class has sufficient time viewing and discussing the art piece, go through each of the questions in the boxes. Ensure students understand the difference between natural and built objects. Some paintings may not contain built objects and so students will leave this box blank.

• Students write their ideas and answers in the boxes. Discuss their ideas before progressing on to Question 2.

• Students collect natural items such as different types of leaves and bark from the school grounds.

Using separate sheets of paper, ask the students to choose natural colours (i.e. different shades of greens, browns, oranges and yellow) to create rubbings of the items. Wax crayons work well. Students carefully tear the rubbings in to smaller sections (such as 2 cm x 2 cm squares) and glue them on to the worksheet to create a collage.

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© R. I .

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

Additional activities

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• Students collect natural objects (such as leaves, twigs, bark and gumnuts) and glue them on to black card to create a natural scene. Use a silver felt pen to outline the most prominent objects.

• Display a variety of photographs showing present-day natural scenery. Students view the photographs and identify any built items. (Examples could be powerlines or roads.)

• Students choose one season and identifies the colours most often seen during that season. Students paint a familiar natural scene during that season.

Curriculum links

60

o c . che e r o t r s super

ENGLISH

CREATIVE ARTS

NSW

WES1.9

VAES1.3, VAS1.3, VAES1.4, VAS1.4

SA

1.4, 1.3

1.4

Qld

Refer to curriculum documents <http://www.qsa.qld.edu.au>

VA 1.3

Vic.

ENWR0101, ENWR0104

ARVA0102, ARVA0101

WA

W1.1, W1.3

AR1, ASP1

Lower themes – Places

www.ricpublications.com.au

R.I.C. Publications®

Natural beauty 1. Look at the artwork. Write your ideas about it below.

What type of artwork is it?

What colours are used?

Teac he r

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r o e t s Bo r e p What is in the background?

What iso ink the foreground? u S

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What built things © R. I .

C.Publ i cat i on s can you see?

•f orr evi ew pur posesonl y•

What natural things you can see?

2. Make rubbings of leaves and bark. Carefully tear your rubbings in to smaller pieces and glue them below to make a collage.

R.I.C. Publications®

o c . che e r o t r s super

www.ricpublications.com.au

Lower themes – Places

61

Safety rules and slogans Indicators • Matches safety rules to their environment/location.

• Devises a safety slogan for the park or pool.

Worksheet information

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

Teac he r

• Children in the five to seven age range begin to have more accidents resulting in injury away from home. Many children in this age group believe it is the responsibility of others (such as parents, the police etc.) to keep them ‘safe’. It is important to discuss with the students that they are also responsible for their own safety. Their safety also depends on their own decision making and behaviour.

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• Read the rules together as a class. Students decide if the rule belongs to the park/playground or the swimming pool, then colour it appropriately. Students write an additional rule for each location. Students could work in small groups to create rules.

• Inform students that slogans are catchy phrases used by groups or people which are written to be easily remembered. Some examples include: ‘Slip, slop, slap’; ‘Safety is no accident’; ‘Be alert – don’t get hurt’ etc. Students could work in small groups to create the slogan.

Answers

© R. I .

C.Publ i cat i ons (b) Stay in the • shallow end; run!; withr ap buddy; Read the safety posters; Do not eat f o rWALK—don’t r evi e wSwim pu os es on l y• or chew gum; Know the depth before you enter.

1. (a) Do not climb trees; Play away from older children; Take extra care on high equipment; Stay away from unknown dogs; Don’t walk in front of swings; Do not play on broken equipment

2. Teacher check

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Additional activities • Create a list of rules for swimming in lakes, ponds or at the beach.

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(c) Teacher check

o c . che e r o t r s super

• Write a number of story starters on the board relating to playground or pool accidents (either about to happen or being prevented). Students choose one and use it as the beginning of a narrative text.

• Students role-play what the pool and the park would be like if there were no rules.

Curriculum links

62

ENGLISH

PDHPE

NSW

WES1.9

SLES1.13, SLS1.13

SA

1.4, 1.3

1.7

Qld

Refer to curriculum documents <http://www.qsa.qld.edu.au>

1.3

Vic.

ENWR0101, ENWR0104

HPIP0102

WA

W1.1, W1.3

KU1

Lower themes – Places

www.ricpublications.com.au

R.I.C. Publications®

Safety rules and slogans Following the rules when you are playing at the park or swimming at the local pool helps you to stay safe.

1. (a) Colour the rules which belong to the park — green. (b) Colour the rules which belong to the pool — blue.

r o e t s Bo r e pend Do not climb trees. okWALK – don’t run Stay in the shallow u S Swim with a buddy.

Play away from older children.

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Teac he r

(c) Write your own rule for each. Colour it the correct colour.

Take extra care on high equipment.

Do no eat or chew gum.

Read the safety posters.

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Know the © R. I .

C.Publ i cat i odepth nsbefore you enter.

•walk f or r ev e w pur p se sonobroken nl yequipment.

• Don’t in front ofi swings.

Doo not play Stay away from unknown dogs.

2. Write a catchy safety slogan to help keep children safe at either the pool or the park. Include a picture or decorate the border.

R.I.C. Publications®

o c . che e r o t r s super

www.ricpublications.com.au

Lower themes – Places

63

Making it safer Indicators • Identifies safety features required for particular situations.

• Writes a letter to the local council expressing the need for the construction of a safety feature.

Worksheet information

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

Teac he r

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• It is important for children to be familiar with the variety of features that form their local area, especially those which aim to keep them safe. Fencing, pavements, road signs, cycleways, pedestrian crossings and traffic lights are just some examples of safety features which children need to be able to identify and learn how to use properly and safely.

• Read Question 1 to the class. Discuss each of the safety features listed to ensure understanding. Students read the text in the speech bubbles and choose which safety feature is required.

• Students choose one situation and write a letter to the local council asking if a safety feature could be constructed in the area. They include why it is needed.

• Discussions regarding how decisions about the local environment are made by the local council and transport authorities could precede Question 2.

© R. I .

C. Publ i cat i ons (b) Fencing (c) Speed bumps (d) Cycleway •f orr evi ew pur posesonl y•

Answers

1. (a) Pedestrian crossing 2. Teacher check

Additional activities

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Curriculum links

64

m . u

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• Visit local areas and collect evidence such as photographs, sketches and data to demonstrate whether the area is safe or unsafe. Display the evidence as posters.

• Students work in small groups to create lists showing how they can help themselves to stay safe: – when riding their bicycles – when crossing the road – when playing in the neighbourhood.

• Create a survey for parents to identify areas near the school which require changing to make them safer. Collate the information and, as a class, write a letter to the local council requesting the area most frequently mentioned in the survey be made safer (and why).

o c . che e r o t r s super ENGLISH

PDHPE

NSW

WES1.9

SLES1.13, SLS1.13

SA

1.4, 1.3

1.7, 2.7

Qld

Refer to curriculum documents <http://www.qsa.qld.edu.au>

1.3, 2.3

Vic.

ENWR0101, ENWR0104

HPIP0102

WA

W1.1, W1.3

KU1

Lower themes – Places

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Making it safer 1. Decide how each situation could be made safer. Choose from the list below and copy your answer into the box. pedestrian crossing

speed bumps

r o e t s BIo r saw e pI was almost three kids o u playing onk S run over this the railway morning, trying to cross the road outside my school.

line near my house.

They just shouldn’t be able to get to it!

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

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Cars are always speeding down our street!

It just isn’t safe for my kids or the neighbours’ kids.

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As I was riding to work yesterday I was knocked off my bike by a van.

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(c)

fencing

(b)

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(a)

cycleway

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2. Choose one situation from above. On a separate sheet of paper, write a letter to the local council asking for changes to be made to make the area safer.

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Safety on the road Indicators • Reads or follows a passage relating to safety on the road.

• Answers questions to demonstrate understanding of the text.

Worksheet information

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• Read through the text with the children following. Explain the use of speech marks and how exclamation marks and vocabulary indicate expression required when reading.

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• Discuss the rules for crossing the road safely in the absence of a pedestrian crossing. Which parts of a road are the safest to cross (e.g. good visibility)? Discuss the rules for crossing at a pedestrian crossing/traffic lights, explaining why it is important to wait for the green figure and why it can be dangerous to start crossing once it has begun to flash.

• Discuss other situations such as dual use footpaths for walkers/runners and cyclists/skateboarders and the rules everyone should follow to prevent accidents.

• Discuss rules that should be obeyed by adults in motorised vehicles. What can be the consequences of them ignoring these rules?

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C.Publ i cat i ons 1. Stop. Look. Listen.

•f orr evi ew pur posesonl y• 2. (a) 1. right 2. left 3. right Answers

(b) 1. looking 2. listening 3. cross

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Additional activities

• Act out similar scenarios involving different people and vehicles using roads and footpaths.

• Design and display posters for the safe use of different vehicles on roads and footpaths, incorporating any local government rules.

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• Design a poster to show what to do in case of an accident on a road or footpath.

English

PDHPE

RS1.5, WS1.9

SLS1.13

SA

2.1, 2.3, 2.4

2.7

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

PHIC 2.3

Vic.

ENRE0201, ENWR0201

HPIP0202

WA

R 2.1, W 2.1

SMS 2

NSW

66

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Safety on the road ‘Gosh, Dean! Whatever happened to you?’ cried Josh as his best friend hobbled into school one Monday morning.

‘Perhaps we should talk about safety on r o e t s BoMrs Walker. ‘Who can r the road’, suggested e p tell me the rules for crossing ok the road?’ u S ‘I know, Miss. Stop. Look. Listen.’ called

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‘Just a bit of a traffic accident ... but I’m okay’, answered Dean, looking rather sheepish.

out Dean without putting his hand up.

‘That’s correct Dean, but not enough.

Anyone else?’

Lisa raised her arm. ‘When you look, you must look right, then left, then right again. If nothing is coming, it’s safe to cross. But you must keep looking and listening as you cross.’

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C.Publ i cat i ons •f or r evi e pur po sesonthat, l y• ‘Excellent Lisa.

Perhaps if w someone had remembered he might

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not have had an accident!’ said Mrs Walker looking straight at Dean.

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‘Oh, no, Miss!’ replied Dean. ‘My accident wasn’t on the road, it was on a footpath! I ran out in front of a toddler on his bicycle and he knocked me over. Just as I was getting up, a man on a skateboard zoomed round the corner and knocked me down again. Then a dog appeared from nowhere, jumped on me and pinned me down and licked me until its owner came over!’

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1.

o c . che e r o t r swhen you want to cross a s upe What are the three main things tor do

road?

2. Fill the gaps in these sentences. (a) Look

. Look and

(b) Keep R.I.C. Publications®

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67

Special places Indicators • Answers questions to complete a chart.

• Writes words to describe feelings about a place.

Worksheet information

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• Explain the difference between natural and built environments, indicating that natural environments are used to construct places which meet the needs of the people who live there. In doing this, plant and animal habitats are affected.

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• Write a list of the features of different natural environments such as the beach, a wood, a riverbank, including fauna and flora that may be found there.

• Discuss favourite built environments such as parks, playgrounds, leisure centres, shopping malls, houses. What are their attractions? Are they also associated with time spent with special people?

• Discuss how the students feel about visiting these places. Write a list of words to describe these feelings.

Additional activities

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C.Publ i cat i ons • Create a model of a special built place using a range of materials collected from home and the natural •f orr evi ew pur posesonl y• environment. Describe how this place meets the needs of the people who use it.

• Create a model of a special natural place using materials from the natural environment. Describe how this place is used by people, plants and animals.

Curriculum links

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English

HSIE

WS1.9

ENS 1

2.1, 2.3, 2.4

2.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

PS 2.1

Vic.

ENWR0201

SOSE0201

W 2.1

PS 2.2

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NSW SA

WA

68

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• Write a poem about a special place, natural or built. Describe its features and the feelings it evokes.

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Special places Some places have been created by nature while others have been built to meet the needs of the people who live there. In your local area, you will find both natural and built environments.

1. Answer the questions to write about a natural and a built environment which are special to you.

r o e t Built environment s B r e o What sort p o u k of place is S it? (e.g. a

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Natural environment

beach) What does this place look like?

Who uses the place?

What can you do in this place?

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2. (a) Choose one of your places.

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o c . c e he when you know you are going to visit,r o r st super

(b) Write words to describe how you feel

when you are there, when you have to leave, when you think of the time you spent there.

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Soundscape orchestra Indicators • Listens to and describes the sounds of an environment.

• Recognises and records the origin of the sound.

• Chooses an appropriate instrument to copy the sound.

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

Worksheet information

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• Ask students to close their eyes for 30 seconds and just listen. What sounds did they hear? Were they only from within the school or further away also? Describe different types of sounds in terms of pitch, volume and texture.

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• Make a list of sound description words.

• Repeat the exercise then ask students to describe their sounds.

• Make a list of specific sound words such as ringing, bleeting and chittering. What makes these sounds?

• Ask what instruments can be used to replicate these sounds. Anything may be used to make these sounds, not just standard percussion instruments.

• In the table, students

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C.Publ i cat i ons •f or ev wp r posesonl y• draw and name what theyr will usei toe replicate theu sounds.

~ describe their sounds using vocabulary from the lists made. ~ draw and name what makes each sound ~

• Students can work in groups to perform their ensembles or as ‘one-man bands’.

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Additional activities

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• Write a narrative to accompany the soundscape. Present the combination to the class.

• In small groups, create a soundscape with a narrative of a different place. Present to the class. Evaluate each performance based on quality of sound and how well it represents the real sound.

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• Play ‘Guess the sound’. Students make sounds from secret instruments. The rest of the class has to guess what has made the sound.

Curriculum links

70

English

Creative Arts (Music)

NSW

WS1.9

MUS1.2

SA

2.1, 2.3, 2.4

2.1

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

MU 2.1

Vic.

ENWR0201

ARPA0201

WA

W 2.1

AI 2

Lower themes – Places

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Soundscape orchestra Record information about your soundscape orchestra.

Picture of what makes the sound

Instrument to copy the sound

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

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Description of sound

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Where am I? Indicator • Writes clues describing the location and special features of the city and country he or she lives in.

Worksheet information

Answers 1. (a) Paris

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

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• Begin the activity by viewing a globe. Ask students to volunteer to locate the country they live in. Another student locates where they are situated in that country. On the globe, demonstrate the Northern and Southern Hemispheres, and the Equator.

• Read the ‘Where am I?’ clues from Question 1. Solve the clues as a class.

Point out the location of Paris and China on the globe.

• Prior to completing Questions 2 and 3 on the worksheet, students work in small groups to discuss what is special about their town/city and the country they live in. Students could be organised into mixed ability groups, so the more able students can assist those who may find this activity challenging.

• Instruct the students to write their ‘Where am I?’ clues so the town/city and country are easily identifiable by people who do not live there.

• Students share their ‘Where am I?’ clues with the class.

• Finally, students write a location statement about the country they live in. Students may need to look at a globe, world map or atlas to determine what they are near.

For example: Australian is located near Papua New Guinea.

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C.Publ i cat i ons •f orr evi e w pur posesonl y• (b) China 2.–4. Teacher check

Additional activities

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• View a world map and a globe with the class. Students compare using a world map and a globe to locate a place. List the ‘pros’ and ‘cons’ of each on the board.

• In pairs, students investigate an atlas for 10 minutes. Each pair must report three interesting features of an atlas back to the class.

• Photocopy the page from the local street directory which the school is located on. Write some simple comprehension questions on the board about the area near the school; for example, ‘Name the street the school is found on’; ‘Name the closest reserve to the school’. Students work in pairs to find the answers.

o c . che e r o t r s super English

HSIE

NSW

WES1.9, RES1.5

ENES1

SA

1.3, 1.4

1.4, 1.5

Qld

Refer to curriculum documents <http://www.qsa.qld.edu.au>

PS1.4

Vic.

ENRE0101, ENWR0101, ENRE0103

SOSE0103

WA

R1.1, R1.4, W1.1, W1.3

PS1.1, PS1.2

Lower themes – Places

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Where am I? 1. Solve the ‘Where am I?’ clues. (a) I am a city.

(b) I am a country.

I am in Europe.

My capital city is Beijing.

People speak French here.

I am the home of the giant panda.

r o e t s People travel to see my B r e owall. great o p u k I am P __ The 2008 Olympic Games S__ __ s.

I have a famous tower.

2. Write ‘Where am I? clues about the town or city you live in.

Include an illustration.

I am a town/city.

are here.

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Snails are on the menu here.

I am C __ __ __ a.

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I am

3. Write ‘Where am I? clues about the country you live in. Include an illustration.

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4. Complete the sentence about the country you live in. is located near R.I.C. Publications

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Faraway places Indicator • Identifies a place he or she has visited in the past.

• Investigates a place he or she would like to visit.

• Writes a postcard from a place he or she has investigated.

Worksheet information

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• Prior to this lesson, ask students to bring in postcards they or family members have received. Display them on a pin-up board.

Display the front of some and the backs of others.

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• Begin the activity by holding a brief discussion about holidays and travelling with the class. What are some of the reasons people go on holidays? (To relax, to visit family and friends etc.)

• Read Question 1 with the class and complete it together.

• Ask students to share their answers to 1(a) and record the places on the board. In question 2, students list the places from the board which interest them, then circle one of them.

• Have encyclopedias, reference books and the Internet available for the students to find out more about the place which interests them. Alternatively, visit the library so students can view and borrow non-fiction books about the place they have chosen. The investigation may just involve looking at pictures and photographs of the place or it could become a research activity.

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C.Publ i cat i ons f o r e i ew ur p os es o nl y •of the • On the back of• their sheet, orr on av separate sheetp of paper, students design and colour the front • Spend time viewing the postcards brought in by the students. Point out the names of the places, the addresses, the stamps, and discuss the informal way people write postcards. Students use the information they have gathered about the place and their imagination to complete the postcard. postcard. Students view books and Internet sites for inspiration.

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Additional activities

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• Hang a world map for the class to view. Can anyone point to where they live? Choose some of the places listed in Question 1(a) from the worksheet and identify them. Hold a simple quiz where students name the continents and familiar countries.

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• Design a postcard for the town or city you live in. What are the special features of the town? Which features should appear on a postcard for the town?

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• Choose a faraway place and make it the class theme for one week. Choose a popular recipe from the place and cook it with the class.

Curriculum links

74

English

HSIE

NSW

WES1.9, RES1.5

ENES1

SA

1.3, 1.4

1.4, 1.5

Qld

Refer to curriculum documents <http://www.qsa.qld.edu.au>

PS1.4

Vic.

ENRE0101, ENWR0101, ENRE0103

SOSE0103

WA

R1.1, R1.4, W1.1, W1.3

PS1.1, PS1.2

Lower themes – Places

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Faraway places 1. (a) Where is the furthest place you have visited?

(b) The place you visited is:

in the town/city that you live in.

in the country that you live in.

in a different country.

r o e t s Bo r e p ok u S 2. (a) List some of the places your classmates have visited.

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(c) How did you travel to this place?

(b) Circle the place you would like to visit and find out more about it

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C.Publ i cat i ons Write message to a friend on the postcard •f oar r evi e w pur po se sonabout l y•your visit.

(a)

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3. Imagine you are visiting this place.

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(b) On the back of this sheet, create a design for the front of this postcard. Include the name of the place. Colour your design.

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Pollution problems Indicator • Matches pollution problems with possible effects on human health and wellbeing.

Worksheet information • Pollution is a serious environmental issue which can affect a person’s health and wellbeing. Pollution can also seriously affect wildlife and damage the environment.

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• Begin the lesson by handing out butcher’s paper and markers to small groups of students. The paper has the word ‘pollution’ written in the middle. The students create a mind map showing everything they know about pollution. Each group reports back to the class (without repeating information).

• Discuss with the class that pollution can affect a person’s health. There are a number of different types of pollution. The four main types are—water, land, air and noise. All can affect our health in different ways.

• Read the sheet with the class and discuss all terms to ensure understanding. Students require a second sheet to record their columns and glue the squares onto.

• Once the activity is completed, ensure students have matched the pollution problems with the heath issues associated with them. Discuss possible solutions to the pollution problems mentioned.

© R. I .

C.Publ i cat i ons 1.–2. Teacher check •f orr evi ew pur posesonl y• Answers

3. Water pollution—(b), (e), (h)

Land pollution—(d), (k), (f) Air pollution—(l), (g), (a)

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Noise pollution—(i), (c), (j)

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Additional activities

• Add a fourth column to the sheet, called ‘Solutions’. Students record ideas discussed in class.

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• Students write a narrative about a child who went back in time to see why there was less pollution when his or her grandparents were young.

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• Students work in small groups to decide the difference in air quality in a city and a small country town.

They share their ideas with the class.

• Visit a local lake, pond or other waterway to investigate water pollution.

Curriculum links

76

PDHPE

SCIENCE AND TECHNOLOGY

NSW

PHS1.12

ESES1.6

SA

1.6, 1.7

1.1

Qld

1.1, 1.5

1.3

Vic.

HPIP0101

SCSC0101, SCSC0102

WA

KU 1

EB1

Lower themes – Places

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Pollution problems Pollution is a serious problem which can affect our health.

1. On a separate sheet of paper, draw three columns and label them: Pollution problem

Picture

How it can affect our health

r o e t s Bo r e p ok u 3. Match the pollution problem with its picture and the ways it can S affect our health. Glue them in the correct columns. (a)

(b)

Car exhaust fumes and factory smoke can cause people to have sore throat and eyes, asthma and allergies.

Water pollution Factories, ships and landfill release waste materials which can mix with drinking water. (e) (f)

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

Rats and mice breed in landfill areas which can cause health problems for humans.

Land pollution

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Mountains of rubbish full of bottles, cans and packaging are dumped on the land. (g)

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(h)

(i)

Swimming in and drinking polluted water can cause serious health problems for people, birds and animals.

Noise pollution

o c .

Noise from aircraft, che e r traffic, trains and oroad r st super machinery affect human (k)

(j) Noise pollution can affect people’s hearing and also trigger stress which can cause high blood pressure and heart problems.

R.I.C. Publications®

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(d)

(c)

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2. Cut out the squares below.

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activity and happiness. (l) Air pollution

The fumes released by factories and car exhausts enter the air we breathe.

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How I can help the environment?

Indicators • Designs a poster to illustrate ways to care for the environment.

• Explains what his or her poster represents.

Worksheet information

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

• Explain that everyone has a responsibility to look after the environment. From the time each student was first able to communicate verbally, he or she was able to help preserve it for future generations; e.g. putting rubbish in a bin.

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• Discuss reasons why it is important to look after the environment; e.g. for themselves, future generations, the plants and animals, the planet.

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• Discuss ways in which the environment is being destroyed—e.g. pollution, loss of rainforests and other natural places—why it is being done and what it means for the plants and animals living there and the long-term health of the planet.

• Discuss ways in which individuals can help at home, at school and in the local environment; e.g. keeping places clean and free from rubbish and graffiti, planting plants appropriate to the climate, creating less pollution by sharing cars or using public transport or walking or cycling instead, and recycling materials.

• Discuss ways in which local communities can work together; e.g. adopting an area of land and keeping it free from litter and weeds, and planting trees.

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• Give students time to discuss possible designs for posters to encourage people to look after the environment at home, at school and in the local community, and how communities can work together.

Allow them to choose one option which they can sketch on a large sheet of paper before drawing a final design on the activity page.

• Encourage them to use keywords and phrases on their posters.

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• Give students the opportunity to explain what they have included in their posters and why they think it is important to encourage people to do the things they have suggested.

Additional activities

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• Create a model of an environment and display with an explanation of why it is a precious place and why it should be preserved.

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• Create a model of a destroyed environment and display with an explanation of what has happened to it, why it has happened and who or what has suffered as a result.

• Make a presentation through music and dance, illustrating the destruction of an environment and its renewal after it has been adopted by a caring community.

Curriculum links

78

English

HSIE

NSW

TS1.1

ENS 1

SA

2.1, 2.3, 2.4

2.6

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

PS 2.5

Vic.

ENSL0201

SOSE0203

WA

LS 2.1

PS2.3

Lower themes – Places

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How I can help the environment?

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

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1. Design a poster to encourage people to care for the environment.

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2. Tell the class what your poster shows.

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A place for my favourite character Indicators • Writes a description of a special place for a chosen story character.

• Draws and colours a picture of this special place.

• Evaluates the design of the special place by predicting a character’s response to it.

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Worksheet information

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• Read a selection of short stories or poems that indicate the required home comforts of different characters; e.g. The tale of Johnny Town-mouse and The tale of Mrs Tittlemouse

by Beatrix Potter. Compare the home environments of each character. What are the main features of each environment and why, do the students think, these features are important?

• Discuss favoured environments of the students, asking them to explain what makes them special.

• Discuss basic needs required by all living things. How are they different from wants? Which are essential to survival and which add comfort or pleasure to life?

• The story or poem each student chooses may be a published one or it may be one he or she has heard or made up.

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C.Publ i cat i ons • Display a list of useful words that students may use in Question 3. f o r e vi e wplacep r p os es on l y • • Allow students• to draw ar rough design of the onu scrap paper before drawing on the activity sheet.

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Additional activities • Create a model of a special place.

. te Curriculum links

• Write a poem describing a special place.

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• Write a real estate flyer documenting the features of a special place.

English

HSIE

WS 1.9

ENS 1

SA

2.1, 2.3, 2.4

2.4

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

PS 2.1

Vic.

ENWR01201

SOSE0203

WA

W 2.1

PS 2.2

NSW

80

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• Students can evaluate their character’s special place by imagining his or her first response to it.

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A place for my favourite character 1. What is the title of your chosen story?

2. You are going to design a special place for your favourite character. What is his or her name?

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r o e t s Bowould like to live in. r e 3. Describe the place you think your character p ok u S 4. Draw and colour a picture of your character’s special place.

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5. How do you think your character would feel when he or she saw this special place for the first time? Colour a face to show his or her feelings.

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