Activity  

Prior to activity, teachers collect a range of objects from the past (e.g. camera with film, discman, walkman, cassette tapes, casette player, video tapes, vinyl records, old mobile phones, old home phones with a cord/dial). Take a photo of these objects and colour print them. Give each teacher a set of pictures.

Discuss with the class how to treat the objects when they are touching them - respectfully, gentle.

Modle different kinds of questions you could ask e.g. what, who, where, when, why, does.

Use one of the objects as an example and develop a few quesions with the class about the object.

Use the questions the students have developed by themselves as a form of assessment.

Work display idea - type up the questions the students wrote (put their names on it), hang pictures of the objects up with the questions as it is 'Questioning - Pose questions about past and present objects, people, places and events (ACHASSI018)'. This for grounds the inqury focus of this unit.

The Australian Curriculum

History Inquiry and skills

• Researching

Sequence familiar objects and events (ACHASSI021)

Knowledge and Understanding- Year 2

How the present, past and future are signified by terms indicating time, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHASSK029)

Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods (ACHASSK030)

Activity 1:

Pause it at 58 seconds. 

a) Draw their attention to black and white footage. What does that mean? (then/past)

b) Do you make any connections with the video clip? e.g. kicking a ball with a sibling, riding a bike with family, reading books with family, etc

c) Pose questions (model) to the class - Who is involved in each activity? Did they look like they were having fun? What were they doing? What did they do for fun back then? What would they do on rainy days?  

Using question prompts 'Where', "Who' and 'What' get the students to come up with questions about the past and family life.

Pose questions about past and present objects, people, places and events (ACHASSI018, ACHASSI034)

Using a Venn Diagram, students give the teacher their observations as to what families did back then. The teacher fills in the 'then' side of the Venn Diagram. 

Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods (ACHASSK030)
 

Activity 2:

Before watching the video clip for the second time, make predictions as to what you will see with family bonding in the next part of the video which will be the 'now'. e.g. I predict that families won't do a lot of things together, etc.

After the video - Ask the class if they make any connections with this part of the video clip? e.g. playing on an ipad, computer?

https://www.youtube.com/watch?feature=player_detailpage&v=iMx4Ov-Mfj4

http://dailygenius.com/past-present-future-of-education-technology/

Australian Curriculum

History

• Questioning

Pose questions about past and present objects, people, places and events (ACHASSI018, ACHASSI034)

• Analysing

Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI023, ACHASSI039)

Interpret data and information displayed in pictures and texts and on maps (ACHASSI024, ACHASSI040)

• Evaluating and reflecting

Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025, ACHASSI041)

Knowledge and Understanding- Year 2

Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods (ACHASSK030)

Learning Intention: To name how things from the past and present are different.

(To identify and compare features of objects from the past and present).

Inquiry question: How has family life and the place we live in changed over time?

Now and then activity:

compare: (see Now and Then Activity sheet)

Transport (car), communication (phone, mobile), Toys (lego), Stove (woodburner)

Teaching Tips

Student may have a limited idea of what constitutes the olden days or when the olden days were. This activity is designed to collect base line data around what students perceive to be the 'olden days'

Activity  

Now and Then Activity 1

What is each picture?

What did each picture/object look like in the olden days?

What is picture 4? What does it look like now?

Students draw what they think the comparison might look like.

There are 3 images that are modern (now) and 1 that is from the past.

Model different kinds of questions you could ask e.g. what, who, where, when, why, does.

Use one of the objects as an example and develop a few questions with the class about the object.

Australian Curriculum

History

Inquiry and skills

•  Questioning

Pose questions about past and present objects, people, places and events (ACHASSI018, ACHASSI034)

Knowledge and Understanding- Year 2

Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods

• comparing and commenting on photographs and oral histories (for example, talking to parents, grandparents and other elders) to find out how daily lives have changed
• comparing what has changed over time (for example, homes, family traditions, leisure, communication technology, rules, how needs were met then and now, wants, and shopping/consumer habits)

Australian Curriculum

History

Inquiry and skills​

• Evaluating and reflecting

Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025, ACHASSI041)

Knowledge and Understanding  - Year 2

Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods (ACHASSK030)

Analysing the importance of past and present.

Learning Intention: to further develop understanding of how the present is different to the past.

Activity 1a

In this activity teachers will be recording students playing card, dice and board games. These will represent the past as they do not rely on a modern device to play.

Examples:

1. Go Fish (could be friends of 10 Go fish) (Playing Cards)
2. Snap (Playing Cards)
3. Collect 10 (Dice Game)
4. Board game (snakes and ladders etc)
5. Connect 4 etc

Activity 1b

As a class; watch video footage of play and record observations on a Y-chart (what does it look like, feel like sound like).

Y-Chart example

Activity 2a

In this activity the teacher will record students playing an independent game on a device (Ipad).

The game should be independent to demonstrate the isolating nature of device play.

Activity 2b

Watch video footage of play and record interpretations on a Y-chart (what does it look like, feel like sound like).

Activity 3a

Compare the Y-Charts using a Venn diagram. What is different and the same when playing tradition games vs Ipad games?

Activity 3b

In this activity the class will construct 2 T-Charts to identify the good and bad features of playing traditionally and playing using a device.

T-Chart information can be derived from the Y-Chart comparisons

T-charts- good things/bad things traditional games vs ipad ICT based games.

Questions

T-Chart 1: What are the good things/bad things about playing games with other people.

T-Chart 2: What are the good things/bad things about playing games on the iPad.

T-Chart example

Australian Curriculum

History

Inquiry question

How has technology shaped our daily lives?

Knowledge and Understanding

Differences and similarities between students' daily lives and life during their parents' and grandparents' childhoods. (ACHASSK030)

Lake Burley Griffin

pre lake picture

Australian Curriculum

History and Geography

Inquiry Skills

• Questioning

Pose questions about past and present objects, people, places and events (ACHASSI018, ACHASSI034)

• Researching

Collect data and information from observations and identify information and data from sources provided (ACHASSI019, ACHASSI035)

• Analysing

Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI023, ACHASSI039)

Interpret data and information displayed in pictures and texts and on maps (ACHASSI024, ACHASSI040)

• Evaluating and reflecting

Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025, ACHASSI041)

Knowledge and Understanding  - Year 2

Geography

Year 1: The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031)

Teaching Tips

Australian Curriculum 

History and Geography Inquiry and skills

• Researching

Collect data and information from observations and identify information and data from sources provided (ACHASSI019, ACHASSI035)

• Analysing

Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI023, ACHASSI039)

Interpret data and information displayed in pictures and texts and on maps (ACHASSI024, ACHASSI040)

Geography: Knowledge and Understanding

Year 1: The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031)

Australian Curriculum

History and Geography Inquiry and skills

• Evaluating and reflecting

Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025, ACHASSI041)

Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI026, ACHASSI042)

Knowledge and Understanding  - Year 2

How the present, past and future are signified by terms indicating time, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHASSK029)

Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods (ACHASSK030)

Geography

Year 1: The natural, managed and constructedfeatures of places, their location, how they change and how they can be cared for (ACHASSK031)

Learning Intention: to further understanding of different sentence types.

Sentence knowledge Activities

There are three levels of sentences.

1. Simple sentences are those with only one verb or verb group.

For example: The children played happily.

2. Compound sentences are those where two messages (or simple sentences) have been joined together using conjunctions. Compound sentences have two or more verbs or verb groups.

For example: David came home from school and did his homework.

3. Complex sentences (Year 3 Curriculum) have at least one independent clause that stands alone (makes sense by itself) and one or more dependent clauses that do not stand alone (do not make sense on their own). Complex sentences must have at least two separate verbs or verb groups.

For example: The girls played cricket   when the lessons were over.

                        Independent clause            Dependent clause

                    When the bell rang           we went out to play.

                       Dependent clause               Independent clause

Teaching Tips:

In order to write correctly and fluently students must be sure of what is required to make a good sentence out of the idea they are trying to express. Students must know the requirements of good sentence structure and must realise the importance of the fact that the sentence must make sense to those who read it.

Constant checking is required on sentence beginnings and endings before correct forms become habit. Continual practice of compound sentences will do much to eliminate the common error of incomplete sentences occurring at this stage. Reading a sentence orally to others will help in determining whether the sentence is sensible or not. This oral reading should be done by the student themselves.

When dealing with a new type of sentence make sure the students know what is required of them by providing a scaffold or pattern of the sentence type. Do not go onto the new type of sentence until the majority have mastered the technique. More able writers can find interest in using new vocabulary to enhance their sentences.

In teaching the writing of sentences it is essential that students are taught correct word order.

English is a Subject-Verb-Object (where necessary) (SVO) language

To find the subject ask “Who?” or “What?” before the verb

For example: The boy   jumped    over the fence (The object is unnecessary but is stated)

                         S            V                    O

                   The boy   Jumped           (The object is unnecessary and is not stated)

                         S            V

                   The boy       is           happy            (The object is necessary to meaning)

                         S           V                O

Australian Curriculum

English

Expressing and developing ideas

Year 1: Sentences and clause-level grammar

Identify the parts of a simple sentence that represent ‘What is happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451)

Year 2: Sentences and clause-level grammar

Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467)

Australian Curriculum

History Inquiry and skills

• Communicating

Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI027, ACHASSI043)

Knowledge and Understanding  - Year 2

Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods (ACHASSK030)

Teaching Tips

Australian Curriculum

History Inquiry and skills

• Communicating

Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI027, ACHASSI043)

Knowledge and Understanding  - Year 2

Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods (ACHASSK030)

Teaching Tips

This Update focuses on students' prior experience of Aboriginal and Torres Strait Islander art. It is an opportunity to collect baseline data, using visuals, of students' understanding of Aboriginal and Torres Strait Islander art.

Some students may have limited or no exposure so encourage them to draw an Aboriginal artefact (e.g. traditional boomerang). An image of a wooden boomerang is included that students could colour to show their baseline knowledge.

The activity could be repeated at the end of the learning module to see how much students' understandings have developed, particularly in incorporating symbols, perspective and use of colour.

Australian Curriculum

Visual Arts

Foundation to Year 2 Content Descriptions

Knowledge and skills

Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106)

Teaching Tips

As you show the PPT, prompt students to discuss each image. Questions might include:

• What does this painting show?
• What colours can you see?
• What do these colours remind you of?
• What do you think this is (point to a symbol)?
• When do you think this painting was created - now or in the olden days?
• Why do you think the artist has created this painting?
• Where do you think this painting was made?
• How is this painting connected to place?

Ensure you prompt students to think before they discuss. Do not be concerned if all students provide "corrrect" responses; the focus here is experiential learning by immersing them in images of Aboriginal and Torres Strait Islander art. Aspects of the art such as symbols, colour, perspective and  technique will be explored in Updates 14-17.

If you create a Community in Scholar for your class, you can "Post Left Side to a Community", select that community, and show the PPT on the SmartBoard.

See the Help Tutorial Creating a Community.

Notes on Powerpoint Presentation

Slide1: Introduce artists and the variety of tools used to show the art was created by real people, male and female, from places all over Australia and by people of different ages. 

Slides 2 and 3: Show historical art on rocks and bark (includes x-ray art and cross-hatching). Children will be able to recognize animals - people painted what was around them and what was important (food and hunting) in a particular place. Note perspective - we are looking at these at eye-level.

Slide 4: Painting on cloth and canvas; both are more common today. Link this to past (rock paintings) and present (colourful dot paintings) Note the perspective - it's like we are in the sky or an aeroplane looking down on the turtle.

Slide 5: Get children to identify that it is a dot painting. See if they can see the animals that are partly showing at the bottom. Tell them that circles show waterholes. Because people often camped at a waterhole, the circle could also mean that it is a campsite. Again link to place.

Slide 6: Australian desert to draw attention to the use of colours. In the Think-Pair-Shares, children can discuss the colours they see.

Slide 7: Examine the colours and then return to slide 6 to show the colours in the desert again. Today, many artists use other colours because they can buy them in the shop. In the olden days, they had to make the colours from the sand and rocks in the desert or in their local area if they lived in other parts of Australia.

Slides 8-10: Discuss the colours, symbols used in each (waterholes/campfires, running water, people sitting around a campfire). Emphasisie that the Aboriginal and Torres Strait Islander people cared about "place" and looking after their envronment.

More information is available at Cross Cultural Training Australia: Aboriginal Art

Australian Curriculum

Visual Arts

Foundation to Year 2 Content Descriptions

Knowledge and skills

Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109)

Geography

Knowledge and Understanding Year 1 Content Description

The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031)

Prepare envelopes with the words and symbols from the attached file of Aboriginal and Torres Strait Islander Art Symbols cut up so that students can match them. After they have matched them, bring them to a whole group to look through and discuss the correct responses. Then students can go back and repeat the process.

Aboriginal and Torres Strait Islander Art Symbols

In the discussion, emphasise:

• the connection of the Aboriginal and Torres Strait Islander people to the land and how they cared for their environment
• how the symbols represented things in people's environments - waterholes, campsites, rivers, animals, stars, rainbows, hills, people.
• the perspective - how some of the symbols are looking at eye- level (rainbows/hills), others you are looking down from the sky (animal tracks, waterhole)

Notes on Symbols from Aboriginal Art

Aboriginal Art consists of symbols. These symbols were used as a means of communication: communication of their lives on earth, their rituals, food, customs and also to show constellations and for ritual decorations. Symbols were used in order to show the presence of different things or objects that existed around them.  Aboriginal artists created their works based on how the land was created, basing their subject matter mainly on patterns and animals. 
 

Australian Curriculum

Visual Arts

Foundation to Year 2 Content Descriptions

Knowledge and skills

Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106)

Geography

Knowledge and Understanding Year 1 Content Description

The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031)

Teaching Tips

Once students think about what is important in their environment, they can illustrate it and write the word. The focus is on place to connect the visual arts section of this learning module to the gepography focus on place. It also links to the Aboriginal and Torres Strait islander connection to place in their art. 

Brainstorm suggestions: playground, house, Gordon Pond, shopping centre etc. 

As a reflection, consider what students could do to care for their special places.

Australian Curriculum

Visual Arts

Foundation to Year 2 Content Descriptions

Knowledge and skills

Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106)

Geography

Knowledge and Understanding Year 1 Content Description

The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031)

Teaching Tips

A template for an Effect Wheel is provided so you can complete it with the class for both scenarios - Aboriginal and Torres Strait Islander people (Effect Wheel 1) and the children themsleves.

Effects Wheel 1

Effects Wheel Template

This Update reinforces the relevance/significance of learning about place and Aboriginal and Torres Strait islander art to their own lives. It is important also to move students from knowledge to understanding.

Differentiation/Extension

Once the teacher has modelled the first example, some studnets will be able to complete the Effects Wheel with a pratner; others will need to be guided by the teacher.

Australian Curriculum

Visual Arts

Foundation to Year 2 Content Descriptions

Knowledge and skills

Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109)

Geography

Knowledge and Understanding Year 1 Content Description

The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031)

Teaching Tips

Use the visuals in the attached PPT to teach the concepts of colour and perspective. It is important to use Think-Pair-Shares in a whole class discussion to ensure studnets are thinking and that each one has a voice. Theis activity will help students to make deliberate choices about color and perspective when they apply their understandings ina dot painiting in Update 18. 

Earth Colours - warmth, friendliness
Blue Pastel Colours - calm, gentleness
Bright Colours - excitement, happiness

Look at  How to teach dot painting to kids by Bronwyn Ferguson. This will explain the technique and also how to prepare for the Applying Appropriately actrivity. This video is not for students.

Australian Curriculum

Visual Arts

Foundation to Year 2 Content Descriptions

Knowledge and skills

Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107)

Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109)

Teaching Tips

Provide palettes of bright, earthy or pastel paints so students can choose. Also provide a template with a circle so students can first illustrate their symbol and then paint  it. 

Circle.docx

Encourage students to make deliberate choices about their artworks to gain specific effects.

Extension

Students represent their special place symbolically. 

Australian Curriculum

Visual Arts

Foundation to Year 2 Content Descriptions

Knowledge and skills

Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106)

Create and display artworks to communicate ideas to an audience (ACAVAM108)

Geography

Knowledge and Understanding Year 1 Content Description

The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031)

On large sheets of butchers paper, draw two serpent-line lines to represent a creek or river. These can be coloured by students too. The two serpents should allow students to work on both sides of the mural simultaneously.

Allow students to create new artworks or to use an existing work. They should show a plan of what they will add before adding it. T

Again remind students of choices they make about colour and perspective.

see an example at DiversityNight: The Australian Aboriginal Way

Australian Curriculum

Visual Arts

Foundation to Year 2 Content Descriptions

Knowledge and skills

Create and display artworks to communicate ideas to an audience (ACAVAM108)