Targeting Writing Across the Curriculum - Blake Education

Middle Primary

Merryn Whitfield Integrating English with Society and Environment/Science

Integrating English with Society and Environment/Science

Middle Primary

Merryn Whitfield

© 2001 Blake Education ISBN 1978 86509 751 9 751 0 1 86509 Targeting Writing Across the Curriculum Middle Primary Blake Education Locked Bag 2022 Glebe NSW 2037 www.askblake.com.au Publisher: Sharon Dalgleish Editors: Maureen O’Keefe and Nick Szentkuti Design and illustration by Jane Cameron, Fisheye Design Printed by McPherson’s Printing Group Copying for educational purposes The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of this book, whichever is the greater, to be copied by any educational institution for its educational purposes provided that that educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 Email: [email protected] Copying for other purposes Except as permitted under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address above. Copying of the blackline master pages The purchasing educational institution and its staff are permitted to make copies of the pages marked as blackline master pages, beyond their rights under the Act, provided that: 1. the number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes; 2. copies are made only by reprographic means (photocopying), not by electronic, digital means, and not stored or transmitted; 3. copies are not sold or lent; 4. every copy made clearly shows the footnote (for example ‘Blake Education 2000. This sheet may be photocopied for non-commercial classroom use’). For those pages not marked as blackline master pages the normal copying limits in the Act, as described above, apply.

Contents The Principles Underlying this Book

4

The Structure of this Book

5

Teaching Text Types

6

Text Types in this Series

7

Useful Resources

11

Student Assessment

13

Record Sheets BLM 1 Term Planner

14

BLM 2 English Outcomes: National Level 3

15

BLM 3 English Outcomes: NSW Stage 2

16

BLM 4 Society and Environment Outcomes

17

BLM 5 Science Outcomes

18

BLM 6 English Skills Checklist

19

BLM 7 Society and Environment Skills Checklist

20

BLM 8 Science Skills Checklist

21

BLM 9 Cross-Curriculum Checklist

22

Units Linked with Society and Environment Unit 1 British Colonisation

Recount and Discussion

24

Unit 2 The First Australians

Information Report and Response

37

Unit 3 Significant Australian Places

Description and Exposition (Persuasion) 50

Unit 4 Explorers

Procedure and Discussion

63

Unit 5 The Human Body

Description and Explanation

77

Unit 6 The Material World

Procedure and Recount

90

Unit 7 Mini-Environments

Information Report and Exposition

Units Linked with Science

103

(Argument) Unit 8 Machines

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Procedure and Explanation

Targeting Writing Across the Curriculum - Middle Primary

116

The Principles Underlying this Book Teaching time with a class is always at a premium in an increasingly crowded curriculum. To maximise student learning potential, teachers can integrate Learning Areas. Targeting Writing provides a wide variety of activities that ensure students have the opportunity to achieve outcomes in English with either Science or Studies of Society and Environment (SOSE). Certain skills are an integral part of all Learning Areas and K-12 syllabuses. By working to develop these skills, the integrity of each Learning Area is maintained while still allowing connections to be made in terms of content knowledge, values and attitudes, and life-long learning skills. The following nine skills have been identified as common to all curriculum areas. Not all of these skills need to be incorporated into every teaching and learning unit. However, it is important that, throughout the year, students are provided with opportunities to develop and enhance them all. Targeting Writing provides opportunities throughout the program for students to develop these skills. A photocopiable record sheet (BLM 9) will assist teachers in assessing students’ development.

1 Information skills Students develop the ability to locate, select and evaluate information from people, books, pictures, computer technology and a variety of other resources for a particular purpose. 2 Communicating Students learn about how different audiences, contexts and purposes affect the way in which gathered information is presented to others. They are involved in discussing and analysing their own and others’ information so that it is meaningful and concise.

4 Social Responsibility This takes place at a variety of levels. As students journey through their school lives, they will develop an awareness of personal, local and national roles and responsibilities as well as the roles and responsibilities of global citizenship. 5 Creativity In all subject areas, students are required to respond to their own learning and the learning of others in a variety of ways – including through activities which can be creative or expressive. 6 Creating solutions Students learn the skills and strategies for solving problems in different situations. The main aim is to find a mutually acceptable result that is positive rather than negative. 7 Applying technology Technology is an integral part of everyone’s learning. Students encounter many kinds of technology and need to learn to discriminate between a range of possibilities to choose the one which will best meet their needs for a particular task. 8 Decision making All students are thinkers and are involved in making decisions every day. Their personal judgements need to be informed and based on sound principles of learning and personal reflection. 9 Task management Students learn how to manage their time, resources and working relationships in an effective manner so as to complete a set task or to actively participate in an activity.

3 Working cooperatively This does not simply mean group work. It includes the ability to work independently on a particular task, as well as during whole-class experiences. Students develop interpersonal and work skills for learning in a variety of situations.

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The Structure of this Book The Units This book consists of eight units, each with two text-type writing programs. Teachers can choose the text type most appropriate for their particular class, based on their needs as individuals and as a group, or they can choose to work through the activities for both text types. Four units are linked to Studies of Society and Environment (SOSE) topics and four are linked to Science topics. Each unit consists of Teaching Notes and photocopiable blackline masters for students’ use. The first page of each unit identifies the focus of the unit in terms of: • Topic • Text types • Cross-curriculum skills • Activities from the English syllabus and other focus learning area (SOSE or Science) together with further possible activities from other key Learning Areas. The second and third pages of each unit list the National and New South Wales syllabus outcomes and indicators for the three strands of English and either SOSE or Science, depending on the focus of the integration. The Teaching Notes The teaching notes for the unit are set out in two columns. The first column gives step-by-step instructions for teaching the unit while the second column highlights the writing modelling focus of each activity so that teachers can see the target area at a glance. Each unit contains a wide variety of stimulating and challenging activities for each focus text type. These activities aim to develop awareness of the particular text type as well as develop skills, knowledge and understandings of the integrated Learning Area. Not all activities will be completed in a single lesson. Some may take several, depending on the abilities and prior experiences of the students. In addition to these

lessons, it should be noted that students need time every week for free choice writing – both to practise writing and to enjoy the writing experience. The final activity for each text type acts as culmination of the learning that has taken place. It is an excellent opportunity for teachers to undergo some summative assessment of the students’ level of understandings of both the integrated topic and the text type.

The Blackline Masters The units in Targeting Writing contain • Two text models for the featured text types • Four text type blackline masters (BLMs), to be used during the writing component The Teacher’s Record Sheets Pages 14-22 comprise photocopiable BLM record sheets for the following: • Student outcomes for both the National and New South Wales English syllabus (BLM 2 & 3) • Student outcomes for the Learning Areas of SOSE and Science (BLM 4 & 5) • Skills checklist for English, SOSE and Science (BLM 6-8) • Cross-curriculum skills (BLM 9) There is also a blank term planner (BLM 1).

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Teaching Text Types Each unit in Targeting Writing focuses on two text types that are compatible with the topic or theme of the unit. Teachers can choose to work on one or both of these text types. Each unit takes the students through a series of stages which build on their understanding of and skills in the focus text type. Students will gain a thorough understanding of text types and develop the skills necessary for producing their own texts.

3 Joint Construction During this phase, the teacher gradually withdraws some of the direct assistance and begins to involve the students in more concrete writing experiences. Teachers guide students through the necessary methods of collecting, categorising and organising the stages of the particular text type. Again this stage is enhanced by opportunities for writing in small, teacher-led or student-led groups.

The Five Teaching Stages in the Targeting Writing Program

4 Independent Construction This phase provides students with the opportunity to experiment with the text type and to put into practice their understandings of its structure, features and purpose. To begin with, students may use a scaffold to assist their understanding of the organisational structures and features.

1 Building the Field Before attempting any form of writing, students need to know about the topic. This stage allows them time to develop their topic knowledge and vocabulary, usually through class discussion and group activities. This is where appropriate resourcing of the topic is crucial. Depending on the prior experiences of the students, this may take any number of lessons, the key being variety and relevance. 2 Deconstruction/Modelled Writing This phase relies on teacher guidance and input to assist students in examining the structure, features and purposes of a particular text type and how it can be used for a topic or context. It is best achieved in small groups to maximise student input and allow time for adequate questioning.

5 Editing and Publishing Either by themselves, with a peer, teacher or other adult, the students evaluate their text by checking the application of common writing conventions and the organisational features of the text type. They then make revisions if necessary and publish their text for a particular audience. The use of computer technology can easily be incorporated into this stage.

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Text Types in this Series All texts, both spoken and written, vary according to their purpose. For this reason, they have different organisational or structural features, as well as different language requirements. The two broad categories of texts are Literary and Factual.

Literary Texts These texts usually examine human experiences and involve the reader in a personal response. These texts include narratives and poetry. Targeting Writing does not include these text types.

Factual Texts These texts provide information in order to direct, inform or persuade the reader. They usually try to appear objective rather than subjective. There are typically eight different forms of factual texts taught in schools. Each one has its own specific function and organisational steps, and these are summarised below. The features of different text types are dealt with in greater detail in the Targeting Text series (including a set of full-colour wall posters), also published by Blake Education.

Description Purpose Organisation

Language features

To detail the characteristics of a subject A statement to inform the reader of the topic A series of paragraphs, each describing different features of the subject Nouns and noun groups relating to the subject Adjectives are vital and varied Often written in present tense Use of adverbs and adverbial phrases Verbs which express feelings Subjective language

Response Purpose Organisation

Language features

To review or give a personal response to a text Background information on the text A description of the text and its contents An opinion or judgement Written in present tense Noun groups to describe Sequencing of events Thinking and saying verbs Use of personal pronouns

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Recount Purpose

Organisation

Language features

To retell or recount events in a sequence, for information or entertainment

When, who, where A series of events in order A personal evaluation of those events Written in past tense Use of noun groups to assist in the development of descriptions Adjectives to add detail to who, where, what Adverbs and adverbial phrases used to sequence events chronologically Conjunctions and connectives to sequence events In personal recounts, evaluative language is used

Procedure (Instructions) Purpose Organisation

Language features

To tell how to do something The aim of the activity (what to make) The ingredients and utensils needed The sequence of steps, often numbered to complete the activity There is often a picture of some of the steps or of the finished product Adjectives, particularly to describe amounts Personal pronouns are avoided Written in present tense Can use technical language Focus on action verbs at the start of each step

Procedure (Directions) Purpose Organisation

Language features

To explain how to get somewhere A statement of the aim, where they are going A section containing extra information needed (optional) A sequence of steps to follow Nouns and noun groups Conjunctions to develop complex sentences and to link ideas in sequence Present tense Action verbs often found at the start of each step Reasons for the actions

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Information Report Purpose

Organisation

Language features

To give information about a particular topic

A classification statement regarding the topic A description of different features of the item(s), usually in paragraphs Objective rather than subjective language Similes and metaphors usually not used Written in third person, first person usage avoided Use of noun groups Use of technical or topic specific language Paragraphs used to help organise the information

Explanation Purpose Organisation

Language features

To explain why things are or how they happen A statement regarding what is to be explained A sequence of events to state how or why it happens An optional concluding statement which refers back to the original statement or purpose Written in present tense Often an inanimate topic Use of connectives to sequence events through time Use of technical or subject specific vocabulary Subject/verb and cause/effect relationships Use of passive voice

Discussion Purpose Organisation

Language features

To present two sides of an issue before making a decision A statement of the issue to be examined A series of arguments, often in paragraphs, to support one side of the issue A series of arguments, often in paragraphs, to support the opposite side of the issue A concluding statement where a decision is made on the merits of the arguments and may present an opinion or recommendation on the issue Written in present tense Use of thinking, saying and action verbs Adverbs Arguments linked through connectives Use of modality and opinions Can use quoted or reported speech

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Exposition (Argument) Purpose Organisation

Language features

To argue in favour of one side of an issue A statement to inform the reader of the writer’s position A series of arguments to support that position A reorientation or summation of the arguments and point of view expressed Use of word families Conjunctions to link cause and effect relationships A variety of verb types Reasons for actions or choices given Use of emotive vocabulary Usually written in present tense Use of modality Use of passive voice

Exposition (Persuasion) Purpose Organisation

Language features

To promote something or convince others A positive statement regarding the topic A series of arguments to support the topic A reorientation or summation of the points to support the point of view expressed Directed at a specific audience Very positive, can be biased Use of complex sentences Evaluative language Authoritative language Emotive language

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Useful Resources English Integrated with Society and Environment British Colonisation

The First Australians

Factual texts

Factual texts

Gail Taylor, Pemulwuy, Cambridge University Press, 1999. Alan Broadman,The First Fleet, Alan Broadman, Scholastic, 1997. Wendy McDonald, Australia’s Convicts, Macmillan, 1999. Claiming a Continent: A New History of Australia, Angus and Robertson, 1997. Judith Simpson, Beginnings to Federation, Kangaroo Press, 1999. John Nicholson, The First Fleet, Allen and Unwin, 1995. John Goode, Convicts and Penal Settlements, Hodder & Stoughton, 1980.

Stanley Breedon, Growing up at Uluru, Steve Parish Publishing, 1995. Rhonda Craven, Teaching Aboriginal Studies, Allen and Unwin, 1997. Jan Bassett, The Oxford Illustrated Dictionary of Australian History, Oxford, 1996. Alexander Reed, Aboriginal Words of Australia, New Holland, 1998. Douglass Baglin, Aboriginal Art of Australia, Muvalon, 1997. Ruby Ginibi, Haunted by the Past, Allen and Unwin, 1999. Bruce Elder, Blood on the Wattle, New Holland, 1998. Alan Tucker, Side by Side, Omnibus, 1994.

Literary texts Leonie Young, I Wish I’d Sailed With Captain Cook, Weldon, 1997. Dianne Bates, Scrum O’Crum and the Bushranger Babes, Hodder, 1997. Malachy Doyle, 12 000 Miles From Home, Franklin Watts, 1999.

Other resources

Literary texts Bronwyn Bancroft, Minah, Angus and Robertson, 1995. Percy Trezise and Dick Roughsey, Banana Bird and the Snake Men, Collins, 1980. Alexander Reed, Aboriginal Stories, New Holland, 1999.

Other resources

Once Upon Australia (video), ABC Videos, 1988. The Story of Australia (CD-Rom), New Horizons, 1995. http://www.shoalhaven.net.au http://www.win.tue.nz

Aboriginal Dreaming Stories (video), Maxwells Collection, 1998. The Dreaming: 13 Animated Stories for Children (video), DEET, 1994. Encyclopedia of Aboriginal Australia (CD-Rom), Aboriginal Studies Press, 1992.

Significant Australian Places

Explorers

Factual texts

Factual texts

Marilyn Woolley, The Natural Shapes of Australia, Macmillan, 1998. David Messent, Seven Days in Sydney, Messent Photography, 1998. Steve Parish, Celebrating Australia (series), Steve Parish Publishing, 1998. Inland Australia, Little Hills Press, 1999. Robert Gott, South Australia, Heinemann, 1997 (see also Northern Territory, NSW, Victoria, ACT, Tasmania).

John Nicholson, Explorers of Australia, Allen and Unwin, 1996. Cathy Dodson, Bass and Flinders, Scholastic, 1999. Bill Peach, The Explorers, ABC, 1984. Australian Explorers (series), Bay Books, 1979. John Barwick, Exploration and Expansion, Heinemann, 1999. Michael Dugan, Exploring Australia – Mapping the Coastline, Macmillan, 1993.

Literary texts

Kate Walker, The Letters of Rosie O’Brien, Scholastic, 1988. Sian Lewis, The Saddlebag, Young Piper Books, 1990. Sheila Lavelle, Ursula Exploring, Hamish Hamilton, 1980.

Sally Morgan, Sally’s Story, Fremantle Arts Centre Press, 1990.

Other resources Contact the Australian Heritage Commission (national and state branches). Naturally Australia (video series), ABC, 1987. Natural Wonders of Australia (CD-Rom), Mediasoft Australia, 1995. National Parks of Australia (video), ABC, 1995. Wild Australia (video), ABC, 1995. I Spy Australia (CD-Rom), Dataworks, 2000. http://www.csu.edu.au

Literary texts

Other resources Peach’s Explorers (video), Maxwell’s Multimedia Collection, 1987. Australian Explorers Database (CD-Rom), Edusoft, 1995. Journey Australia (CD-Rom), Journey, 1996. Across Australia (video), Gamma Films, 1997.

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Useful Resources English Integrated with Science The Human Body

Material World

Factual texts

Factual texts

Bingham and Smith, The Amazing Body in a Book, Dorling Kindersley, 1997. Dr M. Rose, The Human Body, Allen and Unwin, 1999. Kay Davies, Skeletons and Movement, Wayland, 1991. Steve Parker, The Body and How It Works, Hutchinson, 1987. Brian Ward, The Brain and the Nervous System, Watts, 1981. Tage Voss, Stomach and Intestines, Angus and Robertson, 1977. Dorothy Baldwin, Your Heart and Lungs, Wayland, 1983. Gwynne Vevers, Blood and Lungs, Bodley Head, 1983.

Jacqueline Dineen, Metals and Minerals, Young Library, 1987. Kathryn Whyman, Rocks and Minerals, Gloucester, 1988. Philip Wilkinson, Science and Power, Dragon’s World, 1994. Jane Wilcox, Why Do We Use That? Watts Books, 1996. Graham Rickard, Focus On – Building Materials, Wayland, 1989. Malcolm Dixon, Building Materials, Wayland, 1993. Peter Riley, Materials, Dryad Press, 1986. Don Radford, The Materials We Use, Batsford, 1983.

Literary texts

John Yeoman, The Do It Yourself House That Jack Built, Hamish Hamilton, 1994. Carme Vendrell, The Four Elements of Earth, Children’s Press, 1985.

Joanna Cole, The Magic School Bus Inside the Human Body, Scholastic, 1995.

Other resources Blood Lines (video), Red Cross Blood Bank, 1988. How Your Body Works (CD-Rom),The Learning Company, 1987. DK Amazing Human Body (CD-Rom), Edusoft, 1997. The Human Body and How the Mind Works (CD-Rom), Eureka Software, 1995.

Literary texts

Other resources My First Science Video (video), Dorling Kindersley, 1992. Materials Volume 1 and 2 (video), BBC Primary Science, 1997.

Machines Factual texts

Habitats Michael Bright, The Greenhouse Effect, Gloucester, 1991. Bruce McClish, Earth Story – Erosion, Macmillan, 1994. Fay Robinson, Where Do Puddles Go? Children’s Press, 1995. Jennifer Cochrane, Land Ecology, Wayland, 1987. Joyce Pope, Seashores, Eagle Books, 1990. A Children’s Guide to Nature – the River and Riverbank, Bay Books, 1993. Barbara Taylor, Pond Life, Angus and Robertson, 1992. Jennifer Cochrane, Water Ecology, Wayland, 1987. Ruth Radlaver, Reefs, Children’s Press, 1983.

Machines, Dorling Kindersley, 1994. John Kelly, Everyday Machines, Marshall Publishing, 1998. Henry Pluckrose, Machines at Work – On a Building Site, Franklin Watts, 1998. Ian Graham, 101 Questions and Answers – How Things Work, Hamlyn, 1993. Alexandra Parsons, What’s Inside? Great Inventions, Dorling Kindersley, 1993. Peter Turvey, Everyday Things and How They Work, Watts, 1995. Robin Kerrod, Oxford Children’s A to Z of Technology, Oxford University Press, 1996. Rebecca Weaver, Machines in the Home, British Library, 1992.

Literary texts

Literary texts

Factual texts

Joanna Cole, The Magic School Bus Inside the Earth, Scholastic, 1995. Hugh Lewin, A Shell On the Beach, Hamish Hamilton, 1989. Shirley Shackleton, Little Tree and the Everlasting Forest, Greening Australia, 1990. John Heffernan, Pete Paddock Basher, Margaret Hamilton, 1999.

Other resources Insects (video), Film and Video Library, 1995. The Hidden World (video), National Geographic, 1992. Earth Quest (video), NSW Board of Studies, 1988. Nature of Australia Parts 1 and 2 (video), ABC, 1991. Living Planet – Building of the Earth (video), BBC, 1987.

Anne Fine, Press Play, Picadilly Press, 1994. Rodney Peppe, The Mice and the Travel Machine, Viking, 1993. Joy Allen, Computer for Charlie, Puffin, 1990.

Other resources Simple Machines (video), Encyclopedia Brittanica, 1994. Floating Fluttering Flying Machines (CD-Rom), Trivola Electronics, 1997. A Day on the Big Machines (video), Hughes Leisure Group, 1994. Push and Pull: Simple Machines at Work (video), Rainbow Education, 1996.

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Student Assessment Teachers commonly use a wide variety of methods for recording information about students. Targeting Writing presents an integrated approach to assessment, recording and reporting of student progress. Student record sheets for outcomes (BLMs 2-5) and skills (BLMs 6-8) provide a systematic way of gathering data and recording students’ progress. However, some teachers may prefer to develop their own recording tools using these as a model. Students can also be encouraged to have input into the assessment and recording process. Each blackline master has the assessable outcomes noted at the bottom and these can be used for assessment when students have completed them independently. Teachers should note in their anecdotal records when a student has needed or received either peer or adult assistance. It must be noted that the development of values and attitudes cannot be measured in the same way as outcomes and skills; instead teachers need to assess students during teacher/student interaction through discussion and observation.

Using the BLMs in Reports to Parents Reporting can be very difficult to do accurately and sensitively. As professionals, teachers have their own language and parents sometimes feel threatened by this. Reporting directly on outcomes, which are very general and quite wordy, can exclude parents from the assessment and recording process. Generally, teachers meet with parents to discuss a student’s progress once or twice a year and it is difficult to convey their knowledge of a student’s strengths and weaknesses in ten to fifteen minutes. A portfolio of work which includes samples taken over time of the student’s achievements can be a useful tool in the reporting process. The student activity blackline masters in Targeting Writing provide relevant samples for such a student portfolio. For these samples to be relevant to parents they should have some sort of notation on them about the type of task, when it was completed, whether it was an individual or small group activity, what the goals for the students were and how well the student achieved those goals. Students could also comment on what they thought of their effort and performance of the task, and what they learnt by doing it. If these portfolios are sent home prior to any parent/teacher meeting, then parents will be better prepared to discuss their child’s progress in the class learning context.

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BLM 1

Term Planner Integrated Unit

Theme/Topic: _______________________________ Term: ____________________________ Teacher: ___________________________________ Class: _____________ Year: _________ Week

Monday

Tuesday

Wednesday

Thursday

Friday

1

2

3

4

5

6

7

8

9

10 This can be enlarged and used as a desk planner

14

© Blake Education Targeting Writing Across the Curriculum Middle Primary This page may be photocopied for non-commercial classroom use.



National Level 3

Name ____________________________________________ Date ___________________

BLM 2

English Outcomes: Student Record Strand

Outcomes/Indicators

Speaking and Listening

3.1 Interacts for specific purposes using a small range of text types

Work sample type

Date

Comments

3.2 Recognises that certain types of spoken texts are associated with particular contexts and purposes 3.3 Usually uses linguistic structures and features of speech appropriately 3.4 Reflects on own approach to communication and interaction Reading

3.5 Interprets and discusses some relationships between ideas and events 3.6 Identifies some symbolic meanings and stereotypes in texts and discusses their purpose and meaning 3.7 Identifies and uses the linguistic structures and features of text types to construct meaning 3.8a Integrates a variety of strategies for interpreting printed and visual texts 3.8b With guidance, uses strategies for finding information in texts

Writing

3.9 Experiments with interrelating ideas and information when writing in a small range of text types 3.10 Recognises that certain text types and features are associated with different purposes 3.11 Controls most basic features of written language and experiments with features of texts 3.12a Experiments with planning strategies and proofreads own writing 3.12b Consistently makes informed attempts at spelling




15

BLM 3

English Outcomes:

NSW Stage 2

Name ____________________________________________ Date ___________________

Student Record Strand

Outcomes/Indicators

Talking and Listening

2.1 Communicates in classroom activities on a variety of topics

Work sample type

Date

Comments

2.2 Interacts effectively in groups and pairs, and uses various listening strategies 2.3 Identifies the effect of purpose and audience on spoken texts 2.4 Identifies common organisational patterns and some language features Reading

2.5 Reads independently on increasingly challenging topics 2.6 Uses a limited range of skills and strategies when reading and interpreting 2.7 Discusses how writers use language to achieve a wide range of purposes 2.8 Discusses the text structure and grammatical features of some text types

Writing

2.9 Drafts, revises, proofreads and publishes well-structured texts 2.10 Produces clear texts, using sentence structure, grammar and punctuation 2.11 Uses knowledge of letter/sound correspondences and letter patterns to spell 2.13 Discusses how own texts are adjusted to relate to different readers 2.14 Discusses how own texts have been structured to achieve their purpose and the grammatical features of the text types used

16




Name ____________________________________________ Date ___________________

BLM 4

Society and Environment Outcomes Student Record Strand

Outcomes/Indicators

Work Sample Type

Date

Comments




17

BLM 5

Science Outcomes Name ____________________________________________ Date ___________________

Student Record Strand

18

Outcomes/Indicators

Work Sample Type

Date

Comments




BLM 6

English Skills Checklist: National Level 3/NSW Stage 2 Student Record Name: Class:

Date/Level

Date/Level

Date/Level

Date/Level

Purpose Discussion: to give two opinions Exposition: to persuade others Information report: to give facts Procedure: to give instructions Recount: to tell what has happened Explanation: to tell how things occur Description: to look at characteristics Response: to analyse a literary text

Structure Writes a clear and concise orientation Identifies main organisational stages Develops plausible complications Understands the use of a conclusion Understands the use of opinions Writes events in sequence Writes different types of texts Writes a clear resolution

Text Organisation Develops a plan for writing Participates in group writing Deconstructs a text Uses paragraphs correctly Varies sentence beginnings Uses a variety of sources for information Writes well-developed ideas Uses appropriate text type structure Uses appropriate headings

Language Features Uses correct tense Correctly uses conjunctions Uses action and thinking verbs Uses appropriate punctuation Correctly uses first or third person Uses descriptive language States an opinion Uses sequencing vocabulary Uses emotive vocabulary LEVEL CODES

1 Consistently evident

2 Sometimes evident

3 Not evident




19

BLM 7

Society and Environment Skills Checklist National Level 3/NSW Stage 2

Student Record Name: Class:

Date/Level

Date/Level

Date/Level

Date/Level

Acquiring Information Initiates an investigation Uses computers to locate information Uses maps, globes and libraries Identifies bias in information Arranges and displays information appropriately Evaluates and reflects upon information Discusses the usefulness of an information source Examines the purpose of an information source Interviews others to obtain information

Using the Inquiry Process Poses questions about the investigation Identifies necessary information Gathers information appropriate to the task Analyses and records information Uses a timeline, graph or matrix Creates a family tree Communicates information using a variety of text types Plans and contributes to group activities

Participation Negotiates with others Works with others to achieve a common goal Considers people’s rights Assists in decision making Is a responsible family, school and community member Reflects on the impact of decisions Participates in a wide variety of activities LEVEL CODES

20


2 Sometimes evident

3 Not evident




BLM 8

Science Skills Checklist National Level 3/NSW Stage 2 Student Record Name: Class:

Date/Level

Date/Level

Date/Level

Date/Level

Investigation Initiates an investigation on a chosen topic Records information from an investigation Makes accurate observations and describes them Makes predictions Devises ways of checking their predictions Compares ways of solving problems Uses formal measuring systems Explains their observations Interprets information gathered Groups materials and features in a variety of ways Explains relationships between living things Relates the features of an object to its function Discusses physical processes and their cause/effect relationships Identifies the values and uses of science

Design and Make Describes needs and wants Plans and presents ideas to others Records the exploration of different design proposals Evaluates materials and processes used Examines the fairness of tests Makes visual resources to assist in explanations Grows plants and documents their changes Creates a collage of various materials LEVEL CODES


2 Sometimes evident

3 Not evident




21

BLM 9

Cross-Curriculum Checklist Name ____________________________________________ Date ___________________

Student Record Term

1

2

3

4

Information Skills

Communicating

Working Cooperatively

Social Responsibility

Creativity

Creating Solutions

Applying Technology

Decision Making

Task Management

22




Units Linked with

Society and Environment © Blake Education 978 1 86509 751 0


Text Type Focus: Recount and Discussion SPEAKING AND LISTENING

READING

WRITING

Recount

Recount

Recount

• Discuss features of an obituary and a diary

• Locate words in written recounts which show time and place

• Text model (BLM 10)

• Discuss diaries kept by significant people in the colony • Discuss the importance of time and location vocabulary in recounts • Brainstorm topics for recount writing about colonial Australia Discussion • Survey others in class for their opinion • Discuss and analyse the value of arguments presented in debates • List ways in which people can express an opinion – for example, I believe, I think • Discuss the difference between facts and opinions in texts

• Create topic word banks

• List words which use regular and irregular past tense • Compare factual and personal recounts and list their similarities and differences • Decide what is the purpose and audience for recounts

Discussion

Discussion • Ask questions about specific statements made in discussion texts

• List thinking verbs used and compare with action verbs

• Examine the effects of British colonisation on traditional Aboriginal lifestyle and culture • List key aspects of early colonial life for soldiers, convicts and free settlers

• Draw and paint images from the past using sketches from the period as a guide • Construct three-dimensional models of traditional Aboriginal shelters

• Text model (BLM 13) • Create a concept map • Use a note-taking guide to create topic sentences • Interview other students about an issue (BLM 14) • Use a scaffold to write a discussion (BLM 15)

HEALTH AND PHYSICAL EDUCATION

• List the changes made to the Sydney environment as a result of colonisation THE ARTS

• Write a diary entry as someone living in early colony (BLM 12) • Review own and others’ texts for detail when recounting specific events

• List connectives used to create compound sentences

SOCIETY AND ENVIRONMENT

• Use a scaffold for research (BLM 11)

• Look at how life on board a ship affects health, diet and exercise

British Colonisation

• Examine how conditions affected the health of convicts • Investigate Aboriginal foods and compare to foods in the colonies

• Construct three-dimensional models of convict houses MATHEMATICS SCIENCE

• Map the growth and expansion of the early colony

• Research how traditional Aboriginal people used natural resources • Research how European settlers used these same resources

• Measure the distances travelled by the First and Second Fleets

• Find out what scientific discoveries took place in the new colony

• Construct timelines to show significant events in the early life of the colony

CROSS-CURRICULUM SKILLS Information skills Communicating

Social responsibility

Decision making

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Outcomes and Indicators National Profiles English Speaking and Listening 3.1 Interacts for specific purposes with people in the classroom using a small range of text types • Retells and offers opinions about scenes from films, drama or stories • Delivers a short talk to peers • Reports briefly on a group discussion 3.2 Recognises that certain types of spoken texts are associated with particular contexts and purposes • With guidance, compares the features of different spoken texts 3.3 Usually uses linguistic structures and features of spoken language • Recognises main organisational elements of group discussions • Accurately uses common grammatical structures • Uses specialised language on a variety of topics • Selects words carefully to achieve precise meanings

Reading 3.5 Interprets and discusses some relationships between ideas, information and events in a variety of texts • Retells and discusses the main ideas in information texts 3.6 Identifies simple symbolic meanings and stereotypes in texts • Discusses the ways in which people are stereotyped in texts 3.7 Identifies and uses the linguistic structures and features of a range of text types • Identifies and explains the role of features such as paragraphs • Constructs timelines or flow charts 3.8bWith guidance, uses several strategies for finding information in texts • Finds information in research material • Makes brief notes

Writing 3.9 Experiments with interrelating ideas and information when writing about familiar topics • Recounts in sequence • Gives a few related reasons to support a position 3.10 Recognises that certain text types and features are associated with particular purposes • Examines model of a text type and discusses its purpose and features • Selects an appropriate text type for a particular purpose 3.11 Controls most basic features of written language • Selects language which enhances meaning • Uses some conventions of layout to assist the reader 3.12b Experiments with strategies for planning and reviewing own writing • Attempts some revising during writing • Uses other texts as models • Adds information following suggestions from others

Studies of Society and Environment 3.1a Describes different periods of time in the local area • Describes the way of life in the colony • Derives information from a variety of sources 3.1b Interprets accounts and artefacts of people in other times • Collects evidence from journals and letters • Listens to stories about people from other times 3.2 Constructs a sequence from a set of events

• Presents an accurate sequence when recounting events 3.5 Describes how natural features affect the ways people live in a place • Describes how the Australian environment affected the lives of early European Settlers 3.16 Frames questions and identifies sources of information • Interprets and organises data

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Outcomes and Indicators NSW English Talking and Listening 2.1 Communicates in classroom activities for a range of purposes and on a range of topics • Gives a more detailed recount • Justifies a point of view with supporting evidence • Participates in class discussions 2.2 Interacts effectively in groups and pairs and uses various listening strategies • Uses correct word order • Plans spoken recounts • Uses notes as prompts 2.4 Identifies common organisational patterns and language features of some predictable spoken texts • Recognises the main organisational structures of spoken text types • Talks about common grammatical structures

Reading 2.5 Reads independently a wide range of texts • Interprets basic maps, charts and photographs • Obtains information from selected internet sites • Finds information for specific purposes in factual texts 2.6 Uses efficiently an integrated range of skills and strategies when reading texts • Draws on knowledge of a topic • Relates information to accompanying graphics • Uses contents page, index and keywords to obtain information • Makes brief notes 2.7 Discusses how writers relate to their readers in different ways • Recognises and describes the purpose of recounts • Distinguishes between a fact and an opinion

Writing 2.9 Drafts, revises and publishes well-structured texts • Uses other texts as models • Demonstrates self-editing skills • Creates notes for writing • Writes more involved recounts • Researches specific topics 2.10 Produces texts clearly using the correct structure and grammatical features • Uses accurate tense • Combines clauses using a variety of conjunctions • Uses a variety of time connectives • Uses correct punctuation 2.13 Discusses how own texts are adjusted to relate to readers • Understands purpose and structure of the texts • Identifies audience

Human Society and its Environment 2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences • Sequences significant events related to human occupation in Australia • Describes the involvement of some people and groups from other countries in Australia’s heritage • Explains the role of significant people during the occupation of Australia as a penal colony • Describes some aspects of ways of life and achievements in the early colony

2.2 Explains changes in the community and family life and evaluates the effects of these on different individuals, groups and environments • Collects and uses primary and secondary sources to investigate the history of their community • Identifies the contributions of some significant people and events to community heritage 2.3 Explains how shared customs and traditions in communities contribute to Australian and community identities

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British Colonisation – Recount Learning Experiences

Modelling focus

Construct a Semantic Web Using a variety of factual texts, discuss with students why Britain colonised Australia. Examine factors such as living conditions, poverty, overcrowding and the class system, and include these in a semantic web. Discuss the types of people who were a part of the First Fleet, including officers, soldiers and convicts.

• Introducing the topic

Sample Text (BLM 10) Distribute the obituary of Mary Reibey. Share read with students. Discuss the structure and specific language features of this recount. Encourage students to discuss the chronological sequencing of events, the concluding evaluative comment, as well as use of past tense. Jointly construct a list of requirements for writing obituaries. Ask students why they think these types of recounts are written, who would write them, and who the audience would be. (You may wish to provide students with a number of obituaries for them to examine.)

• Structure and features of factual recounts

Life in the First Fleet Divide the class into small groups. Ask each group to research a person who sailed on the First Fleet, for example a young convict. Work with the groups on note-taking skills and summarising of information. This may take several lessons. At the end of the research period, each group reports to the class on the information they gathered and any issues they came across in the process.

• Note taking

Role-play a First Fleet Character Ask students to remain in their groups and prepare a short oral recount of the voyage taken by their chosen person. Encourage students to discuss how their characters would have felt about travelling to an unknown country. This is a good opportunity to look at language used in recounts such as adjectives, noun groups and time connectives. Recounts will need to be rehearsed, and can then be performed for the class. Afterwards, have students discuss how accurate they think the role-plays were.

• Oral presentations

In the Colony Have students use a variety of resources to find out about early colonial immigrants – convicts, free settlers, soldiers and the governor. Examine the relationship of the new inhabitants with Aboriginal Peoples. During the shared reading and research, jointly list significant individuals from the early colony – for example Bennelong, Pemulwuy, James Ruse, Elizabeth Macarthur and Governors Phillip and Macquarie.

• Building the field

• Purpose of text

• Research skills • Communication skills • Subject vocabulary

• Aspects of language • Character empathy

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Modelling focus

Learning Experiences Research Scaffold (BLM 11) Divide the class into small groups and allocate one of these significant individuals to each group. Ask groups to do further research using the scaffold provided. When research is complete, have groups give a brief oral presentation about the life of that person in the new colony. (These results can also be compiled in a retrieval chart under headings such as food, water, shelter, sickness, and law and order.) Construct a timeline Ask each group to swap the results of their research with one other group, so that each group now has a different individual from colonial times. Ask students to use this information to construct a timeline showing significant events in that person’s life. If groups have additional information about this person from their previous research, they can add it to their timeline. Share these with the class. Model a Diary Entry Choose one of these individuals and, taking on their persona, model the construction of a diary entry for the class. Ensure that the entry includes a significant event, such as the day Elizabeth Macarthur received a grant of land from Governor Macquarie in recognition of her work, or Pemulwuy having an encounter with British soldiers on his land. Encourage students to discuss the features of this personal recount – text is written in the first person, and the author of the diary often describes their personal feelings, or their response to an event. Write a Diary Entry (BLM 12) Ask students to choose one of the other First Fleeters or significant colonial settlers. Have students write a diary entry as that person, following the example modelled previously and incorporating their previous research. Encourage students to include a significant event in their entry, which affected their character in some way. (Some students may wish to choose Mary Reibey, the subject of the sample text. They could write an entry for one day in her life as a runaway, a convict, or as a businesswoman.) Remind students of the diary structure and its language features. Edit and publish these diaries, and share with the class. Culmination Review the steps used to research a historical character. Make a class list of skills and strategies that were effective in locating and recording this information. Students can continue writing diary entries as their character, revealing their thoughts and relationships with other people in the colony, or research and write a diary entry for a different character.

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• Research skills • Oral skills

• Summarising information • Visual presentation of information

• Features of personal recounts • Structure and features of diaries

• Using a scaffold • Independent writing • Diary structure and language features

British Colonisation – Discussion Learning Experiences

Modelling focus

Model Note-taking Strategies Using a variety of visual aids and books, develop students’ understandings of why Europeans came to Australia. Model strategies for making notes on a topic and display these in a wall theme chart. Encourage students to actively participate in the discussion and, as their understandings develop, move from teacher-directed modelling to whole class joint constructions.


Survey Class Opinion Ask students to consider if they would have wanted to come to Australia as a convict in the 1780s. Have students conduct a class survey on this topic. This can be used as an assessment tool, to gauge students’ awareness of the conditions in Britain at the time. Encourage students to use thinking verbs such as ‘I believe’, ‘I think’, or ‘It is my opinion’. Draw students’ attention to this language feature during the activity, making a list of words and phrases used.

• Thinking verbs

Group Opinions Ask students if Britain should have sent convicts to Australia. Divide the class into four groups, two groups to agree with the statement, and two to oppose it. Ask groups to list, in point form, reasons for their opinion. Bring the class back together and ask a representative from each group to report on their efforts.

• Reasons for opinions

Sample Text (BLM 13) Read the prepared discussion text. Compare its statements and opinions with those of students from the previous activity. Use this discussion to formulate some generalisations about the structure and language features of discussion texts. Put BLM 13 on overhead and highlight these within the context of the whole text sample.

• Structure and features of a discussion

Revise Discussion Structure Revise the structure of a discussion-introduction which indicates position regarding issue and background information, arguments in favour, arguments against, and decision or conclusion. The time spent on this will depend upon students’ prior experience. Using the opinions previously formulated by the four groups, select the most relevant arguments from each side. Taking one side of the issue at a time, jointly construct them from point form into cohesive sentences. Remember to include an introduction and a conclusion. Focus on sentence structure, sequencing of ideas with conjunctions, and connective language features.

• Structure of discussions

• Note taking • Using factual resources

• Expressing opinions and reasons

• For and against • Working cooperatively

• Language features • Turning point-form notes into sentences

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Learning Experiences

Modelling focus

Ask Opinions (BLM 14) Pose the question to students, ‘Should convicts be kept in chains?’ Each student will need to interview others (teachers, peers or members of other classes) whether they agree or disagree with this statement. Ask students to note each person’s reasons for their opinion. After canvassing the opinions of others, each student should give their own recommendation.

• Interviewing techniques

Use a Discussion Scaffold (BLM 15) Provide students with the scaffold for writing a discussion text. Encourage students to use the points from the interviews, as well as their own point of view, to write a discussion text on the issue. Refer students back to earlier class work, and the sample discussion text, to assist them in using the appropriate structure and language features.

• Using research in writing

Edit the Discussion Text Choose one student example (or a teacher-made text) to model, using an overhead projector. Discuss the need for proofreading and editing of work. Actively involve students in editing the text on the overhead, looking at punctuation, spelling, language features and continuity of meaning. Instruct students to go back to their own discussion texts and edit them (using a different coloured pencil/pen). Encourage students to read it to a friend to see if it makes sense.

• Editing and proofreading

Research Early Colonial Life Have students form groups to research how people lived in the early colony of New South Wales. Groups could look at issues such as the treatment of convicts, impact of Europeans on the local Aboriginal tribes, actions of the British soldiers, or the role of the Governor. Provide a variety of resources to students, and ask groups to organise their information using each issue as a heading.


Compare Life Then and Now Bring groups together as a class and discuss students’ opinions of life in the early colony. Ask students to compare their findings with how we live in Australia today. Ask students to write a short discussion text on whether they would have preferred to live in Australia in 1788. Remind students that a discussion requires them to consider all points of view, and that a number of varying opinions may be valid.

• Features of a discussion

Culmination Ask students to decide which of their written discussions most clearly analyses and evaluates an issue. Students can publish these and compare them with factual discussions in books.

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• Note taking • Using research in writing

• Independent writing

• Research skills • Working cooperatively

Obituary

Mary Reibey (12th May 1777 – 30th May 1855)

Mary Reibey was born Molly Haydock in England on 12th May, 1777. When she was thirteen both her parents died. The young Molly ran away from home and pretended to be a boy. In 1791 Mary was arrested for stealing a horse and sentenced to death. But the police discovered that she was in fact a young lady and her sentence was changed to seven years transportation to the colony of New South Wales. She arrived in Australia in 1792 and began work as a nursemaid. Two years later, Mary married Thomas Reibey, who was an officer on the ship Britannia.

RECOU Text M NT odel

Thomas was given a land grant on the Hawkesbury River. Together they set up an overseas trading company which became very successful. They were able to buy several more farming properties and extended their trade into coal, fur and animal skins. In 1811 Thomas died. Mary took over the business, as well as continuing to care for their seven children. She expanded their business, buying more ships, operating a warehouse and investing in even more property. By 1828 Mary was able to retire and was appointed Governor of the Free Grammar School. She continued to live in Sydney in her house at Newtown until her death last week. Mary Reibey will be remembered as a strong and determined woman who became one of this colony’s most successful businesswomen.



BLM 10

Name ____________________________________________ Date ___________________


31

BLM 11

Name ____________________________________________ Date ___________________

Research Scaffold

RECOUNT

BACKGROUND Name:_______________________________________________________ Date of birth: _________________________________________________ Country of birth: _______________________________________________ When arrived in Australia:_______________________________________ Why did they come to Australia? _________________________________ ____________________________________________________________ SIGNIFICANT EVENTS What happened? ______________________________________________ ____________________________________________________________ ____________________________________________________________ ACHIEVEMENTS ____________________________________________________________ ____________________________________________________________ SUMMARY/PERSON’S IMPACT ____________________________________________________________

NAT ENG RV 3.5 W 3.9 W 3.11

32

NSW ENG RS 2.5 RS 2.7 WS 2.9

SOSE TC&C 3.1a TC&C 3.1b

HSIE CCS 2.1 CCS 2.2




Diary

BLM 12

Name ____________________________________________ Date ___________________

RECOUNT

Imagine that you are a person in early colonial Australia. Choose a significant event from one day in your life. Write a diary entry for this day. Date: _______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

NAT ENG W 3.9 W 3.11

NSW ENG WS 2.9 WS 2.10 WS 2.13

SOSE TC&C 3.1b TC&C 3.2





33

BLM 13

Name ____________________________________________ Date ___________________

N DISCUSSIOel Text Mod

Should our convicts be sent to New South Wales? We’re here tonight to discuss an issue which affects all of us. Should we send our criminals to the colony of New South Wales? There are several benefits of transporting our convicts overseas. Firstly, our gaols are overcrowded as it is. The convicts are unhealthy and spread disease. If we continue to transport them, we will free up space and the health issues will be easier to manage. Secondly, with the large number of convicts in prison here, it is costing us and the government far too much money. If we send them to the new colony, they will have to farm their own food and look after themselves. Finally, transportation may prevent people from committing crimes. If they get sent to gaol here, they know that when they are released they can simply go home. But if they are transported there is no chance of them ever raising enough money to pay their way back to England. On the other hand, not everyone in our community believes that we should transport our convicts overseas. Some people believe that, as English men and women, they should serve their punishment in England and not in a far and distant land. Others believe that for some crimes, such as petty theft, transportation is too harsh a penalty. The months of travel across the seas are dangerous, with the constant threat of shipwreck, illness and even death. Another argument against transportation is the cost of organising the ships, materials and men to send on such a dangerous voyage. We will need to send many soldiers to control the convicts, with the possibility of losing them before they even reach their destination. This is not an easy question to answer, as both sides can make convincing statements. Let us open it up to the floor for discussion.

34




BLM 14

Name ____________________________________________ Date ___________________

Seeking Opinions

DISCUS

Should convicts be kept in chains? Some people think

SION

Other people think

_____________________

_____________________

_____________________

_____________________

____________________

____________________

____________________

____________________

____________________

I think

____________________

___________________

____________

___________________

___________________

_____________

___________________

___________________

______________

__________________

__________________

______________

__________________

__________________

_______________

__________________

__________________

_______________

_________________

_________________

________________

_________________

_________________

_________________

_________________

_________________

NAT ENG SL 3.1, SL 3.3, W 3.9, W 3.10, W 3.11

________________

NSW ENG TS 2.1, TS 2.2, WS 2.9, WS 2.13

SOSE IC&P 3.16

HSIE CCS 2.1, CCS 2.2




35

BLM 15

Name ____________________________________________ Date ___________________

Scaffold

ON

DISCUSSI

Opening statement

Arguments in favour

Arguments against

Recommendation

NAT ENG W 3.9 W 3.10 W 3.11

36


SOSE TC&C 3.1a IC&P 3.16





Text Type Focus: Information Report and Response SPEAKING AND LISTENING

READING

WRITING

Information Report

Information Report

Information Report

• Discuss what students would like to find out about traditional Aboriginal people

• Read and compare information found in a variety of factual texts


• List specific vocabulary to be used when reading and writing

• Write and group information under appropriate headings (BLM 17)

• Ask questions to clarify information found in texts • Use contents and index pages to assist in the location of information

• Ask questions to obtain information in group discussions

• Make summary notes from reading factual texts

• Interpret visual images which accompany written texts

Response • Listen to a variety of Dreaming Stories (both written and visual)

Response

• Discuss and compare opinions as a class about these Dreaming Stories

• Read examples of reviews and written responses

• Create topic banks of theme-based words to be used in writing reports

• Read a variety of Dreaming Stories

• Interview peers to record their responses to specific Dreaming Stories SOCIETY AND ENVIRONMENT • Research the laws and belief systems of traditional Aboriginal Australians

• Use a scaffold to write own information report (BLM 18)

• Conduct studies of Aboriginal authors and the texts they have written

Response • Text model (BLM 19) • Use a summary map to record events and characters (BLM 20)

• Summarise events and information from Dreaming Stories

• Locate the variety of known Aboriginal language groups

• Combine personal responses to create a class book

THE ARTS

• Research the impact of significant Aboriginal Australians

• Use traditional Aboriginal materials to create a painting or other visual image

• Compare the traditional and contemporary lifestyles of Aboriginal Australians

• Perform traditional Aboriginal dance and music (with permission)

• Look at what tools Aboriginal Australians used

• Construct traditional Aboriginal musical instruments

SCIENCE

• List word families which may be useful when writing responses • Write a personal review using a scaffold (BLM 21)

• List the natural products used by traditional Aborigines • Recreate how Aboriginal Australians used natural or processed materials • Research how Aboriginal groups used and altered their environments and why


The First Australians

• Examine family relationships and groups among Aboriginal people • Examine the effects of European diseases and influences on Aboriginal health

MATHEMATICS • Examine the patterns and shapes in traditional Aboriginal artwork • Locate the symmetry in traditional Aboriginal designs

• List the roles and responsibilities of different members within a tribal group

• Use coordinates and mapping to locate the position of significant sites

• List the food/diet eaten by tribal groups from different areas of Australia


Working co-operatively

Creativity

Decision making

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Outcomes and Indicators National Profiles English Speaking and Listening 3.1 Interacts for specific purposes with people in the classroom using a small range of text types • Offers opinions about scenes from films and stories heard read aloud • Delivers a prepared short talk to peers on a topic giving relevant and organised information • Listens to and obtains specific information from spoken texts and retells this to others • Conducts brief interviews with children to obtain information about an issue 3.4 Reflects on own approach to communication and the ways in which others interact • Corrects their own speech for meaning and accuracy • Selects and organises ideas before giving a short prepared talk • Listens actively to a speaker • Initiates discussion of ideas and events with the teacher and peers

Reading 3.5 Interprets and discusses some relationships between ideas, information and events in a variety of texts • Retells and discusses interpretation of texts read or viewed 3.6 Identifies simple symbolic meanings and stereotypes in texts and discusses their purpose and meaning • Recognises that the use of symbols in texts depends on shared cultural understandings 3.8bWith guidance uses several strategies for identifying resources and finding information in texts • Lists a range of resources for answering focus questions

Writing 3.9 Experiments with interrelating ideas and information when writing about familiar topics • Writes a report which includes information on several aspects of the topic • Gives related reasons that support a topic 3.11 Controls most basic features of written language and experiments with some organisational and linguistic features of text types • Relates ideas in writing using a variety of conjunctions • Uses some conventions of layout to assist the reader • Uses correct tense

Studies of Society and Environment 3.1a Describes different periods of time in the local area • Describes the ways of life, beliefs and practices of the original inhabitants • Derives information from photographs, local histories and first-hand accounts 3.1bInterprets accounts and artefacts of people in other times • Collects evidence that describes ways of life of Aboriginal and Torres Strait Islander groups 3.7 Describes some of the community groups that make up Aboriginal and Torres Strait Islander societies

• Investigates diverse Aboriginal groups to identify things they share and things that are unique to them 3.4 Describes places according to their location and their natural and built features • Describes natural features which are significant to Aboriginal tribal groups 3.5 Describes how natural features affect the ways people live in particular places • Describes how different natural environments affect the ways of life of Aboriginal groups • Explains an Aboriginal Dreaming Story and its meaning

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Outcomes and Indicators NSW English Talking and Listening 2.1 Communicates in informal and formal classroom activities on a variety of topics • Listens to a variety of less familiar literary texts • Listens to sustained information reports • Offers opinions about films or stories read aloud • Discusses and reflects upon a variety of responses 2.2 Interacts effectively in groups and uses various listening strategies • Listens to spoken presentations • Responds to different viewpoints • Plans spoken information reports

Reading 2.5 Reads independently a wide range of texts on more challenging topics • Identifies elements in a literary text • Finds specific information in factual texts 2.6 Uses efficiently an integrated range of skills and strategies when reading • Skims a text for message • Relates information to accompanying graphics • Uses the table of contents, index and headings 2.7 Discusses how writers relate to their readers in different ways • Compares the ways texts are organised • Distinguishes between fact and opinion

Writing 2.9 Drafts, revises and publishes well-structured texts • Understands and creates notes • Writes a wider range of text types • Writes information reports that include information about different aspects of things • Writes simple responses to short stories 2.13 Discusses how own texts are adjusted to relate to different readers and how they develop the subject matter • Understands purposes and stages of texts • Talks about research as a way of building up a topic 2.14 Discusses how own texts have been structured to achieve their purpose • Recognises the subject • Talks about the use of adjectives • Talks about the use of tense

Human Society and Its Environment 2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences • Demonstrates an awareness that Australia’s human heritage spans many thousands of years • Describes some of the consequences of the British invasion for Aboriginal people • Identifies and explains why particular sites have relevance for Aboriginal people today 2.2 Explains changes in the community and family life and evaluates the effects of these on different individuals, groups and environments

• Collects evidence that describes ways of life of Aboriginal and Torres Strait Islander Groups 2.3 Explains how shared customs, practices, symbols and traditions in communities contribute to Australian and community identities • Identifies some significant customs and traditions of Aboriginal people • Listens to and retells traditional stories 2.8 Investigates rights and responsibilities in the community • Investigates some significant Aboriginal community representatives

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The First Australians – Information Report Learning Experiences

Modelling focus

Introduction Discuss what students think Australia was like before the arrival of Europeans. Review comments made by early explorers such as Dirk Hartog, Abel Tasman and Captain Cook, and their opinions of the inhabitants. Make a class chart of information (or preconceptions) that students have about early Australia and the Aboriginal people. Having briefly introduced the topic, ask the class to suggest questions or areas they would like to focus on. Make a list of these and ask students to consider how they will locate this information.


Sample Text (BLM 16) Distribute copies of the sample text to students. It may be useful to put it on an overhead to allow collaborative discussion about the text and its contents. Read the text with students. Compare the information provided with their personal beliefs expressed in the introductory session. Look at how the information is arranged. Encourage students to suggest possible subheadings for the paragraphs. Discuss and list the features evident in the text sample which are typical of an information report – for example it is written in third person, and language is used economically. Students will be able to refer to this list when they come to write their own information reports.

• Analysing texts

Conducting Group Research Divide the class into small groups. Provide each group with a different aspect of traditional Aboriginal lifestyle to research. Ask students to use texts, videos, posters or internet sites to research information. (Remind students that they should use a number of sources when gathering information, in order to avoid bias as well as to verify statements.) Tell students that the aim is to jointly construct an information report. When each group has completed its research, bring the class back together to review and discuss the information. Together, formulate a general opening statement, the description consisting of a series of paragraphs, and the conclusion. When complete, jointly edit the text, focusing on the use of appropriate language features for an information report. Compare this class version to the sample text and encourage students to make generalisations about information report texts.

• Working cooperatively

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• Establishing learning targets

• Structure and features of information reports

• Research skills • Structure and features of information reports


Modelling focus

Aboriginal Tribal Research (BLM 17) Display a map of Australia, showing Aboriginal tribal areas. Discuss the fact that although most groups were nomadic to some degree, they still lived within certain boundaries. Ask groups of students to choose a tribal group to research. Before their research begins, ask students to suggest how different environments may have affected the way Aboriginal tribes lived. Review the subheadings used in previous information reports about Aborigines. Distribute the planning guide to each of the groups. Ask groups to use this guide to organise the information they find about their tribe. Tell students that, although the research is being conducted by the whole group, each student will be writing their own individual information report. You may need to work with individual groups on notetaking and summarising skills.

• Research skills

Independent Writing (BLM 18) Once all groups have completed their research, distribute the scaffold. Ask students to use this scaffold to write their own information reports on their tribal group. Remind students to mark on the map of Australia where their Aboriginal tribe lived, as visual elements can be very useful in an information report. When students have completed their report, discuss whether the headings provided were suitable. Ask students if they found additional information about their Aboriginal tribe which did not fit under these headings. Share these drafts among each research group, to allow peer conferencing in the editing and proofreading process. You may also decide to conduct a whole class editing and proofreading session.

• Using a scaffold

Publishing Once the independent texts have been edited by the author and their peers, each student could publish their report. This could be a useful time for you to model the correct citation of references. Have each student present their information to the rest of the class. Compare the culture and lifestyle of these different tribal groups.

• Publishing skills

• Note taking • Summarising

• Peer conferencing • Editing and proofreading

Culmination Students could research other areas covered by ‘The First Australians’ such as food or tribal initiation, and produce information reports. This unit could lead to research on contemporary Aboriginal people and the issues they face (perhaps integrated with Media). Encourage students to locate other examples of information reports in factual texts and to compare these with their own writing efforts.

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The First Australians – Response Learning Experiences

Modelling focus

Work with the Local Aboriginal Community During this unit, it is important that teachers work in conjunction with local Aboriginal community representatives, or a school liaison officer, so as not to offend Aboriginal people. Introduction Ask students what they already know about ‘The Dreaming’. Tell students how Aboriginal history is passed on through oral storytelling. Ask students which Dreaming texts they have read previously. Encourage students to give a summary and judgement of the work.


Share Read a Dreaming Story If the book is available, read the Dreaming Story Banana Bird and the Snake Men to students. Follow good shared reading procedure by predicting the text, talking about illustrations and pausing for student comments and questions. Look at particular features of the text (such as characters and Aboriginal words), as these are relevant when writing response texts. After the shared reading, ask students if they enjoyed the story, and encourage them to justify their responses. Was it an interesting story? Which character did you like the best? Did it have a good ending? Would your friend like this book?


Response to a Dreaming Story (BLM 19) Distribute copies of the sample text to students. It may also be useful to put it on an overhead to allow collaborative discussion of the text. Read the sample response with the class. Discuss how it compares with their own oral responses. Look at how the response is structured – label these organisational features (title, author, summary, personal response, recommendation). Locate and discuss the use of personal pronouns and opinions in the text. Make a class list of the thinking and feeling verbs so that students may use them later in their own written responses.

• Structure and features of responses

Reading Other Dreaming Stories (BLM 20) Read a different Dreaming Story with students, for example The Rainbow Serpent or Tiddalik. Again take time to predict the text with students, and to elicit their responses to the pictures, cultural context and other features of the text. Following the reading, distribute the summary map to students. Ask students to use this summary map to record the significant events and actions of characters in the story. By mapping the story in this way, students should develop an understanding of the relationships between characters, and their effect on the plot. Students may choose whether or not to include simple illustrations to assist their summary. As a whole class, compare these summaries. Examine and list words that show

• Examining characters and plot

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• Topic vocabulary • Justifying responses

• Comparing personal responses

• Personal opinions


Modelling focus

the sequencing of events. Discuss which event and/or character students thought was the most significant in the text, and why. Discuss which event and/or character was their favourite in the text.

Watch a Video As a whole class, watch a video of a Dreaming Story. When it is finished, discuss aspects such as plot and characterisation, as well as the visual imagery and any sound accompaniment. Play the video again and pause at appropriate intervals to allow students time for general discussion. Prompt students to share what aspects of the story make them like it. Ask students who else might like this story. Use this discussion to create class vocabulary charts which students can use when talking about characters, plot, visual imagery, sound, or giving personal opinions.

• Using media texts

Respond to a Media Text (BLM 21) Watch a video of a different Dreaming Story. Depending on the story plot and length, more than one viewing may be necessary to allow students time to formulate opinions. Distribute copies of the response scaffold. Allow students time to complete the response scaffold in draft form. Divide students into small groups to discuss their ideas, responses and justifications with peers. Students could also use this time to collaboratively edit and proofread their texts. Once the draft has been completed and edited, ask students to construct a published version, using the same scaffold. Share these with the class and compare the responses of individual students. Discuss what factors may influence how a person responds to a particular text.


Independent Writing Now students are familiar with Dreaming Stories and the response text type, take them to the library to select an appropriate Dreaming Story of their choice. Ask students to read this story themselves, and then draft, edit and publish a written response to their chosen text. Have students present this to the class in an oral form. Look at what aspects of the texts were focused on by different students. Compare the opinions and responses of students who happened to read the same text.


• Independent writing • Peer editing


Culmination Students could be extended by responding to other types of texts, such as poetry written by Aboriginal authors. You could invite Aboriginal authors or community representatives to talk to students about Aboriginal society, the cultural significance of Dreaming Stories, and the relevance of Aboriginal oral histories. If students have been given the opportunity to write their own ‘creation’ stories, they could write responses to these peer texts.

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BLM 16

Name ____________________________________________ Date ___________________

ORT INFORMATION REP Text Model Aboriginal people and their ancestors have lived in Australia for at least 40,000 years.

A

t the time of British colonisation, there were approximately 300 different Aboriginal language groups living on the mainland and Tasmania. Nobody knows for certain how many Aborigines there were as estimates range from 300,000 to over 1 million. They identified themselves by the language group or land area to which they belonged. The different language and territory groups adapted to life in Australia in different ways. Stone tools, such as scrapers and small axes or knives, were commonly used. Traditional weapons, such as the boomerang, spear and nulla nulla (club), were not used by all the groups.

pieces of bark cut from a tree. Tools and carry baskets could also be decorated using traditional Aboriginal paints, which were made from crushed rocks, and the juices from a variety of native plants. The most important part of Aboriginal history is the Dreaming. Aboriginal people from all over Australia believe that ancestral beings came from heaven and the seas to shape the land and to create the plants, animals and the people. This is why the Aboriginal people have a deep religious link with the land and its creatures.

stone scraper

Aboriginal art also varied from group to group. Some groups used an x-ray style, while others used a dot style. Some paintings told of hunting events, while others told Dreaming Stories. Some paintings were done on cave walls, while others were presented on

44

axe




BLM 17

Name ____________________________________________ Date ___________________

Planning Guide INFORMATIO

N REPORT

Use the guide below to organise your information on an Aboriginal tribe. Remember to include subheadings.

Topic: _____________________________________________ SUBHEADING

SUBHEADING

_____________________________

_____________________________

details _______________________

details _______________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

SUBHEADING

SUBHEADING

_____________________________

_____________________________

details _______________________

details _______________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

NAT ENG RV 3.5 RV 3.8b W 3.9 W 3.11

NSW ENG RS 2.5 RS 2.6 WS 2.9 WS 2.13

SOSE TC&C 3.1b C 3.7 P&S 3.5

HSIE CCS 2.2 CUS 2.3




45

BLM 18

Name ____________________________________________ Date ___________________

Traditional Aboriginal Australians ORT

N REP INFORMATIO

Opening statement: ____________________________________________ ____________________________________________________________ Clothing: ____________________________________________________ Shelter: ______________________________________________________ Roles of men and women: ______________________________________ ____________________________________________________________ ____________________________________________________________ Spiritual beliefs: _______________________________________________ ____________________________________________________________ ____________________________________________________________ Other subheading:_____________________________________________ _______________________________________ Conclusion: _____________________________ _______________________________________ _______________________________________ _______________________________________ Area of Australia tribe lived

NAT ENG SL 3.1 RV 3.5 RV 3.8b W 3.9

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SOSE TC&C 3.1a C 3.7 P&S 3.5





Title Banana Bird and the Snake Men Authors Percy Trezise and Dick Roughsey Publisher Collins, 1980

BLM 19

Name ____________________________________________ Date ___________________

RESPONSE Text Model

Last week I read a Dreaming Story. It told how the desert came to be, and why birds make noise to warn each other when there are snakes around. In the beginning, there lived two tribes of people in Cape York. One tribe was the Bird Men and the other was the Snake Men, who could change into kangaroos. One day Banana Bird Man speared the largest of the kangaroos, who was really Taipan Snake Man. So the Snake Men hid in the grass, and when Banana Bird Man came down from the tree, the Snake Men attacked and ate him. When the other Bird Men found out what had happened to their brother, they set fire to the grass with their fire sticks, and killed most of the Snake Men. Those Snake Men that were not killed fled under the ground. This area, since the fire, is known as the Desert. Since then birds have always warned each other when snakes were nearby. I enjoyed reading this Dreaming Story. It reminded me of the stories my grandad used to tell me about why the land is the way it is, and why animals act the way they do. I liked the way the pictures were drawn in traditional Aboriginal colours of red, orange, brown, yellow and black. These colours made the desert seem like it was right there in front of me. I think this book could be read by anyone between the ages of 7 and 10, because they will find Banana Bird and the Snake Men really exciting. Anyone younger might get a bit scared, but if it is read to them they should be okay.




47

BLM 20

Name ____________________________________________ Date ___________________

Summary map

E

RESPONS

Use the map below to draw and write about the significant events in the Aboriginal Dreaming Story. Remember to keep them in the correct order.

3.

1.

2.

4. 6. 5.

NAT ENG RV 3.5 RV 3.8b W 3.11

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Scaffold

BLM 21

Name ____________________________________________ Date ___________________

RESPONSE

Use these questions and points to help you when writing notes about books you have read and videos you have watched. Title: ___________________________________________________________ Author: _________________________________________________________ Illustrator: ______________________________________________________ Important events in the story: _______________________________________ _______________________________________________________________ _______________________________________________________________ What were the main characters like? ________________________________ _______________________________________________________________ _______________________________________________________________ Did you like the story? Why? ________________________________________ _______________________________________________________________ Who would you recommend this story to? Why? _______________________ _______________________________________________________________ _______________________________________________________________ Illustrate your favourite part of the story on the back of this sheet.

NAT ENG SL 3.1 SL 3.4 W 3.11

NSW ENG TS 2.1 TS 2.2 RS 2.5 RS 2.7 WS 2.14

SOSE TC&C 3.1b C 3.7

HSIE CUS 2.3 CCS 2.2




49

Text Type Focus: Description and Exposition (Persuasion) SPEAKING AND LISTENING

READING

WRITING

Description

Description

Description

• Present impromptu speeches to describe familiar places to others

• Compare the effectiveness of visual images, similes and metaphors in written texts


• Read texts to extract descriptive elements

• Write a description of a significant place (BLM 24)

• Compare written descriptions with media or visual descriptions

• Use visual images and illustrations to support own written description

• List adjectives used to describe familiar places • Conduct games which use adjectives to describe an unknown site Exposition (Persuasion) • Discuss the purpose behind persuading people to a point of view

Exposition (Persuasion)

• List vocabulary used to persuade others

• Highlight and list persuasive vocabulary from these texts

• Decide whether a text is persuasive

• Listen to others express their opinions about a significant site

• Write words and phrases to describe a site (BLM 23)

Exposition (Persuasion) • Text model (BLM 25) • Survey peoples’ opinions on significant sites (BLM 26) • Write a persuasive text using a planner (BLM 27) • List issues regarding significant sites in Australia to use as titles for persuasive texts • Persuade others to protect a site SCIENCE


• Examine how built sites have been created

• Categorise and list features of natural and built sites

• Look at how technology can help protect significant sites from damage

• Research laws that are designed to protect significant sites • List people or groups whose job it is to protect significant sites • Research the historical, environmental or cultural significance of special sites across Australia

• Compare the materials and resources used in both natural and built sites • Examine the benefits and problems associated with human impact on significant natural sites

Significant Australian Places

MATHEMATICS


• Locate on a map the position of significant places across Australia

• Look at the personal and cultural values that people put on significant sites

• Interview people as to their use of significant places and graph the results

• List the feelings people have towards special places

• Use coordinates to locate sites on a grid


Social responsibility

Creativity

50 © Blake Education 978 1 86509 751 0


Decision making

Outcomes and Indicators National Profiles English Speaking and Listening 3.1 Interacts for specific purposes with people in the classroom • Delivers a prepared short talk to peers on a topic of mutual interest • Listens to and obtains specific information from spoken texts 3.2 Recognises that certain types of spoken texts are associated with particular contexts and purposes • Compares the features of different spoken texts and how these are related to context and purpose • Compares the features of informal and formal speaking 3.3 Usually uses linguistic structures and features of spoken language for expressing ideas • Recognises the main organisational elements • Uses accurately common grammatical structures

Reading 3.7 Identifies and uses the linguistic structures and features of a range of text types • Recognises characteristic features of particular text types • Explains the role of paragraphs 3.8a Integrates a variety of strategies for interpreting texts • Predicts meaning of unknown words • Clarifies or corrects meaning when reading • Adjusts reading strategies for different texts and different purposes

Writing 3.9 Experiments with interrelating ideas and information when writing about familiar topics • Gives related reasons that support a position • Writes a description with attention to several distinguishing characteristics 3.11 Controls most basic features of written language • Selects language which enhances meaning • Spells many common words correctly 3.12b Consistently makes informed attempts at spelling • Uses visual strategies to attempt to spell words • Discusses strategies for spelling difficult words

Studies of Society and Environment 3.4 Describes places according to their location and natural and built features • Describes places according to natural features • Describes places according to built features • Describes location of places 3.6 Identifies issues about care of places arising from the different ways in which they are valued • Identifies issues about care of places in the community • Identifies issues that may arise when people change their use of a place • Persuades people to protect a significant Australian site

• Identifies a number of significant sites within Australia, and locally 3.16 Frames questions and identifies sources of information • Designs questions to ask others about a topic • Describes what they are going to investigate and how they will collect information • Brings in photographs or books on a topic 3.18 Chooses a suitable technique to achieve a group purpose • Chooses a suitable course of action • Keeps records • Describes the task in their own words • Communicates information and ideas to others

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Outcomes and Indicators NSW English Talking and Listening 2.1 Communicates in informal and formal classroom situations on a range of topics • Listens to descriptions of places and things • Describes places and things in detail • Justifies a point of view with supporting evidence • Participates in group discussions 2.2 Interacts effectively in groups and uses various listening strategies • Listens to spoken presentations • Adjusts speech to suit situation • Responds to viewpoints in an argument • Plans spoken descriptions and arguments

Reading 2.5 Reads independently a wide range of texts on more challenging topics • Interprets visual images • Reacts to texts that express a point of view, using supporting arguments 2.6 Uses efficiently an integrated range of skills and strategies when reading texts • Draws on knowledge of the topic to work out the meaning of unknown words • Identifies adjectives and how they are used • Identifies relationships in sentences signalled by conjunctions and connectives 2.7 Discusses the text structure and grammatical features of a range of text types • Recognises the structure of more complex text types • Identifies the use of modality • Talks about noun groups

Writing 2.9 Drafts, revises and publishes well-structured texts • Uses some effective planning strategies • Shows evidence of revision • Writes a wider range of Text types 2.10 Produces texts clearly, effectively and accurately using grammatical structures and features • Identifies nouns, verbs, adjectives and adverbs in own writing and how these add to the meaning • Uses conjunctions to construct cause-effect relationships • Uses correct punctuation when publishing 2.11 Uses a range of strategies to spell words • Uses knowledge of familiar letter patterns • Self corrects words

Human Society and Its Environment 2.5 Describes places in the local area and other parts of Australia and explains their significance • Names and locates natural and built heritage features and evaluates their significance • Compares ways in which community members use natural and built features • Uses geographical terminology 2.6 Describes peoples’ interactions with environments and identifies responsible ways of interacting with environments • Identifies issues about the care of places in the community

• Gives reasons why a feature should be cared for • Persuades people to protect a significant Australian site 2.8 Investigates rights, responsibilities and decision-making processes in the community and demonstrates how participation can contribute to the quality of community life • Identifies the contributions made by community organisations and groups to the protection of significant sites • Examines processes involved in civic action to protect a site

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Significant Australian Places – Description Learning Experiences

Modelling focus

Take a Field Trip Organise a field trip to a local significant site, either built or natural. Take photos of the visit. On returning to school, use the photos to assist students with oral descriptions of the visit, including the site and its features. Jointly construct descriptive labels for the photos and make into a class display.


Make a Table Display Ask students to identify other significant sites throughout Australia. Locate these on a map of Australia. Inform students that they are going to be studying these sites. Students who have visited these places should be encouraged to bring in books, personal photographs, video material and souvenirs they have collected. These can be organised into a special table display.


Play ‘Perfect Match’ Prior to this lesson, you will need to find pictures of significant sites in Australia, and cut them in half, so that each student can be given one half of a picture. If there is an odd number of students, you will need to play the game. The aim of the game is for each student to orally describe the features of their site to other students, until they find the person who has the other half of the same picture. Students cannot, however, show their picture to anyone else. This means students will need to have space to move freely around the room. Continue the game until all students have found their ‘Perfect Match’. At the end, discuss which clues students found most helpful.

• Descriptive language

Choose a Site to Study Hold a class vote to see which significant site they would like to study first. Make sure that you can provide adequate resource information about their choice. As a whole class, read and examine a variety of resources about this site. Jointly construct brief notes about the site and display. When this is complete, categorise the notes according to the type of information they represent. Focus on those notes which are descriptive. Create a class chart of this site using these descriptive words, phrases and visual images.

• Note taking

Sample Text (BLM 22) Bring in a picture or video of the Great Barrier Reef and show it to the class. Present the sample text (excerpt from a travel brochure) on an overhead projector. Read it with students, identify the text type, and discuss its language features. Discuss the structure and list the types of vocabulary used, such as adjectives, nouns and action verbs.

• Structure of descriptions

• Topic vocabulary

• Questioning skills

• Descriptive language

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Modelling focus

Real Life Descriptions Ask students to bring in a variety of magazines, travel brochures and travel sections from newspapers. In groups, have students read this material and cut out any articles or extracts of articles which are descriptive. Look at what types of descriptive language are used, and how well the language conveys the qualities of the site. Paste these onto a large piece of cardboard to create a class descriptive chart. Highlight particularly interesting uses of descriptive vocabulary, including similes and metaphors.

• Using text examples

Group Research (BLM 23) Divide the class into small groups. Each group is provided with (or may choose) a significant Australian place. Spend time in the library to locate and gather resources on this place. Remind students that they are not conducting an information report, but are focusing on descriptive details of their site. Ask students to list the special features of their site, and to write words or phrases which describe it. Encourage groups to use a dictionary and a thesaurus. When each group has completed their task, bring the class back together to examine the level of descriptive language used. Encourage students who have visited these sites to contribute their own descriptions to the discussion, and groups may choose to add these to their notes.


Individual Writing (BLM 24) Encourage students to choose a significant site from either the table display, or the real life descriptions, and draft their own description of this site. Students may work independently or in pairs. When students have completed their first draft, ask them to read it to the class or a small discussion group. The audience should give simple constructive advice about whether sufficient detail was given about the subject, how to vary sentence beginnings or how to extend descriptive vocabulary. Student writers can then redraft their descriptions before seeking to conference them with the teacher.

• Peer review

Culmination As a final assessment opportunity, ask students to write a description of another object or place, for example the school playground or local shopping centre. By changing the subject being described, you will be able to assess each student’s understanding of the text type.

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• Descriptive language features • Purpose of descriptions

• Peer review

• Independent writing • Drafting skills

Significant Australian Places – Persuasion Learning Experiences

Modelling focus

Identify Australia’s Most Significant Places To initiate this topic, pose to students that they have a friend coming to visit Australia from overseas who has never been to Australia before. What would you tell them to go and see? While students are adding their destinations to the class list, ask them to give reasons for their choices, and add these to the list. Have students interview students and teachers from other classes and include their ideas.


Classifying Significant Sites Display a variety of pictures and posters of significant Australian sites. Discuss and label them on a large class map. Question students to assist them in identifying the difference between natural and built sites, and discuss how some sites may be a combination of both. Continue to categorise these sites in a variety of ways: built/natural, historical/cultural, Aboriginal/European.


Don’t Climb Uluru (BLM 25) Distribute copies of the sample text, and put it on an overhead projector. Read the sample text with students. Discuss students’ first impressions of the text. Reread the text, and pause at intervals to examine the language used (emotive language, commands) and structure of the text (opening statement to attract attention). Ask students to identify the text type of this sample. Ask students if they were persuaded to not climb Uluru. Develop a class chart to show the structure and features of persuasive texts as demonstrated by this example. This chart can be added to throughout the unit.

• Structure and features of persuasive texts

Conduct an Interview (BLM 26) Discuss with students the importance of opinions, and relate this to the purpose of persuasive texts. (These present one opinion or particular point of view.) Inform students that they are going to conduct a survey on which Australian site is the most significant and why. Have students record their results on the BLM. These results will be used later to develop a print advertisement to persuade people to protect or visit this particular site. When the interviews have been completed, discuss the results as a whole class or in groups.

• Interview techniques

• Subject vocabulary

• Purpose of text

• Developing target audience

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Modelling focus

Gather Research Material Ask students to bring in a variety of travel brochures, magazines, pamphlets, newspaper advertisements or articles on significant Australian places. Divide the class into small groups and provide each group with a selection of research material. Ask each group to read the material and separate it into persuasive texts or other texts. When finished, bring the class back together to discuss their results. Encourage groups to explain how they decided what was a persuasive text. Add any extra elements to the class chart initiated earlier.


Independent Writing (BLM 27) Ask students to write their own pamphlet to persuade people to visit the Australian site their survey revealed as the most significant. Provide students with the persuasion planner. Once students have identified their target audience, and used special features of their chosen site to persuade people to visit, encourage students to design their own pamphlet. Remind students of the language features they previously identified as persuasive. You may provide a variety of artistic materials to assist students in the presentation of their persuasive text. When these pamphlets are complete, have students present them to the class, or to a small peer group.


Sites Needing Protection Have students identify sites which are at risk. For example the environment of a national park could be affected by introduced animals. Have students devise a text which will persuade people to take action and protect the site. (In the earlier example, a poster could be designed to persuade people not to let their pets go into the national park.) Students could produce pamphlets, a community service announcement on radio, or a poster for the local shopping centre. Each student can present their persuasive text to the whole class in an oral presentation, so that the effectiveness of the chosen format and language used may be assessed.


Culmination Extend students by asking them to find out what is already being done to protect or promote an existing local site. Students could write texts persuading people to assist in this project and publish these in the school newspaper or bulletin.

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• Comparing text types

• Using a planner • Oral presentation

• Features of persuasive language

DESCRIPT ION Text Mode l

BLM 22

Name ____________________________________________ Date ___________________

Corals in the Great Barrier Reef Visiting this breathtaking and beautiful area will be an experience you’ll never forget. The abundance and diversity of life among the coral is amazing. Hiding between the long, flowing tentacles of the soft, living corals are a variety of creatures such as clown fish, eels, starfish and sea urchins. They wave at you as you float by, welcoming you to the reef and its lovely warm waters. People are constantly amazed at how quickly the coral changes. The colours shine like a rainbow and dazzle in the sunlight as it drifts through the clean and clear water. It never stands still, always moving, alive and vibrant.




57

BLM 23

Name ____________________________________________ Date ___________________

Developing Descriptive Vocabulary Name of site:______________________________________________________________________

ON I T P I R C S DE

Location: _________________________________________________________________

Special features

Descriptive vocabulary

1

1

2

2

3

3

4

4

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SOSE P&S 3.4

HSIE ENS 2.5




BLM 24

Name ____________________________________________ Date ___________________

Describing a Significant Australian Place DESCRIPTIO

N

Site: ___________________________________________________________ Location: _______________________________________________________ Description of natural features _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Description of built features _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Illustration

NAT ENG W 3.9 W 3.11 W 3.12b

NSW ENG WS 2.9 WS 2.10

SOSE P&S 3.4 IC&P 3.16 IC&P 3.18

HSIE ENS 2.5




59

BLM 25

Name ____________________________________________ Date ___________________

ION PERSUAS del Text Mo

Keep off Uluru! Show some respect and stop climbing Uluru! One of Australia’s most important sites is being damaged every day. Visitors to this magnificent rock are encouraged by their tour guides to climb it, despite Uluru being a sacred site for its traditional owners. The Anangu People have requested that tourists do not climb Uluru; instead they should wonder at its beauty and colours from the ground up. Take a fascinating guided tour around the base of the whole rock, and learn about the creation stories that Anangu People see in Uluru. You can even go home wearing a T-shirt that says:

I walked around Uluru! No-one knows how long this beautiful place will cope with people climbing all over it. The posts and chains that have been erected on the rock cause physical damage, from which it will never recover. Instead of preserving a magnificent national symbol, we are destroying it. People Against Climbing Uluru (PACU) need your help. Please put up this poster where people will see it. WE NEED YOU ALL TO ATTEND THE MARCH THIS SUNDAY — PROVE THAT LOOKING AFTER ULURU IS IMPORTANT TO MANY AUSTRALIANS.

(PACU)

60




Interview Sheet What is Australia’s most significant place? NAME

SIGNIFICANT PLACE

REASON

BLM 26

Name ____________________________________________ Date ___________________

PERSUAS

ION

Based on these results, Australia’s most significant place is_____________________ ______________________________________________________________________ because_______________________________________________________________ ______________________________________________________________________ NAT ENG SL 3.1 W 3.9

NSW ENG TS 2.1 TS 2.2 WS 2.9

SOSE P&S 3.4 IC&P 3.16 IC&P 3.18

HSIE ENS 2.5




61

BLM 27

Name ____________________________________________ Date ___________________

Planner

ION

PERSUAS

Site: ____________________________________________________________ Target audience: _________________________________________________ Why were they chosen? ___________________________________________ _______________________________________________________________ Location of site: __________________________________________________ _______________________________________________________________ What are the benefits of this location? ________________________________ _______________________________________________________________ What cultural/historical/environmental significance does the site have? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Some persuasive language ideas:___________________________________ _______________________________________________________________ Some ideas for illustrations/maps/other graphics:______________________ _______________________________________________________________

NAT ENG RV 3.7 W 3.9 W 3.11 W 3.12b

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SOSE P&S 3.4 P&S 3.6 IC&P 3.16

HSIE ENS 2.5 ENS 2.6 SSS 2.8




Text Type Focus: Procedure and Discussion SPEAKING AND LISTENING

READING

WRITING

Procedure

Procedure

Procedure

• Follow oral directions to navigate around the playground

• Locate the goal and materials needed in a procedure


• Use a compass and direction vocabulary

• Examine the importance of visual aids in written directions

• Discuss why explorers need directions • Compare different types of procedural texts Discussion • Listen to different opinions presented by peers • List vocabulary used to express an opinion SOCIETY AND ENVIRONMENT • Look at reasons for exploration of Australia

• Discuss the importance of sequencing the steps in a procedure Discussion • Read discussion texts and locate connectives and conjunctions • Highlight key topic words in a written discussion • Use factual texts to find evidence for points of view

• Research the lives of famous Australian explorers

• Write a series of directions to follow a set route (BLM 30) • Edit written texts to clarify meaning and purpose • Include illustrations in written directions HEALTH AND PHYSICAL EDUCATION • List the basic health requirements of an expedition • Discuss the impact Australian conditions had on explorers’ health

• Examine the changes to Australian culture and environment as a result of exploration • Label and locate Australia’s rivers and mountains on a map

• Draft a map to match written directions (BLM 29)

• Examine the effects of illness on explorers

Explorers

• Discuss the impact that exploration had on traditional Aboriginal lifestyle and customs

• Compare how early explorers protected themselves in the sun with current practice • Examine the goals set by early explorers and whether they were achieved or not MATHEMATICS • Measure distances travelled by different explorers across Australia

SCIENCE • Examine the types of tools and materials used by early explorers

• Locate places discovered on a map using coordinates and positional language

• Look at how early explorers used the available natural resources

THE ARTS

• Conduct an experiment to produce water through evaporation

• Examine sketches made by early explorers of plants, animals and landforms

• Design and make a bush shelter

• Role-play events which early explorers may have encountered

CROSS-CURRICULUM SKILLS Information skills Communicating Working cooperatively Decision making Task management

63 © Blake Education 978 1 86509 751 0


Outcomes and Indicators National Profiles English Speaking and Listening 3.3 Usually uses linguistic structures and features of spoken language for expressing information • Recognises the main organisational elements of group discussions • Uses accurately some common grammatical structures • Expresses logical relations in speech • Uses specialised language on a topic 3.4 Reflects on own approach to communication and the ways in which others interact • Corrects own speech for meaning and accuracy • Selects and organises ideas before giving a short prepared talk • Listens actively to a speaker • Initiates discussion of ideas and issues with others • Takes part in structured small group activities

Reading 3.5 Interprets and discusses some relationships between ideas and events in a variety of texts • Retells and discusses own interpretation of a text • Interprets and follows short printed directions • Uses junior informational texts to find information 3.7 Identifies and uses the linguistic structures and features of a range of text types • Recognises the characteristic features of particular text types • Explains the role of organisational features

Writing 3.9 Experiments with interrelating ideas and information when writing about familiar topics • Devises a simple set of directions • Gives related reasons that support a position 3.10 Recognises that certain text types and features are associated with particular purposes and audiences • Compares the features of two different text types • Considers the needs of readers before writing 3.11 Controls most basic features of written language • Uses text organisation to develop ideas and information • Uses subject vocabulary

Studies of Society and Environment 3.1b Interprets accounts and artefacts of people in other times • Collects evidence from journals and letters describing ways of life in other times • Listens to stories about people from other times • Uses maps to follow the route of the explorer Charles Sturt 3.16 Frames questions and identifies sources of information • Identifies similar information drawn from a number of sources • Asks questions to clarify meaning

• Describes what they are going to investigate and how they will collect information • Uses the points of the compass to describe direction and position 3.17 Presents information to explore a key idea • Gives reasons for choosing and rejecting information • Uses suitable formats to present the idea, considering the audience • Collates information to design a chart, map or diary of events • Interprets and organises data • Researches expeditions of an early Australian explorer

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Outcomes and Indicators NSW English Talking and Listening 2.1 Communicates in informal and formal classroom activities on a variety of topics • Follows directions to a particular location • Justifies a point of view with supporting evidence • Challenges a point of view with supporting evidence • Participates in class discussions on a variety of topics 2.2 Interacts effectively in groups and pairs and uses various listening strategies • Responds to different viewpoints in discussions 2.3 Identifies the effect of purpose and audience on spoken texts • Identifies the characteristics of an oral procedure • Discusses the effects different audiences can have on the speaker

Reading 2.5 Reads independently a wide range of texts on more challenging topics • Follows written procedures • Interprets short printed directions • Reacts to texts that express points of view with supporting arguments • Selects print and non print material on a range of topics 2.7 Discusses how writers relate to their readers in different ways • Recognises and describes the purposes of discussions and directions • Compares the ways texts are organised according to their purpose

Writing 2.9 Drafts, revises and publishes wellstructured texts • Identifies keywords and phrases • Selects relevant information • Uses illustrations and diagrams when necessary 2.10 Produces texts clearly, using the structure and features of the text type • Identifies nouns, verbs, adverbs, adjectives and how these add meaning • Combines clauses by using a variety of conjunctions 2.14 Discusses how own texts have been structured • Recognises the subject of a clause • Identifies action verbs and how they are used

Human Society and Its Environment 2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences • Describes the involvement of some people in Australia’s heritage • Describes some of the environmental consequences of exploration • Discusses significant events related to exploration of Australia 2.2 Explains changes in the community and family life and evaluates the effects of these on different individuals and groups • Explains why some natural and built features have heritage value

• Identifies some of the effects of exploration on different individuals and groups • Identifies the effects of change and exploration on the environment • Collects and uses primary and secondary sources to investigate history 2.5 Describes places in the local area and other parts of Australia and explains their significance • Locates on a map significant landmarks and features • Uses geographical terminology

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Explorers – Procedure Learning Experiences

Modelling focus

Look at Early Maps of Australia Show students some very early maps of Australia. Discuss why there are large vacant areas, why some of the location names are different, or why Tasmania may be drawn as attached to the mainland. Pose the question: ‘How would people find out more about Australia?’. Direct student discussion to the need for, and purpose of, exploration.


Playground Directions Game Provide each student with a map of the playground, being as detailed as possible (including trees, seats, play areas). Have students work in pairs. Student One decides on a starting point and a destination, and traces the route on their playground map, but they should not show their partner (Student Two). Student Two has the same playground map, but no route is indicated. Student One should orally give the directions of their route, and Student Two draws the route on their own map. When this is complete, compare the maps and routes as drawn by both students. How accurate were the directions given? Did any points need clarification? Share the experiences of each pair with the whole class and discuss the vocabulary used.

• Oral directions

Introduce the Compass Provide a number of compasses to students. Use these to discuss and locate the main directional vocabulary of north, south, east and west. Progress to the mid-points between these compass settings – north-east, north-west, south-east, south-west. Create a class chart for display in the room to show these compass points. On a map of the school, indicate where the four main compass points lie, and label, for example ‘The school hall is at the northern end of the playground’.

• Using a compass

Sample Text (BLM 28) Examine the directions for following the 1828-29 expedition of Charles Sturt with the class. Identify the text type and how students came to that conclusion. Look at its structure (goal, provisions, series of steps) and its specific language features (commands, use of present tense), and list these for future reference on a class chart. Compare with other procedural texts, such as recipes. List their similarities and differences.

• Structure and features of a procedure

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• Topic vocabulary • Using a map


Modelling focus

Mapping Directions (BLM 29) Provide students with the map of the area explored by Sturt on his 182829 expedition. Using the sample directions, see if students can accurately trace his journey to the Darling River. (Students should use an atlas to accurately locate rivers and other geographical features.) If possible, compare students’ maps with a map of Sturt’s journey contained in a factual text. Discuss any discrepancies between the maps and possible reasons for these. Use this activity to discuss the importance of written directions and accurate maps. (Each step must be clearly stated so that the reader is able to repeat the activity, that is, retrace Sturt’s route.) Display a variety of simple printed maps. Discuss their purpose and special features, for example key, glossary.

• Following written directions • Mapping

Australian Explorers As a class, brainstorm early explorers of Australia and list these on a chart. Remember to include those who explored the waterways and the coastline, as well as the inland desert regions. Research Groups (BLM 30) Divide the class into small groups. Each group is going to become an ‘expert’ group, by researching one early explorer from the class list. Ensure that adequate resources can be provided for each group. Focus students’ research on where the explorers went, and how they got there. Provide groups with the outline for writing directions. Students will also need to draw a map of the route travelled by their explorer, as a visual representation of the written directions. Refer students to their work on compass directions, so that this may be included in their text. If a chosen explorer made more than one expedition, ask students to choose one. When groups have completed their draft directions and maps, ask them to swap them with one other group. Groups will review the written text and the visual map, and decide if the directions are clear. Groups can then edit their procedural texts in light of these comments. The final published texts will be presented to the whole class.

• Visual aids • Research skills

Culmination Review the purpose of giving accurate directions and list the ways in which students and their families use directions. Students can write their own set of directions to tell a friend how to get to their home after school, drawing a map to assist.

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Explorers – Discussion Learning Experiences

Modelling focus

Need for Exploration Examine the vacant areas on some early maps of Australia. Explain to students that in the past European people didn’t know much about Australia. Lead students into a discussion of why people explore, and how it became important in the British settlement of Australia that more land was found for farming. It is important that, during this Society and Environment unit, the impact this exploration had on the Aboriginal people is examined.


Explorers and Transport (BLM 31) As a class, examine the text ‘Should Explorers Have Used Animals to Carry Their Equipment?’. Read it with students and decide on its text type. Create a class chart showing the main organisational features of this text. There is an opening statement, a series of arguments in favour of one point of view, followed by an opposing point of view, and a concluding statement. Discuss whether students find the statements made by both sides valid. Make a list of specific language features (for example connectives). Look also at the varying degrees of certainty (modality) contained in the text sample.

• Structure and features of discussions

Explorers of Australia Brainstorm a class list of known explorers of Australia. (This may need to be added to depending upon students’ prior knowledge.) Ask students to indicate what forms of resource material they would need to research these explorers.


Form Research Groups Divide the class into small groups. Each group has the responsibility of researching an explorer of Australia. Provide students with resource material. It may be useful to indicate the areas students should cover, for example forms of transport, use of navigational equipment, food and water supplies, use of experienced people and/or trackers, routes taken and success or failure of the expedition. This will take several lessons and could include the teacher librarian. These topics will contribute to the writing of a discussion later in the unit.

• Research skills

Joint Construction Discuss with the class whether the early explorers of Australia should be considered heroes. Use this discussion to create a concept map showing statements for and against the topic. Students should have gathered information from their previous research which allows them to contribute supporting and dissenting arguments, for example ‘They were heroes because they were brave in charting unknown territory’. As a whole class,

• Writing discussion statements

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• Structure and features of a discussion • Comparing texts

Modelling focus

Learning Experiences experiment with organising these statements into a cohesive discussion text. You will need to guide students regarding modality, thinking verbs, connectives and conjunctions, and may need to take more than one lesson. Look at the completed discussion and compare its structure and features with those presented in the sample text.

Develop a Discussion (BLM 32) Divide students into pairs and ask them to examine the topic ‘Is exploring too dangerous?’. Have students write statements for and against this topic in brief point form. Ask students to use these statements to draw their own conclusion on the topic. As a class, compare the statements and conclusions reached, and allow students to add to or change their original ideas. Have the pairs use their points to develop a set of sequenced paragraphs, thereby creating a discussion text. Share these discussions with the whole class. Examine them for appropriate structure and language features.

• Cooperative writing

Write a Discussion Text (BLM 33) Review with the class the list of early explorers of Australia developed earlier in the unit. Each student should choose one of these explorers (or associated explorers, for example Burke and Wills) to research. Tell students their aim is to develop an individual discussion text on whether their chosen explorer is the most important explorer in Australian history. Each student should use the scaffold to organise their statements for and against, as well as the evidence they have for these statements. At the end of the discussion text, students will be expected to make a conclusion or recommendation. This will take several lessons. You may need to assist individual students when necessary.

• Drafting a text

Edit and Publish Once students have completed their draft text, they can share it with a peer, who will assist in reviewing and editing the text. Following this editing process, the discussion text will be published and presented to the class for open discussion and evaluation.

• Peer review

• Conducting research • Independent writing

• Editing skills

Culmination With the class, jointly construct a list of other theme-related discussion topics. Display the list and encourage students to choose from these for additional individual or group writing tasks.

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BLM 28

Name ____________________________________________ Date ___________________

PROCEDURE Text Model

Follow Charles Sturt Goal: To follow in the footsteps of Charles Sturt and his 1828-29 expedition, and discover the mystery of the inland sea. Provisions: You will need to take with you a team of experienced explorers, large water bottles, canned and dried food, a diary, navigational equipment and maps, ropes and basic first aid supplies, as well as several pack horses to carry all the equipment. Steps: 1. Start at the town of Wellington in New South Wales, which lies north-west of Sydney, near the beginning of the Macquarie River. 2. Follow the river in a north-westerly direction. When you reach the swamps and marshes you will need to detour around them so that you and the horses don’t get stuck. Turn right and head north for a few days’ march, before turning west again. 3. By now you will have reached the Bogan River. Follow this dry river bed for several days. 4. When you get to a large gum tree lying across the dry bed, cross to the western side of the Bogan River. It is only a short trek north-west until the river branches out, both left and right. This is not part of the Bogan River. It is the Darling River (named by Sturt). 5. Turn around and follow the way you came to return to Wellington. 6. Now you can prepare for a new expedition to discover the mysterious inland sea.

70




BLM 29

Name ____________________________________________ Date ___________________

Mapping Sturt’s 1828-29 Expedition Using the map below, map the route Sturt took on his 1828-29 expedition to find Australia’s inland sea. Use the box in the corner to create a key for your map.

Wellington

Sydney

Key • major town or city

NAT ENG SL 3.3 RV 3.5 W 3.11

NSW ENG TS 2.1 RS 2.5 WS 2.9

SOSE TC&C 3.1b IC&P 3.16 IC&P 3.17

HSIE CCS 2.1 ENS 2.5 CCS 2.2




71

BLM 30

Name ____________________________________________ Date ___________________

PROCEDURE

Directions Outline

Use this as a guide to write about how the explorers reached their destination. Name of explorer(s): ___________________________________________ Where did they start?___________________________________________ What was their expected goal/destination? ________________________ ____________________________________________________________ What forms of transport did they use? _____________________________ What did they have to help them reach their destination? _____________ ____________________________________________________________ In point form, write directions so others can follow. ____________________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ On the back, or separately, draw a map to add to the written directions.

NAT ENG RV 3.5 W 3.9 W 3.11

72

NSW ENG RS 2.7 WS 2.9 WS 2.10

SOSE TC&C 3.1b

HSIE ENS 2.5 CCS 2.1




DISCUSS Text Mo ION del

BLM 31

Name ____________________________________________ Date ___________________

Should Explorers Have Used Animals to Carry Their Equipment? Early Australian explorers used animals such as horses, donkeys and camels to carry their equipment and sometimes themselves on expeditions into unmapped territory. But was this a good idea? Some people think that using animals was a necessary part of exploring. How else would explorers like Burke and Wills, Sturt, Hume and Hovell, have been able to travel, map and investigate such large parts of Australia? They wouldn’t have been able to carry the equipment themselves. They needed to use animals. Animals were necessary when exploring, because they were better at coping with different weather conditions than people. (Camels in particular can survive for longer without water.) Camels can move faster over rocky or sandy ground and carry heavier loads. And if the animal died on the journey, it could always be cut up and cooked for extra food. On the other hand, there are people who believed that it was not necessary to use animals in this way. These people said that it was cruel to expect animals to carry such heavy loads in what can be terrible conditions of drought, flood or even snow. They broke legs or caught illnesses, and were shot. Many of the animals, particularly the horses used by early explorers, were not ready for the harsh, rocky conditions in Australia’s desert regions. They were more used to pulling ploughs in the field and carting food around the cities and towns. They didn’t usually survive long on an expedition. Using animals as workers is an emotional issue. However, because of Australia’s size and the fact that so much of the land was unexplored and unmapped, I believe that it was necessary for the early explorers to use animals to carry their equipment. Nowdays we are lucky, because there are trucks and trains that can do this job for us.




73

BLM 32

Name ____________________________________________ Date ___________________

DISCUSSION

Develop a Discussion

By yourself, write down as many points in favour, and as many points against, the topic. When you have finished, share them with a friend and see if you can help each other. Topic: Is exploring too dangerous? Yes – exploring is too dangerous

No – exploring is not too dangerous

I have found more reasons to say _____________________________________ so my conclusion is _________________________________________________ __________________________________________________________________ NAT ENG SL 3.4 W 3.9 W 3.11

74

NSW ENG TS 2.2 WS 2.9

SOSE IC&P 3.16 IC&P 3.17





BLM 33

Name ____________________________________________ Date ___________________

Scaffold

DISCUS

SION

Introduction: (topic and background information) ______________________________________________________________ ______________________________________________________________ Arguments for, with supporting evidence 1. ____________________________________________________________ Evidence: _____________________________________________________ 2. ___________________________________________________________ Evidence: _____________________________________________________ Arguments against, with supporting evidence 1. ____________________________________________________________ Evidence: _____________________________________________________ 2. ___________________________________________________________ Evidence: _____________________________________________________ Conclusion: ____________________________________________________ ______________________________________________________________

NAT ENG R 3.5 W 3.9 W 3.11

NSW ENG RS 2.5 RS 2.7 WS 2.9 WS 2.10

SOSE TC&C 3.1b IC&P 3.16 IC&P 3.17

HSIE CCS 2.1 ENS 2.5 CCS 2.2




75

Units Linked with

Science



Text Type Focus: Description and Explanation SPEAKING AND LISTENING

READING

WRITING

Description

Description

Description

• Use adjectives to describe themselves to others

• Read a descriptive text about the human heart


• Brainstorm and list appropriate adjectives to describe body features

• Locate any similes used to describe parts of the body

Explanation • Discuss what the human body can do • Discuss the purpose of explanations

• Locate adjectives and adverbs in written texts • Read and compare the similarities and differences between factual and literary descriptions Explanation

• Present an oral explanation on the nervous system

• Read a variety of texts which explain how body systems work

SCIENCE

• List useful topic vocabulary and their meanings

• Label parts of the human body • Examine the physical changes which occur in the body • Examine the systems within the human body and how they interact SOCIETY AND ENVIRONMENT • List students’ personal needs and wants • Chart the changes in a human body over time and discuss some of the effects of these changes

• Summarise information from written explanations • Examine the importance of sequencing of events

• Use a mind map to describe the eye (BLM 35) • Write a description based on a mind map • Write a description of the human skeleton (BLM 36) • Write a description of the human body Explanation • Text model (BLM 37) • Construct flow charts to illustrate the sequence of events (BLM 38) • Label diagrams to accompany explanation texts • Use a scaffold to write about the nervous system (BLM 39) • Edit and publish explanations HEALTH AND PHYSICAL EDUCATION

The Human Body

• Examine how peers and the media affect a person’s body image

• Classify physical attributes, for example eye colour • List ways in which people can care for their bodies • Look at why a healthy diet and exercise are important for our bodies • Construct a flow chart of the human lifecycle THE ARTS

MATHEMATICS

• Examine the symmetry of the human body

• Graph features common to students

• Construct self portraits using a variety of media

• Sort and group students according to a variety of characteristics

• Paint a silhouette of a friend’s face

• Measure students’ height (be sensitive)

• Trace and decorate their own body shape using a variety of media

CROSS-CURRICULUM SKILLS Information skills Working cooperatively

Communicating

Task management

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Outcomes and Indicators National Profiles English Speaking and Listening 3.1 Interacts for specific purposes with people in the classroom • Delivers a prepared short talk to peers • Listens and responds to peers in groups • Listens to and obtains specific information from spoken texts 3.4 Reflects on own approach to communication and the ways in which others interact • Corrects their own speech for meaning and accuracy • Selects and organise ideas before giving a short prepared talk • Listens actively to a speaker • Asks relevant questions • Identifies the topic

Reading 3.6 Identifies simple symbolic meanings and stereotypes in texts • Discusses the ways people are stereotyped in texts • Recognises recurring character types and their traits • Discusses how people from different sociocultural or minority groups in particular roles are represented in texts and whether these are fair or accurate 3.7 Identifies and uses the linguistic structures and features of a range of texts • Explains the role of organisational features • Constructs timelines or flow charts to represent event sequences • Identifies descriptive language

Writing 3.9 Experiments with interrelated ideas and information when writing about familiar topics • Writes a broad description of a familiar person 3.11 Controls most basic features of written language • Controls basic sentence structure • Uses known technical terms • Uses some conventions of layout to assist the reader • Uses text organisation to develop ideas and information 3.12a Experiments with strategies for planning, reviewing and proofreading own writing • Attempts some revising during writing • Uses other texts as models • Adds information to their texts following suggestions from teachers or peers • Uses correct punctuation

Science 3.8 Identifies external and internal features of living things that work together to form systems with particular functions • Investigates the parts of the body and how they work • Identifies systems in the human body and their major parts 3.13 Suggests ways of doing investigations giving consideration to fairness • Discusses steps in an investigation of how body parts and systems work • Suggests focus questions to assist in planning

• Conducts simple experiments using the sense of touch 3.14 Organises and uses equipment to gather and present information • Selects equipment to suit an investigation • Reads, listens and watches to find information related to focus questions • Chooses forms of presentation to record information clearly and logically • Uses subject headings and keywords

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Outcomes and Indicators NSW English Talking and Listening 2.1 Communicates in informal and formal classroom activities on a variety of topics • Listens to descriptions of people • Describes people in detail • Listens to more complex explanations of simple phenomena • Explains simple phenomena briefly 2.2 Interacts effectively in groups and pairs and uses various listening strategies • Identifies specific information • Plans spoken descriptions • Identifies the main ideas and information 2.4 Identifies common organisational patterns and some characteristic language features of spoken texts • Talks about the way context changes the language used in spoken texts • Recognises the main organisational features of spoken texts • Talks about expressive features related to spoken texts

Reading 2.5 Reads independently a wide range of texts on more challenging topics • Contributes to a summary • Interprets basic diagrams • Finds information for specific purposes • Understands simple sequential explanations 2.6 Uses efficiently an integrated range of skills and strategies when reading texts • Relates information in texts to accompanying graphics • Identifies adjectives and how they are used • Makes brief notes relevant to a topic • Locates information from a variety of sources

Writing 2.9 Drafts, proofreads and publishes wellstructured texts • Identifies keywords and phrases • Uses some effective planning strategies • Contributes to joint constructions • Structures text types in appropriate stages • Writes fuller descriptions of people • Writes simple sequential explanations • Uses diagrams where relevant 2.13 Discusses how own texts are adjusted to relate to different readers • Understands purpose and stages of the organisation of texts • Lists a number of topics for writing • Uses research to build up a topic

Science 2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment • Discusses steps in an investigation of how body parts and systems work • Conducts simple experiments using the sense of touch 2.8 Develops, implements and evaluates ideas using drawings, models and prototypes at appropriate stages of the design process

• Charts features and systems of the human body • Uses a flow chart to explain the sense of touch 2.9 Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks • Uses subject headings and key words • Records information about the human body based on factual research

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The Human Body — Description Learning Experiences

Modelling focus

Class Surveys Introduce the topic by asking students to survey and classify physical attributes of other students in the class, for example length of hair, eye colour and height. Students can graph their results. Tell students that they were looking at features and appearance of other students.


Label the Human Body Trace around a student’s body and display on the wall. Use this to label the external parts of the body. During this session, it is important that you encourage and model use of descriptive language to provide detailed information. For example feet can be long and narrow, or they can be short and wide. Trace around another student’s body. Ask students to nominate the location of major internal organs and parts. Students may not know the location of all internal organs at the beginning of the unit, so add to this ‘human body’ throughout the unit.


Describing the Heart (BLM 34) Share read the descriptive text on the heart. Locate and discuss words in the text which tell the reader about the heart, its appearance and behaviour. Identify the adjectives and discuss their purpose in describing nouns and providing important information to the reader. Focus students’ discussion on the structure of the text (use of an opening statement followed by details of appearance and behaviour). Jointly construct a brief guideline on the structure of descriptions. Preparing a Scientific Description (BLM 35) Display a large poster or drawing of the human eye. Jointly research what different parts of the eye are called and label these on the poster. Divide the class into small groups and provide each group with copies of the BLM. Ask each group to write descriptive words and phrases for the eye on their mind map. For example the iris is the coloured part of the eye, and the pupil is a round hole in the centre of the iris. Inform students that the eye is like a live camera, and that this simile serves to describe the behaviour of the eye. Use this opportunity to model and discuss how similes and metaphors are useful descriptive techniques. In this session, encourage students to concentrate on describing the features of human eyes.

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• Subject vocabulary • Structure and features of descriptions

• Similes and metaphors • Working cooperatively • Creating a mind map


Modelling focus

Describing the Eye Bring the class back together and look at each group’s descriptive web. Look at the vocabulary, in particular adjectives and adverbs, and language features used. Use good peer models to suggest alternative choices to different groups. Following this review, ask each group to write a description of the human eye, using the sample text as their model. This may take more than one session. When completed, ask groups to share their texts with another group for proofreading and editing. Final results can be presented orally to the class for discussion.


Describing a Skeleton (BLM 36) Provide students with the picture of a skeleton as well as factual texts on the human skeleton (a three-dimensional model would also be interesting for students). Ask students to label the main areas of the skeleton on the diagram, and to write a description of the skeleton itself on the back of the page. Tell students they should include descriptive words and phrases which relate to particular bones, as well as to the skeleton as a whole. For example the skeleton is a framework, and the ribs form a cage. Students may wish to draft their descriptions on other paper, so they can be comfortable reviewing and editing their work, without the fear of it being ‘messy’. Share and display the completed descriptions. Examine with students how the skeleton is portrayed in scary stories. Discuss with students how their scientific descriptions differ from these literary descriptions.

• Peer editing

• Using visual resources • Language features • Independent writing

Culmination To combine their knowledge of the human body gathered during the course of this unit, students could write a text describing the body. Avoid activities which describe the bodies of particular people as this could possibly lead to discrimination on the basis of physical appearance. It is important that this scientific unit coincide with a Health or Personal Development unit.

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The Human Body — Description Modelling focus

Learning Experiences Draw and Write About Yourself Ask students to draw a picture of themselves doing an activity they enjoy. Underneath the picture students should write about what they are doing. Use these to initiate class discussion about things that our bodies can do. Ask students to write some questions that they would like answered over the course of the unit. For example ‘How does our body use food?’ or ‘Why do we need to breathe air?’ Make a Chart of the Human Body As a whole class, discuss the functions that our bodies have to perform in order to keep us alive and healthy – eating, drinking, breathing and exercising. On a chart, draw an outline of the human body and label the internal and external parts. This chart may be added to as the unit progresses and students’ knowledge increases. Read The Magic School Bus Share read The Magic School Bus – Inside the Human Body. Focus on the functions performed by the internal organs of the body and compare with the previous lesson. Locate and list the technical language used in the book – incorporate some dictionary skills to identify the meaning of unknown words. Throughout this unit, it would be useful if students could access the CD-ROM software which accompanies The Magic School Bus text. Identify Verbs Go back to the chart of the human body and use a different coloured marker to write next to the labels action verbs which tell how these organs function. How the Heart Works (BLM 37) Share read the explanation (using an overhead) which explains how the human heart pumps blood. Compare this to the description sample text in the previous unit. Compare the type of information included and the vocabulary used in these two text types. Highlight the technical language used in the explanation text, and use a dictionary to locate meaning. Discuss the structure, particularly noting the series of events in sequence. Construct a Flow Chart Enlarge a simple diagram of the heart and major vessels, or use the diagram from the sample explanation. Using this sample text as a reference source, jointly construct a flow chart showing the sequence of events that occurs when the heart pumps blood. When the flow chart is complete, revise its use of technical vocabulary and pronouns. Discuss with students whether the flow chart has clarified the explanation.

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• Introducing the unit


• Subject language • Building the field

• Action verbs

• Comparing text types • Structure and features of explanations

• Using a flow chart • Explaining sequence of events

Modelling focus

Learning Experiences Sense of Touch Flow Chart (BLM 38) Divide the class into small groups. Blindfold students and have them feel a series of objects and solutions to try and identify what they are. Have each group discuss their results, and then discuss as a whole class. Ask students ‘How does our body know what we feel?’ Discuss students’ possible explanations and list on a class chart. Provide students with research material on the nervous system and ask them to note the steps that occur when we touch something, using the sense of touch flow chart. Move between the groups monitoring their research and ask questions to guide their explanations. When completed, share these flow charts with the class and compare similarities and differences between the groups. Labelled Diagrams Tell students an explanation can include labelled diagrams, and that these can make it easier to understand. Ask groups to research and draw an accurate diagram of a nerve cell (including the cell body and a long tail). Have each group use their flow chart and diagram to deliver an oral explanation of how nerves are used for a sense of touch. How the Nervous System Works (BLM 39) Revise the structure and language features of explanation texts with the class. Provide each student with the scaffold and ask students to convert their visual information into a written explanation. You may wish to assist students by listing the areas that should be covered – the nervous system sends messages to parts of your body telling these parts what to do; nerve cells form a chain with the tail of one nerve cell touching the head of another nerve; and messages pass from one nerve cell to the next. Students may work in pairs or small groups for collaborative purposes. Each student, however, should write their own individual explanation. Editing and reviewing Ask students to share their draft explanations with a friend who will assist with the editing and reviewing process, and ensure that the text includes the essential features of an explanation. Once this process is complete, have each student publish their explanation and present it – either to the whole class or to a peer group for final assessment.

• Research skills • Using a flow chart

• Oral explanations

• Structure and features of explanations • Using a scaffold

• Proofreading skills • Publishing

Culmination Conduct a series of activities with your class to examine what happens when people exercise. Using stopwatches, measure students’ pulse rates before and after exercise. Compare and discuss what happens. Ask, why does our heart beat faster when we exercise? Have students, individually or in small groups, research this phenomenon and write an explanation.

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BLM 34

Name ____________________________________________ Date ___________________

ION DESCRIPT l e Text Mod

Hearts are often drawn like this

But real hearts don’t look like love hearts. Real hearts are divided into four chambers – two on the right side and two on the left. A wall of muscle divides each side. A human adult’s heart weighs about 300 grams, which is the size of a small grapefruit. Real hearts are made of strong muscle. This muscle needs to be strong because your heart works every minute of every day, pumping blood around your body. There is one similarity however. Love hearts are often red, and real hearts are a reddish colour. Turn the page to find out more about this amazing muscle.

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The Human Eye

BLM 35

Name ____________________________________________ Date ___________________

DESCRIPTI

ON

Write words and phrases that describe the human eye on the mind map below. Remember to use appropriate adjectives, similes and/or metaphors.

NAT ENG R 3.7 W 3.9 W 3.12a W 3.11

NSW ENG RS 2.5 RS 2.6 WS 2.9 WS 2.13

NAT SCIENCE L&L 3.8 WS 3.14

NSW SCIENCE LTS 2.3 UTS 2.9




85

BLM 36

Name ____________________________________________ Date ___________________

ON

I DESCRIPT

The Human Skeleton

Label the human skeleton. Write a description of it on the back of this page.

NAT ENG R 3.7 W 3.9 W 3.11

86

NSW ENG RS 2.5 RS 2.6 WS 2.9 WS 2.13

NAT SCIENCE L&L 3.8 WS 3.14

NSW SCIENCE LTS 2.3 DMS 2.8




How Blood Moves Around Your Body vena cava

right atrium

valve

EXPLANA TI Text ModeON l

ventricle, and then is carried away from your heart by a left large artery called the aorta. atrium The aorta leads to smaller valve arteries, which are vessels that carry blood away from your left ventricle heart. The arteries flow into very small vessels called capillaries.

aorta pulmonary artery

right ventricle

Your heart is a large muscle which is found in the middle of your chest. It works like a very strong pump – pumping the blood around your body. Each person’s heart is divided into four chambers – two ventricles and two atria. You feel the contraction of these chambers as a heartbeat. The heart contracts, or squeezes itself, about once every second. This contraction sends blood flowing throughout the body. First, your blood moves from the left atrium to the left

Next, the capillaries join with thin-walled veins. (Veins are blood vessels that carry blood towards your heart.) These smaller veins connect with bigger veins, which flow into the large vein called the vena cava. It is the vena cava which enters the right atrium of your heart. After your blood has moved from the right atrium to the right ventricle, it goes to the lungs. Finally your blood returns to the heart, via the left atrium, and the circulation of blood continues. For further details speak to your doctor or contact The National Heart Foundation.



BLM 37

Name ____________________________________________ Date ___________________


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BLM 38

Name ____________________________________________ Date ___________________

TION

EXPLANA

Sense of Touch Flow Chart

NAT ENG SL 3.4, RV 3.7, W 3.11

88

SCIENCE L&L 3.8, WS 3.14

NSW ENG TS 2.1, TS 2.4, RS 2.5, WS 2.9, WS 2.13

SCIENCE LTS 2.3 DMS 2.8




How the Nervous System Works

BLM 39

Name ____________________________________________ Date ___________________

EXPLANAT

ION

What are nerves? _______________________________________________ ______________________________________________________________ Where are they found? __________________________________________ ______________________________________________________________ How do they work? ______________________ _______________________________________

Diagram

_______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ Concluding statement: ___________________________________________ ______________________________________________________________

NAT ENG W 3.11 W 3.12a


NAT SCIENCE L&L 3.8 WS 3.13 WS 3.14

NSW SCIENCE LTS 2.3 DMS 2.8




89

Text Type Focus: Procedure and Recount SPEAKING AND LISTENING

READING

WRITING

Procedure

Procedure

• Discuss the purpose and audience for instructions

• Read a variety of instructional texts

• Discuss the limitations of oral instructions

• List vocabulary used to indicate time, place and manner

Procedure • Text model (BLM 40) • Participate in joint constructions for procedures on checking compost • Record experiments for making mud bricks (BLM 41) • Independently write instructions for using different materials (BLM 42) • Edit own writing to clarify meaning Recount • Text model (BLM 43) • Record results of an experiment (BLM 44) • Independently write a recount of an experiment (BLM 45) • List possible audiences for reading these recounts • Conduct own research on a topic before commencing draft writing

• Discuss methods of using different materials such as mud Recount

• Locate action verbs in written instructions

• Listen to student recounts of how they recycle materials at home and at school

• Examine headings used to separate information

• List words used to sequence an oral recount

• Read a variety of recount texts

Recount

• Give oral recounts after conducting an experiment

• List factual vocabulary and use a dictionary to find their meanings

SCIENCE

• Develop a topic bank of themerelated words

• List the uses of both natural and processed materials • Investigate and record factors which assist decomposition • Construct a flow chart to show how resources are used to produce goods • Combine materials to produce other substances

The Material World

SOCIETY AND ENVIRONMENT • List reasons in favour of recycling different materials • Participate in producing recycled paper • Develop plans for the positive use and disposal of materials MATHEMATICS • Graph the ways in which different materials can be used • Measure the volume and capacity of containers used to hold a variety of materials • Divide materials into fractions and equal pieces ready for use

• Investigate different methods of producing compost THE ARTS • Combine a variety of materials to create a collage • Combine materials to create a threedimensional image

HEALTH AND PHYSICAL EDUCATION • Examine need for safety precautions when working with different materials • Make decisions about which materials to use and their purpose

• Design and make an object using a variety of natural or processed materials

CROSS-CURRICULUM SKILLS Communicating Working cooperatively Applying technology Decision making

Creativity

Creating solutions

90 © Blake Education 978 1 86509 751 0


Outcomes and Indicators National Profiles English Speaking and Listening 3.1 Interacts for specific purposes with people in the classroom • Attempts to persuade others in the class to a point of view or action 3.2 Recognises that certain types of spoken texts are associated with particular contexts and purposes • Views different types of spoken texts in order to discuss their purpose and features • Compares the features of different spoken texts • Compares the features of informal and formal speech 3.3 Usually uses linguistic structures and features for expressing information • Recognises main organisational elements of procedures • Uses consistency of tense • Uses specialised language on a variety of topics • Emphasises by using pause and repetition effectively

Reading 3.5 Interprets and discusses some relationships between ideas and information in texts • Interprets and follows instructions • Makes generalisations based on interpretation of texts read 3.7 Identifies and uses the linguistic structures and features of a range of texts • Recognises the structure of some text types • Explains the role of organisational features • Identifies how language is used in procedures and recounts 3.8b Uses several strategies for identifying resources and finding information in texts • Categorises ideas • Uses focus questions • Makes brief notes

Writing 3.9 Experiments with interrelating ideas and information when writing about familiar topics • Devises a set of instructions with some attention to detail and logical sequence 3.10 Recognises that certain text types and features are associated with particular purposes and audiences • Examines models of a text type and discuss its purpose and features • Considers needs of readers before writing 3.12a Experiments with strategies for planning and reviewing own writing • Attempts some revising during writing • Uses other texts as models for aspects of writing • Adds information to their texts following suggestions from others

Science 3.10 Demonstrates how the performance of common materials is altered by combining them with other materials • Combines materials to produce useful substances such as compost • Lists materials used together to make a common object such as a mud brick 3.11 Makes connections between the structure of common materials and their properties • Makes and tests the strength of mud bricks with straw or stone

3.12 Illustrates ways natural materials are processed and the consequences for humans and the environment • Discusses ways of reducing and recycling wastes at school • Finds out how familiar products such as milk and butter are processed 3.14 Organises and uses equipment to gather and present information • Selects equipment to suit an investigation • Chooses forms of presentation

91 © Blake Education 978 1 86509 751 0


Outcomes and Indicators NSW English Talking and Listening 2.1 Communicates in informal and formal classroom activities on a variety of topics • Gives extended procedures • Elaborates on others’ suggestions 2.3 Identifies the effect of purpose and audience on spoken texts • Makes a list of the different purposes for using oral language • Explains the choice of using different types of spoken texts • Identifies the characteristics of an oral procedure 2.4 Identifies common organisational patterns and some characteristic language features of spoken texts • Talks about the way context changes the language of a spoken text • Talks about expressive features related to spoken language

Reading 2.5 Reads independently a wide range of texts on more challenging topics • Makes some inferences about ideas implicit in a text • Interprets basic maps and diagrams • Follows written procedures • Interprets short written instructions 2.6 Uses efficiently an integrated range of skills and strategies when reading • Uses word identification strategies • Locates information from a variety of sources • Makes judgements about the appropriateness of information

Writing 2.9 Drafts, revises and publishes well-structured texts • Uses some effective planning strategies • Structures text types in appropriate stages • Writes longer, more complex procedures • Writes for a chosen audience • Uses illustrations or diagrams when relevant 2.13 Discusses how own texts are adjusted to relate to different readers • Understands purpose of texts • Compares features of different texts • Identifies audience of a text and adjusts writing accordingly • Lists topics for writing 2.14 Discusses how own texts have been structured to achieve a purpose, and their grammatical features • Recognises action verbs

Science 2.1 Creates, models and evaluates built environments reflecting consideration of functional and aesthetic factors • Tests different materials used to make mud bricks and draws conclusions about these materials and their strengths • uses scrap materials to make recycled paper 2.5 Creates and evaluates products and services considering aesthetic and functional factors • Devises fair tests with assistance and predicts and develops conclusions about the properties of materials

• Collects a range of common materials and identifies those which can be recycled or reused • Combines materials to make a compost bin 2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data and drawing conclusions • Explores a range of materials • Tests the effectiveness of different types of glue when joining a range of materials

92 © Blake Education 978 1 86509 751 0


The Material World — Procedure Modelling focus

Learning Experiences Compare Materials Bring in a variety of materials, both natural and processed. Discuss their features and properties. Classify these materials according to whether they are recyclable, for example plastic, metal and paper. Discuss the need to recycle materials in our world, and how materials alter when recycled. Ask students to identify how they recycle products at school, at home and in the local community. Compost Bins (BLM 40) Distribute the sample text to students. Inform students that they are going to read instructions for making compost, where vegetable matter changes its composition. Examine the step-by-step structure of the procedure and highlight the key action verbs. Note that the procedure gives specific instructions about how and where to carry out actions. If possible, contact your local council and arrange to pick up/purchase a compost bin. Compare the instructions provided to those in the sample text. How are they similar? How are they different? Do they follow the same structure? Do they have similar vocabulary and language features? Construct and keep the compost bin at a central location in the school. Checking Your Compost Research with your class what causes materials to decompose, and what are the ideal composting conditions. Guide students in their research, so that they discover that billions of microbes, such as fungi and bacteria, digest the waste materials and produce compost. Look at the role of worms in creating compost. Remind students that factors such as air, water and temperature, as well as brown and green plant materials, are all vital to successful composting. Have students regularly check the compost bin. Jointly construct a procedure which tells people how to check their compost and establish when the compost is ready. Have students discuss the relative amounts of materials to be used – brown plant materials, for example straw, are a source of energy, while green plant materials provide nitrogen. Next, your class procedure should include a series of steps for checking the compost – is the compost aerated, so that the microbes can do their work, and is the compost moist enough? (Compost should have a similar amount of moisture to a wet sponge that has been wrung.) Ask students to decide when the compost is ready – when it is has a dark colour, and the original ingredients cannot be recognised – and include this in the final steps of your procedure. You may wish to include instructions on how to distribute the finished compost – for example digging it through soil, or using it as mulch.

• Introducing the topic • Differences between materials

• Structure and features of procedures • Comparing texts

• Joint construction • Structure of a procedure

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The Human Body — Explanation Modelling focus

Learning Experiences Mud Bricks (BLM 41) Discuss with students how mud bricks are used for building. Divide the class into small groups and have students fill a container with mud, or dirt if mud is not available. Encourage groups to get their mud from different areas, so there is some variation in the samples. Tell students that they are going to test their mud to see which is most suitable for making mud bricks. Use either cardboard boxes or timber frames as moulds. Students will need to experiment with adding water to their mud or dirt, to determine the amount of water they need for a suitable consistency. Each group can make a number of test bricks, varying the amount of water added, size of the bricks and the drying location (sun or shade). Have students in each group take a turn at recording an attempt to make a mud brick – the materials used, and the steps taken in the investigation. Allow students to vary their experiments by adding straw or stones, and record whether this affects the reinforcing value of the mud bricks. An Ideal Mud Brick (BLM 42) Ask individual students to write their own procedure for making a mud brick, using the successful results from the previous session. Tell students that a procedure must include a goal, and they must be aware of what audience they are writing these instructions for. (Who would be interested in making mud bricks?) Students will need to list the precise amounts of materials needed, followed by a series of steps. Remind students that these steps should be written in chronological order, and that commands are used when giving instructions. Advise students that this means action verbs are often used to start a sentence, for example ‘Put’ or ‘Mix’. Culmination If physical space is available, students could experiment with a number of compost heaps. Provide different environmental conditions, and have students record their results. Ask students to write a procedure instructing others on the safety precautions to take when working with unknown materials. Share these with the class, and display. With the whole class, or in small groups, make recycled paper. Encourage students to write a procedure to instruct others on how to make recycled paper. You could publish these procedures on recycled paper to make them more authentic.

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• Working cooperatively • Conducting an experiment • Exploring results

• Structure and language features of procedures • Using a scaffold

The Material World — Recount Modelling focus

Learning Experiences Common Household Products Bring in some familiar products that students would use at home, for example tea, coffee, salt, sugar, butter, milk and cream. Ensure that all the products are safe for students to examine and handle. Discuss these products, their purposes and forms of use. Group these products in a variety of ways (edible/inedible, liquid/solid). Discuss with students whether any of these materials can be combined to produce other useful substances, or can only be used independently. Use this discussion to create a class chart of products and their features. Sample Text (BLM 43) Share read the recount with students. (Put it up on an overhead to allow collaborative discussion.) Inform students that it is a factual recount because it is providing details of something that has happened. Locate and examine its specific structural features – orientation provided by date and background information, series of events, and a concluding statement. Next, focus on the particular language features (use of past tense), and use of technical vocabulary. Note structural and language features on class charts. If necessary, use a dictionary to find the meaning of subject terminology. Group Experiments Provide small groups of students with the same materials as the scientist used in the sample text. (Note: Have students use alcohol, not mercury, thermometers, and arrange for additional adult assistance when boiling water.) In groups, have students conduct their own experiments freezing and boiling tap water. Ask students to jointly construct an oral recount to retell what they did, and what their results were. Compare with other groups in the class, as well as the sample text. Encourage students to hypothesise on the possible reasons for any differences between groups’ results. Discuss what the residue could be. Have students research possible methods of testing the residue. Layer Upon Layer (BLM 44) Divide students into pairs. Provide each pair with several tall, clear, plastic containers and a variety of materials/substances. Materials could include liquids such as water, vinegar, milk, cordial, liquid soap, and powders like salt, sugar, coffee, dirt, rice, flour, chocolate and butter. Allow students time to experiment with adding two, three or possibly four materials to a container and observing what happens. Do they mix? Which materials mix and which don’t? Do they form layers? Which ones sink to the bottom? Which ones float on or near the top? Why does this happen? During these


• Structure and features of a recount • Group discussion

• Structure and features of a recount • Working cooperatively • Oral recounts

• Conducting experiments • Changing the state of materials • Recording data

95 © Blake Education 978 1 86509 751 0



Modelling focus

experiments, students can record their combinations and results. Once the experiments have been completed, students report back to the class, using their recording sheet, on what they did and what the results were. Remind students to provide an orientation, including who performed the experiment, and to logically sequence the events. Discuss why certain effects took place, and how the results could be possibly altered in different situations, for example if the liquid component was heated. You may wish to model a similar experiment, but introduce a variation, such as hot water.

• Independent writing • Language features • Peer editing

Write a Recount (BLM 45) Using information from the previous activity, ask each student to draft their own factual recount of what happened during their experiments. Refer students to the vocabulary and recount structure charts done earlier in the unit for guidance. Once students have drafted their recount, tell them to share it with a peer for reviewing and proofreading. (You may wish to have a class discussion about the draft recounts at this point so that any new vocabulary, such as interesting conjunctions, connectives and time sequencing phrases, can be added to the class vocabulary charts.) Give students extra time to redraft their texts ready for publishing. Display the completed recounts and accompanying scientific findings. Setting Goals Discuss with students other experiments they might like to perform using common materials, for example students could conduct experiments to find out which type of glue works best on different types of materials. Make a list of these suggestions. Culmination Have students choose one of the above experiments. Allow students to work in pairs. Tell them to locate necessary background information, as well as required materials, and record their results as they go. This process may take more than one lesson. Once students have completed their experiment, or series of experiments, ask them to use their recorded data to write a recount of what they did, discovered and concluded. If students have done a series of experiments, encourage them to write these as a series of recounts. Ask students to edit their own writing and share it with the rest of the class.

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• Goal setting

PROCEDUR Text Mode E l

BLM 40

Name ____________________________________________ Date ___________________

s w e N l i c n u xton Local Co

Bra

dry contents e s e th le k n ri p 3. S a little water. in the bin with to use. Now it is ready bbish scraps 4. Put in any ru able, such that are degrad nd fruit and as eggshells a ngs. vegetable peeli any plastic in t u p T O N O D 5. iners, meat or metal conta il/grease scraps or any o waste.

PA HOW TO SET U COMPOST BIN compost bin a p u k ic p n a c You ’s Reception. il c n u o C n to x at Bra ome using the h t a it le b m e s As box. You will e th in s n o ti c u instr e rewdriver. Onc only need a sc , follow these it is assembled ns to make the easy instructio compost. a sunny 1. Put the bin in on the en. Put it 6. Place the lid spot in the gard t post bin and le on pavers m t o o c n d n a t, ir d on do the rest. p the u re tu ig a D n . te re c n o or c in with a dirt under the b to the compost d d A . 7 essary. If it small shovel. whenever nec e smell, add som f the o to m s o rt tt ta o s b e th ded 2. Spread twigs grass or shred ld o ry , d s s re o ra g m ry d bin with and shredded s newspaper. e h c n ra b d n a ey will help of months, newspaper. Th le p u o c a In . 8 ost bin om the keep the comp the compost fr e k ta in and from smelling. bottom of the b e garden. spread it on th ilizer. It is a great fert




97

BLM 41

Name ____________________________________________ Date ___________________

PROCEDURE

Testing Mud

Materials needed _________________________ ________________________________________ ________________________________________ ________________________________________

Steps ____________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Extra water added _____________

Straw/stones added ____________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

NAT ENG SL 3.3 RV 3.5 W 3.9 W 3.12a

98

NSW ENG TS 2.1 TS 2.4 WS 2.9 WS 2.13 NAT SCIENCE N&PM 3.10

NSW SCIENCE PSS 2.5 BES 2.1




BLM 42

Name ____________________________________________ Date ___________________

How to Make a Mud Brick PROCEDUR

E

Goal: __________________________________________________________ ______________________________________________________________ Materials: _____________________________________________________ ______________________________________________________________ ______________________________________________________________ Sequence of steps: ______________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

NAT ENG SL 3.2 SL 3.3 W 3.9 W 3.10

NSW ENG TS 2.1 WS 2.9 WS 2.13

NAT SCIENCE N&PM 3.10 WS 3.14

NSW SCIENCE BES 2.1




99

BLM 43

Name ____________________________________________ Date ___________________

T RECOUNdel o Text M

Date: 31 July 2005

Today I made the most remarkable discovery. I discovered that tap water is not just water; there are other substances in it. The amazing thing is that I made this discovery by accident. Yesterday my new thermometer arrived, so I decided to try it out this morning. Everyone knows that water freezes at 0° Celsius, and it boils at 100° Celsius. By using these facts, I thought it would be easy to test my new thermometer. I started by filling the ice cube tray in my freezer with ordinary water from the tap. When it was frozen solid, I took it out of the freezer, emptied the cubes into a cold bucket and put the thermometer into the ice. Guess what? It wasn’t 0° Celsius. It was actually 2° Celsius. Next, I decided to measure the temperature of boiling water. I poured two cups of tap water into a large pot on the stove, and turned the stove on. I waited about 10 minutes for the water to start boiling. When it was really bubbling, I put the thermometer in the water, being careful not to touch the sides of the pot. The temperature was only 97 ° Celsius. To make certain that my new thermometer wasn’t faulty, I borrowed a fellow scientist’s thermometer. I froze and boiled fresh tap water, and got the same results as I had with my new thermometer. I began to wonder if tap water was not pure. I decided to test this hypothesis by boiling tap water until it had completely evaporated, to see if any insoluble matter was left behind. When the water had finally evaporated, I looked at the pot and discovered a thin, white film covering part of the bottom. I concluded that there must be something in tap water that causes its freezing and boiling temperatures to be different to those of pure water, and that this was what was left behind when the water boiled away. I will need to conduct further experiments tomorrow to find out what this strange substance is.

100




BLM 44

Name ____________________________________________ Date ___________________

Experiment Record Sheet

RECO

UNT

Materials used: _________________________________________________ ______________________________________________________________

Combination 1

Combination 2

Combination 3

Combination 4

Which substances mixed? _________________________________________ Which did not mix? _______________________________________________ Which substances floated? ________________________________________ Which substances sank? __________________________________________ Conclusions: ____________________________________________________ ______________________________________________________________

NAT ENG SL 3.3 W 3.9



NSW SCIENCE PSS 2.5 INVS 2.7




101

BLM 45

Name ____________________________________________ Date ___________________

RECOUNT

My Scientific Journal

Orientation: ___________________________________________________ ______________________________________________________________ When? ________________________________________________________ Who conducted the experiments? __________________________________ What materials? ________________________________________________ ______________________________________________________________ ______________________________________________________________ Series of events (in order) _________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Conclusion/Re-orientation ________________________________________ ______________________________________________________________ ______________________________________________________________ NAT ENG W 3.9 W 3.10 W 3.12a

102



NSW SCIENCE PSS 2.5 INVS 2.7




Text Type Focus: Information Report and Exposition (Argument) SPEAKING AND LISTENING

READING

WRITING

Information Report

Information Report

Information Report

• List things in a playground habitat

• Read a variety of factual texts about different habitats and compare the information they present


• Construct a web showing interdependence in a habitat • Classify information about local habitats

• List subheadings which could be used when writing about a specific environment • Independently write information reports about particular habitats (BLM 47)

Exposition (Argument)

• Examine the way in which information is grouped and the subheadings that are/could be used

• Discuss good and bad features of local habitats

• Construct word banks for different habitats

• Label diagrams to accompany a report and to assist in clarifying meaning

• Look at purpose of an environmental impact statement



• Read arguments based on issues relating to habitats


• Discuss use of formal language

• Create a list of emotive and evaluative language • Discuss the audiences for arguments about habitats • Listen to oral arguments presented by students

• Order arguments on a topic in logical sequence • Examine the use of factual evidence to support arguments

• Examine how speakers use rhetorical questions, intonation and pausing to gain attention

• Examine the use of accurate subject vocabulary to create the sense of authority in written arguments

SCIENCE

• List words which illustrate weak/strong opinions (modality)

• Investigate the diversity of plants and animals found in a local habitat • Examine how human activity affects animal and plant life in a habitat • Examine how living things in a habitat depend on each other to survive

• Conduct research and write field notes (BLM 48)

• Write an environmental impact statement on a local area (BLM 50) • Write an argument based on an environmental impact statement (BLM 51) • Practise varying modality in arguments to make them stronger

Habitats

• Design an effective habitat to encourage animal reproduction, or to minimise damage to specific landforms

SOCIETY AND ENVIRONMENT • List the ways habitats in the local area are used by people and animals • Examine how people, plants and animals have adapted to local habitats • Record the impact that people and technology have had on specific habitats • List ways in which individuals and communities can care for local habitats THE ARTS • Design and make threedimensional models of a habitat

MATHEMATICS

• Role play how people or animals may use a local habitat

• Locate a variety of habitats using map coordinates


• Graph the frequency of people, animals, plants within a particular habitat

• List steps to ensure personal safety when travelling to unknown habitats

• Measure and compare the areas of different habitats

• Look at needs for human survival in different habitats

CROSS-CURRICULUM SKILLS Information skills Communicating Applying technology Decision making

Working cooperatively

Creating solutions

103 © Blake Education 978 1 86509 751 0


Outcomes and Indicators National Profiles English Speaking and Listening 3.1 Interacts for specific purposes with people in the classroom • Exchanges perceptions and feelings with peers • Listens to and obtains specific information from spoken texts and retells this to others 3.3 Usually uses linguistic structures and features of spoken language • Uses common grammatical structures accurately • Expresses logical relations in speech • Uses specialised language on a variety of topics 3.4 Reflects on own approach to communication and how others interact • Selects and organises ideas before giving a short prepared talk • Listens actively to a speaker

Reading 3.5 Interprets and discusses some relationships between ideas and information in texts • Retells and discusses interpretation of texts with attention to main ideas and supporting details • Uses junior informational texts to find information 3.8a Integrates a variety of strategies for interpreting written and visual texts • Uses context when reading • Uses knowledge of text organisation and grammar • Uses keywords, symbols and labels when reading 3.8b With guidance, uses several strategies for identifying resources and finding information in texts • Categorises ideas • Lists focus questions

Writing 3.9 Experiments with interrelating ideas and information when writing about familiar topics • Writes a report which includes information on several aspects of the topic • Gives related reasons that support a position 3.11 Controls most basic features of written language and experiments with features of texts • Uses known technical terms • Groups information under subheadings • Writes clearly discernible beginnings, middles and endings 3.12a Experiments with strategies for planning, reviewing and proofreading own writing • Adds information to their texts following suggestions from others • Uses a proofreading guide

Science 3.1 Illustrates ways that use of the Earth’s resources changes the physical environment • Gathers information on the effects of human activity on environments and resources • Describes situations where people have altered the landscape for their needs 3.2 Relates changes in the physical environment to physical processes • Describes the effects of wind, rain, sun and waves on the landscape 3.7 Maps relationships between living things in a habitat • Shows how plants and creatures coexist in habitats

• Makes a list of plants and animals that live together in a local habitat 3.14 Organises and uses equipment to gather and present information • Selects equipment to suit an investigation • Chooses forms of presentation 3.18 Identifies ways science is used responsibly in the community • Talks about ways that science is used to tackle problems such as pollution • Constructs an environmental impact statement

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Outcomes and Indicators NSW English Talking and Listening 2.1 Communicates in informal and formal classroom activities on a variety of topics • Listens to sustained information reports on familiar topics • Gives sustained information reports on researched topics • Justifies a view with supporting evidence 2.2 Interacts effectively in groups and pairs and uses various listening strategies • Listens to spoken presentations and responds appropriately • Plans spoken information reports, identifying main ideas or information 2.3 Identifies the effect of purpose and audience on spoken texts • Usually selects an appropriate spoken text for a purpose and audience and explains the choice • Understands the difference between formal and informal language

Reading 2.5 Reads independently a wide range of texts on more challenging topics • Lists a range of print and non-print resources for answering focus questions • Obtains information from selected computer sites and software • Finds information for specific purposes in factual texts • Reacts to texts that express a point of view, using supporting arguments • Retells and discusses interpretation of texts read or viewed, with attention to main ideas and supporting details in factual texts 2.6 Uses efficiently an integrated range of skills and strategies when reading • Uses the table of contents, index, captions and keywords to locate information

Writing 2.9 Drafts, revises and publishes well-structured texts • Uses other texts as models for aspects of writing • Uses some effective planning strategies • Creates notes for relevant writing purposes • Writes information reports that include information about different things and their components • Expresses a point of view in writing with some supporting arguments • Chooses when to write subjectively or objectively 2.14 Discusses how own texts have been structured • Recognises and discusses the organisational features of a range of factual texts • Recognises the subject, verb and object of a clause • Talks about use of adjectives and different types of verbs

Science 2.1 Creates, models and evaluates built environments reflecting consideration of functional and aesthetic factors • Interviews students about current playground use and records their responses and proposes ideas for improvements 2.2 Creates and evaluates information products demonstrating an understanding of the needs of particular audiences • Constructs an environmental impact statement

2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment • Observes and reports on a local environment, describing how plants and animals rely on each other • Records information on selected flora, fauna and landscape features

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Habitats — Information Report Modelling focus

Learning Experiences Playground Habitat Discuss with your class what types of things they usually find in their playground habitat. Divide the class into small groups, with each group having a different area of the playground to study. Provide groups with a simple pro-forma map of the playground. Students need to make observations of the playground and label features on their maps. Include features such as equipment, garbage bins, tree types, flowers, grass and concrete play areas, fences and barriers, as well as insects and any larger animals. Encourage students to make detailed drawings of animals or plants found, or collect samples of plant leaves for use in the class display. Examine what types of occurrences in this habitat may be dangerous to some people, for example bee stings, plant allergies, spider bites. Class Wall Map and Semantic Web Using the groups’ observations, jointly construct a class wall map of the playground habitat. Have students use reference material, or invite a guest speaker from the local council, to assist in identifying any unknown plants and animals found in their school habitat. Discuss with the class the interaction between plants and animals in their school habitat, as well as the people who use that habitat. Jointly construct a semantic web to show this interdependence. Rainforest Habitat (BLM 46) Share read the information report on rainforests with the class. Discuss its purpose and how it organises the information, beginning with a general opening statement, followed by a number of descriptive paragraphs. Examine the formal use of language, and the absence of personal opinion. Highlight and list technical vocabulary (equatorial, montane), general nouns (rainforests, trees), adjectives and use of present tense. Prompt students to discuss the importance of diagrams, photos or illustrations in an information report. Have students decide on subheadings that could be inserted in this report. Construct an Information Report (BLM 47) Using the previous text as a guide, have students use the scaffold to complete an information report on the playground habitat. Students can use their group maps, as well as the class wall map and the semantic web, to provide data for their report. Have students circulate completed reports among other students for peer comments, and compare the features and language uses of each text.

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• Introducing the topic • Using senses to observe • Note taking

• Joint construction • Research skills • Interrelationships

• Structure and language features of information reports

• Structure and features of report writing • Joint construction

Modelling focus

Learning Experiences Go on an Excursion (BLM 48) Organise a class excursion to a different type of habitat, for example local park, botanical garden, farm, beach or lagoon. During the excursion take photographs, and ask students to take notes and draw pictures (using the written guide) on the habitat’s weather conditions, plants and animals and other interesting features. Where possible, collect some samples to take back to class, but ensure that students are aware of the need to be sensitive towards living creatures and plants. Follow Up On return to class, debrief students and discuss their notes and points of interest. Use the photographs, notes and samples to make a class chart on this new habitat. Label these features with general nouns, scientific terms or descriptive phrases. Further Research Divide the class into small groups to conduct their own research (including library lessons) on one aspect of this new habitat. Each group should be provided with some initial resources to get them started. These groups will become ‘experts’ in their given area and will need to report back to the whole class on their findings. Topics for this research could include individual animal and plant species, water quality, impact of weather conditions, interrelationships between living things, food chains and impact of humans on this habitat. When each group has completed their research, ask groups to present it to the rest of the class and answer questions relating to their work. Develop an Information Report Discuss with students how they could present their material in an information report. Review the structure and language features of reports. Jointly construct the areas that should be covered by a report on a habitat. Have students write their own information reports on this habitat. Ask students to decide on strategies for proofreading their own work and conferencing with a peer, before conferencing their work with you. Finally, ask students to publish their reports using computer technology to generate not only texts, but also graphics, diagrams and graphs. Share the results with the class and discuss.

• Observation skills • Using a guide for note taking

• Labelling

• Research skills • Oral presentation skills

• Independent writing • Structure and language features of information reports • Editing and publishing skills

Culmination Students can extend their knowledge of the topic and the text type by conducting detailed research on individual plants and animals found in a certain habitat. Encourage students to write an information report on a habitat and its distinctive plant and animal life.

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Habitats — Argument Modelling focus

Learning Experiences Map the Local Habitat Discuss with the class what they think about their playground and immediate habitat. Take them on a walk around the school or nearby park, examining its different features. Have students jointly construct a large map of this area for display in the class. You could also take photographs for inclusion in this map. Discuss Good and Bad Aspects Referring to the photographs taken of the local habitat, ask students what they think are good aspects of their playground/local park, and what aspects they would like to be improved. List these on the class display near the relevant photographs. Sample Text (BLM 49) Read the prepared argument, which is an extract from an imaginary environmental impact statement, with students. Tell students that an environmental impact statement looks at what happens when a new factor has been introduced into a particular environment, and assesses whether it will upset the ecological balance. Briefly discuss the topic of this particular statement and, if possible, relate it to the local area. Look at who may have written this text and what its purpose is. (You may wish to discuss what bodies commission environmental impact statements.) Highlight the logical development of the argument, and the use of emotive vocabulary. Use this as a starting point for creating a class list of emotive and evaluative language. Encourage students to research the claims made in this argument. Students could research the effects of significant vibration on the surrounding physical environment. Ask students to look at what happens when water filters into cracks in rocks. (If the water freezes in the rocks, it expands and pushes apart any weak points in the rocks, causing the rocks to move or break.) Discuss as a class whether there were any other scientific facts that could have been included in this argument. Environmental Impact Statement (BLM 50) Refer students back to the map they constructed of the school or local area. Revise the areas which they believe are in need of improvement. Conduct a class survey to decide which area of the school or local area needs the most improvement. Divide students into small groups and ask groups to research the area identified in the survey. Ask students to look at the ways people have altered this physical environment for their own needs – affected the food chain, caused erosion, damaged water quality and contributed to other types of pollution. Have each student collect and organise their data using the BLM, which forms the data component of an Environmental Impact Statement.

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• Developing opinions

• Structure and language features of an argument • Purpose of arguments

• Working cooperatively • Collecting data • Writing an EIS

Modelling focus

Learning Experiences Independent Writing (BLM 51) Ensure that each student has their own copy of the research data from the previous activity. Provide students with the scaffold and have them draft an argument based on their EIS. Remind students that the purpose of their argument is to urge a particular course of action, but they also need to be aware of their target audience. Who do they think will be interested in an environmental impact statement on this area? Tell students that they will need to provide an opening statement, followed by their arguments in logical order. Each argument should be supported by scientific evidence. Ask students to write a recommendation to sum up their arguments. Once students have completed their draft, have them share it with a peer or small group to revise and edit the text. When the redrafting is complete, have students publish their argument in an appropriate format. Discuss with students whether it would be useful to include visual data (for example graphs) in their argument. Present the published arguments to the whole class for discussion and comment. Animals and Their Habitat Extend students by having them examine the impact of human activity and development on a particular habitat, and the creatures that live in that habitat. Examples could include the steps taken to preserve the colony of endangered tree frogs around Homebush Bay, or the impact of the crownof-thorns starfish on the Great Barrier Reef. Divide the class into groups to conduct their research. Groups could jointly analyse and construct an Environmental Impact Statement, based on their scientific data collected. Ask each student to decide the position they wish to take on the issue, and have them use their research to write an argument in support of their point of view.

• Individual writing • Using a scaffold • Publishing skills

• Human impacts on habitats • Writing an argument

Culmination Students can continue to research habitats at risk around the world. Have students use this research to write letters to newspapers and other relevant organisations (such as Planet Ark, World Wildlife Fund), arguing a particular position on an environmental issue (for example preservation of green space instead of extra housing).

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BLM 46

Name ____________________________________________ Date ___________________

PORT E R N O I T INFORMA Model Text

Rainforests

Rainforests are easily identified by their diversity of vegetation and their high levels of annual rainfall. There are many different types of rainforests, which are classified by their climate and position. Equatorial rainforests are found near the equator. Subtropical rainforests extend past the tropics. Montane rainforests grow on tropical mountains. Within any rainforest, almost 70% of the plant species are trees. These trees and other plant life do not all grow to the same height. There are between 3 and 5 layers of plant life in a rainforest. The canopy, or upper layer, can reach as much as 30–50 meters above the forest floor. Many smaller plants and flowers, such as ferns and orchids, grow on the trunks and branches of these trees. Thick woody vines dangle down from a variety of trees, sometimes reaching the floor below. The forest floor is very dark and gloomy, because the high canopy cuts off much of the sunlight. Because of the layers within the forest, not much leaf litter reaches the floor. The floor is made up of fallen trees, mosses and other small plants and fungi. The largest rainforests in the world are found in the Amazon in South America, and the Congo in Africa.

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The School Environment INFORMAT

BLM 47

Name ____________________________________________ Date ___________________

ION REPOR

Opening statement _____________________________________________

T

______________________________________________________________ Location and position ____________________________________________ ______________________________________________________________ Natural features ________________________________________________ ______________________________________________________________ Flora _________________________________________________________ ______________________________________________________________ Fauna ________________________________________________________ ______________________________________________________________ Built features ___________________________________________________ ______________________________________________________________ Environmental conditions _________________________________________ ______________________________________________________________ Concluding statement ___________________________________________ ______________________________________________________________



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BLM 48

Name ____________________________________________ Date ___________________

RT O P E R N O ATI

INFORM

Field Report

Location: ________________________________________________________ Description: _____________________________________________________ ________________________________________________________________ Physical features: ________________________________________________ _______________________________________________________________ Plants __________________________________________________________ _______________________________________________________________ Animals ________________________________________________________ _______________________________________________________________ Interdependence between living things: ______________________________ _______________________________________________________________ How is this area used by people? ___________________________________ _______________________________________________________________ Illustration

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BLM 49

Name ____________________________________________ Date ___________________

ARGUMEN Text ModeT l PLANNED HIGHWAY EXTENSION – Environmental Impact Statement

Finally, it is imperative that this new extension not be allowed to go ahead. The impact on the local children’s playground would be devastating. The necessary rock blasting and jack hammering that would take place to build the road’s foundations would vibrate through the local community, and crack or damage the foundations of the children’s play equipment. This would result in the equipment becoming unstable and possibly dangerous. During future heavy rainfall, water could seep into these cracks in the rock platform. When the water freezes it will cause the rock to expand at an unknown rate. Not until the local houses and other building structures began to move or suffer structural damage would the cause become obvious. For these reasons, it is my expert opinion that the extension of the new highway should be disallowed, and that any further plans for such a major road in the area be rerouted to a safer, less environmentally sensitive area.

10




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BLM 50

Name ____________________________________________ Date ___________________

NT

ARGUME

Environmental Impact Statement Area: ____________________________________________________ Location: ___________________________________________________ Reason for EIS: ____________________________________ _________ Data collection: ____________________________________________ Flora _______________________________________________________ Fauna _____________________________________________________ Erosion ___________________________________________________ Water quality ______________________________________________ _ Pollution ___________________________________________________ Map of the area

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What I Recommend

BLM 51

Name ____________________________________________ Date ___________________

ARGUMENT

Topic and statement of position ______________________ _______________________________________________________________ _______________________________________________________________ Arguments and details to support your position 1. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 2. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 3. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Conclusion ______________________________________________________ _______________________________________________________________ _______________________________________________________________



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115

Text Type Focus: Procedure and Explanation SPEAKING AND LISTENING

READING

WRITING

Procedure

Procedure

Procedure

• Discuss why instructions are important when working with machines

• Read an example of a written instruction text


• List importance of action verbs and commands in a procedure

• Follow procedures written by other students

• Discuss importance of including visual aids in an oral presentation

• Identify the goal and materials needed

• Give oral instructions to others on how to make a simple machine

• List words which sequence the steps in the instruction

Explanation

Explanation

• Give and listen to oral explanations on how toys and machines work

• Discuss the information an audience needs when reading an explanation on how a machine works

• Discuss machines used in the home • Use visual texts and illustrations to reconstruct the steps in an oral explanation • Ask questions to clarify meaning of technical vocabulary

• Ask questions as to what, how and why certain materials are needed and combined • Evaluate the effectiveness of explanations about how a machine works

SCIENCE

• Edit own instructions • Look at how cautions are used to emphasise safety points • Use class-developed word banks Explanation • Text model (BLM 55) • Design their own machine with accompanying flow chart (BLM 56) • Write an explanation on how their own machine works (BLM 57) • Devise ‘how’ questions about different types of machines

• Examine how machines are used to produce goods and services in the community

• Design and make a machine to suit a specific purpose

• Record results as to the effectiveness of different types of machines for example gears, levers

• Write instructions on how to make a simple machine (BLM 54)


• Follow procedures and make machines

• Experiment with adding pulleys to a block and tackle

• Sequence instructions to produce a clear procedure (BLM 53)

Machines

• List ways in which machines have impacted on the environment both positively and negatively • Look at how different cultures use machines • Research lifestyles before the advent of modern machines

MATHEMATICS

• Analyse why humankind continues to invent machines

• Label and locate 3D objects used in common machines • Measure the length and mass of some simple machines

THE ARTS


• Cut out magazine pictures of machines to create a collage

• List safety rules when working with machinery

• Role play the movements of some machines, for example robot

• Draw images of machines found at school or home

• Create a poster to encourage safety awareness among other students

• Listen to music played on machines, for example organ

CROSS-CURRICULUM SKILLS Information skills Creativity Decision making Task management

Creating solutions

Applying technology

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Outcomes and Indicators National Profiles English Speaking and Listening 3.2 Recognises that certain text types are associated with particular context and purposes • Listens to or views different types of spoken language texts in order to discuss their purpose and some distinguishing features • Compares the features of different spoken texts • Compares formal and informal speech 3.3 Usually uses linguistic structures and features of spoken language for expressing ideas and information • Recognises the main organisational elements of spoken instructions and explanations • Uses noun-pronoun agreement • Uses subject-verb agreement

Reading 3.5 Interprets and discusses some relationships between ideas and information in a variety of texts • Retells and discusses interpretation of texts read • Interprets and follows printed instructions • Confirms, extends or corrects own knowledge through reading or viewing 3.7 Identifies and uses the linguistic structures and features of a range of text types • Recognises the characteristic features of particular text types • Identifies the role of paragraphs in texts • Constructs flow charts to represent event sequences

Writing 3.9 Experiments with interrelating ideas and information when writing about familiar topics • Devises a simple set of instructions paying attention to detail and logical sequence 3.11 Controls most basic features of written language • Uses a variety of conjunctions • Spells many common words correctly • Uses some conventions of layout • Uses time order to organise writing • Uses simple present tense when reporting information • Uses language that enhances meaning

Science 3.5 Designs and describes ways of enabling or impeding the transfer of energy • Uses tools and appliances and demonstrates how they make tasks easier 3.6 Identifies the chain of sources and receivers of energy within systems • Explains situations where machines act as both a source and receiver of energy • Explains how a toy or a household appliance works 3.14 Organises and uses equipment to gather and present information • Selects equipment to suit an investigation

• Uses equipment correctly to gather information 3.16 Evaluates the fairness of a test designed and carried out • Identifies external factors which may have influenced their results • Suggests ways to improve their plans, techniques or choice of equipment 3.17 Compares ways of solving problems and finding explanations • Identifies steps used when solving problems and finding explanations • Compares different strategies for solving problems

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Outcomes and Indicators NSW English Talking and Listening 2.1 Communicates in informal and formal classroom activities • Gives extended instructions • Listens to more complex explanations of simple phenomena • Explains simple phenomena briefly • Seeks an explanation or more information from the speaker on their topic • Elaborates on others’ suggestions 2.4 Identifies common organisational patterns and some characteristic language features of spoken texts • Talks about the way context changes the language of a spoken text • Identifies the characteristics of an oral procedure • Talks about common grammatical structures in spoken language

Reading 2.5 Reads independently a wide range of texts on more challenging topics • Contributes to a summary • Interprets basic charts and diagrams • Follows written instructions • Interprets short printed instructions • Understands simple sequential explanations 2.7 Discusses how writers relate to their readers • Describes the purpose of procedures and explanations • Compares the ways texts are organised • Identifies author’s intended audience • Selects texts relevant to topic • Discusses use of visual aids in texts

Writing 2.9 Drafts, revises and publishes well-structured texts • Identifies keywords or phrases • Shows evidence of editing • Contributes to joint constructions • Structures texts in appropriate stages • Writes longer, more complex procedures • Writes simple sequential explanations • Writes for a chosen audience • Selects relevant information • Uses illustrations and diagrams where relevant 2.14 Discusses how own texts have been structured to achieve their purpose • Recognises the organisational features of factual texts • Recognises different types of adverbial phrases • Talks about action verbs • Reviews own use of noun groups • Talks about use of punctuation

Science 2.4 Identifies various forms and sources of energy and devises systems that use energy • Collects and manipulates a range of simple machines and describes how they work • Analyses the operation of a variety of lifting devices • Explores the operation and purpose of a variety of simple machines • Designs, constructs and tests a toy car

2.5 Creates and evaluates products and services considering aesthetic and functional factors • Models ideas for a machine and evaluates each design in relation to usefulness and appeal 2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data and drawing conclusions • Collects and manipulates a range of simple machines

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Machines — Procedure Learning Experiences

Modelling focus

Block and Tackle (BLM 52) Share read the sample text on how to make a block and tackle. Put it on an overhead projector and examine its structure (goal, materials needed and method), and use of action verbs. Highlight the use of clear commands. Write features of procedures on class charts for future reference.

• Structure and language features of procedures

Make a Simple Machine Provide students with the materials listed in the sample text. Ask pairs of students to follow the instructions in the sample text and make their own block and tackle. Have students test the finished product. As a whole class, discuss the accuracy of the instructions and accompanying illustration. Have students illustrate earlier steps in the procedure. Would it have been useful to include more than one illustration? What problems, if any, were encountered, and how did students overcome these difficulties? What vocabulary cues did students rely on most when following the instructions and why?

• Following written instructions

How to Make a Waterwheel (BLM 53) Divide the class into small groups. Provide each group with the instructions on how to make a water wheel. Ask students to cut out, number and sequence the steps on a new sheet of paper. Have students first write ‘How to Make a Waterwheel’ at the top of the page, then write the goal. Ensure they leave room for the list of materials. [The instructions should appear in the following order: Step 1 Mark with pencil the areas on the cotton reel where you will attach the pieces of cardboard. There should be equal spacing between each mark on the reel. Step 2 Glue the four pieces of cardboard to the marked areas on the cotton reel. (These will be the paddles.) Step 3 Push the straw through the middle of the cotton reel. Check that the reel can rotate around the straw. Step 4 Hold the wheel under running water. Step 5 As the water hits the paddles, the waterwheel will turn.] Remind students that the materials should also be listed in order of use. Have students rewrite the Materials in the correct order – these should be inserted between the goal and the method. Ask students to find the materials, and follow the instructions to make the water wheel. If their wheel does not work, group should check the sequencing of their steps. When each group has completed the construction of their waterwheel, ask groups to nominate what cues they used to organise their instructions.

• Sequencing

Wheels Discuss with students the types of machines that use wheels as one of their components. Bring in a variety of toy cars. Set up a long ramp to test their distance capabilities. Measure and graph how far each of them travelled

• Language features


• Writing a procedure • Design and construction

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Modelling focus

Learning Experiences when they went down the ramp without any propulsion, and then how far they travelled when pushed down the ramp. Discuss with students which car travelled the furthest and encourage students’ hypotheses. Ask students to bring in a variety of materials for making a toy car (tissue box, wood blocks, bamboo skewers, glue, tape, elastic bands, string, matchbox, round plastic lids, wheels from other toys). Divide students into small groups and have them write a procedure for constructing a car. Remind students that they are writing a procedure so someone else can carry out the same activity, and their instructions need to be clear. Ask students to include a diagram to clarify their instructions. Once procedures are completed, have groups swap their procedures with another group, to see if they can follow the instructions and construct a car. Discuss with groups whether they had any problems following the instructions. Test these cars on the same ramp as used previously. Measure the distances travelled, and discuss which cars travelled the furthest. Look at the ways in which different groups enhanced their cars to make them more effective machines.

Writing Instructions (BLM 54) Provide students with a variety of information texts, and ask them to locate information on simple machines such as levers, gears, pulleys, as well as common household items which incorporate these simple machines. Some examples are a spade (lever), car jack (lever), and an axe (wedge). Have students choose one of these simple machines and write a procedure for making the machine. Remind students to include a list of materials, and the method, as well as a labelled diagram. More about Pulleys Ask students to return to the sample text and experiment by adding further pulleys to the block and tackle they made earlier in the unit. Question students about what happens each time they add a pulley (the load should become easier to lift). Have students conduct additional experiments by making the load heavier. Which block and tackle works most efficiently, and can lift the heaviest load? Why? Ask students to write a new procedure for their ‘improved’ block and tackle using the scaffold. Culmination Students can write instructions for making more complicated machines. Ask students to include safety warnings in their procedures. Have students present written instructions as a flow chart. Students could invent an imaginary machine, and write instructions on how to create it.

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• Independent writing • Using a scaffold

• Conducting experiments • Comparing results

Machines — Explanation Modelling focus

Learning Experiences Bring a Toy From Home Ask students to bring a toy from home that uses a machine. Share with the class and discuss their features. Sort and group toys into electric, batteryoperated, or manual. Bring in a toy yourself and use this to model an oral explanation, telling students how the toy works. Divide the class into small groups, and have each student explain briefly to their peers how their toy works. Make a class list of technical words used by students. Have students draw a diagram of their toy, and label its mechanical features. Remind students that diagrams are useful because they can include additional information which is not included in the written explanation.

• Introducing the topic • Oral explanations • Using diagrams


Examine Some Machines Bring in a variety of machines that students would be familiar with. For example a pencil sharpener, toaster, blender, or clock. Discuss the uses of these machines and graph how many people in the class have them at home and how often they use them. Ask students what would happen if these types of machines did not exist. In groups, have students write a list of machines they and their families use regularly. Display these lists on charts, and illustrate with drawings or magazine pictures of the machines. Can Openers (BLM 55) Share read the sample explanation on how can openers work. Compare this explanation with students’ earlier oral explanations. Highlight the technical vocabulary used and discuss the purpose of this text type. Focus students’ attention on the important feature of explanations – the opening statement identifies what happens, and the following paragraphs contain the series of actions that make it happen. Ask students to construct a flow chart to sequence the events in the can opener explanation . Tell students that this will clarify the explanation for the reader. Discuss features of a flow chart such as arrows or numbers. Researching Machines Divide the class into pairs and have students research a machine. Ask students to list the name of the machine, its main function and operational parts. Possible machines for research include a car jack, hammer, shovel, screwdriver, scissors or waterwheel. Ask students to work together to construct a labelled flow chart to explain how that machine works. Refer students back to the flow chart they constructed for the sample text if necessary. When students have completed their flow charts, ask for volunteers to use their chart to assist them in giving an oral explanation of how their machine works. Compare flow charts and their accompanying explanations. Question students as to the necessary safety requirements when using their machine. (It is very important during this unit to stress

• Structure and language features of an explanation • Sequencing of events

• Working cooperatively • Flow charts • Oral explanation

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Modelling focus

Learning Experiences the need for safety when using any type of machine. This warning should be repeated often.)

Develop a Machine (BLM 56) Inform students that they are now going to design their own machine. It should have a function or purpose, and ideally will include one or more of the simple machines already examined, such as gears, levers and wheels. (You may wish to allow students extra time to research existing machines so they can gather ideas. Students might gain inspiration from various machines such as clocks, vacuum cleaners, flushing toilets or staplers.) Ask students to make a flow chart which explains how their machine works. Remind students that technical terms are important. Share the flow charts with the whole class, examining them for ease of understanding, and a logical sequence. Give students extra time if necessary to revise their flow chart to make it more accurate.

• Flow charts

Write an Explanation (BLM 57) Prior to the commencement of writing their own explanation, revise with students the structure and language features of a written explanation. Focus their attention on the use of present tense, action verbs and pronouns, as well as conjunctions and connectives to sequence the text. Tell students that explanations have a series of sequenced events, often linked through cause and effect. Ask students to write an explanation of how their machine works, based on their flow charts.


Proofread and Edit Texts Have students proofread and edit their own texts. You may wish to model some examples on an overhead projector and demonstrate useful techniques for editing punctuation, spelling, sentence structure and sequencing. Ask students to publish their explanations, including their flow charts. Discuss which explanations students found easiest to understand . Culmination Jointly construct a list of the features of explanation texts and compare with other factual text types, for example information reports and procedures. Students could do further research on more elaborate machines and write their own explanations for these.

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• Editing skills

Goal: To make a block and tackle*

PROCEDUR Text Mode E l

BLM 52

Name ____________________________________________ Date ___________________

Materials needed: Pulley 1

two short lengths of string four cotton reels

Pulley 2

ruler two desks one small plastic bucket objects to be placed in bucket (load) one long length of string

Method 1. Thread one short length of string through two cotton reels, and tie so that it forms a loop. 2. Place the loop of string around the ruler. 3. Balance the ruler between the two desks, with the cotton reels hanging from the middle of the ruler (Pulley 1). 4. Thread a different short length of string through two more cotton reels (Pulley 2). Tie both ends of string to the handle of the plastic bucket. 5. Place your load in the plastic bucket. 5. Tie the long length of string to the ruler. Thread the string around Pulley 2, then Pulley 1, then Pulley 2 again, then Pulley 1 again. 6. Pull down on the long string to make the pulleys work. Lift the object into the air. * When a number of pulleys are used together, they are known as a block and tackle.




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BLM 53

Name ____________________________________________ Date ___________________

PROCEDURE

How to Make a Waterwheel

Goal: To make a waterwheel Materials: 4 pieces of cardboard (4cm x 2cm) pencil running water drinking straw cotton reel

✁

Method: Glue the four pieces of cardboard to the marked areas on the cotton reel. (These will be the paddles.) As the water hits the paddles, the waterwheel will turn. Mark with pencil the areas on the cotton reel where you will attach the pieces of cardboard. There should be equal spacing between each mark on the reel. Hold the wheel under running water. Push the straw through the middle of the cotton reel. Check that the reel can rotate around the straw.

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How to Make a Machine

BLM 54

Name ____________________________________________ Date ___________________

PROCEDUR

E

Goal _____________________________________________________ _________________________________________________________ Materials needed __________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Method _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Safety warning ____________________________________________ _________________________________________________________



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125

BLM 55

Name ____________________________________________ Date ___________________

TION EXPLANA del Text Mo

How a can opener works A can opener is a handy machine that opens steel or aluminium cans by cutting around the rim of the lid. This separates the lid from the rest of the can. First the two long handles are pulled apart. This allows the sharp blade of the can opener to be placed on the lid of the can. When the handles are squeezed together again, they act as levers and force the sharp blade to puncture the top of the can. Near the sharp blade is a toothed wheel. (This wheel is called a gear and each tooth is called a cog.) The toothed wheel is connected to a small butterfly-shaped handle. As the blade punctures the lid, the toothed wheel grips beneath the rim. As the butterfly-shaped handle is turned, the toothed wheel revolves and causes the can to rotate. While the can is rotating, the sharp blade cuts around the top of the can. When the blade has completed its rotation, the lid can be removed. Try doing all that without a machine! Click here to see a video clip of a can opener in action.

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BLM 56

Name ____________________________________________ Date ___________________

Machine Flow Chart

EXPLANAT

ION

Name of machine _______________________________________________________ Purpose ________________________________________________________________ Flow Chart

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BLM 57

Name ____________________________________________ Date ___________________

ON

TI EXPLANA

How My Machine Works

Use the scaffold below to guide you in writing an explanation of how your machine works. Introduction of the machine and its purpose _________________________ ______________________________________________________________ ______________________________________________________________ Series of events/how it works _____________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Diagram


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Targeting Writing Across the Curriculum In an increasingly crowded curriculum, teaching time is always at a premium. The Targeting Writing Across the Curriculum series will help you to maximise student learning potential by giving students the opportunity to achieve outcomes in English while working with the subject matter and skills of other important curriculum areas. The author has chosen popular themes in both the Science and the Society and Environment Learning Areas. Each theme is linked to a writing unit that focuses on two appropriate text types. These writing units contain a wide range of stimulating and challenging activities, and can stand alone or be expanded into a full integrated unit. Here at last is a series that addresses the language demands of the different Learning Areas. Students will improve the structure and quality of their writing in all factual text types. And they will transfer their knowledge and skills from curriculum area to curriculum area.

Also available Targeting Writing Across the Curriculum Lower Primary Targeting Writing Across the Curriculum Upper Primary

Companion series

Targeting Text Targeting Society and Environment

ISBN 1-86509-751-9

9 781865 097510