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Glenorie Public School

|CONCEPT |

|CELEBRATIONS |

|Stage 1 |

|DURATION - 10 WEEKS |

Assessment and Evaluation

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|Children will be asked to carry out self-evaluation tasks related to their group work and individual efforts during the |

|activities. |

|Assessment will be carried out by peers for group presentations. |

|Teacher observations / anecdotal notes will be ongoing throughout the unit. These will concentrate on research skills, group |

|participation, effort, contribution to discussion, problem solving skills, communication skills and achievement of unit |

|outcomes. |

|During all activities emphasis will be placed on explicit and systematic teaching of literacy components related to activities |

|covered. e.g. report writing, public speaking, journals, recounts etc. |

|CELEBRATIONS |

The following pages contain a unit of work for Stage 1. The unit content has been developed from the Board of Studies HSIE K-6 Units of Work titled “CELEBRATIONS” (pp 51-54).

The unit provides opportunities for students to explore the customs and practices associated with celebrations.

Outcomes

|CCS1. 3 |Identifies customs, practices, symbols, languages and traditions of their family and of other families. |

|CUS1.4 |Describes the cultural, linguistic and religious practices of their family, their community and other communities. |

|CCS1.1: |Communicates the importance of past and present people, days and events in their life, in the lives of family and community |

| |members and in other communities. |

Literacy Links

|This unit provides opportunities for students to explore recounts and information reports. |

|The HSIE teaching strategies/practices in this unit include retrieval charts, graphs, interviews, presentations and guest speakers. |

Links with other KLAs

|Mathematics: Developing a picture graph to represent different events and special days celebrated by students in the class. |

|Science & Technology: Using the design process to develop products and events associated with celebrations eg. invitations, venue, organisation and |

|program. |

|Creative & Practical Arts: Opportunities to appreciate the music, dance and visual arts associated with celebrations and customs of different cultures |

|and to learn different techniques for producing their own music, dance and artwork. |

Values & Attitudes

|* Social justice * Intercultural understanding * Democratic process * Lifelong learning |

Resources

The following resources are recommended:

← Board of Studies website ()list current available resources such as some background information sheets, websites, texts and other material to support this unit.

← Pictures of celebrations (Lower Primary Picture Pack - Targeting Society & Environment. Blake Education 1999)

← Targeting Society & Environment: Lower Primary. Blake Education 1999)

← Local, global newspapers

← Community members or visitors who have had a recent celebration to talk to the class and show video clips, photographs or artefacts.

← Local library - any books/literature relating to origins of celebrations or special events.

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|Glenorie Public School |

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|CELEBRATIONS |

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|AREAS OF INQUIRY: |

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|How and why do people celebrate special days and events? |

|What are the different types of celebrations and events people in the community celebrate? |

|How are certain celebrations and events similar/different? |

|How can celebrations and events be identified? |

|What feelings are associated with different celebrations and events? |

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|DURATION - TEN WEEKS |

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|STAGE 1 |

|LEARNING OVERVIEW |

|KNOWLEDGE / UNDERSTANDING |

Children are able to:

← examine why people, events and particular days are important to themselves, their families and their communities.

← recall and relate the familiar practices, traditions and original stories associated with significant celebrations.

← engage in activities associated with current family, school and local as well as relevant national and global events.

← gather information about significant family and community events, using a variety of sources.

← compare and contrast the groups they belong to with groups involving other members of the class.

← learn about families and groups from familiar and unfamiliar cultures and communities through various sources.

← acquire information about other families and reflect on similarities between their own family and other families.

← become aware of cultural differences between students and their families and community groups.

← learn about and share experiences of events celebrated by students in the class.

|SKILLS |

Children have developed skills in:

← acquiring information from a variety of sources through locating, accessing, selecting and critically evaluating information.

← using an inquiry process when participating in meaningful research related to important social and environmental issues. This involves initiating an investigation, gathering, analysing, synthesising, applying information and reflecting on their learning.

← social and civic participation that will allow them to accept and fulfil their social responsibilities.

|VALUES |

Children have developed:

← the ability to identify and appreciate the cultural, linguistic and spiritual heritages of oneself and others.

← respect of different viewpoints, ways of living, belief systems and languages.

← support for cultural diversity within a cohesive society.

← an appreciation and valuing of the place religion, beliefs and moral codes have in the lives of individuals and groups.

← a valuing of the different spiritual and religious traditions that have provided the foundations of our society and resulted in its diverse nature.

← a curiosity and readiness to participate in learning about people, society and environments.

|CONCEPTS |

← origins of significant days and event that the students celebrate.

← customs and practices important to students in the class, including celebrations

← belief systems of groups and families that students know.

← school, local, national and global events.

|GENERALISATIONS |

← celebrations are a way of expressing and sharing particular aspects of different cultures within our community.

← individuals, families and community groups have various ways of celebrating similar and different events.

← knowledge of different cultures and their practices enhance our communities.

|UNIT EVALUATION |

|Title of Unit: |CELEBRATIONS |CC/CU |

Outcomes:

|CCS1. 3: |Identifies customs, practices, symbols, languages and traditions of their family and of other families. |

|CUS1.4: |Describes the cultural, linguistic and religious practices of their family, their community and other communities. |

|CCS1.1: |Communicates the importance of past and present people, days and events in their life, in the lives of family and community |

| |members and in other communities. |

|Indicators of Achievement |Teaching / Learning Activities |

|gives information about their own family background, including|Decorate the room for a party to celebrate something. eg. the beginning of term, an event|

|the language spoken, religions, traditions, practices, |worthy of celebrating. Include balloons, streamers, a cake and a small gift for each |

|customs, celebrations and stories. |students eg bookmark. Ask students how they knew that it was a party, whether they have |

| |been to other parties and what happened at these parties. |

| |Introduce the focus questions: How and why do people celebrate special days and events? |

| |Display a calendar with room for writing on it. Distribute stick-it-on notes to the |

| |students, and ask them to write the name of a celebration they know on each stick-it. |

| |Have them place stick-its on the correct date if they know it, if not place it to the |

| |side until the date is determined. Students explain how and why these celebrations occur.|

| |Ask questions that the students to understand that anything that is significant to them |

| |can be celebrated, on their own or with others. |

|identifies cultural, spiritual and/or religious aspects of |Commence a media file/bulletin board of news clippings and photographs of celebrations in|

|their family life. |which the students, their families and community members are involved. Discuss with |

| |students. |

|investigates aspects of their culture and other cultures |Invite guest speakers to talk to students about an event they have recently celebrated. |

|related to celebrations. |eg birthday, wedding, anniversary etc. Have them play music, show pictures and videos of |

| |the event. Have them talk about who came, what people did and how they felt. Have |

| |speakers discuss how these celebrations or customs have changed over time. Have a |

| |retrieval chart for students to enter information related to the guest speakers. Have |

| |students list the similarities and differences in the celebrations about which the guest |

| |speakers spoke. |

|celebration |purpose |when |special behaviours |symbols |music |food |clothing |gifts |

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|communicates an understanding of how people express their |Brainstorm all the events people celebrate using the following headings: |

|culture through celebrations. |family, community, national, religious, cultural. Present under the general focus |

| |headings and display list so that it may be added to as the unit progresses. |

|explains why a family event is significant. |Have students investigate similar events their family members have attended. Have them |

| |design a questionnaire to help gather information about the event. Include a question |

| |that will help identify celebrations that are not already included on the chart. Students|

| |could present their information on individual retrieval charts using the following |

| |headings: who went and why, what people did, wore and ate, were there any photographs, |

| |clothing, purpose etc. |

|explores the way Christmas is celebrated around the world. |Look at some Christmas symbols eg. crib star, tree, wrapping paper etc. Play religious |

| |and secular Christmas music. Explain the meaning of Christmas. Read a simple picture book|

| |that explains Christian beliefs about Christmas. Ask students to identify the symbols |

| |that are associated with the Christian beliefs. Explain that the other four major world |

| |religions have different celebrations. (You may wish to explore these further.) |

| |Let students also know that Christmas was not always celebrated in Australia. Aboriginal |

| |people had their own beliefs. Explain that not everyone celebrates Christmas so children |

| |understand that this is not a celebration across all cultures. |

|gathers information about celebrations. |In groups have students select and investigate a significant events or special day or |

| |event that is celebrated by families, cultures or countries. Present information in a |

| |form that can be displayed. Add information about each specific celebration to the |

| |retrieval chart. |

|identifies celebrations related to Australia. |Discuss how some events are celebrated across the community, some across the nation and |

| |some across the world. Look at the list of celebrations previously compiled and briefly |

| |discuss their significance. Place students in five groups and provide each group with |

| |worksheets from the Targeting Society and Environments Celebrations unit. Ask the |

| |students, in pairs, to read the BLM that have been allocated and complete the activities.|

| |Note: The students will have to take these home so that their parents and grandparents |

| |can assist them. Select a member of each group to read their information to the class, |

| |then ask the class to help the students complete the retrieval chart information related |

| |to their celebration. Question students to complete the generalisation, Australians have |

| |public holidays to celebrate..... |

|investigates celebration from other countries. |If possible interview a community member born overseas about national holidays in their |

| |country of origin. Make a list of the holidays which are the same or similar to those in |

| |Australia and those which are different. Discuss the reasons for these similarities or |

| |differences eg national day, religious-based holiday. |

|investigates international celebrations |Introduce an international celebration such as Universal Children’s Day, the Olympic |

| |Games. Identify participating countries or continents on a world map. Use resources to |

| |assist the students to understand the nature and purpose of the celebration. Begin a |

| |chart “International Celebrations” with the following headings: Origin/Purpose, When, |

| |Who, Symbols, Activities. Allocate different symbols or activities to children and ask |

| |them to illustrate the symbol or activity and write a sentence about its significance. |

| |Learn appropriate songs, poems or odes. Collect newspaper articles and add to the media |

| |board. |

|designs and implements a celebration. |Using an event off the class calendar. Organise for students to design and hold a class |

| |celebration. Jointly decide the purpose of the celebration, the symbols that will |

| |acknowledge this purpose, special music that should be played and customs to be |

| |practised. Groups could be given responsibilities for designing and preparing |

| |invitations, decorations, food and entertainment, media promotion. Include special guests|

| |and encourage community participation. |

|evaluates planning and organisation |Following the celebration, have students comment on how they felt about the celebration. |

| |Concerns and highlights. Complete a PMI on the event and discuss as a group. |

|reflects on learning |Reflect on what has been learned and the process used. As a class have students draw on |

| |the knowledge and understandings gained during the unit activities to make |

| |generalisations about celebrations. |

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