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WORLD ENVIRONMENT DAY

June4

Research Pacific gyre-

https://www.theoceancleanup.com/great-pacific-garbage-patch/

https://www.coolaustralia.org/the-great-pacific-garbage-patch-primary/

https://visual.ly/community/infographic/environment/great-pacific-garbage-patch

 

What is it? What does it make you wonder? What solutions could there be?- creativity challenge…

Perspectives analysis of bushfire

June3

Goal

 

I can identify the positive and negative impacts of fire from different perspectives

 

APK:

Thought starter: What is this little girl doing?

 

 

What do you see?

What does it make you think about?

What does it make you wonder?

 

New Information & Application:

When you systematically analyse the different ways different people might see something, you can use this algorithm to make it rigorous and productive:

Analyse Perspectives:  consider multiple perspectives about an issue

  1. I describe a situation
  2. I tell how one person sees it
  3. I tell how a different person sees it
  4. I give my opinion about the differences
  5. I explain what I know now or how to make it better

 

 

Fill in the perspectives analysis looking at the different perspectives of the impact of fire.

  1. I describe a situation Fire in the bush: what will they think about it?

Watch these videos and note-take your understandings.

http://www.abc.net.au/btn/story/s4820445.htm

https://www.coolaustralia.org/ca_topic/cool-burning/

https://www.youtube.com/watch?v=sfRjHTqn7mc

Rise from the Ashes

 

In Australia we have seen many Bushfire disasters which can make us fear fire.

In contrast, the Aboriginal people have used fire as a tool to manage their lands for many years.

 

Goal Reflection:

Explain how our attitude and dealing with fire as an inclusive community could help to improve both the management of our land and the management of bushfires as a natural disaster.

by posted under Natural Disasters | No Comments »    

Classifying the effects of a drought

June3

 

Goal

 I can classify/categorise the different types of effects of a drought

APK

Discuss Cape Town Water Crisis

New information:

 When you systematically classify/categorise things, you can use this algorithm to make it rigorous and productive:

Classify: group similar items together based on similar traits

  1. Name items to sort into categories
  2. Decide on possible categories based on possible differences
  3. Sort the items and say why they are in a category
  4. Say how items could go into different categories
  5. Tell what you know now (new idea) or could do with the information (new item)

 

New info & Application:

 1. Name items to sort into categories- things that are affected by drought

Show pictures of drought- list all things that are affected & how they are affected

 

http://www.abc.net.au/news/2014-02-14/nsw-drought-interactive-panorama-photos/5261242

https://abcnews.go.com/US/photos/sobering-california-drought-30088338/image-30090971

http://drought.unl.edu/NDMCPhotoGallery.aspx

http://www.abc.net.au/science/photos/drought/

 

In peer mentor partners, you should skim and scan this article to find specific effects of drought (10 min)- https://kids.kiddle.co/Drought#Consequences_of_drought

drought effects list

  1. Decide on possible categories based on possible differences– brainstorm possible categories

 

 

 

(e.g- human/ non human;    long term/short term;     living/non living;      plant/animal/non-living;    natural/artificial                                                      things humans can do something about/things we can’t)

Decide on the categorisation process you will use   Write: what are your categories?

 

3. Sort the items and say why they are in a category

Write:  What belongs in each category?

draw a picture /diagram/infographic of a fictional place that labels/lists effects of a drought/ use a system (such as brackets under your labels) to clearly categorise the items you have labeled

 

4. Say how items could go into different groups

Write: Could you create/choose different categories- how would you arrange the items now?

 

Goal reflection:

 4. Tell what you know now (new idea) or could do with the information (new item)

Which type of classification do you think is most useful? Why?

How might different types of categories help us to understand or to respond to drought?

by posted under Natural Disasters | No Comments »    

Systematic comparison

May31

APK

T&T- discuss these pictures:

  • what do you notice?
  • what do you know?
  • what do you wonder?

 

 

 


 

Goal:

I can systematically compare tornados and cyclones.

 

What is a criterion (plural ‘criteria’)?

 

 

 

 

– a standard by which something is judged

We are going to systematically compare 2 natural disasters using criteria we decide upon.

So we need a SYSTEM- an algorithm!

 

When you systematically compare something, you can use this algorithm to make it rigorous and productive:

Compare: describe how items are the same and different

  1. I can identify the items to compare-cyclone(hurricane) & tornado
  2. I can choose the features I will use to compare the items- brainstorm…                                                                                                                                                                              -brainstorm as many as you can- decide which is most important for you to find out about- explain why this is so important- share some of the chosen criteria and reasons
  3. I can tell how the items are the same or different based on the features-research using internet/ https://www.diffen.com/difference/Hurricane_vs_Tornado /books/ http://www.kidcyber.com.au/cyclones-and-tornadoes/

 

Goal reflection:   

Step 4-I can use what I learned to generate a new idea or item

 Which are the most valuable criteria for judging a cyclone or tornado-why?

How could the information you have found be used by a person or a government when they are deciding how to build (a house/ a community building/ a town)?

 

by posted under Natural Disasters | No Comments »    

Finn’s Story

May7

Finn Darlington, one of 5-6C’s students from last year has sent me this story and he said he wouldn’t mind sharing. it’s filled with action….and a little bit of MPPS!

SK Squad Omega betrayal

The Earth’s Crust & Natural Disasters

May6

Related image

Goal:

(2-5 min)

I can explain how the Earth’s crust contributes to natural disasters

APK:

(5-10 min)

This video shows where earthquakes have been recorded and where tectonic plate edges are.

What do you see/think/wonder?

 

New Information & Application:

(5 min)

Show students video / take notes:

5 min

Present students with the following questions.

  • What is the Earth’s crust and how is it defined?
  • How is the Earth’s crust connected to natural disasters?

What other questions do you have with regards the Earth’s crust and its movement?-write in your books

share & organise- 10 min

Share the most important questions they have & choose approx. 5-6 more questions as a class to investigate and attempt to find answers-students can work in pairs.

  • Use a half piece of paper to answer each of the questions -record any information which helps answer the questions. Remember, diagrams can be a great way to answer some of the questions. Name each page and write the question at the top
  • you can use books and websites- each person should use one animated and one still source to find information from. Below are some suggested sources. Try to make sure that a variety of sources are used.

Research 30-40 min (approx 5 min per question- give regular reminders and suggestions to move through the questions).

Video

Info & interactive

GIF

Interactive

 

 

25 min

After half an hour, divide the students into the same number of groups as there are questions and present each group with all of the responses to one of the questions. (S0, for example, one group of 3-4 students will be given everybody’s answers to the question: “What is the Earth’s crust and how is it defined?” Other groups will receive all the answers to other questions.)

Each group then has the task of collating the responses to their designated question, determining the common elements and organising a combined response that best answers the question.

This will be glued onto a class poster- The Earth’s Crust- Our Questions Answered

 

25 min

When groups are ready to present, they hand back research pages, students glue them into their books

A representative from each group will share this information with the class about their question.

As each question is answered and discussed, provide students with a minute or two to discuss their understanding of the answer with a partner and add to their notes.

 

Goal Review

10 min

Draw or create a visual representation (diagram/graphic organiser) of some of your learning that connects the earths crust with at least 1 natural disaster  10 min

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The structure of the Earth

May2

Goal:

I can use an analogy to explain the structure of the Earth

 

 

 

 

 

APK:

What does this picture mean to you?

New Information:

What is an analogy? An analogy is where you compare an unfamiliar thing to a familiar thing to help you understand many things about the unfamiliar thing.

Examples:

  • Learning a language is like riding a bike.
  • The mathematicians’ toolbox
  • Your brain is like a computer

We will look at information about the earth’s structure, then creeate an analogy that shows we understand many aspects of it.

Give fact sheet/resource about layers of earth-read-take notes on key details

National Geographic: https://www.natgeokids.com/uk/discover/geography/physical-geography/structure-of-the-earth/#!/register

http://www.bbc.co.uk/schools/gcsebitesize/geography/natural_hazards/tectonic_plates_rev1.shtml

Interactive: https://www.learner.org/interactives/dynamicearth/structure/

 

Application:

4 analogies of layers of earth- cake with icing:

A peach:

An onion:

The way skin forms on hot milk:

Which analogy do you like best/why?

Remember, a good analogy should have many things in common, and should help you understand the tricky/unfamiliar one ( the Earth’s interior structure) more

The Earth is like a ……… because………

Share some different analogies

Goal reflection:

After hearing other opinions, do you think one or a combination of analogies is better? Why?

 

by posted under Natural Disasters | No Comments »    

Being an Australian Citizen

April17

Image result for australian citizen

Goal:

I understand what it means to be an Australian Citizen

 

APK:

What does the word CITIZEN mean?

Create this table for APK and New info:

I think/ We think/ We check- work with a partner to fill in the chart.

(fill in ‘I think/we think’ before watching resource)

https://dictionary.cambridge.org/dictionary/english/citizen

Fill in ‘We check’

N.I/Application:

What does it mean to be an ‘Australian citizen?’

Fill in ‘I think/We think’

https://www.homeaffairs.gov.au/trav/citi/curr/even/why-/quick-guide-to-australian-citizenship

read as a class-discuss

http://www.abc.net.au/btn/story/s4247966.htm-discuss

http://www.abc.net.au/btn/story/s4659781.htm-discuss

Fill in ‘We check’

What values do we share?

Fill in ‘I think/We think’

http://differencedifferently.edu.au/one_country_many_cultures/part_4a.php

Discuss and answer the questions on the last page:

Australia is a multicultural nation that has welcomed migrants from many countries.  Reflect on or discuss the following questions:

  • What things might lead Australians to claim a product, game, object or person as ‘Australian’?
  • What types of experiences might lead a migrant to call themselves an ‘Australian’?

Fill in ‘We check’

What are the rights and responsibilities of an Australian citizen?

Fill in ‘I think/We think’

http://differencedifferently.edu.au/who_can_be_australian/part_2a.php  – click on where it says:

Click here to view the rights and responsibilities of Australian Citizenship”

Fill in ‘We check’

What are issues that will concern Australian citizens?/  What are actions of responsible and engaged Australian citizens?

Fill in ‘I think/We think’

 

When people care about an issue that affects all Australians, they may choose to create a ‘Lobby Group’ to share information on the issue and to encourage others to act on it

http://differencedifferently.edu.au/who_can_be_australian/part_3a_1.php 

. -discuss and, at the bottom, choose an issue that you and your partner will represent. Fill in that pamphlet thinking about that issue. You may even want to choose a point of view that you don’t feel is your personal opinion. Perhaps you want to come up with an issue different from the ones suggested.

Share with someone who chose another issue. As a class, share some of the ideas you wrote about.

Fill in ‘We check’

Goal Reflection:

What do I hope to do in my life to be an active Australian citizen? List as many as you can & explain why.

Being A Global Citizen

April17

Image result for global citizenshipship

Goal:

I understand what it means to be a global citizen

APK:

How are these pictures ‘global’?

 

New information/Application:

What does it mean to be a ‘global citizen?’/ what values do we share?:

Create this table:

I think/ We think/ We check

(fill in ‘I think/we think’ before watching resource)

https://www.youtube.com/watch?v=tPdtGrnj7sU

http://www.civicsandcitizenship.edu.au/verve/_resources/S101_Defining_Global_Citizenship_ed.pdf

Fill in ‘We check’

What are the rights and responsibilities of a global citizen?/What are issues that will concern global citizens?

Fill in ‘I think/ We think’

Case study-Oxfam  https://www.oxfam.org.uk/cymru/vision-mission-and-beliefs

https://www.oxfam.org.uk/what-we-do/about-us/how-we-work/our-goals-and-values

https://www.youtube.com/watch?v=5veIlFgugAI

Fill in ‘We check’

What are actions of responsible and engaged global citizens?

Fill in ‘I think/ We think’

https://www.youtube.com/watch?v=4z7gDsSKUmU

global citizen attitudes into actions-in this sheet, fill in the actions you can do to show that you have the attitudes of a caring and thoughtful global citizen

If you want to make the world a better place you have to convince people….What sorts of persuasion works on you?- http://differencedifferently.edu.au/thinking_globally/part_3a.php

Take the survey by clicking ‘continue’ at the bottom of the page. At the end of the survey,  write which methods work best on you and why. Then read the final page together & respond to the question prompts.

Fill in ‘We check’

Goal Reflection:

What do I hope to do in my life to be an active global citizen?

How Government is Formed AND From Bill to Law

March25

Image result for australian house of representativesTHIS LESSON IS IN 2 PARTS

PART 1: How Government is Formed

Goal:

I understand how the ruling party (the ‘Government’) in the federal Parliament is decided.

APK:

Who are your representatives in federal parliament?- discuss what you found out- what party are they from?

New Information:

A political party is an organisation that represents a particular group of people or set of ideas. It aims to have members elected to Parliament so their ideas can affect the way Australia is governed.

Australia has a two-party system with two dominant political groupings in the Australian political system, the Australian Labor Party (ALP), and the Liberal/National/ Coalition.

There are lots of minor parties (parties who don’t put up a competitor in every electorate and win very few seats in Parliament). People can also decide to run for an election in any electorate as an ‘independent’ –this means if they get into parliament, they can vote any way they feel is right- not the way their party says they have to.

To form the Government you need to have more than half of the House of Representative on your side.

Government can be formed when:

  • a single party has won a majority of seats in the House of Representatives
  • a coalition of parties (when more than 1 party join together) has won a majority of seats in the House of Representatives
  • a single party that does not have a majority of seats in the House of Representatives has the support of enough Independents (in which case it is a minority government.)

NOTE THAT THE GOVERNMENT IS FORMED IN THE HOUSE OF REPRESENTATIVES, NOT THE SENATE.

 

Application-Australia’s 45th parliament :

Go to this resource- Composition of the 45th Australian Parliament  (scroll down to the table)

Complete the following in INBs:

Federally, in the lower house, there are 150 members. They are called Members of Parliament (MPs)

On the government side, there are __(how many?)__ Liberal/National/Country Coalition MPs.

On the opposition there are __(how many?)___ ALP (Australian Labour Party) MPs.

In the House of Representatives, there are  __(how many?)__ MPs who are ‘independents’ or belong to minor parties that are not included in the government.

In the Senate, there are  __(how many?)__ MPs who are ‘independents’ or belong to minor parties that are not included in the government.

 

What else did you notice in this data- share/discuss/clarify/note

Application-getting elected:

Which party are you in?- find out by choosing your counter from the teacher. (Ant to choose a ‘Clerk’)

When you have your colour, get together with other people of that colour. Are you in a major party, a minor party or are you an independent?

If you are in a party, you must elect a leader and deputy (these days, there is usually a male & a female). The leader must then choose 2 others from their party to be their cabinet, and someone else who will be the “Speaker of the House” if they win. The speaker doesn’t get to vote! They might also want to choose a Minister for curriculum, a Minister for breaks and a Minister for uniforms. Don’t waste time on this, because you must also decide on your policies.

New information:

Policies are how different parties feel about different issues. Representatives are voted in by their electorate depending on their view on these issues (their policies) and so are expected to keep their word to their electorate when voting in Parliament.

Application-Policies:

The issues are these:

  • More varied curriculum-what subjects should be taught and how much of each
  • having half an hour less lunch, but finishing school half an hour earlier
  • school uniform-keep the same/change to a ‘better’ one (what would make it better?)/ no uniform

AT THE MOMENT, YOU ARE JUST CANDIDATES FOR YOUR PARTY-YOU HAVE TO GET ELECTED. THIS WILL DEPEND ON WHAT YOUR ELECTORATE THINKS OF YOUR POLICIES!

ALL STUDENTS NEED TO WRITE DOWN WHAT THEIR POLICY IS ON EACH OF THESE ISSUES-WHAT DO THEY BELIEVE?/WHICH WAY WOULD THEY VOTE ON THIS ISSUE? (ARE THEY FLEXIBLE?)

Parties must agree to all vote the same way on a particular issue. The Leader of the party has final say on this, but is allowed to listen to the opinions of their party (especially their cabinet).

The Opposition usually does not want to choose to agree with the Government on many things because then they would be saying the Government is doing a great job and that they (the Opposition) shouldn’t be voted for. Policies are usually made public so it shouldn’t be a secret if someone wants to find out.

Parties can (but don’t have to) choose 1 of the 3 issues to make a ‘conscience vote’. That means anyone in their party is allowed to vote whichever way they feel and don’t have to do what their party says.

Parties should decide efficiently-their electorate is waiting!

Independents and minor parties should think carefully about their policies-their electorates may be demanding a different voice from the major parties, and if elected, you will have some tough decisions to make!

Application-making government

Find out the results of the election from your teacher.

Can any 1 party form Government with their numbers?

If not, the Major parties are going to have to convince the minor parties or independents to join them in coalition. Remember, your electorate is expecting you to keep your policy promises, but you may have to compromise in order to get the power of being in Government. Who will you go to first? How will you ask?

Minors/independents: what will you demand in order for your support? Do your policies agree? remember, you may be expected to vote with the party you co-operate with-you’re no use to them in Government if you don’t….

The Clerk and Speaker should be preparing for their roles- they will need to take some notes on what they say and how they say it at each point.

Goal reflection:

The key steps to deciding the ruling (governing) party in the federal government are …

DISCUSS

PART 2: From Bill to Law

Goal:

I understand the steps involved when Parliament creates new laws

New Information:

As a class visit Kidsview and go on “Pass The Bill”.

Take notes for each of the steps on the right as a flowchart.

Are there different options at different stages? How would you show this?

Application:

Let’s have a go at this with our class government.

The Government Cabinet will decide on a Bill they wish to propose on 1 of the 3 issues. They will need to write up the Bill using a formal voice. It will need to say what the new rule/law is, how it will be put in place and what are the consequences for not following it. The minister responsible will need to have a short speech created saying why they propose it.

While cabinet does this, the rest of the class will set up the room to look like the House of Representatives floor. There should be seats for the Speaker and Clerk at the front. There should be a table for the leaders & their deputies in the middle, and seats in a U-shape behind them where MPs for each side sit.

Go through the steps, as in the interactive, to introduce the Bill and follow it until it leaves the House of Representatives.

When it gets to the adjournment, all class members have to write a small speech about why they do or do not support the bill. The Opposition will need to decide if they agree with the Bill. If they do agree, they may want to choose some Amendments (things that should be changed a bit) to make it seem that the Government could be doing a better job. parties should share their ideas so they don’t repeat things. The Speaker may ask you to present your speech before the vote-they will definitely want the Leader of each party to speak, as well as the Minister and Shadow Minister in charge of that area (the Shadow Minister is the Opposition MP in charge of that area). The Speaker will also want each minor party to speak and at least 1 independent MP.

The Clerk will introduce each reading of the Bill, and will take the count if there is a “Division of the House” (that is, if the votes aren’t completely obvious by just saying “Aye” or “Nay”).

The speaker will call upon the ministers to give their opinions of the Bill in turn and call for the vote and announce the decision. If the Bill does not get a majority of voters, it can be voted for again with any suggested Amendments that would make the opposition happy to vote for it.

 

Once the process has finished, discuss and write down anything interesting you noticed or found out.

 

Goal reflection:

What are the steps that would follow after this bill has been passed by the House of representatives?

 

 

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Word of the Day

contumely

Definition: A rude expression intended to offend or hurt.
Synonyms: insult,
revilement,
vilification,
abuse





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