Você está na página 1de 16

1

HASS UNIT PLAN


Year level: Foundation

Topic or Theme: Personal and family histories.

Relevant content descriptors that are intertwined into the unit:

Knowledge and Understanding Content Descriptions covered


How they, their family and friends commemorate past events that are important to them(ACHASSK012)
How the stories of families and the past can be communicated, for example, through photographs, artefacts, books, oral histories, digital media and
museums (ACHASSK013)

Inquiry and Skills Content Descriptions covered


Pose questions about past and present objects, people, places and events (ACHASSI001)
Collect data and information from observations and identify information and data from sources provided (ACHASSI002)
Sequence familiar objects and events (ACHASSI004)
Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI006)

Relevant Achievement Standard

HASS achievement standard

By the end of Foundation Year, students identify important events in their own lives and recognise why some places are special to people. They describe the
features of familiar places and recognise that places can be represented on maps and models. They identify how they, their families and friends know about
their past and commemorate events that are important to them.

Students respond to questions about their own past and places they belong to. They sequence familiar events in order. They observe the familiar features of
places and represent these features and their location on pictorial maps and models. They reflect on their learning to suggest ways they can care for a
familiar place. Students relate stories about their past and share and compare observations about familiar places.

Concept focus
2

Students will explore their own family structure, and compare to those from other cultures, to discover similarities and differences.
Students will explore different ways families pass on their history.

Knowledge and Understanding Achievement Standards aspects assessed

-Ability to understand that families are all different


-Able to identify ways families pass on their history and ways to find out their family history

Inquiry and Skills Achievement Standards aspects assessed

-Ability to pose questions will be seen on the activity worksheet which will be taken home (formative)
-Ability to understand the sequence of time and order personal history events, which will be seen when using the timeline on the NSW website and/or
sequencing phots/pictures(formative)
-Able to collect and share data about family history (home activity, formative)

Brief description of the unit’s purpose

This unit’s purpose is to make students aware of their personal worlds in regards to ‘their personal and family histories and the places they and their families
live in and belong to. The emphasis is on the student’s own history and their own place’ (ACARA, 2016).

Key Inquiry questions to guide unit thinking

• How are families similar or different?


How do families pass on their history?
(ACARA, 2016).

Opportunities to incorporate Cross Curriculum priorities

Intercultural understanding:
(Aboriginal and Torres Strait Islander Histories and Cultures and Asian Cultures)
-Recognising culture and developing respect
-Investigate culture and cultural identity.
3

-Explore and compare cultural knowledge, beliefs and practices.


-Interacting and empathising with others
-Consider and develop multiple perspectives
-Communicate across cultures
-Develop respect for cultural diversity
(ACARA, 2016)

All of these opportunities to incorporate cross-curriculum priorities taken from ACARA will be touched on throughout the duration of the unit.

Opportunities to incorporate General Capabilities

-Critical and creative thinking:


Looking at the perspectives of other families and cultures. Creating their own stories and art work inspired from different cultures.

-Personal and social capabilities:


Being able to listen to others experiences about their families, and in turn share their own.

-Literacy:
Writing out responses to questions, on work sheets and comprehending questions asked.

-ICT:
Watching YouTube videos, using the interactive whiteboard to participate in class research.

-Numeracy:
Analysing numbers of family members and working out family structures/ family trees.

Learning activities/experiences

-viewing multimodal resources of other cultures and their families and traditions

Assessment tasks
4

Formative

Exit card: at the end of week 3, session 1

Exit card: at the end of week 4, session 2

(please find attached)

Summative

Worksheet at end of unit.

(please find attached)

SEQUENCING lessons
Unit AC: English LINKS:
Week Flow General Capabilities
Lesson Focus and Activity Resources to be used
Cross-curriculum Priorities
Curriculum Integration
Lesson 1:
My family Resources that can be
1 ▼ ACHHSO19 used:
T ACHHSO22 The family book by Todd
E
A
ACHHK001 Parr
C Who’s in a family? By
H Who are the people in my family? Robert Skutch

↕ This session will be devoted to looking at the different family members in the http://lrrpublic.cli.det.nsw.
E students’ families. edu.au/lrrSecure/Sites/W
X Discussion: what is a family? eb/14160/family/tias_tim
P Who is in your family? eline.html
L
O
R Activity: students are to draw a family portrait in their history book. Once
E
completed, students will present their family portraits to the class with a short
5

oral narrative.
G
R Class discussion: what can we notice about other people’s families? Are all
O families the same?
U
P
▼ Conclusion: Website- Tia’s Timeline
I http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/14160/family/tias_timeline.
N
D html
I
V Or sequence pictures to show the teacher’s personal history as an example. This
D
U can look like
A
L
-grandfather is born
-grandmother is born
-father is born
-mother is born
-I am born
-my sister is born
-my brother is born

Lesson 2:
Looking at other families
2
This session will be focussed on looking at a diverse range of other families,
including those of other cultures. And noticing any differences or similarities.

Intro: look at pictures of different families (of different cultures, including Asian
and Indigenous) and brainstorm the differences and similarities. Use two hoops
to create a class Venn diagram, showing the similarities and differences between
two families.

Activity 1: ‘Who are the people in my family’ worksheet. This will be completed
and then stuck into the students’ history books. This will allow the students to
observe and problem solve to the questions given that directly link to the pictures
shown.

Activity 2: Students are to find pictures of different families online, or from


magazines, and sort them into categories of their own choosing.
This could be based on: parents, number of siblings, pets, grandparents,
cultures etc. 8
6

Lesson 3:
Family structures Resources that can be
3 ACHHSO15 used:
ACHHSO18 Me and my family tree by
ACHHSO22 Joan Sweeney

What is a family tree? https://aptparenting.com/f


amily-tree-template-for-
In this session, students will begin to think about and put together their own children
simple family trees.
Students will write down the names of the members in their families (teacher will
correct any spelling errors) and then will begin creating their family trees.

Activity: the family tree.


This tree will have a template for the stem (or they can draw or paint their own
tree stem) and will trace out a hand print for each family member and put the
corresponding name on it.
These cut out hands will then be what creates the ‘bushes and leaves’ on the
tree.

If students are disengaged with this idea, they are welcome to create a drawn
out and more realistic approach to a family tree under the guidance of the
teacher.

Other template ideas can be found out:


https://aptparenting.com/family-tree-template-for-children

Conclusion: get students to share their family trees in small groups, this will allow
them to gain the perspective of other families within a safe environment.

.
Lesson 4:
Recap on family trees and ‘what do I know about my family members?’ http://lrrpublic.cli.det.nsw.
4 edu.au/lrrSecure/Sites/W
To recap on family trees and looking past, present and perhaps future elements eb/14160/family/looking_
of history (grandparents/ parents/ me/ baby siblings) students will be given back.html
pictures of family trees, and sets of questions to answer about them.
7

This session will then be focussed on digging deeper into family trees, and
working out the details of those who are in them.

Firstly, students will be given bingo cards and counters. Clues will be called out,
for example you have two brothers, you have a younger sister, your Grandpa
lives with you, there are five in your family etc. Students will put a counter on the
relevant clues/pictures.
After playing the game, the students will have a better perspective and
understanding into what other families may look like. This will also give them a
chance to share their own families and compare with the student next to them.

Worksheet: Students will be given a worksheet where they devise three


questions to ask someone in their family about their family history. As a class,
ideas for questions will be brainstormed. They will be given the opportunity to
practise interviewing skills in class. Simple questions on this worksheet could
include:
Where were you born?
Where did you grow up?
How many were in my Grandma’s family?
What did you play with when you were 5?

(Interview video for an visual example:


http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/14160/family/looking_back.
html)

-And a space for a photo or picture to be drawn of that family member and their
family

Lesson 5:
Asian and Indigenous families Resources that can be
5 These next two sessions will incorporate intercultural understandings about used:
Asian and Indigenous cultures, comparing differences and similarities. Celebrating families by
ACHHSO17 Rosmarie Hausher
ACHHSO20 Families are different by
ACHHSO19 Nina Pellegrini
ACHHSO38 All families are different
by Sol Gordon
8

Session 1 Asian
Families in China.

Introduction: introduce what tribes and villages are and the difference between
them.

Activity: quiz.
Quiz worksheet on villages and tribes in China.

Discussion point: what are some things you’d like to find out about families in
China? (perhaps where they live in their villages and tribes)

-Make a check list of things to look for:


Chinese families
Chinese houses, tribes and villages
Chinese celebrations
Chinese schools
Chinese children and their interests

Activity: Class research on the interactive whiteboard, tick off parts of the
checklist once they have been researched.

Conclusion activity: students to do an image search and find different pictures


and photos of Chinese things they have learnt about families, and print them off
to create a collaborative poster.

Lesson 6:
Session 2 Indigenous Resources that can be
6 Families in the Indigenous culture. used:
A is for Aunty by Elaine
Introduce Indigenous family members and how their system works in regards to Russell
mothers, fathers, brothers, sisters, aunts and uncles. My island home (Book)
by Neil Murray
Look at 2 different pictures of Indigenous families (one old, one modern) and get Tom Tom by Rosemary
students to spot the differences and what they notice. Sullivan
Brainstorm observations as a class. Same but little bit diff’rent
by Kylie Dunstan
9

Quiz: quiz students’ knowledge on the Indigenous family structure. This will be
done individually in their history books. Ask questions such as: how many adults
could be parents? How many children are there in the pictures? How many
family members all together?

-What are some questions that the students may like to ask these families?

Activity: students to do an image search and find different pictures and photos of
Indigenous things they have learnt about families, and print them off to create a
collaborative poster (this will be displayed near the Chinese one)

Lesson 7:
Stories from the past (Indigenous focussed) Resources that can be
7 This section of the unit will bring the students’ attention to Indigenous history, used:
culture and traditional dream time stories that tell stories from the past. http://www.sandtracks.co
ACHHK004 m.au/
ACHHSO16 A is for Aunty by Elaine
ACHHSO18 Russell
ACHHSO20
ACHHSO22 https://www.youtube.com
/watch?v=0y3Ta5xcKV4
Dreaming stories
Introduction: Explain what dreaming stories are.

-In the Indigenous culture, dreaming stories were made in order to pass down
information from generation to generation. This was important as during this time
there was no books or technology, so all knowledge was learnt verbally.
It is a big part of Indigenous history, and how they learn about their past.

Read: the dreaming story about how the birds got their colours.
(Found in Australian Curriculum, 2013).

Activity: p. 56 of Australian Curriculum (find reference attached)

This worksheet is a quick review on the dreaming story, and helps students to
think about the meaning behind it and why it is important. It will also give the
students a chance to think about their own experiences, and if they remember a
story that was verbally told to them.
10

Activity after worksheet:


Students are to create their own colourful bird of their choosing (not choosing a
crow). Give students a template of a bird to colour in. Provide students with
crayons, feathers, googly-eyes, sequins or anything that will enhance their birds’
colours.
Underneath their birds, students are to write a sentence describing their bird and
how it got its colours.

Finish lesson:
Watch this YouTube video of Tiddalick the frog.
https://www.youtube.com/watch?v=0y3Ta5xcKV4

Reflection: what is the meaning behind this dreaming time story?


What happened to Tiddalick?

Lesson 8:
Things that can be told through music and art in Indigenous culture. Resources that can be
8 ACHHSO16 used:
ACHHSO18 http://nga.gov.au.atsiart/
ACHHSO20 Defualt.cfm to look at
ACHHSO21 photographs of current
and past Indigenous
Elaboration: Music and art are important parts of the past and present of Australian artwork.
Indigenous Australians (Australian Curriculum, 2013). Ernie dances to the
didgeridoo by Alison
Introduction: start discussion on Indigenous art and music, and how it can tell Lester
stories. Tom Tom by Rosemary
Sullivan
Background information: Traditional Indigenous
• ‘Indigenous Australians used music, art and dance to tell about their culture Crane dance:
from one generation to the next. Ceremonies combined storytelling, singing and https://www.youtube.com
dancing’ /watch?v=U2vzsSmqGg8
• ‘Children learnt music and dance by imitation since their culture was a purely
oral one. Each Dreaming Story has an associated song. While painting in the https://www.aboriginal-
sane, on a body or on canvas, the artist will chant a song associated with that art-
11

story’ australia.com/aboriginal-
(Australian Curriculum, p. 58). art-library/symbolism-in-
australian-indigenous-art/
-Print out on A3 paper and read aloud p. 59 of Australian Curriculum, 2013 (book
–refer to reference). Then give students a smaller copy to colour in and glue into
their worksheets. This worksheet has a simple description of Art and Music for
Indigenous cultures.

Activity: P.60 and 61 of Australian Curriculum, 2013 (refer to reference list).

P. 60 is a simple questionnaire about what art and music mean to Indigenous


cultures.

P.61 is a good resource and starting point to start visualising symbols that are
important to Indigenous people, and help tell stories.

-As a class, do a search on the internet on the interactive whiteboard at the front
of the classroom to discover other Indigenous symbols that can be found in
stories
(A good site is: https://www.aboriginal-art-australia.com/aboriginal-art-
library/symbolism-in-australian-indigenous-art/)

Activity: students are to then use simple symbols to create their own story in art
form.

Reflection activity: as a class, think of some questions you would like to ask an
Indigenous person about art and music?

Short lesson that will commence day after final session:

-Start reflectional discussion on everything that has been learned over the past 4 weeks.
-Brainstorm students’ answers and write on white board.
-Hand out summative assessments, students are to individually complete the assessment and will be collected once finishes.
Topic background resources (for teacher use only) to support Pedagogical resources to support the teaching of the unit
teaching learning for the unit 12
Tia’s timeline: This website allows students to explore family histories within an
Book (in which the unit was designed from): interactive website. This website enables students to engage in sorting timelines,
Australian Curriculum. (2013). Australian Curriculum History, Personal watching family interviews and viewing items from the past, present and future. It
and Family Histories. Western Australia, Australia. R.I.C Publications. also gives additional information for teacher use in order to teach the topic.
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/14160/family/index.html
Videos (dreamtime stories):
https://www.youtube.com/watch?v=8sWFAGGWvUA&t=16s National gallery of Australia: https://nga.gov.au/collections/atsi/
https://www.youtube.com/watch?v=0y3Ta5xcKV4 This government website gives background information into traditional Indigenous
https://www.youtube.com/watch?v=lDl5QwAR8DI artworks and the meanings behind them.

Articles (peer reviewed): Indigenous fire dance:


Watts, M. (2013). Indigenous history & tradition (Secondary ed., https://www.youtube.com/watch?v=we4merRJI_g
Indigenous studies teacher guide ; 4). Tells a story of history and how Indigenous people used to create fires in order to
have warmth and survive throughout their history.
New Ways to Teach Indigenous History. (2010). Agora, 45(4), 48-53.

Eckersley, Mark. (2013). Teaching indigenous theatre - from the


dreamtime to Bran Nue Dae and beyond. Mask, 36(2), 63-71.

Other:
https://www.chinahighlights.com/travelguide/special-report/ancient-town/

https://www.theepochtimes.com/4-ancient-chinese-villages-that-are-still-
around-today_2078848.html

https://www.youtube.com/watch?v=YbP41eNQZZI
13
14
15

Assessment rubric for the unit


Student Ability to Able to identify Ability to pose Ability to understand the sequence of time Able to collect and
understand ways families pass questions will be seen and order personal history events, which will share data about
that families on their history and on the activity be seen when using the timeline on the NSW family history
are all different ways to find out worksheet which will be website and/or sequencing (home activity,
their family history taken home (formative) phots/pictures(formative) formative)
16

Reference list:

AptParenting. Family tree Templates for Children. (2018). Retrieved from: https://aptparenting.com/family-tree-template-for-children

Artlandish, Aboriginal Art Gallery. Symbols in Aboriginal Art. (2001). Retrieved from: https://www.aboriginal-art-australia.com/aboriginal-art-library/symbolism-in-australian-indigenous-art/

Australian Curriculum. (2013). Australian Curriculum History, Personal and Family Histories. Western Australia, Australia. R.I.C Publications.
Barzan, Jacques 1991, 'Subjects dead or alive', in Barzun, Jacques, Begin here: the forgotten conditions of teaching and learning, University of Chicago Press, Chicago, pp. 63-77.

China Highlights. Most Beautiful Ancient Villages in China. (2017). Retrieved from: https://www.chinahighlights.com/travelguide/special-report/ancient-town/

Cloudskipper Dreaming. How the Kangaroo got its pouch. (2011). Retrieved from: https://www.youtube.com/watch?v=8sWFAGGWvUA&t=16s

CulturesInMusic. Chinese Music – Dancing Song of the Yao Tribe. (2011). Retrieved from: https://www.youtube.com/watch?v=YbP41eNQZZI

NGA (Nation Gallery of Australia). Collections, Aboriginal & Torres Strait Islander Art. (2018). Retrieved from: https://nga.gov.au/collections/atsi/

RedPixelsAnimation. Dreamtime Stories – Tiddalick The Frog. (2012). Retrieved from: https://www.youtube.com/watch?v=0y3Ta5xcKV4

RedPixelsAnimation. Dreamtime Stories – Biladurang The Platypus. (2012). Retrieved from: https://www.youtube.com/watch?v=lDl5QwAR8DI

Roco43. Australian Crane Dance. (2008). Retrieved from: https://www.youtube.com/watch?v=U2vzsSmqGg8

Roco43. Australian Aboriginal Fire Dance. (2008). Retrieved from: https://www.youtube.com/watch?v=we4merRJI_g

The Epoch Times. 4 Ancient Chinese Villages (That Are Still Around Today). (2016) Retrieved from: https://www.theepochtimes.com/4-ancient-chinese-villages-that-are-still-around-
today_2078848.html

Você também pode gostar