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					Change over time
Change over time is about history and geography where students develop an
understanding of how the social and environmental features of the community change over
time, where the actions and decisions of the past shape the present.

HSIE Syllabus references:


    CC                  CU

CCS1.2 Time and change
Identifies changes and continuities in the local community.
Compares and contrasts natural and built features in their local area and the ways in which
people interact with these features.

Students will learn about:
   • technologies, both past and present
   • places in the local area associated with historical events, eg Aboriginal sites, a
   • changes, both past and present, caused by changing needs
   • stages in a lifetime
   • uses of places in their local area
   • natural, built and heritage features in the immediate environment and in other areas
   • adaptations to environments to fulfil needs
   • changes to the immediate environment as a result of meeting needs and wants
   • personal and shared values and responsibilities towards features, sites, places and
Teaching and learning                                              Evidence of achievement
Personal timelines                                                 CCS1.2 Identifies changes
• Introduce literary texts that illustrate personal heritage       and continuities in the local
  through common events changing over time e.g. When               community
  Frank was four by Alison Lester                                  • develops language
  - discuss when the events in the text occurred                     associated with time and
  - refer to specific words related to time and place in the         place
     story; develop a word bank of references to words and         • identifies personal
     phrases related to personal and family heritage and the         experiences related to
     past.                                                           different ages.
• Students relate experiences the character(s) had to their
  personal experiences.
• Represent the events in the text as a time line using textual
  and visual clues e.g. Worksheet 8, p. 45 in Treasures.

(Literacy link: relates own experiences to books read and
identifies language of time and place)

• Model the drawing of a timeline on the board to show year
  of birth and each year to the present. Locate some well
  known events on the time line, e.g. starting school, the birth
  of siblings, special holidays (family and community), moving
• Students draw a personal timeline to show how old they
  were each year e.g.

 2005   2006   2007     2008    2009    2010    2011
        1      2        3       4       5       6
 Born   year   years    years   years   years   years
        old    old      old     old     old     old

• Students:
  - complete the timeline using individual photographs or
     drawings of themselves depicting each year of their life
     e.g. Worksheet 1, p. 37 or Worksheet 11, p. 48 in
• Take a digital photograph of each child in the class to
  include in a pictorial timeline.
• Students sequence their set of photographs or drawings
  into chronological order creating a pictorial timeline.

 2005   2006   2007     2008    2009    2010    2011

• Choose a student to recount an experience to the class and
  record the key events and language of time they use.
• Describe themselves at different ages, identifying events
  that occurred at the time.

Personal records of time, place and events                         CCS1.2 Identifies changes
• Read a text about how people’s lives have changed for            and continuities in the local
  different generations e.g. When I turned six by David Drew.      community
• Discuss the events in the book and:                              • uses historical language of
  - identify the time frame and relate to students, their            time and change e.g. old,
      parents and grandparents                                       new, past, present
  - compare how characters participate in the story to how         • describes some ways in
Teaching and learning                                                 Evidence of achievement
    the students and their families might have participated in          which previous
    these events                                                        generations lives are
  - research other family members from different                        different to their own.
    generations (such as parents and grandparents) and how
    their lives have changed over time e.g. the type of
    clothes people wore, the games played, the food they
    ate, what they did to entertain themselves, what was a
  - complete a profile based on the events in the story that
    show the differences between generations, for example

                        This is   This is   This is   We
                        what we   what we   how we    enjoyed
                        wore      played    got to    these
                                            school    treats
 When I turned 6 in

 When Mum/Dad
 turned 6 in 19___

 When Grandma
 /Grandpa turned 6 in
 When Great
 Grandma/Pa turned
 6 in 19___

Available as Worksheets 3 and 4, p. 40–41 Treasures

Assessment strategy
The teacher:
• analyses students’ worksheet responses
• analyses students’ verbal explanations of how the lives of
  different generations show change over time.

Assessment criteria
The student:
• uses historical language of time and change e.g. old, new,
  past, present
• describes some ways in which the lives of previous
  generations are different to their own
• identifies how the clothes people wear have changed over
• identifies some of the games played by different

Preparation for next lesson:
Ask students to talk to their parents, grandparents (and if
possible great grandparents, some of whom may not have
attended school) about how they got to school when they were
the same age as the students are now.
Organise a guest (preferably a grandparent or an older person
who is a long term resident of the area) to visit the class to talk
about what the school and the local area was like when they
were the same age as the students.
Teaching and learning                                                Evidence of achievement
Collect images of the local area taken in different eras.
Sources include the local library, council, historical society and
a search using your suburb/town on the Picture Australia web

Getting to school                                                    CCS1.2 Identifies changes
• Collect data and compile a picture graph of how students           and continuities in the local
  get to school e.g. walk, car, bus, bike.                           community
• Ask students how they think they would get to school when          • identifies how students
  they are in Year 7. Do they think this will change from how          travelled to school in the
  they get to school now? Why?                                         past
• Review the information collected on how parents,                   • listens and engages in
  grandparents and great grandparents got to school when               discussion with community
  they were young. Ask:                                                member about life in an
  - how is this different to how students now get to school?           earlier era.
  - why has this changed?
• Compile possible questions for the guest visitor about what        ENS1.5 Compares and
  life was like when they were younger e.g. clothing, travel,        contrasts natural and built
  food (breakfast, lunch at school, birthdays), homework,            features in their local area
  school lessons, TV/computers, sport, entertainment, friends,       and the ways in which people
  how they had fun.                                                  interact with these features.
                                                                     • discusses the changes the
Changes in the local environment                                        local area over time
• Ask the guest to identify changes that have occurred in the        • contributes some reasons
  local environment since they were young, and record                   for changes to the local
  changes for future reference. The guest could refer to                area.
  images collected and copies could be made of any images
  they have brought (with permission) and images sourced
  from Picture Australia web site
• The teacher:
  - makes note of key points and answers to student
  - add captions to the collected images and display.
• Ask: why do you think some of these changes occurred?
• Review the images and captions with students, explain and
  discuss the changes that have occurred and some of the
  reasons for these changes in the local environment.

Changes in Aboriginal communities                                    CCS1.2 Identifies changes
• Choose a text that shows changes in Aboriginal                     and continuities in the local
  communities over time e.g. A is for Aunty by Elaine Russell        community
  from ABC Books for the Australian Broadcasting                     • engages in stories about
  Commission; My Country by Connie Ah See, in Caring for               change in Aboriginal
  Place, Caring for Country (DET);Ten little Jarjum in Big mob         communities
  books for little fullas (BOS).                                     • identifies changes in the
• Alternatively, older members of the Aboriginal community             way people live over time.
  can talk to students about what their life was like as a child
  growing up.                                                        ENS1.5 Compares and
• During reading, use a simple retrieval chart of Then and           contrasts natural and built
  Now e.g. A is for Aunty could include. Amend the retrieval         features in their local area
  chart to reflect the aspects of then and now referenced in         and the ways in which people
  the text.                                                          interact with these features
 Then                              Now                               • identifies ways people
 Billy carts                       Bikes and scooters                   have changed the way
Teaching and learning                                              Evidence of achievement
 Fence – hand made from bush and      Fence – bought from a shop     people have changed the
 wire                                 or built on site               way they have used the
 Homemade marbles, dolly peg dolls,   Computer games, (etc.)
 Humpy                                House                        • discusses and decides if
 Inspection day                       Does not happen any more       the changes to the
 Mission                              Does not happen any more       environment are positive or
 Pet possum                           Dog, cat                       negative.
 Quandong jam made in a big pot       Jars of jam from the
 over the fire                        supermarket
 Swimming in the river                Beach or pool
 Suppertime – cooking on the          BBQ
 Milking the cows                     Buying milk in bottles or
 Witchetty grubs and yabbies          Buying meat from the
                                      supermarket or butcher

• After reading, decide if changes between then and now are
  positive (good) or negative (bad) or interesting (neither
  positive nor negative).
• Discuss how changes in lifestyle between then and now can
  affect the environment e.g. purchasing goods from
  supermarkets instead of milking cows in a paddock;
  enjoying home-made jam; pollution affecting the yabbies in
  the creek; indoor games and watching TV instead of
  running around and playing outside games.
Teaching and learning                                                Evidence of achievement
Changes in our school environment                                    ENS1.5 Compares and
This activity collects data on the management of the school          contrasts natural and built
grounds. The data collected by students could be included in         features in their local area
the school’s environmental management plan. Refer to the             and the ways in which people
DET Environmental Education Policy, and support documents            interact with these features.
for further information.                                             • examines the different
The Stage 1 video on the Learnscapes (DET) CD-ROM, if                   ground covers and
available, demonstrates students undertaking a similar activity         classifies as natural or
and could be viewed by the class as preparation for this                man made
activity.                                                            • identifies changes to the
• Walk around the school to identify changes to the school              school environment and
   environment that have occurred since students started                classifies as positive or
   school e.g. new lunch seats, trees planted, shade cloth              negative
   replaced, a building painted, new building/s such as a            • outlines some positive
   demountable, vandalism, new gardens, erosion.                        changes that could be
• Discuss whether the changes are either positive or negative           made to the school
   and give reasons.                                                    environment
• Identify the type of ground cover in the different parts of the    • draw and label a place in
   school. List the words used to describe the ground cover             the school environment
   e.g. asphalt, concrete, grass, garden, driveway, footpath,           with suggestions for
   mulch. Explain and illustrate words if necessary.                    positive changes.

Investigating the school environment
• Use the list of ground cover words to develop a worksheet

             1 (or 2, 3 etc.) - Name:
             asphalt              concrete

             grass                garden

             mulch                footpath

             bare dirt

• Organise students into groups of 4 or 5 students, identify
  students as 1, 2, 3, 4 or 5, to undertake a ‘police walk’ of the
  school grounds.
• Start in a spread out line at one end of the school e.g. 1, 2,
  3, 4, 5, 1, 2, 3 … Have all Student 1’s record what is
  underfoot onto their worksheet to tally what they see, then
  to take a step forward and record etc. Then do student 2’s.
  Repeat until all students have recorded ground cover
  walked over during the ‘police walk’.
• Tally students’ results and construct a graph from the data.
  Identify the features as living or non living. Non living can be
  categorised into natural or manmade. Ask:
  - what is the most common ground cover? Is this a living
      or non living ground cover?
  - what are the good things? What are the bad things?
  - what does the information displayed in the graph tell us
      about the school environment? How could it be improved
Teaching and learning                                           Evidence of achievement
     for the future?
• Students draw and label a place in the school environment
  they would like to change.

They could provide an oral explanation of the changes and the
reasons for the changes.

Assessment strategy
The teacher:
• observes students and evaluates their explanations.
Assessment criteria
The student:
• examines the different ground covers and classifies as
  natural or man made
• identifies changes to the school environment and classifies
  as positive or negative
• outlines some positive changes that could be made to the
  school environment.