Australia Past and Present
Activities and BLMs
Text by Denise Pilinis Teaching framework designed by Charlotte Forwood and Sharon McCormack Edited by Kerry Nagle Paged by Sally Bond
Titles in the series
Home
Play
School
Work
Author Johanna Rohan
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4685 1
1
Home Introduction Home describes the similarities and differences in Australian life at home in the past and the present. The text explains how some things we do at home are the same as they were in the past, while other things are quite different.
Australian Curriculum Links This text links with the Australian Curriculum in History at Years 1 and 2, with a focus on Present and Past Family Life.
Understandings • There are similarities and differences in the ways in which families live in Australia today. • There are similarities and differences in the way in which families live in the present and the way in which they lived in the past. • We can learn about the past by using a variety of sources, including people and objects.
Vocabulary appliances, automatic, breakfast, cast iron, chores, combinations, complexes, cuisine, designed, disinfects, family, general store, ice chest, microfibre, ornaments, past, present, record players
Focusing Discussion questions Before sharing and discussing the text, complete Learning Experience 1 and BLM 1. Then, have students answer these questions orally to focus on the text. Literal: • What were families like in the past? (Larger than today, older girls looked after the children, older boys worked with their dads, mums stayed at home to look after the family) • In what way did mealtimes differ in the past from today? (Food choices were simple, there were less choice than today, families didn’t go out for dinner) • What chores did children do in the past? (There were many chores, including feeding animals, milking cows, collecting eggs, sewing, mending, cooking) • What did children do for fun in the past? (Singing, reading, listening to music on the radio or record player, playing with toys such as hoops, marbles and dolls, climbing trees, playing outside) • Why did children in families in the past have to sleep in the same room or share a bed? (Families in the past were larger than families today and houses were smaller, so most children didn’t have their own room) Inferential: • In what ways does your family resemble the present-day families in this text? • In what ways does your family resemble the families from the past in this text? • Why has the way people eat breakfast and dinner changed over the years? • Why do you think children had more chores in the past? • How has technology changed the way people live? Evaluative: • Why do you think family life has changed over the years? • What do you think is better about family life in the past? • What do you think is better about family life in the present? Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4685 1
2
Home
Engaging Learning experience 1
There are similarities and differences in the ways in which families live in Australia today.
Resources
• BLM 1 enlarged to A3 size • Discussion starters (See Activity)
Language and literacy skills focus
• • • •
Expressing and developing ideas Recording prior knowledge Recording observations Interacting with others
Thinking skills focus
• • • •
Making connections Generating ideas Explaining Interpreting
Activity
1 Write the following discussion starters on separate strips of paper: • Explain who is in your family. • Explain what your family does during the week. • Describe your family home. • Describe what your family does for fun. • Describe mealtimes in your family. • Give examples of the types of chores you do in your family. 2 Place the discussion starters on tables around the room. Divide the class into small groups and assign each group to a discussion starter. Set a time in which each group discusses the topic of their discussion starter. Students rotate around the room in groups, discussing each discussion starter in a set time. 3 Ask students to share information they learned about other families that they found particularly interesting. Ask, What do you have in common with the other families in your group? What differences are there between your family and the other families in your group?
Going further
4 Distribute BLM 1. Students write and draw to complete the lotus diagram about their family. In pairs, students compare and contrast their family lotus diagrams and identify similarities and differences between their families. Record students’ observations about the similarities and differences between the way families live; for example ‘In some families, both parents go to work’, ‘In other families, one parent stays home’. 5 Display students’ lotus diagrams along with the written observations. Ask, Why do you think there are similarities and differences between the ways in which families live today?
Assessment
Assess students’ ability to discuss and listen cooperatively in small groups. Assess their ability to record information in words and images and their ability to make inferences about the reasons why there are similarities and differences in the ways in which families live today.
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4685 1
3
Home Learning experience 2
There are similarities and differences in the way in which families live in the present and the way in which they lived in the past.
Resources
• Pages 4–31 of Home • BLM 2
Language and literacy skills focus
• • • •
Thinking skills focus
• Analysing • Applying knowledge • Comparing and contrasting
Activity
1 Ask students to imagine that their families are transported to the past in Australia. Ask, What types of changes would you notice? Answers might be: changes to clothing, transport, houses, food etc. Ask, How do you think life might have been different in the past for a child growing up? Record students’ ideas; for example, ‘In the past, I think children didn’t have television or radios.’
Comprehending Interpreting written and visual information in factual texts Recording facts Interacting with others
2 Look at the black and white images in Home and ask, Are these old or new pictures? How can we tell? What do these photographs show us about life in the past in Australia? 3 Read and discuss pages 4–31 of the text. Ask, What activities do you have in common with the families in this text? What activities are different? What do you think it would have been like to be a child growing up in the past? Going further
4 Prepare a class Venn diagram. Demonstrate how to complete the Venn diagram by asking students to recall facts about family life from the text. Have them decide if their fact is common to both the past and present or if it applies to one or the other. Students then write their fact in the appropriate sector of the class Venn diagram; for example, ‘families did the washing’ (both); ‘people shop in big shopping complexes’ (present); ‘ice chests were used instead of fridges’ (past). 5 Distribute BLM 2 to pairs of students. Have them choose a topic from the book, for example, washing, chores or shopping. Ask pairs to complete their Venn diagram based on their chosen topic. Remind them to use both written and visual information from the text. 6 Have pairs of students share their Venn Diagrams with the class. Ask students to consider if life was easier or more difficult for families in the past compared to today.
Assessment
Assess students’ ability to interpret written and visual information and record facts in the appropriate sector of the Venn Diagram.
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4685 1
4
Home Learning experience 3
We can learn about the past by using a variety of sources, including people and objects.
Resources
• Pages 4–31 of Home • BLM 3
Language and literacy skills focus
• • • •
Interacting with others Asking questions Recording information Summarising
Thinking skills focus
• • • •
Interpreting Making connections Comparing and contrasting Describing
Activity
1 Talk with students about history and how we know what family life was like in Australia in the past; for example, we know about the past through photographs, objects, books, movies, stories and talking to people. Explain to students that they are going to create a classroom history museum of photographs and objects they bring from home that represent the past. Photographs can be taken of precious items rather than bringing the actual object to the classroom. 2 When students bring in photographs or objects, have them share these things with the class and explain their connection to the past. 3 Ask students to explain what they can learn about the past by looking at the photographs and objects. Create ‘museum’ information labels to display next to the photographs or objects. This can be an ongoing activity throughout the unit.
Going further
4 Discuss people as a source of information about the past. Ask students to share their experiences of listening to a family member or friend talk about the past. Explain to students that they are to interview a grandparent or older relative or friend to find out what their life was like growing up in the past. Ensure students are confident reading and understanding the interview questions on BLM 3. Have them practise interviewing techniques and recording information. 5 Students undertake the interviews and then share them with the class. 6 Students can use the information from their interview to create a poster about themselves and their interview subject that explains ‘Things that are the same’ and ‘Things that are different’.
Assessment
Assess students’ ability to speak to the group when describing their chosen photograph or object from home. Assess their ability to record information from an interview and to rewrite the information to create a poster.
Reflecting What are your thoughts about life in the past after reading this text? What aspect of life in the past would you enjoy? How do you think families might change in the future? Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4685 1
5
Home
BLM 1
Name ______________________________________________________________
My family
My home
Who is at home?
Dinner
Breakfast
Living at home
Chores
Having fun
Time for bed
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4685 1
6
Home
BLM 2
Name ______________________________________________________________ Topic: ______________________________________________________________ Past
Both
Present
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4685 1
7
Home
BLM 3
Name ______________________________________________________________ At school, we are learning about life in the past. Thank you for letting me ask you questions about your life growing up in the past. I am interviewing
.
He/she grew up in
.
What are your memories of family life?
What do remember about the house that you grew up in?
What are your memories of having fun?
What are your memories of mealtimes?
What chores did you have to do around the house?
Write your own question.
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4685 1
8
Play Introduction Play describes the similarities and differences in Australian children’s play and entertainment by comparing the present with the past. The text explains how children today still entertain themselves in many of the same ways as they did in the past, as well as enjoying forms of play that weren’t invented in the past.
Australian Curriculum links This text links with the Australian Curriculum in History at Years 1 and 2, with a focus on Present and Past Family Life.
Understandings • Some forms of entertainment have stayed the same, but today there are also new ways for children to entertain themselves. • Children in the past liked to play and have fun, just like children today. • Inventions change the way people play and entertain themselves.
Vocabulary accessories, backyards, bulky, classics, computers, conservation, designed, dress-ups, entertainment, experiences, illegal, invented, playgrounds, porcelain dolls, spacious, story time, trains, trampolines
Focusing Discussion questions Have students answer these questions orally to focus on the text. Literal: • What differences are there between families in the past and families in the present? (Families were bigger in the past than they are today.) • What are some forms of play that are still popular today? (Riding bikes, playing with trains and dolls, playing in the backyard, playing games, playing with pets, skipping rope, playing ‘chasey’, dress-ups, reading, listening to music) • What are some forms of play that children enjoy today that weren’t invented in the past? (Playing with computers and hand-held gaming devices, surfing the internet, watching television and DVDs, jumping on trampolines) • Why are toys today made of plastic? (Plastic is tough and will not break easily.) • What were books for children about in the past? (The earliest books taught children how to behave, but by the late 1800s they were about real-life experiences and adventures.) Inferential: • How has technology changed the way children play? • What is safer about the way children play today than in the past? • Why has going to the beach changed over time? • Why aren’t people today allowed to ride on animals at the zoo? • Why do you think some forms of entertainment are still popular today? Evaluative: • What do you think it would be like to be a child growing up in the past? • Do you think children today have more fun than children in the past? Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4687 5
9
Play
Engaging Learning experience 4
Some forms of entertainment have stayed the same, but today there are also new ways for children to entertain themselves.
Resources
• Pages 4–31 of Play • BLM 4
Language and literacy skills focus
• • • •
Expressing and developing ideas Comprehending Applying knowledge Interacting with others
Thinking skills focus
• • • •
Making connections Classifying Organising Interpreting
Activity
1 Talk with students about the toys they enjoy playing with and the ways they like to entertain themselves. 2 Read pages 4–31 of Play. Ask students to identify toys and games mentioned in the text that they enjoy playing today. Ask, What new games and toys do you play with that were not invented in the past?
Going further
3 Distribute BLM 4. Students cut out each label and sort and paste them into two groups on a separate sheet—toys and games from the past that are still enjoyed today and toys and games from today that were not invented in the past. Students justify their classifications with a partner. Ask students to add their own ideas to the lists.
Assessment
Assess students’ ability to demonstrate their understanding of toys and games in the past and in the present.
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4687 5
10
Play Learning experience 5
Children in the past liked to play and have fun, just like children today.
Resources
• Pages 4–31 of Play • BLM 5
Language and literacy skills focus
• • • •
Comprehending Interpreting written and visual information in factual texts Recording information Interacting with others
Thinking skills focus
• • • •
Analysing Understanding Applying knowledge Imagining
Activity
1 Discuss the photographs in the text of children playing in the past. Ask, What would it be like to be without the technological devices that we have today to play with? Have students imagine what it would have been like to be a child growing up in Australia in the past. Ask, What toys would you have in your bedroom? What games would you play outside? Where would you go for fun?
Going further
2 Distribute BLM 5. Ask students to step back in time into the shoes of a child from the past. Have them draw a picture of themselves playing in the past. Remind them to dress themselves in appropriate clothes of the time. Have them answer the questions describing the way they would play if they were living in the past.
Assessment
Assess students’ ability to apply their knowledge about play in the past to write authentic answers.
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4687 5
11
Play Learning experience 6
Inventions change the way people play and entertain themselves.
Resources
• Pages 4–29 of Play • BLM 6 • Sales catalogues advertising toys and games
Language and literacy skills focus
• • • •
Thinking skills focus
• Inventing • Creating • Designing
Activity
1 Talk with students about the way technology improves products and overcomes problems; for example, consider why plastic dolls are more practical than porcelain dolls. Ask, How did the invention of batteries change toys? Did the invention of colour television increase people’s enjoyment of watching TV?
Interacting with others Applying knowledge Explaining Describing
2 Look through toy catalogues to find images of the latest toys and electronic devices. Ask, What needed to be invented so that these toys could be created? Examples may be: • remote control cars—batteries, wireless technology, plastic, motors • 3D TV—television, electricity, 3D technology, film. 3 Ask, How did these inventions change the earlier versions of the toys? How did the invention of the remote control change the way children play with toy cars? How did the invention of MP3 players change the way children listen to music? Going further
4 Distribute BLM 6. Ask students to use the BAR key to design a new toy for the future. As an extension, ask students to design an advertisement for their new toy that will appear in a catalogue or internet website.
Assessment
Assess students’ ability to make connections between technology and improving products.
Reflecting What are your thoughts about life in the past after reading this text? What aspect of the way people played in the past would you enjoy? Did children in the past have more or less fun when they played than children today?
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4687 5
12
Play
BLM 4
Name ______________________________________________________________
Playing games on handheld gaming devices
✁
✁ Playing with pets
✁
✁ Playing on a computer
Going to the park
✁
✁ Playing with train sets
Playing with dolls
✁
✁ Playing on swings
Watching a movie on a laptop
✁
✁
Riding bikes
Playing chasey
✁ Reading books
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4687 5
13
Play
BLM 5
Name ______________________________________________________________ Draw a picture of yourself playing in the past.
What toys and games do you play with inside?
What do you like to play in your backyard?
What other things do you like to do for entertainment?
What places do you visit to have fun?
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4687 5
14
Play
BLM 6
Name ______________________________________________________________ Use a BAR key to design a toy of the future. B: Make it bigger.
A: Add extra things.
R: Replace some parts with something new.
Draw or write a draft of your ideas in the space below.
Draw a finished design of your toy on a new sheet of paper. Give your toy a name and write a description of it.
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4687 5
15
School Introduction School describes the similarities and differences in Australian school life by comparing the present with the past. The text explains how some aspects of school have remained unchanged while other parts of school life have changed over time.
Australian Curriculum links This text links with the Australian Curriculum in History at Years 1 and 2, with a focus on Present and Past Family Life.
Understandings • In the past, children went to school like children do today. • There are similarities and differences between school life in the past and the present. • There were positive and negative things about school in the past.
Vocabulary anthem, assemblies, assignments, blackboards, buildings, chalk, homework, interactive whiteboards, school, lunchtime, technology, uniforms
Focusing Discussion questions Have students answer these questions orally to focus on the text. Literal: • What are some things from the past that children still do today at school? (Play with friends, read, write, do maths, play sports, have photographs taken, sing the national anthem, have assemblies, have lunch) • Why do children today go to before- and after-school care? (Their parents work and need to drop their children at school before it opens and to pick them up after school has closed for the day.) • What materials did children use at school in the past? (Blackboards, chalk, pen and ink) • What new technology do children use at school today? (Interactive whiteboards, computers, laptops) Inferential: • Why do people go to school? • What similarities and differences are there between school as described in the text and in your own classroom and daily life at school? • What other reasons can you think of as to why students need to wear a uniform? • How has technology changed the way students learn at school? Evaluative: • Why do you think school has changed over the years? • What do you think is better about school in the past? • What do you think is better about school in the present?
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4686 8
16
School
Engaging Learning experience 7
In the past, children went to school like children do today.
Resources
• Pages 4–31 of School • BLM 7, enlarged to A3 size • Question chart (see Activity 1)
Language and literacy skills focus
• • • •
Comprehending Interpreting written and visual information Factual writing Interacting with others
Thinking skills focus
• • • •
Applying knowledge Thinking creatively Interpreting Imagining
Activity
1 On a class chart, write the following questions: • What do you do before school? • How do you get to school? • What do you do at lunchtime? • How do you get home from school? • What do you do after school? 2 In pairs, students answer the questions about their own life. 3 Ask students to imagine that they have stepped back in time to the past. Ask, What would you do before school? How might you get to school? What would you do at assembly? What might you do in your classroom? What might you do at lunchtime? What might you do after school?
Going further
4 Distribute BLM 7. Explain to students that they are going to make a small book about their daily life as it would have been in the past. Have students write and draw one or two facts about each topic in the role of a child from the past; for example, ‘Before school, my mum always makes me breakfast and gets me ready for school. I walk to school. At assembly we sing “God Save the Queen”’. Remind students that their images must resemble life in the past. Have them design a front and back cover. Cut out and attach the pages and covers to make the book.
Assessment
Assess students’ understanding about daily school life in the past using their written and visual texts.
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4686 8
17
School Learning experience 8
There are similarities and differences between school life in the past and in the present.
Resources
• Pages 4–31 of School • BLM 8
Language and literacy skills focus
• • • •
Expressing and developing ideas Interpreting written and visual information Recording observations Summarising information
Thinking skills focus
• • • •
Making connections Generating ideas Explaining Comparing and contrasting
Activity
1 Discuss the words and photographs in School. List the main topics about school that are discussed in the text, for example, class sizes, buildings, uniforms, before and after school, lunchtime, assembly and classroom equipment. Choose one topic to focus on as a class. Model recording facts about the topic in the past and in the present, for example, ‘What was assembly like in the past? (Assembly was held outside, every day the Australian flag was raised, national anthem was sung, national anthem was ‘God Save the Queen’.) What is assembly like now? (It is held once a week, in a hall or outside, national anthem still sung, but national anthem is ‘Advance Australia Fair’, Australian flag may or may not be raised.) 2 Distribute the data charts on BLM 8. In pairs, students record facts about each topic in the Past and Present columns. Have students choose their own topic about school in the past and in the present for the last row.
Going further
3 As a class, discuss the similarities and differences between school in the past and in the present by interpreting the data on students’ data charts. For example ask, What is the same about lunchtime? (Children play outside, play games, have fun with their friends) and What is different about lunchtime? (Children eat lunch inside, wear hats, play different games). Repeat with each topic on the data chart to identify similarities and differences between school in the past and in the present. Ask, Why do you think some aspects of school have stayed the same? Why do you think some aspects of school have changed?
Assessment
Assess students’ ability to interpret visual and written information. Assess their ability to record facts on the data chart and then interpret the information to identify similarities and differences.
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4686 8
18
School Learning experience 9
There were positive and negative things about school in the past.
Resources
• Pages 4–31 of School • BLM 9
Language and literacy skills focus
• • • •
Comprehending Interacting with others Recording and expressing ideas Analysing information
Thinking skills focus
• • • •
Interpreting Applying knowledge Generating and justifying opinions Evaluating
Activity
1 Ask students to reflect on their understanding of school in the past. Ask, What do you think it would have been like at school in the past? Ask students if they have heard people say that ‘Things were better in the good old days’. Ask, Why do you think people might have that opinion? Was school better in ‘the good old days’ or today?
Going further
2 Distribute BLM 9. Students complete the PMI by recording their ideas about the pluses and minuses about school in the past and what they find interesting about school in the past. 3 Have students discuss and share their PMIs in small groups. Have them reflect on the question ‘Was school better in “the good old days” or today?’ and decide on their opinion. Students should use the ideas on their PMI to justify their opinion.
Assessment
Assess students’ understanding of school in the past and today. Assess their ability to record their ideas on a PMI and their ability to interact with others by expressing and justifying their ideas.
Reflecting What are your thoughts about school in the past after reading this text? What aspect of school life in the past would you enjoy? How do you think school might change in the future?
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4686 8
19
School
BLM 7
Name ______________________________________________________________
✁
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4686 8
✁
Getting to school
✁
✁
In my classroom
After school
✁
✁
Before school
✁
✁
Assembly
At lunchtime
20
School
BLM 8
Name ______________________________________________________________
Topic
Past
Present
School buildings
Classroom equipment
Lunchtime
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4686 8
21
School
BLM 9
Name ______________________________________________________________ What do you think it would have been like to be at school in the past?
Pluses
Minuses
Interesting
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4686 8
22
Work Introduction Work describes the similarities and differences in work in Australia by comparing the present with the past. The text explains how some kinds of jobs done in the past are still done today while others have disappeared. It also reveals that people do some kinds of work today that weren’t even invented in the past.
Australian Curriculum links This text links with the Australian Curriculum in History at Years 1 and 2, with a focus on Present and Past Family Life.
Understandings • Drawing on prior knowledge and formulating questions are important research and thinking skills. • Technology has changed the way people work today. • Over time, there have been many changes to the kinds of jobs people do and how they do them, and to safety at work.
Vocabulary career, computers, doctor, factories, farming, general stores, interactive whiteboards, machinery, manage, men, milkman, office workers, paramedics, postman, technology, transport, women
Focusing Discussion questions Before reading and discussing the text, students complete Learning experience 10 and BLM 10. Then, have students answer these questions orally to focus on the text. Literal: • Why do people work? (To earn a living) • What did dads and mums usually do in the past? (Dads went to work, while mums stayed at home to mind the children and clean the house.) • Why is being a milkman a job from the past? (Today, people buy fresh milk from shops.) • How has transport changed work? (Posties ride motorbikes or use a van, and ambulance paramedics travel in ambulances.) • How has technology changed the way people work? (Teachers use interactive whiteboards instead of blackboards and chalk, machines do the work of people in factories, machines do the work of animals on the farm, office equipment helps people do their jobs quicker, and doctors have special equipment to use.) • What work did women usually do? (Looked after children and the house, teachers, office workers, shop assistants) Inferential: • Why are some jobs no longer needed? • Why do you think there were different jobs for men and women in the past? • Why do you think work has changed over the years? • What inventions have changed the way people work? Evaluative: • What do you think is better about work in the past than today? • What do you think is better about work in the present? Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4684 4
23
Work
Engaging Learning experience 10
Drawing on prior knowledge and formulating questions are important research and thinking skills.
Resources
• BLM 10
Language and literacy skills focus
• • • •
Expressing and developing ideas Recording prior knowledge Interacting with others Generating questions and statements
Thinking skills focus
• • • •
Constructing meaning Generating ideas Applying prior knowledge Organising thoughts
Activity
1 Ask students to describe the work of their parents. Ask, Who goes to work? What type of work do they do? What tools do they use to help them with their work? 2 Divide the class into pairs. Distribute BLM 10. Have pairs of students discuss and record what they know about work today. Ask them to record questions to explain what they wonder about work today, for example, Why do some people work at night? 3 As a class, talk briefly about work in the past. Have students return to their pair to record what they know and what they wonder about work in the past on BLM 10.
Going further
4 Each pair joins another pair to share their statements and questions. Ask, What similar knowledge and wonderings about work did each pair have? Encourage them to answer each other’s wonderings if they think they know the answer. Invite students to share their knowledge and wonderings with the class. Record each pair’s wonderings on a class inquiry chart, leaving space for answers as information is gathered.
Assessment
Assess students’ ability to record knowledge as statements and to formulate questions. Assess their ability to work cooperatively and listen and speak effectively during discussions.
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4684 4
24
Work Learning experience 11
Technology has changed the way people work today.
Resources
• Pages 4–31 of Work • BLM 11
Language and literacy skills focus
• • • •
Comprehending Interpreting written and visual information in factual texts Recording facts Interacting with others
Thinking skills focus
• • • •
Analysing Interpreting Applying knowledge Comparing and contrasting
Activity
1 Brainstorm a list of the tools (including equipment, animals and transport) described in the text that people used at work in the past. Remind students to use visual information in the photographs. Discuss what each was used for. Ask, How did these tools make work easier at the time? For example, how did cattle and horses help farmers to do their work? How did a horse and cart make a postie’s job easier? How did a blackboard make a teacher’s job easier in the past? How did a typewriter help to make an office worker’s work easier? Then talk about the negative aspects of the tools used, for example, animals get tired or injured, people couldn’t save or edit their work easily on a typewriter. 2 Brainstorm the inventions used in the present that have made work easier. Have students explain what problems each new tool overcame to make the work easier; for example, a computer makes office work easier because it is easy to change and edit work on a computer, the work can be saved to be used again later and printed copies can be made of the document instead of having to retype it.
Going further
3 Distribute BLM 11. Students write and draw facts to show what technology was used in the past and is used in the present for the kinds of work listed. Have them orally explain how each piece of equipment overcame problems to make work easier.
Assessment
Assess students’ ability to interpret written and visual information and record facts to explain how technology has changed each kind of work listed on BLM 11.
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 4684 4
25
Work Learning experience 12
Over time, there have been many changes to the kinds of jobs people do and how they do them, and to safety at work.
Resources
• Pages 4–31 of Work • BLM 10 and the class inquiry chart from Learning experience 10 • BLM 12
Language and literacy skills focus
• • • •
Interacting with others Comprehending Recording justifications Evaluating
Thinking skills focus
• • • •
Interpreting Decision making Justifying Explaining
Activity
1 Look back at students’ knowledge and wonderings about work (BLM 10) and the class inquiry chart. Ask, What prior knowledge about work in the past and present was confirmed in the text? What prior knowledge was challenged by the information in the text? What wonderings were answered by the text? 2 Discuss students’ impressions of how work in the past compared to work today. Ask, What differences were there in the past between work for men and women? What safety precautions are now in place that make work safer today than in the past? 3 Discuss what would it be like to be at work in the past compared to today, for example, Would you prefer to work in a factory in the past or today? Why?
Going further
4 Distribute BLM 12 and read each statement with students. Have them move to a designated corner of the room to indicate if they agree or disagree with each statement. Have students think about the reasons for their decisions. Remind them to think of facts from their reading to support their opinions. 5 Students complete BLM 12, circling whether they agree or disagree and then writing a sentence to explain their decision. Have them share their opinions and justifications in small groups. With the class, discuss the most common opinions and the reasons for the choice.
Assessment
Assess students’ ability to reflect on work in the past and in the present. Assess their ability to form and justify opinions using facts from their reading.
Reflecting What were the most interesting facts that you learned about work in the past? What do you still wonder about work in the past? How do you think work might change in the future?
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Work
BLM 10
Name ______________________________________________________________
What do we know about work today?
What do we wonder about work today?
What do we know about work in the past?
What do we wonder about work in the past?
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Work
BLM 11
Name ______________________________________________________________
Tools in the past
Kind of work
Tools in the present
Teacher
Postie
Factory worker
Ambulance paramedic
Shop assistant
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Work
BLM 12
Name ______________________________________________________________ Work is easier today than in the past. I agree/disagree because . There were more jobs for men than women in the past. I agree/disagree because . Work was more dangerous in the past than it is today. I agree/disagree because . Some jobs from the past are no longer needed. I agree/disagree because . Some kinds of work from the past are done today. I agree/disagree because .
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Australia Past and Present
Reflecting on my learning Recall with students some of the objects from the past that were shown in the photographs in each text in the series Australia Past and Present, for example, blackboards, typewriters, hand tools, radios, bikes, dolls, cast-iron stoves. Brainstorm items from the present that students think would be of interest to people in the future, for example, laptop computers, hand-held gaming devices, e-readers, mobile phones, gaming consoles, digital cameras, a photograph of your family, a photograph of your family at a special place of interest, surfboards, scooters, talking dolls, books, DVD players, microwaves, cars. Have students justify their choice. Using BLM 13, students draw and label six items that they would include in a time capsule to be opened in the future. Have them share their time capsules with the class, justifying their choices of item. Ask, What could this item tell future generations about life in the past?
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Home
BLM 13
Name ______________________________________________________________ These are te six items I would put in my time capsule.
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