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a shelter to rest in

 
protection from the hot sun

 
a house for the orphaned piglets

a house for the orphaned piglets

 

sharing the damper

 
discuss


My Place

Introduction and Outcomes
Initiating Activity - audio icon audio files
Learning Sequence:
Concluding Activity
Resource List

Learning Sequence

Outcomes addressed in Learning Sequence 3:

HSIE: ENS1.6 - Demonstrates an understanding of the relationship between environments and people., SSS1.8 - Identifies roles and responsibilities within families, schools and the local community, and determines ways in which they should interact with others.
ENGLISH: TS1.1 - Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities., TS1.3 - Recognises a range of purposes and audiences for spoken language and considers how own talking and listening are adjusted in different situations., WS1.9 - Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers.
SCIENCE & TECH: BES1.1 - Creates, modifies or models built environments to suit the needs of users., ESS1.6 - Identifies and describes ways in which people and other living things depend upon the Earth and its environments., DMS1.8 - Develops and implements own design ideas in response to an investigation of needs and wants., UTS1.9 - Selects and uses a range of equipment, computer-based technology, materials and other resources to undertake an investigation or design task.
PDHPE: IRS1.11 - Identifies the ways in which they communicate, cooperate and care for others., GDS1.9 - Describes the characteristics that make them both similar to others and unique.

How do I look after the people who share my place?

In the My Mob story, Zeminda calls her family her 'mob'. Each person in the family has jobs to do.

In small groups, students discuss the jobs that they have to do in their family. As a class, talk about the roles and responsibilities of students.

Divide class into small 'family' groups. Supply students with chalk and an enlarged copy of the school map.

Discuss geographical features such as north, south, east and west.

Identify a starting point for a walk around the school.

Walk around the school, discussing boundaries, such as 'out-of-bounds', play equipment and fence lines.

During the walk, each 'family' group claim an area by drawing a chalk boundary. On the enlarged map, students locate and label their special place. Perhaps they could create their special place with big cardboard boxes, tents etc. They might wish to make a sign, showing the name of their special place.

In the classroom, students develop a sense of belonging in their community by volunteering for roles in their group. Some examples of the roles could be:

pdf of labels

• Building engineer

• RSPCA inspector

• Safety officer.

Note: The roles developed for this activity are based on the story, Pigs and Honey by Jeanie Adams (see Resource List).

Students make a name tag showing their name and role for 'Our Community Day'. Each 'family' group may wish to have an identifying symbol or colour to show that they belong.

Read Pigs and Honey by Jeanie Adams.

Pose the question: 'In the story, how did the family members help each other?'

Brainstorm students' responses and guide them in a discussion about the sense of belonging to a community.

Our Community Day

For a day, or part of a day, students participate in a variety of activities in their 'special place'.

Worksheet 4 has the activity cards. Link to the Worksheets

Activity 1

TASK: Design and make

In your 'family' group, use clean recycled materials to construct the following:

a) a shelter to rest in and as protection from the hot sun

b) a house for the orphaned piglets.

Take photos and add to 'My Place' folder or book.

Activity 2

TASK: Break time

Arrange food for the 'family'. They have been working hard so they are quite hungry. The 'Food Managers' need to organise the following:

a) sharing the damper
b) damper dipping (in honey)
c) cordial cup distribution
d) pouring of cordial.

Take photos and add to 'My Place' folder or book.

Activity 3

TASK: Storytelling

In the family groups, students and visitors sit in a circle and share stories about the people who share their place and the special times they have had. Invite parents to tell stories about their special place when they were young (this might include fond memories of a special place at school) where it is (or was) and how it has changed over time. All participants discuss how special places might change in the future.

Take photos and add to 'My Place' folder or book.

Activity 4

TASK: My diary

Write a diary entry of your day in the special place. Students might wish to comment on their sense of belonging, on roles and responsibilities or on the best part of the day.

Publish and add to 'My Place' folder or book.

Worksamples from Year 1 and Worksamples from Year 2

continue on to learning sequence 4

 

 
 
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