k-6 linkages - a K-6 curriculum project by the Board of Studies, NSW, Australia
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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., RS1.7 - Understands that texts are constructed by people and identifies ways in which texts differ according to their purpose, audience and subject matter.
SCIENCE AND TECHNOLOGY: ESS1.6 - Identifies and describes ways in which people and other living things depend upon the Earth and its environments.
CREATIVE ARTS: VAS1.1 - Makes artworks in a particular way about experiences of real and imaginary things.

How do I care for my place?

Organise a walk around the school, a park or a local area. Explain that the purpose of the walk is for students to be 'super sleuths' and find trails of living things, such as an ant trails.

During the walk, record the living things that students find.

If students find an ant trail, for example, encourage them to observe the behaviour of the ants. Discuss the fact that the ants have as much right to be there as any other living thing. Encourage students to discuss the role of ants in the environment.

In the classroom, create a mindmap of the living things found on the walk.

Discuss and group accordingly.

Using the book Desert Dreamings by Deirdre Stokes (big book format preferred, see Resource List), examine how Aboriginal artists record their local area using paintings and symbols. Refer especially to pages 9 to 11.

Tell students that they will be developing a map of their walk.

Class constructs a key for their map of the 'living things track'.

Encourage students to colour their map using the colour from the local environment.

Invite students from an Early Stage 1 class or buddy class to walk around the 'living things track'. Students act as guides on the track, using the map and modelling proper behaviour.

A copy of the map is placed in each student's 'My Place' folder or book.

Organise an excursion to a Field Study Centre or similar, using maps of the area and examining the roles of all living things.

 

 

 

  
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