Make your own map

Create a map of a "new" state in Australia.

- Draw an outline for it then decide on a name for the new state.
- Draw in the landforms (mountains, deserts etc.) and bodies of water (lakes, rivers, oceans).
- Creatively name them, e.g. Shark Bay.
- Design 10 different symbols to use in a key.
- Include the capital city.
- Remember to put in a compass!

Examples of landforms:

caves, volcanos, monolith rocks, gold, minerals, tree,grass, jungles, coal, canyons, mountians, fruit.

Examples of bodies of water:

gulf, swamp, dam, bay, reef, river, ocean, sea, cape, billabong, beach, strait, sound, lake, waterfall, bight, channel, marsh.

Extension activity:

- Draw your own treasure map.

Discovering Democracy Unit - an overview of Integrated Unit

An integrated unit
Year 4 Term 1 2010

Program written by SN, of TPS.

UNIT OF WORK – DEMOCRACY RULES

ELA’s and Essential Content
Markers of Progress
Teaching and Learning Activities
Skills Assessment and Moderation

- The student understands and values what it means to be a citizen within a democracy.
- Understand the rights and responsibilities associated with being a citizen in Australia.
- Identify the roles and principles of key institutions underpinning democracy in Australia and understand the role of each level of government.
- Understand that laws exist to protect rights and freedoms in a democracy.
- Understand the difference between a democratic government and non- democratic government.
- Describe the general process of elections and how governments are formed.
Know ways that individuals and groups can influence decisions at school.
Describe the qualities of effective leaders in democratic society.


CIVICS AND CITIZENSHIP – AUSTRALIAN TEACHERS HANDBOOK ‘THE AUSTRALIAN’ PP. 15 – 18.
Establishing a mythical society on Planet Z
 List 10 things that ensure the citizens get along and get things done rank in order of importance and give reasons for the rankings
 In pairs share above lists. Decide on and record a list of RIGHTS the citizens of Planet Z will have and rank these 1 – 10 in order of importance and give reasons for the rankings.
 Arrange a Summit with the whole colony to discuss the rules/ laws and the rights. Decide on and record a list of 10 RIGHTS the citizens will enjoy as inhabitants of Planet Z.
 As an individual write an entry into a PIONEERS JOURNAL describing the summit and the decisions that were made.

Australian Symbols
Coat of arms and flag – Class discussion about these icons. What is on them and why these symbols have been included. Discuss Australian icons and colours.

 Students design a new Australian flag.


The Origins of Australian Government.
 What is government?
 What is the purpose of government?
 How did Australia’s government originate?
Read text ‘What is government? - 1’ Students highlight key words and facts relevant to the origins of Australian Government.
In table groups discuss what types of groups the students belong to and the rules they must follow in order to be in that group. Share discussion as a whole class.

Complete the activities
‘What is government? - 2’
‘What is government? - 3’

Timeline – Create a time-line using information provided from ‘Let’s Talk About Government’ p10 to show the development of the Australian government.

How Does The Australian Government Operate?
 What do you know about the government? What would you like to find out?
 What is a constitution
 Why do you think it is important to share the power between the federal government and the states?
 Why is it important to develop laws that reflect the interests and needs of the citizens?


Three Levels of Government
Read text ‘Three Levels f Government – 1’ View diagram at the bottom of the page. Discuss the components that come together to make up the federal government.

Students complete ‘Three Levels of Government-2’ individually or in pairs. Research materials or access to internet will be required for question 2. Individually create a graph to represent the outcome of the 1999 referendum.

In groups of 4 students discuss one of the components of federal government. Groups may discuss the House of Representatives, the Senate, the Constitution, Governor-General, Prime Minister, cabinet, opposition government, coalition and various departments.

Read text ‘Three Levels of Government-3’ State Government. Highlight key words. Complete the activities individually or in pairs. Research materials or access to internet may be required for questions 1 and 3.

Read text ‘Three Levels of Government-4’ – Local Government. Direct relationships with your own community and local government members can be readily drawn to demonstrate the reality of government to the students. Students then complete the questions. Research materials or access to internet will be required.


Separation of Powers.
Read the text and view diagram Separation of Powers – 1. Discuss difficult terms. Using key words and phrases students write about one body in their own words, explaining its role in the system.
Students complete Separation of Powers – 2. Access to the internet will be required for questions 3 – 6.

Read and discuss the information on page entitled
An act of parliament – 1. The students to work in small groups to show the movement of a bill through parliament. The students will need to develop a bill of their own to use as an example. Students then present flow charts to the class.

Students then complete page 43 An act of parliament – 2 individually. Before they attempt Q4, the class could make a list of community needs. Share individual answers to Q 4. This could be used for class debates, time permitting.

A visit to Parliament House
• Excursion to the Australian Electoral Office and Old Parliament House. Various related activities at these two venues.
• A visit to Parliament House #1, #2. Students to complete questions in pairs researching information from the internet using Parliament House web site and ACT Legislative Assembly website.


HISTORICAL FACTS
A summing up of some facts pertaining to Australian government and democracy.
Students divide into pairs and work together to research and collect information.
Once all groups have their information, join together as a class and share the facts. Students record information on Historical Facts #1 and #2 pp53 and 54.


CIVICS AND CITIZENSHIP – AUSTRALIAN TEACHERS HANDBOOK ‘THE AUSTRALIAN’ PP. 32
 Differentiating between RULES and LAWS. Identifying what groups have laws/rules why we have them and who makes them.
 Complete activity writing a definition for both a rule and a law. Identify what the possible consequences are for breaking a law and the consequences for breaking specific rules.
 Draw a cartoon showing a law that has been broken and the consequence and a rule that has been broken and the consequence.
 Pick the rule, pick the law , rule or law Handout 3 & 4 Discovering Democracy
 What is government 3 p33 Rules the reasons for them and an alternative.

THE CONSTITUTION – Planet Z
What is a constitution? Decide on a system of government and create a constitution.
 With a partner draw up a constitution for Planet Z. This must include the type of voting system and some basic laws.

‘Let’s Talk About Government’ p9

Democracy
Oligarchy
Monarchy
Dictatorship

Nelson Mandela – ‘The Long Walk to freedom’ Read article from Rigby Literacy Collections 7 pp. 12 &13 answer questions related to the article BLM 10.

Martin Luther King – ‘I Have A Dream’ Read article from Australian Readers – ‘Discovering Democracy Upper Primary Collection’ p 12. Answer questions from teachers guide p3 on prepared sheet.

View Movies – Over two weeks
• The Power of One
• Remember The Titans
Discuss The differences and similarities between the movies.
Some discussion Points:
• How has the film - maker identified the time in which each of these movies was set?
• How are the black African and black American people treated by the white people?
• Are all white people racist towards the black people in the movies?
• What are some of the lessons that we learn from both of these movies?
• Further questions will come up during the discussion.

ELECTIONS
Identify different types of voting systems. Discuss the pros and cons of each
Complete Elections 1 pp. 45 and 46
What happens in an election
Complete Elections 2 p 47
Class discussion about voting systems. identify in which situations different voting systems could beused. Complete activity BLM’s from Ready to Go Civics and Citizenship (Upper Primary)
• First Past the Post p32
• Approval voting p33
• Counting Senate Votes p34
• Preferential voting p35

The Australian Civics and Citizenship Teachers Handbook pp 4 - 11
Communities – Where do you belong?

 Students complete mind map identifying groups they belong to e.g. families, local communities, ethnic groups etc.
 Choose 1 group from above mind map and complete table identifying who is in the group, what are the benefits of being in the group, who makes the decisions in the group and how are they made, are there rules in the group and how are differences and disputes resolved.
 Decisions


AUSTRALIAN POLITICAL LEADERS
Prime Ministers word search
Complete # 1 pp. 50 and 51
What are the qualities of a good leader? Interprets information or data in charts & diagrams to show sequence or relationships.

Collects & interprets information from tables.

Compares data in tables.

Recognises different tables

Selects and extracts information from the media

Locates information sources


Summarises from various sources

Extracts main ideas from text

Selects and extracts information from the media

Prepares for excursions/ field trips (independently)

Locates information sources

Discovering Democracy word bank

Senate, Parliament, House of Representatives ,Leader of the Opposition, Governor General, Prime Minister, Liberal, Nation, Greens, Australian Labour Party, society, power, rules, democracy, monarchy, dictatorship, oligarchy, elections, votes, suffragette, Federation, laws, history, groups

Integrated Unit for SOSE/Science/Health

Discovering Democracy Unit Outline



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Indigenous Studies - Year 4

Outcomes include:

Improving learning conditions of Indigenous students
Improving knowledge of indigenous issues and cultures

Objectives:

The student demonstrates intercultural understanding
The student understands about Australia and Australians

Challenge activities:

1. Find out about the traditional owners of the land you were born on.
2. Research the life of a prominent Indigenous person - choose from writing, visual art, literature, as well as sport.
3. Research and find at least 10 significant dates in Aboriginal and Torres Strait Islander history.
4. Research at least 10 local place/street names and find out their Aboriginal meaning.

Word Bank:

Aboriginal, Dreamtime, boomerang, community, spirit, ancestors, shelter, storytelling, waterholes, kangaroo, hunting, spears, canoe, fire, children, elders, kinship, digging, Bogong moth, Witchetty grub

Activities:

Introduction to topic:

- Word Bank activity
- 'What I know' (pre test) journal entry.

Background Information:

- Study of The Dreamtime to gain insight into how traditional Aboriginal people view the world.
- Analysis and illustration of the Aboriginal creation story

Elements of traditional Aboriginal culture:
Tribes/Families/Community

- Comparison of similarities and differences between family structure of students and traditional Aboriginal families.
- Researching roles/routines of different tribe members, act/draw/write what they would do in a typical day - present to class.

Living off the land

- Research different food and shelter sources (lakes, bush, etc) summarising what is found there and how it is gathered.
- Design an ideal environment showing where food can be found and shelter can be formed. Evaluate each design and discuss what we can learn from this way of living.

Storytelling

- Read/view several traditional Dreamtime stories, identify common elements (morals, characters, language, themes). Discuss purpose and modes of storytelling in both our own and the traditional Aboriginal societies.
- Write class Dreamtime story to be acted out and shared.

Reflection

- Final written entry - What have you learned/enjoyed.

Assessment and evalutation will include:

Journal entries
Anecdotal evidence (discussions and group work)
Work samples
Presentation and illustration of work

SOSE: Transport through the ages

The question on everybody's lips is this:
In Jane Austen's "Mansfield Park" what is the difference between a chaise and a barouche?

Let's look at the types of transport from the year 1AD.

* From 1 to 500
* From 500 to 1000
* From 1000 to 1500
* From 1500 to
* From 1800 to 1850
* From 1850 to 1900
* From 1900 to 1920
* From 1920 to 1950
* From 1950 to 1975
* From 1975 to 2000
* from 2000

Challenge: Franklin Dam

Investigate, map and prepare a response to this topic.

Challenge: Home Sweet Home

Where is it?

In the mountains?

On the beach?

Near a rainforest?

In the snow?

Underground?

By the river?
On a island

Underwater?

In the jungle?

What's in it?

Robots?

Solar Power?

Secret Places?

Gardens?

Swimming pool?

Lots of rooms?

Staircase?

Courtyard?

Verandah?

Telescope?

Solarium?

Spa?

Sauna?

Sliding Doors?

Playground?

What's it made of?

Bicks?
Fibro?
Steel?
Concrete?
Bark?
Aluminium?

Timber?

SOSE: Medieval Myth and Legend

Focus areas:
- castles
- knights
- dragons

Topics:
- weaponry
- Children's book - illuminated script, illustrations
- research Arthur and the Knights of the Round Table
- Design, draw, construct a castle

- Medieval Art by Slinky

-Design a Coat of Arms by Movies

- Medieval Food by Fluffy

Mapping

Term 1 - Australian states and territories.

Extra activities:

1. Our school
2. Where we live
3. Australia
4. The world
5. Our solar system

Materials and resources:

- blank page book