4 Mat Unit HSIE: Celebrations Stage 1

Outcomes:
HSIE CUS1.4 Describes the cultural, linguistic and religious practices of their family, community and other communities. athers and organises information about a !ariety of celebrations and family e!ents Communicates an understanding of ho" family e#press their culture through customs and practices i!es reasons "hy people celebrate CUS1.$ Identifies customs, practices, symbols, languages and traditions of their family and other families. Describes some similarities and differences bet"een the "ay people celebrate %articipates in acti!ities that in!ol!e the communication of cultural symbols, practices and customs Identifies the importance of cultural and religious e!ents in a community

Orla Page 2009

&uadrant 1 ' (ocussing ) generating s*ills+ obser!e, ,uestion, imagine, infer, di!erge

-ight . Connect Enter the e#perience, capture attention/ builds on "hat they already *no" 2eft . -eflect -eflect and analyses e#perience/ clarifies reason for learning

7 . %atterning, organising, analysing s*ills+ seeing relationships, organising parts, classifying

-ight . Image Deepens the connection to student/ uses another medium to connect personal to concept

Students are as*ed to bring in a photograph of their birthday and share their o"n e#perience about celebrating their birthday. 0his could be done as ne" topic or "ritten recount. 1s a class brainstorm ideas about ho" birthdays are celebrated eg. cards, presents, special meal, ca*e, party, games, family gathering, ribbon and song at assembly etc. -eflect and discuss different "ays that birthdays are ac*no"ledged. 0hin*3%air3Share ' 1s* students to describe "hy their birthday is important to them/ ho" do you feel "hen it4s their birthday5 6hy5 6hy do "e !alue birthdays5 Drama acti!ity . Using information obtained from class discussion, photos and3or scenario cards 8see resources attached9, in small groups students "ill create free:e frames of the actions associated "ith a birthday celebration. Students "ill need to focus on body language and facial e#pressions to portray emotions and feelings to the audience. Each group presents to the class.

Discuss the effecti!eness of each presentation+ Could you tell "hat "as happening5 Ho"5 6hat emotions "ere being sho"n5 Ho" did you feel in your role5 -eflect and discuss the emotions, feelings, memories and !alues "e relate to birthdays. ;ointly construct a < chart . 2oo*s li*e, sounds li*e, feels li*e.

2eft . 0each %ro!ides information systematic and se,uential/ !ariety of deli!ery systems/ relate bac* to concepts

1. Class acti!ity+ Students identify different celebrations that their family participates in. =rainstorm ideas on board and using t"o celebrations suggested >ointly construct a double bubble map 8IC0 pg ??9 to compare similarities and differences bet"een celebrations. 7. Celebrations and their purpose+ Display a !ariety of celebration pictures on the floor3"hiteboard. Eg family, community, cultural, religious, national. Discuss pictures+ 6hat is being celebrated5 6ho5 6hen5 6here5 6hy5 %ose the ,uestion+ 6hat is a celebration5 Discuss the meaning of @celebrationA and @ritualA. 2oo* up definitions in a dictionary.

$. 0ypes of celebrations+ ;ointly identify different types of celebrations and e#amples. 0ype E#ample (amily 6edding, birthday Cultural 1boriginal, Belbourne Cup Cational 1CD1C Day, 1ustralia Day -eligious Christmas, -amadan, %asso!er Calendar Ce" <ear, (irst day of Spring, Hallo"een Community School fete, school concert 4. Select a religious or cultural festi!al to focus on as class. -ead factual te#ts and stories related to that celebration. 1. Using ideas discussed students independently complete the follo"ing table+
Celebration 6hy it "as special5 6ho "as there5 6hat special thing happened Busic, clothes, food, gifts

$ . In,uiring, e#ploring, problem sol!ing s*ills+ e#perimenting, tin*ering, recording, ma*ing things "or*

2eft . %ractice Hands on acti!ities/ "or*sheets/ practice ne" learnings

In pairs students tal* about their family celebration and compare similarities and differences. In pairs, complete a Eenn diagram and present to class. 7. Celebrations and their purpose+ Create a display using pictures, labels, "ord ban*, definitions $. 0ypes of celebrations+ Belbourne Cup . Ba*e hats for Cup day. Class acti!ity or home"or*+ students "rite on a post'it note one ,uestion about a celebration they "ould li*e to learn more about. %ost'it notes can then be collected and sorted into categories. In pairs, students can in!estigate a ,uestion during computer lesson. Information can then be presented to

the class. See resources for suitable "ebsites. 4. (ocus celebration+ 2earn a song or dance associated "ith focus celebration In!estigate clothing "orn Sample foods Ba*e a decoration used at that celebration -ight . 0in*er In groups, students in!estigate, report and illustrate an aspect Bo!e to personal about the focus celebration. 0opics may include+ usefulness/ add 6here did the celebration originate5 8country, people, something of themsel!es/ religion9 encourage tin*ering 6hy is it important5 8purpose9 6ho participates5 6hen does it occur5 6hat special practices and rituals occur and "hy5 6here is it celebrated5 FStudents in!estigate 8independently or small group9 a cultural or religious celebration from another country and present as po"erpoint or poster addressing the abo!e ,uestions. Using a large map of the "orld each student labels "here their celebration originates from. 6eb,uest+ 1lice4s reat 1d!enture+ http+33teacher"eb.com3IC3%CC3=et:3inde#.html 4 . Integrating and e!aluating s*ills+ !erifying, e#plaining, 2eft . E!aluate ) -efine Is it "orth doing5 Helps mista*es become ;igsa" and share information. 1ll information may be gathered for a class display

summarising, representing, synthesising

learning opportunities/ gi!es guidance and feedbac* -ight . %erform Do it/ share it/ celebrate learning/ "hat if5 Students share their *no"ledge and e#plain their display to another class.

esources:
1=C Schools . Celebration DED series http+33""".primaryschool.com.au3humansocietyresults.php5*laGHumanH7ISocietyH7IandH7IItsH7IEn!ironment)unitGCelebrations ' great list of lin*s to different celebrations . national and "orld http+33l!illage.education.!ic.go!.au3l!3beps3hp.nsf3(iles3celebrations3J(I2E3"orld.html http+33""".*idsparties.com3traditions.htm http+33""".birthdaycelebrations.net3traditions.htm http+33teacher.scholastic.com3scholasticne"s3indepth3holidays3celebrate.asp http+33""".teachers.ash.org.au3susanogrady3trKresources3teachersites3*lalin*s3celebrations.htm http+33australianmuseum.net.au3Stories'from'Ce"'South'6ales ' Dreamtime stories online http+33""".teachers.ash.org.au3macslibrary3indigenousKcelebrations.htm ' Indigenous celebrations Scenarios+ Collecting a en!elope from the mailbo# and opening a birthday card from a relati!e/ =lo"ing out candles on a ca*e and singing friends singing Happy =irthday/ Cutting a birthday ca*e and ma*ing a "ish/ Fpening a birthday present/ 6elcoming friends to your party/ %laying a birthday party game . pass the parcel, musical chairs, pin the tail, piLata/ -ecei!ing birthday ribbon and blo"ing candles out at assembly/ Ha!ing a special family dinner at a restaurant/ Handing out birthday ca*e at school/ 0han*ing friends and gi!ing them a lolly bag as they lea!e.