Professional Documents
Culture Documents
Curriculum Outcomes:
Historical Knowledge and Understanding
Who the people in their family are, where they were born and raised and how they are related to each other (ACHHK001)
The different structures of families and family groups today, and what they have in common (ACHHK002)
How they, their family and friends commemorate past events that are important to them (ACHHK003)
How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums
(ACHHK004)
Differences in family structures and roles today, and how these have changed or remained the same over time (ACHHK028)
How the present, past and future are signified by terms indicating time such as a long time ago, then and now, now and then, old and new, tomorrow, as well as
by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHHK029)
Differences and similarities between students' daily lives and life during their parents and grandparents childhoods, including family traditions, leisure time and
communications. (ACHHK030)
Historical Skills
Sequence familiar objects and events (ACHHS015) (ACHHS031)
Distinguish between the past, present and future (ACHHS016) (ACHHS032)
Pose questions about the past using sources provided (ACHHS017) (ACHHS033)
Explore a range of sources about the past (ACHHS018) (ACHHS034)
Identify and compare features of objects from the past and present (ACHHS019) (ACHHS035)
Explore a point of view (ACHHS020) (ACHHS036)
Develop a narrative about the past (ACHHS021) (ACHHS037)
Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022) (ACHHS038)
General Capabilities and Cross-curriculum priorities.
Intercultural Understandings
Ethical Understanding
Lesson Plan
World families- we are the same but we are different
Look at different pictures of families in Somoa, Iceland, Mali and Japan.
Have four groups- in pairs within these groups children think, pair, share about what family is to
them, and why they like their photo.
W eek 1
Week 2
Discuss:
Who are the people in Tom Toms family?
How is it the same or different to your famil? What do the people in Tom Toms family do?
How is this the same or different to your family?
Outcomes
Who the people in their family are, where
they were born and raised and how they are
related to each
other (ACHHK001)
The different structures of families and
family groups today, and what they have in
common (ACHHK002)
Resources
Families of the world
Power point
Group- family means to me
page
My family portrait
template
Tom Tom by Rosemary
Sullivan
Families, Sharon
Calleguillos, Perri-Ann
Kelly,
Families, Alew Barlow and
Marji Hill
Complete family portrait. Talk to kids about who they might include, i.e. grandparents if you live
with them, pets, etc.
Identify someone whos family is similar to yours? And someone whose family is different.
Show photos of families of those that have bought them in. Locate birth places on the map and pin
photos up. What jobs do the people in your family have?
Review Tom Toms family members. Make him a family tree.
Week 3
Model making a family tree as a way to see how our family members are related- siblings at top,
parents at second level, grandparents at third level. Aunties/uncles go next to their sibling.
(Pupil Free Day)
Roles that members of family have
Watch the film clip- a Day in the life of Lucy (World Vision).
List the jobs that Lucy did to help her family.
What jobs did her mother do?
Discuss what jobs their parents do, and what jobs they have?
Week 4
Make a Venn diagram to show the similarities and differences between the jobs that your family
does and Lucy's family does.
Choose an image from the pictures athttp://www.globaleducation.edu.au/teaching-activity/whoare-the-families-of-the-world-f-2.html
Describe what work is happening in the photo, why it is happening and who is doing it.
Complete the sentence: This family is
Talk about childrens returned notes. What jobs did their parents have as kids? What jobs do they
have? Create a T-chart of then and now.
Brainstorm powerpoint.
Venn Diagrams
T-Chart
Describe the similarities and differences between the objects in your collection.
What does this object show you about how your life has changed from the present to the present?
What changes may happen in the future? Children draw a picture/write something they would like
to happen in the future. i.e. Miss O would really like to build a house.
Children to sequence their items. Those that are capable tell a story about them.
Lets remember the good times.
Week 6
Collection of celebrations
items- card, party hat,
candles, invitations, mask,
photos, wrapping paper,
red lantern,
Celebrations doc.
Video clips- particularly
NAIDOC week in Byron Bay
Brainstorm different kinds of celebrations you know, weddings, christenings, ANZAC day, birthdays,
Chinese New Year, etc.
Choose one youd like to know more about- where and when does this celebration happen. Who
celebrates this?
Early Finishers- Watch the clip-10 celebrations from around the world.
https://www.youtube.com/watch?v=Burc-fCcajI
Week 7
Week 8
In groups- look at photos of different objects. What do they think they were used for? Who used
them? Do we still have them now? Can you think of something else that might be used instead now?
Looking at Toys from the past.
Bullroarer
In small groups explore old toys- talk about the differences and similarities with toys of today.
Indigenous games
PDF
Look at Kandomarngutta (Aboriginal game). What is this game? What materials were used to make
it? Why do you think they used these materials? Why not plastic?
Have a go at using it. What do we need to think about in terms of safety?
Balls-basketballs. Softballs.
As above
Looking at Games and toys played around the worldView Powerpoint/ clips of Thai/Japanese/Hispanic /IndianTraditional Games.
Discuss these games.
Are any the same as here? How so, or how are they different?
What materials/toys do they use? Why do you think they use these?
Games
Games played around the
world doc.
Create a toy of the future. First design a toy. What will be the purpose, who will play with it? What
will it look like, how will the bits move?
Create using construction items.
Links to: Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)
Visualise, generate, develop and communicate design ideas through describing, drawing and modelling (ACTDEP006)
Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)
Skills:
Increase vocabulary regarding family, family structures and roles, comparison (such as same, different, similar, identical, etc.)
Develop the skills to observe and describe a family.
Explore their understanding about different family structures.
Develop research and questioning skills.
To develop the ability to participate in group work and display traits such as respect, cooperation, negotiation, etc.
Ability to work with others or independently in a given situation.
Routines such as waiting, hand up in the air for the teacher to approach them when finished or needing assistance.
Refection template
Design template
How has family life changed or remained the same over time?
How can we show that the present is different from or similar to the past?
How do we describe the sequence of time?
http://www.nma.gov.au/engage-learn/schools/classroom-resources/activities/feeding_the_family
http://aso.gov.au/titles/home-movies/archibald-family/clip5/#
http://splash.abc.net.au/home#!/media/522321/ (celebrating birth of baby)
http://splash.abc.net.au/home#!/media/522365/ (celebrating a baptism)
http://splash.abc.net.au/home#!/media/522343/ (celebrating a first birthday)
http://splash.abc.net.au/home#!/media/1278687/ (celebrating Christmas)
http://splash.abc.net.au/home#!/media/611452/bush-christmas (Christmas at a bush school)
http://splash.abc.net.au/home#!/media/1341806/in-the-past-christmas-in-the-city (Christmas in the city)
http://splash.abc.net.au/home#!/media/29466/ramadan (what is ramadan)
http://splash.abc.net.au/home#!/media/1264247/ (first day jitters)
http://splash.abc.net.au/home#!/media/1264225/ (lunch of first day of school)
http://splash.abc.net.au/home#!/media/85844/school-in-the-1940s
).