Lesson Plan Form
Class: Stage 1/2 (Year 1-3)
Date:
Time: Start: _________________________
Finish: _________________________
Class approx. Forty Minutes
Key Learning Area: HSIE
Lesson Topic: Cultural Celebrations and Artefacts: Engage- Oral
Key Questions: What are traditional stories and celebrations? Can they be the same across cultures?
Recent Prior Experience:
Ss have investigated groups, and what groups they belong to in the family, community, and school environment. Ss have discussed other cultures but not in much depth.
Syllabus Outcome(s):
- CCS1.1: Communicates the importance of
past and present people, days and events in
their life, in the lives of family and
community members and in communities.
- CUS1.3: Identifies customs, practices,
symbols, languages and traditions of their
family and of other families
- CUS1.4: Describes cultural, linguistic and
religious practices of their family, their
community, and other communities
Indicators of Learning for this lesson:
Assessment:
By the end of this lesson, the students will:
CCS1.1:
- Identify the origin of a significant day and event celebrated by their
local Indigenous Australian community and Chinese community.
- Explain why a particular Indigenous Australian event and Chinese
event are significant.
- Ss background knowledge regarding traditional
items associated with Indigenous Australian
cultures and Chinese cultures will be recorded
(voice recording) after initial engagement activity.
- Ss knowledge regarding traditional artefacts
and/or stories of either Chinese or Indigenous
Australian cultures will be recorded at the
conclusion of the lesson through class discussion
and sharing their favourite item.
CUS1.3
- Describe some activities, clothing, items and symbols that give identity
to Indigenous Australians and Chinese during a traditional celebration
CUS1.4
- Communicates an understanding of how different families and cultures
(In particular, Indigenous Australian and Chinese) are similar in aspects
of their cultural celebrations, stories and traditions.
Any safety issues to be considered:
- Respect of the guest speakers and the artefacts needs to
be readdressed at the commencement of the lesson, and
should have already been discussed prior to the lesson.
- Students moving around the class
- Cultural weapons used for celebration purposes (such
as boomerang) need to be paid particular attention.
Resources:
* Board of Studies NSW. HSIE K-6 Syllabus (2007). Retrieved on August 28 2012 from:
http://k6.boardofstudies.nsw.edu.au/files/hsie/k6_hsie_syl.pdf
* Board of Studies NSW. Teaching Strategies and Practices in Human Society and Its Environment (2007).
Retrieved on August 28 2012 from: http://k6.boardofstudies.nsw.edu.au/files/hsie/k6hsie_teach_unitsofwork.pdf
* Marsh, C. & Hart, C. (2011) Teaching the Social Sciences and Humanities in an Australian Curriculum, 6th ed,
Malaysia, Pearson.
* Killen, R. (2009). Effective teaching strategies: Lessons from research and practice (5th ed.). South Melbourne:
Cengage Learning.
Equipment:
- Digital Voice recorder
- Posters of traditional Chinese Celebrations and Indigenous Australian Celebrations (through artwork so as to
respect the cultural wishes against photographs of deceased individuals)
- Cushions/Beanbag for reading corner
- Selection of Traditional Dreaming and Folk Stories for the reading corner (Such as Snapshots of Asia: China,
Many Flowers: Folk Stories from Asia, Dreaming stories related to the local area, Changing Time Series: Toys and
History from Objects, Children Just Like Me: Celebrations by Anabel Kindersley and Barnabas Kindersley,
Festivals Together: A guide to Multi-Cultural Celebration, You and Me: Our Place, and Father Sky and Mother
Earth).
- Guest Speakers: Local Indigenous Australian Elder, Local Chinese Elder
- Traditional Indigenous Australian and Chinese artefacts (esp. related to celebrations), look into Museum/Gallery
Loans if Guest Speakers unable to provide; http://australianmuseum.net.au/Museum-in-a-Box, is a good place to
start.
- Miniature Chinese Garden: Bamboo water-feature, soft background Chinese meditation music, Bonsai trees,
Chinese statues, Traditional Chinese flag/poster of flag.
- Miniature Indigenous Australian campfire: Night light, Red and orange cellophane, rocks/pebbles, twigs and
sticks, soft camp fire sounds and aboriginal camp fire sounds/music, Indigenous Australian flag/poster of flag
- An obscure traditional family 'artefact' from an older era that the Ss will most likely be unfamiliar with.
- 15x Chinese and 15x Indigenous Australian miniature flags.
- Hand outs to take home to parents regarding show-and-tell traditional celebration item.
LESSON SEQUENCE
Lesson Content / Indicators of Learning
INTRODUCTION
Prior to class
Set up classroom environment
Timing
Prep.
Teaching Strategies / Learning Experiences:
Resources and Organisation:
- Set up Miniature culture areas - should have enough room for the
guest speaker and 15 children seated on the floor in the area.
- Set up reading corner in back of room.
- Set up classroom with the posters and artefacts around the class.
- Create the laminated cultural flags.
-Miniature Chinese Garden
-Miniature
Indigenous
campfire
-Soft Music
-Posters and Artefacts
-Flags
Australian
Greeting Students
Ss welcomed, rules covered, topic and guests
introduced.
4 mins
- Welcome students as they enter classroom and hand them one of
the flags randomly. This is their secret team and they get to keep it
for the rest of the unit.
- Remind students that today they have guest speakers and must
remember the class rules and be respectful of they guests and their
items.
- Introduce Guest Speakers, ask Ss if they can suggest who they
might be, or where they might come from? Ss put up hands to reply.
- Introduce unit "Cultural Celebrations and Artefacts"
- Traditional Aboriginal Music in the
background
Engage
Ss introduced
celebrations.
5 mins
- Begin with a game of 'Guess the Item': Guest Speakers and T each
have an artefact. Starting with one artefact each speaker briefly
describes what the item is, where they got it, and what it is used for:
Only the true owner gives the correct answer, other speakers make
similar and respectful but incorrect answer. Ss guess who was the
correct owner of item. Move on to next item and repeat until all three
finished.
- T ask Ss if they know of any other items belonging to either an
Indigenous Australian or Traditional Chinese culture
- Ss asked to move to the area that has a flag that matches their own.
- Three celebration related artefacts; An
Indigenous Australian, a Chinese and
Teacher owned.
- Recording device to record Ss answers
- Guest speaker begins an Oral Recount of a traditional (local)
Dreaming/Chinese story related to a cultural celebration practiced
within their respective cultural community.
- Ss listen to the story
- Guest speaker reveals 3-4 artefacts (most of which are related to a
cultural celebration: See appendix), Ss explore these artefacts and
guess with partner what they could be and what they are used for.
- Guest speaker shares name of each item and what they are used for.
Note: If more than 3-4 artefacts that is ok, though will require
additional time, or T comment for Ss to investigate the items at a
later stage as guest speakers will not have time to cover all of them.
- Traditional Story Telling areas.
- Various artefacts from the Chinese
and Indigenous Australian Cultures
to
different
cultures
and
Ss prior knowledge assessed.
DEVELOPMENT
Explore
- Ss listen to Oral stories related to a traditional
cultural celebration.
2 mins
3 mins
- Ss investigate various artefacts kinaesthetically
and discuss what they think it could be prior
to…
- The Guest Speaker explain.
5 mins
- Ss swap cultural areas
- Repeat activities with new group
1 min
10 mins
Explain
2 mins
- Ss move to other cultural area.
- Guest speaker goes through story and artefacts again with different
group.
- Ss explain to teacher what items are and do
Ongoing
1 min
CLOSURE
Elaborate
- Ss share with class what their favourite
item/fact they learnt about today was and why.
- Ss answers are recorded to compare with those
they shared at the outset of the lesson.
Evaluate
- Ss think about whether or not the two cultures
had any similarities/what were they.
- Ss internalise ideas about celebrations and
artefacts by contemplating what stories they
could share and what items they could bring
from home for following lessons.
- T moves through both group areas especially during the artefactexplore stage, quietly asking Ss what the items are/could be.
Interacting with Ss.
- Ss rejoin class
5 mins
- T asks Ss to share their favourite item/story from today- Why was it
their favourite, what does it do and what did they learn about it?
- T invites Ss who wish to share but didn't get the opportunity to
write it down to be stuck around the classroom or come up to T
during recess/lunch and let T know then as T is very eager to find out
about everyone's favourite part!
- Voice recorder.
3 mins
- T invites Ss to think about the stories and items they explored today
- were there any similarities between the two groups? If so, what
were they?
- T invites Ss to thank Guest Speakers
- Ss informed that the following lessons they will have the
opportunity to share their very own celebration story and traditional
family celebration items, just like the guest speakers did today!
- Ss given handouts to take home to their parents about bringing in
show-and-tell traditional family item.
- Hand outs for the class.