conceptual unit celebrations

Stage: Stage One Concept: Cultures and communities Duration: Eight weeksConcept: Cultures and communitiesKey Question: What is the significance of celebrations in society?

Key Learning Ideas: (Contributing Questions)

How do individuals, families and communities celebrate? What practices and traditions are unique to celebrations? How are celebrations valued in different cultures? How does our class community celebrate? What do we have to be thankful of?

Foundation Statements:

HSIE: Students will recount important family and community traditions and practices. They will sequence events in the past and explain changes in their lives, in their communities and in other communities. Students will gain deeper understanding, knowledge and appreciation of celebrations through exploring individual, family and community celebratory events. A critical analysis, guided and modeled by the teacher will direct students to a considerate understanding of the way people celebrate and appreciate differences in cultures customs and traditions.Literacy: Students will communicate with a wide range of people on familiar and introduced topics to achieve a variety of purposes.They will interact effectively, adopting new speaking skills, in order to give confident oral presentations. They listen to instructions and share ideas with peers to complete tasks. Students will also read and view short literary and factual texts, using an increasing variety of skills and strategies including context, grammar, word usage and phonics to make connections between their own experiences and information in texts. Students will write simple literary and factual texts on familiar topics for known readers by planning and reviewing their writing. They will write using basic grammatical features and conventions of punctuation, showing awareness of different purposes, audiences and subject matter.Mathematics: Students will use a calendar to identify the date and name and order the months and the seasons of the year. Students will also gather, organise, display and interpret data using column and picture graphs.CAPA: Students will make artworks representing both real and imagined situations exploring a range of techniques and media. They discuss qualities of artworks such as subject matter and technique, recognising that artists create artworks for different audiences.Science & Technology: Students will conduct guided investigations by following a series of steps that include questioning, making and testing predictions, collecting and recording data, observing patterns and suggesting possible explanations. They select and safely use a range of equipment, computer-based technology and other resources to investigate and explore.

EDMT6533: Linkages Across the Primary Nikki Logan/31162177

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Stage: Stage One Concept: Cultures and communities Duration: Eight weeksAssessment Tasks:Three major celebrations will be used to determine student knowledge and understanding. However there are other forms of assessment that will also guide student progess in the unit.

Photo wall/recountStudents bring in photographs of personal celebrations and give an oral recount of the event to the class. Students will be marked using a rubric. These pictures will be displayed in the classroom. Along with photographs students will display a written version of their oral recount on a balloon print out, which will form a bunch of students recounts of celebrations balloons on the wall.

Investigating a celebrationIn pairs students will choose a celebration that they know of in the community to investigate. They will use ICT and other available sources to find information to later present to the class.

Class celebrationStudents will plan and organise a class celebration for the end of term consolidating what they have learnt about how and why culture and communities celebrate.

Cross curricular content:

Literacy: Reading: Picture books & factual/information texts. Writing: Modelled and individual recount and procedure writing.

Joint construction of texts. Talking & Listening: Students perform an oral recount during

news time of personal celebrations. Informal assessment of students talking and listening will be determined through students’ participation in class sessions such as group discussions, small group tasks and talks from visitors.

Vocabulary: Grammar uses in procedure writing and recount.

Numeracy/Mathematics: Students will explore the concept of time through discussions celebrations and when they occur on calendars. Students will also represent a collection of data in picture graph. These graphs will assist in consolidation of information and help students interpret graphs.

Creative and Practical Arts: Students will have opportunities to appreciate the music, dance and visual arts associated with celebrations and customs of different cultures and to learn different techniques for producing their own music, dance and artwork.

Science and technology: Students will use the Internet to research a known celebration. Internet based research skills are vital for students to acquire in order to use many different sources to provide in-depth studies of concepts and content.

Focus HSIE outcomes:

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 other communities.

CUS1.3 - Identifies customs, practices, symbols, languages and traditions of their family and of other families.

CUS1.4 - Describes the cultural, linguistic and religious practices of their family, their community and of other communities.


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Stage: Stage One Concept: Cultures and communities Duration: Eight weeksRationale

This unit has been deigned as a conceptual unit in line with the Quality Teaching Framework to ensure that students gain a deep understanding and deep knowledge of the concept of culture and communities through an exploration of celebrations. As the unit is designed for Stage 1 the perspective has a local focus to provide for a deeper analysis of students surroundings. This local perspective allows students to use their background knowledge making the content of the conceptual unit relevant and specific to students’ surroundings. Exploring the concept of cultures and communities through a local perspective sees that students’ knowledge and understanding is constructed upon what they already know.

The concept of cultures and communities has been explored for this conceptual unit and is based on the Unit on Celebrations for Stage 1 from the Board of Studies. The main changes have been to make integrate a more significant local perspective into the learning experiences, as stated above. There is also a greater emphasis on literacy in this conceptual unit to ensure that students are integrating their knowledge across the Key Learning Areas (KLA’s) (knowledge integration). Students hence are able to demonstrate their knowledge through different learning styles and modes of communication. As not all students learn in the same way this integration of KLA’s ensures that each students learning styles are accounted for (inclusivity). For example students who are not strong in literacy will have the opportunity to demonstrate their knowledge and understanding through mathematics, science and the creative arts.

A conceptual learning framework has been used, rather than content based learning experiences to provide students with the ‘big ideas’ about celebrations (deep knowledge). Learning experiences in this unit therefore consider how and why questions about celebrations to give students culturally significant contexts about these events. The lessons are designed to direct students understanding that celebrations are culturally significant events where people within communities display their gratitude on certain days i.e. on birthdays, individuals are thankful for being brought into the world & harmony day, students are thankful for the diversity that makes up their school community. Students are guided through problematic knowledge by considering the celebrations studied comparatively highlighting the similarities and differences amongst cultures and communities

This conceptual learning framework, whereby students’ communities and local perspectives are studied, ensures that students see knowledge as socially constructed (problematic knowledge) as they explore the significance of the local communities celebrations. As a result of this local perspective a majority of learning experiences content have been left open-ended to allow for students to explore what celebrations they would like to investigate (Student self-direction). This learning environment sees that students’ individual perspectives are considered and acted upon in learning experiences (inclusivity). In turn students also learn about a wide variety of cultures, and their traditions and customs (cultural knowledge). Where there is not great diversity amongst students’ cultures and backgrounds, professional judgment will be necessary to determine if other cultural perspectives need to be taught to enable significant learning experiences.


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Stage: Stage One Concept: Cultures and communities Duration: Eight weeksResources:

A selection of 4–6 celebrations that show a wide range of cultural practices.

Visitors to talk to the class about each celebration, using associated memorabilia and artefacts.

Photographs of celebrations.

Let the Celebrations Begin! by Margaret Wild

Let’s Eat by Ana Zamorano

Cultural Diversity Calendar A calendar of cultural and religious days observed in Australia and around the world.

http://www.equity.qut.edu.au/newsevents/calendar/index.html

Religions of the WorldChampion, N. (ed), Belitha Press 1991

Celebrations in Australia - Rose Inserra, Macmillan, 1999

Festivals of the World (series), Brazil, Canada, China, Egypt, England, France, Germany, India, Indonesia, Ireland, Israel, Italy, Jamaica, Japan,

Kenya, Mexico, Peru, Puerto Rico, Russia, South Africa, Sweden, Thailand, Ukraine, Vietnam, Australia, Madagascar, Mongolia, Philippines,

Costa Rica, Spain, USA - Times Editions

Jimmy's Birthday Balloon - Foundations 2, (Level 5), Macmillan, 1999

My Birthday Surprise - Foundations 2, (Level 8), Macmillan, 1999

Celebrations of a Multicultural Australia - Carton, Michelle, includes a CD with songs, Bushfire Press 2000

Festivals - Davis, S., and Evely, C., Macmillan, 1998 (Outlook series)

Food and Feasts in Ancient Greece, Food and Feasts in the Middle Ages, Food and feasts with the Aztecs - Macmillan, 1995, Dawson, I., Food

and Feasts (series)

The Street Party - McAllister, M., Insights Level 1A, Rigby Heinemann, 1996 (Families unit)

Food, Family and Festivals - Ryles ,Macmillan, 1993 (Connections series)


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Stage: Stage One Concept: Cultures and communities Duration: Eight weeksPART ONE: How do individuals, families and communities celebrate?

In this question, students will identify celebrations within their personal community and begin to examine customs and practices specific to their communities. Through learning experiences students will explore their community (what and who it consists of) and hence begin to understand how culture shapes their individual communities.

Outcomes & Indicators

Teaching & Learning Strategies Resources Assessment QTF Links

HSIE (CCS1.1)• explains why a personal, family or community event is importantEnglish (RS1.1)• participates in class/group brainstorming activities to cluster and categorise ideas and facts following the reading of texts(TS1.1)• asks questions to seek clarification• gives a simple description of familiar people, places, things• listens to a range of different picture books read aloud, in different language varieties• gives personal recounts about familiar events• recounts real or imagined events in logical sequence(WS1.9)• writes short recounts of personal experienceMaths (MS1.5)

Learning Sequence 1:Commence unit with a brainstorm on celebrations –What are celebrations? Students write what comes to mind on individual white boards. Discuss as class group.Literacy link - Read and discuss Let the Celebrations Begin! by Margaret Wild

In pairs students list using an Alphabet key chart ways a birthday is celebrated, e.g. C = cake, P = presents, S = streamers.

Children say birthdates going through the year month by month. Record dates on class calendar and display for student to see. (Mathematics link)

Discuss: Do we all celebrate birthdays the same way? Why? Why not? Draw a T-chart on notebook. Are there any other special individual days that we celebrate, e.g. name day, communion, first steps, tooth loss?Introduce balloon recount display, explaining that students are required to bring in a photo and give an oral recount to the class during news time. This recount will later be recorded in written format on a print out of a balloon and placed on wall. Provide a criteria for students to follow. (Literacy link)

Individual white boards/pens/rubbers

Alphabet key chart

Class wall calendar/interactive calendar

Balloon print outs

Brainstorm (pre-test)Do students engage in discussion and respect their peers comments?

Alphabet key chartDo students work methodically through the chart to determine how birthdays are celebrated?

Recount – oral & writtenDo students meet the criteria of explaining in their recount who, what, where and when?

Background knowledge +Metalanguage (students are given the opportunity to express their understanding about celebrations through talking and listening in class group, small groups and through individual reflection)

Knowledge integrationMathematics and literacy link

Explicit quality criteria + Student direction = Substantive communication


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Stage: Stage One Concept: Cultures and communities Duration: Eight weeks• naming and ordering the months of the year• recalling the number of days that there are in each month• ordering the seasons and naming the months for each season• identifying a day and date using a conventional calendar

HSIE (CCS1.1)• explains why a personal, family or community event is important• talks about the lives of people from different cultural backgrounds• identifies the origins of important days and eventscelebrated by families in other countries, e.g. Childrens’ Day in Japan

English (WS1.9)• uses a framework to make notes, e.g. matrix, flowchart, semantic map

HSIE(CCS1.1)• identifies and talks about the lives of people in their family and community• identifies the origins of important days and events

Learning sequence 2:Discuss - What do families celebrate?

Have pictures on notebook of Weddings, Christmas, Easter, Religious occasions, Christenings, Funerals, Anniversaries for students to annotate.

Note any other celebrations students know of that families celebrate. Discuss who celebrates these occasions, when and why?

Include these celebrations on class calendar. Include pictures, students’ names and general information about the celebration. (Mathematics link)

Discuss - Do all families celebrate these occasions? Do we all celebrate these in the same way?Discuss and note variations – ensure that students are aware of different religious practices and the celebrations unique to these religious practices. Read and discuss Religions of the World (Literacy link)

Introduce on notebook, a matrix for students to create. In groups children list information for matrix according to celebrations discussed.

As a whole class list information from each group on the matrix.

Learning Sequence 3:What do Communities Celebrate?Discuss picture/s of celebrations from different cultures. Record the different aspects on KWHL chart using information students

IWB


Matrix

KWHL chart

MatrixDo students understand how using a matrix consolidates information and shows a comparison of celebrations?

KWHL chartDo students fill in the appropriate areas of the chart to increase their understanding of

Background knowledge + Narrative = Problematic knowledgeBuilding on students knowledge from personal to family and then community, gives students a narrative to follow where they are also guided to consider different perspectives.


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Stage: Stage One Concept: Cultures and communities Duration: Eight weekscelebrated by their family and the community, e.g.Hanukkah, Easter, Vesak, Mothers’ Day, Diwali, etc.• organises and labels information about important past and present peoplesHSIE (CUS1.3)• identifies and describes the groups that individuals belong to, including family, class and school groups, sporting groups, a community, religious groups, a language group• recognises the importance of flags and other symbols to cultural identityHSIE (CUS1.4)• communicates an understanding of how families express their cultures through customs, celebrations, practices, symbols and traditionsMaths (DS1.1)• displaying data using column graphs and picture graphs• use simple graphics software to create picture graphs (Applying Strategies)

know. In groups, list the cultural backgrounds of children in the

class identifying the celebrations in which they participate. Report back to the group and record students backgrounds in a column graph using pictures of national flags. (Mathematics link)

Have students study pictures of common celebrations and annotate them with the name of the special day or event, why they think it is celebrated, and what people are doing.

Have groups or pairs present their work. Display the pictures and annotations. Question the students to determine common and differing

elements of celebrations, e.g. clothing, food, music, symbols, gifts and customs.

Ask children to name any other celebrations they know occur in Australia. Read Celebrations in Australia. (Literacy link)

Add all the celebrations to the class calendar. Have students fill in the rest of the KWHL chart as

homework asking parents for information and/or using books or the Internet.

IWB – national flag pictures

Pictures of celebrations


how communities celebrate?

Picture graph of students national flagsDo students recognise the importance of flags to cultural identity?Do students know how to represent information collected in correct graph?

Cultural knowledge + Inclusivity = Problematic knowledgeInvestigating the cultural background of the students ensures that each student’s perspective is considered.


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Stage: Stage One Concept: Cultures and communities Duration: Eight weeksPART TWO: What practices and traditions are unique to celebrations?

Student will develop an understanding of how different cultures celebrate occasions with visitors talking about different celebrations within their community. Students will compare these celebrations identifying the similarities and differences in how they are celebrated.



HSIE (CUS1.4)• identifies and demonstrates similarities between ways in which people express their culture, e.g. celebrations usually involve music and food• communicates an understanding of how people in another country express their culture by mentioning some customs, practices, symbols and traditions

English (TS1.1)• asks questions to seek clarification(WS1.9)• uses a framework to make notes, e.g. matrix, flowchart, semantic map

Learning sequence 4:

Invite two visitors to talk to the students (separately) about special celebrations unique to their culture showing slides, photographs or video clips of their event, playing some of the music featured and talking about why they had the celebration, who came and why, what people did, and how they felt.Ask the visitors to talk about how the customs and practices of the particular celebration have changed over time. What changes have been made to adapt to current circumstances?

Students are to complete a retrieval chart after each visit. Have students, in groups, discuss and list the similarities and

differences in the two celebrations using a Venn diagram to record discussions.

Ask the groups to prepare and present their information to the class.

As a home task have students investigate similar events that their family members have attended — who went and why, what people did, wore and ate, and whether there are any photographs. Ask the students to record the information on individual retrieval charts.

IWB

Retrieval chart

Venn diagram

Talking and listeningDo students listen attentively and ask relevant questions?

Retrieval chartCan students individually consolidate the information gained from visitors’ talks and from family members at home?

Venn diagramAre the differences and similarities clearly outlined in the diagram?

Inclusivity + Connectedness = Engagement + Deep understandingA connection with community members sees that students remain engaged at a local level for deep learning experiences about their community.


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Stage: Stage One Concept: Cultures and communities Duration: Eight weeksPART THREE: How are celebrations valued in different cultures?

In the following lessons students will investigate and compare through research a variety of celebrations to determine their similarities and differences. Students will gain a deeper understanding of how celebrations differ due to cultural practices and traditions. Though interviews of family members students will begin to see the value of why celebrations happen through a personal connectedness with these cultural events.



HSIE (CCS1.1)• explains why a personal, family or community event is important(CUS1.4)• communicates an understanding of how families express their cultures through customs, celebrations, practices, symbols and traditions

Science (UT S1.9)• selects and uses a range of equipment, computer-based technology, materials and other resources to undertake an investigation or design task.

English (WS1.9)• uses a framework to make notes, e.g. matrix, flowchart, semantic map• writes elementary descriptive information reports


Choose, as a class, four or five different types of celebrations of special days or events (e.g. religious, cultural, national, community, family) to investigate.

Investigate these celebrations in pairs during ICT time. Students are to ask what, when, how and why questions using a fishbone diagram to record their information. (ICT link)

Students in their pairs record their information with pictures on an A5 poster to present to the class and display in classroom.

Develop a list of major categories of celebrations on notebook and list those investigated under each category.

Provide students with images of a variety of celebrations and ask them to categorise these and add them to the display.

Discuss how the celebrations were similar in order for students to generalise and complete the statement: ‘Celebrationsusually have … (special food, music, clothing, customs …)’. (Literacy link)

ComputersPrinters

Fishbone diagrams

A5 posters

IWB

English writing books

Research skillsDo students use the correct search engines on the Internet? Can students navigate between different sources?

Fishbone diagramDo students use the diagram to guide research and plan for poster presentation?

WritingCan students generalise after discussions and categorising how celebrations are similar in some ways?

High expectations + Explicit quality criteria = Higher-order thinking + Deep understandingThese lessons are scaffolded with fishbone diagrams and directing students research to ask what, when, how, and why questions. Students focus on one celebration through higher-order thinking for a deep understanding of how and why these events are celebrated.


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Stage: Stage One Concept: Cultures and communities Duration: Eight weeks• uses word processors to create texts.• writes basic explanations(WS1.13)• selects and refines topic before writing.

HSIE (CCS1.1)• retells the original stories associated with traditions oftheir family and community, including Dreaming stories, religious stories, recounts, narratives(CUS1.3)• gives information about their own family background, including the language/s spoken at home, religion/s, traditions, practices, customs, celebrations and stories• identifies characteristics that make another family different or similar to their ownEnglish (WS1.13)• selects and refines topic before writing.Maths (DS1.1)• displaying data using column graphs and picture graphs• interpreting information presented in picture graph


Students devise interview questions to interview a family member about celebrations of special days and events in which the family participates, finding out why their family celebrates these days/events. This may be the same celebration that students listed in their retrieval chart however students are not requires to ask deeper questions, such as why do we celebrate this day to understand how this celebration is valued.

Have students draw, on separate sheets of paper, images of different kinds of celebrations that are important to them or their family and list the feelings they have about each of these.

In groups, have students share their information, identifying whether all students celebrate the same days and/or events and whether they have the same or different feelings about these days and/or events.

Develop on a notebook a class picture graph of the results. (Mathematics link)Analyse the graph to highlight the diversity of celebrations that students think are important and the variety of feelings that celebrations evoke. (Mathematics link)

Ask students to recall the interviews with the visitors and family members and to list the types of feelings that these people expressed about their celebrations. (Literacy link)

Ask students whether they have negative feelings about any celebrations.

Discuss: What if we didn’t celebrate?

Proforma for interview

A4 paper

IWBPictures of events

Interview sheets

Interview questions and answersDo students pose questions that will draw out the information requested?

Picture graphCan students analyse the graph to see the diversity within their class?

RecallCan students convey and explain their feelings in writing?

Narrative + Connectedness = Deep knowledge + Deep understandingThrough personal family interviews students see the relevance of studying celebrations and can use their experiences to build a deeper understanding and knowledge pool of the value of celebrations to cultures and communities.


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Stage: Stage One Concept: Cultures and communities Duration: Eight weeksPART FOUR: How does our class community celebrate? What do we have to be thankful for?

Students are given the opportunity to express their class’s diversity through incorporating cultures traditions and customs into their celebration. Students will also consolidate their learning through planning and reflection of the celebration.



HSIE (CUS1.3)• participates in activities that involve the communication of cultural symbols, practices and customs, e.g. music, song, artworks, dance• listens to Aboriginal stories and songs and views Aboriginal artworks and dance.

English (WS1.9)• writes basic procedures• contributes to joint construction of texts(WS1.13)• selects and refines topic before writing.Maths (MS1.5)• estimating and measuring the duration of an event• comparing and ordering the duration of events

Creative Arts (VAS1.2)• thinks about how they can interpret the teacher’s or others’ requirements for art making (e.g. use of materials,


Students are to plan and organise a class celebration for the end of term. Students will brainstorm what the class community consists of through questionnaires and surveys. They will then determine how the class will celebrate in line with the information collected about their class e.g. if the class has a diverse set of students from different backgrounds, celebrations should represent how each culture celebrates. Students will decide on food, decorations, music and other proceedings for the day.Read and listen to Celebrations of a Multicultural Australia

Students will write a procedure for the food that they wish to bring in on the day. Read Let's Eat (Literacy link)

As a class jointly construct a running of events will be written taking into consideration the timing of event. (Literacy & Mathematics link)

Students will decide on entertainment and decorations for the day during creative arts time considering all art forms. This lesson should be pretexted with a discussion of students’ cultures and how art is used in these cultures to represent their beliefs, customs and traditions.

As inspiration students listens to Aboriginal stories and songs and views Aboriginal artworks and dance.

Following the event, have students reflect on how they felt about

Procedure proforma

IWB

Art materials

Aboriginal stories, artworks and dances

Procedure writingDo students correctly write a procedure with a purpose, materials and steps?

Joint-constructionDo students participate in the joint-construction considering time as an element of their planning?

Cultural knowledge + Student direction = Inclusivity + Knowledge integrationStudents design their own celebration using the cultural knowledge of their class and how and why celebrations occur. This incorporates a combination of KLA’s where students can consolidate what they have learnt over the unit through taking ownership of an in-class event.


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Stage: Stage One Concept: Cultures and communities Duration: Eight weeksinvestigation of subject matter, scale and purpose of the work)VAS1.3• talks about some of the symbols and techniques artists use in their making of art

Science (UT S1.9)• uses paint, cardboard, glue and natural materials to create masks for different cultural celebrations

the celebration, considering the following questions: What were they celebrating? Were students happy with their celebration? Why? Why

not? Did the food, music and entertainment reflect students’

diversity?

English writing books

ReflectionCan students relay events and explain what and why they were celebrating?


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Stage: Stage One Concept: Cultures and communities Duration: Eight weeks

References:

Board of Studies (2007). Creative Arts K-6: Syllabus. Sydney: Author.

Board of Studies (2007). English K-6: Syllabus. Sydney: Author.

Board of Studies (2006). Human Society & Its Environment K-6: Syllabus. Sydney: Author.

Board of Studies (2006). Mathematics Syllabus K-6. Sydney: Author.

Board of Studies (2006) Human Society & Its Environment K-6: Units of Work. Sydney: Author.

NSW Department of Education and Training (2003). Quality teaching in NSW public schools: Discussion paper. Sydney: NSW DET


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conceptual unit celebrations

Documents

primary nikki logan 31162177

views aboriginal artworks

human society

conceptual learning framework

class community celebrate

aboriginal stories

learning experiences

local perspective