identify important Australian celebrations and commemorations and discuss their origins and significance in society
identify and describe local, state and national symbols and discuss the origins, symbolism and significance, eg the school logo, Australian and Aboriginal and Torres Strait Islander flags, coats of arms from states and Australia
identify global celebrations and commemorations, including those of the major world religions
describe the origin of these celebrations
respond to Aboriginal stories told about Country presented in texts or by a guest speaker
Investigate 3 Back Packs containing icons that represent different countries and deduce the ownership of those backpacks. Discuss how this is related to Being Australian and multiculturalism.
REVIEW WHAT IT MEANS TO BE AUSTRALIAN
* Using silent butcher’s paper protocol brainstorm “Being Australian” in groups of three, writing iconic Australian words. Students to look at each other’s comments and agree, question, or add to them. Create mind maps (could use the shape of a large boomerangs around the room). Mind maps have the headings:
Beach, Bush, Outback, City, Small Town, Farm, Rainforest, Mountains, Desert, Animals, Food, Clothes, Weather, Sayings/Expressions, People
Click through the slides below and review what Being Australian means and see if there is anything you can add to your mind map.
Make a list of all the things you can see in this picture that you think are important parts of Being Australian. Then compare your list with a partner.
Discuss the privilege of Being Australian, especially compared to many other countries.
Revise some of Australia's significant sites from Term 2 and why they show how Australia is special.
Then watch this video:
What makes us Australian? Watch this video (I am Australian with lyrics) and listen to the words of the song and see if you can identify characteristics of Being Australian.
The lyrics were changed from "young" to "one" from 1 January 2021. It was made by the then Prime Minister Mr Scott Morrison to foster a spirit of unity, particularly for our indigenous people.
Think about our National Anthem - Advance Australia Fair. How does it reflect what it means to be Australian?
What do the different lines tell us about Australia? Brainstorm with a partner and see what you can explain about Australia from the words of the National Anthem.
EXTENSION TASK: In groups of 5, create different Keynote pages to illustrate verse 1 of the National Anthem, using the words of one or two lines and some images to illustrate them.
Where do your ancestors come from? Complete the family tree at home.
Below are some areas that were discovered by previous Year 3s!
How do they compare to your class today?
Over 250 years ago there were only First Nations (Aboriginal and Torres Strait Islanders) who lived in Australia. Gradually over the past 250 years, a variety of cultures and people came to live in Australia for many different reasons. Some of those reasons were to:
help Australia
expand their empire (Britain)
be prisoners
make their fortune.
get good jobs
feel safe and free (remember the book "The Littlest Refugee")
make money from finding gold
At times Australia has encouraged people to move here because
they needed more people to do the jobs that no one else wanted to do
they needed people who had knowledge and skills that Australia needed
For whatever reasons Australia is now full of people who come from many different backgrounds and countries, as well as the Aboriginal and Torres Strait Islander people who were here originally.
Each of those backgrounds, countries and cultures have their own traditions and customs.
Hint: Think about the different kinds of food your family might buy as Takeaway (apart from Maccas or KFC), or different kinds of restaurants your family might visit.
Read through this book:
What do you think it means to be Australian?
EXTENSION TASK: In groups of 3, create different Keynote pages to illustrate verse 1 of the National Anthem, using the words of one or two lines and some images to illustrate them.
Make a list of what you SEE in the picture
Write down what you THINK about when you look at the picture
Make a list of what you WONDER about when you look at this picture
Scroll through each picture and think about the symbols you see!
Have a look at the first slide below. Make a list of what you SEE in the picture. Then write down what you THINK about when you look at the picture. Finally, make a list of what you WONDER about when you look at this picture.
Discuss with your class/group.
Scroll through each picture and think about the symbols you see!
identify and describe local, state and national symbols and discuss the origins, symbolism and significance, eg the school logo, Australian and Aboriginal and Torres Strait Islander flags, coats of arms from states and Australia
identify important Australian celebrations and commemorations and discuss their origins and significance in society
identify global celebrations and commemorations, including those of the major world religions
describe the origin of these celebrations
Click through the following slides and see how some more symbols have been used. Each state in Australia has its own State flag, and State animals and plants.
From time to time, people have suggested that Australia should have a new flag that represents Aboriginals as well as other Australians, and that maybe it does not need to have the British flag as part of it. A number of years ago, Ken Done (you remember him from our art lessons last term) made a series of designs that he thought might be good alternatives to our current Australian flag.
Take a look at some of Ken Done's designs below in the first group of slides. The second set of slides shows some other people's ideas. Think about the symbols and the colours that have been used and why they have been used.
You could take a vote amongst your friends or classmates to see which of these designs you think is the best.
ASSESSMENT: Create an alternative Australian flag with symbols that adequately reflect Australia. Explain reasons behind choice of colours and symbols.
flag assessment digital copy.pdfWe have discussed how different symbols are used to remind us of different events. We also have different traditions or celebrations that are important to us and remind us of different parts of our lives.
Brainstorm or make a mind map of different celebrations that you know of, and think about the reasons for them. See if you can group the celebrations into different categories according to why we have the different celebrations.
Celebrations:
We have discussed how different symbols are used to remind us of different events. Different traditions or celebrations are also important to us and remind us of different parts of our lives.
See if you can group the celebrations into different categories according to why we have the different celebrations.
You will be working over the next few weeks to research your celebration.
Go to the document in Seesaw that says "Celebrations Choice" and make a list of your 1st, 2nd, 3rd, 4th and 5th choices.
Your teacher will tell you which celebration you will be researching next week.
Celebrations Choice
Your teacher will give you a list of celebrations. You will be working over the next few weeks to research your celebration. In Week ..... we will have an exhibition of different world celebrations.
Celebrations:
We have discussed how different symbols are used to remind us of different events. Different traditions or celebrations are also important to us and remind us of different parts of our lives.
You will be preparing a Celebrations exhibition so that visitors can come and learn about many of the world's different celebrations.
You will be working in groups across the Year 3 rooms.
When you are in your groups, you will need to brainstorm what kinds of things you think people need to know about the celebration you are researching so that they can get a clear understanding of why people think this celebration should be included in Australia.
Each group will receive the following two worksheets. The "celebrations" sheet explains what to do. The other sheet is to help your group share out research responsibility.
Celebrations research task.docxCelebration research who is doing what.docxOnce you have agreed on all the different elements that need to be included in your exhibit, you will need to work together as a group and share what to research, so that you are not all researching the same parts. Your teacher will give you a sheet on which you will choose who is going to research which parts of the celebration. It is important to collaborate well to do the best work on this project. You will also need to decide how to set up your exhibit.
You can use books, Britannica Online, WorldBook other books and the links that your teacher has provided to help you find out as much information as possible.
Click on "celebrations" to access information about the different celebrations you will be researching.
In Week 6 you must have everything prepared and spend time rehearsing what you will be saying as people come to see your exhibit.
You will also be creating invitations to invite your parents to come and observe each exhibit.
11:55-1:00
Set up exhibits for celebrations across all Year 3 spaces (20 mins)
Rehearse the presentation (10 mins)
Year 3 students can view each others' exhibits (30 mins)
RECESS - get changed into costumes
1:20 - 2:50
Classes plus Admin staff view the exhibits
Year 3 teachers take photos and take video snippets to create a video for parents to view
Pack up at 2:20 (if time, reflect on feedback from class visits)
Feedback from Students:
In pairs students will be observing:
exhibit presentation (physical)
contribution of individual students in the presentation and towards the physical exhibit
demonstration of knowledge
Below are the Peer Review forms to aid visiting students in providing feedback
Peer Review Form.docxPeer Review Starter Sentences.docxusing a range of sources, describe and explain how and why ONE area, eg transport, work, education, entertainment and daily life, has changed or ONE that has remained the same in the local area, region or state/territory since colonial times
identify the various cultural groups that live and work in the local community
focusing on ONE group, investigate their diverse backgrounds and outline their contribution to the local community using a range of sources, eg photographs, newspapers, oral histories, diaries and letters
Do you know what these birds are? Listen to them:
Bellbirds Images, Information and Sound.pptxHenry Kendall wrote this poem. He was a bush poet who lived in our local Central Coast area in the 1800s.
Timeline of Henry Kendall’s Life.docxTimeline of Henry Kendall's Life 2.docxGo on an excursion to Henry Kendall Cottage.
Here is a virtual excursion for those who are unable to attend:
Complete Henry Kendall Timelines if needed.
Discuss what was the same or different to what we find today.
Choose ONE of those artefacts and research the following:
What is it called?
When was it invented?
Who invented it?
Where was it invented?
Why was it invented?
How has it changed over time?
How has it improved people's lives?
When you have completed your research, create a way to present it to your class:
poster
keynote presentation
create an example of this artefact
Present and enjoy learning about how different artefacts around the home have changed over time!
