Key Learning Area/s
HSIE/English / Stage/Grade/Year
Stage 3: Year 5 2012 / Recommended Time
Term 3: Weeks 6 - 10
Core Outcomes
CUS3.2 Describes different cultural influences and their contribution to Australian identities.
CUS3.4 Examines how cultures change through interactions with other cultures and the environment.
ENS3.6 Explains how various beliefs and practices influence the ways in which people interact with, change and value their environment.
SSS3.7 Describes how Australian people, systems and communities are globally interconnected and recognises global responsibilities, cultural influences and their contribution to Australian identities.
Foundation Statements
Change and Continuity
Students explore the principles of Australian democracy and explain its development over time. They investigate significant events in Australia's past and explain the implications for the development of Australian identity, heritage and cultural diversity. They locate information from a variety of primary and secondary sources, presenting their findings in a range of ways.
Cultures
Students explain how shared culture, heritage and language, including those of Aboriginal peoples, contribute to Australian and community identity. They explore cultural diversity by examining how cultures change through interactions with other cultures and the environment.
Environments
Students analyse Australian and global environments, identifying environmental issues and problems and they explore ways in which individuals and groups can contribute to solutions for these. They investigate human interactions with environments and recognise ecologically sustainable development. Students recognise various beliefs and practices and explain how these influence interactions with environments. They sketch, label and use maps, applying appropriate conventions and terminology.
Social Systems and Structures
Students identify Australia's social and economic connection to the world and the rights and responsibilities of Australian and global citizens. They examine decision-making processes at state and federal levels and explain the structures, roles and responsibilities of government. They examine changes in work practices and the rights and responsibilities of producers and users of goods and services. Students apply knowledge of participatory democracy to formulate plans and create possible solutions illustrating fairness and social justice for school, local, national and global problems.
Enduring Understanding: What is life like in INDIA?
Essential Questions: What are the perspectives of the enduring understanding? / Important Knowledge: What specific knowledge do I want the students to gain for each of these essential questions?
Essential Question 1 / Important Knowledge
Where is India? What is the country like? / · India’s location
· Geographical information about India
· Languages & population
Essential Question 2 / Important Knowledge
What are the Traditional culture, symbols s and religions of India? / · Early civilisations in India
· Symbols of India
· Religions, customs & celebrations
Essential Question 3 / Important Knowledge
What is life like in modern India? / · Urban & rural living
· Food & clothing
· Education
Essential Question 1: Where is India? What is the country like?
Modified Activities / Core Activities / Extended Activities
Students are required to do a smaller number of questions
Teacher provides assistance as needed. / Title Page
Students design an India themed title page for their HSIE book.
Pre-Test.
What do we know about India?
Students create a mind map of the things they know about India.
Students as a class group discuss and complete a list of things they would like to know about India.
Research Task: Using chart of things they would like to know students research some of the topics and questions that interest them the most.
AIM Research Tasks: Students use Task Cards or Bloom’s wheel to direct their learning. The Core Activities provide the main teacher directed content.
Students present their information using an appropriate method.
The class wiki http://5aclasspage.wikispaces.com/ contains numerous web links and information pages to assist in the completion of this work.
Students deconstruct an Information Report about the location of India.
Where is India?
Using information from India: A Cross=Curricular Theme pg. 3 students complete a mapping exercise to locate and place India in a world context and an Australian context.
Use SMART notebook file: Year 5 2012/T3_Y5_INDIA as a guide.
Population and language
India: A Cross=Curricular Theme pg. 9 Students use information to create pie charts of Indian Populations and languages spoken using Microsoft Word. / Students may choose a topic that is not covered in the class list but may be of interest
Essential Question 2: What are the Traditional cultures, symbols and religions of India?
Modified Activities / Core Activities / Extended Activities
Teacher provides
assistance as needed. / Using the SMART notebook file Year 5 2012/T3_Y5_INDIA students investigate some of the history of India.
Using information from India: A Cross=Curricular Theme pgs. 17 & 18 students complete an exercise on the Early Civilisations of India & pg. 21 Turbulent Times in India’s Past.
Students jointly and individually construct an information report on the main symbols of India using a writing scaffold and information gathered from research sources and from India: A Cross=Curricular Theme pg. 29
Students use the site http://www.woodlands-junior.kent.sch.uk/homework/india/languages.htm#religions to find the main facts about Hinduism, Buddhism and Islam. The main religions of India / Research using AIM task cards and Bloom’s Wheel.
Essential Question 3: What is life like in modern India?
Modified Activities / Core Activities / Extended Activities
Teacher provides assistance as needed. / Students design a retrieval chart of the differences between urban and rural living in India, using India: A Cross=Curricular Theme pgs. 37 & 39
Students participate in the school’s multi-cultural week looking at designing clothes, undertaking cooking lessons and Indian music.
Students present the “End Product” of their research using their AIM Task Cards or the Bloom’s Taxonomy Wheel.
Assessment
Modified Activities / Core Activities / Extended Activities
Students complete the assessment test based on work covered in the unit.
AIM Task Cards & Bloom’s Wheel:
Festivals and ceremonies
· Research the major festivals and ceremonies, observed by Indian people.
· Explain the origins of some of the festivals and ceremonies, and customs associated with these.
· Create a calendar showing when festivals and ceremonies are celebrated.
· Make, colour, paint or design some of the things needed for one of the festivals.
Traditional beliefs of Indian people.
· Research the major religion practised by traditional Indian people.
· Find out about some of the major beliefs in this religion.
· Find out about some customs associated with these beliefs.
· Create a collage or artwork of places of worship eg temples
Environment and people of India
· Research: the location of India; major landforms; native flora and fauna; climate; ways in which people use the environment.
· Research the traditional beliefs and stories about the origins of the island.
· Construct a map or model of India.
Indian languages
· Research languages spoken in India.
· Explain how the languages are used.
· Create a glossary of terms that you might find necessary if you were to visit India.
· Using the Indian language, write the name of five of your friends
Traditional food, drinks and eating customs
· Research traditional Indian foods and some recipes.
· Find out why some foods are popular, eg rice.
· List some customs that are observed when preparing food or eating.
· Prepare a list of foods/drinks which you think students in the class would like to taste. Give the list to the teacher with all the ingredients.
Dance, drama and music in traditional Indian culture
· Listen to a recording of traditional Indian music. (look on the Internet)
· Prepare a performance using Traditional Indian music and instruments.
· Research some traditional Indian instruments.
· What role does music and drama play in India?
Dress
· Research traditional dress for Indian people and clothing for ceremonies and festivals.
· Explain the significance of some of the traditional patterns on the fabrics.
· Design and make some examples of traditional dress.
Bloom’s Wheel
Below is a ‘Bloom’s Wheel’. Look closely at the list in the outermost circle. These are all ideas of things you could create and include in your presentation in week 10. We suggest you start researching now so that you can have them ready in time.