CTG_Tuning+in



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Complete 3 pre-assessment activities.

 * Personal Reflection
 * Attitude Survey
 * Mapping Activity

Laying it on the line
Use quotes from attitude survey. Ask students to stand on an imaginary line/continuum to show where they stand on certain issues. Ask students to justify their stance. Generate wonderings and commence a wonderings and discoveries board. Revisit the wonderings regularly throughout the unit and record any discoveries as they are made.

Wallwisher
 * Possible resources**

Needs and Wants activity
Place words/concepts about needs and wants on cards: Example: Food, clean water, medicine, family, friends, internet, music, democracy, education, bathroom, movies, bed, playstation, mobile phone, car, good health, money, sense of humour, television, pets, electricity, fast food, clothing, hair products, church/faith, computer, books/magazines, sport.

Divide students into groups of 4 and hand out the cards evenly so they each get about 7.

Give them the instructions they have to decide which of these things are the most important to them. What couldn’t they do without? They work individually at first and have to discard the one that is least important to them. They put this in the middle of the group.

Group members can swap one of the things in their hand for something someone else discarded if they like it better. In pairs they combine their cards and discuss. They select the 6 most important to keep and discard the others.

The 2 pairs join to make their group of 4. Share, discuss and decide on the top 6.

Each group then shares and compares their top 6.

Discuss as a class what they value in their lives, what is important; are there any things everyone agreed on? Who in the world might have a different list and why? Discuss and develop agreed meanings for the terms needs and wants.

Commence a glossary of terms that will be added to during the unit. Students reflect on their ideas and thoughts in a personal journal. Use this learning experience to commence a reflection journal that will be used to record personal feelings and ideas throughout the unit.

Digital portfolio: 1:1 using iWeb Wiki page for each student to record reflections Blog page for each student to record reflections
 * Possible resources**

Statistics activity
Using information from ‘Living with world families’ kit and/or the Gapminder website, find out about a range of different countries and the living conditions within them. Students read the statistical information, graph their findings to compare, and consider implications of the information. As students find out about particular countries they locate the country on a world map outline, name it and colour code it.

Use Excel/Numbers/Google Docs to create spreadsheet to record and graph data
 * Possible resources**

Carousel activities
Students find information about a variety of countries (both developed and developing nations) using a range of multi modal resources. They record information about: education, health, climate, food, lifestyle, religion, housing and family, on a cross-classification chart. Possible multi-modal resources: 1. PostersfromWorldfamilieskit(postersdepictthe family and all their possessions from different countries). 2. Information texts from World familieskit. 3. Information texts from library. 4. Internet sites especially World Vision. 5. World Vision //GetConnected// magazines 6. DVDs and pictures from Caritas/ Missionweek resource kits. Share information and discuss the implications as a whole class. Ask students to sort and ‘rank’ countries from those who have the most to those who have the least. Discuss what the needs and wants might be for each of these countries. Students make own posters depicting their own possessions, homes and families.

Voicethread : add photos/drawings to Voicethread and allow comments from others explaining their opinions **
 * Possible resources

If the world were a village
Read the book as a shared reading experience. Physically make groups using the students to act out the statistical information in the book. Eg out of the 100 people here 80 have a home and 20 don’t etc. (If there are less than 100 students work out appropriate ratios as a real life Maths task.) Create a visual representation of the information presented.

Act out this experience and make movie Comic Life the different representations
 * Possible resources**

The rights of the child
Read the picture book //We are all born free//: //The universal declaration of human rights in pictures.// Discuss the rights portrayed. Encourage students to make links between the countries they have found out about and who may be in danger of not enjoying the human rights shown in the book. The Get Connected magazines (World vision) Issue 4 child’s rights and issue 1- make good links to this as well.

Millennium Development Goals (MDG)
Watch //Make Poverty History// DVD and identify the Millennium goals. Students create pictures to illustrate each of the goals like the illustrations in the //We are all born free// book. Discuss the connections between the MDGs and human rights. Discuss the importance of the role of wealthier countries, especially Australia in supporting the MDGs.

Concept map or mind map
Ask students to consider the question: //What do people need to be happy and healthy?// They draw on all the information that they have gathered so far to create a concept or mind map showing all the factors. Then ask students to consider all the factors that impact on these aspects of being happy and healthy and add another layer to the concept map to show this.

Webspiration Bubbl'us
 * Possible resources**

Wonderings and discoveries
Go back to the wonderings board set up at the start. Are there any questions that can now be answered? Scribe these on to discoveries board. Wonderings that have not been answered can be investigated individually by students then shared with class.

** Overview Assessment ** Tuning in (building stage) Finding out Sorting out Reflection Action Resources
 * Index**