At the woolshed
Teacher: Heather Titchener
Adaptions for ESOL students: Elise Soothill
Summary
| Year: 5-6 Level: 3
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Duration: 3 weeks
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| Strand achievement objectives to be assessed Social Studies:
- Resources and economic activities (How and why people manage resources)
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Learning outcomes Students will be able to:
-
describe how people manage the wool resource
- explain why people manage the wool resource.
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| Supporting achievement objectives English
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Learning outcomes Students will be able to:
- ask questions to gain information
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| Processes Social Studies:
Students will be able to:
- conduct a Social Studies Inquiry.
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Language learning focus Students will:
- learn key vocabulary
- talk in small groups
- ask questions.
Extension: Students will:
- discuss word endings and make word families.
How the language learning outcomes will be achieved:
|
Introduction
In global and national settings, this unit examines several perspectives - bicultural, current issues, and the future. It looks at changing patterns of resource and land use, and economic activity and trade.
Teaching and learning activities
Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:
Learning task 1
Learning task 2
Assessment
Assessment activity 1
Design a flow chart that explains how people manage the wool resource.
Assessment schedule
Achievement objective: How and why people manage resources
Learning outcomes: Describe how people manage the wool resource
Students will be able to:
- identify key stages in the process of wool production
- organise these steps into the correct sequence
- write a brief summary (or use a symbol or illustration and caption) of each stage; add the linking arrows
- give the completed flow chart an appropriate title.
Assessment activity 2
Make a bookmark that explains why it is important to manage the wool resource.
Assessment schedule
Achievement objective: How and why people manage resources
Learning outcomes: Explain why people manage resources
Students will be able to:
- decide on the bookmark format - they may choose to have text on one side and a visual on the other, or questions on one side and answers on the other
- select key ideas
- write brief and purposeful messages explaining why people manage the wool resource
- select appropriate images for the topic.
Resources
Print
- Holden, Phillip. Sheep Station. Reed Books
- Bonallack, John Rousie (1995). School Journal SL
- The Wool Box (Resources put out by the Wool Board with games and information)
- School Journal stories and articles:
- Behind the Cookhouse, 1994 2:1
- Boy Musterer, 1987 Part 2 No. 3
- A Day's Shearing, 1995 Part 3 No. 2
- Four Seasons on the Farm, 1985 Part 1 No. 5
- Lambing Time, 1992 Part 1 No. 3
- Mustering, 1997 YPW
- Sheep Trek, 1987 Part 2 No. 3
- Tails Galore, 1985 Part 3 No. 3
Electronic
