Watch ‘Rabbit Proof Fence’. Students reflect on the fairness of the law through discussion. Students create a poster which reflects their point of view about an issue that comes out of the movie. Add to cross classification chart. youtu.be Rabbit Proof Fence scene
Create a cross classification chart which compares different issues that involved the changing of laws. Issue, Image, Where, When, Stakeholders, Law Development, Level of Government are to be included in the chart.
With each of the issues arising during the Immersion period, children create a PicCollage involving colour, symbol and image.
Incursion involving Mayor of Geelong, Darryn Lyons on Monday of Week 2. Discussion will revolve around his role in government, issues that he would like to change and why he feels strongly about these issues. How does he listen to the voice of the people? Add cross classification chart? youtu.be Geelong Mayor talks to students about the best days of their life.
Preservation of the Great Barrier Reef. “Fight for the Reef”. fightforthereef.org.aubr /The chn are required to identify the issue, complete a reflection on the issue and add information to the cross classification chart. Describe the laws that this organisation are trying to change. Great Barrier Reef Marine Park Act 1975 (Federal Law) Investigate the idea that laws are in place and at times people try to find loopholes in the law. fightforthereef.org.au The Great Barrier Reef is in crisis - and this Federal election will decide whether it survives and thrives. Will you act now and show your support?
<div>Complete a workshop on how the Australian government works. The focus is on the three levels of government. Watch snapshot clips: http://www.peo.gov.au/multimedia/videos/snapshots-federation.htmlbr /http://www.peo.gov.au/multimedia/videos/snapshots-three-levels-of-government.html</div> www.peo.gov.au Video duration: 2 min 39 Transcript Vision Audio Opening credits showing images of the Parliament in action. Title: Snapshots of...
Students attempt to gain an understanding of refugee laws in Australia from the document provided and through discussion – What is a refugee? How have the laws changed? What is the issue within Australia at the moment? How have the laws changed over time with refugees in Australia? What is the international law regarding refugees? expertpanelonasylumseekers.dpmc.gov.au
The students complete a &apos;Visioning Collage&apos;, reflecting on one of the issues that they have focussed on. They use materials from books, magazines, newspapers, colour paper, etc. They also use iMotion to create a movie of the whole process. Final pieces are to be accompanied by a comment regarding their inspiration.
How laws are created and passed. The students are shown the following videos from ‘Behind the News’ and the ‘Parliament of Victoria’. br /http://www.abc.net.au/btn/story/s3295573.htm http://www.parliament.vic.gov.au/about/how-a-law-is-made/how-a-law-is-made-animatedbr /Finally, provide notes from the Parliamentary Education Office http://www.peo.gov.au/uploads/peo/docs/fact-sheets/making_law.pdf or (http://www.peo.gov.au/learning/fact-sheets/making-a-law.html). Students create a procedural text outlining how a law is created in Australia. Their work is completed using Google Docs which can be shared with the teacher for conferencing purposes. Their final draft is placed on Google Drive. www.parliament.vic.gov.au Parliament of Victoria, Australia
<div>Students to pick one issue of their choice, possibly not previously discussed (land rights, voting, environment, white Australia policy, disasters, conscription, Clean Up Australia Day, etc), research the issue and complete the cross classification chart and colour, symbol, image.</div>
SQuID - Students use the focus question of, &apos;How might our voice make a difference to rules and laws?&apos; to work through the NoTosh strategy in groups of six. The SQuID is designed to get the children to think deeper about their question. Following the SQuID, the children come up with their own focus question.
The children choose key words from their SQuID and add them to a shared Google Doc. These words will be used during the Hexagonal Thinking Activity.
<div>Students view a clip from 'The Project - Bring Back Our Boys'. The class discuss the clip and how viewing this affects them emotionally.</div> tenplay.com.au 404
Hexagonal Thinking - Children use key words from the SQuID activity in this NoTosh exercise. Children link the words along edges of the hexagon and explain their reasoning to the group as to why these words connect. Encourage the children to find further links with the words by rearranging them. notosh.com Complex thinking isn't chaotic, nor is it linear.
100 Ideas in 10 Minutes - The children were asked to complete this task with the idea that their idea will focus on what action they can take to provide awareness to the community surrounding their issue. notosh.com From daft ideas come brilliant solutions | The NoTosh Lab
Children complete an independent inquiry on an issue that they feel passionate about. They follow a rubric that supports them through the inquiry process as they discover more about the issue and the laws surrounding it. The whole process is assessed equally alongside the finished product.
From the 100 Ideas in 10 Minutes activity, the children collate their &apos;sure things&apos;, &apos;darlings&apos; and &apos;long shots&apos; into one shared Google Doc. These ideas can then be used at a later date for their action during the Prototyping stage. docs.google.com Sure Thing $ Public Debate Petition websites youtube Blogs Petition Debate Letters Flyers News papers Meetings Sausage sizzle Posters Local paper Tell local clubs Make a website Letters Petition Protest Darling ❤️ Commercials Billboards Ellen Show Community's ❤️ Schools ❤️ Books❤️ Social ...
Throughout the prototyping stage, the students participate in feedback/feedforward. This can happen at the point of need but is scheduled in for 3 minutes per student every Friday.
Edmodo - The students all have access to Edmodo. Through this program the children are able to discuss their inquiry projects and ask questions of the teachers and their peers.
The children work independently or in a small group to create an action that builds awareness around their particular issue. The children work to a rubric in an attempt to spread their message that might lead to change to rules or laws within Australia.
Children present their action to the class delivering the messages of, &apos;What is the action?&apos;, &apos;What is the purpose f the action?&apos;, &apos;Why is your action going to be successful?&apos; and &apos;If there are any, what are your future plans?&apos;
An example of the Visioning Collage process. www.thinglink.com My Interactive Video
<div>Example of Cross Classification Chart.</div> s3.thingpic.com
Example of Colour, Symbol, Image s3.thingpic.com
<div>Example of 'How a Law is Made'</div> s1.thingpic.com
Example of inquiry paragraphs s2.thingpic.com
Inquiry Rubric s2.thingpic.com
Example of Edmodo discussion s4.thingpic.com
Example of Action Presentation s1.thingpic.com

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