I'M AUSTRALIAN TOO -MEM FOX

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I'M AUSTRALIAN TOO -MEM FOX by Mind Map: I'M AUSTRALIAN TOO        -MEM FOX

1. Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)

2. KNOWLEDGE AND UNDERSTANDING

2.1. GEOGRAPHY

2.1.1. Map out the Countries recorded in "Im Australian Too". Create Country Profiles about each Country.

2.1.1.1. The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHASSK138)

2.1.1.2. Differences in the economic characteristics (e.g. per capita income, energy consumption), demographic characteristics (e.g. population size, density) and social characteristics (e.g. life expectancy, education) of a selection of countries across the world (ACHASSK139)

2.1.1.3. The world's cultural diversity, including that of its indigenous peoples who live in different regions in the world, such as the Maori of Aotearoa (New Zealand), and the Orang Asli of Malaysia and Indonesia (ACHASSK140)

2.1.2. Map out the students cultural heritage using a stringline from Perth,WA and create a country profile.

2.2. CIVICS AND CITIZENSHIP

2.2.1. Create a Informative Brochure of who can be an Australian Citizen and the processes involved to become an Australian Citizen.

2.2.2. Who can be an Australian citizen, the formal rights and responsibilities, and shared values of Australian citizenship (ACHASSK147)

2.2.3. Create a Vlog about the rules and responsibilities of being an Australian Citizen

2.2.4. Research how laws in Australia has changed. Create a new law, reasoning why and go attempt to pass them though Parliament.

2.2.4.1. How laws are initiated and passed through the federal parliament (ACHASSK146)

2.3. ECONOMICS AND BUISNESS

2.4. HISTORY

2.4.1. How has Australia changed over time? Using a Venn Diagram, identify the similarities and differences from a selected time period. Use this data to create inferences about how Australia has developed and predict what the future of Australia may be like.

2.4.1.1. The patterns of colonial development and settlement (e.g. geographical features, climate, water resources, transport, discovery of gold) and how this impacted upon the environment (e.g. introduced species) and the daily lives of the different inhabitants (e.g. convicts, free settlers, Aboriginal and Torres Strait Islander Peoples) (ACHASSK107)

2.4.2. Experiences of Australia's democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islander Peoples, migrants, women and children (ACHASSK135)

2.4.3. Stories of groups of people who migrated to Australia (including from one Asian country), the reasons they migrated (e.g. push–pull factors) and their contributions to society (ACHASSK136)(ACHASSK137)

2.4.4. Research Asylum seekers and fill out an "Asylum seeker application".

3. ENGLISH

3.1. LITERACY

3.1.1. TEXTS IN CONTEXT

3.1.1.1. Deliver a presentation about Australia. Look at both the strengths and weaknesses and how to improve these weaknesses. Can be delivered through written, oral, visual presentation.

3.1.1.1.1. Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)

3.1.2. INTERACTING WITH OTHERS

3.1.2.1. Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

3.1.2.2. Create a tourism video highlighting "your what you most appreciate about being in Australia".

3.1.2.2.1. Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

3.1.2.3. Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)

3.1.3. INTERPRETTING, ANALYSING AND EVALUATING

3.1.3.1. Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)

3.1.3.2. Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)

3.1.4. CREATING TEXTS

3.1.4.1. Create your own Narrative story of "Im Australian Too" using the information from your heritage poster.

3.1.4.1.1. Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

3.1.4.1.2. Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)

3.1.4.1.3. Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)

3.1.4.2. Create an informative brochure of "How you know you're Australian"

3.1.4.3. Create the ideal "Australian of the year" and create an ad campaign as to "why" he or she should be recognised as 2018' Australian of the Year.

3.2. LANGUAGE

3.2.1. LANGUAGE VARIATION AND CHANGE

3.2.1.1. Research words from the book "Im Australian Too". Research and identify the origin of the word and if and how the interpretation of this word has changed.

3.2.2. LANGUAGE FOR INTERACTION

3.2.2.1. Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)

3.2.2.2. Understand the uses of objective and subjective language and bias (ACELA1517)

3.2.2.3. Students will create questions and interview another class member to identify how the language chocie and imagery has built emotional connection and engagement with the story "Im Australian Too".

3.2.3. TEXT STRUCTURE AND ORGANISATION

3.2.3.1. Understand the uses of commas to separate clauses (ACELA1521)

3.2.3.2. Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)

3.2.4. EXPRESSING AND DEVELOPING IDEAS

3.2.4.1. Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)

3.2.4.2. Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)

3.2.4.3. Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)

3.2.5. PHONICS AND WORD KNOWLEDGE

3.3. LITERATURE

3.3.1. LITERATURE IN CONTEXT

3.3.1.1. Read the story "I'm Australian Too" by Mem Fox and pose discussion questions.

3.3.1.1.1. Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)

3.3.1.2. RESPONDING TO LITERATURE

3.3.1.2.1. Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)

3.3.1.2.2. Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)

3.3.1.3. Understand how to use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words (ACELA1526)

3.3.2. EXAMINING LITERATURE

3.3.2.1. Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)

3.3.3. CREATING LITERATURE

3.3.3.1. Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)

4. MATHEMATICS

4.1. Statistics and Proability

4.1.1. Data Representation and Interpretation

4.1.1.1. Look at the Census data. Represent the data using a bar graph, interpret the data and make conclusions about the diversity of Australia..

4.1.1.2. Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147)

4.1.1.3. Using provided data, translate it into bar graphs and make conclusions about the fast food preferences within the Australian culture.

4.1.1.4. Using Census data, identify whiere the majority of migrants, migrate from and where they situate themselves across Australia.

4.1.2. Chance

4.1.2.1. Using everyday 'Australian' scenario's to demonstrate understanding of fractions, decimals and percentages.

4.1.2.1.1. Describe probabilities using fractions, decimals and percentages (ACMSP144)

4.2. Number and Algebra

4.2.1. Money and Financial Matters

4.2.1.1. Work out the flight costs to travel to interational and national destination with sale discounts of 10%, 25% and 50%.

4.2.1.1.1. Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMNA132)

4.3. Measurement and Geometry

4.3.1. Using Units of Measurement

4.3.1.1. Work out the time taken to travel from different Capital Cities (based on given km/ph) within Australia using longitude and latitude positions.

4.3.1.1.1. Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)

4.3.1.2. Using timetables, plan how to get from point A to point B using timetables and flight schedules, reaching your destination before a set time and day.

4.3.1.2.1. Interpret and use timetables (ACMMG139)

5. HUMANITIES AND SOCIAL SCIENCE

5.1. HUMANITIES AND SOCIAL SCIENCES SKILLS

5.1.1. QUESTIONING AND RESEARCHING

5.1.1.1. Identify current understandings, consider possible misconceptions and identify personal views on a topic (e.g. KWL chart, concept map) (WAHASS50)

5.1.1.2. Develop and refine a range of questions required to plan an inquiry (WAHASS51)

5.1.1.3. Locate and collect information and/or data from a range of appropriate primary sources and secondary sources (e.g. museums, media, library catalogues, interviews, internet) (WAHASS52)

5.1.1.4. Record selected information and/or data using a variety of methods (e.g. use graphic organisers, paraphrase, summarise) (WAHASS53)

5.1.2. ANALYSING

5.1.2.1. Use criteria to determine the relevancy of information (e.g. consider accuracy, reliability, publication date, usefulness to the question) (WAHASS55)

5.1.2.2. Identify different points of view/perspectives in information and/or data (e.g. analyse language, identify motives) (WAHASS57)

5.1.3. EVALUATING

5.1.3.1. Draw and justify conclusions, and give explanations, based on the information and/or data in texts, tables, graphs and maps (e.g. identify patterns, infer relationships) (WAHASS59)

5.1.3.2. Use decision-making processes (e.g. share opinions and personal perspectives, consider different points of view, identify issues, develop possible solutions, plan for action, identify advantages and disadvantages of different options) (WAHASS60)

5.1.4. COMMUNICATING AND REFLECTING

5.1.4.1. Present findings, conclusions and/or arguments, appropriate to audience and purpose, in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic, maps) and using subject-specific terminology and concepts (WAHASS61)

6. HEALTH AND PHYSICAL EDUCATION

6.1. Communicating and Interacting for Health and Well Being.

6.1.1. Create a poster that encourages inclusion for all people.

6.1.1.1. Skills to establish and manage positive relationships, such as: showing respect and empathy being cooperative actively listening being trustworthy accepting differences (ACPPS055)

6.2. Contributing to Healthy and Active Communities

6.2.1. Preventive health measures that can promote and maintain community health, safety and wellbeing, such as: creating social connections for better mental health meeting physical activity recommendations (ACPPS058)

6.2.2. Create a new sport or physically active game. Document how to play, rules and resources required in an "activity plan".

6.3. Understanding Movement

6.3.1. Engaging in Traditional Australian Sports, as well as, valued sports within Australia

6.3.1.1. Benefits of regular physical activity and physical fitness to health and wellbeing: control of weight and blood fats, such as cholesterol improved concentration (ACPMP064)

6.4. Learning Through Movement

6.4.1. Interpersonal skills in physical activities, such as: encouragement of others negotiation and sharing roles and responsibilities dealing with conflicts and disagreements (ACPMP067)

6.4.2. Modification of rules and scoring systems in physical activities to create a more inclusive game and fairer contest (ACPMP069)

7. TECHNOLOGIES

7.1. DIGITAL

7.2. DESIGN

8. LANGUAGES OTHER THAN ENGLISH

8.1. Use the book to identify all the different countries and translate words into each countries home language.

8.2. Using the created personal narrative sotry of "Im Australian Too", translate it into another language. This can be spoken or written.

9. THE ARTS

9.1. Music

9.1.1. Create a song that articulates the thoughts and emotions about living in Australia

9.1.1.1. Improvisation with, and manipulation of, the elements of music to create simple compositions and arrangements, imitating some characteristics of musical styles (ACAMUM089)

10. SCIENCE

10.1. Make predictions about a particular area of Australia. Create questions to answer, to use in creating a conclusion about the area of Australia selected.

10.2. Research the temperatures differences in an Australian Summer and Winter. Predict the effects that each extreme can have on the environment and conduct small experiments for each weather extreme.

10.2.1. The growth and survival of living things are affected by physical conditions of their environment (ACSSU094)