Activity Introduction

Happy Smiling Girl Holding ArtworkQuick summary: Students analyse, reflect on and celebrate their completed social action project. Students begin by sequencing a range of assets (eg. photos, drawings, maps etc) produced throughout their project in the order they occurred, and then use these images to assess the success of the project and to reflect upon their experience of participating in the project. Students are then invited to think about what further actions they would like to take personally to improve their local community, and to create a poster that describes their idea. Finally students are also encouraged to celebrate their project and to share their experiences with the school community. 

This follows on from the previous Take Action lesson, and is an opportunity for students to reflect on the processes involved in participating in social action throughout this unit.

Jane Goodall's Roots and ShootsThis lesson has been developed in partnership with Jane Goodall’s Roots & Shoots program. Roots & Shoots is a global youth-led program of young people taking action to improve our world. By participating in this lesson, you and your students will be joining thousands of young people and teachers working to make positive change in our world.

Learning intentions:

  • Students recognise the value of assessing the success of their social action project.
  • Students can reflect on their learning and experience of participating in a social action project.
  • Students understand that individual actions, choices and decisions can make a positive or a negative impact.

21st century skills: 

Australian Curriculum Mapping

Content descriptions: 

Foundation HASS

  • Sequence familiar objects and events (ACHASSI004)
  • Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI009)

Year 1 HASS

  • Sequence familiar objects and events (ACHASSI021)
  • Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI026)

Year 2 HASS

  • Sequence familiar objects and events (ACHASSI037)
  • Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI042)
  • Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI043)

Syllabus outcomes: GEe-2, GE1-3.

General capabilities: Critical and Creative Thinking, Personal and Social Capability.

Relevant parts of Foundation HASS achievement standards: Students sequence familiar events in order and share and compare observations about familiar places. Students reflect on their learning to suggest ways they can care for a familiar place.

Relevant parts of Year 1 HASS achievement standards: Students sequence personal events and reflect on their learning to suggest ways they can care for places.

Relevant parts of Year 2 HASS achievement standards: Students sequence familiar objects and events in order and reflect on their learning to suggest ways to care for places and sites of significance.

Topic: Social Issues.

Unit of work: Roots & Shoots – Lower Primary.

Time required: 150 mins.

Level of teacher scaffolding: Medium – lead students in class discussions and activities.

Resources required: A device for sharing and projecting a website to the class (optional). Examples Of Action Factsheet (optional). Individual assets produced through social action project (such as printed photos of students participating in tasks associated with the social action process, your map or model and any other materials produced in the project). Poster making materials. Device capable of making a video (e.g. camera, phone or tablet). Materials for celebration of your choosing.

Keywords: Social action, celebrate, reflect, analyse, Jane Goodall, Roots & Shoots.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher preparation

Learning intentions:

  • Students recognise the value of assessing the success of their social action project.
  • Students can reflect on their learning and experience of participating in a social action project.
  • Students understand that individual actions, choices and decisions can make a positive or a negative impact.

Success criteria: Students can …

  • … order assets in sequence.
  • … suggest ideas for further action.
  • … illustrate ideas through writing and drawing.
  • … work collaboratively.
  • … contribute to class discussions.

Teacher content information: At the age of 26 Jane Goodall travelled to Gombe Stream National Park (in what is now Tanzania) to study the mysterious world of wild chimpanzees. Through her patience and persistence, she won the trust of the chimpanzees and was able to learn more about our closest living relatives than anyone else ever had. Both the public and the scientific community were fascinated by her findings, which forever

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