Activity Introduction

Children Reading togetherQuick summary: Students analyse, reflect on and celebrate their completed social action project. Students begin by sharing the assets produced throughout their project and use them to assess the importance and purpose of each stage of the project, as well as the overall success of the project. Students then work in pairs to reflect upon their experience of and involvement in their social action project. Students then think about what further actions they would like to take to improve their community. Finally, students are encouraged to celebrate their project and to share their experiences with the 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 we can all take action to improve our communities.

21st century skills: 

Australian Curriculum Mapping

Content descriptions: 

Year 3 HASS

  • Interact with others with respect to share points of view (ACHASSI059)
  • Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)
  • Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)

Year 4 HASS

  • Interact with others with respect to share points of view (ACHASSI080)
  • Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)
  • Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)

Year 5 HASS

  • Work in groups to generate responses to issues and challenges (ACHASSI102)
  • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)
  • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)

Year 6 HASS

  • Work in groups to generate responses to issues and challenges (ACHASSI130)
  • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)
  • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI133)

Syllabus outcomes: GE2-4, GE3-4.

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

Relevant parts of Year 3 HASS achievement standards: Students reflect on their learning to suggest individual action in response to an issue or challenge and communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.

Relevant parts of Year 4 HASS achievement standards: Students reflect on their learning to propose action in response to an issue or challenge, and present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.

Relevant parts of Year 5 HASS achievement standards: Students work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Relevant parts of Year 6 HASS achievement standards: Students collaboratively generate alternative responses to an issue, and reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms.

Topic: Social Issues.

Unit of work: Roots & Shoots – Upper Primary.

Time required: 170+ mins.

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

Resources required: Student Worksheets – one copy per student. Other materials will depend on individual needs. SWOT Analysis.

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 we can all take action to improve our communities.

Success criteria: Students can …

  • … suggest ideas for further action.
  • … communicate ideas in a variety of formats.
  • ... assess their own roles and contributions.
  • ... complete a SWOT analysis.
  • … work collaboratively.
  • … contribute to group and 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

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Student Worksheet

Thought starter: “Every individual matters. Every individual has a role to play. Every individual makes a difference” - Jane Goodall

Step 1. Thinking about your social action project, record your responses in note-form to the following questions in Column A. You will then team up with a classmate to interview them using these questions and recording their responses in note-form in Column B. 

Question Column A - Your answer (make notes of key ideas) Column B - Your interviewee's answers (make notes of key ideas)
What was the best part of working on this project and why?    
What was the worst part and why?    
What skills and qualities did I bring to the group (e.g. writing, the ability to think of things from different perspectives, drawing, focus on details, big-picture thinking etc.)?    
What am I most proud of in this project?    
What would I do differently next time?    

Once you have completed your interviews, compare your resp

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