Activity Introduction

Compassionate Skills and Traits InfographicQuick summary: In this lesson, students will explore what it means to be a compassionate leader and the skills and traits compassionate leaders have. Students will work collaboratively to research, create and present a slideshow to the class about an inspirational leader from Australia or from around the world. They will also have the opportunity to reflect on their own leadership skills and traits.

This lesson can be implemented as a stand alone lesson; however to strengthen understanding of these concepts and inspire student action it is best taught as a component of the Roots and Shoots Upper Primary unit of work.

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 identify skills and traits of compassionate leaders.
  • Students identify and reflect on their own leadership skills and traits.

21st century skills: 

Australian Curriculum Mapping

Content descriptions: 

Year 3 HASS

  • Sequence information about people’s lives and events (ACHASSI055)
  • Draw simple conclusions based on analysis of information and data (ACHASSI058)
  • Interact with others with respect to share points of view (ACHASSI059)
  • Why people participate within communities and how students can actively participate and contribute (ACHASSK072)

Year 4 HASS

  • Sequence information about people’s lives and events (ACHASSI076)
  • Draw simple conclusions based on analysis of information and data (ACHASSI079)
  • Interact with others with respect to share points of view (ACHASSI080)
  • The importance of environments, including natural vegetation, to animals and people (ACHASSK088)
  • The different cultural, religious and/or social groups to which they and others in the community belong (ACHASSK093)

Year 5 HASS

  • Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097)
  • Evaluate evidence to draw conclusions (ACHASSI10)

Year 6 HASS

  • Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI125)
    Evaluate evidence to draw conclusions (ACHASSI129)
    Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)

Syllabus outcomes: HT2-5, GE2-4HT3-5, GE3-4

General capabilities: Literacy, Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding

Cross-curriculum priority: Sustainability

Relevant parts of HASS achievement standards: 

Year 3 – Students identify individuals, events and aspects of the past that have significance in the present. They explain how and why people participate in and contribute to their communities.

Year 4 – Students recognise the significance of events in bringing about change and the importance of the environment. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates.

Year 5 – Students describe the significance of people and events/developments in bringing about change. They describe the experiences of different people in the past. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments.

Year 6 – Students sequence information about events, the lives of individuals and selected phenomena in chronological order. By the end of Year 6, students explain the significance of an event/development, an individual and/or group. They describe how people, places, communities and environments are diverse and globally interconnected.

Topic: Sustainability, Social Issues

Unit of work: Roots and Shoots – Upper Primary

Time required: 110+ mins.

Level of teacher scaffolding: Medium – support students who have difficulty working in groups and/or find independent research challenging.

Resources required: Device with internet access capable of displaying video to the class. Student Worksheets – one copy per student. Sticky notes. Devices capable of searching the internet and developing slideshows (one per student). Great Leaders Worksheet (one per student). Compassionate Leader Factsheet x 6 – one of each leader.

Keywords: Leader, leadership, compassion, initiative, world, Earth, community, environment, human rights, people, animals, action, choice, consequence, impact, Jane Goodall, Roots and 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 identify skills and traits of compassionate leaders.
  • Students identify and reflect on their own leadership skills and traits.

Success criteria: Students can…

  • … explain what it means to be a leader.
  • … describe the skills and traits of a compassionate leader.
  • … identify the skills and traits of compassionate leaders in real world examples.
  • … reflect on their own leadership skills and traits.

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 changed the way we look at evolution and ourselves. Chimpanzees make and use tools and feel the same

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Student Worksheet

Thought starter: “What you do makes a difference, and you have to decide what kind of difference you want to make” - Jane Goodall

1. With your partner, discuss the following questions and write any notes in the space below. 

  • Is Dr. Jane a leader? How? Why?
  • What type of leader is Dr. Jane?
  • What is significant about the work she has done?
  • How has her worked changed the world? How can it continue to help change the world?

2. Draw a blue circle around the traits and skills of a compassionate leader that you believe you have.

3. Draw a red box around the compassionate leader(s) from the lesson that you admire the most.

Peter
Garrett

Malala
Yousafzai
Sophia Skarparis

Boyan
Slat

James Fitzpatrick Cathy
Freeman

 

Explain why you admire this leader.

4. Draw a yellow cloud around the compassionate leader(s) from the lesson that you think you are most like.

Explain why you think you are like this leader.


5. How could you use your leader

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