Standards+Level+2+(1-2)

Level 2 (Grade 1-2)

__**The Arts:**__ This unit provides opportunities for students to demonstrate achievement of elements of Level 2 standards in The Arts and Interpersonal Development. Students also practise ordering and sequencing their ideas and reflect on decisions they and their group have made as outlined in the learning focus statement for Thinking Processes.
 * Patterns of Movement** students focus on creating and interpreting a graphic score that depicts a river flowing from high to low. This work demonstrates students’ understanding of pitch direction and ways of creating musical texture.

In **People in Places** students focus on selecting and using ideas to improvise and create short devised drama about a familiar place like a supermarket. Students are to visit a supermarket (outside school hours, with a parent) to replecate shopping center situations. Students develop their drama skills as they work individually and in small groups to create characters and scenes. They use drama techniques and process to plan and create a character and actions to communicate their ideas, observations and experiences about a familiar place.

__**Design Creativity and Technology:**__ In **//Tool Report//** students focus on designing a tool that will make their lives easier. The assessment task requires them to write a report explaining the details, students use and practice using tools and intent of their design. During the task students are assessed on their ability to:
 * select content for a report (English)
 * relate simple information with the aid of ICT for a specific audience (Information and Communications Technology)
 * evaluate teamwork (Interpersonal Development).

__**English:**__ __English used:__
 * Travelling to School** uses student experiences of travelling to and from school to develop their knowledge of road safety and skills in graphing and mapping. Students conduct surveys and develop pictographs to show how students travel to and from school. They develop a pictorial map of a route they are familiar with, identifying key features along the way. They consider rules and behaviours that make travelling safer. They develop and publish an electronic text to demonstrate road safety knowledge, skills and behaviours.
 * write a recount that includes several related ideas in sequence
 * listen to and produce spoken texts

__**Economics:**__ In **Food Heads,** play a game of celebrity heads. Select pictures of foods from magazines, newspapers or articles and have the children cut them out. The students place 2 cut outs each into a hat or tub. Choose three students to be in. Randomly choose a picture and stick the pictures on the board above the students’ heads. The students then take turns to ask the rest of the class questions that need a yes or no answer. The first to guess the correct food is the winner. Types of questions could include:

• Am I a fruit/vegetable/type of meat? • Am I an everyday food or a sometimes food? • Am I red/green/brown? • Is this food a fruit/cereal/dairy product? • Am I eaten hot/cold/frozen? At the end of the activity, summarise the details that enabled the students to guess the foods e.g. taste, smell, colour, shape, size.

__**History:**__ In **Play-Doh** Australia - After being assigned to groups of 8, each student will be assigned to complete the following recipe at home. In a non stick pan mix 1 cup of flour, 1/2 cup of salt, 1 cup of water, 1 tablespoon of vegetable oil and 2 teaspoons of cream of tartar. Use food coloring to make desired color and stir constantly on low heat until it forms a soft ball. Place in zip-loc bag, write your name on it in permanent marker and bring to class.Note: Group members should agree on which colors will represent each state or territory to be made for their map. Each student in their group will receive a state or territory. They trace an outline of their state onto trace paper.In groups, the students will construct maps of their state or territory. Once complete students work together to connect their map of Australia.

__**Geography:**__ In **Orienteering**, Maps are distributed in classroom and a discussion follows concerning north, south, east, and west and pictures of landmarks. If a compass is used, prior discussion of its use is needed. Explain procedure for completing the orienteering activity. Students walk around the school oval (in a designated area), using their maps look for six small circles near specific landmarks. When the students locate one of the indicated landmarks on the course, they will find a crayon on a string at that spot. Without removing the crayon from the string, they fill in the appropriate circle on the map. Once they complete all six circles, each circle will be a different color that will correspond to the map the teacher has already completed. Students work with a partner to discuss problems and the completion of the course. Students are responsible for their partners safety and upon their return to the starting position. Pairs of students are sent out in different directions and at different intervals so as not to follow one another or clump together.

__**Mathematics:**__ In **Money Problems** divide students into groups of 2 to 4. Give each student a $1.00 coin and put a pile of change on the table. Real coins and currency work best but simulated money is fine. Give each group a pile of pictures with items and prices less than $1.00. Let students take turns being the shopper. The shopper picks an item and pays his/her dollar to the group of cashiers. The cashiers make the change counting out the change to the shopper. This is done one at a time. Having all three cashiers make their own change allows the other students in the group to see and hear different combinations that equal $1.00.
 * Traffic Patterns** students are to observe traffic(cars, buses trucks) around the school and record a specific traits. The assessment task requires them to use spreadsheets to analyse, and record test results. During the task students are assessed on their ability to:
 * applying multiplication and counting patterns
 * using a spreadsheet
 * reflecting on personal learning

__**Science:**__ In **Smell with care**, students investigate the properties of things by using the five senses: sight, smell, taste, hearing, touch. Use suitable objects such as pineapple or other fruit, or jam, sugar, water or stones. Be careful about asking the children to taste things. Play the senses game. Show a drink or a fruit. Can you describe it? What does it look like? [Sight.] What part of the body do you use for seeing? [Eyes.] What part of the body do you use for smelling? [Nose.] Describe the taste. What part of the body do you use for tasting? [Tongue.] What part of the body do you use for hearing? [Ear.] What does it feel like? [Touch.] What part of the body do you use for feeling? [Skin.] Repeat the other steps using other objects. Use your five senses on other objects.

In **Drinking glass garden** students learn how to grow, plant whilst learning how and why plants grow and plants importance to us. Be able to grow seeds in drink-cans and watch them grow. Use bean seeds and corn grain, two for each child, water, watering tins with holes in the bottom, good garden soil, containers, e.g. tins, coconut shells, wide bamboo, chalk boxes, plastic bottles.


 * Give each child a container. Make holes or splints in the bottom so that water can pass through. Fill the container nearly to the top with soil.
 * Give each child two seeds. Plant each seed 2 to 3 cm deep in the soil, then pour water onto the soil in the tins.
 * Look at your plants each day and notice any changes that take place. Keep the soil damp.
 * Which seeds grow the fastest? [Beans grow faster than corn (maize).] Why do you put water on the soil? [To make the seeds grow.]