DEC Scan Journal : Volume 36 Issue 3
2017 Volume 36, Issue 3 22 Contents Editorial Learning & teaching Research Share this Resource reviews through contrasting landscapes to their day’s tasks. These two boys don’t ever realise their connection through a hand-woven rug. Written as two stories, the book is intended to be read simultaneously, one from left to right and the other from right to left. Geographical concepts and ideas • place, space, interconnection, scale • demographic characteristics and daily life in a remote village in Morocco and inner city Sydney, Australia. What it would be like to live in each place. Similarities and differences between places. English concepts • culture, cultural identity, setting, theme. Selected geography syllabus content – similarities and differences between places • Students investigate the settlement patterns and demographic characteristics of places and the lives of the people who live there, for example (ACHGK019) • examination of the varying settlement patterns and demographics of places • comparison of the daily life of people from different places. Engaging with the text • Building the field • name each place and language. Locate Morocco and Sydney • Share the book with the students • view the covers and ask students to predict what the book is about • read both stories simultaneously. When reading, provide time for close observation of the images. Students collect and label images of Chinese New Year symbols. They create a table of symbols and write or provide verbal explanations of their meanings. Stage 2 – Places are Similar and Different – Mirror by Jeannie Baker Synopsis Through wordless images, the daily lives of two boys are illustrated. One lives in inner city Sydney, Australia, and the other in a remote village in the Valley of Roses, Morocco. Commencing with breakfast with their families, they travel Mirror by Jeannie Baker draw themselves with a grandparent, relative or friend that lives far away. On one side they draw and label how they stay in touch when apart, and on the other, special activities they do together when they visit. Links between Australia and China How is Chinese New Year celebrated in China and Australia? How is Chinese New Year celebrated in Maomao’s town? How is it celebrated in Australia? View images and videos of Chinese New Year celebrations in the students’ suburb or city. Invite students with Chinese heritage to show and explain some of their family’s traditions for the celebration. Students make banners and lanterns to create a Chinese New Year classroom display. Students could also make sticky rice balls, respond to music and participate in a dragon dance. Why is Chinese New Year celebrated in Australia and other countries around the world as well as in China? Students put on their ‘expert hat’ to explain global connections through Chinese New Year celebrations in Australia. Chinese New Year What symbols are used in Chinese New Year celebrations? The making and eating of sticky rice balls is a Chinese New Year tradition in Maomao’s family. They are a symbol of reunion. What other foods are eaten during Chinese New Year and what do they symbolise? Examine the illustrations in A New Year’s Reunion and identify Chinese New Year symbols, such as red lanterns, banners, fortune coin, red envelopes, broom (cleaning).
Volume 36 Issue 2