CIVICS AND CITIZENSHIP YEAR 3 Unit 2: (Semester 2: 10 X 1 hour)

Unit Title: What Makes Someone a Good Community Member?

Achievement Standard

By the end of Year 3, students explain how decisions can be made democratically. They recognise the importance of rules. They describe how people participate in their community as active citizens.

Students pose questions about the society in which they live. They share their views on an issue. They present their ideas and opinions using civics and citizenship terms.

Civics and Citizenship Concepts

Content Descriptions Assessment (A)

Government and Democracy

Laws and Citizens

Citizenship, diversity and identity

Knowledge and Understandings :Why people participate within communities and how students can actively participate and contribute (ACHCK003)

Assessment For Learning● Discussion on Concepts and ideas

Assessment As Learning● ‘What is a Community’ Collage● Class ‘Characteristic of Good Citizen’ Book● Community Group -Fact Sheet● Volunteer Profiles

Assessment Of Learning● Volunteers’ Brochure for local community group

Civics and Citizenship Bands

Skills Key Questions

Year 3 4 BandYear 5 6 Band

Questioning and ResearchAnalysisSynthesis and InterpretationProblem Solving and Decision MakingCommunication and Reflections

1. How does someone get involved in the Community?2. What makes a good Community member?

Learning Framework Community ContributorLeader and Collaborator

Active InvestigatorEffective Communicator

Designer and CreatorQuality Producer

Cross Curricula Priorities

Catholic EthosAboriginal and Torres Strait

Islander Histories and Cultures

Social Emotional LearningAsia and Australia’s Engagement

with Asia

Inclusive EducationSustainability Education

General Capabilities LiteracyCritical and Creative ThinkingIntercultural Understanding

NumeracyEthical Understanding

ICTPersonal and Social Capability

Links to other LA’s English Religion History

Learning and Teaching StrategiesWeek 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Aboriginal Torres Strait Islander History and cultures Social Emotional Learning Catholic Ethos Inclusive Education

General Capabilities Literacy Critical and creative thinking Ethical Behaviour ICT Personal and Social Competency

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Engage Resources

Students explore the concept of a citizen and what is a community. Students will realise that they are not future citizens; rather they are already citizens of a community now.

Activity 1: What is a citizen? Are you a citizen?

1. Explain to students that they will be investigating the question, ‘What makes a good citizen or community member?’ In order to answer this question, students will need to focus on some preliminary questions first.

2. Write the following questions on the board:○ What is a citizen?○ Are you a future citizen or are you already a citizen?○ What is a community?○ What community do you belong to?

Youtube:Kids for Character Series: Citizenship By Gary Eisenbergwww.youtube.com/watch?v=p63JCN5FRuU

Scootle R6076 video: I think - ‘All together now!’

Use a strategy such as 'Think-Pair-Share', collate and record student response on the board or on sheets of butcher’s paper the ideas to the 4 questions above.

Activity 2: Definition of a citizen: Write on the board:A citizen is someone who belongs to a country. To belong to a country you have to be born or naturalised to that country. Naturalised means we come to live in Australia from another country. As Australian citizens we have rights and responsibilities that are given to members of the Australian community.

Discuss with students that by being born in a country gives them citizenship to that country. Go around the country to see if parents or grandparents were born in other countries. Discuss the notion of naturalisation, that when people come to live in another country, they are given permission by the government to belong to that country even though they were not born there. They have the same rights and responsibilities as people born in that country. Some people have dual citizenship. This means they belong to more than one country.Extension questions:

● What would be the advantages of dual citizenship?● Do you know anyone that has this?

Activity 3: Video - Citizenship: ‘Kids for Character: Citizenship’ by Gary Eisenbergwww.youtube.com/watch?v=p63JCN5FRuUThis is a 6 - 7 min video that outlines what is citizenship. Although American it discusses personal characteristics such as:

1. Obeying Laws e.g. littering2. Looking After One another - charity3. Working together to be safe

Discuss at the end the notion of ‘common good’ - laws and rules that protect everyone in the community. At end ask students to write their definition of what a citizen is. Ask if they are Australian citizens? Now or later?

You Tube:What Makes a Good Community: PearsonHome Schoolhttp://www.youtube.com/watch?v=bIVVn6tFK7s

Internet pictures of communities

Activity 4: What is a community: Scootle video: R6076 - “I think… All Together Now”● Log on to Scootle - type in R6076 in search bar - This short 3 -4 mins animation piece features 5–9 year old

children discussing the concept of community and civic responsibility. Produced by the Australian Children’s Television Foundation, it is totally unscripted and supported by colourful Australian Indigenous symbols and colours.

Students then discuss some of the points presented in video:● Do you need to live near each other to be in a community● What layers, types of communities can you belong to?● Can you belong to more than 1 community? E.g.?● What things tell you that you belong to a community?● Is belonging to a small community better than in a larger community like Melbourne? Why? Why Not?● If we all belong to the world (global) community why do we have enemies and wars?

Activity 5: What are the types of Communities: Video - What Makes a Good Community -by Pearson Home Schoolhttp://www.youtube.com/watch?v=bIVVn6tFK7sThis 4 -5 min video outlines the differences of living in a Rural, suburban or urban community, and the features of them.Questions for students after video: (pairs or whole class)

1. What type of community is your local community?2. What makes a good community?3. Does a community have to meet your needs?

Write on the board:

A community is a group of people that live together and share common interests together. They cooperate for the common good. This means they support each other, obey the rules, care for each other and make everyone safe. There are many types of communities such as rural, suburban and urban communities. We all belong to the Australian community and world community. You can belong to more than one community.

Activity 6: Picture College● In small groups or individually make a collage to represent the different sorts of communities you belong to.

Write key words that show what you want from the community. Then each group/student is to make a statement to the class regarding - this is my community! I am a citizen of the ………. community. These are things I want from my community.

Civics and Citizenship Metalanguage Assessment Opportunities

Community Citizenship Citizen cooperation Common goodUnderstanding, Tolerance and InclusionCivics and Citizenship Metalanguage Link

Assessment as Learning: Community Collage

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Catholic Ethos Social Emotional Learning Inclusive Education

General Capabilities Literacy Critical and creative thinking Ethical Behaviour Personal and Social Competency

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Explore Resources

From the last two lesson students are to explore the notion of what makes a good community and citizen.Activity 1: What makes a good Citizen?

1. In small groups brainstorm a list of characteristics for good citizens using a Y Chart.What would they:

● Feel like:● Behave like:● Say:

Initial responses by students could include:○ following rules○ displaying kindness, care and compassion○ treating everyone equally and with respect○ making a contribution through community services such as volunteer groups○ respecting community property.

Discuss as a class and compiling a class chart of characteristics of a good citizen. Note for student’s common characteristics, which do they see as the top three features?Activity 2: Video - Being a Good Citizen by Carterelmore1www.youtube.com/watch?v=x3_REZhqR9gThis is a 2 -3 min book reading that presents what is being a good citizen. Ask students at the end to list all the things that each person did to make them a good citizen.

Y ChartVideo - Being a Good Citizen by Carterelmore1

www.youtube.com/watch?v=x3_REZhqR9g

● Speaking Out● Following the rules - not littering● Helping others● Welcoming all members● Keeping everyone safe● Protecting animals and environment● Voting● Looking after the small and weak● Knowing your history

Discussion - What would our community be like if people were not good citizens? Are there places in the world where people are not good citizens?Activity 3: Characteristics of a good citizen - BookList the major characteristics of being a good citizen on the board:

● Cooperating and helping others - Charity/volunteering● Free and fair elections - Voting● Participating in democratic decision-making - Speaking Out● Following and respecting the rules set for everyone - Obeying the Rules● Promoting harmony and inclusiveness - Welcoming everyone● Being actively involved in the community - Active Member

Each student is to select one characteristic that they believe makes a good citizen and that is important to them and illustrate the example. When finished the illustrations can be put together in a class book similar to the example in video. You may also choose to use Book Creator for this task.

Civics and Citizenship Metalanguage Assessment Opportunities

Volunteer Community group Civics and Citizenship Metalanguage Link Assessment As Learning: Class Characteristic Book

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Catholic Ethos Social Emotional Learning Inclusive Education

General Capabilities Literacy Critical and Creative Thinking Ethical Behaviour Personal and Social competency

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Explain Resources

Activity 1: Class Discussion - What is a volunteer and who are they in our school?Ask students - What is a volunteer? Discuss ideas. Ask them to remember the book and a quality of a good citizen was one who helped others or animals in need. Ask students? Do they get paid for this? Write on the board: a person who helps others and animals without getting paid for their time are called volunteers.Ask students: Who volunteers around our school? Compile a school list of people who help around the school.

Discovering Democracy Unit Handouts for Community groups:http://www1.curriculum.edu.

● clean up the school● help at special school days: a tree planting day● help with tuckshop● help students with their reading or school work● join the parents' and friends' committee● help on excursions● help on school camps● Help at sports days

Why do people volunteer? Have students discuss the qualities and values of a school volunteer. List them on the board:E.g. commitment, helping others - Charity, Feeling good, giving freely of time, something to do.Activity 2: Why do people volunteer?Watch video: Power of Volunteering by Volunteer Centre:http://www.youtube.com/watch?feature=player_detailpage&v=aS-mAz34NA0This 6 min video discusses main reasons why people volunteer. At end discuss with students and list main ones for students.

Alternative Video: Why Volunteer by Daisys 7http://www.youtube.com/watch?feature=player_detailpage&v=dkHbQrlQ7yEThis 3 -4 min video outlines the various groups who rely on volunteers. May be more suited for year 3 than the other.Extension Activity: Interview some of the volunteers or ask if they would like to speak to the class about their role and how they feel.Activity 3: Concept Map: Who are the volunteers in our Community? Talk about the many roles volunteers take on (helping out; doing things that wouldn't get done; providing special services). Create a concept map on the IWB with the students by categorising the different roles of volunteers and groups they may work for. Discuss the concept map and make a list of the groups in the community that volunteers may help: The purposes of groups in the community

au/ddunits/units/mp4fq1acts.htm

Power of Volunteering by Volunteer Center:http://www.youtube.com/watch?feature=player_detailpage&v=aS-mAz34NA0Alternative video:Why Volunteerhttp://www.youtube.com/watch?feature=player_detailpage&v=dkHbQrlQ7yEDo Something Near You Organisation video:http://www.youtube.com/watch?v=IAQk_orGeP8&feature=player_detailpage

are usually based around: Handout links from Discovering Democracy Units -http://www.civicsandcitizenship.edu.au/ -

will give a brief outline of organisation.1. Health, welfare and community services: eg Meals on Wheels, Red Cross Australia (Handout 1), RSPCA

(Royal Society for the Prevention of Cruelty to Animals) CWA St Vincent De Paul2. Emergency and safety services: e.g. State Emergency Services (Handout 2), Bush Fire Bridge3. Service clubs: e.g. Apex (Handout 3),The Lion’s Club , Rotary Australia Clubs,4. Environment and conservation: e.g. Landcare (Handout 4), wildlife carers, TREAT, Green Peace5. Heritage: e.g. local history groups (Handout 5), local museum groups, Chinese Temple6. Sport and recreation: e.g. Swimming club, Tennis club (Handout 6), Soccer, hockey Basketball7. The Arts: e.g. Atherton Little Theatre, Drama groups (Handout 7)8. Culture: e.g. Reconciliation group (Handout 8),

Discuss with class who belongs to groups and what volunteers that are known to students.Activity 3: Community Groups: Think Pair Share Fact SheetDivide students into pairs. Allocate a community group or allow pairs to select a group they belong to or are interested in. (Add to list if local groups are not listed). As a pair they are to research the Community group and provide a fact sheet to the class that outlines:

1. What is the group - what do they do?2. Where are they located - local or world-wide?3. How you can volunteer - how can you help?

Civics and Citizenship Metalanguage Assessment Opportunities

Volunteer Charity Community group Civics and Citizenship Metalanguage Link Assessment as Learning: Fact Sheet

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Catholic Ethos, Social Emotional Learning, Ethical Behaviour, Personal and Social Competency, Asia and Australia’s engagement with Asia, inclusive education

General Capabilities Literacy Ethical Behaviour ICT Personal and social competency

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Elaborate Resources

Case study - Volunteers Abroad - Australian Red Cross in AsiaIn this lesson students will look at an agency that relies on volunteers to provide help to overseas countries. If another agency is more appropriate to your class or location, you may choose to investigate another Australian Agency.

Activity 1: Australian Red Cross video: Australian Volunteers: Everyday Work, Life Changing workplace by Australian Red Cross.http://www.youtube.com/watch?v=NedbHTwzEBw&feature=player_detailpageThis 5 -6 min video shows the type of work the Red Cross does in Asia, the type of assistance volunteers offer to help other countries.Extra Activity 2: Caritas Australia - project Compassion 2014 Introduction Video (if this has already been shown to students through RE leave out or you may choose to reflect on this video from a specific focal point).

Video: http://www.youtube.com/watch?v=NedbHTwzEBw&feature=player_detailpage

Caritas Australia Intro Video:http://www.youtube.com/watch?v=2BlLahZndkw&feature=player_detailpag

http://www.youtube.com/watch?v=2BlLahZndkw&feature=player_detailpage3 -4 min video that outlines the work of Caritas Australia.Discuss in small groups/as whole class:

1. Is it important to help other countries? Why?2. What kind of things do Australian agencies do to help other countries?3. What type of things do we do as a school to help others?4. What agencies like Red Cross do we as a Catholic School participate with?5. How do you think people who volunteer in these organisations feel? What do they get out of it?

Activity 3: Volunteer of the Year 2013 : A Case StudyFrom the website below you will find various case studies of the nominated volunteers for 2013.http://volunteeringwa.org.au/assets/awards-2013/volunteer-of-the-year-award-recipients-2013.pdfUse Google Drive/Weebly or print off one person per sheet and photocopy enough to go around number of groups (you may add to this group by looking at other states or sports groups to give more people). Divide students into pairs and give them one volunteer to study. Students are given 4 mins to read their fact sheet and highlight key words that summarise:

● Who is the volunteer● What group/area of community did she/he volunteer?● What made her/him volunteer?

Students write down a few sentences that summarise the answers to these questions. After 5 - 8 mins stop and ask students to introduce their volunteer of the Year to the class. Create a Hero’s Wall and place the summaries on the wall.

e

WA Australian Volunteer of the Year 2013:http://volunteeringwa.org.au/assets/awards-2013/volunteer-of-the-year-award-recipients-2013.pdf

Civics and Citizenship Metalanguage Assessment Opportunities

Volunteer Community Compassion Civics and Citizenship Metalanguage Link Assessment As Learning: Volunteer Profiles

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Catholic Ethos Aboriginal Torres Strait Islanders History and Cultures Social Emotional Learning Inclusive education Sustainability education

General Capabilities Literacy Critical and creative thinking Ethical behaviour ICT personal and social competency

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Evaluate Resources

The next three lessons will allow students to research local groups that need volunteers and design a brochure that will help attract volunteers.

Activity 1: Getting Involved! Being an Active Community Citizen - What can I do?

Outline to students: Volunteering means spending some of your free time helping others. You may volunteer to help other people, such as the families who lost their homes after a natural disaster. But you can also volunteer to protect animals, the environment, or any other cause that you care about. You may already know about volunteering through, Sports Clubs, Boy Scouts, or Girl Scouts, Religious organizations, and charity work.

School is another good place to start if you're looking for volunteer ideas. Ask a teacher, school counsellor, or librarian for ideas. Your local parks department also might have some suggestions for how kids can volunteer.

Some places want volunteers who are 12 or even older, depending on the job. Often kids start volunteering by working alongside their parents. For instance, you are too young to help the RSPCA where you need to be over 18 years due to public liability.

As a class, list on the interactive whiteboard some things that you could do as a volunteer in your school or local community: (some ideas to assist)

● Clean up a park or environment or school area● Plant trees or flowers in your local community.● Collect donations of clothes for Charity● Help do jobs for elderly neighbours● Help with younger children at school playtime● Help teachers or the school/local library● Coach, score or put equipment away at sports club

Revisit with students: What makes a good community and a good citizen? It is important to get involved in your community.

Video: NY resolution: Do something near you introduction video1:http://www.youtube.com/watch?feature=player_detailpage&v=NliAeMNWq-0Video 2: Sunrise video showing how it works.http://www.youtube.com/watch?v=wv7-WjJ_dnI&feature=player_detailpage

Do something near you website.www. dosomething near you . com.au

Activity 2: Where can I get involved? video: Do Something Near You

Do Something Near You program - two videos each about 2 - 3 min videos that introduce students to the website that allows people to find out how to volunteer in their local area.1. Video 1: New Year Resolutionhttp://www.youtube.com/watch?feature=player_detailpage&v=NliAeMNWq-02. Video 2: Sunrise introducing founder of program and shows how it works:http://www.youtube.com/watch?v=wv7-WjJ_dnI&feature=player_detailpage

Activity 3: Do Something Near You Website:As a class teacher locate website and type in local area code. Scroll through suggestion for becoming involved.www. dosomething near you .com.au The idea is to show student how easy it is to become involved. As a class, compile a list of the groups locally that require volunteers. Add to this list other organisations such as sports groups, etc. (refer to list from activity 3 explain). Keep this list for assessment activity.

Activity 4: Assessment Activity: We Need Your Help BrochureStudents are to select one of the community groups they have listed and design a brochure/digital presentation that could be used by the community group to attract volunteers. Important information to present in the brochure would be:

1. What is the community group - people involved/Does it belong to a bigger organisation e.g. Australian or worldwide?

2. Where is it located? Is there a map? or address? Phone contact?3. What type of activity does it do?4. Does it have a logo?/Motto?/symbol that is recognised?

5. Who can be a volunteer?6. Why would you volunteer?7. How does it help the community?8. What type of things would you do if you volunteered?9. Is there are case studies/examples of people helping?

Model to students an example of a brochure( or digital presentation) using one community group e.g. RSPCA - using many sites available for brochure template. E.g.http://oakdome.com/k5/lesson-plans/powerpoint/tri-fold-brochure.phpwww.vistaprint.com.au/Customhttp://office.microsoft.com/en-au/templates/tri-fold-brochure-blue-TC103133090.aspx

Civics and Citizenship Metalanguage Assessment Opportunities

Civics and Citizenship Metalanguage Link Assessment of Learning: Volunteers Brochure/digital presentation

Reflection

Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum Content Descriptions

being addressed

Learning and Teaching Strategies Assessment Strategies

School TemplateCivics Assessment Task

Student Name:

Year Level: 3

Name of Task: Community Volunteer Brochure

Teacher:

Learning Area/s: Civics and Citizenship - Unit 2

Date Commenced: Date Due:

Type of Task: Oral ☐ Written ✓ Other ☐

Individual ✓ Pair ☐ Group Work ☐

Task Conditions

Task Requirements

In Class ✓

Length: 1 double sided A4 sheet

Homework ☐

Presentation/style: Brochure

Other __________☐

Opportunity to Access: Books ✓ Notes ✓ Library ✓ Technology ✓

Assessed By: Teacher ✓ Peer ☐ Self ☐ Other ☐

Task Description: Brochure for Volunteers Procedure: You are to select a community group and research the organisation.

From the information you obtain, prepare a brochure that could be used for volunteers. In your brochure you need to outline:

1. What is the organisation - what people are involved?2. Does it belong to a bigger organisation eg Australian or worldwide?3. Where is it located? Is there a map? or address? Phone contact?4. What type of activity does it do?5. Does it have a logo?/Motto?/symbol that is recognised?6. Who can be a volunteer? 7. Why would you volunteer?8. What would you do if you volunteered?

CRITERIA SHEETStudent: Class: 3 Teacher: Learning Area: Civics/Citizenship

Task being assessed: Volunteers’ Brochure

Assessable Elements A B C D E

1. Knowledge & Understanding:

● Knows what a Community Group is

● Outlines what a volunteer is and value of volunteering

● Aware of local community services

● Uses civics terminology

The brochure displays an excellent understanding of the community group and gives very detailed information for a volunteer. Explicit civics terminology is frequently used in brochure.

The brochure displays a good understanding of the community group and gives detailed information for a volunteer. There is evidence of use of important civics terminology in brochure.

The brochure displays an adequate understanding of the community group and gives basic information for a volunteer. Minor civics words are used in the brochure.

The brochure displays a little understanding of the community group and gives little information for a volunteer. There a few civics words used in the brochure

Significant support was required to create the brochure and / or when working independently no understanding of the community group was provided with disjointed or incompleteInformation. No civics terminology is used in brochure.

Processes & Application● Written Presentation:

accuracy & neatness● brochure style - trifold● Visual appeal - colour

creativity images● persuasive language

The brochure is extremely well designed as a brochure, very neatly presented with a great degree of accuracy. It has evidence of frequent use of persuasive language. Design is very colourful

The brochure is well designed in correct format, neatly presented with a good level of accuracy. It has evidence of persuasive language. Design is very colourful and a good selection of images.

The brochure is appropriately designed in correct format, mostly neatly presented with reasonable accuracy. It has evidence of some persuasive language. Design is colourful but images

There is an attempt to design the brochure in correct format, with some accuracy. It has little evidence of persuasive language. It is poorly design with little artistic use of colour and images

The brochure is incomplete in design. It is not neatly presented and little or no accuracy. It has no evidence of persuasive language. There is no colour and images.

and creative. Images are well suited to text.

do not always match text.

Feedback/comments:

Signed: ______________________________________________ Date: __________________ Overall for task: _________