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This unit provides opportunities for students to explore global communication systems. It focuses on the access that different countries and their peoples
have to these global systems and to the changing technologies associated with these systems. It also examines students own use of these systems.
OUTCOME: SSS3.7
OUTCOME: SSS3.8
Content:
Content:
Skills
Children develop:
An appreciation of lifelong learning in a
constantly changing world
A commitment to individual freedom and to the
rights and responsibilities of participating in a
democracy
Concern for the welfare, rights and dignity of
all people
Appreciating the environment, ones personal
relationship with it and ones responsibility for
its future
English: provides opportunities for students to write information reports, explanations and recounts
Science: content from the Information and Communication strand Way Out Communication or Food from the Tucker Box
Resources:
Class Resources:
SSS3.7
Recount a possible morning routine, indicating global links, eg I cooked my toast in a toaster made
in Japan and spread it with jam made in Argentina. I ate my toast with a cup of tea made with
leaves grown in Sri Lanka and packed in Great Britain. I dressed in my running shoes made in
China, and jeans and shirt made in Fiji, while listening to a song by an American band on my
Korean radio. I had a phone call from my parents who had just returned from a holiday in Canada.
I quickly listened to the eight oclock news, which reported an air diaster in Kenya before I ran out
the door to drive to work in my German car.
Recall the places mentioned in the recount and mark places on a class world map. Add pictures to
class map.
Discuss other products and the countries that Australia is interdependent on.
Pose the question Do we send goods and services overseas?
List all the different ways in which Australians are globally connected, eg trade, communication,
travel etc.
Make explicit the focus question for inquiry: How is Australia globally connected and what are our
responsibilities?
Students write a recount explaining what they had for their evening meal and
where the products to prepare their evening meal came from.
Completed
Write an information report on the case study. These should include flow
charts of production and distribution processes and a map of export
destinations
SSS3.7
Travel
Arrange an interview with a travel agent to obtain information about flight and tourist
destinations. Have students ask about the countries travelled to, why they travel
there and length of travel time to various destinations.
Record information from interview, including some major air routes and flight times.
Discuss how goods travel overseas. Is it only by plane? How would farm machinery,
cars etc, leave Australia?
Compare travel times by air and sea.
List the advantages and disadvantages of air travel over sea, eg
Form of Travel
Advantages
Disadvantages
Air
Time
Only move small things
Cost
Risk to health
Sea
Time
Completed
SSS3.8
SSS3.7
Completed
Discuss and examine the various organisations involved in monetary exchange when
travelling or trading with other nations, eg banks, stock exchange, credit cards etc.
Examine some groups and organisations that help Australian businesses, both
nationally and globally eg Austrade, Business Council of Australia and various dept
within the United Nations.
Examine the rights and responsibilities of Australian citizens when travelling and
when involved in global trade, eg quarantine regulations, respect for other countries
beliefs and culture, an understanding that they are representing Australian culture,
not exploiting other countries products, etc.
Discuss the changes to peoples lives both professionally and personally if Australia
were no longer connected to the rest of the world.
List the advantages/disadvantages of global trade and travel.
3. Global Communication
Discuss a news item that occurred overseas and how long did it take for the
information to reach Australia.
Brainstorm all the ways in which the information could have reached Australia and
how long each of these ways would have taken, eg postal (air/surface), telephone
(voice/fax), media (television/radio/newspapers), computer (internet/E-mail/fax).
Research the history global communication networks.
On a retrieval chart, list the advantages and disadvantages, the technology used,
services provided, etc. of each form of global communication, eg
Australias Global Communication Links
Communication
System
Services
provided
When
introduced
Technology
used
Message
delivery
time
Advantages
Disadvantages
Postal
Telephone
Media
Computer
Ensure students realise the interconnectedness of these, eg the use of computers in
the production of newspapers, etc.
SSS3.8
Culmination
Assessment Task SSS3.8
Unit Evaluation:
Complete the cause and effect wheel and list ways in which Australians are helping
others in the world to deal with some of the effects of poverty.
5. Culminating Activities
Reflect on ways that we connect with the world and give your opinion on our responsibilities, and
our global future.
As global citizens list our rights and responsibilities as a user and producer
of goods and services.
Give your opinion on our responsibilities, how you can assist our global
Completed
Global Connections
Name:______________________________
Date: ___________
Outcome SSS3.7
Describes how Australian people, systems and communities are globally interconnected and recognises
global responsibilities
Indicator:
Describes how, and gives reasons why, Australia is interdependent with other nations
Task:
Write a recount explaining what you had for your evening meal and where the products to prepare your
evening meal came from.
My Evening Meal
is working towards
the outcome
Global Connections
Name:______________________________
Date: ___________
Outcome SSS3.7
Describes how Australian people, systems and communities are globally interconnected and recognises
global responsibilities
Indicator:
Gathers information about some of Australias major exports and imports
Task:
Write an information report on the case study. It should include flow charts of production and distribution
processes and a map of export destinations.
is working towards
the outcome.
Global Connections
Name:______________________________
Date: ___________
Outcome SSS3.8
Explains the structure, roles, responsibilities and decision-making processes of State and Federal
governments, and explains why Australians value fairness and socially just principles
Indicator:
Makes statements about rights and responsibilities of users and producers of goods and services globally
Task:
As global citizens list our rights and responsibilities as a user and producer of goods and services
Producer of
goods and
services
Responsibilities
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
________________________
________________________
________________________
________________________
________________________
________________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
________________________
________________________
________________________
________________________
________________________
________________________
has achieved
is working towards
the outcome.
Global Connections
Name:______________________________
Outcome SSS3.8
Date: ___________
Explains the structure, roles, responsibilities and decision-making processes of State and Federal
governments, and explains why Australians value fairness and socially just principles
Indicator:
Researches and gives examples of how civic action has improved global communities
Task:
Complete the cause and effect wheel. There are 8 spaces to write down what might be the effect of
poverty, eg poverty can lead to lack of food, which in turn can lead to malnutrition. Then list ways in which
Australians are helping others in the world to deal with some of the effects of poverty.
Lack of Food
Poverty
Poverty
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
has achieved
is working towards
the outcome.
Global Connections
Name:______________________________
Date: ___________
Describes how Australian people, systems and communities are globally interconnected and recognises
global responsibilities
Explains the structure, roles, responsibilities and decision-making processes of State and Federal
governments, and explains why Australians value fairness and socially just principles
Indicator:
Define how global interactions need to be assessed for their global implications
Shows an interest in, and a willingness to provide opinions about, global issues
Task:
Give your opinion on our responsibilities, how you can assist our global community and our global future.
My point of view
What global responsibilities did you find were most important for Australia?
________________________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Wood chipping
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What global futures can you see?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
has achieved
is working towards
the outcome.
Global
Connections