1 Activity Brazil Profile Key Learning Students will research and develop a profile on Brazil to gain a deeper understanding of the country and the people. They will also investigate what hosting the World Cup means for Brazil. The Australian Curriculum Geography / Geographical Knowledge and Understanding The location of the major countries of Africa and South America in relation to Australia, and their main characteristics, including the types of natural vegetation and native animals n at least two countries from both continents Year 4 Differences in the economic, demographic and social characteristics between countries across the world (ACHGK032) Year 6 The various connections Australia has with other countries and how these connections change people and places (ACHGK035) Year 6 Geography / Geographical Inquiry and Skills / Collecting, recording, evaluating and representing Interpret geographical data to identify distributions and patterns and draw conclusions Year 4 Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) Year 5 Discussion Questions 1. Before you watch the Brazil Profile story, record what you know about the country. 2. On which continent is Brazil? 3. About how many people live in Brazil? How does it compare to the population of Australia? 4. What language do most people speak? 5. The currency of Brazil is called the ________________. 6. What products does Brazil export to other countries? 7. Describe what life is like for Brazilians living in poverty. 8. Why have many Brazilians been protesting about the World Cup? 9. What are the benefits of hosting a huge sporting event like the World Cup? 10. Name three facts you learnt watching the BtN story. Episode 17 17 th June 2014
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Episode 17 th June 2014 Brazil Profile · 1 Activity Brazil Profile Key Learning Students will research and develop a profile on Brazil to gain a deeper understanding of the country
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1
Activity
Brazil Profile
Key Learning Students will research and develop a profile on Brazil to gain a deeper understanding of the country and the people. They will also investigate what hosting the World Cup means for Brazil.
The Australian Curriculum Geography / Geographical Knowledge and Understanding
The location of the major countries of Africa and South America in relation to Australia, and their main characteristics, including the types of natural vegetation and native animals n at least two countries from both continents Year 4
Differences in the economic, demographic and social characteristics between countries across the world (ACHGK032) Year 6
The various connections Australia has with other countries and how these connections change people and places (ACHGK035) Year 6
Geography / Geographical Inquiry and Skills / Collecting, recording, evaluating and representing
Interpret geographical data to identify distributions and patterns and draw conclusions Year 4
Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) Year 5
Discussion Questions
1. Before you watch the Brazil Profile story, record what you know about the country.
2. On which continent is Brazil?
3. About how many people live in Brazil? How does it compare to the population of Australia?
4. What language do most people speak?
5. The currency of Brazil is called the ________________.
6. What products does Brazil export to other countries?
7. Describe what life is like for Brazilians living in poverty.
8. Why have many Brazilians been protesting about the World Cup?
9. What are the benefits of hosting a huge sporting event like the World Cup?
10. Name three facts you learnt watching the BtN story.
Related Research Links Behind the News – World Cup http://www.abc.net.au/btn/story/s2897767.htm ABC News – Brazil World Cup http://www.abc.net.au/news/fifa-world-cup-2014/ ABC World Cup 2014 – Test your World Cup knowledge http://www.abc.net.au/news/2014-06-09/world-cup-quiz/5510500 National Geographic Kids - Brazil http://kids.nationalgeographic.com/explore/countries/brazil.html Time for Kids – Brazil http://www.timeforkids.com/destination/brazil
Newsround – Brazil http://www.bbc.co.uk/newsround/25901648
5c Change Key Learning Students will develop an argument for or against keeping the 5c coin. They will also look at the history of the Royal Australian mint and create a timeline.
The Australian Curriculum
English / Literacy / Interacting with others
Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)
Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions(ACELY1709)
History / Historical Skills / Chronology, terms and concepts
Sequence historical people and events. (ACHHS117) (ACHHS098) (ACHHS081)
Sequence historical events, developments and periods (ACHHS205)
Discussion Questions
1. What was the main point of the BtN story?
2. Where are Australian coins made?
3. The Mint can make up to _______________ coins a day.
4. In what year did Australia change from pounds, shillings and pence to dollars and cents?
5. When were 1c and 2c coins phased out?
6. How much does the 5c coin cost to make?
7. What are some disadvantages of phasing out 5c coins?
8. What are the advantages?
9. Do you think 5c coins are still useful? Explain your answer.
10. What was surprising about this story?
Activities
Discussion
Discuss the issues raised in the BtN story with students. Record the main points of the discussion on a mind map, PMI (plus, minus and interesting) chart or a T chart (pros and cons). This will help students develop arguments for or against keeping the 5c coin.
The following questions may help guide the discussion:
Debate
Students will be debating whether we still need 5c coins. The previous class discussion will help students to formulate their arguments for or against keeping the 5c coin. Preparing for your class debate A debate is traditionally held between two teams of three speakers. The speakers are given the same topic. One team is called the ‘Affirmative’ and speaks in support of the topic. The other team is called the ‘Negative’ and speaks against the topic. Other roles that can be assigned are chairperson, time keeper and the remaining class members can give feedback to the speakers. Discuss with students the length of time each speaker talks for. Students will need sufficient time to research the topic.
Once roles are assigned ask each team to prepare for the debate as per the following:
List your arguments and write in point form.
Highlight your five best points. These points will be used for the debate.
On cue cards, write in point form a beginning (introduction), middle (five best points) and
ending for your speech.
Practise your speech using your cue cards.
Guide for giving feedback
Was the information clear and accurate?
Were the arguments logical?
Were the counter arguments accurate and relevant?
Comments about the presentation style (tone of voice, body language, enthusiastic, convincing).
Reflection
How difficult was it to think of points to support one side of the argument?
Do you think you would have done a better job supporting the other side of the argument?
Interview an adult about what they think about the 5c coin being taken out of circulation.
Why is there talk about 5c coins being taken
out of circulation?
Why were 1c and 2c coins taken out of
circulation?
How much do 5c coins cost to make?
What are the pros and cons of phasing out 5c
coins?
7
History
Students will create a timeline of significant historical events relating to the Royal Australian Mint. Refer to the Royal Australian Mint’s website for more information. http://www.ramint.gov.au/faq/
Further Investigation
Research the steps involved in designing Australian coins. What needs to be considered in order
for the coin to be approved for circulation?
Related Research Links Behind the News – Making money http://www.abc.net.au/btn/story/s3840215.htm Royal Australian Mint – Frequently asked questions http://www.ramint.gov.au/faq/ Royal Australian Mint – Five cents http://www.ramint.gov.au/designs/ram-designs/5c.cfm
Timeline investigation
When was the Royal Australian Mint opened?
What is Australia’s rarest coin?
When was the name ‘dollar’ first approved?
Which coin and note denominations were in use during the time of Federation?
When was the $1 coin first released?
When was the $2 coin first released?
When were 1c and 2c coins taken out of circulation?
What is the origin of the $ sign?
When did Australia change to a decimal currency system?
9. Do you think 5c coins are still useful? Explain your answer.
10. What was surprising about this story?
Should we get rid of the 5 cent coin? Vote in the BtN poll. Go to http://www.abc.net.au/btn/polls.htm Check out the BtN 5c Change teacher resource on the Teachers page http://www.abc.net.au/btn/teachers.htm
Brazil Profile
1. Before you watch the Brazil Profile story, record what you know about the country.
2. On which continent is Brazil?
3. About how many people live in Brazil? How does it compare to the population of Australia?
4. What language do most people speak?
5. The currency of Brazil is called the ________________.
6. What products does Brazil export to other countries?
7. Describe what life is like for Brazilians living in poverty.
8. Why have many Brazilians been protesting about the World Cup?
9. What are the benefits of hosting a huge sporting event like the World Cup?
10. Name three facts you learnt watching the BtN story.
Check out the BtN Brazil Profile teacher resource on the Teachers page http://www.abc.net.au/btn/teachers.htm
Reality TV
1. Before you watch the BtN story, record what you know about reality television shows.
2. Why do you think reality TV shows are popular?
3. Describe some of the elements of a reality TV show.
4. Why do reality TV shows create different characters?
5. What role can editing play in reality TV programs?
6. What techniques do they use to make them more interesting?
7. Why is emotion an important element in reality TV programs?
8. What was Jules’s experience of being on Masterchef?
9. What might be some of the challenges for contestants after the shows have finished?
10. Do you watch reality TV shows? If so, which ones and why?
Write a message about the story and post it in the comments section on the story page.