Lesson+1

=__Lesson 1 - Tuning in __=

This lesson is the first of a sequence that will have the students tune in and explore the development of the wool industry within Australia as an important aspect of the nation’s history. ||
 * **Learning Focus: **

Students will: Share their ideas about the ‘Shearing of the Rams’ painting and prior knowledge about the wool industry. Students will take a permission slip home and return it during the next lesson. ||
 * **Objectives: **

 A ball  Whiteboard and Markers ||  Whiteboard and Markers ||  Distribute permission and medical slips to be returned by the next lesson. || Permission and Medical Forms ||
 * **Timing ** || **Student Activities ** || **Teacher Activities ** || **Resources ** ||
 * || Students sit on floor. || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Move students so that they are seated on the floor ||  ||
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">10 || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Students share their ideas about what the painting is about || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">To introduce the unit begin by displaying the painting 'Shearing of the Rams'-by Tom Roberts and use the Art Maps Compass (see attach) to prompt their ideas and interpretations about what the painting is about. Discuss these. || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Copy of 'Shearing of the Rams' (Appendix 1)
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">10 || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Students play the game - when they receive the ball they call out something that they know about wool || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Play the game "Throw the Ball" whereby when the person catches the ball they must tell the class something they know about the wool industry. this organises the student's prior knowledge. The teacher scribed the responses on the whiteboard as the class brainstorms. || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Ball
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">10 || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Sitting back down on the floor, students listen about the upcoming excursion. They put their permission forms in their bags. || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">When the game is complete the teacher introduces the wool industry unit as a sequence of lessons where some extensive research and inquiry will take place. This will be supported by an excursion to the National Wool Museum in Geelong.
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">10 || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Students formulate their own ideas about uses of wool and also go home and ask members in their family for ideas. || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Conclude the lesson by posing the 'Question of the Day' What are some of the ways wool can be used? Get students to brainstorm immediately and go home and ask their family members ||  ||