Thesis How to Teach Australia Children Week 24

8/13/2019 Thesis How to Teach Australia Children Week 24

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ABC 2013

b. Botanist

c. Astronomer

6. The idea of seed banks is a completely new idea. True or false?

7. List a reason why scientists store seeds?

8. Where in the world is the doomsday vault? Locate using Google Maps.

9. Why is it important that we look after our plants?

10. How are seeds prepared for the seed bank? Illustrate using a flow chart.

Check out BtNs Plant Bankteacher resource.Students will investigate the role of seed banks inresearch, conservation, propagation and supply.http://www.abc.net.au/btn/resources/teacher/episode/20131022-plantbank.pdf

Test your knowledge in the Plant Bank quiz. Go to the BtN website and follow the links.

Kid Teachers

1. Describe the Kids Teaching Kids program.

2. In the story what did the kids teach their class?3. Complete this sentence. To make sure they were well prepared they spent a lot of time ___________.

4. How did they make the presentation engaging and interesting?

5. What are some of the benefits of kids teaching kids?

6. If you could teach a lesson to kids your own age what would you teach?

7. What is the Kids Teaching Kids program trying to achieve?

8. What skills do you need to be a good teacher? Brainstorm as a class.

9. Have you had experience talking in front of a crowd? Describe your experience.

10. Write a message to the kids in this story via the Kid Teachersstory page.

http://www.abc.net.au/btn/story/s3870301.htm

Check out BtNs Kid Teachersresource.Students willdevelop their own educational and interactivelesson to teach their peers.http://www.abc.net.au/btn/resources/teacher/episode/20131022-kidteachers.pdf

Young Umpire

1. What is another name for an umpire?

2. Why is being an umpire such a tough job?

3. Eleni recently became the first girl to field umpire at an _ _ _ _ game.

4. In a season, the very best umpires can earn is up to...

a. $150

b. $150,000

c. $1.5 million5. What is one of the trickiest jobs on the field for an AFL umpire?

6. Describe how a football umpire bounces the ball.

7. What does AFL stand for?

8. What are some of the rules in AFL?

9. Illustrate an aspect of the BtN Young Umpiresstory.

10. On your school oval practise bouncing a football. Did you find it difficult? Why or why not?

Write a message about the story and post it in the comments section on the BtN Young Umpirestorypage.http://www.abc.net.au/btn/story/s3870315.htm
http://www.abc.net.au/btn/resources/teacher/episode/20131022-plantbank.pdfhttp://www.abc.net.au/btn/resources/teacher/episode/20131022-plantbank.pdfhttp://www.abc.net.au/btn/story/s3870301.htmhttp://www.abc.net.au/btn/story/s3870301.htmhttp://www.abc.net.au/btn/resources/teacher/episode/20131022-kidteachers.pdfhttp://www.abc.net.au/btn/resources/teacher/episode/20131022-kidteachers.pdfhttp://www.abc.net.au/btn/resources/teacher/episode/20131022-kidteachers.pdfhttp://www.abc.net.au/btn/resources/teacher/episode/20131022-kidteachers.pdfhttp://www.abc.net.au/btn/story/s3870315.htmhttp://www.abc.net.au/btn/story/s3870315.htmhttp://www.abc.net.au/btn/story/s3870315.htmhttp://www.abc.net.au/btn/story/s3870315.htmhttp://www.abc.net.au/btn/resources/teacher/episode/20131022-kidteachers.pdfhttp://www.abc.net.au/btn/resources/teacher/episode/20131022-kidteachers.pdfhttp://www.abc.net.au/btn/resources/teacher/episode/20131022-kidteachers.pdfhttp://www.abc.net.au/btn/story/s3870301.htmhttp://www.abc.net.au/btn/resources/teacher/episode/20131022-plantbank.pdfhttp://www.abc.net.au/btn/resources/teacher/episode/20131022-plantbank.pdf


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ABC 2013

Activity

Plant BankKey LearningStudents will investigate the role of seed banks in research, conservation, propagation and supply, throughclass discussion and a hands-on research project.

The Australian Curriculum

Science / Science Understanding / Biologicalsciences

Living things have life cycles. Year 4.(ACSSU072)

Living things, including plants and animals, depend on each

other and theenvironmentto survive. Year 4.(ACSSU073)

The growth and survival of living things are affected by thephysical conditions of theirenvironment.Year 6.(ACSSU094)

Science / Science as a Human Endeavour / Use andinfluence of science

Scientific knowledge is used to inform personal and community

decisions. Year 5.(ACSHE217)

Discussion Questions

1. Before watching the BtN Plant Bankstory, discuss what you think a seed bank is, as a class.

2. What is another word for plants?

3. How many species of plants can be found in Australia?

a. 240

b. 24,000

c. 2.4 million

4. Since European settlers arrived in Australia how many different types of plants have disappeared?

5. Someone that studies plants is called a...

a. Archaeologist

b. Botanistc. Astronomer

6. The idea of seed banks is a completely new idea. True or false?

7. List a reason why scientists store seeds?

8. Where in the world is the doomsday vault? Locate using Google Maps.

9. Why is it important that we look after our plants?

10. How are seeds prepared for the seed bank? Illustrate using a flow chart.

Episode 29

22nd

October 2013
http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU072http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU072http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU072http://www.australiancurriculum.edu.au/Glossary?a=S&t=Environmenthttp://www.australiancurriculum.edu.au/Glossary?a=S&t=Environmenthttp://www.australiancurriculum.edu.au/Glossary?a=S&t=Environmenthttp://www.australiancurriculum.edu.au/Glossary?a=S&t=Environmenthttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU073http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU073http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU073http://www.australiancurriculum.edu.au/Glossary?a=S&t=Environmenthttp://www.australiancurriculum.edu.au/Glossary?a=S&t=Environmenthttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU094http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU094http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU094http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE217http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE217http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE217http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE217http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU094http://www.australiancurriculum.edu.au/Glossary?a=S&t=Environmenthttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU073http://www.australiancurriculum.edu.au/Glossary?a=S&t=Environmenthttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU072


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ABC 2013

Activities

Engage

Before watching the BtN Plant Bankstory, discuss as a class what you

think a seed bank is?

After watching the BtN Plant Bankstory, encourage students to

participate in and contribute to a class discussion.

Why might scientists keep seeds? (Consider research,

conservation, propagation, supply)

Why is it important for scientists to keep a seed bank?

What are heirloom vegetables?

Download the full transcript from the Plant BankBtN story page. Highlight all the words that relate to seed

banks and biology in general. Circle any unfamiliar words. Create your own classroom glossary of words

with explanations.

Below is a list of words to start your classroom glossary. Students can refer to the classroom glossary

throughout their research.

Native and indigenous plants

Introduce the concept of native and indigenous plants to the class. For example, why they are special, why

some might be threatened (e.g. climate change, pests and diseases, pollution, habitat destruction), and what

animals rely on these plants for their existence.

Students will then conduct their own research either individually or in groups. To further students

investigation plan an excursion to your local botanic gardens or wildlife park to explore native plants.

Why do we need plants? (e.g. source of food and medicine, convert carbon dioxide into oxygen)

What is the difference between a native and an introduced plant?

Can you name any native Australian plants?

Are there any indigenous plants in your local area?

What things are threatening our native plants?

Name an animal or insect that relies on native plants.

Endangered Threatened

Flora Native

Seed bank

Rare

Biology Ecology Diversity

Sustainability Preservation Species

Botany Seedlings Conservation


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ABC 2013

Seed banks are often referred to as an environmental insurance policy. What does this mean?

Conduct research into an native Australian plant

o How big does the plant grow?

o Describe the anatomy of this plant. Does it flower? What colour is it? Illustrate.

o What is its habitat (where does it live)?

o

Is this plant threatened or endangered?o What threatens it?

o Is anything being done to preserve this plant?

o What is your favourite thing about this plant?

o What surprised you about your research?

Display the students research and drawings around the classroom or make a book for the class library.

Interesting facts

What interesting facts do you know about seeds and seed banks? Learn more about...

There is a seed bank called the doomsday vault. The back-up collection of seeds from the world's food andfibre plants is hidden under a mountain in the arctic. It's known as the 'Doomsday Vault' because ifsomething terrible were to happen on earth these seeds would be safe for any remaining humans to startgrowing again.http://curiosity.discovery.com/question/purpose-of-norway-doomsday-vault

It is so rare the ABC cannot reveal is real name or exact location. http://www.abc.net.au/news/2013-10-16/melbourne-scientists-work-to-save-one-of-the-rarest-orchids-in-/5026454

The average strawberry has 200 seeds.

...Share any interesting facts you find, by leaving a comment on the BtN Plant Bankstory pagehttp://www.abc.net.au/btn/story/s3870281.htm

Research project

Provide students with the opportunity to think and behave like a scientist.

The following activity is a hands-on research-based project for students to work on individually or in groups.

The project encourages students to use research and inquiry based learning to discover more about

Australias native plants and the conservation of our environment. This project emphasises quality research,

collaboration (if working in groups) and effective presentation.

Students will go on a plant scavenger hunt

around their own school. Before students go on

a scavenger hunt the teacher will identify

several plants around the school that are

appropriate for picking and then describe the
http://curiosity.discovery.com/question/purpose-of-norway-doomsday-vaulthttp://curiosity.discovery.com/question/purpose-of-norway-doomsday-vaulthttp://curiosity.discovery.com/question/purpose-of-norway-doomsday-vaulthttp://www.abc.net.au/news/2013-10-16/melbourne-scientists-work-to-save-one-of-the-rarest-orchids-in-/5026454http://www.abc.net.au/news/2013-10-16/melbourne-scientists-work-to-save-one-of-the-rarest-orchids-in-/5026454http://www.abc.net.au/news/2013-10-16/melbourne-scientists-work-to-save-one-of-the-rarest-orchids-in-/5026454http://www.abc.net.au/btn/story/s3870281.htmhttp://www.abc.net.au/btn/story/s3870281.htmhttp://www.abc.net.au/btn/story/s3870281.htmhttp://www.abc.net.au/news/2013-10-16/melbourne-scientists-work-to-save-one-of-the-rarest-orchids-in-/5026454http://www.abc.net.au/news/2013-10-16/melbourne-scientists-work-to-save-one-of-the-rarest-orchids-in-/5026454http://curiosity.discovery.com/question/purpose-of-norway-doomsday-vault


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ABC 2013

characteristics and features of these plants to the class.

Send students on a scavenger hunt to look for the plants with the

particular characteristics as discussed in class. A combination of words

and/or drawings may be used for clues.

Students will collect samples of the plants and then remove the seeds

for storing.

Students will prepare the seeds for storing. Seeds need to be kept cool

and dry in either cloth or paper (if they are stored in plastic they may

overheat, sweat and start to germinate).

Make labels to identify the different seeds, including the following

information:

What is the botanical name of this plant?

What family group does this plant come from?

How many varieties of this plant are there?

When is the best time to sow this plant?

How far apart should the seeds or seedlings be planted?

CSIRO Science by Email. Try this experiment

to learn more about storing your own tomato

seeds.

http://www.csiro.au/helix/sciencemail/activities/tomatoseed.html

Students will swap seeds with other students in their class to build on

their seed bank.

Students will germinate a selection of seeds that they have collected, to

test seed viability and to re-plant into the school environment.

Students will keep a science reflection journal to reflect on their own

leaning. Provide regular opportunities for students to write individual

journal entries, using the following questions to help along the way:

What happened during this activity?

What did I learn?

What problems did I experience during this investigation?

How could I fix these problems?

What would I do differently next time?

One important fact I learned when doing this investigation

was...

Flow chart

Students will draw a flow chart or diagram showing the steps involved in preparing seeds for seed banking.

Refer to the Australian National Botanic Gardens website for their seed bank procedures

http://www.anbg.gov.au/gardens/living/seedbank/seedprocedures.html
http://www.csiro.au/helix/sciencemail/activities/tomatoseed.htmlhttp://www.csiro.au/helix/sciencemail/activities/tomatoseed.htmlhttp://www.anbg.gov.au/gardens/living/seedbank/seedprocedures.htmlhttp://www.anbg.gov.au/gardens/living/seedbank/seedprocedures.htmlhttp://www.anbg.gov.au/gardens/living/seedbank/seedprocedures.htmlhttp://www.csiro.au/helix/sciencemail/activities/tomatoseed.html


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ABC 2013

http://www.globaleducation.edu.au/verve/_resources/flow_chart.pdf

Further activity

Explore CSIROs Paper seeds activitythis Double Helix Science Club activity

shows you how to make a type of paper that will grow into a plant.

http://www.csiro.au/Portals/Education/Programs/Do-it-yourself-science/Biological-

sciences-activities/paper-seeds-activity.aspx

Adopt a seed held in the Kew Millennium Seed Bank. With four plant species at

risk of extinction every day, its never been more urgent to protect the endangered

plants which may be key to our survival. http://www.kew.org/support-kew/adopt-a-seed/adopt-a-seed-now/index.htm

Related Research Links

ABC SplashNative plant seed bank

http://splash.abc.net.au/media/-/m/30807/native-plant-seed-bank

ABC SplashGlobal seed vault

http://splash.abc.net.au/media/-/m/103638/global-seed-vault?source=search

ABC SplashSending seeds into space

http://splash.abc.net.au/media/-/m/103660/sending-seeds-into-space?source=search

Australian National Botanic GardensThe National Seed Bank

http://www.anbg.gov.au/gardens/living/seedbank/
http://www.globaleducation.edu.au/verve/_resources/flow_chart.pdfhttp://www.globaleducation.edu.au/verve/_resources/flow_chart.pdfhttp://www.csiro.au/Portals/Education/Programs/Do-it-yourself-science/Biological-sciences-activities/paper-seeds-activity.aspxhttp://www.csiro.au/Portals/Education/Programs/Do-it-yourself-science/Biological-sciences-activities/paper-seeds-activity.aspxhttp://www.csiro.au/Portals/Education/Programs/Do-it-yourself-science/Biological-sciences-activities/paper-seeds-activity.aspxhttp://www.kew.org/support-kew/adopt-a-seed/adopt-a-seed-now/index.htmhttp://www.kew.org/support-kew/adopt-a-seed/adopt-a-seed-now/index.htmhttp://www.kew.org/support-kew/adopt-a-seed/adopt-a-seed-now/index.htmhttp://splash.abc.net.au/media/-/m/30807/native-plant-seed-bankhttp://splash.abc.net.au/media/-/m/30807/native-plant-seed-bankhttp://splash.abc.net.au/media/-/m/103638/global-seed-vault?source=searchhttp://splash.abc.net.au/media/-/m/103638/global-seed-vault?source=searchhttp://splash.abc.net.au/media/-/m/103660/sending-seeds-into-space?source=searchhttp://splash.abc.net.au/media/-/m/103660/sending-seeds-into-space?source=searchhttp://www.anbg.gov.au/gardens/living/seedbank/http://www.anbg.gov.au/gardens/living/seedbank/http://www.anbg.gov.au/gardens/living/seedbank/http://splash.abc.net.au/media/-/m/103660/sending-seeds-into-space?source=searchhttp://splash.abc.net.au/media/-/m/103638/global-seed-vault?source=searchhttp://splash.abc.net.au/media/-/m/30807/native-plant-seed-bankhttp://www.kew.org/support-kew/adopt-a-seed/adopt-a-seed-now/index.htmhttp://www.kew.org/support-kew/adopt-a-seed/adopt-a-seed-now/index.htmhttp://www.csiro.au/Portals/Education/Programs/Do-it-yourself-science/Biological-sciences-activities/paper-seeds-activity.aspxhttp://www.csiro.au/Portals/Education/Programs/Do-it-yourself-science/Biological-sciences-activities/paper-seeds-activity.aspxhttp://www.globaleducation.edu.au/verve/_resources/flow_chart.pdf


8/20

ABC 2013

Activity

Kid TeachersKey LearningStudents will develop their own educational and interactive lesson to teach their peers. This project will

develop students research, teamwork and community engagement skills.

The Australian Curriculum

English / Literacy / Interacting with others

Use interaction skills, for example paraphrasing, questioningand interpreting non-verbal cues and choose vocabulary andvocal effects appropriate for different audiences and purposes.Year 5.(ACELY1796)

Use interaction skills, varying conventions of spokeninteractions such asvoicevolume, tone, pitch and pace,according to group size, formality of interaction and needs andexpertise of the audience. Year 6.(ACELY1816)

Use interaction skills when discussing and presenting ideas and

information, selecting body language,voicequalities and otherelements, (for example music and sound) to add interest andmeaning. Year 7.(ACELY1804)

English / Literacy / Interacting with others

Plan, rehearse and deliver presentations for defined audiencesand purposes incorporating accurate and sequenced content

and multimodal elements. Year 5.(ACELY1700)

Plan, rehearse and deliver presentations, selecting andsequencing appropriate content and multimodal elements fordefined audiences and purposes, making appropriate choicesformodality and emphasis. Year 6.(ACELY1710)

Plan, rehearse and deliver presentations, selecting andsequencing appropriate content and multimodal elements to

promote apoint of viewor enable a new way of seeing. Year7.(ACELY1720)

Discussion Questions

1. Describe the Kids Teaching Kids program.

2. In the story what did the kids teach their class?

3. Complete this sentence. To make sure they were well prepared they spent a lot of time ___________.

4. How did they make the presentation engaging and interesting?

5. What are some of the benefits of kids teaching kids?

6. If you could teach a lesson to kids your own age what would you teach?

7. What is the Kids Teaching Kids program trying to achieve?

8. What skills do you need to be a good teacher? Brainstorm as a class.

9. Have you had experience talking in front of a crowd? Describe your experience.

10. Write a message to the kids in this story via the Kid Teachersstory page.

http://www.abc.net.au/btn/story/s3870301.htm

Episode 29

22nd

October 2013
http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1796http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1796http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1796http://www.australiancurriculum.edu.au/Glossary?a=E&t=voicehttp://www.australiancurriculum.edu.au/Glossary?a=E&t=voicehttp://www.australiancurriculum.edu.au/Glossary?a=E&t=voicehttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1816http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1816http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1816http://www.australiancurriculum.edu.au/Glossary?a=E&t=voicehttp://www.australiancurriculum.edu.au/Glossary?a=E&t=voicehttp://www.australiancurriculum.edu.au/Glossary?a=E&t=voicehttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1804http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1804http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1804http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1700http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1700http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1700http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1710http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1710http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1710http://www.australiancurriculum.edu.au/Glossary?a=E&t=point%20of%20viewhttp://www.australiancurriculum.edu.au/Glossary?a=E&t=point%20of%20viewhttp://www.australiancurriculum.edu.au/Glossary?a=E&t=point%20of%20viewhttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1720http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1720http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1720http://www.abc.net.au/btn/story/s3870301.htmhttp://www.abc.net.au/btn/story/s3870301.htmhttp://www.abc.net.au/btn/story/s3870301.htmhttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1720http://www.australiancurriculum.edu.au/Glossary?a=E&t=point%20of%20viewhttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1710http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1700http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1804http://www.australiancurriculum.edu.au/Glossary?a=E&t=voicehttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1816http://www.australiancurriculum.edu.au/Glossary?a=E&t=voicehttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1796


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ABC 2013

Activities

Discussion

After watching the BtN Kid Teachersstory, encourage students to participate in and contribute to a class

discussion.

Why would it be useful for kids to teach kids? Explain your answer.

What would you teach if you were given the opportunity to teach the students in your class?

What would be difficult if you were to run a lesson for students in your class?

Kids teaching kidsworkshop

Students will work in groups of 4-5 to design, plan and implement their own lesson/workshop. Each group

will present their workshop to the rest of the class. Refer to the Kids Teaching Kids - Education Kitfor

workshop resourceshttp://www.kidsteachingkids.com.au/downloads/education-kit.html

Provide students with the opportunity to create a mind map to brainstorm ideas for their workshops. Students

will need to consider the following:

What will we teach?

o A skill (e.g. sport)

o A concept

o Choose a themeenvironmental issue relevant to their local community, like

recycling or water.

Who is your target audience?How will you inspire the class through your workshop?

List different types of presentation (e.g. audio visual, physical activity, cooking, class quiz).

How can we make the workshop interactive and hands on?

Mind mapping tools

http://www.education.vic.gov.au/school

/teachers/support/pages/mind.aspx

Bubbl: brainstorming made simple

https://bubbl.us/
http://www.kidsteachingkids.com.au/downloads/education-kit.htmlhttp://www.kidsteachingkids.com.au/downloads/education-kit.htmlhttp://www.kidsteachingkids.com.au/downloads/education-kit.htmlhttp://www.education.vic.gov.au/school/teachers/support/pages/mind.aspxhttp://www.education.vic.gov.au/school/teachers/support/pages/mind.aspxhttps://bubbl.us/https://bubbl.us/http://www.education.vic.gov.au/school/teachers/support/pages/mind.aspxhttp://www.education.vic.gov.au/school/teachers/support/pages/mind.aspxhttp://www.kidsteachingkids.com.au/downloads/education-kit.html


10/20

ABC 2013

Students will provide a hour workshop for students in their class.

Students will need to decide what they will teach. Here are some ideas:

A sporting technique

Debating skills

Environmental topic that is relevant to your local community.

Cookinglearn a recipe for a different culture

Provide students with the opportunity to conduct research to find out

more about the topic and collect information. The group will need to

consider the following:

What sorts of questions might the class ask when you are

teaching?

How will you prepare for the workshop?

What equipment will you need?

Provide students with a workshop lesson plan template, based on the

following.o Your group name

o Teacher name

o Workshop title

o Describe your presentation

o Type of presentation

o How will you use the above presentation types in your interactive

presentation?

o Workshop aimswhat do you want your audience to learn?

o What will you need to teach your workshop?

o What are the roles for the presenters when teaching the class

Refer to the Kids Teaching Kids Workshop plan template via the

following website

http://www.kidsteachingkids.com.au/downloads/education-kit.html

As a group rehearse the workshop. Students will need to consider:

Timingdoes the workshop run over or under half an hour?

Practise clear speaking skills

Students will deliver their workshops.

Provide students time to provide feedback on the workshops they have

participated in, and self-evaluate the workshops they have run.

Get the class to give you feedback

o What did you learn?

o What did you enjoy?

Self evaluation

o What did you find surprising?

o What would you change?

o What did you learn?

o Did our workshop go over time?

o Was the workshop interesting and interactive?

Related Research LinksKids Teaching KidsHome

http://www.kidsteachingkids.com.au/
http://www.kidsteachingkids.com.au/downloads/education-kit.htmlhttp://www.kidsteachingkids.com.au/downloads/education-kit.htmlhttp://www.kidsteachingkids.com.au/http://www.kidsteachingkids.com.au/http://www.kidsteachingkids.com.au/http://www.kidsteachingkids.com.au/downloads/education-kit.html


11/20

ABC 2013

BtN: Episode 29 Transcript 22/10/13

On this week's show:

I'm washing dishes for a good cause.

I'll be finding out about a bank that no-one would want to rob because it's full oftiny plants!

And I'll get some tips on the perfect Aussie Rules centre bounce from an up andcoming umpire. Oh that's terrible!

Not a good effort James.

Welcome. Also today, we're catching up with some kids who are having a go at beingteachers. See how they got on later in the show. First, let's jump straight into the big newsstory of the week the massive bushfires near Sydney.

The Wire

Things are really bad in NSW where bushfires have done a massive amount of damage overthe past week. Here's where they've been burning. As you can see, they're pretty muchsurrounding Sydney.

It's so bad a state of emergency has been declared meaning authorities now have specialpowers. They can order the public to leave and cut gas and power supplies if needed. It's allfar from over too.

Predictions are that conditions will get worse before they get better. There's also a chancethe two biggest fires could merge into one mega-fire burning across hundreds of kays.

Here are the numbers. All up around 58 fires have been burning around the state. 2000fire fighters are on the ground trying to protect people's houses. But so far 200 homes have

been destroyed. And one man has died whilst trying to protect his.

While there is clearly a long way to go in this emergency. Authorities are saying quickevacuations and good bushfire action plans have made a big difference already. Thousandsof people have escaped to evacuation centres and safety.

And last week students were kept in their school as a bushfire burnt through their area.Here's what they had to say after they go out.

KID: There was a big fire and we were all told to stay in the hall for like two hours.

KID: It was a bit scary because we didnt know where to go you know, we were in the hall

and we could see smoke rushing past, and we couldn't actually see the fire cos the wallswere there. But we were freaking out in the hall and then we moved.


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PRESENTER: Not good news. We'll have an update on that story next week.

US ShutdownReporter: Sarah Larsen

INTRO: Now, have you ever been in an argument and no one would back down? Well,that's what's been happening between the two main political parties in America. Theycouldn't agree on something so it meant the government had to shut down. Sarah foundout how that kinda craziness can even happen.

In the US (and most places) the game of politics can get pretty intense. But imagine ifpoliticians could do this:

KID: What are you doing?

KID: I turned this game off because you're cheating.

KID: You're the one that's cheating.

Believe it or not, a few weeks ago politicians in the US actually shut down the government!They still went to work but a whole bunch of other government employees were forced totake an unpaid holiday and all sorts of things closed; national parks, national monuments,

war memorials, libraries, zoos, even NASA!

KID: How could that happen?

Well, before the US can pay for anything (like keeping the government open) both housesof parliament have to agree to an annual budget. At the moment one house is controlled bythe Democrats (that's President Obama's party) and the other is mainly Republican andthe Republicans refused to sign which meant the government had no money to pay itsemployees!

Americans were angry. Business and the stock market suffered. The president was furiousand even some Republicans didn't agree with what happened but then there were thosethat blamed Obama.

KID: Wait, why would it be his fault?

It's all got to do with health care. You see, in the US getting sick can cost a lot of money.That's why companies sell health insurance. You pay them while you're healthy and if youget sick they cover the bills. Except not everyone can afford that.

So Obama wanted the government to help by providing its own, cheaper health insurance.Americans called it Obama Care. But not everyone thought it was a good idea. ManyRepublicans said it would be too expensive and that taxpayers shouldn't have to help payfor other people's health care. There was a lot of fighting about it, especially in the lead upto the last election. But Obama won and Obama Care was passed and then this happened.


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Republicans like this guy said they wouldn't sign the budget unless Obama made changesto his health care plan. But the president refused to budge. He said people had voted forObama Care and he wasn't going to let his opponents hold the country to ransom.

Believe it or not US government shutdowns have happened before. The last one was in the

90s when this guy was president and it lasted for almost a month! But this time it wasparticularly scary for a lot of people. The US is in a lot of debt. It spends more than it earnsin taxes so it has to borrow all the time to pay its bills. If the politicians didn't make up andsign the budget the US couldn't borrow or make repayments and that would have beendisastrous for the economy - both in the US and overseas.

KID: So what's going to happen?

Well, luckily, at the last minute the Republicans agreed to release enough money to get thecountry working again. They signed a temporary budget which will give the governmentenough to pay the bills until early next year. For the first time in weeks art galleries,

museums, monuments and parks opened their doors and workers got paid again.

The leaders say they'll work out their differences so this doesn't happen again. And aroundthe world people are hoping that's true because the game they're playing could affect us all.

Anti-Poverty WeekReporter: Nathan Bazley

INTRO: When someone says 'poverty' and hunger we often think about all the peopledoing it tough in Africa and places like that. What we don't often think about are all the

people doing it tough heaps closer to home. So for Anti-Poverty Week, I decided to getinvolved and along the way I met a young girl who'd decided to do the same thing.

NATHAN BAZLEY, REPORTER: This is Daphne and she's just arriving for her fourth dayof work experience.

Usually work experience is designed to let you try something you might want to do as acareer. But this kitchen doesn't make a cent of profit and most of its workers aren't paid. So

why would Daphne want to do work experience here, at a centre that feeds the homelessand disadvantaged? I dropped in to find out and lend a hand.

NATHAN: What are you working on here?

DAPHNE: Making a trifle!

NATHAN: Lovely, looks good! Can I help?

DAPHNE: Sure, we have two more that need doing so that's good!

NATHAN: Okay so these are the two trifles we're going to be working on?

Well we're just going to be sprinkling them at the moment.


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NATHAN: To be honest, sprinkling is about the level of my cooking ability so that'sprobably good.

Next up, it was time to get our trifles spooned out.

NATHAN: So what sort of things do you think you'll take home from your work experiencehere?

DAPHNE: Well I have learnt how to make a trifle!

NATHAN: I've learnt sprinkles, so I've learnt something too!

DAPHNE: Well most of the people here are just very genuine people, like they're reallynice.

NATHAN: So tell me what your experiences have been like here so far.

DAPHNE: They've been amazing, when I first came here, I was so overwhelmed, I didn'texpect any of it.

NATHAN: When it comes down to it, why did you choose this over going to an accountingfirm or a law firm for your work experience?

DAPHNE: Cos I like to see the other side of life. Because you don't really see that in, Ireally had no idea before I came here about the issues and its good experience.

While we were taking care of dessert, the head of the kitchen, Brenda, was frying up some

schnitzels. It's her responsibility to make sure around 50,000 free, tasty meals go out eachyear.

BRENDA: I've been here 19 years, love every minute

Pretty much everything Brenda and her team cook up has been donated in some way oranother. Of course, while money helps, Brenda says volunteers are what keeps this placeticking.

BRENDA: It's great to get students like Daphne to come in, they are our future, our futurevolunteers and the future of Australia and we want them to get a real handle on the poverty

and the stress and the marginalised people that are out there.

Soon, the other volunteers arrive to put the finishing touches on the meal. And not longafter, the first two diners arrive.

CLIENTS: How are you finding the food? Beautiful!

And that's something Daphne will hear again and again during her time here.

PRESENTER: And thanks Daphne for looking after me for the day! OK, I want to knowwhat you're thinking about poverty.


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Online Poll

This week we're asking:

Should the money we spend on overseas aid be spent on tackling Australian povertyinstead?

Let us know what you think by hitting up the website.

Plant BankReporter: Sarah Larsen

INTRO: Banks look after our money right. But what about a bank that looks after seedsfrom plants instead? Sounds like a bank no one would want to break into. Well these

plant seeds might not be worth much to a robber but they are super important. Sarah'sgot why.

SARAH LARSEN, REPORTER: Welcome to Australia. Home to one of the biggestpopulations in the world. Of plants that is. More than 24,000 species have their roots in

Aussie soil, which makes this country a superpower of sorts. It's one of 15 countriesclassified as Mega-Diverse, meaning there are heaps and heaps of different types of livingthings here. The trouble is there's also a growing number of humans, which doesn't always

bode well for our leafy neighbours.

REPORTER: Since European settlers arrived in more than 60 different types of plant have

disappeared forever and more than a thousand others like this Whibley Wattle are listed asendangered.

To make sure all of our plants are available in the future, scientists have a plan: Seedbanks. At the Australian Botanic Garden at Mt Annan outside of Sydney scientists havebeen collecting, sorting and filing Aussie seeds and storing them away so they'll be ready togrow in the future. The idea of seed banks isn't new

REPORTER: Even in ancient times farmers would store seeds in vaults where they'd besafe just in case a flood or some other disaster washed away crops.

Today there are many reasons to store seeds for the future. One is climate change.Scientists worry about how rising temperatures could affect plants. There are also pestsand diseases which can threaten entire species. And seed banks are a great place toresearch plants, find out how they grow in certain conditions and look at which species are

best suited to different climates. Right around the world seed banks are working togetherto collect and store as many plant species as possible. There's even a back-up collection ofseeds from the world's food and fibre plants hidden under a mountain in the arctic. It'sknown as the 'Doomsday Vault' because if something terrible were to happen on Earththese seeds would be safe for any remaining humans to start growing again.

REPORTER: Because of course, plants aren't just nice to look at they're essential for life.

They convert carbon dioxide into oxygen so we can breathe they provide food andmedicine.


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KID: Plants are kind of people's lives and without a lot of trees and plants we won't be ableto breathe and they also ruin animalshabitats too.

The kids from Douglas Park Primary school were at Mt Annan recently for the opening of a

new addition to the facility, a plant bank. You see, not all plants reproduce with seeds. Atthe plant bank samples can be frozen in liquid nitrogen and stored for the future.

KAREN SOMMERVILLE, HORTICULTURAL RESEARCH SCIENTIST: If you put theminto the storage at minus 196 everything stops, so you don't get any aging of the tissue that

way and when you pull them back out of storage, then you've got a live plant.

At the moment the Mt Annan seed and plant banks hold samples of around 20 percent ofAustralia's plants, but the aim is to one day have every single species in the collection. It'sall part of making sure that Australia stays a plant superpower for many generations tocome.

PRESENTER: Hmmm interesting story.

Let's open it up to a quiz.

Quiz 1

Which is the world's fastest growing plant?

Sunflower

Bamboo

Royal Palm

Answer: Bamboo

Some bamboo can grow up to a metre a day. Crazy.

Kid TeachersReporter: Natasha Thiele

INTRO: Now, have you ever thought about being a teacher? It's a pretty hard job.You have to stand up in front of a classroom and try to have all the answers to everyone'squestions. So how do you feel about this school program that's making kids teachers forthe day. Tash went along to a lesson.

NATASHA THIELE, REPORTER: Notice who's missing in this lesson? There's no teacher!Instead, these guys are the ones giving their classmates a lesson! They're taking part in aprogram called 'Kids Teaching Kids'. The idea is for teachers to take a step back and let thestudents teach each other - this time about the environment. Amy's been involved in the

program for a few years now. She says it's a great way for kids to learn.


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AMY PARKS, KIDS TEACHING KIDS: Peers really appreciate hearing from other peers,they can relate better. The people who are presenting the workshop know what's going to

work and what's going to be engaging for people of their own age to hear about.

This group decided to teach students about the water cycle. To make sure they were well

prepared, they spent a lot of time researching. They also came up with an engaging way ofgetting their information across. They used a 3D display, a poster game and some testtubes! These guys also researched water issues, in particular pollution.

REPORTER: And so researching this project, was it quite hard?

ETHAN, STUDENT: Yeah it was. (REPORTER: Yeah, why's that?) Because you had to do alot information and we only had two days to finish it off and we kind of got there for thelast time and then we presented it to our school.

Just like teachers, they needed to test the students by asking questions and getting them

involved. As you can imagine, talking in front of a crowd isn't easy. But a lot of these guyswere happy with their results

ANNA, STUDENT: Well I know it takes a lot of work, kind of understand my teachers now.But you know it pays off in the end if the students or kids learn something and it feels goodthat way to kind of teach them.

NETHLI, STUDENT: I think they actually got it like quite well. I think they understood likemost of it, they probably drifted off a bit but I think it was quite good.

So what's it like being taught by other students?

RYAN, STUDENT: It was really good and I liked the diagrams that they did. I thought itwas very good for students.

CLARE, STUDENT: I feel more involved if it's people my age because they kind of knowwhat we're going through trying to learn this thing but teachers they've been, they been anadult for a while so they might've forgotten how hard it is to actually gather thisinformation.

TYSON, STUDENT: It's much easier because teachers go through long things, they just gothrough short things that like kids know.

And what do they rate them out of ten?

CLARE: Ten out of ten, amazing!

GIRL: Ten probably.

TASH: And what do you boys rate what the kids taught you?

RYAN AND TYSON: Ten out of ten. Eight.

Many students have walked away from these workshops with more confidence. And whoknows, they might even be back next year to teach kids their age something new!


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of a major professional footy match. But she had the tougher challenge of teaching Jamesto do a centre bounce.

JAMES BARTOLD, REPORTER: When it comes to sport, all eyes are firmly fixed on theplayers. But there are some other people who are also at the centre of the action. Umpires

aren't always the most popular, but they're very important.

REPORTER: It's not always easy being the one to make the big decisions and umpiresoften cop a lot of abuse for their choices but without them you wouldn't have a game!

With such a tough job, it's been hard to get enough people picking up the whistle. That'smeant more younger kids are getting involved. And it's not just guys! Eleni's hoping herskills with the whistle could take her to the top!

ELENI, SANFL UMPIRE: I've always just loved football, so just being able to be a part ofthe game is something that was really important to me.

She's already well on her way to umpiring stardom. Eleni recently became the first girl tofield umpire at an SANFL league game.

ELENI: The players responded quite well to me, obviously a lot of them have seen me atreserves level, so at the end of the day you're just an umpire making decisions.

It's a big deal for Eleni and the sport and while umpiring can provide a bit of pocket moneyon the side it's also a serious career. The very best umpires can earn up to 150-thousanddollars per season. And Eleni's already caught the eye of the AFL umpiring boss.

JEFF GIESCHEN, AFL UMPIRES BOSS: It's the first step along the way, she's on ajourney now and I just hope for Elenis sake that she can continue the way she is.

Eleni not only has to deal with angry fans and insults from the crowd, she's also got to keepthe players in line when things get pretty heated!

ELENI: As long as you know your rulesyourepretty confident they're going to listen toyour decision.

One of the trickiest jobs for a football umpire on the field is bouncing the ball. So I thoughtI'd get Eleni to show me how the pros do it!

ELENI: So the main thing is to have a nice firm grip of the ball, everyone has a differentgrip, me I like my thumbs going down the seam. You can start in a relaxed motion andthen its a number of steps making sure you land with your dominant foot at the front.

Ok so it's not as easy as it looks and neither is umpiring! But Eleni's proof that with a lot ofhard work you can make it to the top level.

ELENI: In the junior ranks now there are so many females, itsjust fantastic, itsa greatway to be involved in football, fitness, some pocket money and just a great way to see thegame.


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So instead of dreaming of kicking or shooting those goals, maybe you should set yoursights on signalling them!

Closer

And thats it for our show. If you have any interesting thoughts about any of our stories wehave in this weeks show, you can leave your comments about them on our website. Thereare heaps of kids commenting so get involved.

Thats it from me. See you next week.

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Thesis How to Teach Australia Children Week 24

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