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This Week in HASS – term 4, week 8

Well, the end of term is in sight! End of year reporting is in full swing and the Understanding Our World® activities are designed to keep students engaged whilst minimising requirements for teachers, especially over these critical weeks. The current activities for all year levels are tailored to require minimal teaching, allowing teacher aides and other helpers to assist students while teachers can be free to concentrate on reporting and other requirements. All year levels have now passed the threshold of completing all curriculum material for the year for all HASS subjects as well as Science, so no more formal assessment is needed. The final weeks are focused on fun, whilst carrying the themes covered earlier in the term, and year, forwards, so that the fun enhances the learning, rather than detracting from it.

Foundation/Prep/Kindy to Year 3

Our youngest students in standalone Foundation/Prep/Kindy classes (Unit F.4) or integrated with Year 1 (Unit F-1.4) are doing the final preparations for their play next week. Costumes should be finalised, whilst the students practise their lines and using props. Those classes which have chosen not to dress-up should be finalising their drawings of their characters and the equipment they could use. Students will say their lines and explain their drawings and what their character is doing. Students in Years 1 (Unit 1.4), 2 (Unit 2.4) and 3 (Unit 3.4) are also preparing for their presentation or dramatisation next week. Students in Year 1 are considering the roles of each member of their role-play family group – who does the cooking or cleaning, who works outside the home? Students in Year 2 are considering the role of technology in the lives of their chosen group – what technology do they use for which purposes? Students should also be encouraged to consider where this group lives and how practical it would be to travel to where they live from where the students live – what technology would be involved? Students in Year 3 are considering the roles of their characters in the community where their chosen group lives and whether any representatives of similar groups are present in their local community.

Years 3 to 6

Students in Years 3 (Unit 3.8), 4 (Unit 4.4), 5 (Unit 5.4) and 6 (Unit 6.4) are reaping the benefits of their class election and moving on to plan a celebration for the last week of term. The theme of the celebration is “Diversity in Australia” and students will look back to the migrant group they studied earlier in the term to gain ideas to add to the celebration. Teachers can decide whether food will be included in this celebration, or not. If not, it is recommended that students prepare a menu of the sort of foods that their group might have at a celebration. Other aspects to include may be music, symbols and decorations or even national dress. Students in Year 3 will have chosen from a wide range of possible migrant groups earlier in the term or may also choose an Aboriginal or Torres Strait Islander group. Students in Year 4 will have concentrated on groups from South-East Asia and Australasia. Students in Year 5 will have chosen a group from Europe, Britain or Western Asia, whilst students in Year 6 will have chosen mainly groups of migrants from Asia. Some students may wish to include Aboriginal or Torres Strait Islander cultural representations in the celebration.

To complement this celebration, some students may have plants, from their Scientific Investigation, which can now be used in the celebration, either contributing resources, such as tomatoes, or perhaps flowering or having other characteristics which represent a migrant group.

What Makes Humans Different From Most Other Mammals?

Well, there are several things that makes us different from other mammals – although perhaps fewer than one might think. We are not unique in using tools, in fact we discover more animals that use tools all the time – even fish! We pride ourselves on being a “moral animal”, however fairness, reciprocity, empathy and cooperation have been demonstrated in apes and monkeys. Genetically we differ by only 1.09% from gorillas, 1.14% from chimpanzees, 2.46% from Old World monkeys and we share 50% of our DNA with bananas!

Recent research has demonstrated one of the ways that we are unique and this research is being used to help us to understand our human lineage, as well as giving us new insights into some diseases, such as cancer. The key to this discussion is a set of complex sugar chains (or carbohydrates), called glycans, which occur on the surface of cells. In particular, a glycan called Neu5Gc. It seems that at some point in the distant past, the malaria parasite used this glycan to anchor itself to the cells of primates and infect them with malaria, and human ancestors responded by losing the glycan, thus becoming immune to malaria. Unfortunately for us, a new type of malaria found a new glycan to attach itself to (this one is called Neu5Ac), which meant that humans could catch the new strain of malaria. This explains why humans are immune to the strains of malaria which affect great apes, such as chimpanzees, but are susceptible to strains of malaria which don’t affect the apes.

Humans became almost unique amongst mammals in not having the glycan Neu5Gc. It is thought that this mutation occurred between 2 and 3 million years ago and might have contributed to humans developing their own distinct lineage. Part of the glycan also becomes integrated as a molecule in bone, which gave researches hope that they might be able to find traces of the molecule from Neu5Gc in fossil bones. Whilst we have been successful in extracting ancient DNA from Neanderthal bones as old as 430,000 years and from horse bones as old as 700,000 years, fossils that are millions of years old have not been able to yield enough viable DNA using current techniques.

So researcher Ajit Varki, Distinguished Professor of Medicine and Cellular and Molecular Medicine at UC San Diego School of Medicine, started with 50,000 year old bones from a cave bear, from which they were able to extract the molecule. Varki then approached Maeve Leakey, Director of Field Research at the Turkana Basin Institute, who gave them a fragment of bone from a 4 million year old buffalo-like animal, found in the same layer as some hominin fossils. Once again the researchers were able to extract the molecule left in the bone by Nue5Gc. It is now hoped that they will be able to test fossil hominid bones in order to see which ones lacked Neu5Gc (and are thus likely to be our direct ancestors) and which ones had it.

Modern humans usually do have trace amounts of Neu5Gc, thought to enter our bodies from eating the meat of animals which have the glycan. Our bodies produce a slight immune response to the glycan, which might aggravate diseases such as cancer, opening new avenues for research and proving how research in one area of science, such as paleoanthropology, can have effects in other areas, such as medicine. It might therefore also be possible to see how much meat our ancestors included in their diets – always a controversial topic.

New Dates for Human Relative + ‘Explorer Classroom’ Resources

During September, National Geographic is featuring the excavations of Homo naledi at Rising Star Cave in South Africa in their Explorer Classroom, in tune with new discoveries and the publishing of dates for this enigmatic little hominid. A Teacher’s Guide and Resources are available and classes can log in to see live updates from the site. The material is also archived and can be watched via YouTube at a later date.

We’ve probably all heard of the little hominids from neighbouring Indonesia – Homo floresiensis and how they were initially dated to less than 50,000 years ago, which was then revised to between 60,000 and 190,000 years ago. These dates are still relatively recent for a hominid on the same general family tree as ourselves and reminds us all that there were several branches on this tree, of which ours is only one.

An interesting hominid was discovered in South Africa in 2014, named Homo naledi, this species was also relatively small and had a curious mix of features – some seeming very old (curved hands and fingers, well suited for climbing trees) and others looking more modern (legs suited to walking fully upright). Anthropologists and evolutionary biologists wondered where on the family tree these guys belonged – were they millions of years old, or more recent? The dating of the bones was an enormous challenge – partly because the deep cave where the fossils were found could only be accessed through an extremely narrow (20cm wide) gap in the rocks, and partly because the deposit lacked material that could be dated easily.

This year dates were published, obtained from a range of scientific techniques, including optically stimulated luminescence, Uranium-series and electron spin resonance dating (see OpenSTEM’s Absolute Dating Methods resource for explanations of some of these techniques). Both the sediments around the bones, as well as 3 fossil teeth were dated. The dates all clustered between 200,000 and 400,000 years ago. These dates are much more recent than was thought from analyses of the bones themselves. The dates are also contemporary with the very earliest of our own direct ancestors, implying that Homo naledi and our own ancestors shared the savannas of Africa hundreds of thousands of years ago. Yet another reminder of the diverse and complex nature of our family tree!

This Week in HASS – term 3, week 8

This week our younger students are putting together a Class Museum, while older students are completing their Scientific Report.

Foundation/Prep/Kindy to Year 3

Students in Foundation/Prep/Kindy (Units F.3 and F-1.3), as well as those in Years 1 (Unit 1.3). 2 (Unit 2.3) and 3 (Unit 3.3) are all putting together Class Museums of items of historical interest, either found at school or brought from home. Since the activity is similar (although explored to different depths by different year levels), there is the option for teachers to combine efforts across classes, and even across year level to make a more substantial Museum display. The Class Museum is an activity designed to assist students to consider how life has changed and what aspects are similar and different. Students should consider which items are easily recognisable and which are harder to identify. They can practise different points of view by imagining themselves using these objects and living in the past. Teachers can link this back to the stories read in the first weeks of term and allow students to compare their own lives with different types of past experiences of daily and family life. Museum Labels and a resource on Museums are provided to gain an understanding of how and why objects are displayed in museums.

Years 3 to 6

Older students are completing their main term research projects by finishing their Scientific Reports. This week students are concentrating on finishing their reports, drawing their Conclusions, making sure that their Bibliography is correct and formatting their report, including images, graphs and tables. For Year 3 students (Unit 3.7), the report will cover an aspect of the history of their capital city or local community. Year 4 students (Unit 4.3) are reporting on an investigation into Australia at the time of European contact and the start of European settlement. Students in Year 5 (Unit 5.3) are examining topics from Australian colonial history, and students in Year 6 (Unit 6.3) are researching topics from Federation and early 20th century Australian history. There is plenty of scope for incorporating digital technologies into the final version of the scientific report, especially for students in the upper year levels. Formatting a document correctly is an essential skill and addresses many aspects of the digital technologies curriculum, adding the possibility of another curriculum section for the teacher to mark as done for the term.

OpenStem’s Understanding Our World program ensures that student’s work for assessment is completed well before the end of term, decreasing the rush to get everything assessed in the final weeks of term. It is our aim to support teachers and facilitate the processes involved in both teaching and assessment.

This Week in HASS – term 3, week 7

This week students are starting the final sections of their research projects and Scientific Reports. Our younger students are also preparing to set up a Class Museum.

Foundation/Prep/Kindy to Year 3

Our youngest students (Unit F.3) also complete a Scientific Report. By becoming familiar with the overall layout and skills associated with the scientific process at a young age, by the time students reach high school the process will be second-nature and their skills fine-tuned. This week teachers discuss how Science helps us find out things about the world. Teachers and students are also collecting material to form a Class Museum. Students in integrated, multi-age classes (Unit F-1.3) and Years 1 (Unit 1.3), 2 (Unit 2.3) and 3 (Unit 3.3) are undertaking a similar set of activities this week, however, in increasing depth as appropriate for each year level, and with different subject matter, according to the class focus. By Year 3 (Unit 3.3), students are writing full sentences and even short paragraphs, focusing on a topic in the local history of their community or capital city, in their Scientific Report.

Years 3 to 6

Students in integrated Year 3/4 classes (Unit 3.7) and those in Year 4 (Unit 4.3), 5 (Unit 5.3) and 6 (Unit 6.3) are concentrating on analysis of data this week, for the final stages of their Scientific Report. It is expected that students have gathered information on their chosen research topic on an aspect of Australian history for the term by now and are analysing this information in order to answer their research questions and start to draw conclusions about their topic. This week’s lessons focus on pulling everything together towards a a full, final report. Teachers are able to quickly identify which students need extra guidance by referring to the Student Workbook, which tracks each student’s progress on a weekly basis. Thus feedback, intervention and additional support can be offered timeously and before the term marks are collated, allowing each student the chance to achieve their best.

Each year level focuses on a different aspect of Australian history and enough topics are supplied to ensure that each student is working on new information, even in multi-age classes. Instead of finding a continual stream of new, novel HASS units, or repeating material some students have covered before, OpenSTEM’s Understanding Our World® program allows teachers to tailor the same units to look different for each year level, thus ensuring that students are practising their skills on new material, as well as covering year-level appropriate skills and content. By the time students are in Year 6, they will have covered the full suite of Australian History up to the 20th century, as well as having studied each continent in turn. Civics and Citizenship and Economics and Business for part of this integrated whole and do not have to be taught separately. They will be ready to enter high school with a full suite of honed research and problem-solving skills, as well as having covered the core material necessary.

This Week in HASS – term 3, week 6

This week all our students are hard at work examining the objects they are using for their research projects. For the younger students these are objects that will be used to generate a Class Museum. For the older students, the objects of study relate to their chosen topic in Australian History.

Foundation / Prep / Kindy to Year 3

Students in Foundation/Prep/Kindy (Unit F.3) are examining items from the past and completing their Scientific Report by drawing these items in the Method section of the report. We also ask students to analyse their Data by drawing a picture of how people would have used that item in the past. Students in combined Foundation/Prep/Kindy and Year 1 classes (Unit F-1.3), as well as students in Year 1 (Unit 1.3), 2 (Unit 2.3) and 3 (Unit 3.3) are also addressing the Method, Data and Analysis sections of their report by listing, describing and drawing the sources and information which the teacher has helped them to locate. The sources should include items which can be used to make a Class Museum, as well as old photographs, paintings, books, newspapers etc. Teachers can guide class discussions around how items were used in the past – which are familiar, and which are not and compare with the stories read in the first weeks of term.

Years 3 to 6

Older students are expected to analyse their Data in increasing detail relevant to their year-level, as well as listing sources in the Method section of their Scientific Reports. Students in Year 4 (Unit 4.3) are researching a topic from Australia at the time of contact with Europeans, which includes topics in Aboriginal and early colonial history. Students should consider each source and what information they can get from the source. In addition students should think about how objects, pictures and texts were used in the past and what inherent biases might be present. Students in Year 5 (Unit 5.3) are researching a topic from Australian colonial history. Teachers should guide students through the process of determining whether they are dealing with a primary or secondary source, as well as how to use that source to learn more about the past. Inherent bias in different sources should be discussed. Students in Year 6 (Unit 6.3) are researching a topic surrounding Federation and events in Australia in the early 20th century. Many of the sources available contain both primary and secondary information and students should be starting to develop an understanding of how to use, analyse and reference these sources. In preparation for the requirements of high school, teachers should guide these students through the process of building an interpretation of their analysis which is substantiated through reference to their sources (listed in the Bibliography of their report). Students should be able to show where they got their information and how they are interpreting that information. For students in Year 6, the Student Workbook is more of a guide for writing a complete Scientific Report, which they are expected to compile more or less independently.