Summary
Remember:
- Do not rewrite the original piece.
- Keep your summary short.
- Use your own wording.
- Refer to the central and main ideas of the original piece.
- Read with who, what, when, where, why and how questions in mind.
Research/Link to Maths
Where do you fit into 7 billion? Enter your birth date to find out http://www.bbc.co.uk/news/world- 15391515
Extension: record what number addition to the world you were using what we have been learning in index notation!
Extension: record what number addition to the world you were using what we have been learning in index notation!
Apply your Understanding ( Dig Tech)
The 7 challenges for 7 billion story page has images of the issues facing a growing world population
http://www.abc.net.au/news/2011-11-02/7-issues-facing-7-billion-people/3610318
Find or create your own images that illustrate each challenge and present them as a slideshow or digital story using Keynote or Pages.
http://www.abc.net.au/news/2011-11-02/7-issues-facing-7-billion-people/3610318
Find or create your own images that illustrate each challenge and present them as a slideshow or digital story using Keynote or Pages.
Are there are hidden messages in this song?
Lyrics
We are a rock revolving
Around a golden sun
We are a billion children rolled into one
So when I hear about the hole in the sky
Saltwater wells in my eyes
We climb the highest mountain
We'll make the desert bloom
We're so ingenious we can walk the moon
But when I hear of how the forest have died
Saltwater wells in my eyes
I have lived for love
But now that's not enough
For the world I love is dying And now I'm crying
And time is not a friend (no friend of mine)
As friends we're out of time
And it's slowly passing by ....right before our eyes
We light the deepest ocean
Send photographs of Mars
We're so enchanted my how clever we are
Why should one baby feel so hungry she cries
Saltwater wells in my eyes
I have lived for love
But now that's not enough
For the world I love is dying And now I'm crying
And time is not a friend (no friend of mine)
As friends we're out of time
And it's slowly passing by ....right before our eyes
We are a rock revolving
Around a golden sun
We are a billion children rolled into one
What will I think of me the day that I die
Saltwater wells in my eyes
Saltwater wells in my eyes
Written by Julian Lennon, Leslie Ann Spiro, Mark Spiro • Copyright © Warner/Chappell Music, Inc, Sony/ATV Music Publishing LLC, Hori Pro Entertainment Group
We are a rock revolving
Around a golden sun
We are a billion children rolled into one
So when I hear about the hole in the sky
Saltwater wells in my eyes
We climb the highest mountain
We'll make the desert bloom
We're so ingenious we can walk the moon
But when I hear of how the forest have died
Saltwater wells in my eyes
I have lived for love
But now that's not enough
For the world I love is dying And now I'm crying
And time is not a friend (no friend of mine)
As friends we're out of time
And it's slowly passing by ....right before our eyes
We light the deepest ocean
Send photographs of Mars
We're so enchanted my how clever we are
Why should one baby feel so hungry she cries
Saltwater wells in my eyes
I have lived for love
But now that's not enough
For the world I love is dying And now I'm crying
And time is not a friend (no friend of mine)
As friends we're out of time
And it's slowly passing by ....right before our eyes
We are a rock revolving
Around a golden sun
We are a billion children rolled into one
What will I think of me the day that I die
Saltwater wells in my eyes
Saltwater wells in my eyes
Written by Julian Lennon, Leslie Ann Spiro, Mark Spiro • Copyright © Warner/Chappell Music, Inc, Sony/ATV Music Publishing LLC, Hori Pro Entertainment Group
Create your own visual interpretation...
Curriculum: Students develop your understanding of how texts, including media texts, are influenced by context, purpose and audience.
Lesson focus: to use your understanding of 'audience and messages in texts' to create a visual text which clearly outlines the messages in the song ''Saltwater'
This should reflect your opinions of the key messages in the song.
Lesson focus: to use your understanding of 'audience and messages in texts' to create a visual text which clearly outlines the messages in the song ''Saltwater'
This should reflect your opinions of the key messages in the song.
saltwater-_by_julian_lennon_visual_interpretation.mp3 | |
File Size: | 4165 kb |
File Type: | mp3 |
Overpopulation is an undesirable condition where the number of existing human population exceeds the carrying capacity of Earth. Overpopulation is caused by number of factors. Reduced mortality rate, better medical facilities, depletion of precious resources are few of the causes which results in overpopulation.
What challenges does Australia face with a growing population?
Which countries are likely to be most affected by increased population?
Which countries are likely to be most affected by increased population?
Word banks to consider...
unemployment
stress pollution contamination salinity increase |
demand
supply congestion overpopulation strain longer life span medical advancements environmental suffering famine drought barren environments slums disadvantage widen gap between rich and poor urban sprawl |
Reading
What is the purpose of this text? provide evidence to justify your response
raz_ly30_sevenbillionandcounting_clr__2_.pdf | |
File Size: | 1590 kb |
File Type: |
SEVEN BILLION AND COUNTING
Informational (nonfiction), 1,788 words
Today, seven billion people live on Earth! This large population is affecting our planet in many ways. How many people do you think is too many for Earth to support? Seven Billion and Counting provides students a comprehensive look at the problems of overpopulation and the impact it has on Earth.
Informational (nonfiction), 1,788 words
Today, seven billion people live on Earth! This large population is affecting our planet in many ways. How many people do you think is too many for Earth to support? Seven Billion and Counting provides students a comprehensive look at the problems of overpopulation and the impact it has on Earth.
raz_ly30_sevenbillionandcounting_wksh_rs.pdf | |
File Size: | 426 kb |
File Type: |
Summarise
Introduce the Reading Strategy: Summarise
One way to understand and remember information in a book is to write a summary, or brief overview, of the most important information in a section or chapter.
Point out that a summary often answers the questions who, what, when, where, and why.
Summary Example-
The text '7 Billion and Counting' is a non fiction book informing the reader about the controversial topic of population increase, and the demand/strain this can put on the worlds resources. Chapter one of the text titled 'Giant Mystery' introduces the reader to the conundrum associated with the Rapanui Tribes rapid decline in population. The Rapanui people settled in Easter Island, an Island off the Pacific Ocean around 300-400 AD. It is theorised that the Rapanui depleted all of the resources on the island (unique flora and fauna) leaving the island barren and unable to supply the demands of the large population.
Western society is considered to be one of the largest consumers of resources.
The text '7 Billion and Counting' is a non fiction book informing the reader about the controversial topic of population increase, and the demand/strain this can put on the worlds resources. Chapter one of the text titled 'Giant Mystery' introduces the reader to the conundrum associated with the Rapanui Tribes rapid decline in population. The Rapanui people settled in Easter Island, an Island off the Pacific Ocean around 300-400 AD. It is theorised that the Rapanui depleted all of the resources on the island (unique flora and fauna) leaving the island barren and unable to supply the demands of the large population.
Western society is considered to be one of the largest consumers of resources.
Story vocabulary- tier 2 and tier 3
birthrate, carrying capacity, consumers, developing countries, distribution, ecosystem, efficient, fossil fuels, overpopulation, resources, standard of living, sustainable
birthrate, carrying capacity, consumers, developing countries, distribution, ecosystem, efficient, fossil fuels, overpopulation, resources, standard of living, sustainable
Lesson objectives
Summarise to understand text
Analyse cause-and-effect relationships
Describe information provided by graphics
Recognise and understand the use
of complex sentences
Summarise to understand text
Analyse cause-and-effect relationships
Describe information provided by graphics
Recognise and understand the use
of complex sentences
Text Features to Consider
Text Features: Graphics
Graphics, including charts, graphs, and cutaways, are used to help readers understand what the author is trying to explain.
With a partner to review the chart on page 10.
How does the chart support the main idea of this section?
How is the information organised on the chart?
How does the Southern Arizona water table change over time?
Review other graphics in the book and discuss in groups which cause-and-effect relationships they support.
Graphics, including charts, graphs, and cutaways, are used to help readers understand what the author is trying to explain.
With a partner to review the chart on page 10.
How does the chart support the main idea of this section?
How is the information organised on the chart?
How does the Southern Arizona water table change over time?
Review other graphics in the book and discuss in groups which cause-and-effect relationships they support.
During Reading Questions
- What happened to the Rapanui? (literal) page 4
- What facts would you select to support the idea that overpopulation is not a problem of space? (level 2) pages 5 and 6
- What would happen if a population went beyond its carrying capacity? (literal) page 7
- How would you describe the sequence of Earth’s population explosion? (level 3) page 8
- What conclusions can you draw about nonrenewable resources? (level 3) page 11
- How are renewable resources related to limited resources? (level 3) page 12
- Why is lowering birthrates critical? (level 1) page 13
- How would you summarise the United States impact on Earth’s carrying capacity? (level 3) pages 14 and 15
Cause and Effect
Introduce the Comprehension Skill:
Cause and effect
- Cause is an action or event that makes something happen and the effect is what happens because of, or as a result of, the action or event.
- Explain to students that there can be more than one effect from a cause.
- Moving to a new school is the cause Cause and Saying goodbye to old friends in the is the effect
- What else can happen when you move to a new school?
raz_ly30_sevenbillionandcounting_wksh_rc__1_.pdf | |
File Size: | 425 kb |
File Type: |
Grammar and Punctuation/ Complex Sentences
Predicate is a grammar term used to describe the part of the sentence which talks about the subject and which has a verb. An example of predicate is "ate lunch" in the sentence "Mary ate lunch."
Example:
A clause is a group of words consisting of a subject (often just a single noun) and a predicate (sometimes just a single verb).
Example:
The dog ran through the yard.
Subject: The dog
Predicate: ran through the yard
Clause
There are two types of clauses: independent clauses (main clauses) and dependent clauses (subordinate clauses and relative clauses).
Example:
A clause is a group of words consisting of a subject (often just a single noun) and a predicate (sometimes just a single verb).
Example:
The dog ran through the yard.
Subject: The dog
Predicate: ran through the yard
Clause
There are two types of clauses: independent clauses (main clauses) and dependent clauses (subordinate clauses and relative clauses).
- An independent clause is a complete sentence; it can stand alone.
- A dependent (subordinate) clause is part of a sentence; it cannot stand alone.
Grammar and Mechanics: Complex sentences
Read the sentence aloud from page 4. Review or explain that a conjunction is a word that joins together the two parts of a complex sentence.
When joining an independent clause (complete thought) and a dependent clause (incomplete thought) together (as in the example), a special type of conjunction called a subordinating conjunction must be used.
The word because is the subordinating conjunction in the complex sentence.
raz_ly30_sevenbillionandcounting_wksh_gm.pdf | |
File Size: | 434 kb |
File Type: |
raz_ly30_sevenbillionandcounting_clr.pdf | |
File Size: | 1590 kb |
File Type: |
Comprehension
raz_dcly30_sevenbillionandcounting.pdf | |
File Size: | 51 kb |
File Type: |
It is theorised that the Rapanui tribe (early people of Easter Island) died out due to their rapid depletion of natural resources. These people colonised the island around 300-400 AD, after their settlement the population boomed quickly. They were not sustainable in many of their practices- cutting down most of the islands native trees for their infrastructure (houses) and the erection of the famous Moai statues.
My School / Your School As This Child, Every Child points out, not all children have access to education.
Presentation
There are disparities among countries and between genders, with more boys being schooled than girls in some parts of the world.
Please pick a country and research schools in that country, using books and the Internet. You are going to present your findings to the class.
(To choose your country, they can consult the United Nations website at www.un.org/en/members.)
Your presentation should answer the following questions:
• What are the school buildings like? (There may be a range within a country.)
There are disparities among countries and between genders, with more boys being schooled than girls in some parts of the world.
Please pick a country and research schools in that country, using books and the Internet. You are going to present your findings to the class.
(To choose your country, they can consult the United Nations website at www.un.org/en/members.)
Your presentation should answer the following questions:
• What are the school buildings like? (There may be a range within a country.)
- What percentage of the children in the country go to school?
- Do girls have access to schools to the same degree as boys and if not, why?
- What do students wear to school?
- What do they study?
- Is the school system free in their chosen country, or do parents have to pay to send their children? (Note: in some countries, education is free but uniforms and books are not.)
- Do students think having to pay for schooling or related costs might affect enrollments? If so, how and why?
- How does their own school compare and contrast with a school in their researched country?
Clean water and adequate sanitation are things many children take for granted, yet for some children, these basic needs are hard to come by. A United Nations Development Program report estimates that, on average, people without water in their homes walk about 1 km each way to fetch water.
To experience this reality, we are going to fill buckets with water and have the children walk the 1 km distance.
• What was it like to walk that far with a pail of water?
• How long did it take?
• How many pails of water do they think they would use for your daily needs?
• How would you feel about making 55 trips a day to carry water?
Would this change your water use during a day? If so, how?
To experience this reality, we are going to fill buckets with water and have the children walk the 1 km distance.
• What was it like to walk that far with a pail of water?
• How long did it take?
• How many pails of water do they think they would use for your daily needs?
• How would you feel about making 55 trips a day to carry water?
Would this change your water use during a day? If so, how?