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«Episode 33 Questions for discussion th 19 November 2013 Typhoon Help 1. What country in South East Asia was recently devastated by a typhoon? Locate ...»

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Episode 33

Questions for discussion th

19 November 2013

Typhoon Help

1. What country in South East Asia was recently devastated by a typhoon? Locate using Google Maps.

2. What is the capital of the Philippines?

3. How old is Pablo, the reporter for this story?

4. Describe how the typhoon has affected people living in the Philippines.

5. In the story, what aid organisation is helping people that have been affected by the typhoon?

a. UNICEF b. The Red Cross c. World Vision

6. What do the people need most?

a. Clothes and shoes b. Food and water c. Electricity and plumbing

7. What food is being shipped in trucks to Tacloban?

8. What question did Pablo ask at the special Red Cross meeting?

9. Why is it hard for planes to come in to the Philippines at the moment?

10. Think of three questions you would like to ask Pablo about the typhoon or living in the Philippines.

Write a message of support to Pablo. Visit the Typhoon Help story and leave your comment.

http://www.abc.net.au/btn/story/s3890100.htm One Punch

1. Explain to another student what the One Punch story is about?

2. How can one punch to the head be deadly?

3. What type of doctor does Nathan visit in the One Punch story?

a. Paediatrician b. Neurosurgeon c. Dental surgeon

4. What organ does a neurosurgeon specialise in?

5. How does spinal fluid work to protect the brain?

6. Illustrate a section of the brain, including the skull, brain and spinal fluid.

7. What percentage of traumatic brain injuries are from assaults?

a. 1% b. 10% c. 85%

8. What might cause someone to die if they are punched in the head?

9. Do you think the Government should change the laws to make people more accountable if they punch and kill someone?

10. What do you understand more clearly since watching the BtN story?

What do you think? Write a message about the story and post it in the comments section on the BtN One Punch story page. http://www.abc.net.au/btn/story/s3890096.htm Toy Story

1. Watch the first part of the BtN Toy Story story, which shows Santa giving out toys. Predict what you think the rest of the story is going to be about.

2. Compare the black and white toy commercial in the story to commercials you might see today.

3. What are girls toys more likely to revolve around? Think of activities.

4. What are boys toys more likely to revolve around? Think of activities.

5. How might these activities shape kids’ attitudes about what womenand men should be doing?

©ABC 2013

6. What point is Riley trying to make?

7. Recently a group of Aussie parents started a ______________ asking for shops to make more toys unisex.

8. What is a gender stereotype? Discuss as a class and find a definition.

9. Do you think it matters that toys are separated into girls and boys toys? Explain your answer.

10. Design a unisex toy.

Should all toys be advertised to boys and girls equally? Have your say in the BtN online poll. To vote head to the BtN website http://abc.net.au/btn/polls.htm Check out BtN’s Toy Story teacher resource. Students will be encouraged to identify and challenge gender stereotypes. http://www.abc.net.au/btn/resources/teacher/episode/20131119-toystory.pdf Zambia School

1. What country in Africa did the students visit? Locate using Google Maps.

2. What was the aim of their trip?

3. Where in Zambia did the kids stay?

4. Describe the village they visited.

5. Compare and contrast school life in Zambia and Australia.

6. Which 2 environmental issues did the kids talk about?

a. Water and land conservation b. Global warming and rising sea levels c. Solar energy and wind power

7. What did the Australian kids teach the kids they met in Zambia?

8. If you visited another country what would you want to teach other kids?

9. What wildlife did the kids see when they went to Zambia? Illustrate.

10. Compare and contrast the geography of Zambia and Australia. Think about the environment and wildlife.

Check out BtN’s Zambia School teacher resource. Students will develop a deeper understanding of Zambia, and compare and contrast geographical features, environment and wildlife with that of Australia. http://www.abc.net.au/btn/resources/teacher/episode/20131119-zambiaschool.pdf Test your knowledge in the Zambia School quiz. Go to the BtN website and follow the links.

Fun Science

1. Predict what you think this story is going to be about.

2. Think of three adjectives to describe science?

3. Why is science important?

4. Look around your classroom or school yard and list some examples of science.

5. Describe and illustrate some of the science experiments in the Fun Science story.

6. Who runs the science show in the BtN story?

a. CSIRO b. Questacon c. NASA

7. How do you think more students can be encouraged to learn more about science at school? Explain your answer.

8. What do you like about science?

9. What would you like to learn about in your science class?





Visit the Questacon website and do one of their experiments, like creating a ‘rocket’ using an empty 10.

tea bag and a flame... http://www.questacon.edu.au/discover/for-students What do you love about science? Write a message about the story and post it in the comments section on the BtN Fun Science story page. http://www.abc.net.au/btn/story/s3890132.htm

–  –  –

Toy Story Key Learning Students will be encouraged to identify and challenge gender stereotypes.

The Australian Curriculum English / Literacy / Interpreting, analysing, evaluating English / Literacy / Interpreting, analysing, evaluating Analyse and explain the ways text structures and Use comprehension strategies to interpret, analyse and language shape meaning and vary according to audience and synthesise ideas and information, critiquing ideas and issues purpose. Year 7. (ACELY1721 from a variety of textual sources. Year 7. (ACELY1723)

–  –  –

Discussion Questions

1. Watch the first part of the BtN Toy Story story, which shows Santa giving out toys. Predict what you think the rest of the story is going to be about.

2. Compare the black and white toy commercial in the story to commercials you might see today.

3. What are girls toys more likely to revolve around? Think of activities.

4. What are boys toys more likely to revolve around? Think of activities.

5. How might these activities shape kids’ attitudes about what women and men should be doing?

6. What point is Riley trying to make?

7. Recently a group of Aussie parents started a ______________ asking for shops to make more toys unisex.

8. What is a gender stereotype? Discuss as a class and find a definition.

9. Do you think it matters that toys are separated into girls and boys toys? Explain your answer.

10. Design a unisex toy.

©ABC 2013 Activities Class discussion Watch Riley’s YouTube video on toy marketing. In this video Riley questions why companies market boys’ and girls’ toys differently. As a class comment on Riley’s statements. http://www.youtube.com/watch?v=CU040Hqbas Discussion questions What kinds of questions does Riley ask about the toys around her?

Riley says that companies try to “trick the girls into buying pink stuff.” What do you think she means by this?

What point is Riley trying to make?

–  –  –

Ask students to make a list of toys that are stereotypically marketed to boys and girls.

What messages do these toys give to kids about how they are supposed to play/act?

As a class discuss why these messages are stereotypes.

Students will collect a range of brochures from several different toy stores or outlets and then choose several toys to focus their research.

Discussion questions Describe the characteristics of these toys, for example the colour of the packaging, the pictures and words on the packaging, the style, the theme of the toy, what sort of activity they encourage.

What sorts of toys are aimed at girls?

What sorts of toys are aimed at boys?

What toys are aimed at both boys and girls?

What do you notice about the boys’ toys and how they play with them?

What do you notice about the girls’ toys and how they play with them?

©ABC 2013 Complete the Venn diagram below. Use the overlapping parts of the diagram to show what toys are played with by both boys and girls.

–  –  –

Do these toys present stereotypical views of boys and girls? If so, how? Record the gender stereotypes you observe.

How do these toys give messages about how a girl or boy “should” act? Explain.

How can gender stereotypes influence kids’ behaviour and the choices they make?

How do these toys affect the way a girl or boy thinks about themself?

Do you think it matters that toys are stereotyped?

Do you think that the toys kids play with will affect what they will do as an adult? Explain your answer.

Students design a toy that could be appropriate for a girl and a boy.

Make an advertisement to promote it. Students will discuss their ideas before they begin.

 Related Research Links ABC News – Concerned parent group Play Unlimited launches online campaign to end gender-specific toy marketing http://www.abc.net.au/news/2013-11-07/parent-group-play-unlimited-gender-toys/5076252 YouTube – Riley on Marketing http://www.youtube.com/watch?v=-CU040Hqbas Commonsense Media – Selling Stereotypes http://www.commonsensemedia.org/sites/default/files/3-5-unit3-sellingstereotypes.pdf

–  –  –

Zambia School Key Learning Students will develop a deeper understanding of Zambia, and compare and contrast geographical features, environment and wildlife with that of Australia.

–  –  –

Discussion Questions

1. What country in Africa did the students visit? Locate using Google Maps.

2. What was the aim of their trip?

3. Where in Zambia did the kids stay?

4. Describe the village they visited.

5. Compare and contrast school life in Zambia and Australia.

6. Which 2 environmental issues did the kids talk about?

a. Water and land conservation b. Global warming and rising sea levels c. Solar energy and wind power

7. What did the Australian kids teach the kids they met in Zambia?

8. If you visited another country what would you want to teach other kids?

9. What wildlife did the kids see when they went to Zambia? Illustrate.

10. Compare and contrast the geography of Zambia and Australia. Think about the environment and wildlife.

©ABC 2013 Activities Research Students will be researching information comparing aspects of Australia and Zambia to complete the table below. There are web links at the end of this activity sheet to support students with their research. Students

can add to the following list:

–  –  –

Ask students to summarise in a paragraph some of the similarities and differences between Zambia and Australia. Encourage students to share their summaries.

The following activity is a 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 Zambia’s environment and the conservation of their environment. This project emphasises quality research, collaboration (if working in groups) and effective presentation.

Environment profile What are the physical features? For example rivers, mountains etc.

Why is this type of environment important?

Where is it located? Locate on Google Maps. Create your own map highlighting geographical features and information.

What ecoregion does it belong to? Describe the climate.

Animals and plants Describe the ecosystem.

What animals and plants are unique to this area?

Are there any rare or threatened species?

List any introduced species to the area. In what ways can these species harm the environment?

How do the plants and animals interact?

©ABC 2013 In groups students will plan a cultural expedition to Zambia.

Students will need to identify what their team’s expedition will involve. Teams should be looking for a blend of adventure and culture (include 4-5 highlights). Research what the expedition highlights will be and as well a list of things to know about Zambia (see examples below).

19.11.13 Expedition highlights Visit The Victoria Falls Cultural exchange – visit the local markets or learn about traditional dance and music Learn how to cook a traditional Zambian meal Go trekking in Zambia’s South Luangwa Valley Visit a school – spend time with other students your age. What can you teach them about Australia?

–  –  –

Students will then plan their itinerary and budget. Research the cost of airfares from Australia to Zambia for the team. Students will need to consider any other costs when planning for the expedition. Design and make your own passports.

 Related Research Links Chipembele – Wildlife Education Trust: teaching Zambian children the value of wildlife http://www.chipembele.org/ National Geographic – Zambia Facts http://travel.nationalgeographic.com/travel/countries/zambia-facts/ National Geographic – Zambia Wildlife http://ngm.nationalgeographic.com/2007/05/zambia-wildlife/eckstrom-text BBC News Africa – Zambia Profile http://www.bbc.co.uk/news/world-africa-14112449 WWF – Zambia http://wwf.panda.org/who_we_are/wwf_offices/wwf_zambia_nature_conservation/wwf_zambia_what_we_do/ ©ABC 2013 BtN: Episode 33 Transcript 19/11/13 On this week's show, 11 year old Pablo tells us about the typhoon that killed lots of people in the Philippines.

We'll also be looking at whether it's right that some toys are seen as for girls and others for boys.



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