LEARNER

MOTIVATION
STRATEGIES

Figure 1. Classroom Clipart Image #1 (World Arts Me)

2. Science - Use and Influence of

3. Science - Nature and Development

4. Math - Fractions and Decimals -

5. English - Literature - Creating

6. English - Literature - Examining

7. Drama - Making - Ideas Year 6

“ONE OF THE KEY ELEMENTS OF EFFECTIVE

THE DIFFERENCES AND SIMILARITIES BETWEEN STUDENTS' DAILY LIVES AND LIFE
DURING THEIR PARENTS' AND GRANDPARENTS' CHILDHOODS (E.G. FAMILY TRADITIONS,
LEISURE TIME, COMMUNICATIONS) AND HOW DAILY LIVES HAVE CHANGED
(ACHASSK030)

Explanation of Strategy:
Students will be asked to think about their parents and grandparents - "imagine your Mum and
Dad as year ones - what do you think the world looked liked, what toys do you think they play
with?" Students will be given 30 seconds to think about it and then three students with their hands
raised will be asked to share what they think. Students will then be asked "now what about your
Grandma and Grandad - what do you think the world was like when they were in year one?" Three
students who missed the opportunity to answer previously will have the opportunity now. After the
discussion phase, students will be presented with 10 different images and objects and asked to
sort them into past or present
Images will include a black and white image of a young girl, a vintage car, dial phone, an iPhone
and a plasma TV.
The physical items presented to the class will be a disposable camera, a class iPad, a DVD of
Incredibles 2, an ink pen and an old iron press
Follow Up Questions:
1. "How did you know the image of the little girl was from the past?" i.e. black and white
2. "Do you think it is easier today to make a phone call or was it easier in the past?"
3. "How did you know the car was from the past?" Figure 5. Vintage Picture of Girl
with Doll (Emiley n.d.)
4. "How did you know the iPad wasn't from the past?"
5. "Are there any items from the past you wish we still used today?"

Figure 2. 1791 Vintage - Iron. (1791 Figure 3. Lincoln Motor Car Coy. Figure 4. Buy iPhone 8.
Supply). (National Motor Museum). (Apple).
 OIL SPILL - CLEANUP
YEAR TWO: SCIENCE

PEOPLE USE SCIENCE IN THEIR DAILY LIVES, INCLUDING WHEN CARING FOR
THEIR ENVIRONMENT AND LIVING THINGS (ACSHE035)

Explanation of Strategy:
This motivation is to be used in conjunction with the text Oil Spill! by Melvin Berger.
Students will be asked to clear everything off their desk - this is hands on activity which has
potential to be quite messy. Students will each have a dish of water (that has blue food colouring
in it), a toy boat filled with a quarter of a cup of oil, craft feathers, cotton wool balls and a plastic
spoon. Students will be told the scenario - "300km off the coast of Perth a ship is transporting oil, a
giant wave comes and causes the ship to capsize!" Students will be asked to tip the boat over and
pour the oil into the water. Students will be asked to guess which material will clean the oil up the
easiest. Students will then be asked to use the materials (feather, cotton wool balls and spoon) to
clean up the oil spill.

Follow Up Questions:
1. "Which material cleaned the oil spill up the easiest?"
2. "The feathers were the hardest, what animal has feathers that could be badly affected by an oil
spill?"
3. "Which material did you guess would clean the spill easiest? Was your guess close to what really
happened?"
4. "What kind of animals could an oil spill affect?"
5. "What do you think scientist would use in real life when they clean up oil spills?"

Figure 6. Toy Boat Bath Toys. (Mr Meaner). Figure 7. Oil Spill Cleanup. (Beralta, 2018). Figure 8. (Berger 1994)
 MELTING BUTTER
YEAR THREE: SCIENCE

SCIENCE INVOLVES MAKING PREDICTIONS AND DESCRIBING PATTERNS AND

Explanation of Strategy:
Students will be presented with three materials - a metal fork, a plastic spoon and a pencil. The
teacher will inform the students that each item is going to have a piece of butter on one end and
the other end will be sitting in hot water. Students will be asked to predict which item will melt the
butter the quickest. As this activity involves hot water, the teacher will ask students to get into
groups of three sharing a cup and being in charge of one of the items. The teacher will ask the
students to place their items in a cup, then the teacher will fill the cups with water and place
butter on the end of each item. The students will be asked to observe the changes to the butter.

Follow Up Questions:
1. "Who guessed correctly that the fork would melt the butter the quickest? Why do you think this
happened?
2. "Why do you think the pencil didn't melt the butter the quickest?"
3. "Why do you think the plastic spoon didn't melt the butter the quickest?"
4. "What would happen if the water was cold? Would the butter melt?"
5. "Do you think chocolate would melt quicker or slower than butter?"

Figure 12.
Winc Earth
Plastic
Spoons White
Pack. (Winc).

Figure 11
AmazonBasics
Figure 10. Heavy Duty Wood-cased
Dinner Fork. (Amazon). Pencils. (Amazon)

Figure 9. How to Soften Butter for a Recipe. (Baking Bites).

INVESTIGATE EQUIVALENT FRACTIONS USED IN CONTEXTS (ACMNA077)

Explanation of Strategy:
Students will be numbered into groups of four or five. In each group a deck of cards will be placed
face down - the deck will be missing the Aces, Jacks, Queens, Kings and Jokers. Students will be
asked to draw two cards and place them face down in front of them. When everyone has their
cards they all flip at the same time. Students will be asked to create a fraction - with the highest
number at bottom and the lowest number at the top. Whoever has the largest fraction wins the
round and gets to keep their cards, the rest get shuffled back into the deck. The game ends when
a student has a combined total of 40 (the value of the cards not the fractions - if the cards are
3/6 the student has a running score of 9). If two students have an equivalent fraction and are the
highest they both keep their cards.

Follow Up Questions:
1. "What is the ideal combination of cards?" i.e. 9/9 as the numbers are large and the fraction is a
whole
2. "Did the same person who won most rounds win over all?"
3. "If we were to play with Aces, Jacks, Queens and Kings - what fractions could they represent?"
4. "What is the lowest possible fraction you could make?"
5. "Was it better to win with a 3/4 or a 6/7 for your total running score?"

Figure 13. Traditional Card Games. (Board Game Geek). Figure 14. Fractions. (Lets Run With It).
 ONCE UPON A TIME
YEAR FIVE: ENGLISH

CREATE LITERARY TEXTS USING REALISTIC AND FANTASY SETTINGS AND CHARACTERS
THAT DRAW ON THE WORLDS REPRESENTED IN TEXTS STUDENTS HAVE
EXPERIENCED (ACELT1612)

Explanation of Strategy:
The teacher will write different famous literary characters and settings on popsticks. Characters
from fairytales and texts studied in class will be included. Students will be asked to choose two
popsticks from the character jar and one popstick from the setting jar. Students will then have 3
minutes to create a short story idea from their popsticks. Students will then be asked to share their
idea with the class.

Follow Up Questions:
1. "Who had the most bizarre combination?" i.e. Cinderella, Violet Beaudelaire and Outerspace.
2. "What would have been your ideal combination?"
3. "Do you think there are any characters from different stories that would work well together?"
4. "Do you think there are any characters from different stories that wouldn't work well together?"
5. "What was the most common theme students chose to follow?" i.e. Romance, Mystery, Fantasy

Figure 15. Roald Dahl Novel Collection 12 Book Set. (Amazon).

RECOGNISE THAT IDEAS IN LITERARY TEXTS CAN BE CONVEYED FROM DIFFERENT

Explanation of Strategy:
This term students have been reading the text Blueback by Tim Winton. The teacher is taking the
students on an excursion to the Spare Parts Theatre in Fremantle to watch Peta Murray's
interpretation of Blueback. The teacher will explain to the students that literary texts can be
conveyed from different viewpoints and therefore can be retold through diverse means - i.e.
through shadow puppets.

Follow Up Questions:
1. "Were there any changes to the original story?"
2. "Which character did you like the most as a puppet?"
3. "Did you prefer reading the book or watching the shadow puppet show?"
4. "Which character's representation surprised you?"
5. "What was your favourite part of the puppet show? Was it the same as your favourite part of the
book?"

https://www.sppt.asn.au/events/blueback-2/

Figure 17. Blueback. (Spare Parts Puppet Theatre). Figure 18. Blueback. (Winton 1997).
 WINK SLAYER
YEAR SIX: DRAMA

DRAMATIC ACTION (THE DRIVING FORCE AND FORWARD MOTION OF DRAMA TO CREATE

Explanation of Strategy:
The teacher will explain the premise of the game - one student will be selected as the 'slayer' and
they are to walk around the room, create small talk with a peer and wink at who they choose to
'slay'. If a student is winked at they are to wait 10 seconds then perform a dramatic death. Students
will be asked to sit in a circle with their eyes closed. The teacher will walk around the classroom
and tap one student lightly on the head. The selected student will be the 'slayer'. The teacher will
then ask everyone to open their eyes. The teacher will inform the class that the room has now
transformed into a 10th Birthday Party - students will be asked to act as if they are attending. The
teacher will ask the students to walk around the room and talk to other students about the birthday
party. If the 'slayer' winks at a student they are to wait 10 seconds then act out a dramatic death. If
a student who is still in has an idea of who the slayer is, they are allowed to guess. If the student
guesses correctly they get to choose the next 'slayer' and the theme of the party.

Follow Up Questions:
1. "Who was the sneakiest 'wink slayer'?"
2. "Do you think it would work with two 'wink slayer'?"
3. "What did you do physically to avoid the 'wink slayer'?" i.e. kept eyes down, moved quickly
4. "What kind of actions did you do when faking your death'?" i.e. clutch your chest
5. "What other action could the 'slayer' do to 'slay' you?" i.e. everyone has to shake hands and the
slayer tickles your palm.

Figure 19. Wink Murder. (Drama Notebook). Figure 20. How to Play Wink Murder. (Wiki How).
 REFERENCES
Annandale, K., Bindon, R., Handley, R., Johnston, A., Lockett, L., & Lynch, P. (2004). Reading
resource book (2nd Edition). Port Melbourne, Vic: Rigby Heinemann.

Berger, M. (1994). Oil spill! New York: Demco Media.

Drama Notebook. (2016). Drama Games for Kids - Teach Drama Like a Pro. Retrieved from
https://www.dramanotebook.com/drama-games/

Government of Western Australia. (2004) School curriculum and standards authority. Retrieved
from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/

Marsh, C. J., Clarke, M., & Pittaway, S. (2014). Marsh's becoming a teacher (6th ed.).
Frenchs Forest, NSW: Pearson Australia.

Winton, T. (1997). Blueback. Camberwell, Vic: Penguin Group.