Integrated Unit

INTEGRATED UNIT

STAGE: EARLY STAGE ONE / DURATION: TERM (4 sessions per week of approximately 1 ½ hours) / TITLE: WHAT ARE OUR BASIC NEEDS AND HOW ARE THEY MET?
LEARNING SEQUENCE / UNIT DESCRIPTION
· What are our basic needs?
· Why do we need water? Where does it come from?
· Why do we need food? Where does it come form?
· Why do we need shelter?
· Why do we need clothes?
· Why do we need love?
· Why do we need rest and exercise?
· What happens when our needs aren’t met?
This unit is 51 pages in length and includes worksheets. / In this unit, the students will investigate their basic needs. They will examine water as a need. They will describe how we use it daily, will create a large flow chart showing how water gets to our taps and will use this to write an explanation. They will go on an excursion to a Dam and will use their experience as the basis for a recount. The students will examine food as a need. They will participate in such tasks as classifying foods, writing recipes for healthy sandwiches, graphing favourite fruits and making healthy foods using coloured paper. The students will investigate where bread comes from and will sequence pictures to show how bread gets to the shops. They will identify the shop where they obtain food, will paint and describe it, and will go to the shops to buy an item of food. The students will then examine shelter as a need. They will create a detailed illustration of their house, and will write a description of it. The students will examine clothes as a need and will choose dress up clothes that are suitable for a particular situation. The students will examine the need for love and will identify someone who loves them and the ways that they show their love. The students will examine the need for rest and exercise. They will describe their favourite form of exercise and will participate in a circuit. Finally, the students will discuss what happens when these needs aren’t met. They will listen to a guest speaker describe ways in which their organisation help people whose needs are not met, and will participate in an activity to raise money as a donation for this organisation.
OUTCOMES RELATED TO CURRICULUM INTEGRATION
ENGLISH / MATHS / H.S.I.E / SCIENCE & TECHNOLOGY / C & P ARTS / P.D, HEALTH AND P.E
W ES1.9
W ES1.10
W ES1.11
W ES1.14
R ES1.5
R ES1.6
R ES1.7 / ES1.1
ES1.3
ES1.7
ES1.8 / SS ES1
EN ES1 / VA ES1.1
VA ES1.2
VA ES1.4 / MO ES1.4
AL ES1.6
GD ES1.9
IR ES1.11
PH ES1.12
KNOWLEDGE / SKILLS / VALUES AND ATTITUDES
· Needs and wants are different things
· We use water daily for different reasons
· Water is collected in dams and goes through pipes to our homes
· We need food to grow strong and healthy
· Foods can be classified as those which are good for us and those which are not good for us
· Many people are involved in providing us with food
· We buy food from shops using money
· We need shelter
· Shelters come in different forms
· We need clothes to protect us
· We need love
· People show their love in different ways
· We need sleep and exercise to keep our bodies healthy
· Many organisation are set up to provide people with their needs / · Research and gather information
· Communicate understandings
· Co-operate with others
· Think critically
· Respond through expression
· Show awareness of their local and global responsibilities / · Appreciate that we all have a right to our basic needs
· Show concern for those whose basic needs aren’t met
· Value the people who love us
· Appreciate that other people help provide us with our needs

INTEGRATION OVERVIEW

ENGLISH / MATHS / SCIENCE & TECHNOLOGY / H.S.I.E / CREATIVE & PRACTICAL ARTS / P.D, HEALTH AND P.E
RESEARCH AND GATHER INFORMATION / SS ES1 / GD ES1.9
COMMUNICATE UNDERSTANDINGS / R ES1.5
W ES1.9
W ES1.10 / ES1.3 / EN ES1 / VA ES1.1 / AL ES1.6
SOLVE PROBLEMS / R ES1.6
W ES1.11 / ES1.7
ES1.8 / SS ES1 / MO ES1.4
CO-OPERATE WITH OTHERS / IR ES1.11
THINK
CRITICALLY / R ES1.7
W ES1.14 / VA ES1.2 / PH ES1.12
USE TECHNOLOGY
MANAGE THE TASK
RESPOND THROUGH EXPRESSION / ES1.1 / VA ES1.1
VA ES1.2
AWARE OF LOCAL AND GLOBAL RESPONSIBITIES / SS ES1

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SESSION OVERVIEW

LEARNING SEQUENCE: What are our basic needs? / FOCUS KLA
1
2 / Sort pictures into needs and wants.
Identify what they would take to a deserted island. / HSIE
HSIE
LEARNING SEQUENCE: Why do we need water? Where does it come from? / FOCUS KLA
3
4-5
6-7
8
9-11 / Illustrate the ways we use water daily
Create a flow chart showing how water gets to our taps.
Explanation about how water gets to our taps.
Excursion to Dam
Recount about excursion to Dam / HSIE
HSIE
ENGLISH
LEARNING SEQUENCE: Why do we need food? Where does it come from? / FOCUS KLA
12
13
14-17
18
19-20
21
22
23-24
25
26 / Identify foods which are good for us / not so good for us
Illustrate a healthy breakfast
Procedure for making healthy sandwiches
Graph of favourite fruits
Make healthy foods using coloured paper
Sequence pictures showing the origins of bread
Identify people involved in making lunch
Paint and describe shop where they buy food
Buy food from shops
Record experience of buying food from shops / PDHPE
ENGLISH
MATHS
CPA
HSIE
PDHPE
HSIE
LEARNING SEQUENCE: Why do we need shelter? / FOCUS KLA
27
28-29 / Draw picture of their house
Write a description of their house / HSIE
ENGLISH
LEARNING SEQUENCE: Why do we need clothes? / FOCUS KLA
30
31 / Choose dress up clothes appropriate to a given situation
Dress cardboard cut out / HSIE
LEARNING SEQUENCE: Why do we need love? / FOCUS KLA
32
33 / Create heart identifying someone who loves them
Thank you card / HSIE/ENGLISH
LEARNING SEQUENCE: Why do we need rest and exercise? / FOCUS KLA
34
35
36 / Illustrate what happens with and without sleep and exercise
Illustrate themselves doing their favourite form of exercise
Circuit / HSIE/PDHPE
PDHPE
LEARNING SEQUENCE: What happens when our needs aren’t met? / FOCUS KLA
37
38
39
40 / Identify consequences if needs aren’t met
Listen to guest speaker
Sell cupcakes to raise money
Construct letter to send to organisation with donation / HSIE
HSIE/ENGLISH

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SESSION: ONE / LEARNING SEQUENCE: WHAT ARE OUR BASIC NEEDS?
OUTCOME / POSSIBLE INDICATORS / TEACHING AND LEARNING EXPERIENCES / PLANNING FRAMEWORK / ASSESMENT
SS ES1 / The students may, for example:
· Identify the things that they need to be happy and healthy
· Describe the difference between a need and a want / Show the students a doll. Ask the students to pretend that this doll is a baby. Have the students consider what the baby will need to grow and be healthy and happy. List these.
Discuss the difference between a need and a want. Categorise what was listed as either a need or a want.
Focus the students’ attention on the needs. Order these according to which they think are the most important. Identify the most important. E.g. food or water. Discuss with the students what they think would happen if we didn’t have food.
Provide the students with a sheet, which has pictures of needs and wants. E.g. house, food water, people hugging, toys etc. (Teacher made) Have the students cut out and sort the pictures into needs and wants. Ask them to paste them onto a sheet with these headings. / Initiate
Gather information
Analyse and organise / Observation
SESSION: TWO / LEARNING SEQUENCE: WHAT ARE OUR BASIC NEEDS?
OUTCOME / POSSIBLE INDICATORS / TEACHING AND LEARNING EXPERIENCES / PLANNING FRAMEWORK / ASSESMENT
SS ES1 / The students may, for example:
· Identify the things that they need to be happy and healthy
· Discuss the difference between a need and a want / Show the students a picture of a deserted island. Discuss.
Explain to the students that they are going to stay on this island for a week. With the students make a list of the things that they would take with them. These may include:
· food
· water
· a tent
· clothes
Have the students create an illustration showing what they would take to the island by drawing or cutting out pictures from magazines and pasting them around a picture of an island. / Synthesise and conclude / Analyse product
SESSION: THREE / LEARNING SEQUENCE: WHY DO WE NEED WATER? WHERE DOES IT COME FROM?
OUTCOME / POSSIBLE INDICATORS / TEACHING AND LEARNING EXPERIENCES / PLANNING FRAMEWORK / ASSESSMENT
SS ES1 / The students may, for example:
· Identify water as a basic need
· Describe the ways that we use water daily / Show the students a glass of water. Ask the students what it is. Ask them if they think that it is a need or a want.
Ask the students why they think we need water.
Have the students think about when they use water at home. Make a list of these. They may include:
· To drink
· To brush our teeth
· To have bath
· To wash our hands
· To have shower
· To flush the toilet
· To cook our food
· To mix with drinks e.g. cordial
(For more information see http://www.kidcyber.com.au/topics/water2.HTM)
Divide the students into small groups. Give each group a strip of paper with the ways that they use water recorded on it. (See appendix) Ask the students to read what is written on the strip and have them create an illustration to match the text on large art paper. Display these around the title “We need water to…….” / Initiate
Gather information
Synthesise and conclude / Observation
SESSION: FOUR AND FIVE / LEARNING SEQUENCE: WHY DO WE NEED WATER? WHERE DOES IT COME FROM?
OUTCOME / POSSIBLE INDICATORS / TEACHING AND LEARNING EXPERIENCES / PLANNING FRAMEWORK / ASSESSMENT
SS ES1 / The students may, for example:
·  Talk about where water comes from
· Describe how water gets to our taps / Focus the students’ attention on the display created in the last session. Revise the reasons why we need water. Ask the students where they think water comes from. List.
Explore the water supply system which can be found at http://education.melbournewater.com.au/content/water_supply/rainfall_to_tap/rainfall_to_tap.asp Read it to the students and then discuss. List the steps through which water goes through to get to our taps.
· Rain falls
· Water is collected in the dam
· Water is treated at water treatment plant
· Water goes through pipes to reservoir
· Water goes through pipes to your house
http://www.water-guide.org.uk/science.html
Divide the students into groups. Allocate a section to each group to illustrate. Sequence these and create a large flow chart on the wall, showing how water gets to our tap. (See appendix for text for flow chart.)
In session four, sequence the illustrations and create a large flow chart on the wall, showing how water gets to our tap. (See appendix for text for flow chart.) / Initiate
Gather information
Analyse and organise / Observation
SESSION: SIX AND SEVEN / LEARNING SEQUENCE: WHY DO WE NEED WATER? WHERE DOES IT COME FROM?
OUTCOME / POSSIBLE INDICATORS / TEACHING AND LEARNING EXPERIENCES / PLANNING FRAMEWORK / ASSESSMENT
W ES1.9
W ES1.11 / The students may, for example:
·  Participate in the joint construction of a simple explanation
·  Order parts of a text to create a simple explanation
·  Use initial sounds and segments words to help with spelling
·  Spell high frequency words
·  Identify words in the environment for use in a written text / Focus the students’ attention on the flow chart constructed in the previous session.
Explain to the students that they are going to use the flow chart to jointly construct an explanation of how water gets to our taps.
Discuss with the students what an explanation is. Suggest that an explanation explains how something happens. In this case the explanation will explain how water gets to our taps.
Show the students an example of a simple explanation. (See pg 141 of the N.S.W Board of Studies K –6 English Modules. This is a Stage one explanation)
Read the explanation and discuss how it is written. E.g. it includes:
·  A statement about what is being explained
·  Sentences in order which provide the explanation
With the students, use the flow chart to jointly construct an explanation explaining how water gets to our taps. Encourage the students to contribute words to the sentences and to suggest ways to spell these words by using initial sounds, segmenting, high frequency words and environmental print. Place the explanation on display next to the flow chart.
Provide the students with an explanation describing how water gets to our taps which has been muddled up. (See appendix) Have the students read the parts of the text, cut them out and sequence them correctly. Ensure that the students have their work checked before gluing the parts onto paper. / Apply / Teacher conference
SESSION: EIGHT, NINE, TEN AND ELEVEN / LEARNING SEQUENCE: WHY DO WE NEED WATER? WHERE DOES IT COME FROM?
OUTCOME / POSSIBLE INDICATORS / TEACHING AND LEARNING EXPERIENCES / PLANNING FRAMEWORK / ASSESSMENT
W ES1.9
W ES1.10
W ES1.11
W ES1.14 / The students may, for example:
·  Participate in the joint construction of a recount
·  Refer to environmental print to assist in own writing
·  Use unconventional symbols to represent letters in writing
·  Write using some conventional letters
·  Write a simple recount
·  Attempt to use correct word order