Aim/Rationale: This unit looks at individuals and groups, their special characteristics, backgrounds, past experiences, memories and important people in their lives. It also looks at meeting needs and how we grow and change.
Big Ideas: Change, Meeting Needs, Relationships, Roles, Responsibilities, Resources.
Complex Question: As an individual or group what are our special characteristics, how do we grow and change, who helps us and what needs do we have and how are they met?
Inquiry Questions:
1. How do I compare with others? What makes us the same as other people? What makes us different or special? Is your family like other family groups?
2. How have we grown and changed? Identify and note growth and change in ourselves.
3. What are our needs as human beings and what are some ways of meeting them?
Areas of Integration:
English- Talking / Listening---Discussion
- Looks, families, growth
Reading---Shared reading of texts.
Writing---Recounts.
Descriptions of ourselves
Creative Arts- Visual : Photos, portraits
Mathematics- Graphing – eye colour, hair, height
Measurement- Time – baby to adult
Science & Technology/HSIE---- How do we grow and change?
How do we meet our needs?
Understandings:
· We are all different
· We belong to a family who cares for us
· Change is an important part of our life. Everything grows and changes.
· Human beings have needs.
Generic Skills:
Research
Communication
Solving Problems
Using Technology
Thinking Critically
Expression
Task Management
Cooperation
Responsibility / Quality Learning Tools
Brainstorming
Multi Voting- Hot dotting
Affinity diagram
5 Whys
Lotus Diagram
QLA Tool Time for Education –
D Langford
Outcomes:
HSIE:
Students identify personally significant events, places and people and compare these with those of their peers. They use language associated with time, change and place.
Students examine characteristics common to people, including Aboriginal peoples, describing some of the similarities and differences. They acquire information by direct observation, talking to others, and by viewing, reading and listening to texts.
Students identify peoples needs and explain how these are met individually and cooperatively.
Students communicate knowledge understanding orally, through writing and drawing and by constructing models.
CREATIVE ARTS:
Students make pictures and other artworks using the media and materials given, representing both real and imagined situations. They appreciate that artists make artworks and they begin to describe some aspects of artworks.
MATHEMATICS:
Students represent and interpret data displays made from objects and pictures.
Students sequence events and use everyday language to describe the duration of activities.
SCIENCE & TECHNOLOGY:
Students identify and safely use some equipment and computer based technology to model and make things. Students recognise the different ways that information is sent and received and how these influence communication.
ENGLISH
Students mix and talk informally with peers, teachers and known adults. They give short talks and interact effectively in the classroom and in groups. Students listen with attentiveness to follow simple instructions and ask relevant questions. They express ideas clearly, demonstrating an emerging awareness of how people use spoken language for different purposes.
They explore the way familiar spoken texts are constructed and the features of these texts.
Students develop reading, viewing and comprehension skills and strategies using context , grammar, word usage and phonics in short predictable printed texts on familiar topics. They recognise, discuss and respond to the different kinds and purposes of various written and visual texts. Students explore and identify some language features of written and visual texts. Students write with an increasing awareness of the nature, purpose and conventions of written language.
They produce simple texts that demonstrate an awareness of the basic grammar and punctuation needed. Students know and use letters and sounds of the alphabet to attempt to spell known words and use most lower and upper case letters appropriately to construct sentences. Students explore the use of computer technology to construct texts.
Preparing the Learning Environment:
· Prepare display board headings.
· Word Bank
· Library resources / texts
· Smartboard sites
Resources:
· Library. Shared readers
· New Science and Technology Book. K. Tess and Tony Boyle
· Science and Tecnology K-6 Syllabus and Support Document.
· Human Society and It’s Environment Syllabus
· People Places Past and Present. K
· Photos of themselves
· Materials for the design and make task.
Society and Environment Book A RIC Publication
· Primary Science Book A. RIC Publications
QL- Quality learning tool
ICT / Aboriginal perspective / QL- Quality learning tool
Inquiry Question: 1. What makes us the same as other people? What makes us different or special? Who is in your family? Is your family like other family groups?
/ Duration:
4 weeks
/ Weeks:
1-4
TEACHING & LEARNING EXPERIENCES: / Planned Observation / Product Analysis / Teacher Conference / Assessment Product / Outcomes/
Generic
Skills
Tuning In:
Brainstorm TT p 22: We are all unique. We may seem alike but have different traits. What are these? What is a family? Who is in your family?
Big Book. Families. + We are all alike.....We are all different.
Establish. “Did you know board?” and encourage students to add to it through the unit.
Brainstorm a list of words to begin a word bank and add to it throughout the unit. Start a word wall.
SKWIRK Families / X / X / Student
Responses / Communication
Expression
Finding Out :
Invite a student to be a ‘model’ for the class. Identify various features of the student such as hair, eye colour and limbs.
Students view themselves in a mirror and draw what they see.
Take photos of children in class.
Encourage children to discuss and share their family structure.
(BLM p.13 Primary Society + Environment Book A)
(BLOOM text p.16 Family Tree) / X / BLM / Research
Communication
Sorting Out
Discuss features with a partner. Similarities/Differences.
Record data about themselves. Eye colour, hair, fingerprint. (booklet)
Discuss and compare themselves with a partner.
Construct a pictograph of class hair or eye colour.
Identify ways we could group photos. Discuss groupings.
Look at family trees and discuss. / X / Student Responses
Booklet / Research
Communication
Cooperation
Making Connections
How are we alike or different-For either use Lotus diagram p 74 TT? Share with class what each found out about themselves. How are they the same as or different from one another.
Discover the relative words that apply to them. Eg brother, son, nephew. / X / X / Communication
Going Further
Look at portraits. (art pack)
Paint portraits.
Look at family groups both Australian (ours) and overseas.
Discuss being different ( in structure eg. 1 parent, extended, blended ) doesn’t change the qualities of being a family.
Big Book Helping. / X / X / Portraits / Questioning
Research
Reflecting and Acting
Use photos to photocopy and enlarge. Children colour their picture using crayons. (A)
Tell a partner about their family.
Australian Families. Picture cards. / X / X / Art work. / Communication
Inquiry Question: 2. How have we grown and changed? Identify and note growth and change in ourselves. / Duration:
3 weeks / Weeks:
5-7
TEACHING & LEARNING EXPERIENCES: / Planned Observation / Product Analysis / Teacher Conference / Assessment Product / Outcomes/
Generic
Skills
Tuning In: Start a word wall.
Brainstorm TT p22: How have we grown and changed in the last 5 years? What can we do now? What could we do at 1, 2, 3, 4, 5? Discuss the physical changes that have occurred.
Establish. “ Did you know board?” and encourage students to add to it through unit. Brainstorm a list of words to begin a word bank and add to it throughout the unit.
SKWIRK Growth / X / Student Responses / Communication
Finding Out:
Collect stimulus pictures and books depicting the different stages and changes in human growth.
Students share photographs of themselves. Discuss photos. BOOK. The New Baby.
Collect magazine pictures and make charts showing ‘Things We Do as Babies’, ‘Things we do Now’- Affinity diagram TT p10- use postit notes-drawings or writing, ‘Things we Might do in the Future.’- Hot dot-multi vote TT p82- what they are looking forward to do. / X / Student Responses / Communication
Research
Sorting Out:
Make a list of changes that have occurred.
Using photos consider appearance, activities and clothes worn. Play guessing game. Student observe a photograph and guess who it is.
Sequence photos from baby to know.
Sequence pictures. (BLM BLOOMS p.14 or Science Activities)
Book. Guess the Baby. / X / X / Sequence activity / Cooperation
Communication
Making Connections:
Draw or write to show how things change.(BLM p. 9 Primary Society and Environment)
Things we did as babies. Things we do now. Things we might do in the future.
Research and draw other animals and their young. How do they change? What do they need to grow?
BOOK. Belonging.
Bone diagram-things we do now- future TT p 20 / X / BLM / Research
Going Further:
Have a guess the baby competition.
Invite a friend/parent to visit with a baby and discuss the things the baby can and can’t do.
Use overhead projector to make silhouette of each childs profile. Display with profile of childs likes/dislikes.
Discuss physical changes eg. Height, weight.
Look at life cycle of frog, plant or butterfly. / Thinking
Reflecting and Acting:
Draw life cycle of people.
Draw what they might look like in 10 years/20 years.
Tell partner one thing they can do now that they couldn’t do when 1.
Tell partner 1 thing you will be able to do when you are 10.
BOOK. I’m Big Enough. / X / Student Responses / Communication
Inquiry Question: 3. What are our needs as human beings and what are some ways of meeting them? / Duration:
3 weeks
/ Weeks:
8-10
TEACHING & LEARNING EXPERIENCES: / Planned Observation / Product Analysis / Teacher Conference / Assessment Product / Outcomes/
Generic
Skills
Tuning In: 5 why’s- Why do we need food? TT p46
Brainstorm: What is the difference between needing and wanting something? What do we need to live?-Lotus TT p74 How do we get these things? Where do they come from?
Establish. ‘Did you know board?’ and encourage students to add to it through unit. Brainstorm a list of words to begin a word bank and add to it throughout the unit. Start a word wall. / X / Student Responses / Communication
Finding Out:
List things we need- use Affinity diagram- draw or write TT p10 Eg. Food, shelter, clothes. Brainstorm and list things under headings. Why do we need them?
(BLM p.90, 93 Primary society and environment) / X / BLM / Research
Sorting Out:
Using magazines cut out things which are needs and wants. Glue under correct heading. Hot dot TT p82 most important need and want. Discuss their choices.
Class mural healthy/unhealthy snacks. Record what we eat for a day.
Homes. (BLM p.100 Primary society and environment)
Discuss the reasons people wear clothes. (BLM p.105) / X / Responses / Communication
Making Connections:
Design a healthy dinner menu. Share with class.
Look at what we ate for day. Did we need it all?
Draw plan of their house. Label things needed in house.
Design clothes for different occasions. ( BLM 106) / X / X / Menus
House plans
Clothing designs. / Cooperation
Communication
Research
Going Further:
Where do the things we need come from? Follow production steps of products ‘from the farm to you’ Flow chart TT p 50.
Look at needs of plants and other animals. Are they similar to ours?
What needs and wants did Aboriginal people have? How were they met? / X / X / Communication
Research
Reflecting and Acting:
Conduct a healthy lunch or morning tea.
Look at what we ate for a day. Reflect on whether the food was needed or wanted. / X / Student Responses / Communication
Thinking
BOOK RESOURCES
PICTURE BOOKS
The New Baby - K. Petty + L. Kopper
Advocdo Baby -John Birminghham
Piglet and Papa - M. Wild + s. King
Uncle David - L. Gleeson + A. Greder
A bit of company – M. Wild
Daddy’s Having a Horse – L. Shanahan
Cuthberts Babies – Pamela Allen
I’m Big Enough – S. Odgers
Grandpa and Thomas – P. Allen
Grandpa and Thomas and the Green Umbrella – P. Allen
The Deep – Tim Winton
Grandmother – Jeannie Baker
Harriet, You’ll Drive Me Wild – Marla Frazee
You’ll Wake the Baby! – C. Jinks
Guess the Baby – Simon French
Window – Jeannie Baker
Belonging – Jeannie Baker
BIG BOOKS
Families - Mac Australia. Information Report
Helping - J. Carter – Scholastic [ Families]
We are all Alike...... We are all different Scholastic.
Friends and Family. – J. Pearson [Knowledge Book]
KITS
Australian Families BLM. + Picture cards