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How has the life of a child changed over time?

Title : How has the life of a child changed over time?

Year Level: 1

Focus Curriculum Area (s): Humanities and Social Sciences, Drama and Literacy

Teacher: Sally Ellis

Duration: 3 weeks

 

STAGE 1: Curriculum Links

 

( What do we want students to learn? From the Australian/SCASA Curriculum)

 

General Capabilities (GP)

☐

Literacy

 

Numeracy

ICT

☐

Critical and Creative Thinking

Ethical Behaviour

 

Personal and Social

Intercultural Understanding

 

Cross - curriculum Priorities (CCP)

Aboriginal and TSI Histories and Culture

 

Asia and Australia’s Engagement with Asia

Sustainability

N/A
N/A

Year Level

Humanities and Social Sciences:

     

Content

Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods

Descriptors

Students explain how some aspects of daily life have changed over recent time while others have remained the same. Students make and present drama- using elements of role, situatio n and focus in dramatic play. Students describe characters, settings and events in different types of literature. Students create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding.

(ACHASSK030)

 

Differences in family structures and roles today, and how these have changed or remained the same over time

(ACHASSK028)

 

Drama:

Year Level Achievement Standards

Use voice, facial expression, movement and space to imagine and establish role and situation (ACADRM028)

Literacy:

   

Understand that there are different ways of asking for information, making offers and giving commands

(ACELA1446)

   

Create short imaginative and informative texts that show

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emerging use of appropriate text structure, sentence- level grammar, word choice, spelling, punctuation and appropriate
emerging use of appropriate text structure, sentence- level grammar, word choice, spelling, punctuation and appropriate

emerging use of appropriate text structure, sentence- level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams

(ACELY1661)

word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Knowledge

Skills

Different family structures

Use iPads

Family roles

Questioning

How families have changed over time

Complete illustrations

Difference in childhoods (school life, toys, hobbies) between them, parents and grandparents

Role play (facial expression, use of voice)

LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the achievement standards. Students will be able to

Explain how aspects of daily life have changed over time while others remained the same.

Explain the differences and similarities between student’s daily lives and life during their parents and grandparents childhood.

Perform a role- play expressing these differences.

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

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Task description: Summative Task

At the end of the unit of work students in groups of 2 will present their findings in the form of a role- play, they will present it to the class. Students will perform a role- play of playing with toys or performing a hobby that is from a previous generation (or similar). The students will present a scenario of playing with th e toy or performing a hobby that is aimed at their peers. Students will perform this task in pairs to allow for all students to be able complete the assessment piece.

Assessment Criteria: Derived from Achievement Standard or Content Descriptions and Skills or Scope and Sequence

Did the students accurately describe and display what childhood activities that pervious generations participated in.

Were the students rehearsed and understanding of what was expected

Did students use their voice and body language effectively

Assessment recording template:

Students will be marked on a rubric (appendix item one) with written and oral feedback.

Feedback:

Self-

Students will receive their rubric as well as verbal feedback from the teacher.

Students will also receive feedback from their peers at the end of their performance. Teacher will pick one audience member to provide their peers with a recommendation (something they could do better) and another student to provide a commendation (something they did well) .

assessment:

Stud ents will complete a short self- evaluation after their performance. (See appendix item two). Students will discuss their self- evaluation with the teacher.

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UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

 

What events will help students:

 

Experience and explore the enduring understandings and essential questions in the unit?

 

How will you equip them with needed skills and knowledge?

 

Achieve the desired results identifies in Stage 1?

Equip students to complete the assessment tasks identified in Stage 2?

 

Learning Experiences

Assessment For/As Learning (Formative Assessment)

Resources

1

Introduction to differences in family structures Read the book: Everywhere Babies written by Susan Meyers

S tudents are assessed on their participation in discussion

Everywhere Babies book

This book celebrates diversity

Has rhyming texts

Illustrations depict all family types but still leaves the readers to make whatever assumptions about the family types Discussion on the book

- Can you see different family types in this book?

- Can you see your family in this book?

- Encourage students to ask questions about the book

2

Children create their families

Students will be assessed on their ability to correctly create their family.

Cut out of people

Children are given blank cut out of people and create their family

Pencils and textas

Once created students will show their work to the class, explaining who is in their family.

 

Paper to stick families onto

3

Using the students family types, begin a discussion about different family types

 

Whiteboard and whiteboard markers to write discussion points on the board

Focusing on parents and grandparents

Encourage students to think of family members in older generations or friends of the family.

4

Class brainstorm of activities, games, books, technology and toys that children have now

Students will be assessed on their participation in the discussion and

Children’s books to draw in

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Class brainstorm on the whiteboard, writing words that may not be familiar to the students and explain their spelling and construction.

Students then draw on their page what has been discussed an

what they draw on their page, if it correctly reflects the task that was given to them.

Pencils and textas

Whiteboard for class discussion

5

Introduction to drama by playing drama games with the students to develop their skills, fine and large motor and to get used to participating in drama activities such as:

Students will be assessed on how they contribute to classroom games

Instructions for each game

Up down freeze

Wink murder

Spy game

Move to the beat

6

Class reads My Grandmother’s Toy Box written by Joanne Clyne and Liz Suda

Formative assessment will take place on what the students contribute to the discussion

My Grandmother’s Toy Box book

Discussion on the book

Whiteboard for discussion

What toys were in the book?

 

Who are the characters in the book?

 

Ask students if they have seen any of the toys in their house, grandparents or family friends’ houses.

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Activi ty on My Grandmother’s Toy Box. Students will pick a toy (listed below) of their choosing and complete the following questions: what do you think this toy is made of? How do you think that this toy was played with? How is this toy different to a simi lar toy you might have?

Computer game

This lesson will be assessed on the student’s ability to answer questi ons in a realistic manner and explain what they mean .

Picture book for reference

Blank writing paper

Paper dolls

 

Camera

Barbie doll

Box brownie

Toy soldiers

Lower level achieving students will get strong teacher guidance as well as have the opportunity to work in pairs. This task is not based on facts but al lowing the students to explore each aspect, highlighting that there is no correct or incorrect answers as long as

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the answers are realistic and the student can explain what they mean.

   

8

Poster activity on the then and now

Student will be assessed on their poser and their writing on the back, with a larger focus on their poster than the writing.

A3 poster paper

Divide the page in half and title one ‘then’ (grandparent’s toys) and one ‘now’ (children’s toys)

Pencils and Textas

Children draw the toys in the correct area

On the back of their poster students write the differences in the toys End of this lesson students are asked to go home and ask their parents and grandparents what toys they used to play with or what hobbies they used to participate in and if they had any toys handed down through their family. Children are also encouraged to ask any questions about childhood from their parents and or grandparents including their schooling life.

 

9

Classroom discussion had on the toys that the students talked to their parents/grandparents about. Then discuss if students were to leave a toy behind what one they would.

Students brainstorm on their page (what toy, why they would leave it and who they would leave it to).

The student’s brainstorm on their page will be a guide on how they understand the task.

Blank page in their book

Whiteboard for discussion

Students can think of other questions that they might like to answer through their brainstorm.

 

10

Students construct a piece of writing on the toy they would leave.

Observation will occur during this lesson on the students draft copy.

Blank writing paper

This lesson is used for drafting this piece of writing based on their brainstorm

11

Students write their final copy of their piece of writing.

Formative assessment will take place by collecting and reading the student’s final copies of their writing.

Students previous drafts

Before students write their final pieces of writing they will have their spelling and grammar checked.

When students are writing out their final copy a focus will be on the neatness of the work as well as correctly spelt words and correctly formed sentences.

   

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12

Drama lesson two

Assessment on student’s participation in the group activities.

 

Improvisation, whole class role play

Focusing on voice, facial expressions and movement

 

13

Student’s will be researching on the iPad’s the hobbies and schooling life of a child during their grandparent’s time.

Children will be assessed on the answers to their questions.

iPads

Blank writing paper

Students will answer questions (what is the hobby? How long were they at school for? What did they do after school? What did they eat at school?)

 

Children will research in pairs and write their answers down

Class discussion will be held.

14

Students are introduced to their performance task

Ensure that all students understand the task and what is expected of them

Rubric to

Explain what is expected from them

breakdown

Breakdown of the task with marking cri teria. Students will be shown a rubric so they know the three levels of achievement.

 

Create research questions as a class, including:

- What is the toy or hobby ?

- How do you play with the toy or hobby ?

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In pairs students pick a toy or hobby from previous generations. One from the book or one that they have been told about.

Observation will ensure that students are on task as well as looking at the students answers to their questions

iPads

Research questions

Students gather information on the toy

Research on the iPad or ask questions to parents/grandparents

 

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Students are introduced to the format of a role play

   

Structure of the role- play

How they could create

17

Rehearsal of the students role play

Student discussion with the teacher will be used as formative assessment to ensure students are on task.

 

an

Each pair of students will have a discussion with the teacher

d

throughout both lessons to ensure students are on task and are

18

heading in the right direction.

 

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19 Students perform their role play • Highlight to students how to be respectful audience
19
Students perform their role play
Highlight to students how to be respectful audience members.
20
Feedback on performances
Students will receive summative
assessment at the end of this lesson.
Feedback sheets
• Students complete self evaluations
• Receive their rubrics back
• Discussion to each group on how they went

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Appendix

Item One

Student:

You represented a toy or hobby that has been used by a previous generation to a below satisfactory level.

You represented a toy or hobby that has been used by a previous generation to a satisfactory level.

You accurately represented a toy or hobby that has been used by previous generations to a very high standard.

You were able to use your voice, body language, facial expressions and space to a below satisfactory level.

You were able to use your voice, body language, facial expressions and space to a satisfactory level.

You were able to use your voice, body language, facial expressions and space to a high standard.

You did not seem well rehearsed and have not used most of your time wisely to complete the task.

You were well rehearsed and have used most of your time wisely to complete the task.

You were extremely well rehearsed and obviously have used your time wisely to complete the task

Other Comments:

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Item Two

Name:

How did you feel that you completed the task?

How did you feel that you completed the task? (Circle)
How did you feel that you completed the task? (Circle)
How did you feel that you completed the task? (Circle)

(Circle)

Why did you circle that face?

Are there any other thoughts that you would like to share?

 

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