Curriculum simple question. Very simple

Key Learning Area – HSIE/Health

Unit Title: I am Special! Strand: Change and Continuity (and Culture) Term: 2 Stage: Early Stage 1 Unit Duration: 10 weeks

The Subject Matter Focus

In this unit, students learn about:

This unit provides opportunities to explore students’ lives and special characteristics.

The unit focuses on students’ backgrounds, past experiences and memories, and on important people in their lives. It provides them with opportunities to compare themselves with others in their class and with people from different places and times.

Links with Other Key Learning Areas:

The unit links in with:

· Creative Arts: Students play hot seat, role and family situations.

· HSIE: ‘What is Special about me and others”?

Grouping/Individual Needs:

· Students will be learning in a variety of individual and group settings.

· Scaffolding ideas. Some students will receive one to one support.

Syllabus Aim:- Personal Development, Health and Physical Education

· Students identify personal characteristics and qualities, and physical changes that have occurred since birth and identify different

parts of the body.

· Students engage in a variety of interactive activities to express feelings and develop positive relationships.

· Students interact and communicate with peers in a variety of play and group situations, listening, sharing and showing concern when working with others.

Syllabus Objectives

Foundation Statement

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.

Health

Students identify personal characteristics and qualities, and physical changes that have occurred since birth and identify different parts of the body. With self-control, students express feelings and develop positive relationships. They interact and communicate with peers in a variety of play and group situations, listening, sharing and showing concern when working with others.

Knowledge and Understanding Outcome

Skills Outcome

Values and Attitude Outcomes

GDES1.9 Identifies how people grow and change

· Describes the physical changes that have occurred since birth to present.

· Identifies and describes their personal attributes regarding their likes and dislikes

· Recongises the different developmental stages of people

INES Relates well to others in work and play situations

· Learns to share equipment, material and workspace

· Identifies the people and things that are special to them

· Works happily with class peers

DMES1.2 Identifies some option available when making simple decisions

· Learns procedures on how to protect the five sensory organs

· Selects a think, pair, share partner in particular activities.

CUES1 Communicates some common characteristics that all

people share, as well as some of the differences.

· talks about the characteristics that we all share, eg we all have needs, we all communicate using a language

· identifies and describes their own characteristics, eg likes and dislikes, physical characteristics

· identifies their own desires and abilities, and reasons for these

· compares their own characteristics with those of others

· describes the groups that individuals belong to

· sequences events and stages in their own life and in the lives of others

· talks about then and now

· describes changes in their life, changes in their family and changes in other families

· communicates information about change

· reflects on events in their life and what their life could be like in the future

· COES1.1 Expresses feelings needs and wants in appropriate ways.

· Responds to simple instructions and rules

· Identifies people who can help them

Text type: Verbal Description

TES1.3 Recognises that there are different kinds of spoken texts and shows emerging awareness of school purposes and expectations for using spoken language.

Text type: Description

WES1.13 Recognises some different purposes for writing and that own texts differ in various ways.

· listen to texts about the lives of other people, including children and families in other places and times

· participate in activities that encourage cultural awareness.

· reflect on shared characteristics that reveal their humanity, eg emotions and feelings, likes and dislikes

· label aspects of culture in some way, including language differences of class members and others in

· recount and share past events in their lives that they consider to be significant

· make connections between their own memories of events and other students’ recounts of the same events

· share familiar family stories with the class bring photographs/items from home that relate

· to their lives

· discuss photographs from the past

· sequence photographs, drawings or pictures that show changes in people and ways of doing things

· predict future events

Students will engage in a variety of authentic learning experiences, develop students values and attitudes.

PDHPE:

Identifying, clarifying, analysing and evaluating their values and attitudes as well as those of others about issues and events, students should develop:

· Accepting themselves as they grow and change

· Appreciates that their physical, social, emotional and intellectual development is unique.

· Values themselves as important member of various groups

· Expresses a realistic perception of their personal capabilities

· Appreciates and accepts the importance of developing personal value system.

· Recongises the contribution they and others make to social living

· Appreciates the importance of family life

· Values the need to work cooperatively

· Appreciates the important contributions they can make to various groups.

Student Assessments:

Assessments will be ongoing. Children will be formally assessed in weeks 9-10. They will sequence stages in children’s lives till school days and also describe how they have grown and changed.

Summative Evaluation:

KLA: Health Unit Title: I am Special Strand: Culture/Interpersonal Relationships Stage: ES1

Term

Week

Outcomes

/Focus

Indicators of Learning

Teaching Strategies

Teaching and Learning Experiences

Resources/Materials

Assessment Strategies

Assessment Tasks

INES1.3 Relates well to others in work and play situations

CUES1

Communicates some common characteristics that all people share, as well as some of the differences.

GDES1.9 Identifies how people grow and change.

* Talks about the characteristics that we all share and things that make us different.

*Identifies the people and things that are special to them.

*Compares their own characteristics with others.

*Recounts events and situations involving themselves and others.

*Recalls aspects of their family heritage.

*Takes the role of the interviewer whilst asking questions

*Speaks clearly/confidently about his/her life whilst in the ‘Hot Seat.’

Co operative learning

Identifying

Questioning

Reflecting

How Do I Compare with Others?

Learning Sequence 1.

· WALT- Identify common characteristics that all people share as well as differences

· WILF- Shares personal information and his/her life

· TIB- Understands that people share common as well as different characteristics

· Thinker’s key- The Brainstorming

· Red Hat Thinking

Read and jointly view the text Me by Katy Pike. Discuss how individuals can differ and be similar i.e. some individuals enjoy drawing but all individuals need food and water. Using The Brainstorming Thinkers key, find the similar and different things people do. Encourage students to suggest the things they like, dislike or do well at--the things that make ‘me’.

Using the Red Hat Thinking, students are to be introduced to a drama activity entitled 'Hot Seat’. Have students sit around in a circle leaving space for a 'Hot Seat' within that circle. Begin by placing a child in a "Hot Seat" in the front of the room. You be the interviewer and ask the student questions such as: What is your favourite colour, food, thing to do (hobby) and subject in school. Move on to questions like: Do you have any brothers or sisters? Who do you live with at home? Tell us a little bit about your family.

Do this with several students. Allow volunteers to ask other students the same types of questions. Go around the circle and let students ask questions, giving them the option of passing if they wish. This provides an opportunity for the students to hear and see what their classmates like and dislike.

Conclude with students with the ‘2 stars and a wish’ feedback strategy. Encourage students to give themselves two positive comments and one wish for an improvement point

Differentiation:

Adjustments: Provide students with flashcards that reflect the questions proposed during the ‘Hot Seat’ activity.

Extension: Organise students with a think, pair, share partner to play the ‘Hot Seat’ activity and to exchange details about themselves. As a whole class, groups present their personal details.

-Text - Me By Katy Pike

*Observe,

*Interact

*Monitor students

* Observing students’ interaction

Formative assessment

Observe and record students proposed questions and responses while engaging in the ‘Hot Seat’ drama activity.

Evaluation:

KLA: HSIE/ Health Unit Title: I am Special Strand: Culture/Interpersonal Relationships Stage: ES1

Term

Week

Outcomes

/Focus

Indicators of Learning

Teaching Strategies

Teaching and learning Experiences

Resources/Materials

Assessment Strategies

Assessment Tasks

CUES1: Communicates some common characteristics that all people share, as well as some of the differences.

GDES1.9 Identifies how people grow and change

INES1.3 Relates well to others in work and play situations

-Identifies and describes their own characteristics e.g. physical characteristics

-Describes the physical changes that have occurred since birth to present.

-Works happily with class peers

Questioning

Cooperative learning

Identifying

The difference between me and you

Learning Experience 2

· WALT- Students identify and describe their own physical characteristics

· WILF-Identifies and describes their own physical characterises

· TIB—Understands the common and different physical characteristics people share

· Thinking Routine: Think Pair Share

Using the IWB, display pictures of students who are different in height, have a different eye colour and shoe size.

Ask students to Think Pair Share the differences and similarities between each other. e.g:

· What do you notice about their height?

· What can you tell me about their eye colour?

· Do you think they have the same shoe size?

Explain to students that they are going to see how students in the class may have different height, eye colour and shoe size. These are ways in which we are special and unique.

Read the text Pearl Barley and Charlies Parsley by Aaron Blabey. Discuss the book cover and pictures throughout the text ensure to highlight the concept of how people are different but that’s what makes us unique or special.

Divide students into groups of 3. Give each group a number from 1 to 3.

Scaffold and demonstrate the following tasks:

1. Groups 1 will be provided with teacher prepared worksheets comprising an outline of an eye. The students are to colour in the eye with the same colour as their eyes.

1. Groups 2 will be given blank pieces of art papers (A3) on which students are trace around their shoes. They are to write their name in the centre of the shoe.

1. Groups 3 are to be provided with measuring tapes and paper to measure their height and record it by drawing.

Groups are to share and reflect on their findings

Conclude with students with the ‘2 stars and a wish’ feedback strategy. Encourage students to give themselves two positive comments and one wish for an improvement point

Differentiation:

Adjustments: This lesson can be conducted as a whole class.

Extension: Groups are to write in their HSIE books regarding their groups task for e.g group 1 will write what colour eyes each person had and group 2 will write who had the biggest or smallest shoe size. Prior to this ensure to scaffold students learning for when students need to write.

-Text- Pearl Barley and Charlies Parsley by Aaron Blabey.

-Variety of pictures of children with different eye colour, different hair colour and shoe size.

- measuring tapes

- a large picture of eyes

-Colouring pencils

-

-A3 sized paper

--Monitoring

-Observation

Formative assessment

-Work Sample- students should be able to identify their eye colour, trace their feet and draw the height of each group member.

Evaluation:

KLA: HSIE/Health Unit Title: I am Special Strand: Culture/Interpersonal Relationships Stage: ES1

Term

Week

Outcomes

/Focus

Indicators of Learning

Teaching Strategies

Teaching and learning experiences

Resources/Materials

Assessment Strategies

Assessment Tasks

CUES1Communicates some common characteristics that all people share, as well as some of the differences.

CCES1 Describes events or retells stories that demonstrate their own heritage and the heritage of others.

GDES1.9 Identifies how people grow and change.

-Compares their own characteristics with others

talks about then and now

sequences events and stages in their own life and in the lives of others.

-Communicates information about change

reflects on events in their life and what their life could be like in the future

-Organises pictures regarding the correct developmental stage.

Produces simple text relating to what they can do or what they want to be.

-Describes physical changes that have occurred since birth

Reflecting

Identifying

Co-operative learning

Observing

Reflecting

Learning Sequence 3

How We Have Grown And Changed-

WHITE HAT THINKING—What do I know and what do I need to find out?

*Note: Ask students to bring photographs or related objects from their infancy and discuss how they have changed.

· WALT-Students compare their own characteristics with others and talk about sequence of events and stages in their own life.

· WILF- Students organise pictures regarding the correct developmental stage

· TIB- Understands how people grow and change

· Thinkers Key- The Ridiculous

Discuss the physical changes that have occurred to the students since they were babies. Using the The Ridiculous key ask students the following questions:

· Imagine we never grew up, what will happen?

· What happens if we all stayed as babies?

.Present students with a picture regarding the different developmental stages (appendix 1). Discuss with students the development stages starting from babies, drinking baby milk, growing teeth, beginning to walk and having friends. Have students compare what they can do now with what they could do before they started school, e.g ball skills, bicycle riding and other skills that allow independence. Ask them if the way they hold a pencil has changed since they began school. What things have they learnt since entering Kindergarten?

Sitting in a circle draw three large circle and label them as the following:

Circle 1

Will look at “Things We Did As Babies.”

Circle 2

Will look at “Things we Do Now,”

Circle 3

Will look at, “Things We Might Do in the Future.”

Read together each title (colour code each circle for better recognition). Provides students with a variety of cut out images of what students did as babies, what they do now and what they might do in the future. Place the pictures on the floor and encourage students to select pictures and paste it in the correct circle. Display the posters in the classroom.

Consolidate students learning by selecting students to present their baby photo or related object regarding their infancy. From this, encourage the students to indentify and explain what has changed and what looks different.

Conclude with students with the ‘2 stars and a wish’ feedback strategy. Encourage students to give themselves two positive comments and one wish for an improvement point

Differentiation:

Adjustments: Organise students into a mixed ability groups in order to think, pair and share when presenting their baby photos.

Extension: Organise students into two pairs and provide sticky notes. Students are required to think, pair and share their ideas regarding things they did as babies, things they do now and things we might do in the future, Students are to stick these on a large chart to be compared with other students

-Large cardboard

-three different coloured permanent markers

-Developmental stages picture (appendix 1)

-variety of cut out images regarding babies, children and adults

-Monitor

-Interact

-Observe

Formative assessment

-Observe students effective participation, and students have proposed thoughtful and meaningful responses, reflecting their understanding of the content.

Evaluation:

KLA: HSIE/ Health Unit Title: I am Special Strand: Culture/Interpersonal Relationships Stage: ES1

Term

Week

Outcomes

/Focus

Indicators of Learning

Teaching Strategies

Teaching and learning experiences

Resources/Materials

Assessment Strategies

Assessment Tasks

CUES1 Communicates some common characteristics that all people share, as well as some of the differences.

GDES1.9 Identifies how people grow and change.

COES1.1 Express feelings needs and wants in appropriate ways

– compares their own characteristics with others

-talks about things they like to do

–Identifies and describes their personal characteristics

–plays simple response games

Reflecting

Co–operative learning

Identifying

Observing

Learning Sequence 4

What I enjoy and why I enjoy it?

· WALT-Compare their own characteristics with others

· WILF- Writes about the things they like to do

· TIB-Identifies and describes their personal characteristics

· Thinking Routine- Think Pair Share

· Green Hat Thinking

Present pictures of a variety of students carrying out a range of activities i.e. swimming, reading, drawing or eating. Ask students to stand up if they enjoy the activity that is represented in the picture. Repeat this until all students have participated.

· On the IWB Play the following study ladder link – My Favourite things

http://www.studyladder.com.au/resources/teacher/literacy?section=26&grade=2

While reading together, discuss with students the many activities students can successful at. Encourage students to propose what they enjoy.

· Students paired with a Think, Pair, Share partner-- Thinking Routine

Students are to ask one another, what do you like to do at home and at school? Encourage students to suggest 3 ideas.

* GREEN HAT THINING – CREATIVITY

Select students to present their ideas to the rest of the class by acting out the action, i.e. if a student enjoys eating they act that action and explain why they enjoy that activity. Other students need attempt to identify that action.

As a whole class, write the sentence I like to __________________.

Provide students with the flip book activity (appendix 2) to complete. Students are to draw what they enjoy doing and rewrite the sentence on the whiteboard about their drawing i.e. I like eating or reading.

Conclude with students with the ‘2 stars and a wish’ feedback strategy. Encourage students to give themselves two positive comments and one wish for an improvement point

Differentiation:

Adjustments:

*Think, pair, share: Arrange students in a mixed ability group and provide students with flashcards to scaffold students learning.

Extension: Students write a sentence using conjunctions to describe their drawing and present it to the class.

–IWB

-– Flip book activity (appendix2)

– Pictures of variety of students carrying out a range of activities

–Observe students group participation

– Students engaged and participating effectively

– Listen to students responses

Formative assessment

–Works Sample-

Students should be able to draw and rewrite a sentence about their personal characteristics

Evaluation

KLA: HSIE/ Health Unit Title: I am Special Strand: Culture/Interpersonal Relationships Stage: ES1

Term

Week

Outcomes

/Focus

Indicators of Learning

Teaching Strategies

Teaching and learning experiences

Resources/Materials

Assessment Strategies

Assessment Tasks

GDES1.9

Identifies how people grow and change

INES1.3 Relates well to others in work and play

VAES1.1 Makes simple picture and other kinds of artworks about things and experience

-Labels external body parts and names their functions, e.g. ears for hearing.

-Learns to share equipment material and workspace.

-Talk about significant features and relationship within their artwork

Co-operative learning

Indentifying

Reflecting

Our five senses and its importance

Learning Experience 5

· WALT-Identify the external body parts and name their functions

· WILF-Students trace their partners body outline and label the five senses

· TIB-Recognise the five human senses and their functions

· Thinking Routines-Think Pair Share

Read and jointly view the text My Face by Katy Pike. Discuss and explain the importance of our five senses. Draw on the whiteboard a human figure and encourage students to label and identify each body part regarding the five senses.

· On the IWB play the following YouTube link- Learn about the five senses.

http://www.youtube.com/watch?v=1tTKLE72fJI

Discuss clearly with students the five sense and its functions.

· Students allocated with a partner to Think Pair Share when completing the following activity:

Students will be tracing their partners’ body outline on a large butcher’s paper. Students draw and label the five senses. Also, draw 3 objects relevant to each of the five senses i.e. a horn to be drawn beside the ear or a flower beside the nose.

· As a whole class.

Consolidate students learning by selecting groups to present their life- sized body map and highlighting the functions of the five senses.

Conclude with students with the ‘2 stars and a wish’ feedback strategy. Encourage students to give themselves two positive comments and one wish for an improvement point

Differentiation

Adjustments:

· Prior to students drawing their life- sized body map, display a range of pictures for example a flower, whistle or banana.

Extension:

· Students to draw more than 3 objects regarding the five senses.

–Text- My Face by Katy Pike

–Large butchers paper

–Images-flower, horn, sun, and carrot

–Different coloured permanent markers

-Observe

- Monitor

-listen to groups discussion

Formative assessment

Work samples- Students are able to draw and label their life sized body map

Evaluation:

KLA: HSIE/ Health Unit Title: I am Special Strand: Culture/Interpersonal Relationships Stage: ES1

Term

Week

Outcomes

/Focus

Indicators of Learning

Teaching Strategies

Teaching and learning experiences

Resources/Materials

Assessment Strategies

Assessment Tasks

GDES1.9

Identifies how people grow and change

WES1.9 Engages in writing texts with the intention of conveying an idea or message

-Identifies the external body parts

-Recongises safety procedures for external body parts

-Uses some known words when writing sentences

Questioning

Co-operative learning

Identifying

Experience 6 – What if we didn’t protect our sensory organs.

· WALT-Recongise safety procedures for external body parts

· WILF-Identify safe and hazardous procedures when protecting external boy parts

· TIB-Understand the importance of safety procedures

· Thinkers Key- ‘What if?’

· Black Hat Thinking

As a whole class using the graphic organiser (appendix3) question students about the following:

· What if we didn’t protect our eyes

· What if we didn’t wear gloves when gardening?

· What if we didn’t wash our hands?

· What if we didn’t drink or eat healthy foods?

Discuss the questions and suggest ideas on how to protect our sensory organs. Ask students what things they do every day to take care of themselves. Make an experience chart using simple drawings and magazine cut outs. At the top of the chart write the sentence

pattern: I take care of myself by ________..

Refer to Activity Sheet (Appendix4). Have each student colour the picture for the following:

- green for safe

- red for unsafe

Draw a red line through the unsafe symbols.

Conclude with students with the ‘2 stars and a wish’ feedback strategy. Encourage students to give themselves two positive comments and one wish for an improvement point

Differentiation:

Adjustments: Organise students with a think, pair, share partner in order to complete the activity.

Extension: Provide students with a variety of hazardous images for e.g. children

sitting in the sun without sunglasses. Students are to write a sentence stating on how to protect themselves for e.g. I take care of myself by ___________.

-Graphic organiser (appendix 3)

-Safe and Unsafe situations-worksheet (appendix4)

-Observe

-listen

- Discussion

Formative assessments

-Work samples- Students are able to identify and highlight safe and unsafe situations correctly.

-Students are able to respond to the ‘what if?’ questions appropriately.

Evaluation

KLA: HSIE/ Health Unit Title: I am Special Strand: Culture/Interpersonal Relationships Stage: ES1

Term

Week

Outcomes

/Focus

Indicators of Learning

Teaching Strategies

Teaching and learning experiences

Resources/Materials

Assessment Strategies

Assessment Tasks

CUES1 Communicates some common characteristics that all people share, as well as some of the differences

INES1.3 Relates well to others in work and play

· Compares their own characteristics with others

· Identifies and describes their personal characteristics

Co operative learning

Identifying

Learning Experience 7

· Students to complete a summative assessment during week 7. The assessment is as follows:

· Assessment Part 1; sitting in a circle (any order) one by one each student is to share at least one characteristics that makes them similar and different to the student on the right of them. E.g.) I have blue eyes he has brown eyes, we are both boys.

· Assessment Part 2; either in a circle or with students on the floor in a group assign each student another peer’s name on a piece of paper. Allow students a few minutes thinking time and then ask students one by one to share one thing they believe is special about themselves and one thing they believe is special about the peer they have been assigned. E.g.) I am special because I can run fast, X is special because he can jump high etc

- Assessment marking criteria

-Observation

-Interaction

-Monitor

Summative assessment

-Adhere to the assessment marking criteria

Evaluation:

KLA: HSIE/ Health Unit Title: I am Special Strand: Culture/Interpersonal Relationships Stage: ES1

Term

Week

Outcomes

/Focus

Indicators of Learning

Teaching Strategies

Teaching & Learning Experiences

Resources/Materials

Assessment Strategies

Assessment Tasks

GDES1.9

Identifies how people grow and change

INES1.3 Relates well to others in work and play

-Identifies external body parts for e.g. legs, arms, feet and shoulders

- learns to share equipment material and workspace

Co operative learning

Identifying

Our body parts and its functions:

Learning Experience 8

· WALT-Identify the external human body parts

· WILF- Create a skeletal human body using pasta

· TIB-Recognise the external body human parts

· Students seated in a circle

On a butchers paper draw a human figure and ask students to locate the legs, arms, back, neck, shoulders, feet, stomach and head. Students will be provided with an A4 outline of a human body (appendix5), instruct students to colour the legs in blue, arms in red, feet in yellow, shoulders in orange, head in pink and stomach in brown.

· IWB- play the following YouTube clip- Body Parts Lesson- http://www.youtube.com/watch?v=OaNiEku9Uk0

Encourage students to identify their body parts and state its function.

Students are to design and complete a pasta skeleton where they are to include all external body parts including the head, shoulders, arms, back, stomach and feet (appendix 6).

· Retrieved from Pinterest- May 30, 2013

NOTE- Clearly model the pasta skeleton activity.

Conclude with students with the ‘2 stars and a wish’ feedback strategy. Encourage students to give themselves two positive comments and one wish for an improvement point

Differentiation:

Extension: After completing the pasta skeleton activity students are to draw pictures of themselves using the different body parts. For e.g. students draw a picture kicking a soccer ball and another picture playing on the monkey bar.

-Variety of pasta shapes

-Paddle pop sticks

-Glue

-Butchers paper

-Coloured pencils

-IWB

-Human body outline (appendix5)

-Paste model (appendix 6)

-Observation

-Interaction

-Monitor

Formative assessment

- Observe and listen to students discussion

-Observe students identifying the external body parts

Evaluation:

KLA: HSIE/ Health Unit Title: I am Special Strand: Culture/Interpersonal Relationships Stage: ES1

Term

Week

Outcomes

/Focus

Indicators of Learning

Teaching Strategies

Teaching and learning experiences

Resources/Materials

Assessment Strategies

Assessment Tasks

CCES1 Describes events or retells stories that demonstrate their own heritage and the heritage of others

COES1.1 Expresses feelings, needs and wants in appropriate ways

INES1.1 Relates well to others in work and play relations

-Recalls aspects of their family including valued family members

-Identifies people who can help them

-Identifies the people and things that are special to them

Co operative learning

Identifying

Reflecting

My special family

Learning Experience 9

· WALT-Understands the various forms of families

· WILF- Students identify and draw their immediate family members

· TIB-Recognise their immediate family members

· Red Hat Thinking

Show students pictures of different families. Discuss who can be a member of the family and what family members do for each other. Teacher brings in a family photo. Discuss the composition of families with children, for example nuclear family, extended and single parent families and ask students to mention what type of family the teacher comes from. Talk about the roles of family members and how they are the same and how they differ within different families. Brainstorm family members to form a word list for students to refer to when writing (such as, mum, dad, brother/s, sister/s, grandmother, grandfather).

On the IWB play the study ladder link- http://www.studyladder.com.au/resources/teacher/literacy?section=26 (Who likes picnics? em,erbliase thier importance to them. e special to them ge ng a scoccer ball and another picture playing on the moneky bar. n).

RED HAT THINKING- FEELINGS

Discuss with students the importance of a family unit and how family members maintain different roles from other families.

Demonstrate to students by cutting up the family photo so that each family member is separate. Teacher is to paste and label each family member on the family tree.

Refer to the ‘My Family Tree’ activity. (appendix8) Students are required to draw on the family tree (if time allows, teacher can scribe onto students work) .Students are also required to write the title ‘My Family’- teachers write this clearly on the whiteboard.

As a whole class, students are selected to present their members by stating the following:

· Who the family member is?

· Their role in the family

· How do they care or for me?

· How do they help me?

· Why they are so important or special to me?

Conclude with students with the ‘2 stars and a wish’ feedback strategy. Encourage students to give themselves two positive comments and one wish for an improvement point

Differentiation:

Adjustments: As a whole class complete the family tree activity together.

Extension: Students can write two sentences regarding their family members and how important their family is to them. For e.g. My mum, dad and brother are caring. They help me at home. Also draw a picture reflecting their sentence.

-Family tree (appendix 8)

-Pictures of different family dynamics

-Lead Pencils

-Observing

-Monitoring

-Discussion

Formative assessment

-Listen to students discussion

Students able to identify their family members and verbalise their importance to them,

Evaluation:

Staple here

I like to