Edss223 assignment 2

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Edss223 assignment 2

  1. 1. EARLY STAGE 1.CHANGE AND CONTINUITYOUTCOME: CCES1.1Describes events or retells stories that demonstrate their ownheritage and the heritage of others.INDICATORS: ♦ Identifies and refers to relatives and people in their family relevant to their life. ♦ Describes changes in their family both past and present. ♦ Presents a personally or family valued item relevant to their past to share with the class. ♦ Recalls events and situations involving themselves and others.
  2. 2. CONTEXT OF SEQUENCE:This sequence of learning activities would fit into a unit on heritagethat provides opportunities to explore family and artefacts that areimportant in the lives of students and their family both now and inthe past. This sequence would be the first question to beinvestigated in this unit.
  3. 3. SEQUENCE INTENT:This sequence will allow students to explore the structure of boththeir own and other family structures. Students will be able tocompare and contrast their family with other students. Studentswill also have the opportunity to demonstrate and exploresignificant family items from their own and other students families.
  4. 4. SPECIFIC OUTCOMES:Concepts: Lower Order: Family, siblings, parents, grandparents, photograph, special items. Higher Order: Origin, interaction, immediate, extended, past,Generalisations: Lower Order: Higher Order:♦ Families are mum, dad, brother &/or sister. ♦ Families can consist of many different people.♦ Children develop as they grow. ♦ Families can be immediate or extended.♦ Memorabilia can be anything special to a family. ♦ Family members are significant and special.♦ Memorabilia is a precious item received from a significant elder. ♦ Families change over time in both in stature, growing♦ Photographs provide memories of special times for families. larger and / or smaller. ♦ Memorabilia is a special item from the past.Practical Skills:♦ Constructing a poster to answer questions about their family photo and special artefact.♦ Constructing a treasure box for the special items.♦ Presenting the treasure box and family photo at show and tell.♦ Listening to the Big Book of Families.Social Skills:♦ Listening to other students present their treasure box.Values and Attitudes:Resources: ♦ Big Book – Great Big Book of Family ♦ The Berestain Bears See, Think & Do Activity Guide.
  5. 5. CONTRIBUTING QUESTION: What can we learn from family photos and memorabilia?CONTENT SAMPLE: Heritage, family structure and family artefacts. STAGE OF TEACHING / QUESTIONING SAMPLE STUDENT THINKING INTEGRATION SEQUENCE. LEARNING SETS. RESPONSES. PROCESSES. AND / OR ACTIVITIES. ASSESSMENT EVALUATION.Initiate. Brainstorm ‘What What do you think Mum, dad, me Retrieving. English. is a family?’ write a family is? brother &/or sister all ideas on living in our house. interactive whiteboard. Read Big Book: Looking at the Mum, dad, sister, Comprehend. Great Big Book of front cover of the brother, baby. Interpret. Families. big book, can you tell me who can be a member of a family? After reading the Yes. big book, has your idea of who can be a member of family changed? Add answers to Who else do you Aunties, uncles, original brainstorm think could make cousins, close activity on the up a family? friends, caregivers interactive and mentors. whiteboard with a new colour marker.
  6. 6. CONTRIBUTING QUESTION: What can we learn from family photos and memorabilia? CONTENT SAMPLE: Heritage, family structure and family artefacts. STAGE OF TEACHING / QUESTIONING SAMPLE STUDENT THINKING INTEGRATION AND SEQUENCE. LEARNING SETS. RESPONSES. PROCESSES. / OR ASSESSMENT ACTIVITIES. EVALUATION.Gather Ask students to Who are the people Mum, dad, brother Observing. English.Information. bring in a family in the photo? & / or sister, Recognising. photo of a time grandmother, Recalling. when the family grandfather, aunt, Comparing. uncle, carer etc... was doing Where was the something special, photo taken? At the park, at and a special home, at Christmas, artefact that was birthday etc.. given to them by a special family When was the 5 years old. member from picture taken? when they were an infant or How has your family We are all older. I’m changed since the a big boy / girl, I toddler, photo was taken? now have a sister & / or brother, We Teacher to stick don’t live in that the copy of photo house anymore on an A3 size etc... page and write How have you the questions changed since the I have brown hair. I underneath the photo was taken? am taller, I can photo. smile. I can stand up. What activities and Teacher to read movements are you I can crawl, walk, out each question able to do now jump, run, count, in sequence and compared to in the talk, sing, play, write, child to write photo? draw etc.. simple answer next to question.
  7. 7. CONTRIBUTING QUESTION: What can we learn from family photos and memorabilia? CONTENT SAMPLE: Heritage, family structure and family artefacts. STAGE OF TEACHING / QUESTIONING SAMPLE STUDENT THINKING INTEGRATION AND SEQUENCE. LEARNING SETS. RESPONSES. PROCESSES. / OR ASSESSMENT ACTIVITIES. EVALUATION.Gather Information Take a picture of Describing. English.Cont... the artefact and Naming. stick on same page as the family photo. Teacher to write questions underneath photo What is the A Broach, a music and read out each artefact? box, a doll, a shell, a question in book, a bracelet. sequence and child to write simple Where can it be answer next to found? question. How old is the artefact? What is / was it used for? What is it made from? Why is it special to you? (UNE topic 6 notes. Table 6.1)
  8. 8. CONTRIBUTING QUESTION: What can we learn from family photos and memorabilia? CONTENT SAMPLE: Heritage, family structure and family artefacts. STAGE OF TEACHING / QUESTIONING SETS. SAMPLE STUDENT THINKING INTEGRATIONSEQUENCE. LEARNING ACTIVITIES. RESPONSES. PROCESSES. AND / OR ASSESSMENT EVALUATION.Analyse and Make a treasure box (Ask questions verbally Creating. English.Organise. out of old shoe or gift to students individually Organising. boxes for a special as you walk around the Explaining. family member. (See room). appendix 2) Who are you making Grandmother / In the treasure box the treasure box for? grandfather / carer / students can put their friend / neighbour. artefact and another two items from when they were an infant / Why is this person They look after me, toddler. (A note should special to you? they take me on be sent home with holidays, they play with students ensuring the me etc.. special items to be brought in are not What artefacts & / or A Broach, a music box, breakable or valuable). special items are you a doll, a shell, a book putting in your box? etc.
  9. 9. CONTRIBUTING QUESTION: What can we learn from family photos and memorabilia?CONTENT SAMPLE: Heritage, family structure and family artefacts. STAGE OF TEACHING / QUESTIONING SETS. SAMPLE STUDENT THINKING INTEGRATION SEQUENCE. LEARNING ACTIVITIES. RESPONSES. PROCESSES. AND / OR ASSESSMENT EVALUATION.Synthesise and Ask students to invite Who are the people There is mum, dad, Recognising. English.Conclude. the special person in your photo? grandmother & Explaining. they have made the grandfather/s, me, Summarising. treasure box for to sister / brother. Producing. come to the Carrying Out. classroom for show Where was the photo On holiday, at the and tell . taken? park, on a picnic, at a birthday etc.. Students then show and tell their treasure Why do you think it is It is good to take box contents and good to take photos photos of family for poster with family of your family? memories of fun days photo. Teacher to and to see how I ask questions shown grow. during show and tell. Who have you made I have made my Once finished the your treasure box for? treasure box for my student can present mum / dad / the treasure box to grandma / grandad the special family / carer / friend etc.. member if in attendance. What do you have in In my treasure box I your treasure box? have...... Complete worksheet for assessment. Why are the items They are special special to you? because......
  10. 10. CONTRIBUTING QUESTION: What can we learn from family photos and memorabilia?CONTENT SAMPLE: Heritage, family structure and family artefacts. STAGE OF TEACHING / QUESTIONING SETS. SAMPLE STUDENT THINKING INTEGRATION SEQUENCE. LEARNING ACTIVITIES. RESPONSES. PROCESSES. AND / OR ASSESSMENT EVALUATION.Synthesise and Complete worksheet Who is the special My special family Recognising. English.Conclude for assessment. person you have member is........... Explaining.cont... Worksheet should be made your treasure (write name of Summarising. completed once chest for? person and draw Producing. show and tell is picture of person). Carrying Out. finished. What is your favourite My favourite memory Collect memory with this with this person worksheets for person? is............. (write and assessment. draw picture doing your favourite thing with this person).
  11. 11. CONTRIBUTING QUESTION: What can we learn from family photos and memorabilia?CONTENT SAMPLE: Heritage, family structure and family artefacts. STAGE OF TEACHING / QUESTIONING SAMPLE STUDENT THINKING INTEGRATION SEQUENCE. LEARNING SETS. RESPONSES. PROCESSES. AND / OR ACTIVITIES. ASSESSMENT EVALUATION.Apply. Teacher Poster Who is in this Students state Evaluating English. Pack. These photo? what members of Organising colour posters the family are in Judging give students a the photo. look at all kinds of families and What do you think State what Interpreting features families they are doing? activity or from a variety of celebration they ethnic think the family is backgrounds. doing. Students move How is this family This family is Comparing into pairs and different to yours? different as it has Applying each pair are more / less given a poster of people. Student a family. Each points out which group answers the family members questions listed are added / then presents it to missing. the rest of the class.
  12. 12. CONTRIBUTING QUESTION: What can we learn from family photos and memorabilia?CONTENT SAMPLE: Heritage, family structure and family artefacts. STAGE OF TEACHING / QUESTIONING SAMPLE STUDENT THINKING INTEGRATION SEQUENCE. LEARNING SETS. RESPONSES. PROCESSES. AND / OR ACTIVITIES. ASSESSMENT EVALUATION.Reflect. On interactive Why are family To have memories Evaluating English. whiteboard write photos important? for the future. To questions and see what people brainstorm with look like when the students to they were make a list of younger. answers to ensure students What can we What people Hypothesising understanding. learn from family different families Analysing photos? are made up of. How families are all different. Why is it important It is important to to keep keep as they are memorabilia? things given to you from special people and are special. What can we We can learn learn from what is special to memorabilia? different people and different families.
  13. 13. THEORETICAL PURPOSE(S) FOR EACH STAGE OF PRACTICAL TEACHING AND LEARNING THE IGASAR ACTIVITIES TO ACHIEVE PURPOSE(S)During the initiate stage students are presented with the I plan on brainstorming what the students define a family as. Iquestion to be examined. They will be required to recite will make a list of all answers the children come up with onpreviously known information and will brainstorm with the the whiteboard. I then endeavour to read The Big Book ofclass as to what information is required for the enquiry Families to help the students think of the family as a big picture. We will then come back to the initial list made and(Topic 3 notes). add any further ideas to the list.The gather information stage involves exploring an During this stage the children will be asked to bring in aassortment of resources to find details that are easily family photo and a special treasured item from home. Theretrieved during activities that are used to tie together students will be asked several questions to get them toinformation. No supposition is made at this point Topic 3 visually relate the photograph and memorabilia to their family and begin to show them that these items illustratenotes). times from their past. They will make posters to document the answers to these questions.The purpose of the analyse and organise stage is to group I intend to have the students make a treasure box in which tothe previously collected data into familiar patterns so put their family photo & memorabilia / treasures into to givestudents can use practical, visual or concrete tools to make to a special family member. This will help studentsthe information obvious to the whole class and usable in the acknowledge that family and certain artefacts are specialnext stage of discussion. Topic 3 notes). for many different reasons.The synthesise and conclude stage is used to engage The activities in this stage involve students inviting a specialstudents in a verbal discussion. To prompt and probe family member to the classroom to be present for show andstudents to provide answers to the question under tell. Students will then show and tell their treasure chest to theinvestigation. Once this discussion has provided the specific class explaining their family photo and what items they haveinformation required to answer the question, students can in their treasure chest. The students will also be required tothen demonstrate their understanding through written complete a worksheet as part of their assessment answeringactivities. Topic 3 notes). the questions ‘My special family member is....... (write and draw picture of person) and ‘My favourite memory with this person is..... (write and draw picture doing your favourite thing with this person)’. This is to show me their understanding of the concepts so far.
  14. 14. THEORETICAL PURPOSE(S) FOR EACH STAGE OF PRACTICAL TEACHING AND LEARNING THE IGASAR ACTIVITIES TO ACHIEVE PURPOSE(S)The apply stage engages students in tasks that will utilise their For the duration of this stage I will present several differentrecently acquired knowledge in a new or changed scenario. posters from the ‘Teachers Family Poster Pack’. These colourThe questions teachers ask will direct students to apply this posters give students a look at all kinds of families andnew knowledge. features families from a variety of ethnic backgrounds which will move the focus from their family onto different ethnicities. Students will be required to workout how the poster family differs to their own.The reflection stage requires students to discuss what theyhave learnt and how successful journey was. Teacherquestioning
  15. 15. Great Big Book of Family:http://books.google.com.au/books?id=2BZD4YPu1lgC&printsec=frontcover&dq=the+great+big+book+of+families&hl=en&ei=eeybTsn-BMqfmQXgwuHtAQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CDQQ6AEwAA#v=onepage&q=the%20great%20big%20book%20of%20families&f=falseBerestain Bears:http://pbskids.org/berenstainbears/caregiver/Bears_AG_FINAL.pdfHSIE Units of work – board of studies:http://k6.boardofstudies.nsw.edu.au/files/hsie/k6hsie_unitsofwork.pdfHSIE topic 6 unit notes. Figure 6.1. Questions students can use to get evidence from primarysources.Teachers poster pack:http://www.teaching.com.au/product?KEY_ITEM=LS1456&KEY_ALIAS=LS1456HSIE Topic 2 notes – Classifying thinking processes.Topic 4 Lecture notes. Slide 15
  16. 16. Assessment sheet for Synthesise and Conclude Stage:HSIE Sequence Question: How do family members help each other meet their needs? Term: Week:Context of task: After working part way through an inquiry sequence based on the question How do family membershelp each other meet their needs? the students were given a sheet of paper to draw themselves helping out at home.Students were then asked to complete a sentence underneath their drawing I help out at home …………….English OutcomesWS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics forknown readersIndicator: * Writes a short text based on personal experiencesWS1.10 Produces texts using the basic grammatical features and punctuation conventions of the text typeIndicators: * Uses action verbs* Uses most common punctuation marks, e.g. spaces between words, lower case and capital letters, full stopsWS1.11 Uses knowledge of sight words and letter-sound correspondences and a variety of strategies to spell familiar wordsIndicators: * Spells by sounding* Isolates and writes the initial, medial and final sound of words* Spells some familiar words* Draws on knowledge of common letter patterns and letter –sound correspondences when writingWS1.12 Produces texts using letters of consistent size and slope in NSW Foundation Style and using computer technologyIndicators: * Forms most letters correctly* Tries to write clearly in straight lines, from left to right, using letters of uniform size, shape, slope and spacingHSIE OutcomeSSS1.8 Identifies roles and responsibilities within families, schools and the local community, and determines ways they shouldinteract with others.Indicators * Describes their responsibilities as a family member* Explains how roles and responsibilities of family members meet family needs------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Teacher Comment:This sheet would be attached to each student’s work sample collected in the Synthesise and Conclude Stage and indicatorsticked and /or commented on by teacher.An overall comment would then be written to provide feedback regarding achievement. This information would then berecorded on to separate assessment sheetsfor this HSIE unit and English (example of HSIE Assessment Sheet on next page).

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