SOSE Unit - We Are One[1]

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Transcript of SOSE Unit - We Are One[1]

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Rationale 3

Proforma #1 4

Proforma #2 11

Timetable 13

Unit Overview 14

Resources 28

Discussion 30

CONTENTS

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We Are One is a SOSE based unit of work that has been developed according to the ACT curriculum document

‘Every Chance to Learn’. The unit has been fashioned for a Year 2 class, and is guided by the early childhood

band of development of the aforementioned document. The host ELA is ELA 21 ‘The student understands

about Australia and Australians’. This ELA focuses on developing student’s understanding of the concept of

identity, symbolism and diversity (ACT, DET, 2007). The unit follows the inquiry based approach (Murdoch,

2009) which allows students to construct their own understanding of the topic and actively seek out more

information to strengthen this understanding.

We Are One has been designed to be implemented in the first term of the school year to aid students in deciding

who they want to be in this new space and what it means to be part of the class. The activities within the unit

endeavor to promote a sense of community with the class and school. The unit comes at a time where students

are beginning to see themselves as unique individuals with the human desire to belong; the themes in the unit

are cohesive with this and are aimed to foster the students’ moral and social development. The unit allows them

to study themselves and others starting with an internal understanding of identity and moving to the final broad

understanding of Australian identity and diversity. We Are One not only supports students’ development as

SOSE learners but also supports their growth as citizens of the 21st century society and members of their

community.

RATIONALE

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Name: We Are OneOverarching Guiding Question: What does it mean to be an Australian?Year/Term: 2, Term 1Duration: 6 weeks

Module 1 – Me and my family:

How do our individual identities contribute to our class identity?What makes you special?How are we different to our friends & family?What is a family?Are all families the same?

Module 2 – Class and School Identity

How do our individual identities contribute to our class identity?Why is diversity important?What makes our class unique?What makes our school different to other schools?What factors contribute to our school identity?

Module 3 – Australian Identity

Why is Cultural Diversity important?How are Australians linked to places?What makes an Australian?How are your differences valued in Australia?

GUIDING QUESTIONS

PROFORMA #1

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Knowledge

People are unique (appearance, abilities, likes, dislikes etc)Individuals & families have similarities & differences‘Family’ can be defined in various waysConnection between people (e.g. family)

Individual identity contributes to group identityPeople belong to groups ie. Class, house, school etcSchools and classes have similarities and differencesCooperation is an important part of group behaviour

The diversity of Australians (including Indigenous people)Australian identityConcepts of Australian geography

Skills and Abilities

Describe and compare graphsGraph informationIdentify and practice cooperative behaviourIdentify components of a school communityIdentify and describe the roles within the school communityCompare schoolsCompare classesIdentify factors contributing to class and school identityAnalyse why these factors contribute to the community identityQuestioningPredictingComparing & ContrastingPresenting Ideas to OthersMaking ChoicesDesigning

RevisingSpeaking ClearlyJustifyingOrganisingEstimatingReadingInterpreting InformationExplainingReflectingWorking to a TimelineWorking IndependentlyListeningObservingWorking Co-operativelyAnalysingReportingSelf AssessingRepsonding to the Work of OthersPerforming

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TRANSFERENCE

Values and AttitudesValue the contributions of all the people working in the school communityValue cooperative behaviourAppreciate the similarities and differences of communities

Citizen Action ObjectivesWork cooperatively in small group and class group tasksConduct interviewsDemonstrate actions that reflect positive attitudes towards the school community

Skill Focus DescriptionResearch Locate, select and evaluate information from a variety of sources

Communication Present and communicate information according to purpose, situation and audience

Problem-solving Apply a range of problem solving strategies to achieve an accepted solution

Using Technology Select and use most appropriate technology for a given task

Critical Thinking Make personal judgements and informed choices

Expression Respond emotionally and imaginatively through creative and expressive activities

Task management Use time and resources effectively

Cooperation Work cooperatively with others

Citizenship Develop awareness of personal, class and school responsibilities

ELA 1: Uses a range of strategies to think and learn

/ ELA 10: Writes effectively / ELA 19: Understands and applies scientific knowledge

ELA 2: Understands and applies the inquiry process

/ ELA 11: Critically interprets and creates texts

X ELA 20: Acts for an environmentally sustainable future

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ELA 3: Makes considered decisions

/ ELA 12: Takes action to promote health

ELA 21: Understands about Australia and Australians

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ELA 4: Acts with integrity and regard for others

X ELA 13: Is physically skilled and active

ELA 22: Understands and values what it means to be a citizen within a democracy

ELA 5: Contributes to group effectiveness

X ELA 14: Manages self and relationships

X ELA 23: Understands world issues and events

ELA 6: Uses Information and Communication Technologies effectively

/ ELA 15: Communicates with intercultural understanding

/ ELA 24: Makes informed choices about money and finance

ELA 7: Creates, presents and appreciates artistic works

/ ELA 16: Understands and applies number

/ ELA 25: Designs, makes and appraises using technology

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GENERIC SKILLS

ELA 8: Listens and speaks with purpose and effect

/ ELA 17: Chooses and uses measures

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ELA 9: Reads effectively / ELA 18: Recognises and represents patterns and relationships

InterdisciplinaryOpportunities to-1.EC.1 think about relevant situationsand problems individuallyand in groups1.EC.2 ask questions and lookfor answers1.EC.3 explore thinking tools orprocesses to think about andsolve problems1.EC.4 talk about their thinking andhow it has changed1.EC.5 use imagination, pictures anddiagrams to help thinkingand learning1.EC.6 explore the use of ICT as a tool for thinking and learning1.EC.7 practise their learning1.EC.8 describe how they learnt something.2.EC.1 explore inquiry as a useful process for creating knowledge and understanding the world around them2.EC.2 contribute to planning and conducting simple investigations by asking questions and seeking answers through observing, experimenting, engaging with information in texts, discussing ideas with others and using ICT2.EC.4 make predictions or conjectures related to their everyday experience and think through ways to test them2.EC.5 make observations about what is happening around them using their senses2.EC.6 follow suggestions to collect and record data or information from a small range of sources2.EC.9 follow suggestions to order and present data or information2.EC.10 revisit their questions in the light of results or information collected, talk about the way in which the investigation could be changed and begin to consider the fairness of tests2.EC.12 share and communicate observations, findings, ideas and understandings.4.EC.5 identify positive role models4.EC.7 appreciate the diversity of their family, school and locality4.EC.8 demonstrate respectful behaviours towards people whom they identify as different.5.EC.1 ask questions and seek clarification from peers5.EC.2 play and work with others in pairs or small groups5.EC.3 make decisions in small groups to achieve common goals5.EC.4 listen actively when working in groups5.EC.5 show care for and encourage other members of a group or team5.EC.6 communicate feelings and needs appropriately in a group situation5.EC.7 take turns and share equipment in pairs and small groups5.EC.8 talk about their role in completing a group task.6.EC.1 experiment with the use of ICT to assist in inquiries6.EC.2 experiment with ICT as a creative tool to represent their ideas and create imaginativeresponses to problems and tasks6.EC.4 share learning experiences and develop new technical skills in operating ICT6.EC.5 use terminology for describing common ICT devices6.EC.6 apply basic keyboard skills

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INDICATION OF INTEGRATED KLA’s/ELA’s

The ArtsLearn about-7.EC.1 visual arts, dance, drama, music and media7.EC.5 basic musical conceptsLearn to-7.EC.7 view, observe, experience and listen to a range of artistic works including those created by peers7.EC.8 create artistic works that tell a story7.EC.12 sing songs and play music exploring basic music concepts7.EC.13 talk about their responses to artistic works and express opinions about what they like or dislike.

EnglishLearn about-8.EC.1 good listening and speaking behaviours and the need to take turns8.EC.2 listening and speaking as providing opportunities to exchange information, to shareand explore ideas, and to express opinions and listen to the opinions of others.Learn to-8.EC.3 listen and speak in discussions, conversations andoral presentations in small and large groups, which are usually informal8.EC.4 listen attentively through showing interest in a speaker’s tone or presentation andappropriate body language to emphasise and clarify meaning8.EC.5 identify opinions provided by members of the group in discussions and conversationsand make judgements about whether they agree or disagree8.EC.6 make oral presentations of personal recounts or reports about people, places andthings related to their own experience, understand the topic, provide some relevant ideas and information, and include events in sequence8.EC.7 ask questions, contribute information and ideas, express opinions relevant to the topic, and use statements, questions and commands8.EC.8 speak audibly, with some sense of addressing an audience and the needs of listenersLearn about-9.EC.1 a range of imaginative and information textsLearn about-10.EC.1 how writing communicates a message for a variety of purposes to different audiences10.EC.3 structures and features of imaginative textsLearn about-11.EC.1 different modes used in the texts they view, listen to and read and the ways eachmode communicates meaning

Health & Physical EducationLearn about-14.EC.1 similarities and differences between themselves and others14.EC.6 different types of families and the range of family roles and activities.Learn to-14.EC.8 describe the characteristics that make them similar to others and unique14.EC.10 describe their families and other groups to which they belong14.EC.12 identify those people and things that are special to them and explain

LanguagesLearn about-15.EC.1 similarities and differences in the ways individuals and families live according to

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their cultural backgrounds15.EC.2 the cultural background of people they know in their local community15.EC.3 languages that are used in the community15.EC.4 features of other cultures15.EC.5 events that celebrate different cultures in theirLearn to-15.EC.6 describe cultural practices and traditions in their own family and compare them with those of their peers15.EC.7 identify aspects of cultural diversity within the community15.EC.8 listen and speak respectfully, recognising that others may speak and interact differently to them

MathematicsLearn to-16.EC.16 talk about their observations and ideas about situations involving number in theirown words.Learn to-17.EC.10 collect, display and interpret data about themselves and their lives in meaningfulcontexts and make simple statements about the data collected.

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Intellectual Quality Significance Quality Learning Environment

Deep KnowledgeX

Background KnowledgeX

Explicit Quality CriteriaX

Deep UnderstandingX

Cultural KnowledgeX

EngagementX

Problematic KnowledgeX

Knowledge IntegrationX

High ExpectationsX

Higher-order ThinkingX

InclusivityX

Social SupportX

Metalanguage ConnectednessX

Student’s self-regulationX

Substantive CommunicationX

Narrative X Student DirectionX

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INDICATION OF APPLICATION OF QUALITY LEARNING MODEL

In this unit students will learn about and understand various aspects about Australia and Australians.

21.EC.6 The students have opportunities to understand and learn about individuals and groups in the

community (e.g. through simple information texts, family histories, Dreaming stories, folk tales)

21.EC.8 The students have opportunities to understand and learn about the diversity of Australians (e.g. people

may look and speak differently from each other and come from a variety of backgrounds)

21.EC.10 The students have opportunities to learn to recognise Australia’s shape (e.g. in images and on maps)

and some of its places (e.g. relevant to students’ experiences or classroom focus)

In addition to this students will also be able to integrate their knowledge with other ELAs to help students

understand the interconnectedness of their education.

The six week unit has been divided into 3 equally important and spaced categories to assure maximum learning

for all students. In accordance with Vygotski’s ‘zone of proximal development’ theory the unit starts with the

student and branches out. The first two week module looks at the student as an individual and their family, the

second module focuses on the student’s class and school and the third module culminates the unit by delving

deeper into the concept of identity and diversity within the Australian context.

Diagnostic Assessment

To assess the students knowledge and understanding of individuals and groups in the community (21.EC.6) and

to assist the teaching in setting appropriate learning tasks, the teacher will lead a class discussion and create two

mind maps as a class with the focus being ‘individual’ and ‘family’.

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ASSESSMENT

Formative Assessment

Throughout the unit students will constantly be informally assessed through conversations with the teacher and

through teacher observation. In addition to this informal assessment the unit provides a number of formal

formative assessments. Each of these activities are available through each modules Pirozzo grid.

Summative Assessment

There are three summative assessment tasks in this unit, one in each module. These specific activities are

denoted in each of the modules Pirozzo’s grids by the symbol: #.

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TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

9.00Admin

ENGLISHAdmin

P.EAdminMATH

AdminP.E

AdminHEALTH

10.00 LOTE MATHS ENGLISH SOSE ENGLISH

11.20 MATH SOSE ENGLISH SOSE ENGLISH

12.20 MUSIC ENGLISH P.E MATHS MATH

2.00

SOSEART

LIBRARY

DRAMA

ASSEMBLY

2.30 MUSIC CLASS BOOK

ELA Learn About Learn To Values and attitudes

21. The student understands about Australia and Australians

EC.6 individuals and groups in the communityEC.7 some official and unofficial symbols used to represent Australia and AustraliansEC.8 the diversity of Australians

EC.10 recognise Australia’s shape and some of its places

Appreciate and respect the diversity of Australia and the lives of Australians at different times

Develop a sense of identity as an Australian

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Key QuestionsELA

IndicatorsKey Learning Experiences Resources ELA Assessment Reflection

Hook:Play people bingo- Find someone who…

What makes you unique? 21.EC.8 Activity 1: Y chart: What do I like to eat, play (hobbies), learn about at school (favourite subject)

PaperPencils/Pens/Textas

Student reflection –“Will everybody’s charts be the same?”

What makes our class unique?Why is diversity important?How do our individual identities contribute to our class identity?

21.EC.8 Activity 2: Paired Interview. With a partner come up with a list of things you have in common. Then come together as a class and make a class list.

Butchers PaperInteractive Whiteboard – Examples of questions to ask partner displayed

Student reflection – “Imagine if you did this exercise with someone from another class, would you still have similar things in common?”

Why is Cultural Diversity important?

21.EC.8 Activity 3: Define ‘cultural diversity’ in your own words.

Exercise books and pencils

Student reflection- “Does everybody think of cultural diversity in the same way?”

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Key QuestionsELA

IndicatorsKey Learning Experiences Resources ELA Assessment Reflection

What is a family?How can families differ?

21.EC.8 Activity 1:Read a text about children & families & discuss the characteristics that people share and how people are different

Books:-The Family Book-Who’s in a Family?-Heather Has Two Mommies

How do our individual identities contribute to our class/school identity?

21.EC.6 Activity 2: Interview someone working in the school community. Record: Who they are, what they do, what we gain from them and what the school would miss without them.

Interview TemplateTape Recorder

Teacher reflection (reflection in action): Accompany the students for one of the first interviews to determine level of scaffolding necessary

How are Australians linked to places?

21.EC.10 Activity 3: Sketch a major landmark in the local area; these could include temples, statues, places of interest etc. Write a sentence about why this place is important

Photos of major landmarks or computers with appropriate images for students, pencils and paper.

Student reflection- students have inbuilt activity reflection- “why this place is important”

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Key QuestionsELA

IndicatorsKey Learning Experiences Resources ELA Assessment Reflection

How are people similar and different?

21.EC.6 Activity 1: Venn Diagram- Compare yourself & another class member to find similarities & differences

Paper- Venn Diagram templatePens/pencils/textas

Student reflection- intrinsic self reflection through discussion

What factors contribute to our school identity?

21.EC.6 Activity 2: Role Play – Introduce yourself to the class as the subject of your interview, relay information collected in interview.

Costumes and Props Students as a class discuss the many people who contribute to the school community and what they do to shape our school

What makes an Australian? 21.EC.8 Activity 3: Make an i-movie (or Windows movie maker movie) of Australian life.

Computer with chosen application

Students self reflection and peer review of movies

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Key QuestionsELA

IndicatorsKey Learning Experiences Resources ELA Assessment Reflection

How are people connected? 23.EC.6 Activity 1: Create your family tree of family timeline

CardboardPens/pencils/textasExamples of family tree/ family timeline:

What makes our school different to other schools?

21.EC.621.EC.8

Activity 2: Design a questionnaire to send to our buddy school to try and find out what their school is like. What is the same as our school and what is different.

Computer LabQuestionnaire template on word

What makes an Australian? 21.EC.8 Activity 3: Write a new verse to the song “WE ARE AUSTRALIAN”, in this verse you can write about the future or your class mates and why they are Australian.

Copy of “We Are Australian”, exercise books and pencils

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Key QuestionsELA

IndicatorsKey Learning Experiences Resources ELA Assessment Reflection

What is a family?21.EC.6 Activity 1:

In groups discuss and invent a definition of ‘the Australian family’ as represented by the class. Make a banner of the definition.

Calico materialPaintBrushes

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Why is diversity important? 21.EC.621.EC.8

Activity 2: Judge the value of diversity within the school. Write what you think would be different if we were all the same (with an accompanying picture).

Lined and blank paper Reflection Activity: For a day you are called by a number based on what number your name is on the roll. At the end of the day discuss as a class how this made you feel and what impact it had on your individual and the class identity.

Who were the first Australians? 21.EC.5 Activity 3: Look at the first verse from “We are Australian” (Bruce Woodley and Dobe Newton, 1987) and write a paragraph explaining each line

Copy of “We Are Australian”, exercise books and pencils

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Key QuestionsELA

IndicatorsKey Learning Experiences Resources ELA Assessment Reflection

Are all families the same?What makes families different?

21.EC.8 Activity 1:In small groups create a roll play about families- include some ‘values’ that you have learnt about families & perform them to younger students to teach them about ‘values’

Family Books (to revise): The Family Book by Todd Parr, Who’s In A Family? By Robert Skutch, Heather Has Two Mommies by Leslea Newman.

Why is diversity important?What makes our school different to other schools?What factors contribute to our school identity?How do our individual identities contribute to our class/school identity?

21.EC.621.EC.8

Activity 2: Devise an advertisement to entice people to join our school highlighting our individuality. Can be done via any medium (student choice).

Computer labVideo CameraVoice RecorderScript TemplateArticle Template

21.EC.7 Student class reflection, what advertisements made you want to join the school and why. If you had to do an advertisement for our buddy school what would you change?

What makes an Australian? 21.EC.8 Activity 3: Review what you have learnt and one interesting fact about Australians. You will share your interesting fact at assembly.

We Are One – Identity (Me)/ Family (Module 1) Year 2Bloom’s Taxonomy

Gardner’s Multiple Intelligences

Remembering-

Understanding- Applying- Analysing- Creating- Evaluating-

Verbal/Linguistic- poetry, debate, story-telling, essay, checklist, journal

Write a poem about yourself

Read a text about children & families & discuss the characteristics that people share and how people are different(* The Family Book or Who’s in a Family?)

Write statements about the special events that you and your family celebrate

Distinguish & compare the children in the story Clive Eats Alligators, by Alison Lester. Make a list of their similarities and differences.

Write a journal article about yourself and your family. Are you all the same?

Make a page for our class book about yourself, written in the form of a poem, a story or a list. Include an illustration & same/different statements #

Visual/Spacial- drawing, model, poster, photograph, storyboard, illustration, board game

Class Mind Map: Individuals, Family*

Make a poster about a story that your Grandparents liked to tell to your parents & your parents have shared with you

Make a class book of important family stories.

Venn Diagram: Compare yourself & another class member to find similarities & differences.

Design/draw/colour a poster about you. Include your hair & eye colour, birth dates, favourite colours, foods and activities.

Take/bring pictures in of things that are important to you. Cut and paste them together in a collage. Why aren’t everyone’s photos the same?

Logical/Mathematical diagram, outline, timeline, chart, critique, graph

Y chart: What do I like to eat, play (hobbies), learn about at school (favourite subject)

Use questionnaire to find out about class members & their families

Using info gathered, make a tally & then graph the info.

Investigate student’s posters about themselves and then make a graph that shows the similarities & differences in the class.

Create your family tree or family timeline.

Evaluate your graph, if you did this graph in your community would it be a fair representation of the rest of Australia? ~

Naturalist- classification, collection, solution to problem, display, observation, forecast, investigation, simulation, exhibit, identification

L5334 Super! The family: family members Listen to a boy introduce his members of his family. Match each person to their family relationship. Score points for each correct answer.

Learning Object: (6 to choose from)L8303 Just like me: Mana, Rose and Zeina Students evaluate the similarities and differences between themselves and the three characters.

L5333 Super! The family Students identify the names of members within a family and phrases used to describe family members and their occupations.

L1454 My family [English] Students use vocabulary and basic sentence structure to describe family relationships. Students explore the composition of a range of families.

Investigate why/why not you believe it is good to be unique(*That’s What Makes me Special)

Scenario: 2 children are bullying a student because he/she is different. How would you solve this problem?(*The Sandpit War or It’s OK to be Different)~

Musical- song, rap, lyrics, composition, jingle! slogan, melody

Learn a song about families.

Explain what the song is about and what it tells us about families

Revise the lyrics of the song. Either change them or write 2 additional versus.

Choose a friend & appraise each other’s versus. What do you like/ think you should change.

Using ideas discussed with friend compose a rap, jingle or slogan about families.+

Evaluate the first family song and the one you created? If you could only choose one for children to learn about families which would it be, why? +

Bodily/Kinesthetic- role play, skit, pantomime, dance, invention, lab, improvisation, prototype

Play grouping game. Where teacher calls various things out and the people that like them form a group.

Play people bingo- Find someone who…

In small groups make up a skit about yourselves with the purpose of teaching that it is good to be unique.

Space Jump- Using ‘special’ words related to identity, self & family

Create a skit about either what makes you special or what the word family means to you

In small groups think about some ‘values’ that you have learnt about friends and family & perform them to younger students to teach them about ‘values'

Intrapersonal- journal, log, goal statement, belief statement, self- assessment, editorial

Read the various definitions of a family. Which one best describes your family?

Write an editorial about why people sometimes want to be like someone else or want to change themselves and about expectations people

After looking through a couple of books about families- Write a journal article about all the things you know about

Analyse the information you have gathered. Write a belief statement about what an individual is & what makes up a family.

Imagine you are part of a different family. Write a journal article about the things you might do and the members of the

Write a contract detailing something that you will do to assist/contribute to your family.

have- where do these come from?~

families.(* Heather has 2 Mommies)

# family.

Interpersonal- discussion, roundtable, service learning, conversation, group activity, position statement, interview

In pairs take turns to interview each other to find out your similarities & differences. (example questions and checklists provided)

In small groups discuss what you know about Australian families. Think both facts & myths. Divide a poster into 2 columns- FACT and MYTH. Complete

Interview people in the classroom to try and find out where the myths come from. Were they ever ‘real’?~

Brainstorm with other students to compile a list of the countries of origin of class members, their parents, grandparents and ancestors. Distinguish the most common place of origin

In groups discuss and then invent a definition of ‘the Australian family’ as represented by the class. Make a banner of the definition.

Each child swaps names for a day. (Teacher picks). Critique how this made you feel- did it feel weird- why?

Multiple Intelligences & Bloom’s Taxonomy (devised by Ralph Pirozzo, 1997)

* Assessment for Learning Task ~ Extension Activity# Assessment of Learning + Scaffolded Learning Activity

KEY

Tuning in

Finding out

Sorting out

Going further

Making conclusions

Reflecting and Taking action

We Are One – Classroom and School Identity (Module 2) Year 2

Seven Intelligences

Bloom’s Taxonomy: Six Thinking Levels

Knowing Understanding Applying Analysing Creating Evaluating

VerbalI enjoy reading, writing & speaking

As a class read “My School, Your School”And then:*Rocket Writing. Write as much as you can in 5 minutes about our class.

+ Concept Attainment – School. True/False yes/no statements

Write statements about the most important thing about our class and how you contribute to that

Design a questionnaire to send to our buddy school to try and find out what their school is like. What is the same as our school and what is different.

In small groups create a booklet of class rules and why they are important.

~ Using your yes and no statements and definition of school create a list of criteria to judge the school by.

MathematicalI enjoy working with numbers & science

Collect data on the amount of students in each class within the school

Fact Finding. using the internet and plaques around the school gather school based facts. Eg. When the school first opened etc.

Compiling the facts from the fact finding activity. As a class create a school timeline.

Create a graph showing the amount of students in each class within the school

Using tessellating patterns recreate a pattern you see around the school.

For a day you are called by a number based on what number your name is on the roll. At the end of the day discuss as a class how this made you feel and what impact it had on your individual and the class identity.

Visual/SpatialI enjoy painting, drawing & visualising

+ Use a Y-Chart to explore what our class room looks like, sounds like and feels like. ANDAs a class using the interactive map, plot where each student is from.

~ Choose colour that you think represents what our class is like (using Y chart information) and create a class logo.

+ Students compile their “important” statements and create a class “important” scrap book

Venn diagram compare our class to another year 2 class within the school

Design a new classroom to suit our class – label.

Putting you in the picture. Draw a picture of our school and draw how they see yourself fitting in to this.

KinaestheticI enjoy doing hands-on activities, sports

* Pass the ball. As a class a ball is passed around. As the ball is thrown to you, offer a word to do with school

Class ceremony. Explain your puzzle piece to the class then add your piece to the class puzzle. In groups

# In small groups make the board game based on the school

Role Play – Introduce yourself to the class as the subject of your interview

Write an advertisement to entice people to join our school highlighting our

In small groups devise a role play choosing one of the class rules and demonstrating what our class might be like if that

& dance then present class song individuality. rule wasn’t a rule.

MusicalI enjoy making & listening to music

+ Learn the school song Explain what the song is about, how it relates to our school and why it might have been chosen.

Make a soundscape based on arriving at school. Soundscape is recorded and played back to class

Using one word describe how the school song makes you feel when you sing it.

+In small groups compose a class song

Class debate. In two groups, groups are given either for or against changing the school song.

InterpersonalI enjoy working with others

Paired Interview. With a partner come up with a list of things you have in common. Then come together as a class and make a class list.

In small groups discuss the ways in which class is like a family

# In small groups design a board game based on the school

Interview someone working in the school community. Record: Who they are, what they do, what we gain from them and what the school would miss without them.

# In pairs respond to a teacher given simile eg. How is our school like a train? Then create your own simile and explain why it is like our school.

~ In small groups play the board games created and evaluate them

IntrapersonalI enjoy working by myself

Make an acrostic poem for the name of our class

* + Create a definition for school (scaffolded by listing key words on the board). Definitions are displayed in the classroom.

Decorate your blank puzzle piece in a way that you think represents you.

Contracts. Fill out a contract with something that will contribute to the a) class community b) school community

~ Imagine that you go to our buddy school. Make a day plan of what you think a day at that school might be like.

~ Judge the value of diversity within the school. Write what you think would be different if we were all the same, accompanying picture.

NaturalistI enjoy caring for

plants and animals

As a class meet and be introduced to the school mascot and read a short story about the animal.

Creating the school mascots character, what do you think it is like?

~ Create a class text book instructing others on what makes a good school mascot

# In small groups: If you could choose any animal to be our class mascot, what would you choose and why?

Create a powerpoint slide on your chosen new mascot. With dot points as to why it should be our new class mascot

As a class, create a list of criteria that a mascot has. Judge each of the proposed class mascots and vote on which will be the new class mascot

Multiple Intelligences & Bloom’s Taxonomy (devised by Ralph Pirozzo, 1997)

KEY

Tuning in

Finding out

Sorting out

* Assessment for Learning Task ~ Extension Activity# Assessment of Learning + Scaffolded Learning Activity

Going further

Making conclusions

Reflecting and Taking action

We Are One – Australia & Australians (Module 3) Year 2

Seven Intelligences

Bloom’s Taxonomy: Six Thinking Levels

Knowing Understanding Applying Analysing Creating Evaluating

VerbalI enjoy reading, writing & speaking

Define ‘Cultural Diversity’ in your own words.

Discuss some of the different cultural groups in Australia.

~Write a letter to the Minister for Education, Simon Crean, telling him why Australia is so culturally diverse and how that helps you at school.

Discuss the benefits of a multicultural society.

# Create a page for a book on a cultural group in Australia. We will put these together to make a class book.

#Review what you have learnt and one interesting fact about Australians. You will share your interesting fact at assembly.

MathematicalI enjoy working with numbers & science

Graph how many people live with each member of your class

Survey and graph how many people live with each member of your WA buddy class.

~ Research how the population of Australia has grown over the last 200+ years.

Analyse the graphs in ‘knowing’ and ‘understanding’. You may like to make a Venn diagram to help you.

Design a survey to find out where different generations came from in various families.

Evaluate your survey, if you did this survey in your community would it be a fair representation of the rest of Australia?

Visual/SpatialI enjoy painting, drawing & visualising

* Y chart- what does Australia look like, sound like and feel like

Sketch a major landmark in the local area; these could include temples, statues, places of interest etc. Write a sentence about why this place is important

Make a Venn Diagram of yourself and a famous Australian

Research Australia’s current coat of arms and create a new one.

Write a paragraph about why your new coat of arms is more relevant to Australia than the current one.

KinaestheticI enjoy doing hands-on activities, sports & dance

-see Intrapersonal Knowing Choose one place on the map of Australia; describe the culture of this place through a collage.

Compare and contrast the place you have chosen with Canberra.

+ Create a board game where cultural diversity is valued.

Review the lyrics to ‘We are Australian”, do you think the words are true to Australians?

(As above)Musical

I enjoy making & listening to music

As a class learn the lyrics to “We are Australian”

Look at the first verse from “We are Australian” (Bruce Woodley and Dobe Newton, 1987)

Listen to a piece of music in the listening corner, Could it be Australian?

~Compare modern and older community songs.

Write a new verse to the song “WE ARE AUSTRALIAN”, in this verse you can write about the future

and write a paragraph explaining each line

or your class mates and why they are Australian.

InterpersonalI enjoy working with others

*In a small group, discuss how people lives in the classroom differ and how they are similar

+ In a small group discuss the term ‘a normal Australian’. Do you think such a person exists?

Discuss some ways of explaining what it means to be Australian. As a group, explain these to the class.

In a group, write 10 reasons we know we are Australians.

Create a brochure for people in the community informing them of how and why we are multi-cultural.

# As a group discuss the pros and cons of each person’s brochure. Remember to be a good group member and be respectful of others while doing this.

IntrapersonalI enjoy working by myself

-On a map of Australia, label all of the major cities as well as all states and territories. Now try to label anything else you can think of.

*Make a Y Chart on what it looks like, sounds like and feels like to be Australian.

~Describe what it would be like to move to Australia from another country.

Make a Mind Map of what it means to be Australian

Make an i-movie of Australian life.

Justify your i-movie. Do you think it is an accurate representation of Australian life?

Multiple Intelligences & Bloom’s Taxonomy (devised by Ralph Pirozzo, 1997)

* Assessment for Learning Task ~ Extension Activity# Assessment of Learning + Scaffolded Learning Activity

Tuning in

Finding out

Sorting out

Going further

Making conclusions

Reflecting and Taking action

ACT Department of Education and Training. (2007). Every Chance to Learn. Canberra: Publishing Services for the Department of Education and Training.

Birnbaum, B (1990). My school, your school. Milwaukee: Raintree Publishers.

Costain, M., & Smith, C. (2002). The Sandpit War. Camberwell: Penguin

Gardener, H. 1997. Reflections on multiple intelligences: myths and messages, paper presented at Using Your Brain conference, World Congress Centre, Melbourne, January 22-44.

Germeine, R., & Bancroft, B. (2003). Leaving. Camberwell: Penguin

Going to school: two cities of the world. The Learning Federation, Curriculum Corporation (2008). Accessed on 15th October 2009 from http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L2711&q=school&topic=&start=0&sort=relevance&contentsource=&v=text&field=title&field=keyword.text&field=description&field=id&field=topics.all.text&contenttype=%22Interactive%20resource%22&userlevel=all&kc=any&lom=true&scot=true&follow=true&topiccounts=true&rows=20&fromSearch=true

Going to school: two regions in Australia. The Learning Federation, Curriculum Corporation (2008). Accessed on 15th October 2009 from http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L2713&q=school&topic=&start=0&sort=relevance&contentsource=&v=text&field=title&field=keyword.text&field=description&field=id&field=topics.all.text&contenttype=%22Interactive%20resource%22&userlevel=all&kc=any&lom=true&scot=true&follow=true&topiccounts=true&rows=20&fromSearch=true

Just Like Me. The Learning Federation, Curriculum Corporation (2008). Accessed on 15th October 2009 from http://econtent.thelearningfederation.edu.au/ec/viewing/L8303/index.html

Lester, A. (2006). Clive Eats Alligator. Hachette Livre

Murdoch, K. (1998). Classroom Connections. Prahran Victoria: Eleanor Curtain.

Murdoch, K. & Hornsby, D. (2000). Planning curriculum connections. Victoria: Eleanor Curtain.

My Family. The Learning Federation, Curriculum Corporation (2008). Accessed on 15th October 2009 from http://econtent.thelearningfederation.edu.au/ec/viewing/L1454/index.html

Newman, L. (2000). Heather Has Two Mommies. CA: Alyson Wonderland

Parr, T. (2004). The Family Book. Little, Brown Books For Young Readers

Parr, T. (2009 ). It’s Ok To Be Different. Little, Brown Books For Young Readers

Peyton-Wood, T. (2008). That’s What Makes me Special. IGI Press

Skutch, R., & Nienhaus. (1995). Who’s in a Family. Berkeley: Tricycle Press

Super! The Family: family members. The Learning Federation, Curriculum Corporation (2008). Accessed on 15th

October 2009 from http://econtent.thelearningfederation.edu.au/ec/viewing/L5334/index.html

Super! The Family. The Learning Federation, Curriculum Corporation (2008). Accessed on 15th October 2009 from http://econtent.thelearningfederation.edu.au/ec/viewing/L5333/index.html

Woodley, B., & Newton, D. (1987). We are Australian. Melbourne: Blue Martin Records.

‘We Are One’ is a unit based strongly on the values and strategies in the ACT framework ‘Every Chance to

Learn’ (ACT Department of Education and Training, 2007) and Classroom Connections by Kath Murdoch

(Murdoch, 1998). In uniformity with this, the evaluation should also be based on Murdoch’s philosophies.

Murdoch suggests a number of ways in which unit planners should reflect during writing their units. She uses 9

questions;

1. Did I cater for a range of thinking styles?2. Did my questions encourage a range of responses?3. Did everyone have opportunities to experience success?4. Did my resources provide sufficient clarification of issues and values?5. Did my resources demonstrate sufficient diversity, points of view and perspectives?6. Did I make the purpose of the activities clear to the students?7. Did I allow time for student talk?8. Did I encourage risk taking and exploration of ideas?9. Did I provide time for student reflection and self assessment?

In addition to this, evaluation of any unit should be a continuous process that involves individual reflection and

peer reflection. Doing this in weekly team meetings to make sure teachers accurately and consistently inform

their practices when they reassess the unit at the end of the term is the most valuable and reliable way of

evaluating a unit (Murdock and Hornsby, 2000; p 126).

Student response to the lessons is also one of the most vital evaluation techniques (Murdock and Hornsby, 2000;

pg 125). Student behaviours is an important and influential evaluation tool in regards to assessing the level of

information and the complexity of a concept presented to a class

Furthermore, teachers must always consider their teaching and their class as a significant factor in the outcomes

of any specific unit. A unit that works for one class or one teacher may not always work for another and teachers

must always make concessions for their individual students.

EVALUATION