Edss223 assignment 2

EARLY STAGE 1.

CHANGE AND CONTINUITY
OUTCOME: CCES1.1
Describes events or retells stories that demonstrate their own
heritage 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.

CONTEXT OF SEQUENCE:

This sequence of learning activities would fit into a unit on heritage
that provides opportunities to explore family and artefacts that are
important in the lives of students and their family both now and in
the past. This sequence would be the first question to be
investigated in this unit.

SEQUENCE INTENT:

This sequence will allow students to explore the structure of both
their own and other family structures. Students will be able to
compare and contrast their family with other students. Students
will also have the opportunity to demonstrate and explore
significant family items from their own and other students families.

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.

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.

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.


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)


STAGE OF TEACHING / QUESTIONING SETS. SAMPLE STUDENT THINKING INTEGRATION
SEQUENCE. 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.

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......


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).


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.


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.

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. I
question to be examined. They will be required to recite will make a list of all answers the children come up with on
previously known information and will brainstorm with the the whiteboard. I then endeavour to read The Big Book of
class 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 a
assortment of resources to find details that are easily family photo and a special treasured item from home. The
retrieved during activities that are used to tie together students will be asked several questions to get them to
information. 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 illustrate
notes). 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 to
the previously collected data into familiar patterns so put their family photo & memorabilia / treasures into to give
students can use practical, visual or concrete tools to make to a special family member. This will help students
the information obvious to the whole class and usable in the acknowledge that family and certain artefacts are special
next 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 special
students in a verbal discussion. To prompt and probe family member to the classroom to be present for show and
students to provide answers to the question under tell. Students will then show and tell their treasure chest to the
investigation. Once this discussion has provided the specific class explaining their family photo and what items they have
information required to answer the question, students can in their treasure chest. The students will also be required to
then demonstrate their understanding through written complete a worksheet as part of their assessment answering
activities. 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.

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 different
recently acquired knowledge in a new or changed scenario. posters from the ‘Teachers Family Poster Pack’. These colour
The questions teachers ask will direct students to apply this posters give students a look at all kinds of families and
new 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 they
have learnt and how successful journey was. Teacher
questioning

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=onepa
ge&q=the%20great%20big%20book%20of%20families&f=false

Berestain Bears:
http://pbskids.org/berenstainbears/caregiver/Bears_AG_FINAL.pdf

HSIE Units of work – board of studies:
http://k6.boardofstudies.nsw.edu.au/files/hsie/k6hsie_unitsofwork.pdf

HSIE topic 6 unit notes. Figure 6.1. Questions students can use to get evidence from primary
sources.

Teachers poster pack:
http://www.teaching.com.au/product?KEY_ITEM=LS1456&KEY_ALIAS=LS1456

HSIE Topic 2 notes – Classifying thinking processes.

Topic 4 Lecture notes. Slide 15

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 members
help 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 Outcomes
WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for
known readers
Indicator: * Writes a short text based on personal experiences
WS1.10 Produces texts using the basic grammatical features and punctuation conventions of the text type
Indicators: * Uses action verbs
* Uses most common punctuation marks, e.g. spaces between words, lower case and capital letters, full stops
WS1.11 Uses knowledge of sight words and letter-sound correspondences and a variety of strategies to spell familiar words
Indicators: * 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 writing
WS1.12 Produces texts using letters of consistent size and slope in NSW Foundation Style and using computer technology
Indicators: * Forms most letters correctly
* Tries to write clearly in straight lines, from left to right, using letters of uniform size, shape, slope and spacing
HSIE Outcome
SSS1.8 Identifies roles and responsibilities within families, schools and the local community, and determines ways they should
interact 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 indicators
ticked and /or commented on by teacher.
An overall comment would then be written to provide feedback regarding achievement. This information would then be
recorded on to separate assessment sheets
for this HSIE unit and English (example of HSIE Assessment Sheet on next page).

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