|Year: 5 Stage: 3 KLA: PDHPE Strand: Growth and Development/Interpersonal RelationshipsUnit of Work Focus: IDENTITY Time: 35 mins Date: 14th October, 2008|
GDS 3.9Explains and demonstrates strategies for dealing with life changes.
INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations
Specific Indicators of Learning: -Recognises a wide range of influences on personal identity. E.g. peers, media, beliefs etc.-Express viewpoints and listen to others.
J Students will share their thoughts on identity and justify their ideas
J Students will discuss the level of influence certain factors have in their formation of identity
J Students will recognise the various dimensions of identity. E.g. self-perception, others, etc.
|Resources: paper/pencil/post-it notes/COGs workbook/whiteboard/markers|
|Teaching / Learning Activities|
Introduction: (5 mins)
Activity: Post-it note brainstorm on Identity
Students suggest 1-3 points (factors etc) that defines “identity”Post their ideas on the board; Ideas are read out and shared with the whole classStudents come up with a general definition of “Identity”
Prompt Questions:What influences the way we dress/style ourselves?What influences the things we like to buy/eat/watch etc?What are we expected to do at home, around friends, at school, outside?How does identity form and become your own? Etc…
Body: (15-20 mins)
Activity: Discussion of ideas on Identity
The ideas from the brainstorm will be categorised into a retrieval chartStudents discuss these ideas in terms of level of influence…low, medium, high
Activity: Positive Folding Note (Established and will be revisited at the end of prac)Students write 1-2 positive attributes of a member of their groups and fold it up, pass it to the next person and repeat the gesture…Each student will end up with a small list which they can then individually view and share/discuss with a partner. (compared to self-perception)Ask students to discuss as a whole class the differences of these attributes…
Key Questions (H.O.T questions):
How do you feel about the attributes/things suggested about you, by your group?Does this list describe you fairly well? Why/why not?Are there any similarities between you and your partner?Do these represent/show all or only parts of your identity? What makes up the rest of your identity?
Conclusion: (5-10 mins)
Activity: Summing upWhat has influenced you the most?Put in order factors that influence you…in a list of 7 (individually)Draw up a list with your partner…come up with a list of top 5 most important thingsIn your group, come up with the top 3! And as a whole class the final one--->?
|Reflection/Evaluation:Time management? Behaviour management? Level of Engagement/participation? Level of Understanding? What can be improved (activities transaction/sequence, timing, grouping, etc) and what went well?---Spontaneous quick starter to the lesson: Who am I…Time ran out…so did not go to the folding game…did not have enough time to Students understood the general concept, few higher level kids grasped the ideas better (categorising) Communication-needs improving…students are still developing their ideas on identity…evovled around themselves…move away from micro level->macro levels etc…|
|Physical(What we can see)||Mental/Emotional(How/what we feel)||Cultural/Religious(Background characteristics)||Others?|