|Unit title: Rockin’ Relationships||Unit duration: 6 weeks(5 weeks of lessons – with 1 lesson per week, followed by 1 additional week to complete the summative assessment task)||Stage: 3 (Yr 6)||Lessons: 5|
|Unit aim: To develop an understanding of the different roles and responsibilities within relationships, to develop an understanding of avenues for effective communication, and to support engagement in positive conflict resolution skills so as to foster the development and maintenance of positive relationships between family and friends.|
|Strands: ||Integrated KLAs: |
|PDHPE Outcomes||PDHPE Indicators||Evidence of Learning (assessment)|
|Skills· CO S3.3 Communicates confidently in a variety of situations· DM S3.2 Makes informed decisions and accepts responsibility for consequences· IN S3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations· PS S3.5 Suggests, considers and selects appropriate alternatives when resolving problems Knowledge and Understanding· GD S3.9 Explains and demonstrates strategies for dealing with life changes· IR S3.11 Describes roles and responsibilities in developing and maintaining positive relationships Values· V1 refers to a sense of their own worth and dignity· V2 respects the rights of others to hold different values and attitudes to their own · V3 enjoys a sense of belonging||Skills |
|PDHPE Subject matter|
|Growth and Development: |
OTHER KLA Outcomes
Evidence of Learning (assessment)
|MathsDS3.1 Displays and interprets data in graphs with scales of many-to-one correspondence EnglishW S3.9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues, and written language featuresT S3.1 Communicates effectively for a range of purposes and with a variety of audiences to express well-developed, well-organised ideas dealing with more challenging topicsT S3.2 Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively||Work samples: |
OTHER KLA Subject matter
|MathsKnowledge and Skills: |
Evaluation- Were lessons sequenced effectively?- Were lessons designed at an appropriate level for this stage?- Were students actively engaged in their learning?- Did students meet desired outcomes? If not, why?- Was there adequate time to complete the lessons within the sequence?
Stimulus:Herrick, S. (2002) Tom Jones saves the world. St Lucia: University of Queensland Press Note:This lesson sequence is designed to follow the reading of the novel, Tom Jones Saves the World. This novel, by Steven Herrick, was short-listed for the Young Readers Book of the Year award in 2003, by the Children’s Book Council of Australia. It provides an excellent vehicle for discussing the importance of friends and family, and understanding the priorities in our lives. Part 1 – Graffti · Teacher and students discuss the types of relationships in the novel and label separate pieces of butcher’s paper (‘graffiti sheets’) with a different relationship. For example:- parent / child- grandchild / grandparent- friends- niece or nephew / uncle or aunt- teacher / student· Cooperative groups of 4 or 5 students are given one of the graffiti sheets. Groups brainstorm thoughts, feelings, ideas, associations, etc relating to the relationship given on their sheet. These ideas and feelings may relate to the characters in the stimulus novel, or to the students’ own relationships, and be represented using words, phrases or drawings.· After 5 minutes, groups pass their graffiti sheet on to the next group, repeating the process until all groups have written on each graffiti sheet. This lesson concept has been adapted from, School Drug Education Project. (1999) Drug education K-12 teacher support package. Perth: Author (p. 227) Part 2 – Values Walk · Teacher should prepare five wall signs, reading: 1. Strongly Agree2. Agree3. Disagree4. Strongly Disagree5. Unsure These should be placed in different areas of the classroom. · Students are presented with ‘value statements’ relating to the stimulus novel. These might include:- Parents should dedicate their time to work in order to earn substantial amounts of money to support their children- It is more important to ensure a child’s personal security than to allow them opportunities to explore- Family should be a ‘number one’ priority for everyone- Having friends is a necessity- It is ok to lie if it is going to help someone After each statement has been presented, students should be given a moment to consider their opinion, and move to the sign that best corresponds with their ideas. Students discuss their thoughts about the statement with other students at the same sign, and then discuss different responses as a class. Students should be provided with the option to pass, or reconsider their opinion after discussion. This lesson concept has been adapted from, School Drug Education Project. (1999) Drug education K-12 teacher support package. Author: Perth. (p. 215) Part 1 – Think, Pair, Share · Using the strategy of ‘Think, Pair, Share’ (School Drug Education Project, 1999, p.226), students identify the types of qualities they like in a best friend. Students think about these qualities individually, add to their ideas with a partner, and then share their list with the whole class Part 2 – Sorting Game · Provide each student with a ‘post-it’ note · Considering discussions in ‘part 1’, students identify what they believe to be the single most important quality in a best friend and write this on their ‘post-it’s’· Students stick their ‘post-it’ notes at the front of the class to create a ‘master list’ of qualities· As a class, identify the frequency of different responses· Students note these frequencies and create a column graph to represent the class results This lesson concept was adapted from, Government of Manitoba.(2008) Senior 1: Lessons. Retrieved September 11, 2008, from http://www.edu.gov.mb.ca/k12/cur/physhlth/hs_s1-2/s1less1.pdf Part 1 – Family roles · Using a ‘family roles’ table, have students list each of the members of their immediate family, and write down the family roles and responsibilities of each person. For example:
Part 2 – Things that hold the family together · Present the quote, “Interest is what ties families together”· As a class, discuss how showing interest in someone and what they do can help to improve relationships Part 3 – Action Plan · Students develop an action plan to show more interest in their family members. See over page. This lesson concept was adapted from, Australian Children’s Television Foundation. (2003) One big happy family: Worst best friends. Retrieved September 11, 2008, from http://www.actf.com.au/learning_centre/school_resources/productions/wbf/lesson_plans/one_big_happy.htm MY ACTION PLAN TO SHOW MORE INTEREST IN: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………I PLAN TO DO THIS BY:
Part 1: Pros and Cons · Refer to the stimulus novel and the relationship between Tom and Cleo. Identify this as being a mixed-gender friendship. · As a class, develop a list of the pros and cons of mixed-gender friendships Part 2: Debate · Divide the class into two groups. Each group defends a position – either, ‘Girls and boys should not be friends’, or ‘Girls and boys should be friends’· Set the class for an oral debate, giving each group some time to come up with points for their position· Establish rules for the debate· Conduct debate· Discuss the debate. Which argument was better? Why? Did both positions have valid arguments? Part 1 – Discussion · As a class, identify points of conflict in the stimulus novel· Discuss the way in which characters resolved these conflicts Part 2 – Conflict Resolution Model · Using the following model (adapted from School Drug Education Project, 1999, p. 97) students choose one of the conflicts discussed and develop alternate resolution plans.· Discuss different conflict resolution alternatives as a class, and the importance of positive conflict resolution in maintaining positive relationships.
|Family Member||Roles and responsibilities|
|Mum||Takes us to school, cooks dinner, ironing|
|Dad||Gardening, finances, cleans the pool|
|Me||Washing dishes, taking out the garbage|
|Sister||Helps with cooking, walks the dog|
THE BEST OR WORST THING THAT COULD HAPPEN
The best decision is ____________________________________________________________________________________
|LESSON: Building Positive Relationship – Lesson 2/5||STAGE: 3|
|Related lesson outcomesPDHPE:Skills· CO S3.3 Communicates confidently in a variety of situations· IN S3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situationsKnowledge and Understanding· IR S3.11 Describes roles and responsibilities in developing and maintaining positive relationshipsValues· V1 refers to a sense of their own worth and dignity· V2 respects the rights of others to hold different values and attitudes to their own · V3 enjoys a sense of belonging Maths: ||Evidence of learningIndicators: |
|Part & Timing||Subject matter||Teaching & learning strategies||Resources|
|Introduction:10 mins||Copy of the stimulus novel, Tom Jones Saves the World|
|Body:40 mins||· Using the strategy of ‘Think, Pair, Share’ students identify the types of qualities they like in a best friend: - Students think about these qualities individually- Students add to their ideas with a partner- Students share their list with the whole class · Provide each student with a ‘post-it’ note · Considering discussions in ‘part 1’, students identify what they believe to be the single most important quality in a best friend and write this on their ‘post-it’· Students stick their ‘post-it’s’ notes at the front of the class to create a ‘master list’ of qualities· As a class, identify the frequency of different responses· Students note these frequencies and individually create a column graph to represent the class results· Colum graphs could be developed using computer software,||‘Post-it’ note for each student|
|Conclusion: 10 mins|
|Lesson Evaluation- Was the lesson sequenced effectively?- Was the lesson designed at an appropriate level for this stage?- Were students actively engaged in their learning?- Did students meet desired outcomes? If not, why?- Were time allocations for each step of the lesson appropriate/sufficient?|
- You are to try to sit down to dinner or breakfast with your family on as many days as you can this week. It's important that the rest of your family tries to do the same. The TV and radio should be off, and no one can bring games, music, office papers, books, or homework to the table. The idea is for the entire family to spend some time together and realize the value that time can bring.
- You are to make observations about your dinners or breakfasts in a journal. In your journal, you should include:
- You should also make reflections back to areas that were covered in the unit of work at school.