Professional Documents
Culture Documents
Year Level: 1
Duration: 30 minutes
How has family life changed or remand the same over time?
Lesson Overview
This lesson is aimed to cover the learning area of History at a Year 1 level. It will be highlighting the Australian Curriculum in regards to present and past family life
that the students will be learning about in this unit. Group discussions will be foregrounded throughout this lesson to help promote students learning from their prior
knowledge in relation to family structure and roles today.
This lesson will also provide students with an overview of differences in families and what family means to them. Children will draw on their own experiences on
what family means to them and think about the similarities and differences among families.
Lesson Objectives
By the end of this lesson, students will have an opportunity to demonstrate their ability to:
1. Develop an understanding of family and what family means to them;
2. The importance of family and what makes up a family
Build on their knowledge on who the people are in their family, where they were born and raised and how they are related to each other;
The different structures of families and family groups today, and what they have in common.
12
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Preparation
Resources
Classroom Organisation:
Students will sit as a whole group in front of the class in preparation before
the books is read;
Desk groups (allocated to each learners individual needs) (See
Alterations/Modifications for Diverse Learners) Groups of 4-5
Orientation
Procedure
Book Family Forest by Kim Kane and Lucia Masciullo (See Appendix
1.0)
Scootle Website My Family:
http://www.scootle.edu.au/ec/viewing/L1454/index.html Appendix 1.1)
Teacher chair
LESSON PROCEDURE
1. The teacher will begin the lesson by gaining the students attention and assigning the students to
sit down on the mat.
2. The teacher will begin the lesson by asking some focus questions in relation to families.
Questions will be posed such as:
- What do you think family is?
- What does family mean to you?
3. The teacher will have a brief discussion in regards to some of the responses from the children.
4. Introduce the text Family Forest and read the book to the children
5. Discussion of the book. Begin questioning the students by asking more in depth questions that
relate to the book. Refer to the board. These being:
Who are the people in this family?
Where might this family live?
Why do you think that?
What are some things in the picture that are similar to your family?
What are some things in the picture that are different from your family?
6. Discussion with students the answers to these questions.
7. Students will be allocated back to their desk groups in preparation for activity on the set text.
8. Begin activity based on the book.
9. Talk about the idea of a family forest in comparison to a family tree with the students.
10. Discuss answers.
11. Introduce the My Family website with the students and complete the sections Meet my Family
and My Family tree as a class.
12. Students will come up one by one and match the words with the faces.
13. Encourage the students to use their knowledge and scaffold their learning in relation to families.
14. Ensure each student is included in this activity and ensure each child participates individually.
TEACHING STRATEGIES
Class discussion focus questions on
families
Accessing students current knowledge and
understandings of the topic
Discussion
Scaffolding
13
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Assessment
Discussions with students to provide teacher with an insight into what students already know about the topic.
Assessment of learning
(summative assessment)
Assessment as learning
(self assessment)
Adjustments / Differentiation
Students work collaboratively to gather information. This supports the learning needs of students, as they are able to assist each other when one student
who is experiencing difficulties with the task.
Group discussion will help children scaffold their learning. This will allow students to work together and share ideas and understandings to each other. This
will improve diversity amongst the students.
Reflection/Evaluation
SELF AS TEACHER
By the end of this lesson, I want to ensure that as a teacher I can ask myself questions as such:
14
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Year Level: 1
Duration: 40 minutes
How has family life changed or remand the same over time?
Lesson Overview
This lesson is aimed to cover the learning area of History at a Year 1 level. It will be highlighting the Australian Curriculum in more detail by looking in more depth at
the present and past family life.
15
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Compare similarities and differences in present photos of families with other students family photos;
Have a better understanding of family structure;
Compare and contrast the students families with other students families;
Compare families in the present with those from the recent past. E.g. The families of parents and
grandparents.
Resources
16
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Orientation
Procedure
Conclusio
n
LESSON PROCEDURE
1. The teacher will begin the lesson by gaining the students attention and gathering them down
onto the mat getting ready for class discussion.
2. The teacher will revisit from the previous lesson by looking at the questions posed in Lesson 1.
These being:
What do you think family is?
What does family mean to you now after reading the book?
3. Students will then present their immediate family photos and discuss their family structures.
4. Teacher will prompt students with the questioning from above to expand on their knowledge and
vocabulary about families.
The teacher will be required to bring in their own photos of families to avoid exclusion of students.
This will also be used as another example to compare.
5. The teacher will refer to the photos and have a class discussion with the students.
6. Photos will be stuck to the white/black board and labeled to what they are. i.e, This is Johnnys
mum, dad and sister.
7. The teacher will also show examples of this using their photos to explain the differences in other
families.
8. The teacher will introduce the Family Book to the students. Explain to the students that this is
an assessment piece and we will be using it in each lesson to help with their learning.
9. The teacher will explain the use of the book and how it will help build the students knowledge
on families and their friends families.
10. This will be done over the course of the unit as a demonstration of their knowledge.
11. After explanation of the family book, the teacher will then explain to the students that they will
complete an activity with a peer.
12. The students will have to complete an individual Venn diagram comparing and contrasting
immediate family with a friends family. The diagram will be labeled as My Family and My
Friends Family.
13. Walk through with students the process of completing a Venn diagram on the board and
ensuring all students understand what they need to do.
14. Students will gather in groups of 2 and draw pictures of their immediate family, then will be
required to draw their pairs family.
15. Use family photos as a guide for drawings. No labeling is required for this.
16. The teacher will assist students if need be.
After completion of this, select a few pairs to show their peers their Venn diagram.
17. After completion of this activity, the teacher will go through the family book with the students.
18. An explanation of this will be required. Students will need to fill in page 1 of the Family Book in
preparation for Lesson 3.
TEACHING STRATEGIES
Reviewing previous lesson discussing
Pair work
17
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Assessment
Discussing what we did in the previous lesson.
Assessment of learning
(summative assessment)
Assessment as learning
(self assessment)
Assess their knowledge on families and people outside of there immediate family
Adjustments / Differentiation
Students work collaboratively to gather information. This supports the learning needs of students, as they are able to assist each other when one student is
experiencing difficulties with the task.
Group discussion will help children scaffold their learning. This will allow students to work together and share ideas and understandings to each other. This
will improve diversity amongst the students.
Reflection/Evaluation
SELF AS TEACHER
By the end of this lesson, I want to ensure that as a teacher I can ask myself questions as such:
Students will need to show sophistication in their writing by using accurate grammar, spelling and punctuation.
Using the correct historical vocabulary.
18
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Year Level: 1
Duration: 30 minutes
How has family life changed or remand the same over time?
Lesson Overview
This lesson is aimed to cover the learning area of History at a Year 1 level. Group discussions will be foregrounded throughout this lesson to help promote students
learning from their prior knowledge in relation to family structure and roles today. Students will further their knowledge on family structures in this lesson via whole
group and peer discussion. Students will build upon each other to deepen their understanding of the diverse family structures within their class and in the wider
community. Students will participate in an individual activity where they will be required to draw their family portrait that will then be used as an assessment tool.
Lesson Objectives
By the end of this lesson, students will have an opportunity to demonstrate their ability to:
Acknowledge and understand what family is and who their family members are
The different structures of families and family groups today, and what they have in common.
19
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Resources
Classroom Organisation:
LESSON PROCEDURE
Teacher will place on the small whiteboard a picture of their family structure with labels above
Orientation each member before the lesson begins to refer to in the procedure phase. Teacher will begin
lesson by asking students to move down to the carpet area of the room and to sit in a small
circle. Teacher will reflect on previous lessons task of students going home to discuss their
family structure with their family. Before teacher starts asking volunteers to explain their family
structure to their peers, teacher will remind students that not all families are the same.
Teacher will give an example of this via getting students to focus on her family structure whilst
she presents it. Teacher will give an example of a comparison with another family structure
(I.E. I have two brothers and three sisters in my family when I know that Peter only has one
brother and one sister). Teacher will then ask for volunteers to share their family structure with
their peers. Before teacher sends students back to their desk, teacher will ask scaffold their
learning by asking three questions and get 2 responses for each.
Procedure
TEACHING STRATEGIES
Reviewing previous lesson discussing
Individual activity
20
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Assessment
Teacher can assess students knowledge of this topic via their participation in class discussion and their art work in their My Family
booklet.
Assessment of learning
(summative assessment)
Teacher can use summative learning examples through student engagement and participation in class along with their My Family
booklet at the end of the unit.
Assessment as learning
(self assessment)
Children will assess their own learning via participating in class discussion and completing an individual activity.
Adjustments / Differentiation
Teacher should be sensitive to children who do not wish to discuss or draw their family structure. If students do not wish to draw their family structure,
students can use the vocabulary list on the board and write their family structure to the best of their ability. Teacher will get student to explain their
structure so they can make any amendments.
Reflection/Evaluation
SELF AS TEACHER
By the end of this lesson, I want to ensure that as a teacher I can ask myself questions as such:
21
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
For students who have finished their drawing before their peers, students can use the vocabulary list on the whiteboard to label each of their family
members. A further extension activity could include students drawing an image on their portrait that represents an importance in their family (E.G.
family plays board games every weekend, draws a board game).
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By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Year Level: 1
Duration: 30 minutes
How has family life changed or remand the same over time?
What are the similarities and differences between Nuclear and Blended families?
Lesson Overview
This lesson is aimed to cover the learning area of History at a Year 1 level. It will be highlighting the Australian Curriculum in regards to present and past family life
that the students will be learning about in this unit.
Students will further their understanding of family structures through identifying that they vary significantly in size and composition. The teacher will
discuss the term nuclear families and how that does not predominate in our society as it once did. Teacher will define Nuclear and Blended families
with students by using visual representations and peer discussions. Students will observe and discuss the similarities and differences amongst their
peers family structures via completing a family structure table in their family booklets.
Lesson Objectives
By the end of this lesson, students will have an opportunity to demonstrate their ability to:
12
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Resources
Classroom Organisation:
Coloured dots
LESSON PROCEDURE
Teacher will begin lesson by asking the students to move to the back of the classroom and sit
Orientation in front of the whiteboard. Teacher will recap on students prior knowledge on family structures
and how they have changed over time. Teacher will have two separate cards with the words
Nuclear Family and Blended Family that they will place at the top and in the middle of the
whiteboard. Teacher will explain to students that many years ago a Nuclear family was the
most common in society, which includes a mother, father and children. Teacher will use
TEACHING STRATEGIES
Reviewing previous lesson discussing
13
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Conclusio
n
Teacher will begin the second activity via asking students to quickly tip-toe back to their desks
and take out their family books. The teacher will stand out the front of the class with an
enlarged table of what is in their family book and place it on the blackboard so all students can
see. Teacher will discuss very precisely the instructions that students need to follow. Teacher
aide will be assisting teacher by giving each student coloured dots to match the table in their
family books. Teacher will explain that the coloured boxes on the left hand side represent a
different member that may be in their family and they are to place the same coloured dot next
to that box. The teacher will give an example as My dad lives with me at my house, his box is
blue, I am going to place the blue sticker dot next to his name. Teacher will give multiple
examples to ensure students understand the task. Once students have finished placing their
dots on the table, they will decide if their family is a Nuclear or Blended family via writing on
the bottom of the page. Teacher will ask students if there are questions and will discuss if
applicable. Teacher and teacher aide will be walking around assisting students.
The teacher will conclude this activity by getting students to participate in-group discussion at
their desks about the similarities and differences throughout each of their tables. If there is
time at end of lesson, teacher will ask students to volunteer in pairs to explain the similarities
and differences to the whole class.
Individual activity
Assessment
Teacher can assess students understanding of Nuclear & Blended families via their participation in class discussion and their
sentence in their My Family booklet regarding this topic.
Assessment of learning
(summative assessment)
Teacher can use summative learning examples through student engagement and participation in class along with their My Family
booklet at the end of the unit.
Assessment as learning
(self assessment)
Children will assess their own learning via participating in class discussion, small groups and pair activities.
Adjustments / Differentiation
This lesson has included students who may be immobile as this is whole class participation. This can be seen through this activity as children
14
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Teacher aide will assist students who require additional help when completing family booklet
If the teacher recognizes that students are misunderstanding the concept of Nuclear & Blended families, teacher can get students to
participate in role-play as a more hands on experience.
Reflection/Evaluation
SELF AS TEACHER
By the end of this lesson, I want to ensure that as a teacher I can ask myself questions as such:
For students who finish the activity prior to their peers could sit in a small circle at the back of the classroom with their family booklet and discuss and
make a list of things that are similar and different amongst their families and why.
15
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Year Level: 1
Duration: 30 minutes
How has family life changed or remand the same over time?
Lesson Overview
Purpose: In this lesson students develop an understanding of the different types of roles and responsibilities in a family unit, and how these may be different or
similar in other families.
This lesson will look at some of the roles and responsibilities within families today. Students will be able to identify some roles and responsibilities in a family unit by
engaging in an interactive activity, which incorporates the use of ICT. Students will then work individually to identify and describe some roles and responsibilities in
their own families, which they will make note of in their family booklet. After this, students will work in pairs to compare and explain how the roles and responsibilities
are different or similar in a friends family.
This lesson provides students with opportunities to work collaboratively, individually and in pairs to develop their understandings on family roles and responsibilities.
Lesson Objectives
By the end of this lesson, students will have an opportunity to demonstrate their ability to:
1. identify the various roles and responsibilities in a family unit
2. identify and describe the different roles and responsibilities in their own family
3. compare and explain how the roles and responsibilities are different or similar in a friends family
16
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Resources
Classroom Organisation:
Students will be working individually and then in pairs tables need to be arranged
to facilitate this.
Family booklet (For an example see appendix 2.2) & pencils, pens,
rubbers, crayons, etc.
Access to computers with internet to carry out roles and responsibilities
activity.
Roles and Responsibilities Stickers made by teacher (See appendix
5.2)
TEACHING STRATEGIES
Class discussion
Accessing prior knowledge (from previous
lesson)
Collaborative work
17
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Procedure
Conclusion
Individual task
Visual aids to support learning
Assessment
Assessment for learning
(formative assessment)
Asking students to provide suggestions of other roles and responsibilities and making note of these on the board.
Discussing what we did in the previous lesson.
Assessment of learning
(summative assessment)
Assessment as learning
(self assessment)
18
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Indigenous students: Students work collaboratively to gather information. This supports the learning needs of students, as they are able to assist each other
when one student is experiencing difficulties with the task.
Visual learners: Students, who attend to information most effectively through visual tools, will be able to obtain a better grasp of the lesson content through
the various resources provided by the teacher (e.g. the online resource, visual prompts, stickers of roles and responsibilities, etc.)
EAL/D Learners: To meet the needs of students who have English as a second language, plan a time before the lesson to introduce key words and concepts.
New concepts and words can be explained and discussed by using various visual tools. Explaining each word and showing objects or pictures will increase
understandings and familiarity with the language before commencing the lesson.
Reflection/Evaluation
SELF AS TEACHER
Reflect on the lesson and consider the following questions:
What went well in this lesson? Why?
What problems did I experience? Why?
Was it student centered? Should it have been?
What could I have done differently?
What did I learn from this experience that will help me in the future?
Extending Learning / Extension Activities
Extension activities could involve students questioning other family members on the different roles and responsibilities within their homes. This could include talking
to grandparents, which will be beneficial for them for the next lesson in this unit.
19
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Lesson #6: What were some roles and responsibilities in families from the past?
Learning Area: History
Year Level: 1
How has family life changed or remand the same over time?
What are some roles and responsibilities in families from the past?
Lesson Overview
Purpose: In this lesson students develop an understanding of how different types of roles and responsibilities in a family unit have changed or remained the same
over time.
Students will be working collaboratively, looking at and discussing the roles and responsibilities in families in the past. This will be done through and interactive
activity in which the teacher begins a felt board story, roleplaying the roles and responsibilities of a nuclear family from the 40s or 50s. As the story progresses, the
teacher will gradually release responsibility to students by asking them to provide suggestions based on what they have learnt about family structures.
Following this, students will work in small groups to create their own felt board story in which they will role-play various family members and their roles and
responsibilities. Students can also choose to record this as a video on an iPad or recording device. Students will them work individually to reflect on learning by
completing a Venn Diagram comparing a family member from the past to one of their own family.
Lesson Objectives
By the end of this lesson, students will have an opportunity to demonstrate their ability to:
1. identify and describe the various roles and responsibilities in a family in the past
2. compare and explain how the roles and responsibilities in their families compare to the family
from the past
3. represent a story of the roles and responsibilities of families from the past on a felt board
20
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
exploring stories from and about the past (for example letters, diaries, radio or television programs)
Preparation
Resources
Classroom Organisation:
At the beginning of the lesson, students with gather on the mat around the teacher to
listen and contribute to a felt storyboard. Students will be working in small groups to
create a felt storyboard. Tables need to be arranged to facilitate this.
iPads or recording devices need to be made available for students to carry out the
main task of the lesson as well as felt boards and felt characters for each group.
Orientation
LESSON PROCEDURE
TEACHING STRATEGIES
21
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Procedure
Begin felt board story of a family in the past roleplaying various roles and responsibilities.
Make reference to family structures as students prompt questions (e.g. what kind of families
structures were common in the past?)
As teacher is telling the story, students can volunteer suggestions until teacher allows students to
take over while monitoring their discussions and interactions.
Conclusio
n
Collaborative task
Role-playing
ICT inclusion
Venn diagram
Collaborative discussion
Reflection
Assessment
Assessment for learning
(formative assessment)
Encouraging students to contribute ideas to teachers felt storyboard - the roles and responsibilities of families in the past
(nuclear family).
Discussing what we did in the previous lesson.
Assessment of learning
(summative assessment)
Assessment as learning
(self assessment)
Adjustments / Differentiation
Indigenous students: Students work collaboratively to gather information. This supports the learning needs of students, as they are able to assist each
22
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Reflection/Evaluation
SELF AS TEACHER
Reflect on the lesson and consider the following questions:
What went well in this lesson? Why?
What problems did I experience? Why?
Was it student centered? Should it have been?
What could I have done differently?
What did I learn from this experience that will help me in the future?
Extending Learning / Extension Activities
Extension activities can involve students communicating with grandparents about what their family like was like or even parents. And discuss similarities and
differences of then and now.
Year Level: 1
Duration: 35 minutes
23
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Lesson Overview
In this lesson children will explore the structure of an Indigenous family through literature and a video. There will then be class
discussions about the knowledge they learn from these two resources and their understanding of it. Children will then compare and
contrast Indigenous family structures to their own family structures.
Lesson Objectives
By the end of this lesson, students will have an opportunity to demonstrate their ability to:
3. Compare and contrast the structure of Indigenous families to their own families.
4. Identify Kinship and the relevance to Indigenous families.
Preparation
Classroom Organisation:
Resources
Book
My Mob by Kate Merrifield
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By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
LESSON PROCEDURE
Orientation
Procedure
1. As a class discussion, ask the children: Do you know anything about Indigenous
families?
2. After discussing their answers about this prior knowledge, explain that we are going to
read My Mob (1997) (See Appendix 7.0). Say this book that we are going to read now
is about an Indigenous family. Does anyone know what the word Mob means. Explain
that the word Mob means family in Aboriginal language. So when they say Mob they
mean family.
3. Explain that this book is written in Aboriginal language and English. Read large book.
1. Explain to the children what the next activity is by saying so now we are going to draw
on the whiteboard a family circle of Zeminda's family."
2. Draw a circle and place Zeminda in the middle.
3. Then draw another circle around the previous circle and ask the children "which family
members will go into this circle?" Ask the children to come up and stick the pictures
(mum, dad, brother, sisters) in the circle.
4. Finally, draw another circle around the previous circle and ask the children "which
family members will go into this circle?" Ask the children to come up and stick the
pictures (cousins, aunties and uncles) in the circle.
5. At the top of the circle write 'My Mob' and in brackets 'My Family'.
6. As a class, discuss some similarities and differences between the structure of
Zeminda's family and their own by looking at their 'My Family' booklet.
7. Then explain that we are going to watch a video about Indigenous families. Play kinship
video from Twelve Canoes (Appendix 7.1).
8. From the video have a class discussion about something that the children learned and
to clarify meaning.
TEACHING STRATEGIES
Collaborative discussion
Collaborative discussion
ICT inclusion
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By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Assessment as learning
(self assessment)
The teacher reflects on the engagement of the children, if they understand the knowledge and if
they are creating new knowledge about Indigenous families through the class discussions.
The teacher has an anecdotal checklists and ticks off the children who are interacting in the group
discussions. For those children who do not usually interact in the group discussions, they will be
asked questions by the teacher.
Children monitor and assess their learning by responding to the teachers questions in the class
discussion and if they understand this new knowledge.
Adjustments / Differentiation
Through reading a book and watching a video, this lesson is catering for different diverse learning styles.
Through class discussions children are able to learn from other students
Reflection/Evaluation
SELF AS TEACHER
By the end of this lesson, I want to ensure that as a teacher I can ask myself questions as such:
26
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Read My Mob Going to the Beach by Sylvia Emmerton and Jacuanna Elliot and have a class discussion comparing and contrasting
this Indigenous family to Zemindas family.
27
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Year Level: 1
Duration: 35 minutes
Through this lesson, students will be challenged as they are broadening their understandings of Indigenous families, with a
particular focus on roles and responsibilities.
Key Inquiry Question of the Unit:
How has family life changed or remand the same over time?
Lesson Overview
In this lesson children will have class discussions with an Indigenous Elder about the structures of families, Kinship and the roles
and responsibilities within them. Children will look at Indigenous artefacts that will identify the different roles and responsibilities of
men and women from the past. Children will also discuss the similarities and differences between their families and Indigenous
families.
Lesson Objectives
By the end of this lesson, students will have an opportunity to demonstrate their ability to:
28
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Preparation
Resources
LESSON PROCEDURE
Orientation
Procedure
TEACHING STRATEGIES
Collaborative discussion
Collaborative discussion
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By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Collaborative discussion
Individual work
Assessment
Assessment for learning
(formative assessment)
Assessment of learning
(summative assessment)
Assessment as learning
(self assessment)
By watching the Indigenous Elder engage in a class discussion with the students, the teacher is able
to reflect on the feedback that the students are giving and if the learning objectives are being
achieved. The teacher also continues her anecdotal checklist of who is participating in the
discussions from the previous lesson.
The teacher can assess students understanding of this topic as students write one sentence about
their understanding of Kinship in the My Family booklet.
Children monitor and assess their learning by responding to the teacher and Indigenous Elders
questions in the class discussion and if they understand this new knowledge.
Adjustments / Differentiation
Through class discussions children are able to learn from other students
By incorporating a video and having artefacts, this lesson is catering for differing learning styles.
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By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
With knowledge of the artefacts, children do role-plays of the different responsibilities that women and men traditionally had.
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By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Year Level: 1
Duration: 30 minutes
How has family life changed or remand the same over time?
What is different and similar between your Grandparents items and your
items?
Lesson Overview
This lesson is aimed to cover the learning area of History year 1. This lesson will look at the past and present life of the students. This lesson will look at the
similarities and differences between the toys, clothes and objects used during students grandparents time and current time. Exploration into the past will concur
through group discussion, hands on activities and ICT resources. Students will build upon prior knowledge of their personal family structures and apply this
knowledge when investigating their grandparents past.
Lesson Objectives
By the end of this lesson, students will have an opportunity to demonstrate their ability to:
1. Recognise the similarities and differences between their Grandparents past and the students present
through looking at artifacts.
2. Engage and participate in insightful group discussion
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By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Resources
Classroom Organisation:
Now Objects: IPad, Lego, Cars, Dolls (Barbie), Clothes, Tea cup
(See appendixes 9.0)
Then Objects: Spinning top, doll, car/train/bus, Clothes, mug (See
appendixes 9.1)
Now and Then sign
Photos of grandparents provided by Teacher (See Appendixes 9.2)
Photos of students families (See appendixes 2.0)
Computers
Mystery Box
Projector
Interactive webpage 1 (See appendixes 9.3)
Interactive webpage 2(See appendixes 9.4)
LESSON PROCEDURE
Orientation
TEACHING STRATEGIES
Class discussion
Accessing prior knowledge (from previous
lesson)
Collaborative work
33
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Individual task
Visual aids to support learning
Hard or soft?
Monitoring students progress of task
Big or Small?
Pair work comparing
Heavy or light?
Smooth or ruff?
Pair Discussion
How many sides does it have?
Once the item has been guessed the student is to bring the object out and show the students.
They are then to place the object under either past or present sign.
After all the objects have been guessed the teacher and students are to look at the two groups
of artifacts. Group discussion is to then be formed through asking these inquiry questions:
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By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
1. Bring students together on the mat. Explain to students that they are going to be watching a
video and that there a certain things that the students should be considering: (Write these on
the board).
2. Clothes
3. Toys
4. Tables and chairs
Link: (Click on toys and games) Interactive Webpage 2:
https://schoolsequella.det.nsw.edu.au/file/1e321aee-682c-467f-a3b659ad89ad859f/1/14160.zip/at_school/museum.html#
Assessment
Assessment for learning
(formative assessment)
Insightful comments
Questions
Highlighting key points
Assessment of learning
(summative assessment)
Assessment as learning
(self assessment)
Children will be monitoring their own learning through listening and reflecting upon comments and group discussion
Adjustments / Differentiation
This lesson has been created to support diverse learners through incorporating a range of active lessons; e.g. ICT, whole group discussions.
Reflection/Evaluation
SELF AS TEACHER
35
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
36
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Year Level: 1
Duration: 45 minutes
How has family life changed or remand the same over time?
How has family life changed or remained the same over time?
Lesson Overview
This lesson is aimed to cover the learning area of History year 1. This lesson will look at the past and present roles and responsibilities. Students will be able to
plan, prepare and perform a play role in small group displaying their knowledge collected over the past few weeks. Students are to perform the daily life of either
now or then using artifacts and props to enhance the performance. Students will be performing their role-plays in front of their Grandparents. This lesson can be
extended over a few lesson if required.
Lesson Objectives
By the end of this lesson, students will have an opportunity to demonstrate their ability to:
1. Present a role-play displaying now or then daily life representing roles and responsibilities of family
members.
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By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Resources
Classroom Organisation:
The tables and chairs within the classroom need to be pushed to the side of the
room in order to make as much space as possible. The artifacts are to be provided
on a table in the centre of the room. Students will be organized into groups of four
through using the name out of the hat technique.
Few days before the lesson hand out Grandparents slip to each child. This slip is
to invite grandparents to come and watch the students performance.
Resources:
Now Objects: IPad, Lego, Cars, Dolls (Barbie), Clothes, Tea cup (See
appendixes 9.0)
Then Objects: Spinning top, doll, car/train/bus, Clothes, mug (See
appendixes 9.1)
Now and Then sign
Pens and paper
Camera
Family Booklet (See appendixes 1.4)
Grandparents slip (See Appendixes 10.0)
History Assessment Checklist (See Appendixes 10.1)
LESSON PROCEDURE
Orientation
1. Explain the lesson to the students through addressing the inquiry question and the
learning intensions:
To plan, practice and perform a short (4 minute) role-play showing the daily life of
either now or then.
Students are to get into groups of 4-5. Using name out of the hat technique.
TEACHING STRATEGIES
Class discussion
Accessing prior knowledge (from previous
lesson)
Collaborative work
1. Students are to create a role-play based around daily life. They have the freedom to
choose either past or present life.
2. They have 3 minutes in their group to discuss which topic to choose.
Individual task
Visual aids to support learning
38
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Performance
1. Invite Grandparents in to watch (provide chairs to sit on)
2. Select a variety of students to take photos of the performance (suggestion enough
photos per group for follow up lesson, comic strip)
3. Remind the audience of how to be respectful when listening to each others
performance. Ask the students to watch carefully so they can add some warm and cool
feedback at the end of each performance.
4. Select a student to take photos of the performance
5. Teacher is to select groups to come and perform their role-plays
6. Teacher is to address checklist during performance
7. After every performance clap and select students to give warm and cool feedback (use
paddle pop sticks with the students name on to select students).
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By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Conclusion
Students may show the Grandparents their family books and discuss with them what
they have learnt.
Assessment
Assessment for learning
(formative assessment)
Students use prior knowledge with the assistance of their family booklets in order to plan and create a comprehensive and
expressive role-play.
Assessment of learning
(summative assessment)
Children will be assessment through an interactive role play of either past and present. A detailed checklist (see appendix)
will be used to critically analyze and assess childrens knowledge and comprehensive understanding of past and present.
Assessment as learning
(self assessment)
Students reflect on learning through providing warm and cool feedback after group performances
Adjustments / Differentiation
Reflection/Evaluation
SELF AS TEACHER
Reflect on the lesson and consider the following questions:
What went well in this lesson? Why?
What problems did I experience? Why?
Was it student centered? Should it have been?
What could I have done differently?
What did I learn from this experience that will help me in the future?
Extending Learning / Extension Activities
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By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
41
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)