The Effects of Growth and Change

Big picture concept: Students will develop knowledge and understanding of growth and change from a number of different perspectives. Students will learn that growth and change can come in many forms and is essential to human existence. Year Level: Stage 2 & 3 Focus questions: What grows and changes? Organs in the human body and their function Purpose, function and organs in the respiratory system How does the respiratory system work? What is our lung capacity? How can we improve our lung capacity? How does playing a musical instrument change our breathing? Purpose, function and organs in the digestive system How does the digestive system work? How does our digestive system break down different foods Purpose, function and organs in the circulatory system How does the circulatory system work? How does blood move around the body? How does physical activity affect the body? How does healthy eating affect the body? What are the food groups on the eat well plate? The benefits of physical activity and healthy eating. What is a drug? What are medicines and who gives them to me? How do we store and use medicines safely at home?

How does smoking affect us? What can I do if someone is smoking near me? What are alcoholic drinks and what do labels tell us? What affect does alcohol have on the body? How do cities, towns and countries grow and change? How has the local area changed over time? Aboriginal heritage in the local area. How has life changed? Are there any local Aboriginal sights surviving in the local area today? What is the Aboriginal cultural practice in the area today? Flora and fauna of the local area. Significant people in the history of the local area. Crossing of the Blue Mountains and the settlement of the Lithgow area (brief). History of the Cullen Bullen area. Significant buildings and landmarks of the local area.

Understandings, Concepts/ Big Ideas: During this unit students will gain an understanding growth and change from the perspective of the human body. They will learn about the complex systems that help the body grow and the changes that occur in these systems. Students will learn about the respiratory, circulatory and digestive system; their function, and the affects exercise and healthy eating have on these systems. Students will learn about the changes that occur in these systems, such as; oxygen changing to carbon dioxide, how food changes through the digestion process and the change in size of organs in the respiratory system. As well as learning about the effects of physical exercise and healthy eating on the body, students will also develop knowledge of the effects of drugs, alcohol and tobacco on the body. In addition to learning about growth and change of the human body, students will also learn about growth and change from a historical perspective. Students will learn about the growth and change of the environment and the people in the local community. Students will gain information about the significant changes in the local area, who played a part in the changes and how it has affected the local area today. Students will also gain an understanding of that there can be different viewpoints and interpretations of the same event. Aboriginal perspectives will be imbedded in the local history study and students will acquire knowledge of the local indigenous population and their cultural practices.

Throughout the unit students will be undertaking kinesthetic, visual, linguistic, auditory and mathematical activities to cater to the different learning styles of students. Students will also be required to create and use higher-order thinking to demonstrate their learning. This unit also gives students the opportunity to connect their learning to other key learning areas such as English, creative and performing arts and mathematics through the range of activities. Outcomes and Indicators: Science and Tech INVS2.7 Conducts investigations by observing, questioning predicting, testing, collecting, recording and analyzing data and drawing conclusions. poses decide which, find a way to or find the effect of questions Identifies, with guidance, the types of measurements and data to be collected and decides how to do this and with whom Uses equipment accurately, reliably and PDHPE PHS2.12 Discusses factors influencing personal health choices Discusses food needs for the body Recognises the need for a balanced diet DMS2.2 Makes decisions as an individual and as a group member Considers choices about eating GDS2.9 Describes life changes and associated feelings Identifies functions of the body ALS2.6 Discuss the relationship between regular physical activity HSIE ENS2.6 Describes peoples interactions with environments and identifies responsible was of interacting with environments locates different features of the environment identifies some of the problems and possible solutions as a result of changes to the local environment gives reasons for changes to the local area Uses maps to locate reference points Locates and describes Creative Arts VAS2.1- Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter Creates an imagined landscape of the local area VAS2.2 Uses the forms to suggest the qualities of subject matter Experiments with techniques to represent an aerial view of the local area DRAS2.1- Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of situations English TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts. TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. WS2.9- Drafts revises, Mathematics MS2.1 Estimates, measures, compares and records lengths, distances and perimetres in metres, centimetres and milimetres. DS2.1 Gathers and organises data, displays data using tables and graphs and interprets the results. MS2.5- Reads and records time in one minute intervals and makes comparison between time units. SGS2.3 Uses simple maps and grids to represent position and follow routes

safely Records data in an appropriate form and works out trends or patterns in the collected data Reports to others, using simple factual texts that have been chosen in consultation with the teacher e.g. information texts, procedures, explanations Suggests improvements to procedures LTS2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment. Internal organs (e.g. heart, lungs) and

and health Identifies how physical activity may affect the body

physical, political and cultural areas States positive and negative effects of environmental changes Infers the way the local Aboriginal people (use local name) may have interacted with the local environment Understand that the Aboriginal people (use local name) used the land in an ecologically responsible manner CCS2.2 Explains changes in the community and family life and evaluates the effects of these on different individuals, groups and the environment Identifies and

Takes on individual and group roles DRAS2.2 Builds the action of the drama by using the elements of drama, movement and voice skills Devises action through movement DRAS2.3- Sequence the action of the drama to create meaning for the audience Makes decisions with others with a group about sequencing and dramatic structure DRAS2.4 Responds to, and interprets, drama experiences and performances Forms and exchanges opinions about drama experiences and performances

proofreads and publishes wellstructured texts that are more demanding in terms of topic, audience and written language features RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events TS2.2- Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. WS2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type WS2.13- Discusses

systems (e.g. respiratory, nervous) serve particular purposes which help living things (animals and plants) to function and survive. The cell is the building block of living things and growth occurs when cells increase in number.

describes positive and negative effects of change in the local area Suggests changes of lifestyle as a result of changes to the local area Identifies the diversity of Aboriginal peoples Locates the area of the local Aboriginal people(s) Understands that Aboriginal heritage includes connections to the land spiritually and physically Recognises the Aboriginal people who were the original owners of the local area

how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.

The Effects of Growth and Change: Unit Experiences

Experiences
Introducing the Topic of Growth and Change Brainstorm: Propose the question What grows and changes. Ask the students to talk to the person next to them about their ideas. Brainstorm with the class to find an answer to this question. Answers could include; animals, humans, plants, land, towns and cities. Create a sub brainstorm off the human branch, and ask students what changes about humans. Answers could include; hair, teeth, height, weight, muscles and bones. Explain to students that all of the areas of they have mentioned that grow and change are made up of different organs and body systems that assist with the growth and change of our body from birth. Pass the ball: Students stand in a circle and as a ball is passed to them they must state different parts of the body that they know of. Augmented Reality - Human Body: Students stand in front of the interactive whiteboard one at a time holding the supplied marker over their body and see what their organs look like in their body. Visual Representation: On a large felt board students work together to put together different parts of the human body. Once this is completed students will get a partner to draw around them on large butchers paper and will then draw in the major organs. These cut out will then be displayed and revisited throughout the unit, adding in labels, descriptions the functions of different organs and which body system specific organs belong too. Respiratory System Video: After the video students are to fill in the worksheets with the facts that they remember. Visual Representations: Students add labels to the body cut out that they created at the beginning of the unit. Model: Students are to create a model demonstrating how air goes in and out of the lungs. 1. Fill the bottle half way with coloured water. Put the straw in it and place the clay over the opening (holding the Respiratory system video: http://kidshealth.org/kid/htbw/RSm ovie.html Model materials: Plastic bottle each student Small lump of clay

Resources

Augmented reality website: http://www.learnar.org/bio_organs_d emo.html

straw in place coming out of the bottle). 2. Tell the children that the straw is like your windpipe; the clay is like your throat; the bottle is like your chest. The movement of the coloured water is to represent the movement of air in and out of your lungs. 3. Push in on the bottle. This makes the bottle smaller. This is like making your chest smaller. This pushes the water (air) out. 4. Stop pushing in on the bottle. This makes the bottle bigger. This is like making your chest bigger. Air pressure pushes the water (air) in. Ask student to put their hands on their chest while they breathe. Can they feel how changing the size of their chest makes the air go in and out? Ask students to explain to their peers how this is like the bottle. Measuring Lung Capacity: Students will create and experiment to measure their lung capacity. 1. Divide students into pairs and ask them to think of a way that we could measure the amount of air our lungs can hold. (If they are having trouble, hold up a balloon and let them make the connection.) 2. Explain that they will be measuring their lung capacity (amount something can hold) using balloons. To show the size of one person's lung capacity in comparison with another's you will be measuring how big around the balloon gets. 3. Demonstrate how to measure the circumference of a balloon that you've blown up with the string and then how you measure the amount of string used with a ruler. (It's best to pick a partner to demonstrate this so that the children understand the role of both people on a team.) 4. Go over the recording sheet with them explaining that in each of the 5 tries they will make a guess or estimate first and then actually blow up the balloon with one breath and measure it. Partners will take turns helping the other. 5. Take a poll of how many students think that their guesses will get better with every try. 6. Discussion: Give each student an opportunity to tell his/her lung capacity. Follow up pre-measuring poll by asking students how close their guesses were in the beginning and how close they were on try #5. Students write a procedure on how to find lung capacity. Musical Breathing: Students will experiment with different musical instruments to gain an understanding of the different types of breathing needed in everyday life. Students will present an oral report describing the differences they noticed between regular breathing and breathing to play a tune.

1 straw each student Coloured water

Lung Capacity Materials: For each pair of students: string (cut to 15cm long - long enough to fit around an inflated balloon) balloons rulers recording sheet with space for several attempts in both "Estimate of Circumference" and "Actual Circumference"

Musical Breathing Materials: pictures of wood and brass instruments (French horn, trumpet, tuba, trombone, flute, bassoon, oboe, clarinet, etc.) harmonicas, penny whistles, recorders, and kazoos http://www.henry.k12.ga.us/cur/myb

ody/resp_lessons.htm

Digestive System Video: Watch the magic school bus video about the digestive system. Students will then be given cards with each step of the digestive system. They must correctly order the steps in digestion of food. Website/ Visual representation: Students explore the website to discover different aspects of the digestive system. Students use this knowledge to create labels to add to the body cut out that they created at the beginning of the unit. Model of Digestive System: Students and teacher work together to create a model of the digestive system. Students discuss what is happening at each stage of digestion. Students feed the digestive system: Using the interactive whiteboard, students feed the digestive system. This allows students to see the way our digestive system breaks down different types of food. Comic Strip: Students create a comic strip about the travelling through the digestive system. Look at examples of comic strips for inspiration and speak about the different perspectives they could take in their story. Speak about the idea of personification and how this is a special word for giving human qualities and personality to objects. Give examples. Magic school bus video: On hard drive. Website: http://www.childrensuniversity.manch ester.ac.uk/interactives/science/bodya ndmedicine/digestivesystem/ Model: http://www.coreknowledge.org/mimik /mimik_uploads/lesson_plans/517/Dig estion%20%20The%20Fascinating%20J ourney%20from%20Start%20to%20Fin ish.pdf Feed the digestive system: http://science.nationalgeographic.com /science/health-and-humanbody/human-body/digestive-systemarticle.html

Circulatory System Website/research: In five groups students research the different body parts that make up the circulatory system; heart, lungs, arteries, capillaries, veins. Students must discuss the role each part plays in the circulatory system. Each group will present the information they found to the class and the class adds the facts their peers have taught them to their own sheet. Blood Rampage:

Website: http://www.nlm.nih.gov/changingthef aceofmedicine/activities/circulatory.ht ml Blood Rampage:

Create large body parts and place them out on a floor surface as they would appear in the human body with enough space for students to move between the different organs. Students will act as blood cells and the teacher will call out a number of different scenarios where students have to move to the correct organ. Students may carry red and blue balloons through the circulatory system red balloon = oxygenated, blue balloon = deoxygenated

large body parts open space Red and blue balloons. Further ideas for blood rampage: http://anatomyphysiologystudyguide.c om/activities-by-system/circulatorysystem Experiment: Stop watches Work sheet

How does physical activity affect the body? Think, Pair, Share: Ask students to think about how exercise could affect our body systems. Give students a minute or two to think about the question before sharing their ideas with a partner and then with the whole group. Experiment: Students take part in an experiment to gain first-hand experience of how physical activity can affect their body. Speak to about their pulse rate, body temperature, breathing rate and ask them to think about how they could find out the changes that occur to their body from undertaking physical activity. Get students to discuss, when they should measure each area (eg. 2 mins before, straight after, 2 mins after). Devise a plan together, and get students to write down their predictions. Students will then undertake their experiment. How does healthy eating affect the body? Graffiti Board: In groups students write down everything they know about healthy eating. Eat Well Plate: Using the interactive whiteboard teacher and students work through the Eat Well Plate PowerPoint discussing each section and the benefits of eating a variety of foods. Un-muddle the plate: Using the interactive whiteboard students work their way through the un-muddle the plate activity, which requires students to work out where a variety of different foods sit on the Eat Well Plate. This allows students to see the variety of foods that make up their meals throughout the day. Create own eat well plate: Students are to create their own eat well plate based on a typical day of eating in their house. Are students plates well balanced? Persuasive Writing: Students write a persuasive writing piece trying to convince the reader to eat healthy and to take part in physical activity. Eat well plate PowerPoint link (also on hard drive) http://www.foodafactoflife.org.uk/She et.aspx?siteId=14&sectionId=61&cont entId=47 Un-muddle the plate: http://www.foodafactoflife.org.uk/Act ivity.aspx?siteId=14&sectionId=61&co ntentId=57

How do drugs and alcohol affect the body? Lessons: Use lessons in the Stage 2 lessons K-6 Drug education resource

Drug education resource: http://www.schools.nsw.edu.au/medi a/downloads/schoolsdrug/learning/yrk 12focusareas/druged/k6_der.pdf Visual representation: Art Materials

Growth and Change in the Local Environment: Return to brainstorm: return to the brainstorm from the first lesson and speak about how we have learnt about different ways that our bodies can grow and change; now we will be learning about different ways that cities and towns grow and change. Visual Representation: Ask students to think about what Cullen Bullen might have looked like before European settlement. Students are to turn to their partner and discuss what the area could have looked like. Students then state their ideas to the class and create a class list of possible characteristics for example; no buildings, grass, dirt, trees, open land, mountains, rivers and dams. Next to this list create a list of characteristics describing Cullen Bullen today eg; buildings, people, cemeteries, houses, shops, schools, roads, cars. Ask students to create a visual representation of the change to the local area over time. Students can be as creative as they please to demonstrate this change. Topic Wheel: Students fill in their ideas about the topic growth and change in our local community on the topic wheel. Internet Research: Students to look at the website showing the Aboriginal language map of NSW Students are to discover what language group they live in and to use the internet and other library resources to investigate who originally lived in the area, how they lived, and other interesting cultural facts. Students are then going to compare this information against the people who live there now. How has life changed? Are there any local Aboriginal sights surviving in the local area today? What is the Aboriginal cultural practice in the area today? Students are to write an information report in their journal logs. Flora and Fauna investigation: Start up a discussion with students about the words flora and fauna. Discuss what the words mean. Ask them if they know about the flora and fauna of the Cullen Bullen area. Speak about native Australian animals and plants that may be present in the area. Explain that it is believed that Cullen Bullen was named after the Aboriginal word for lyrebird. Does anyone know what a lyre bird looks like? Students will then go out into the playground (perhaps local area) and collect specimens of the local flora and bring them into the class to create a display. Students will also paint/draw/collage a picture of a lyrebird to go into the display.

Topic Wheel: Template in Murdoch text Internet research: Aboriginal language map. http://www.curriculumsupport.educat ion.nsw.gov.au/shared/abmaps/nsw.h tm

Significant person case study: Linking to the flora and fauna investigation, students will learn about Allan Cunningham who investigated the flora and fauna of the area in 1822-23. Students create a fact sheet to be included in the flora and fauna display. Crossing of the Blue Mountains map annotation: Students learn about the crossing of the Blue Mountains by Blaxland, Wentworth and Lawson as well as significant other people. Students map the journey of the explorers over the Blue Mountains annotating the map with significant facts. Drama re-enactment: Students dramatise the crossing of the Blue Mountains. History of Cullen Bullen comprehension activity: Students will learn about the settlement of the Cullen Bullen area. Students will read information about the settlement and answer questions related to the reading. Timeline of sequencing: Students will randomly be given significant dates and information in relation to the events spoken about in the local community topic so far. Students will need to work together to sequence the timeline into the correct order. Puzzle Cards: Students read information about significant people in the local area and create puzzle cards with significant facts for their peers to guess who their significant person is. For example; I was born at Paignton, Devonshire, England in 1802. I took up the first land grant in the Cullen Bullen area. I was on good terms with the local Aboriginal people. I chose the name Cullen Bullen from the Aboriginal language. Who am I? Talk Show: Students are to create a talk show with the significant people in the local area as guests. Students will be given task cards to assist them with the portrayal of the different people involved. Give students 10 minutes at the beginning to look over the task cards and get prepared. Talk show can be recorded for assessment and reflective purposes. The talk show will focus on; why did European settlers decide to settle Cullen Bullen? What are the attractive qualities of Cullen Bullen? How would the Wiraduri people have felt when European Settlers settled the area? What were the difficulties in settling the area? What was life like? What jobs became available? Significant buildings landmarks: Students think about the significant buildings in the local area. What had they once been used for? Are there many buildings remaining from the 1800s when the town was first settled? Students are to design a self-guided

Crossing the Blue Mountains info/resources: http://acrossthebluemountains.com.a u/kids.html

walk of the Cullen Bullen area for tourists who may visit the local area. Students are to include, facts and figures and can illustrate their guides. Students will need to develop specific directions for easy use by tourists. Poem: Students have learnt about the significant aspects of the local area and will now demonstrate their understanding through the creation of a poem. Read the poem the Blue Mountains by Henry Lawson and explain to students that Henry Lawson wrote this poem to convey his view of the Blue Mountains. The poem describes how Lawson felt about the Blue Mountains as well as its physical characteristics. The teacher and students will work together to analyse the poem before students write their own poem about Cullen Bullen. Cullen Bullen today letter to the future: Create a class brainstorm about Cullen Bullen today. How has it changed since the 1800s? What are the significant places, occupations, areas etc. of the area today? Students will then write a letter to future inhabitants of the Cullen Bullen area informing them of their learning about the history of the local area (they should include a summary of the history), what life in Cullen Bullen is like today (what do school is like in the year 2013, what are the occupations of residents of Cullen Bullen area, what are some of the leisure activities that residents of Cullen Bullen take part in? and any other information students can think of) as well as students predictions for the future (what do they think Cullen Bullen will be like in the future?) Annotated Exhibit: Students create a history of Cullen Bullen exhibit. Conclusion to topic Question Ball: Students pass a ball around and answer the question; What did I learn in the topic? Time capsule: Recap the topic speaking about the different ways that things grow and change. Ask students how they think the world would be in 10 or 20 years time. Will it still be important for students to learn about growth and change? Will students in the future want to learn about what school and life was like for students in 2013? Will they want to know about they different ways that we learnt information about growth and change? Explain to students that they will be constructing a class time capsule containing information they have learnt throughout the unit on growth and change. This will allow future students of Cullen Bullen public school to gain an understanding of how things have grown and changed since 2013. Plus/minus/interesting: Students write down what they liked about the topic, what they didnt like about the topic and something they

found interesting about the topic. Who wants to be a millionaire quiz: Students participate in the who wants to be a millionaire? quiz about the topic.