All Lessons!

EDSS468 Connecting Society and Environment
Lesson #1: We are Family

Learning Area: History
Year Level: 1
Duration: 30 minutes
Inquiry Approach Integrating Socially Model of Inquiry

In this model of inquiry, students will begin their development of their knowledge through the tuning in phase. This will provide students with opportunities to
become engaged through the topic of families and what it means to them. They will also be engaged through the students initial curiosity about the topic, and allow
students to look at their personal experience family life.
Key Inquiry Question of the Unit:
Lesson Key Inquiry sub-question:
How has family life changed or remand the same over time?
What does family mean to you?
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
Learning Intentions (for students)

To explore and investigate what families are and what
family means to you.
Students Prior Knowledge
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.
Links to the Australian Curriculum

History
- Historical Understanding
o Present and Past family Life: Differences in family structures and roles today, and how these have changed or remained the same over time (ACHHK028)
- Historical Skills
Chronology, terms and concepts: Distinguish between the past, present and future (ACHHS032)
Historical questions and research: Pose questions about the past using sources provided (ACHHS033)
12
By: Kia Jane Hutchins (S00133567), Hannah Matthews (S00132424), Anna Tibbles (S00102227), Ellie Laube (S00132956),
Brooke Whitehouse (S00093785)
Perspectives and interpretations: Explore a point of view (ACHHS036)
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
Focus activity on the book
Scaffolding
13

Conclusio
n
15. Group discussion: Discuss what family means to them.

16. Scaffold the students learning by posing the same questions that was asked at the beginning of
the lesson such as:
- What do you think family is?
- What does family mean to you now after reading this book?
17. Conclude the lesson with the answers from this. These responses to this question will be relevant
in preparation for Lesson 2.
Collaborative group discussion

Questioning reflecting on learning
Assessment for learning

(formative assessment)
Assessment
Discussions with students to provide teacher with an insight into what students already know about the topic.
Assessment of learning
(summative assessment)
Monitoring students knowledge in regards to their prior knowledge on families

Monitoring the vocabulary used to describe family (e.g. Mum, Dad, Brother and Sister).
Assessment as learning
(self assessment)
Monitoring students knowledge on what family means to them
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:
Have I taught the content correctly?

Have I met the achievement standards?
Am I assessing the students in the correct manner?
Do the students understand the required task?
Is there any students who are struggling? Did I help them?
Is there anything I would do better?
Is there anyway I could have done this lesson better?
What would be the changes
14

Extending Learning / Extension Activities
There are no extension activities for students in this lesson as it is the beginning of the unit in which all students have to answer and gather the same information to
continue on for the next lesson (TesConnect, 2014).
Lesson #2: Looking at other families

Year Level: 1

In this model of inquiry, students will begin their development of their knowledge through the preparing to find stage. This will allow students to establish what they
already know about the topic from the previous lesson and begin focusing on the learning through exploring the differences in other families in comparison to their
own.
How is my family different from my friends family?
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

This lesson will follow on from Lesson 1. Students will be examining photos and data to deepen their understanding of the families, families who are diverse and
how their family is different to their friends families. They will expand on their understanding of the similarities and differences among families and develop their
appreciation of these similarities and differences. Students will begin to look more in depth by comparing these similarities and differences by gradually completing
a family book with the learning they will acquire through this lesson.
Lesson Objectives
By the end of this lesson, students will have the opportunity to demonstrate their ability to:
1.
2.
3.
4.
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.

To explore and investigate how my family is different
to my friends family.
Look at the differences in family structures;

Use the knowledge from the previous lesson to extend their learning

History
- Historical Skills
Chronology, terms and concepts: Distinguish between the past, present and future (ACHHS032)
Historical questions and research: Pose questions about the past using sources provided (ACHHS033)
Perspectives and interpretations: Explore a point of view (ACHHS036)
Preparation
Students will be seated on the map ready for class discussion
Resources
Photos of family members bought in by students and teacher (use

internet resource to assist with this); (See Appendix 2.0)
Whiteboard, markers, blue tack;
Venn-Diagram (drawn on board); (See Appendix 2.1)
A Family Book - prepared for students at the beginning of the lesson
which will gradually be completed throughout the unit (Parents are to
assist with this) (See Appendix (2.2)
16
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
Prompt questions to expand on student

knowledge
Visual aids (photographs)
Individual work Venn Diagram
Pair work
Guidance by teacher to complete activities
17

Assessment
Discussing what we did in the previous lesson.
Compare and contrast the students vocabulary

Completing family booklet
(self assessment)
Assess their knowledge on families and people outside of there immediate family
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.
SELF AS TEACHER

Students will need to show sophistication in their writing by using accurate grammar, spelling and punctuation.
Using the correct historical vocabulary.
18
Lesson #3: What does my family look like?

Year Level: 1

In this model of inquiry, students will begin their development of their knowledge through the tuning in phase. This will provide students with opportunities to
students to look at their personal family life.
What does my family look like?
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
To identify their family structure and explore and begin

to investigate diverse families within the classroom
1. Students will identify their family structure

2. Make observations on different family diversities within the classroom
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

History
Preparation
Resources
Desks will be in groups as per normal lessons

Students will gather to side of classroom in a circle for discussion
time
Teacher will place buckets of colours in middle of desks that students
can use if they require
Teacher will write a lost of vocabulary words on the board that will
scaffold students which include mother, father, brother, sister, aunty,
uncle, cousin, grandmother, grandfather.
Page 5 of family booklet (Appendix 2.2)

Pencils
Bucket on each desk with coloured pencils for students to use
Whiteboard
Teachers family portrait
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
What is family important?

What makes your family different?
What does a family consist of?
Teacher will use the last discussion question as a lead into the next activity. Based off
students answers, teacher will use them to explain the next activity that involves students
taking the rest of the lesson to draw their own family portrait. Teacher will then use their family
portrait that they has drawn to give students a visual representation of what it should look like
TEACHING STRATEGIES
Towards end of phase, ask prompt

questions to expand on student knowledge
Individual activity
20

in the end. Teacher will remind students that all families are different. Teacher will refer to the
large whiteboard at the front of the class that contains vocabulary words that they could
include in their family portrait (mother, father, sister, brother, grandmother etc.) to label their
members with scaffolding from teacher. Teacher will direct students back to their desk and
remind them that this activity needs to be completed by the end of the lesson. Teacher will put
her family portrait on the front whiteboard for students to refer back to at any time.
Conclusio
With the last 5 minutes of the lesson, the teacher will ask students to finish their drawing and Teacher and students discussion
n
have a small group discussion of how their families are similar as this is building on to next
lessons activity. Teacher and teacher aide will walk around the groups to ensure they are
completing the small group discussions.

Assessment
Teacher can assess students knowledge of this topic via their participation in class discussion and their art work in their My Family
booklet.
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.
(self assessment)
Children will assess their own learning via participating in class discussion and completing an individual activity.
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.
SELF AS TEACHER

21

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).
22

Lesson #4: Nuclear & Blended Families
Year Level: 1

This lesson corresponds to the Preparing to find phase of the Integrating Socially Inquiry Approach.
In this model of inquiry, students will begin their development of their knowledge through the preparing to find phase. This will provide students with opportunities to
students to look at their personal experience family life.
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
Make connections to the different types of families within the classroom

Exhibit pride in their own family whilst learning and appreciating the similarities and
differences in other students families.
Students will observe and discuss the similarities

and differences amongst their peers family
structures via completing a family structure table
in their family booklets.
Understand what a family is
12

Acknowledge who their family is
Begin to identify their immediate family and extended family
Understand the definitions of similar and different

Mathematics | Year 1 | Data Representation and interpretation

Choose simple questions and gather responses (ACMSP262)
Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)
History | Year 1 | Present and past family life
Differences in family structures and roles today, and how these have changed or remained the same over time (ACHHK028)
Preparation
Resources
Students will be seated at side of room in front of the whiteboard

away from chairs and desks.
Family booklet with graph to represent the similarities and

difference of family structures (See Appendix 2.2)
Coloured dots
Individual laminated family figures (See Appendix 4.2)
Laminated Nuclear Family & Blended Family signs (See

Appendix 4.3)
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
Whole group activity
13

laminated cut out of these figures and place under the term Nuclear Family so students have
a visual representation. Teacher will then explain that a Blended family can include any family
member outside the Nuclear family and point back to the top figures and then add on others
to create a blended family. Teacher will then explain that they will be completing a table in their
family booklet to represent who is in their family.
Procedure
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.
Towards end of phase, ask prompt

questions to expand on student knowledge
Individual activity
Teacher and students discussion

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.
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.
(self assessment)
Children will assess their own learning via participating in class discussion, small groups and pair activities.
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

are seated throughout the lesson.
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.
SELF AS TEACHER

What would be the changes?
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
Lesson #5: What are some roles and responsibilities in families?

Year Level: 1

This lesson corresponds to the Finding out phase of the Integrating Socially Inquiry Approach. This involves students discovering more about the types of roles
and responsibilities within families, including their own. Students will develop understandings through engaging in an interactive resource with teacher guidance and
the will be working individually to identify the new learnt concepts, while applying them to the context of their own world.
What are some roles and responsibilities in families?
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
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
identify different roles and responsibilities in

families including your own families
identify similarities and differences between their
own family and another
Understanding on the diverse nature of families

Basic knowledge of the different types of family structures
How to navigate the internet
How to work in collaborative learning experiences
16

Links to the Australian Curriculum: History
History
- examining and commenting on the roles of family members over time (for example listening to stories about the roles of mothers, fathers, caregivers and
children in the past) and comparing these with family roles today (for example work outside the home, washing, cooking, cleaning, gardening, child care)
Preparation
Resources
At the beginning of the lesson, students will gather in a group to complete an

activity on the classroom projector with the teacher they can either stay seated at
their desks of gather on the mat with a clear view of the projector screen.
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)
Online resource: http://www.scootle.edu.au/ec/viewing/L1006/index.html
Students will be working with their family booklet.

LESSON PROCEDURE
Orientation
Step 1: Recap on the previous lesson

Briefly discuss what we did during our last lesson for this unit (Family Structures)
Step 2: What kinds of roles and responsibilities do families have?
To introduce the concept of roles and responsibilities, open up the following link on the projector
screen: http://www.scootle.edu.au/ec/viewing/L1006/index.html
Walk through this resource with students. Explain the various roles outlined in the resource.
Complete one family with students allowing them to suggest ideas of which family member does
what in the household.
After completing the first family with students, ask students if a certain family member could do
more than those jobs.
Ask students to volunteer other roles and responsibilities, and make note of these on a poster and
display on the wall for all to see and refer to at t a later date (they can use these later on when
identifying roles and responsibilities in their own families).
Scaffolding suggestions: who Takes / picks kids up from school, helps with homework, goes to
work, looks after children
TEACHING STRATEGIES
Class discussion
Accessing prior knowledge (from previous
lesson)
Collaborative work
Scaffolding learning and prompting prior

understandings
17
Procedure
Step 3: Provide a brief overview of the lesson:

This lesson we will explore the different roles and responsibilities in our own families, and we will be
comparing with a friends family.
Step 4: What are the roles and responsibilities in my family?
Explain to students that they need to think about what roles each family member does in their
family.
Students will be provided with stickers with images representing the roles and responsibilities on the
online resource.
Students can also write these down in their family booklet (they may require assistance writing
they could include suggestions on the board).
Students work individually to record the roles and responsibilities in their own families in their family
booklet.
Move around the classroom monitoring student progress and support students when required.
Step 5: Are they any different to my friends family?
Once everyone has finished their own family, ask each child to find a partner and look at
differences or similarities in their family roles and responsibilities.
Allow time for pairs to discuss why they are different or the same.
Conclusion
Individual task
Visual aids to support learning
Assistance / support students
Monitoring students progress of task

Pair work comparing
Pair Discussion
Step 6: Sharing time

Ask students to volunteer their work and discuss the similarities and differences with their friends
family.
Briefly explain that in order for a family unit to work well, we need these roles and responsibilities.
Step 7: Discussion and reflection time
Discuss and reflect on what we have learnt about families and their roles and responsibilities.
Reflecting on lesson and learning
Assessment
Asking students to provide suggestions of other roles and responsibilities and making note of these on the board.
The family booklet.
(self assessment)
Reflection on learning at the end of the lesson.
18

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.
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?
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
Lesson #6: What were some roles and responsibilities in families from the past?
Year Level: 1
Duration: 30-40 minutes

This lesson corresponds to the Finding out phase of the Integrating Socially Inquiry Approach. This involves students discovering more about the types of roles
and responsibilities within families in the past. Students will develop understandings through engaging in an interactive resource with the teacher, who begins with
modelling the task to students and gradually releasing responsibility to students. Students then work in smaller groups to demonstrate their learning through roleplaying to create their own story. Students will compare a family from the past with their own (making connections).
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
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
make inferences about home life a long time ago

identify similarities and differences between roles and
responsibilities between families past and present
communicate, through role play what they have learnt
about home life

Understanding on the diverse nature of families
Basic knowledge of the different types of family structures
How to navigate the internet
How to work in collaborative learning experiences
20

History
- Historical Skills
o Analysis and use of sources
Explore a range of sources about the past (ACHHS034)
discussing with parents and grandparents about life in the past
exploring stories from and about the past (for example letters, diaries, radio or television programs)
Preparation
Resources
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
Family booklet (For an example see appendix 2.2) & pencils,

pens, rubbers, crayons, etc.
iPad or camera device to record their record their felt board story
Felt board and characters for family members (6.0 for each
group)
LESSON PROCEDURE
TEACHING STRATEGIES
Step 1: Recap on the previous lesson

Briefly discuss what we did during our last lesson for this unit (Roles and Responsibilities of our
family and a friends family)
Review the roles and responsibilities ask students to volunteer answers and write them on the
board.
Discussion with class
Step 2: Provide a brief overview of the lesson:

This lesson we will explore the different roles and responsibilities in families from the past, and
students will be comparing them with their own family.
Step 3: What kinds of roles and responsibilities did families have a long time ago?
To introduce the concept of roles and responsibilities in a family from the past, gather students in a
circle on the floor around you
Review prior learning
Collaborative learning through interactions

and role-play
Imaginative learning experience that
21
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.
Step 4: Collaborative Felt Board Story Families then and now:

Students will then work in small groups and create their own felt board story collaboratively
They need to role play a family from the past and one from now
Students can decide to record their story on an iPad or recording device
They can then present this to the rest of the class and discuss
Step 5: Are they any different to my family?
Students will now work individually to complete a venn diagram in their family booklet to compare a
family member from a nuclear family from the past to one family member of their own family.
Students are to choose a family member from each (e.g. a mother from the past, my mother now)
and compare their roles and responsibilities within the family unit.
Students need to illustrate and write a sentence (with support from teacher or teacher aide) stating
what the roles were then and now
Conclusio
n
Step 6: Sharing, discussion and reflection time

Discuss and reflect on what we have learnt about families and their roles and responsibilities.
Discuss how families are different or the same to their families now.
applies content knowledge
Collaborative task
Role-playing
ICT inclusion
Venn diagram
Collaborative discussion
Reflection
Assessment
Encouraging students to contribute ideas to teachers felt storyboard - the roles and responsibilities of families in the past
(nuclear family).
The family booklet.

Monitoring discussions between students when contributing to the stories.
(self assessment)
Reflection on learning at the end of the lesson.
Indigenous students: Students work collaboratively to gather information. This supports the learning needs of students, as they are able to assist each
22
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.
SELF AS TEACHER
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.
Lesson #7: Indigenous Families and Kinship

Year Level: 1

This lesson corresponds to the going further phase of the Integrating Socially Inquiry Approach. Through this lesson, students understanding of
Indigenous families will be extended by learning about Kinship.

23

What is the structure of an Indigenous family?
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
3. Compare and contrast the structure of Indigenous families to their own families.
4. Identify Kinship and the relevance to Indigenous families.
Discuss Kinship and the similarities and

differences between Indigenous families
and students families.
What family means to them

The diversity and different structures of families
The different roles and responsibilities of family members
Historical Knowledge and Understanding

Historical Skills
Distinguish between the past, present and future (ACHHS032)

Pose questions about the past using sources provided (ACHHS017)
Explore a point of view (ACHHS020)
Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022)
Preparation
Children sitting on the floor in front of the whiteboard/data
Resources
Book
My Mob by Kate Merrifield
24

projector with My Family booklet with them.
Whiteboard board and markers

Pictures of each member of Zeminda's family
'My Family' booklet
Kinship video from http://www.12canoes.com.au/
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
ICT inclusion
25

Conclusio
18. Discuss if Zeminda's family circle is correct or if it needs changing.
n
19. Discuss how Zeminda and her brothers and sisters and cousins are actually in one circle Collaborative discussion
with her parents, aunties and uncles surrounding them.
20. Explain that this is Kinship and sum up the main points of Kinship.
o Aboriginal people live in an extended family unit
o Children are the responsibility of not only their biological parents but their entire
extended family
o Elders and grandparents have a very important role in traditional and
contemporary families and help raise their grandchildren
o Story-telling is important and is passed down from the grandparents to the parents
to the children
21. Have a child take a photo of the Zemindas family circle on the iPad (Teacher prints off
photo and glues into the booklets) (See Appendix 2.2).
Assessment
(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.
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
SELF AS TEACHER
Do children understand the concept of Kinship

Do children understand that there are similarities and differences between different Indigenous families and between
26

Indigenous families and their own.
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

Lesson #8: The Roles and Responsibilities of Indigenous Family Members
Year Level: 1

This lesson corresponds to the going further phase of the Integrating Socially Inquiry Approach.
Through this lesson, students will be challenged as they are broadening their understandings of Indigenous families, with a
particular focus on roles and responsibilities.
What are the roles and responsibilities of Indigenous families?
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
Explain Kinship and its importance

Identify the roles and responsibilities of the members in an Indigenous family
from the past
Compare the similarities and differences between the roles and responsibilities
of members of the Indigenous Elders family and their own
Using the artefacts to identify the different

roles and responsibilities of Indigenous
men and women from the past.
What family means to them

The diversity and different structures of families
The different roles and responsibilities of family members
The structure of Indigenous families
The relevance of Kinship to Indigenous families
28

History
Historical Knowledge and Understanding

Historical Skills
Distinguish between the past, present and future (ACHHS032)

Pose questions about the past using sources provided (ACHHS017)
Explore a point of view (ACHHS020)
Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022)
Preparation
Resources
Classroom Organisation: Children sit on the floor in a group in front of
the Indigenous elder.
Invite an Indigenous elder to come and speak with the

class
Indigenous artefacts
Kinship video (Share Our Pride)
http://shareourpride.reconciliation.org.au/.../our-culture/,
iPads
My Family booklet
LESSON PROCEDURE
Orientation
Procedure
1. Engage children and activate their prior knowledge by watching a video

about Kinship (Share Our Pride) and the structure of Indigenous families (see
Appendix 8.0).
2. Have a class discussion about the video and clarify the students knowledge.
3. Ask students to write in the My Family booklet Kinship is. (See Appendix
2.2)
1. Introduce the Indigenous Elder to the students and explain that they will be
talking to the class in todays lesson about the roles and responsibilities in
his/her family.
2. Points that the Indigenous Elder will touch on include:
3. Traditionally the men would hunt, the women would cook and the children
would play/learn from the older members of the mob
TEACHING STRATEGIES
29

4. These days every Indigenous family is different and many are just like the
students
5. However, even though times have change Kinship has stayed the same the
younger generation is taught by the older generation and elders.
6. The Indigenous Elder then talks to the students about some traditional
artefacts that the Indigenous men and women would use when they would
be doing their different roles (grinding stone, container, shovel, traps, axe,
fishing spear) in the past (See Appendix 8.1).
7. Have a class discussion where children compare these roles to their own
families.
8. Children take photos of these (teacher later prints them and glues them into
their My Family booklet.
Conclusio
1. In conjunction with the Indigenous Elder, the teacher sums up the past two
n
lessons on Kinship and the roles and responsibilities.
2. Students then write in their My Family booklet Kinship is.
Individual work
Assessment
(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.
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.
30

SELF AS TEACHER
Do children understand the concept of Kinship?

Do children understand that Indigenous families are diverse yet different to their own because of Kinship?
Do children understand the different roles and responsibilities that Indigenous men and women have and how they are
similar/different to their own families?
With knowledge of the artefacts, children do role-plays of the different responsibilities that women and men traditionally had.
31
Lesson #9: Grandparents Past

Year Level: 1

Finding out: In this lesson students will engage in the finding out inquiry stage. Through this students will be exploring and investigating past artifacts and family
structures.
Sorting out: In this lesson students will engage in the sorting out inquiry stage. They will be organizing and sorting through the artifacts in to groups of past and
present. Discussion will be based around items of the past and present and students will be able to present their ideas through oral discussion.
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
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
Discuss the similarities and difference

between now and then items.

Students have studied the present and past family life within the context of the students own world. Students learn about similarities and differences in family life by
comparing the present with the past. They began exploring the links, and the changes that occurred over time.
History
32

Historical Skills:
o Identify and compare features of objects from the past and present (ACHHS035)
Preparation
Resources
The lesson begins with students in a circle sitting on the mat.
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
1. Gather students in a circle on the mat

2. State the inquiry question How does my family compare to my grandparents family? and the
learning intensions:
Discuss the similarities and difference between now and then items.
Participate in group discussions
3. Look at photos on the board of Grandparents family and current families. Ask inquiry questions
such as:
How many people are in each family?
What do you notice?
What kind of clothes are they wearing?
Who belongs in their family?
Why do you think it is so different now?
What is similar to your Grandparents?
What is different to your Grandparents?
Throughout the discussion the teacher is to write down the childrens answer on the board next to
the photos. The teacher is to engage the students in the discussion through scaffolding and asking
particular students questions. Once a rich and comprehension discussion has formed it is time to
TEACHING STRATEGIES
Class discussion
lesson)
Collaborative work

understandings
33

move on to the next activity.
Procedure
1. Mystery box (Whole Group)

Teacher is to select an artifact from either past or present and put it in the mystery box. Place
the two signs (now and then) on the ground in front of the mystery box
Then the teacher is to select one student to come up and feel what is inside the box (Repeat for
every individual item). The student has to guess what the object is and whether it is from the
past or the present. Other students can suggest ideas based upon the description from the
student.
Scaffolding ideas to help students describe the object.
Individual task
Hard or soft?
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:
Have we put the objects in the correct categories?

How do we know this?
What can you see that is different between the two groups? (Compare individual items
e.g. cars)
What are the items made of?
What is it used for?
How has it changed over time?
2. ICT Activity (Partners)

Show students the link below and explain the game:
Click on old or new?
In partners students have to decide which items are old and which items are new. They will
have to discuss why they think it is new or old. Then students will have to click and drag the
picture into the correct box.
Link: Interactive Webpage 1:
https://schoolsequella.det.nsw.edu.au/file/1e321aee-682c-467f-a3b6-
34

59ad89ad859f/1/14160.zip/toys_games/index.html
Conclusion
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:
Reflecting on lesson and learning
https://schoolsequella.det.nsw.edu.au/file/1e321aee-682c-467f-a3b659ad89ad859f/1/14160.zip/at_school/museum.html#
5. Brief discussion: What did the students notice?

6. Revisit the learning objectives:
Recognise the similarities and differences between their Grandparents past and the
students present through looking at artifacts.
Engage and participate in insightful group discussion
Assessment
Access students participation in-group discussions. Look for:
Insightful comments
Questions
Highlighting key points
The family booklet.
(self assessment)
Children will be monitoring their own learning through listening and reflecting upon comments and group discussion
This lesson has been created to support diverse learners through incorporating a range of active lessons; e.g. ICT, whole group discussions.
SELF AS TEACHER
35

Students are to fold an A4 piece of paper in half.

On one half write now and on the other half write then.
Students are to select an artifact that the have seen and draw the now and then version of it. Then they are to write a sentence at the bottom of each
picture one difference.
36
Lesson #10: Role Play

Year Level: 1

Making Connections: Throughout this lesson students will be engaging in the making connections inquiry approach. Students will be required to draw upon
previous knowledge in order to plan a relevant and appropriate performance. Students will need to reflect on what they have learnt about either now or then daily
life and incorporate this knowledge in to a short role-play.
Taking Action: The students will be engaging in the taking action inquiry approach throughout this lesson. Students will be able to reflect upon prior knowledge
learnt over the past few weeks and apply it in a meaningful and real world situation. By sharing this work with the students Grandparents they are able to display the
knowledge that they have learnt in an effective and expressive manner.
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
1. Present a role-play displaying now or then daily life representing roles and responsibilities of family
members.
To plan, practice and perform a short (4

minute) role-play showing the daily life of
either now or then.

Students have studied the present and past family life within the context of the students own world. Students learn about similarities and differences in family life by
comparing the present with the past. They began exploring the links, and the changes that occurred over time.
History
37

Historical Skills:
o Develop a narrative about the past (ACHHS037)
o Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS03)
Preparation
Resources
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
lesson)
Collaborative work

understandings
Procedure
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
38

3. Then student have 10 minutes to plan a role-play within their family book. They are to
write in their books:
Title (topic)
Characters (roles and names)
Introduction
Main event
Conclusion
4. Teacher is to walk around the groups and scaffold through asking questions:
Who are the characters in your role-play?
Does that represent the typical family structure of that time period?
What are the roles and responsibilities of each character?
What is going to happen in your role-play?
Would this show the typical life of people in that time period?
5. Teacher is to ensure that each student has written the basic plan of their role-plays in
the books before they may start practicing.
6. Before students begin practicing their role-play students are to make it known to each
student their roles and responsibilities.
7. Give students 15-20minutes of practicing.
8. Teacher is to ensure that students are on track and that the role-plays are being used in
an appropriate way.
9. The last 5 minutes of practicing introduce the artifacts for the students to use.
10. Give them 2 minute and 1 minute warnings before the performance begins.

Pair work comparing
Pair Discussion
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).
39

8. After all of the performances thank the Grandparents and audiences.
Conclusion
Students may show the Grandparents their family books and discuss with them what
they have learnt.
Collaborative / small group show and tell
Assessment
Students use prior knowledge with the assistance of their family booklets in order to plan and create a comprehensive and
expressive role-play.
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.
(self assessment)
Students reflect on learning through providing warm and cool feedback after group performances
This lesson is appropriate and accommodates to all learners.
SELF AS TEACHER
Students are to fold an A4 piece of paper in half.

On one half write now and on the other half write then.
Students are to select an artifact that the have seen and draw the now and then version of it. Then they are to write a sentence at the bottom of each
picture one difference.
40
41

All Lessons!

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

All Lessons!

Uploaded by

Copyright:

Available Formats

EDSS468 Connecting Society and Environment

Lesson #1: We are Family

Inquiry Approach Integrating Socially Model of Inquiry

Lesson Key Inquiry sub-question:

What does family mean to you?

Learning Intentions (for students)

Students Prior Knowledge

Links to the Australian Curriculum

EDSS468 Connecting Society and Environment

Perspectives and interpretations: Explore a point of view (ACHHS036)

Focus activity on the book

EDSS468 Connecting Society and Environment

15. Group discussion: Discuss what family means to them.

Collaborative group discussion

Assessment for learning

Monitoring students knowledge in regards to their prior knowledge on families

Monitoring students knowledge on what family means to them

Have I taught the content correctly?

EDSS468 Connecting Society and Environment

Lesson #2: Looking at other families

Inquiry Approach Integrating Socially Model of Inquiry

Lesson Key Inquiry sub-question:

How is my family different from my friends family?

EDSS468 Connecting Society and Environment

Learning Intentions (for students)

Students Prior Knowledge

Look at the differences in family structures;

Links to the Australian Curriculum

Students will be seated on the map ready for class discussion

Photos of family members bought in by students and teacher (use

EDSS468 Connecting Society and Environment

Prompt questions to expand on student

Visual aids (photographs)

Individual work Venn Diagram

Guidance by teacher to complete activities

EDSS468 Connecting Society and Environment

Assessment for learning

Compare and contrast the students vocabulary

Have I taught the content correctly?

Extending Learning / Extension Activities

EDSS468 Connecting Society and Environment

Lesson #3: What does my family look like?

Inquiry Approach Integrating Socially Model of Inquiry

Key Inquiry Question of the Unit:

Lesson Key Inquiry sub-question:

What does my family look like?

Learning Intentions (for students)

To identify their family structure and explore and begin

1. Students will identify their family structure

Links to the Australian Curriculum

EDSS468 Connecting Society and Environment

Desks will be in groups as per normal lessons

Page 5 of family booklet (Appendix 2.2)

What is family important?

Towards end of phase, ask prompt

EDSS468 Connecting Society and Environment

Assessment for learning

Have I taught the content correctly?

EDSS468 Connecting Society and Environment

Is there anything I would do better?

Extending Learning / Extension Activities

EDSS468 Connecting Society and Environment