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Integrated Unit of Work: Childhood Poverty What is childhood poverty and where did it come from?

? What is life like for a child living in poverty? What can we do to help children living in poverty?
Overarching Outcomes (CF):
1 English 5 Connections, Patterns & Relationships Thinking Laterally Science Understanding Australia 9 Global Community 13

Year Level: Year 5/Year 6

10 Week Program

Rights and Responsibilities

2 3 4

Mathematics Inquiry Learning Finding Technological Solutions

6 7 8

10 11 12

Creativity Growth & Wellbeing Collaboration & Independent Learning

These refer to the Overarching Learning Outcomes in the Curriculum Framework (1998:18-19)

English Program: Language


Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508) Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512) Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words (ACELA1513) Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)

Literature
Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609) Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798) Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)

Literacy
Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students own experiences and present and justify a point of view (ACELY1699) Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700) Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702) Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703) Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1704 & ACELY1714) Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707) Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)

General capabilities and cross-curriculum priorities


Literacy Vocabulary Knowledge Develop the concept of point of view Engage in persuasive writing through campaign ICT capability Use a variety of ICT to research ideas and themes Represent information using different ICT software Critical and creative thinking Develop skills in analysing the viability of solutions and critique timetables as to how realistic they are Intercultural understanding Develop an understanding of the effects of poverty on childhood in other countries as well as here at home Develop an understanding of cultural differences Numeracy Develop understanding of financial planning and financial dealings Develop knowledge of timetable planning

Reading Group
GROUP 1 (Perth) Phoebe, Mark, Ursula, Zachary, Ivan GROUP 2 (Melbourne) Elizabeth, James, Fiona, Georgia, Harry, Adam GROUP 3 (Sydney) Oscar, Daniel, Lucas, Alice, Brandan, Christopher GROUP 4 (Brisbane) Sally, Wendy, Robert, Natasha, Karen GROUP 5 (Adelaide) Chloe, Vinnie, Yolanda, Jane, Tristan

Spelling Groups
LETTER NAME ALPHABETIC (Lions) Elizabeth, James, Fiona, Adam, Georgia, Harry WITHIN WORD PATTERN (Tigers) Natasha, Ursula, Phoebe, Karen, Ivan, Zachary, Robert SYLLABLES & AFFIXES (Giraffes) Christopher, Sally, Lucas, Oscar, Mark, Daniel, Wendy, Brandon, Alice DERIVATIONAL RELATIONS (Rhinos) Yolanda, Vinnie, Chloe, Tristan, Jane

Prior Knowledge Children are aware that other children live very different lives. Children are aware that poverty exists and that living in poverty is extremely hard. Children have had experience with persuasive writing in the form of letters they have knowledge of persuasive vocabulary. Children have experience of working with financial money to the nearest 5c they know how to count money, add on money. Children have previously used simple online search engines to conduct basic research. Children have previously examined and used maps.

Exemplar Texts
Where Children Sleep James Mollison Make Poverty History: How You Can Help Defeat World Poverty In Seven Easy Steps Oxfam World Poverty Editor Justin Healey Child Poverty Editor Justin Healey Poverty Editor Justin Healey A Life Like Mine: How Children Live Around The World UNICEF Poverty: What If We Do Nothing Cath Senker Beatrices Dream: A Story of Kibera Slum Karen Lynn Williams How The World Works An Oxfam Guide One Hen Katie Smith Milway Change The World In Eight Steps Millennium Development Goals

Links To Other Learning Areas This unit of work links English with Society and Environment and Mathematics.

Unit Overview (Forward Planning Document)


Context/Intent
Integrating Theme Appreciate the importance of acting to cure and prevent poverty in the world Be aware that there are many factors that have led to poverty situations Appreciate that children are born into poverty and for many it is a situation they never leave

Deep Knowledge and Understandings


Poverty is a preventable situation and the actions of one person can influence a great deal Children who live in poverty are the same as children who do not they have dreams and goals too Although it seems as though money would solve poverty, there are other factors that influence poverty and these must be considered too

Skills Processes/Values/Attitudes
Write a speech to present to other students using persuasive argument to convince them to raise money for charity Examine the prevalence of poverty on all continents

Society and Environment


Historical Skills ACHHS098 ACHHS100 ACHHS101 ACHHS102 ACHHS103 ACHHS121 ACHHS122 Investigation, Communication & Participation 1.1 1.4 1.5 1.6 1.8 1.9 Place & Space 2.5 Culture 4.1 4.2 Time, Continuity & Change 5.1 5.2 5.4 5.5 Language ACELA1504 ACELA1508 ACELA1512 ACELA1518

English (Literacy)
Literature ACELT1608 ACELT1609 ACELT1798 ACELT1614 Literacy ACELY1699 ACELY1700 ACELY1702 ACELY1703 ACELY1704 ACELY1707 ACELY1714 ACELY1717 Number & Algebra ACMNA106 ACMNA291

Mathematics
Statistics & Probability ACMSP118 ACMSP120 Measurement & Geometry ACMMG139

Mapping Map Study Colour in areas of the world where you think there is a high level of childhood poverty Look at accurate maps to see the prevalence of childhood poverty on all continents Look at the relationship between population numbers and distribution and poverty Australia Study Distribution Examine the distribution of childhood poverty within Australia Location Look at both city and country poverty situations Display Make a class display of poverty in Australia Relationships Examine the relationship between population number and distribution and the distribution of poverty Use maps to show the link, if any found, between population and poverty Research Group Project Select a country and research the levels of childhood poverty there Look at the children in the selected country and examine their everyday lives What do they do each day? School, collecting water, looking after family, etc. Create a display book on the poverty situation in the selected country History Where Where did poverty come from? What created the situation? How How did poverty start? Why Why do some people live in poverty while others live in opulence?

Reading Literature A large range of reviewed informational texts on the theme of childhood poverty A small range of fictional texts on the theme of childhood poverty Newspaper Articles A large range of articles relating to the topic of childhood poverty from throughout the world Posting Area A display area for information and brochures collected by students relating to childhood poverty Viewing Videos Watch Make Poverty History video and make notes on the content discussed Discuss the ideas within the video and write a summary of the content Watch the collection of television advertisements from charitable organisations working on curing and preventing poverty Critique the advertisements and comment on their effectiveness Pictures Where Children Sleep (James Mollison) examine the situations that other children live in A Life Like Mine: How Children Live Around The World (UNICEF) examine the situations of poverty Art Design a new logo for the Make Poverty History campaign Writing Campaign Design and plan a school based campaign to raise awareness of childhood poverty within the school Summarising Reports Write detailed summaries on the articles and books read Presentation Write a speech to other students which will be recorded Bedroom Book Create a class book in they style of Where Children Sleep Speaking & Listening Music Listen to the songs written for poverty prevention organisations Band Aid, Children In Need Discuss the lyrics of these songs Presentation Perform the speech personally written in front of a small group Record the performance using an iPad Watch the performances, critique the others in the group and make annotations using Aurasma Spelling Testing Students take the Words Their Way Spelling Inventory Elementary Spelling Inventory (ESI) and Upper Spelling Inventory (USI) Grouping Students are divided into spelling groups per the spelling phase of development Four Groups: Letter Name Alphabetic, Within Word Pattern, Syllables & Affixes, Derivational Relations Tasks Spelling stations Word sorts sound sorts, logic sorts, pattern sorts Word games Word Jeopardy, Word Study Uno, Vowel Rummy Semantic and concept mapping Words That Grow From Base Words Word Study Poverty Related Words Word searches Crossword puzzles Formal Terminology Word wall Vocabulary and Formal Terminology Build your own dictionary

Number and Algebra Money and Financial Issues Make a financial plan: Design a financial plan based on raising money for charity how much can be raised and how long will it take Keep track of financial issues: Count and add on monies raised each week Use digital technologies: Use a calculator to check the addition on monies raised Use Excel: To keep a record of the monies raised in the school how much and from which class Statistics and Probability Data Interpretation Describe and interpret data sets within a set context Interpret data collected by formal organisations in the context of childhood poverty Conduct a survey and display the data Conduct a survey within the school about what students know regarding childhood poverty throughout the world and display it in an in appropriate graph Measurement and Geometry Timetables Interpret and use timetables Interpret and examine the timetable set for the Millennium Development Goals Create timetables Create and set a timetable for money raising for the selected poverty organisation

Mid Program Activity: Assessment (Week 3) Create a Class Bedroom Book Where Our Class Sleeps Individual Task Take a photograph of your own bedroom Write a description of your bedroom and your life Include information about your family and your everyday life Class Task Put all of the students bedrooms together to form a class bedroom book Where Our Class Sleeps

Culminating Activity: Assessment (Week 10) Create a campaign for the school to raise money for a poverty charity Individual Task Create a poster to raise awareness of the chosen charity and ask people in the school community to donate money to the cause Write a report on the campaign and the presentation Group Task Groups will make a small presentation to another class in the school (at least one other class) about their chosen charity and ask them to make donations to their cause over the coming weeks Class Task Assembly The class will present the culmination of their campaign to the whole school at their class assembly, including information about the charity the money will go to, the amount of money raise and why they chose to raise money for a poverty charity

Unit Outline
KEY: Whole Class

Small Group

Individual

Assessment Type (F) Formative (S) Summative (D) Diagnostic

Week

Selected Learning Outcomes


ACELY1699

Teaching and Learning Activities

Group Structure

Literacy Focus

Resources

ACELT1798

ACELY1702

Begin reading the focus book - Where Children Sleep James Mollison Develop the concept that all children sleep in different places and some of those places are drastically different from the places we are familiar with Bedroom Book Project Detailed the concept of the book and discuss how it will work Explain to the students what they will have to do for their part of the Bedroom Book Project Introduce the topic of childhood poverty Read Beatrices Dream: A Story of Kibera Slum Explore the vocabulary in the text question and look up unknown words Add vocabulary to personal dictionaries and class word wall Create Guided Reading Workbook students should create a cover page related to the topic Create Integrated Studies Workbook students should create a cover page related to the topic

Listening and Viewing

Where Children Sleep James Mollison

Listening and Viewing and Speaking

Guided Reading Think Aloud What questions do you have? What does it make you think? Retell (Comprehension) What happened in the text? Step-By-Step of what happened Readers Response How did the text make you feel? Does it make you stop and think?

Introduce new vocabulary Poverty word search ACELA1508

Spelling Conduct spelling pre-tests using the Words Their Way spelling inventory Organise the students into spelling groups based on their phase of spelling development Focus on Semantic maps Word Families

ACELA1513

Vocabulary Development Begin building a word wall of poverty related words Create personal individual dictionaries for new and interesting words Poverty, economics, socio-economic status, poverty line, ravaged, aid, Spelling Groups Lions Tigers Giraffes Rhinos

Create questions (3 levels) based on the text Create the Guided Reading Workbook students complete questions in this book Create the Integrated Studies Workbook Add unknown words with definitions to personal dictionaries and word wall Poverty word search should be glued into Integrated Studies Workbook

(S) Collect Guided Reading Workbooks to ensure work is up to date

Spelling Workbooks keep the books blank so students can cover them Print and organise word sorts for each group

(D) Elementary and Upper Spelling Inventories (S) Weekly Spelling Test

PS 2.5

Mapping Australia On blank maps shade in areas of Australia where students believe there is childhood poverty Different colours to show low, medium and high levels of childhood poverty

ACELY1717 PS 2.5 ACHHS103

Review Mapping Australia Compare students maps with a real map showing the prevalence of childhood poverty in Australia Create a new map with the correct information

Creating Map Keys Understand that symbols represent important information Label capital cities and other important land marks on the map Comparison Comparing the actual distribution of childhood poverty in Australia with the students perceived distribution of childhood poverty in Australia

Blank Maps of Australia glue into Integrated Studies Workbook when completed Map showing the prevalence of childhood poverty in Australia on iPad Blank Maps of Australia glue into Integrated Studies Workbook when completed Money maths worksheet should be glued into Integrated Studies Workbook

(F) Shade in areas of Australia where students believe there is childhood poverty (S) Shaded and labelled maps to be glued into Integrated Studies Workbook beside original map

ACMNA080

Review financial matters Working with money Adding and subtracting with money to the nearest 5c


Reading Reading financial plans Questioning Students each need to write two interesting questions based on what they have studied so far Note taking Students need to make notes on the answers to their questions and any other facts they are interested in

(S) Worksheet to be marked in terms of prior knowledge of financial matters when Integrated Studies Workbook is collected

ACMNA106

Introduce the concept of financial planning Examine basic financial plan Discuss the idea that plans are made so that we can achieve the best possible outcome Incursion Salvation Army Officer to discuss issues of poverty for children in Australia and more specifically Perth

Simple financial plan

ACELY1699

Questions and notes should be written in Integrated Studies Workbooks

2
ACELY1699 Continue reading the focus book - Where Children Sleep James Mollison Bedroom Book Project Look at other students photographs and discuss the similarities and differences between the situations Expand the topic of childhood poverty Read One Hen Explore the vocabulary in the text question and look up unknown words Add vocabulary to personal dictionaries and class word wall Newspaper Articles Read the newspaper article and make notes on the important point Complete worksheet on article Explore the structure of the article in comparison to the structure of a narrative

(F) Collect Integrated Studies Workbook Ensure all work is up to date Listening and Viewing Writing Using descriptive words to talk about similarities and differences in the photographs Guided Reading Literal questions Retell (Comprehension) What happened in the text? Step-By-Step of what happened Discuss text structure Writing Write a summarising report of the newspaper article Focus on Structure Vocabulary Paragraphs Where Children Sleep James Mollison Each students photograph of their bedroom Integrated Studies Workbook Create questions (3 levels) Guided Reading Workbook Add unknown words with definitions to personal dictionaries and word wall Newspaper Article: Australia Is Not Immune To Child Poverty ABC Emma Rodgers (S) Mid Program Assessment Completion of bedroom photograph (S) Collect Guided Reading Workbooks to ensure work is up to date

ACELT1798

ACELY1702 ACELY1703

ACELT1798

(F) Summary of newspaper article with focus on structure, paragraphs and appropriate vocabulary

ACELA1508

Vocabulary Discuss the new words on the word wall and add words to the word wall Add words to independent dictionaries Poverty crossword Spelling Weekly spelling test Give out new spelling words Spelling Stations

Vocabulary Development Word lists Word wall Spelling Stations Lions Word Sorts Tigers Concept Mapping Giraffes Word Uno Rhinos Word Jeopardy Reading Word problems Understanding what the question is asking Understanding that some information in the question is extraneous Reading Students collaboratively read through the financial plans looked at last week for reference in writing their financial plan Writing Students each write the financial plan out in the workbooks Reading Research online articles and websites for information about selected country Note Taking Take notes from the information found online Writing Write a report on the information you have collected Conduct a survey and then a ballot

Poverty crossword Independent dictionaries for new words Organise word sorts, game and concept mapping Add new spelling words to Spelling Workbooks Add unknown words to individual dictionary (S) Weekly spelling test

ACELA1513

ACMNA106 ACMNA291

ACMNA106 ACMMG139

ACELY1707 ACHHS101 ACHHS102 ACHHS103

Financial Planning What can you buy with a certain amount of money? If you get $5 a week pocket money, how long will it take you to save for something you want? Variables Pocket money Cost of what you are saving for Write a Financial Plan How much money do we want the school to raise? How long do we have to raise the money? How much do we have to raise From each class Each week How are we going to make this happen? Research Project Select a country and research the levels of childhood poverty there Look at the children in the selected country and examine their everyday lives What do they do each day? School, collecting water, looking after family, etc

Work should be completed in the Integrated Studies Workbook

Financial plans from last week Financial plans should be written in Integrated Studies Workbook

(S) Completed financial plans should be written in Integrated Studies Workbook

Students use computers and search engine software to conduct their research Report should be written using ICT Microsoft Word

Charitable Organisation Selection Conduct a vote on which charity the class would like the school to raise money for

Campaign Speech Students write a campaign speech for their presentation to another class ACELY1700

Reading Read and examine the language in persuasive speeches Writing Engage is persuasive writing Use descriptive language to make your point

Have list of charitable organisations approved by the Principle for the students to choose from Create ballot papers for the class vote Create vote ballot box for student votes Have a few persuasive speeches for the students to read

(F) Speeches will be collected and marked on language return to students to work on before presentations (F) Collect Integrated Studies Workbook Ensure all work is up to date

ACELY1699

Continue reading the focus book - Where Children Sleep James Mollison Bedroom Book Project Students write a description of their bedroom and life Include information about family and everyday life events

Listening and Viewing Writing Use descriptive language to write text your bedroom, your family and your life Reading Reference the focus book to maintain correct style and content Guided Reading Literal questions Retell (Comprehension) What happened in the text? Step-By-Step of what happened Four Doors Predicting, Clarifying, Questioning and Summarising

Where Children Sleep James Mollison Students should use Microsoft Word to write finalise their texts and print for the book Where Children Sleep James Mollison for reference Create questions (3 levels) based on the text Four Doors worksheet for each student in that group Guided Reading Workbook Add unknown words with definitions to personal dictionaries and word wall Video of advertisements (S) Mid Program Assessment Completion of written piece for bedroom book project

ACELY1707 ACELT1798

ACELY1702 ACELY1703

Expand the topic of childhood poverty Read Poverty: What If We Do Nothing Explore the vocabulary in the text question and look up unknown words Add vocabulary to personal dictionaries and class word wall

(S) Collect Guided Reading Workbooks to ensure work is up to date

ACELY1703

ACELA1508

Videos Watch videos of television campaigns from reputable charitable organisations hoping to raise awareness and money for a cure for poverty Discussion: critique the videos based on the effectiveness from a personal point of view Vocabulary Discuss the new words on the word wall and add words to the word wall Add words to independent dictionaries Poverty word game Spelling Weekly spelling test Give out new spelling words Spelling Stations

Viewing Using videos to show the students the situations in other countries affected by poverty Vocabulary Development Word lists Word wall Spelling Stations Lions Concept Mapping Tigers Word Sorts Giraffes Word Jeopardy Rhinos Word Uno Speaking and Listening Students critique performances from their own point of view Students justify their critique Writing Note taking and summarising from resources both print and online

Poverty word game Independent dictionaries for new words Organise word sorts, game and concept mapping Add new spelling words to Spelling Workbooks Add unknown words to individual dictionary (S) Weekly spelling test

ACELA1513

ACELY1704 ACELY1714 ACELY1717

Campaign Speech Students edit their campaign speech after teacher feedback Students perform their speech in small groups and record the performer on an iPad Students review and critique each others performances using Aurasma (iPad app) History Discussion and Research Where did poverty come from? Why does it exist? How is it determined? Is there a relationship between poverty and geographic location? Music to Art Play LiveAid and BandAid music to the students Student create art pieces to the music

iPad and Aurasma Reminder instruction cards for using the Aurasma

(F) Performances are critiqued by peers and students can make changes

ACHHS098 ACHHS100 TCC 5.1

Students use the internet and search engines to collect information in answer to the questions

Design Students use the oil pastels to express how the music makes them feel and what it makes them think of No specific pictures use patterns and movement of colours

Oil pastels and A3 paper for all students Music BandAid and LiveAid on a digital play list

ACMSP118 ACMSP120

Survey Students create survey questions to ask Survey focus What do the students know about poverty? Do the students know about possible solutions to poverty? Have the students see television advertisement about fighting poverty? If so, how effective were the advertisements in convincing the students to help? Students conduct their survey on other classes in the school

Writing Make decisions about using open or closed questions Vocabulary Development Using language which is open and creates a safety net

(F) Collect Integrated Studies Workbook Ensure all work is up to date

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