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Sophie Holland

Unit Plan

EDUC 5170

Assignment 2 Unit Plan


Topic:
This unit plan aims to teach Grade 1 students about the significance of
Present and Past Family Life (Australian Curriculum, Assessment and
Reporting Authority [ACARA] 2014). It will contain a large focus on the
values of Humanities and Social Sciences (refer to table 1), especially the
value of empathy (V1) and will also relate to McKinnons (2013) inquiry
process.
Table 1: Values of Humanities and Social Sciences
HASS Value

Code

Empathy Care for self and


others (Reynolds 2014).

V1

Responsibility Be accountable
for ones own actions; resolve
differences in constructive, nonviolent and peaceful ways
(Reynolds 2014)
Democratic Processes Be aware
of others and their cultures,
accept diversity within a
democratic society... (Reynolds
2014).
Social Justice All people are
treated fairly, treat others with
consideration and regard
(Reynolds 2014).

V2

V3

V4

The topic of Present and Past Family Life (ACARA 2014) fits into the
Australian

curriculum

under

the

content

description

of

Historical

Knowledge and Understanding (ACARA 2014) in the subject of History. It


is important for students to learn about past and present family life
because families have become much more complex recently than in past
years, meaning that the family dynamics have changed also. According to
the Australian Institute of Family Studies [AIFS] (2013), between the years
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Sophie Holland

Unit Plan

EDUC 5170

of 1976-2011, The proportion of one-parent families with dependent


children ... increased from 7% to 11%. It was also mentioned that during
the years of 1976-2011 the proportion of couple families with only nondependent children fell from 11% to 8% (AIFS 2013). Additionally, it was
noted that other families, [usually consisting of siblings who live together
without a parent, also increased from] ... 67% across the time periods
(AIFS 2013). Based on these statistics, it appears that families are not
remaining as structured as what they were thirty years ago. What makes
Families Past and Present (ACARA 2014) an important topic is, that
because families have not remained the same over the last thirty years,
families will probably not remain the same for the next thirty years and so
it is important to teach children about change.
The content descriptions that will be covered in this unit plan are:

Differences in family structures and roles today, and how these


have changed or remained the same over time (ACHHK028).
How the present, past and future are signified by terms indicating
time such as a long time ago, then and now, now and then, old
and new, tomorrow, as well as by dates and changes that may
have personal significance, such as birthdays, celebrations and
seasons (ACHHK029) (ACARA 2014).

The outcomes that I want the students to achieve by the end of this unit
plan, also in relation to ACARA (2014), are:

Students explain how some aspects of daily life have changed over
recent time while others have remained the same.

They describe personal and family events that have significance.

They pose questions about the past and examine sources (physical
and visual) to suggest answers to these questions.

This unit plan focuses to teach the students about Families Past and
Present (ACARA 2014) with a specific focus on the content descriptors
ACHHK028 and ACHHK029 (ACARA 2014). This topic relates to the global
perspectives of Identity and cultural diversity, [and] ... Social justice
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EDUC 5170

(Global Education 2012a) and draws on the key historical concepts,


according to ACARA (2014), of continuity and change, cause and effect,
perspectives, empathy and significance.
What I want the students to know by the end of the unit plan is that
change is constant and that there has been a past, there is currently a
present, but there will be a future. By sparking the students curiosity in
the beginning of the inquiry process by getting them to think about their
own experiences, Im hoping that students will later be curious to know
what will happen in the future. What I want the students to be able to do
is to be able to recognise change when it occurs in the present day and in
the future.

Understanding of Historical Concepts in Relation to the


Topic:
Continuity and change Understanding that there is a past, present,
and future in the present day and in the future. Making students realise
that there is more than their own world (ACARA 2014).
Cause and effect Students finding out their own family timeline to
make them understand their own family history.
Perspectives In class discussions where students get to share their
thoughts and ideas.
Empathy For realising the structure or family dynamics of others, and
how one students family may be different to another.
Significance Students realising that everyone has their own family and
that other students may have a different understanding of the word
family.

Working in Humanities and Social Sciences


This topic relates to the global perspectives of Identity and cultural
diversity, [and] ... Social justice (Global Education 2012a).

Identity and cultural diversity is an understanding of self and ones


own culture, and being open to the culture of others (Global
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Education 2012a). This unit of work will allow students to not only
understand their own family history but, the history of other

students and, other families around the world.


Social justice is an understanding of the impact of inequality and
discrimination (Global Education 2012a).

Students will have a

better understanding of this in the unit of work when viewing


images of other families and seeing the area that they live in. This
will also focus on the value of empathy (V1) as students make
contrasts with their own families and the families of those in a
different country. Students may even develop an appreciation for
their environment.

The Teaching Sequence:


Teacher Focus

Engagement
Engage
and
motivate
students.
Make
connection
s with
students
life worlds.
(McKinnon
2013).

Learning Activity

Learning
Organisation
and Resources

Assessme
nt

Lesson 1
Activity 1:
-Activity adapted from
Learning Reference
Repository (2015a).
Start by asking the
class Do families
change or do they
always remain the
same?
Watch the YouTube
video How Do Families
Change? on the class
smart board.

How Do Families
Change?
Learning
Reference
Repository
(2015b).

Then ask the students


the students the
following questions:
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Who was in the


family?
How the baby has
changed?
Who joined the family?
Other family members
mentioned?
What happened when
the baby grew up?
How and why the
parents changed
during the slide show?
Learning Reference
Repository (2015a).
By asking these
questions, students will
be able to reflect on
the thoughts and
opinions of others and,
therefore, question
their own original
thoughts (V1 & V4).

Activity 2:
Activity adapted from
Global Education
(2012b)

Draw on from previous


activity by asking
students How might
families be different in
other countries?

Material World:
A Global Family
Portrait, by
Country,
Peter Menzel
Photography
(n.d).

On the smart board in


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the classroom, select


an album of photos
from the web page
Material World: A
Global Family Portrait,
by Country.
Ask the students what
differences they notice
(ACHHK028).
Leave one of the
images on the smart
board and ask the
students to sit at their
tables. Students pair
up with the person
next to them and then
the teacher proceeds
to ask the class the
following questions
(one at a time).

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?
Developing a
Question:

When do you think this


photo was taken? What
clues did you use?

Teacher
observatio
n is made
during this
time period
to see
when
students
are on/off
task
Figure 1
(formative
assessmen
t).

Sophie Holland

Define the
issue and
identify
possible
aspects to
investigate.
Decide
where to
focus the
investigation

(McKinnon
2013).

Unit Plan

(Global Education
2012b).
Each pair discusses the
answer to the
questions (V1, V3, &
V4).
The teacher then asks
for feedback from the
class on their thoughts
and opinions.

EDUC 5170

Children Just
Like Me: A
Unique
Celebration of
Children Around
the World by
Kindersley, A,
Kindersley, B
1995.

Lesson 2
Activity 1:
Read to the class the
book Children Just Like
Me: A Unique
Celebration of Children
Around the World as a
follow on activity from
the previous lesson.
(ACHHK028)
Students get to view
different cultures with
children similar to their
own age group.
Ask the class What
were some of the
differences?
Activity 2:
Teacher then
announces that for the
lesson that day the
class will be making
their own families.
A3 sheets of paper

Teacher
observatio
n is made
during this
time period
to see
when
students
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have already been put


on each of the desks as
well as scrap book
materials, e.g. glue
sticks, scissors,
coloured paper,
materials.

Organising
Ourselves:
Organise
groups/tea
ms/etc
Sort out
where you
want to go
for
information
and what
they need
to know
(McKinnon
2013).

are on/off
task
Figure 1
(formative
assessmen
t).
Their
family
portraits
will be
assessed
along with
other work
at the end
of the term
(summativ
e
assessmen
t).

Youre going to draw


your family first and
then cut out different
materials to stick into
the paper.
Teacher proceeds to do
a demonstration.
Class then make their
way back to their
desks.
Students proceed to
create their own
families.
Once students have
completed the task
students are
encouraged to bring
their work and sit on
the floor so that
everyone can talk
about their own
families.
This also gives other
students a chance to
observe that other
peoples families are
different.
(V1, V3, & V4)
Family portraits are
then displayed around
the classroom.

School in the
1940s,

Students
will be
monitored/
assessed
on their
ability to
work in a
group and
how often
they stay
on task.
Do they
stay
focused or
appear
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Sophie Holland

Unit Plan

Lesson 3
Students will spend
today in the library
researching about what
life was like when their
parents were children,
or approximately 40
years ago.

EDUC 5170

Splash ABC,
2015.

unintereste
d? Figure
1
(formative
assessmen
t)

The librarian has


already put aside
picture books for the
students to look at so
that there is no
confusion about what
resources the students
need to look for.
Collecting,
Evaluating and
Managing
Information:
Further
Stimulate
the
students
curiosity
Challenge
the
students
knowledge,
beliefs, and
values
(McKinnon
2013).

This is just for students


to get an idea about
what some of the
differences are.
Discussions will be in
small groups to make
sure that there are
enough books to share.
(V1, V2, V3, & V4)
Towards the end of the
lesson watch the video
School in the 1940s
(ACHHK028),
(ACHHK029).
Teacher asks the class
the following
questions:
Did you notice
anything different
about the cars?
What were their outfits
like?
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Unit Plan

EDUC 5170

How do the school


classrooms look
different?
For homework students
are asked to look at
photos of older family
members and, if
possible, bring some
into class the following
day.

Making Sense
of Information:
Students
compare
and
contrast
findings
Students
evaluate
(McKinnon
2013).

Lesson 4
Activity 1:
Students are to sit at
their desks with their
images of older family
members and to share
with the person sitting
next to them one of the
memories they have
shared with the person
in the photograph.
If a student was unable
to do so, or has
forgotten, they can
retell a memory of one
of their older relatives.
The teacher would
have already taken
down the family
portraits that the
students had made
earlier for the next
activity.
Students are to add the
photos to their family
portraits so show the
different generations
within their families. If
a student does not

Wilfrid Gordon
McDonald
Partridge,
Story Online
2014

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Unit Plan

EDUC 5170

have any photographs


they can draw their
older relatives instead.
(ACHHK028)
Activity 2:
Students are asked to
clear their tables and
then sit back in their
seats. On the
classroom smart board
the teacher opens up
the link which has been
previously prepared for
the lesson. The
students watch the
recording of Wilfrid
Gordon McDonald
Partridge (ACHHK029)
(V1, V2, & V3).
On paper students are
asked to draw their
favourite memory and
then hand the paper
back to the teacher.

Communicating
:
Scaffolding
expectation
s
Allow for a
diverse
range
of
outcomes
(McKinnon
2013).

Lesson 5
Lesson adapted from
Global Education
(2012b)
The teacher has looked
through all the
drawings of the
students memories to
make sure that they
were all age
appropriate before
using them in the
lesson.
The teacher has made

Students
will be
assessed
on how
accepting
they are of
the events
in the other
students
lives, e.g. if
they
display a
level of
empathy
while a
student is
presenting
Figure 1
(formative
assessmen
t).

How often
do the
students
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EDUC 5170

up a pass the parcel


which has a drawing of
a memory by each of
the students in every
layer.
The students sit on the
floor in a circle and
pass the parcel around
until the music stops.
When the music stops
the student with the
parcel can unwrap a
layer and show
everyone the memory.
The teacher asks
Whose memory does
that belong to?
The student whose
memory it belongs to is
then allowed to tell the
class about it
(ACHHK029) (V1, V2, &
V3).

Planning and
Implementing
Actions:
Assist
students to
make links
and apply
their
understand
ing of the
concepts to
other
situations.
Enable
students

stay on
task?
Do they
work
quietly?
Are they
completing
all set
work?
Figure 1
(formative
assessmen
t).

Students are
encouraged to ask
other students
questions but
questions that the
teacher may ask are:
When did that happen?
How old were you?
Who were you with
when it happened?

Lesson 6
Students are asked to
get creative and draw
how they think their

When I Grow Up,


I Will Win the
Nobel Peace
Prize by Isobel

The future
family
portraits
will be
assessed at
the end of
the term
with the
original
family
portraits
that the
students
created
(summativ
e
assessmen
t).
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make
choices
and
develop the
belief that
they can be
effective
participants
in society
(McKinnon
2013).

Unit Plan

family will look in the


future. They can use
paper and other
materials if desired.
The materials have
already been placed on
their tables. This is
also to help allow
students to understand
that they will not look
how they currently do
forever and that they
will change.

EDUC 5170

Pin

The teacher states:


Will you move house
in the future? Or move
to a different country?
Will you still be at the
same school?
These questions are to
give the students a
starting point to think
about where they may
be in the future.

Reflecting and
Evaluating:
What did
we learn?
How did
our views
change?
What did

Students create their


future portraits and
then clean up their
desks.
The teacher instructs
everyone to sit on the
floor before
announcing that the
students are now going
to do Show and Tell.
Students discuss
where they see their
family in the future
(ACHHK029) (V1, V2,
V3, & V4).

The World That


We Want by Toft,
K M 2005.

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we learn
about the
inquiry?
(McKinnon
2013).

Unit Plan

EDUC 5170

Lesson 7
Lesson adapted from
Global Education
(2012b)
Students art has been
left on the students
desk from the previous
day for the students to
look at in the morning.
Students re-evaluate
the differences
between each of the
portraits.
The teacher then
instructs class to sit on
the floor. The teacher
then reads the book
When I Grow Up, I Will
Win the Nobel Peace
Prize Book (ACHHK029)
(V1, V2, V3, & V4).
Teacher asks the
students the following
questions about their
future as an open
discussion:

Teacher
interviews
students
about their
understand
ing of the
book
Figure 1
(formative
assessmen
t).

What job might you


do?
Where might you live?
What are some things
you would like to do in
the future? (Global
Education 2012b).
Additional questions
could be:
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Unit Plan

EDUC 5170

What do you want to


achieve in the future?
Students are then
instructed to go back
to their seats and
create their own Wish
List for the future to
take home.
Lesson 8
Lesson adapted from
Global Education
(2012b)
Teacher begins the
class by reading The
World That We Want.
Students are then
instructed to go back
to their desks and
discuss with the person
they sit next to what
the book was about.
The then goes around
the class and asks
each pair what they
thought of it. This will
give an indication of
how much the students
understood the book.
Students are then
instructed to write, or
draw, on pieces of
paper what they want
to see happen in the
future.
Students are then
asked to share with the
class what they would
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like to see happen in


the future.
This will enable
students to believe
that they themselves
can develop ideas and
have perspectives for
the future.

References
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2014,
F-10 Curriculum, Humanities and Social Sciences: History, Foundation to
Year 10 Curriculum v6.0, Australian Curriculum, Assessment and Reporting
Authority, viewed 10 May 2015,
<http://www.australiancurriculum.edu.au/humanitiesandsocialsciences/his
tory/Curriculum/f-10?
y=F&y=1&y=2&y=3&y=4&y=5&y=6&y=7&s=HKU&s=HS&layout=1#lev
el1>.
Australian Institute of Family Studies (AIFS) 2013, Australian Households
and Families, Australian Family Trends No.4, pp. 3-5, viewed 10 May 2015,
<https://aifs.gov.au/sites/default/files/publication-documents/aft4.pdf >.
Global Education (2012a), What Are Global Perspectives?, Global
Education, viewed 11 May 2015,
<http://www.globaleducation.edu.au/global-education/what-are-globalperspectives.html>.
Global Education (2012b), Who are the Families of the World, Global
Education, viewed 11 May 2015<
http://www.globaleducation.edu.au/teaching-activity/who-are-the-familiesof-the-world-f-2.html>.
Kindersley, A, Kindersley, B 1995, Children Just Like Me: A Unique
Celebration of Children Around the World, 1st edn, D&K Publishing Books,
London.
Learning Reference Repository (2015a), Family Teacher notes: How do
families change?, Centre for Learning Innovation, viewed 15 May 2015,
<http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/14160/family/notes
_familieschange.html>.
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Sophie Holland

Unit Plan

EDUC 5170

Learning Reference Repository (2015b), How do families change?, Centre


for Learning Innovation, viewed 15 May 2015,
<http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/14160/family/famili
es_change.html>
McKinnon, J 2013, The inquiry process, EDUC 2056, University of South
Australia, Adelaide.
Peter Menzel Photography (n.d), Material World: A Global Family Portrait,
by Country, viewed 16 May 2015, <
http://menzelphoto.photoshelter.com/gallery-collection/Material-World-AGlobal-Family-Portrait-by-Country/C0000d0DI3dBy4mQ>.
Pin, I 2006, When I Grow Up, I Will Win the Nobel Peace Prize, Proost
Turnhout, Belguim.
Reynolds, R 2014, Teaching Humanities and Social Sciences in the Primary
School, Oxford University Press, Australia.
Splash ABC (2015), School in the 1940s, Australian Broadcasting
Cooperation (ABC), viewed 22 May 2015,
<http://splash.abc.net.au/home#!/media/85844/school-in-the-1940s>.
Story Online 2014, Wilfrid Gordon McDonald Partridge, SAG Foundation,
viewed 4 April 2015, <http://www.storylineonline.net/wilfrid-gordonmcdonald-partridge/>.
Toft, K M 2005, The World That We Want, University of Queensland Press,
Australia

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Unit Plan

EDUC 5170

Appendices
Name:

Assessment

Rarely

Sometimes

Usually

Follows instructions
Remains on task
Completes work
efficiently
Is an independent
worker
Is willing to have a
go
Can take turns
Accepts
responsibility
Can work with
others
Respects other
peoples feelings
Can participate in
group discussions
Understood the
content of the work
Teachers Comment:

Figure 1, Assessment Rubric

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