Joanna Huynh - Chullora Public School

1

Workers in the Community







KLA OUTCOMES

HSIE
SSS1.7 Explain how people and technologies in systems link to provide goods and services
to satisfy needs and wants:
identifies different goods and services that fulfill their needs
explains how people help them, including paid and unpaid helpers and workers

SSS1.8 Identifies roles and responsibilities within families, school and the local community,
and determines ways in which they should interact with others:
explains how the different roles and responsibilities of family members meet family
needs
identifies roles and responsibilities of community workers, both paid and unpaid
describes their responsibilities as a family, school and community member

ENGLISH
EN1-9B Uses basic grammatical features, punctuation conventions and vocabulary
appropriate to the type of text when responding to and composing texts
begin to understand that choice of vocabulary adds to the effectiveness of text

CREATIVE ARTS
VAS1.1 Makes artwork in a particular way about experiences of real and imaginary things.
Talks about significant features and relationships within their artwork referring to such
things as size, scale, proportion and colour

STAGE: 1

DURATION: 7 weeks

KEY CONCEPTS

This unit provides opportunities for students to explore
the different roles and responsibilities of people with
whom they interact in their family, school and community
using a story-path.


PEDAGOGY

KWL chart
Inquiry based learning
Students are co-creators
Community of reflection
Multimodal texts e.g.
books, ipads, computers


Y chart to promote
deeper knowledge and
understanding
Group collaboration
Student directed
Real life context
Integration of KLAs
Joanna Huynh - Chullora Public School

2

Week Pedagogy Learning Experience Resources Reflection
1

I
n
t
r
o
d
u
c
t
i
o
n

KWL chart
Inquiry based
learning
Students are co-
creators
Students as
community of
reflection
Multimodal texts
e.g. books, ipads,
computers
As a class, complete a KWL chart to explore what they Know
already about Workers in the Community, what they Want to
know and a column to complete when they finish the unit about
what they have Learnt.
http://www.scholastic.com/teachers/activity/community-
club
Provide a possible character and display this at the front
Students will research a particular figure (doctor, shopkeeper,
veterinarian, hairdresser). Allow students to choose a thinking
partner and discuss which character they would like
Ask students questions they want answered about their
character:
- What does your character do?
- What does your character dress like?
(Refer to the Firefighter Can, Do, Have template)
Using books, ipads and class computers. Students will work in
pairs to research the questions that they chose about their
character
Write/draw about their character in their books.

Reflection: Edit KWL chart
Ipads
Books
Class computers
Writing books
A3 paper
KWL chart
Firefighter Can,
Do, Have template



Joanna Huynh - Chullora Public School

3

2

C
r
e
a
t
i
n
g

c
h
a
r
a
c
t
e
r

Variety of visual
literacy text
Y chart to promote
deeper knowledge
and understanding
Group
collaboration
Student directed
KWL chart
Students will create the frieze this lesson. Discuss and vote on
a name for the town
Show students some pictures/videos of possible scenes to give
them some ideas. Discuss proportion. Show students of frieze
examples on powerpoint presentation.
As a class refer to the Y chart to discuss what the frieze will
look like, sound like and feel like. This will enable each group to
know the proximity of their community area. Give each group
the opportunity to claim their area. Provide students with post it
notes to put on the frieze to secure their sport.
Whilst, students will design and create their character using
a person template and craft materials. This will be stuck on
the frieze with a pin.
- What does your character look like?
- What does their uniform look it?

Reflection: Edit KWL chart
Person template
Pins
Frieze presentation
powerpoint
KWL chart
Craft materials


3

C
r
e
a
t
i
n
g

s
e
t
t
i
n
g

Real life context
Y chart to
promote deeper
knowledge and
understanding

KWL chart
http://bensguide.gpo.gov/k-2/neighborhood/
Students will design and create their characters shop. This will
be stuck on the frieze with a pin.
Refer to Y chart: what it look like, feel like and sound like inside
of the shop.
Ask students:
- Where does your character work?
- What do they need for their job?
- What does your character need and want in their
shop?
Use magazines to look at needs and wants for their character.
Cut out pictures and stick it on the shop template.

Reflection: Edit KWL chart
Shop template
(optional)
Magazines
KWL chart
Pins
A4 paper

Joanna Huynh - Chullora Public School

4

4

B
u
i
l
d
i
n
g

c
o
n
t
e
x
t

f
o
r

P
l
o
t

d
e
v
e
l
o
p
m
e
n
t

Responsibility as a
family

Real life context
Deeper
knowledge and
understanding

Before the lesson starts, pin up litter on the frieze.
Go through KWL chart
What does responsibility mean?
Read, In The Bin by Kellie Bollard
For more resources visit:
http://www.kelliebollard.com.au/resources.html
Students think/pair/share what actions needs to be undertaken
to stop the littering from happening.
Students to write a letter to the council expressing their form of
action to reduce the litter.

Reflection: Edit KWL chart














Litter (e.g.
scrunched up
newspaper)
A4 paper
Writing books
KWL chart

Joanna Huynh - Chullora Public School

5

5

C
r
i
t
i
c
a
l

I
n
c
i
d
e
n
t
s

i
n

t
h
e

P
l
o
t

Responsibility at
school

Role play
Integrated use of
technology
Real life context


Before the lesson starts, pin up red cellophane on a school at
the frieze. The red cellophane represents fire.

Go through KWL chart
Read, People who Help Us: Firefighters by Honor Head
There is a fire happening at the school. Students
think/pair/share what actions need to be undertaken to when
there is a fire
Think/pair/share: Students responsibility at school.
Students role play and record their action using an ipad/ipod.

Reflection: Edit KWL chart

Red cellophane
Ipods/ipads
KWL chart
Conversation
Matters (Teacher
Resource)

6

C
r
i
t
i
c
a
l

I
n
c
i
d
e
n
t
s

i
n

t
h
e

P
l
o
t

Responsibility at
community

Real life context
Deeper
knowledge and
understanding
Multimodal texts
Metacognitive
language

KWL chart
Before the lesson starts, pin up a car with skid marks on the
frieze where the road is.
Watch, Increase in school speed zones
http://www.youtube.com/watch?v=yTcoUY8oGTQ

Discuss how students get to school and the different things
people do at school for them. Compile reasons why it is
important to get to school safely e.g. safety, responsibility
Students create posters for the community to know why it is
important to not speed in school zones.

Reflection: Edit KWL chart
Skidding car
template
KWL chart

Joanna Huynh - Chullora Public School

6

7

C
o
n
c
l
u
d
i
n
g

e
v
e
n
t

Group
collaboration
Integration of
KLAs
Social skills

Stage Showcase
Class rotations: Have a blank A3 displayed at the room for
feedback. Have all displays work (e.g. frieze, school
posters, photos) in the class.
Students will stay in each class for 10 minutes to view the
display work.
Students can write feedback about what they liked or found
interesting and stick it on the cardboard displayed in the
class.
After the 10 minutes, classes can rotate until each class has
been to all the classes.

Reflection: Return to class and discuss what they enjoyed,
didnt like, thoughts of improvement etc. Discuss feedback
from the other classes as well.






A3 paper
Display materials