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Lesson Template for Social Education

EDF3304 / 2013S2

Name of your group: Social Butterflies
Name of group members: Jessica Spoor, Ashlea Thompson, Alana Webster,
Ashleigh Oorloff, Marni Prince
Workshop day: Tuesday
Workshop time of day: PM
Lesson: 1
Lesson date: 6 /8 /13

Title of Lesson Paper plate emotions
Grade 3/4
General Social Education Theme Feelings and emotions
Specific Social Education Theme Feeling involved with bullying
Learning Goals (Objectives)

The learning goals and objectives for the session are based around letting the children
explore and express their emotions, being able to identify how they feel about
particular situations and how each persons emotions and feeling to the same situation
can be different.
Through activities such as reading, discussion and role-play, students learn to
recognise and describe the feelings and emotional responses of others. They compare
these with their own emotional responses and adjust their behaviour in response.
Students learn to recognise that their actions have consequences for both themselves
and others in social contexts. They begin to think in terms of other peoples feelings
and needs, especially when resolving conflict or dealing with bullying; for example, by
saying sorry or taking another persons point of view into consideration.


Childrens Literature Used (full APA citation)

How Do You Feel? Anthony Browne, 2012
The Very Cranky Bear Nick Bland, 2012


1: Introductory Activity (connect to prior knowledge; narrative only, not dot points)
(15mins)

The session will be introduced with a picture story book being read about feelings and
emotions. Questions will be asked and a discussion formed based around the story book
and the different feelings and emotions identified within the book. Along with this we
will start asking the children about their own feelings and emotions in different
situations.
What did you think of the book?
How did it make you feel?
What emotions did you see in the book?
Do you have any questions about the book?

2: Main Activity (co-construction of new knowledge; narrative only) (25minutes)

Following the introduction a role play/scenario activity using paper plate faces will be
completed. Initially with a planned role play of a scenario being shown to the children
and having them identify how the situation would make them feel by selecting a
particular paper plate face.
Discussions will then be had about why they would feel a particular way if they were in
that situation.
After the initial scenario the children will then be asked to think of different scenarios
which could then be role played by the group and discussed again using the paper plate
people to express their feelings.

Ashlea will read scenarios
Scenario 1 (this will be acted by Jess and Marni (Ashlea will supply painting): You painted
a really pretty picture in art class and the teacher holds it up to show everyone. Go to
the paper plate face that shows how you would feel if this happened to you?
Scenario 2 (this will be acted by Ashleigh and Alana)(Alana will bring present): My
mom just gave me the best birthday present! Go to the paper plate face that shows how
you would feel if this happened to you?
Take turns asking the group these questions:
What scenario would make you angry?
What do you do when something makes you angry?
What scenario would make you happy?
What do you do when something makes you happy?
What scenario would make you sad?
What do you do when something makes you sad?
Debrief:
How does everyone feel upon completing the activity?
Does anyone have any observations they would like to make about what we just did?
Which emotions do we associate with positivity?
Which emotions do we associate with negativity?
These questions can be altered to cater for the year level we are working with

Game:
Simon says for feelings
Simon says look happy.





3: Evaluative Activity or Discussion (how you will know if students have met your goals;
narrative only)

At the conclusion of the session a debrief/discussion will be conducted about how did
that make you feel referring to the paper plate people. Allowing the children to express
how they felt throughout the session and what they had learnt about expressing their
emotions along with asking them questions to prompt further thinking related to the
important aspects the session was identifying.


Social Justice Education: How the above engaged students in discussion points on power,
equity and change

Scenarios showing different sides of the situations and how feeling can be altered
depending on what side of the situation you are on.

Other Information youd like to share or include (you need not include AusVELS)
Extra scenarios
-Leslie and I were supposed to go to the mall together, but she went with Susan instead.
- I am lying down, listening to my favorite song.
- I just finished all of my work for the day
-My class just won a pizza party for selling the most tickets!
-I woke up late this morning and forgot my lunch.











Lesson Template for Social Education
EDF3304 / 2013S2

Name of your group: Social Butterflies
Name of group members: Jessica Spoor, Ashlea Thompson, Alana Webster,
Ashleigh Oorloff, Marni Prince
Workshop day: Tuesday
Workshop time of day: PM
Lesson: 2
Lesson date: 13/8 /13

Title of Lesson Bullying Interactive Experiences
Grade 3/4
General Social Education Theme Feelings and emotions
Specific Social Education Theme Feelings involved with bullying
Learning Goals (Objectives)

Throughout this session, we hope to achieve a safe environment in which the children
feel secure enough to discuss the difficult subject of bullying.
By allowing the children themselves to guide us in the direction they wish to go in
terms of this topic, we hope to develop many ideas about how children deal with
bullying encounters and also some fresh ways of managing bullying that the children
can employ in the future.
In developing these methods of bully management, we hope we can assist in the
creation of better relationships among children, and better ways of dealing with the
harsh realities of being bullied within a school environment.


Childrens Literature Used (full APA citation)

Bystander (a poem about bullying)
Hooray For You! A Celebration of You-Ness Marianne Richmond, 2001

1: Introductory Activity (connect to prior knowledge; narrative only, not dot points)

Last week the children discussed different feelings that occur at various moments
throughout their lives. When asked to offer information about what makes them feel
sad, embarrassed or angry, the children mentioned bullying.

In order to build on this idea, we will begin the session today by reading a poem about
bullying and we will then ask the children some questions about how the poem made
them feel.

For example;

After hearing the poem, what parts of it can you relate to?

Has something similar to the events within the poem happened to you before?

What do you think the message of the poem is?

2: Main Activity (co-construction of new knowledge; narrative only)

The main portion of our lesson today will consist of us asking the children to think of as
many forms of bullying as they can, which we will record on a large sheet of butcher
paper (or similar).
Once the children have provided an extensive list, we will ask them to provide different
methods of dealing with these types of bullying.

For example;

If you are being cyber-bullied, what could you do to stop this from happening?

Instead of retaliating when a bully picks on you, what are some safer methods you could
use?

How can we help to stop bullying within our school environment?

After these suggestions are made by the students and recorded on paper, we will divide
the group into pairs and ask them to choose one of the scenarios suggested; they will
then create a skit acting out the type of bullying chosen, followed by the solution to this
form of bullying.
If the students are unsure of what is expected of them, we will act out one of the scenarios to
illustrate this task.

3: Evaluative Activity or Discussion (how you will know if students have met your goals;
narrative only)

After this activity, we will have a debrief discussion about how the various
problems/solutions the children offered can potentially reduce the frequency of bullying
within school environments.
We will also ask the children which ideas they or their friends suggested they believe to
be the most effective.
For example;

Have any of you used any of the techniques we discussed earlier?

Which solutions to bullying do you think are the most effective?

Who are the people in your lives that you can rely on to help you if you are being
bullied?

After this discussion, we will read Hooray For You to the children as a way of ending on
a happy note. This picture book will hopefully serve to make the students feel content
about who they are as a person.



Social Justice Education: How the above engaged students in discussion points on power,
equity and change

As an overall topic, bullying is all about power.
Within a school setting, children get bullied for a number of different reasons including
ethnicity, intelligence, religious beliefs, socioeconomic status, weight, interests; all these
reasons are related to somebody believing they have power over somebody else.

By allowing the children to discuss the types of bullying they have encountered in their
day to day lives, or the types of bullying that they have heard about through media,
siblings or their parents, we have acknowledged the power inequity people of their age
face throughout their time at school.

Through discussing methods that can combat these issues, we have offered the children
ways of making their lives and the lives of people around them more equitable through
small changes in the ways in which they deal with bullying.

Other Information youd like to share or include (you need not include AusVELS)

The roles of our group within the lesson are as follows;

Marni will read the bullying poem to the group as part of the introductory activity. She
will also set up the tone of the poem so the children are aware of its serious nature.

After the poem is read, Ashleigh will ask the students questions in relation to the poem
(as written above; not limited to these questions).

Alana will introduce the main activity of the lesson; each member of the group will take
suggestions from the students while Alana writes them out on the butcher paper.

After the children have suggested different forms of bullying, Jess will ask the students to
offer ideas on how to combat these situations; each member of the group will take
suggestions from the students while Jess writes them out on butcher paper.

Ashlea will then divide the students into pairs and ask them to choose one of the
scenarios on the paper to act out.
If an example of this is required, Ashlea and Marni will act out one of the scenarios to
illustrate what is expected of the students.

The debrief portion of the session shall be run by each member of the group, asking the
children questions as they see fit.

At the end of the session, Ashleigh will read Hooray For You to the group to finish on a
happy note.



Lesson Template for Science Education
EDF3304 / 2013S2

Name of your group: Social Butterflies
Name of group members: Alana Webster and Ashleigh Oorloff
Workshop day: Monday Tuesday Thursday
Workshop time of day: AM PM
Lesson: 1 2 3
Lesson date: 27/08/13

Title of Lesson Photosynthesis
Grade 3/4
Objectives:
In this lesson we hope to introduce the ideas of photosynthesis through the experiment of
growing radish seeds within different settings; for example, with/without sunlight, water/no
water, and/or the addition of stimulants to the water, for instance, coffee.
AusVELS:
Living things have life cycles:
Making and recording observations of living things as they develop through their life
cycles
Comparing life cycles of plants and animals
Recognising that environmental factors can affect life cycles such as fire and seed
germination
Living things, including plants and animals, depend on each other and the
environment to survive (http://ausvels.vcaa.vic.edu.au/Level4)


1: Introductory Activity (connect to prior knowledge; narrative only, not dot points)
We will talk to the children about whether they have ever planted a tree, flowers, or
vegetables in their gardens at home, school or anywhere else.
If so, what was required in order to make the seedlings planted flourish and grow?
Were there any changes that the children noticed while the plant was in the process of
growing?
If the plant did not grow successfully, what might have happened to cause this?
2: Main Activity (co-construction of new knowledge; narrative only)
Part one: Photosynthesis description
Talk about photosynthesis using the equation
Write up the actual equation underneath.
6H2O+ 6CO2C6h12O6 + 6O2 (Water + carbon dioxideGlucose + oxygen )
Part two: Planting
Get children to take turns putting the seeds and medium combinations together
1. Seeds, water, cotton balls, no sunlight.
2. Seeds, water, cotton balls, sunlight.
3. Seeds, water, soil, sunlight.
4. Seeds, water, soil, no sunlight.
5. Seeds, cotton balls, container put outside and left to its own devices (may be exposed
to over-watering due to weather conditions, may get too much sun etc)
6. Seeds, cotton balls, container left inside, watered once
7. Seeds, cotton balls, water with added coffee, no sunlight
8. Seeds, cotton balls, water with added coffee, sunlight
Part three: sum up lesson
3: Evaluative Activity or Discussion (how you will know if students have met your goals)
At the end of the lesson, we will ask the students what they have learnt so far about the
process of photosynthesis, why it is so important in a plants life cycle, and what they have
learnt that they may not have known previously to the completion of this lesson.




Lesson Template for Science Education
EDF3304 / 2013S2

Name of your group: Social Butterflies
Name of group members: Alana Webster and Ashleigh Oorloff
Workshop day: Monday Tuesday Thursday
Workshop time of day: AM PM
Lesson: 1 2 3
Lesson date: 08/09/13

Title of Lesson Creating Rafts
Grade 3/4
Objectives:
To illustrate to the children the way in which different materials can be used most effectively
to create objects that can be utilised in a meaningful/useful way.
Some natural materials may be made better when attached/used in conjunction with
artificially made materials.
AusVELS:
Natural and processed materials have a range of physical properties; these properties can
influence their use.
Describing a range of common materials, such as metals or plastics, and their uses
Investigating a particular property across a range of materials
Selecting materials for uses based on their properties
Considering how the properties of materials affect the management of waste or can
lead to pollution

1: Introductory Activity (connect to prior knowledge; narrative only, not dot points)
At the start of the lesson, we will ask the children various questions about the materials we
have supplied them with. The questions will be similar to the following;
Which of these materials do you believe will float/sink?
Out of the materials here, which would you select to create a raft that could support this
small plastic toy?
Why would you select those materials and not the others?
What do you think makes some of these materials more buoyant than others?
2: Main Activity (co-construction of new knowledge; narrative only)
The students will then split into small groups and begin to create their rafts that will be used
to support a small plastic toy within a medium sized tub half filled with water.
3: Conclusion of Lesson
We will then debrief after the main component of the lesson has been completed, mainly
asking questions relating to what the students believe they did correctly/incorrectly in terms
of the activity.
Which materials did you choose to use?
Why did you select those materials?
What do you believe you and your partner/group did well during the activity?
What do you believe you could improve on if you were to do the activity again?
Why did you avoid certain materials and choose to use others?



Lesson Template for Science Education
EDF3304 / 2013S2

Name of your group: Social Butterflies
Name of group members: Alana Webster and Ashleigh Oorloff
Workshop day: Monday Tuesday Thursday
Workshop time of day: AM PM
Lesson: 1 2 3
Lesson date: 22/10/13

Title of Lesson The Wonderful World of Water
Grade 3/4
Objectives:
In this lesson we hope to illustrate to the children the many different forms that water can
take, and also how water can help to change the properties of other particles/minerals in the
world. We will conduct three different activities with the children that will all feature water in
some way; with each activity increasing in terms of how involved the students will be in order
to make the activity a success.
AusVELS:
Natural and processed materials have a range of physical properties; these properties
can influence their use
Investigating a particular property across a range of materials
Selecting materials for uses based on their properties
With guidance, identify questions in familiar contexts that can be investigated
scientifically and predict what might happen based on prior knowledge
Reflecting on familiar situations to make predictions with teacher guidance
1: Introductory Activity (connect to prior knowledge; narrative only, not dot points)
As an introductory activity, we will firstly ask the children what they know to be true about
water; for example:
What are the different forms that we associate with water?
Does water still have the same scientific makeup when it is in its frozen form? How about
when it becomes steam? (Please note the answer to this question is; yes, because the
molecules of the water have not chemically changed; the transition of water into ice or steam
is merely a physical change.)
What do you think the reasons are for why water is able to adapt to any shape or form
depending on the kind of vessel that it is contained within?
After this brief discussion, we will show the children some various bottles filled with water in
its different stages: ice, room temperature water, and boiling water (which will be combined
with the ice to create steam for the children to see). We will then ask the children some
questions in relation to what they just witnessed, for example;
Why do you think the ice and the boiling water created steam?
What are the differences between the three types of water we have shown you today?
What are the similarities?
2: Main Activity (co-construction of new knowledge; narrative only)
For the main portion of the lesson, we will be completing two more activities with the
children; we will be making Oobleck*, and we will also be making lava lamps** as well. In
order for these two activities to be completed, there will need to be a no-nonsense policy
set out for the children very early on in the lesson, as they tend to be quite rowdy. In terms of
the making of the Oobleck, each child will play a role in helping to mix the substance together
to create the non-Newtonian fluid, and the same will go with the creation of the lava lamps.
Prior to the lesson, we will have bottles prepared with oil and water inside them and have the
children add in their choice of food colouring, as well as the Alka-Seltzer (provided they wear
rubber gloves).
As the children complete each activity, we will explain to them the scientific processes
occurring throughout, using correct terminology so the children are able to widen their
knowledge of science concepts.
The main ideas we wish to convey during the main part of the lesson are:
Oobleck is a non-Newtonian fluid that is, it behaves like a liquid when being
poured, but acts like a solid when a force is acting on it. You can grab it, and then it
will ooze out of your hands in a similar fashion to water.
The reasons behind why the lava lamps function in the way they do oil and water
firstly separate from one another, with the oil sitting on top because it has a lower
density than water; the food colouring added falls through the oil and mixes with the
water at the bottom of the bottle; finally, the Alka-Seltzer added releases small
bubbles of carbon dioxide gas that rise to the top and take some of the coloured
water with them, as the gas escapes when it reaches the top of the bottle, the
coloured water sinks back down

3: Evaluative Activity or Discussion (how you will know if students have met your goals)
As a means by which to identify whether the children have learnt anything from the
experiences they have completed today, we will be giving them a brief worksheet to fill out,
which will ask them to offer explanations behind why the scientific phenomena they
witnessed during the lesson occurred.
If time permits, we will have the children read out some of their answers to the group as a
way of peer-assisted learning.


Please note, these websites assisted us in the creation of this lesson; as well as enabling us to
offer truthful explanations to the children in regards to the scientific concepts being dealt
with:

http://www.freedrinkingwater.com/water_quality/chemical/introduction-water-
chemistry.htm

http://www.instructables.com/id/Oobleck/

http://www.sciencekids.co.nz/experiments/easylavalamp.html