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How

has the life of a child changed over time?


Title: How has the life of a child changed over time?

Year Level: 1

Teacher: Sally Ellis

Focus Curriculum Area (s): Humanities and Social Sciences, Drama and Literacy

Duration: 3 weeks


STAGE 1: Curriculum Links
(What do we want students to learn? From the Australian/SCASA Curriculum)
General
Capabilities (GP)
Cross-curriculum
Priorities (CCP)
Year Level
Content
Descriptors

Literacy

Numeracy

ICT

Critical and Creative Thinking

Ethical Behaviour

Personal and Social

Intercultural Understanding

Aboriginal and TSI


Histories and Culture

Asia and Australias


Engagement with Asia

Sustainability



N/A

Humanities and Social Sciences:


Differences and similarities between students' daily lives and
life during their parents and grandparents childhoods
(ACHASSK030)

Differences in family structures and roles today, and how
these have changed or remained the same over time
(ACHASSK028)

Drama:
Use voice, facial expression, movement and space to imagine
and establish role and situation (ACADRM028)

Literacy:
Understand that there are different ways of asking for
information, making offers and giving commands
(ACELA1446)

Create short imaginative and informative texts that show

Year Level Achievement


Standards

Students explain how some aspects


of daily life have changed over
recent time while others have
remained the same. Students make
and present drama-using elements
of role, situation and focus in
dramatic play. Students describe
characters, settings and events in
different types of literature.
Students create short texts for a
small range of purposes. They
interact in pair, group and class
discussions, taking turns when
responding.

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emerging use of appropriate text structure, sentence-level
grammar, word choice, spelling, punctuation and appropriate
multimodal elements, for example illustrations and diagrams
(ACELY1661)


Knowledge

Skills

Different family structures

Use iPads

Family roles

Questioning

How families have changed over time

Complete illustrations

Difference in childhoods (school life, toys, hobbies) between them,


parents and grandparents

Role play (facial expression, use of voice)




LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the achievement standards.
Students will be able to......

Explain how aspects of daily life have changed over time while others remained the same.
Explain the differences and similarities between students daily lives and life during their parents and grandparents childhood.
Perform a role-play expressing these differences.



UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

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Task description: Summative Task

At the end of the unit of work students in groups of 2 will present their findings in the form of a role-play, they will present it to the class. Students will
perform a role-play of playing with toys or performing a hobby that is from a previous generation (or similar). The students will present a scenario of
playing with the toy or performing a hobby that is aimed at their peers. Students will perform this task in pairs to allow for all students to be able complete
the assessment piece.

Assessment Criteria: Derived from Achievement Standard or Content Descriptions and Skills or Scope and Sequence

Did the students accurately describe and display what childhood activities that pervious generations participated in.
Were the students rehearsed and understanding of what was expected
Did students use their voice and body language effectively


Assessment recording template:


Students will be marked on a rubric (appendix item one) with written and oral feedback.


Feedback:

Students will receive their rubric as well as verbal feedback from the teacher.
Students will also receive feedback from their peers at the end of their performance. Teacher will pick one audience member to provide their peers
with a recommendation (something they could do better) and another student to provide a commendation (something they did well).

Self-assessment:

Students will complete a short self-evaluation after their performance. (See appendix item two). Students will discuss their self-evaluation with the
teacher.




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UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

What events will help students:
Experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
Achieve the desired results identifies in Stage 1?
Equip students to complete the assessment tasks identified in Stage 2?


Learning Experiences
Assessment For/As Learning

(Formative Assessment)
1
Introduction to differences in family structures
Students are assessed on their
Read the book: Everywhere Babies written by Susan Meyers
participation in discussion
This book celebrates diversity
Has rhyming texts
Illustrations depict all family types but still leaves the readers to
make whatever assumptions about the family types
Discussion on the book
- Can you see different family types in this book?
- Can you see your family in this book?
- Encourage students to ask questions about the book

2
Children create their families
Students will be assessed on their
ability to correctly create their family.
Children are given blank cut out of people and create their family
Once created students will show their work to the class, explaining
who is in their family.

3
Using the students family types, begin a discussion about different family

types
Focusing on parents and grandparents
Encourage students to think of family members in older
generations or friends of the family.

4
Class brainstorm of activities, games, books, technology and toys that
Students will be assessed on their
children have now
participation in the discussion and

Resources

Everywhere Babies
book

Cut out of people


Pencils and textas
Paper to stick
families onto

Whiteboard and
whiteboard markers
to write discussion
points on the board

Childrens books to
draw in
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Class brainstorm on the whiteboard, writing words that may not be what they draw on their page, if it
familiar to the students and explain their spelling and construction. correctly reflects the task that was
given to them.
Students then draw on their page what has been discussed an


Introduction to drama by playing drama games with the students to
develop their skills, fine and large motor and to get used to participating in
drama activities such as:
Up down freeze
Wink murder
Spy game
Move to the beat

Class reads My Grandmothers Toy Box written by Joanne Clyne and Liz
Suda
Discussion on the book
What toys were in the book?
Who are the characters in the book?
Ask students if they have seen any of the toys in their house,
grandparents or family friends houses.

Activity on My Grandmothers Toy Box. Students will pick a toy (listed
below) of their choosing and complete the following questions: what do
you think this toy is made of? How do you think that this toy was played
with? How is this toy different to a similar toy you might have?
Computer game
Paper dolls
Camera
Barbie doll
Box brownie
Toy soldiers
Lower level achieving students will get strong teacher guidance as well as
have the opportunity to work in pairs.
This task is not based on facts but allowing the students to explore each
aspect, highlighting that there is no correct or incorrect answers as long as

Pencils and textas


Whiteboard for class
discussion

Students will be assessed on how they


contribute to classroom games

Instructions for each


game

Formative assessment will take place


on what the students contribute to
the discussion

My Grandmothers
Toy Box book
Whiteboard for
discussion

This lesson will be assessed on the


students ability to answer questions
in a realistic manner and explain what
they mean.

Picture book for


reference
Blank writing paper

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the answers are realistic and the student can explain what they mean.

Poster activity on the then and now
Divide the page in half and title one then (grandparents toys) and
one now (childrens toys)
Children draw the toys in the correct area
On the back of their poster students write the differences in the
toys
End of this lesson students are asked to go home and ask their parents and
grandparents what toys they used to play with or what hobbies they used
to participate in and if they had any toys handed down through their
family. Children are also encouraged to ask any questions about childhood
from their parents and or grandparents including their schooling life.


Classroom discussion had on the toys that the students talked to their
parents/grandparents about. Then discuss if students were to leave a toy
behind what one they would.
Students brainstorm on their page (what toy, why they would leave
it and who they would leave it to).
Students can think of other questions that they might like to
answer through their brainstorm.

Students construct a piece of writing on the toy they would leave.
This lesson is used for drafting this piece of writing based on their
brainstorm

Students write their final copy of their piece of writing.
Before students write their final pieces of writing they will have
their spelling and grammar checked.
When students are writing out their final copy a focus will be on
the neatness of the work as well as correctly spelt words and
correctly formed sentences.

Student will be assessed on their


poser and their writing on the back,
with a larger focus on their poster
than the writing.

A3 poster paper
Pencils and Textas

The students brainstorm on their


page will be a guide on how they
understand the task.

Blank page in their


book
Whiteboard for
discussion

Observation will occur during this


lesson on the students draft copy.

Blank writing paper

Formative assessment will take place


by collecting and reading the
students final copies of their writing.

Students previous
drafts

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Drama lesson two


Improvisation, whole class role play
Focusing on voice, facial expressions and movement

13 Students will be researching on the iPads the hobbies and schooling life
of a child during their grandparents time.
Students will answer questions (what is the hobby? How long were
they at school for? What did they do after school? What did they
eat at school?)
Children will research in pairs and write their answers down
Class discussion will be held.

14 Students are introduced to their performance task
Explain what is expected from them
Breakdown of the task with marking criteria. Students will be
shown a rubric so they know the three levels of achievement.

Create research questions as a class, including:
- What is the toy or hobby?
- How do you play with the toy or hobby?

15 In pairs students pick a toy or hobby from previous generations. One from
the book or one that they have been told about.
Students gather information on the toy
Research on the iPad or ask questions to parents/grandparents

16 Students are introduced to the format of a role play
Structure of the role-play
How they could create

17 Rehearsal of the students role play
an
Each pair of students will have a discussion with the teacher
d
throughout both lessons to ensure students are on task and are
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heading in the right direction.

Assessment on students participation


in the group activities.

Children will be assessed on the
answers to their questions.

iPads
Blank writing paper

Ensure that all students understand


the task and what is expected of them

Rubric to
breakdown

Observation will ensure that students


are on task as well as looking at the
students answers to their questions

iPads
Research questions

Student discussion with the teacher


will be used as formative assessment
to ensure students are on task.

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Students perform their role play
Highlight to students how to be respectful audience members.


Feedback on performances
Students complete self evaluations
Receive their rubrics back
Discussion to each group on how they went

Students will receive summative


assessment at the end of this lesson.

Feedback sheets

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Appendix
Item One
Student:
You represented a toy
or hobby that has been
used by a previous
generation to a below
satisfactory level.
You were able to use
your voice, body
language, facial
expressions and space
to a below satisfactory
level.
You did not seem well
rehearsed and have not
used most of your time
wisely to complete the
task.
Other Comments:

You represented a toy


or hobby that has been
used by a previous
generation to a
satisfactory level.
You were able to use
your voice, body
language, facial
expressions and space
to a satisfactory level.

You accurately
represented a toy or
hobby that has been
used by previous
generations to a very
high standard.
You were able to use
your voice, body
language, facial
expressions and space
to a high standard.

You were well


rehearsed and have
used most of your time
wisely to complete the
task.

You were extremely


well rehearsed and
obviously have used
your time wisely to
complete the task












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Item Two

Name:

How did you feel that you completed the task?

Why did you circle that face?



Are there any other thoughts that you would like to share?

(Circle)

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