Society & Environment


The Time of Your Life!
NB: This took my class 5 weeks, but it could easily cover a term, especially if extended to talk about futures as well. You could ask an older child in to talk about what’s changed for them since R/1 and ask for parents to talk about their jobs. Read books about what people do when they get older. Students could talk to their families about any changes they see happening (e.g. moving) and discuss what they might be able to do in the future. BAND Junior Primary UNIT/TOPIC DESCRIPTION Children will investigate, report back on and discuss their lives from birth to the present and will speculate what might happen in the future. They will use interviews and photos from home to collect information to discuss in pairs and as a whole class and to practice sequencing. Children will create a visual timeline of their lives from baby to current age. Essential Learnings  Futures  Identity  Interdependence  Thinking  Communication Equity Cross Curriculum Perspectives and Vocational Education  Aboriginal & Torres Strait Islander peoples’ Multicultural Gender Socio-economic Disability Rural & isolated Enterprise education Career education Work-based learning Community-based learning Key Competencies ICTs

Collecting, analysing, organising information  Communicating ideas and information  Planning and organising activities  Working with others in teams  Using mathematical ideas and techniques  Solving problems  Using technology 

 Digital camera  Computer/ Printer  Video camera  Calculator  Internet  CD Player  Clock  Fax  Scanner  Email

Strand Time, Continuity and Change.

Key ideas Children begin to develop skills in analysing and representing the concept of time – present, past and future.

Broad Outcomes SACSA Outcome 1.2 Presents events and life stages in sequence.

KEY IDEAS Children begin to develop skills in analysing and representi ng the concept of time – present, past and future.

LEARNING OUTCOMES Students will begin to explore the idea of growing up, and the stages in one’s life. They will jointly construct a list of questions to be used in an interview with caregivers.

CORE TEACHING EVENTS Lesson 1 – What Can I Do?  Read Once There Were Giants. Question throughout.  Ask what happened in the book and record on the board. What did she do first? What next? Can you think of any other things that you learnt to do when you were little? Or that a little brother/sister can do?  Discuss ages. Can you be 0 years old? When do you turn 1?  Explain that I will create a table of questions from the list they’ve generated.  Conclude.  Create table (based on things in book, children’s other ideas and an extra section that parent’s can fill in something extra for each year) and print for students to take home.  Explain to students how to record their age. Demonstrate an interview.  Send a note to caregivers asking for photos (labelled with age) that they don’t necessarily need back. Collect over the week. Lesson 2 – When Could I Do It?  Explain to students how to read their interview sheets. Ask a child to find something they did when they were 2 years old. Ask a child how old they were when they could____.  Set up pairs. Ask all children to find something they did when they were 3 and tell their partner. Help each other out. Ask them how old they were when they could _____.  Point out that parents recorded some things in months. Discuss 12 months = 1 year. Anything under this = you were not 1 year old yet. (Could be integrated into Maths)


Once There Were Giants by Martin Waddell & Penny Dale Board For me: Computer Printer

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Students will discuss their interview information with a partner and the class. Students will focus on the first year (0 years old) of their life and create a page depicting at least one thing that happened in this year, using pictures and/or words.

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Interview sheets Flower pot proforma

Students will, in groups and with justifications, sequence photos of the class. Students will begin to understand the meaning of a timeline. Students will create a second A4 page depicting their abilities/lives when they were 1 year old.

 Ask them all to find something they did when they were not yet 1 (a baby).  Create an A4 flower pot (see first proforma) of what you could do when you were a baby using pictures and words. Some students may need the writing, others can be given a blank flower pot. Lesson 3 – What is a Timeline?  Shuffle students’ photos. Make up groups of 4. Give each group a set of photos. Tell them to put them in order from youngest to oldest children. Why did you put them in this order? Could that photo go anywhere else? At least one group to report back.  Discuss what a timeline is.  Create an A4 page (using a leaf proforma) for when they were 1 year old. Again, give students who are capable of writing a blank copy.  As students have their own information, once they finish one page they can start the next During other lessons: • Computing – Word. Students insert scanned photo and type ‘Now I am (current age)’. Print in colour • Computing – KidPix. Students create a picture to accompany one of their ages and stick on a leaf. • Art lesson – use paper plate as centre of flower. Cut coloured paper circle in half to create petals and paste around centre (have an example). Talk about possible patterns etc. Paste whole circle in middle when finished. Take print out of ‘Now I am __’ and photo. Cut out and paste in middle. • Arrange flower pots along bottom of display area. Create stems using thin green tape. Connect flowers at top. Add

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Photos Right/left leaf proformas

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Digital photos of children Computers Paper plates Coloured paper circles Glue sticks Scissors Printed computer work Thin green tape

Students will consider if everyone experiences the same things growing up through a class discussion. Students will create a third A4 page.

leaves as children complete them, going up the stem. Talk to children about where each one should go and why (putting in order). Don’t be afraid to put the flowers close together (leaves can overlap slightly). Looks very effective. Lesson 4 – Does Everyone Grow Up The Same Way? • Class discussion of last page completed. Sit in circle. All students have 2 counters each, giving them the chance to speak twice each. Did everyone have the same thing? Why not? Why do different people experience different things, or at different times? Is that wrong? Talk to your partner. Talk to class. • Create at least one more leaf. WHO WILL ASSESS? Teacher SACSA OUTCOME 1.2 Presents events and life stages in sequence 1.2 Presents events and life stages in sequence 1.2 Presents events and life stages in sequence

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Counters Right/left leaf proformas

CRITERIA FOR ASSESSMENT Sequences photos with justifications (Formative)

ASSESSMEN T STRATEGY Observation/ Questioning


Sequences timeline correctly with justifications

Observation/ Questioning


Anecdotal notes/ Checklist

Makes a timeline of at least 4 pages that includes:  Age (title)  Ability  Picture

Exhibition – Product analysis


Studentanswered questions (Checklist of criteria with happy, neutral, or sad face, assisted by parent if possible)

Before self assessment, students practice with a peer. What’s one thing you’re partner has done really well? What’s one thing they could do to make it even better? How is their timeline (the things they could do) different to yours?

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