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HSIE

Term 2, 2013

This Is Me!
Students explore each others lives and special characteristics, highlighting beliefs and moral codes. They learn to appreciate others backgrounds, experiences, memories and individuality.

OUTCOMES and INDICATORS


CUES1 Communicates some common characteristics that all people share, as well as some of the differences
talks about the characteristics that we all share identifies and describes their own characteristics identifies their own desires and abilities, and reasons for these describes the groups that individuals belong to, including the family group, friendship groups talks about their own worth as an individual compares their own characteristics with others talks about other children in Australia and in other countries contributes to class discussions about special events and holidays important to them, including events they celebrate with their family and those they share with their class.

CCES1 Describes events or retells stories that demonstrate their own heritage and the heritage of others.
recounts events and situations involving themself and others recalls aspects of their family heritage, including countries their relatives came from, valued family possessions and religious practices listens to and talks about stories of other families and their heritage, including countries of origin links people to events in their own life, both past and present identifies and refers to relatives and people in their neighbourhood who are relevant to their life and community refers to current family, school, local, national and global events sequences events and stages in their own life and in the lives of others talks about then and now describes changes in their life, in their family and in other families communicates information about change reflects on events in their life and what their life could be like in the future uses everyday vocabulary associated with understanding time and change.

STUDENTS WILL LEARN ABOUT - Individuality, shared characteristics and backgrounds - Children in other parts of Australia and the world - Different beliefs, religions, celebrations and their meanings to different people - Their own and others heritage - Changes in their lives, both physical and emotional SPECIAL CONSIDERATIONS - One student in KD has a sensitive family background which requires consideration, and to this end my program will differ to that of the other ES1 classes.

TEACHING LEARNING SEQUENCE Lesson Number 1


(week 2)
We Are All Different

Topic / Activities
Read The Mixed Up Chameleon and talk about what the chameleon was feeling and why he changed his appearance. Talk about how everyone is special and very few people look exactly alike Go around the circle with the sentence I am ____ and I have ______. This makes me special. Students pick someone they look very different to and draw a picture, highlighting their differences, with the heading We are all special. Spend this lesson making portraits of themselves: on large sheets of paper, trace around the students. They then decorate it to make it look like themselves. Utilise the class mirror for assistance. Students talk about similarities between themselves and others, regarding appearance. Students share a quality that they have, that one or both of their parents also have. Pre-prepare photos of students, e.g. just their eye, just their hand etc. and the class have to work out who it is. Go around the circle and students have to say a thing that they like, and also what the previous person liked, e.g. My name is Hannah and I like chips, but Hugo likes pasta. Play the Favourites game: Teacher gives a category and students try to find someone who likes the same thing, or alternatively not the same thing. Students complete the artwork depicting their favourite colour, food, animal and toy. Pre-prepare: students bring in photos of themselves from previous ages. These are scanned in and put into an IWB presentation When a childs photos come up, they sit on the teachers chair and students identify changes that have occurred. Teachers photos can be the last photos, and students identify the changes and -

Resources
Eric Carles The Mixed Up Chameleon

Reg.

(week 3)
This is what I look like

Large sheets of paper Coloured paper, paint, glue, wool Photos of students

(week 4)
But We Have Things The Same

(week 5)
I like You like

5
(week 6)
How I have changed

Photos of students when younger

(week 7)
Changes in abilities and knowledge

(week 8)
My culture

(week 9)

think about further changes that will happen to them Students write sentences about their changes. Now I am older I... Students think about things they couldnt do when they were little, and can do now (using photos as stimulus) Go around the circle and share something they have learnt to do Again, go around the circle and share something they would like to learn how to do, and when/how they will learn this Create a list of Things We Did as Babies, Things We Do Now, Things We Might Do in the Future from students illustrations Students tell something they can do/something they know that not many others know, for example Sonya can speak Farsi. Have a little go at everyones talents. Students write a sentence I am talented because Bring up a world map and talk about countries of birth, noting down where each child was born. Talk about different religions, languages, foods. Make a table of differences and discuss. Done over two days: give out timetable. Students bring in a dish from their cultural heritage: something special that is particular to them. Alternatively, students can research and make/buy a dish from another culture Students share the history of the dish and which culture it is from, and then we taste each dish in turn. Students write a sentence: I tried ______ from ________. Different things are great!

Photos from younger ages

World map

Pre-organised foods from different cultures

ASSESSMENT // EVIDENCE OF ACHIEVEMENT Participates in role play and discussions regarding the roles and responsibilities of people in the community Identifies and discusses different facilities and aspects of the school Identifies different workers and their roles and responsibilities at school Acknowledges the support they receive from different people at school Identifies and describes different family members and their roles in own life Gathers information about their own needs Discriminates between needs and wants Identifies the tasks family members undertake to meet needs and wants of family members Discusses difference between home and school Identifies the need to behave considerately and cooperatively at school Identifies and locates classroom resources Represents understandings through illustrations and writing

My name is

I look like this

And My favourite food is My favourite animal is

My favourite colour is

My favourite toy is