HIF1O/HIF2O Shannon Duncan Lesson Design Assignment Family Studies Wednesday, October 17th, 2012

Family Studies Social Sciences and the Humanities: Individual and Family Living
Grade 9/10, Open, (HIF1O/HIF2O) INTRODUCTION Time: 1 - 70 minute period Lesson Title: Investigating Diversity in Family Lifestyles, Introduction Connections to Diversities in Families and Social Science Research Methods By recalling and describing their physical home lives, students begin to investigate their position within a society of diverse family lifestyles. By uncovering an awareness of their home environments, students develop a critical skill in social science research: the ability to self-assess and self-locate. By listening to the stories of peers, they practice interview and survey skills. They learn how to obtain and interpret information through observation and human resources. Strands Social Science Skills Diversity, Interdependence, and Global Connections (See Lesson Plan for Overall Expectations and Specific Expectations related to strands) Prior Knowledge Required by Students As an introductory lesson to the unit, there is not a lot of prior knowledge required by students. They should be comfortable speaking. They will be asked to listen, observe, and reflect on their experience. This lesson will generate material for future analysis and inquiry. Resources Materials are listed in lesson plan. Teacher should be prepared with Family Dynamic gesture to contribute and model Minds-on exercise. Appendix includes suggested verbal prompts for Mind-on and Activity Appendix includes optional playlist of home-related songs accessible on-line Appendix includes copy of exit card. Agenda in Student Language (See Lesson for Learning Goals) Minds-On: Family Dynamics Exercise (15 minutes) Activity: Come Into My House Part 1: Draw your house (20 minutes) Part 2: House Tours, Groups of 3 (25 Minutes) Debrief, observation notes, and Exit Cards (10 Minutes) Total: 70 Minutes

HIF1O/HIF2O Lesson Adjustments In both the activity and minds-on, students can self-select their preferred mode of engaging and communicating depending on their strengths, ability, and comfort levels. They can complete the lesson successfully whether relying on written, oral, physical, or visual communication.

HIF1O/HIF2O LESSON PLAN Unit and/or Day: DAY 1: INTRO to Investigating Diversity in Family Lifestyle Introduction to Individual and Family Living, Grade 10, Open H1F20
Expectations Materials From: The Ontario Curriculum, Grades 9 and 10: Social Sciences and the - 1 large blank paper for each student Humanities, 1999 - 1 thin-tipped marker per student - Exit card for every student. Strand: Social Science Skills (p21) - Optional soundtrack Overall Expectations - Poster or Chalkboard to write Use social science research methods to obtain information from various concluding quote and learning goals media, technology, and human resources in order to examine aspects of - Students should have paper and pens/ individual and family living pencils for recording observations Specific Expectations ----Collaborative Group Skills Demonstrate effective speaking and listening skills in a small group ---Research Skills Conduct research about individual, family, and social issues using surveys and interviews Strand: Diversity, Interdependence, and Global Connections (p20) Overall Expectations Describe diverse family, relationship, and child-rearing patterns, and family lifestyles in various historical periods and cultures

Learning Goals: 1) To understand the personal and social impact of our domestic environments 2) To explore diversity of our homes 3) To try out self-reflection and oral history as a forms of research methodologies

Specific Expectations 4) To generate initial questions to refer to ----Family Functions as we develop research skills next Analyse various ways in which families perform the basic functions, class based on surveys of their own or other families ---- Family Diversity Compare family forms, relationship patterns, child-rearing patterns, and division of labour in several cultures and historical periods, using information sources

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Time: 15 min Before:
Minds On

WARM-UP: Family Dynamics Exercise (Intrapersonal/Interpersonal/Kinesthetic) Individual + Small Groups - Students spread out around the room, in clusters of 4 or five, with enough room between themselves to stretch their arms out.

Assessment Opportunities AforL How focused are the students?

- With eyes closed, students visualize family member and invent a brief Are they gesture to represent that person (1.a) Practice three times with eyes comfortable closed (1.b) sharing and listening with - Open eyes; teacher demonstrates once silently and again with each other? explanation (1.c) Are they - Students share gestures, going around their group circles once silently comfortable and once naming the person and what their gesture represents talking about their private N/B - Gesture can be as simple as a facial expression if a student has lives? limited mobility. **This exercise is to help get focused on our families and our home lives. It gives us practice visualizing, representing, and communicating what we feel and know about our families and homes. It also gives us an opportunity to see and interpret how other people represent and communicate this part of their lives.

Afor L: Can they attribute symbolic and social significance on physical environment? How well do they represent, interpret and compare their respective experiences?

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Time: 40 to 45 mins. During: ACTIVITY: Come Into My House Action! Form Groups of 3 Assign a material gatherer in each group. Collect markers, and papers. Distribute. Differentiated Instruction:

Content: - Student-driven content is implicitly Spread out in the room (floor, tables, etc. Wherever differentiated to suit they are comfortable.) the learner - Students can choose PART 1: to just listen if they Quietly and individually, Students draw either the are not comfortable inside of their home you grew up in (2a). sharing Drawings should be very detailed. (2b) Teacher may play music (3a). Process/Product: ----- 20 minutes - Student work independently PART 2: (Intrapersonal) In Groups of three, Each person takes about 7 and then share minutes to give their group members a tour of their (Interpersonal) house. Peers are practicing active listening - Students can draw, ------ 20-25 minutes label, describe visually verbally or orally (visual/ Spacial/Verbal/ Auditory) Learning Environment: Students can move around and sit on floor or at desks (Kinesthetic) - Topical music is played (Musical/ rhythmic)

Afor L: Can they attribute symbolic and social significance on physical environment? How well do they represent, interpret and compare their respective experiences?

Time: 10 min

After: Consoli dation & Connec tion

Debrief Individuals - Students record their observations of the experience Whole Class - Consider the Quote : We shape our dwellings and then our dwellings shape us. (Winston Churchill) - Opportunity for comments ---- 5 Minutes Exit Card: (4a) Individuals 1) Name something you learned about yourself from this experience 2) Write a question you have for a peer you listened to today. ----- 5 minutes

A as/for L Are students able to generate critical observations and questions about themselves and others from selfreflection and oral testimony?

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Time: Next Steps

- Review exit cards to determine if students achieved learning goals 1 and 2. Address next class. - Hang student drawings in room for future reference - Ask students to come prepared with their recorded observations for discussion/ follow-up next class

Appendix
1. Minds-On Verbal Cues for Teacher:
1a. With your eyes closed, take a moment to picture someone in your family. In your minds eye, what is this person doing? 1b. Keeping your eyes closed, pick one gesture or action that you can see this person doing, and do it with your body. Keep your eyes closed, and do it three times. Then Stop. 1c. Now open your eyes. I will demonstrate mine. Perform gesture, once silently and once with explanation: ex) This is my mother picking me up when I was a child (with gesture).

2. Action Verbal Cues for Teacher

2a. It can be the home you live in now or the home you most identify with. 2b. Draw and label as much detail as you can. What food is in the cupboards? What music is playing? What kind of light comes in the window at what time of day? Whats the view? Where is the storage closet? What is in it? What are your sheets like? Are there stuffed animals on it? What is on the kitchen table? Where do you enter the house? What are the smells? 3. Music 3a. http://gadget.playlistify.org/index.html?p=17950&w=224 4. Exit Card

EXIT CARD Investigating Diversity in Family Lifestyle, Introduction (Day 1)

1. Name something you learned about yourself from this experience

2. Write a question you have for a peer you listened to today.