MAD – Making a Difference in Our Community

Curriculum Focus – Major: Health/Social Sciences Minor:

Mathematics Level: 4 Duration: Term 4 - 10 weeks

Rich Concepts: Community participation, Relationships, Making a Difference Big Understanding: Philanthr
actively involved citizens
English: Level 4 Achievement Objectives Specific Object
English:
Audience awareness and purpose English : Level 4
Engages audience and sustains reader attention. Language
use and writing style enhance the telling. The writer's 'voice' • Refer spe
may enter the text and invoke a reaction. Purposes and audiences and Gram
Content inclusion
Story includes comprehensive elements (i.e., orientation, • Show an increasing understanding of • Maintain a
complication, resolution, and sometimes coda). Clear focus on how to shape texts for different of means
and development of specific events, characters, and settings. purposes and audiences. language)
Coherence: sequencing ideas and linking
Story element sequencing managed well (e.g., effective plot • Show deli
or development of events). Effective linking is evident through Ideas language
the use of some linking devices (e.g., conjunctions of time -
afterwards, next, meanwhile), which make the story flow. • Select, develop, and communicate • Use most
Language resources for achieving the purpose ideas on a range of topics. accurately
May use language devices (e.g., figurative language) and consisten
descriptors (e.g., adverbials, adjectives) to engage the
audience and give detail to and develop characters, actions, Structure
agreemen
and settings. Purposeful use of dialogue (where included).
• Organise texts, using a range of • describe r
Narrative writing will help link to making a difference by character
identifying relationships with others. It is also linked to appropriate structures.
reading - novel study around making connections. • write a na
Also refer to Reading Plan: Making Connections a map for
encourage
· Language features
• Use a range of language features
appropriately, showing an increasing
understanding of their effects.

Major Curriculum Focus:Health/Social Major Curriculum Focus: · Major Curr

Sciences
Health/Social Science Level 4: • identify an
• Make a difference in their local associated
community • Describe the characteristics of differ for i
• Understand how physical changes of pubertal change and discuss positive • identify an
puberty can impact relationships with adjustment strategies manage c
others • Identify the effects of changing during pu
• Redirect egocentric focus to situations, roles, and responsibilities on • identify ef
considering the needs of others relationships and describe appropriate various si
• understand the positive outcomes of responses describe a
philanthropy • Investigate and/or access a range of • formulate
community resources that support well- communit
being and evaluate the contribution • identify se
made by each to the well-being of and descr
community members • evaluate t
• Specify individual responsibilities and project on
take collective action for the care and
safety of other people in their school
and the wider community
• Understand how people participate
individually and collectively in response
to community challenges
Minor Curriculum Focus: Minor Curriculum Focus: · Minor Curri
Mathematics/Geometry
Mathematics/Geometry Level 4:
• understand map skills in an authentic • Name 3 d
context • Identify classes of 2D and 3D shapes by • Understan
• appreciate relationship between 3D their geometric properties • Draw 2D p
models and 2D plans • Relate 3D models to 2D represent
• Describe 3D shapes using correct representations and vice versa • (in narrati
language • Communicate and interpret locations directions
and directions, using compass map of se
· directions, distances and grid
references.

Key Competency: Participating and Contributing Values Key Co

Contributing
This competency is about being actively involved in communities. Communities include
family, whānau, and school and those based, for example, on a common interest or • Communi
culture. They may be drawn together for purposes such as learning, work, celebration, or good
recreation. They may be local, national, or global. This competency includes a capacity to • Integrity w
contribute appropriately as a group member, to make connections with others, and to responsib
create opportunities for others in the group. Students who participate and contribute in ethically
communities have a sense of belonging and the confidence to participate within new
contexts. They understand the importance of balancing rights, roles, and responsibilities
Principles:
and of contributing to the quality and sustainability of social, cultural, physical, and
economic environments.
• Communi
• Inclusion
• Future Fo
• Coherenc

This compete
involved in c
family, whān
for example,
They may be
as learning, w
They may be
competency
appropriately
connections
opportunities
who participa
have a sense
to participate
understand t
roles, and re
the quality a
physical, and

Written Language Specific Learning Outcome Focus:

Level 2 Level 3 Level 4

Level 5
Impact Impact Impact Impact
Attempts to gain Often gains Maintains audience Engages audience
audience interest audience interest interest through a interest through a
through a variety of through a variety variety of means variety of means
means (humour, of means (humour, (humour, (humour,
selected anecdotes, anecdotes, or anecdotes, choice anecdotes, choice
choice of language). choice of of language). of language).
Records thoughts, language). Records Records thoughts, Records thoughts,
feelings, and ideas thoughts, feelings, feelings, and ideas feelings, and ideas
clearly. Shows and ideas clearly. clearly. Shows clearly.
deliberate choice of Shows deliberate deliberate choice Demonstrates the
appropriate choice of of appropriate deliberate choice of
language features to appropriate language features appropriate
enhance writing. language features to enhance writing. language features
to enhance writing. to enhance writing.
Grammar Grammar
Grammar Grammar
Uses most Uses most Uses most
grammatical grammatical grammatical Uses the writing
conventions with conventions conventions conventions of
support (correctly correctly (correctly accurately grammar (e.g.,
formed sentences, formed sentences, (correctly formed correctly formed
consistent tense and consistent tense sentences, sentences,
pronouns, subject- and pronouns, consistent tense consistent tense
verb agreement, subject-verb and pronouns, and pronouns,
correct agreement, correct subject-verb subject-verb
prepositions). use of agreement, correct agreement, correct
Attempts at more prepositions). use of prepositions),
complex sentences Writing may prepositions). spelling, and
may include errors. include some punctuation with
errors. few intrusive errors.

Learning Sequence: Health (Pubertal Change):

Specific Learning Main Lesson Activity

Outcome
• identify and • As a class, review any class guidelines that have already been developed. (R
describe body Creating a Positive Classroom Community in this series, page 13.) In particul
changes associated encourage the students to describe what makes them feel comfortable abou
with puberty and contributing to classroom discussions.
how these differ for • Ask the students what makes a person "male" or "female". Encourage the st
individuals consider all aspects of a person's appearance, for example, their hair length,
types and colours of their clothes, and the kinds of jewellery that they wear.
Challenge stereotypes (while being sensitive to the feelings of the students w
introduced them) and discuss the students' thoughts about whether differen
hold different ideas about what looks "masculine" and what looks "feminine"
• Ask students to provide words that describe various body parts - record slan
inappropriate terms on large sheet of paper. At the end rip it up and tell the
they will no longer be using these words.
• Divide the class into small groups of students who are comfortable working t
Ask each group to draw the body outline of a student on a large sheet of pap
group then chooses whether their body will be male or female.The students
draw pictures of various internal and external body parts and place them on
body outline. They write the names of the body parts and use these as labels
group shares their picture with the class.
• Question Box Activity
• identify and The students could begin to use a question box.
describe body
changes associated • Discuss the following questions with the class:
with puberty and o What does puberty mean?
how these differ for o When does it happen?
individuals o Why does it happen?
• identify and
• Similarities and Differences: Boys and Girls during Puberty
develop strategies
The students can brainstorm a range of responses to the question, "What are
to help manage
changes that happen to people during puberty?" Write all the students' ideas
changes that will
large sheet of paper. (Teachers could use an OHT of the picture showing Sta
affect them during
Development, to stimulate discussion. They could also refer to the list of Cha
puberty
that Occur During Puberty, to check that all the major changes have been co

• identify effects of Prepare a set of cards, each describing one of the pubertal changes that has been id
pubertal change and make several copies of the set so that each group of students has a full set.
and various
situations on
Working in groups, the students divide their cards into three categories - of changes
relationships and
affect boys, changes that affect girls, and changes that occur with both genders. (R
describe
It's OK to be You by C. Patterson and L. Quilter, especially pages 11-13, for informat
appropriate
about "looking different".)
responses

When all their cards are in categories, each group discusses the order in which they
those changes usually occur during puberty. Help them to discover that the order o
often differs from one individual to another.
• Inside and Outside
Explain to the students that some sexual organs are on the outside of the bo
(genitals) and some are on the inside (internal sexual organs). Refer to the p
and diagrams in the References, Resources and Contacts section. When disc
genitals, it is important to make it clear that people's genital areas may look
from those shown on page 25, for various reasons.

Make an OHT of the Hormone Process. Referring to this OHT, discuss hormone activ
during puberty. Talk about how many parts of the body become more sensitive duri
puberty. Read Babette Cole's Hair in Funny Places to the students.
• Group Research
 Provide the students with reference materials (for example, Johnson and Joh
Professional and Education Services' Personal Development Kit). Over two or
sessions, the students work in groups to research:
o topics such as periods, erections, or wet dreams;
o answers to questions from the question box;
o answers to questions asked in this session. (Refer to Teachers' Notes
The students use "what, who, how, why, where, and when" questions to guide their
and to interview people.

Each group presents its findings to the class. The presentation may be a video, post
poem, planned interview, or puppet show. It could include pictures or diagrams with
body parts labelled in appropriate language (4A3).

• Puberty Quiz
The quiz could be used as a springboard for discussion. Teachers may wish t
supplement the quiz with questions from the class question box.

• Questions

Note: The questions marked with an asterisk (*) are necessary if students are worki
meet the second and third suggested learning outcomes above.

1. What can you do to minimise body odour (BO)?

2. What can you do to care for your skin when you get pimples?
3. Why do you need to be just as careful about washing the genital area as oth
of the body?
4. How do you fit the need for extra personal care into your daily and family rou
5. What are your nutritional needs during puberty?*
6. How much sleep do people need during puberty?
7. Why is it important to maintain regular exercise during puberty?*
8. How often should you change your underwear and socks?
9. Is there a good time to start shaving? If so, when is it?
10. What are the cleaning routines for uncircumcised penises?
11. How often should you wash your hair?
12. How do girls decide what to use when they have their period?
13. When you are menstruating, how do you clean, or dispose of, used towels, p
tampons?
14. What do you do if you get an erection in a public place?

• Read class an appropriate story about changes and interactions in the relati
of young people their age (for example, Norman Bilbrough's "Valentine", or R
McKinnon's "Hiria's Heartache"). What kinds of relationships were there in th
What changes were there in the relationships?

Lesson Sequence: Health and Social Sciences

Specific Learning Assessment

Main Lesson Activity
Outcomes Opportunity
• formulate • Discuss the big understanding: Complete booklet
collective Philanthropy is key to creating and post all
 responsible, actively involved
citizens. What do these words
mean? Why?
• Introduce Kiwis for Kenya
Project. Discuss the purpose of
action in the project, who benefits and
response to a how we could continue to
community support the project. As a class
need or evaluate the contribution of the
challenge project and suggest
• identify several improvements.
local • Recreate a project outcome and
activities listed
community identify 3 success criteria for
below on wiki.
projects and the success of the project.
Evaluate against
describe their • Introduce MAD (Making a rubric.
purpose Difference) Project. Discuss
• evaluate the implications and intentions of
contributions of project. Decide on format and
a community how project will be assessed.
project on the Create a rubric outlining the
local assessment criteria.
community • Students continue to work
through activities outlined
below (MAD Project). They must
regularly reflect on their project
and meet with the teacher to
discuss progress.

MAD Project
Making a Difference in Our Community

Name:________________
Other Group Members:
____________________________________
Wiki/Blog
Address:________________________________
_______
Task A: Local Community Project
Identify a local community project that interests you. Write a report and
evaluate the effectiveness of the project. To do this you must identify
the need that the project addresses and the outcomes the project has
identified. Explain who set the project up and how they went about it.
Describe the project and the target group of the project.

Project Name:_____________________________________________

Need behind project:

Project Outcomes:

Attach a copy of your report on the project and its effectiveness.

MILESTONE 1: Post a reflection of this task on

your blog/wiki. Present the completed report
and reflection to the teacher.
Task B: MAD Project
The purpose of this project is to make a difference (MAD) in your local
community. Follow the steps below ensuring you complete every
milestone required. At least one reflection MUST be a video reflection.

Step 1:
Choose an area of interest e.g. Dance, Computers, Animals, Maths etc
and think about how this could benefit your community.

My interests are: ___________________________________

How could this help my community?

Step 2:
Determine whether anyone else has shared interests. You may now form
a group of up to 4 people or continue alone. You must now develop your
focus and ask an open-ended question e.g. What can be done? How can
we support?

Focus Question:

MILESTONE 2: Reflect on steps 1 and 2. Meet

with the teacher to discuss ideas and outcomes.

Step 3:
Brainstorm ideas on your project below:

Step 4:
Identify the need your project will address:
Step 5:
Identify the outcome you would like to achieve:

Step 6:
Identify 3 success criteria so you will know when you have achieved your
outcome:

Milestone 3: post a reflection on developing

your outcomes and success criteria. Meet with
the teacher before progressing.
Step 7:
Research and complete the following information. You must record the
sources of information as you go.

Timeline:

Using http://www.timetoast.com show a timeline of events/ goals/

milestones/ tasks that must be achieved in order to complete the
project. You must embed this in your wiki.

Budget:

Using a spreadsheet you must calculate all required costs of the project
(if any) include rent and time. Put a copy of this on the wiki.

Resources:

List all of the resources required – all equipment, people, and locations.

MILESTONE 4: Complete a reflection of step 7

tasks. Check in with teacher.

Step 8:
Present your project to your peers and/or local community as a
multimedia presentation or seminar.

Step 9:
Consider viability of project. Is it possible to actually carry out your
project? If so, what assistance do you need?
Step 10:
Ensure all activities and reflections and your presentation is on the
wiki/blog you created to support your project.

Milestone 5: reflect on the entire process and

evaluate against outcomes - share with teacher.

Lesson Sequence: Narrative

Writing/Mathematics

Specific Learning Assessment

Main Lesson Activity
Outcome Opportunity
Focus: Shared Reading and Students begin by
Writing using a piece of
writing and
Read and assess short leveling 'impact'
• Maintain descriptions of an incident and 'grammar'
audience written by 2 children(9a-d). using curriculum
interest through Discuss effective and less exemplars.
a variety of effective features. Set a fresh
means (humour, imaginary incident to describe
succinctly. Share. Analyse and
anecdotes, annotate character
choice of description(10a-d). Create
language). web to support character
• Show deliberate creation(11). Discuss key
choice of features of effective character
description(12a-d). Think of
appropriate an imaginary character, write
language description. Introduce
features to students to “Show vs. Tell”
enhance
writing.
• Use most
Focus: Shared reading and
grammatical writing
conventions
accurately Analyse and annotate the
(correctly beginning of an action
formed story(13a-b). Demonstrate
sentences, writing the rest of the setting.
Discuss key features of
consistent tense effective settings. Chose a Refer character
and pronouns, setting and compose own histories to
 subject-verb story opening based on an exemplars - have
agreement, effective setting. Analyse and the students
annotate the beginning of an though t carefully
correct use of action story and discuss key about impact and
prepositions). features of an effective grammar?
• describe opening. Write an opening
relationships and share with peer.
between two
characters and
their response
Focus: Opening: introducing
to a situation characters
• write a
narrative that Tell children will be writing an
includes adventure story. Remind of
references to a narrative structure:
map for our orientation, problem, reaction,
resolution and conclusion.
local primary Discuss openings show “The
school kids to Subtle Knife” by Phillip
encourage Pullman. Show “Mac’s Short
reading (MAD) Adventure”. How does the
author portray character?
• Name 3 Begin a list of criteria for
dimensional effective characterisation.
objects Children read a number of
• Understand the openings and discuss. Think of
topic.
properties of
shapes Focus: Relationships between Test students on
• Draw 2D plans characters their
and create 3D understanding of
models to Select two major characters, the properties of
represent them write down personality traits shapes.
• describe of both. Think carefully about
how the characters get on
compass with each other. Write a short
directions and story about something that
grid references has happened between the
to refer to a characters in the past (think
map of setting of something interesting that
may have happened to you
and elaborate and create a
dynamic between your
characters). Share.

Focus: Build-Up: establishing Evaluate whether

setting narrative meets
requirements.
Show planning frame. Final assessment
Demonstrate writing an of narrative
opening by introducing against
characters, establishing exemplars.
setting and getting plot
moving quickly. Look and
discuss examples. Chn share
with partner their idea for a
story. The chn decide on the
opening they are going to use
and write one or two
paragraphs to start story.
Remember to give idea of
setting and character. Share
work with partner. Create a
checklist for build-up.

Focus: Setting

Decide on a major 'setting' for

your story. e.g an island or a
village. Draw a detailed map
showing grid references and
the compass directions.
Ensure that you refer back to
this map throughout your
story e.g. Hans headed in a
north-west direction towards
the large palm or Emily
consulted the map; E2; that
must be where the treasure
hunt began etc.

Focus: Geometric shapes.

As a class discuss a range of 3D

objects and how to describe
these. Refer to sites on wiki to
practice discussing properties of
shapes. With a partner create a
2D net and challenge to create 3D
model. Choose a building or object
from your story. Create a 2D net
of the object then create a 3D
model of the object to accompany
your finished narrative.

Focus: Dilemma

Working in pairs to analyse

dilemma of a range of stories
and contribute to a checklist
for problem or dilemma. Work
individually to create a
dilemma for story by applying
checklist. Check work against
checklist.
 Focus: Reaction—events

Working in pairs to analyse

reaction of characters from a
range of stories and
contribute to a checklist for
reactions. Work individually to
create a reaction for story by
applying checklist. Check work
against checklist.

Focus: Resolution and

conclusion

Working in pairs to analyse

resolutions and conclusions of
a range of stories and
contribute to a checklist for
resolution and endings. Work
individually to create a
conclusion for story by
applying checklist. Check work
against checklist

Copy of Student Checklists:

Written Language: Narratives

Task (what we are doing): You will write an imaginative story that will encourage reluctant readers using
the conventions of narratives and the writing process

Objectives (how do we will do it):

• maintain audience interest through a variety of means (humour, anecdotes, choice of language).
• show deliberate choice of appropriate language features to enhance writing.
• use most grammatical conventions accurately (correctly formed sentences, consistent tense and
pronouns, subject-verb agreement, correct use of prepositions).
• describe relationships between two characters and their response to a situation
Purpose (why we are doing it): to learn what great writing is and to encourage reluctant readers to read.

Narrative Checklist:

Orientation (first paragraph) – use 7 servants

Complication or problem – usually involves main character
Resolution – how the problem has been solved
Conclusion – a final concluding statement
Theme – a clear message
Strong active verbs are used
First person (I, we) or third person (she, he, they)
Past tense used
Specific nouns (e.g. oak instead of tree)
Precise adjectives and adverbs are used
Uses the senses (eyes, ears, nose, mouth, touch)
Variety of sentence beginnings are used
It has impact on the reader. The personal voice of writer is heard
Language features such as similes, metaphors, personification and onomatopoeia are
used