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UNIT TITLE:
LEVEL
F-1
TERM
3
DURATION
9 weeks
UNDERSTANDINGS:
FOCUS QUESTIONS:
Prep
Students are able to identify
Can you name a member of our
members of their community
community?
Students are able to distinguish who
If I was in trouble who could help?
could help them in particular
Where do I belong in my community?
situations
Students can identify which group
they belong to in their community,
i.e their home and school community
Year 1
Students are able to identify the
Who are the people in our
community?
What do different people in our
community do? What are their jobs?
What are their responsibilities? How
can they help us?
Which community helper can help me
in different situations?
KEY CONCEPTS:
Roles and responsibilities, community
helpers, community, citizenship
TUNING IN
Lesson 2:
Introduce students to Judith Caseleys book On the Town: A community adventure. Before
reading, examine the illustrations on both the front and back cover of the book. Ask
students to try and identify the different people, who they are and what they might be
doing. Ask the following tuning in question, I wonder what types of community helpers
Charlie and his Mum will find during their walk? Whilst reading, draw attention to the
appearance of the different community helpers and encourage engagement by asking text
to self questions, such as Have you ever been to a police station? Where do you take your
animal when its sick? and so on. Put the students in small groups of 2 or 3 and give them a
device (eg. computer, laptop) to play the game Whats my job? Each student will get a
chance to play the game, the teacher should stress the importance of sharing and taking
turns. This game introduces students to different jobs in the community, which have just
been read about, and requires them to match the job and community helper together.
Before asking the students to do this, model a few examples on the Interactive Whiteboard
so students are clear about how the game works.
Reflection
Inform the students that just like Charlie in the book, they too will be going on a community
walk around their neighbourhood. In each class, the teacher scribing, the classroom
Wonder Wall is filled out. Students place any wonderings, using their senses, on this wall
about the upcoming community walk. Play the YouTube clip People in your
neighbourhood, to close the lesson which features a song the students can sing along too.
https://www.youtube.com/watch?v=2lRBtfYbNv8
Lesson 3:
Delegating each teacher to one of the three stations (a paint station, paper station and wash
station), students will be asked to cover both their hands in a paint colour of their choice,
place their hand prints on an A3 piece of paper with the title Helping Hands at the top,
and are then asked to go wash their hands. While waiting for the paint to dry students will
be asked to reflect back on the previous two lessons through a class discussion. Returning to
their seats with their hand prints, students will be asked to fill out ONE of their hands. They
will illustrate people on the fingers on the chosen hand, and are asked to write the names of
these people that help them above it. For example, students could draw family members as
explored in the first tuning in lesson, or active community helpers as explored in the second.
The teacher will model this task and leave an example on the board which the students can
refer back to. Early finishers will be asked to write sentences on the back of the sheet
explaining how these people help them.
Reflection
Students will be asked to come back to the floor all together and selected students from
each class will display their work and pick out one example and explain how that person
provides helping hand to them.
FINDING OUT
How can we: Take students beyond what they
already know? Challenge their ideas, beliefs
and attitudes? Enable them to use skills and
knowledge to collect new information? Provide
a range of experiences to develop our
understandings?
Lesson 4:
The aim of this lesson is to stimulate the
cohorts curiosity and interest in their
community. Before the walk begins, the
students will be asked to think about all the
different people within their lives which help
them. Prior to the walk, students will also be
given a number within their class, which allows
the teacher to easily keep track of where they
are. The walk will start at the school and take
students along the main strip of shops which
includes a grocery shop, fruit and vegetable
market and family run businesses. Students will
then be taken down past the local doctors,
police station, library, fire department, bus
depot, train station and council town hall.
While visiting and interacting with these
different people and settings within the
community, questions such as How would a
doctor/nurse/firefighter/vegetable shop owner
help us?, Where do we fit in as members of
this community?, When you look around
what kind of people are there for us?, and If
you were put in a difficult situations how do
you think might come help you and how?, will
be asked. This stimulates the childrens current
knowledge, whilst also encouraging them to
raise other relevant questions and challenge
current beliefs and values within their thought
process. Emphasis will be placed on how these
members of the community are there for our
students and how they dont just belong to
SORTING OUT
How will students sort out, organise,
represent and present what they have
found out? How can they communicate
and express what they know? How will
they use preferred ways to demonstrate
their knowledge, skills and values?
Lesson 6 :
Revise with the students their knowledge
on community helpers such as their
Community Walk and the texts they
have read and write these down through
a brainstorm on the whiteboard. Whilst
brainstorming, also discuss with the
students what these different people look
like and do. Model and encourage
students to use nouns and adjectives
whilst doing this, and if needed remind
the students what these kinds of words
are.
In pairs, students are given a piece of
butcher paper each and are asked to lie
down on the paper as their partner traces
around their body onto the piece of
paper. The students are then to colour in
and illustrate this body outline to make it
look like their favourite community helper
or the community helper they would like
to be when they grow up. They can use
the brainstorm on the board to help them
if needed. The students are also asked to
write down different nouns and adjectives
and/or sentences around the body outline
which describes what this person looks
like and the responsibilities of their job.
Be mindful of students whom may be
taking too long illustrating their body and
encourage them to write their words or
sentences and then continue illustrating,
classroom.
INQUIRY EVALUATION
This unit of work exceeded our expectations. The students responded really well to both
group and individual tasks which was a major focus during the unit. It was apparent through
their participation that this unit really resinated with them on a personal level, making
learning easier and more achievable. The students were given an opportunity to express
their learning through their preferred medium of art as well as other styles of learning, such
as writing and verbal discussion. This meant students were engaged and focused for longer,
again a goal for this cohort. If time had of permitted we could have further explored the
content through modes not usually employed in the everyday classroom, such as music.