Changes Early Stage 1

Connected Outcomes Group (C)

Connection focus: observing the way we and other living things can change in
different ways over time.

PDHPE HSIE
Students identify significant events in their lives and the
Students describe the physical changes that have
lives of others. Students use images of the past as
occurred since birth. They explore and recognise a
evidence of a former time and to relate to their own lives.
range of feelings and discuss likes and dislikes. They
Students identify how they and their family have changed.
are able to identify people they can trust, are able to Students will be engaged in: Students predict some changes that will occur to them
make friends and can recognise safe and unsafe • creating a series of artworks, changing the and places they are familiar with in the future. Students
situations. It is expected that child protection education media to represent the same subject matter acquire information through stories, oral histories, and
will be taught as part of PDHPE programs in each • examining changes in their own lives, the images and by direct observation. Attitudes and values
Stage. lives of their families and places they know related to social justice and democratic processes begin
• describing how people and animals change to be developed.
as they grow
• describing likes, dislikes and feelings
• recognising and responding to an unsafe
situation. SciTech
As plants and animals grow there are significant
changes in their appearance and needs.

Through observation of themselves and their

Creative Arts surroundings, students are able to collect, record,
Student observation of how living things grow and organise, predict and communicate their
change provides stimulus for creating works. Students understandings about living things.
investigate physical changes of living things found Planned assessment: Students develop an understanding that environmental
within their experiences. These observations allow the • identification of similarities and differences in influences such as the weather and the seasons affect
students to begin to develop an understanding of the plants and animals their activities.
relationship between time and change which leads to • observation of student participation in music
imaginative play and creative communication by and science activities Students can differentiate between living and non-
experimenting with forms and situations. • observation of student response to identified living and sort and name various living things.
unsafe situations
• observation and questioning of students They can discuss/draw various activities conducted at
making and talking about artworks. different times of the year/day.
Planning page
Student work: Resources needed: Literacy links include: Numeracy links include:
• Students will need three photos • literacy texts as listed in the unit • talks and listens to others in • names and orders days of the
– as a baby (0-6 months), a • Big mob books for little fullas (BOS) whole class situations week
toddler (3 years) and a current • Vocal-Ease modules 1 & 2 (DET) • writes simple descriptions • names the seasons
photo. • Beyond the frame image kit (DET) • provides simple explanations • uses terms such as yesterday,
• Child Protection Education Early Stage • relates personal experiences to a today, tomorrow, morning,
One and Stage One (DET). text afternoon
• chooses words to label drawings • interprets data on a weather map
Collaborate with your teacher-librarian for • contributes to joint construction of • sequences events in time.
teaching and resource support. texts
• engages in role plays.
Additional copies of DET resources may
be obtained from DET sales at:
http://www.det.nsw.edu.au/detsales

Term planner (teachers may want to use this to plan the work over a term)
Week Creative Arts HSIE PDHPE SciTech
Aboriginal Dreaming
1
How I’ve changed
Artists and art forms People in our lives Growth and change
2
Changing likes and dislikes
3
Feeling safe Feeling safe
4
Family heritage Changes in the seasons
5
Changes to places we know
6
Me and my family
7

8
Unit of work
Outcomes Learning experience Planned
assessment
HSIE Aboriginal Dreaming
CCES1 • Share Aboriginal Dreaming stories appropriate for Kindergarten e.g. the Ashton Scholastic
Describes
events or retells series, including How the birds got their colours, by Mary Albert (1983), Dunbi the owl, by
stories that Pamela Lofts (1983) and The echidna and the shade tree, by Mona Green (1984), How the
demonstrate
their own kangaroo got their tales, by George Mung Mung Lirrmiyarri.
heritage and the • Read the stories, anticipating what will happen next.
heritage of
others • Explain the significance of these stories to the heritage and culture of Aboriginal people to
• reflects on which they belong. Refer to the explanation included in the Teachers handbook in the Big
the changes
described in mob books for little fullas.
Aboriginal
Dreaming
stories (Literacy link: uses the text and illustrations to predict events in a text.)
• expresses
some
understandin
g of the
significance
of Dreaming
stories.

English
RES1.6
Demonstrates
developing
reading skills
and strategies
for reading
books, dealing
with print and
comprehending
texts.
English How I’ve changed
RES1.5 • Play ‘Spot the change’. Have students in a circle. Practise different movements e.g. hands
Demonstrates
developing on heads, shoulders, elbows; standing on one leg, facing out, facing in. Have one student
reading skills to leave the room and the class changes movement. The student returns and guesses what
read short,
predictable change was made. (Alternatively, the teacher could make changes to either his/her
written texts on appearance or to the classroom. Students identify the change.)
Outcomes Learning experience Planned
assessment
familiar topics.

RES1.7 • Read My body (Big mob books for little fullas - BOS). Discuss:
Demonstrates - what are some of the other outside parts of your body?
an emerging
awareness that - do our outside body parts look the same? How are they different? e.g. different size,
written and different skin colouring.
visual texts
convey meaning (Literacy link: relates own knowledge to a text.)
and recognises
that there are
different kinds of • Trace around the body of a student on a large piece of paper. Ask students to identify the
texts that serve different external body parts. Scribe and label the different external body parts. Ask students
different
purposes. to identify the function of the external body parts that have been labelled e.g. legs – running,
WES1.9
walking; ears - hearing.
Engages in • Students bring in three photos. One photo when they were a baby, one as a toddler and a
writing texts with current photo.
the intention of
conveying an Ask questions such as:
idea or - what games did you play when you were a baby?
message.
- what games do you play now?
PDHPE - why do you play different games now?
GDES1.9
Identifies how - how has your body changed since you were a baby?
people grow and - how has your thinking changed since you were a baby?
change
• identifies - in what ways will your body change as you get older?
individual - what do you think you will look like when you are 10 years old?
characteristic
s • Compile a chart, using collected magazine cut outs or student drawings, showing:
• names some - things we did as babies
external body
parts - things we do now and
• names some - what we might do in the future.
changes that
have • Discuss and clarify the differences between age groups e.g. getting dressed, ball skills,
occurred to riding a bike, reading and other living skills that help us to become increasingly independent.
their body
since birth. • Identify reasons why they are unable to do some of the things now that they will be able to
do when they are older.
HSIE
Outcomes Learning experience Planned
assessment
CCES1 • Students set a goal for next year and record e.g. ‘Next year when I am in Year 1 I will…’
Describes
events or retells
stories that (Literacy link: talks and listens to others in whole class discussions.)
demonstrate
their own (Numeracy link: names and orders days of the week, names the seasons; uses terms such as
heritage and the yesterday, today, tomorrow.)
heritage of
others
• describes
changes in
their life
• sequences
events and
stages in
their own life
and in the
lives of
others.

Mathematics
MES1.5
Sequences
events and uses
everyday
language to
describe the
duration of
activities.
HSIE People in our lives
CCES1 • Use the three photos from the previous lesson (as a baby, toddler and now) to guide
Describes
events or retells students to identify the people who were important in their lives at each age, e.g. baby –
stories that mother, father; toddler – parents, grandparents, baby sitter, neighbour; present – parents,
demonstrate
their own grandparents, teacher, brothers and sisters.
heritage and the • Identify and discuss the changes to the people who are important in our lives. Consider:
heritage of
others - how other people have cared for us
• Describes - what sort of things they do
changes in
their life and - how other people are important in our lives
in their family - how the people in our lives change as we get older.
Outcomes Learning experience Planned
assessment
• Reflects on
the people
who are • Student draw and label the people who are important in their lives.
important in
their lives,
Relationships
now and in
the past Inform students that we have relationships with people we know. We have connections with them. We are
connected to people in different ways.
PDHPE • Record connections under the three categories:
IRES1.11
Identifies how - family (mother, father, brother, aunty, step family, foster mum)
individuals care - friends (same age, same sport, same interests/hobbies/likes, same school)
for each other
• identifies - people who help me (teacher, doctor, shop keeper, mail deliverer, neighbour, coach,
people they police officer).
are
connected • Discuss:
with. - what do we call people we do not have a connection or relationship with? (Strangers)
- why are they strangers? (Their personality, family, address and so on, are not known)
- what do strangers look like? (The same as people we know).

• Students make paper doll chains representing various people they are connected with.
Outcomes Learning experience Planned
assessment
SciTech Growth and change Assessment
LTES1.3 Observing and exploring (ask questions, pose problems, find out what is currently known) strategy:
Identifies ways The teacher:
in which living • Supply students with a range of pictures of animals and plants. Discuss the pictures: • observes
things are - what is this a picture of? students
different and sorting the
have different - is it a plant or animal? pictures into
needs - discuss the differences between plants and animals. two groups
• living things (plants and
differ from - how many legs does it have? animals).
non-living - what skin covering does it have?
things
- where does it live? Assessment
• there is a
diversity of criteria:
living things
• Ask students to sort the pictures into two groups (plants and animals). The student:
• living things • Ask students if it is possible to further group the animals i.e. habitat • identifies
can be similarities
categorised and
into groups Collecting and recording data (use the procedure and equipment to collect and record data) differences in
that have plants and
similarities
• Students play a game of Guess what? to develop observational and reporting skills. In small animals
and groups students select an animal and describe three of its attributes. (My animal lives in a • groups
differences, objects using
e.g.
burrow. My animal is furry. My animal eats grass). The group takes turns asking questions a common
appearance, until they work out what the animal is. criteria.
habitat, • Create a class display labelling the selected groups i.e. plants/animals, animals that live in
movement, These criteria
food. water/animals that live on land. Label each of the displayed animals with a description relate to
outcomes
INVES1.7
scribed by the teacher or written by students e.g. a fluffy cat, a big cow. LTES1.3,
Investigates their • Discuss how animals change over time. INVES1.7
surroundings by • Supply students with pictures of young animals and adult animals i.e. dog/pup, bird/chick,
observing,
questioning, cow/calf etc. Ask students to match the pictures of the young and adult animals.
exploring and • Ask students to describe the differences between the two pictures i.e. size, colour, covering.
reporting
• makes Add the new pictures to the class display with the students’ descriptions.
observations
using all
senses and (Literacy link: dictates or writes simple concrete descriptions.)
responds to
questions
about ways
to find out
Outcomes Learning experience Planned
assessment
• suggests
simple
classification
s based on
physical
properties
• makes
collections
and identifies
features of
items
collected
• tells others
about what
has been
found out
• explains own
ideas about
reasons for
patterns and
trends in
items
collected.

English
WES1.9
Engages in
writing texts with
the intention of
conveying an
idea or
message.
Creative Artists and art forms
Arts (The following activities demonstrate to students that artworks may be made using a variety of
VAES1.3
Recognises forms and that artists make artworks. The students also learn that they can use different forms
some of the and media to represent the same subject matter and that by changing the media and form,
qualities of
different they change how they have represented the subject matter.)
artworks and • Locate an example of a painting, a drawing and a sculpture. (Alternatively, prepare an
begins to realise
that artists make example of a painting that has thick textured brushstrokes. The sculpture may also be a
artworks small clay or wooden model or maquette)
Outcomes Learning experience Planned
assessment
• distinguishes • Blindfold some students and have them hold each work. They talk about what they ‘feel’:
a drawing
from a - how did you know that was sculpture of a …?
painting or - what did the surface of the painting feel like?
sculpture and
talks about - how is the drawing different to the painting?
the different • Explain that each is an artwork and the person who made the work is an artist. Discuss:
materials
artists use. - where have you seen an artwork before? (e.g. a painting on the wall at home, a sculpture
VAES1.4
in the park, a photograph on the wall in the office, drawings and paintings in an art gallery)
Communicates - what is different between drawings, paintings and sculptures?
their ideas about - what materials do artists use?
pictures and
other kinds of • Show images of different artworks. Ensure that there is a variety of forms (e.g. drawing,
artworks painting, printmaking, sculpture and 3D forms, ceramics, fibre, photography and digital
• show
preferences forms), and a range of cultures represented. Use books, posters or image kits such as
for particular Beyond the frame (DET) and Enter Art (DET). Discuss:
artworks and
give reasons - is this artwork a drawing or a painting?
for their - what would it feel like if you could touch the artwork? (rough, smooth, cold, hard)
choices
(feelings, - what do you think the artwork is made of?
colours, - which artworks do you like the most? Why? (colours, feelings, subject matter,
subject
matter, associations)
associations). • Students can role play the actions of an artist creating different works:
English - pretend you are a painter painting this work
TES1.2 - in the air show me the brushstrokes the artist made
Demonstrates
basic skills of - make the actions the sculptor used to chisel the stone.
classroom and
group
interaction, • Continue this activity throughout the unit showing various artworks or images of artworks.
makes brief oral Discuss:
presentations
and listens with - the range of art forms used by artists e.g. photography, painting, drawing, collage,
reasonable sculpture and 3D forms, printmaking, ceramics, digital forms, fibre. Explain that an artwork
attentiveness.
can be any or a combination of these forms
- the different materials (media) that the artists use e.g. paint, ink, wood, crayon, paper, clay
Outcomes Learning experience Planned
assessment
- artworks students may have at home including artworks associated with their cultural
background
- Aboriginal and Torres Strait Islander artworks
- the range of subject matter including people, other living things, objects, places and
spaces, and events.

Drawing, painting, sculpture

• Explain to students that they will be making three artworks based on the same subject
matter (fruit) and will use three different forms (drawing, painting and sculpture). Ask
students to predict the differences between the artworks (a drawing is flat, you can pick up a
sculpture, a painting uses wet paint).
• Choose a piece of fruit e.g. apple, for the students to draw, paint and sculpt:
- draw: use a single colour (pencil, crayon)
- paint: use two primary colours
- sculpt: use playdough, plasticene or clay.
• Display the works and discuss:
- what is different about each artwork? (colour, texture)
- which do you like the most and why?

PDHPE Changing likes and dislikes Assessment

GDES1.9 • Students make statements about current likes and dislikes. Discuss: strategy:
Identifies how The teacher:
people grow and - do we all like the same things? Why or why not? • observes
change • Discuss how our likes and dislikes may change as we grow. Ask students to make student
• talks about participation
things they statements about how their likes and dislikes can change over time. Ask students questions in singing
like to do. such as: and
movement to
- why do you think your likes and dislikes will change? music.
IRES1.11 - do you think any will stay the same?
Identifies how
• Design and make an ‘I’ poster where children describe their likes, dislikes and feelings. I Assessment
individuals care
for each other criteria:
• talks about
like/don’t like to… When I grow up I would like/not like to… I feel happy/sad when... Discuss The student:
• maintains a
Outcomes Learning experience Planned
assessment
feelings in feelings. When do your feelings change? steady beat
different while
situations. chanting and
Feelings singing
HSIE • responds to
CCES1 • Using a selection of stories, (Where the wild things are, Alexander and the terrible, horrible, music
Describes no good, very bad day) discuss the feelings expressed in the story and have students talk through
events or retells movement.
stories that about when they have had similar feelings and how they dealt with these. Discuss
demonstrate appropriate ways to deal with certain feelings and who we may ask for help when we feel These criteria
their own relate to
heritage and the this way, e.g. Mum, Dad, Nana, teacher, doctor. outcomes
heritage of (Literacy links: talks and listens to others in whole class discussions, relates personal MUES1.1 and
others MUES1.4.
• identifies experiences to the text, writes basic descriptions.)
changes in
their lives,
Music: feelings
past, present
and future. • Teach students rhymes and songs that deal with feelings (for example When I get mad I
beat my drum from Vocal-Ease modules 1 & 2; When you’re happy and you know it).
English
TES1.2 • Focus on keeping the beat while chanting and singing.
Demonstrates • Vary the dynamics when performing.
basic skills of
classroom and • Discuss different strategies for dealing with feelings. Suggest alternative strategies to deal
group with feelings and acknowledge that having certain feelings is acceptable for everyone.
interaction,
makes brief oral • Listen to different pieces of orchestral music that depict a range of moods (for example, In
presentations the hall of the mountain king, The nutcracker suite, The sorcerer’s apprentice, The planets
and listens with
reasonable suite) and discuss feelings expressed. Have students move to the music in a way that
attentiveness. shows these feelings. Students talk, with a partner or in small groups, about how and why
RES1.5 they moved in particular ways.
Demonstrates
developing
Visual Arts: feelings
reading skills to
read short, • Make a variety of facial expressions and have the students guess whether you are ‘angry’,
predictable ‘happy’, ‘sad’, ‘scared’ or ‘worried’.
written texts on
familiar topics. • Look at artworks that portray different human feelings e.g. Munch’s The scream, Picasso’s
WES1.9
Weeping woman, and images 6 and 8 from the image kit Beyond the frame (DET).
Engages in • Discuss how the artist has expressed the feelings of the subject.
Outcomes Learning experience Planned
assessment
writing texts with - what do you think the person in the picture (subject) is thinking? How do you know?
the intention of
conveying an - is the person in this picture happy or sad? How do you know?
idea or - have you ever seen someone with that expression on their face?
message.
- what does your face look like when you are sad? Angry? Happy? Scared? Nervous?
Creative - when you are angry or laughing, how does your face change? Talk about the shape of the
Arts mouth, moving eyebrows, and opening or closing eyes.
MUES1.1
Participates in - what colour is your face when you are angry or embarrassed?
simple speech, • Discuss the colours in the artworks Ask students to give reasons why a particular feeling
singing, playing
and moving might be associated with different colours.
activities, - are some colours ‘happy’ colours? Why?
demonstrating
an awareness of - what colours make you feel happy?
musical - which colours are ‘sad’ colours? Why?
concepts
• maintains a - what colours make you feel sad?
steady beat - which colours are ‘angry’ colours? Why?
while
chanting and • Ask the students to ‘draw in the air’ with their finger different types of lines, including a
singing. happy line, an angry line, a sad line, a nervous line. Talk about the different types of lines in
MUES1.4 the artworks.
Listens to and • Students create an artwork (drawing or painting) to express a particular feeling. They may
responds to
music paint or draw themselves or a person with an emotional expression on their face and use
• responds to colour and line to help express that particular feeling.
music
through • Display the artworks. Students discuss the feelings associated with their work and how they
movement. achieved this. (e.g. This is a picture of me with an angry face. My mouth is open and you
VAES1.1 Makes can see my teeth. My face is red because I am very upset. I have used ‘angry’ lines.)
simple pictures
and other kinds
of artworks
about things and
experiences
• talks about
significant
features
within their
artwork.
Outcomes Learning experience Planned
assessment

VAES1.2
Experiments
with a range of
media in
selected forms
• recognises
how colour
and line may
help to
express a
particular
feeling.

VAES1.3
Recognises
some of the
qualities of
different
artworks and
begins to realise
that artists make
artworks
• students
identify
different
colours and
lines in
artworks.

VAES1.4
Communicates
their ideas about
pictures and
other kinds of
artworks
• students talk
about
feelings
associated
with
particular
artworks.
PDHPE Feeling safe Assessment
Outcomes Learning experience Planned
assessment
SLES1.13 (The following activities have been sourced from Child Protection Education Early Stage One strategy:
Demonstrates an The teacher:
emerging and Stage One. Further Child Protection Education information is found in this resource.) • observes
awareness of the student’s
concepts of safe responses to
and unsafe living • Students listen to the story Red riding hood, Hansel and Gretel or similar stories and discuss unsafe
• talks about feelings in safe/unsafe situations the characters faced. Students: situations.
feeling
unsafe and - draw pictures that show the character in a safe and unsafe situation. Assessment
safe. - discuss personal experiences that the students have had. criterion:
PSES1.5 Seeks - discuss and identify bodily reactions to danger, e.g. shaking, feeling sick, racing heartbeat. The student:
help as needed • recognises
when faced with
- discuss and list rules we have to keep ourselves safe, e.g. at home and at school. safe and
simple problems • Students complete a story map of the story to indicate when the character was in a safe unsafe
• identifies who feelings
to go to for
situation and moved to an unsafe situation. Discuss the language used, and the illustrations. •
help.
communicate
IRES1.11
• Sitting in a circle, ask students to express different feelings through movement and facial s the
Identifies how expressions. The rest of the class guess the feeling that is being expressed. Discuss which depiction of
individuals care real life
for each other
feelings you might have when you feel safe. Which feelings might you have when you feel situations
• talks about unsafe? • responds to
feelings in the
different
• Students take turns to tell the class of a person who helps them. Support students to use contributions
situations. sentences, such as, ‘When I am sick my dad …’ ‘When I’m hurt at school my teacher …’ of other
students.
Brainstorm people who help and protect us. Make a class chart of these people and how
Creative
Arts
they help us. Tick those on the chart whom students trust or have safe feelings about. These criteria
relate to
DRAES1.1 Uses • As a class, discuss and list YES feelings (the way I feel when something happens to me that outcomes
imagination and I like) and NO feelings (the way I feel when something happens to me that I don’t like.) Ask SLES1.13,
the elements of IRES1.11,
drama in students: when do you get these feelings? DRAES1.1,
imaginative play • Using a variety of ‘What if …’ questions, provide students with opportunities to practise DRAES 1.3,
and dramatic DRAES1.4.
situations saying, YES and NO in an assertive way e.g. What if a big student asked you to give
• participates him/her all of your money? What if a stranger asked you to go to the shops to buy you an
in imaginative
play through ice-cream? What if your mother asked you if you wanted to go to the zoo tomorrow? Ask
movement students how these situations make them feel. How does it feel to say yes? How does it feel
and body
language. to say no?
Outcomes Learning experience Planned
assessment
DRAES1.3 • Students draw or paint a picture to complete the following sentence, ‘I get a NO feeling
Dramatises
personal when…’ and ‘I get a YES feeling when…’
experiences • Choose a big book of a well known narrative e.g. The three little pigs, Hairy bear, One cold,
using
movement, wet night or another text that clearly illustrates characters in safe and unsafe situations.
space and Make a class set of safe/unsafe control signs using cardboard signs mounted on paddle pop
objects
• sticks (not red or green) with words or symbols. As the story is read, the students use their
communicate
control signs to indicate safe/unsafe situations. Discuss the body signals each character
s the may have in each situation. Which signals may be warning signals?
depiction of • Introduce the concept of NO, GO, TELL from unsafe situations by referring to the narrative
real life
situations. in the previous activity. Discuss what the characters did in safe/unsafe situations.
• Optional activity: Compile a class safe and unsafe book using pictures and captions created
DRAES1.4 by students.
Responds to
dramatic
experiences (Literacy link: engages in role plays, relates personal experiences to a text, talks about
• responds to
the interpretation of visual images, discusses words used in texts.)
contributions (Numeracy link: sequences events in time.)
of other
students.
IRES1.11
Identifies how
individuals care
for each other
• identifies
people they
can trust.

English
TES1.1
Communicates
with peers and
known adults in
informal
situations and
structured
activities dealing
briefly with
Outcomes Learning experience Planned
assessment
familiar topics.

RES1.5
Demonstrates
developing
reading skills to
read short,
predictable
written texts on
familiar topics.

RES1.7
Demonstrates
an emerging
awareness that
written and
visual texts
convey meaning
and recognises
that there are
different kinds of
texts that serve
different
purposes.

RES1.8
Identifies some
basic language
structures and
features of texts.

Mathematics
MES1.5
Sequences
events and uses
everyday
language to
describe the
duration of
activities.
HSIE Family heritage
CCES1 • Use a literary text that shows children’s lives in another time. Identify the changes between
Describes
Outcomes Learning experience Planned
assessment
events or retells the text and students’ own lives. Consider:
stories that
demonstrate - clothing
their own - environment, style/height of buildings, gardens, parks
heritage and the
heritage of - modes of transport
others - food
• listens to and
talks about - games being played
stories about - family members
families
• identifies • Discuss the similiarities and differences. Compile a wordbank from the discussion.
different • Students complete a worksheet with drawings, labelled from the wordbank, showing ‘Then’
cultural
heritage in and ‘Now’.
families
• describes
different (Literacy link: provides simple explanations, relates personal experiences to a text, chooses
families and words to label drawings.)
family
members
• identifies
important
people in
their lives
and in the
lives of
others
• talks about
then and
now.

English
TES1.1
Communicates
with peers and
adults in informal
situations and
structured
activities dealing
briefly with
familiar topics.

RES1.5
Outcomes Learning experience Planned
assessment
Demonstrates
developing
reading skills to
read short,
predictable
written texts on
familiar topics.

WES1.9
Engages in
writing texts with
the intention of
conveying an
idea or
message.
Outcomes Learning experience Planned
assessment
SciTech Changes in the seasons Assessment
INVES1.7 Observing and exploring (ask questions, pose problems, find out what is currently known) strategy:
Investigates their The teacher:
surroundings by • Discuss with students the clothes they wear. • observes
observing, • Make a list of the different types of clothes and the material they are made from as well as student
questioning, participation
exploring and the type of weather they would normally be worn in. in discussion,
reporting sorting
• suggests activity and
simple cause Clothes Material Type of weather exploration of
and effect
associations
shorts cotton hot changes.

• makes jumper wool cold Assessment

observations
using all trousers cotton cold criteria:
senses and The student:
responds to • uses senses
questions • Supply students with pictures of clothes and ask them to paste them onto a sheet of paper to make and
about ways that has been divided into two sections record
to find out observations
• makes Clothes we wear when we are cold. • assists in
collections Clothes we wear when we are hot. analysing
and identifies results of an
features of observation
items Collecting and recording data (use the procedure and equipment to collect and record data) • suggests
collected. simple cause
• Discuss the seasons of the year with students and list some of the features characteristic of and effect
ESES1.6 each season. i.e. In summer the weather is hot. We wear shorts and t-shirts and we like to associations,
Explores and i.e. in cold
identifies ways in go swimming. In winter the weather is very cold. We wear lots of clothes to keep warm. weather we
which the wear warm
environment clothes.
influences their
Changes in the day
daily lives Observing and exploring (ask questions, pose problems, find out what is currently known) These criteria
• there are relate to
seasons (and
• Describe the changes that occur in one day i.e. the sun comes out; the stars come out outcomes
they have • Discuss with students some activities that are conducted at different times of the day. ESES1.6,
particular INVES1.7.
characteristic
• Discuss what the main changes are during a day (night and day, temperature).
s) • Jointly construct a timeline indicating activities and time of day the activity is completed.
• humans (and
other
animals) Changes in the weather
organise Observing and exploring (ask questions, pose problems, find out what is currently known)
Outcomes Learning experience Planned
assessment
activities to • Read books that address the concepts of different types of weather and the seasons
suit the
regularity of • Discuss with students the changes in weather in the text and the weather that they know i.e.
day and night sunny, cloudy, hot, cold.
and the
characteristic
s of the Collecting and recording data (use the procedure and equipment to collect and record data)
seasons (e.g.
indoor and • Jointly construct a daily weather observational chart. Have students take turns at describing
outdoor and recording the weather on the class chart (symbols can be used to represent the weather
activities, hot
- and cold - conditions).
weather
activities)
• clouds are of Day Weather Temperature
different
types and
Monday Cloudy Cold
indicate Tuesday Sunny warm
possible
impending Analysing and drawing conclusions (reach a conclusion which is communicated to others)
weather • After collecting data over one week, jointly summarise the weather chart. Students should
• clothing
varies be able to look for patterns in the data e.g. we had three cold days this week, we had no rain
depending this week. Monday was the coldest day etc.
upon the
climate. • Jointly construct a summative statement about the changes in weather relating to the
season of the year e.g. the weather this week was very warm. It is summer.
Mathematics
MES1.5
Sequences (Literacy links: talks about the information found in factual texts, contributes to joint
events and uses
everyday
construction of texts.)
language to
describe the
duration of
(Numeracy link: names the seasons; names and orders days of the week; uses terms such as
activities. morning, afternoon; interprets data display on weather chart.)
DES1.1
Represents and
interprets data
displays made
from objects and
pictures.
Outcomes Learning experience Planned
assessment
HSIE Changes to places we know
CCES1 • Identify a place in the local area, such as a park or garden, that students are familiar with,
Describes
events or retells that has undergone some changes. These could be positive or negative. Ask:
stories that - has this place (name) always been like it is now?
demonstrate
their own - what is different?
heritage and the - are the changes good changes or bad changes?
heritage of
others. - do you like this place?
- what is special about this place?
- when you are older, do you think this place will still be important / special to you? Why or
why not?
- what do you think this place will be like in the future? Why?
- why do you think these future changes will happen?
• Focus on where students live. Ask who has lived there since they were born? Who has lived
somewhere else? Students could form two lines to show each.
• Has the place where you live now changed since you have been living there – identify some
changes e.g. room has been painted a different colour, different furniture, new rooms added,
tree cut down, gardens added. Are these changes good or bad? What other changes do you
think might happen to where you live in the future?
• Students focus on their own neighbourhood and identify some of the changes they
remember e.g. there is a new family next door, the house across the road has a new fence
and a new roof, the noisy car is gone, the old dog died, there is a new puppy in the house
next door. Students draw and annotate some of the changes in their neighbourhood in a
mind map.
• Places can change quickly or slowly over time. A storm can do a lot of damage and make
some places unsafe (give some specific examples) while other places change slowly e.g.
trees and plants grow slowly.
• Some families have a tradition of planting a tree when a new baby is born, so that the tree
grows with the child. Identify some other family traditions that show change over time.
Outcomes Learning experience Planned
assessment
• Students complete an illustration showing themselves growing and changing over time and
how a tree that could have been planted when they were born would also grow and change.
Outcomes Learning experience Planned
assessment
HSIE Me and my family
CUES1 • Discuss a range of images showing family life in the past. Identify the features that are
Describes
events or retells evidence of another time.
stories that • Read a story based on the life of an older person, which incorporates the events in the
demonstrate
their own character’s life e.g. Night noises, Granpa.
heritage and the • Read stories about families in other eras, discuss and compare the similarities and
heritage of
others differences to their family structure. Students identify and discuss the similarities and
- engages with differences to own family structure, the tasks of family members, the clothes they are
stories about
other eras wearing, where they live. Examples of books include Pigs and honey and Going for oysters.
- reflects on • Invite a student’s grandparent or older person in the community to speak to the class about
the lives of
older people the events in their lives.
and the • Sequence some images of people they know into chronological order.
changes in
people’s lives • Review students’ understanding of families and change. Discuss what a memory is and
- talks about a have students talk about a memory that reflects their family culture and family life. Students
family
artefact may bring some personal artefacts to illustrate this memory. Discuss the significance of the
- sequences artefact to heritage and culture of the student’s family.
some images
into • Construct a 12 month timeline to record and illustrate special events that occur in their lives
chronological over a period of a year e.g. birthdays, cultural events, school events, religious events.
order
-

communicate
(Literacy links: listens to spoken presentations, relates personal experiences to texts,
s information discusses own experiences with teachers and peers.)
about
change.
(The English book rap or the picture book Granpa would be an ideal supplement to this unit:
PDHPE http://wtgww.schools.nsw.edu.au/schoollibraries/teaching/raps/granpav2/
GDES1.9
Identifies how granpa_planning.htm )
people grow and
change
• describes
changes in
their life.
Outcomes Learning experience Planned
assessment
English
TES1.2
Demonstrates
basic skills of
classroom and
group
interaction,
makes brief oral
presentations
and listens with
reasonable
attentiveness.

RES1.5
Demonstrates
developing
reading skills to
read short,
predictable
written texts on
familiar topics.