Me 2014-01-10

Me | Early Stage 1 | Creative Arts, English, History, Mathematics, PDHPE, Science
Summary
A Unit Focusing on students physical features and basic needs Learning Areas covered: English- Early Stage One Mathematics- Early Stage One Science and Technology- Early Stage One History- Early Stage One Creative Arts- Early Stage One PDHPE- Early Stage One Designed for a Special Education class setting
Duration
8 weeks Detail: 16 activities
Board of Studies NSW Program Builder pb.bos.nsw.edu.au

Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
Outcomes
Science K-10
STe-1VA shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and
opportunities
STe-4WS explores their immediate surroundings by questioning, observing using their senses and communicating to share their observations and
ideas
History K-10
HTe-1 communicates stories of their own family heritage and the heritage of others
Mathematics K-10
MAe-4NA counts to 30, and orders, reads and represents numbers in the range 0 to 20 MAe-9MG describes and compares lengths and distances using everyday language MAe-16MG describes position and gives and follows simple directions using everyday language MAe-17SP represents data and interprets data displays made from objects
English K-10
ENe-1A communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction ENe-4A demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and
technologies
ENe-9B demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts ENe-11D responds to and composes simple texts about familiar aspects of the world and their own experiences
PDHPE GDES1.9 Identifies how people grow and change. INES1.3 Relates well to others in work and play situations Creative Arts

VAES1.1Makes simple pictures and other kinds of artworks about things and experiences. MUES1.1 Participates in simple speech, singing, playing and moving activities, demonstrating an awareness of musical concepts. DAES1.1 Participates in dance activities and demonstrates an awareness of body parts, control over movement and expressive qualities.
Content
PDHPE
! Identifies the people and things that are
Teaching, learning and assessment

Activty 1- Our names: getting to know all class members Laminate a photo of each student and their written name. conduct various activities to help students identify their photo and written name, some examples:
! Use a mirror and sing the song What do you
Adjustments and extensions

Provides visuals to aide in communication. Level questions at each students level.
special to them.
! Works happily with class peers. ! Labels external body parts and names their
function
! Identifies and describes their personal
charecteristics
! Talks about things they like. ! Identifies basic human needs.
think my name is? and/or Hello song. Encourage students to look in the mirror and if possible say their name.
! Repeat above songs with students photos
Early Stage 1 - Speaking and listening 1

! communicate with peers and familiar
and/or written names.

! Have students choose their photo or name
adults about personal experience

! respond to simple questions either verbally
from a group of photos.

! Clip a few students photos to a small
or non-verbally
underware hanger, spin it around and sing above songs, have students find their photo or name on hanger.
! Have students match photo to name

Content

! Have students names and photos on their
chairs, tables etc

! Use cut and paste activites to have students
stick name next to photo

! Create a notebook matching students names
to photos
! Conduct various activities to encourage
students to identify and greet peers:

! Give wrong photo to student have them give
it to the correct person.

! Put all photos into a hat or bucket have
students pull one out and greet the student they selected
! Each morning students greet peers by shaking
hands, saying hello

! Have a choice board of 2 activities you know
students like encourage students to make a choice (using visuals or verbally). Separate students into groups and highlight the fact that other students like the same things as they do. Have students participate in activity together encouraging them to interact and take turns as much as possible.
! Repeat with as many different activities or
foods as often as you can

! Take a photo of each student and cut it into
four or five pieces encourage students to complete the puzzle sticking pieces onto

Content

paper and then give the completed photo puzzle to the student in the photo.
! Have students complete a worksheet matching
their photo to an activity they like resource 12 and resource 13.

! Have students present their likes and their
peers likes to the class either verbally or visually.

! This activity may be repeated using dislikes or
more than one like.
Literacy link: responds to and interacts with spoken classroom communications using agreed conventions, turn taking)
See Content Above plus Activity 2- Read " Look see, Look at me" By Leonie Norrington and Dee Huxley. Look at front cover of the book. predict what it .might be about. Explore basic book conventions such as front cover, direction of words etc. Picture walk through the text with the students. Explore the pictures and words used. Have student match sight word cards to sight words used in the text. Activity 3- Exploring me through music and movement
! Students develop an awareness of their own
Early Stage 1 - Reading and viewing 1

! recognise basic book conventions, eg
open and hold books correctly, turn pages

! recognise high-frequency words, including
own name
! read and understand some sight words in
simple, predictable texts CAPA

! sings songs developing a sense of beat, pitch,
Provides visuals to aide in communication. Level questions at each students level. Assist students with physical movements.
tone colour and structure

! performs basic movement, demonstrating
body through movement, focusing on body parts through songs and games e.g. Head,

Content
control, eg changing speeds, using various body parts in a variety of combinations, whole body locomotor and non-locomotor sequences, various follow-the leader, sequential warm-ups
!

shoulders, knees and toes See resource 1 and resource 2 for body parts and resource 3 and resource 4 for parts of the face - Board maker boards to support song, If your happy and you know it, Body talk and Simon says See resource 5 for Simon Says symbols.Some students may do the actions whilst others hold up a body part picture every time it occurs in the song.
! Play body parts lotto resource 6 and drawing
Early Stage 1 - Whole Numbers

!
communicate the use of numbers through everyday language, actions, materials and informal recordings (Communicating)
! count with one-to-one correspondence ! use the term 'is the same as' to express
body parts resource 7 to reinforce the learning of body parts. Resources 1 7 may also be used to make a snap game.
! Use a chant, e.g. When I get mad I beat my
equality of groups
drum from Vocal-Ease modules 1 & 2 to:
- experiment with making drumming sounds and echoing drum patterns - tap the beat while listening to the chant have students feel the beat by the class holding/tapping onto a big circle of elastic - teach the chant by imitation experiment with chanting in different ways (softly, loudly, quickly, slowly - see resource 8 and resource 9 for Board Maker symbols)

Content

Activity 4 Read " Look see, Look at me" By Leonie Norrington and Dee Huxley. Look at front cover of the book. predict what it might be about. Explore basic book conventions such as front cover, direction of words etc. Picture walk through the text with the students. Explore the pictures and words used. have students make their own 'Ican.." books using picture symbols or photos to complete sentences.

Provides visuals to aide in communication. Level questions at each students level. Assist students with sentence structure, allowing some students to simply choose a visual to complete.

own name
simple, predictable texts
PDHPE
! Identifies the people and things that are
Activity 5-Modelling me Put photos of students faces on the board. Cut out symbols from resource 4, hold one up and have students point to this facial feature on each students photo. Repeat by having them point to this feature on each actual student. Highlight the fact that everybody has a nose, mouth etc.
! Give each student some clay and have them
Provides visuals to aide in communication. Level questions at each students level. provide physical assist for students using clay.
special to them.
function
charecteristics
model themselves with a nose, ears, eyes etc

! As a class examine the models once again
CAPA
Early Stage 1 - Position

Students: Describe position and movement (ACMMG010)
pointing out that everybody has a nose, eyes, ears (Numeracy link: uses everyday language such as round and curved when describing models)

Content
! identify some familiar written symbols in

Activity 6- Read " Good night Me" By Andrew and Emma Quay Look at front cover of the book. predict what it might be about. Explore basic book conventions such as front cover, direction of words etc. Mask words in text and have students use picture cues to predict what the word may be.

context, eg logos, computer icons and commands, labels of packages, signs


! understand direction of print, return
sweeps and spaces between words

own name PDHPE! Identifies the people and things that are
Activity 7- Our birthdays Identify students birthdays on a birthday train (one carriage per month), different cakes (one cake per month), candles (one candle per month), snake or fish (one scale per month) on a calendar cake is probably the best as it represents a birthday.
! Have students place their photo on the month
Provides visuals to aide in communication. Level questions at each students level. Assist with counting activities.
special to them.
function
charecteristics
of their birthday
(Numeracy link: count the number of birthdays in each month)

! Discuss with students what they usually do on
Early Stage 1 - Personal and Family Histories

! share experiences of family, school and
local events that are celebrated or observed

! identify and record a variety of holidays
their birthdays (see discussion board resource 14) Ask: - do you go out to a restaurant to celebrate? - do you celebrate with grandparents, aunts and

Content
and special events observed in Australia and other countries, eg birthdays, anniversaries and festivals. Consider the significance of these dates

uncles? - do you have a cake? - do you get presents? - do you have a party? - do you go out somewhere special?
! Students draw a picture of themselves to show
how they celebrate a birthday in their family, or cut and paste symbols from resource 14). Note any particular cultural differences brought up during the studentspresentations. Include birthday cards, gifts/presents, special meals, traditional foods, cake, candles, clothing, games and other culturally specific examples. Share information, drawing attention to similarities and differences.
! Students complete birthday cake pasting on
the number of candles that represents their age. (see resource 15 and resource 16) Ask: what other special events do you celebrate? Discuss other celebrations inclusive of Christmas, Easter and other events with specific cultural or religious significance to students.
! Celebrate students birthdays when they occur,
identifying and practicing traditions. (Literacy link: gives brief description of their birthday traditions) (Numeracy link: counts with one-to-one

Content

correspondence) Activity 8-Read " Good night Me" By Andrew and Emma Quay Look at front cover of the book. predict what it might be about. Explore basic book conventions such as front cover, direction of words etc. Use pictures of the text and have students cut paste words of body parts to match pictures. Activity 9- Personal characteristics Students look at themselves in the mirror to identify eye colour (see resource 17 for discussion board), hair colour (see resource 18 for discussion board), hair length and style (see resource 19 for discussion board).
! Cut out board maker symbols of eye colour


own name
simple, predictable texts PDHPE! Identifies the people and things that are
special to them.
function
charecteristics
from resource 17 and place students photo underneath the relevant eye colour. Group all the students with blue eyes, brown eyes etc. highlight the fact that some students have the same eye colour as others.
! Repeat activity with hair colour and style.
Early Stage 1 - Data

! collect information about themselves and
their environment, including by asking and answering yes/no questions

! group objects according to characteristics
to form a simple data display, eg sort blocks or counters according to colour
As a class, construct graphs of a) hair colour and b) eye colour. Students can cut out coloured squares or use the board maker symbols from the previous activity to glue onto a chart to make a data display. Discuss the results. Students interpret the

10
Content
!

results by identifying the most common and least common hair and eye colours (use resource 20 for more or less symbol). Have students come up to the board and place the correct symbol on the columnes). Ask questions such as: - how many students have green eyes? - how many students have black hair? (Numeracy link) Play a game with the class about common characteristics e.g. (use board maker symbols from previous activities as prompts) - stand up if you have brown hair - clap your hands if you have spiky hair - come out to the front if you have blue eyes.
! Using board maker symbols from above
compare the sizes of groups of objects by counting (Reasoning)
activities to model statements that compare students e.g. Julie and Jack are the same (see resource 21for symbol) because they both have brown eyes. Julie and Jack are different Julie has black hair and Jack has red hair.
! Have students find peers in the class with the
same eye and hair colour as they have and encourage them to say hello
! Discuss similarities and differences in class:
- does everyone in our class look the same?, why do you think we all look different? - are some people more alike than others? what

11
Content

do you think our class would be like if we were all the same? measure differences in students by having them compare height e.g. by standing back to back and length e.g. by comparing shoe size. (Literacy link: locates and discusses naming words and describing words in descriptive texts) (Numeracy links: creates picture graphs of physical features; compares two lengths. This may form part of the Mathematics program)
See Content Above
Activity 10- Read " A day in the Life of Me" By John Marsden and Craig Smith Look at front cover of the book. predict what it might be about. Explore basic book conventions such as front cover, direction of words etc. Students complete a picture sequence of the order of activities that the boy does in a day.
CAPA
! investigates relationships in their artmaking,
Activity 11-Self-portrait drawing 1a)photocopy a large photo of each students face onto an A3 sheet of paper. Allow each student to look at themselves in the mirror and then choose the correct pencils to colour in their eyes, hair, lips etc. if possible encourage students to draw a picture of themselves
Provides visuals to aide in communication. Level questions at each students level. Assist students with drawing activities
eg people who are important to them such as parents, grandparents, brothers and sisters, friends, and others in their local area
Early Stage 1 - Speaking and listening 1

! describe an object of interest to the class,
eg toy, pet
! 1b) photo copy 2 large photos of each

12
Content

students face onto A3. Teacher cuts out the hair, eyes, lips of one copy of each photo. Have students place cut out photo onto whole photo and colour in the holes.
! 1c) photocopy 2 large photos of students onto
A3. Teacher cuts out eyes, hair, mouth, nose etc. Have students colour these in and paste them onto the other A3 photo.
! 1d) Import students photo into ArtRage 2
(freeware http://www.ambientdesign.com/artragedown.ht ml) and have students experiement with using different colours, brushes etc.
Have students choose their favourite picture from the above activities and present this to the class, using visuals to highlight elements of their picture. (Literacy link: uses descriptive language e.g. colours, shapes to describe their work and the work of other artists)
Optional activities Crazy faces. On an outline of a head or face, students cut out and paste facial features from a magazine. Encourage students to find as many

13
Content

different kinds of eyes, noses, hair, lips, teeth, ears to make it as funny or crazy as possible. Potato heads. Students use toothpicks to add facial features to a potato head. Students may then sing Hot potato or Dig a potato, Vocal Ease modules 1 & 2 (DET). (Teachers book is available as a pdf on arts action CDROM)

14
Content
Early Stage 1 - Personal and Family Histories
! identify people in their immediate families

Activity 12-Me as part of my family
! Reread My mob, from the Big mob books for

and show relationships between family members

! compare and contrast various family
little fullas (BOS). Discuss: what is a family?
! Students bring photos of their families and
groups through photographs and stories and identify differences between past and present
show them to the class in a discussion circle. Students talk about family members. (use resource 22 to support discussion)
! Students use resource 22 to cut and paste the
make up of their family onto resource 23 blown up to A3.

! Display all photos on a family wall. Who is
important to students? Why? Ask students to find a family that is similar to their family and one that is different to their family. Discuss: *how many people are in your family? *what does your family do together? (use resource 24 to prompt discussion)
! Use resource 24 and resource 25 and have
students create a sentence about what their family likes to do. Family roles
! Over a week as part of class news, students
bring to school an item (clothes, artworks, food) related to or important to their family background, teachers may need to send home a note requesting parents to put items in childrens bags with a note about the why it is important. Each student explains why the item

15
Content

is important in the family, who uses or wears it. (see resource 26 for discussion)
! Return to previous activity where students
created a sentence using resource 24 and resource 25 about what their family likes to do together as a family. Talk about the roles each person plays during this activity (use resource 22 to support discussion create Boardmaker board of the different roles).
! As a class create a collage of different jobs
people do at home to help us meet our needs. Group the jobs that each family member does (See Board Maker Board for family member visuals resource 27 - see worksheet for examples of jobs that people do at home resource 28), cut others from magazines etc.
! Discuss what would happen if these jobs didnt
get done
! Students role play or mime jobs or home
duties that are carried out in their home. The class try to guess what the jobs are Use visuals from previous activities to support this activity. (Literacy link: gives simple spoken description of a familiar object)

16
Content
See Content Above

Activity 13- Read " A day in the Life of Me" By John Marsden and Craig Smith Look at front cover of the book. predict what it might be about. Explore basic book conventions such as front cover, direction of words etc. Students as a class complete a picture sequence of their day using photos or symbols.

See Content Above
Activity 14- Me as part of Australia Discuss: where do we live? What country do we live in? Ask: what (symbols) do people recognise as Australian? e.g. kangaroo, koala, wattle, didgeridoo, Harbour Bridge, Opera House, Australian flag. (see resource 29 and resource 30 for discussion board) Display a large outline map of Australia. Give students a piece of paper and a photo of themselves, have students decorate the piece of paper with their photo symbols of Australia (use resource 29 and resource 30). Students paste these onto the large outline map of Australia to show that we all live in Australia.
(Literacy link: labels drawings of symbols and can identify the audience of the symbols of Australia)

17
Content
See Content Above

Activity 15 and 16- This is me folder: culminating activity
! Teacher assists student in compiling a This is

me folder of work samples containing information and pictures about themselves. Discuss with students what makes them unique and how could they make a book that describes them. Discuss the items they have made: - individual photo - photo of the play dough models (before and after) - both self-portraits - crazy faces - family photo - family roles - birthday or name day picture or drawing - thumbprint - photographs of students creating various body shapes
! Encourage students to participate in the
design of folder, assist them to plan the order of items in their folder, design a border for each page
! Test the success of students designs by
selecting individual folders and asking the

18
Content

class to identify who the folder belongs to
! The students folders can be displayed in the
classroom or library for viewing by other students, teachers and parents. Optional: invite family and friends to come and view the students This is me folder.
Resources overview
Texts
! " Look see, Look at me" By Leonie Norrington and Dee Huxley. ! " Good night Me" By Andrew and Emma Quay ! A day in the Life of Me" By John Marsden and Craig Smith
Assessment
! Teacher observations of students interactions, particularly students
interactions in group situations and vocabulary knowledge of body parts.

! Students complete labeling sheet of body parts to assess knowledge ! Sample of students work during birthday activity and family roles
activities
! Anecdotal notes on student participation and assistance needed on all
Boardmaker, notebook and powerpoint resources listed available at www.newsyllabi.weebly.com
tasks
! Checklist of students knowledge of book conventions as demonstrated
throughout unit.
Evaluation

19

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Me | Early Stage 1 | Creative Arts, English, History, Mathematics, PDHPE, Science

Board of Studies NSW Program Builder pb.bos.nsw.edu.au

Board of Studies NSW Program Builder pb.bos.nsw.edu.au

Teaching, learning and assessment

Adjustments and extensions

Early Stage 1 - Speaking and listening 1

and/or written names.

adults about personal experience

from a group of photos.

Board of Studies NSW Program Builder pb.bos.nsw.edu.au

Teaching, learning and assessment

Adjustments and extensions

chairs, tables etc

stick name next to photo

students to identify and greet peers:

it to the correct person.

hands, saying hello

foods as often as you can

Board of Studies NSW Program Builder pb.bos.nsw.edu.au

Teaching, learning and assessment

Adjustments and extensions

their photo to an activity they like resource 12 and resource 13.

peers likes to the class either verbally or visually.

more than one like.

Provides visuals to aide in communication. Level questions at each students level.

Early Stage 1 - Reading and viewing 1

open and hold books correctly, turn pages

simple, predictable texts CAPA

tone colour and structure

Board of Studies NSW Program Builder pb.bos.nsw.edu.au

Teaching, learning and assessment

Adjustments and extensions

Early Stage 1 - Whole Numbers

drum from Vocal-Ease modules 1 & 2 to:

Board of Studies NSW Program Builder pb.bos.nsw.edu.au

Teaching, learning and assessment

Adjustments and extensions

open and hold books correctly, turn pages

simple, predictable texts

model themselves with a nose, ears, eyes etc

Early Stage 1 - Position

Board of Studies NSW Program Builder pb.bos.nsw.edu.au

Teaching, learning and assessment

Adjustments and extensions

context, eg logos, computer icons and commands, labels of packages, signs

open and hold books correctly, turn pages

sweeps and spaces between words

(Numeracy link: count the number of birthdays in each month)

Early Stage 1 - Personal and Family Histories

local events that are celebrated or observed

Board of Studies NSW Program Builder pb.bos.nsw.edu.au

Teaching, learning and assessment

Adjustments and extensions

Board of Studies NSW Program Builder pb.bos.nsw.edu.au

Teaching, learning and assessment

Adjustments and extensions

open and hold books correctly, turn pages

Provides visuals to aide in communication. Level questions at each students level.

Early Stage 1 - Data

their environment, including by asking and answering yes/no questions

to form a simple data display, eg sort blocks or counters according to colour

Board of Studies NSW Program Builder pb.bos.nsw.edu.au

Teaching, learning and assessment