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Bridging the Generation Gap Unit Plan

Level: Year 5/6
Duration: 8 weeks

Teacher Information:

Dementia/Alzeimers:
This factsheet explains how children and young people can be affected when someone close to
them has dementia. It suggests how parents can talk to their children about dementia and ways to
help them feel secure and involved:
http://alzheimers.org.uk/site/scripts/documents_info.php?documentID=108

Grief and Loss:
Tips for supporting a grieving child:
http://www.grief.org.au/grief_and_bereavement_support/understanding_grief/supporting_ch
ildren

Nursing Homes:
Visiting a nursing home by yourself or with other adults is one thing; taking children can be quite
something else. It is important for children to see how people age and what happens when we are
unable to continue caring for ourselves in old age, to help them gain both appreciation for this
process and respect for the people in nursing homes.
http://www.wikihow.com/Visit-a-Nursing-Home-With-Kids

Food and Nutrition Websites for Teachers:
Online information along with print resources should be evaluated for relevance, currency,
reliability and accuracy. The sites listed below were active as at November 2011 and have been
assessed by Nutrition Australia as being of a high standard and relevant to the school curriculum.
http://www.nutritionaustralia.org/sites/default/files/Food%20and%20Nutrition%20Informat
ion%20Websites%20for%20Teachers.pdf

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Food Preparation:
Online information in a pdf format on safe food handling practices.
http://www.health.vic.gov.au/foodsafety/downloads/hygienic_food_prep.pdf

Brain Gym:
Online resource to assist with implementing Brain Gym. For all ages and abilities - movement
based programme which uses simple movements to integrate the whole brain, senses and body,
preparing the person with the physical skills they need to live and learn more effectively.
http://braingym.org.au/home-page/about-brain-gym/

Links to AusVELS: http://ausvels.vcaa.vic.edu.au

PHYSICAL, PERSONAL AND SOCIAL LEARNING

Health and Physical Education Level (Year) 5 and 6

Learning Focus: Students consider what it means to be physically, socially and emotionally
healthy. They explore their own and others views about health and suggest what it might mean for
certain groups of people; for example, the elderly, people with a disability or those from another
culture. Students consider factors that affect their own and others ability to access and effectively
use health information, products and services. They discuss and develop strategies for improving
their personal health.
They investigate different food-selection models such as the Healthy Eating Pyramid and the
Australian Guide to Healthy Eating and their characteristics, and reflect on how they can be used to
assist in decisions about food choices. They learn about the safe and hygienic preparation and
storage of food.

Working in groups, they discuss ways to design or modify a simple activity or game, and consider
the object of the game, the playing conditions, the scoring and the rules and procedures for its safe
conduct.

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I nterpersonal Development Level (Year) 5 and 6

Learning Focus: As students work towards the achievement of Level 6 standards in Interpersonal
Development, they develop skills and behaviours for connecting with a variety of groups, including
peer and community groups. Students participate in a range of classroom activities where they
explore the similarities and differences in the values and beliefs of a range of individuals and
groups. They begin to reflect on what this may mean for themselves when building and
maintaining relationships with a diverse range of people. They explore and discuss behaviours
which demonstrate sensitivity to cultural differences in their interactions with others.
Students compare their beliefs and values with others, and consider how these influence feelings
and behaviour. Through discussion and activities such as role-play, they reflect on inclusion,
belonging and tolerance.

Personal Learning Level (Year) 5 and 6

Learning Focus: Students identify the many contexts in which learning occurs both within school
(such as learning activities in the classroom, and developing physical skills in the playground or
through extracurricular sporting activities) and beyond school (such as reading a book at home,
visiting an aquarium or exploring physical features of local environments).
In selected reflective activities, students explore the impact of various emotions on their learning
and they learn to maintain a positive attitude.

DISCIPLINE-BASED LEARNING

English Level (Year) 5 and 6

Learning Focus: In Levels 5 and 6, students communicate with peers and teachers from other
classes and schools, community members, and individuals and groups, in a range of face-to-face
and online/virtual environments. Students listen to discussions, clarifying content and challenging
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others ideas. They make presentations and contribute actively to class and group discussions,
using a variety of strategies for effect. Students engage with a variety of texts for enjoyment. They
listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the
primary purpose is aesthetic, as well as texts designed to inform and persuade.

INTERDISCIPLINARY LEARNING

Thinking Processes Level (Year) 5 and 6

Learning Focus: In levels 5 and 6 students make observations and pose questions about people
and events within and beyond their own experience, and develop a growing awareness of the
complexity of the world around them.
Using these questions as a basis, students undertake investigations independently and with others.
Their investigations include time for sustained discussion, deliberation and inquiry, with teachers
providing appropriate tools and support in this process.
Students increase their repertoire of thinking strategies for gathering and processing information.
These include identifying simple cause and effect, elaborating and analysing, and developing
logical arguments.
They learn to make links between ideas and use portfolios and/or journals to reflect on how their
ideas and beliefs change over time.

Description of Activity Learning
Outcomes
Assessment
and/or
Evaluation
Week
1
Tuning In:

Students to complete survey prior to commencement
of unit.

Teacher to introduce the unit of work for the term
explaining that students will be buddied up with a
resident from the Nursing Home.

Awareness of
self, others
and
connection to
community.
Able to use
journals to
reflect on how
Formative
assessment
and
evaluation:
Student
survey and
teacher
rubric.

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The outcome of the program being an opportunity to
improve Health and Well Being for all involved as
well as building on Physical Education knowledge.

Finding Out:

Concept of Nursing Home to be explored. Gather
students prior knowledge.
Issues to be discussed: Dementia, death, physical
difficulties etc.

English: Read
Lucas and Jack:

Lucas & Jack is a great book for introducing young
children to the idea that old people can be fun and that
deep down we have more in common than we think. It
encourages children to ask questions, be curious,
imaginative and empathetic.
Class discussion about the book. Share thoughts, ideas
and prior knowledge/life experiences.
Students to receive a photo and some information
about their buddy. Students to create a similar card for
their own elderly buddy.

Visit to Nursing Home for meet and greet. Tour of
nursing home and facilities and residents rooms.

Share time: class discussion about above.

Students to begin reflections in their diaries.
Teachers key questions: How did that make you feel?
How did you feel before? How do you feel
afterwards? What do you think?
their ideas and
beliefs change
over time.
Students to
start a diary
about their
experiences
in the
program.
Week
2
Toys/Indoor Games Old vs New:

Quoits, Hookey, Knuckles, Skipping Ropes, Hoola
Hoops

Ipads, wii, UNO, Scrabble, Monopoly

Comparison of games/current technology. Benefits to
personal health and being in the company of others.

Awareness of
self, others
and
connection to
community.
Coordination
of movement.
Being able to
work
Continue with
diary about
their
experiences
in the
program.
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Students to pair up with two other students to plan
some indoor games and activities with old/new toys.
This will be then undertaken in a small group with
their buddies. Activities will need to be modified
depending on their buddies abilities.

Share time: class discussion about above.

Students to reflect in their diaries. Teachers key
questions: How did that make you feel? How did you
feel before? How do you feel afterwards? What do
you think?
collaboratively
with others.
Awareness of
ways to design
or modify a
simple activity
or game.

Week
3
Brain Gym:

For all ages and abilities - movement based
programme which uses simple movements to integrate
the whole brain, senses and body, preparing the
person with the physical skills they need to live and
learn more effectively.
http://braingym.org.au/home-page/about-brain-
gym/

Introduce brain gym exercises. Partner work using
exercises pairs students facing each other watching
each other do the brain gym exercises.

Students to choose some brain gym exercises to
demonstrate and share with their buddy. Do they need
to be adapted?

Share time: class discussion about above.

Students to reflect in their diaries. Teachers key
questions: How did that make you feel? How did you
feel before? How do you feel afterwards? What do
you think?
Awareness of
self, others
and
connection to
community.
Being able to
work
collaboratively
with others.
Brain gym
exercises
learning and
practice.

Awareness of
others through
partner work.
Continue with
diary about
their
experiences
in the
program.
Week
4
My Favourite Memory:

Students and buddies to share a favourite memory
from their childhood.

Posing questions/discussions/Similarities and
Differences.

Share time: class discussion about above.

Students to reflect in their diaries. Teachers key
questions: How did that make you feel? How did you
feel before? How do you feel afterwards? What do
you think?
Awareness of
self, others
and
connection to
community.

Continue with
diary about
their
experiences
in the
program.
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Week
6
Food Selection:

Construct a food pyramid with your buddy using
images from magazine and food catalogues:
http://www.montessoriforeveryone.com/assets/PDF
/Food_Pyramid.pdf


Make a healthy salad sandwich together based on
healthy food choices. Students to learn about the safe
and hygienic preparation and storage of food.

Share time: class discussion about above.

Students to reflect in their diaries. Teachers key
questions: How did that make you feel? How did you
feel before? How do you feel afterwards? What do
you think?


Awareness of
self, others
and
connection to
community.
Being able to
define what it
means to be
healthy for the
young and
elderly.
Ability to use
the Healthy
Food Pyramid
when selecting
healthy food
options.
Safe and
hygienic
preparation
and storage of
food.
Continue with
diary about
their
experiences
in the
program.
Week
7
Outside Olympics:

Students to plan a rotation of outdoor movement
games. This needs to be done in small groups. Be
mindful of design and modification when taking into
consideration the needs of the elderly.

Ideas may include:
Discus: Frisbee
Track and Field: Egg and Spoon Race
Shot Put: Tennis Ball throw

Share time: class discussion about above.

Students to reflect in their diaries. Teachers key
questions: How did that make you feel? How did you
feel before? How do you feel afterwards? What do
you think...?

Awareness of
self, others
and
connection to
community.
Being able to
work
collaboratively
with others.
Coordination
of movement.
Awareness of
ways to design
or modify a
simple activity
or game.
Continue with
diary about
their
experiences
in the
program.
Week
8
Party, Songs, Dance

Student Survey compare to start of the unit.

Awareness of
self, others
and
connection to
Evaluation
and
Summative
assessment:
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Sharing favourite songs/dances: Partner Work

Students: Nutbush/Macarena
Elderly Citizens: Pride of Erin/Swing Waltz

Slideshow of photos from the unit of work.

Share time: class discussion about above.

Students to finish reflections in their diaries.
Teachers key questions: How did that make you feel?
How did you feel before? How do you feel
afterwards? What do you think?


community.
Developing
sense of self-
worth and
connection to
group.
Coordination
of movement.
Able to use
journals to
reflect on how
their ideas and
beliefs change
over time.

Being able to
work
collaboratively
with others.
Student
survey and
teacher
rubric.

Student diary
about their
experiences
in the
program.


















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Student Survey
To be completed by each student before and after the Bridging the Generation Gap
Unit. Tick which box applies to you:
Dont
know


Never

Sometimes

Mostly

Always

I understand and can
explain how I feel.

I am an important citizen
of my community.

I like to work with others.
I understand what other
people are feeling.

When I am happy I make
other people happy too.

I enjoy spending time
with elderly citizens.

I know the needs of the
elderly citizens in the
community?

I understand what it
means to be healthy?

Physical movement is
important for all ages

Anything else you would
like to add?

What did you like most
about the program?
To be filled out after the unit.
Was there anything
which you did not like
about the program?
To be filled out after the unit.

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TEACHER EVALUATION RUBRIC
Use before and after the unit for each student.
Awareness of
and ability to
express
emotions
appropriately.
Never aware of
and able to
express
emotions
appropriately.
Sometimes
aware of and
able to express
emotions
appropriately.
Usually aware
of and able to
express
emotions
appropriately.
Always aware
of and able to
express
emotions
appropriately.
Understanding
of place in
community.
Never shows
understanding
between self,
others and
community.
Sometimes
shows
understanding
between self,
others and
community.
Usually shows
understanding
between self,
others and
community.
Always shows
understanding
between self,
others and
community.
Ability to work
cooperatively.
Never able to
work
cooperatively
with others.
Sometimes able
to work
cooperatively
with others.
Usually able to
work
cooperatively
with others.
Always able to
work
cooperatively
with others.
Level of
empathy
towards others.
Never shows
empathy
towards others.
Sometimes
shows empathy
towards others.
Usually shows
empathy
towards others.
Always shows
empathy
towards others.
Understanding
the needs of
elderly citizens.
Never shows
understanding
of the needs of
elderly citizens.
Sometimes
shows
understanding
of the needs of
elderly citizens.
Usually shows
understanding
of the needs of
elderly citizens.
Always shows
understanding
of the needs of
elderly citizens.
Ability to
control and
coordinate
movements.
Never able to
control and
coordinate
movements.
Sometimes able
to control and
coordinate
movements.
Usually able to
control and
coordinate
movements.
Always able to
control and
coordinate
movements.
Understanding
what it means
to be healthy.
Never shows
understanding
of what it means
to be healthy.
Sometimes
shows
understanding
of what it means
to be healthy.
Usually shows
understanding
of what it means
to be healthy.
Always shows
understanding
of what it means
to be healthy.
Understanding
the importance
of being
healthy.
Never shows
understanding
of the
importance of
being healthy.
Sometimes
shows
understanding
of the
importance of
being healthy.
Usually shows
understanding
of the
importance of
being healthy.
Always shows
understanding
of the
importance of
being healthy.
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