Assignment 2 SOSE

EDSS970 SEM2, 2009.
Assignment 2 Preeti Singh 220061488
Assignment 2 planning a unit of work
Values Analyse Sequence for SOSE
Primary Units of Works
Unit 1: ‘Meeting Needs’
Stage of Schooling: Stage 1
Page 1
EDSS970 SEM2, 2009. Assignment 2 Preeti Singh 220061488
Introduction:
Overview of Outcomes:
Social System and Structures, Roles, Rights and Responsibilities, identifies ways in
which their own roles, rights and responsibilities and their needs are met individually
and cooperatively.
Situation Analysis:
The assumption has been made for situation analysis for primary class integration of
Stage 1.
The Following sequence has been designed for Stage 1 students. The unit is based on
social system and structures, roles, rights and responsibilities of families and their needs
are met individually and cooperatively.
Burwood West Public school established in 1861. This school is one of the oldest
schools of NSW, located in Sydney’s western suburb, approximately fifteen kilometres
from city centre. The school currently has population of 235 students. The school in
near to city where lots of changed has been noticed regarding impact of today’s lifestyle
is affecting everyday life. School is trying to maintain and instil values in children to
keep their home and school clean. The building was renovated in 1996, which has given
the pupils, staff and parents a revitalized learning environment. School is fully equipped
with all resources.
There are 20 students in the class of kindergarten, 12 girls and 8 boys. There are 2
students from ESL, 3 students are gifted/talented. This unit is completed at the end of
term 4 in Kindergarten. (Burwood East Primary School 2008, About Us)

Page 2
Focus question
Who help me meeting needs?
Contributing questions
1. What are my needs?
2. How do family members help each other meet their needs?
3. Who helps me meet my needs at school?
4. How do workers help us meet our needs?
Conceptual Strand
Social System and Structures.
General Outcomes:
SSS1.7
Explains how people and technologies in systems link to provide goods and services to
satisfy needs and wants (Board of Studies NSW 1998; 34, SSS1.7)
Indicators
Knowledge and Understanding
• Identifies resources which is used to meet their needs and the needs of others
including goods and services.CQ4
• Identifies the resources used by people who work and where they come from
CQ 4
• Identifies different types of goods and services which is used for our needs and
wants. CQ 1,3,4
• Classify the difference between goods and services. CQ 1,4
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• Explain how people help them including paid and unpaid worker. CQ 3
• Explains how paid and unpaid staff works in the school and classroom helps
meet their needs. CQ 3
(NSW Board of studies, 1998:34 SSS1.7)
Skills:
• Gather information about the resources that is used by people to meet their own
needs and needs of others.
• Get knowledge about goods and services.
• Distinguish between goods and services..
• Listen to stories about paid and unpaid worker in society.
• Explain about the technologies which is being used for everyday living.(Board
of Studies NSW 1998:36-46, SSS1.7)
Values:
• Discuss the different ways that resources are organised
• Identify and locate classroom resources. (BOS 1998:46, SSS1.7)
SSS1.8
Identifies roles and responsibilities within families schools and the local community,
and determines ways in which they should interact with others.(Board of Studies NSW,
1998:36, SSS1.8)
Indicators
Page 4
Knowledge and Understanding
• Identifies about the school organisation community including who works in
school, their rights, roles and responsibilities for school. CQ 3
• Identifies similarities and differences of rights, roles and responsibilities
between school and family. CQ 2,3
• Explain what are the roles and responsibilities of families. CQ 2
• Participating in creating and observing rules to protect their rights and rights of
others in the class and at school. CQ2,3
• Identifies the need of different families are different to others. CQ 2
• Identifies the roles for male and female within families. CQ 2
• Illustrate what are their roles and responsibilities for school and family. CQ 2,3
• Identifies roles and responsibilities of community workers including both paid
and unpaid worker. CQ 4
• Identifies fair and unfair practices in their school and at home. CQ 2,3 (Board of
Studies NSW 1998:36, SSS1.8)
Skills
• Describe the roles and responsibilities of school organisation and how they meet
their needs.
• Explain roles and responsibility of family member to each other.
• Illustrate the roles and responsibilities of their own towards school and family.
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• Listen stories and observe roles and responsibilities of community worker and
how they help in meeting their needs.
• Explain difference between roles and responsibilities.
(BOS NSW 1998: 36-46, SSS1.8)
Values:
• Gather information about roles and responsibilities of each family member in a
family.
• Organise resources for different activities, including collecting them beforehand,
putting them away, not wasting them.
(BOS NSW 1998: 46, SSS1.8)
Specific Outcomes
Higher Order Concepts
Technology, needs, resources, roles, co-operation, fairness, unfairness, responsibilities,
family, values, safety, lifestyle, rules, interdependence, similarities and differences.
Lower Order Concepts
Activities, indoor, outdoor, jobs, chores, adults, children, money, cloths, food,
shopping, home, transport, cleaning, cooking, washing, daily, weekly, farm house,
picnic area, buying, selling, sharing, learning, knowledge All these objects are used for
explaining topic in classroom.
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Generalisations
Higher Order Generalisation
All family members need to work together to fulfil their needs and needs of family.
Learn to help each other. We learn family values. Family values teach us about roles
and responsibilities for each other. It also affects our life style. Family member decide
about the job for whom and what job they have to do.
Lower Order Generalisations
• Family members help each other.
• Family make rules to ease the work to do.
• Respect the process of rule-making and rule enforcement.
• Children has different job and adult has different job to be done.
• Children can not do hard job which could be dangerous for
them.
• Family member work in a team and make sure all work is done
properly.
• Different families have different rules and regulation for their
jobs.
Practical Skills
• Gather information from variety of resources such as books, posters
• Construct a chart and record relevant gathered information.
• Classifying information under relevant headings
• Construct and able to write simple text.

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• Performa role play activity to perform the scenario relevant to situation.
Social Skills
• Participate in group discussion and listen to other students views.
• Build confidence to participate in group activities.
• Give respect to other student if views are different and give feedback.
• Work cooperatively in a team.
• Assist other student in group activities if required.
(EDSS970, Topic Notes. 2009, pp 24-25)
Values and attitude
• Appreciating and valuing the help of all family members.
• Develop and explore their own values during unit of work in classroom.
• Give importance and respect to family member and listen to them.
• Always use ethical words like please and thank you when working at home or
school.
Resources
Mo McAuley, The Tidy drawer
http://www.eastoftheweb.com/short-stories/UBooks/TidyDraw.shtml
Margo Fallis, If I can help, I will
http://www.electricscotland.com/kids/stories/grandpandx.htm
Margo Fallis, The Messy Room http://www.electricscotland.com/kids/stories/room.htm
Online photos
Page 8
http://www.fotosearch.com/photos-images/dustbin.html
Online stories
http://www.electricscotland.com/kids/stories/grandpandx.htm
Family pictures, House photos, Text book, Story books, Group activities, Role Play in
class.
Content Sample:
Student will learn about families’ responsibilities for each other and how they help and
work cooperatively in a family. This unit uses picture book, online short stories, group
activities and text books. Here I am using contributing question: How do family
members help each others to meet their needs?
Values education sequence- Action Learning
Contributing Question
How do family members help each other meet their needs?
Content sample: Roles, right and responsibilities in a family.
Teaching/Learning Activities Teacher’s Questions Sample Student’s
Response
Introduction Food, shelter,
Read Text book and introduce What are our needs? clothing, healthcare,
contributing questions education.
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Revise previous learning about Abby’s and her mum.
needs.
Read short stories ‘The Tidy Who can tell me what is Yes, this is about tidy
Drawers’. the story about? up the drawer.
Have you got any idea to Clean her room.
listen title page?
What job did Abby’s mum Because it was so
asked her to do? messy to find the
Why Abby’s mum asked things.
for this job? Help each other in
What we learn from this family and understand
story our responsibility for
cleaning my room.
Who does this job at I do this job but
home? sometime my mummy
helps me.
Display sequence’s contributing
question and discuss how the
students could go about answering.
Page 10
Resources: White Board, Black Board, Internet access
http://www.eastoftheweb.com/short-stories/UBooks/TidyDraw.shtml
Page 11
Investigate about the area in and
around home
A picture/photo of a particular area What area is this in your Bin area.
in and around a home is given to home?
pair of students.
Students make column and list jobs How many recycled bin In my home there are
that need to be done in that area. are there in photo? three bins are placed.
What does that mean? Different bin used for
What recycling bin means? different purpose.
What is the use of Recycled bin is used
recycling? for putting paper, tin,
Who does this job? metal, bottle, empty
container which can
be used again.
It helps in cleaning
environment.
Everyone get turn to
Working in pair discusses about do this job. I also do
family rules and note down in their that.
list they might
What family rules do you Throw garbage in
have in regards to using that area of have in regards of garbage bin only not
their home. on the floor.
cleaning?
Page 12
Resources: Photograph of different areas in and around home.

http://www.fotosearch.com/photos-images/dustbin.html
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Fairness of job Concept development:
Children are to form groups How we decide who will Need to analyse about
depending on which area of the do the particular job? the job and think who
house they reviewed. is able to do that job
What jobs need to be done
Make two columns, one for adults by adults? Ironing, shopping,
and one for children and write the Which job can children cooking.
jobs under each column which do? Taking out the
needs to be done by them. garbage, put cloths in
laundry.
Roles play activity in which Is it fair with your mum if
students play a family role. One she does cleaning
play role for father, mother and two everyday? No
children then each family member
do the same job everyday on their What other family member
own for example; mum is doing should do? We should help each
cleaning the house everyday. other.
Resources: Story book, black board, Role play activity.
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Helping animals.
Read children’s stories from internet What is the story about Helping others.
‘If I can help, I will’. just looking title of the
story?
Draw picture of pets and birds in Who is main character in Christopher.
their notebook. the story?
Draw picture of their favourite pets What is he doing in this He saved small bird
and perform through painting how story? from big bird and fix
to take care of them. small bird’s wings.
Who else Christopher Two kittens.
helped?
Do you think this is his Yes.
favourite job?
What would you do if you
were Christopher?
Do you think this is right
to do in real life?
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Conclusion Generalising
Questions:
Group of students display a list of What have we noticed Each area has specific
house plan. Each list shows the about each area of the job. Some areas have
relevant area of plan. house? hard job than others.
Discuss list and ask questions to What is the role of each Do their jobs seriously
develop generalisations. family member? and take
responsibility.
Is it fair to give the same No, It should be rotate
job to the same person? weekly.
How do family rules help Family rules help
regarding house job? keep area clean and
everyone get
responsibility for that.
What happened if we do It would be messy and
not use recycled bin? environment will also
be polluted.
Do you notice one job is All jobs are important
important to other? but cleaning job is
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Why do you think so? most important.
Because cleaning not
only clean our home
but also helps in
cleaning environment.
How family members help
each other meet their All family member
need? respect each other and
work in a team.
Apply:
What might be story Messy room and
Read a story ‘ The messy room’ by about, see the title page missing shoes.
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Margo Fallis where Emma is not and picture of story.
listening her mum to clean her room
and that create a problem for herself. Who is main character Emma
Website for the story: in this story?
http://www.electricscotland.com/kids Why author choose this Because Emma did
/stories/room.htm title? not listen to her mum.
Children do role play of group of What was she To clean up her room.
five and read book in a group to ignoring?
understand about the story.
What was her family’s Going to Zoo.
Compare the story with their own plan?
real life experience and share their
own experience in group. Why Emma did not go Because she did not
to Zoo? find her shoes because
her room was so
messy
What did she miss that Fun at Zoo with
day? family.
Was the story ending
different to the role
play you performed?
Do you think you also

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do the same thing at
home?
Reflect: What was interesting Lots of jobs need to
Student discuss about their part about helping at done at home.
understanding for the role taken as home? Different families
part of other home responsibilities. have different jobs.
Analysing the roles and
responsibilities for their work at Have your Yes, it is fairer if we
home. understanding of jobs all do jobs and help
around the home each others.
changed?
How would you help I can put dirty cloths
out your family in laundry.
member? Unpack dishwasher
Empty bin.
Assessment:
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Give sheet of paper and ask them to draw picture of their jobs.
Complete sentence underneath drawing. I help in ………at home.
My mum helps me in …………..
Demonstrate ways in which they can take responsibility for meeting their needs.
( SSES1)
Describe activities that involves shared work process (SSES1)
Appendix
Page 20
The Tidy Drawer Story

One Saturday morning Abby's Mum came upstairs to see Abby in her bedroom. Or tried to.
There was so much mess on the floor she could only poke her head around the door. Abby
sat in the middle of it all reading a book.
"What a tip," Mum said. "You need to have a clear up in here."
"Why?" Abby asked.
"Why?" Mum repeated. "Because things get broken or lost when they're all willy-nilly like
this. Come on, have a tidy up now."
"But I'm very busy," Abby argued, "and it's boring on my own. Can't you help me?"
"No I can't, I'm busy too. But I'll give you extra pocket money if you do a good job."
When Mum came back later all the toys and clothes and books had disappeared.
"I'm impressed," said Mum. "But I'll inspect it properly later."
"It was easy," said Abby. "Can I have my extra pocket money now?"
"All right. Get it out of my change purse. It's in the kitchen tidy drawer."
In the kitchen Abby went over to the dresser and pulled open the tidy drawer. She hunted
for the purse.
"Any luck?" Mum asked.
Abby shook her head.
"It must be lurking at the bottom," Mum said. "Let's have a proper look."
She pulled the drawer out and carried it over to the table. Abby kneeled up on a chair to
look inside. There were lots of boring things like staplers and string but there were lots of
interesting things as well.
"What's this?" Abby asked, holding up a plastic bottle full of red liquid. Mum laughed.
"Fake blood, from a Hallowe'en party years ago. Your Dad and I took you to that, dressed
up as a baby vampire. You were really scary."
"I don't remember that."
Abby carried on looking through the drawer. She found some vampire teeth, white face
paint, plastic witchy nails and hair gel. Mum pulled out a glittery hair band. It had springs
with wobbly balls on the top that flashed disco colours. She put it on her head while she
Page 21
carried on looking through the drawer. Abby found some sparkly hair elastics to match the
hair band. She made her Mum put lots of little bunches all over her head so she looked really
silly.
"I remember this," Abby said as she pulled out a plastic bag. "This is from my pirate
party." Inside there was a black, false moustache and some big gold earrings.
Page 22
Two Kitten helped by Christropher
Messy room
Recycled bin
Fantastic online tips for parents and teachers
Page 23
Household chores are a big pain, especially when you find yourself doing them
alone most of the time. Without any help, household chores can become
frustrating and overwhelming and make you irritable and cranky when you come
home from a long day of work and have to do them all. It's important that your
family help out so that tensions stay at a minimum in the household and families
get along in harmony. There are ways to convince your family that you need
help with household chores and ways to motivated them to assist you everyday
so that you are not doing them alone.
Instructions
1. Step 1
Explain to your spouse and children that you need their help doing
household chores and how much it would mean to you if each of them took
on a few chores each day. Let them know that it's tiring and frustrating for
you to come home from work everyday and have to clean the house alone.
Explain that there are household chores that need done on a daily basis that
you are sometimes too exhausted to do alone and that them helping you
with the chores would make you less irritable and tired, and give you more
time to spend with them.
2. Step 2
Make a list of chores that need done and assign each family member a
chore to do each day. Have your family help with the chore list by deciding
for themselves what chores they would like to take on. Give them the option
first of choosing their household chores. If this becomes a hassle, assign the
chores yourself and give chores to your spouse as well. Have one child take
on sweeping and mopping, another do dishes, and your spouse to take on
laundry or bathroom duty. Do the household chore list however you see fit
and fair for all family members. Take time to talk out the chore list so that no
family member feels they are getting more chores than another.
3. Step 3
Page 24
Praise family members for helping you do chores and thank them often for
doing their best. Even if your family does not do the chores the exact way
you would like, try to let this go. If you criticize the way your family does the
household chores, they will be less apt to want to help. Always praise them
for helping even if it is not the way you would do things. Never go over the
chores again. Try to let your family take control of their own individual
chores. Let them know what a great job they've done and how much you
appreciate their help. Tell your family that them helping with the household
chores has taken a huge burden off of you and that your thankful to them.
4. Step 4
Give your family rewards for helping with chores. Children can get stickers
to collect for small rewards later such as movie time, video game time, small
toys, or ice cream. Reward your spouse for helping by cooking him dinner,
spending alone time together, or doing something sweet in return for him.
Show your family that doing good deeds comes with rewards. This teaches
children that they earn when they work and helps your spouse know that he
is appreciated for his work. Even if you just give the reward of time with you,
because normally household chores takes that away, then you will be
showing your family how much helping with the chores has lightened your
load.
How to Get Children to Help with Household Chores
By Shenison
User-Submitted Article
Teaching kids to help out around the house is an important step to teaching
them responsibility. Not only will you be getting some help with the household
chores but your child will get a feeling of accomplishment and belonging.
Page 25
1. Start early. The younger the child is when he is first encouraged to take
some responsibility for the house he lives in the more accepting he will be of
the concept.
2. Step 2
Select an age appropriate job. A four year old can put a fresh trash bag in
after you have taken the full one out. A six year old can empty the silverware
from the dishwasher or clear the plates from the table after dinner. By eight,
most children can empty a dishwasher. Emptying the dishwasher is also
good training for loading the dishwasher later on. Older children can sort
laundry, vacuum, or take over the responsibilities of a family pet.
3. Step 3
Make it clear to the child that everyone in the house has to help to keep
things running smoothly. Encourage him by telling him how much his work
has helped you.
4. Step 4
A reward system is a very useful. Younger children can be rewarded with

stickers or stars on a calendar for each day they performed their task. Older
children can receive an allowance but be careful how you handle it. It's good
to say "Now that you are responsible enough to handle some chores you
are old enough to get an allowance." It is not good to say "I will pay you two
dollars every time you do your chore." Paying your child for a chore sends
the message that she is working for the money and you will soon find
yourself paying her for everything she does.
5. Step 5
When your child is overwhelmed by a busy schedule or a school project

offer to take over the chore for a few days. Be sure to tell him why you are
helping him out. Say "I can see you are really busy right now. I'll empty the
dishwasher for you tonight so you can work on your project." This gives him
the message the job is still his, but you are a family and should help each
other out when necessary.
6. Step 6
Finally, keep in mind that a job you have to do over and over becomes
tedious. Once your child has mastered a few jobs around the house make a
chore schedule and rotate the responsibilities among all the household
members.
Resources
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The board of studies website has list of current available resources for example fact
sheets, websites, text and other material to support unit.
Text books and online resources that refers to basic needs- food, shelter, clothing and
love
Hands on activities, staff to help in role play activities.
The corner in classroom where student can do role ply activity, dolls for demonstration,
clothes used for dressing up from different culture, photographs,
Material used: colour to draw, paint, cardboard, pencil, paper, glue, clay, video,
television, computer/laptop. (NSW Board of studies 1998, p-37)
Reference List
Board of Studies NSW 2006. Human Society and Its Environment Syllabus K-6,
outcomes and indicators. Retrieved on 2 October 2009 from
http://k6.boardofstudies.nsw.edu.au/files/hsie/k6_hsie_syl.pdf
Page 27
Board of Studies NSW 2007, k-6 Educational resources, Meeting needs. Retrieved on
29 Nov. 09 from
http://k6.boardofstudies.nsw.edu.au/go/hsie/units/early-stage-1/meeting-needs
Board of Studies NSW. 1998. Human Society and its Environment K-6, Units of Work,
Early stage 1 Units, Meeting Needs, pp 37. Retrieved on 15 September 2009,
From http://k6.boardofstudies.nsw.edu.au/files/hsie/k6hsie_unitsofwork.pdf
Burwood East Primary School VIC. (2007). Retrieved on 2 October 2009, from
http://www.burwoodeastps.vic.edu.au/beps/index.php?
option=com_content&task=view&id=2&Itemid=2
Cole, B. & Newell, S. (1997). 'Planning powerful studies of society and environment:
How to do it!’ Social Education Bulletin, no. 3, pp. 6-23.
EDSS970 Semester 2. 2009. Forum and chat rooms. Sakai Online Learning. University of
New England. Armidale.
Fantastic website for children’s story: East of the Web (2002-2003), Short Stories.
28 Nov 2009 from
http://www.eastoftheweb.com/short-stories/childrenindex.html
Fantastic website: Brain Pop Jr UK (1999-2009) Needs and Wants, Background
Information and activities. 29 Nov. 09 from
http://www.brainpopjr.com/socialstudies/economics/needsandwants/grownups.weml
Page 28
Fantastic website for family: Shenison (1999-2009) How to get children to help with
House Hold Chores. 29 Nov 09 from
http://www.ehow.com/how_2110805_children-help-household-chores.html
Fantastic website for family: Jaredsgirl. (1999-2009) How to get your Family to
Help out in House Hold Chores. 29 Nov. 09 from
http://www.ehow.com/how_5341929_family-out-household-chores.html
Gilbert, R. (2004). 'Elements of Values Education', The Social Educator, vol. 22, no. 3,
pp. 8-14.
Newell, S. & Cole, B. (1998). 'Developing Year 1 students' understandings about
cultures', Social Education Bulletin, no. 1, pp. 10-13.
Primary School 2009. Human Society and Environment, Webtorials.com.
17 September 2009, from
http://www.primaryschool.com.au/humansociety.php.
Reitano, Paul. 2009 Semester 2. EDSS970. Topic notes. University of new England .
Armidale NSW.
Reynolds, R. (2009). Teaching Studies of Society and Environment in the Primary
School, Chapter 3, Reflective and Metacognitive Skills, p. 57,
Oxford University Press, London.
Stewart, P. (2007). Asia Scope and Sequence for SOSE, Primary Unit of Work, Images
of Asia: Animals and their Homes, Curriculum Corporation, Carlton

Page 29
South Australia.
Taylor, R. (2003). 'The case for Social Studies being the context for your literacy
programme', The New Zealand Journal of Social Studies, vol. 11, no. 2, pp. 13-14.
Page 30
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EDSS970 SEM2, 2009.

Assignment 2 Preeti Singh 220061488

Assignment 2 planning a unit of work

Values Analyse Sequence for SOSE

Primary Units of Works

Unit 1: ‘Meeting Needs’

Stage of Schooling: Stage 1

are met individually and cooperatively.

schools of NSW, located in Sydney’s western suburb, approximately fifteen kilometres

with all resources.

term 4 in Kindergarten. (Burwood East Primary School 2008, About Us)

Who help me meeting needs?

1. What are my needs?

2. How do family members help each other meet their needs?

3. Who helps me meet my needs at school?

4. How do workers help us meet our needs?

Social System and Structures.

Knowledge and Understanding

including goods and services.CQ4

• Classify the difference between goods and services. CQ 1,4

meet their needs. CQ 3

(NSW Board of studies, 1998:34 SSS1.7)

needs and needs of others.

• Get knowledge about goods and services.

• Distinguish between goods and services..

• Listen to stories about paid and unpaid worker in society.

of Studies NSW 1998:36-46, SSS1.7)

• Discuss the different ways that resources are organised

• Identify and locate classroom resources. (BOS 1998:46, SSS1.7)

Knowledge and Understanding

• Identifies about the school organisation community including who works in

school, their rights, roles and responsibilities for school. CQ 3

• Identifies similarities and differences of rights, roles and responsibilities

between school and family. CQ 2,3

• Explain what are the roles and responsibilities of families. CQ 2

others in the class and at school. CQ2,3

• Identifies the need of different families are different to others. CQ 2

• Identifies the roles for male and female within families. CQ 2

• Identifies roles and responsibilities of community workers including both paid

and unpaid worker. CQ 4

Studies NSW 1998:36, SSS1.8)

• Explain roles and responsibility of family member to each other.

how they help in meeting their needs.

• Explain difference between roles and responsibilities.

(BOS NSW 1998: 36-46, SSS1.8)

• Gather information about roles and responsibilities of each family member in a

• Organise resources for different activities, including collecting them beforehand,

putting them away, not wasting them.

(BOS NSW 1998: 46, SSS1.8)

Higher Order Concepts

Technology, needs, resources, roles, co-operation, fairness, unfairness, responsibilities,

family, values, safety, lifestyle, rules, interdependence, similarities and differences.

Lower Order Concepts

explaining topic in classroom.

Higher Order Generalisation

Lower Order Generalisations

• Family members help each other.

• Family make rules to ease the work to do.

• Respect the process of rule-making and rule enforcement.

• Children can not do hard job which could be dangerous for

• Different families have different rules and regulation for their

• Gather information from variety of resources such as books, posters

• Construct a chart and record relevant gathered information.