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Society & Environment:

The Time of Your Life!


NB: This took my class 5 weeks, but it could easily cover a term, especially
if extended to talk about futures as well. You could ask an older child in to
talk about what’s changed for them since R/1 and ask for parents to talk
about their jobs. Read books about what people do when they get older.
Students could talk to their families about any changes they see
happening (e.g. moving) and discuss what they might be able to do in the
future.

BAND Junior Primary

UNIT/TOPIC DESCRIPTION
Children will investigate, report back on and discuss their lives from birth
to the present and will speculate what might happen in the future. They
will use interviews and photos from home to collect information to discuss
in pairs and as a whole class and to practice sequencing. Children will
create a visual timeline of their lives from baby to current age.

Essential Equity Cross Key Competencies ICTs


Learnings Curriculum
Perspectives and
Vocational Education
 Futures  Aboriginal & Torres  Collecting,  Digital camera
Strait Islander peoples’ analysing,  Computer/
 Identity Multicultural organising Printer
Gender information  Video camera
 Socio-economic  Communicating  Calculator
Interdependence Disability ideas and  Internet
Rural & isolated information  CD Player
 Thinking  Planning and  Clock
Enterprise education
organising activities
Career education  Fax
  Working with
Work-based learning  Scanner
Communication others in teams
Community-based  Email
 Using
learning mathematical ideas
and techniques
 Solving
problems
 Using
technology

Strand Key ideas Broad Outcomes


Time, Continuity Children begin to develop skills SACSA Outcome 1.2
and Change. in analysing and representing Presents events and life stages in
the concept of time – present, sequence.
past and future.
KEY LEARNING CORE TEACHING EVENTS RESOURCES
IDEAS OUTCOMES
Children Students will begin Lesson 1 – What Can I Do?
begin to to explore the idea  Read Once There Were Giants. • Once There
develop of growing up, and Question throughout. Were Giants
skills in the stages in one’s  Ask what happened in the book by Martin
analysing life. and record on the board. What Waddell &
and did she do first? What next? Penny Dale
representi They will jointly Can you think of any other • Board
ng the construct a list of things that you learnt to do
concept of questions to be when you were little? Or that a
time – used in an little brother/sister can do? For me:
present, interview with  Discuss ages. Can you be 0 • Computer
past and caregivers. years old? When do you turn 1? • Printer
future.  Explain that I will create a table
of questions from the list
they’ve generated.
 Conclude.

 Create table (based on things


in book, children’s other ideas
and an extra section that
parent’s can fill in something
extra for each year) and print
for students to take home.
 Explain to students how to
record their age. Demonstrate
an interview.
 Send a note to caregivers
asking for photos (labelled with
age) that they don’t necessarily
need back. Collect over the
week.
Students will Lesson 2 – When Could I Do It? • Interview
discuss their  Explain to students how to read sheets
interview their interview sheets. Ask a • Flower pot
information with a child to find something they did proforma
partner and the when they were 2 years old.
class. Ask a child how old they were
Students will focus when they could____.
on the first year (0  Set up pairs. Ask all children to
years old) of their find something they did when
life and create a they were 3 and tell their
page depicting at partner. Help each other out.
least one thing that Ask them how old they were
happened in this when they could _____.
year, using pictures  Point out that parents recorded
and/or words. some things in months. Discuss
12 months = 1 year. Anything
under this = you were not 1
year old yet. (Could be
integrated into Maths)
 Ask them all to find something
they did when they were not
yet 1 (a baby).
 Create an A4 flower pot (see
first proforma) of what you
could do when you were a baby
using pictures and words. Some
students may need the writing,
others can be given a blank
flower pot.
Students will, in Lesson 3 – What is a Timeline?
groups and with  Shuffle students’ photos. Make • Photos
justifications, up groups of 4. Give each • Right/left
sequence photos of group a set of photos. Tell them leaf
the class. to put them in order from proformas
Students will begin youngest to oldest children.
to understand the Why did you put them in this
meaning of a order? Could that photo go
timeline. anywhere else? At least one
Students will create group to report back.
a second A4 page  Discuss what a timeline is.
depicting their  Create an A4 page (using a leaf
abilities/lives when proforma) for when they were 1
they were 1 year year old. Again, give students
old. who are capable of writing a
blank copy.
 As students have their own
information, once they finish
one page they can start the
next
During other lessons: • Digital
• Computing – Word. Students photos of
insert scanned photo and type children
‘Now I am (current age)’. Print • Computers
in colour
• Computing – KidPix. Students • Paper plates
create a picture to accompany • Coloured
one of their ages and stick on a paper circles
leaf. • Glue sticks
• Art lesson – use paper plate as • Scissors
centre of flower. Cut coloured • Printed
paper circle in half to create computer
petals and paste around centre work
(have an example). Talk about
possible patterns etc. Paste
• Thin green
whole circle in middle when
tape
finished. Take print out of ‘Now
I am __’ and photo. Cut out and
paste in middle.
• Arrange flower pots along
bottom of display area. Create
stems using thin green tape.
Connect flowers at top. Add
leaves as children complete
them, going up the stem. Talk
to children about where each
one should go and why (putting
in order). Don’t be afraid to put
the flowers close together
(leaves can overlap slightly).
Looks very effective.
Students will Lesson 4 – Does Everyone • Counters
consider if Grow Up The Same Way? • Right/left
everyone • Class discussion of last page leaf
experiences the completed. Sit in circle. All proformas
same things students have 2 counters each,
growing up through giving them the chance to
a class discussion. speak twice each. Did
Students will create everyone have the same thing?
a third A4 page. Why not? Why do different
people experience different
things, or at different times? Is
that wrong? Talk to your
partner. Talk to class.
• Create at least one more leaf.

CRITERIA FOR ASSESSMEN WHO SACSA RECORD OF


ASSESSMENT T WILL OUTCOME ASSESSMENT
STRATEGY ASSESS?
Sequences photos Observation/ Teacher 1.2 Presents Checklist
with justifications Questioning events and life
(Formative) stages in
sequence

Sequences timeline Observation/ Teacher 1.2 Presents Anecdotal notes/


correctly with Questioning events and life Checklist
justifications stages in
sequence

Makes a timeline of Exhibition – Self 1.2 Presents Student-


at least 4 pages that Product events and life answered
includes: analysis stages in questions
 Age (title) sequence (Checklist of
 Ability criteria with
 Picture happy, neutral,
or sad face,
assisted by
parent if
possible)
Before self assessment, students practice with a peer.
What’s one thing you’re partner has done really well?
What’s one thing they could do to make it even better?
How is their timeline (the things they could do) different to yours?