Standard Template - Townsville Catholic Education

Unit Plan Contributors: Kelly Buttigieg, Teegan Currie

School Name Unit Title Year Level Duration Of Unit

B SCCC Unit 1 Watch me grow? Prep 9 weeks/
e Unit 2 How do I feel 1 Lesson/week
l
i
e Learners: Learning:
f * We support learning activities * We proclaim that Jesus gives Learning Communities:
that engage student interest and meaning to life and learning, * We support learning
s motivation, because we believe because we believe in Jesus as the environments that sustain positive
that learners are the centre of the way, the truth and the life. relationships particular between
curriculum. * We support increasing flexibility teacher and student, because we
* We seek ways to extend to accommodate individual learning believe people are our most
appropriate learning opportunities needs, because we believe in valuable learning resource.
beyond existing boundaries, recognising the uniqueness of the * We accommodate diversity so
because we believe in developing individual learner. that cultural and individual
the potential of every learner. differences do not compromise

(TCEO Learning Framework, 2015-2019)

UNIT Summary: Students are introduced to Prep and some of the health and safety concepts that arise in prep.
U
O
n The Foundation Year curriculum provides the basis for developing knowledge, understanding and skills for students to lead
v healthy, safe and active lives. The content provides opportunities for students to learn about their strengths and simple actions
i they can take to keep themselves and their classmates healthy and safe.
e
t The content explores the people that are important to students and develops students’ capacity to initiate and maintain respectful
r relationships in different contexts, including at school, at home, in the classroom and when participating in physical activities.

v The Foundation curriculum provides opportunities for students to learn through movement. The content enables students to
develop and practise fundamental movement skills through active play and structured movement activities. This improves
i
Lasteedited: 12-Mar-2015.

w
 Standard Template - Townsville Catholic Education

competence and confidence in their movement abilities. The content also provides opportunities for students to learn about
movement as they participate in physical activity in a range of different settings.

The focus areas to be addressed this unit are food and nutrition, being clean and healthy and how to keep ourselves safe at
home, school and online.
Big Question: How is my body growing and changing?

I
d General Capabilities Cross-curriculum Priorities
e http://www.australiancurriculum.edu.au/Home http://www.australiancurriculum.edu.au/Home
n With which GCs will learners engage, where and how…
With which CCPs will learners engage, where and how...
t Numeracy: students measure and order their height from shortest to
i tallest.
f ICT Students use ICT when they create a double bubble map as a
y whole class
i
n
g Relevant prior curriculum

C
u
r
r Targeted Curriculum. Achievement Standards expected
i By the end of Foundation Year, students recognise how they are growing and changing. They identify and describe the different emotions
people experience. They identify actions that help them be healthy, safe and physically active. They identify different settings where they
c
can be active and demonstrate how to move and play safely. They describe how their body responds to movement.
u Students use personal and social skills when working with others in a range of activities. They demonstrate, with guidance, practices and
l protective behaviours to keep themselves safe and healthy in different activities. They perform fundamental movement skills and solve
u movement challenges.
m

Last edited: 12-Mar-2015.

 Standard Template - Townsville Catholic Education

Strands and Content descriptions or Essential Learnings (for non AC LAs):

Personal, Social and Community Health
Name parts of the body and describe how their body is growing and changing (ACPPS002)
Identify and describe emotional responses people may experience in different situations (ACPPS005)

A
Describe the assessment Assessment date Purpose and conditions Differentiated Valued Features
s
instrument assessment click here
s
e Formative Week 3 Inform teacher of students
s List assessment items: understanding of things that
s Checklist and observations grow and don't grow.
m Things that grow/does not grow sort
e
n
t ASSESSMENT 1: Week 5 To check student Students can cut out a
Look how I have grown. (C2C) understanding of concept picture or photo if
Draw body as a baby and now. growing and changing unable to draw
Part 1 Tell me how your body is bodies.
different now. Verbal: scribed or videoed
Part 2 Tell me about the things you by teacher or school officer
can do now that you couldn’t do when
you were younger.

Learning experiences and teaching strategies Adjustments for needs of Resources

learners

Last edited: 12-Mar-2015.

 Standard Template - Townsville Catholic Education

S Wk 1 Unit 1 Body Parts Game

e Prior learning - play games asking students to touch body part etc. simon Dem Bones
q says dance: dem bones
u Play the body parts Game
Discuss and have students to point to their own.
e
n Wk 2 Body parts Play game as whole class then students label the diagram Body labeling diagram
c
e
Wk 3 Formative Assessment The Hungry Caterpillar
L Students complete sort of things that grow and does not grow.
e Read The very hungry caterpillar by Eric Carle or watch puppet show. Things that grow/does not
a DIscuss that it is growing and changing. Brainstorm and sort into groups of grow sort
r things that grow and don’t grow ie rock, tree, car, ball, cat.
Discuss some of the things that students sorted in their books, would they
n
change them now?
i
n Wk 4 View video of baby or have a baby visit the class- write a whole class Double bubble map
g double bubble map baby/ child comparing the two. What do they look like, (thinkdrive)
sounds they make, can do, and eat etc.

Make a graph of how tall everyone is. Make a mark of how big they were
as a baby. (50ishcm) Use long strip of paper or streamer to measure.
Have length as baby clearly market. Hang in class in order of height.
(Numeracy GC)

Wk 5 ASSESSMENT 1: Look how I have grown. (C2C) C2C assessment

Part1 Tell me how your body is different now. Growing and Changing
Part 2 Tell me about the things you can do now that you couldn’t do when
you were younger.

Wk 6 Unit 2 - How am I feeling? Feelings song

Discuss emotions and people feel different emotions
Introduce with song Feelings Song
Flip through powerpoint and see the different emotions

Last edited: 12-Mar-2015.

 Standard Template - Townsville Catholic Education

Match the emotion with the face.

Wk 7 Read the book When i am happy by Trace Moroney Discuss feeling happy
and things that make people happy. Students draw a situation that makes Book when I am happy by
them feel happy and write or have teacher scribe. Trace Moroney
Play the emotion game. Emotion Game

Wk 8 Read the book When I am sad by Trace Moroney Discuss feeling happy Book when I am sad by
and things that make people sad. Discuss ways to overcome feeling sad Trace Moroney
and how they can help a friend who is sad. Students draw a picture of how Emotion Game
they cheer their friends up and write or have teacher scribe.
Play the emotion game.

Wk 9 Read the book When I am angry by Trace Moroney Discuss feeling angry Book when I am angry by
and what made you angry. Discuss that it is ok to be angry about things Trace Moroney
but we need to make sure we deal with it properly. Make a bee and Bee craft
discuss what bugs them. Emotion Game
Play the emotion game.

Wk
10

Wk
11

Last edited: 12-Mar-2015.

 Standard Template - Townsville Catholic Education

U
s Ways To Monitor Learning and Assessment
e
Assessment alone will not contribute significantly to improved learning. It is what teachers and students do with the assessment information
that makes a difference.
F
e
e
d
b At the end of the unit, teachers identify what worked well. This is an opportunity to self-reflect and to improve student learning.
a
c
k

Last edited: 12-Mar-2015.