Mad Integrated Unit

MAD – Making a Difference in Our Community Curriculum Focus – Major: Health/Social Sciences Minor: Mathematics Level: 4 Duration: Term 4 - 10 weeks

Rich Concepts: Community participation, Relationships, Making a Difference Big Understanding: Philanthr actively involved citizens

English: Level 4

Achievement Objectives

Audience awareness and purpose English : Level 4 Engages audience and sustains reader attention. Language use and writing style enhance the telling. The writer's 'voice' may enter the text and invoke a reaction. Purposes and audiences Content inclusion • Show an increasing understanding Story includes comprehensive elements (i.e., orientation, complication, resolution, and sometimes coda). Clear focus on how to shape texts for different and development of specific events, characters, and settings. purposes and audiences. Coherence: sequencing ideas and linking Story element sequencing managed well (e.g., effective plot or development of events). Effective linking is evident through Ideas the use of some linking devices (e.g., conjunctions of time • Select, develop, and communicate afterwards, next, meanwhile), which make the story flow. Language resources for achieving the purpose ideas on a range of topics. May use language devices (e.g., figurative language) and descriptors (e.g., adverbials, adjectives) to engage the audience and give detail to and develop characters, actions, Structure and settings. Purposeful use of dialogue (where included). • Organise texts, using a range of Narrative writing will help link to making a difference by appropriate structures. identifying relationships with others. It is also linked to reading - novel study around making connections. Also refer to Reading Plan: Making Connections

Specific Object English: • •

of

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Refer spe and Gram Maintain a of means language) Show deli language Use most accurately consisten agreemen describe r character write a na a map for encourage

· Language features • Use a range of language features appropriately, showing an increasing understanding of their effects.

Major Curriculum Focus:Health/Social Sciences • • • •

Major Curriculum Focus: Health/Social Science Level 4:

Make a difference in their local community Understand how physical changes of puberty can impact relationships with others Redirect egocentric focus to considering the needs of others understand the positive outcomes of philanthropy

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Describe the characteristics of pubertal change and discuss positive adjustment strategies Identify the effects of changing situations, roles, and responsibilities on relationships and describe appropriate responses Investigate and/or access a range of community resources that support wellbeing and evaluate the contribution made by each to the well-being of community members Specify individual responsibilities and take collective action for the care and safety of other people in their school and the wider community Understand how people participate individually and collectively in response to community challenges

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Major Curr • • • • • •

identify an associated differ for i identify an manage c during pu identify ef various si describe a formulate communit identify se and descr evaluate t project on

Minor Curriculum Focus: Mathematics/Geometry • • •

Minor Curriculum Focus:

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Mathematics/Geometry Level 4: understand map skills in an authentic context appreciate relationship between 3D models and 2D plans Describe 3D shapes using correct language ·

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Identify classes of 2D and 3D shapes by their geometric properties Relate 3D models to 2D representations and vice versa Communicate and interpret locations and directions, using compass directions, distances and grid references.

Key Competency: Participating and Contributing

Minor Curri

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Name 3 d Understan Draw 2D p represent (in narrati directions map of se

Values Key Co Contributing

This competency is about being actively involved in communities. Communities include family, whānau, and school and those based, for example, on a common interest or • Communi culture. They may be drawn together for purposes such as learning, work, celebration, or good recreation. They may be local, national, or global. This competency includes a capacity to • Integrity w contribute appropriately as a group member, to make connections with others, and to responsib create opportunities for others in the group. Students who participate and contribute in ethically communities have a sense of belonging and the confidence to participate within new contexts. They understand the importance of balancing rights, roles, and responsibilities Principles: and of contributing to the quality and sustainability of social, cultural, physical, and economic environments. • Communi • Inclusion • Future Fo • Coherenc

This compete involved in c family, whān for example, They may be as learning, w They may be competency appropriately connections opportunities who participa have a sense to participate understand t roles, and re the quality a physical, and Written Language Specific Learning Outcome Focus: Level 2

Level 5

Level 3

Level 4

Impact Attempts to gain audience interest through a variety of means (humour, selected anecdotes, choice of language). Records thoughts, feelings, and ideas clearly. Shows deliberate choice of appropriate language features to enhance writing.

Impact Often gains audience interest through a variety of means (humour, anecdotes, or choice of language). Records thoughts, feelings, and ideas clearly. Shows deliberate choice of appropriate language features to enhance writing.

Impact Maintains audience interest through a variety of means (humour, anecdotes, choice of language). Records thoughts, feelings, and ideas clearly. Shows deliberate choice of appropriate language features to enhance writing.

Grammar

Grammar

Grammar Uses most Uses most grammatical grammatical conventions conventions with correctly (correctly support (correctly formed sentences, formed sentences, consistent tense and consistent tense and pronouns, pronouns, subjectsubject-verb verb agreement, agreement, correct correct use of prepositions). prepositions). Attempts at more complex sentences Writing may may include errors. include some errors.

Uses most grammatical conventions accurately (correctly formed sentences, consistent tense and pronouns, subject-verb agreement, correct use of prepositions).

Impact Engages audience interest through a variety of means (humour, anecdotes, choice of language). Records thoughts, feelings, and ideas clearly. Demonstrates the deliberate choice of appropriate language features to enhance writing. Grammar Uses the writing conventions of grammar (e.g., correctly formed sentences, consistent tense and pronouns, subject-verb agreement, correct prepositions), spelling, and punctuation with few intrusive errors.

Learning Sequence: Health (Pubertal Change): Specific Learning Outcome

Main Lesson Activity

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identify and describe body changes associated with puberty and how these differ for individuals

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identify and describe body changes associated with puberty and how these differ for individuals identify and develop strategies to help manage changes that will affect them during puberty identify effects of pubertal change and various situations on relationships and describe appropriate responses

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As a class, review any class guidelines that have already been developed. (R Creating a Positive Classroom Community in this series, page 13.) In particul encourage the students to describe what makes them feel comfortable abou contributing to classroom discussions. Ask the students what makes a person "male" or "female". Encourage the st consider all aspects of a person's appearance, for example, their hair length, types and colours of their clothes, and the kinds of jewellery that they wear. Challenge stereotypes (while being sensitive to the feelings of the students w introduced them) and discuss the students' thoughts about whether differen hold different ideas about what looks "masculine" and what looks "feminine" Ask students to provide words that describe various body parts - record slan inappropriate terms on large sheet of paper. At the end rip it up and tell the they will no longer be using these words. Divide the class into small groups of students who are comfortable working t Ask each group to draw the body outline of a student on a large sheet of pap group then chooses whether their body will be male or female.The students draw pictures of various internal and external body parts and place them on body outline. They write the names of the body parts and use these as labels group shares their picture with the class. Question Box Activity The students could begin to use a question box.

Discuss the following questions with the class: o What does puberty mean? o When does it happen? o Why does it happen? Similarities and Differences: Boys and Girls during Puberty The students can brainstorm a range of responses to the question, "What are changes that happen to people during puberty?" Write all the students' ideas large sheet of paper. (Teachers could use an OHT of the picture showing Sta Development, to stimulate discussion. They could also refer to the list of Cha that Occur During Puberty, to check that all the major changes have been co

Prepare a set of cards, each describing one of the pubertal changes that has been id and make several copies of the set so that each group of students has a full set.

Working in groups, the students divide their cards into three categories - of changes affect boys, changes that affect girls, and changes that occur with both genders. (R It's OK to be You by C. Patterson and L. Quilter, especially pages 11-13, for informat about "looking different".)

When all their cards are in categories, each group discusses the order in which they those changes usually occur during puberty. Help them to discover that the order o often differs from one individual to another. • Inside and Outside Explain to the students that some sexual organs are on the outside of the bo (genitals) and some are on the inside (internal sexual organs). Refer to the p and diagrams in the References, Resources and Contacts section. When disc genitals, it is important to make it clear that people's genital areas may look from those shown on page 25, for various reasons.

Make an OHT of the Hormone Process. Referring to this OHT, discuss hormone activ during puberty. Talk about how many parts of the body become more sensitive duri puberty. Read Babette Cole's Hair in Funny Places to the students. • Group Research

Provide the students with reference materials (for example, Johnson and Joh Professional and Education Services' Personal Development Kit). Over two or sessions, the students work in groups to research: o topics such as periods, erections, or wet dreams; o answers to questions from the question box; o answers to questions asked in this session. (Refer to Teachers' Notes The students use "what, who, how, why, where, and when" questions to guide their and to interview people.

Each group presents its findings to the class. The presentation may be a video, post poem, planned interview, or puppet show. It could include pictures or diagrams with body parts labelled in appropriate language (4A3). •

Puberty Quiz The quiz could be used as a springboard for discussion. Teachers may wish t supplement the quiz with questions from the class question box.

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Questions

Note: The questions marked with an asterisk (*) are necessary if students are worki meet the second and third suggested learning outcomes above.

1. What can you do to minimise body odour (BO)? 2. What can you do to care for your skin when you get pimples? 3. Why do you need to be just as careful about washing the genital area as oth of the body? 4. How do you fit the need for extra personal care into your daily and family rou 5. What are your nutritional needs during puberty?* 6. How much sleep do people need during puberty? 7. Why is it important to maintain regular exercise during puberty?* 8. How often should you change your underwear and socks? 9. Is there a good time to start shaving? If so, when is it? 10. What are the cleaning routines for uncircumcised penises? 11. How often should you wash your hair? 12. How do girls decide what to use when they have their period? 13. When you are menstruating, how do you clean, or dispose of, used towels, p tampons? 14. What do you do if you get an erection in a public place? •

Read class an appropriate story about changes and interactions in the relati of young people their age (for example, Norman Bilbrough's "Valentine", or R McKinnon's "Hiria's Heartache"). What kinds of relationships were there in th What changes were there in the relationships?

Lesson Sequence: Health and Social Sciences Specific Learning Outcomes •

formulate collective

Main Lesson Activity •

Discuss the big understanding: Philanthropy is key to creating

Assessment Opportunity Complete booklet and post all

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action in response to a community need or challenge identify several local community projects and describe their purpose evaluate the contributions of a community project on the local community

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responsible, actively involved citizens. What do these words mean? Why? Introduce Kiwis for Kenya Project. Discuss the purpose of the project, who benefits and how we could continue to support the project. As a class evaluate the contribution of the project and suggest improvements. Recreate a project outcome and identify 3 success criteria for the success of the project. Introduce MAD (Making a Difference) Project. Discuss implications and intentions of project. Decide on format and how project will be assessed. Create a rubric outlining the assessment criteria. Students continue to work through activities outlined below (MAD Project). They must regularly reflect on their project and meet with the teacher to discuss progress.

activities listed below on wiki. Evaluate against rubric.

MAD Project Making a Difference in Our Community Name:________________ Other Group Members: ____________________________________ Wiki/Blog Address:________________________________ _______

Task A: Local Community Project Identify a local community project that interests you. Write a report and evaluate the effectiveness of the project. To do this you must identify the need that the project addresses and the outcomes the project has identified. Explain who set the project up and how they went about it. Describe the project and the target group of the project.

Project Name:_____________________________________________

Need behind project:

Project Outcomes:

Attach a copy of your report on the project and its effectiveness.

MILESTONE 1: Post a reflection of this task on your blog/wiki. Present the completed report and reflection to the teacher. Task B: MAD Project The purpose of this project is to make a difference (MAD) in your local community. Follow the steps below ensuring you complete every milestone required. At least one reflection MUST be a video reflection.

Step 1:

Choose an area of interest e.g. Dance, Computers, Animals, Maths etc and think about how this could benefit your community. My interests are: ___________________________________ How could this help my community?

Step 2: Determine whether anyone else has shared interests. You may now form a group of up to 4 people or continue alone. You must now develop your focus and ask an open-ended question e.g. What can be done? How can we support? Focus Question:

MILESTONE 2: Reflect on steps 1 and 2. Meet with the teacher to discuss ideas and outcomes. Step 3: Brainstorm ideas on your project below:

Step 4: Identify the need your project will address:

Step 5: Identify the outcome you would like to achieve:

Step 6: Identify 3 success criteria so you will know when you have achieved your outcome:

Milestone 3: post a reflection on developing your outcomes and success criteria. Meet with the teacher before progressing.

Step 7: Research and complete the following information. You must record the sources of information as you go.

Timeline: Using http://www.timetoast.com show a timeline of events/ goals/ milestones/ tasks that must be achieved in order to complete the project. You must embed this in your wiki. Budget: Using a spreadsheet you must calculate all required costs of the project (if any) include rent and time. Put a copy of this on the wiki. Resources: List all of the resources required – all equipment, people, and locations.

MILESTONE 4: Complete a reflection of step 7 tasks. Check in with teacher.

Step 8: Present your project to your peers and/or local community as a multimedia presentation or seminar.

Step 9: Consider viability of project. Is it possible to actually carry out your project? If so, what assistance do you need?

Step 10: Ensure all activities and reflections and your presentation is on the wiki/blog you created to support your project.

Milestone 5: reflect on the entire process and evaluate against outcomes - share with teacher. Lesson Sequence: Narrative Writing/Mathematics Specific Learning Outcome

Main Lesson Activity Focus: Shared Reading and Writing

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Maintain audience interest through a variety of means (humour, anecdotes, choice of language). Show deliberate choice of appropriate language features to enhance writing. Use most grammatical conventions accurately (correctly formed sentences, consistent tense and pronouns,

Read and assess short descriptions of an incident written by 2 children(9a-d). Discuss effective and less effective features. Set a fresh imaginary incident to describe succinctly. Share. Analyse and annotate character description(10a-d). Create web to support character creation(11). Discuss key features of effective character description(12a-d). Think of an imaginary character, write description. Introduce students to “Show vs. Tell”

Assessment Opportunity Students begin by using a piece of writing and leveling 'impact' and 'grammar' using curriculum exemplars.

Focus: Shared reading and writing Analyse and annotate the beginning of an action story(13a-b). Demonstrate writing the rest of the setting. Discuss key features of effective settings. Chose a Refer character setting and compose own histories to

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subject-verb agreement, correct use of prepositions). describe relationships between two characters and their response to a situation write a narrative that includes references to a map for our local primary school kids to encourage reading (MAD) Name 3 dimensional objects Understand the properties of shapes Draw 2D plans and create 3D models to represent them describe compass directions and grid references to refer to a map of setting

story opening based on an effective setting. Analyse and annotate the beginning of an action story and discuss key features of an effective opening. Write an opening and share with peer.

exemplars - have the students though t carefully about impact and grammar?

Focus: Opening: introducing characters Tell children will be writing an adventure story. Remind of narrative structure: orientation, problem, reaction, resolution and conclusion. Discuss openings show “The Subtle Knife” by Phillip Pullman. Show “Mac’s Short Adventure”. How does the author portray character? Begin a list of criteria for effective characterisation. Children read a number of openings and discuss. Think of topic. Focus: Relationships between characters Select two major characters, write down personality traits of both. Think carefully about how the characters get on with each other. Write a short story about something that has happened between the characters in the past (think of something interesting that may have happened to you and elaborate and create a dynamic between your characters). Share. Focus: Build-Up: establishing setting Show planning frame. Demonstrate writing an opening by introducing characters, establishing setting and getting plot moving quickly. Look and discuss examples. Chn share

Test students on their understanding of the properties of shapes.

Evaluate whether narrative meets requirements. Final assessment of narrative against exemplars.

with partner their idea for a story. The chn decide on the opening they are going to use and write one or two paragraphs to start story. Remember to give idea of setting and character. Share work with partner. Create a checklist for build-up. Focus: Setting

Decide on a major 'setting' for your story. e.g an island or a village. Draw a detailed map showing grid references and the compass directions. Ensure that you refer back to this map throughout your story e.g. Hans headed in a north-west direction towards the large palm or Emily consulted the map; E2; that must be where the treasure hunt began etc. Focus: Geometric shapes.

As a class discuss a range of 3D objects and how to describe these. Refer to sites on wiki to practice discussing properties of shapes. With a partner create a 2D net and challenge to create 3D model. Choose a building or object from your story. Create a 2D net of the object then create a 3D model of the object to accompany your finished narrative.

Focus: Dilemma Working in pairs to analyse dilemma of a range of stories and contribute to a checklist for problem or dilemma. Work individually to create a dilemma for story by applying checklist. Check work against checklist.

Focus: Reaction—events Working in pairs to analyse reaction of characters from a range of stories and contribute to a checklist for reactions. Work individually to create a reaction for story by applying checklist. Check work against checklist.

Focus: Resolution and conclusion Working in pairs to analyse resolutions and conclusions of a range of stories and contribute to a checklist for resolution and endings. Work individually to create a conclusion for story by applying checklist. Check work against checklist

Copy of Student Checklists: Written Language: Narratives

Task (what we are doing): You will write an imaginative story that will encourage reluctant readers using the conventions of narratives and the writing process

Objectives (how do we will do it): • • • •

maintain audience interest through a variety of means (humour, anecdotes, choice of language). show deliberate choice of appropriate language features to enhance writing. use most grammatical conventions accurately (correctly formed sentences, consistent tense and pronouns, subject-verb agreement, correct use of prepositions). describe relationships between two characters and their response to a situation

Purpose (why we are doing it): to learn what great writing is and to encourage reluctant readers to read.

Narrative Checklist:

Orientation (first paragraph) – use 7 servants Complication or problem – usually involves main character Resolution – how the problem has been solved Conclusion – a final concluding statement Theme – a clear message Strong active verbs are used First person (I, we) or third person (she, he, they) Past tense used Specific nouns (e.g. oak instead of tree) Precise adjectives and adverbs are used Uses the senses (eyes, ears, nose, mouth, touch) Variety of sentence beginnings are used It has impact on the reader. The personal voice of writer is heard Language features such as similes, metaphors, personification and onomatopoeia are used