Links to Curriculum To be encouraged, modelled and explored. (NZC p9-11). What aspects of the values does this activity explore, encourage or model. Vision What we want for our young people Principles Beliefs about what is important Values Expressed in thought and actions Key competencies Which of the key competencies (NZC p12-13) are used in the activity? Specific examples rather than just thinking, what type of thinking? Pedagogical Approaches Based on the HPS Inquiry Model (see attached) All units follow this process. Aspects of effective pedagogy (NZ are highlighted in the activity. Confident Connected Actively involved Lifelong learners High expectations Treaty of Waitangi Cultural diversity Inclusion Learning to learn Community engagement Coherence Future focus Excellence Innovation, inquiry and curiosity Diversity Equity Community and participation Ecological sustainability Integrity Thinking e.g. planning and, reflecting Using language, symbols, and texts e.g. collecting, interpreting and presenting data Managing self e.g. preparing a survey on time, making good use of resources Relating to others e.g. carrying out interviews, Participating and contributing e.g. contributing constructively to pair and group work, making a presentation Creating a supportive learning environment Encouraging reflective thought and action Enhancing the relevance of new learning Facilitating shared learning Making connections to prior learning Providing sufficient opportunities to learn E-learning Engaging Maori / Pasifika students and their communities National Standards Assessment
Unit Plan: Lesson Sequence HPS inquiry based learning process Lesson Resources Structure Assessment Formative Summative Reflection Needs Analysis What things help us do well at school/ work? What can we do better? Students survey Self Peers (4) Family (4) Identify most popular things Class, collect, analyse, prioritise 1 Resource 1 Picture Book Resource List Hauora Banners Large strips of paper Markers Large picture of a house Prepare – Banners big enough to stand out in the 4 corners of the room (these may be created by the children). Hauora Headings; physical – taha tinana; mental and emotional – taha hinengaro; social – taha whanau; spiritual – taha wairua Connect – Brainstorm with the children what makes them do well at school. Write their responses on large strips of paper. Encourage the students to list as many things as possible. Keep these for the end of the lesson. Demonstrate – Using a large picture of a house unpack with the children the importance of having four walls that make the house stand up. Consider – What would happen if one of the walls was to fall down? Explain that just like the four walls that support a house we need these four things to support us and keep us well. Write the ‘Hauora’ headings on the house. Activate – Look at each of the banner headings and discuss what they mean, encouraging the children to give examples. The one that students find most difficult to understand is, spiritual – taha wairua. You may wish to share the picture book, The Woven Flax Kete or Soul Bird (Refer to Resource 1 Picture Book Resource List). Consolidation –Place each of the four banners in a corner of the room. Read out the What helps us to do well at school? statements discussing which banner it would fit under e.g.
Step up be Safe – Primary Booklet Consolidation - As a class, share some of the mind maps. In pairs students read and discuss ‘Step up be Safe’ pamphlet. Record key statements from initial thoughts to display with mind maps. Teacher can extend activity by asking what students could do in situations where they feel unsafe. What is the ‘Big Question’ these mind maps and statements are answering? Together identify the big question – e.g. What makes us feel safe and supported at school? 2. Knowledge Attack Of most popular items from needs survey The class or students choose one area for study 4 Map of classroom Digital cameras (optional) Statements recorded (Lesson 2 – Consolidation) Resource 2 Faces templates Resource 5 Resource 5 Tally Chart Template Prepare –Create a map of the classroom Digital cameras (optional) Statements recorded (Lesson 2 – Consolidation). Resource 2 Faces templates Resource 5 Resource 5 Chart Template Connect- Brainstorm what makes our classroom a safe place. Model use of the faces to show where, in our classroom, we feel safest. Share on the whiteboard how we can record this as a tally mark. (Refer to tally sheet for recording) Activate – In groups move around the room recording tally marks on your recording sheet, ensuring that you visit each spot in the classroom. Demonstrate – As a class demonstrate, on the whiteboard, how the tally marks can be added to record the safest places in the classroom. Inquire of the children how the tally marks can be used to make a graph (pictograph/bar graph/pie graph). Formative & Summative
Management Cleaning To find out What we currently do? What research says we should be doing as individuals, class, school, family and community? Optional- Digital Cameras Video Camera Resource 8 PMI Template Connect – Identify the elements of speaking, listening and writing that will be required to carry out the interviews. Activate – Each group check off against their ‘Instruction Sheet’ that they have all the equipment they need. Demonstrate – Carry out interviews with identified group. Consolidation – Regroup back in class. Collect in folders. Each group reflect using a PMI. 6. Analysis Sort data Construct tables and graphs Look for patterns Identify gap between what we do and what research says we should be doing? 11-12 Data Gathering Folders Butcher Computers Prepare – Data Gathering Folders Butcher paper Computers Connect – Refer back to the class Tally sheets and Graphs that the children made to record their own class findings. Identify with the students what order they will need to go through to analyse their results. Record on the whiteboard; We will need to ... Activate – In groups students identify the and allocate. This may also be done by the teacher using cooperative learning model. Demonstrate – Students carry out the following tasks; Total Tally Charts Record any anecdotal comments (if gathered)
Did the actions achieve the desired outcome? Have our actions helped us to do better work at school/ work? Connect – Brainstorm with the children all the people who have been involved in achieving their ‘Health Action’ goal those who may benefit from this action (e.g.classmates, teachers, principal, family, whanau, fono, Marae, church members) other interested people e.g. neighbouring Early Childhood centres This is the audience to whom they need to share their achievements. One way of sharing the children’s findings ICT is creating a photo story. Activate – With the class model, identifying each step, how to create a presentation for their audience. This will vary depending on strengths/abilities of students within each group. Differentiation could be encouraged e.g. Writing and performing a song, role plays, photo stories etc. Demonstrate – Students brainstorm possible format for presentation. Negotiate, with the advice of the teacher. Using evidence accumulated from carrying out the ‘Action Plan’ prepare presentation. Encourage students to include how their action has improved hauora. Consolidation – Children share their presentations to an invited audience in a Celebration of – Our Health Action. Allow opportunity for feedback. 21 Prepare – Presentations are displayed Connect – the students the opportunity to share how their presentations went. Activate – Provide opportunity for the students to self assess their work identifying their learning and possible next steps (this may include the use of a rubric). Formative