Evidence 2

UNIT OVERVIEW

Unit title: Rockin’ Relationships	Unit duration: 6 weeks(5 weeks of lessons – with 1 lesson per week, followed by 1 additional week to complete the summative assessment task)		Stage: 3 (Yr 6)			Lessons: 5
Unit aim: To develop an understanding of the different roles and responsibilities within relationships, to develop an understanding of avenues for effective communication, and to support engagement in positive conflict resolution skills so as to foster the development and maintenance of positive relationships between family and friends.
Strands: Interpersonal Relationships Growth and Development			Integrated KLAs: English Maths
PDHPE Outcomes		PDHPE Indicators			Evidence of Learning (assessment)
Skills· CO S3.3 Communicates confidently in a variety of situations· DM S3.2 Makes informed decisions and accepts responsibility for consequences· IN S3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations· PS S3.5 Suggests, considers and selects appropriate alternatives when resolving problems Knowledge and Understanding· GD S3.9 Explains and demonstrates strategies for dealing with life changes· IR S3.11 Describes roles and responsibilities in developing and maintaining positive relationships Values· V1 refers to a sense of their own worth and dignity· V2 respects the rights of others to hold different values and attitudes to their own · V3 enjoys a sense of belonging		Skills Orally expresses and justifies opinions Communicates effectively with peers during cooperative group activities Uses balanced arguments to support decision making in resolving conflicts Knowledge and Understanding Discusses the impact of peer relationships on self identity and self esteem Identifies, expresses and justifies personal opinions in relation to responsibilities and priorities within different relationships Identifies roles and responsibilities within a family unit Identifies ways in which relationships can be developed and maintained Identifies the pros and cons of mixed gender friendships Develops alternate decision-making and conflict resolution plans Recognises the consequences of decisions Values Acknowledges the opinions of others Participates effectively and enthusiastically in group tasks			Work samples (formal, formative) - Graffiti sheets- Family roles table- Action plan for showing interest- Conflict resolution model Teacher Observation (informal, formative) - Participation in values walk- Participation in ‘think, pair, share’ discussion- Participation in class discussion – ‘Interest is what holds a family together’- Contribution to class debate Family Journal (summative) - See attached- Following this 5 week unit of work, students are to try and have as many dinners or breakfasts with their entire family over the course of a week- Students should keep a reflective journal during this week, highlighting their family experiences in relation to aspects covered within the unit. Eg. Conflict resolution, showing interest, recognising different priorities- A rubric detailing general performance descriptors for this assessment is also attached.
PDHPE Subject matter
Growth and Development: Influences on self-esteem and behaviour - family and friends Values - importance of values- influences on personal values- developing a code of behaviour Interpersonal Relationships: Relationships - rights and responsibilities- solving problems- importance of positive relationships- relating to people Communication - barriers to communication- conflict resolution/negotiation- supporting others- recognising and articulating feelings- presenting a viewpoint Peers - developing and maintaining friendships and working relationships- rights and responsibilities- acting on concerns of others Families - parental rights and responsibilities- sibling dependence- mutual dependence, rights and responsibilities
OTHER KLA Outcomes		Indicators		Evidence of Learning (assessment)
MathsDS3.1 Displays and interprets data in graphs with scales of many-to-one correspondence EnglishW S3.9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues, and written language featuresT S3.1 Communicates effectively for a range of purposes and with a variety of audiences to express well-developed, well-organised ideas dealing with more challenging topicsT S3.2 Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively		Graphs class results for most important qualities in a best friend Uses graphed results to draw conclusions about data collected Engages in journal writing exercises and uses appropriate language and structure for the text’s purpose Effectively communicates and justifies opinions in whole class and group discussions Effectively and articulately argues a point of view in a debate Engages successfully in pair and small group tasks Listens and responds appropriately to the opinions and ideas of others		Work samples: Column graphs for most important qualities in a best friend Family journal Teacher observation: Participation in, and contribution to: - pair, small group and class discussions- class debate
OTHER KLA Subject matter
MathsKnowledge and Skills: Picture graphs and column graphs - determining a suitable scale for data and recording the scale in a key- drawing picture or column graphs using a key or scale- interpreting a given picture or column graph using the key or scaleWorking Mathematically: Students will learn to: - pose questions that can be answered using the information from a table or graph (Questioning)- collect, represent and evaluate a set of data as part of an investigation (Applying Strategies) English Learning to Talk and Listen - engage in a wide range of spoken texts for a variety of purposes, eg debates, interviews, explanations, anecdotes, recitations, and one-to-one, small-group and large-group discussions- refine interaction strategies, eg asking different types of questions, responding appropriately, clarifying, repairing breakdowns, taking conversation turns, introducing and developing topics, providing feedback and support for others, challenging ideas Learning to Write - produce well-planned, coherent, extended texts by applying knowledge about the writing process
Evaluation - Were lessons sequenced effectively?- Were lessons designed at an appropriate level for this stage?- Were students actively engaged in their learning?- Did students meet desired outcomes? If not, why?- Was there adequate time to complete the lessons within the sequence?

OVERVIEW OF LESSON SEQUENCE

Stimulus:Herrick, S. (2002) Tom Jones saves the world. St Lucia: University of Queensland Press Note:This lesson sequence is designed to follow the reading of the novel, Tom Jones Saves the World. This novel, by Steven Herrick, was short-listed for the Young Readers Book of the Year award in 2003, by the Children’s Book Council of Australia. It provides an excellent vehicle for discussing the importance of friends and family, and understanding the priorities in our lives.

LESSON 1: GRAFFITI AND VALUES WALK

Part 1 – Graffti · Teacher and students discuss the types of relationships in the novel and label separate pieces of butcher’s paper (‘graffiti sheets’) with a different relationship. For example:- parent / child- grandchild / grandparent- friends- niece or nephew / uncle or aunt- teacher / student· Cooperative groups of 4 or 5 students are given one of the graffiti sheets. Groups brainstorm thoughts, feelings, ideas, associations, etc relating to the relationship given on their sheet. These ideas and feelings may relate to the characters in the stimulus novel, or to the students’ own relationships, and be represented using words, phrases or drawings.· After 5 minutes, groups pass their graffiti sheet on to the next group, repeating the process until all groups have written on each graffiti sheet. This lesson concept has been adapted from, School Drug Education Project. (1999) Drug education K-12 teacher support package. Perth: Author (p. 227) Part 2 – Values Walk · Teacher should prepare five wall signs, reading: 1. Strongly Agree2. Agree3. Disagree4. Strongly Disagree5. Unsure These should be placed in different areas of the classroom. · Students are presented with ‘value statements’ relating to the stimulus novel. These might include:- Parents should dedicate their time to work in order to earn substantial amounts of money to support their children- It is more important to ensure a child’s personal security than to allow them opportunities to explore- Family should be a ‘number one’ priority for everyone- Having friends is a necessity- It is ok to lie if it is going to help someone After each statement has been presented, students should be given a moment to consider their opinion, and move to the sign that best corresponds with their ideas. Students discuss their thoughts about the statement with other students at the same sign, and then discuss different responses as a class. Students should be provided with the option to pass, or reconsider their opinion after discussion. This lesson concept has been adapted from, School Drug Education Project. (1999) Drug education K-12 teacher support package. Author: Perth. (p. 215)

LESSON 2: BUILDING POSITIVE RELATIONSHIPS

Part 1 – Think, Pair, Share · Using the strategy of ‘Think, Pair, Share’ (School Drug Education Project, 1999, p.226), students identify the types of qualities they like in a best friend. Students think about these qualities individually, add to their ideas with a partner, and then share their list with the whole class Part 2 – Sorting Game · Provide each student with a ‘post-it’ note · Considering discussions in ‘part 1’, students identify what they believe to be the single most important quality in a best friend and write this on their ‘post-it’s’· Students stick their ‘post-it’ notes at the front of the class to create a ‘master list’ of qualities· As a class, identify the frequency of different responses· Students note these frequencies and create a column graph to represent the class results This lesson concept was adapted from, Government of Manitoba.(2008) Senior 1: Lessons. Retrieved September 11, 2008, from http://www.edu.gov.mb.ca/k12/cur/physhlth/hs_s1-2/s1less1.pdf

LESSON 3: ROLES AND RESPONSIBILITIES

Part 1 – Family roles · Using a ‘family roles’ table, have students list each of the members of their immediate family, and write down the family roles and responsibilities of each person. For example:

Family Member	Roles and responsibilities
Mum	Takes us to school, cooks dinner, ironing
Dad	Gardening, finances, cleans the pool
Me	Washing dishes, taking out the garbage
Sister	Helps with cooking, walks the dog

Part 2 – Things that hold the family together · Present the quote, “Interest is what ties families together”· As a class, discuss how showing interest in someone and what they do can help to improve relationships Part 3 – Action Plan · Students develop an action plan to show more interest in their family members. See over page. This lesson concept was adapted from, Australian Children’s Television Foundation. (2003) One big happy family: Worst best friends. Retrieved September 11, 2008, from http://www.actf.com.au/learning_centre/school_resources/productions/wbf/lesson_plans/one_big_happy.htm

FAMILY RELATIONSHIPS

MY ACTION PLAN TO SHOW MORE INTEREST IN: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………I PLAN TO DO THIS BY:

1.	2.
3.	4.

LESSON 4: MIXED-GENDER RELATIONSHIPS

Part 1: Pros and Cons · Refer to the stimulus novel and the relationship between Tom and Cleo. Identify this as being a mixed-gender friendship. · As a class, develop a list of the pros and cons of mixed-gender friendships Part 2: Debate · Divide the class into two groups. Each group defends a position – either, ‘Girls and boys should not be friends’, or ‘Girls and boys should be friends’· Set the class for an oral debate, giving each group some time to come up with points for their position· Establish rules for the debate· Conduct debate· Discuss the debate. Which argument was better? Why? Did both positions have valid arguments?

LESSON 5: CONFLICT RESOLUTION

Part 1 – Discussion · As a class, identify points of conflict in the stimulus novel· Discuss the way in which characters resolved these conflicts Part 2 – Conflict Resolution Model · Using the following model (adapted from School Drug Education Project, 1999, p. 97) students choose one of the conflicts discussed and develop alternate resolution plans.· Discuss different conflict resolution alternatives as a class, and the importance of positive conflict resolution in maintaining positive relationships.

CONFLICT RESOLUTION MODEL

BEST DECISION

THE BEST OR WORST THING THAT COULD HAPPEN

CONFLICT

CHOICES

The best decision is ____________________________________________________________________________________

because _____________________________________________________________________________________________

SAMPLE LESSON PLAN

LESSON: Building Positive Relationship – Lesson 2/5			STAGE: 3
Related lesson outcomesPDHPE:Skills· CO S3.3 Communicates confidently in a variety of situations· IN S3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situationsKnowledge and Understanding· IR S3.11 Describes roles and responsibilities in developing and maintaining positive relationshipsValues· V1 refers to a sense of their own worth and dignity· V2 respects the rights of others to hold different values and attitudes to their own · V3 enjoys a sense of belonging Maths: DS3.1 Displays and interprets data in graphs with scales of many-to-one correspondence English: T S3.2 Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively			Evidence of learningIndicators: Identifies, expresses and justifies personal opinions in relation to responsibilities and priorities within different relationships Communicates effectively with peers during cooperative group activities Discusses the impact of peer relationships on self identity and self esteem Acknowledges the opinions of others Participates effectively and enthusiastically in group tasks Graphs class results for most important qualities in a best friend Uses graphed results to draw conclusions about data collected Engages successfully in pair and small group tasks Listens and responds appropriately to the opinions and ideas of others Assessment: Teacher observation - Participation in pairs, small group and whole class discussion Work sample - Column graph, indicating frequency of student responses in identifying important qualities in a best friend
Part & Timing	Subject matter	Teaching & learning strategies		Resources
Introduction:10 mins	Identifying the role of a friend Identifying the responsibility of a friend Communicating personal feelings about the nature of friendship Listening and responding to others’ ideas about the nature of friendship	Re-visit the characters Tom and Cleo from the stimulus novel Teacher reads p. 150 to the class (see attached) Discuss the nature of Tom and Cleo’s relationship as a class. Questions should elicit the notion that Tom and Cleo are best friends. - How would you define this relationship?- How do Tom and Cleo behave toward each other that makes you see their relationship in this way?- What things does Cleo say in this passage that tell us something about her relationship with Tom?		Copy of the stimulus novel, Tom Jones Saves the World
Body:40 mins	Considering and articulating the qualities that help to develop strong bonds and relationships between people Interacting effectively in pairs and small groups to develop own ideas Constructing a graph to represent class data Using a graph to identify trends Formulating a conclusion based on data collection and graphing	· Using the strategy of ‘Think, Pair, Share’ students identify the types of qualities they like in a best friend: - Students think about these qualities individually- Students add to their ideas with a partner- Students share their list with the whole class · Provide each student with a ‘post-it’ note · Considering discussions in ‘part 1’, students identify what they believe to be the single most important quality in a best friend and write this on their ‘post-it’· Students stick their ‘post-it’s’ notes at the front of the class to create a ‘master list’ of qualities· As a class, identify the frequency of different responses· Students note these frequencies and individually create a column graph to represent the class results· Colum graphs could be developed using computer software,		‘Post-it’ note for each student
Conclusion: 10 mins	Acknowledging and accepting differences in values	Use samples of students’ column graphs to discuss, as a class, the differing value that people place on individual qualities in a best friend Discuss reasons why individuals’ values may differ Can we deduce that any one quality is more important? Why are close friendships important?
Lesson Evaluation- Was the lesson sequenced effectively?- Was the lesson designed at an appropriate level for this stage?- Were students actively engaged in their learning?- Did students meet desired outcomes? If not, why?- Were time allocations for each step of the lesson appropriate/sufficient?

End of Unit Assessment Task:Family Journal

You are to try to sit down to dinner or breakfast with your family on as many days as you can this week. It's important that the rest of your family tries to do the same. The TV and radio should be off, and no one can bring games, music, office papers, books, or homework to the table. The idea is for the entire family to spend some time together and realize the value that time can bring.
You are to make observations about your dinners or breakfasts in a journal. In your journal, you should include:

- Your expectations before the experiment began- The topics of conversation- If it was difficult to find something to talk about - Something you learned from a family member - The funniest thing that happened during a dinner - What you like and dislike about sitting down together for meals - How you feel about continuing to share family meals more often - What you have learned from the experience

You should also make reflections back to areas that were covered in the unit of work at school.

- Did you practice conflict resolution skills?- How did you show interest in your family members?- Can you identify any differing or conflicting priorities within your family?- What qualities do you deem most important according to each person’s role within the family?

OTHER KLA Outcomes

Indicators

Evidence of Learning (assessment)

OTHER KLA Subject matter

Evaluation