INTEGRATED UNIT
STAGE: EARLY STAGE ONE / DURATION: TERM (4 sessions per week of approximately 1 ½ hours) / TITLE: WHAT ARE OUR BASIC NEEDS AND HOW ARE THEY MET?LEARNING SEQUENCE / UNIT DESCRIPTION
What are our basic needs?
Why do we need water? Where does it come from?
Why do we need food? Where does it come form?
Why do we need shelter?
Why do we need clothes?
Why do we need love?
Why do we need rest and exercise?
What happens when our needs aren’t met?
This unit is 51 pages in length and includes worksheets. / In this unit, the students will investigate their basic needs. They will examine water as a need. They will describe how we use it daily, will create a large flow chart showing how water gets to our taps and will use this to write an explanation. They will go on an excursion to a Dam and will use their experience as the basis for a recount. The students will examine food as a need. They will participate in such tasks as classifying foods, writing recipes for healthy sandwiches, graphing favourite fruits and making healthy foods using coloured paper. The students will investigate where bread comes from and will sequence pictures to show how bread gets to the shops. They will identify the shop where they obtain food, will paint and describe it, and will go to the shops to buy an item of food. The students will then examine shelter as a need. They will create a detailed illustration of their house, and will write a description of it. The students will examine clothes as a need and will choose dress up clothes that are suitable for a particular situation. The students will examine the need for love and will identify someone who loves them and the ways that they show their love. The students will examine the need for rest and exercise. They will describe their favourite form of exercise and will participate in a circuit. Finally, the students will discuss what happens when these needs aren’t met. They will listen to a guest speaker describe ways in which their organisation help people whose needs are not met, and will participate in an activity to raise money as a donation for this organisation.
OUTCOMES RELATED TO CURRICULUM INTEGRATION
ENGLISH / MATHS / H.S.I.E / SCIENCE & TECHNOLOGY / C & P ARTS / P.D, HEALTH AND P.E
W ES1.9
W ES1.10
W ES1.11
W ES1.14
R ES1.5
R ES1.6
R ES1.7 / ES1.1
ES1.3
ES1.7
ES1.8 / SS ES1
EN ES1 / VA ES1.1
VA ES1.2
VA ES1.4 / MO ES1.4
AL ES1.6
GD ES1.9
IR ES1.11
PH ES1.12
KNOWLEDGE / SKILLS / VALUES AND ATTITUDES
Needs and wants are different things
We use water daily for different reasons
Water is collected in dams and goes through pipes to our homes
We need food to grow strong and healthy
Foods can be classified as those which are good for us and those which are not good for us
Many people are involved in providing us with food
We buy food from shops using money
We need shelter
Shelters come in different forms
We need clothes to protect us
We need love
People show their love in different ways
We need sleep and exercise to keep our bodies healthy
Many organisation are set up to provide people with their needs / Research and gather information
Communicate understandings
Co-operate with others
Think critically
Respond through expression
Show awareness of their local and global responsibilities / Appreciate that we all have a right to our basic needs
Show concern for those whose basic needs aren’t met
Value the people who love us
Appreciate that other people help provide us with our needs
INTEGRATION OVERVIEW
ENGLISH / MATHS / SCIENCE & TECHNOLOGY / H.S.I.E / CREATIVE & PRACTICAL ARTS / P.D, HEALTH AND P.ERESEARCH AND GATHER INFORMATION / SS ES1 / GD ES1.9
COMMUNICATE UNDERSTANDINGS / R ES1.5
W ES1.9
W ES1.10 / ES1.3 / EN ES1 / VA ES1.1 / AL ES1.6
SOLVE PROBLEMS / R ES1.6
W ES1.11 / ES1.7
ES1.8 / SS ES1 / MO ES1.4
CO-OPERATE WITH OTHERS / IR ES1.11
THINK
CRITICALLY / R ES1.7
W ES1.14 / VA ES1.2 / PH ES1.12
USE TECHNOLOGY
MANAGE THE TASK
RESPOND THROUGH EXPRESSION / ES1.1 / VA ES1.1
VA ES1.2
AWARE OF LOCAL AND GLOBAL RESPONSIBITIES / SS ES1
1
Primary Programs Plus
SESSION OVERVIEW
LEARNING SEQUENCE: What are our basic needs? / FOCUS KLA1
2 / Sort pictures into needs and wants.
Identify what they would take to a deserted island. / HSIE
HSIE
LEARNING SEQUENCE: Why do we need water? Where does it come from? / FOCUS KLA
3
4-5
6-7
8
9-11 / Illustrate the ways we use water daily
Create a flow chart showing how water gets to our taps.
Explanation about how water gets to our taps.
Excursion to Dam
Recount about excursion to Dam / HSIE
HSIE
ENGLISH
LEARNING SEQUENCE: Why do we need food? Where does it come from? / FOCUS KLA
12
13
14-17
18
19-20
21
22
23-24
25
26 / Identify foods which are good for us / not so good for us
Illustrate a healthy breakfast
Procedure for making healthy sandwiches
Graph of favourite fruits
Make healthy foods using coloured paper
Sequence pictures showing the origins of bread
Identify people involved in making lunch
Paint and describe shop where they buy food
Buy food from shops
Record experience of buying food from shops / PDHPE
ENGLISH
MATHS
CPA
HSIE
PDHPE
HSIE
LEARNING SEQUENCE: Why do we need shelter? / FOCUS KLA
27
28-29 / Draw picture of their house
Write a description of their house / HSIE
ENGLISH
LEARNING SEQUENCE: Why do we need clothes? / FOCUS KLA
30
31 / Choose dress up clothes appropriate to a given situation
Dress cardboard cut out / HSIE
LEARNING SEQUENCE: Why do we need love? / FOCUS KLA
32
33 / Create heart identifying someone who loves them
Thank you card / HSIE/ENGLISH
LEARNING SEQUENCE: Why do we need rest and exercise? / FOCUS KLA
34
35
36 / Illustrate what happens with and without sleep and exercise
Illustrate themselves doing their favourite form of exercise
Circuit / HSIE/PDHPE
PDHPE
LEARNING SEQUENCE: What happens when our needs aren’t met? / FOCUS KLA
37
38
39
40 / Identify consequences if needs aren’t met
Listen to guest speaker
Sell cupcakes to raise money
Construct letter to send to organisation with donation / HSIE
HSIE/ENGLISH
1
Primary Programs Plus
SESSION: ONE / LEARNING SEQUENCE: WHAT ARE OUR BASIC NEEDS?OUTCOME / POSSIBLE INDICATORS / TEACHING AND LEARNING EXPERIENCES / PLANNING FRAMEWORK / ASSESMENT
SS ES1 / The students may, for example:
Identify the things that they need to be happy and healthy
Describe the difference between a need and a want / Show the students a doll. Ask the students to pretend that this doll is a baby. Have the students consider what the baby will need to grow and be healthy and happy. List these.
Discuss the difference between a need and a want. Categorise what was listed as either a need or a want.
Focus the students’ attention on the needs. Order these according to which they think are the most important. Identify the most important. E.g. food or water. Discuss with the students what they think would happen if we didn’t have food.
Provide the students with a sheet, which has pictures of needs and wants. E.g. house, food water, people hugging, toys etc. (Teacher made) Have the students cut out and sort the pictures into needs and wants. Ask them to paste them onto a sheet with these headings. / Initiate
Gather information
Analyse and organise / Observation
SESSION: TWO / LEARNING SEQUENCE: WHAT ARE OUR BASIC NEEDS?
OUTCOME / POSSIBLE INDICATORS / TEACHING AND LEARNING EXPERIENCES / PLANNING FRAMEWORK / ASSESMENT
SS ES1 / The students may, for example:
Identify the things that they need to be happy and healthy
Discuss the difference between a need and a want / Show the students a picture of a deserted island. Discuss.
Explain to the students that they are going to stay on this island for a week. With the students make a list of the things that they would take with them. These may include:
food
water
a tent
clothes
Have the students create an illustration showing what they would take to the island by drawing or cutting out pictures from magazines and pasting them around a picture of an island. / Synthesise and conclude / Analyse product
SESSION: THREE / LEARNING SEQUENCE: WHY DO WE NEED WATER? WHERE DOES IT COME FROM?
OUTCOME / POSSIBLE INDICATORS / TEACHING AND LEARNING EXPERIENCES / PLANNING FRAMEWORK / ASSESSMENT
SS ES1 / The students may, for example:
Identify water as a basic need
Describe the ways that we use water daily / Show the students a glass of water. Ask the students what it is. Ask them if they think that it is a need or a want.
Ask the students why they think we need water.
Have the students think about when they use water at home. Make a list of these. They may include:
To drink
To brush our teeth
To have bath
To wash our hands
To have shower
To flush the toilet
To cook our food
To mix with drinks e.g. cordial
(For more information see
Divide the students into small groups. Give each group a strip of paper with the ways that they use water recorded on it. (See appendix) Ask the students to read what is written on the strip and have them create an illustration to match the text on large art paper. Display these around the title “We need water to…….” / Initiate
Gather information
Synthesise and conclude / Observation
SESSION: FOUR AND FIVE / LEARNING SEQUENCE: WHY DO WE NEED WATER? WHERE DOES IT COME FROM?
OUTCOME / POSSIBLE INDICATORS / TEACHING AND LEARNING EXPERIENCES / PLANNING FRAMEWORK / ASSESSMENT
SS ES1 / The students may, for example:
- Talk about where water comes from
Explore the water supply system which can be found at Read it to the students and then discuss. List the steps through which water goes through to get to our taps.
Rain falls
Water is collected in the dam
Water is treated at water treatment plant
Water goes through pipes to reservoir
Water goes through pipes to your house
Divide the students into groups. Allocate a section to each group to illustrate. Sequence these and create a large flow chart on the wall, showing how water gets to our tap. (See appendix for text for flow chart.)
In session four, sequence the illustrations and create a large flow chart on the wall, showing how water gets to our tap. (See appendix for text for flow chart.) / Initiate
Gather information
Analyse and organise / Observation
SESSION: SIX AND SEVEN / LEARNING SEQUENCE: WHY DO WE NEED WATER? WHERE DOES IT COME FROM?
OUTCOME / POSSIBLE INDICATORS / TEACHING AND LEARNING EXPERIENCES / PLANNING FRAMEWORK / ASSESSMENT
W ES1.9
W ES1.11 / The students may, for example:
- Participate in the joint construction of a simple explanation
- Order parts of a text to create a simple explanation
- Use initial sounds and segments words to help with spelling
- Spell high frequency words
- Identify words in the environment for use in a written text
Explain to the students that they are going to use the flow chart to jointly construct an explanation of how water gets to our taps.
Discuss with the students what an explanation is. Suggest that an explanation explains how something happens. In this case the explanation will explain how water gets to our taps.
Show the students an example of a simple explanation. (See pg 141 of the N.S.W Board of Studies K –6 English Modules. This is a Stage one explanation)
Read the explanation and discuss how it is written. E.g. it includes:
- A statement about what is being explained
- Sentences in order which provide the explanation
Provide the students with an explanation describing how water gets to our taps which has been muddled up. (See appendix) Have the students read the parts of the text, cut them out and sequence them correctly. Ensure that the students have their work checked before gluing the parts onto paper. / Apply / Teacher conference
SESSION: EIGHT, NINE, TEN AND ELEVEN / LEARNING SEQUENCE: WHY DO WE NEED WATER? WHERE DOES IT COME FROM?
OUTCOME / POSSIBLE INDICATORS / TEACHING AND LEARNING EXPERIENCES / PLANNING FRAMEWORK / ASSESSMENT
W ES1.9
W ES1.10
W ES1.11
W ES1.14 / The students may, for example:
- Participate in the joint construction of a recount
- Refer to environmental print to assist in own writing
- Use unconventional symbols to represent letters in writing
- Write using some conventional letters
- Write a simple recount
- Attempt to use correct word order
- Attempt to use past tense when writing a recount
- Use connectives such as ‘and’
- Sometimes use capital letters and full stops
- Attempt to spell unknown words by recording the beginning and ending sounds
- Sound out words when writing
- Copy high frequency, topic and personal list words
- Use knowledge of letter-sound relationships to record simple words
- Identify words which tell who or what in a written text
- Identify words that indicate when, where and how in written texts
In session nine begin writing a recount. Explain to the students that they will be writing a recount about their excursion to the Dam.
Discuss with the students what a recount is. Explain that a recount tells what happens. In this case, the recount will describe what happened on the excursion to the dam.
Show the students an example of a simple recount. (See pg 31 of the N.S.W Board of Studies K –6 English Modules)
Read the recount and discuss how it is written. E.g. it includes:
An orientation telling who, what, where and when
It recounts what happened in the order that it happened
Conclusion
Focus the student’s attention on the orientation which must tell the reader who, what, where, when. Display each of these 'question' words and ask the students to identify who it is we're writing about, what it is and so on.
Record each statement on strips of paper and show the students how they can be reorganised to form different sentences, whilst maintaining the same meaning.
Have the students write the opening statement of their recount to the Dam in their draft books. Students share their work with the group. / Gather information
Analyse and organise
Apply / Teacher conference
Analyse product
SESSION: EIGHT, NINE, TEN AND ELEVEN / LEARNING SEQUENCE: WHY DO WE NEED WATER? WHERE DOES IT COME FROM?
OUTCOME / POSSIBLE INDICATORS / TEACHING AND LEARNING EXPERIENCES / PLANNING FRAMEWORK / ASSESSMENT
W ES1.9
W ES1.10
W ES1.11
W ES1.14 / The students may, for example:
- Participate in the joint construction of a recount
- Refer to environmental print to assist in own writing
- Use unconventional symbols to represent letters in writing
- Write using some conventional letters
- Write a simple recount
- Attempt to use correct word order
- Attempt to use past tense when writing a recount
- Use connectives such as ‘and’
- Sometimes use capital letters and full stops
- Attempt to spell unknown words by recording the beginning and ending sounds
- Sound out words when writing
- Copy high frequency, topic and personal list words
- Use knowledge of letter-sound relationships to record simple words
- Identify words which tell who or what in a written text
- Identify words that indicate when, where and how in written texts
Have the students, with a partner, illustrate one of these events and write a brief sentence.
Display the pictures and, as a group, sequence them correctly.
Refer the students to the orientation they recorded in their writing books.
Explain to the students that they must choose at least two of the events from the excursion, put them in sequence and record a sentence about each.
Have the students publish their recount. / Gather information
Analyse and organise
Synthesise and conclude
Apply / Teacher conference
Analyse product
SESSION: TWELVE / LEARNING SEQUENCE: WHY DO WE NEED FOOD? WHERE DOES IT COME FROM?
OUTCOME / POSSIBLE INDICATORS / TEACHING AND LEARNING EXPERIENCES / PLANNING FRAMEWORK / ASSESSMENT
SS ES1
PH ES1.12 / The students may, for example:
Identify food as a basic need
Categorise food according to how healthy they are / Have the students consider what else we need beside water.