Stage 1,
Year 2
Unit of Work: Families and
Cultures
Bethany Chadbourne and Emelia Benson
EDFD 452: Assessment 1, Two Week
Integrated Unit of Work
Stage 1, Year 2
INTEGRATED UNIT OF W ORK: STAGE 1, YEAR 2
Overview: This unit focuses on developing a deeper understanding and extending knowledge
associated with HSIE outcomes related to themes of identity and culture. Throughout the two-week
unit students will engage in various context building activities which will ultimately develop their
understanding of their identity and culture and also that of other people. Appendix 1 shows the
timetable of when the activities will be run throughout the two weeks. The activities in which they
undertake will lead to the involvement in a multicultural day at the conclusion of the unit. During
this time, students will be expected to combine all the information, work and knowledge they have
gained over the two-week period to deliver a response to the unit focus “Design an identity profile
based on one particular culture of your choice that shows an understanding of similarities and
differences between families in different cultures. .” This will draw on learnt information and
illustrate how people are different and the same all around the world.
Aims of the Unit of Work: This focus is appropriate for the Stage 1, Year 2 class outlined in the
situational analysis since it applies a diverse range of strategies, and covers a wide range of Stage 1
outcomes. It aims to extend students understanding and build on their previous knowledge through
the integration of primarily HSIE, English and Mathematics. By focusing on identity and culture the
significant number of second and third generation immigrants within the class will feel included
and understand more about how everyone is different. Tasks that incorporate collaborative group
work help cater to students who struggle to work independently and will assist ESL students in
building relationships and language understanding. Appendix 2 shows an outline of the classroom
and where different areas that students will be using are located.
Outcomes and Indicators covered:
OUTCOMES
HSIE CUS1.3: Identifies customs, practices, symbols,
languages and traditions of their family and other
families.
CUS1.4: Describes the cultural, linguistic and
religious practices of their family, their community
and other communities.
English TS1.1: Communicates with an increasing range of
people for a variety of purposes on both familiar and
introduced topics in spontaneous and structures
classroom activities.
TS1.2: Interacts in more extended ways with less
teacher intervention, makes increasingly confident
oral presentations and generally listens attentively.
RS1.5: Reads a wider range of texts on less familiar
topics with increasing independence and
understanding, making connections between own
knowledge and experience and information in texts.
WS1.9: Plans, reviews and produces a small range of
simple literary and factual texts for a variety of
purposes on familiar topics for known readers
Mathematics DS1.1: Gathers and organises data, displays data
using column and picture graph, and then interprets
the results.
SGS1.3: Represents the position of objects using
INDICATORS
- Recognise themselves as part of a
family and gives information about their
own family.
- Identify characteristics that make
another family different or similar to their
own.
- Identify family life in their own
country and other countries.
- Shows understanding of value of
questioning in interviews.
- Collaboratively discuss similarities and
differences in images from ‘Mirror’ and
present findings and conclusions.
- Selects texts to widen their
understanding of one culture.
- Produce a brochure/poster to exhibit
understanding of other cultures.
- Display awareness of cultural
characteristics through letter writing.
- Demonstrates the ability to collect data
and present the information in a column
graph.
Draw conclusions and express awareness
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models and drawings and describes using everyday
language.
of trends from graph findings.
- Ability to locate different countries on
a map and globe.
Planned Assessment:
Throughout this unit of work different assessment strategies will be used by the teachers monitor
student learning and understanding of unit content.
- Self assessment
- Peer assessment
- Teacher notes and observation
- Formal assessment
OTHER KLA’S
Religion (Sydney Archdiocese) S1.5.1: Recognise that God is present in their lives, the lives of other people, the Church and the
whole of creation.
Art
VAS1.1: Makes artworks in a particular way about experiences of real and imaginary things.
- Explores characteristics of different cultures and people and express these through drawings.
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DAY/TIME/
KLA
DAY ONE:
HSIE
11:2012:10am
Outcome:
CUS1.3
RELIGION
2:00-3:00pm
Outcome:
S1.5.1
DAY TWO:
ENGLISH
10:0011:00am
Outcome:
TS1.1
TEACHING AND LEARNING EXPERIENCES
As a class Students (Ss) and Teacher (T) engage in a brainstorm
activity focusing on the idea of “What is a family?” Discuss ideas
of who makes up a family, language spoken at home, family
traditions and religion etc. T should acknowledge that all families
have similarities and differences throughout the world (see
Appendix 3 for family images to assist with discussion)
T should place ideas Ss suggest onto the Interactive Whiteboard
(IWB) for later reviewing.
Ss are given a ‘family profile’ sheet (Appendix 4) to fill out at
home (with parents help).
T will introduce Ss to the Story of the Forgiving Father. T and Ss
engage in Godly ‘The Prodigal Son’ (Appendix 5). T asks ‘I
wonder’ questions such as ‘I wonder what it is like to be part of a
big family?’
Then, as a class discuss how the Father was able to forgive his son
and welcome him back into the family. Get Ss thinking about
what families do for each other. Introduce the idea/concept that
we are all part of Gods family. Give Ss 20mins to independently
reflect on the story (journal entry, re-enactment, drawing, prayer
writing)
Ss then draw a picture of themselves and write a short sentence
under it about how they feel and know they are a part of His
family. Stick these on the wall around a large picture of Jesus.
T instructs Ss to create 5 or more different questions about culture,
family, religion, traditions etc., which they will use to interview
other Ss. Answers from Ss who are interviewed, should be
documented.
ASSESSMENT
RESOURCES
DIFFERENTIATION
Ss participate and engage in
-IWB
brainstorm
-Appendix 4
- Recognise themselves as
-Family pictures
part of a family and gives
information about their own
family.
- Identify characteristics that
make another family different
or similar to their own.
-Images to assist ESL
learners
-Brainstorm to teach
main ideas and language
Each S engage will
contribute an ‘I wonder’
statement
Ss will reflect on their
understanding of the story
-Identify key ideas about
family from the story
-Make connection to their
own lives
T observation through
purposeful T roving. Making
sure Ss are on task and
engaging in learning.
Peer assessment
- Shows understanding of
value of questioning in
-Godly Play
Script ‘The
Prodigal
Son’(Appendix
5)
-KWL pg112.
-Pencils, Paper
-Large picture
of Jesus
-Reflection after Godly
Play is open ended to Ss
to self select an activity
-Workbooks
-Michael, Joseph, Luis,
-‘Family profile’ Anika work with ESL
sheet
Teacher from 10:0010:30 to write questions
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interviews.
MATHS
11:2012:10pm
Outcome:
DS1.1
DAY THREE:
ENGLISH
10:0011:00am
Outcome:
TS1.2
CUS1.4
VISUAL
ART
11:20-1:10pm
Outcome:
VAS1.1
DAY FOUR:
ENGLISH/
Ss, in pairs, collect data on different languages used at home and
heritage. Ss can survey their class and one other to compare
results. If Ss are unsure of this information, they can refer to their
completed ‘family profile’ sheet. With this, Ss are to place data in
a column graph and then make and document noticeable
observations from their graph.
Have a class discussion about the trends of Ss graphs and display
finished graphs around the classroom.
Collect graphs at conclusion
of lesson and mark for
understanding.
- Demonstrates the ability to
collect data and present the
information in a column
graph.
- Draw conclusions and
express awareness of trends
from graph findings.
-Workbook
-Graph paper
-T works with the Ss
who need extra
assistance to make a
group column/picture
graph (T directed).
T shows the picture book “Mirror” by Jeannie Baker to Ss. As a
class they discuss the book (as there are no words, Ss have to
comment on the visuals and what they intend to represent).
Ss in pairs are given different images from the book “Mirror.”
With these corresponding images (from Sydney and Morocco)
(see Appendix 6 for an example) Ss examine what is in their
picture and then discuss and write together the similarities and
differences observed.
Ss can briefly present their findings to the class.
T makes anecdotal note
taking based on Ss
presentations.
- Collaboratively discuss
similarities and differences
in images from ‘Mirror’ and
present findings and
conclusions.
- Identify family life in thei
own country and other
countries.
-Mirror by
Jeannie Baker
-Hard copies of
images
(Appendix 6)
-Pair work for support
Talking and listening
-Pencils, paint,
paper
-Visual representation
rather than linguistic
-Gifted Ss and fast
finishers may write a
snapshot about their
painting.
-Class library
-T places Ss in pairs,
Ss sketch then paint their own two images (related to the style of
the illustrations in “Mirror”) to represent their family and one
other. These can later be joined together to create a class book.
They will share their painting with the class and explain their
choice for what they put in their artwork.
Discuss as a class different questions to investigate.
Observation of Ss ability to
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VISUAL
ART
11:20-1:10pm
Ss, in pairs, engage in research about one culture. They are asked
to look in the class library (specifically at their factual texts),
utilise the computer centre (6 pairs or less at a time) and draw on
their own knowledge and experiences.
work cooperatively and
research effectively
- Identify characteristics that
make another family different
or similar to their own.
- Selects texts to widen their
understanding of one culture.
In their pairs, Ss use information they have gained to create a
poster or brochure about one particular culture of their choice.
This will be a draft they can publish later in the unit. There should
be a range of information and drawings included, relating to their
chosen culture. These will be placed on the class wall once
finished.
Published work assessed
during week two.
- Produce a brochure/poster
to exhibit understanding of
other cultures.
With a large wall map each Ss is given the chance to locate with a
pin where their families are originally from.
Then, as a class T and Ss investigate different countries using an
interactive world map (http://www.mapsofworld.com/world-mapviewer.html) on the IWB and compares this to a world globe.
Using atlases Ss can locate and write down the particular country
they want to send a letter to, along with some common
information and geographic location
T observation of Ss ability to
use atlases.
- Ability to locate different
countries on a map and
globe.
-Large world
map
-IWB
-Interactive
World Map
(http://www.ma
psofworld.com/
world-mapviewer.html)
-World globe
-Atlases
Ss and T review structure and language elements used in a letter
as a class.
Then with the information gained in the mathematics lesson, and
other activities during the week Ss write a letter to a person from a
country of their choice. They can tell the person about them, their
family, culture, and traditions and ask questions about the
recipient’s family home country and their practices. Ss can choose
to include an image of their family describing who they are and
what they are like.
Ss hand in letter for T
evaluation
- Display awareness of
cultural characteristics
through letter writing.
-IWB
(Use of Jenny
Eather website
recommended)
-Lined paper
Outcome:
CUS1.3
RS1.5
WS1.9
VAS1.1
DAY FIVE:
MATHS
11:2012:10pm
Outcome:
SGS1.3
ENGLISH
12:10-1:10pm
Outcome:
WS1.9
CUS1.4
-Computer
centre
(see Appendix
7 for
recommended
sites)
mixing abilities
-Ss are able to select
their own task appealing
to their abilities.
-Paper,
pencils/pens
-Gifted Ss are given the
independence to
produce a higher quality
letter.
-Greater T assistance to
ESL students
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APPENDIXES
Page 7 of 18
Appendix 1: Integrated Unit of Work Timetable
Week 1:
Monday
(Day 1)
9:00 –
10:00
10:00 11:00
11:00 –
11:20
11:20 –
12:10
12:10 –
1:10
1:10 –
2:00
2:00 –
3:00
Tuesday
(Day 2)
English –
Interviews
Wednesday
(Day 3)
Thursday
(Day 4)
Friday
(Day 5)
English – ‘Mirror‘
RECESS
HSIE – Intro to
‘What Is Family‘
CUS1.3
Maths –
Graphing Lang
and Heritage
Visual Art –
Creating ‘Mirror‘
English/Visual
Art – Create a
brochure
Maths – World
Map
English – Letter
Writing
LUNCH
Religion – ‘Jesus‘
Family‘
Week 2:
Monday
(Day 1)
9:00 –
10:00
10:00 11:00
11:00 –
11:20
11:20 –
12:10
Wednesday
(Day 3)
Thursday
(Day 4)
Friday
(Day 5)
Mutlicultural Day
English –
Interviews
English – ‘Mirror‘
RECESS
HSIE – Intro to
‘What Is Family‘
CUS1.3
12:10 –
1:10
1:10 –
2:00
2:00 –
3:00
Tuesday
(Day 2)
Visual Art –
Creating ‘Mirror‘
English/Visual
Art – Create a
brochure
Religion –
Create a
‘G-R-E-A-T’
prayer about
family
LUNCH
Religion – ‘Jesus‘
Family‘
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Appendix 2: Classroom Layout
Class Library
Mathematics
Cupboard
Art centre
Teachers Desk
Interactive
Whiteboard
Computer
centre
Display Wall
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Appendix 3: Images of Different Families From Around the World
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Appendix 4: Family Profile Worksheet
Exercise:
Draw a picture of your family in the space provided and answer the questions below.
This is what my family looks like:
What is your family’s name?
____________________________________________
Where were you born?
________________________________________________
Where do you live?
___________________________________________________
Where is your mum’s family from?
_______________________________________
Where is your dad’s family from?
________________________________________
Mark where you are from:
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Which food does your family like to
eat?___________________________________
What is your family’s favourite activity?
___________________________________
My family
celebrates:_________________________________________________
My family’s religion is:
________________________________________________
My family likes:
_____________________________________________________
____________________________________________________________
_____
I would like to ask my family:
* _____________________________________________?
____________________________________________________________
_____
* _____________________________________________?
____________________________________________________________
_____
Did you know?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________
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Appendix 5: Godly Play ‘The Prodigal Son’
The Prodigal Son
KWL Chapter 10, Pt 1 (based on Luke 15:11-24)
YOU WILL NEED:
2D laminated figures of prodigal son, brother, father, 2 or 3 other characters,
pigs (see RE Online for masters)
a long piece of cloth or felt that could be rolled out to make a road
a simple cut out shape to represent the Father’s house and popsticks or cloth
strips to form a pigpen
Children are seated in a semi-circle ready to listen to the story. When the
children are settled, go to the shelf and carry the materials as you would the
Bible. Place these beside you.
Roll out the road, place the Father’s house at one end and the pigpen past the
other end of the road but off to one side as you say:
Jesus once told a story about a boy who was away from home for a long
time. Jesus told this story to help us understand what God’s love is like.
Bring the Father out and place on one side of the house. Bring the two sons out
and place on the other side of the house as you say:
The story is about a father who had two sons.
Move the younger son over next to the father.
One day, the younger son asked his father to give him a lot of the
family‟s money so he could leave home and go far away. The father gave
him the money.
Move the younger son a little way along the road. Move the father in front of the
house as if looking up the road. Move the older brother off to the side (almost
out of the scene).
So the younger son packed his things and went away.
Continue to move the younger son towards the end of the road.
Bring out one of the extra characters and put him with the younger son.
He spent his money on wild parties and having a good time.
Remove the extra character and move the son into a space by himself.
Soon he had spent all the money the father had given him and he had
nothing left. Now, he was hungry and poor.
Move the son next to pigpen and bring out the pigs.
He got a job feeding pigs. He was so hungry he could have eaten the
pigs‟ food.
Move the son to the end of the road facing the direction of his father‟s house.
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He thought for a long time and made up his mind to go back to his
father. He was going to ask his father to take him back, not as a son but
as a servant.
Move the son slowly down the road. Stop on the road, just over half way
He started the long journey home.
Move the son on a little further and stop a short distance from the house. Move
the father along the road towards the son. Have father and son facing each
other.
One day his father saw him in the distance and ran to meet him. He
hugged him and kissed him.
Walk father and son back down the road together and stand next to the house.
Bring in the other extra characters and place around them.
The boy was trying to say sorry, but the father quickly called his
servants to get a party ready. All the father wanted to do was celebrate
and welcome his son home.
Bring father to the front as if addressing the crowd and hold your hand over him
to indicate he is speaking.
”My son was lost,‟ he said, „and now he is found. He was dead and has
come back to life!‟
And they began to celebrate.
Engage with, I wonder‟, KWL p112.
Carefully pack story materials into storage box and put on shelf. Ensure that children are watching
so they know how to pack the materials away and where to find them.
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Appendix 6: Mirror Image
Page 15 of 18
Appendix 7: Useful Site for Students
EXPLORE AND MORE – CULTURE FOR KIDS
http://www.exploreandmore.org/world/default.htm
CENTRAL INTELLIGENCE AGENCY
https://www.cia.gov/library/publications/the-world-factbook/
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Appendix 8: Multiple Intelligences and Blooms Taxonomy throughout the Unit
Levels of Revised Bloom’s Taxonomy
The Eight
Intelligences
Remember
Understand
Apply
Analyse
Evaluate
Write a letter to someone
from another part of the
world, describing yourself
and your family, and asking
questions in return.
Word
Ss plan and investigate the
different types of cultures in
the class and by collecting
data and graphing results.
Logic &
Maths
Space &
Vision
List the differences of two
differences between
families from different
cultures and our own.
**Make a clay model that
symbolises their family and
what it means to them.
Make a mindmap exploring
similarities and differences
of two different types of
familys and/or ‘Mirror’.
Explain and demonstrate
the similarities and
differences beween images
shown in ‘Mirror’
Body
**Plan and perform a rap
song about relationships
between families.
Music
**Ss recommend changes
that they can make to their
family can make in order to
help the environment they
live in (ie. Walk more,
recycle, build with
recyclables)
Naturalist
People
Self
Create
Describe your family and
what it means to you.
Plan an campaign in pairs
creating a poster/brochure
educating people about
different cultures.
** Create a prayer thanking
God for your family.
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REFERENCES
http://www.globalwords.edu.au/units/Refugees_JPY3_html/pop03.html
http://www.ceosyd.catholic.edu.au/Parents/Religion/RE/recurr/toc-curr-02.pdf
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