Religious and Values Education
Unit Planner
Title: Heroes
Key Learning Area(s): Religious and Values Education – Ethics
strand
Year Level: Yr 4
Teacher(s): Jane Nehmy, Heather Klose, Mary Clark, Paul
Hodgins, Marilyn Mosel, John Reddan
Proposed duration: 6- 10 sessions
1.Outcomes / Objectives:
For the students:
1. To explain their understanding of a hero
2. To define the attributes of a hero
3. To investigate how heroes are made
4. To explain why some people may choose to have heroes
5. To examine the influence that heroes may have on people’s
lives
6. To research and share findings related to a specific hero
2.Resources:
Children’s versions biographies … The Winners
Rowan of Rin – Emily Rodda
Victor’s Quest - Freeman
Hatchet – Gary Paulsen
Newspapers
Powerpoint
Media
Bible
**Ghandi
**ML King
**Joan of Arc video
Internet
Young Achievers – Janeen Brian
Cat in the Corner – Oram (animal heroes)
People who have helped the world – Exley series
Explorers video
Robin Hood video
Olympic resources
Australian Story
Guest Speakers
Excursions
** denotes Bible strand
3.Key Questions:
 What is a hero?
 What is a role model?
 Who are your heroes?
 How are heroes made?
 Who decides who are our heroes?
 Do heroes influence people?
 How do heroes influence people?
 What qualities does a hero have?
 Do all people have heroes?
 Why do some people have heroes?
 Why do some people not have heroes?
 Can you have more than one hero?
 What perpetuates the memory of a hero?
 Do people choose to be heroes?
 Does the media create or represent heroes?
 Are heroes always people? (animals)
 Do people’s heroes change?
 Why do some people’s heroes change? (being let down,
maturing over time)
 Do heroes influence change?
 What influences our choice of heroes? (media, peer
pressure, family, groups)
 How does being a hero affect the hero’s life?
 Do you have a hero?
 Is a hero always a positive role model?
 Is it always easy to identify the qualities of a hero?
 Does a person have to be ‘the best’ to be considered a hero?
 Can heroes have flaws?
 Can a person orchestrate to become a hero?
 Is being a hero always a good thing / fun thing?
 Can being a hero have its downsides?
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Do heroes have responsibilities?
How much do we let heroes influence our lives?
Should we let heroes influence our lives?
When does a hero start being a hero?
When does a hero finish being a hero?
4. Activities:
1) Students walk along North Tce … identify sculptures /
statues / plaques in footpath … students identify and
discuss those people represented and explain why they’ve
been recognized… students list / classify … any
commonalities … heroes!
2) If you were to build a monument to someone, who would
you choose and why … construct with clay / materials
and accompanying written piece … is this person a notable
person or not well known? Why are they a hero to you?
3) Students complete their pre unit understandings on ‘What
is a hero?’ (tell students to collect images of ‘heroes’)
4) Students in partners participate in a Think Pair Share …
student questions
5) Students participate in a ‘Media Watch’ … students bring
in images of people they consider to be heroes with the
headline detached … construct own headline then contrast
with original … students formulate criteria for the
attributes of a hero … classify into different ‘types’ (short
term / hero during their lifetime then forgotten / eternal
heroes) … hall of fame of heroes / mural.
6) “Everyone needs a hero.” / “It’s not easy being a hero.”
Debate
7) Students are introduced to the term ‘role model’ … discuss
whether all heroes are positive role models (refer mural)
8) Powerpoint / video presentation – the life of Ghandi …
identify key events and what makes him a hero.
9) Brainstorm different heroes … students research according
to Business, Science and Tech, Medicine, Religion … other
fields of expertise and different cultures (Asian /
Indigenous cultures) … students represent how they
became heroes, why they became heroes, how they were
influenced, how they influenced others, early life,
difficulties overcome, achievements, etc. Students indicate
on timeline when they believe person became a hero /
finished being a hero … can it be done?
10) Students locate printed articles and bring in … complete a
‘Hero Search’ … reflect and identify when and where they
have encountered / heard about their hero … on TV, at the
game, in person, guest speaker, in the newspapers, posters,
magazine, playground … students write a newspaper
article on their hero … what would they include and why.
Are all media reports glowing / positive or negative.
11) Students survey peers, parents and grandparents to
ascertain their heroes at different stages of their lives?
Discuss those heroes that have remained uppermost
throughout their lives and those who have faded in
significance … why / what has caused this? (changing
culture, historical events, migration) Share and collate
results.
12) Students choose a product to be marketed and select a
person to be the ‘face of the product’. Who have you
selected / why / is this person a hero / is this person a
positive role model / both? Students dramatise the
promotion of product as their hero … would you be
influenced? Are you influenced by your heroes? (clothes,
food, putting on accents, language, mannerisms, etc) Who
decides the extent to which you are influenced by heroes?
13) Students develop a set of criteria to rate a hero. (eg discuss
natural ability, perseverance, dedication, courage, goal
oriented, determination, sacrifice, selflessness,
circumstance, community service) and apply it to personal
hero.
14) Students develop a personal creed, identify and set
achievable goals.
15) Students complete post unit understandings of a hero.
5. Assessment:
Student Work Samples:
1. Students complete pre / post unit understandings
2. Brainstorm different heroes … students research according
to Business, Science and Tech, Medicine, Religion … other
fields of expertise and different cultures (Asian /
Indigenous cultures) … students represent how they
became heroes, why they became heroes, how they were
influenced, how they influenced others, early life,
difficulties overcome, achievements, etc. Students indicate
on timeline when they believe person became a hero /
finished being a hero … can it be done?
3. Students develop a set of criteria to rate a hero. (eg discuss
natural ability, perseverance, dedication, courage, goal
oriented, determination, sacrifice, selflessness,
circumstance, community service) and apply it to personal
hero.
6. Evaluation: