Religious and Values Education Unit Planner



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Religious and Values Education




Unit Planner





Title: Who am I, What is Love, Needs and Wants

Key Learning Area(s): Religious and Values Education – Philosophy of Religion, Bible, Ethics, English, SOSE, Maths

Year Level: R - 1

Teacher(s): Leeanne Brook, Alex Hackett, Nicole Wilson, Melissa Brophy, Wendy Rawlings, Fran Bennett, Ruth Harrison, John Reddan

Proposed duration:


1.Outcomes / Objectives:

For the students:

  1. To identify characteristics that help them to define themselves

  2. To classify these characteristics according to their physical, emotional, social, academic and spiritual selves

  3. To identify the different roles they might assume (eg sister, friend, netballer, etc)

  4. To identify the rights and responsibilities associated with each of these roles

  5. To recognise that each person can affect and add to the diversity of a group

  6. To identify and represent the ways they change as they grow

  7. To define their understanding of love

  8. To identify and classify those things that they like and love

  9. To identify those things or people that they love that are capable of returning love

  10. To recognise that there are special memories of people we love associated with items, smells, music, etc.

  11. To recognise that different people might express their love in different ways

  12. To acknowledge that love can illicit different emotional responses (eg happiness, sadness, anger, disappointment, etc) throughout our changing lives

  13. To distinguish between a need and a want

  14. To identify those things or people that they love as a need or a want




2.Resources:

Guess How Much I Love You

The Very Best of Friends

The Rabbit’s Wedding

Koala Lou – Mem Fox

Toby


Blackfriar’s Bobby

Lassie, Bambi

Another happy Tale – Dorothy Butler

Happy Birthday (new baby)

Titch (new baby, family, pecking order)

John Brown Rose and the Midnight Cat

Crusher is Coming – Bob Graham

Henry and Amy (differences can add to friendship)

Black Dog (loving something else)

Lifetimes (love – dying)

I will Always Love You

Wilfred Gordon Macdonald Partridge

Buffy an adventure story – Bob Graham (‘I am me – no more, no less’)

Miss Lily’s Fabulous Pink Feather Boa (journey)

Rainbow Fish

Amelia Ellicott’s Garden – Friendship

Rose meets Mr Wintergarten – Bob Graham

Little Red Hen (would you have done the same thing)

Best of Friends - Aliki

Photos


Personal items

Star of the Week

Love Grows – song

Skinnarmarrink - song

Lion King video

Babar - video

Bible – Jesus’ commandment

Guest Speakers




3.Key Questions:

  • What do you look like? What makes you special? How are we the same as other people? How are we different from other people?

  • What are some of the things that make you feel happy, sad, …? What are some that you know / can do now that you couldn’t before you started school? What are some of the things you are good at? What are some of the things you’d like to improve?

  • What place and roles do you have with your family, friends, school, etc? (sister, daughter, SRC, etc)

  • What are some of your responsibilities you have at home and at school?

  • What are some of your rights you have at home and at school?

  • How can your actions and behaviour affect groups and situations?

  • What do you think it will be like in Reception, Year One, etc? What are you looking forward to in Year …? Why?

  • What do we mean when we say we love something?

  • What are some of the things you like? What are some of the things you love? Why? How can you decide whether you like or love something? How can you show if you like or love something or someone?

  • Who or what are some of the things that can love you back? How?

  • Can you love something or someone that you can’t see / may not be with you? How? (ie death, separation) Are there things that remind you of them? What are they?

  • How do you know someone loves you? How do people show that they love you? When do people show that they love you? Do all people show their love in the same way? Why / why not?

  • Can someone be cross with you and still love you? Why / why not? Can you have different feelings about a person at the same time? (eg love them but angry with them) Can your feelings change towards people? How?

  • What are some of the things you need? What are some of the things you want? What are some of the things that you love that you really need? What are some of the things that you love that you really want? How can you tell the difference? Can you live without them?




4. Activities:

    1. Students take mirrors and draw a portrait of themselves … students collate and represent on graphs eye colour, hair colour, etc and / or teacher takes digital images of students and / or trace bodies and measure body parts and height. (eg arms, legs, etc)

    2. Students brainstorm and record those things they were able to do … all the things they would like to be able to do … students complete questionnaire with parents on things they were able to do before they went to school / learned to do at school / learned to do when they left school.

    3. Read to the students Koala Lou and / or Edwina Emu … discuss their place in the family and the issue of role reversal … students create a concertina cut out representing the different roles they assume in their life (eg sister, daughter, netballer, footballer, friend, musician, etc)

    4. Read to the students Wombat Divine … students complete an A – Z book of feelings … students role play situations and / or use puppets which depict how their actions and behaviours can affect the feelings of others.

    5. Sing the song Love Grows …students discuss and complete the sentence, “Love is …” and compile into a big book.

    6. Students bring in something that they ‘love’ … students share, represent and display why they love their personal item … brainstorm the many things or people that they love … represent on a continuum from I like – I love … students have opportunity to reaffirm or change their item that they love … students select three things or people that they love and represent within heart, circle, etc.

    7. Students complete the sentence ‘I love …’ … students survey peers and adults for synonyms to love … feedback … substitute new words in their original sentence.

    8. Read to the students John Brown, Rose and The Midnight Cat … discuss the ways that there are some things or people that can return love … Students role play and / or draw ways that they can show love towards a person (eg Parents) and the ways they that show love in return … students discuss whether they could represent love being returned by things they think they love (eg a hamburger, Nintendo)

    9. Students read I Will Always Love You … discuss whether someone needs to be with you for you to love them … students represent personal experiences.

    10. Students brainstorm the different ways people can greet each other … discuss the diversity that exists in the manner that people can show love towards one another (eg hugs, kisses, crying, telling them … cultural influences – men kissing)

    11. Teacher reads and students dramatise the story of the Good Samaritan … discuss whether the characters were showing love towards one another.

    12. Students discuss ways that people can show love towards others that they might not know … SRC member (Year 7) speaks to students outlining fundraising and community service activities within school … students develop class action plan to assist (eg Winter Rugs, Christmas Appeal, etc)

    13. Students sing A New Commandment … discuss ‘Love one another as I have loved you’ … discuss what this means … students visually represent.

    14. Read to the students Alexander and the Terrible No Good Very Bad Day / Noisy Nora / Titch … students share times they have been in trouble … consequences of their actions … can people be cross with you and still love you … discuss … students represent their ‘terrible no good’ experience with outcome.

    15. Teacher shares anecdotes of a topsy turvy day … the good and the disappointing aspects of the day … life as a journey … students respond in melodramatic form (‘Yeah / Ooooh’)

    16. Deserted Island scenario … from the list of things that you love, what three things would you take with you … discuss and identify if these are needs or wants … investigate if there are any generalizations to be made between love and needs.



5. Assessment:

Student Work Samples:



According to selected objectives


6. Evaluation:




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