world

Integrated Unit Planning: Where in the World is Herbie?



FOCUS QUESTION: How do I participate as an effective and cooperative group member in a game making enterprise?

YEARS: 1-3 LEVELs: 1/2 TEACHERS: Adele Olsen, Amanda Boubouras and Leanne Whittle

CURRICULUM ORGANISERS

DIVERSITY & CHANGE CONSTRUCTIVE CITIZENSHIP SUSTAINABLE COMMUNITIES & ENVIRONMENTS

As life-long learners students: As life-long learners students are: As life-long learners students:

 Recognize and value diverse groups  Active, informed and reflective citizens  Recognize impact of environmental change

 Develop identities  Designers of future life pathways  Advocate and take action for preferred future

 Accept change  Use ethical codes of behaviour  Value, care for & shape sustainable communities

 Design own futures  Contribute to peace and world harmony

SELECTED LEARNING OUTCOMES

ARTS: HPE:

VA 1.1 Students make images and objects by exploring elements and concepts. EPD 1.4 Students demonstrate basic speaking, listening, sharing and cooperation skills to interact

VA 1.2 Students visually represent and explain their experiences, feelings, ideas and observations effectively with others.

through making images and objects. EPD 2.2 Students suggest and demonstrate actions, behaviours and attitudes that support positive

VA 1.3 Students describe elements and concepts in a variety of images and objects. interactions with family, special people and friends.

VA 2.1 Students make images and objects by selecting and manipulating elements and additional EPD 2.4 Students demonstrate verbal and nonverbal skills to express ideas, needs and feelings and to

concepts. show consideration of others.

VA 2.2 Students select and arrange images and objects for personal display.

VA 2.3 Students identify elements and additional concepts to interpret images and objects from a

variety of cultural and historical contexts

SCIENCE: SOSE:

SRP 1.3 Students monitor their personal abilities and limitations in cooperative work and play, to identify

goals for social development.

SRP 1.4 Students describe practices for fair, sustainable and peaceful ways of sharing and working in a

familiar environment.

SRP 2.3 Students enact a simple cooperative enterprise to identify their own and others' strengths and

weaknesses

TECHNOLOGY: ICTs

TP1.1 Students gather knowledge, ideas and data from familiar environments and show how these are Designing a one page advertisement for their game using Microsoft Publisher

used to meet design challenges. (Practise with ads for another game eg. Monopoly; Junior E’s Games dayt in the Hall, or their Parade

TP1.2 Students generate design ideas and communicate them through experimentation, play and presentation)

pictures.

TP1.3 Students make products that are meaningful to them, and describe their production procedures.

TP1.4 Students express thoughts and opinions to evaluate their own and others’ design ideas or

products.

TP2.1 Students organise knowledge, ideas and data about how needs and wants might be met and use

this information when meeting design challenges.

TP2.2 Students generate design ideas, acknowledge the design ideas of others and communicate their

design ideas using annotated drawings that identify basic design features.

TP2.3 Students identify, sequence and follow production procedures needed to make products of their

own design.

TP2.4 Students compare initial design ideas with final products and give reasons for similarities and

differences.

KEY CONCEPTS AND LEARNINGS: Enterprise, group work, cooperation, consideration, advertising, design, games and game making.

PURPOSE/ CONTEXT: In order to raise much needed funds for purchasing board games for the school hall, students form enterprising groups to create board games

for a peer audience. They explore a number of countries and make links to content knowledge within their games. They work with group members to plan, design, make,

advertise and evaluate their board game and their Games Day in the Hall.

EXCURSIONS/VISITORS COMMUNITY INVOLVEMENT: SCHOOL INVOLVEMENT:

Game Day in Hall (school-wide participation)

PRODUCTIVE PEDAGOGIES

INTELLECTUAL QUALITY CONNECTEDNESS SUPPORTIVE SCHOOL RECOGNITION & VALUING OF

ENVIRONMENT DIFFERENCE

 Higher-order thinking  Knowledge integration  Student direction  Cultural knowledge

 Deep knowledge  Background knowledge  Social support  Inclusivity

 Deep understanding  Connectedness to the world  Academic engagement  Narrative

 Substantive conversation  Problem-based curriculum  Explicit quality performance criteria  Group identity

 Knowledge as problematic  Self-regulation  Active citizenship

 Metalanguage

STUDENTS NEED TO KNOW: STUDENTS NEED TO DO: Self and Others

 What is cooperative work and play  Discuss goals with teacher guidance Group Survey

o Games  Set cooperative work and play goals for social development to identify

o Sharing play equipment (personal abilities and limitations) cooperative

o Sharing work  Monitor personal abilities and limitations and productive

o Sharing expertise  Discuss abilities and limitations before and after activities group

o Cooperation (games) members

 Personal abilities and limitations (strengths and weaknesses)  Compare a performance over time- tape the first rehearsal for o Did your

o Physical parade presentation and compare to final presentation

o Social group work

 Identify what they are good at in group situations

o Intellectual well

 Identify what others are good at in group situations

o What is easy and difficult together

 Identify times when they received help or gave help

o Likes and dislikes in play and work situations o What was

 Share feelings associated with being able/ not able to do

o Learning styles certain things

your job?

o Dominant intelligences

 Accept limitations o Did you do

 What is a familiar environment: your job

 Know when to seek/ not seek adult help

o Work situations well?

 Role play practices- dramatically present solutions to

o Play situations o Why do

problems in given scenarios

 Practices for fair, sustainable and peaceful ways of sharing and you think

 List words associated with fair, sustainable and peaceful

working this?

practices

o Ways to share resources

 Negotiate games rules and consequences o Identify

o Considerations of other’s feelings

o Considerations of other’s abilities and limitations  Share Franklin stories to highlight fair and peaceful play someone

o Managing emotions practices else in the

o Appropriate language  Demonstrate basic skills in speaking, listening, sharing and group who

o Being responsible for own actions and words cooperation worked

o Responsibility for own and others’ materials  Participate in a parade presentation- design and make a well. Why

o Appropriate sense of humour variety of backdrops and visual stimuli for presentation was that

o Interpersonal skills in communication- listening and  Enact a simple cooperative enterprise to identify (With person a

responding, making decisions, problem solving assistance), good group

 Practices for fair, sustainable and peaceful ways of sharing and o cooperatively engage in a process eg

member?

working in an environment (inclusive and cooperative activity) o set goals,

o decide resources needed, o Was there

 What is a simple enterprise anyone

o Parade presentation o identify roles and responsibilities and how these will be

o Advertising campaign allocated, who didn’t

 What is a cooperative enterprise (Game Day) o enact given role/s and responsibilities within the work well

 Positive personal relationships are influenced by attitudes, enterprise, in the

appropriate codes of behaviour o create a timeline of things to be done, group

 What are: o monitor and review own and others’ progress, situation?

o Actions o give constructive feedback to each other,

Why not?

o Behaviours o review aspects of the enterprise



o Attutudes  Plan, design, make and evaluate a game (that incorporates

o Positive interactions content knowledge on countries explored during the term)

 What are interpersonal skills- communication, assertiveness, within their small group

expressing feelings, ideas and emotions, making decisions  Plan, advertise, and run Junior E’s Game Day in the Hall-

 Effective communication involves the use of basic speaking, students set up their games in the hall, design advertisements

listening, sharing and cooperation skills to display around the school (for newsletter and on parade),

charge for admission (possibly donate back to the school to

purchase additional board games for the hall)

 Demonstrate actions, behaviours, attitudes that support

positive interactions

 Demonstrate verbal and non verbal skills

 Express ideas, needs and feelings

 Show consideration of others

 What are the similarities and differences between:  Play a variety of board games

o China  Complete a reflection sheet to evaluate board games- three

o Japan likes and a dislike or PMI

o Greece  Explore the games, culture and food of different cultures

o Italy  Use a Venn diagram to compare the similarities and

 Information about each county: differences between Japan and China; Italy and Greece

o Location, weather/climate and clothing  Participate in a variety of art and craft activities: Origami,

o Geography and physical features of the countries chopstick art, Cherry blossom tree (paper scrunching), world

o Daily life- schools map.

o Transport

o Food  Identify the roles of each group member- their responsibilities,

 What board games are available what they need to produce or bring from home as well as the

 What are the features of board games- essential characteristics associated timeline for the game production

(need a way to move from start to end- steps, segments on the  In groups, decide on theme, basic board game design and

board; dice or spinner; instructions for how to play the game; a quiz element

token or playing piece to move on the board; contextualizing  Collaborate to write the instructions for the game

theme; quiz/knowledge aspect; element of “thrill”; tie in with  Design and make 3D elements for the board game- tokens,

popular cultural icons or familiar characters) characters, other features

 What makes a board game popular

PROGRAM MODIFICATIONS

SCAFFOLDING LEARNING: ENRICHMENT: DIFFERENTIATION:

Learning Support Higher-order thinking (creative)

ASSESSMENT & EVIDENCE GATHERING OVERVIEW



Pre-testing



KWL- Games









Assessment Tasks Related KLAs How and when judgments will be

made:

Cooperative Enterprise- Group Work HPE  Anecdotal records

 Demonstrated actions, behaviours, attitudes that support positive interactions SOSE  Group Survey to identify cooperative

 Showed consideration for others and productive group members

 Demonstrated basic skills in speaking, listening, sharing and cooperation o Did your group work well

together

o What was your job?

o Did you do your job well?

Cooperative Enterprise- Game Making HPE o Why do you think this?

 Cooperatively engaged in a collaborative enterprise by making a board SOSE o Identify someone else in the

game The Arts group who worked well. Why

o Set goals Technology was that person a good group

o Decided on the resources needed, English member?

o Identified roles and responsibilities and how these will be allocated,

o Enacted given role/s and responsibilities within the enterprise,

Mathematics o Was there anyone who didn’t

o Created a timeline of things to be done, work well in the group

o Monitored and reviewed own and others’ progress, situation? Why not?

o Gave constructive feedback to each other,

o Reviewed aspects of the game making enterprise

o Made links to content knowledge of countries





Instructions for a Game English  Criteria sheet

Wrote a set of instructions for a board game

Demonstrated their understanding of the instruction genre by:

 Stating the object of the game

 Including an equipment list

 Including a sequence of clear and specific directions

LITERACY DEMANDS



o Basic speaking and listening skills



o Instructional genre- text features and generic structure



o Games and game making









NUMERACY DEMANDS





 Timelines



 Counting









RESOURCES:

Variety of board games from home

Franklin books

A variety of non-fiction books on China, Japan, Greece and Italy