The3Rs-Rules,RightsandResponsibilities

1、PAGE PAGE 7The 3Rs Rules, Rights and ResponsibilitiesBand of developmentEarly childhoodCurriculum organiserSocial SciencesYear level(s)1/2Proposed duration10 weeksEssential Learning Achievements4. The student acts with integrity and regard for others5. The student contributes to group effectiveness.

2、22. The student understands and values what it means to be a citizen within a democracy.ACKNOWLEDGEMENTThank you to the Curriculum Support section and teachers from Gowrie Primary School for developing and sharing this unit.This is a sample learning experience/unit of work. Teachers need to consider

3、 its usefulness within the context of their own students needs and school curriculum plan and adapt it accordingly. PostedNovember 2007The 3 Rs - Rules, Rights and ResponsibilitiesHow can I be successful in my learning community?BAND OF DEVELOPMENT: Early childhoodCURRICULUM ORGANISER:YEAR LEVEL: 1/

4、2HOST CONTENT AREA:Social SciencesPROPOSED DURATION:10 weeksTEACHERS:SCHOOL:TERM & YEAR: UNIT DESCRIPTIONThis unit uses Kath Murdochs inquiry framework to assist students to understand and learn about the rights and responsibilities they have to be effective members of their learning community. The

5、unit is about students learning and working in groups and teams in ways that contribute to group effectiveness.BIG IDEAS Individuals within a society have rights and responsibilities.Societies need rules to work together harmoniously.Groups work effectively when individuals cooperate, collaborate, s

6、hare and support each other.Schools are mini societies.Societies are made up of groups (e.g. students, parents, staff) who cooperate to meet each others needs.Peoples behaviour changes according to different groups and situations.KEY UNDERSTANDINGSWe all have rights and responsibilities as citizens

7、within the class and the school.There are rules and codes of behaviour for our class and school to keep myself and others safe and happy.The choices I make can affect others and myself.There are consequences for breaking rules.Interpersonal skills enable people to establish relationships and make de

8、cisions.ATTITUDES AND VALUES students have opportunities to:enhance their personal frameworks of ethical and moral behaviour (ELA 4)take responsibility for their behaviour and contribution to group effectiveness (ELA 5)appreciate the rights and responsibilities of individuals in a democratic society

9、 (ELA 22)express personal views and contribute to the development of rules appropriately. (ELA 22)OUTCOMES Identifies how rules influence daily lives.Differentiates between times when it is appropriate to act on personal choice or to follow established rules.Takes care of and participates in the man

10、agement of individual and group resources.Gathers and records information from direct and indirect experiences of people and places.Prepares information for an audience.ASSESSMENT ROUTINES AND PROCEDURESWhat needs to be set up at the beginning of the unit to ensure systematic collection of assessmen

11、t data and ongoing reflection and self-assessment?Set up class and individual Learning Logs for regular reflection throughout the unit.Write about something new that you have learned today.How did you feel about this activity?Write about how well you worked today. What did you do well? What would yo

12、u do differently if you were to do this again?What questions do you have about (the topic) at the moment?Observations of student behaviour record with photographs & annotations Indicates key assessment tasks throughout the unit in phases of the inquiry framework. TUNING IN:Finish the sentenceFINDING

13、 OUT:Rules CharadesSORTING OUT:Discussion and Venn DiagramsHow are you going with our class rules?MAKING CONCLUSIONS:Cause and effect chartsShow me what youve learntFinish the sentenceESSENTIAL LEARNING ACHIEVEMENTS AND ESSENTIAL CONTENT(ACT Curriculum Framework)ELA 4 The student acts with integrity

14、 and regard for othersIn the early childhood band of development, students have opportunities to:1. decide what is right and wrong in a range of familiar situations2. consider the purpose of rules 4. discuss what behaviours such as being caring and trustworthy, respectful and fair might look, feel a

15、nd sound like in a range of real life situations (e.g. playing with friends, caring for pets)6. make behaviour choices that respect the rules of the class (e.g. rules about sharing and taking turns) ELA 5 The student contributes to group effectivenessIn the early childhood band of development, stude

16、nts have opportunities to:1. ask questions and seek clarification from peers2. play and work with others in pairs or small groups3. make decisions in small groups to achieve common goals4. listen actively when working in groups5. show care for and encourage other members of a group or team7. take tu

17、rns and share equipment in pairs and small groups8. talk about their role in completing a group task.ELA 22 The student understands and values what it means to be a citizen within a democracyIn the early childhood band of development, students have opportunities to understand and learn about:Democra

18、tic features1. their personal rights and responsibilities in familiar contexts (e.g. school, home)2. the key purpose rules have in protecting peoples rights and responsibilities (e.g. in the classroom and in the school) and in supporting the values that help communities live and work together (e.g.

19、understanding, tolerance, respect, being included and including others).3. the concept of fair and unfair rulesIn the early childhood band of development, students have opportunities to:11. make decisions in groups to achieve common goals (e.g. contribute to the development of class rules)TUNING INS

20、trategies and activities to engage all students in the topic, assess prior knowledge, refine further planning and lead into the finding out experiences.ELA 4 The student acts with integrity and regard for othersEC 1, 2, 4ELA 5 The student contributes to group effectivenessEC 2, 3, 4, 5, 7, 8ELA 22 T

21、he student understands and values what it means to be a citizen within a democracyEC 1, 11 Brainstorm and bundle all the rules that students know into categories (e.g. home, school, playground, toilets, in the car, in the community etc.) Add any further rules students come up with for the different

22、categories as the unit progresses.Classroom qualities lead students in a discussion around the types of qualities that make our class a great place to be. Some suggestions might be: cooperation, caring, consideration, respect for others, qualities for group effectiveness (taking turns, working with

23、others) etc. Create class Y-Charts for the different qualities (i.e. What does cooperation: look/sound/feel like in our classroom?)Finish the sentence - Looking at the class rules that have been established, students discuss/write about “this rule. is important to our class because.” “Rules are impo

24、rtant to our class because” Throwing yourself in the deep end establishing the need for rules - Organise students into small groups and provide each group with some equipment (eg. paper, rulers, or balls etc.). Allow 15 to 20 minutes for groups to create and play a game that makes use of the equipme

25、nt provided. When time is up, have a member of each group explain the game the group invented and any rules that they may have had. Lead the discussion into the reasons why rules are necessary.FINDING OUTExperiences to assist students to gather new information about the topic.ELA 4 The student acts

26、with integrity and regard for othersEC 1, 2, 6ELA 5 The student contributes to group effectivenessEC 3ELA 22 The student understands and values what it means to be a citizen within a democracyEC 1, 2, 3, 11 Investigating rules for different places/activities eg. in the computer lab and ask an expert

27、 to find out about rules around the school e.g. janitor, Principal, office manager etc.Find out about the games children play Introduce students to a variety of games that they play/can play. Explore the rules of these games and the importance of following the rules to ensure smooth running of the g

28、ames. HYPERLINK / /Rules Charades Organise students into small cooperative groups. Give each group a class/school rule. Each group must think of a way to present that rule via charades like actions. Give groups time to create their charade and time to practise. Groups show their presentation to one

29、class. Teachers take photos to be used for reflection on what is “happening” in each picture. Students can use photos for writing in their Learning Logs.Interviews and surveys of parents/families what are the rules in your home, in your workplace?Picture books with characters who follow / do not fol

30、low rules. “No David” by David Shannon. Discuss the rules David is breaking at home and school. Are they fair or unfair and why? Why does Davids house need rules for him to follow? Collect images (newspapers/magazines/web etc.) of people following / breaking rules. These will be used in a Sorting Ou

31、t (Get the Picture?) task.SORTING OUTActivities to assist students to process and work with the information and ideas they have gathered about the topic.ELA 4 The student acts with integrity and regard for othersEC 1, 2, 6ELA 5 The student contributes to group effectivenessEC 1, 4, 8ELA 22 The stude

32、nt understands and values what it means to be a citizen within a democracyEC 1, 2, 3, 11 Discuss responsibilities at home and school. Create Venn Diagrams showing differences and similarities between home and school. Encourage students to identify different roles and describe responsibilities teache

33、r and student (My job/Your job) parents job / childrens job. HYPERLINK /graphicorganizer/pdf/venn.pdf /graphicorganizer/pdf/venn.pdfResponsibility collages Create individual collages (using different mediums) to demonstrate individuality and diversity. Include speech bubbles with the stem “My respon

34、sibilities include”Exploring roles and freeze framing - People have different roles in their lives create a “My Roles” cube “I am a (student, child, grandchild, swimmer, friend etc.). Student role play different roles that they have in their lives. (Classroom Connections pg. 68)Graph different roles

35、 students have (grandchildren, swimmers etc.)Investigate and explore rules from other classes in the school through having students visit other classes and interview other student/teachers. Pair up with older students and complete Venn Diagrams Rules in My Classroom / Your Classroom. HYPERLINK /grap

36、hicorganizer/pdf/venn.pdf /graphicorganizer/pdf/venn.pdfGet the Picture? Explore the images collected of people following and breaking rules using prompt questions. (Learning Links pgs. 57-58 and 60) Rules Reflection - How are you going with our class rules? (stop and think reflection activity)Using

37、 each of the class rules students evaluate how they are going with each specific rule rating them selves e.g. I keep my hands and body to myself - always, sometimes, rarely. Design a template for students to use. Sample proforma: HYPERLINK /a_lesson/TM/lp274.shtml /a_lesson/TM/lp274.shtmlGraph the r

38、esults from the how are you going with the rules? activity. Which rules are we upholding? Which rules are we having difficulty following? What can we do to help us in this area (Green Hat Thinking possibilities)? Revise any class rules which students are finding challenging. Use T-Charts to help stu

39、dents identify behaviours that assist in following and breaking the rule.MAKING CONCLUSIONSActivities to pull it all together, to assist students to demonstrate what they have learned and reflect on their learning.ELA 4 The student acts with integrity and regard for othersEC 1, 2, 6ELA 5 The student

40、 contributes to group effectivenessEC 1, 2, 7 ELA 22 The student understands and values what it means to be a citizen within a democracyEC 1, 2, 3 Complete cause and effect charts for different rules e.g. When I make this choice - this happens, e.g. such as when I complete my work, when I dont make

41、my bed. Show me what youve learnt students demonstrate their understandings about what makes a successfully learning community using a pipe cleaner (take photographs of students representation of their learning). Have students articulate their learning and record each statement to go with their phot

42、ograph. Prompt student reflection about working in groups and their contributions to group effectiveness throughout the unit. Make a class book taking photos of students “pretending to break our class rules” compile these photos into a publisher booklet based on the text on “No David!”Finish the sen

43、tence - “Rules are important to our class because”TAKING ACTIONActivities to link theory to practice. To empower students to act on what they have learned and make links to their daily lives.ELA 4 The student acts with integrity and regard for othersEC 2, 6ELA 5 The student contributes to group effe

44、ctivenessEC 3, 4, 5, 8ELA 22 The student understands and values what it means to be a citizen within a democracyEC 1, 2, 3, 11 Set a goal for the future - at school and at home. Record goals in Learning Logs.Class Code of Practice visual display in the classroom for continual reference and reflectio

45、n. Involve students in whole class and small group activities in creating poems/rhymes about class/school rules to help them share them with others. Samples to prompt student thinking and creativity: HYPERLINK http:/www.canteach.ca/elementary/songspoems41.html http:/www.canteach.ca/elementary/songsp

46、oems41.htmlCreate a take home copy of the class Code of Practice (with illustrations) for students to share with family members.RESOURCES Murdoch, K. 1998, Classroom Connections Strategies for Integrated Learning, Eleanor Curtain Publishing, South Yarra. ISBN: 1875327487 Murdoch, K. and Wilson, J. 2

47、004, Little Books of Big Ideas: How to succeed with Creating a Learning Community, Curriculum Corporation, Carlton South. ISBN: 1863667733 Murdoch, K. and Wilson, J. 2004, Learning Links Strategic teaching for the learner-centred classroom, Curriculum Corporation, Carlton South, Victoria. ISBN: 1863

48、66730XShannon, D. 1998, No David, Blue Sky Press ISBN: 0590930028Useful web resources:Bringing Classroom Rules to Life, Responsive Classroom, 2007, Northeast Foundation for Children Inc., viewed 13 November 2007 HYPERLINK /newsletter/15_2NL_1.asp /newsletter/15_2NL_1.aspGames children play, Nieboer

49、G., 2007, Nieboer G, viewed 13 November 2007 HYPERLINK / /Goal setting, Kids Health, 2007, Children, Youth and Womens Health Service, Government of South Australia HYPERLINK /HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=287&id=2368 /HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=287&id=2368Kath Murdoch inq