Coming Together

An Integrated M.E.C Unit

Holly Waanders - 22708847

Table of Contents
COMING TOGETHER ......................................................................................................................... 3 JUSTIFICATION .................................................................................................................................. 4 UNIT PLAN ........................................................................................................................................... 6 LESSON 1- ......................................................................................................................................................... 8 LESSON 2- ......................................................................................................................................................... 9 LESSON 3 .........................................................................................................................................................10 LESSON 4 .........................................................................................................................................................12 REFLECTION ..................................................................................................................................... 14 PEER ASSESSMENT ......................................................................................................................... 15 REFERENCES ..................................................................................................................................... 16

Coming Together
I am currently placed in a grade 3 class and have been told numerous times over my placement that grade 3 is a fairly difficult class to teach. The reason for this is said to be that students around the age of eight and nine are at a point in their life were they are trying to figure out who they are and where they belong in the world. My current placement school has a majority of students from high socioeconomic backgrounds and has a reputation for being an expensive private school. Though I have to keep in mind that the area in which my placement school is situated has a lot of families from low socioeconomic backgrounds. I have taken this into consideration when planning my unit and hope to cater for not only students from high socioeconomic backgrounds but also for those from low socioeconomic backgrounds. This is due to the understanding that all of us at one point in our lives struggle with issue in regards to health no matter what background, culture or socioeconomic background. I have created a Community based unit that focuses on bringing students together with the wider community to address community health issues such as bullying, mental health (such as stress, anxiety & depression) and pollution and sustainability.

Justification
Community is the M.E.C topic that I have chosen to base my unit plan on. I will be paying particular attention to the health issues in the community that effect the lives of students from both low and high socioeconomic backgrounds. My Unit, entitled Coming Together focuses on educating students about the health issues within their community. There is a strong understanding that a link between school and community has the ability to promote positive environmental change (Chodkiewicz and Flowers, 2009). It aims to address these issues and help student who may be struggling in school to find their identity and develop their own values and beliefs. If students are facing issues either at home or in school such as bullying, that are having a dramatic affect on their quality of life this becomes a community health issue. It is extremely important for students to be aware that they are not alone and that if we come together as a school and a community we can promote positive change in our lives and the lives of others. Gale and Densmore (2000) wrote that a democratic education must be concerned with developing the understandings required for individuals to be involved in determining their actions, place and the conditions of society. It is incredibly important for students to understand that schools and their wider communities are made of a range of different cultures and diversities. There are always a diverse range of families and cultures found within any school, though not always does the curriculum allow us to reach each ethnicity gender and class within the school. The curriculum needs to reach the diversity of all students, a voice needs to be given to those groups who traditionally do not succeed in education (Lauder, 1991, p. 17). In order to ensure that no student is left behind and is given the same opportunity as his/her peers, teachers need to start developing units of work that integrate more than one subject and allow students to connect their learning to the outside world. When students leave school for the day it is important that they can use the information they gathered in school and apply it to their every day activities. Beames et al (2012) states that the curriculum, unit plans and lessons should directly reflect the interdisciplinary nature of the real world. The purpose of this unit can be explained by Lowenstein, Martusewicz and Voelker as they state Community-based learning within an EcoJustice Education framework thus engages students in (1) identifying serious problems in their communities, (2) analyzing the roots of those problems in larger socio-economic and cultural system, and (3) creating localized, healthy relationships with mentors and with each other in the context of our immediate ecosystems (2010). My hopes for this unit is that students begin to understand the issues of physical and mental health within their community and are able to understand the impact that these issues have on our environment and community. Education 4

of acceptance, understanding and identity are become increasingly important as we are beginning to see first hand the disastrous effects that ignorance and consumerism is having on us as a society.

Unit Plan
Unit Name: Coming Together Grade Level: 3 AusVELS level: 3 Number of Lessons: 4 M.E.C topic: Community Overview of Integrated Unit This unit aims at educating students in the areas of community health. Over four lesson students will cover a number of topics that are structured around a community. They will also be involved in many activities that integrate more than one subject area. During this unit students will be based inside and outside of the classroom where they will have the opportunity to build personal connections to the wider community. Lessons Helping hand - Students begin to explore the idea of helping others is helping ourselves. Smith and Sobel (2002) believe that by connecting students to the wider community, place-based education helps individuals experience the value they hold for others. Marvellous Me! - This lesson is about discovering what makes us unique and understanding physical and mental growth. Waite and Pratt (2011) state that different attitudes are shown towards seemingly identical sets of resources and places, which makes personalisation in learning important. Spirit Animals Exploring the positives about their personality and getting students to acknowledge the positives in each other. Students also discover the importance of not only caring for other people but also looking after plants and wildlife. Cooke (2010) explains that it is not only a childs social or human environment that shapes their health and wellbeing but also the physical, geographical, built and natural environments. Excursion- getting students out of the classroom and practicing the skills they have required over the previous lessons. Students have the chance to become active citizens and Beames et al (2012) suggests that taking students outside of the classroom holds different challenges and opportunities for responsible learners to flourish. Knowledge and the Curriculum As students work towards the achievement of Level 3 standards, they develop their understanding of the local community. Students explore how the school and community contribute to the health of its members, both through the impact of its physical and social environments and through the services and facilities it provides (VCAA, 2012). This is a guideline for students prior knowledge and also where they will be taking this knowledge to reach the end of AusVELS level 3. Teaching Strategies Personal experience- much of this unit will focus on the students personal experiences and how they can use these experiences within the classroom to aid and facilitate learning. 6

Environment- getting students outdoors and into their environment stimulate learning on another level. It helps students put their learning into prospective and give them a purpose for their learning. Assessment At the end of each lesson students will provide a piece of work that will show their current level of understanding. These pieces of work can be used to compare and contrast to determine growth over the unit. Anecdotal- notes throughout the lesson on each student to refer back to for report writing. Observation and Questioning- usually during the introduction of a lesson to see what the child already knows. Teaching Resources IWB- interactive white board Art supplies, such as paint, textas and cardboard iPad cameras Newspapers and Magazines Permission Forms Access to the internet or library for research

Lesson Plans
Lesson 1- Helping Hand
Objective Discovering that helping others is rewarding, promotes positivity and helps us to feel good about ourselves. Introduction Students will begin by having a class discussion and brainstorming ideas about helping others. They will list a number of feelings that they get when they help out their family, friends and neighbours. What kind of things do you do for them and for your school? Pick up rubbish in the yard or in your street? Look after property that isn't yours such as books or technological devices? Brainstorm some random acts of kindness (RAK) that you think might make your friends, family or neighbours life a little easier or happier. Eg- helping mum with the groceries, or with dinner, asking your mum to come with you to check on the elderly neighbour down the road. Activity Based outside, students will take pictures of themselves with either iPads or cameras re-enacting a RAK that they spoke about earlier. They will have to use their imagination and acting skills to make sure the audience knows exactly what the random act is. Student will import these photos into a word document and accompany them with a story about their RAK explaining why it is important to help others in their school, home and community. Assessment During the introductory part of the lesson students have the chance to show us what they already understand about the lesson topic. It is important to use this information to determine the growth of the students from the beginning till the end of the lesson. Students will also provide a hard copy of their work, which will include a piece of writing accompanied by a photograph. This will give teachers the opportunity to see if student can successfully use the technology they were provided with and produce a piece of work that is of AusVELS level 3 standard. Resources iPads, Computer or Laptop, Interactive whiteboard AusVELS- Domains and Codes English, ICT, Humanities- History ACELY1685, ACELT1791, ACHHS071

Lesson 2- Marvellous ME!

Objective For students to understand their own physical and mental growth. People are very different and we are constantly growing so it is important to remember to be kind and accepting of others. Introduction Get students to think about the things they used to like as preps or even grade twos. What has changed? Talk in pairs. Activity: Students create boxes that feature all the things that make them an individual. They can include their favourite books, C.Ds, photos of their family, equipment from hobbies such as tennis balls or ballet trophies. Students should also be incorporating diary entries and pieces of work they complete that they are proud of. Over the year students will continue to fill these boxes with anything they feel represents them. At the end of the year students will share what they have gathered. This will show not only physical growth but also mental growth as students may see that they do not identify with items in their box anymore. Assessment Assessment can be completed in a number of formal and informal ways. The diary entries can be assessed to understand the level of writing and grammar that each student is working at. At the beginning of the lesson we have the chance to discover what students already understand about their personal, physical and social growth. Asking questions that help facilitate students helps us to depict where each student is at the beginning of the lesson. We can then compare this level to the level students appear to be at during the end of the lesson. Recourses Box or storage department, magazines, newspaper, colour cardboard, textas, other art supplies teachers may feel are necessary. AusVELS- Domains and Codes Physical Education- Growth, English, Humanities (history)- finding about what makes them special and their identity, Thinking Processors, Languages, The Arts. ACHHK060, ACELT1601, ACHHK061, ACELY1683, ACELY1685

Lesson 3- My Spirit Animal

Objective Students will have the chance to discover what the world will be like when they grow up in regards to wildlife and ecosystems. Students will uncover the disastrous effects that issues such as pollution, poaching and consumerism have on our wildlife and natural ecosystems. Introduction Students have had the opportunity to discover ideas about themselves in previous lessons. Now students will have the chance to develop these ideas further and link them to important issues in not only their community but also nationally and globally. Ask students to have a moment to themselves and think about their personality. Then ask them to pair up and talk with their peers about some of the qualities they recognise in their partner. Perhaps one child describes the other as brave and courageous and other describes their partner as happy and kind. Give students a list of adjectives to help them determine words to describe their partner. Once students have been provide with some words to describe their personality ask them think of an animal that also shares these qualities. This is their spirit animal. Activity Students will be asked to go off and research their animal. Paying particular attention to habitat, what food they eat and whether humans use their meat fur or special features (tusks, skin etc). Is their spirit animal on the endangered species list? Student need to also understand that there are many different species of the same animal such as sharks, Rhino and tigers. If a student has chosen for example a Rhino to be their spirit animal they will soon discover that a type of Rhino has just recently gone extinct. Within their research students will have to answer a specific number of questions. Such as; Is their spirit animal on the endangered species list? What effect do humans have on the lives of your spirit animal? Will your spirit animal be around by the time you are an adult? How can we help sustain the lives of our sprit animals to ensure that they dont go extinct? Are there any places such as conservations where people protect your spirit animal? Why is it important for humans to respect animals as much as we respect each other? Assessment With these questions students will create a poster that explores the impact that humans have on the lives of animals and their habitat. They will research way to prevent these issues and explore ways that they as individuals can change negative outcomes. Students will be assessed on their ability to provide substantial information in regards to sustainable wildlife through the use of conservations. They will also be assessed on the writing and literacy skills they 10

show

on

their

poster.

Resources Access to the Internet, information books from library, cardboard paper, textas and other art supplies deemed necessary. AusVELS- Domains and Codes Civics and Citizenship- community, school- and/or home-based projects designed to protect and care for the natural and built environment and promote the sustainable management of resources that they use. English, Science, Humanities and Information Technology (IT) ACSHE051, ACELY1685, ACELY1676, ACELT1599.

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Lesson 4- Excursion
Objective- Students will finally have the chance to experience community health outside of the classroom. They will witness first hand people that devote their time to caring for others in need. Many students will also see how the elderly have been affected by physical and mental illness and ways that they can help and offer support. Introduction Students have had the opportunity to explore the notion of identity and acceptance of themselves and others. They have also had the chance to further this understanding in regards to nature and wildlife. Students will now get first hand experience of understanding what it means to respect and care for those who are sick, elderly or unable to look after themselves. Start the lesson by asking students if know anyone who lives in a nursing home. Perhaps their grandparents or a previous neighbour they were close with. Or maybe they know someone that works at a nursing home. Remind students that they have had the chance to think of some R.A.K in their first lesson. They have also started to understand how people can be good at or like different things as all their Marvelous Me boxes will be very different. Finally they know their strengths and qualities from the Spirit Animal lesson. Activity Whilst visiting the nearest nursing home students will use the knowledge they have gathered over the 3 lessons prior to the excursion. Students will get the chance to put this classroom learning into real life perspective. When at the nursing home students will pair up with an elderly person and share with them what they have learnt about health issue in the community. These will include: Students talking about their chosen R.A.K and reading aloud their story they wrote. Students should talk about how a R.A.K can help to brighten up someone elses day and how caring about someone can help people who may be struggling with a mental illness such as depression or distress. Students having the chance to talk about what makes them an individual and some of the items they have put in their Marvelous Me box. Perhaps they may want to read some of their diary entries but it is not necessary if the student feels they are too personal. Finally, students will get the chance to act out their spirit animal. They will have the chance to move around and express themselves in a way that helps students feel free in their learning. Student may also want to share some of the facts they learnt about spirit animal and some of the positive things humans are doing to help out their spirit animal. Assessment Students will make up a list of questions that they want to ask their elderly partner prior to the excursion. They will then interview their elderly partner and seek answers to their questions. Teachers will be able to assess the learning levels of the unit topic in regards to what questions students come up with. Questions shouldnt be too invasive and should reflect their understanding of 12

respect and acceptance of others. Finally students will use the information they have gathered and produce a piece of written work. The information can be typed up in a word document, or made in to a poster or even recorded on an iPad. This should be left up to the student to choose how they wish to present their work. Resources Signed permission forms from each child, iPads, paper and pencils, a bag with students lunch, water and any medication they need. AusVELS- Domains and Codes Humanities, science, Health and P.E, Civics and Citizenship, English, Information Technology ACSHE051, ACHHK060, ACELA1478, ACELY1682, ACELY1677

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Reflection
Peer assessment is a tool that I would like to use in my future classroom, so getting the opportunity to share my ideas with my classmates was a great way for me to further my learning of M.E.C. I have learnt that listening to others and accepting their opinions opens the door to gaining a new perspective on teaching and learning. Peer assessment can contribute to the students active participation and reflection on the learning process by questioning the learning of their peers (Yurdabakan, 2009, p 157). There is an understanding that teaching and learning is moving away from the idea that students can be injected with knowledge and rather students need to have an active role in learning. Mackay (1998) articulates that when individuals interpret a message they have the ability to create an individual connection. It isnt a question of what meanings are derived from these messages but more so what is influencing the individual responses to these messages such as personal experiences. With the understanding that individuals process information and learn in a multitude of ways it becomes obvious as to why peer assessment and reflection is not only a useful learning tool but also incredibly important for mental and social growth. Before coming into class for peer assessment I was aware that I still had a fair amount of work I needed to do for my unit. Though I was keen to get some early feedback on the work I had already completed. I was given great feedback in regards to the lessons I had already created and my peers took a lot from the unit plan I had designed. They noted that my unit plan was clear and concise though I needed to work on some aspects within such as assessment tools. They gave me some great suggestions that I have included in my unit plan such as informal assessment questions and anecdotal notes. I was able to fully appreciate the importance of using a range of assessment tools within my unit to ensure learning is taking place. I really enjoyed the suggestion of having an excursion within my unit. This is a great way to conclude the unit and to reiterate to students the importance of the unit message. My peers suggested that a way to connect classroom learning and community would be to take the students out to the local nursing home. And excursion to a nursing home encourages students to take on the role of the teacher and to seek answers to their questions and take responsibility for their learning. One of the main pieces of constructive criticism that I received was my lack of references. Though I was aware prior to the feedback that I needed to work on my reference list I have definitely taken these comments on board to ensure that I have used enough evidence to support my unit. Overall the peer assessment is a great tool to use to help us learn of each other and use our personal and social experiences to further our knowledge of teaching and learning strategies involved in Movement, Environment and Community.

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Peer Assessment
EDF 2303 ASSIGNMENT 2 NAME OF STUDENT: Holly Waanders
Assessment Criteria
Justification of MEC topic

S/U* S

Presentation of work (please provide thorough comments in ALL boxes) Holly needs to include references about her chosen topicommunity within her justification Her justification needs some further development. She could go into more detail regarding her M.E.C topic. Hollys unit plan is set out very well. It is clear and easy to follow. She needs to develop her assessment strategies to cater for all students. Holly makes god links to AusVELS using specific codes. Holly needs to include various; links to unit readings. She could include an excursion to the outside community. E.g visiting a nursing home. This will connect the classroom to the community Holly has listed some resources but this needs further development as she develops lessons more extensively. Holly hasnt fully completed her references list; this will need further attention.

Quality of learning activities (learning environments) Inclusion of readings, textbook, VELS, excursion References and resources recorded

1. Each student will have 10 minutes to present his or her work (lecturer/tutor will time-keep). 2. At the conclusion of the presentation the group will have 5 minutes for clarification/questions to the presenter. 3. Tutorial group will provide written feedback to assist the development of work. 4. Each student to submit feedback sheet as appendix to Assignment 2. *Satisfactory/Unsatisfactory

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References
Beames, S., Higgens, P. & Nicol, R. (2012). Learning outside the classroom: Theory and guidelines for practice. Retrieved from http://reader.eblib.com.au.ezproxy.lib.monash.edu.au/(S(h414nuagy3sbyjt1ssnf23j 0))/Reader.aspx?p=957269&o=90&u=xwWUaysDKHg%3d&t=1367810285&h=305 EC61346C7F3EDC39AAE2595A840857908FFCF&s=8497066&ut=233&pg=13&r=i mg&c=-1&pat=n Chodkiewicz, A., & Flowers, R. (2009) Local communities and schools tackling sustainability and climate change, Australian Journal of Environmental Education, 25 (1) p75. Retrieved from http://go.galegroup.com.ezproxy.lib.monash.edu.au/ps/i.do?action=interpret&id=G ALE%7CA219003768&v=2.1&u=monash&it=r&p=AONE&sw=w&authCount=1 Cooke, S. (2010). Healthy and Sustainable Environments for children and communities In S, Cooke, Young Children and the Environment. Retrieved from http://images.lib.monash.edu.au/edf4321/04129883.pdf Gale, T., & Densmore, K. (2000). Getting a good education: From whose Perspective? In T. Gale & K. Densmore, Just Schooling: Explorations in the Cultural Politics of Teaching, Chapter 5, pp. 74-89, Buckingham: Open University Press. Lauder, H. (1991) Education, Democracy and the Economy, British Journal of Sociology of Education, 12 (4), p. 17. Lowenstein, E., Martusewicz, A. & Voelker, L. (2010) Developing Teachers' Capacity for EcoJustice Education and Community-Based Learning, Teaching Education Quarterly, 37 (4), p. 99-118. Retrived from http://search.proquest.com.ezproxy.lib.monash.edu.au/docview/791909048 Mackay, H. (1998). The Injection Myth in H, Mackay, The Good Listener: Better Relationships through better communication. Sydney: Pan Macmillan Publishers. Smith, G. & Sobel, D. (2010) Place and Community based Education in Schools. New York: Taylor and Francis. Waite, S. & Pratt, N. (2011). Children Learning Outside the Classroom from Birth till Eleven. Retrived from http://images.lib.monash.edu.au/edf2303/04208640.pdf Yurdabakan, I, (2009) The investigation of peer assessment in primary school cooperative learning groups with respect to gender, 39 (2), p 153-169. Retrived from http://www.handsonict.com/sciencet/files/peer_learning.pdf Victorian Curriculum and Assessment Authority. (2012) AusVELS. Retrieved from http://ausvels.vcaa.vic.edu.au/Level2?layout=1&d=E

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