MAD Integrated Unit

8/14/2019 MAD Integrated Unit

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MAD Making a Difference in Our Community

Curriculum Focus Major: Health/Social Sciences Minor:Mathematics Level: 4 Duration: Term 4 - 10 weeks

Rich Concepts: Community participation, Relationships, Making a Difference Big Understanding: P


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English: Level 4

Audience awareness and purposeEngages audience and sustains reader attention. Languageuse and writing style enhance the telling. The writer's 'voice'may enter the text and invoke a reaction.Content inclusionStory includes comprehensive elements (i.e., orientation,complication, resolution, and sometimes coda). Clear focus on

and development of specific events, characters, and settings.Coherence: sequencing ideas and linkingStory element sequencing managed well (e.g., effective plotor development of events). Effective linking is evident throughthe use of some linking devices (e.g., conjunctions of time -afterwards, next, meanwhile), which make the story flow.Language resources for achieving the purposeMay use language devices (e.g., figurative language) anddescriptors (e.g., adverbials, adjectives) to engage theaudience and give detail to and develop characters, actions,and settings. Purposeful use of dialogue (where included).Narrative writing will help link to making a difference byidentifying relationships with others. It is also linked toreading - novel study around making connections.Also refer to Reading Plan: Making Connections

Achievement Objectives

English : Level 4

Purposes and audiences

Show an increasing understanding ofhow to shape texts for different

purposes and audiences.

Ideas

Select, develop, and communicateideas on a range of topics.

Structure Organise texts, using a range of

appropriate structures.

Language features Use a range of language features

appropriately, showing an increasingunderstanding of their effects.

SpecificEnglish:

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Major Curriculum Focus:Health/SocialSciences

Make a difference in their localcommunity

Understand how physical changes ofpuberty can impact relationships withothers

Redirect egocentric focus toconsidering the needs of others

understand the positive outcomes ofphilanthropy

Major Curriculum Focus:

Health/Social Science Level 4:

Describe the characteristics ofpubertal change and discuss positiveadjustment strategies

Identify the effects of changingsituations, roles, and responsibilities onrelationships and describe appropriateresponses

Investigate and/or access a range ofcommunity resources that support well-being and evaluate the contributionmade by each to the well-being ofcommunity members

Specify individual responsibilities andtake collective action for the care andsafety of other people in their schooland the wider community

Understand how people participateindividually and collectively in responseto community challenges

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Minor Curriculum Focus:Mathematics/Geometry

understand map skills in an authenticcontext

appreciate relationship between 3Dmodels and 2D plans

Describe 3D shapes using correctlanguage

Minor Curriculum Focus:

Mathematics/Geometry Level 4:

Identify classes of 2D and 3D shapes bytheir geometric properties

Relate 3D models to 2D

representations and vice versa Communicate and interpret locations

and directions, using compassdirections, distances and gridreferences.

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Key Competency: Participating and Contributing

This competency is about being actively involved in communities. Communities includefamily, whnau, and school and those based, for example, on a common interest orculture. They may be drawn together for purposes such as learning, work, celebration, or

recreation. They may be local, national, or global. This competency includes a capacity tocontribute appropriately as a group member, to make connections with others, and tocreate opportunities for others in the group. Students who participate and contribute incommunities have a sense of belonging and the confidence to participate within newcontexts. They understand the importance of balancing rights, roles, and responsibilitiesand of contributing to the quality and sustainability of social, cultural, physical, andeconomic environments.

Values Contribu

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Written Language Specific Learning Outcome Focus:

Level 2 Level 3 Level 4Level 5


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ImpactAttempts to gainaudience interestthrough a variety ofmeans (humour,selected anecdotes,choice of language).

Records thoughts,feelings, and ideasclearly. Showsdeliberate choice ofappropriatelanguage features toenhance writing.

Grammar

Uses mostgrammaticalconventions with

support (correctlyformed sentences,consistent tense andpronouns, subject-verb agreement,correctprepositions).Attempts at morecomplex sentencesmay include errors.

ImpactOften gainsaudience interestthrough a varietyof means (humour,anecdotes, orchoice of

language). Recordsthoughts, feelings,and ideas clearly.Shows deliberatechoice ofappropriatelanguage featuresto enhance writing.

GrammarUses mostgrammaticalconventions

correctly (correctlyformed sentences,consistent tenseand pronouns,subject-verbagreement, correctuse ofprepositions).Writing mayinclude someerrors.

ImpactMaintains audienceinterest through avariety of means(humour,anecdotes, choiceof language).

Records thoughts,feelings, and ideasclearly. Showsdeliberate choiceof appropriatelanguage featuresto enhance writing.

Grammar

Uses mostgrammaticalconventions

accurately(correctly formedsentences,consistent tenseand pronouns,subject-verbagreement, correctuse ofprepositions).

ImpactEngages audienceinterest through avariety of means(humour,anecdotes, choiceof language).

Records thoughts,feelings, and ideasclearly.Demonstrates thedeliberate choice ofappropriatelanguage featuresto enhance writing.

Grammar

Uses the writingconventions of

grammar (e.g.,correctly formedsentences,consistent tenseand pronouns,subject-verbagreement, correctprepositions),spelling, andpunctuation withfew intrusive errors.

Learning Sequence: Health (Pubertal Change):

Specific LearningOutcome

Main Lesson Activity


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identify anddescribe bodychanges associatedwith puberty andhow these differ forindividuals

identify anddescribe bodychanges associatedwith puberty andhow these differ forindividuals

identify anddevelop strategiesto help managechanges that willaffect them duringpuberty

identify effects ofpubertal changeand varioussituations onrelationships anddescribeappropriateresponses

As a class, review any class guidelines that have already been develCreating a Positive Classroom Communityin this series, page 13.) Inencourage the students to describe what makes them feel comfortabcontributing to classroom discussions.

Ask the students what makes a person "male" or "female". Encouragconsider all aspects of a person's appearance, for example, their haitypes and colours of their clothes, and the kinds of jewellery that the

Challenge stereotypes (while being sensitive to the feelings of the stintroduced them) and discuss the students' thoughts about whether hold different ideas about what looks "masculine" and what looks "fe

Ask students to provide words that describe various body parts - recinappropriate terms on large sheet of paper. At the end rip it up andthey will no longer be using these words.

Divide the class into small groups of students who are comfortable wAsk each group to draw the body outline of a student on a large sheegroup then chooses whether their body will be male or female.The stdraw pictures of various internal and external body parts and place tbody outline. They write the names of the body parts and use these group shares their picture with the class.

Question Box Activity

The students could begin to use a question box.

Discuss the following questions with the class:o What does puberty mean?o When does it happen?o Why does it happen?

Similarities and Differences: Boys and Girls during Puberty

The students can brainstorm a range of responses to the question, "Wchanges that happen to people during puberty?" Write all the studenlarge sheet of paper. (Teachers could use an OHT of the picture showDevelopment, to stimulate discussion. They could also refer to the listhat Occur During Puberty, to check that all the major changes have

Prepare a set of cards, each describing one of the pubertal changes that haand make several copies of the set so that each group of students has a ful

Working in groups, the students divide their cards into three categories - of affect boys, changes that affect girls, and changes that occur with both genIt's OK to be You by C. Patterson and L. Quilter, especially pages 11-13, for about "looking different".)

When all their cards are in categories, each group discusses the order in whthose changes usually occur during puberty. Help them to discover that theoften differs from one individual to another.

Inside and Outside

Explain to the students that some sexual organs are on the outside o(genitals) and some are on the inside (internal sexual organs). Referand diagrams in the References, Resources and Contacts section. Wgenitals, it is important to make it clear that people's genital areas mfrom those shown on page 25, for various reasons.

Make an OHT of the Hormone Process. Referring to this OHT, discuss hormoduring puberty. Talk about how many parts of the body become more sensipuberty. Read Babette Cole's Hair in Funny Places to the students.

Group Research
http://www.tki.org.nz/r/health/cia/pos_puberty/pdfs/stages_of_dev.pdfhttp://www.tki.org.nz/r/health/cia/pos_puberty/ourchangbod_e.php#changedurhttp://www.tki.org.nz/r/health/cia/pos_puberty/refresorg_e.php#picshttp://www.tki.org.nz/r/health/cia/pos_puberty/pdfs/m_f_genitals.pdfhttp://www.tki.org.nz/r/health/cia/pos_puberty/pdfs/hormone_pro.pdfhttp://www.tki.org.nz/r/health/cia/pos_puberty/pdfs/hormone_pro.pdfhttp://www.tki.org.nz/r/health/cia/pos_puberty/ourchangbod_e.php#changedurhttp://www.tki.org.nz/r/health/cia/pos_puberty/refresorg_e.php#picshttp://www.tki.org.nz/r/health/cia/pos_puberty/pdfs/m_f_genitals.pdfhttp://www.tki.org.nz/r/health/cia/pos_puberty/pdfs/hormone_pro.pdfhttp://www.tki.org.nz/r/health/cia/pos_puberty/pdfs/stages_of_dev.pdf


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Provide the students with reference materials (for example, Johnson Professional and Education Services' Personal Development Kit). Ovesessions, the students work in groups to research:

o topics such as periods, erections, or wet dreams;o answers to questions from the question box;o answers to questions asked in this session. (Refer to Teacher

The students use "what, who, how, why, where, and when" questions to gui

and to interview people.

Each group presents its findings to the class. The presentation may be a vidpoem, planned interview, or puppet show. It could include pictures or diagrabody parts labelled in appropriate language (4A3).

Puberty Quiz

The quiz could be used as a springboard for discussion. Teachers masupplement the quiz with questions from the class question box.

Questions

Note: The questions marked with an asterisk (*) are necessary if students ameet the second and third suggested learning outcomes above.

1. What can you do to minimise body odour (BO)?2. What can you do to care for your skin when you get pimples?3. Why do you need to be just as careful about washing the genital are

of the body?4. How do you fit the need for extra personal care into your daily and fa5. What are your nutritional needs during puberty?*6. How much sleep do people need during puberty?7. Why is it important to maintain regular exercise during puberty?*8. How often should you change your underwear and socks?9. Is there a good time to start shaving? If so, when is it?

10. What are the cleaning routines for uncircumcised penises?11. How often should you wash your hair?12. How do girls decide what to use when they have their period?13. When you are menstruating, how do you clean, or dispose of, used t

tampons?14. What do you do if you get an erection in a public place?

Read class an appropriate story about changes and interactions in tof young people their age (for example, Norman Bilbrough's "ValentMcKinnon's "Hiria's Heartache"). What kinds of relationships were theWhat changes were there in the relationships?

Lesson Sequence: Health and Social Sciences

Specific LearningOutcomes

Main Lesson ActivityAssessmentOpportunity

formulatecollective

Discuss the big understanding:Philanthropy is key to creating

Complete bookletand post all
http://www.tki.org.nz/r/health/cia/pos_puberty/quiz_e.phphttp://www.tki.org.nz/r/health/cia/pos_puberty/quiz_e.phphttp://www.tki.org.nz/r/health/cia/pos_puberty/quiz_e.phphttp://www.tki.org.nz/r/health/cia/pos_puberty/quiz_e.php


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action inresponse to a

communityneed orchallenge

identify severallocalcommunityprojects anddescribe theirpurpose

evaluate thecontributions ofa communityproject on the

localcommunity

responsible, actively involvedcitizens. What do these wordsmean? Why?

Introduce Kiwis for KenyaProject. Discuss the purpose ofthe project, who benefits andhow we could continue to

support the project. As a classevaluate the contribution of theproject and suggestimprovements.

Recreate a project outcome andidentify 3 success criteria forthe success of the project.

Introduce MAD (Making aDifference) Project. Discussimplications and intentions ofproject. Decide on format andhow project will be assessed.Create a rubric outlining the

assessment criteria. Students continue to work

through activities outlinedbelow (MAD Project). They mustregularly reflect on their projectand meet with the teacher todiscuss progress.

activities listedbelow on wiki.Evaluate againstrubric.

MAD Project

Making a Difference in Our Community

Name:________________

Other Group Members:

____________________________________

Wiki/BlogAddress:________________________________

_______


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Task A: Local Community Project

Identify a local community project that interests you. Write a report andevaluate the effectiveness of the project. To do this you must identifythe need that the project addresses and the outcomes the project has

identified. Explain who set the project up and how they went about it.Describe the project and the target group of the project.

Project Name:_____________________________________________

Need behind project:

Project Outcomes:

Attach a copy of your report on the project and its effectiveness.

MILESTONE 1: Post a reflection of this task onyour blog/wiki. Present the completed reportand reflection to the teacher.

Task B: MAD Project

The purpose of this project is to make a difference (MAD) in your localcommunity. Follow the steps below ensuring you complete everymilestone required. At least one reflection MUST be a video reflection.

Step 1:


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Choose an area of interest e.g. Dance, Computers, Animals, Maths etcand think about how this could benefit your community.

My interests are: ___________________________________

How could this help my community?

Step 2:

Determine whether anyone else has shared interests. You may now forma group of up to 4 people or continue alone. You must now develop yourfocus and ask an open-ended question e.g. What can be done? How canwe support?

Focus Question:

MILESTONE 2: Reflect on steps 1 and 2. Meetwith the teacher to discuss ideas and outcomes.

Step 3:

Brainstorm ideas on your project below:

Step 4:

Identify the need your project will address:


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Step 5:

Identify the outcome you would like to achieve:

Step 6:

Identify 3 success criteria so you will know when you have achieved youroutcome:

Milestone 3: post a reflection on developingyour outcomes and success criteria. Meet withthe teacher before progressing.


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Step 7:

Research and complete the following information. You must record thesources of information as you go.

Timeline:

Using http://www.timetoast.com show a timeline of events/ goals/milestones/ tasks that must be achieved in order to complete theproject. You must embed this in your wiki.

Budget:

Using a spreadsheet you must calculate all required costs of the project(if any) include rent and time. Put a copy of this on the wiki.

Resources:

List all of the resources required all equipment, people, and locations.

MILESTONE 4: Complete a reflection of step 7

tasks. Check in with teacher.

Step 8:

Present your project to your peers and/or local community as amultimedia presentation or seminar.

Step 9:

Consider viability of project. Is it possible to actually carry out yourproject? If so, what assistance do you need?
http://www.timetoast.com/http://www.timetoast.com/


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Step 10:

Ensure all activities and reflections and your presentation is on thewiki/blog you created to support your project.

Milestone 5: reflect on the entire process andevaluate against outcomes - share with teacher.

Lesson Sequence: NarrativeWriting/Mathematics

Specific LearningOutcome

Main Lesson ActivityAssessmentOpportunity

Maintainaudienceinterest througha variety ofmeans (humour,anecdotes,choice oflanguage).

Show deliberatechoice ofappropriatelanguagefeatures toenhancewriting.

Use mostgrammaticalconventionsaccurately(correctlyformedsentences,consistent tenseand pronouns,

Focus: Shared Reading andWriting

Read and assess shortdescriptions of an incidentwritten by 2 children(9a-d).Discuss effective and lesseffective features. Set a freshimaginary incident to describe

succinctly. Share. Analyse andannotate characterdescription(10a-d). Createweb to support charactercreation(11). Discuss keyfeatures of effective characterdescription(12a-d). Think ofan imaginary character, writedescription. Introducestudents to Show vs. Tell

Focus: Shared reading andwriting

Analyse and annotate thebeginning of an actionstory(13a-b). Demonstratewriting the rest of the setting.Discuss key features ofeffective settings. Chose asetting and compose own

Students begin byusing a piece ofwriting andleveling 'impact'and 'grammar'using curriculumexemplars.

Refer characterhistories to


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subject-verbagreement,correct use ofprepositions).

describerelationships

between twocharacters andtheir responseto a situation

write anarrative thatincludesreferences to amap for ourlocal primaryschool kids to

encouragereading (MAD)

Name 3dimensionalobjects

Understand theproperties ofshapes

Draw 2D plansand create 3Dmodels to

represent them describe

compassdirections andgrid referencesto refer to amap of setting

story opening based on aneffective setting. Analyse andannotate the beginning of anaction story and discuss keyfeatures of an effectiveopening. Write an openingand share with peer.

Focus: Opening: introducingcharacters

Tell children will be writing anadventure story. Remind ofnarrative structure:orientation, problem, reaction,resolution and conclusion.Discuss openings show TheSubtle Knife by Phillip

Pullman. Show Macs ShortAdventure. How does theauthor portray character?Begin a list of criteria foreffective characterisation.Children read a number ofopenings and discuss. Think oftopic.

Focus: Relationships betweencharacters

Select two major characters,

write down personality traitsof both. Think carefully abouthow the characters get onwith each other. Write a shortstory about something thathas happened between thecharacters in the past (thinkof something interesting thatmay have happened to youand elaborate and create adynamic between yourcharacters). Share.

Focus: Build-Up: establishingsetting

Show planning frame.Demonstrate writing anopening by introducingcharacters, establishingsetting and getting plotmoving quickly. Look anddiscuss examples. Chn share

exemplars - havethe studentsthough t carefullyabout impact andgrammar?

Test students ontheirunderstanding ofthe properties of

shapes.

Evaluate whethernarrative meetsrequirements.Final assessmentof narrativeagainstexemplars.


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with partner their idea for astory. The chn decide on theopening they are going to useand write one or twoparagraphs to start story.Remember to give idea ofsetting and character. Sharework with partner. Create achecklist for build-up.Focus: Setting

Decide on a major 'setting' foryour story. e.g an island or avillage. Draw a detailed mapshowing grid references andthe compass directions.Ensure that you refer back to

this map throughout yourstory e.g. Hans headed in anorth-west direction towardsthe large palm or Emilyconsulted the map; E2; thatmust be where the treasurehunt began etc.

Focus: Geometric shapes.

As a class discuss a range of 3Dobjects and how to describethese. Refer to sites on wiki topractice discussing properties ofshapes. With a partner create a2D net and challenge to create 3Dmodel. Choose a building or objectfrom your story. Create a 2D netof the object then create a 3Dmodel of the object to accompanyyour finished narrative.

Focus: Dilemma

Working in pairs to analysedilemma of a range of storiesand contribute to a checklistfor problem or dilemma. Workindividually to create adilemma for story by applyingchecklist. Check work againstchecklist.


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Focus: Reactionevents

Working in pairs to analysereaction of characters from arange of stories and

contribute to a checklist forreactions. Work individually tocreate a reaction for story byapplying checklist. Check workagainst checklist.

Focus: Resolution andconclusion

Working in pairs to analyseresolutions and conclusions ofa range of stories andcontribute to a checklist forresolution and endings. Workindividually to create aconclusion for story byapplying checklist. Check workagainst checklist

Copy of Student Checklists:

Written Language: Narratives

Task (what we are doing): You will write an imaginative story that will encourage reluctant readers using

the conventions of narratives and the writing process

Objectives (how do we will do it):

maintain audience interest through a variety of means (humour, anecdotes, choice of language).

show deliberate choice of appropriate language features to enhance writing.

use most grammatical conventions accurately (correctly formed sentences, consistent tense and

pronouns, subject-verb agreement, correct use of prepositions).

describe relationships between two characters and their response to a situation


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Purpose (why we are doing it): to learn what great writing is and to encourage reluctant readers to read.

Narrative Checklist:

Orientation (first paragraph) use 7 servants

Complication or problem usually involves main character

Resolution how the problem has been solved

Conclusion a final concluding statement

Theme a clear message

Strong active verbs are used

First person (I, we) or third person (she, he, they)Past tense used

Specific nouns (e.g. oak instead of tree)

Precise adjectives and adverbs are used

Uses the senses (eyes, ears, nose, mouth, touch)

Variety of sentence beginnings are used

It has impact on the reader. The personal voice of writer is heard

Language features such as similes, metaphors, personification and onomatopoeia are

used

MAD Integrated Unit

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