DAY BOOK Day: 1 Date: 3/9/2013 Lesson The Way We Were

Session: Middle Evaluation Observation of student discussion and ideas. Observation of student level of engagement and contribution to class activities. Student work samples are collected in work book for further assessment of understanding. Quality Teaching Engagement: -Promotion of student ownership which includes student interest and cultural understanding. - Students take the initiative to raise questions, contribute to group tasks and help peers. Connectedness -learning has value and meaning beyond the classroom. -an actual problem/situation or experience is addressed by students.

Time Outcomes Content and activities Resources THE WAY WE HSIE/English Introduction: Read the poem The End by 40 WERE CCS1.2: Minutes A.A. Milne and discuss with students the HSIE and Identifies stages in their lives so far and in the future; Writing Book changes and Questions Baby, Toddler, Preschooler, year 1, Year (Pages- What continuities in do you 6, teenager, Parent and Grandparent. remember? And their own life How Has Short discussion on the different things we What might you and in the Technology may be doing at each stage of life. do in the local Changed? future?) community. Are old fashioned Content: Students will be working in small TS1.4: Talks The End by toys practical? groups; each group will have a sheet with A A Milne about using one of the stages of the timeline. They will describing Purpose of Lesson write down what they expect might be A4 sheets with words in a To introduce happening at this point in our lives. The each stage of description life. (8) students to the class will go through these, listing what they WS1.10: topic. Begin have written. Students will then complete Uses adjectives student the two pages in their workbook What do to give more discussion on you remember? And What might you do in information how technology the future? about nouns has changed. Closure: Students work will be collected and marked. Students will reflect upon this work in future lessons as part of their continuing unit.

Lesson Reflection: Was the instructional objective met? How do I know students learned what was intended? Were the students productively engaged? How do I know? If I had the opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why?

Variation to Lesson: Did I alter my instructional plan as I taught the lesson? Why? What additional assistance, support, and/or resources would have further enhanced this lesson?

DAY BOOK Day: 2 Date: 4/9/2013 Lesson Time The Way We 40 Were Minutes Questions How Has Technology Changed? Are old fashioned toys practical? Purpose of Lesson Students look at what a lifestyle is and identify their own.

Session: Middle Outcomes Content and activities Resources THE WAY HSIE/Englis Introduction: Explain to the students that what WE WERE h people do and how they do it is called their HSIE and SSS1.7: lifestyle. Explain that lifestyles have changed a Writing Book Explains how lot over time, for many different reasons, (Pagespeople and Changing including changes in technology. lifestyles & technologies What do I do) in systems Content: Look at the changing lifestyles page in link to the students work book using the interactive provide white board. Read through with students and White board goods and answer questions together as a class. services to Ask students to brainstorm all of the activities satisfy needs that they do. Using a concept map (what do I do and wants. page), have them categorise these activities into; RS1.5: what I play with; what I eat; how I get from place Interprets and to place; people that I know.
gathers information for an information report

Closure: Students work will be collected and marked. Students will reflect upon this work in future lessons as part of their continuing unit.

Evaluation Observation of student discussion and ideas. Observation of student level of engagement and contribution to class activities. Student work samples are collected in work book for further assessment of understanding.

Quality Teaching Engagement: -Promotion of student ownership which includes student interest and cultural understanding. - Students take the initiative to raise questions, contribute to group tasks and help peers. Connectedness -learning has value and meaning beyond the classroom. -an actual problem/situation or experience is addressed by students

Lesson Reflection: Was the instructional objective met? How do I know students learned what was intended? Were the students productively engaged? How do I know? If I had the opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why?

Variation to Lesson: Did I alter my instructional plan as I taught the lesson? Why? What additional assistance, support, and/or resources would have further enhanced this lesson?

DAY BOOK Day: 3 Date: 10/9/2013 Lesson Time The Way We 40 Were minu tes Questions How Has Technology Changed? Are old fashioned toys practical? Purpose of Lesson Introduce students to the topic of toys and how the technology has changed over time. Outcomes HSIE/English
SSS1.7: Explains how people and technologies in systems link to provide goods and services to satisfy needs and wants. RS1.5: Interprets and gathers information for an information report CCS1.2: Identifies changes and continuities in their own life and in the local community. TS1.4: Talks about using describing words in a description

Session: Middle Content and activities Introduction: discuss what is a toy? Why do we have toys? How would you feel if you didnt have any toys? Have toys changed over time? How? Why? Content: Ask students to brainstorm all of the toys that they have or play with. Develop a wall chart with drawn pictures, advertising material, magazines and so on. Closure: Students work will be collected and marked. Students will reflect upon this work in future lessons as part of their continuing unit. The chart will be displayed on the theme wall in the classroom for the duration of the unit. Resources
White board Cardboard Magazines

Evaluation Observation of student discussion and ideas. Observation of student level of engagement and contribution to class activities. Student work samples are collected in work book for further assessment of understanding.

Quality Teaching Engagement: -Promotion of student ownership which includes student interest and cultural understanding. - Students take the initiative to raise questions, contribute to group tasks and help peers. Connectedness -learning has value and meaning beyond the classroom. -an actual problem/situatio n or experience is addressed by students

Lesson Reflection: Was the instructional objective met? How do I know students learned what was intended? Were the students productively engaged? How do I know? If I had the opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why?

Variation to Lesson: Did I alter my instructional plan as I taught the lesson? Why? What additional assistance, support, and/or resources would have further enhanced this lesson?

DAY BOOK Day: 4 Date: 11/9/2013 Lesson Time The Way We 40 Were minutes Questions How Has Technology Changed? Are old fashioned toys practical? Purpose of Lesson Outcomes HSIE/English

Session: Middle Content and activities Resources Evaluation THE WAY WE Introduction: Explain to students how toys Observation of WERE SSS1.7: Explains have changed over time, show example off student discussion HSIE and Writing how people and the internet. Read through Toys and Games and ideas. Book technologies in of the past. Observation of (Pages- Toys & systems link to games of the Content: Have students construct a simple student level of provide goods and past & Toy survey to ask parents and grandparents or engagement and services to satisfy interview) others in those generations about the toys contribution to needs and wants. that they had when they were children. class activities. RS1.5: Compile the results of this survey on one or Student work White board Interprets and gathers information two seprate charts or use interview sheets samples are for an information (toy interview page 11 The way we were collected in work report booklet) book for further CCS1.2: Identifies Closure: Students work will be collected and assessment of changes and marked. Students will reflect upon this understanding. continuities in their work in future lessons as part of their own life and in the continuing unit. Have students bring in local community. TS1.4: Talks about photographs or actual toys that people they know have kept from the past and old toys using describing words in a of their own. Use these to form a class description museum of toys from the past. Quality Teaching Engagement: -Promotion of student ownership which includes student interest and cultural understanding. - Students take the initiative to raise questions, contribute to group tasks and help peers. Connectedness -learning has value and meaning beyond the classroom. -an actual problem/situation or experience is addressed by students

To have students think and research how technology has changed (toys)

Lesson Reflection: Was the instructional objective met? How do I know students learned what was intended? Were the students productively engaged? How do I know? If I had the opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why?

Variation to Lesson: Did I alter my instructional plan as I taught the lesson? Why? What additional assistance, support, and/or resources would have further enhanced this lesson?

DAY BOOK Day: 5 Date: 17/9/2013 Lesson Time The Way We 40 Were minut es Questions How Has Technology Changed? Are old fashioned toys practical? Purpose of Lesson Outcomes HSIE/English Content and activities Introduction: Discuss the differences between SSS1.7: Explains toys that students play with and toys from the how people and past. Discuss the changes that have taken place. Content: Have students walk through the museum and select a toy from the past to compare with a current toy. Students then compare the two toys using toys-then and now pages from the way we were booklet. Have each student present their findings to a small group. Jointly list which technologies are involved in the toys that the children use today that werent available in the past. Closure: Ask students what has changed? How many toys are similar across generations? What aspects are similar? What do children still play with today that they played with in previous generations? Students work will be collected and marked. Students will reflect upon this work in future lessons as part of their continuing unit. Resources

Session: Middle
THE WAY WE WERE HSIE and Writing Book (Pages- Toys then and now)

To have students think and research how technology has changed (toys)

technologies in systems link to provide goods and services to satisfy needs and wants. RS1.5: Interprets and gathers information for an information report CCS1.2: Identifies changes and continuities in their own life and in the local community.

White board

Evaluation Observation of student discussion and ideas. Observation of student level of engagement and contribution to class activities. Student work samples are collected in work book for further assessment of understanding.

Quality Teaching Engagement: -Promotion of student ownership which includes student interest and cultural understanding. - Students take the initiative to raise questions, contribute to group tasks and help peers. Connectedness -learning has value and meaning beyond the classroom. -an actual problem/situatio n or experience is addressed by students

Lesson Reflection: Was the instructional objective met? How do I know students learned what was intended? Were the students productively engaged? How do I know? If I had the opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why?

Variation to Lesson: Did I alter my instructional plan as I taught the lesson? Why? What additional assistance, support, and/or resources would have further enhanced this lesson?