Lesson+A

** HSIE ** ** CSU2.3 ** Students can explain how shared customs, practices, symbols, languages and traditions in communities can contribute to Australian and community identities. **SSS2.7**: Students are able to describe how and why people use technology to meet their needs and describes the effect of these interactions on people and the environment. |||||| ** Prior organisation: ** * The teacher will have the smartboard display ready to be used. * The internet will be connected (so that the taste website can be easily accessed). * Students workbooks will be on their table (if the extension task is reached). || As a class, look at the Taste Website. || ACTIVITY 2 Explore the "special occasion" sections of the site. There are recipes on there for really obscure celebrations. |||| ACTIVITY 3 What about Australian celebrations? Have a look at the Australia Day/ ANZAC day part of the site. ||
 * ** Stage ** : 2   ** Year ** : 4   ||||||  ** Duration ** : 40 minutes   ||  ** Lesson ** : 1 of 10   ||
 * ** Lesson focus: ** Students will be exploring celebrations, why we have them and what makes them unique. Celebrations can be so varied and yet they all have some similar aspects. Particular focus will be on the food that people eat and make for different celebrations.   ** Links with previous learning: ** Students feel competent and confident enough to do group work. They understand that groups work best when everyone contributes and that everyone needs to show respect and listen to one another.   ||
 * ** Links with other KLAs: **** Creative Arts ** ** VAS2.1 ** Students are able to represent the qualities of experiences (celebrations) and things (food items) that are interesting or beautiful or tasty.
 * ** ENGLISH KLA Outcomes and indicators: **** TS2.1 ** Students communicate in classroom discussions for a variety and range of purposes. **RS2.5** Students can read independently a range of texts on different topics and can justify their interpretation of ideas, information and events.  - Students use the approppriate language to support and encourage others in class discussions.- Students are aware of a few celebrations and can name and describe them- Students understand why celebrations occur- Students can identify some similarities and differences in celebrations  |||||| ** Resources: ** - Smartboard (and smartboard pens)   - Workbooks- Taste website- Youtube website  ||
 * < ** Introduction: ** This is the first lesson of ten lessons on Celebrations. It is important to gage how much the students understand about what celebrations are, why we have them and some examples of celebrations. This can be done by simple questioning. Celebrations usually bring up memories of happy occasions, so most students will be more than willing to offer a story or two of a celebration that they have been involved in (ie. a recent birthday party, dressing up for Halloween etc).  - what makes all these celebrations similar? different? Is there something that they all have in common? Allow the students time to brainstorm and then suggest food. Food is a universally accepted way to celebrate a special/ happy/ sad occasion.  ||
 * ACTIVITY 1
 * ** Extension work? ** At the conclusion of the lesson (time permitting), students can draw a picture of their favourite celebration food and write underneath a short description of what it is, what it tastes like, when it is eaten and who makes it (what, where, who, why). For example, my favourite celebration food is fairy bread. I would draw a colourful picture and describe how my mum used to make it (using super soft butter and bread with no crusts, of course!). ||
 * ** Evidence of Learning / Assessment: ** The teacher will observe the students interacting and putting their hand up to contribute in the class discussion. If time permits and students reach the extension activity, the teacher will be able to see if they understood the task by the work carried out in the student' workbooks.  |||| Reflection:
 * Were students engaged throughout the lesson?
 * Did the students understand what celebrations were by the end of the session?
 * Were they able to name some celebrations?
 * Was it too easy/ too hard for the majority of the students and if so, what could I do next time to alter the task?
 * Did I cater enough for the different learning styles in the group?
 * Was the timing reasonable? ||