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St. Andrew´s Scots School YEAR 4 - PROJECT

Values Matter Stage 1 - Desired Results Established Goals: 

To become critical readers and thinkers.

To work collaboratively in groups.

To develop strong moral values and become better members of our community.


Essential Question(s):  What is friendship?

 Strong



healthy to







 How do you know who your friends are?  Does friendship last forever?


 What is the relationship of man and his  One person makes a difference.

Students will know... (content):  Abstract nouns (related to values).

 Survey designs – (in Google forms).

values? How does it affect us all?

Students will be able to... (skills): 

 Reading and extracting information from charts and graphs.

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 Collaborative documents (Google docs).  Language used in Commenting or

posting on Blogs. 

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Describe Characters in a story (their traits, their motivations and feelings) and explain how their actions contribute to the sequence of events. Distinguish points of view. Accessing information efficiently and effectively, evaluating information critically and competently, and using information accurately and creatively for the issue or problem at hand. Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Ask and answer questions to demonstrate understanding of a text, referring to the text as a basis for the answers. Determine the meaning of words and phrases in a text relevant to a topic or subject area. Compare and contrast the most important points and key details presented in two texts on the same topic. Engage effectively in a range of

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collaborative discussions with diverse partners on topics and texts, building on others’ ideas and expressing their own clearly. Come to discussions prepared having read or studied the required material. Follow agreed-upon rules for discussions Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. Explain ideas and understanding in light of the discussion. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Demonstrating originality and inventiveness in work. Developing, implementing and communicating new ideas to others. Being open and responsive to new and diverse perspectives. Acting on creative ideas to make a tangible and useful contribution. Exercising sound reasoning in understanding. Making complex choices and decisions. Understanding the interconnections among systems. Framing, analyzing and synthesizing information in order to solve problems and answer questions. Using technology as a tool to research, organize, evaluate and communicate information Understanding of the ethical/legal issues surrounding the access and use of information.

Stage 2 – Assessment Evidence Culminating Performance: Write a year 4 Mission Statement

Other Evidence:  Play script scenes and dramatisation  Blogging  Design survey  Survey Results Posters  Logo designs  Activities designed for lower forms

Stage 3 – Learning Plan Learning Activities: STAGE 1 1. PSE - Building a classroom Puzzle. A Picture is cut out in puzzle pieces. Students each get a piece where they write information about themselves. Then they try to build it to discover the shape. Students discuss how they were able to do it, what the picture and puzzle represent as well as what the aim of the activity was. 2. VALUES BLOG - Students discuss the pros and cons of internet information sharing. They will analyze the risks and build a class Glogster poster with tips to remember about how to post blog comments. 3. Discuss First impressions after reading “Silver”: “How does the runt of the litter change?” + Then watch video: Susan Boyle’s first audition in Britain’s got Talent + Discuss Values: Respect, Acceptance, Comfort, Cordiality, Diversity. 4. PSE – Song: “Don’t laugh at me” song video by Peter, Paul and Mary. Students predict the order of the stanzas of the song. Then they focus on different stanzas and discuss its meaning + Discuss Values: Respect, Acceptance, Comfort, Cordiality, Diversity, Friendliness, Empathy and Belonging. 5. “Charlotte´s Web” discussion on friendship. How does the relationship change between the two main characters of the story? + PSE – Song: “You’ve got a friend” by Carole King. Students listen to the song and follow the lyrics. Then each group of students will have to dramatise a stanza of the song + Discuss Values of: Friendliness, Dependability, Solidarity, Thoughtfulness, Empathy, Helpfulness, Giving, and Loyalty. 6. P.S.E - Focus on communication skills. Scarecrow activity. While carrying out the activity the students will focus on the following question: “What do we need in order to maintain a conversation?” Students work in pairs. Each student is given a farm setting and 5 scarecrows. They sit on opposite sides of a desk and block each other’s view. One of them places the scarecrows in a certain order and reports to the other who needs to listen attentively to place them in the exact same order. 7. PSE – Song: “Listen” by Beyonce + Focus on communications skills. Write down conclusions. Discuss Values of: Calmness, Control, Respect, Reflection, Learning, Sharing. + ASSEMBLY and Blog post: Introduce Minkai group + make friendship bracelets to send to the children in Tucumán we will be discussing values with. 8. PSE – Song: “Beautiful” by Christina Aguilera (Glee version) + Discuss Values of: Affection, Appreciation, Care, Confidence, and Modesty. 9. Literacy - “Some kid” web (literacy). Students prepare webs for a classmate. + Discuss Values of:

Belonging, Family, Loyalty, Reliability, Trust, and Affection. 10. PSE – Students will read some famous quotes and sayings about friendship (e.g. Frances Ward Weller: “A friend can tell you things you don't want to tell yourself” , Kayla: “A true friend sticks with

you through thick and thin no matter what”, Unknown: “A friend is someone who knows the song in your heart and can sing it back to you when you have forgotten the words” , Danish proverb: “A road to a friend's house is never long”). They will then discuss which values they find in friendship? ________________________________________________________________________________

STAGE 2 11. PSE - “What does the school expect from you in terms of values?” 12. Students are split into five groups. They will be given a script based on the story: “Charlotte´s Web”. They will be asked to identify the value represented in the script and explain why they believe it is that value. Once they have achieved this, children will be asked to perform the role play as well as communicate their ideas to the rest of the group about the value being represented. Their work will be recorded as a video and published in their blog. 13. Students will be working in research teams and will have to extract and record significant phrases and information about values previously presented and discussed. As a group they decide 5 key phrases which they believe embodies the meaning of each core value. They children in Palomino will do the same activity and conclusions will be shared! Individually, the children will continue by expressing their own thoughts on each value and writing them down in a Values Matter booklet and share their ideas with other year 4 children by writing a comment in the blog. They were asked:

“When do you show this value?” “When don’t you show this value?” 14. Children will be asked to construct a set of questions related to each value in order to create an online survey. When the survey is ready the children will pair up with a child from year 1 and year 2 and help them complete the survey. Year 3 and year 4 students will complete the survey on their own in their IT lesson. 15. The children will analyse the graphs produced from the survey and will consider a set of questions:

1. 2. 3. 4.

Look at question one, what was the most popular result for years 1, 2, 3 and 4? Look at question two, what was the most popular result for years 1, 2, 3 and 4? Look at question three, what was the most popular result for years 1, 2, 3 and 4? Look at each year group 1, 2, 3 and 4, which number from 1-5 was most popular in each year group? 5. Look at each year group 1, 2, 3 and 4, which number from 1-5 was lowest number in each year group?

6. Which result was most surprising to you from each year group? Why? 7. Which are the weaker values the children from the Y1, Y2, Y3 and Y4 have to work on individually and as a whole class? 16. The children will be asked to blog their findings on the Values Matter website. 17. Spreading the news. Children will share with the other year groups in poster format the survey findings. 18. P.S.E. - Using the ROAR initiative as a model, the three year 4’s will build a Mission Statement collaboratively stating the values expected in all students and post it on the blog. ________________________________________________________________________________

STAGE 3 19. LOGO designs! Students will design a Logo for their chosen acronym (which will be based on the core values chosen). They will vote for two of their favourite logos between all the year 4 groups and the winning Logo will be made into badges. 20. Students will think about possible activities to develop and improve the weaker values in each year group. 21. Students will make and carry out the proposed activities with the younger year groups and hand out badges with the winning logo to spread the news about their work on values.

Values Matter UBD - 2011