|Scooped by April Lindsay|
This lesson plan has been developed and published by Welcoming Schools (welcomingschools.org), an initiative of the Human Rights Campaign Foundation. The website aims to equip teachers and schools with the professional development tools and resources to promote a school environment which embraces family diversity, avoids gender stereotyping and is free of bullying and name-calling.
This particular lesson plan is designed to “help students think bout the many ways families are formed and the many ways family members care for each other”. The plan outlines a number of activities which focus around the concept of family trees and other visual expressions of family groups, and encourages students to explore and express the ways in which they are connected to the people they care about. According to the Board of Studies (2006), students in Early Stage 1 should be beginning to “explore roles, responsibilities and roles in the classroom and at home” (p.16), and to do so through an inquiry process which involves “organising information through a variety of methods, including… family trees” (p.12). This resource equips teachers to facilitate this exploration by providing a structure through which students can reflect upon their own experiences of roles and responsibilities in the home, and present these visually to other people.
In the Early Stage 1 classroom, I would use this document to guide the facilitation of a lesson sequence which involved an initial exploration of the concepts related to family through a book or video and a discussion of these key concepts as a class, before each student created their own “tree of caring family and friends” to graphically represent their own family. These graphic representation could then be shared as a whole class, and collated for display in the classroom.
By facilitating an activity that is highly focussed on the student’s own personal perceptions and experiences of family, the teacher ensures that further learning surrounding this concept will be built upon the child’s existing understanding and background experiences, which Gilbert and Hoepper (2014) state to be a key determinant of the validity and effectiveness of these future activities.
*This document recommends The Family Book by Todd Parr, which is another featured resource on the ScoopIt site.
Board of Studies NSW (2006). Human Society and It’s Environment K-6: Syllabus. Sydney: Board of Studies.
Gilbert, R. & Hoepper, B. (2014). Teaching Society and Environment (5th ed.). Cengage Learning: Australia.