My lesson idea incorporates HASS, and this was a lesson that I managed to conduct when I was on prac earlier with my year 1 class. (Lesson plan is attached in this post as a link). At that point in time, my focus was more on HASS for my year 1 children, but on reflecting back, there were actually instances that I had incorporated technologies in it without realizing it.
This lesson has links to ACHASSK030, where it allows children to compare the differences and similarities between students’ daily lives and life during their parents’ and grandparents’ childhoods (e.g. family traditions, leisure time, communications) and how daily lives have changed. It also has links to ACHASSK029, where children will have a more in-depth understanding of how the present, past and future are signified by terms indicating time (e.g. ‘a long time ago’; ‘then and now’; ‘now and then’; ‘old and new’; ‘tomorrow’) as well as by dates and changes that may have personal significance (e.g. birthdays, holidays, celebrations, seasons).
Prior to the lesson, I showed a YouTube video to the children on the past and present modes of transportation and the technologies then and now, and they were quick to identify which were past or present.
Within the lesson, children got to identify which technologies and transportation were in the past or present era, and they did it by cutting out pictures of different transportations and technologies, and classifying them into past or present categories within their HASS activity book.
Criticisms/Concerns: The activity was doable enough for the Year 1s, but it might not be challenging enough for those who are more advanced. Possible ways to extend the children’s learning will be to let children find out how different objects can move, and the technology behind it (for instance, creating their own vehicle which can actually move). This example relates back to ACTDEK002, where children can find out the different ways objects can be moved using technology. Children subsequently can get creative and create their own vehicles, and that relates back to art (ACAVAM107), where they engage in exploration of different materials, media and/or technologies, when creating artwork. More importantly, it allows children to exercise their critical and creative thinking, especially on how they can incorporate technology to make their vehicles move.
My original lesson plan is below:
|Year Level/s:||Year 1||Curriculum/Learning Area: HASS
|Date: 10th June 2019||Time Period: 30 minutes|
The differences and similarities between students’ daily lives and life during their parents’ and grandparents’ childhoods (e.g. family traditions, leisure time, communications) and how daily lives have changed (ACHASSK030)
|Specific Lesson Learning Goals (What will the students learn during this particular lesson?)
Children will know about past and present modes of transport
|Students’ Prior Knowledge:
Children will know about the kinds of transport they see in present day (ie. Car)
|Preparation: (classroom layout, resources, groupings)
YouTube link: https://www.youtube.com/watch?v=FaLCQo8NJFA
Children’s HASS books
Motivation/Hook: Whole class
1. Recap of what transportation is like in the above YouTube link
1. Educator will ask children, “How do you get around now?”, “What kinds of transport do you see on the roads?”
2. Check for children’s understandings, if they are able to remember what kinds of transportation they saw in the YouTube video.
*Children will do this activity in their own groups
1. Children will get their own HASS books
2. They will be given 2 worksheets to fill up – 1 to colour in the transportations of the past, another one on writing out whether the vehicles are in the past or present
3. After children are done with it, they will paste the worksheets into their HASS workbooks.
Check for children’s understanding – can they identify what the past and present transportations look like?
|Informal Assessment of Student Outcomes
|What will you assess? Link to the specific learning goal(s)
– Assess if children are able to identify the past and present transportations.
|How will you assess? What evidence will you collect?
– Listening to what the children say, and noting it down
– Collecting their work samples