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YEAR
5-6 |
LEVEL
3 |
DURATION
3 weeks |
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Strand Achievement Objectives to be Assessed
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Learning Outcomes
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Time, Continuity and Change
How the ideas and actions of people in the past changed the lives of others.
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Students will be able to:
-Identify people involved in the Commonwealth Games in the past.
-Explain how their ideas and actions have changed others' lives.
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English
Transactional Writing
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Students will be able to:
Write recounts, reports, expressing personal viewpoints
in a range of authentic contexts. Use vocabulary and sentence
structures appropriate to the audience.
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Processes
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Learning Outcomes
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Inquiry
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Students will be able to:
Carry out a Social Studies Inquiry and write a profile of a person involved
in the Commonwealth Games in the past.
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English
Processing Information
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Students will be able to:
Gather, record, and present information from a variety of sources
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Requirements
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| Settings: | New Zealand, Global |
| Perspectives: | Multicultural; Gender; Current Issues |
| Essential Learning About New Zealand Society (ELANZS): |
Current events and issues; New Zealand's participation in significant international events
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Assessment
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Write a profile that shows you have carried out research about a person
involved in the Commonwealth Games in the past, whose ideas and actions have changed
others' lives.
Assessment Activity
Assessment Schedule
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TEACHING AND LEARNING ACTIVITIES
Select and adapt these learning activities to best meet the needs of your
students, and to fit the time available:
Starter activities
- Brainstorm in groups to build interest.
- Discussion points
- Who are the students' own sports heroes? What qualities do they admire in
them? Why? Does this affect the way they play sport? How?
- Of the thousands of athletes attending the games
most will not win any medals at all. Why is it important to participate?
What does an athlete need to become an Commonwealth Games athlete?
- Predictions
Make three predictions about the Commonwealth Games on this
predictions chart. Put the predictions aside to
revisit them at the end of the unit.
- Send a message
Many athletes say receiving positive messages from home motivates them while
they are competing. Send a class message to your favourite athletes.
Possible Lesson Ideas
- The Commonwealth
What is the Commonwealth?
What does the Commonwealth do?
Write your own quick quiz about the Commonwealth and try it out on your friends.
- Who's taking part?
Class discussion - Why are symbols, icons and flags important at the
Commonwealth Games?
Using a world map, students mark participating countries. Use small coloured
pins or stickers. Students select a participating country to
research and
find out about the country, flag, language, and sports teams.
Who are the members of the Commonwealth?
Compare information with New Zealand's flag, language, and sports teams, and
present the information, including the two flags, using a
Venn diagram.
Bookmark these sites:
- Classroom bulletin board
Set up a giant classroom bulletin board and
track the Commonwealth Games as they happen.
Visit Newszone.
- "How To" Guide
Bookmark these sites:
In groups of 3 or 4, students choose one sport that is included in
Commonwealth Games.
Find out about the sport, then jot down
notes about:
- equipment
- rules of the game
- scoring
- number of players
Teacher models
writing
instructions identifying the language features.
Use pictures and words to make up a simple "How To" guide explaining how to play
that sport. Make sure instructions are broken up into small steps, and are in a
logical sequence.
- Assessment Activity: People in Profile
Bookmark these sites:
To prepare, talk about the different roles people fulfil within New Zealand in
preparation for the Commonwealth Games.
Think about the history of New Zealand's
involvement in the games, the people who participate - officials, coaches
and athletes.
Look at some names of some
famous Commonwealth Games medalists.
Students select a sports person to profile. Teacher models the research process.
Mindmap, in groups of three, and
share information with class or another group.
Discuss the assessment activity and assessment
schedule with students.
Students research and write a profile of a person involved in the Commonealth Games in the past.
Self Assessment
- Manchester 2002
Bookmark these sites:
- Fast facts
In groups, students discuss what they want to find out about Manchester and the
Commonwealth Games. Plan research questions and record them on a chart.
Shared,
Guided and Independent
Reading
Students search newspapers, bookmarked Internet sites and books, gathering information,
skim reading,
note taking and
summarising,
to find at least
five interesting facts about Manchester and the Commonwealth Games. Write them as bullet
points in a
fact file, and share with the class.
- Class Interview
Organise a conference call to interview a Commonwealth Games coach or athlete.
- Signs and Symbols
Set up a signs and symbols square on a classroom notice board. Build a
collection of Commonwealth Games signs and symbols throughout the games. Spend a few
minutes every few days discussing them, their meanings and their
effectiveness.
Design a symbol for your own favourite sport.
- Celebrations
The Commonwealth Games are a time for many kinds of celebrations. The
opening and
closing ceremonies and medal ceremonies are among the most important of
these. Watch some of these ceremonies on TV. Talk about what happens and
why.
- Thumbs up?
Draw up a "Thumbs up/Thumbs down" list. Give the 'thumbs up' to things that happen at the
Commonwealth Games
that are worth celebrating, and the 'thumbs down' to any bad news at the
Commonwealth Games. Talk about
why you have given some the 'thumbs up', and others the 'thumbs down'.
- Dig into a Commonwealth Games issue
Use Web sites, newspapers, TV and radio reports to introduce and explore
current issues and controversies surrounding the games:
Teacher model the Values Exploration Template.
Students work in a group of 3 or 4 and use the template
to explore an Commonwealth issue.
Bookmark these web sites so students can gather online information about
their chosen issue:
- Future Perspective
Students work in groups, and list their favourite sport(s), for example
skateboarding. Then they discuss why it should or shouldn't be included in
the next Commonwealth Games. Record ideas on a chart.
- Predictions
Go back to those predictions you made right at the start. Did they come
about? Why? Why not?
FOLLOW UP
How might you use the ideas and activities in this unit to focus on another sports
event or other sports issues in a future Social Studies/English programme?
RESOURCES
Electronic
This material has been produced by UNITEC Institute of Technology
under contract to the Ministry of Education.
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