Helping

Transcription

Helping

Let’s Celebrate:
Thematic Unit
Helping
Learning for Life and Work (SLD)
Writers’ Group
Mary McKendry, Castle Tower School (Beechgrove Campus), Ballymena (Editor)
Catherine Foster, Fleming Fulton School, Belfast
Maggie Jamison, Glenveagh School, Belfast
Cathy McCormick, Tor Bank School, Dundonald
Dorothea Simpson, Fleming Fulton School, Belfast
A CCEA Publication ©2009
www.nicurriculum.org.uk
Cover Photograph: Bubbles Photo Library - Pauline Cutler
Unit Title: Let’s Celebrate
Sub Theme: Helping
Thinking Skills and Personal Capabilities: Managing Information
Curriculum Objective: To develop the young person as an individual
Key Elements: Personal understanding, mutual understanding, personal health, cultural understanding, economic awareness
Attitudes and Dispositions: Personal responsibility, mutual understanding, concern for others, commitment/determination/resourcefulness,
openness to new ideas, curiosity, community spirit, tolerance, integrity, respect
Learning Experiences: Investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, skills-integrated, active
and hands-on, offers choice, challenging and engaging, supportive environment, positive reinforcement, ongoing reflection, enquiry-based,
openness to new ideas, culturally diverse
The Thematic Units connect the Learning for Life and Work subject strands of Personal Development, Local and Global Citizenship, Home
Economics and Employability and demonstrate how they contribute to the understanding of a central theme. They provide a number of
learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address, interpret and develop the
Northern Ireland Curriculum’s key elements and Statements of Minimum Requirement.
Each Thematic Unit contributes to the statutory requirement for Learning for Life and Work and also links to other Areas of Learning. In
addition, there are opportunities to develop learners’ Thinking Skills and Personal Capabilities, incorporate Assessment for Learning principles
and make connections to the Cross Curricular Skills.
The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to follow
them rigidly. Instead, we encourage you to choose from the wide range of learning, teaching and assessment activities in the units and adapt
and extend them as appropriate for your classes.
1
Let’s Celebrate Thematic Unit Helping
2
Statements of Minimum Requirement
These are the Statements of Minimum Requirement that are addressed in this unit:
Local and Global Citizenship
Equality and Social Justice
Investigate (in local and
global contexts) how and why
some people may experience
inequality/social exclusion
on the basis of their material
circumstances
Democracy and Active
Participation
Investigate various ways to
participate in school and society
Human Rights and Social
Responsibility
Investigate the principles of social
responsibility and the role of
individuals in promoting these
Personal Development
Self-awareness
Explore personal values, morals
and beliefs
Personal Development
Self-awareness
Explore and express a sense
of self
Key Question
What does
‘helping’ mean?
Learning Intention
Learners will have
opportunities to …
... develop awareness of
different forms of help.
Possible Learning, Teaching and Assessment Activities
Skills and
Capabilities
Together discuss what ‘helping’ means. Explore different types of helping (for
example giving assistance, improving a situation or easing a problem).
Then using Resource 1 individually or in small groups, allow your learners to sort
the pictures into different ways of helping. Use the template best suited to their
level of ability.
Resource 1: Ways Of Helping
Resource Sheet in this booklet
Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk
Select, classify,
compare
and evaluate
information
Communication Communicate
information, ideas,
opinions and
feelings using an
expanding language
Skills tabs printed in orange are Cross Curricular Skills
Skills tabs printed in yellow are Thinking Skills and Personal Capabilities
3
4
Key Question
Learning Intention
Learners will have
What help do
people need?
... make connections between
ideas and information.
Recall your class conversation on types of help you can offer others. Then, together,
try to think of groups of people who need extra help. Use Resources 2–6 to consider
why these different groups need extra help (for example babies, parents, older
people, teenagers, pets, the homeless) and the types of help they need. Resources
2–5 illustrate types of help some groups need.
Skills and
Capabilities
Resource 2: A Baby Needs Help To …
Ask focused
questions
Communication Sequence, order,
classify and make
comparisons
Resource 3: A Puppy Needs Help To …
Resource 4: An Elderly Person Needs Help To …
Resource 5: A Person In The Developing World Needs Help To …
Resource 6: Some People Need Extra Help
Invite one of the following people to give a talk on help:
− an older person;
− a person who is blind; or
− a midwife or health visitor.
Then, allow your learners to create a list of questions for the visitor.
Visit a homeless shelter or hospice. Alternatively, invite a speaker from the Simon
Community or similar charity organisation to talk to your learners.
You can make links to Art & Design by:
Allowing your learners to create pictures or posters of the individual groups being
discussed and illustrating the help they might need.
Key Question
Who helps me?
Learning Intention
Learners will have
... explore different types
of help.
Skills and
Capabilities
As a class, discuss the different forms of help people give. Next, ask your learners
to talk about who helps them in their daily activities (for example feeding them,
keeping them healthy, teaching them and keeping them safe). Finally, allow your
learners to complete Resources 7–11 to sort or match helpers with the types of help
they give.
Resource 7: Who Helps Me?
Ask focused
questions
information, ideas,
opinions and
feelings
Resource 8: Who Helped Me Today?
Resource 9: I Need Help To …
Resource 10: Our Helpers [Matching]
Resource 11: Our Helpers [Phrase Bank]
Invite people from the community to come into school and talk to the learners about
the work they do (for example a school nurse, a fire fighter, a dentist, etc.).
Alternatively, arrange a visit to local workplaces to ask people about their work
and see demonstrations (for example a supermarket, a hairdresser’s, waste
disposal centres, etc.).
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6
Key Question
Learning Intention
Learners will have
How can I help?
... examine ways in which they
help others.
As a class, discuss the ways that they help at home, in school and in the world. Use
the following focused questions to stimulate discussion:
− What help can you give?
− Why should you be helping others?
− Does everyone need help?
− How might people feel when you help them?
Skills and
Capabilities
Have your learners complete Resources 12–14 to identify ways they can help and
the places where they can help. For Resource 13, they could draw pictures or use
magazine photos or photographs of themselves helping at home.
Generate possible
solutions, try
out alternative
approaches,
evaluate outcomes
Communication Listen to and take
part in discussions
and role-plays
Resource 12: Places Where I Help
Resource 13: I Help By… [Drawing]
Resource 14: I Help By… [Circling]
Over the course of one week, allow your learners to record the different ways they
helped others by completing Resource 15.
Resource 15: My Helping Chart
Further Suggestions
Together, focus on one or two specific helpful skills that they can practise at home,
and help them to develop these in the classroom (for example cook a meal, make a
sandwich, polish a shelf, etc.).
As a class, visit an old people’s home to provide entertainment for the residents or
help with gardening.
Key Question
What help
might people in
developing world
countries need?
Learning Intention
Learners will have
... identify the reasons why we
need to help developing world
countries.
Skills and
Capabilities
Together, discuss what life is like for people living in developing world countries.
Using magazines and brochures or the internet, allow your learners to look at
photographs of people and places in the developing world. What are some of the
differences they can see?
• Magazine and brochure images of developing world people and places
• Access to websites featuring developing world aid and issues
Using Resources 16 and 17, help them to compare the resources available here with
those available in the developing world.
Resource 16: Resources In The Developing World
Select, classify,
compare
and evaluate
information
Using ICT Research and
select information
Using ICT Access and
manage data
and information
Resource 17: My World v. The Developing World
Discuss with your learners the basic differences between living in the developing
world and living here. Together, explore the types of help that people living there
require, and why, such as:
− food;
− water;
− education; and
− health, etc.
7
Make links
between cause
and effect
Using Mathematics Identify and
collect information
8
Key Question
Learning Intention
Learners will have
What help
might people in
developing world
countries need?
... identify the reasons why
we need to help developing
countries.
Use Resources 18–24 and the websites listed to further explore the needs of people
in the developing world.
Skills and
Capabilities
Resource 18: Schools In The Developing World 1
Resource 21: Why Are People Hungry In The World?
Resource 22: Causes Of Hunger In The World
Resource 23: A Day In Ghana
Resources 24: Hassan And Me
• www.globalgang.org/reallife/Default.aspx
Links to stories from young people
• www.unicef.org.uk/tz/resources/assets/pdf/indiapack_photo6text_durga.pdf
Resource providing pictures of life in India for a 12-year-old girl
• www.photovault.com/Link/People/o/vPoverty3rdW/POVVolume01.html
Series of photographs from the developing world
• http://news.bbc.co.uk/cbbcnews/hi/newsid_5150000/newsid_5157100/5157124.stm
Story of boy and his family facing hunger
Key Question
What can I do to
help these people?
Learning Intention
Learners will have
... develop awareness that they
can provide help to people in
need.
Skills and
Capabilities
Discuss with your learners the difference between a need and a want. Explain to
them that many in developing countries do not have some of the things they need.
Then, using Resource 25, explore ways that we can help people in the
developing world.
Resource 25: Helping Developing World Countries
Together, investigate a variety of charities and learn about how the work they do
helps others.
Practical activities could include using pictures from websites such as:
www.concern.org
www.unicef.org
www.savethechildren.org
www.theredcross.org
www.goal.ie/drought/album/index.html
Plan and set goals,
break task into
sub-tasks
information, ideas,
opinions, feelings
using an expanding
language
Using Mathematics Identify and collect
information
Using ICT Research,
select, process
and interpret
information
Use Resource 26 to carry out and record their investigation findings.
Resource 26: Charity Investigation
Discuss with them ways they can help, including by buying Fair Trade products,
giving to charities or taking part in fundraising activities.
9
10
Resources
11
12
Ways Of Helping (1 of 3)
Resource 1
There are many ways we can help others. Place each picture in the correct column.
Types of Helping
Sharing a Problem
Making Things Better
Helping Someone
Resource 1
There are many ways we can help others. Place each picture in the correct column.
Types of Helping
Making Things Better
13
Helping Someone
14
Resource 1
making a friend feel better
recycling bottles
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)
doing the dishes for mum
washing the car for dad
tidying a messy bedroom
doing work together
weeding the garden
giving directions
A Baby Needs Help To...
sleep
Resource 2
eat
walk
A baby needs
help to...
keep clean
15
talk
16
A Puppy Needs Help To...
sleep
Resource 3
eat
exercise
A puppy needs
help to...
keep healthy
have fun
An Elderly Person Needs Help To...
hear
Resource 4
eat
walk
An elderly person
needs help to...
stay healthy
17
see
18
A Person In The Developing World Needs Help To...
get an education
get food
Resource 5
get water
A person in the
developing
world needs
help to...
stay healthy
find shelter
Some People Need Extra Help
Resource 6
What help do these people need? Use the Word Bank below for clues.
Word Bank
sick person
house
homeless person
medicine
love
upset girl
a friend to cheer them up
food
elderly person
someone to talk to
baby
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20
Who Helps Me? (1 of 2)
Resource 7
Fill in the chart by naming the people who help you. Or use the pictures and place them in the correct
space.
Area
People Who Help Me
learn
stay healthy
have fun
Who Helps Me? (2 of 2)
21
Resource 7
friends
principal
parents
cook
nurse
teacher
family
dentist
classroom
assistant
doctor
caretaker
police officer
22
Who Helped Me Today?
Resource 8
You may not realise it, but many people have helped you today! Look at each event and write who helped you
next to it. Use the questions to help you.
Event
Who Helped Me
To get up
Did someone wake you?
To get dressed
Who washed your clothes?
SCHOOL
To get to school
Who drove you?
To learn
Who’s in school?
To have break/lunch
Who made/bought it?
To have fun
Who are your friends?
I Need Help To... (1 of 2)
Resource 9
Below are things that we need help to do. Use the pictures to decide who helps us with these. Place the
correct picture or pictures in the empty spaces.
Help Needed
Help Given by ...
stay healthy
be safe
learn
get food
23
24
I Need Help To... (2 of 2)
Resource 9
doctor
teacher
shop assistant
firefighter
police officer
dentist
classroom assistant
farmer
Our Helpers (Matching)
Resource 10
Draw a line to match the person to the help they give.
25
A police officer helps by ...
... helping us keep well.
A mechanic helps by ...
... putting out fires.
A doctor helps by ...
... looking after our teeth.
A hairdresser helps by ...
... repairing our cars.
A dentist helps by ...
... keeping our hair tidy.
A firefighter helps by ...
... catching the burglar.
26
Our Helpers (Phrase Bank)
Resource 11
Complete each sentence below to explain how each person helps us. Use the phrases in the box as clues.
A police officer helps
by ...
A doctor helps by ...
Phrase Bank
keeping our teeth and gums
healthy and clean
A mechanic helps by ...
A hairdresser helps by ...
repairing our car when it has
broken down
giving us medicine when we are sick
and keeping us healthy
keeping our hair neat and tidy
putting out fires
A dentist helps by ...
A firefighter helps
by ...
stopping crime and keeping us safe
Places Where I Help
Resource 12
Below are different things that you can do to help. Tick the box showing where you would help people by doing
these things.
Help
Home
School
World
wash dishes
listen to the teacher
buy Fair Trade products
put litter in the bin
support a charity
tidy bedroom
look after a pet
be nice to friends
share with others
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28
I Help By ... (Drawing)
Resource 13
In each shape, draw a picture of one way you can help others. Or, paste in photographs from magazines or
photographs from home that show ways you can help.
I can help by giving
everyone a smile
when I see them.
I Help By ... (Circling)
Resource 14
Circle the pictures to show ways you help others.
29
I help with the dishes.
I help with the shopping.
I help by answering the phone.
I help tidy up.
I help in the garden.
I help do the cooking.
I help wash the car.
I help with the pets.
I help tidy my room.
I help my grandparents.
I help keep my home clean.
I help my friends at school.
30
My Helping Chart
Resource 15
Make a record of the ways you help others in a week by colouring in the squares when you have completed
the task. You can record other ways you help in the blank squares.
I did a message.
I played with friends.
I tidied up.
I gave out books.
I helped at lunchtime.
I washed the dishes.
I helped at breaktime.
I listened in class.
I helped a friend.
I stacked the chairs.
I dried the dishes.
I delivered the roll book.
Resources In The Developing World
Resource 16
Which of these do you think a person living in the developing world might not have? Circle your answers.
31
cinema
food to snack on
games to play
cafes and restaurants
somewhere to sleep
swimming pool
dinner
fun
a loving family
a home built from bricks
TV
celebrations
32
My World v. The Developing World
Resource 17
How is where you live different from communities in developing countries? Write the differences in the
boxes below.
In My World
In The Developing World
People eat ...
People’s homes are ...
People’s leisure interests are ...
People get food from ...
People get around by ...
Schools In The Developing World 1
Resource 18
Look at these pictures of classrooms in two different schools. Decide which classroom has the better:
board places to sit desks equipment building books
Photograph of your classroom
33
34
Resource 19
Look at the photograph. What differences can you see between this classroom and your classroom?
Find five differences.
1.
2.
3.
4.
5.
Resource 20
Look at the photograph. What difference can you see between this classroom and your classroom?
Find five differences.
1.
2.
3.
4.
5.
35
36
Why Are People Hungry In The World?
Resource 21
Match the picture to the explanation.
The government is bad. People do not get a fair price
for their crops or a fair wage for their work.
The population has grown and there is not enough food
for everyone.
Farms are very small and it is difficult to make money
from them.
The weather is very hot and it does not rain very often.
This makes it difficult to grow crops.
When countries are at war, money is spent on it rather
than on helping the people.
The people are poor and cannot afford to buy food, so
they have to eat less.
Causes Of Hunger In The World
Resource 22
Causes Of Hunger
In The World
war
37
weather
Word Bank
poverty
bad government
land ownership
38
A Day In Ghana
Resource 23
My name is Hassan. I live in a small village in Ghana. I am 13. I live with my parents, who have no jobs. My
two older brothers and I go to school in the nearest town. It is a long walk (3 kilometres).
I wake up very early every morning. I wash my face and clean my teeth. Then I do my jobs. I wash the bowls,
sweep the floors and get water. I like to help my parents but the work is hard.
I carry a bucket to get water. There is a well near my house. Sometimes there is no water in it. Then I have
to go to another well. Sometimes there is no water there either. This means I have to buy the water from a
stand pipe. One bucket of water costs 10p. We need five buckets of water every day. This costs 50p. I have to
work many hours to get 50p.
After I have collected the water, I wash and get ready for school. I used to ride my bike but now it is broken.
Now I have to walk to school. After school I walk back home to rest and eat.
I have to pay for my books at school. I do jobs for others in the village to earn money for the books.
Sometimes I go to church in the evening. Other days, I stay at home and do my homework, or any other jobs
that need done.
Hassan And Me
Resource 24
Listen to the story of the boy’s life in Ghana. How is it different from your life? Complete the table below.
Me
Hassan
Where do I live?
How do I get to school?
Who is in my family?
What jobs do I do?
How do I get water?
How do I get books for school?
What do I do in the evening?
39
40
Helping Developing World Countries
Resource 25
These items have been delivered to developing world countries in an aid truck. How do you think these things
will help the people there?
medicines
blankets
books
tools
seeds
clothes
Charity Investigation
Resource 26
This charity helps the ...
Charity
developing
world
elderly
children
environment
sick
animals
disabled
Oxfam
Friends of the Earth
RSPCA
Age Concern
NI Hospice
Variety Club
Mencap
41

Helping

Transcription

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