Grade Five

Lesson 1: Tuning In

Grade 5 Body Safety Pre-Assessment

Activity 1: Expert Groups/Jigsaw Reading

We will use the cooperative learning strategy known as the “jigsaw“. This technique helps students create their own learning. Teachers arrange students in groups. Each group member is assigned a different piece of information and in the end of the activity each member teachers the other students about what they read.

Form expert groups and access the readings below. These are from the books Through Our Eyes and The Way We See Things.

Reading 1: Secrets and Rumors

Reading 2: Popularity

Reading 3: On In and Out Groups

Bonus Readings (for if you are interested):

Friends

On Bodies Changing

On Dating

 

Lesson 2: Safe Touch

 

Lesson

In this lesson we are going to engage in some provocation activities that will help us begin to consider the key concept of Change.

Read the following as a basis for a brief discussion:

PYP DEFINITION: “THE UNDERSTANDING THAT CHANGE IS THE PROCESS OF MOVEMENT FROM ONE STATE TO ANOTHER. IT IS UNIVERSAL AND INEVITABLE”

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Class discussion: Looking at the definition and the word cloud above.

  • Is there an idea or word that you are curious about?
  • Is there a word that you don’t understand?
  • How does each word connect to change?

Example and Non-example:

<Discuss with an elbow partner>

  • Can you think of something in the world that is changing?
  • Can you think of something that is not?

Self-directed Exploration: 

Break into a self-directed part of the lesson now. Explore at your own pace the key concept of Change through the following engagements:

1) Video Provocations:

Access the following clips on youtube, using your laptops and headphones:

Inside Out – Anger destroys Friendship and Hockey Islands.

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https://www.youtube.com/watch?v=ayXBX-3hJS8

https://www.youtube.com/watch?v=fNmnz1KT3s0

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https://www.youtube.com/watch?v=wiuWTLl9XA
Married-Life_001
Up: Married Life Carl & Ellie
2) Sophisticated Picture Books:

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Scaredy Squirrel cover

 

 

 

 

 

 

 

 

 

Lesson Three: Our Changing Lives

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Looking again at our Change word cloud, and reflecting on the ideas, conversation, books and video clips from lesson 1, use a 3-2-1 Bridge reflection to record some of your initial ideas about change.

Reflection Acitivity:

Finally, use the following strategy to solidify your initial thinking about Change:

(Record your thoughts on your blog as a draft)

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Thinking About Identity:

What does identity mean? Think, Pair, & Share. Pairs join with other pairs to create a shared definition. Share each large group’s thinking with the whole class.

What is identity made up of? What contributes to your sense of identity? Each group to discuss. Each student to share one idea that they think contributes to identity.

How might Identity change? Visual Resource: Change and Identity through the lens of Justin Beiber change and identity-1fpixvs

Using the slideshow ask students to consider how change and identity is represented in the photos of Justin Beiber from 2007-2014. What connections might students make with their own lives?

Lesson 4: Personal Change and Personal Boundaries

Activity: Expert Group Reading Circle

In small groups, read one of the key readings about identity and keep in mind the key concept of Change.

As a group, can you identify how change was impacting the experiences of the students in the reading?

Report back to the whole class using this format:

1) What was your topic?

2) Summarize the topic, through the eyes of the students in the reading.

3) What connections can your group make between the article and our big ideas (change and identity)?

Identity and Personal Boundaries

What sort of person are you? What sort of person do you hope to become? As young people develop into adolescents they become more influenced by their friends and peers, and less influenced by their parents and families.

Making good decisions, and encouraging your friends to make good decisions relies on firm personal boundaries. Firm personal boundaries are a terrific defense against peer pressure.

Read the following Identity and boundaries images and discuss how having a strong identity can help adolescents be happy and healthy and make safe choices (take reasonable risks).

At your table group: can your group “create an adolescent” who has firm personal boundaries? What would you see that person doing, what would they look like? What would you hear them saying? What would they feel like? What would it feel like to be around them?

Wrap Up:

Look back at your 3-2-1 Bridge. Complete the following sentence starters on your blog for both Change and Identity:

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I used to think change….

Now I think change…

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I used to think identity….

Now I think identity…

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