What choices make our community safer? · ‘Hey everybody, watch meeeee!” is probably the most...

What choices make our community safer? Interact Teacher Manual HealthYears 1-4

By Julie Owen

© 2011 Interact Curriculum Press

No part of this publication may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, without prior permission in written form from the publisher.

Scripture taken from the HOLY BIBLE, NEW INTERNATIONAL VERSION ®. Copyright © 1973, 1978, 1984 by International Bible Society. Used by permission of Zondervan Publishing House. All rights reserved.

Cover photography © Micheal Pettigrew | Dreamstime.com

Interact Curriculum PressP.O. Box 757Whangaparaoa, 0943New Zealand

www.interactcurriculum.comPrinted and bound by CM Digital, Albany, New Zealand

ISBN 978-1-877532-97-9

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ContentsOverview for this Term

Introduction

Pre-planner Guide

Background Information

Key Competencies, Habit of Character, Habit of Mind

Big Idea, Key Understanding, Focus Question

New Zealand Curriculum Requirements

Key Areas of Investigation

Firing Up

Finding Out Further

Focusing Forward

Scriptures Relevant to this Unit

Understanding Interact

The Interact Resources

Options for Using this Interact Teacher Manual

Planning With Interact

The Interact Learning Process

Key Learning Intentions

Acknowledgements

Bibliography

Year 1-4

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overvieW for this termThis Teacher Manual is for one subject of an integrated unit based around the theme of God is calling us. The subject of this particular Teacher Manual is shaded grey. Further information about the supplementary books and teaching resources mentioned below are available from www.interactcurriculum.com

Year 5-8

Health

What choices make our community safer?

How do my choices affect the world we live in?

Science

What are some mysteries about mixtures?

How can chemistry affect our world?

Social Science

Why do we have rules and laws?

How are decisions made for our nation?

Art

People in Contemporary Art

Devotions

Why do people choose to obey God?

How can people walk with God in the world?

How can I lead a group well?

What makes a good speaker?

Language

© 2011 Interact Curriculum

© 2011 Interact Curriculum 3

introDUCtionWhat choices make our community safer? This Interact Teacher Manual forms part of the theme, God is calling us to walk with him. The focus in this investigation is on making responsible choices to enhance the physical wellbeing of individuals and environments, a world more like God wanted it to be. It does not attempt to explore issues of emotional safety, which require more careful consideration in a separate study.

‘Hey everybody, watch meeeee!” is probably the most predictable indicator, in any language, of an impending disaster. Young children and sadly, some not so young, have a limited capacity to recognise the possible consequences and inherent danger of any number of activities. Their impulsive desire to showcase a unique skill or an amusing talent has been the forerunner to many damaged egos, broken limbs, or worse. The development of safety awareness is an ongoing process which begins in childhood and grows as we mature.

Studies tell us that the part of the brain responsible for planning, reasoning, and making judgments, develops gradually throughout childhood. The level of activity, curiosity and exploration in which young children regularly engage, combined with their lack of awareness of danger, often puts them in situations in which they are at risk of injury. In our investigation this term, we will encourage students to think about the safety rules they know, to consider the hazards that exist around them and think about ways to protect themselves and others from possible harm, understanding that this is part of what God wants for his creation.

Because we tend to think about ourselves and our own desires more than how our choices might impact others and the environment, rules have been made to help keep us safe. Being safe and being obedient – both to God and our earthly parents - is a recurring theme in the Old Testament. Following rules is important for our own wellbeing, the safety of others and the health of our environment. They help us

to remember ways of being loving towards others and being respectful of our environment. As Christians, however, the message that we so often give our children is that they must ‘try harder’ to be obedient. While it is important to develop habits of obedience, and learn how to manage unhelpful impulses at times, it is vital that we communicate an understanding of the fact that no one is perfect; each of us make imperfect decisions and demonstrate a lack of self control at times. We need God’s help, guidance and protection. God is calling us to care for people and the world around us. Our choices matter to God!

if you are new to interact resources we invite you to turn to Appendix i-- to learn about the interact Learning Path on which this

teacher manual is based, and to gain additional planning help.

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WHAT CHOICES MAKE OUR COMMUNITY SAFER?

4 © 2011 Interact Curriculum

Pre-PLAnner GUiDeResource People

•Policeofficers,todescribepedestrianandcyclingsafety,andanyotherrelevantissueswithin the community

•Swimminginstructors

•Adoctorornursetoexplainsimplefirstaidprocedures

•Afirefighter,toexplainthecommoncausesoffireandtheemergencyprocedurestotake

•Someonetoexplainanddemonstratehowtomakebicyclechecks,andhowtoridesafely

•Parenthelperstoassistwithcommunitywalks,groupwork,makingofvideos,activitystations, etc

•Olderstudentstoleaddiscussionsoractivities

•Peoplewillingtophotographordrawwarningsignsinthecommunity

Special Features could include:

•Walks around the community to identify potential hazards and safe behaviour invarious scenarios

•ACycling Day, in which students bring their own bicycle to school to practise safety checks and safe riding

•Swimmingor‘drown-proofing’lessons

•Ashortcourse insimple first aid procedures, where students can practise ‘treating’ injuries in pairs

•Makingvideo clips or posters about keeping safe

•Think Safely – Act Safely activity stations, where students demonstrate their learning in a variety of scenarios



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BACKGroUnD informAtionThere are many laws that exist in our country for the express purpose of keeping ourselves and others safe. It is impossible, however, to make rules about everything, nor to intercept every poor decision. For this reason, it is vital that from a young age, children are taught to be obedient to the instruction of those charged with the responsibility of caring for them, and to consider the possible consequences of their actions.

At every age, safety education must be in accordance with the development and understanding of the child. Warnings and explanations must be very clear, consistent and repeated often in order to develop good habits that do not endanger themselves or others. We can be most effective when we give believable examples of what can happen when danger is ignored.

The development of those areas of the brain that allow us to make judgments, plan, reason and make ethical decisions, continues throughout childhood. Lack of development of this frontal lobe region is characterised by erratic emotional outbursts, inability to plan or predict and a distinct self-focus.

What kinds of dangers are there?

A hazard is something that has the capacity to cause us harm in some way. We must never presume that young children understand the hazards present in any situation or that they can accurately predict the consequences of their actions. Discuss as many different possibilities as practicable, and then spend time categorising different hazards, in order to develop mental connections between a number of situations. Make the categories as sophisticated or elementary as you choose, such as Tools and Implements, Chemicals, etc., or simply Sharp Things, Liquids, etc. Identify the hazards associated with:

•A knife, scissors or razor – may cut the user or someone nearby, which may require stitches

•A chemical, such as a cleaning substance – may burn or poison the user, or cause damage to a surface that it is not intended for

•Fuel – substances such as petrol, oil, methylated spirits, mineral turpentine, etc., are easily ignited. Contact with skin may cause different reactions in different people and if swallowed, may cause serious burning

•Medicine or pills – medication that has not been prescribed for you may cause you to become seriously ill

•Alcohol or cigarettes – these are also considered to be drugs and may cause illness or damage

•Matches – may burn the user or ignite something quickly and cause serious burns and damage to property

• A power cord – may cause electrocution when not used safely•A small electrical appliance – there are many appliances or machines which represent

a hazard to those who are not equipped to use them. Misuse may cause physical harm to the user, damage the machine or the area around it



Background Information continued

•A potentially dangerous toy – small removable parts have the capacity to be ingested and even cause choking. Others may physically hurt others if misused or be very hazardous if left lying around for others to trip over

•Vehicles – car accidents may cause serious injury or death to the drivers, passengers and pedestrians; cyclists can also experience serious accidents when not ridden safely

• People (unknown to students) – ‘Stranger Danger’ is a phrase to remind us that when we do not know someone, we should not entrust our safety to them or give them information about ourselves

•Potentially dangerous pets or wildlife – some dogs can attack strangers when teased, provoked or threatened. Many species of spiders, insects and reptiles can cause painful bites when disturbed

• Computers – people that can be contacted via the internet are also strangers, and we should not entrust our safety to them or give them information about ourselves. Similarly, just as all books in the library are not suitable for our level of reading, so all information on the internet is not suitable for our level of understanding

•Potentially dangerous places such as the beach, rivers, cliffs, etc – accidents can happen in and near waterways, or in places where people can fall

How do rules from home and school help to keep us safer?

Begin your investigation into rules that exist for safekeeping by considering how different families ensure safe living at home. Because all families will not have the same rules, invite responses from many different students and add rules of your own. Spend time walking around classroom areas, the playground or places within the community, to investigate possible hazards. In each case, invite students to predict what dangers may exist, in order to develop the thinking necessary to combat impulsive or dangerous behaviour.

God gave instructions to the people of Israel on how to live well (See Deut 4:40; 5:33; 11:8-10; 12:28). God wants us to listen to the instructions of people who care for us (Ex 20:12; Deut 5:16; Eph 6:1-3; Col 3:20). When we focus on walking in God’s ways, the need to focus on rules becomes less important (See Deut 25:14-16; Lev 25:18; Ps 106:3; Prov 3:3; Jn 13:34-35; 1 Pet 1:22; 1 Jn 4:11).



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Background Information continued

How can responsible choices help to keep me safe?

There is huge scope in this Area of Investigation to consider how choosing to develop particular skills helps to keep us safe. Consider those that are most relevant and needful to your students, such as swimming or lifesaving, safety on the roads or in buses, simple firstaid,andsoon.Youmaybeabletodealwithoneormoreinsomedepth,whileothersare talked about in passing. If you begin to develop these skills before you reach this part of your teaching program, ensure that time is spent at this point discussing the value of those skills and the commitment that is necessary in order to perfect them.

When we are dealing with situations that are challenging, we can remember that God is with us. (Josh 1:6-8; Ps 4:7-8)

Self control is evidence of God’s work in our lives. (Gal 5:22-23; Tit 2:6-8; 2 Pet 1:5-7)

How can responsible choices make our environment safer for everyone?

Children at this level are beginning to move from an egocentric worldview to a consideration of how their choices may impact others. Allow time to explore the ways in which their actions can help others to be safe at home, at school, or in the community. Consider the idea that if we truly loved God, loved others, loved ourselves and looked after the world, we probably would be obeying all the rules and laws around us!

Most teachers and parents would like to see children that are less impulsive. They want to see children that take the time to think before acting. The slogan ‘Stop – Think – Act’ seems to capture the essence of managing impulsivity. This habit is about taking your time so you can choose how you will progress; about being deliberate and thoughtful, about planning your actions, and giving yourself time to think. There are a number of ways in which we can encourage this habit in the classroom:

•Establish‘wait’timewhennecessary,usingcuewordssuchas‘stop’,‘think’.Thismaybe necessary not only for actions but for verbal responses

•Giving forewarning of future events in order to develop planning skills, e.g. “In aminute I’m going to ask you…”

•Differentiatedeliberatedisobediencefromimpulsivity•Modelconsideredwordsoractions•Praiseappropriateimpulsiveresponses,andappropriatedeliberation


KEY COMPETENCIES | HABIT OF CHARACTER | HABIT OF MIND

Kthe key competencies are:managing selfUnderstanding language, symbols and text Mthe habit of mind focus is:managing impulsivity

Cthe habit of character focus is:obedience


BIG IDEA | KEY UNDERSTANDING | FOCUS QUESTION

IQthe focus question is:What choices make our community safer?

Uthe key understanding is:We can make choices to help ourselves, others and our environment be saferPl

anni

ngthe big idea is:

God is calling us to walk with him


New Zealand Curriculum requirements

students will:Vision: Be confident in living and learningPrinciples: Show high expectations of self and a future focus Appreciate community engagement

Values: Interact with integrity and respect Value equity and excellence, community and participation

Key Competencies: Develop skills in managing self Demonstrate an understanding of language, symbols and text

Health

Healthy Communities and Environments1D1 Community resourcesIdentify and discuss obvious hazards in their home, school, and local environment and adopt simple safety practices

1D2 Rights, responsibilities, and laws; People and the environmentTake individual and collective action to contribute to environments that can be enjoyed by all

2D1 Societal attitudes and valuesExplore how people’s attitudes, values, and actions contribute to healthy physical and social environments

2D2 Community resourcesIdentify and use local community resources and explain how these contribute to a healthy community

2D3 Rights, responsibilities, and laws; People and the environmentContribute to and use simple guidelines and practices that promote physically and socially healthy classrooms, schools, and local environments




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For a list of Key Learning Intentions to select from as a skill focus, please refer to the Appendix

Kkey areas of investigationWe are investigating:What kinds of dangers are there?How do rules from home and school help to keep us safer?


How can responsible choices make our environment safer for everyone?

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Interact Learning Path | Phase 1

firing UpFire Up imaginations and learning desires and gain knowledge in the following ways:

relateBe connected, in engaging ways, with the topic to get ‘hooked’ into learningThe exclamation mark reminds us to get enthused

recallRecall prior knowledge of this topic The arrows remind us to consider all we have experienced, learnt and felt about this topic

raise questions and recognise problemsConsider what questions we have about this topic that we need to or would like to know the answers to. Identify possible problems. Some of these questions may be springboards into the topic study. Others may become the basis for further research later in the unitThe question mark reminds us to question

research (initial)Initiate research in the key areas of investigation, seeking to answer questions as you go The magnifying glass reminds us to go searching

Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall

Review and record Rejoice!

Research

Respond

Reason

Reflect

Resolve

© 2011 Interact Curriculum14

WHAT CHOICES MAKE OUR COMMUNITY SAFER? | FIRING UP

relatequestions and activities

Provide an interesting, information-rich environment that engages the students in their learning. The following is a range of suggested ideas:

Play a game of ‘Follow the Leader’ or ‘Simon Says’. After the game, discuss:•Whatiseasyaboutbeingtheleader?

•Whatiseasyaboutbeingthefollower?

•Whatisdifficultaboutbeingtheleader?

•Whatisdifficultaboutbeingthefollower?

Mark out an area big enough to contain all the members of the class snugly, in a large indoor area or outdoors. Label the area as the ‘Safety Station’. Play a game of tag in which the only place you cannot be tagged is in the ‘Safety Station’. When some people are tagged, they will be out of the game for a specifiedperiodoftime,butotherswillinvitedtobepartofthetaggingteamwhen they are caught. After the game, discuss:

•Howdiditfeeltobetagged?

•Howdid it feelwhenyouknewthatsomeonewasclosetotaggingyou?

•Howdiditfeeltobeinthe‘SafetyStation’?

•Didanyonestay inthe ‘SafetyStation’andnotmove?Whyorwhynot?

•Howdidthegamechangeasmorepeoplebecame‘taggers’?

Tell a group story about a character who makes unsafe choices, where the teacher provides the settings and the students provide the action. For example:“Scary Baldari was a very adventurous little boy. He loved to have fun andtrynewthings,buthedidn’talwaysthinkaboutgoodchoicesandhewasn’talways obedient. Sometimes he would act impulsively and end up in all sorts of trouble. Oneday,ScaryBaldariwokeupanddecidedtobounceonhisbed.Hedidn’tthink about the dangers of doing that, and… (invite a student to describe what happened.) After that, Scary Baldari felt hungry for breakfast, so he decided to jump down two stairs at a time/slide down the banister. Unfortunately …” (invite another response). Continue in this way with the character making unsafe choices, and the students predicting possible consequences

indicators of achievement

•Connectswiththetopicandrelates to others



recall questions and activities

Assist the students to consider what they already know and to build on that knowledge by asking further questions as they learn. The following is a range of suggested ideas:

Talk about times or situations in which you felt very unsafe or were disobedient and suffered the consequences of your actions. Draw or paint a picture to illustrate your experience for others. Write a brief description to explain how you felt and why

Draw or identify some warning signs that are designed to tell others of impending danger. Consider signs that you might see:

•Indoors, such as warning labels of medications, foods or drinks, notices about slippery floors, etc

•Outdoors, such as road signs, notices about changed conditions like wet paint or cement, etc

Talk about what it means to act impulsively, and recount any times in which you acted hastily and later realised that it was not a good decision. Then recall times when you thought carefully before you acted and averted a disaster

Mime or describe a way in which it is important to follow a rule in order to keep ourselves or others safe

Consider the Key Understanding and the Focus Question, and any recall choices you have made to help yourself, others or your environment safer


•Recallspriorknowledgeandexperiences

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raise questionsquestions and activities

As a class, identify questions you would like to know the answers to in relation to this topic. The following is a range of suggested ideas:

Complete the following statements:•SometimesIfeelscaredthat/about...•MyMum/Dad/caregiverkeepsmesafefrom(dangerousroads,

dangerous liquids, dangerous medicines etc) by ...•Myschoolkeepsmesafeby...

Look at examples of symbols that exist to gain our attention. Discuss why we need warning signs, and why we need symbols. Identify some of these, and then design questions about the kinds of dangers that symbols help keep us safe from

We are happiest when we feel well and safe. Survey to gather information about the following ideas, and then add some questions of your own:

•Whendoyoufeelverysafe?

•Whendoyoufeelunsafe?

•Whathelpsyoutofeelsafewhenyouareunsureaboutsomething?

•Wheredoyoufeelsafewhenyouareonyourown?

•Howcanpeoplehelptokeepotherssafe?

•Howdoyoufeelwhenothersdisobeyorputyouatriskofphysicalharm or trouble?

•Whatcanpeopledotomakeourenvironmentsafeforeveryone?

Drawapictureofafictionalcharacteryouwillcall‘SafetySam’.Listalltheskills that someone like him or her might have, then circle all those which you could learn if you tried. Underline those which you have yet to learn and think of some questions you could ask that might help you learn


•Definesaproblem

•Definesaproblem

•Conductsasurveytogatherdata

•Definesaproblem•Createsaframeworkto

focus an inquiry

•Definesaproblem•Createsaframeworkto

focus an inquiry



research questions and activities

Immerse yourself in ideas and information about the topic as you develop those skills outlined in the Key Learning Intentions. As you research, try to:

•takenotesasindividualsorasaclass•identifygroupsofideasandsortunderheadings•notetitlesofinterestingorhelpfulresources•identifynewquestionsyouwouldliketoinvestigate

The following is a range of activities, based on the Key Areas of Investigation:

What kinds of dangers are there?

Discuss the meaning of the word hazard, as something that has the capacity to cause us harm in some way. Bring a collection of items or pictures in a box to the lesson, and pull one out at a time to show and discuss. Invite students to identify what harm might happen if someone did not make safe choices with each, or acted impulsively. Include such things as:

•Aknife,scissorsorrazor•Achemical,suchasacleaningsubstance•Somefuelinaglassjar,clearlylabelled•Medicineorpills•Alcoholorcigarettes•Matches•Apowercord•Asmallelectricalappliance,e.g.toaster.jug•Apotentiallydangeroustoy•Picturesofvehicles•Picturesofpeople(unknowntostudents)•Picturesofpotentiallydangerouspetsorwildlife•Apictureofacomputeroracomputermouse•Picturesofpotentiallydangerousplacessuchas thebeach, rivers,

cliffs, etc

Identify the potential dangers that exist both indoors and outdoors, when people do not make safe choices. Emphasise the concept that nothing is dangerous in itself, but can cause harm when used in unsafe ways or by people who are not equipped to make good decisions. Think of ways in which to group your ideas together, and then collect or draw pictures, or write sentences about as many as you can. You may choose to make a big class book or a display of your HazardHunt. Here are some possibilities for grouping hazards together:

• Tool or implements, e.g. scissors, knives, garden implements, etc •Appliances or machines, e.g. hairdryers, blenders, electrical knives•Chemicals, e.g. cleaning fluids, glues•Medications, e.g. pills, liquids, syringes•Places, e.g. waterways and beaches, roads and car parks, internet

sites, bath tubs, wet floors •Situations, e.g. being in extreme weather without adequate protection,

playingnearglass/heatsource/sharpedges,listeningtostrangers


•Usesarangeofsourcestoresearch

•Identifiesmainideas•Sharesideas•Identifiesrelevanceof

information

•Sharesideas•Identifiesmainideas•Seesconnectionsbetween

ideas•Identifiesrelevanceof

information

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research continuedquestions and activities

How do rules from home and school keep us safer?

Examine a representation of a house together, such as a simple plan of a house, a doll’s house or house of blocks. Talk about some of the hazards that exist in homes, how they might result in accidents and any rules which students have in their home to keep safe. Talk about each as you label different parts of the model or map you are looking at. You might mark sites with a coloured spot or a number that is explained in a list or map legend, or write key words to identify problem places. Consider:

•Kitchen (e.g. hot ovens, dangling cords, power points, hot water, slippery floor, cleaning agents)

• Living Room (e.g. power cords, edges of tables, rugs or mats, bookcases, televisions, heating appliances)

•Bathroom (e.g. hot water, slippery floor, electrical appliances, deep baths, medicines, razors)

•Laundry (e.g. buckets, hot water, chemicals and cleaning agents)•Bedroom (e.g. windows, mirrors, bunk beds, power points• Steps or Stairs (e.g. slippery edges, banisters)•Garage (e.g. tools, chemicals)•Yardand/orSwimming Pool •Drivewayand/orStreet

Take a tour around the classroom and the school playground. You may choose to use a simple map or mark a trail to follow. Stop at various points and take photographs. Discuss any physical hazards or sites of potential accidents, and write down a rule or some sensible behaviour to choose at each site photographed, which could reduce the possibility of problems there

Being safe when you are not at home or school is important, and involves being aware of possible dangers in physical environments, such as roads, car parks, waterways, etc., and possible dangers in people environments, such as strangers who may approach a child on the street, in the shopping mall, etc. Choose one or more of the following activities as you investigate being safe in the community:

•Go for a walk together in your local community. Stop at variouspoints and discuss what dangers exist for people at that point. Take pictures of various spots for reference later

•Inviteapoliceofficertoaddresstheclassaboutproblemsthatoccurin the community and ways to keep safe when they are there

•Makeamovieclipofawalkthroughyour localareaandbringtoclass. Watch it with your students and stop at various points on the video to discuss possible dangers or scenarios that may exist there

•Takeanumberofphotographsinyourlocalareathatrepresentareasor scenarios of potential danger in your local community. Go for a ‘walk’ on a map and stop at various points to look at your photograph of that spot and discuss the possible dangers that exist there

Divide into groups and write some ‘Being Safe At Home’ or ‘Being Safe at School’ rules that already exist or which the students have devised themselves, to help keep themselves and others safe. As part of the rule, try toincludesomeindicationofthereasonfortherule.Forexample,“Don’tplayin washroom. Someone could slip and hit their head or block others from getting past.” Use them to create a display or a book. Add pictures, symbols or drawings to each rule


•Sharesideas•Identifiesmainideas

•Identifiesmainideas•Sharesideas•Describesfindings

•Identifiesmainideas•Sharesideas•Listenstopeople

•Identifiesmainideas•Seesconnectionbetween

ideas•Thinkscreatively

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Acting impulsively means that we do not stop and think through our actions carefully before we do something. Identify situations in which it is important and responsible to act impulsively, and other times when it is more responsible to consider your actions carefully first. Discuss why being able to choosewhich situations require a more considered approach is a valuable skill, and continue to highlight different situations as they arise within the classroom. These might include such things as answering a question, completing an individual task, showing manners or averting an accident. You might choose to label different situations with cue words, such as Need Speed and Go Slow, to help students to identify appropriate responses in different situations

Invite someone to show how to make checks that a bicycle is safe to ride. Discuss rules to remember in riding bicycles safely – where, when and how, and identify the importance of wearing safety when cycling or skating. Organise a cycling day on which students can bring their bicycles to school and practise what they have learned

Identify important rules to remember in order to cross a road safely. Complete any of the following activities:

•Inviteapoliceofficeror the school ‘lollipop’person to talk aboutcrossing a road safely

•Simulatedifferentbusyroadscenarios(withstudentspretendingtobe cars and trucks passing by) while others make decisions about when and where to cross

•Look at pictures of different situations and identify which onesrepresent safe places to cross the road and which do not, e.g. blind corners, top of a hill, etc

•Drawoutaroadmaponthegroundandpractisefollowingtherulesyou have discussed

•Learnasongaboutcrossingtheroadsafely.Thereisoneat:www.dotolearn.com/games/songs/streetsafety/left.htm

Learning to swim is an important choice for you to make in order to keep you safe near water. Organise for students to undertake swimming lessons ortolearn‘drownproofing’skillssuchastreadingwater,floatinganddoggypaddle


•Identifiesmainideas•Identifiesrelevanceof

information

•Listenstopeople•Identifiesmainideas•Learnsnewskills

•Identifiesmainideas•Seesconnectionsbetween

ideas•Listenstopeople•Usesroleplaytoexplore

ideas

•Identifiesmainideas•Learnsnewskills

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When people choose to obey warning signs, they are sure to keep themselves and others safer. Research to discover examples of signs and symbols that exist to warn people of possible dangers. Play a game in which small groups of students are invited, when it is their turn, to describe what dangers may be avertedbysomeoneobeyingaspecificsignorrecognisingaspecificsymbol.You might consider:

•Slow–childrenatplay•Danger–highvoltage•Caution–constructionzone•Noexit•Mobilephonesprohibited•Nofoodordrink•Studentdropoffandpickupzone•Buszone•Caution–bendknees•Danger–Toxic/Caustic

Wherever you are, and whatever you are doing, there are choices that you can make to help you keep safe. Investigate ways in which an individual could make a choice to be safer in each of the following situations (or others of your own choosing) and then invite groups of students to write or draw each idea onto a card for use in a game later on. Label each set of cards with an appropriateheadingorsymbol.Someexamplesofthecardsinthefirstsetare suggested:

•Set1:BeingSafeinCars- Do up your seatbelt- Stay seated and quiet- Do not distract the diver with unnecessary noise or movement- Do not play with door handles- Keep your hands and arms inside the vehicle

•Set2:BeingSafeinBuses•Set3:BeingSafearoundCarsandBuses•Set4:BeingSafenearRoads•Set5:BeingSafewithBicycles•Set6:BeingSafenearWater•Set7:BeingSafeinthePlayground•Set8:BeingSafeintheClassroom•Set9:BeingSafeintheKitchen•Set10:BeingSafeintheBathroomandLaundry•Set11:BeingSafewithElectricity•Set12:BeingSafewithFire•Set13:BeingSafearoundStrangers•Set14:BeingSafeintheSun


•Identifiesmainideas•Sharesideas•Identifiesrelevanceof

information

•Identifiesmainideas•Sharesideas•Seesconnectionsbetween

ideas•Thinkscreatively



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How can responsible choices help to make our environment safer for everyone?

Playing with fire can have devastating results for both people andenvironments.Inviteafirefightertotalkaboutafirecanstart,howquicklyitcanspreadandhowpeopleshouldrespondwhenthereisafireemergency.Ifappropriate, learn the ‘Fire Safety Song’ at:www.dotolearn.com/games/songs/firesafetysong/song.htm

Whatever we are doing, we need to think about how our actions might impact others or endanger them. Draw cause and effect diagrams to illustrate possible negative consequences for other people in these situations:

•Running across the road. (Whether to chase a ball, to go around a bus or between parked cars, careless pedestrian activity can result in drivers swerving to avoid them and hitting something else)

• Playing with water. (Whether the excessive water will present an slippery surface for others; whether swimming in a particular place might endanger others)

•Playing in inappropriate places. (This may result in people being knocked over – devastating for an elderly person – or in damage to property that might mean a lot of work or cost for someone else)

•Leaving things lying around. (Toys, bikes, etc. can be potential hazard for others who may trip and be seriously injured)

•Paying with fire. (inflammable materials can ignite very quickly and trap people or animals, or destroy property)

•Other

Howdothedecisionsthatwemaketofollowrulesandtokeepsafe,helpothersin our community to keep safe as well? Make up some role-plays that illustrate how someone’s choice to ignore the rules puts other people in danger. For example:

•On the road – a driver avoids hitting a pedestrian but hits something else

• In the water – a swimmer ignores the warnings and puts a lifesaver or rescuer at risk

• In the playground – a game with a ball or boisterous activity in an inappropriate space, injures someone or breaks a window

•In the classroom – the most common accidents happen as a result of careless use of scissors, injuries to the eye from things being waved around, falling off seats, etc

•At home,playingwithfireoranelectricalapplianceinjurespeopleorproperty


•Listenstopeople•Identifiesmainideas

•Identifiesmainideas•Drawsadiagramtoshow

connections

•Usesroleplaytoexploreideas

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If we make responsible choices about how to dispose of things when we are finishedwiththem,wearenotonlyconsideringthesafetyandwellbeingofothers but the health of the environment for everyone. Identify responsible choices in disposing of the following, and why:

•Foodscraps

•Recyclablematerialssuchaspaper,glass,aluminium

•Out-of-datemedications

•Toxicsubstancessuchasoilorpaint

•Brokenorunusableitems,suchasoldbatteries,appliances,etc

•E-waste,suchascomputersandtelevisions

•Thingsyoudonotwantanymorebutmaybeusefulforsomeoneelse

Learn what to do in an emergency! Research the most important steps to take when someone:

•hasacut

•hasaburn

•isinseriouspain

•whoisinjuredorunwellisnotrespondingtoyou

•thereisafireorotherthreat



•Identifiesrelevanceofinformation


•Identifiesmainideas•Describesfindings



Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall


Research

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Reason

Reflect

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finding out furtherFind Out Further and gain understanding in one of two ways:1. Individual or group investigation2. Whole class investigation

During this phase the students will gain understanding:

research (further)Find answers to other questions generated at the beginning of, or during, the study The magnifying glass reminds us to go searching

reasonApply,analyse,interpret,compareandcontrastfindingsThe arrows remind us to pull apart (analyse) and draw comparisons (compare)


WHAT CHOICES MAKE OUR COMMUNITY SAFER? | FINDING OUT FURTHER

further researchquestions and activities

1. Identify an issue or topic you would particularly like to research, based on what you have learnt so far. For example:

Investigate more about keeping safe at home at the following website: www.kidsafewa.com.au/onlinesafetydemohouse.html

Investigate any warning signs, labels or cautions on any items within the home or school. Make a list of them and identify possible consequences of disobeying the instruction

Research possible hazards in local environment on a Hazard Walk. Predict problems and make suggestions about how to improve the environment

Interview a doctor or nurse from a local hospital about the most common types of accidents that they see in the emergency department, and what happens when accident victims are brought to hospital

Investigate ways in which people can endanger the health of people through pollution of different kinds – air, water, land, sound

2. Make a planIdentify resources from which you will gather information, and consider otherswhocouldworkwithyouorassistyou.Makealistofspecifictaskstodo and map out a time frame in which to compete your research

3. ResearchKeep your research together in a folder or book, where you can add new ideas as you investigate

4. Organise your notes and plan ways to communicate your understandings Consider ways in which you might present your research to the class


•Createsaframeworktofocus an inquiry

•Plansascheduleoftasks


•Conductssurveysandinterviews

•Identifiesmainideas•Listenstopeople•Sharesideas•Seesconnectionsbetween

ideas•Describesfindings

•Communicatesclearlyandcreatively



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reason questions and activities

Consider ways you can apply your ability to reason to your study.The following are a range of ideas, but students and teachers may come up with their own as a result of their research:

Think about the game of ‘Simon Says’ or ‘Follow the Leader’ that you played earlier. Discuss the following:

•Inlife,whoarethe‘Simons’or‘Leaders’whomweneedtolistentoorimitate?

•Whydothesepeopleneedtotelluswhattodo?

•Whathappenedinthegamewhenyoudonotfollowwhatwassaidordone?Howisthissimilartowhathappensinlifewhenwedonotdo what we are told?

•Shouldwedoeverythingthatotherpeopletellustodo?Whyorwhynot?

Consider the game of tag that you played earlier, with the ‘Safety Station’. Imagine that the players represented people going about their normal life, and that those tagging them represented the possible dangers that exist every day in different places and situations. Discuss the following:

•Whatdoyouthinkthe‘SafetyStation’mightrepresent?(A place of safety away from the danger, or a decision to follow a rule to be safe)

•Whatmighttheextra‘taggers’represent? (Increased danger as time goes by, or people putting others in danger by not making safe choices)

•Isstayinginsidethe‘SafetyStation’thewholetimeagoodidea?Whyor why not? (No, it is boring and lonely, and would be like someone who never went anywhere or did anything. If we are involved with life and with others, we will face dangers at times, but choosing to make safe choices, i.e. return to the ‘Safety Station’, we can enjoy life, have friends and reduce the risks for ourselves and others)

Use your ideas to dramatise or symbolically represent the idea of following a ruleormakingaresponsiblechoiceasadefinablemovementfromaplaceofpotential danger to a place of safety, and the increased danger that exists for everyone when people (such as the extra ‘taggers’) do not move to or make a safe choice. Give several real life examples for each part of the process, and then invite students to make up scenarios of their own. After a description of the situation and the choice made, ask:

•Ishe/sheinsidethe‘SafetyStation’ornot?


•Recognisesanalogies•Comparesandcontrasts•Evaluatesconsequences•Understandsandexpresses

uncertainties•Thinkscritically

•Recognisesanalogies•Comparesandcontrasts•Evaluatesconsequences•Understandsandexpresses

uncertainties•Thinkscritically



reason continued questions and activities

Identify the possible harm that may come to others because of the following irresponsible choices:

•Puttingpollutantsintodrainsorwaterwayssuchastoxicsubstancesor rubbish

•Leavingrubbishorfoodscrapslayingaround•Damagingorvandalisingsomething,suchasawarningsign,apublic

telephone, etc•Leavingsomethinginthewayofwherepeoplemightwalkordrive•Makingpranktelephonecalls•Writingunkindmessagesontheinternet•Sayingunkindthings

Discuss your ideas about the following:•Whyaresymbolsonwarningsignsimportantinkeepingpeoplewho

speak different languages safe?•What symbols would it be important for you to understand if you

could not read the words on a sign?•Whatshouldyoudoifyoudonotunderstandinstructions,signsor

warnings?

Brainstorm the following:•Howmightactingimpulsivelyputothersindanger?•Howmightshowingobediencehelptokeepotherssafe?

Read through the following advice by different people about being safe. Discuss what is meant by each and choose the one that you like the best, and why:

•Safetydoesn’thappenbyaccident (Unknown)

•“SafetyFirst”is“SafetyAlways”(CharlesM.Hayes)

•Betterathousandtimescarefulthanoncedead (Proverb)

•Precautionisbetterthancure (Edward Coke)

•Accidentsdonothappen-theyarecaused(Ernest Greenwood)

•Prepareandprevent,don’trepairandrepent(Unknown)

•Chancetakersareaccidentmakers (Unknown)

•Accidentshurt-safetydoesn’t (Unknown)

•Yoursafetygearsarebetweenyourears (Unknown)

•Don’tlearnsafetybyaccident (Unknown)

•Tomorrow-yourrewardforthesafechoicesyoumaketoday(Unknown)

•SafetyisassimpleasABC-AlwaysBeCareful(Unknown)

•Bealert!Accidentshurt (Unknown)


•Evaluatesconsequences•Identifiescauseandeffectof

lifestyle choices

•Identifiestherelevanceandvalue of information

•Thinkscritically•Givesreasonsand

supporting evidence

•Identifiescauseandeffectof decisions and lifestyle choices

•Thinkscritically•Givesreasonsand

supporting evidence




focusing forwardFocus Forward to develop wisdom in the following ways:

reflectThink deeply about the value and purpose of the subject, consider ethical issues, reflectonfindings The arrows remind us to think from a higher perspective, and a deeper perspective

resolveChoose.Thebenefitofourlearningisevidencedbywhatwedomorethanwhatwecan repeat. We consider how what we have learnt might impact who we are and what we do. De Bono’s Thinking Hats can help in the decision-making process. The ‘thumbs up’ remind us that we can say ‘yes’ to a response of some kind Our learning may have impacted our thinking, our attitudes, our actions, our communication on this topic, or where we stand on an issue

respondTake action. We apply our understanding The symbols remind us to consider our thinking, our attitudes, our actions, our communication on this topic, or where we stand on an issue

review and recordReview the Big Idea, the Key Understanding, the Focus Question, the HabitsofCharacter, the HabitsofMind and the Competencies or Skills you have focused on. Evaluate. Consider what we have done well and how we could have improved. Identify what our next steps are in developing values, habits and skillsThe arrows remind us that we need to look back in order to move forward

rejoice!Celebrate! We celebrate what we have learnt. We celebrate our gifts and talents and developing skills We celebrate a future and a hopeThe smiling face reminds us to enjoy!

Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall


Research

Respond

Reason

Reflect

Resolve

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© 2011 Interact Curriculum28

WHAT CHOICES MAKE OUR COMMUNITY SAFER? | FOCUSING FORWARD

reflectquestions and activities

Reflect on what is valuable, important or conclusive about your topic of study by considering one or more of the following. Share your ideas:

When we obey our parents and our teachers, we are showing that we trust them to care for us and want what is best for us. When we obey God, we are showing that we trust God and believe that God wants the best for us. We call this faith. Complete the following sentence fragments by naming some things that our parents, our teachers and God want for us:

•Myparentswantmetobe…(safe,happy,healthy,etc)•Myteacherswantmetobe…(learning,helping,doingmybest,etc)•Godwantsmetobe(loving,sureofGod’sloveforme,etc)•Ourworldshouldbe…(safe,beautiful,etc)

Acting impulsively is not dangerous, if our first impulse is to obey. Beingobedient to those responsible for us is not always easy, and sometimes we can make poor choices or act impulsively, causing ourselves or others harm. We can only become quick to obey by asking God to help us, practising obedience andtryingtomakeitourfirstresponse.Readthefollowingverses,andaskGod to help you to be obedient:

•Joshua1:6-8•Psalm106:3•Proverbs3:3•Ephesians6:1-3•Colossians3:20.22

Why should we care about the safety of others? Read the following verses and discuss how making responsible choices shows our love for others:

•John13:34-35•Galatians5:22-23•1Peter1:22•2Peter1:5-7•1John4:11

HowdoweknowthatGodwantsustolearntomanageourimpulsiveactions?Read the following verses and pray together about managing impulsivity, especially when it makes others unsafe:

•Galatians5:22-23•Titus2:6-8•2Peter1:5-7


•Identifiesabiblicalperspective


•Presentsanunderstandingon the importance of making good decisions

•Setsgoals



•Takespersonalresponsibilityfor own behaviour and possessions



•Identifiessolutionstoproblems

•Takespersonalresponsibilityfor own behaviour and possessions

•Setsgoals



resolve questions and activities

Identify how what you have personally learnt might impact who you are and what you do. Consider how this study might affect your actions in the future:

HeartYourattitudetowardfindingoutaboutGod’swaysoflovingandcaringforyourself, for others and for the environment that you share

HeadYour thinking about how to keep yourself and others safe, and care for your environment

HandsYour actions in managing the impulse to disobey, risk danger or cause damage

MouthHow you might communicate the importance of responsible choices to others

FeetWhere you stand on an issue about health or safety in your family, your school or your community

Use De Bono’s Thinking Hats to help you determine what response you might choose

White Hat: What else do you need to learn in order to manage the impulse to disobey or risk danger?Black Hat: What problems might you have in doing this?Yellow Hat: What might be the benefits of learning to make responsible choices about your own safety or the safety of others or the safety of the environment? Howwillithelp?Whyisitworthdoing?Red Hat: Howdoyoufeelaboutmakingdecisionstobesafer?Green Hat: Howcouldyoumakecreativechoicesaboutsafety?Blue Hat: What have you learned so far about hazards and what do you still need to do to learn to manage impulsive actions?Purple Hat: How could I pray about being safe or helping to keep others safe?

Think about ways in which you can show that you are developing habits of obedience and managing impulsivity, and then monitor your own behaviour overaspecifiedperiodoftimeinordertocompletethefollowing:

•IwasobedientwhenI…•IfollowedasafetyrulewhenI…•IwasthinkingaboutthesafetyofotherswhenI…•Iwasnotimpulsive,butthoughtaboutthebestactiontotakewhen

I …•IshowedthatIcaredaboutthehealthofothersortheenvironment

when I …


•Makesdecisionsaboutpossible actions

•Makesdecisionsaboutpossible actions



respondquestions and activities

Take individual or group action:

Change your attitudesIdentify things that you have done in the past, or things that you have seen others do, which are unsafe or unhelpful for the environment. Discuss why the action was unwise, and what you might do if you see someone else doing that in the future. Ask God to help you be aware of how your actions might impact others

Change your thinkingWe develop habits when we repeat the same action a number of times. A good habit to develop to manage our impulses is to stop and think before we act. Think of good way to express your new rule, such as:

•Stop–Think–Act,or•‘Ifyou’recarefulwhatyoudo,otherswillbesafertoo!’

Create a class poster about your new way of thinking and refer to often, in order to highlight ways to help make your classroom, your playground, your home and your community a safer place

Take actionMake a list of safety rules for your classroom and playground. Create a poster that communicates them to everyone

Identify places around your school that present possible hazards. Design some signs of your own to warn others of the dangers, or use the following website to help you: http://www.warningsigngenerator.com/

As a class, write a letter to the editor of a local newspaper about a situation or place that presents possible danger to members of the community

Take action to warn others of unsafe ways of playing, and ensure that your games in the playground demonstrate care for the safety of others and of property

Plan and practise an emergency evacuation procedure at school and at home

Choose an area of your school that you could make safer or more attractive. Work as a team to make improvements to it


•Recognisestheelementsofwise choices

•Hasabalancedviewofself,recognising both strengths and weaknesses

•DevelopsrelationshipwithGod


•Communicatesconfidentlyand creatively


•Demonstratescareforothers•Communicatesconfidently

and creatively

•Demonstratescareforothers•Showsinitiativeinactively

responding•Demonstratescareforothers•Makesfriendships

•Showsinitiativeinactivelyresponding

•Showsinitiativeinactivelyresponding

•Worksinateambenefitingfrom each person’s strengths


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respond continuedquestions and activities

Communicate your learningIn pairs or small groups, design pictures or posters to show ideas about how to be safe in different places. For example:

•TakeCareintheKitchen•LookOutintheLivingRoom•BewareintheBathroom•LookOutintheLaundry•Don’tbeSillyonStepsorStairs•BeGuardedintheGarage•BeWisearoundWater•BeSafeintheSun•RemembertheRoadRules•Other

Make a short video clip showing how to act responsibly when in places or situations involving potential hazards. Divide the class into small groups to perform or explain instructions for different things

Draw pictures of unsafe situations and invite others to identify the risk that is illustrated

Write a poem, song or rap about being safe in various situations, and teach it to others to perform with you. For example:

Don’tplaywithmatches,knivesorsuchThey can be dangerous – way too much!Take care near hot things and electricityWe think first and act carefully.Clap your hands to show you knowThen nod your head and touch your toe

Write a story similar to the Scary Baldari activity you completed in Relate. Invite students to draw or write about parts of the story you have created and collate it to make a book to share

Play a card game with the cards developed in Research 3.0. Rummy rules should work best, where students aim to collect sets of cards

Design a board game where players move around a community or a house. Spaces on the paths should identify decisions that were made in various scenarios, and move the player forward if responsible, or backward if irresponsible. Alternately, present different scenarios on different spaces and invite those that land on them to name the responsible action necessary

Create a display of the photographs of different places that you took in Research 2.0. Attach rules and warnings about how to be safer in the locations pictured









•Makesfriendships



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respond continuedquestions and activities

Stand for what is rightPerform short skits to show how you would deal with someone who is acting in a disobedient and dangerous manner

When we stop and act before we act, we are showing that we have self-control and are managing our impulses. Make a poster that lists the characteristics of a self-controlled person







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review and record questions and activities

Consider what you have learned and the skills you have developed:

Look at pictures of places or situations and identify:•Whatarethepossiblehazardsinthisplace?•Whatwouldbesomeresponsiblechoicestomakethere?

Collate a list of new skills which you have developed as a part of your studies in this unit of work, e.g. crossing the road, swimming skills, care for bicycle, etc. Identify those which will require further practice and skill development in the future

Share with a partner:•Whatyouknowabouteachofthe Key Areas of Investigation•Whichactivityyouenjoyedthemostandwhatyoulearnedfromit•Themostsurprisingthingyoulearnedfromourstudythisterm•Theactivitywhichhelpedyouthemost,tounderstandtheimportance

of make responsible choices to help keep yourself or others safe

Together, describe the following:•Whenactingimpulsivelycouldhelpyourfamily,ourschoolorour

community to be a safer place•Whenactinginamoreconsideredwaycouldhelpyourfamily,our

school or our community to be a safer place


•Identifiesnewlearning

•Identifiesnewlearning•Setsgoals

•Evaluatesourattitudes•Evaluatesouractions•Evaluatesourresearch•Demonstratesco-operative

learning skills

•Identifiesnewlearning



rejoice!questions and activities

Celebrate your learning:

Youmaychoosetomaketheculminationofyourstudiesasthefinaltestsfor a number of different skills, which you have practised or discussed. Invite other students, parents or members of the community to view your displays and/orvideoclipsabouthelpingtokeepeachothersafe.Presentawardstostudents for the development of skills and the demonstration of responsible choices. For example:

• The Safety Skill Awards – students who have demonstrated the required skills in swimming, first aid, bicycle safety, crossing theroad, emergency procedures, etc

•The Safety Star Awards – students who have been observed throughout the term, making responsible choices regarding their own safety or the safety of others

By involving a number of parent helpers or older students, you could organise torotatesmallgroupsaroundafieldofactivitieswherethestudentsmustexplain or demonstrate the appropriate actions to take. For example, Think Safely – Act Safely activity stations might include scenarios such as:

•the‘burning’building•thebusystreet•theswimmingpool•someoneisunconscious•anyothersappropriatetostudents’ageandyourinvestigations


•Celebratesourhealthandwellbeing

•CelebratesGod’spresenceinour lives and in our world


Sscriptures relevant to this unit scr

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Exodus 20:12Honor your father and your mother, so that you may live long in the land the LORD your God is giving you.

Deuteronomy 4:40Keep his decrees and commands, which I am giving you today, so that it may go well with you and your children after you and that you may live long in the land the LORD your God gives you for all time.

Deuteronomy 5:16Honor your father and your mother, as the LORD your God has commanded you, so that you may live long and that it may go well with you in the land the LORD your God is giving you.

Deuteronomy 5:33Walk in obedience to all that the LORD your God has commanded you, so that you may live and prosper and prolong your days in the land that you will possess.

Deuteronomy 11:8-108 Observe therefore all the commands I am giving you today, so that you may have the strength to go in and take over the land that you are crossing the Jordan to possess, 9 and so that you may live long in the land the LORD swore to your ancestors to give to them and their descendants, a land flowing with milk and honey. 10 The land you are entering to take over is not like the land of Egypt, from which you have come, where you planted your seed and irrigated it by foot as in a vegetable garden.

Deuteronomy 12:28Be careful to obey all these regulations I am giving you, so that it may always go well with you and your children after you, because you will be doing what is good and right in the eyes of the LORD your God.

Deuteronomy 25:14-1614 Do not have two differing measures in your house—one large, one small. 15 You must have accurate and honest weights and measures, so that you may live long in the land the LORD your God is giving you. 16 For the LORD your God detests anyone who does these things, anyone who deals dishonestly.

Leviticus 25:18Follow my decrees and be careful to obey my laws, and you will live safely in the land.

Joshua 1:6-86 Be strong and courageous, because you will lead these people to inherit the land I swore to their ancestors togivethem.7“Bestrongandverycourageous.BecarefultoobeyallthelawmyservantMosesgaveyou;do not turn from it to the right or to the left, that you may be successful wherever you go. 8 Keep this Book of the Law always on your lips; meditate on it day and night, so that you may be careful to do everything written in it. Then you will be prosperous and successful.”

Psalm 4:7-87Youhavefilledmyheartwithgreaterjoythanwhentheirgrainandnewwineabound.8Iwillliedownand sleep in peace, for you alone, O LORD, make me dwell in safety.

Psalm 106:3Blessed are they who maintain justice, who constantly do what is right.

Proverbs 3:3Let love and faithfulness never leave you; bind them around your neck, write them on the tablet of your heart.

WHAT CHOICES MAKE OUR COMMUNITY SAFER?SCRIPTURES RELEVANT TO THIS UNIT


John 13:34-3534“AnewcommandIgiveyou:Loveoneanother.AsIhavelovedyou,soyoumustloveoneanother.35By this everyone will know that you are my disciples, if you love one another.”

Galatians 5:22-2322 But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, 23 gentleness and self-control. Against such things there is no law.

Ephesians 6:1-31Children,obeyyourparentsintheLord,forthisisright.2“Honoryourfatherandmother”—whichisthefirstcommandmentwithapromise—3“sothatitmaygowellwithyouandthatyoumayenjoylonglifeon the earth.”

Colossians 3:20Children, obey your parents in everything, for this pleases the Lord.

Colossians 3:22Slaves, obey your earthly masters in everything; and do it, not only when their eye is on you and to curry their favor, but with sincerity of heart and reverence for the Lord.

Titus 2:6-86 Similarly, encourage the young men to be self-controlled. 7 In everything set them an example by doing what is good. In your teaching show integrity, seriousness 8 and soundness of speech that cannot be condemned, so that those who oppose you may be ashamed because they have nothing bad to say about us.

1 Peter 1:22Nowthatyouhavepurifiedyourselvesbyobeyingthetruthsothatyouhavesincereloveforeachother,love one another deeply, from the heart.

2 Peter 1:5-75 For this very reason, make every effort to add to your faith goodness; and to goodness, knowledge; 6 and to knowledge, self-control; and to self-control, perseverance; and to perseverance, godliness; 7 and to godliness, mutual affection; and to mutual affection, love.

1 John 4:11Dear friends, since God so loved us, we also ought to love one another.

WHAT CHOICES MAKE OUR COMMUNITY SAFER?SCRIPTURES RELEVANT TO THIS UNIT


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III© 2011 Interact Curriculum

the interACt resoUrCesThe Interact Curriculum is a biblically-based and integrated programme of learning suitable for students in Years 1-8. It is designed to inspire teachers with a multitude of creative ideas, questions and learning activities through which students can engage in learning about God and his world. This Interact Teacher Manual is part of a set of manuals produced for a single term’s work on an integrated theme. The Interact Currriculum provides teacher manuals in the subject areas of Devotions, Science, Social Science, Health and English on 16 such themes over a four-year cycle. Additional resources are also available in other subjects, including reproducible student worksheets entitled Discovery Sheets. The Interact Curriculum is designed to encourage students to interact with God, with others and with their world in the course of their learning day, and it is our intention to serve teachers by resourcing them with leading-edge curriculum material that helps students to:

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Know God

LearnaboutPeopleLearn

about the World

Develop faith and character

Develop thinkingskills

Integratelearningareas

Value and serve individuals

Build community

Relate learning to

real life

IV © 2011 Interact Curriculum

oPtions for UsinG this interACt teACher mAnUALIntroduction:

This Interact Teacher Manual is designed to give you many different ideas from which to select and plan a programme for your own class. It is recommended that the Interact Learning Path be used as a guide in the planning process, but there is plenty of scope for choice in this manual.

This Interact Teacher Manual will give opportunity for teachers to design either:

(a) A short, more traditional unit of workBy focusing on the Firing Up stage, covering the Key Areas of Investigation as a class, and selecting one or two activities in the Focusing Forward section, a teacher could design a short programme of work for a whole class lasting two to three weeks and follow it with assessment.

(b) A longer inquiry investigationBy working through the process of the Interact Learning Path, it will be possible to develop understanding of key concepts and skills in the Firing Up section, and then to ignite student enthusiasm to take responsibility, in negotiation with the teacher, for their own research, reasoning, reflecting and responding. This will engage the students in developing questioning and research skills and therefore equip and inspire them for future learning.

c) A combination of bothThe more independent students in the class could be given more control over their learning by setting them off on their independent inquiry approach whilst the teacher approachesthetopicinamoretraditional/teacher-centredapproachwiththeremainderof the class.

N.B. Regardless of what approach to the material is used, the Interact Learning Path provides the structure so that students are given opportunity to have some degree of choice about their learning. Because they have more ownership, deeper and more independent learning may occur.

V© 2011 Interact Curriculum

PLAnninG With interACtTerm OverviewRead the Term Overview document at the front of the Term Folder to understand the integrating thread of the term and the national curriculum requirements.

Understanding InteractRead the Understanding Interactsectiononpage(I)sothatyouareconfidentinunderstanding the principles and processes of the Interact Resources.

Overview and IntroductionReadthesepagestounderstandwhatthissubjectareaisabout,andwhereitfitsintothe integrated term’s work.

Big Idea and FociiRead the Big Idea, the Habit of Character Focus and Habit of Mind Focus, the Key Understanding and the Focus Question which summarise the main focii of this unit.

Biblical World View and Background InformationRead these pages to familiarise yourself as a teacher with the content being taught this term. Look up the Scriptures (found at the end of the manual for your convenience).

Key Areas of InvestigationThesefourpointssummarisethecontentthestudentsmaylearninthissubject.Confirmwith your national requirements and determine your priorities.

Key Learning IntentionsThese points give ideas for Skills you can select as focii during this unit. All the skills listed are found in the Indicators of Achievement throughout the book, and any can be selected to become the focus of your teaching and assessment of skills for this subject this term. Determine what is appropriate for your class.

Plan for School-wide Activities or VisitorsMeet several times with other staff to engage personally and corporately with the term theme and plan school-wide activities.

Determine Main and Subsidiary TopicsDetermine the main focus topic for your class (e.g. Science, Social Science, Health) this term and the supporting topics. Note that the main focus topic may vary between classes. At the conclusion of the term, when school-wide presentations are made, all studentsmaybenefitfromeachother’sdeeperlearninginparticulartopics.

PlanPlan, using the Interact Learning Path as a guide.

Have a great term teaching!

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VI © 2011 Interact Curriculum

the interACt LeArninG ProCessThe Interact Curriculum resources are being developed in a framework of learning, developed by Helen Pearson, called the Interact Learning Path.

The Interact Learning Path helps students to recall prior knowledge, to develop knowledge, skills, understanding and godly wisdom, to consider how what they have learnedimpactswhotheyareandwhattheydo,torespondwiththebenefitofnewskillsand understanding, to evaluate their work, and to celebrate their learning in a range of ways as outlined below:

the interact Learning Path

We hope you enjoy discovering, with your students, a fresh perspective on the world!

Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall


Research

Respond

Reason

Reflect

Resolve

VII© 2011 Interact Curriculum

Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall


Research

Respond

Reason

Reflect

Resolve

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KeY LeArninG intentionsWe are learning to:

RelateEngage

RecallRemember

Raise questions and recognise problemsInquire

Plans

ResearchGather information

Express ideas

Organise information

Connects with the topic and relates to others

Recalls prior knowledge and experiences

Creates a framework to focus an inquiry

Definesaproblem

Conducts a survey to gather data

Plans a schedule of tasks

Uses a range of sources to research including original sources, reference texts, archives, people, media, computer technology, places

Identifiesrelevanceofinformation

Listens to people

Conducts surveys or interviews

Learns new skills

Draws a diagram to show connections

Uses role play to explore ideas

Describesfindings

Identifiesmainideas

Shares ideas

Sees connections between ideas

Thinks creatively

VIII© 2011 Interact Curriculum

KeY LeArninG intentionsWe are learning to: continued

ReasonInterpret information

ReflectAnalyse

ResolveMake judgments and decisions

RespondDemonstrate growth in Christian character

Make personal responses

Accept responsibility to contribute to the world

Understands and expresses uncertainties

Evaluates consequences

Identifiescauseandeffectofdecisionsandlifestyle choices

Thinks critically

Gives reasons and supporting evidence

Recognises analogies

Compares and contrasts

Identifiesabiblicalperspective

Identifiessolutionstoproblems

Takes personal responsibility for own behaviour and possessions

Presents an understanding on the importance of making good decisions

Sets goals

Makes decisions about possible actions

Develops relationship with God

Has a balanced view of self, recognising both strengths and weaknesses

Makes friendships

Recognises the elements of wise choices

Shows initiative in actively responding

Communicatesconfidentlyandcreatively

Worksinateambenefitingfromeachperson’sstrengths

Demonstrates care for others

IX© 2011 Interact Curriculum

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KeY LeArninG intentionsWe are learning to: continued

Review and recordJudge the process

Rejoice!Celebrate

Evaluates our attitudes

Evaluates our actions

Evaluates our research

Demonstrates co-operative learning skills

Identifiesnewlearning

Sets goals

Celebrates our health and wellbeing

Celebrates God’s presence in our lives and in our world

© 2011 Interact CurriculumX

ACKnoWLeDGementsDeveloping the Interact Curriculum has been the result of over twenty-five years ofthinkingandworkingintheeducationfield,andthereforetwenty-fiveyearsofgleaningideas and principles from a multitude of mentors, advisors, observations, teaching experiences, books and curricula from around the world.

It would not be possible for me to acknowledge all those who have contributed to my thinking.AsWoodrowWilsononcesaid,“InotonlyuseallthebrainsthatIhave,butall that I can borrow.” Certainly I am indebted to the many advisors in New Zealand, Australia, North America, England, Indonesia and Africa, who have contributed their critique and assistance in writing these books.

Special thanks should go to Graham Braddock who believed in me and in our God sufficientlytoencourageandchallengemetobothestablishKingsWaySchoolin1986and to subsequently write curriculum for schools.

Thanks,too,toMartyHeaslip,whofirstintroducedthisconceptofteachingfromabasisof understanding the character of God.

Special thanks go to Julie Owen for walking with me through the Interact update processandadvising,critiquing,andwritingandrefiningmaterial sohelpfully. Also,thanks to Carl Becker for valuable critique, Clare Woods for the graphic design, to Anna Johnstone who has been a supportive friend and advisor for many years and assisted with proofreading, and to the team of researchers, writers and graphic designers who help write manuals and prepare support material.

I have written and revised the Interact Curriculum since 1993, in answer to requests for assistancefromschools,andduringthat timehavealsohadfivewonderfulchildren.I am so grateful for the support of my husband, Dean, who is my closest friend and support and whose belief that God’s purpose for this material is more important than careerandsecurityhasallowedhimtotakehugefinancialrisksandlifestylechanges.My mother, Elizabeth Horne, has also been very supportive over many years. Dean and I are blessed to have the prayerful support of both sides of our family, and our thanks go to Elizabeth, Parke, Lin and Robin for their commitment to prayer for us and for this resource.

To all those who have critiqued and advised in large ways and small, I am most grateful. To those who have not yet made suggestions and would like to, please do so. It helps tomakethedocumentsstrongerforthebenefitofbusyteachers,andIvaluecriticalcomment to that end.

Helen Pearson

Co-author, Editor and Publisher of Interact Curriculum


BiBLioGrAPhYBoard of Studies (2007). Personal Development, Health and Physical Education K-6Syllabus. Sydney: Board of Studies NSW

Costa, Arthur L. and Kallick, Bena (2008). Learning and Leading With Habits of Mind:16 Essential Characteristics for Success. Association for Supervision & Curriculum Development

De Bono, Edward (1999).SixThinkingHats.MICA Management Resources, Inc

Department of Education (2000). Revised National Curriculum Statement for Grades R-9 (schools): Life Orientation. Pretoria: Government printer

Haycock, Ruth C. (2005). Encyclopedia of Bible Truths. Association of Christian Schools International. Colorado Springs: Purposeful Design Publications

Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning Media Ltd

XI

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