Pacemaker Pack: Family Fun (Junior)

Forr Ages 6B -8 or e t s

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Family Fun

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Exploring the roles © ReadyEdP ubl i c at i ons •f orr evi ew pur pose sonl y• and traditions within the family. o c . che e r o t r s super

© Ready-Ed Publications - 2004 (Revised edition) Published by Ready-Ed Publications P.O. Box 276 Greenwood WA 6024 Email: info@readyed.com.au

Website: www.readyed.com.au

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 570 5

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Contents Teachers’ Notes ................................................................................... Page 4 Student Record Sheet ........................................................................... Page 6 MY FAMILY .......................................................................................... Page 7 FAMILY TYPES ..................................................................................... Page 8 ALL ABOUT ... ..................................................................................... Page 9

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FAMILIES TOGETHER ........................................................................... Page 10 FAMILY RULES ................................................................................... Page 11 DINNER TIME! ................................................................................... Page 12

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BUSY BEES AT HOME ......................................................................... Page 13

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THE BIG MOVE! ................................................................................... Page 14 THE MORE THE MERRIER ..................................................................... Page 15

HOW WAS YOUR HOLIDAY? ................................................................. Page 16

WHAT WOULD YOU DO? ...................................................................... Page 17 WHOSE FAULT? ................................................................................. Page 18 FAMILY DETECTIVE ............................................................................. Page 19

© ReadyEdPubl i cat i ons MY OWN RULES ................................................................................. Page 22 •f orr evi ew pur posesonl y• MY DREAM HOME .............................................................................. Page 23 FAMILIES OF AUSTRALIA .................................................................... Page 20

MY FUTURE FAMILY ............................................................................ Page 21

TAKING AFTER ................................................................................... Page 24

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FAMILY PHOTO ALBUM ...................................................................... Page 25

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TRUST SHAPES .................................................................................. Page 26

SPECIAL DAYS .................................................................................... Page 27

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FAMILY TREE ..................................................................................... Page 28

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THE WISE ONE ................................................................................... Page 29 THANK YOU SURPRISE ....................................................................... Page 30

FAVOURITE FAMILY RECIPES ................................................................ Page 31 LOOK ALIKES .................................................................................... Page 32 SECRET SWAP ................................................................................... Page 33 A PERFECT POEM ............................................................................... Page 34 FAMILY FUN .................................................................................... Page 35 ANSWERS ......................................................................................... Page 36

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Teachers’ Notes This fully revised series was initially devised as a means of providing extension for students within the regular classroom, whilst catering for the needs of the teacher and providing materials that were designed along educationally sound lines.

Although the content and layout for the revised series has been completely updated, the principles behind the series remain the same, using CONTENT LEVELS as a basis for categorising activities.

The key to this approach, which we term the appropriate curriculum model, is that students are presented with activities appropriate to their levels of understanding of the content together with their mastery of the requisite higher-order thinking processes. The levels are an adaptation of Bloom’s Taxonomy of Educational Objectives, still a widely accepted and valued model of education.

r o e t s Bo r e p ok u Content SLevel 1

Below are the Content Levels and Indicators used in this book:

What it means

What the student does

Content Level 2 What it means

FINDING OUT: Recalling data, showing understanding through restating or extending ideas.

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/ / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Answers factual questions, interprets information, describes or illustrates events.

USING INFORMATION: Using information in a new situation through extending or breaking down concepts being studied.

Problem solving based on knowledge gained. Making assumptions.

© ReadyEdPubl i cat i ons Content Level 3 •f orr evi ew pur posesonl y• What it means

What the student does

CREATING / EVALUATING: Putting together ideas to develop new products, making judgements based on new information.

Puts forward theories or original ideas and designs, forms and states opinions on theories.

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What the student does

/ / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Moving Through the Content Levels

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It is important that higher-order activities such as those at Content Level 3 are underpinned with a solid base of knowledge — the tasks and activities aligned with Levels 1 and 2 are designed to establish and expand this. It should never be assumed that students have the requisite content knowledge, but be prepared to advance students quickly to higher-level activities if they demonstrate a sound understanding of the facts and concepts presented in Levels 1 and 2.

In considering the structure of this material, it is envisaged that in the heterogeneous classroom situation, the series can be implemented as follows:

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Child Ability Level

Interpretation

M Above Average ____________ Emphasis on Level 2/3 M Average _________________ Emphasis on Level 2 M Below Average ____________ Emphasis on Level 1 Many pages contain activities from more than one level. In this case, the TIME taken on each part will change focus, according to the outline above. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Teachers’ Notes Using the Pacemaker Packs in the Classroom > Promote interest in the theme — set up a classroom learning centre that may contain: • Books and posters; • Models and artefacts; • CD-ROMS; • Art supplies and plenty of writing and drawing paper; • A “theme” table with items brought by students from home.

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> Decide on the approach to the theme that suits you and your students best: • Teacher-directed with the whole class completing teacher-assigned sheets at a specified time (teacher records progress).

• Student-directed with students working through materials at their own pace at a specified time (student records progress).

• As an interest-based approach with students working from a selection of photocopied worksheets at their own pace (student monitored and recorded).

• As supplementary materials to a unit of study.

You may wish to use this series as a Learning Centre, with photocopied sheets displayed in pockets that students can select from, perhaps set up like this:

© ReadyEdPubl i cat i ons UNu •f orr ev i e r posesonl y• LY Fp MIw FA Two covered strawboard sheets, hinged for easy storage and display.

Slots - for title.

Pockets for photocopied Pacemaker sheets.

Instructions for use.

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Relevant resource books for research.

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Relevant resource books for research.

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Before commencing, talk over the activities contained in the book with your class.

Encourage students to broaden their thinking to suit the open-ended nature of the upper level activities, helping them to understand that there is not “one correct answer”.

Outline a procedure for the activities: • How will students store and present their completed worksheets? (In a file, a booklet, a plastic sleeve.)

• How can students work on the contents? (Individually, in pairs, in small groups.)

• From where can further research sources be obtained?

• What people or organisations might be able to help?

• How and when will the sheets be available? / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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How Well Are You Doing?

Name::

..............................

What to do: Each time you finish a sheet, use your ......................... coloured pencils to colour in the balls or spots on the clown.

Decide for yourself how well you did and colour the shapes like this: BLUE: For good work

GREEN: I could have done better

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RED: For excellent work

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My Family

Name:

There are lots of different types of families.

.............................. ........................

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r o e t s Bo r e p ok u Sin MY family are: The people _________________________

__________________________

_________________________

__________________________

_________________________

__________________________

_________________________

__________________________

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© ReadyThis E Puofb l i cat i ons isd a picture my family: •f orr evi ew pur posesonl y•

o c . che e r o t r s super What is a family?

A family is... __________________________________________ ____________________________________________________ ____________________________________________________ Related Outcome: Students will demonstrate understanding of a family by relating to their own family.

Subject Area/s: Health and Physical Education - Human Development, Human Relations. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Family Types

Name:

..............................

Families come in many different shapes and sizes. .........................

Draw a picture for each of the families described below:

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Gary lives with his dad and his step-mum. His step-mum and dad have a new baby girl. Gary has a pet dog called Rufus.

Melissa lives with her aunty and stays at her grandmother’s place on the weekends. Her aunty runs a dance school that she goes to on Wednesday afternoons. Melissa is allowed to have a friend stay with her every second weekend.

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Danny was adopted but his adopting parents love him very much. He calls them Mum and Dad. He has twin brothers who are three.

Danny’s family lives on a farm.

o c . che e r Meg liveso with her Mum and Dad t r sbig brothers. Meg’s sup and four er

grandfather lives in a small house in the family’s back yard. It is crowded and noisy but the family has lots of fun and everyone shares the jobs that need doing.

Related Outcome: Students will understand that there are many different types of family groups.

Subject Area/s: Society and Environment - Natural and Social Systems, Culture. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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All About ...

Name:

..............................

Tell all about ONE person in your family. It might ........................ be Mum, Dad, your sister, brother, grandmother or uncle. Try to write in FULL SENTENCES. All About _________________________________________ (Name) / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

r o e t s Bo r e _________________________________________ p ok u _________________________________________ S _________________________________________

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Appearance (what do they look like?): __________

Likes and Dislikes: __________________________________________

__________________________________________________________ __________________________________________________________

© ReadyEdPubl i cat i ons or evi ew ur posesonl y• What• do f they dor during the day?p _______________________________ __________________________________________________________

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What is special about them?

__________________________ __________________________ __________________________ __________________________

Related Outcome: Students will investigate the characteristics of one chosen family member.

Subject Area/s: Society and Environment - Culture, Investigation. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Families Together Think of some things that your family does together.

Name:

.............................. .........................

Make a list: • _________________________________ • _________________________________

r o e t s Bo r e p ok • _________________________________ u S • _________________________________ • _________________________________ Choose one of the things from the list.

Draw a picture of your family doing this together.

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• _________________________________

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Write three words to describe your FEELINGS when you spend time with your family:

Related Outcome: Students will identify traditions practised by their own family.

Subject Area/s: Society and Environment - Culture, Human Relations. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Family Rules

Name:

.............................. ........................

Does your family have special rules?

Think of a rule that your family has for:

1] Meal times:___________________________________________ _______________________________________

r o e t s Bo r e _______________________________________ p ok u Bed time: S ____________________________________________ Why do you have this rule? ________________

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Rule Number 1 Be Kind To Each Other

____________________________________________________

Why do you have this rule? ________________________________ ____________________________________________________

3] Swimming pool or beach:________________________________

____________________________________________________ © ReadyEdPubl i cat i ons do you have this rule?p ________________________________ •Why f o r r e vi ew ur posesonl y• ____________________________________________________

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4] Watching TV: __________________________________________ ____________________________________________________

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Make up c another SENSIBLE rule that you thinke families should have: her r o st super ________________________________ Why do you have this rule? ________________________________

5]

________________________________ ________________________________ ________________________________ Related Outcome: Students will understand that families have rules to support the health and well-being of family members.

Subject Area/s: Health and Physical Education - Human Relations, Natural and Social Systems. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Dinner Time!

Name:

..............................

Think about what happens in your family at dinner ......................... time. Write answers in the space below.

1] Where do you eat dinner? _______________________________ 2] Who makes the dinner? _________________________________

r o e t s Bo r e What sorts of food do you normally eat?____________________ p ok u ____________________________________________________ S

3] Who gets the plates and cutlery ready? ____________________

5] Are there any special rules? _________________ ________________________________________

6] Who cleans up? _________________ ______________________________

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Make a CARTOON STRIP showing your family eating dinner.

Use speech bubbles to show what each person is saying.

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What would you like for dinner tonight?

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Related Outcome: Students will recount roles and traditions carried out by their families during mealtimes.

Subject Area/s: Society and Environment - Culture; Health and Physical Education - Human Relations; English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Busy Bees At Home

Name:

..............................

Family members do different jobs around the home. ........................

Name three people in your family, and write down the jobs that they do.

Name: __________

r o e t s Bo r e p o _________________ u _ k _ _______ _ : e m a N S _________________

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Jobs: ____________

__ s: __________ b o J _________________

_________________

_____ ____________ _____ ____________ _____ ____________ _____ ____________

Name: __________ Jobs: ____________

© ReadyEdPubl i ca t i ons _________________ •f orr evi ew pur poses onl y• _________________ _________________

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You have a visitor who would like to help around the house. Write some instructions for a household chore.

2] _____________________________________________________ 3] _____________________________________________________ 4] _____________________________________________________ Related Outcome: Students will identify roles and responsibilities within their own family unit.

Subject Area/s: Society and Environment: Resources, Culture. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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The Big Move

Name:

Write what is happening in these pictures.

.............................. .........................

X _________________________ _________________________

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r o e t _________________________ s Bo r e p ok _________________________ u S _______________________________________________________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• _______________________________________________________ _______________________________________________________

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___________________________ ___________________________

___________________________ . te o c Why do families have to move house? _____________________ . che e r o ____________________________________________________ t r s super

5] If you had to move house, how would you feel? ______________ ____________________________________________________ 6] What would you miss the most? __________________________ ____________________________________________________ Related Outcome: Students will explore aspects of family relocation, including their own feelings and ideas.

Subject Area/s: Society and Environment - Time, Continuity and Change; Health & Physical Education - Health of Individuals and Populations. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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The More The Merrier Pretend that you live in a VERY big family.

Write about what it would be like:

Name:

.............................. ........................

At meal times: ____________________________________________ _______________________________________________________

r o e t s Bo r e _______________________________________ p ok u Using theS bathroom: _______________________ _______________________________________

Watching TV: _____________________________

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Doing jobs around the house: _______________

_______________________________________________________

Going out: _______________________________________________

© ReadyEdPubl i cat i ons I• WOULD like tov live inw a very family because ...n f or r e i e pbig ur pos eso l y•

_______________________________________________________

_______________________________________________________

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. t eNOT like to live in a very big family because o I WOULD ... c . che e r _______________________________________________________ o t r s s r u e p _______________________________________________________ _______________________________________________________

_______________________________________________________ _______________________________________________________ On the back of this page, draw a family of TEN watching television.

Related Outcome: Students will describe their ideas of what life would be like in a large family.

Subject Area/s: Health and Physical Education - Human Relations; Society and Environment - Culture. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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How Was Your Holiday?

Name:

..............................

Talk to your friend about what their family is like. .........................

What jobs do they do? What rules do they have?

What things do they do on the weekend?

Pretend that you are going to stay with your friend this weekend.

Write an imaginary diary about the things that you did and what it was like.

r o e t s Bo r e Dear Diary ________________________________________ p ok u _________________________________________________ S

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FRIDAY NIGHT

_________________________________________________ _________________________________________________ _________________________________________________

SATURDAY NIGHT

© ReadyEdPubl i cat i ons Dear Diary ________________________________________ •f orr evi ew pur posesonl y•

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o c . che e Dear Diary ________________________________________ r o t r s super _________________________________________________

SUNDAY NIGHT

_________________________________________________ _________________________________________________ _________________________________________________ Related Outcome: Students will analyse similarities and differences between two family groups.

Subject Area/s: Society and Environment - Culture; English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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What Would You Do?

Name:

.............................. ........................

Anna was really excited. Her best friend had asked her to go to the Wildlife Park on Saturday with her family.

“Oh, I’d love to go,” said Anna. “I could take my new camera. I’ll just have to ask my Mum and Dad first.”

“Mum,” asked Anna, “Can I go to the Wildlife Park with Sally and her family on Saturday?”

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r o e t s BMum. “It is your Grandma’s r e “Anna, have you forgotten about Saturday?” saido p ok if you’re not birthday. We’re giving her a special party. She’ll be disappointed u there.” S What would YOU do - and WHY?

_______________________________________________________ _______________________________________________________ _______________________________________________________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Write down what each person would say after you tell them about _______________________________________________________

your choice:

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Related Outcome: Students will consider alternatives to a moral dilemma.

Subject Area/s: Health and Physical Education - Human Relations. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Whose Fault?

John and Fiona had just finished their lunch.

Name:

.............................. .........................

“You can go outside and play now,” said Mum. “Please keep away from the flower seedlings

r o e t s Bo r e p o u They went outside and started to play with a ball. k S “Don’t throw it so high John!” yelled Fiona. “I can’t catch it.”

I have just planted.”

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“Okay,” said John and Fiona.

“Okay, I’ll try,” said John. “You watch where I throw it this time.”

John threw the ball but it was too high again. Fiona stepped back to catch it and stood right in the middle of the flower seedlings.

“Oh, no! Look what’s happened,” said Fiona. “Mum’s flowers are squashed. You shouldn’t have thrown the ball so high.”

© ReadyEdPubl i cat i ons “You should have watched where you were John.

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1] Whose fault is it and why?

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2] What should John and Fiona do?

____________________________________________________ ____________________________________________________ On the back of this page, draw a picture showing what happened next.

Related Outcome: Students will consider alternatives to a moral dilemma.

Subject Area/s: Health and Physical Education - Human Relations. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Family Detective

Name:

.............................. ........................

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What can you tell about this family?

Write two facts about each family member:

© XR______________________________________________ eadyEdPubl i cat i ons Yr ______________________________________________ •f or evi ew pur posesonl y•

Mum:

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X ______________________________________________ Y ______________________________________________

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X ______________________________________________

. teY ______________________________________________ o c .

Daughter: X ______________________________________________ che e r o t r s super Y ______________________________________________ Compare your answers to those of a friend.

Tick the ideas that you BOTH thought about.

Draw one more family member in the picture.

Related Outcome: Students will compare assumptions about family members from pictorial stereotypes.

Subject Area/s: Health and Physical Education - Human Development; English - Viewing.

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Families of Australia

Name:

DARWIN Barry’s parents work in the army.

BRISBANE Jenny’s mum is a doctor.

CANBERRA Josie’s mum works for the government.

SYDNEY Maria’s dad owns a fruit shop.

MELBOURNE Angela’s dad is a teacher.

HOBART Sam’s dad is an engineer.

ADELAIDE Rebecca’s mum works in the vineyards.

PERTH Ryan’s family own a river cruise business.

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..............................

Families live in lots of different places. Use an .........................

ATLAS to find out where these places are and draw a LINE from the boxes to the city on the map.

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. te you live.

Put an X where o c . c e r Write a sentenceh about what your Mum ort Dad er o s does. super

_______________________________________________________ _______________________________________________________

Find two people in your class whose family has lived in another Australian city or town. Find these places on the map and mark with a triangle.

Related Outcome: Students will investigate various home cities and occupations of families.

Subject Area/s: Society and Environment - Place and Space, Resources. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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My Future Family

Name:

..............................

What would you like YOUR family to be like when ........................ you grow up?

Finish these sentences to show your ideas.

1] When I grow up, I would like work as a _____________________

r o e t s Bo(city or town) because r I would live in e _______________________ p ok u ____________________________________________________ S

2] I would have ____ boys and ____ girls.

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3]

_________________________________ _________________________________

5] When visitors came to my house we would

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4] On the weekends, my family and I would ___________________

_________________________________ © ReadyEdPubl i cat i ons _________________________________ •f orr evi ew pur posesonl y•

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What will you look like when YOU are an ADULT? Draw a grown-up you with your future family.

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Related Outcome: Students will envisage their own future family members and traditions.

Subject Area/s: Health and Physical Education - Human Development; Society and Environment - Time, Continuity and Change. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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My Own Rules

Name:

..............................

When you grow up you will make rules for your own ......................... family. Look at the headings below and think of two rules for each area that will make your future family run well.

Safety Rules

X ____________________________________

r o e t s Bo r e p o u k Going to Bed Rules X ____________________________________ S Manners

Y _____________________ X _____________________

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Y ____________________________________

Y _____________________________

Xy ____________________________________ © Read EdPubl i cat i ons •f orr evYi e____________________________________ w pur posesonl y•

Helping Each Other

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Write down two things you might do if your children DO NOT follow the rules: X _____________________________________________________

. tethat your children might get for BEING WELL BEHAVED. Draw a reward o c . che e r o t r s super

Y _____________________________________________________

Related Outcome: Students will look at the types of rules and consequences that they may have for their future family.

Subject Area/s: Health and Physical Education - Human Relations; Society and Environment - Natural and Social Systems. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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My Dream Home What kind of house would you like to live in with your future family?

Name:

.............................. ........................

r o e t s Bo r e p ok u S

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Teac he r

Draw your dream home here:

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__________________________ __________________________

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What will it be like inside your house? Think about colours, furniture, entertainment, mealtimes.

Draw your favourite room inside the house.

o c __________________________ . che e r o t __________________________ r s super __________________________

__________________________ __________________________ __________________________ __________________________

Related Outcome: Students will understand that families live in a variety of different homes to suit their situation and needs.

Subject Area/s: Society and Environment - Place and Space. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Taking After

Name:

..............................

Would you like to be like someone in your family ......................... when you grow up?

I’d like to be like______________________________ Write all the good things about this person that you admire.

r o e t s Bo r e p ok u _______________________________________ S _______________________________________

_______________________________________________

_______________________________________

Now think about YOURSELF.

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_______________________________________________

Good

Change

Write all the good points about yourself that you would like to keep.

What are all the things you would like to change or improve about yourself?

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What do you think your parents like most about you? ________________ ___________________________________________________________________________ Related Outcome: Students will understand that both physical and interpersonal aspects of individuals are liked by others.

Subject Area/s: Health and Physical Education - Human Development, Human Relations. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Family Photo Album

Name:

..............................

Ask your parents if you can look at some photos of ........................ when you were growing up.

Draw and write about the photos showing your THREE FAVOURITE MEMORIES.

r o e t s Bo r e p ok ................................ u S ................................

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I am ___ years old.

This photo shows ... ................................

................................

I am ___ years old.

This photo shows ... ................................

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•f orr evi ew pur posesonl y• ................................

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I am ___ years old.

This photo shows ... ................................

o c . ................................ che e r o t r s ................................ super ................................

Finish this sentence: Family photos are important because ________________ _________________________________________________________________________ Related Outcome: Students will understand that different events are important at different stages of their lives.

Subject Area/s: Health and Physical Education - Human Development; Society and Environment - Time, Continuity and Change. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Trust Shapes

Name:

..............................

Trust means that you know a person will take care of you ......................... and make you feel safe and happy.

We trust people in different ways.

Write the name of the person in your family that you TRUST for these things in these shapes:

r o e t s Bo r e p ok u Who do you trust to Stell about a bully at school?

Who do you trust to read you a story at night?

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Teac he r

Who do you trust to tell about a bad dream?

Who do P youu © ReadyEd bl i caWho t i o ns do you trust to trust to help you give something you •f orr evwith i ew ur poses o n l y • yourp homework? have made in art

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Who do you trust to look after your pet?

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class?

Who do you trust to help you with sport practice?

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Trust Triangle In this triangle, write all the people that you TRUST. Related Outcome: Students will understand that different people in their lives are able to help them in different situations.

Subject Area/s: Health and Physical Education - Human Relations. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Special Days

Name:

.............................. ........................

There are many special days in families.

Write down some things that your family does on these special days.

r o e t s Bo r e p ok u S

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Teac he r

If you don’t celebrate some of these days, think of some other special days and draw a shape for them on a new sheet of paper.

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© ReadyEdPubl i cat i ons Mother’s •f orr evi ew pur poseso nl y•Day Birthdays

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Christmas Day

Easter

Write a story about “My best family event ever”.

Related Outcome: Students will understand that special events are shared by families in a variety of ways.

Subject Area/s: Society and Environment - Culture. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Family Tree

Name:

.............................. .........................

What can you find out about your family?

In the family tree below, draw pictures of your grandparents, your parents, uncles and aunts, you and your brothers and sisters. In the lines underneath, write the person’s NAME and the YEAR that they were born.

r o e t s Bo r e p ok u S

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Year: ........................

Name:

Parents, uncles, aunts

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Year: ........................

Name:

........................

Year: ........................

Name:

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Name: Year:

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Grandparents

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Name:

Name:

Name:

Name:

Year:

Year:

Year:

Year:

Year:

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Brothers, sisters, cousins

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Year: ........................

Name:

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Year: ........................

Name:

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Name:

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Year: ........................

Name:

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Year: ........................

Name:

........................ ........................

Name: Year:

Related Outcome: Students will investigate the structure of their own family tree.

Subject Area/s: Society and Environment - Time, Continuity and Change, Investigation. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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The Wise One

Name:

..............................

For homework, interview the OLDEST person in ........................ your family to find out what life was like when they were younger. Listen carefully and write down some notes as you go.

1] Where did you go to school? ___________________

r o e t s B r e oo ___________________________________ p u k ___________________________________ S

2] How did you get to school each day? ________ ______________________________________

3] What was your favourite subject in primary school?

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Teac he r

______________________________________

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4] What sort of games did you like to play when you were my age?

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5] What did you do on the weekends?________________________ ____________________________________________________

6]

____________________________________________________ . tethree things have changed the most since youo What were my age? c . che e X __________________________________________________ r o t r s super Y __________________________________________________ Z __________________________________________________

Write down one more question that you would like to ask: _______________________________________________________ _______________________________________________________ Related Outcome: Students will explore differences between the life of an elderly relative and their own.

Subject Area/s: Society and Environment - Investigation, Time , Continuity and Change. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Thankyou Surprise

Name:

..............................

Imagine that you were to give a card and a gift to ......................... someone in your family just for a surprise to say “Thank you for being so special”.

Who would you choose to give the gift to? _____________________

r o e t s Bo r e p ok u S

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Teac he r

Draw the gift in the box below:

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Decorate the gift tag and write a message on the back.

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........ . . . . . . . .... ........ . . . . . . . ........ .. . . . . . . . . . . . . . . .... ..... ........ r ..... . . . a . . e . .

D ........ .. . . . . . . . . . . . . . . ... .... ........ ........ . . . . . . . . ........ ........ ... . . . . . . . . . . . . . . .. ... ........ ........ . . . . . . . ........ .... ........ . . . . . . . . ........

k Bac

Related Outcome: Students will choose a suitable gift and card message for a loved one.

Subject Area/s: Health and Physical Education - Human Relations; The Arts - Visual Art. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Favourite Family Recipes A page to take home!

Many families have a favourite meal that they like to share.

Name:

.............................. ........................

In the space below, write the recipe for YOUR family’s special meal.

Ask someone older to help you write it nice and neatly.

1]

Ingredients:

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Teac he r

2]

r o e t s Bo r erecipe? ________________________________ Who makesp this ok u WhatS is this dish called? ________________________________ Draw the dish.

___________________ ___________________ ___________________

© R e a d y E d P u b l i c a t i o n s ___________________ • f orr evi ew pur posesonl y• ___________________

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___________________ Method: How is it made?

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________________________________________________ ________________________________________________ ________________________________________________ Related Outcome: Students will produce a procedural text outlining a favourite family recipe.

Subject Area/s: English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Look Alikes

Name:

..............................

Who do you look and act most like? If you live with ......................... both your parents, have a go at this to see who you are the “spitting image” of. Put a tick whenever the feature is the same as yours.

Feature

You

Mum

r o e t s Bo r e p ok Hair colour u S Hair type

Dad

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Teac he r

Eye colour

(curly, straight, wavy) Skin colour Skin features (moles, freckles)

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Nose shape Personality (quiet, loud, funny, serious, clever, kind, patient, hard working)

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Height and body shape

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What did you discover? Who are you most like? _______________________________________ _______________________________________ Related Outcome: Students will understand that although appearance and personality can be inherited by either parent, some characteristics can be unique to themselves. Subject Area/s: Health and Physical Education - Human Development. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Ready-Ed Publications

Secret Swap

Name:

..............................

An alien has landed on Earth and wants you to help him ........................ learn about life on this planet. It has asked you to swap lives for a week. The alien has special powers to make you look like him and make him look like you.

r o e t s Bo r e p o u Think about family rules, special jobs, how you act, thingsk you like to do.

S X _____________________________________________________

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Teac he r

What are five pieces of ADVICE you would give the alien so that he can fit into your family without anyone noticing anything different?

_______________________________________________________

Y _____________________________________________________

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Z _____________________________________________________

[ _____________________________________________________

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. t o Draw a e map of your street so the alien knows where to findc your house. . che e r o r st super

_______________________________________________________

Related Outcome: Students will show how each family is unique in terms of members, rules and traditions.

Subject Area/s: Health and Physical Education - Human Relations, Natural and Social Systems. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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A Perfect Poem

Name:

..............................

In the space below, write an ACROSTIC poem about ......................... families: F __________________________________________________

r o e t s Bo r e p ok M _________________________________________________ u S

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A _________________________________________________

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I __________________________________________________

L __________________________________________________ I __________________________________________________

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These families appear in fairy tales and nursery rhymes.

Can you guess which ones?

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Related Outcome: Students will recognise that families appear in many stories and tales that they know.

Subject Area/s: English - Writing, Reading. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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○

Family Fun Try these quick ideas for looking at families in the classroom.

FINDING OUT

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• Write a report about a parent’s job. Interview them about what they do, visit their workplace if you can. Invite the parent in to talk to the class about what they do or take photos and make a display poster.

• Find out about your own milestones when growing up and make a cartoon booklet about the major events in your life.

• Find out about anyone in the class that speaks a different language at home. Ask them to teach you some words.

• Survey class to find out how many brothers and sisters they have. Find a way of graphing this (there are many different ways).

• Have a special afternoon where each student has the opportunity to teach a game or a song that they play with their family.

USING

• Each child in the class traces back until they find another country that one of their ancestors comes from. They learn some facts about the country, wear clothing if possible and bring in a dish from that country to celebrate an “International Family Day”.

• Have each student bring in a baby photo and have a “Who’s who?”guessing competition.

The student who guesses the most right wins a prize.

• Study local road maps by locating where students live in the neighbourhood. Trace pathways from one house to another.

• Each student writes a short passage about an event they experienced with their family.

Swap with a partner, who has to draw a careful illustration of the event. The better the description, the better the illustration. Encourage this to be a “judgement free” lesson.

• Make a collage page for each member of the family by cutting out pictures that represent them. Join all pages together to make a large poster that shows the whole family.

• Find out something new. Write five questions that you would like to ask each member of the family. Record your findings in a “reporter’s notebook” and then choose one member to write an interesting article about.

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CREATING / EVALUATING

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• Read a story about a family. Predict what will happen next. Read the rest of the story.

Write a different ending for the family in the story.

• Make a clay sculpture of a member of the family. Look closely first and record all of their features, clothing style, etc.

• Discuss things that make families argue and role-play different solutions to the problems.

• Write a funny story about one of these topics: “The day mum/dad and I swapped lives”; “The day mum/dad turned into a giraffe (or another animal)”; “The day mum/dad became a circus clown/astronaut/secret agent”.

• Make a plan for being a better family member. Write at least three goals for each week and keep a record of how these goals are met.

• Write a script about you asking your mum if you can have a pet rhino. Think of all the reasons that mum would say no, and then think of your solution.

• A new TV show is all about ordinary families on an overseas holiday. Write a letter to a TV producer explaining why YOUR family would be perfect for this job.

• Design a robot that would make a perfect brother or sister. Draw a labelled diagram and write a description on all the things the robot can do.

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/ / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Answers Page 14 - THE BIG MOVE! Write what is happening in these pictures.

1. The house has been sold and boxes are being taken to the moving van.

2. The car is going and the family is waving goodbye to the neighbour.

3. The furniture is being unloaded at the new house.

Teac he r

Why do families have to move house?

• Work location of parents moves.

• Can afford bigger and better house.

• Can no longer afford house.

• Parental separation.

• Change of scene/new life for family.

r o e t s Bo r e p ok u S

Mum: Dad: Son:

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Page 19 - FAMILY DETECTIVE Two possible facts about each family member:

Prepares food/drinks for the family.

Does some sort of exercise.

Probably works in an office or business.

Likes to read the paper.

Likes to play/wear costumes.

Can get dirty sometimes.

Likes cats.

Goes to ballet lessons.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Page 20 - FAMILIES OF AUSTRALIA

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Families live in lots of different places.

Use an ATLAS to find out where these places are and draw a LINE from the boxes to the city on the map.

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Daughter:

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Page 34 - A PERFECT POEM The fairy tale families are: 1. Cinderella and her wicked stepsisters.

2. Jack and his mother (and beanstalk).

3. Jack and Jill.

ADELAIDE

BRISBANE

SYDNEY CANBERRA

MELBOURNE

HOBART

/ / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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