We will be able to list the different types of family structures.

Gallery Walk

• • On a post-it note, write one thing that you feel makes your own family special or different. Bring the post-it note to stick on a chart in the front of the class.

  • The teacher will read aloud what you have written.

  • Pair up with a partner. Each student should share one thing that they feel makes their own family different and special.

  • Talk about how they think that difference makes them special, and what they have to offer the class because of it.

Brainstorm

Brainstorm the different types of families that we see in society. You may need to look up the definitions of each. Choose ONE type of family and draw a picture representing what it looks like.

LUCIDCHART

Using Lucidchart and the help tutorial create your family tree. Save the family tree in your Google drive.

We will be able to identify the rights and basic needs of the child that need to be met and protected

Think, Pair, Share

• • • Think: Individually, students brainstorm and list things we need to live a safe and fulfilling life. Include things we need to survive, and things that we need to develop our personality and make the most of our talents.

    • Pair: Agree on a combined list with your partner.

    • Share: Share your responses with the class

Lightning Writing

View the photo essays below and for 2-3 minutes, without stopping, write a statement about the photo essays and children's access to basic needs. Share and discuss the responses as a class.

CONSEQUENCES CHART

Complete the 2 consequences charts:

• Who helps make sure children’s needs are met?

• What would happen to children who do not have these needs met?

Every CHILD...

• • Working in cooperative learning groups, create a shared Google Doc titled, Every Child. Students agree on three sentences that summarise the key ideas about children’s needs and having them met. Write these in the shared document and the teacher should print and display these in the room.

    • Start each sentence with ‘Every child…’

    • Use verbs such as needs, should have, deserves etc.

We will be able to show how parents look after the needs of their children

Flipped Classroom

Go to clickview and click on the link to watch the Oprah Winfrey Video.

You may need to log in with the following details:

Student Username/email: nirimbastudent@gmail.com

Password: student

Download the worksheet and complete while watching the video.

Google Slides

Students are to download the STUDENT VERSION of Parent Roles and Responsibilities. Use the TEACHER VERSION to complete the student version.

Complete the Maslow's Hierarchy of Needs sheet.

Make sure all documents are saved in your Child Studies Google Drive folder.

We will be able to show how parents influence the behaviours and attitudes of their children based on their gender roles.

Google DOCS

• • Download, save a copy into their 10CS_family Google folder and complete the Gender Roles Survey.

  • Continuing in their Gender Roles Survey document, students copy the definitions of gender stereotypes and gender roles

Group roles

• • Working in cooperative learning groups, each student is allocated a role e.g leader, time keeper, equipment manager, recorder

  • Write the heading "Act Like A Man" at the top of the paper.

    • Write words, expectations or phrases that come to mind that describe what it means to act like a man.

    • Draw a box around the list

    • Share the responses with the class

      • • Repeat the activity but write the heading "Be Ladylike" at the top of the paper.

        • Outside and on the side of each box, write where we learn these gender roles - include the people who teach us these roles. Draw arrows towards the box walls to show how they reinforce the wall.

        • Underneath each relevant stereotype box, write the names boys or girls may be called if they don't conform. Include arrows to show the impact on the stereotype wall.

        • Discuss the problems associated with having to perform these gender roles in order to fit in!

SAMPLE EXAMPLE

• • • • • Explore the strongest influence on gender role development – the family.

        • Share the Stereotype Profile Template with all group members then together create character profiles for a mother and a father

3 LEVEL READING GUIDE

• • 3-Level Reading Guide - Changing Role of the Father to explore the role of the fathers today. Use this article to help you answer the questions.

    • Traditional role of father

    • Different types/roles of fathers today

    • Factors helping fathers to be more involved in caregiving

      • • As a class, review the responses to the 3LRG

TEEL PARAGRAPH: BLUEY

Bluey has been seen a s a hit as it challenges the stereotype of the father.

Go to the abc iview website. Read the article written by the SYDNEY Morning Herald on this.

Write a TEEL paragraph answering the question: How does the TV show Bluey challenge the stereotypical view of a Father?

GooglE slides

• • Download, save a copy into their 10CS_family Google folder and following the teacher version, complete the Gender Role Development Google Slides presentation to outline the:

    • Influence of parents

    • Behaviours/activities that are encouraged in each child based on their sex

    • Traditional attitudes and behaviours

    • Influence of non-stereotypical role models

    • Social costs of stereotyping gender roles

    • Outline student’s own experiences

CODE THE TEXT

• • Download, save a copy into their 10CS_family Google folder, the article from the Daily Telegraph (Monday, November 10, 2014) How I manned up to life as a stay-at-home dad by Stuart Denman.

  • Students then read and annotate the article using the following:

    • Highlight/underline in yellow the negative stereotype term for strong women in relationships

    • Highlight in pink three references/quotes to traditional parenting gender stereotypes

    • Highlight in green three references to gender role reversal of parents

    • Highlight in orange two examples of people's reactions to this family's gender role reversal

      • • As a class, discuss the sections highlighted and their relationship to parenting and gender roles

We will be able to describe the influence of sibling relationships on families

Flipped Classroom

Watch the following videos on Birth Order and complete the worksheet.

INcomplete notes

• • Download, save a copy into their 10CS_family Google folder and following the teacher version, complete the Sibling Relationships Notes, concerning sibling relationships:

    • Birth order

    • Gender

    • Age spacing

    • Number of siblings

  • Use the teacher version to complete your incomplete notes.

Discussion - Cheaper by the Dozen

• • As a class, watch the movie 'Cheaper by the Dozen' via Clickview.

  • Take notes on sibling relationships. In particular:

    • • Eldest and youngest

      • Twins

      • Who appears the closest and why

      • Who appears disconnected and why

numeracy activity

• • Download, save a copy into their 10CS_family Google folder and, using the Newman’s Prompts Scaffold, complete the Problem Solving – Birth Order activity to work out:

    • Birth order

    • Birth Order and ages

    • Number of boys and girls in a family

We will be able to describe the effects on family members of a new baby

Flipped classroom

• View the YouTube videos concerning children’s responses to announcement of new sibling and advice for parents on ways to help their older children cope with the arrival of a new sibling/baby

Google slides

• Download, save a copy into their 10CS_family Google folder and following the teacher version, complete the Google Slides – Preparing for the arrival of a new sibling

  • • Feelings and behaviour of older sibling

    • Parental preparation before birth

    • Helping the older child cope when the new baby comes home

Learning matrix

• • Working in cooperative learning groups and using various resources provided, students complete the Multiple Intelligences activity

    • Bodily/Kinaesthetic – Using the scaffold and working in groups, students create a role play to show three ways parents can help siblings to adjust to the arrival of a new baby. Scaffold

    • Verbal/Linguistic – Individually, students write an article for a parents magazine outlining ways parents can help siblings to adjust to the arrival of a new baby. Use the PALS Prompt document as a guide - Purpose, Audience, Language and Structure.

    • Visual/Spatial – Individually, students create a collage or poster that shows children’s reactions to new baby siblings and how parents can help them cope

    • Intrapersonal – Individually, students write a journal entry that reports on the behaviour of your child’s response to the arrival of a new baby and what strategies you used to help them adjust to the change

      • • Students save their Multiple Intelligences activity into their 10CS_family Google folder

        • Teacher will provide feedback via the shared Google folder

RESOURCES TO HELP

• Role Play Criteria

• PALS Prompt Document

• Babycenter - Helping your Preschooler Adjust to a New Sibling

• Aha! Parenting - Helping your older child adjusting to the new baby

• UM Health Service - New baby sibling

• What to Expect - How to help your child prepare four your new baby

• YouTube - Children's Behaviour: How to prevent behaviour problems with siblings when baby arrives! Part 1

• YouTube - Children's Behaviour: How to prevent behaviour problems with siblings when baby arrives! Part 2

We will be able to outline the changing nature of families

Flipped Classroom

• • View the video from Clickview – Beyond the Nuclear Family that explores the nature of the modern family.

  • Log into Clickview before you click on the link.

  • Use the following Clickview Login details:

Teacher:

Username/email: nirimbaclickview@gmail.com

Password: nirimba

Student:

Username/email: nirimbastudent@gmail.com

Password: student

• • • Before viewing the program, students create an electronic version of family tree and consider the question – “Is belonging to a family important to you?”

    • During the program, students complete the Clickview - Beyond the Nuclear Family - During the Program questions. Then, as a class, review the responses.

    • After the program, working in cooperative learning groups, create a shared Google Doc to record their group’s responses to:

      • Predict what families will look like I the future, select either 20 or 50 years ahead.

      • Present an image of the family of the future, including:

        • Who makes up the family

        • Description of the family roles

        • How the family might function

        • Outline of the reasons for this family structure

        • List the main influences on the family in the future – economic, political, sociocultural, media, technological, environmental, others