Discovery+T4

** Emergency Services **
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Planning For Discovery Time R2 Date: T4 2013
Planning for Discovery Time R2 Date: T4 2013 **Emergency Services**


 * **Key competency focus:**

Thinking – Managing Self


 * Curriculum learning area:**

Health and Wellbeing || **Introducing these to the students:**
 * What do emergencies and services mean and involve****?** ||
 * **Activities:**

- Children in pairs or individually investigate what an emergency is and what emergencies can happen to us?

- Discuss what can we do when there is an emergency? -Plan how we can prepare for an emergency? -What services are available? Where can we go for help and how can we help others in an emergency? || **Meeting individual needs:**

Oral language, thinking, problem solving. Plan, be creative and consistent. Manage self and help others. || Emergency supplies (kit-food etc) Emergency plan Emergency contacts. ||
 * ^  || **Equipment needed:**
 * **Student sharing:** Talking and listening to each other as they explain what emergencies that could happen and what they can do to prepare. (verbalising ideas). Thinking and problem solving how to contact and help others and make up an emergency kit. Making choices, asking questions, finding solutions. Thinking, managing self and coming up with new ideas. Planning, problem solving and reflecting upon what they have done. ||
 * **Student reflection** – What is an emergency? What can I do to prepare for one? How? What services are available to help me and others? How can I help myself and others? Were ideas useful? Who can I contact? Where can I go for help? || **Possible focus question** – link back to key competency


 * WALT ** -**We are learning what an emergency is and what to do in one**


 * SUCCESS CRITERIA- We will know we can do this when we can show that we can plan and prepare for an emergency and know who can help us and where to go? ** ||
 * **Teacher Reflection** ||

** Context for Learning and what I did **

 * I talked about what emergencies were and got children to give examples. I also demonstrated several examples to the children and discussed the WALTS and success criteria with them.**
 * I asked them to share their ideas and then encouraged them to chose a partner / buddy (tuakana -teina) so that they could work together, share ideas, help each other.**
 * They had to plan for an emergency eg make an emergency kit, on keynote. find out what services would be available and where they could go for help and how they could help others in an emergency**

** What we did **

 * The children then buddyed up with a tukana- teina pairing where possible and researched on google search engine as well as make a keynote presentation or slides together. **

** Impact of that learning ( Evaluation) **

 * The children enjoyed the activity and used their imagination, thinking and knowledge as well as the google search engine with their buddy to find out information about Emergencies and Emergency Services to use in doing their keynote presentations ( refer Evidence below). **
 * They generally worked well in pairs, as I let then choose their own partner. Some of the older children displayed patience and guidance with the younger children. **
 * Every group had something to share at the end session so the objectives, learning intention and success criteria were achieved. **

** Where to next? **

 * Make up a school kit with the items that the children reseacrched and talked about being in a kit.**

** Evidence **

 * Examples of 2 pairs keynote slides.**

**Huntah and Jaden**





** Teacher pedagogy **

 * Creating a supportive learning environment **
 * Learning is inseparable from its social and cultural context. Students learn best when they feel accepted, when they enjoy positive relationships with their fellow students and teachers, and when they are able to be active, visible members of the learning community. Effective teachers foster positive relationships within environments that are caring, inclusive, non-discriminatory, and cohesive. They also build good relationships with the wider school community, working with parents and caregivers as key partners who have unique knowledge of their children and countless opportunities to advance their children’s learning. Effective teachers attend to the cultural and linguistic diversity of all their students. The classroom culture exists within and alongside many other cultures, including the cultures of the wider school and the local community, the students’ peer culture, and the teacher’s professional culture. **


 * Facilitating shared learning **
 * Students learn as they engage in shared activities and conversations with other people, including family members and people in the wider community. Teachers encourage this process by cultivating the class as a learning community. In such a community, everyone, including the teacher, is a learner; learning conversations and learning partnerships are encouraged; and challenge, support, and feedback are always available. As they engage in reflective discourse with others, students build the language that they need to take their learning further. **