Unit Plan: Health, Wellbeing, and Relationships (Kindergarten) Unit Description and Rationale: Students identify personal strengths and how people grow. They recognize and distinguish emotional responses people experience in different situations and are provided with opportunities to practice interpersonal skills to interact positively with others. The strand Health, Wellbeing, and Relationships focuses on students developing the knowledge, understanding, and skills important for building respectful relationships, enhancing personal strengths, and exploring personal identity to promote the health, safety, and wellbeing of themselves and others. Students develop strategies to manage change, challenges, power, abuse, violence and learn how to protect themselves and others in a range of situations.

Outcomes / Descriptors:

PDe-1: Identifies who they are and how people grow and change. PDe-2: Identifies people and demonstrates protective strategies that help keep themselves healthy, resilient, and safe. PDe-3: Communicates ways to be caring, inclusive, and respectful of others. PDe-9: Practices self-management skills in familiar and unfamiliar scenarios. PDe-10: Uses interpersonal skills to effectively interact with others. Key Inquiry Questions:

What makes me unique? How do we grow? How can we care for and include each other? Cross-curricular Priorities:

Aboriginal and Torres Strait Islander histories and cultures General Capabilities:

Critical and creative thinking Ethical understanding Literacy Personal and social capability Lesson 1: What Makes Me Unique? Duration: 60 minutes

Learning Intentions: Students will learn to identify their personal strengths and qualities.

Success Criteria: By the end of this lesson, students will be able to:

Identify their unique strengths and qualities. Share activities they enjoy and explain why. Content:

What makes me unique? Identify their unique strengths and qualities. Participate in activities to explore their interests. Recognize that people have different thoughts, feelings, and responses to different situations. Outcomes:

PDe-1: Identifies who they are and how people grow and change. PDe-3: Communicates ways to be caring, inclusive, and respectful of others. Activities:

Introduction (10 minutes):

Read "Only One You" by Linda Kranz. Discuss what makes the character unique. Discussion (10 minutes):

Ask students to think about what makes them unique. Encourage them to share their thoughts with the class. Activity (20 minutes):

Provide each student with a "My Unique Self" worksheet to draw or write about their unique strengths and qualities. Share their worksheets with the class. Interactive Game (15 minutes):

Play a game of “Who Am I?” where students guess their classmates' unique traits based on descriptions. Conclusion (5 minutes):

Recap the importance of uniqueness. Sing "The More We Get Together." Differentiation:

Provide visual aids and prompts for EAL/D and ADHD students. Pair students with a peer buddy for support. Assessment:

Formative: Observe students’ participation in discussions and activities. Summative: Collect and review "My Unique Self" worksheets. Materials:

"Only One You" book "My Unique Self" worksheets Crayons/markers Chart paper Lesson 2: How Do We Grow? Duration: 60 minutes

Learning Intentions: Students will learn about the growth and changes in their bodies.

Success Criteria: By the end of this lesson, students will be able to:

Describe how their body grows and changes. Identify external body parts and their functions. Content:

How do we grow? Describe body growth and changes. Identify external body parts and their functions. Discuss individual body uniqueness. Outcomes:

PDe-1: Identifies who they are and how people grow and change. PDe-2: Identifies people and demonstrates protective strategies that help keep themselves healthy, resilient, and safe. Activities:

Introduction (10 minutes):

Show pictures of animals growing (e.g., caterpillar to butterfly). Discuss the growth and changes in animals and humans. Discussion (10 minutes):

Talk about different stages of human growth (baby, toddler, child, adult). Activity (20 minutes):

Create a timeline of their own lives using pictures or drawings. Share their timelines with the class. Interactive Activity (15 minutes):

Play a matching game with cards showing different stages of growth for various animals and humans. Conclusion (5 minutes):

Recap the different stages of growth. Sing "Growing Up" by Laurie Berkner. Differentiation:

Use visual aids for EAL/D students. Provide physical objects for hands-on learning for ADHD students. Assessment:

Formative: Observe students’ participation and discussions. Summative: Review students' timelines. Materials:

Pictures of animals and humans at different stages Timeline worksheets Crayons/markers Matching game cards Lesson 3: Emotions and Feelings Duration: 60 minutes

Learning Intentions: Students will learn to identify and manage th