Friends - Blake Education · PDF fileFriends Blakes T’ opic Bank ... Margaret Wild, The...

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Each integrated unit contains:� 6 pages of teaching notes in an integrated

teaching sequence� 10 practical blackline masters� National Profile outcomes� A useful resource list

IU33 � FriendsLower Primary

by Kara Louise Munn

© Blake Education – Friends Integrated Unit

1

LOWER PRIMARY

Learning Area Focus Studies of Society and EnvironmentTopic This unit is all about friends. It is a good topic to introduce at the beginning of the school yearwhen students are first getting to know each other. It may also be helpful if you are welcoming a child froma culture that is different to the one most of the class is familiar with, or if a child with special needs isjoining your class. While you probably do not need to deal with these issues specifically, it is important forstudents to learn to accept the many different children they meet.

National Profile Outcomes Students will:� SOSE 2.9 Describe the roles and

responsibilities of friends.� SOSE 2.11 Describe the ways that people

co-operate with and depend on each other intheir work.

� SOSE 2.14 Identify why there are limitationson what friends can ask each other to do.

� English 2.1 Interact confidently in structuredand spontaneous situations, with adults andpeers.

� English 2.4 Speak and listen in ways that helpcommunication with peers in the playgroundand in the classroom.

� Mathematics 2.18 Choose the correct physicalattribute when comparing and measuring things.

� Mathematics 2.19 Directly and indirectlycompare lengths.

� Health and PE 2.6 Describe the physicalactivities and games people choose forrecreation.

� Arts 2.4, 2.9, 2.14, 2.19, 2.23 Respond toart work done by their peers.

Friendsby Kara Louise Munn

ResourcesTeacher ResourcesTanya Dalgleish, Ready-to-Go Self-Esteem, BlakeEducation.

Factual BooksPowell, Who Are Your Friends?, Wayland.

Picture Story BooksPamela Allen, Herbert and Harry, Puffin.Bunnett and Salhoff, Friends in the Park,Checkerboard.Eric Carle, The Bad Tempered Ladybird, Penguin.Terry Denton, Felix and Alexander, Oxford University Press.Finch, The Little Red Hen and the Grain of Wheat,Barefoot.A A Milne, Winnie the Pooh, Methuen (illustrationsby E H Shepard).Marcus Pfister, The Rainbow Fish, North South.Margaret Wild, The Very Best of Friends, MargaretHamilton.


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Friends Teaching notesWhat is a friend?

BrainstormRead students a good quality version of The LittleRed Hen. A well illustrated version is listed in theResources. If you are unable to find a copy of thebook, you can easily tell the story yourself or usesimple finger puppets. Then ask students to role-play the story. Choose one student to be the littlered hen and other students to be her friends. Eitherchoose one student to be the narrator or take thisrole for yourself. Give students simple name tags orheadbands so that the audience knows who isplaying whom. Have characters say each spokensection of the text. At its completion, ask studentswhat the little red hen learned about her friends.Were they true friends? Would you like to havefriends like that? Have a brainstorming session onwhat makes a good friend. Record students’responses on the board or chart paper.

A to Z Write the letters from A to Z down one side of alarge piece of chart paper. Ask students to think of some words that describe a friend. Someexamples include: A always thereB buddyC companionF forgivingG gratefulH helpfulS sensibleT trustworthy, and so on…Divide your class into small groups and provideeach group with an enlarged copy of BLM 1. Askeach group to work on their own ‘friendly’ A to Z.

Feeling with friendsHave a discussion with students about how theyfeel when they are with their friends. Then provideeach student with a copy of BLM 2 and ask themto colour in the faces that reflect the way they feelwhen they are with friends.

ReadingRead a series of A A Milne’s stories about Winniethe Pooh to students. Try to find a copy with E HShepard’s original illustrations.

Follow your friendThis game teaches students about the trust thatexists between two friends. Take the class outsideand have students work in pairs. Blindfold onestudent in each pair. Have the other student guidetheir friend around a chosen track. The track mighttake students around trees or up and down paths.The blindfolded student must listen for the sound oftheir friend and follow their directions. Then havestudents swap roles.

Funny Friends bookHave each student fold a piece of paper into threeequal sections. In the top section students draw thehead of a ‘friend’—it can be as funny as they like. Inthe middle section, have students draw the bodyand arms, and in the lower section, the legs. Askstudents to draw in the center of the page and tomake sure the area where the body parts cross thefold lines is about 5 cm wide. Then collect all of thefunny friends and place them in a pile. Use aguillotine to cut the pages along the fold lines.Make a cover for your Funny Friends book andstaple the pages together. As students turn thepages they can mix and match everyone’s heads,bodies and legs to make up their own funny friends.

Five funny friendsSing the song ‘Five little ducks went out one day.’Substitute the following words:� ‘funny friends’ for ‘little ducks’� ‘my mother’ for ‘mother duck’� ‘come back, come back’ for ‘quack quack

quack quack’or have students make up their own version.


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Groups of this and thatThis activity helps students understand theimportance of accepting their peers’ similarities anddifferences. Send students out to lunch in groups,for example:� all those with brothers can go out to lunch� all those who are Jewish can go out to lunch� all those who have brown hair can go out

to lunch� all those who use a wheelchair can go out

to lunch � all those who speak Greek can go out to lunch� all those who have grandparents living at home

can go out to lunch.Groups may consist of just one student. It isessential that these students feel important andvalued for their differences, rather than isolated andneglected.

Paper chainsHave each student write their own name on fivepieces of coloured paper, 2 cm wide by 10 cm long.Show students how to use glue on one end of thepaper and make it into a circle or link. Then havestudents link all their pieces of paper together intoone long paper chain of friendship.

Friends in a photoProvide each student with a copy of BLM 4. Havestudents choose three friends. Students should thenuse their problem-solving skills to think up a varietyof ways in which three people can be arranged for aphoto, given that there are three seats in a row. Askstudents to draw their friends in each combinationthey can think of. There are six possiblecombinations.

Paper doll chainTalk with students about how friends can be of anyage or nationality. Ask students if they have friendswho live overseas or interstate. Ask students if theyhave any friends that are older than they are—theycould be a few years older, or adults. Providestudents with copies of BLM 5 and ask them tofollow the directions to make a paper doll chain offavourite friends.

Making a foil ‘f’Look at the way the letter ‘f’ is formed. Havestudents use their fingers to draw an f in the air andon the carpet. Make a word bank of all the wordsstudents can think of that start with f. Give eachstudent a piece of aluminium foil about 30 cm by30 cm. Show them how to make their own foil f bytearing off pieces of foil and scrunching them intothe shape of an f. Students will need to make twopieces—the curved back piece and the cross piece—that can then be twisted together.

The ‘i before e’ ruleTeach students the spelling rule ‘i before e exceptafter c.’ Make a word bank of words that complywith this rule. You will need to give studentsconsiderable guidance with this activity. Its mainaim is to help them remember the spelling of‘friend’. You may prefer to make a word bank ofwords ending in ‘end’ and encourage students toremember the spelling in this way. Use BLM 3 tohelp students make either or both word banks.

Who are my friends?Give me your handHave students trace around the hand of one of theirfriends. Make sure that all students are consideredfriends and have their hands traced. You couldinclude students from other classes, or each studentcould draw a name out of a hat and friends couldbe assigned in that way. After students have tracedtheir friend’s hand, have them think of five qualitiesthat make this person a good friend. Ask students towrite each quality in one of the fingers and thestudent’s name in the palm of the hand. Display allthe hands on the classroom wall.

Cross-cultural friendsTeach students a song or some common phrases ina language other than English. Ideally you shouldchoose a language spoken by one of your students.Ask parents or community members for help if youneed it. Hold a discussion about the festivals orcelebrations that are important to your students.Invite them to bring in photos and share memoriesof these events.


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Becoming a friendHave students do a role-play of approaching a newstudent in the playground. How can they let him orher know that they want to be friends? What couldthey do to help the new student feel welcome andsettled in their new environment?

Weaving a web of friendsHave students sit in a circle. Give one student a ballof wool. The student must roll the ball to a friendwhile keeping hold of the end of the wool, and thensay why this person makes a good friend. Thesecond student then holds onto the wool, rolls theball towards another friend and says why thisperson is such a good friend. As the ball of wool isrolled from one student to another, it makes a webshape on the floor.

Our faithful canine friendsAsk students why a dog might be considered to be aperson’s friend. Go through the list of friendlyqualities made earlier and ask students which onesapply to pet dogs. What qualities are dogs unable toprovide? Why are dogs considered to be human’sbest friend rather than the other domestic animalswe keep as pets?

What can you do with friends?

Class photo albumAsk students to bring in a photo of themselveshaving fun with a friend. Help each student write arecount of the day the photo was taken. Therecount should begin with an introduction that setsthe scene. This should be followed by details aboutthe day, in the order they happened. Publish therecounts on the computer and display them next tothe photos.

A friend lets you say noAsk students to share memories of times when theirfriends have asked them to do things that theyknew were wrong, or just did not want to do. Talkwith students about the problems that can arise andhow you can overcome them. Role-play somesituations in which it is important to say no to afriend. Some ideas for the role-play include studentsasking their friends to: � cross the road without going to the pedestrian

crossing� eat part of someone else’s lunch� play a game when they feel like being quiet� take money that has been left on a table.

Make a gameLook at board games like Monopoly and Snakesand Ladders. Look at the way the board is arrangedand the instructions. Provide students with copies ofBLM 6 and have them make their own board gamecalled ‘Find a Friend’. Students have to number thespaces and add instructions for the players. Someexamples might include: ‘You ignored a friend. Goback 2 spaces’ or ‘Congratulations! You helped anew student at line-up time. Go ahead 5 spaces.’Provide students with dice and give them time toplay each other’s games.

Friendship flowers Provide students with copies of BLM 7, plain card,some drinking straws and coloured pencils or felt-tip pens. Have students make a bunch of ‘friendshipflowers’ to give to friends in the class. They can usethe shape on the BLM as a template for making asmany flowers as they want. Help students decoratetheir flowers and write messages to their friends.Attach the straws as stems so students can holdwhat looks like a real bunch of flowers.


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Ask parent helpers to make lots of simplesandwiches—vegemite and peanut butter areusually popular and you could include fairy bread(bread and butter sprinkled with hundreds andthousands). Some home-made popcorn, cut-up fruitand something to drink should fill everyone up. Askstudents to bring a picnic rug, their sunglasses,sunscreen and hat. Play some outdoor games andallow time for lots of interaction. Take photos of theevent. When you return to school, display them andhave students add captions, so that everyone canremember the fun day they had with their friends.

My body, your bodyProvide students with copies of BLM 8 and paddlepop sticks or other readily available measuringtools. Ask students to measure each part of thebody shown on the BLM and to record the results.Students should then compare their own bodymeasurements with their friends’. Encouragestudents to use phrases such as ‘longer than’,‘shorter than’, ‘the same as’ and ‘wider than’.

SharingIntroduce the concept of division by providingstudents with a variety of objects and asking themto share them equally amongst their friends. Havestudents sit in a circle. Place a number of objects inthe middle (make sure the number is divisible bythree). Objects could be MAB shorts, ice-block sticksor multi-link cubes. Ask students to choose threefriends and to give each one the same number ofobjects. Ask the rest of the class to guess how manyobjects they think each student will end up with.Increase the number and allow for leftovers, asstudents become more familiar with the activity.Talk about the importance of sharing in everydaylife. Ask students to suggest times when it isimportant to share. When is it OK not to share?

Class post officeHave students write letters to friends who do notlive near the school. Make sure that studentsremember to write the date and their address at thetop of the page. Remind students to start the letterwith ‘Dear …’ and to sign their name at the end.Help students to address the envelope correctly.Depending on where your school is you might liketo walk to the Post Office or a post box to post theletters. Encourage students to tell the class if theyreceive any return letters from their friends. Set upa class letterbox where students can write to otherstudents in the room. Remind students that it ispolite to reply promptly to letters. If studentschoose to write to you, make sure you reply.

Pen friendsAsk students what a pen friend is. Does anyonehave a pen friend? What are the advantages anddisadvantages of having a pen friend? If it ispossible, arrange with a teacher at another schoolfor students to correspond with each other. Eachstudent could send an introductory letter withdetails about themselves to the other teacher. Askthe teacher to match your students with her own.Students need to understand that writing will be anongoing commitment. You could have them write toeach other just for the duration of the term, so thatafter that time they can choose to stop writing toeach other.

Picnic timeArrange for your students to go on a class picnic.Ask some mums and dads to come along and helpwith supervision. Go to a local park or beach, or setup an area in your playground and have your picnicbefore the rest of the school comes out for lunch.


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Why is it important to havefriends?

Imagine a world with no friendsHave students imagine what it would be like tohave no friends. Treat this activity with caution ifsome students in your class are having troublemaking friends. Read a text about making friendswith children with disabilities or children fromdifferent cultures (see Resources). As a class, makea list of friendly things that each student could tryto do. Make a ‘Friendly Feats Diary.’ On a largesheet of card write the days of the week, fromMonday to Friday, evenly spaced down the side ofthe page. For each day, ask students to suggestsome ‘friendly feats’ that everyone in the class couldachieve. Some examples include:� at lunch time sit next to someone I’ve never sat

next to before� write a letter to a friend� be partners with someone I’ve never been

partners with before� smile at someone� give a flower to a friend� include someone new in your game � pay someone a compliment.At the end of the day, discuss how hard or easystudents found it to be friendly. Find out how manystudents were able to fulfill their friendly feat.

Do grown-ups have friends?Ask students to talk about the friends their parentshave. Do students know where their parents mettheir friends? Help students to see that there aresome friends that you know for a very long time,but there will always be opportunities to meet andmake new friends. As adults we maintain some ofthe friends from our youth, but many of our friendsare made later, in the many situations we findourselves in.

Consequence chartA consequence chart allows students to explorecauses and effects and to record what they considerto be the consequences of a situation. If it is the firstconsequence chart students have done, it is probablybetter to complete this activity as a whole class.

Write ‘When I have friends’ in the middle of a largesheet of chart paper. Radiating out from thisstatement, students can write comments such as ‘Iam happy’ and ‘I have someone to play with’. From‘I am happy’, students could add a radiating armthat says ‘so I learn more,’ and ‘so I sleep better.’From this could be an arm that says ‘so I amhealthier’, and so on. If students cope well with thisactivity, ask them to complete a consequence chartwith ‘If I had no friends’ as the central idea.Complete this activity on a different day.

School reunionHave a discussion with students about schoolreunions. Tell students about your personalexperiences of reunions or friends that you havemaintained contact with since school years. Bring insome of your old school photos. Have students asktheir parents if they have any old school photos thatthey can show the class. Encourage students tothink about how their parents’ appearances havechanged. Have students imagine their own schoolreunion when they are, say, 20 or 30 years old.Provide students with copies of BLM 9. Have themchoose two friends and then draw and write abouthow they think their friends will change over time.

Creative playThroughout this unit make sure that you allow timefor creative play. Provide students with dress-ups(lots of hats), give them access to the home corner,have them build with a variety of objects, have abig tub of water with measuring jugs and a babydoll to wash, set up a farm, provide lots of craftmaterials. Creative play gives students opportunitiesto negotiate, share, discuss, role-play and conversewith their friends.

Friendship awardsHave students make a friendship award for a friend.Photocopy BLM 10 onto card and let students useit as an outline. Encourage students to make use ofcolour and decoration and to think of somemeaningful words to write on the certificate. Helpthem to write specific comments and to avoidgeneral descriptions like ‘because she’s nice’. Youmay want to have an awards ceremony in class.

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This page may be reproduced by the original purchaser for non-commercial classroom use.

BLM 1

Name:................................................................................................................Date:............................................................


7

Write a ‘friendly’ word for each letterof the alphabet.

Friendly A to Z


BLM 2

Name:................................................................................................................Date:............................................................


8

Feeling friendsHow do you feel when you are withyour friends? Colour in the faces thatshow how you feel.

sad jealous loved angry

impatient surprised bored excited

Can you add some more on the back of this sheet?

happy brave shy afraid


BLM 3

Name:................................................................................................................Date:............................................................


9

These words are missing some letters. Can you finish the words so they match the pictures?

Don’t forget the rule: i before e except after c!

fr _ _ nd handkerch _ _ f

p _ _ p _ _ ce of cake

Some ‘end’ words

_ end _ end

_ _ _ end _ end

Friendly words


BLM 4

Name:................................................................................................................Date:............................................................


10

There are three chairs in a row in the Friendship Photography Studio.Choose three friends. Draw them sitting on the chairs. How many different ways can you arrange them for a photo?

Friends in a photo


BLM 5

Name:................................................................................................................Date:............................................................


11

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BLM 6

Name:................................................................................................................Date:............................................................


12

Make a ‘Find a Friend’ game


BLM 7

Name:................................................................................................................Date:............................................................


13

1. Cut out the flower shape.

2. Trace the shape onto card and cut it out.

3. Add colour and decorations and attach a straw as a stem.

4. Choose a friend to give the friendship flower to. You could givea flower to someone who is sad or lonely.

5. Give your flower away and make another one!

Friendship flowers


BLM 8

Name:................................................................................................................Date:............................................................


14

Use something in your classroom to measure different parts of yourbody. Ask a friend to help you. Record their measurements too.

My body, your body

toe to ankle ..................................... ..................................... ....................................................

ankle to hip ..................................... ..................................... ....................................................

hip to underarm ..................................... ..................................... ....................................................

shoulder to fingertip ..................................... ..................................... ....................................................

shoulder to shoulder ..................................... ..................................... ....................................................

nose to belly button ..................................... ..................................... ....................................................

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

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

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

my measurement

my friend’s measurement whose is the longest?


BLM 9

Name:................................................................................................................Date:............................................................


15

Think about two of your good friends. Draw a picture of what you thinkthey will look like when they are 20 years old and 30 years old. Writeabout what you think they will be doing.

How will they change?

Name: ...................................................................................

At 20 years old

What my friend is doing:

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

Name: ...................................................................................

At 20 years old


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

Name: ...................................................................................

At 30 years old


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

Name: ...................................................................................

At 30 years old


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


BLM 10

Name:................................................................................................................Date:............................................................


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Make a Friendship Award

Friends - Blake Education · PDF fileFriends Blakes T’ opic Bank ... Margaret Wild, The...

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