Purpose: The purpose of this activity is to introduce students to the concept of bucket filling and its effects through the focus text, 'Have you filled your bucket today?'Teaching Tips

Teaching Tips:

The open-ended questions are designed to encourage students to think about the text and respond.

Making personal connections to the text is an important reading strategy to use when comprehending new texts 

Ask students questions:

• What are you thinking about after listening to this book?
• How did it make you feel?
• What does a full bucket symbolise/mean?
• How can you get a full bucket?
• If you fill someone's bucket, why does yours become full too?
• What sort of person do you want to be? A bucket filler or bucket dipper? Why?

Explicitly teach the cooperative learning strategy of Think-Pair-Share: Give students sufficient thinking time and encourage students to close eyes. Model how to turn knee to knee to someone near them and show partner you are listening. Model how to share with partner.

Resources

• Y-chart 
• Questions 
• Text: 'Have you Filled a Bucket Today?'

Purpose: The purpose of this activity is for students to deepen their understanding of bucket filling by identifying the difference between filling and dipping and discussing the positive impact that bucket filling has on themselves and others.

Activity: 

• Use a concept attainment/sorting activity on the smartboard with pictures of bucket filling and bucket dipping. Ask students to help you sort them into the columns and ask questions: How do you know this is bucket filling/bucket dipping? What information in the picture tells you this? What can you see on the persons face that shows how they feel? 
• Model how to work with a group to create and perform a small role play of bucket filling or bucket dipping, using a particular scenario (role play scenario cards).
• Organise students into groups and with each group explain their scenario to them
• Tell students that they need to first think about and discuss what a bucket filler would do. Then tell them to think about and discuss what a bucket dipper would do. 
• Provide students with some time to further discuss, create and practise their short role play to perform to the class. 
• After each role play, ask questions: How did you feel when you were a bucket filler? How do you think the other person felt? How did you feel when you were a bucket dipper? How do you think the other person felt? 

Teaching Tips

• Explicitly teach students how to be a good (bucket filling) audience member when observing role plays - watching, listening, encouraging (showing respect)
• Ask students what they have learned from doing and watching the role plays?
• Make a teacher reflection at the end of the lesson: when you do something nice to someone, it makes them feel good and makes you feel good too. Sometimes they might do something nice back to you.

Resources:

• Interactive smartboard sorting activity with pictures 
• Role play scenario cards 

Giving Picture Sort

Gestures and Role plays

Purpose: The purpose of this task is for students to understand that authors write for real purposes and that books can hold a special message for us. It is also to identify that there are only winners when it comes to acts of bucket filling; both the person doing the bucket filling and the person being bucket filled.

Activity:

• Read the story 'The Rainbow Fish'.
• Run a Think-Pair-Share: What is the message in the story? (What is the author trying to tell us?)
• Tell students they will be practising the reading strategy 'connecting'. Remind students about what this strategy is and give an example.  
• Model to students how to complete the connecting and drawing of facial expressions activity/worksheet  

Teaching Tips

• Talk students through drawing their pictures and provide opportunities to discuss how they felt when they bucket filled. If students are having troubles remembering a time, give them an opportunity to fill a bucket in that moment (eg. say something nice to someone, share their pencils with the person next to them). 
•  Students should come to the conclusion that when you fill someone's bucket you feel good about yourself and the other person feels good too. Only good things come from bucket filling - everybody wins. 

Resources

• Text: 'The Rainbow Fish' 
• Activity/worksheet for student connections and pictures (see worksheet below)
  

  How does being a bucket filler make me and others feel?

   

Purpose: The purpose of this activity is for students to put into practise their understanding of 'Bucket Filling' and to learn how to fill their friends buckets and hopefully extend this to all other students, class, unit, wider school community and at home. 

Teaching Tips:

• Every morning ask students in a circle time format, what their act of bucket filling might be. 
• At the end of the school day re-form as a circle to share acts of bucket filling and reflect on the effects. Emphasise bucket filling in the playground.

Resources:

• 'Random act of kindness examples/list for students to refer to and continuously get ideas'
• An organised list of who students' secret person will be - think about pairing students up with children they would not usually work with 

Purpose: In this update students learn about not giving up and about the learning pit where challenges are faced and overcome.

Teaching Tips:

There are lots of resources and images of learning pits - also see Pinterest. Once you have co-created a learning pit with the class, display it so it can be referred to throughout the year. The Learning Pit approach is being used across the school. At any time, use the diagram to reflect on strategies students can use to help them climb out of the learning pit. For example, when applying the values, struggling with maths, reading or spelling, identify specific mathematical, comprehension or spelling strategies to help them. Focus could also be made on personal qualities such as perseverance or changing mind sets.

The Learning Pit Template

 Ashleigh - add new Learning Pit Template and Gerald Learning Pit template

Purpose: For students to understand what it is to be respectful and recognise similarities between this and bucket filling. Students will begin to apply their understanding of being respectful to real life situations and hopefully practise being respectful in the classroom, on the playground and at home. 

Teaching Tips

• Conduct a class brainstorm asking students to contribute their ideas about what it means to be respectful.
• Read story 'Mr Pusskins' to students.
• Ask students questions and conduct a Think-Pair-Share. 
• Regularly read other texts relating to being respectful. Some examples are 'Franklin is Bossy' and 'Piggybook' (also used to teach responsibility), 'first look at' books. 
• Display class brainstorm about being respectful to refer back to in the classroom. Display the words 'Be Respectful' in the classroom and tell students that this is a Gordon Primary School value. Talk to students about Gordon Gold Awards (Respect, Honesty, Tolerance, Responsibility). 

Resources

Awards: show students what Gordon Gold awards look like

 Purpose: For students to understand HOW they can be respectful to others. In this lesson students will brainstorm many different ideas on how they have been respectful in the past and how they can continue to be respectful in the classroom, on the playground and at home. The purpose of the class discussions and the worksheet is to provide students with a 'menu' to work from - to give them new ideas of how to be respectful in different settings. 

Teaching Tips:

• Encourage students to now USE the different ways to be respectful at home, in the classroom and on the playground.
• Use a circle time or verbal exit passes for students to reflect each day on how they have been respectful (eg. I can be respectful when I... ).

Resources:

• Worksheet/activity attached: How can I be respectful at home, in the classroom and on the playground?

How can I be respectful?

 Purpose: The purpose of this lesson is for student to understand how being respectful makes themselves feel as well as how it makes others feel. This is an opportunity to explore also what would happen if no one in the world was respectful - what sort of world would be live in? This lesson is to reinforce the importance of being respectful at school and at home and in the wider community. 

Teaching Tip: 

• Ask students to think about a time on the playground when they had been respectful. Students complete a drawing of this example on the worksheet provided and also reflect on how it made them feel and how it made others feel. 
• Ask students questions: What would happen if no body was respectful? What do you think the world would look like? Do you think people would be happy or unhappy? Why is it important to be respectful? 

Resources:

Activity/worksheet attached: 

How does being respectful make myself and others feel?

 ​Purpose: Students apply their learning about being respectful by setting a personal goal for how they will be respectful to themselves, to others and/or to property in the classroom and/or the playground.

Teaching Tips:

• Model how to illustrate and write a sentence about the goal. Tell students a fact about goal setting: writing your goal down means that it is more likely to happen! Use the sentence starter 'I can be respectful to............... by...................' to make the goal specific and measurable. 
• Conduct the Circle Time activity at the end of the day or after a break. The illustrations can be a prompt for their reflections on whether they achieved goals and to consider their next goal.
• The personal goal setting throughout the learning module could occur every day or only twice during each week, depending on the needs of your students.

My Respect Goal

Purpose: For students to understand what it means to be responsible and to link this to their understanding of bucket filling. Students will begin to apply their understanding of responsibility to real life situations with the aim of practicing responsibility in the classroom, on the playground and at home. 

Teaching Tips:

• Conduct a class brainstorm asking students to contribute their ideas about what it means to be responsible 
• Read the story 'Piggybook' to students 
• Ask students questions and conduct a Think-Pair-Share 

• Regularly read other texts relating to responsibility, such as 'Franklin is Messy', 'In a Minute Mum'. 
• Encourage the students to think about how they can apply their responsible behaviour to different environments or situations.
• During fruit break read other texts that relate to honesty, such as ' Franklin Fibs', 'David gets in trouble', and 'The Cocky Who Cried Dingo.'

Purpose: Students develop their understanding or being responsible and demonstrate it through role plays.

Teaching Tips:

Encourage your students to think about how responsibility can be applied in different places and with different people. Record their Think-Pair-Share, as this can be revisited later on. 

Example scenarios (these can be adapted to suit your class group):

• Mum has asked you to clean your room, but you don't want to. 
• The teacher has asked you to take a note to the front office. You go to the bathroom instead.
• Your friend asks you to come play on the playground and you leave your lunchbox out on the seats.
• You see one of your friends throwing resources around the classroom and they tell you to join them.

• Assist the students with their ideas by providing a sentence starter - "I can be responsible when I...."
• Narrate the students through the role play scenarios, guiding their actions if needed.

Purpose: In this activity students analyse the effects of being responsible in order to deepen their understanding of the concept.

Teaching Tips:

Guide the students through the Think-Pair-Share by providing examples for the students to explore.

• If we clean our room when we are asked to, what might happen?
• If we don't go straight to the front office with a note, what might happen?
• If we don't help our friend when they ask, what might happen?

• Adjust your examples to suit the class group.
• Prompt the students' thinking using their recorded thoughts from 4.2: Understanding Responsibility.

Resources:

T-chart worksheet

Responsibility T-chart

​Purpose: 

Students apply their learning about how to be responsible through setting a personal goals for in the classroom and/or the playground. 

Teaching Tips

Conduct the Circle Time activity at the end of the day or after a break. The illustrations can be a prompt for their reflections on whether they achieved goals and to consider their next goal.

Throughout the learning module, take advantage of opportunities to add to/change the class/unit code of cooperation. 

Also link to "bucket filling" where relevant

Purpose: This activity explains how the school wide expectations of Positive Behaviours for Learning (PBL) help students be successful learners and how they link with the Gordon Gold Values and giving.

Teaching Tips:

It is expected that students have been learning about PBL throughout the term and will be familiar with the key ideas. Revise that the Gordon Gold Values help us make good choices in relation to our general behaviour and that the PBL expectations help us make good choices with our learning. PBL outlines 4 school wide expectations that make the expectations really clear and consistent for all teachers and students:

- Be Safe

- Be Respectful

- Be a Learner

- Be Responsible

Quality World Picture

Teacher provides a model drawing of their quality world picture. After students draw their picture, they cut out the values and expectations they need to use to achieve their quality world picture.

Quality World Picture

Bluebell Quality World Words