Care and Love
The Education Bureau has revised and enriched the Moral and Civic Education
Curriculum Framework in the Basic Education Curriculum Guide (P.1– P.6) 2014.
“Integrity” and “Care for Others” are introduced as two additional priority values.
This lesson plan is designed to support the teaching of Care for Others for P.4 – P.5
students with an aim to foster the development of positive values. It is adapted and
translated from an existing Chinese moral education teaching package1 published
by the Independent Commission Against Corruption (ICAC). Teachers are welcome
to use the materials in class teacher period, moral and civic education lesson and
group counseling session.
Related ICAC moral education resources:
ICAC Moral Education E-book
http://www.me.icac.hk/icac/ereading/eng/index.html
Say “No” to Cheating
http://www.me.icac.hk/tc/interactive_express_content.aspx?recordId=1173
Lost Property
http://www.me.icac.hk/tc/interactive_express_content.aspx?recordId=1180
Youth & Moral Education Office
Community Relations Department, ICAC
March 2015
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力 Superkid
識
http://www.me.icac.hk/new/4183/index.html
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Care and Love
Intended Learning Outcomes
Through participating in group discussion and role plays in the lesson, students
should be able to:
z
understand that care and mutual respect are the key elements in
establishing harmonious interpersonal relationships ;
z
reflect on their interpersonal skills and strengthen their collaboration and
communication skills;
z
put into practice in their daily life the positive values such as love, care and
respect.
Target Group
P.4 – P.5 students
Suggested Duration
About 60 minutes
Learning and Teaching Suggestions
Introduction to the theme of care and love
Teachers bring up the subject of love, care and respect in friendship by asking
students the following questions:
1. Have you treated your classmates in the following ways recently? How do
you feel? Elaborate the answers with examples.
z
Take initiative in caring for your classmates
z
Take initiative in helping out those classmates who need help
2. Have any of your classmates treated you in the above ways recently? How
do you feel? Elaborate the answers with examples.
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Case study
1.
Ask students to study the case scenario which is included in Annex 1
John was a new student in his class.
The teacher
encouraged David, Simon and Mary to help John get used to
the new environment.
One day when they were talking
about their fathers’ jobs, they all looked proud of their
fathers.
Trying to impress his classmates, John lied to
them that his father was a senior executive of a television
broadcasting company.
Mary was so excited about it and
she begged John to ask his father for her idol’s autographed
photo.
Later, other classmates also asked John for
admission tickets to a TV show.
At first, John used his
pocket money to buy a photo and forged a signature on it.
However, he saw no way to get any tickets to the show.
Finally, the truth was revealed …
2.
Group discussion and presentation (4 – 6 students per group)
Students are divided into groups to discuss the following questions. Group
representatives make the presentations in turn:
John tried to win friendship with material possessions (autographed photos,
admission tickets to the show). What are your views on that?
Do you think John can earn respect from the classmates for providing
them faked autographed photos?
If you were John, how would you establish good personal relationships
with your classmates?
If you were John’s classmate, how would you help him get used to the new
school environment?
If you were John’s classmate, how would you show your love, care and
respect to him?
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3.
Brief summary
Friendship is built on trust and mutual care, but not material possessions.
Tell your friends frankly your difficulties; you will not earn respect from
others if telling lies to them.
Encourage students to be open to new friends and accept people with
different backgrounds. You should not behave in an unkind way towards
others.
Encourage students to take the initiative in caring for their classmates and
helping out those who need help such as new students in the class and
those having difficulties.
Role plays
1. Teachers introduce the following scenarios of how to get along with friends
and then invite students to play different roles.
2. Give out the role play cards (Annex 2).
3. Explain the role play requirements by:
•
reminding students to put themselves in the place of the characters;
•
encouraging them to interpret the roles in their own ways and act with
creativity.
4. Give students feedback after the role plays:
advising them whether their conversations and attitudes are
appropriate;
inviting students to do the role plays again according to the conclusion
of their discussion, or encouraging students with different opinions to
do the role plays to enhance their participation and involvement.
5. Brief summary
The role play activities aim at helping students reflect on their
interpersonal skills and learn how to get along with others
harmoniously.
Treating others with an active, friendly and caring attitude is the best
way to make new friends and build friendship.
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To earn respect from others,
we must be honest and accept the
responsibility for what we say or do.
6.
Follow – up activity
Invite students to share their experience in showing care and love to
someone e.g. a family member, friend, teacher, an old person or a
domestic helper, etc.
Conclusion
1. Friendship should be built on trust and mutual care instead of material
possessions.
2. Students should take initiative in caring for others in their daily life, such as their
classmates, teachers and family members. With empathy, we are able to
understand the needs of others and help solve their difficulties.
3. Helping out and caring for others should be acts we do from our hearts, for
which happiness and contentment is the best reward.
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Annex 1
Case Study
John was a new student in his class.
The teacher
encouraged David, Simon and Mary to help John get used to
the new environment.
One day when they were talking
about their fathers’ jobs, they all looked proud of their
fathers.
Trying to impress his classmates, John lied to
them that his father was a senior executive of a television
broadcasting company.
Mary was so excited about it and
she begged John to ask his father for her idol’s autographed
photo.
Later, other classmates also asked John for
admission tickets to a TV show.
At first, John used his
pocket money to buy a photo and forged a signature on it.
However, he saw no way to get any tickets to the show.
Finally, the truth was revealed …
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Annex 2
Role play cards
Make reference to the two scenarios below and
perform the role play exercise.
Scenario 1
There comes a new classmate to the class.
Try to talk to him/her and
help him/her get used to the school environment.
Scenario 2
A good friend of yours is frustrated over his/her poor results.
Try to talk
to him/her and give him/her comfort and encouragement.
Simple guides
Students who do the role play are advised to put themselves in the place of
the characters and interpret the roles in their own ways.
Other students will be the observers. Their role is to make comment on whether
the actors’ conversations and attitudes are appropriate.
Students may do the role plays again after listening to the opinions of their
teacher and classmates.
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