Years 1 – 2
Lesson 7: Using Spaces and Moving Around!
Downloadable Reference Materials
1. Lesson Overview
Length of Lesson
- 60 mins
Prior Knowledge (What should the Teacher Have Already Covered)
- Concept of barriers to participation discussed in lesson 6.
- Recording board (electronic whiteboard or other).
- Everyone moves in a range of ways for a variety of purposes.
- When we move, we use different abilities.
- People with a disability may need to use alternative ways of moving around to participate in their community.
- LO1: Students recognize the range of ways people move about every day.
- LO2: Students find solutions to everyday situations when faced with a challenge.
2. Australian Curriculum Links
HPE Subject Area Years 1 and 2
- ACPPS019: Describe ways to include others to make them feel that they belong
- ACPMP031: Propose a range of alternatives and test their effectiveness when solving movement challenges
General Capabilities by the End of Year 2 (Level 2)
Personal and Social Capability
- Become confident, resilient and adaptable: undertake and persist with short tasks, within the limits of personal safety
Critical and Creative Thinking
- Consider alternatives: identify and compare creative ideas to think broadly about a given situation or problem
Assessable moments: As students undertake the learning experiences described in the lesson, take note of a range of assessable moments to provide information about student achievement. Ongoing assessment will provide evidence of the extent to which students achieve the identified Australian Curriculum links. Assessable moments are linked to learning outcomes and are identified by the following identifier: LO (insert number)
3. Lesson Plan: Suggested Sequence of Learning Experiences
|Format||Lesson Plan: Suggested Sequence of Learning Experiences|
|Intro 10 mins|
Welcoming activity (see lesson 1)
State the learning intention: Today we are going to learn about different ways we can move around to participate in daily activities. We will look at what makes moving around easy, and what makes it difficult. Firstly, we will practice moving, and then discuss the different ways we move, and then come up with ideas about how we can make spaces easy for everyone to move around.
Activity 1: Ways We Move (Focus Activity)
Class Organisation: Organise children in a scattered formation in an open area. Ask students to role play (mime) day to day activities. This provides an introduction into the next activity (activity 2). Try not to spend too much time on this! Some examples follow.
Main point to emphasise:
Activity 2: Moving around
LO1 Class discussion: Ask children to respond to the following questions to introduce why people move. (Why, When, Where, How, What). Use a graphic outline to record responses.
Record student responses using a graphic outline:
Main point to highlight:
Activity 3: Making moving easy for everyone
Let’s think about times when moving may be difficult, and come up with ideas to solve our problem.
LO2 Problem solving – class discussion in pairs, then as a group: Students discuss solutions to the following situations in pairs, and think of aids or devices that may assist movement. Then, discuss solutions to each challenge as a class.
Main point to highlight:
|Conclusion and Reflection 5 mins|
LO1, LO2 Children sit in a circle and respond to the following questions.
What did you learn today?
You may refer to the book ‘101 Ways To Include People With Disability’ to further discuss ideas to make participation easy.