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Years 3 – 4
Lesson 4: What Do You Notice?

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  1. Lesson Overview
  2. Australian Curriculum Links
  3. Lesson Plan: Suggested Sequence of Learning Experiences

Downloadable Reference Materials

1. Lesson Overview

Length of Lesson

Prior Knowledge (What Should the Teacher Have Already Covered)

Resources Required

Key Concepts

Learning Outcomes

HPE Subject Area Years 3 and 4

Yr 3 Humanities and Social Sciences (Civics and Citizenship Sub Strand)

Yr 4 Humanities and Social Sciences (Civics and Citizenship Sub Strand)

General Capabilities by the End of Year 4 (Level 3)

Personal and Social Capability
Ethical Understanding
Intercultural Understanding
Critical and Creative Thinking

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: assessable moments tickLO (insert number)

3. Lesson Plan: Suggested Sequence of Learning Experiences

Format Lesson Plan: Suggested Sequence of Learning Experiences
Intro 1 mins

Introduction to the Everyone Everyday Program

In the previous lesson, we analysed how we make decisions about people, and the similarities and differences that make us unique. We talked about what it means to value difference, and looked at the abilities that people have that live in our communities.

State the learning intention: Today we are going to continue with the theme of Notice. First we will be looking at what you found out from your homework activity. Then, we will be exploring how our attitudes and perceptions are influenced by what we choose to focus on. We will discuss what culture is, and create our own inclusive classroom cultural belief system. We will make our own bookmarks to remind us that we need to take notice!

Homework Review 10 mins

Review Homework Activity from Lesson 3: Myths and Reality

  1. Which myths were considered true most often? Which myths were clearly considered not true most often?
  2. What can you tell me about the attitudes of the people you questioned from this activity?

Optional activity: use the data from the table to create a simple graph.

25 mins

Activity 1: What Do You Notice?

Lesson 4 Activity 1 pdf File (48.9 kb)
Lesson 4 Activity 1 word File (224 kb)

Teacher’s notes: This activity requires students to make a connection between concepts relating to ‘focus’. This activity could be used as stimulus material to emphasise the point that we can see things in different ways, depending on what we choose to focus on.

You will need to emphasise that your focus influences the way you see things, your attitudes, and beliefs. A focus can be influenced by our life experiences and the communities we live in (i.e. the impact of your social environment on attitudes and beliefs).

Display pictures for activity 1: Students look at the pictures for lesson 4 and write down what they see (individually). Then, share thoughts with a partner.

assessable moments tickLO1 Class discussion:

  • What do you see? Write it down.
  • Is it a rabbit or a duck? (Show of hands).

Some people can only see a duck. Some people can only see a rabbit. Some people can see both.

  • Did you and your partner see the same thing, or something different? Why do you think this is so? (we focused on a different view)
  • What does this tell us about each other? (we do not always see the same things in the same ways)

Connection to the way we look at disability: Let’s now relate this to the way we look at disability. We can look at disability by focusing on the things people can do (looking through a positive lens), or we can look at disability by focusing on the things people cannot do (looking through a negative lens). Which focus do you think we need to take to be inclusive? Why? (If we focus on the things an individuals can do, that is what we see. This will create opportunities for everyone join in by designing activities based on what our group can do).

Main point to highlight:

  • We need to become conscious of how we look at disability and choose to focus on ability.

When we looked at the people with disability on the worksheet for lesson 2, you wrote down what you saw. What message can we take from this activity about disability and what we choose to focus on? Example response: If we are looking for disability that is what we will see. If we look for ability, that is what we will see.

Relate activity to stereotyping – focusing on limited information to make decisions about people: In the previous lesson, we discussed how stereotyping can have harmful effects and lead to exclusion of people in communities. It is important to break down the stereotypes that give us a limited, narrow focus, and notice the greatness of difference in the world we share. We can break down the stereotypes when we value differences in our society – that is, value diversity.

Main points to highlight:

  • Everyone see’s different things depending on what they choose to focus on.
  • What you see, or choose to focus on, will influence your thoughts and feelings.
  • Your thoughts and feelings affect your opinions and attitudes.
  • See the person first, not the disability!
  • If we are looking for disability, that is what we will see. If we look for ability, that is what we will see.
5 mins

Optional Activity to Reinforce Key Messages from Activity 1: Awareness Activity from a 2 Minutes You Tube Video.

This video shows girls passing a basketball and asks the viewer to count the number of passes. During the clip, things occur in the background that may go unnoticed. This highlights that we only see what we focus on.

25 mins

Activity 3: Our Classroom Culture!

Lesson 4 Activity 3 pdf File (184 kb)
Lesson 4 Activity 3 word File (259 kb)

One aspect of diversity (or difference) that we are going look at today is diversity in culture.

Class discussion: Can anyone give me an example of a culture, or a cultural group?

Teacher’s notes: Give examples of cultural groups – the Aboriginal and Torres Strait Islander culture, the Maori culture, the Scottish culture, the Chinese culture, our school culture etc.

Task 1: Class brainstorm: What things might people from the same culture share or have in common?

Record using a concept map on board.

Example responses

  • shared beliefs and practices.
  • shared values.
  • shared customs and behaviours.
  • shared attitudes.
  • shared language.
  • shared rules.

assessable moments tickLO2 Task 2: Display on electronic whiteboard the shared values in Australia society:

In Australia, everyone is expected to uphold the principles and shared values that support Australia’s way of life. These values include:

  • Australian society values respect for the freedom and dignity of the individual, freedom of religion, commitment to the rule of law, Parliamentary democracy, equality of men and women and a spirit of egalitarianism that embraces mutual respect, tolerance, fair play and compassion for those in need and pursuit of the public good
  • Australian society values equality of opportunity for individuals, regardless of their race, religion or ethnic background
  • the English language, as the national language, is an important unifying element of Australian society.

(Source: Australian Government Department of Home Affairs)

Main point to highlight:

  • Australian values influence the way we do things – our laws, traditions and expectations.

assessable moments tickLO3 Class discussion: What ideas do we share at school to create our school’s culture? Discuss responses. Make the link to the school motto, values, code of conduct, welcoming community, anti–bullying, care for the environment, celebrating days (or weeks) of significance (e.g. National Sorry Day, Anzac Day, Harmony Day, I–Day (International Day of People with Disability), NAIDOC Week, Health and Physical Education Week, Book week etc.).

Main point to highlight:

  • Our culture shapes how we see the world and make sense of it (including what we choose to focus on).

Cultural Influence on the experience of disability in Australia: Different cultures view people with disabilities in different ways. Some cultural belief systems have a negative view of disability which results in exclusion from community life. For example, in Australian culture up until about 50 years ago, children born with a disability were encouraged to live away from their families and were sent to institutions where they did not participate in community life. This occurred because of attitudes and opinions of decision makers at that time.

Main point to highlight:

  • The experience of people with disability is greatly influenced by the cultural beliefs, attitudes and opinions of the people in their community. Therefore, cultural beliefs significantly influence the experience of disability.

What culture are we striving for in our community? In the Everyone Everyday program, we are creating a culture that has a positive and inclusive attitude about all people in our communities.

We are now going to generate ideas, beliefs and attitudes that we can include in our Everyone Everyday Inclusion Culture. We will all have an opportunity to write down our ideas on our own Everyone Everyday Bookmark with a symbol shaped like an eye – representing that we need to take notice and respect diversity and inclusion. Our bookmarks will remind us that we need to take notice! – Our attitudes and actions impact on others every day.

assessable moments tickLO3 Class discussion: Brainstorm 5 words and phrases that describe a classroom culture that values inclusion and difference. Examples of words and phrases for: be kind, be friendly, look after each other, include others at playtime, value differences, be flexible, make new friends, focus on abilities, take notice and take action (e.g. when someone is left out or is feeling sad).

Handout bookmark templates and complete activity. You may choose to make a class bookmark as well that can be enlarged to display in the classroom.

Conclusion and Reflection 15 mins

assessable moments tickLO1, LO2, LO3 Get the students to complete their entry for the Action Plan for the N: Notice theme. Also complete the class entry for the Action Plan chart.

Back to year 3 – 4 Unit of Work