Years 5 and 6
Lesson 1: I am responsible! (Part 1)
Downloadable Reference Materials
- Lesson 1 Activity 1 Worksheets (96 kb)
Lesson 1 Activity 1 Worksheets (743 Mb)
- Lesson 1 Action Plan Poster (175 kb)
Lesson 1 Action Plan Poster (1.5 Mb)
- Lesson 1 I am responsible (part 1) (245 kb)
Lesson 1 I am responsible (part 1) (403 kb)
1. Lesson Overview
Length of Lesson
- 55 mins
Prior Knowledge (What Should the Teacher have Already Covered)
- It is desirable that the students have participated in the Everyone, Everyday program from Foundation to year 4; however, this is not essential.
- Action Plan Poster
- Display board
- Access to internet for You Tube Clip
- Student exercise books for Everyone, Everyday program
- Activity 1 worksheet – “Is it ok?”
- 4 markers/cones (or chalk line on cement) labelled with a 4 point rating scale (Always, Sometimes, Never, I don’t know)
- We choose our behaviours every day. The choices we make impact greatly on our feelings, and the feeling of others.
- Everyone wants to feel included.
- Individual differences in the way we move, talk, learn, and look are never a reason to make a classmate feel like they do not belong.
- LO1: Students make value judgments and reflect on the impact of their behaviours on others.
2. Australian Curriculum Links
HPE Subject Area Years 5 and 6
- ACPPS056: Examine the influence of emotional responses on behaviour and relationships
General Capabilities by the End of Year 6 (Level 4):
EU: Ethical Understanding
- Examine values: examine values accepted and enacted within various communities
- Consider points of view: explain a range of possible interpretations and points of view when thinking about ethical dilemmas
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|
State the learning intention: Today we are going to begin a unit of work called Everyone Everyday. In this unit, we will be learning about what an inclusive community is, and what we can all do to make sure everyone has the opportunity to be included at school, work or play, everyday. We will explore the issues faced by people who may experience barriers to being included in their community – particularly those with disability.
Refer to the Action Plan Poster (175 kb) and let students know that they will be working through the themes that form the word Inclusive.
Firstly, we are going to explore the ‘I’ theme – I am responsible!
We will take a look at a music video clip to highlight that everyone wants to feel included.
Activity 1: Is This ok?
Teacher’s Notes: The purpose of this activity is to minimize confusion about what is appropriate behaviour and stimulate discussion about the impact of our behaviour on others. This activity will also stimulate discussion about bullying. The main concept to explore is it is not ok to mock (put down) a person’s differences to make them feel bad about themselves, uncomfortable or sad. This is an example of exclusion and bullying. Activity 1 is a lead in to the next lesson - focusing on rights and responsibilities.
Introduce concept: We all make hundreds of choices everyday that impact on the way we feel, and the way others feel around us. At school, we all want to feel included and happy, but sometimes our behaviours, and the behaviours of others, make it hard for this to happen.
In this activity, you will be asking yourself a question “Is this ok?”
You will ask yourself to consider if it is ok to do certain things to other students.
LO1 Task: Teacher reads out the statements on worksheet 1 (“Is it ok?”), and students move to the position on the scale that most reflects their opinion about whether they think it is ok (Always, Sometimes, Never, I don’t know).
LO1 Alternative task: Give students worksheet 1 (or show on electronic whiteboard), “ Is it ok? ” Once students have completed the worksheet, tally up the responses and discuss the rationale for their choices.
Main points to highlight:
Conclusion and Reflection
LO1 Class discussion:
What did you learn today?