Years 1 – 2
Lesson 5: Create Opportunities for All!
1. Lesson Overview
Length of Lesson
- 50 minutes (25 minutes extra if you choose to include additional activity – highly recommended)
Prior knowledge (What should the Teacher Have Already Covered)
- Lesson 2 on feelings.
- Class set of flag template that has been pre–cut to save time. Template provided.
- Link to Activity Cards
- If we focus on what people can do, we create opportunities for all to participate.
- If we focus on what people cannot do, we stop people from being able to participate.
- If we expect people to change so that they can participate, we are leaving people out and being inflexible, or exclusive. If we are flexible and make changes so that everyone can participate, we are being inclusive.
- LO1: Students identify their abilities and communicate this using words and/or pictures.
- LO2: Students demonstrate knowledge and understanding of the concept that everyone can contribute to school and family life if we focus on ability.
- LO3: (Optional) Students modify a simple game so that everyone can participate.
2. Australian Curriculum Links
HPE Subject Area Years 1 and 2
- ACPPS015: Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities
- ACPPS019: Describe ways to include others to make them feel that they belong
- ACPMP027: Create and participate in games with and without equipment
- ACPMP030: Use strategies to work in group situations when participating in physical activities
General Capabilities by the End of Year 2 (Level 2)
Personal and Social Capability
- Recognise personal qualities and achievements: identify and describe personal interests, skills and achievements and explain how these contribute to family and school life
- Contribute to civil society: describe how they contribute to their homes, classrooms and local communities, and how others care and assist them
- Challenge stereotypes and prejudices: discuss the effects of acceptance and inclusion in familiar situations
- Compose spoken, written visual and multimodal learning area texts: compose and edit a small range of learning area texts
Critical and Creative Thinking
- Consider alternatives: identify and compare creative ideas to think broadly about a given situation of 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: Everyone has things that they are good at and things that they are not so good at (give own example). Sometimes, we forget the strengths and skills of the people around us, and focus on what people cannot do. When we do this, we are stopping them from participating in many activities. If we focus on what people can do, we can organise activities so that everyone can participate.
Today, we will identify things we can do to contribute to our family life and school life, and will make our own “I Can” flags that we will join together and display in our classroom (or take to assembly etc.).
We will then discuss what we can do to make sure everyone has opportunities to participate by looking at the abilities of the group – that is, things that we can do.
Activity 1: Focussing on Abilities
Go to website Mouth and Foot Artists Australia
When we focus on what we can do instead of what we can’t do, we create opportunities. Take a look at the mouth and foot artists – they do not let their disability get in the way of what they love to do!
|Body 30 mins|
Activity 2: “I Can ….” Flags
Establish context: It doesn’t matter how big/little, important/unimportant; visible/invisible they are, if we focus on the things we can do, we feel better about ourselves. Similarly, if we focus on the things other people can do, we are likely to feel better about them.
We spend too much time worrying about what we can’t do, so let’s think of what we can do, and write or draw a picture of that on the flag.
We are going to think about things we can do that you feel good about, and explain how these help out (or contribute) to family and school life.
LO1, LO2 Class discussion:
What are some things you can do that you would like to share with the rest of the class?
Think of things you do to help at home, and things you do to help at school.
This is what we mean by contributing.
LO1, LO2 Task:
|Additional Activity 25 mins|
Additional Activity 3: A Game for All!
We are now going to experience a game that everyone can play!
Refer to the Activity Cards that includes a range of physical activities that students can experience to show how a game or sport can be modified so that everyone can participate. Choose an activity that you have the resources for. Describe the activity to the students and discuss what abilities the children all must have to participate. (Suggestion: You can make safe modified hockey sticks by rolling up a newspaper and covering it with gaffer tape).
Main point to highlight:
|Additional Activities 20 mins|
Additional Activity 4: Modifying our Class Games!
LO3 Ask students to modify a game or activity that the class has done before, or are familiar with, to include children that may have one of the following abilities:
Some games you may modify:
|Conclusion and Reflection 5 mins|
LO1, LO2, LO3 Children sit in a circle and respond to the following questions.
What do we need to do to enable everybody in our group to participate in an activity?