Years 1 – 2
Lesson 7: Using spaces and moving around!

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Contents

1. Lesson Overview
2. Australian Curriculum Links
3. Lesson Plan: Suggested sequence of learning experiences

Downloadable reference materials

Lesson 7 USING SPACES [PDF 136KB] [Word 182KB]


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 5.

Resources Required

  • Recording board (electronic whiteboard or other).

Key Concepts

  • 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.

Learning Outcomes

LO1: Students recognize the range of ways people move about every day.
LO2: Students find solutions to everyday situations when faced with a challenge.

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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

PSC: Personal and Social Capability EU: Ethical Understanding L: Literacy CCT: Critical and Creative Thinking N: Numeracy

By the end of year 2 (level 2)
PSC:
Become confident, resilient and adaptable: undertake and persist with short tasks, within the limits of personal safety.
CCT: 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:

Assessable Outcome TickLO (insert number)

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3. Lesson Plan: Suggested sequence of learning experiences

FormatLesson 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.

15 mins

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.

  • Bend down and pick the weeds from the garden.
  • Reach up high and get that book from the top shelve.
  • Sit down on the toilet.
  • Reach up and hang out the washing.
  • Eat you breakfast.
  • Put on your shoes.
  • Practice playing the guitar.
  • Turn on the shower taps. Now turn them off.
  • Move to ........(give a cue) using walking, hopping, skipping, jumping.
  • Move to ........(give a cue) without using your feet for transport.
  • Throw the ball to your friend.
  • Bend down and get ready to dive into the pool.
  • Dodge the defender (or dodge the post).
  • Type a message.
  • Crawl through the tunnel.
  • Slide down the slope.
  • Swim across the pool.
  • Make your favourite sandwich.
  • Pour a drink.
  • Drive a car.
  • Sweep the floor.
  • Serve the ball over the net with your racquet.
  • Kick the ball and score a goal.
  • Roll the ball and get a strike! (tenpin).
  • Hit the ball and get a hole in one (golf).

Main point to emphasise:

  • There are many ways we move throughout the day for a particular reason.

15 mins

Activity 2: Moving around

Assessable Outcome TickLO1 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.

  • Why do we move? (to participate in daily activities, to look after ourselves, to get from one place to another, to play a game, for exercise, for fun)
  • When do we move? (when we need to get somewhere, when we need to communicate, when we need or want something, when we want to participate in daily activities)
  • Where do we go? (to the shops, to school, to work, to play, to friends and families places, to sport, to clubs, to holiday destinations, to places for recreational activities, to medical care facilities, etc )
  • How can we move? (prompt discussion to include different modes of transport eg, public transport, car, plane, electric scooter, wheelchair)
  • What helps us move? (wide doorways and hallways, ramps, flat surfaces that are non–slip, open space without trip hazards, travelators, escalators, elevators, hoists, wheelchairs, crutches, walking frame, walking stick, hiking poles, guide dogs)

Record student responses using a graphic outline:

Diagram showing that moving can be broken down into Why, What, Where, How and When.

Main point to highlight:

  • We all use our abilities to move in some way.
  • We all need to move to participate in daily activities.

15 mins

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.

Assessable Outcome TickLO2 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.

  1. What do you do if something is out of reach? (eg use a ladder, ask for help from someone who can reach, move the item so that it can be reached next time)
  2. How do you move (write/paint) if the arm and hand you use to write with is in plaster? (eg use the other arm, use a keyboard, use verbal communication)
  3. How do you move if you have a broken leg? (eg use a wheelchair, use crutches, use arms and shoulders (upper body) to hold body weight and move yourself around)
  4. If you are in a wheelchair (eg broken leg or physical disability that affects legs), how can you get into a classroom that has steps or is on the 2nd floor of the school building? (eg use a ramp if one is available, or an elevator if one is available)
  5. What can you do if the electricity goes off and it is too dark to see? (use your senses of touch and hearing to move around, move slowly)
  6. What can we do to make our classroom (or school) easy to move around for all the situations mentioned above?

Main point to highlight:

  • It is important to think about the movement needs of the people around us and make changes or modifications so that everyone can participate – eg provide ramps and wide doorways for people who are using a wheelchair. If we do not do this, we are not providing opportunities for everyone to participate in daily activities.
  • We can find alternative abilities to help us move around and participate in daily activities.
  • We need to make the spaces in our classroom easy for everyone to move around.

Conclusion and reflection
5mins

Assessable Outcome TickLO1, LO2 Children sit in a circle and respond to the following questions.

What did you learn today?
How does this help us if we are going to include people in what we do every day?
What questions do you have?

You may refer to the book ‘101 Ways To Include People With Disability’ to further discuss ideas to make participation easy.

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