Years 3 – 4
Lesson 10: Moving Easily around Our Community
1. Lesson Overview
Length of Lesson
- 35 mins
Prior Knowledge (What Should the Teacher Have Already Covered)
- The concept that many people in our community experience challenges everyday that impact on their opportunities to join in easily.
- Action Plan chart.
- Handout or projection of worksheet.
- The built environment can be designed so that everyone has equal opportunities to move around and fully participate in the community.
- It is important to raise awareness of how to make movement easy for everyone in our community.
- We all have changing needs for accessibility throughout our lives.
- LO1: Students appreciate the role of accessibility in an inclusive community.
- LO2: Students analyse and generate solutions to access issues experienced by a range of people.
2. Australian Curriculum Links
General Capabilities by the End of Year 4 (Level 3)
- Understand learning area vocabulary: use growing subject-specific vocabulary to read, discuss and write about learning area topics.
- Recognise ethical concepts: Identify ethical concepts, such as equality, respect and connectedness, and describe some of their attributes.
Critical and Creative Thinking
- Seek solutions and put ideas into action: experiment with a range of options when seeking solutions and putting ideas into action.
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 1 mins|
Today, we are going to explore the S word in incluSion: sharing spaces. We will explore the ways people move around every day, and discuss how the design of the built environment we move around can impact on this.
|Body 29 mins|
Activity 1: What Is an Accessible Space?
Establish context: Everyone needs to be able to move about easily in their environment to get to places. People need to be able to reach things such as switches and handrails, benches and toilet seats. They need to be able to get information from the world around them and understand what is going on (e.g. signs and directions). An accessible space is a place that is easy to move around.
Unpack and define key words:
Built Environment: human–made space in which people live, work and use for recreation on a day to day basis. This includes spaces created or modified for people including buildings, parks, transport systems (bikeways, roads, pathways), and supporting infrastructure like water systems and energy networks.
Accessibility: ease to which you can get around.
In many places, the design is not very helpful to some people. When this happens, it means the community is not accessible to everyone.
LO1 Class discussion: Why should we be concerned about this? (If the community is not accessible, it is not inclusive, and some people cannot participate).)
We are now going to consider the issues a range of people in our community face relating to accessibility.
Refer to matrix for lesson 11. Go through matrix and discuss headings: 1. Who? 2. What are their needs when moving around the environment in a safe way? 3. What environmental features would create barriers to moving around safely? 4. What environments features are required for safe accessibility?
LO2 Students complete the table. Discuss matrix responses.
Main points to highlight:
| Conclusion and Reflection|
LO1, LO2 Check for understanding:
Get the students to complete their entry for the Action Plan for the S: Sharing Spaces theme. Also complete the class entry for the Action Plan chart.