Years 3 – 4
Lesson 11: Adapting to our needs

Everyone, Everyday Program logo

Contents

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

Downloadable reference materials

Lesson 11 Blind Cricket [PDF] [Word Doc]
Lesson 11 Ideas [PDF] [Word Doc]


1. Lesson Overview

Length of Lesson

60mins (plus extra time for homework activity)

Prior knowledge (what should the teacher have already covered)

  • Categories of disability and challenges faced by people with disability from each category.
  • The concept of valuing difference.

Resources Required

  • Class Action Plan.
  • Materials for activity 1.

Key Concepts

  • Inclusive communities find solutions to enable people to use their abilities to participate fully in day–to–day activities at home, at school, at work and at play.
  • There are many ways we can do things. With creative thinking and good ideas, we can provide assistive devices that support the needs of people and break down barriers.

Learning Outcomes

LO1: Students apply their knowledge and understanding about abilities of people with disability to invent an assistive devise.
LO2: Students use presentation skills to describe their invention to the class.
LO3: Students apply knowledge and understanding about abilities of people with disability to design a game that is inclusive.

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2. Australian Curriculum Links

HPE Subject Area Years 3 and 4

ACPMP048: Adopt inclusive practices when participating in physical activities

Yr 3 Humanities and social sciences (Civics and Citizenship sub strand)

ACHASSK071: Who makes rules, why rules are important and the consequences of rules not being followed

General Capabilities

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

By the end of year 4 (level 3)
L: Deliver presentations: plan, research and deliver presentations on learning are topics selecting appropriate content and visual and multimodal elements to suit different audiences.
L: Compose spoken, written, visual and multimodal learning area texts: compose and edit a range of learning area texts.
L: Understand learning area vocabulary: use growing subject-specific vocabulary to read, discuss and write about learning area topics.
L: Understand how visual elements create meaning: identify the effects of choices in the construction of images, including framing and composition.
CCT: Seek solutions and put ideas into action: assess and test options to identify the most effective solution and to put 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:

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
2 mins

Refer to action plan.

In the previous Everyone Everyday lesson. we looked at ways to overcome barriers to communication with people with a disability.

State the learning intention: Today, we are going start exploring the I word in inclusIon: IDEAS. We will think about barriers and challenges that people with a disability face from day to day relating to the places they work, live and play in, and formulate ideas and innovations that make everyday tasks accessible for everyone.


Body
35 mins

Activity 1: Becoming an inventor!

In the Everyone Everyday program, we have discussed the challenges people are faced with from a range of disabilities including vision, hearing, physical disability (eg. limb amputations), intellectual and learning disability (eg. Down Syndrome, Acquired Brain Injury) and social and communication disability (eg. Autism).

We have also discussed the importance of focusing on what people can do (their abilities), not what they cannot do.

We are going to continue to focus on the abilities of people with disability to help us create an environment that includes everyone, everyday.

Establish contect: In this activity, we are going to think about the abilities of people with disability and generate new ideas (or innovations) relating to adaptations that assist a person with a disability to participate in the community. Many advances in technology and new equipment have made the community an easier, more accessible and inclusive place for people with disability.

Examples:

  • In 2015, the NIKE shoe company designed and released a shoe that features a unique zipper system tied around the heel, making it easier to put the shoes on and off for those with poor dexterity. The shoe is called the ‘Zoom Soldier 8’ and was designed after a request from a  teenager with Cerebral Palsy who simply wanted to put on his shoes independently. Link: NIKE Soldier 8 ShoeExternal Link
  • New eye-gaze technology is making communication easier for people who do not use words to communicate. Eye-gaze devices enable a person to use eye movements to operate a computer or tablet. Eye-gaze technology is typically used by children and adults who have a significant physical disability, who have no speech or whose speech is difficult to understand. Link: Eye-gaze technologyExternal Link

Class discussion: How would the following adaptations that already exist help a person with a disability?

  • Text messaging on mobile phones.
  • Automatic teller machines that give a person verbal feedback.
  • Teletext or closed captioning technology that simultaneously converts spoken word to written text that is displayed on screen.
  • Cars which only require the driver to use their hands to drive the car.
  • A knife and fork in one.
  • Audible Cricket balls: the ball rattles/rings when moving.
  • Automatic soap dispensers, hand driers and taps.
  • Microsoft Xbox ‘Kinect’ gaming technology (motion sensing input device) – this eliminates the need to use a controller. (Teachers notes: Kinect has removed a barrier for some people with mobility and coordination difficulties to participate in gaming).

Can you think of any others?

Example of a modification: Go to YouTube link to show an example of a modification that is helping people who use a wheelchair to go on hiking trails
http://www.youtube.com/watch?v=EVyZ8FgjazYExternal Link.

Assessable Outcome TickLO1 Now it is your turn to come up with your own ideas and design a product that would be useful in making life easier for someone with disability. You are the inventor!

Model thinking process: “What were the 5 categories of disability? Which category will I focus on? What are the general abilities of people with this type of disability? What are the day to day challenges of people with this type of disability? What would be a useful aid or adaptation that would help them?

Inventors instructions:

  1. Choose a category of disability to base your invention on.
  2. Create a name for your invention.
  3. Write a description of how your invention will assist a person with a disability.
  4. Create a drawing of your invention and label it. Include on your diagram what sort of materials it is going to be made of.
  5. Make a model of your invention (optional step for homework).

Assessable Outcome TickLO2 Present your invention to the class.

If time permits, design another invention for a different category of disability.

Main point to highlight:

  • Inclusive communities find ways of doing things where everyone has opportunities to participate. This may be challenging, however the benefits are experienced by everyone in the community.

Homework activity
10 mins
to discuss

Assessable Outcome TickLO3

Homework Activity: Designing a game for everyone

Resources: Lesson 11 Blind Cricket [PDF] [Word Doc]

The rules of a game can exclude students with a disability. For example, the game of traditional cricket would exclude people with a vision disability. However, this problem has been overcome through creative thinking!

Refer to the information about Blind Cricket. Discuss the adaptation made so that people with a vision disability can participate in cricket. For more information about blind cricket, go to website http://www.blindcricketaustralia.com.au/External Link.

There are many other examples from the Paralympic games (opportunity for a class discussion). See following website for examples http://www.london2012.com/paralympics/sports/External Link.

A range of information about developing inclusive sport and physical activity programs and ways to modify games and sport can be found on the Australian Sports Commission website here: http://www.ausport.gov.au/participating/resources/coaches/tools/activity_cardsExternal Link

Assessable Outcome TickTask: Choose a disability and design or modify a game that people with this disability can join in to. Include the goal of the game, the rules, number of players, equipment required, diagram of the playing area, and safety considerations.

Choose 3 of the best examples and play the game!


Conclusion and reflection
5mins

Assessable Outcome TickLO1, LO2 Check for understanding: Get the students to complete their entry for the Action Plan for the I: Ideas theme. Also complete the class entry for the Action Plan chart.

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4. Additional information

Blind Cricket Australia

Australian Blind Cricket Carnivals (Championships) are conducted bi–annually and are held in State rotation around Australia. Australia won the 2012 International Blind Cricket Ashes in England.

Blind Cricket is played in essentially the same way as the conventional game of Cricket with the major exceptions being:

  • Audible ball – the ball rattles/rings when moving (note: ball is of similar size and weight to a conventional cricket ball).
  • A side is made up of four totally blind players (B1’s), three poor partially blind players (B2’s) and four partially sighted players (B3’s). Each sight category has a 12th man (14 players in total, eleven players and three 12th men).
  • All bowling is underarm and the ball must bounce at least twice before reaching the batter. Before delivering the ball B1 players receive a direction call from the wicketkeeper to find the correct line to bowl. B1 players must bowl a minimum of 40 per cent of the overs in an innings.
  • Totally blind players have a runner when batting and are credited with two runs for every run scored off the bat.

HISTORICAL BACKGROUND: Australia developed the game of Blind Cricket, a sport which is now played throughout the world. The game had its beginnings in 1922 in Melbourne, Victoria where it was first played at a hostel in Prahran, a suburb of Melbourne. At the time of a Test Match, two residents thought blind people could play cricket as well, and put rocks in a tin can and began to play a crude version of what we play today. The game was then introduced to other States in Australia and was mainly played during lunchtime at workshops where vision impaired people were employed.

In 1928 in Sydney, the first Interstate game of Blind Cricket took place between NSW and Victoria. Later the same year, a NSW team travelled to Melbourne to continue the challenge.

In January 1953, the Australian Blind Cricket Council (now Blind Cricket Australia) was formed in conjunction with the inaugural Australian Blind Cricket Carnival (Championships) which were held at Kooyong in Melbourne.

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