Years 3 – 4
Lesson 13: I take action!

Contents

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

Downloadable reference materials

Lesson 13 Activity 3 [PDF] [Word Doc]
Lesson 13 Activity 4 – Kite template [PDF] [Word Doc]
Lesson 13 Nurture [PDF] [Word Doc]


1. Lesson Overview

Length of Lesson

60 mins

Prior knowledge (what should the teacher have already covered)

  • The benefits are of having an inclusive, diverse community where everyone can participate in and contribute to community life in a safe, supportive and sharing community.
  • The barriers to people feeling included, and the impact of media influences and stereotyping on shaping people’s attitudes and opinions.

Resources Required

  • Action Plan chart.
  • Student exercise book.
  • Option – kite making materials.

Key Concepts

  • If we share understanding and empathy of diversity with others, this can help in combating discrimination.
  • Making small changes to things I/we do everyday can give opportunities for friends with disability to join in.
  • Taking personal and collective action will enhance the inclusion of people with disability in everyday life.

Learning Outcomes

LO1: Students generate solutions on ways we can take action to make a more inclusive community.

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2. Australian Curriculum Links

HPE Subject Area Years 3 and 4

ACPPS037: Describe how respect, empathy and valuing diversity can positively influence relationships

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

ACHASSK072: Why people participate within communities and how students can actively participate and contribute

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)
PSC:
Understand relationships: describe factors that contribute to positive relationships, including with people at school and in their community.
PSC: Contribute to a civil society: identify various communities to which they belong and what they can do to make a difference.
EU: Recognise ethical concepts: identify ethical concepts, such as equality, respect and connectedness, and describe some of their attributes.
EU: Examine values: identify and describe shared values in familiar and unfamiliar contexts.
L: Use language to interact with others: use pair, group and class discussion about learning area topics as learning tools to explore and represent ideas and relationships, test possibilities and to prepare for creating texts.
CCT: Seek solutions and put ideas into action: assess and test options to identify the most effective solution and to put ideas into action.
CCT: Draw conclusions and design a course of action: scrutinize ideas or concepts, test conclusions and modify actions when designing a course of 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

Format Lesson Plan: Suggested sequence of learning experiences

Intro
1 mins

State the learning intention: Today we are going explore the ‘N’ word in inclusioN: Nurture.

We will consider the many things we can do make a difference. We will then work in small groups to think about what you could present to the whole school community to express your views about inclusion.


Body
15 mins

Activity 1: Making friends – appropriate and inappropriate questions

Teacher’s notes: There are 3 activities you can choose from, or do more than one if time permits.

Activity 1: How can I take action?

Establish context: In the Everyone Everyday program, we have discussed what the benefits are of having an inclusive community where everyone can participate and contribute to community life in a safe, supportive and sharing community. We have also explored the barriers to people feeling included, and the impact of media influences and stereotyping on shaping people’s attitudes and opinions. We have seen that the experience of disability is closely linked to the reaction and attitudes of others. We have also been thinking of ways we can take action to make a difference.

Main points to highlight:

  • Change only occurs when someone is willing to take action! The Everyone Everyday Action Rangers are showing that they are ready to take action.
  • People who take action believe in themselves and have strong values.

Ask the class: Are you ready to take action? Do you feel that inclusion is an important value at our school and in your community?

Assessable Outcome TickLO1 Class brainstorm: Students record in exercise books responses to the following question: How can you take action?

Model thinking process: Every contact counts – What can I do to make sure people I come into contact with who have a disability have a positive experience? What can I do if I see someone being treated unfairly (left out, name calling)? How can I make sure the people around me can join in with activities like games and sports, school dances, class work activities etc? How can I make sure space is shared? Who do I need to influence (or convince) to make a difference?

Sample responses:

  • I can discuss inclusion with my family and express my views and values about it.
  • I can focus on what my class mates can do, not what they can’t do.
  • I can take notice when my class mates are being left out and take action to include them.
  • I can make sure the rules of a game are flexible and suit the abilities of all participants.
  • I can be an Inclusion Ranger everyday.
  • I can express my opinions using various media – emails, blogs, face book, twitter, letters to the editor, letters to the local member or other politicians.
  • I can be involved in student council meetings to make sure school and community events are inclusive (ie. Be an advocate).
  • I can take action if someone is being bullied – don’t just ignore it and walk away. Tell someone.
  • I can make changes to spaces so that everyone has access.

20 mins

Activity 2: I can make a difference! We can make a difference!

Teacher’s notes: This activity is about taking collective action and expressing views and ideas about inclusion on assembly. You will need to make arrangements for a class presentation on the assembly. You may have your own ideas on how this could work – be creative!

There are 2 other activities that you may choose to do instead of this one. See activity 3 below – ‘Letter to the editor’, and activity 4: Inclusion Kite.

We have just discussed things we can all do to take action. One of the things you mentioned was expressing views about inclusion with other people.

At school, we strive to create a community that values inclusion of everyone, everyday. Your task is to think about what you could present on assembly to express your views about inclusion, and give ‘tips’ or ideas on what we can all do to make sure everyone feels included at our school. We will then present our tips or ideas on assembly in groups – this is an example of taking COLLECTIVE ACTION!

Students respond to the following 2 questions individually, then form groups of 3 or 4 to respond to question 3. On assembly, students present their response to question 3 using any format – be creative! Formats may include, but are not limited to a poem, poster, role play, piece of artwork with narrative.

Assessable Outcome TickLO1 Record your individual thoughts by responding to the following 2 questions:

  1. Why is inclusion important? We need to include everyone in the activities we do every day because ...
  2. You see a younger child at school fall over and get hurt. How would he/she feel? What could you do to help?
  3. 2. What can I do to take action? I can take action to include everyone, everyday by ...
  4. 3. What can we all do to take action and make sure everyone is included every day? We can all take action to include everyone, everyday by ...

Form small groups and think about how you can get your message across in 30–60 seconds.

Practice assembly presentation: Decide on the best way to present ideas on assembly and practice. Use may wish to use a catchy song to introduce the segment, or come up with a slogan like the one that has been previously used for the International Day for People with Disability – “Don’t DIS my ABILITY!”


Optional
lesson
activity

Optional ACTIVITY 3: Letter to the Editor!

Resources: Lesson 13 Activity 3 [PDF] [Word Doc]

Teacher’s notes: This activity can be done instead of (or as well as) the collective action activity described above.

Provide a context: People around us have so many different opinions. This is a good thing because it makes life interesting. In your local newspaper, the community comments section provides a space for anyone to put forward their thoughts and opinions, or respond to what someone else wrote previously. These comments can be viewed in print form (newspaper) or online.

Assessable Outcome TickLO1 Writing a letter to the editor: Refer to handout for lesson 12 and complete the task.

Encourage students to read their letter to the rest of the class and promote discussion.


Optional
activity 3

Activity 4: Our Inclusion Kites!

Resources: Lesson 13 Activity 4 – Kite template [PDF] [Word Doc]

ELEVATE and CELEBRATE with a kite!

Assessable Outcome TickLO1 Task: Students work in pairs to make basic kites. Use the kite as a blank template that group members can contribute to by adding words and illustrations relating to inclusion at school.

Children fly their kites to mark the end of the Everyone Everyday program, and celebrate inclusion and its link to happiness and equality.

Alternatively, you can make one large kite that represents the ideas of your whole class. Kite making guidelines and materials may be source by linking in to a local Community Centre kite making program. Contact your local Community Centre and find out what is available.

Basic Kite: What you need

Kite template – Enlarge and Print it out on an A3 or A4 sheet of paper.

  • Scissors.
  • Clear tape.
  • Single–hole punch.
  • Embroidery thread or kite cord (at least 2.5m).
  • Stapler.
  • 1.5m or more ribbon.

Instructions:

  1. Cut out the kite from the template and make creases as shown. Reinforce the side points with tape as shown, then punch a hole in each point.
  2. To make the kite harness, tie the ends of a 60cm length of embroidery thread or kite cord to the holes.
  3. For the kite string, tie one end of a length of thread or cord to the harness. Make the loop loose so the string slides easily along the harness. For a higher flying kite, you can use a longer string.
  4. Staple the ribbon to the bottom of the kite for a tail.

Conclusion and reflection
5 mins
Class action plan

Assessable Outcome TickLO1 Check for understanding

Get the students to complete their entry for the Action Plan for the N: Nurture theme. Also complete the class entry for the Action Plan chart.

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