Years 3 – 4
Lesson 4: What Do You Notice?
1. Lesson Overview
Length of Lesson
- 60 mins
Prior Knowledge (What Should the Teacher Have Already Covered)
- The concepts of diversity and stereotyping.
- Action Plan chart.
- Exercise book.
- Board to record responses.
- Handout – What do you see?
- Bookmark template.
- Access to internet.
- Electronic whiteboard.
- Class set of bookmark templates.
- Our focus should be on what a person can do (their abilities and personal qualities) instead of what they cannot do. This will help to create opportunities, not barriers.
- The experience of a person with a disability greatly depends on the attitude and reaction of others.
- See the person first, not the disability.
- Cultures that are inclusive value diversity.
- LO1: Students demonstrate knowledge and understanding about how our attitudes and behaviours are influenced by what we choose to focus on.
- LO2: Students demonstrate knowledge and understanding about Australia cultural values and the influence on laws, traditions and expectations.
- LO3: Students apply their knowledge and understanding of inclusion and contribute to developing a set of values for their class.
2. Australian Curriculum Links
HPE Subject Area Years 3 and 4
- ACPPS037: Describe how respect, empathy and valuing diversity can positively influence relationships
- ACPPS042: Research own heritage and cultural identities and explore strategies to respect and value diversity
Yr 3 Humanities and Social Sciences (Civics and Citizenship Sub Strand)
- ACHASSK070: The importance of making decisions democratically
- ACHASSK071: Who makes rules, why rules are important and the consequences of rules not being followed
Yr 4 Humanities and Social Sciences (Civics and Citizenship Sub Strand)
- ACHASSK093: The different cultural, religious and/or social groups to which they and others in the community belong
General Capabilities by the End of Year 4 (Level 3)
Personal and Social Capability
- Contribute to a civil society: identify the various communities to which they belong and what they can do to make a difference.
- Understand relationships: describe factors that contribute to positive relationships, including with people at school and in their community.
- Recognise ethical concepts: identify ethical concepts, such as equality, respect and connectedness, and describe some of their attributes.
- Examine values: identify and describe shared values in familiar and unfamiliar contexts.
- Investigate culture and cultural identify: identify and describe variability within and across cultural groups.
- Challenge stereotypes and prejudices: explain the dangers of making generalisations about individuals and groups.
- Understand learning area vocabulary: use growing subject-specific vocabulary to read, discuss and write about learning area topics.
Critical and Creative Thinking
- Imagine possibilities and connect ideas: expand on known ideas to create new and imaginative combinations
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|
Introduction to the Everyone Everyday Program
In the previous lesson, we analysed how we make decisions about people, and the similarities and differences that make us unique. We talked about what it means to value difference, and looked at the abilities that people have that live in our communities.
State the learning intention: Today we are going to continue with the theme of Notice. First we will be looking at what you found out from your homework activity. Then, we will be exploring how our attitudes and perceptions are influenced by what we choose to focus on. We will discuss what culture is, and create our own inclusive classroom cultural belief system. We will make our own bookmarks to remind us that we need to take notice!
|Homework Review 10 mins|
Review Homework Activity from Lesson 3: Myths and Reality
Optional activity: use the data from the table to create a simple graph.
Activity 1: What Do You Notice?
Teacher’s notes: This activity requires students to make a connection between concepts relating to ‘focus’. This activity could be used as stimulus material to emphasise the point that we can see things in different ways, depending on what we choose to focus on.
You will need to emphasise that your focus influences the way you see things, your attitudes, and beliefs. A focus can be influenced by our life experiences and the communities we live in (i.e. the impact of your social environment on attitudes and beliefs).
Display pictures for activity 1: Students look at the pictures for lesson 4 and write down what they see (individually). Then, share thoughts with a partner.
LO1 Class discussion:
Some people can only see a duck. Some people can only see a rabbit. Some people can see both.
Connection to the way we look at disability: Let’s now relate this to the way we look at disability. We can look at disability by focusing on the things people can do (looking through a positive lens), or we can look at disability by focusing on the things people cannot do (looking through a negative lens). Which focus do you think we need to take to be inclusive? Why? (If we focus on the things an individuals can do, that is what we see. This will create opportunities for everyone join in by designing activities based on what our group can do).
Main point to highlight:
When we looked at the people with disability on the worksheet for lesson 2, you wrote down what you saw. What message can we take from this activity about disability and what we choose to focus on? Example response: If we are looking for disability that is what we will see. If we look for ability, that is what we will see.
Relate activity to stereotyping – focusing on limited information to make decisions about people: In the previous lesson, we discussed how stereotyping can have harmful effects and lead to exclusion of people in communities. It is important to break down the stereotypes that give us a limited, narrow focus, and notice the greatness of difference in the world we share. We can break down the stereotypes when we value differences in our society – that is, value diversity.
Main points to highlight:
Optional Activity to Reinforce Key Messages from Activity 1: Awareness Activity from a 2 Minutes You Tube Video.
This video shows girls passing a basketball and asks the viewer to count the number of passes. During the clip, things occur in the background that may go unnoticed. This highlights that we only see what we focus on.
Activity 3: Our Classroom Culture!
One aspect of diversity (or difference) that we are going look at today is diversity in culture.
Class discussion: Can anyone give me an example of a culture, or a cultural group?
Teacher’s notes: Give examples of cultural groups – the Aboriginal and Torres Strait Islander culture, the Maori culture, the Scottish culture, the Chinese culture, our school culture etc.
Task 1: Class brainstorm: What things might people from the same culture share or have in common?
Record using a concept map on board.
LO2 Task 2: Display on electronic whiteboard the shared values in Australia society:
In Australia, everyone is expected to uphold the principles and shared values that support Australia’s way of life. These values include:
(Source: Australian Government Department of Home Affairs)
Main point to highlight:
LO3 Class discussion: What ideas do we share at school to create our school’s culture? Discuss responses. Make the link to the school motto, values, code of conduct, welcoming community, anti–bullying, care for the environment, celebrating days (or weeks) of significance (e.g. National Sorry Day, Anzac Day, Harmony Day, I–Day (International Day of People with Disability), NAIDOC Week, Health and Physical Education Week, Book week etc.).
Main point to highlight:
Cultural Influence on the experience of disability in Australia: Different cultures view people with disabilities in different ways. Some cultural belief systems have a negative view of disability which results in exclusion from community life. For example, in Australian culture up until about 50 years ago, children born with a disability were encouraged to live away from their families and were sent to institutions where they did not participate in community life. This occurred because of attitudes and opinions of decision makers at that time.
Main point to highlight:
What culture are we striving for in our community? In the Everyone Everyday program, we are creating a culture that has a positive and inclusive attitude about all people in our communities.
We are now going to generate ideas, beliefs and attitudes that we can include in our Everyone Everyday Inclusion Culture. We will all have an opportunity to write down our ideas on our own Everyone Everyday Bookmark with a symbol shaped like an eye – representing that we need to take notice and respect diversity and inclusion. Our bookmarks will remind us that we need to take notice! – Our attitudes and actions impact on others every day.
LO3 Class discussion: Brainstorm 5 words and phrases that describe a classroom culture that values inclusion and difference. Examples of words and phrases for: be kind, be friendly, look after each other, include others at playtime, value differences, be flexible, make new friends, focus on abilities, take notice and take action (e.g. when someone is left out or is feeling sad).
Handout bookmark templates and complete activity. You may choose to make a class bookmark as well that can be enlarged to display in the classroom.
|Conclusion and Reflection 15 mins|
LO1, LO2, LO3 Get the students to complete their entry for the Action Plan for the N: Notice theme. Also complete the class entry for the Action Plan chart.