Years 3 – 4
Lesson 5: Celebrating Our School Community
1. Lesson Overview
Length of Lesson
- 45 mins
Prior Knowledge (What Should the Teacher Have Already Covered)
- The students should be familiar with the Jayme Paris segment from Cycling Central.
- Action Plan chart.
- Handout – Making a contribution.
- Class set of reflection tokens.
- Student exercise books.
- Everybody has abilities and personal qualities.
- Everyone has the right to be respected as a valued member of the community.
- People can participate in and contribute to the community in many ways.
- LO1: Students demonstrate knowledge and understanding about how everyone can use their abilities and personal qualities to contribute in a school community. Everyone has something to offer.
- LO2: Students make connections between themselves and others and notice what people can do every day to participate in school life.
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 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.
- Explore rights and responsibilities: investigate children’s rights and responsibilities at school and in the local community.
- Listen and respond to learning area texts: listen to spoken instructions with some detail for undertaking learning area tasks, listen to identify key information in spoken and multi-modal texts and respond to texts read aloud.
- Interpret and analyse learning area texts: interpret literal information and make inferences to expand topic knowledge using comprehension strategies.
- 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.
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|
Refer to action plan.
State the learning intention: Today, we are going to start exploring the C word in inClusion: celebrate. We will talk about our own abilities and personal qualities. Then we will read a text about a classmate with a disability and explore the many ways we all contribute to our community, using our abilities and focusing on what we can do, not what we cannot do.
|Body 12 mins|
Activity 1: Abilities and Personal Qualities
Establish context: Communities are made up of many different people who use their abilities and personal qualities to contribute in some way. Everyone has abilities and personal qualities that we all can notice and value. If we recognise these, we create opportunities for people to participate in community life. If we do not recognise these, we can create barriers – or reasons to prevent people from participating in community life.
Task: Record in exercise books:
Students work individually to respond to the following questions:
Students share their responses with a partner.
Ask for 3 or 4 students to share their responses with the whole class.
Main point to highlight:
LO1 Class discussion and record in exercise books: What can we learn from a person with a disability? What can we learn from Jayme Richardson (nee Paris) from lesson 1, or people you have met that have a disability? Example responses: you should focus on what you can do, not what you cannot do; when we face a challenge, look for solutions, not barriers; accept differences; how to communicate clearly; patience; the importance of slowing down and not stress about the little things in life too much (a fast paced life can make us sick); respectfulness; flexibility; empathy; acceptance; being non–judgmental, how to be inclusive etc.)
Activity 2: Our Contributions and Capabilities!
Teacher’s notes: The purpose of this activity is for students to make connections between their contributions and capabilities and those of a person with disability in the school setting. The main learning outcome of this activity is that students recognise that we all contribute in many ways to our community, and everyone has the right to be respected as a valued member of the community.
Establish context: Our school is a community that we can all contribute to. We interact with each other every day and contribute to building our school identity. Having similarities and differences in our school community enables us to be involved in a broad range of activities to meet the needs and interests of our students.
LO2 Connect it activity: Refer to handout for lesson 5 – Making a contribution.
Task 1: Students answer the questions in the first column relating to themselves – i.e. answer a) questions.
Task 2: Read the text relating to Emma together as a class. Students respond to the questions relating to Emma – i.e. answer b) questions.
Task 3: Repeat the activity from task 2, using the text from Jason (c questions).
Discussion responses as a class.
Teacher’s notes: You could take this opportunity to give students who finish task 1 and 2 early to work on task 3, the Jason narrative, individually.
Main point to highlight:
|Conclusion and Reflection 7 mins|
LO1, LO2 Check for understanding: Reflection Circle
Students sit in a “reflection” circle and takes turns to reflect on what they have learned today, why it is important, and what else they need to learn about to help us become inclusive. To make sure everyone gets a turn to respond to at least one of these questions, give each child an “Everyone Everyday reflection token”. When it is their turn to speak, they toss their token into the reflection pond to show they have been included.