Downloadable reference materials
Length of Lesson
75mins (may require extra time if internet access is limited)
Prior knowledge (what should the teacher have already covered)
- The concept that our focus should be on what a person can do (their abilities and personal qualities).
- The concept that people can participate in and contribute to the community in many ways.
- Using the internet to research a topic.
- Action Plan chart.
- Student Exercise books.
- Poster support references.
- A3 or bigger size paper/cardboard to use as a poster.
- Poster making materials (coloured pens, pencils, scissors, glue etc).
- Access to the internet and printer.
- Worksheets from lesson 2 – images of people with disability doing amazing things.
- Many great achievements have been, and continue to be made every day by people with disability.
- Everyone has the right to be recognized and congratulated for their achievements.
LO1: Students use research skills to gather information on the capabilities and contributions of a person with a disability.
LO2: Students create a poster to celebrate the achievements of a person with a disability.
LO3: Students demonstrate presentation skills to present their poster to the class.
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
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: Navigate, read and view learning area texts: navigate, read and view different types of texts with illustrations and more detailed graphics.
L: Compose spoken, written, visual and multimodal learning area texts: compose and edit a range of learning area texts.
L: Deliver presentations: plan, rehearse and deliver presentations on learning area topics, incorporating some learned content and appropriate visuals and multimodal elements.
L: Understand how visual elements create meaning: identify the effects of choices in the construction of images, including framing and composition.
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)
|Format||Lesson Plan: Suggested sequence of learning experiences|
Refer to action plan.
In the previous Everyone Everyday lesson, we looked at the contributions of people in the school community, and concluded that everyone contributes in a community a many different ways. We just need to look at what people can do, not what they cannot do.
Refer to worksheet from lesson 2– images of people who have achieved amazing things.
State the learning intention: Today, we are going to discover more about people with disability who have made valuable contributions to their community. Refer to lesson 2 handout. We have already discussed some of the achievements and contributions that people have made, and today we will work in pairs to create a poster that celebrates the achievements of one of these people, or someone else who has a disability. We will present our posters to the rest of the class and join them together to create a celebration wall banner that celebrates their contributions.
Activity 1: Person with a disability achieving great things
Teacher’s notes: The following activity involves using the internet to source information. A list of websites for each category of disability is provided with this lesson. You can distribute the list to the students to give them a starting point for their research.
LO1, LO2 Task: Students work in pairs and design a poster that celebrates the achievements of a person with disability. The poster can in print or electronic formats. Students choose a person from one of the disability categories. Ensure each group chooses a different person, and that all categories of disability are included. The poster should include information about the achievements of this person and contain phrases that respond to the following questions (please note: each person in the pair responds to these questions – ie. at least 2 responses for each question):
The poster should include:
Refer to reference list for lesson 6 with website links for each category. Students can do an internet search and find a person to base their poster on, and/or use the links provided.
Activity 2: Presentation of poster!
LO3 Task: Students present their posters to the class so all children can celebrate the range of people and their achievements.
Posters can be joined to make one long banner that can be displayed in the classroom or office foyer.
Main point to highlight:
Conclusion and reflection
LO1, LO2, LO3 Check for understanding:
Get the students to complete their entry for the Action Plan for the C: Celebrate theme. Also complete the class entry for the Action Plan chart. If there is not enough time for this, do it at the beginning of the next lesson.