Convert To PDF

Download as pdf or txt
Download as pdf or txt
You are on page 1of 5

LESSON PLANNING

LEARNING AREA: Civics and citizenship


YEAR LEVEL: 5/6

TIME: 100 mins

LESSON TOPIC: defining civics and citizenship

AIM:

(From ACARA, or Desired Student Outcome from SACSA)

How laws affect the lives of citizens, including experiences of Aboriginal and Torres Strait Islander
Peoples (ACHCK025)
Work in groups to identify issues and develop possible solutions and a plan for action using decision
making processes (ACHCS032)
LESSON OUTCOMES: (These should relate to both the topic and to the curriculum link)

Understanding what civics and citizenship is define the words separately and together
why are laws important

REFERENCES & RESOURCES:


www1.curriculum.edu.au/ddunits/index.htm
STUDENT ASSESSMENT:
Assess students on prior knowledge
On group communication
On law making abilities
On knowledge about governments
SELF ASSESSMENT:

Did I cover to much or not enough content?


Did the lesson flow?
Was there to much or not enough going on?
Were students following/bored or confused
TEACHING PROCEDURE:
TIME

STEPS
1.

20 mins

INTRODUCTION (whole class)


Definition of civics and citizenship, discuss as a
whole class and come to a clear definition of both
words and what they mean together
- have a clear poster on the wall defining the term
(civics and citizenship is ..)
(citizen what is ship the suffix on it) bring in grammar

COMMENTS

Ask students if they know any other kind of


governments
Put these on the board and ask students if they know
what they are

homework sheet find


out what each of these
are can use internet,
dictionary, or ask a
parent, must be put
into own words
or make an A4 poster
on one of these types
of government to put
up in the classroom

(monarchy, democracy, dictatorship, communism,


republic, aristocracy)

2.

15/20
mins
depending
on
discussion

EXPLICIT TEACHING (whole class)


and/or
GUIDED DISCOVERY (whole class)

(definition and picture)

Ask students leading


questions

https://www.youtube.com/watch?v=Clf9mi-szZg
watch the Alice in wonderland clip and discuss as a
class if they think the queen was being fair or unfair,
(ask students if they know what kind if parliamentary
role a queen has - she belongs to a monarchy)
talk about absolute power

3. EXPLORATION/PRACTICE(group/individual)

20 mins

Students split into groups of 4 or less and create a list


of rules that will govern the classroom for a day, then
switch all the poster around and discuss as a group
what they think is fair and unfair about certain rules
Each team must pick a rule they think is fair and one
they think is unfair and explain why they are fair or
unfair rules to the class
Put this quote on the smart board:

No free man shall be taken, imprisoned, outlawed,


banished, or in any way destroyed, nor will We
proceed against or prosecute him, except by the
lawful judgement of his equals and by the law of
the land.
Ask students to answer these questions:
15 mins

need to provide a translation yourself, eg 'We


shall not arrest, imprison or execute any free man
without lawful judgement by his equals and by the
law of the land'.

30 mins

Do you think this rule could help those


threatened with execution in Wonderland?
How?
Is this rule fair?

Put these headings laws, law making, law break and


courts on butchers paper and give one to each group,
each group has 3 minutes to write a few things, once
the piece of paper has gone back to the person it

Same student cant


talk for both the fair
and unfair rule

started with they choose 3 main/important things


relating to those words
Then explain that laws, political systems, governments
and courts are important for those reasons and they
allow us if we do break the law or if we dont to the right
of a fair trial.

4. CONCLUSION (whole class share/reflect)


5minutes
Ask if students have any questions, and explain that
next time we will learn about how Australia became a
democracy and that we will discuss the first ever law
maker Governor Arthur Phillip
Pass out exit slips
NOTE: This planning format is available for students to download from FLO and is planned to cover
two A4 pages when used. The Comments column can be used for adaptations for children with
learning difficulties or for planned extension activities.

Name ____________________

Something I learnt today

Something I would like to learn about politics


is
Write one question you have about todays lesson

LESSON PLANNING
LEARNING AREA: Civics and Citizenship
YEAR LEVEL: 5/6

TIME: 400mins (4 double lessons)

LESSON TOPIC: government (Civics and citizenship)

AIM:

Understanding the roles and responsibilities of electors and representatives in


Australias democracy
describes key institutions of Australias democratic system of government based on
the Westminster system, including the monarchy, parliaments, and court
Interacts with others with respect, identify different points of view and share personal
perspectives and opinions
LESSON OUTCOMES: (These should relate to both the topic and to the curriculum link)
- Leave the levels of government
- Understand the levels of government
- Understand there is local, state and federal governments

REFERENCES & RESOURCES:


-

Books working of government, How government works (John and Jennifer Barwick)
- Government in Australia Nan McNab (pg. 58/59 voting)
Websites

STUDENT ASSESSMENT:
-

Assess students on their research skills


Their ability to work in pairs/3s
Their knowledge learnt from the levels of government
Understanding Australia is a democracy

SELF ASSESSMENT:
- Was the information provided enough?
- Have students learnt about the levels of government?
- Have they researched on their own?
- Did the pairs work?

TEACHING PROCEDURE:
TIME

STEPS
2.

INTRODUCTION (whole class)

Ask students if they know any think about Australians


government - brainstorm together.

COMMENTS

Explain that we will be making posters on the different


levels/types of government and that we will then present
them to one another next lesson.

Pairing
2.

EXPLICIT TEACHING (whole class)


and/or
GUIDED DISCOVERY (whole class)

Pairing has been


deleted for sensitivity
reasons

Pair students up into appropriate pairs. Hand out the


sheets for them to highlight the key facts about that level of
government.
Have students using the sheets provided write a summary
of what that level of parliament does.
Students are provided with a list of websites they can go
to too look up their level of government and a little pack of
information to look at to find the answer to a few questions

5. EXPLORATION/PRACTICE(group/individual)
Students will start by looking at the questions posed to
them, after this they will have time with the information
provided and the websites provided to research the
particular level of government that has been provided to
them.

Hand out sheet with


questions on it!

6. CONCLUSION (whole class share/reflect)


Mark students based
Students will present an A3 or A2 style poster to the class on posters,
clearly labelled and explain a few questions on their poster presentation and
that they have answered to the class then take questions. knowledge of subject
in next lesson (mini
They will be marked according to the success criteria and quiz)
on their knowledge of what they have learnt.

NOTE: This planning format is available for students to download from FLO and is planned to cover
two A4 pages when used. The Comments column can be used for adaptations for children with
learning difficulties or for planned extension activities.

You might also like