Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3 Time: 1:50-2:50pm Date: 5th June 2019 Students’ Prior Knowledge:

Learning Area: Health/PATHS We have been focusing on friendship and emotions in

PATHS.
Strand/Topic from the Australian Curriculum
Behaviours that show empathy and respect for others
(ACPPS037)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

1. Express their understanding that everyone is different

2. Show empathy to other people’s differences

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 PowerPoint  Kathy to help Alena write down her answers

 Role play cards  Ensure to set clear instructions for rotations so that
 Scavenger hunt templates behaviour is managed

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

1
  

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
Meditation and Prior Knowledge (10 minutes)
1:55pm  Begin the PATHS lesson with a quiet meditation. If the weather is
sunny and clear, conduct this meditation outside and set a three-
minute timer for students to sit on the grass and listen to all the
sounds they can hear. If it is raining, complete a Smiling Minds
meditation.
 Display on the board the main issues they told me they have with
friends. Have students stand up or bob down if they have had similar
friendship issues.

 Reiterate the importance of thinking of how YOU feel when these

things happen in your friendships to make you reconsider how you
will treat others.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

Empathy Video (10 minutes)

 The main focus is to teach students about empathy. Tell them this
word and define it for them, then show the video to give a sound
representation of what it means to be empathetic
2:05pm Ted Talk Video
 After the video, ask students the following key questions:
- What do you think empathy means?
- How did the characters show empathy?

Empathy Rotations (30 minutes)

 Students will spend ten minutes at each station. They will participate
in different activities that will help them develop empathy and
recognise that while everyone is different, we are all special and
unique.

 Explain the rotations before sending them off.

Rotation 1: Posters
 Create a poster to advertise empathy to other people. Include ways to Poster paper
be empathetic, why you should be empathetic and situations that
require empathy e.g. if someone is different to you, you are
empathetic towards them and do not judge, because you know
everyone is unique. We will staple these into an empathy book!

Rotation 2: Role Play

 I will give the group cards with situations that will require them to
respond/react with EMPATHY. They will act out how they can show Empathy cards
empathy in these situations.

2
  

Rotation 3: Kindness Scavenger Hunt

2:45pm
 The children will show empathy for other children’s differences in this
activity. They will go around the group using the template and ask
students to think about one special, unique thing about themselves. Scavenger hunt pages
Once the student’s template is filled, they can share to reiterate how
we are all different but special.

Lesson Closure:(Review lesson objectives with students)

(5 mins)
2:55pm  We will all sit in a circle and do a variation of warm and fuzzies.
Holding the talking platypus, I will model to start. I will say something I
like about the person sitting next to me. Then that person will say .
something they like about the next person until we get back to the first
person.

Transition: (What needs to happen prior to the next lesson?)

 Stack and pack ready for the end of the day 

Assessment: (Were the lesson objectives met? How will these be judged?)

Anecdotal notes will be taken on student’s participation and any ‘light bulb’
moments children have throughout the lesson.