DATE: 21/01/2015

DAILY NOTES :

DAY: Wednesday
TIMES

Link to the Aust Curriculum

(code)

SPECIFIC LESSON
OBJECTIVES

ASSESSMENT
(WHAT & HOW)

LEARNING EXPERIENCE including PROVISIONS FOR LEARNER DIVERSITY and KEY

QUESTIONS

RESOURCES

LESSON 1 (All)
MORNING SESSION

1.

Define fairness and justice

2.

Produce a collaborative
work of examples of justice
and/or injustice

3.

Explain the notion of

justness originates from
God

Objective 1:
Informal: From
discussion, use of
padlet

Introduction/ Motivation:
Personal testimony of impact of American Civil Rights movement on Black Americans,
including me. Segway into Selma movie, Trailer 2:33 Running Time
Explain difference between fairness and justice and facilitate discussion about the notion of
Justice. Definition of Fairness from dictionary.com: the state, condition, or quality of
being fair, or free from bias or injustice; even-handedness. Definition of Justice from
dictionary.com: the quality of being just; righteousness, equitableness, or moral rightness
ICT Activity 1: Padlet
Students will input words, experiences, opinions relating to social justice in Padlet.
Teacher will assign one student to use mobile phone timer for three minutes. Once
the timer goes off, students direct attention to front screen with display of their
ideas.

Objective 2:
Formal: Teacher is able
to access posters
Informal: Travel from
group to group helping
them think through the
activity.

ICT Activity 2a: Glogster Digital Posters

In groups of 2 or 3, students will be responsible for a Glogster page. They will
design and decorate a page(s) that focuses on one example of either justice or
injustice. The pages will have the following information:
1. Describe your example
2. Why is this an example just or unjust
3. What is being/ has been done or is not being/ not been done to address the
issue.
Digital posters may include photos, drawings, words, paragraphs, quotes, videos,
sounds, personal opinions, citations etc. Students can draw on examples from:
Recent News Stories, Historical figures and Events, Modern day figures
and events, Significant Justice Issues, Justice systems/ processes. No
personal Experiences to be used as the subject.

Objective 3:
Informal: Teacher
questioning

Activity 2b: Glogster Comments

After everyone has finished their posters they will be able to take some time to
have a look at other Glogs and make comments. This activity will help students
actively reflect on the patterns of justice and injustice that they see in the examples
they have chosen.

YouTube Video
https://www.youtube.com/wat
ch?v=x6t7vVTxaic

Laptops,
http://padlet.com/jennyjongst
e/ckxc7ctlr1db

Laptops

Laptops

LESSON 2 (Tene)

1.Summarize Justice for

Humanity (yesterdays lesson)
2.Students identify various
family units
3.Students will document how
all people make up the human
family

1.Assess students
perceptions of family
by writing family
associated words or
names. Teacher will
review all final word
clouds.
2. Assess grasp of
visual images from
Scavenger Hunt by
completed group notes
3. Teacher will ask
students which
ethnicities and
religious groups
compose human
family. Answers will
identify students grasp
of all people being the
human family.

Introduction:Motivation:
Teacher will explain how when she was a kid she defined a family as her mum, dad,
brothers, grandparents, cousins, uncles and aunts. As she met more people from school,
travels, Uni etc her perception of family changed
ICT Activity 1: WordCloud
Have students to use WordCloud to write all associated words with anything they
associate with family. Have them save their WordCloud image to their student file,
then with students permission display on electronic Whiteboard a select few of the
WordClouds.

Pens and Pencils for students

to write Interactive
Whiteboard

ICT Activity 2: Digital Scavenger Hunt

Teacher will have pre-selected group names plus instructions displayed on
interactive whiteboard. Teacher will still verbally instruct groups to get together
and designated spot and ask and answer any student questions related to Scavenger
Hunt logistics. Teacher will use mobile phone timer to give groups exactly 3 minute
at each station, and to cue them to move to the next station. Each station will have
different images and websites representing a specific family, animal family, bodies
of faith, biological families, plant families and mankind families. Students will
write what kind of family they think is represented and explain why. If laptops are
working they may use laptop templates. If not paper will be provided.

Timer, computers, ipads,

paper

MORNING SESSION

Youtube Video
Teacher will make sure all Scavenger Hunt outcomes are turned in for assessment and
marking and will end with a 1 minute You Tube video of Poet Maya Angelou reading
famous poem Human Family with images of different phases of life.
Finish Class

https://www.youtube.co
m/watch?v=5F_aHt34ag

LESSON 3 (Lisa)

1.

Recognise the rights of

others and how ignoring
others rights leads to
feeling of guilt

2.

Identify to love justly comes

with practise and requires
work

3.

Quantify how peace needs

promotion; in order for
peace each person must
recognise the rights of
others

Introduction
Students will be welcomed into the class and will proceed with a brief recall on
the previous lessons focus how all people are members of the human family.

Objective 1:
informal
discussion

UN Human Rights 30 Articles of human rights

Lead a short discussion on human rights as constituted by the United Nations
direct students towards youth tube channel Youth for Human Rights and choice 1
particular human right that appeals to you and then post your thoughts onto a
class blog that we have been using all year.

Objective 2:
Lead class from
responses from
blog on Human
Rights

MORNING SESSION

ICT Activity 1: Blog Entry (KidBlog)

Using a blog site, discuss and collaborate on what human rights are and
share ideas on what human rights constitute.

Objective 3
Informal lead
discussion on
Peace Formal
responses from
blog page

ICT Acticity 2: Google Search

Discuss how the potential and the capacity to love justly is developed
when we look for opportunities to provide for and help others - google
organisations in Perth to see how to begin the process of being involved
in opportunities to provide for others. Teacher to prepare some google
search tips.
The Need for Peace
Teacher will transition the class by leading discussion on peace and how peace
needs effective promotion requiring trust and good will between people. Peace is
disrupted when people feel they are being taken advantage of and/or their basic
rights are denied
Peace = Love and Recognition of the Rights of Others.
Disruption of peace occurs in peoples hearts are greed, selfishness and other
forms of selfishness lead people to mistreat others unjustly.
ICT Activity 3: Glo Bible App
Students have I-pads and already have Bible App installed on their tablets.
Students will look up scripture on Mark7:21 concerning evil intentions that
emerge from the heart and choose 2 translations from various versions, e.g.
NIV, Amplified, NLT, MSG etc. and discuss on the blog page the version they
have chosen.
Finish Lesson
Short Recap. Let them know that in their next lesson they will be doing something fun.

Kidblogg
https://www.google.com.au/?
gws_rd=ssl#q=kidblog
http://www.youthforhumanrig
hts.org/

Google search Christian

outreach centres in Perth

Write statement on
Whiteboard whiteboard pen

Open Glo Bible App on I-pad

https://www.google.com.au/?
gws_rd=ssl#q=kidblog

LESSON 4 (Alex)

1. Summarize the
previous lesson content
on humanities inherent
potential to love justly.
2. Identify ways in which
young people can
actively promote justice
in their community.
3. Design a campaign
that actively promotes
justice.

Introduction/ Motivation:
Welcome students immediately into classroom letting them know straight away that
they will be beginning with a quiz (and possible prizes).
Objective 1:
Formal: Online
Quiz
In-formal: Teacher
led
discussion

ICT Activity 1: Online Quiz (ClassMarker)

Quiz will be pre-made. Students can log-in with their details (this is an ICT
they have used before). They will be given 5 minutes to complete the quiz.
The quiz is marked instantly and followed by a brief 3-5 minute class
discussion about What I have learnt most about this particular learning
section.
Class Discussion
Introduce that the rest of todays lesson will discuss helpful and unhelpful ways in
which young people can act with concern for justice. Explain that at times we can
get angry about injustice or fearful of acting against injustice and thus act in
unhelpful ways. Follow this by asking for suggestions of ways that they can promote
justice.

Objective 2:
Informal: Gauge
from
responses

Objective 3:
Formal: Finished
video & poster
Informal: Each
campaign will be
teacher approved.
Teacher to walk
around.

Articles of Human Rights (website)

Let students know that they will be doing something fun and creative to promote
justice. Remind them that they examined the 30 articles of human rights a couple of
lessons ago and watched some movies that featured youth. Remind them that youth
have a great part to play in establishing justice in our communities. Short discussion
about ways young people can act for justice. Introduce the campaigns as a way of
acting out justice & love.
ICT Activity 2: Justice Campaign
Organise students into groups of 2-3. They will be asked to produce a
campaign that promotes justice. It is to be an original work to be shown for
a short film festival in the next class. Film will not be longer than 2 minutes
and each member must be involved. To go with the movie is a poster.
Begin Storyboarding & Filming
Finish Class
Let students know that they should continue their films over the weekend and that
they will be finished in the next class. (iPads make this possible)

Laptops Needed, Prizes

http://www.classmarker.
com/
(Direct link to be
posted on the website)

Whiteboard, Markers,
Whiteboard Eraser

Laptops,
Website:
http://www.youthforhu
man
rights.org/
YouTube: Search
YouthForHumanRights
iPads, paper, pens