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E5 Model Lesson plan #1

Grade 9

Date:

29/10/2015
Learning Intention:

Students are to examine the purpose and function of laws


Students are to examine the relationship between societies moral views and the affect that has on the societies laws?
Students are to learn the process of amending laws in parliament (Amending an act)

ENGAGE: As a warm-up brainstorm activity, as a class students are to explore:


What are Laws? What is the purpose of the law in society?

Teacher to create a mind-map of all the ideas of students, as to what is the purpose of laws

Students to describe a society with no laws. How would it look? (10 minutes)

EXPLORE:

explore questions, construct explanations, hands on activities, designs and plans, collects data, build knowledge,
experiments, seeks possibilities.
Learning experiences

Commentary

Teacher role

Using their laptops, students to work in pairs


and create a PowerPoint presentation
explaining how the laws of a society are
affected by the values of that society.
Students to explore the following three
questions:

Differentiated learning

Questions and probes

In this formative assessment task, students


are to be paired up in mixed-ability pairs.
Small, mixed-ability groups allow lower
achievers to take advantage of peer support
whilst higher achievers are given the
opportunity to provide guidance and to voice
their thoughts. Furthermore, the 3 questions
in this task are developed in order to
increase in complexity from 1 to 3. All
students are given the opportunity to
continue this assessment task as homework
if more time is needed, with the presumption

Observes and listens

Provides resources

Models when needed

Do these values change over time?


How does the law change with it changing
values of a society?
Give 3 examples and describe the change
in societies views and the change in the
laws.
(Stem cell research, mobile phone laws

when driving, gay marriage etc.)


(30 minutes)

EXPLAIN:

that lower achieving students who require


additional time will use that time.

compare ideas, construct explanations, introduction of new concepts and ideas, clarify ideas, form generalisations,

Learning experiences

Commentary

Students are to select a law that they believe


Intercultural understanding
that is out-dated, and to role-play a session
Highlight for students the example of gay
of parliament in which they amend that law.
marriage, which is current debate in society.
(20 minutes)
Use that example to stimulate student
interest in the lives of others including LGBT,
Handout: Parliamentary Education Office mini
and cultivate (within students) values and
role-play
dispositions of empathy, care, respect and
responsibility.

Teacher role

Gives feedback

Asks questions

Models, suggests,
encourages

Offers alternative
explanations

This role-play is also a formative assessment.


Resources and materials: Multiple sources of information
Student laptops
Parliamentary Education Office: role-playing activity http://www.peo.gov.au/uploads/peo/docs/role-play-lesson-plans/PEO_role-play-lessonplans_amending-law_house.pdf
Handout: The purpose of the law handout (.PDF)

ELABORATE:

apply concepts and new explanations, expand on knowledge, connect to similar concepts, apply to new situations,
perform tasks, make meaning, make decisions, plans and carries out projects, asks new questions.
Learning experiences

Commentary

Teacher role

Students to return to their mixed-ability


groups and to answer this fourth question
alongside the first three questions.

This formative assessment is not a closedended task, but rather is an open-ended task
with which students have multiple

Provides feedback

Asks questions

opportunities to add to it and to edit it before


Is there a delay between the views of
submitting it.
society changing on a given issue and
the amendment of any relevant laws? If
so why is that the case?

Makes suggestions

Evaluates

(15 minutes)

EVALUATE:

evidence of changes in ideas, assess their knowledge, check understanding, rubrics, checklists, interviews, peer
assessment, portfolios,
Learning experiences

Commentary

Teacher role

Students groups are to peer assess the work


of their fellow students, critically evaluating
the work of their peers against the 4
questions of this formative assessment task.

Provides feedback

Assesses understandings

Questions and probes

(25 minutes)

Evaluates

E5 Model Lesson plan #2

Grade 9

Date:

07/11/2015
Learning Intention:

Students are to examine alternative sources of law and evaluate if there is space within Australias legal system to incorporate them
in any capacity.

ENGAGE:
Australia is a pluralistic society but its legal system is not. Is there room to incorporate alternative cultural laws in Australias legal system?
A brainstorming activity in which the entire class lists alternative cultural laws and systems of justice:
Examples include, Aboriginal customary law, Jewish inheritance law & Islamic family law. (10 minutes)

EXPLORE:

explore questions, construct explanations, hands on activities, designs and plans, collects data, build knowledge,
experiments, seeks possibilities.
Learning experiences

Watch a YouTube video on aboriginal customary


law: https://www.youtube.com/watch?
v=sEWFKE59JFw
(20 minutes)

Commentary

Teacher role

Questions and probes

Observes and listens

Provides resources

Models when needed

EXPLAIN:

compare ideas, construct explanations, introduction of new concepts and ideas, clarify ideas, form generalisations,

Learning experiences

Students are to be paired up into small mixed


ability groups of 3, and they are to research
aboriginal customary law and recommend any
strategies (if at all) on how it can be recognised
and in what capacity, alongside Australias legal
system.
(30 minutes)
A list of online resources and articles for students
to begin their research:
Northern Territory Government:
http://www.nt.gov.au/justice/docs/lawmake/ntlrc_
final_bckgrd_paper_03.pdf
Australian Human Rights Commission
https://www.humanrights.gov.au/news/speeches/i
ntegration-customary-law-australian-legal-systemcalma
Aboriginal website Creative Spirits
http://www.creativespirits.info/aboriginalculture/la
w/tribal-punishment-customary-lawpayback#axzz3ppLguVko

Commentary

Cross-cultural priority: Aboriginal


and Torres strait Islander
histories and culture.
This activity is an opportunity for all
students to deepen their understanding
of Indigenous culture. This knowledge
and understanding will contribute to
enriching their ability to participate
positively in the ongoing development of
Australia.
Differentiated learning
In this formative assessment task,
students are to be paired up in mixedability pairs. Small, mixed-ability groups
allow lower achievers to take advantage
of peer support whilst higher achievers
are given the opportunity to provide
guidance and to voice their thoughts. All
students are given the opportunity to
continue this assessment task as
homework if more time is needed, with
the presumption that lower achieving
students who require additional time will

Teacher role

Gives feedback

Asks questions

Models, suggests,
encourages

Offers alternative
explanations

use that time.


Resources and materials: Multiple sources of information
Student laptops
Aboriginal customary laws video: https://www.youtube.com/watch?v=sEWFKE59JFw
The online rich resources for the research are listed above in the Explain section due to space constraints.

ELABORATE:

apply concepts and new explanations, expand on knowledge, connect to similar concepts, apply to new situations,
perform tasks, make meaning, make decisions, plans and carries out projects, asks new questions.
Learning experiences

Case study: One tribal member stole the


animals of another tribe, and they are
seeking retribution.
Retribution: compensation and public
shaming.
As an activity, students are to form remove
the tables and chairs, and role-play a nonviolent example of aboriginal customary law
in practice.
(20 minutes)

Commentary

Teacher role

Provides feedback

Asks questions

Makes suggestions

Evaluates

EVALUATE:

evidence of changes in ideas, assess their knowledge, check understanding, rubrics, checklists, interviews, peer
assessment, portfolios,
Learning experiences

Students are to present their findings, their


thoughts and recommendations back to the
class as collaborative activity.
(20 minutes)

Commentary

Teacher role

Provides feedback

Assesses understandings

Questions and probes

Evaluates