Lesson 2 What are rules?

Learning area HASS - Civics and Citizenship

Lesson topic Rules

Date and Time Tuesday 25th October 1:30pm

Overall duration (time) 1hr

Curriculum links Who makes rules, why rules are important and the
consequences of rules not being followed (ACHASSK071)
Elaboration:
● considering why rules differ across contexts (for
example, a library, the playground, in class, at home.
● developing and justifying a set of fair rules and
consequences for the class.
The importance of making decisions democratically
(ACHASSK070).
Elaboration:
● making a decision as a class by allowing everyone to
have a say and a vote.

Objectives By the end of this lesson, students will be able to:

1. Identify what a rule is.
2. Recall what makes a fair rule.
3. Produce a rule for a specific place that is appropriate and why.

Student prior General understanding of how to act appropriately in different settings, such
knowledge as, in the classroom, at home and at school. The rules they follow in the
classroom and at home. General knowledge of dont running with scissors, for
example.

Lesson preparation Creating:

● Ballot box
● Rules worksheet
● Voting slip
● Crossword
● Powerpoint slides

Materials Powerpoint
Worksheets (rules and crossword)
Voting slip
Ballot box
Pencils
Whiteboard
Key terminology Rules, fairness, safety, voting, authority and judge.

Learning strategies & Warm-up / First activity

activities: introductory Class discuss with students on the board, projecting what are rules in a
Time brainstorm.

Discuss with students what they think rules are. Hear their answers before
proceeding to the PowerPoint.

Powerpoint slides will include;

● What are rules.
● The importance of rules.
● Who makes rules.
● Who are rule breakers
● What are fair rules and how can we judge the fairness
● Look at common places of rules
Ending slide is next activity about writing your own rules.

Learning strategies & Second Activity

activities: Students put away their whiteboards. Head back to their desks. Hand out the
developmental rule worksheet to each group. Remind students what they need to do and to
Time work as a team to produce rules.
Instruct students that they will have to come up with 5 rules themselves for
an assign place within their groups. Each group will write down 5 rules only
on the rule’s worksheet, working together to come up with fair rules. After 15
minutes I will ask the students in their groups to pick 1 of their 5 rules to
present to the class and why they think that rule is best appropriate and fair.

After each group has decided their best rule and reasons behind it, one team
member will read out loud their rule and reason for why they chose it.

Once all rules are read out loud and discussed. I will instruct the students that
the next part of the rules will be voting on them. Each student will receive a
voting slip with each groups place. The students will then tick the rule of the
place they liked the most and why. Once they have casted their votes, the
students will place their votes in the ballot box.
While votes are beginning counted, student move onto next activity.

Learning strategies & Third Activity

activities: concluding After students place votes in the ballot box hand out the crossword
Time worksheet for students to complete.
Crossword about rules and what was explored in the powerpoint.
Once votes are counted let the students know. The group who go the most
 votes can leave class first when the bell goes for home time.

Differentiation Explicitly instruct what rules are and break it down into terms that are
generlaised with the students own understanding. Collaborative learning
allows the students to bounce off ideas and understanding from peers to
critically think about the concept of rules.

Key questions 1. What are rules?

2. Who makes rules?
3. How can we judge the fairness of a rule?
4. What is the purpose of a rule?

Assessment of student Diagnostic Assessment: Through discussion in introduction of lesson, what

learning are rules.
Formative Assessment: students writing their own rules based their
understandings during the lesson of what makes a rule and how can it be fair
to everyone.
This relates to the lesson objectives; identifying rules, describing and selecting
what rules are best for specific places.

Reflection 1. How did the student grasp the lesson?

2. Were they any misconceptions present in the students learning and
understanding?
3. How can I improve my lesson?

Next lesson Rules and Consequences