Template for Assignment 1: Tiered

Lesson
Name & Student Number: Rachel Hillier ID: 2109914
Curriculum (Learning) Area of Lesson: Health and Physical Education
Specific Topic of Lesson: Safe Situations
Year Level/s: 3 & 4

Lesson Context

This lesson is in the middle of a unit of work called Being healthy, safe and active. In
the last few classes, students have been working on the ACARA standard Understand
how success, challenge and failure strengthen identities. Last heath lesson they studied
examples of celebrities/ influential figures who went through hardships to achieve
greatness (e.g. Walt Disney being fired from a newspaper for being unoriginal and
Albert Einstein failing some lessons in school). They focused on how their setbacks and
failures benefitted their career or character. Each pair had to share about their celebrity
to the class.

Learning Objectives
Following on from last week, we are reinforcing and continuing with the ACARA standard for
Year 3 and 4s: Understand how success, challenge and failure strengthen identities
ACPPSO33.

We are also beginning work on the ACARA strand: Describe and apply strategies that can be
used in situations that make them feel uncomfortable or unsafe ACPPSO35.

As a result of engaging with the lesson, students will:

understand that

Understand that uncomfortable situations may be necessary or beneficial.

Understand that unsafe situations might not always seem dangerous in a clear way.
know (e.g. facts, vocabulary, dates, information) be able to (do) (Skills, processes)

The difference between situations that are
unsafe and situations that just make them
feel uncomfortable.
Know how to apply strategies to situations
that make them feel uncomfortable or
unsafe.
Describe and apply strategies that can be used in
situations that make them feel uncomfortable or
unsafe.
Recognise what makes a situation dangerous.
Know safe places they can go and people Be able to question situations.
they can trust.

Essential Questions

What classifies as an unsafe situation?

What plans do you have in place to ensure your safety?

What are the effects of failure?

Who can you trust?

Pre-assessment of Individual Student Readiness

At the end of our last health lesson, students were asked to complete a few questions on an
exit card. The two questions were:
How can failure benefit you?
Describe a situation which is uncomfortable, but safe?

The first question was to see if the students understood the previous lesson and the second is
to help me place them in groups based on their pre-existing knowledge of these words and
their readiness level for this lesson. Refer to appendix 1 for grading reference on how their
answers displayed their readiness.

Lesson Plan
Lesson Sequence:
Begin the class by revisiting the celebrities we
talked about in the last lesson and why their
failures made them successful.
Bring up to the front one person that seemed
to have the lowest readiness for this task
based off the pre-assessment last lesson.
They will be my volunteer as I act out a
scenario.
Ask the student how they would feel in this
situation. After they have given their thoughts,
ask other students in the class how they think
they would feel. Then ask them what strategies
they could use to prevent this situation in the
future (perhaps listen to their parents more,
etc).
Group students according to readiness from
previous lessons exit cards. Lets call them
groups 1, 2 and 3. All groups will be given a
template to record their answers (refer to
appendix 2).
The group with the lowest readiness, (group
1), will be given a sheet of uncomfortable
situations which are either unsafe or safe
which are easier to categorise as they are
more clear cut, to place into either the safe
column or unsafe column (see appendix 3).
Group 2 have a better grasp of the concepts
so they will have some situations that are more by using student-generated products (Tomlinson & McTighe
complex and difficult to categorise (see
appendix 4).
The group with the higher readiness, (group 3),
for this topic, will be given eight of the harder
to categorise situations and then asked to
come up with seven more as a group.
When each group finishes, ask them to come
up with strategies to avoid or prevent these
strategies and get someone else to record
them on the back of the worksheet.
Come back as a class and ask each group to
mention two tough scenarios to categorise and
how they prevented/ the strategies they came
up with to solve them.
Have a whole class brainstorm about what
they think make a situation dangerous, look for This tasks leads to a whole class closure, as discussed in
common themes as a class as closure to
Explanatory notes:
In this scenario, I am going through how would you feel if a
family member you havent seen in a long time picked you up
from school randomly. Discuss how it depends on the
person, on their relationship to your parents, and that they
can always tell a teacher who they are going home with or
ask the office to call their parent to confirm.
This technique allows someone with low readiness to first-
hand experience the feelings we are trying to uncover in this
lesson and will hopefully get them in the right mindset to
complete the next task.
I am also going through a tough or challenging scenario with
the students as students can adapt from this structured
sample problem, as Im anticipating what the whole class
needs to know (Jarvis 2013, p. 66).
The teacher would walk around and help out the lower
readiness group if they are struggling, and use prompts. If
there are students who are taking over/excelling at this task,
they can be moved to the higher readiness group, this
ongoing assessment can help to keep students working at
their own pace. This is also flexible grouping, as the groups
can be changed throughout the lesson.
Group 3 are using some concepts from the GRASPS frame
2006, p. 70).
Although each group may move at a different pace, this
activity is not giving them extra work, but to look at the
situations from a different perspective. The tasks are the
same in the amount of workload and the time required, which
means the task is respectful (Doubet & Hockett 2015, p.
184). Respectful tasks can relate to this as well in the way
that everyone has the same activity, and should all be equally
interesting as we'll as students all working at high levels of
thought for their readiness group (Doubet & Hockett 2015, p.
184).
By the end of this lesson, if the students have understood,
they should be able to use Tomlinson & McTighes some of
the six faucets of understanding; they can explain the
scenarios and why they are safe/unsafe and they can have
perspective and look at the different sides
prevention/strategies for the scenarios (2006, p. 67).
Doubet & Hockett (2015, p. 185).
 Lesson Closure/ Check for Understanding

Exit Card: Get students to write a personal experience of a

situation that was uncomfortable but benefitted them.

-(This should reveal their understanding of all of the lesson outcomes as well as their
sharing at the end of the lesson).

Explanation:
The students in the lower readiness group do not have a grasp (at the beginning of the lesson) on what makes an
uncomfortable situation safe or unsafe. However, after the little play at the beginning of the class, and the discussion
that followed, students should now have a basic grasp, and if some students in their group are understanding and
describing their thinking as they are categorising, the students can also learn from modelling. The students in group 2
have a slight grasp on the concept and therefore are asked to challenge that thinking and really question whether a
scenario belongs in a particular group. Group 3 was given only a few harder scenarios to work with and for the rest
will have to use their imagination and higher order thinking, as well as perhaps memory to come up with new
scenarios that are potentially dangerous.

The difference between these tasks shows the difference in thinking the students are doing using the equaliser how
to of differentiating; going from simple to complex scenarios, working with concrete to abstract ideas and structured to
open ended scenarios that can go a number of ways (Tomlinson 2006, p. 47).

This task allows the students to come up with their own ideas (working with students own interest), which can make
the topic interesting and relatable to real life.
It also allows students to work collaboratively which provides a range of perspectives and ideas in their brainstorming
processes for this task. It is more of a thinking tasks, which means students with poor eyesight and reading difficulties
or perhaps ESL students to still be involved in the scenarios.

For the last part, the group 3 students may come up with solutions, preventions for all of their scenarios before the
others finish, but when we come back as a group, students in group 1 and 2 can think about how these might have
been prevented as they have a share.

References

ACARA 2016, Australian Curriculum, Health and Physical Education: Foundation to Year
10, Education Services Australia, Australia, viewed 1 March 2016, http://v7-
5.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?
layout=1#level3-4>.

Doubet, K. J., & Hockett, J. A. 2015, Differentiating according to student

readiness, Chapter 7 in Differentiation in middle and high school:
Strategies to engage all learners, ASCD, Alexandria, Virginia, United States of America,
pp. 173-206).
ASCD.
Jarvis, J. M. 2013, Differentiating Learning Experiences for Diverse Students In P
Hudson (Ed.), Learning to Teach in The Primary School, Cambridge University Press,
Port Melbourne, Victoria, Australia, pp. 52-70).

Tomlinson, C. A. 2001, The How Tos of Planning Lessons Differentiated by

Readiness In How to Differentiate Instruction in Mixed Ability Classrooms (2nd Ed.),
Pearson, Upper Saddle River, New Jersey, United States of America, pp. 45-51.

Tomlinson, C. A. & McTighe, J. 2006, Considering evidence of learning in diverse

classrooms In Integrating Differentiated Instruction & Understanding by Design:
Connecting Content and Kids, Hawker Brownlow Education, Heatherton, Victoria,
Australia, pp. 59-82.

Attached is:
Appendix 1 - Pre-assessment Readiness Rubric
Appendix 2 - Worksheet Categorising Template
Appendix 3 - Group 1 (low readiness) Uncomfortable Situations list
Appendix 4 - Group 2 (moderate readiness) Uncomfortable situations list
Appendix 5 - Group 3 (high readiness) Uncomfortable situations list

Checklist of assignment components:

Completed lesson context explanation
Completed clear learning objectives and essential questions for the lesson
Complete, step-by-step lesson description, with brief notes explaining how the lesson represents
an example of a tiered lesson to address readiness
Explanatory 1-2 paragraphs clearly linking your lesson planning decisions to the topic content
(and citing sources as appropriate)
Supplementary materials (e.g., copies of directions, handouts, etc. provided to students)
Copy and/or description of preassessment task used to assign individual students to appropriate
tiers
Evaluation/ assessment criteria (e.g., rubric or checklist used to guide evaluation of student
work)

EDUC4720/1 EDUC9406 2016. Tiering format adapted from Tomlinson (1999)

Appendi
x1
Desribe
a
situatio
n that
is
uncomf
ortable,
but
safe.

Moderat
High e Low
Readine Readine Readine
ss Level ss Level ss Level

Student Student The

Appendix 2

All these situations are uncomfortable.

Situations that are unsafe. Situations that are safe.

Appendix 3 Group 1

Uncomfortable Situations

Getting a filling at the dentist.

Walking home from school one day, a nice old lady asks you to
come in because she baked too many cookies and she can t eat
them all herself.

Answering the door when youre home alone.

Someone touching you playfully or to be nice without your

permission.

Giving a speech even though youre really nervous and hate

speeches.
Eating the green stuff in your soup.

Asking the scary librarian for help to find a book.

A kid at your school says something mean to you and says they
are going to follow you home after school.
Playing netball even though you never score any goals.

Seeing your soccer ball has fallen onto your pool cover and
deciding to fetch it yourself by leaning over the edge.

Going on a website you didnt ask your parents you could visit.

You see an two adults yelling at each other and one of them
pushes the other to the ground.
Doing a backflip off the jetty.
 Walking home in the dark from your friends house which is only
a block away.
Your toast gets stuck in the toaster so you decide to get it out
using a kitchen utensil.

Appendix 4 Group 2

Uncomfortable Situations

Getting a filling at the dentist.

Walking home in the dark from your friends house which is only
a block away.
Your toast gets stuck in the toaster so you decide to get it out
using a kitchen utensil.

Your dogs leash falls off, so you chase him onto a road.

Doing something uncomfortable because your friends say its

cool.
Keeping a secret from your parents.

You see an two adults yelling at each other and one of them
pushes the other to the ground.
Seeing your soccer ball has fallen onto your pool cover and
deciding to fetch it yourself by leaning over the edge.

A person you dont recognise says your mum asked them to pick
you up from school.
Someone in a public toilet asks for some toilet paper through the
door.
 A kid at your school says something mean to you and says they
are going to follow you home after school.
Playing netball even though you never score any goals.

Giving a speech even though youre really nervous and hate

speeches.
Walking home from school one day, a nice old lady asks you to
come in because she baked too many cookies and she can t eat
them all herself.

Answering the door when youre home alone.

Appendix 5 Group 3

Uncomfortable Situations

Your toast gets stuck in the toaster so you decide to get it out
using a kitchen utensil.

Doing something uncomfortable because your friends say its

cool.
Keeping a secret from your parents.

You see an two adults yelling at each other and one of them
pushes the other to the ground.
Seeing your soccer ball has fallen onto your pool cover and
deciding to fetch it yourself by leaning over the edge.
 A person you dont recognise says your mum asked them to pick
you up from school.

Giving a speech even though youre really nervous and hate

speeches.

Answering the door when youre home alone.

Now, come up with 7 uncomfortable situations as a group,

try and get both safe and unsafe situations.
First, try and think of things that are uncomfortable and
go from there.