Lesson Plan 1 Actions and consequences Note to

Lesson Plan 1 Actions and consequences

Note to teacher • These slides provide all the information you need to deliver the lesson. • However, you may choose to edit them and remove some of the detail to make them appropriate for your students. • To edit these slides, you should save them to your computer with a different file name.

What happened next? Action My friend told me a joke. . . My brother hit me really hard. . . I stayed out later than my Mum said I could. . I walked my elderly neighbour’s dog to help out. . . I ran across the road without thinking. . . Another student called me names. . . I got an award for effort in school. . . Consequence?

What happened next? Action. . . Consequence? My friend told me a joke. . . It made me laugh. My brother hit me really hard. . . I felt upset and hurt. I stayed out later than my Mum said I could. . I worried my mum, and I got into trouble. I walked my elderly neighbour’s dog to help out. . . I felt good because my neighbour was happy. I ran across the road without thinking. . . I caused an accident. Another student called me names. . . I felt really upset. I got an award for effort in school. . . I felt proud and happy.

Which is good (positive) or bad (negative)? Action. . . Consequence? My friend told me a joke. . . It made me laugh. My brother hit me really hard. . . I felt upset and hurt. I stayed out later than my Mum said I could. . I worried my mum, and I got into trouble. I walked my elderly neighbour’s dog to help out. . . I felt good because my neighbour was happy. I ran across the road without thinking. . . I caused an accident. Another student called me names. . . I felt really upset. I got an award for effort in school. . . I felt proud and happy.

Good or bad? Positive action and consequences Negative action and consequences My friend told me a joke. . . My brother hit me hard. . . I walked my elderly neighbour’s dog to help out. . . I stayed out later than my Mum said I could. . I got an award for effort in school. . . I ran across the road without thinking. . . Another student called me names. . .

Serious consequences ts i m m o c l r ber ‘Young gi y c f o t l u s a re s a e d i c i u s bullying. ’ Action: Bullying ‘Teenagers jailed for racist attack on shop keeper. ’ Action: Racism ‘Approxima tely 800, 000 Rwandans w ere killed in the space of 100 days. ’ Action: Genocide

Actions and consequences • All our actions (spoken and physical) have consequences. Some are good (positive) and some bad (negative). • Consequences are a result or an effect. • It is important to try to behave in a way that has positive consequences. • Today’s learning outcomes: – Understand that our actions can have positive and negative consequences. – Be able to make choices that aim to create positive consequences.

Observing actions and consequences • In groups: – Watch the video – Figure out the key people involved – Complete Part A of your flow chart to show what is happening.

Observing actions and consequences Action What is the main thing happening? Consequences What is the result of this action? How does it make people feel?

Disability-related bullying video Action Consequences Class laugh and find it funny. Dylan has a seizure and is bullied by the class. Tanya gets angry and walks out. Dylan is embarrassed, excluded, lonely and sad.

Racism video Action Mohammed is bullied by Harry, Darren and Chantelle. Consequences Harry, Darren and Chantelle find it funny bullying Mohammed but get scared when they hurt him at the bus stop. Mohammed is lonely, angry, upset and scared to talk to anyone.

Gender discrimination video Action Beth says she wants to be a plumber. Consequences Teacher says Beth can’t and thinks she is joking. The class laugh at her and find it funny. Beth gets angry and upset and walks out.

Discussion • • Who are the key people involved? What is happening? Why might people behave in this way? What do you think are their attitudes? What are the consequences of their behaviour? How do the people involved feel? Do you think this is good or bad behaviour?

Positive action • What positive action could improve the situation? • Explore different scenarios using the positive part of the flow chart. Action (+ve): Consequence: What positive action could be taken? What would be the result of this action? How would people feel?

Negative action • What would happen if more negative action happened? • Use the flow chart to show the consequences. Action (-ve): Consequence: What negative action could happen or continue? What would be the result of this action? How would people feel?

Outcome revealed. . . • • What choices did people make? What action was taken? What were the consequences of these actions? How did this impact on everyone’s feelings? What could be the long term effects of this positive action? What would be the long term effects of negative action? Why is it important to behave and treat people in a way that has positive consequences?

Two minute challenge • • List as many positive ways of acting and treating people as you can. They all need to have positive consequences. You have two minutes. We will share as a class, but there can’t be any repetition.

Positive action • What positive action could improve these situations? Negative action and consequences My brother hit me really hard. . . I stayed out later than my Mum said I could. . I ran across the road without thinking. . . Another student called me names. . .

What have we learnt? ü That our actions can have positive and negative consequences. ü How to make choices that aim to create positive consequences.