LESSON PLAN 19: I KNOW MY RESPONSIBILITIES
LESSON PLAN 19: I KNOW MY RESPONSIBILITIES
TOPIC: RESPONSIBLE DECISION MAKING
EVENT NAME: I KNOW MY RESPONSIBILITIES
PURPOSE/OBJECTIVE:
We aim to learn to be individuals who can make their own decisions, make choices, fulfill their duties, be aware of their own behavior and respect the rights of others.
Age Range: 8-11
Venue: Classroom
Duration:80 minutes
Materials:
• Colored cardboard or papers
• Colored pencils or paints
• cutting scissors
• Glue or tape
• A suitable area for the event venue
Achievements:
Participants become aware of their responsibilities.
Participants fulfill their responsibilities.
Participants gain self-evaluation skills.
Participants' problem-solving skills improve.
METHOD-TECHNIQUE: Creative drama, role playing improvisation, brainstorming
PREPARATION WARM-UP PHASE
Activity 1: "RESPONSIBILITY CARDS"
-Participants are invited to the circle. A large sheet of paper lists examples of responsibilities with the participants. (e.g. tidying their room, doing their homework on time, protecting their books).
-Each participant is given a colored cardboard or paper.
-Participants are asked to prepare responsibility cards, one each. Each card should contain a responsibility task.
-Participants are asked to decorate the cards they receive with colored pencils or paints.
-Participants are encouraged to show the cards they have prepared to their friends by circulating them around the classroom and exchanging cards. Thus, they can have the opportunity to experience different responsibility duties.
-After the event, participants are asked how they found the responsibility cards and which tasks they would like to try.
-Participants are encouraged to share their experiences and thoughts, and the game ends when everyone shares their thoughts.
Activity 2: RESPONSIBILITY FOLLOW-UP ADVENTURE
-Responsibility cards are prepared by cutting colored cardboards or papers. Each card should include a responsibility task (e.g. tidy the library, do your homework, organize your bag, help a friend, etc.).
-A visual appeal is created by using pictures on the cards.
-Starting and finishing points for participants are determined on the playing field. "Responsibility Stops" are created to be distributed in between.
-Each player starts from the starting point and progresses by taking turns rolling the dice.
-After rolling the dice, the player takes as many steps as he can and stops when he/she reaches the "Responsibility Stops" in front of him.
-The player chooses a responsibility card that corresponds to the "Responsibility Station" where they are standing. If he/she reads the card and fulfills his/her responsibility, he/she continues his/her game; if he/she does not, he/she must wait one turn.
-The game ends when players reach the end point or a certain number of rounds are completed.
-The player or players with the most responsibility at the end of the game wins.
-If all players complete the tasks an equal number of times, the game is considered won together.
INTERMEDIATE EVALUATION:
At the end of the game, the importance of fulfilling the responsibility can be emphasized by having the students share the responsibility points they earned or the tasks they completed.
NOTES TO THE TEACHER:
-During the activity, attention is paid to students determining their responsibilities according to their characters. A supportive environment should be prepared for every student.
- This game is an interactive activity that will allow children to have fun and experience fulfilling their responsibilities. By making learning fun, play can help children reinforce their sense of responsibility.
2. IMPROVISATION
• Participants are divided into an equal number of teams.
• Each team is given a responsibility scenario.
—Our Responsibilities Towards Things
Scenario 1: Park Adventure
Yalın was a primary school student and always carried his red car, one of his favorite toys, with him. One day, on his way back from school, he took his car to play in the park. While he was playing, he suddenly left his car aside and started playing another game.
However, when the game was over, Yalın could not find his car. He searched the park thoroughly, but his car had disappeared. Yalın was very upset because his car was one of his favorite toys.
The next day, on the way to school, a child was playing with Yalın's car near the park. Yalın was happy when he saw his car, but he did not immediately go to the child and ask for it. Instead, he told his teacher about the situation.
The teacher went to the child with Yalın and spoke gently. The boy said he found the car and wanted to play. Yalın explained that his car is one of his favorite toys and that he protects it carefully.
The boy apologized and gave the car back to Yalın. Yalın thanked the
child and took his car to school. That day, Yalın learned how important it is
to take better care of his belongings and be respectful when sharing them.
—Our Responsibilities Towards Others
Scenario 2: Deniz Helping His Brother
Deniz was a child going to primary school. One day, when he returned home from school, he found out that he and his mother had a newborn sibling. Deniz was very excited, but at the same time he was thinking about how he could help his brother.
A few days later, while her mother was busy with her baby brother, Deniz asked, "I wonder how I can help my mother?" he thought. He realized that he could calm his brother when he cried. Deniz immediately approached her mother and said, "Mom, when my brother cries, I can sing him a lullaby!" said.
His mother laughed and thanked Deniz. From that day on, Deniz went to her brother every time he cried and started singing him a soft lullaby. When his brother heard Deniz's lullabies, he calmed down and started smiling.
One day, her mother said, "Deniz, you are helping your brother so well. Taking care of him is a great responsibility for you and this is very valuable." Deniz smiled proudly. From that day on, helping his brother became not only a duty but also a joy for him.
—Our Responsibilities Towards Ourselves
Scenario 3: Beril's Healthy Breakfast
Beril was an energetic girl who went to primary school. When she woke up one morning, she felt tired. His mother approached him with a smile and said, "Maybe it's time to have a healthy breakfast."
Beril's family went to the kitchen with her and helped them prepare a breakfast filled with a variety of healthy foods. Breakfast included fruit, milk, oatmeal and cheese. Beril took some of each and put it on her plate.
Her mother laughed and said, "Look, Beril, you take care of your body by eating healthy foods. This is your responsibility. Eating healthy helps increase your energy."
Beril really started to feel better after eating her breakfast. She was
able to prepare energetically and happily before going to school. She now knew
that it was her responsibility to eat healthy food every morning.
—Our Responsibilities Towards Society
Scenario 4: Spring Heroes
One spring day, two best friends named Duru and Can lived in a small town. The town was a beautiful place, surrounded by flowers. One day at school, their teacher told them that every child should undertake a task to make the town even more beautiful.
Duru and Can immediately started to think. Duru: "Maybe we should take care of the flowers in the park!" said. Can agreed with him and said, "Yes, we help the environment and our town looks more colorful!" he added.
The friends immediately went to the park and started taking care of the town's flowers. Uncle gardener showed them how to water and take care of the flowers. Duru and Can regularly watered the flowers and cleaned the faded leaves.
After a few weeks, the flowers in the park started to look more vibrant and colorful. Thanks to Duru and Can's efforts, the park has become a more beautiful place. Other children joined them when they saw this beauty.
The townspeople appreciated the children's efforts and thanked them. Duru and Can learned how to create beauty not only with flowers, but also by fulfilling their responsibilities towards society.
—Our Responsibilities Regarding the School
Scenario 5: Little Guardians of Our School
At Atatürk Primary School, there were best friends named İdil, Duru and Artun. They loved their school because it was the center of both learning and fun. One day, a meeting was held in their school.
At the meeting, their teachers said that every student should help to make the school more beautiful and cleaner. "We too can be the little guardians of our school!" said Artun. His friends joined him.
All three of them came together after the meeting and thought about what they could do. Finally, they decided to bring trash bags to school every morning and pick up the trash around the school. They wanted to be an example to their other friends.
One day, while walking around the school garden, they noticed that the flowers in the garden needed care. They immediately got permission from their teachers and formed a "Flower Care Group". They taught their friends how to water and care for the flowers.
Soon, the school garden became more colorful and lively. Students making efforts to keep their classrooms clean also increased. School corridors looked cleaner and classrooms looked tidier.
İdil, Duru and Artun showed how valuable it is to fulfill their responsibilities not only to their schools, but also to their environment and society. As little guardians of our school, they learned how everyone could work together to create a more beautiful environment.
-Teams are given time to prepare a short scene in which they will act out the scenario.
-Each team makes stage and costume preparations.
-Students are encouraged to enrich their scenarios and display behaviors appropriate to their characters.
-Each team takes turns acting out the responsibility scenario they have determined.
INTERMEDIATE EVALUATION:
-After each stage performance, students are allowed to share how they felt about their performance and what they learned.
-Questions are asked that encourage students to understand different scenarios and characters.
By summarizing the activity, we briefly focus on the effects of taking responsibility on our lives. Participants are informed that they have the opportunity to understand different aspects of responsibility and characters thanks to the role-plays. It is emphasized how instructive and entertaining the experiences shared by the participants were.
This activity enables participants to creatively enact responsibilities and look at them from different perspectives.
EVALUATION:
What would our daily lives be like if there were no responsibilities for the participants?
How do you feel when we fulfill or fail to fulfill our responsibilities? Questions are asked.
All participants are rested and the event ends this way.