Community Connections Map

Lesson Overview

Year Levels: 4, 5 and 6
Subject: Health and Physical Education
Unit: Respectful Relationships in Health (Lesson 11 of 12)
Duration: 50 minutes
Class Size: 25 students

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Learning Intentions (WALT)

• We Are Learning To (WALT):
  Identify community resources that support respectful relationships.

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Success Criteria

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

• Recognise various community resources that promote respect and support healthy relationships.
• Create a visual community resource map that includes these supports and explains how they contribute to respectful relationships.
• Use digital tools or large-print materials with images to enhance accessibility and understanding.

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Australian Curriculum Alignment (v9)

Content Descriptions – Health and Physical Education

Years 4–5 (Focus on Years 5 and 6 for deeper content):

• AC9HP6P04: Describe and demonstrate how respect and empathy can be expressed to positively influence relationships.
• AC9HP6P10: Analyse how behaviours influence the health, safety, relationships and wellbeing of individuals and communities.
• AC9HP6P02: Investigate resources and strategies to manage changes and transitions, including changes associated with puberty.
• Emphasis on identifying appropriate community resources and strategies for supporting respectful relationships .

Years 4 specific:

• AC9HP4P04: Select, use and refine personal and social skills to establish, manage and strengthen relationships, including respect for diversity and inclusion .

General Capabilities and Cross-Curriculum Priorities

• Incorporating respectful practices towards First Nations Australians by acknowledging community structures and respectful language.
• Using digital technologies responsibly to research and create presentations/maps.

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Lesson Breakdown

Time	Activity	Description	Differentiation / Support
0 – 5 mins	Introduction & WALT	Brief whole-class discussion:

• Introduce 'Community Resources' and why they are important in supporting respect and safety.
• Explain success criteria and how the lesson builds on prior knowledge of respectful relationships. | Use clear, large-font slide or poster with key terms and visuals to support diverse learners including those with dyslexia. | | 5 – 15 mins | Brainstorm & Discussion | In small groups, students brainstorm organisations, services, people or places in their community that help with respect and support (e.g., schools, libraries, local police, health services, cultural groups).
• Teacher models using a digital mind mapping tool (e.g., Padlet, Jamboard, or simple PowerPoint) for visual support. | Guided prompts and sentence starters provided to support students who need language scaffolding. Use visuals/icons on prompts. | | 15 – 35 mins | Community Resource Map Creation | Students create a community resource map:
• Use large paper maps or digital mapping software/apps.
• Include pictures, symbols, and simple descriptions showing where the resources are and how they help build respectful relationships.
• Teacher circulates to give research support or provide information when needed.
• Dyslexia-friendly materials: large print, visuals, and colour coding. | Extension: Students collaborate with or gather information from local organisations via email or phone (supported by teacher) to add authentic details. Advanced learners can add role descriptions or contact info. | | 35 – 45 mins | Gallery Walk & Sharing | Students display maps around the room or share their digital maps using a projector.
• Classmates give positive feedback by identifying a resource that interests them or seems important.
• Discuss how these resources support respectful relationships. | Oral feedback for students with writing challenges. Use thumbs-up, emojis, or sticky notes for peer feedback. | | 45 – 50 mins | Reflection and Plenary | Whole class reflects on:
• “What new things did I learn about respect and community?”
• “How can I use community resources if I need help?”
• Complete an exit ticket on a digital platform or paper summarising one resource and why it is important. | Provide sentence starters for reflection for students needing support.|

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Resources Needed

• Large print maps of local area / blank templates.
• Digital devices (tablets, laptops) with mind mapping or mapping apps (e.g., Google Earth, Jamboard, Padlet).
• Colour pencils, markers, stickers for visual enhancements.
• Dyslexia-friendly fonts and printouts with images and colour coding.
• Pre-prepared prompt cards with example resources and guiding questions.
• Projector or interactive whiteboard for sharing.

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Differentiation Strategies

• Guided Research Support: Provide structured research time with prompts and direct teacher or peer support for students needing assistance.
• Visual and Multisensory Learning: Use icons, colours, pictures, and physical maps to support comprehension, especially for dyslexic learners.
• Sentence Starters & Scaffolds: For writing or verbalising ideas, provide sentence frames and vocabulary banks.
• Peer Assistance: Encourage pairing or group work, mixing learners of different strengths.

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Extension Opportunities

• Collaborate with local community organisations such as councils, libraries, or advocacy groups to enrich the resource map project.
• Create presentations or digital stories about one community resource and how it supports respect in relationships.
• Design posters or brochures to share with the school community, promoting respectful relationships and support resources.

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Assessment

Formative assessment through:

• Observation of group brainstorming and participation.
• Review of resource maps for accuracy, completeness, and connection to respectful relationships.
• Exit tickets reflecting understanding of community supports.
• Peer and teacher feedback during sharing.

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Teacher Tips

• Start with relatable examples from students’ daily lives to activate prior knowledge.
• Keep transitions between activities smooth to maintain engagement and focus.
• Use digital tools flexibly depending on classroom technology access; paper-based options remain effective and accessible.
• Celebrate the diversity of resources and encourage understanding of how they contribute to community wellbeing.

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This lesson connects students deeply to their community while emphasising respectful relationships and support networks in line with the Australian Curriculum (v9) Health and Physical Education standards. It combines visual, verbal, and collaborative learning styles and integrates technology thoughtfully, meeting diverse learner needs including those with dyslexia 【4:4†AC9HP6P10.md