STAGE 4 – Individual Lesson Plan
Stage of Inquiry: Tuning In
Lesson number on this stage: 2 & 3
Aim of this lesson:
To focus students attention as to how they might find information for the project
To have students familiarise themselves with learning objects
To gain understandings of the role of council meetings
To gain perspectives of resident opinions
To gain the perspectives of the role of development within the community
Students gain ability to take notes from interviews
Learning Area(s): Study of society and environment: Place, space and environment
Specific SACSA Learning Outcome(s):
exploring factors and evaluating processes that shape the characteristics of natural and built features of places, and the relationships between these [In] [T] [KC1] [KC3]
planning and conducting independent field-work or research to collect information (online and offline) about particular points of view on local and global issues, in ways which value Indigenous heritage and alternative views. Students analyse and present the information in appropriate ways [In] [C] [KC1] [KC2] [KC3]
identifying the relationship between social and political action and environmental change, explaining and evaluating actual and probable outcomes of particular social actions [F] [In] [T] [KC1] [KC2][KC6]
Lesson Outcome: (what do I want the students to be able to do, know or think at the end of this lesson?)
Students plan and conduct research to collect information (using online resource)
Students begin to understand perspectives of residents, business and the council
Resources: (List what you will need to have on hand for your lesson and organisational matters)
Learning Object: L1002 Community enterprise: people, economy and the environment
Lesson Outline
Students as a class are shown the learning object using the IWB.
They are asked to make notes and complete the learning object as a class and at times in groups.
It is explained that by completing the learning object, the students will gain knowledge of the role council plays in the community, how residents have differing opinions and how they (the students) may start to have an opinion on the issue being discussed in the learning object.
Once the learning object has been completed then students will be asked to write up their notes in their SOSE book as they may be required to draw on this experience in future lessons.
This task may take more than one lesson
CONNECT
Students will need to put themselves into the situation of the learning object activity, as if it were authentic. They will need to connect to their own feelings about the issue, as this will allow them to grasp the intended outcomes.
Using emotions to be passionate – think about vocabulary that could be emotive
Students have covered the concept of letter writing and its format (although a template is provided).
a persuasive letter writing lesson could form part of unit
Situations there parents may have been involved in
ACTIVATE
Students will:
Be taking notes from the learning object activity
Be discussing aspects of the task in groups
The learning object activity gives students the opportunity to either listen to or read and write their own answers
Teacher will:
Be questioning students to prompt answers from the learning object
Pause class occasionally when a question is raised that the answer may assist the rest of the learners
DEMONSTRATE
On completion of the learning object activity (probably in lesson 3) students can group themselves according to the results they provided in the survey of the activity and discuss why they think that the toy factory, swimming pool or parkland is the best option for the old factory site.
Each group can choose one spokesperson to relay the group’s thoughts to the rest of the class in a 2 minute summary.
Students could make a list of their reasons within their groups. They may choose to nominate a scribe, a spokesperson and any other relevant roles.
Feedback will be directed at the way the groups worked together and it will be explained that this activity will lead them into a bigger activity that they will need to undertake for this unit on community.
CONSOLIDATE
Class discussion on ways to take notes
brainstorm methods and ideas on board
Nominate several class members to produce these ideas as a chart that can be placed in the classroom to serve as a guide for students in the future
Reflection:
Have students gained the ability to note take during this activity?
Do they need another opportunity? – guided or directed lesson
Any student questions?
This part of the lesson should take 10 minutes.
Assessment:
Students are to submit the “Letter to the Mayor” (printed format) for marking.
An informal and anecdotal assessment of:
Grammar and spelling
Look at students reasoning and explanation
Have the students followed the letter pro-forma?
The assessment will be used to provide feedback and skills that students will require for future assessment tasks.
Any special considerations or contingency plans:
(Consider students with special needs or the particular needs of your class or school)
Special Needs students could be paired with a buddy to complete the activity or provided with a cloze letter that the answers will be revealed within the learning object activity.
Self-reflection (anticipated self-questioning):
Would this work better as an individual activity or a class workshop?
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