Collins International Primary GP 4 TG

Unit 1 Lesson 1 • What do you think about printing?

Skill focus:

Evaluation

Learning Objectives

Main SKILL

Evaluation: 34E.01 Evaluating sources

Discuss a source, recognising the author’s ideas about an issue.

Subsidiary SKILL(s)

Analysis: 34A.01 Identifying perspectives

Recognise that people think different things about an issue Research: 34Rs.01 Constructing research questions

Construct own questions to aid understanding of an issue.

RESOURCES

STARTER

Topic focus:

Digital world

Learning Focus

Links to: Science, Art & Design, Digital Literacy

• Students read messages expressing views about printing and 3D printing

• Students identify words and phrases that we use to express opinions

• Students read messages from different people and decide if they agree or disagree on an issue

• Students say if they agree or disagree with the opinions and try to give a reason why

• Students start a KWL chart to include questions about what they want to know.

• Student’s Book pages 1–3

• Worksheet 1.1 (a) (one per student or pair)

• Worksheet 1.1 (b) (one per student)

• KWL chart instructions (see Activity bank)

• Sticky notes

• Physical or online dictionaries (optional)

Activities Assessment / observation Introduction

• Look at the picture of a girl using a 3D printer on the opening page with the class. Ask: What can you see? Accept all viable suggestions. Students use think pair share to answer the questions on the page.

• Read the unit title with the class and ask what they now think this unit of work will be about (technology).

• Read the In this unit, you will… points aloud to the class.

Activity 1

• As a class, look at the picture in the Student’s Book or, if possible, take students to the school printer. Discuss what a printer does and how you use one (with a computer). You could also look at the different functions on a printer (it may be able to scan or make photocopies too; it may print in colour and/or black and white; it may print photos on photo paper and in different sizes).

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• Are students heads up, listening, ready to learn?

• Are they putting up their hands to answer your questions?

• Are partners speaking equally and on topic?

• Are students participating and willing to share their ideas?

• Ask students to find examples of or suggest what their school uses the printer for, such as letters home, wall displays, worksheets, etc.

• Ask students how school and classes might be different if the school had or did not have a printer.

Support and extend Support: Write some useful language on the board for students to use in their discussions, for example: I think printing has/hasn't changed the way we learn and teach because the teacher can/can’t…, I agree/disagree because… If we did/didn’t have a printer in school, we could/couldn’t… What do you think?

MAIN

Activities Assessment / observation

Activity 2

• Look together at the picture of Himari. Read the activity instructions and Himari’s message aloud to the class or ask a volunteer to read it aloud.

• In pairs, students discuss the questions. Come back together as a class to compare answers.

• Focus students on the words and phrases in bold in Himari’s message. Explain that these are all examples of language that we use to express opinions. When we read what someone else has written, it is important to be able to spot these words and phrases so that we know what the person thinks about an issue.

Activity 3

• Introduce the character Adriana. Read her message to Himari aloud to the class or ask a volunteer to read it.

• In pairs, students discuss the questions. Discuss answers as a class. Encourage students to say which words or phrases in the text helped them to answer the questions.

Activity 4

• Write the title ‘Printing’ on the board. Create two columns, headed ‘Positive’ and ‘Negative’. In pairs, students read both messages again and choose points from them to go in each column. Invite volunteers to write their suggestions on the board.

• Use think pair share to suggest other points to add to each column. Note that students may disagree about what these are or which column to put a suggestion in. Encourage them to debate these points and use the opportunity to explain how it is important to understand that we may not always agree with someone we are talking to or a text we are reading. Write the word ‘because’ on the board and say: This is our star word when we want to give our own opinions. It’s fine to have your own opinion, but you should be able to give a reason why you think this.

• Write some key prompts on the board for students to think about when deciding on their own opinions, for example: Who uses the printer in the school and why/what for? What happens to the paper that we have printed on? Is there anything better than a printer that the school could use?

• Students decide in pairs who they agree with most and why. Encourage them to use the words and phrases in bold from Himari’s and Adriana’s text message to give their opinions. They write a short sentence explaining their opinion.

Activity 5

• Look at the photographs in the Student’s Book. Read the Useful language box to the class and encourage students to use these phrases in their discussion.

• Put students into small groups to talk about what each object is, how it was made, and what it is made of.

•

Are partners speaking equally and on topic?

• Do partners face each other and use non verbal speaking and listening strategies?

•

Are partners able to discuss when they do not agree?

• Are students able to refer to specific sentences or sections of the text?

• Are they comfortable speaking in front of the class?

• Are they listening respectfully to each other?

• Are all students able to write an opinion?

• Are they on task?

• Are students working well in their groups?

•

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Are all team members actively involved?

• Circulate, discussing answers with groups. Clarify with the class that these objects have been 3D printed

Activity 6

• Hand out Worksheet 1.1 (a) to students. They should discuss what they know and what they want to know about 3D printing in their groups and then write some ideas in their KWL charts.

• Share ideas as a class. Encourage students to add to their charts during the discussion.

• If your school has a 3D printer, show students how it works (if they already know, ask them to tell you how it works). If not, show them a short child friendly video online that explains what 3D printing is. Write How 3D printers work and kids into your search engine.

• Allow time for students to add or amend items in their charts again.

• Are students focusing on the task?

• Are they asking for help or clarification when they need it?

• Are they writing neatly and clearly?

PLENARY

Activity 7

• Hand out Worksheet 1.1 (b). Read the activity instruction aloud to the class and check comprehension: What is the text about? What are you trying to find out? How many words do you have to find?

• Give groups time to read and discuss the text in their groups. Encourage them to use dictionaries to look up any words they do not know. Discuss answers as a class.

Activity 8

• Encourage students to be creative and imaginative in this activity.

• Students work individually to draw an image and write a few sentences describing what the item is and why they’ve chosen it.

• Are students focused on the questions?

• Are all group members actively involved?

• Are students working well independently?

• Are they producing neat and interesting work?

• Are they able to describe what they have drawn?

Support and extend Support: For Activity 2, review or teach the connectors: so, but, because, and, however.

In Activity 6, remind students (or teach them) what a KWL chart is, using the information in the Activity bank. Have students complete the KWL chart in pairs or make and display a class KWL.

Extend: In Activity 4, invite volunteers to read their sentences aloud to the class.

Activities Assessment / observation

Talking point

• Ask students: How do we know Himari and Adriana do not have exactly the same view of printing? What words in their messages tell us their views? Encourage students to comment on how we know what their opinions are.

• Clarify that when we read a source, it is important to consider the author’s opinion about the issue we are investigating. This is because we are all different and have different experiences, which affect our perspectives and views.

Before you go

• Students work in pairs, taking turns to ask and answer the questions about 2D and 3D printing.

Support and extend

Reflection prompts:

• Why does Himari use the word ‘however’. What does ‘however’ tell us about two sentences or ideas?

• Why does Adriana use the word ‘because’? What does ‘because’ tell us in a sentence?

• Did anybody’s ideas about printing today make you change your own ideas about printing?

Support: Make (or ask students to make) a poster of useful opinion words and phrases to display in the classroom.

Extend: Ask students what it might mean for them if they were to have a 3D printer at home. What would they be able to do that they can't do now? Do they think there would be any problems from having a 3D printer in their home?

Teacher Reflection

Are students able to identify opinions in written sources? What can I do to improve this area?

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What I Know

What I Want To Know

What I Learned

3D printing

Read the text.

3D printing is a super cool technology that allows us to print objects in 3D. And if we have a 3D printer that’s big enough, we can make anything we like. Do you need a new desk tidy? You can 3D print one. Need a new chair? Guess what! You can 3D build that, too. Need a new bed? Yep, you guessed it! You can 3D build yourself one. It’s incredible! And what’s even more impressive is that not only can you build yourself a new one – you can design it on your computer, too. So, you will have a totally unique object.

three words

tell you the

3D printing.

of something you would like to print

a picture of it.

Unit 1 Lesson 2 • How do I know what someone thinks?

Skill focus:

Evaluation

Learning Objectives

Main SKILL

Evaluation: 34E.01 Evaluating sources

Discuss a source, recognising the author’s ideas about an issue.

Subsidiary SKILL(s)

Analysis: 34A.01 Identifying perspectives

Recognise that people think different things about an issue Research: 34Rs.02 Information skills

Locate relevant information and answers to questions within sources provided

RESOURCES

STARTER

Topic focus:

Digital world

Learning Focus

Links to: Science, Art & Design, Digital Literacy

• Students read a text and decide if the writer is for or against 3D printing and why.

• Students compare two texts to evaluate the writers’ points of view about 3D printing

• Students do a jigsaw reading to find out more about 3D printing

• Students form questions to find out missing information in a text

• Students Book pages 4 and 5

• Worksheet 1.2 (a)

• Worksheet 1.2 (b) (one per student or pair)

• Jigsaw Reading instructions (see Activity bank)

• Swap! instructions (see Activity bank)

Activities Assessment / observation Introduction

• Ask students to suggest key words from the previous lesson (e.g. technology, printer, 2D printing, 3D printing, opinion, agree, disagree). Write or ask a volunteer to write these on the board. Students then think pair share ideas.

• Ask if they can remember the names of the two girls from the previous lesson. Remind students that they have been talking about 2D and 3D printing. Ask them if everyone had the same ideas.

• In groups, students review their KWL charts to see what they would like to find out in today’s lesson.

Activity 1

• Explain to students that in this lesson, they are going to read more about 3D printing and to look at two different people’s opinions.

• Split the class into four groups and hand out a different text from Worksheet 1.2 (a) to each group. Follow the Jigsaw Reading instructions in the Activity bank to complete the task. Each student may want to write out the questions for themselves.

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Activity 2

• In groups or pairs, students quickly match the correct picture to the topic of the text.

Support and extend

• Are students heads up, listening, ready to learn?

• Are they putting up hands to make suggestions?

• Do they recognise that people think different things about an issue?

• Are groups working together well?

• Are they showing an understanding of the information?

• Can they form useful questions?

• Are partners working well together?

• Are they taking turns to speak?

• Are students working well together?

Support: In Activity 1, use a gap and the missing information from one of the texts as an example for the class.

Extend: For Activity 1, confident students could go straight to doing the jigsaw reading in pairs.

MAIN Activities Assessment / observation

Activity 3

• Read the questions aloud with the class or ask a volunteer to read them. Look at the Key terms and check for understanding.

• Are partners speaking equally and on topic?

PLENARY

• In their groups or pairs, students discuss the questions. Do not ask for whole class feedback yet but monitor the discussions.

Activity 4

• Re pair partners or groups, so that students with text A or B are now working with a student with text C or D.

• Encourage students to explain what is in their text to their new partner in their own words. Students then discuss the questions.

• Take feedback as a class.

Activity 5

• Draw a two columned table on the board under the title ‘3D Printing’. Use the column headings ‘Pros’ and ‘Cons’ Say: We can make anything we like Is that a pro (a positive thing) or a con (a negative thing) about 3D printing? Discuss as a class and then write the sentence in the correct column.

• If students do not agree, ask how they could resolve the issue, for example, taking a hands up vote and going with the majority, persuading each other to change their minds and do the vote again, adding a third column for things that are both pros and cons, showing the information in a Venn diagram rather than in a two column table. Use whatever method they choose.

• Students work in pairs to write their own list about 3D printing, based on what they have learned in this and the previous lesson. They can then compare their list with another pair.

Activity 6

• Refer students back to their KWL charts and ask them to add anything they have learned or any new questions they may have.

• Circulate, checking students are on task and completing their charts correctly.

Support and extend

• Are they able to discuss when they do not agree?

• Are students participating in the activity?

• Are they communicating well with each other?

• Are they listening respectfully?

• Do students understand the task?

• Are they working independently?

•

Are partners speaking equally and on topic?

• Are partners able to discuss when they do not agree?

• Are students working autonomously?

• Are they focusing on the task?

• Are they filling in the KWL chart correctly?

• Are they willing to help others?

Support: In Activity 3, work with groups to help them find the answers. In Activity 4, partners can read their texts aloud to each other. In Activity 6, students can work in pairs.

Extend: For Activity 1, confident students could go straight to doing the jigsaw reading in pairs. In Activity 5, encourage students to add more points about 3D printing. Have the class discuss which points are the most important in the pros and cons list.

Activities Assessment / observation

Talking point

• Play Swap! (see Activity bank), For the first question, ask: Did you enjoy today’s jigsaw reading?

• At the end of the activity, hand out Worksheet 1.2 (b) and ask everyone to complete the reflection ticket. They should hand this in to you at the end of the lesson.

Before you go

• Set up a decision alley. Have students stand in two lines facing each other. Say: I can't decide if 3D printing is good or bad. Can you help me?

Explain that one line is pro 3D printing, and one line is against 3D printing. Walk down the line, or choose a volunteer to do this, and stop at random students on each side. Ask: What do you think about 3D printing? Students should give you either a pro or a con about 3D printing.

Support and extend

Reflection prompts:

• What did you find out today?

• How did you find out new information?

• Was the jigsaw reading easy or difficult? Was it fun?

Reflection prompts:

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• Did anything from today’s lesson make you change your ideas about 3D printing?

Support: Students can complete the exit tickets in pairs or small groups.

Extend: Ask students to justify their points in the decision alley.

Teacher Reflection

How well can students recognise and explain a writer’s ideas? What can I do to practise or consolidate this understanding? Is there anything I need to plan to support groups or individuals based on the reflection tickets?

1.2 (a) Jigsaw reading

Cut up the text and give one text to each group. Follow the Jigsaw Reading instructions in the Activity bank to do the activity.

Text A

Of course 3D printing sounds amazing, but is it? Yes, it’s an incredible idea that everyone could have their own 3D printer at home, and that we could make our own _______________, but then all the people who we pay to make these for us now, wouldn’t have jobs anymore. Some experts believe that 3D printing could mean that __________ jobs will disappear by 2030. That’s nearly half of all jobs and that doesn’t sound good. Without jobs, people would become poorer and world poverty would increase.

Another problem is that currently 3D printing uses __________, which is bad for the environment. We can't recycle it, so all the things people print and then don’t want will go into landfill and pollute our planet.

Text B

Of course 3D printing sounds amazing, but is it? Yes, it’s an incredible idea that everyone could have their own 3D printer at home, and that we could make our own clothes, furniture and toys, but then all the people who we pay to make these for us now, would have no _______ anymore. Some experts believe that 3D printing could mean that two billion jobs will disappear by 2030. That’s nearly half of all jobs and that doesn’t sound good. Without jobs, people would become poorer and _________ would increase.

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Another problem is that currently 3D printing uses single use plastic, which is bad for the environment. We can't recycle it, so all the things people print and then don’t want will

Worksheet 1.2 (a) Jigsaw reading

Text C

In my opinion 3D printing is ___________ because it means we can make objects more quickly and more cheaply. So with 3D printing, many of the poorer people around the world will be able to have things that at the moment, they can't afford.

Another benefit is that we can ___________________________. This is why 3D printing technology is helping the medical world. _________ can now 3D print new body parts for people that are absolutely the right size and shape for them. And they can make one as soon as someone needs it.

In addition, 3D planet is more sustainable and better for our planet because it takes less energy to make each object, there are very few distribution costs if any, and unlike the methods we currently use to make objects, there’s no waste material.

Text D

In my opinion 3D printing is fantastic because it means we can make objects more quickly and more cheaply. So with 3D printing many of _____________ around the world, will be able to have things that at the moment they can’t afford.

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Another benefit is that we can design each object for the person it’s being made for. This is why 3D printing technology is helping ______________. Doctors can now 3D print new body parts for people that are absolutely the right size and shape for them. And they can make one as soon as someone needs it.

In addition, 3D planet is _______________ because it takes less energy to make each object, there are very few distribution costs if any, and unlike the methods we currently use to make objects, there’s no waste material.

Worksheet 1.2 (b) Reflection ticket

Read and complete the reflection ticket to show what you think about today’s lesson.

I enjoyed/didn’t enjoy doing the jigsaw reading today

Because

Today, I learned that

I was surprised that

My personal ideas about 3D printing have/haven’t changed because of this activity.

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Now I would like to know

Unit 1 Lesson 3 • What do I think about 3D printing?

Skill focus:

Analysis

Learning Objectives

Main SKILL

Analysis: 34A.02 Interpreting data

Draw simple conclusions from graphical or numerical data.

Subsidiary SKILL(s)

Evaluation: 34E.01 Evaluating sources

Discuss a source, recognising the author’s ideas about an issue.

RESOURCES

STARTER

MAIN

Topic focus: Digital world

Learning Focus

Links to: Maths, Art & Design, Digital Literacy

• Students understand fractions and what they indicate about people’s opinions on an issue, using an infographic.

• Students read opinion texts on 3D printed homes and decide if the speakers are positive or negative about the issue.

• Student’s Book pages 6 and 7

• Picture of a typical house from your country/region

• KWL charts from previous lessons

• Lollipop sticks with students’ names on them (optional)

Activities Assessment / observation Introduction

• Show students a picture of a typical house from their region.

Ask them to describe it. Talk about what materials it is made from.

Ask them what other types of materials houses can be built from.

Activity 1

• Ask students to look at the infographic in the Student’s Book.

Discuss its features – the images and icons, and the amount of text. Ask students if they think the infographic is easy to understand. Why, or why not?

• Ask: Is this a good way to show information? What is this infographic about? How do you know?

Support and extend

• Are students heads up, listening, ready to learn?

• Are they putting their hands up to make suggestions?

• Are they speaking clearly?

• Are students focused on the activity?

• Are they willing to make suggestions?

• Can they ‘read’ the information correctly?

Support: For the Introduction, find examples of 3D printed houses on the internet and discuss their features. Ask if students think the houses look good to live in and why or why not.

Extend: For the Introduction, show students images of houses made from different materials (adobe, wood, ice, concrete, etc.). Discuss the different materials and how they change the look of the house. What other changes might the materials make to the house?

Activities Assessment / observation

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Activity 2

• Do the activity as a class on the board. Ask students to look carefully at the infographic for the answers. Ask if they are surprised by these numbers or not, and why.

Activity 3

• Read the questions in Himari’s message aloud with the class or ask a volunteer to read it.

• Use think pair share to elicit responses.

• Discuss and confirm or reject suggestions.

• Are students paying attention?

• Are they participating?

• Are students allowing others to speak without interrupting?

• Are they working with their partner well?

PLENARY

Activity 4

• Ask: Does the infographic say that everyone would like to live in a 3D printed home or only that some people would like to? Why might some people not want to live in a 3D printed home? Use think pair share to elicit responses.

• In pairs, students read the speech bubbles and decide if each shows a positive or negative view of 3D printed homes.

• Discuss answers as a class, then, have students identify the key words or phrases that helped them identify each writer’s ideas (A: I don’t want to [live in a 3D printed home], because I don't think; B: I’m interested in… but I’m not sure if; C: I’d love to live [in a 3D printed home]… because I love… I could… how I wanted; D: I can't afford… I hope that…).

Activity 5

• Students discuss the question in pairs. Share ideas as a class.

Activity 6

• Ask students to look at the KWL charts they created in Lesson 1. They should add anything they have learned, and any new questions today’s lesson has made them want to ask.

Activity 7

• In pairs, students ask and answer the questions in the bullet points

• Do a quick hands up survey and write the numbers on the board. Work with the class to turn the numbers into fractions.

• Are partners working together to read and discuss the speech bubbles?

• Are students allowing others to speak without interrupting?

• Are partners working together to reach a decision?

• Can students identify when they have answered a question in their charts?

• Can they construct new questions to further their understanding?

• Do partners take turns to speak?

• Do they maintain eye contact?

• Are they speaking clearly and listening respectfully?

• Are they using appropriate non verbal forms of communication to show they are listening?

Support and extend Support: For Activity 2, review fractions or liaise with the Maths teacher to check students will understand basic fractions. In Activity 7, write examples of open and closed questions on the board and have students identify which type of question each one is.

Extend: In Activity 7, focus on students’ communication skills and discuss ways of responding to show interest when someone is speaking. Discuss useful questions for finding out more about someone’s opinions or reasons, or other ways we might respond, for example, agreeing or disagreeing politely. Students repeat the activity, extending the conversation by responding with relevant ideas and questions.

Activities Assessment / observation

Talking point

• Allocate one side of the room to Very confident and the other side to Not very confident. Count down: 5, 4, 3, 2, 1, GO! Ask the first question. Students place themselves somewhere on the imaginary line between the two walls depending on how confident they feel Repeat for the second question.

Before you go

• In pairs or small groups, have students look back at their KWL charts and see if they can answer any of the outstanding questions on it, add to the ‘what I know’ column, or add any new questions that have arisen from today’s lesson.

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• Use think pair share to discuss the questions in the Student’s Book.

Reflection prompts:

• What information in the infographic did you find easy to understand?

• What did you find more difficult? Why do you think that was?

• Is it easy to work out what a writer thinks about something?

Support and extend Support: Use lollipop sticks to encourage more reluctant speakers to take part in the discussion. Ask a specific question, allow some thinking time, and then pull a lollipop stick out and ask the student whose name is on it for their thoughts. Once they have answered, open the discussion up to the class, saying: That’s a good answer, would anybody like to add anything to that answer?

Teacher Reflection

Can I see progress with students’ ability to interpret data? How have I supported student learning? What did I miss? Is there anything I need to plan to support reluctant speakers/participants in these classes?

Unit 1 Lesson 4 • What do you think?

Skill focus:

Research

Learning Objectives

Main SKILL

Research: 34Rs.03 Conducting research

Conduct investigations, using interviews or questionnaires, making observations and taking appropriate measurements.

Subsidiary SKILL(s)

Research: 34Rs.01 Constructing research questions

Construct own questions to aid understanding of an issue.

RESOURCES

STARTER

MAIN

Topic focus: Digital world

Learning Focus

Links to: Art & Design, Digital Literacy

• Students do a survey to find out what people think about 3D printed homes.

• Students write questions for a survey.

• Student’s Book pages 8 and 9

• Images of a 3D printed home

• Worksheet 1.4

• Large pieces of paper and pens

Activities Assessment / observation Introduction

• Show students an image of a 3D printed home and discuss key words or ideas from the previous lesson, for example, 3D printing, 3D printed homes, energy efficient, cheap, quick to build, resistant to natural disasters, infographic, positive, negative

Activity 1

• Ask students if they can remember the reasons that people were either for or against 3D printed homes in the texts from the previous lesson.

• Read Himari’s message aloud with the class or ask for a volunteer to read it.

• Invite answers. Students could think back to the ways they researched people’s opinions in Stage 3 (e.g. interviews, questionnaires and surveys). Discuss the process of each suggestion and focus on the fact that all three require students to think of good questions to ask.

Support and extend

Activity 2

• Are students heads up, listening, ready to learn?

• Do they put their hands up to make suggestions?

• Are they speaking clearly?

• Are students focused on the activity?

• Are they willing to make suggestions?

• Are they able to ‘read’ the information correctly?

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Support: For Activity 1, bring in or show examples of questionnaires, newspaper/magazine interviews and survey questions (these could be online surveys) to help students understand the different formats.

• Can students remember what a survey is and how to write one?

• Ask students to read the instruction to find out what type of research they are going to do to answer Himari’s question (a survey).

• Ask students what question or questions they will need to ask in their survey. Refer back to the infographic in Activity 1 of the previous lesson for ideas. Remind them to think about what answer options they should supply for any closed questions.

• Write one open and one closed question on the board, for example: Do you like ice cream? (closed) What flavour ice cream do you like? (open). Ask students if they can tell you what two types of questions these are and explain how they are different.

• Can they produce appropriate questions and answer options?

• Discuss which type of question is easier to record and show in a table or chart and why. Ask: How can we best show the answers to open questions? How can we limit choices in open questions? Why are open questions interesting to include in some interviews, questionnaires and surveys?

• Divide students into groups and give them a large piece of paper, have groups discuss questions to ask in a survey and write them down.

Activity 3

• Display all the question papers on the walls or board. As a class, discuss which questions are likely to get the most useful answers. Take a class vote to choose four questions to put in the survey.

• Decide on the answer options for each question, if relevant, and note these on the board too.

• Hand out Worksheet 1.4 and ask students to copy the questions into the template.

Activity 4

• Review the Top tips as a class. Make sure everyone understands the importance of conducting themselves clearly and politely when talking to other people.

• Students carry out their survey. They could question students in other classes or school staff, or they could do the survey with family and friends as homework. They should try to ask three people the questions and record the answers on the worksheet.

• Are students sharing ideas and listening to each other?

• Are students speaking clearly and at an appropriate volume when asking questions?

• Are they recording the responses correctly?

• Can they remember methods for recording findings?

Support and extend Extend: In Activity 4, ask students to add to the Top tips lists on ways to conduct a successful survey. They could share this with the class before everyone carries out the survey.

Activities Assessment / observation

Talking point

• Allocate one side of the room to Yes, I remember how to write and do a survey and the other side to I need more practice. Count down: 5, 4, 3, 2, 1, GO! Students place themselves somewhere on the imaginary line between the two walls, depending on how confident they feel

• Discuss the results.

Before you go

• In their groups, students discuss the question.

• Put students in pairs with someone outside of their group to share and discuss their answers.

Reflection prompts:

• Was it easy or difficult to do the survey?

• Did you work well as a team to decide on the questions?

• Did you enjoy doing the survey?

Support and extend Support: After the Talking point task, make a note of how many students place themselves near to the I need more practice side of the room. If necessary, make time to review open and closed questions.

Teacher Reflection

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Can I see progress with students’ ability to construct and conduct surveys? How have I supported student learning? Can I organise group work better to support less confident students?

Unit 1 Lesson 5 • How do I show survey results?

Skill focus:

Communication

Learning Objectives

Main SKILL

Communication: 34Cm.01

Communicating information

Present information about a given issue clearly and with an appropriate structure.

Subsidiary SKILL(s)

Research: 34Rs.04 Recording findings

Select, organise and record information from sources and findings from primary research in simple charts or diagrams.

RESOURCES

R Activities

STARTE

MAIN

Topic focus: Digital world

Learning Focus

Links to: Art & Design, Digital Literacy

• Students create an infographic from survey results and present it to the class.

• Students record the results of a survey in a variety of formats, including bar chart, frequency table and tally chart.

• Students organise the results of a survey into an infographic.

• Student’s Book pages 10 and 11

• Worksheet 1.4 (completed surveys)

• Internet access and printer, computers with word processing programmes (optional)

Assessment / observation Introduction

• Write the anagram ginrpafoic (infographic) on the board for students to work out. Challenge learners to remember where they have seen an infographic in this unit and what information it contained. Can they remember any of the features? Then have them check back in their books.

• Are all students participating?

• Can they recall prior learning?

Support and extend Support: Show the class a series of different child friendly infographics online or from magazines. Discuss the features of each – for example, what images are used, are numbers used, how much text there is, colours and font sizes, what information is presented – and encourage the class to rate them in order of most attractive, easiest to read/understand, most interesting, etc. Allow students to use these for ideas as they work through the rest of this lesson.

Activities Assessment / observation

Activity 1

• Read Adriana’s message to the class. Encourage students to suggest ways she could show her results. They may suggest ideas such as a tally chart, frequency table, pie chart, bar chart or Venn diagram.

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Activity 2

• Put students into groups with their completed surveys (on Worksheet 1.4). Either allocate one of the methods they have just discussed to show their combined survey results or allow them to choose for themselves. Make sure that the method is appropriate for the survey results they have collected. Groups record their results in their allocated format and present them to the class.

• Share the results as a class. Discuss together if all the methods clearly and accurately displayed the results, or if students think certain methods were better than others.

Activity 3

• In groups, students plan and produce an infographic to show their survey results. Remind them of the definition of an infographic and Top tips as a class before they start.

• Are students putting up their hands to make suggestions?

• Can students remember methods for recording findings?

•

Are groups working together effectively?

• Are they interpreting and recording their findings correctly?

• Do they present their results to the class clearly?

• Are groups working together effectively, with everyone taking part?

• Are they listening to each other?

• Can they allocate different tasks?

PLENARY

• If possible, allow students internet access so they can find and print out images to use for their infographic. If this is not possible, encourage students to draw pictures to help visualise the results in their infographic.

• When groups have finished, ask them to use the Top tips as a checklist for their work.

Activity 4

• Groups present their infographics to the whole class, or to other groups.

• Remind students of the Top tips and at the end of each group’s presentation, feed back on how well they followed the tips

Activity 5

• Conclude the survey activity with a discussion about what students found out about the topic. Did anything surprise them? If so, what and why?

• Has presenting the results in different ways made them think more about the start of the process – the questions they ask? Would they change any questions if they had to go back and do it again? If so, which ones and why?

Support and extend

• Can they solve disagreements amicably without intervention?

• Are students speaking clearly and at an appropriate volume and speed?

• Are they standing up straight, looking at the audience and smiling?

• Do they communicate the information on their infographic clearly?

• Are all students contributing to the discussion?

• Are they expressing their ideas and opinions clearly?

Support: For Activity 1, use think pair share to support less confident students. For Activity 3, remind students to look back at the infographic in Lesson 3 for ideas.

Activities Assessment / observation

Talking point

• Students reflect on their infographic and the process of creating it. Which parts of it work well? Which could be improved and how? Did they work well as a team?

Before you go

• Students discuss the questions in groups. Then have each student pair up with someone outside of their group and share their answers.

Reflection prompts:

• Did the class understand your infographic?

• Did you get any ideas from other groups’ infographics on how yours could be improved?

• How did you help to improve your group’s outcome?

Reflection prompt:

• Did you learn anything new today or improve your understanding of anything?

Support and extend Support: For the Before you go discussion, ask students to name just one piece of information that they learned from the survey.

Teacher Reflection

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What is the visible evidence of development in the skill of recording findings? Are students now able to work on this more independently? Could I have arranged groups better? Which students are still struggling to take part in group work? How can I support them? Are students more confident in communicating information to their peers? Do I need to encourage a supportive environment for this?

Unit 1 Lesson 6 • What do you think about wind farms?

Skill focus:

Evaluation

Learning Objectives

Main SKILL

Evaluation: 34E.02 Evaluating perspectives and arguments

Express an opinion about another person’s ideas on an issue, giving reasons for own opinion.

Subsidiary SKILL(s)

Evaluation: 34E.01 Evaluating sources

Discuss a source, recognising the author’s ideas about an issue.

Communication: 34Cm.01

Communicating information

Present information about a given issue clearly and with an appropriate structure.

RESOURCES

Introduction

Topic focus:

Digital world

Learning Focus

Links to: Art & Design, Digital Literacy

• Students work in groups to express an opinion about another person’s ideas, using facts, experiences and own opinions to say why

• Students read opinions about wind farms and identify if they are positive or negative.

• Students present both sides of an argument and decide on personal opinion in a debate.

• Student’s Book pages 12 15

• Audio clip of a wind farm, video of a wind farm, satellite images of a wind farm (optional)

• Online or physical English dictionaries

• Worksheet 1.6 (a) (one copy per pair)

• Worksheet 1.6 (b) (one per group, cut into strips and placed in a bag or box)

• Fishbowl Debate instructions (see Activity bank)

• Online or physical English dictionaries

• Cut out white circles; orange and green pens, pencils or crayons

• Worksheet 1.6 (c) (cut up, one text per group)

• Write the anagram oothecngyl (technology) on the board for students to work out. Explain that throughout this unit, they have been exploring attitudes to and opinions of technology, so far, with 2D and 3D printing, and that in this lesson, they’re going to look at a different form of technology and see what opinions people have of it.

Activity 1

• Look at the picture of the wind farm in the Student’s Book as a class. In pairs, students describe the photo. Confirm with the class that it shows a wind farm.

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• Ask the class what they know about wind farms and write any key words, (e.g. wind, power, turbine) on the board.

• If any students have visited or seen a wind farm, invite them to tell the class about it.

Activity 2

• Use the questions to do a quick hands up survey based on the discussion in Activity 1.

• Are students participating?

• Are students speaking clearly and at the correct volume?

• Are pairs working well together?

• Are students putting their hands up to speak?

• Are they contributing to the class discussion?

• Are they listening and responding to each other?

• Are all students participating?

Support and extend Support: Show students an online video tour of a wind farm. You could also source an audio clip of the sound of a wind farm on a windy day.

Extend: Use Google Earth to find a satellite image of a wind farm either in your region, a nearby region or in the UK. Discuss the number of turbines; the place the farm is located and any other features.

Activity 3

• Students can work individually, in pairs or in small groups to do the quiz. In order to promote student autonomy, give them the choice so that you have students working in different ways at the same time in the classroom.

Activity 4

• Hand out Worksheet 1.6 (a) and ask students to read the text in pairs. Encourage them to ask another pair or to use dictionaries to find the meanings of any words they do not know.

• Students find the answers to the quiz questions in the text. They should tick the answers they got right and write the correct answers of any they got wrong on the worksheet. Check answers as a class.

Activity 5

• As a class, discuss what is a fact and what is an opinion. Read the Key term definitions and use the school or the class as an example, for example: There are 35 children in this class. I think this class is really well behaved.

• In pairs, students go through the text in Activity 4 again, this time deciding if it expresses fact or opinion. (fact) Discuss responses as a class.

Activity 6

• Hand out one set of Go fish! sentence strips per group from Worksheet 1.6 (b). If possible, have these folded in a container for each group (alternatively students place them face down in a pile on the table).

• Students take turns to choose one sentence strip and read it aloud to their group. The group then decides if it is a fact or an opinion. Repeat for all sentences, sorting them into two separate piles. Circulate, checking that groups have sorted the strips correctly.

• In their groups, students underline the key words or phrases in each sentence that helped them decide whether it is a fact or opinion. Take feedback as a class.

• Use the sentence strips to discuss wind farms in more depth. Ask students if the information on the sentences makes them want to ask further questions about wind farms (or other renewable and non renewable energy sources) and what those questions might be.

Activity 7

• Read aloud the activity instruction and Adriana’s message. Students make suggestions for how Adriana could decide (e.g. make a pros and cons list, do more research, ask more people what they think).

• Read Himari’s reply. Ask students if they know what a fishbowl debate is. Discuss debates in general, explaining that there are people on two sides, who take turns to give their point of view about something in the hope of convincing people listening that they are right, and the other side are wrong.

• Ask: Is a fishbowl big or small? Do you think a fishbowl debate is a big or a small debate?

Activity 8

Assessment /

• Are students staying focused on the task?

• Are students able to use strategies to understand a text?

• Are students working well together in pairs?

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• Read the Useful language phrases as a class. Explain that students should try to use these during their debate.

• In groups of three or four, students have a fishbowl debate about whether wind farms are good or bad (positive or negative) overall You could set the debate motion as: Should we build a new wind farm where we live?

Activity 9

• Read Adriana’s question aloud with the class. Discuss how we all have our own opinions, and then what we read, hear, see or experience can amend those opinions. Talk about how, when we read or hear someone else’s opinion, it is important that we can think about what they are saying and then decide if we agree or disagree with them and why.

• Students use think pair share to offer suggestions on how she could give her opinion.

• Are they putting up their hands to make suggestions?

• Are groups working well together?

• Are they taking turns and following the rules of the game?

• Are they able to distinguish between a fact and an opinion?

• Can students use appropriate words and phrases?

• Are they taking part in the discussion?

• Are they listening respectfully to each other?

• Are students able to make suggestions?

• Are students paying attention?

• Do they understand what a debate is?

• Are students able to organise themselves?

• Are they taking turns to speak?

• Are they listening and responding to each other appropriately and respectfully?

• Are partners establishing eye contact and using non verbal signs to communicate effectively?

• Are students putting their hands up to offer suggestions?

Activity 10

• Read the activity instruction and the questions aloud to the class.

• Students read the text messages in pairs and answer the questions. Encourage students to ask each other or to use dictionaries to find out the meanings of any words they don't know.

• Check answers as a class. Encourage students to refer to specific words or phrases in the texts to show how they found the answers.

Activity 11

• Read, or invite a volunteer to read, Alba’s reply aloud to the class.

• Have students put up their hands if they think Alba is in favour of wind farms. Ask students to say how they came to their conclusion.

• Focus attention on the key words and phrases, for example: We should use other forms… rather than… because… can be dangerous.

Activity 12

• Ask students to think about their own opinions of wind farms.

• Hand out the circles and ask students to write their names on them. Students colour the circle according to their opinion.

• Collect the papers into two piles: for and against. Place students into groups according to their opinions.

Activity 13

• Hand out one copy of Worksheet 1.6 (c) to each group. Read the gapped text aloud, discussing what students need to write in each gap. Remind them that everyone in the group should offer their ideas and that they should decide together what to write. They will have to appoint one group member as their scribe.

• Students to respond to Alba’s text by expressing their opinion about Alba’s ideas and giving reasons, using facts, personal experience and personal views as much as possible.

• Encourage groups to read their completed texts aloud to the class. Remind everyone, that even if they don't agree, they should listen respectfully, and that there are pros and cons for most technology.

• Are both partners contributing?

• Are they able to find meanings of words autonomously?

• Are students participating?

• Are they showing a good knowledge of key words and phrases?

• Are groups working well together?

• Do students allow each other to speak without interrupting and taking turns?

• Are groups able to find a way to reach an agreement if they disagree?

Support and extend Support: For Activity 8, before students do the fishbowl debate, make a pros and cons list on the board for them to refer to. Model the debate with two more confident students before placing students into their groups. For extra support, divide the class into groups of six, so there are two students on each side of the argument and two listeners; For Activity 10, give each group only one text. Have them read and try to answer the questions from it. Then feed back as a class.

Extend: For Activity 6, have groups create their own Go fish! sentence strips for other groups to sort; In Activity 13, students can work independently, and then compare their answers in pairs.

Activities Assessment / observation

Talking point

• Discuss the questions in the Student’s Book as a class. Encourage students to reflect on how their opinion might have changed since the start of the lesson. They should say how and why.

Before you go

• In pairs, students take turns to tell their partner what they think about wind farms and why.

Reflection prompts:

• Can finding out more about an issue make you change your mind about it?

• Why might this happen?

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Support and extend Extend: Individually, students write a paragraph in their reflection journals describing what wind farms are, the arguments for and against them, and their personal opinions about them justifying their view.

Teacher Reflection

Which students are working well together in groups? How can I support students who are not yet working effectively in groups?

farms make renewable, clean energy

three blades that move around in a

we use as electricity. They use the power of the wind to make the energy. Wind farms have many tall structures, called turbines. At the top of each turbine

the wind.

the energy.

1.6 (b) Go fish!

Cut up the strips and give one set to each group.

Wind farms are ugly. In my opinion, they spoil areas of natural beauty.

I don’t believe that wind farms contribute to climate change.

Wind farms aren’t natural. Anything we build can be bad for wildlife. I’m not convinced that wind farms are good for birds and bats who sometimes fly into the blades.

I hate wind farms because they are very noisy. I would not want to live near one.

I don’t know much about it, but I’m interested in learning more about wind farms because I think stopping climate change is the most important issue we face.

Wind power is not new. For centuries, people have used the wind to power windmills and sailing boats.

I work in a coal mine. Even though I think cleaner energy is best for the planet, I don’t want any wind farms in my region. If we create more energy from wind farms, I might lose my job and people’s jobs are the most important thing.

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Unit 1 Final task: Write an opinion about space exploration

Skill focus:

Evaluation

Learning Objectives

Main SKILL

Evaluation: 34E.02 Evaluating perspectives and arguments

Express an opinion about another person’s ideas on an issue, giving reasons for own opinion.

Subsidiary SKILL(s)

Evaluation: 34E.01 Evaluating sources

Discuss a source, recognising the author’s ideas about an issue.

Analysis: 34A.01 Identifying perspectives

Recognise that people think different things about an issue.

Reflection: 34Rf.03 Personal perspectives

Talk about what has been learned during an activity and consider how personal ideas have changed.

RESOURCES

Task Summary

Topic focus: Digital world

Learning Focus

Links to: Art & Design, Digital Literacy

• Students write an online post expressing their opinion about another person’s ideas on space exploration.

• Students read two online posts about space exploration and recognise which one is for and which is against it.

• Students understand that the writers of the two online posts do not agree on the issue and make a pros and cons list to show how their ideas differ.

• Students think about how and why their personal ideas or understanding of space exploration may have changed by doing the task.

• Student’s Book pages 16 18

• Online forum posts (optional)

• Access to the NASA Kids website, websites or books with child friendly information about Mars (optional)

• Worksheet: Final task

• Black and white paint, coloured paper or card and two large paintbrushes (optional)

Learners will develop their evaluation skills using their understanding of what are facts and what are opinions gained throughout the unit, as they work in groups to write an online forum post which identifies a writer’s opinion of space exploration and expresses students’ own opinions on those ideas. This task can be used to build the skills needed for Cambridge Global Perspectives™ Challenges, What does my lunch cost? and Helping people to belong.

STARTER

Activities

Activity 1

• Read the task with the class. Ask: How many steps are there in this task? What are you going to produce in this task? Are you going to work on your own? With a partner? In a group? What do you have to do before you write your post?

• Discuss what is important when working in groups and write a list on the board for students to refer to throughout the task.

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• Ask: What are the words in bold? Read these aloud to the class.

• Tell students that in this task, it is important that they remember all the ways they have worked out what someone’s opinion on a certain technology is from the language they use. Remind them that we all have different views and it’s important that we are able to express our views, listen to other’s views and discuss or debate issues, which may or may not lead to us changing our views. Write the words Why… and because… on the board. Remind students that these are the most important things to consider when we are deciding what we think about something.

• Check that students understand by asking them to explain the task to each other in pairs without looking in the Student’s Book.

Assessment / observation

• Are students heads up, listening, ready to work?

• Are they putting up their hands to speak?

• Are they all contributing?

• Are they listening to others speaking?

• Can they explain the task to a partner?

Support and extend Support: Show students some online forums so that they understand what text type they are reading and writing.

Activities Assessment / observation

Activity 2

• Focus students on the pages from the book Going to Mars. Ask students what they know about Mars. Help them to do some simple online research to find out basic facts about Mars, such as distance from Earth, temperature as necessary. Most importantly, ascertain that people do not and currently, cannot, live on Mars.

STARTER FACTS

o Mars is the fourth planet from the Sun in our solar system.

o Mars is red.

o It is the second smallest planet in our solar system. It has a diameter of 6,791 km which makes it about half the size of Earth.

o Mars is a cold planet – temperatures can get as low as 140°C.

• Ask students to describe what they can see in the pictures. Read aloud the text, or ask volunteers to.

• Ask the class what else they know about space exploration and write any key words or phrases on the board.

• Use think pair share to have students tell their partners what they think about space exploration. Ask volunteers to suggest key words and write these on the board, for example, exciting, dangerous, necessary.

Activity 3

• Either individually or in pairs, students read both texts and discuss the questions with a partner.

• Check answers as a class. Ask students to refer to specific parts of the texts to support their answers.

Activity 4

• Set a time limit (10 15 minutes). In groups, students produce a pros and cons list for space exploration. They should mainly use the information in the online posts A and B, but encourage them to add other facts they know or opinions they may have.

• Note that students may find that because there are several grey areas, a Venn diagram is a useful tool to present the information. Discuss this with groups if they really cannot decide on what’s a pro and what’s a con, but remind them they cannot place every idea in the centre of the Venn diagram.

• Join up groups to compare their pros and cons lists (or Venn diagrams). Allow them to add or amend their versions if they wish.

Activity 5

• In their groups, students choose one post and write their own online post in response. They should use the sentence starter to help them begin and to frame their writing.

• Circulate, checking that students are addressing the key points in the text and that they are giving reasons for their opinions.

Activity 6

• Are students participating?

•

Do they have prior knowledge that they are activating on the topic?

• Are they working well with their partners?

•

Are they willing to offer suggestions?

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• Read the first drafts and discuss how to improve them with the group. They should then edit and rewrite to create a final version.

• Have groups allocate a speaker to read their post out to the class. Alternatively, make a forum chat about space exploration on your school website if you have one, and post the original texts (A and B) from the Student’s Book, along with student responses for others in the school community to read and add their own posts to.

• Are students listening to each other respectfully?

• Are they using non verbal communication techniques to communicate?

• Are both partners speaking equally?

• Are groups able to organise themselves?

• Are groups working well together?

• Are they focusing on the task?

• Are students all contributing to the pros and cons list?

• Are they listening to each other and responding positively?

• Are students responding positively to suggestions from others?

• Are groups working well together?

• Are groups able to find a way to reach an agreement if they disagree?

• Are all members contributing ideas?

• Are students participating?

• Are groups working together to edit their posts?

• Are they allocating a speaker fairly?

Support and extend Support: Do Activity 3 as a class or put students in mixed confidence pairs. Help students to highlight the important words in the text, for example, in post A, waste of time and money, space technology, poverty, climate change. Write these words on the board as prompts for students when writing their posts. For Activity 5, discuss useful words and phrases students could use in their posts and keep these on display as students are writing.

PLENARY

Extend: In Activity 2, allow students to use books or online resources to find out more about Mars and space exploration. You could give each group a specific area to research, for example, space technology, space missions, Mars, space tourism, etc. Have students share their findings with the class.

In Activity 3, students highlight the important words in the text (see above). Write the words on the board. Students close their books and use the prompts to retell the information in the post to their partner. Each partner will speak about one post and should clearly express the writer’s attitude. In Activity 6, groups could swap posts and make suggestions for improvements for each other before rewriting their original versions.

Activities Assessment / observation

Reflection

• a Students take time to reflect on the outcome of the task individually by completing the checklist on Worksheet: Final task.

• b Team members compare and discuss their responses to the worksheet together. Do they all agree on their assessment of success?

• c Students work individually to answer the questions on the worksheet.

• d Ask students to go round a circle in their groups, with each person saying what they contributed to the task. The other team members should offer constructive feedback. Ask: How do you feel working in a team improved your written opinion? Does everyone agree?

Before you go

• Draw the lesson to a close by asking the class to discuss the questions in the Student’s Book with their partners Encourage them to think back over the work they have done in the whole unit and not just in the task.

• Share things you noticed that the class did well within the task. Refer back to the unit as a whole and focus students on how well they have started to identify arguments for and against certain technologies or technological ideas, and people’s opinions.

Reflection prompts:

• How well did you do the task?

• Do you feel that you understood the texts and what each writer’s opinion was?

• Do you feel good about the way you worked on this task? Why, or why not?

Reflection prompts:

• Do you think you understand the topic well?

• Did the activities in this unit help you learn any new things?

• Do you think you can recognise what a writer thinks about a topic?

• Can you say if you agree or disagree with someone’s opinion?

Support and extend Support: Display a large piece of coloured paper or card where the class can all see it clearly. Give one student a pot of black paint and a paintbrush and another student some white paint and a paintbrush. Have them splodge some paint on either end of the paper in roughly equal amounts. Next to one colour write For and next to the other write Against. Explain that this is how people’s ideas about things can seem, and that sometimes it can be confusing when you do not know what you think, i.e. you do not agree completely with one view or the other. Have the students pull the paint across the paper or card so that the colours meet in the middle to form grey. Explain that often there is a grey area when we talk about issues like technology because there are some good things and some bad things about it. This is one of the reasons we all have slightly different views and why our views can change when we learn or think more about an issue.

Teacher Reflection

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Which students need more help with the evaluation of sources? Which students need more help to express their own opinions and give their reasons? Do I need to work further on this with the class?

Think about the task and colour in a face. How well did you do?

Final task checklist

I understood from the online posts that people think different things about space exploration.

I made a pros and cons list that showed differences in opinions.

I helped to write an online post that gave our opinion about one of the writer’s views of space exploration.

Our online post gave reasons for our opinions.

I contributed to the task.

Reflect on your own ideas about space exploration.

Did you learn new things about space exploration by doing this task?

Which activities helped you to learn new things?

Did your ideas about space exploration change at all by doing this task?

yes, how?