Collins International Primary GP 2 TG

Unit 2 Lesson 1 • How do we work together at home?

Skill focus:

Analysis

Learning objectives

Main SKILL

Analysis: 2A.03 Making connections

Talk about simple, personal consequences of own actions on others.

Subsidiary SKILL(s)

Analysis: 2A.04 Solving problems

Suggest a personal action that could make a positive difference to an issue affecting self.

Communication: 2CM.02 Listening and responding

Listen to others in class discussions and respond with simple and relevant questions

RESOURCES

STARTER

MAIN

Topic focus:

Improving communication

Learning focus

Links to: English, Science

● Students discuss how their help contributes to the way the family works together.

● Students identify a need at home and discuss how they could fulfil that need.

● Students ask and answer three questions about how their help contributes to the household

● Student’s Book pages 18 19

● Paper (one sheet for each pair of students)

● Magazines to cut up

● Worksheet 2.1

Activities Assessment / observation Introduction

● Use the photograph in the opener to introduce the unit to students

Discuss the photograph, using the prompt questions given which relate to different lessons in this unit. Ask students questions: What is happening in this photo? Why are these people all together? What are the different people in the photo doing? Are they working or playing? Do you think they are enjoying being together?

• Introduce the concept of ‘working together’ in any familiar language.

Activity 1

● Have a short class discussion to allow students to say what they do to help at home. Prompt by telling them what chores are shared in your home, if necessary. Ask: Who sets the table? Who does the dishes? Who cleans the car? Do any of you carry out the waste? How do you divide tasks that need to be done?

SamplePages

● Are students beginning to answer questions?

● Are students participating in the discussion? Are they aware of the work involved in maintaining a home?

Support and extend Support: Use a multilingual approach in discussions with the class. Allow for differences and ask supportive questions if necessary.

Activities Assessment / observation Activity 2

● Refer students to the pictures in the Student’s Book. The charts show how two different families arrange tasks in the home.

● Students work in pairs and discuss each chart. They make connections between the two charts.

● Work with the whole class and discuss each chart in turn. Ask students what work is shared by the children in both families. What do the children do each day in Chart 1? Then ask what two tasks Sami and Shamila do. Why do they think Sam and Jane do more tasks than the children in Chart 1? Why do they think work at home should be shared?

● Can students identify the different tasks? Can they see similarities in tasks in the two charts?

● Can students begin to give reasons as to why work at home should be shared?

We live and work

MAIN

Activity 3

● Start by putting students into pairs and asking them to discuss how they help at home. What tasks do they already do? What could they do to help more? If they helped more, who would benefit? Encourage them to discuss the questions, listen to each other’s answers, and then ask each other follow up questions.

Activity 4

● Students work in pairs to complete Worksheet 2.1, discussing the activities they will put on the chart.

● They then work individually to cut out pictures from magazines that show these activities, or they draw them, in the left hand column of the worksheet. In the right hand column, they write how the activity will help These must be activities that they actually plan to do, and the focus should be on thinking about the consequences of their action.

● Assist students by listing home tasks on the board, if they are getting stuck, for example, tidying their room, making their bed, putting away toys and clothes, etc. At this age, these tasks are well within their reach.

● Allow students time to complete their worksheets. Some may need a little extra time to do this.

● Are students able to phrase clear questions and answers?

● Can they listen to each other, and respond appropriately?

● Can students identify areas where they are able to help at home?

● Do students show an understanding of how their help would be of benefit at home?

PLENARY

Support and extend Support: Use a multilingual approach and discuss tasks with each pair of students. Encourage them to express themselves clearly to their partner, and to allow their partner time to respond.

Talking point

● Prompt students to reflect on what happens if they don’t help at home.

● Can they identify areas in which help is needed at home?

● Are students able to solve the problem, by offering a personal action that would help?

Before you go

● Draw the lesson to a close by letting the class share three new things that they will do to help at home. Let them write these down to show to their grown ups at home.

● Praise them for their good intentions and remind them that you will follow up the next day, to find out how their extra help at home went.

Support and extend

Teacher reflection

SamplePages

Extend: Students could be supported to write a sentence about how they will help at home, and how this will benefit the family, that they can take home to show their parents/carers.

Reflection prompts:

● Who would have to do the work?

● How do you think your grown ups would feel?

● What more could you do to help, that would make your grown ups happy?

Support: Help students who are having difficulty forming sentences on their chart. If handwriting is a problem, they can just make a large tick next to the activity, to show they will do it. Make sure the students keep their charts for the final task.

Extend: Encourage students to show their charts to other pairs if time permits. They can ask each other questions about their charts.

Did the students understand the consequences of not helping at home? Did the charts they made show evidence of this understanding? Were the students encouraged to ask and answer questions, and to listen to each other and respond?

Activities Assessment / observation

Unit 2 Lesson 2 • Do we work better in teams?

Skill focus:

Collaboration

Learning objectives

Main SKILL

Collaboration: 2Cl.01 Working together

Work positively with others, contributing to a shared outcome by carrying out tasks.

Subsidiary SKILL(s)

Research: 2Rs.04 Recording findings

Record findings from primary research in pictograms, simple tables or graphic organisers.

RESOURCES

STARTER

MAIN

Topic focus:

Improving communication

Learning focus

Links to: Maths, English

● Students find information about teamwork in photographs of people working together and discuss what makes a good team.

● Students work on a team activity and reflect on how well they worked as a team.

● Students ask ten people whether they prefer working in a team or alone. They record the results of their survey on a bar chart.

● Student’s Book pages 20 21

● Worksheet 2.2

● Handful of uncooked spaghetti on a tray (per group)

Activities Assessment / observation Introduction

● Talk about working in teams. Ask students if they are part of a team or group, for example, a soccer team, or a drama group. Ask: What is the purpose of the team/group? What part do they play in that team/group? How does their part contribute to the success of the group as a whole?

Activity 1

● Begin by discussing the talking heads with the students. Ask for volunteers to read the first speech bubble aloud to the rest of the class. Explain that they are going to collect information by asking this focused question to ten people in the class.

● Students work in pairs. They write down the two options in the question and go round the class asking people if they prefer to work alone or in a team.

● First, get them to write down the responses by putting a tick next to the relevant option.

● Then they can the information they have gathered to complete the bar chart on Worksheet 2.2. They record their answers on the bar chart in the worksheet. They need to colour in one square for each answer.

● Are students able to answer basic questions?

● Do students say what they think (give their own opinions)?

● Are they able to record their information in a bar graph?

Support and extend Support: Use a multilingual approach in discussions with the class. Circulate while students are doing their survey and help them to record their findings in the correct column of the bar chart.

Activities Assessment / observation

Activity 2

SamplePages

● Start by asking the whole class a few general questions about the pictures. What are the people doing? Why are they doing this? How many people are in each team? How many are doing the same thing? Encourage students to ask questions if they are not sure what is happening in the pictures.

● Arrange the students into groups. The groups discuss the photographs and the questions, and then report back to the class. Give each group a turn to report back on one of the photographs.

● Use this opportunity to discuss teamwork in their groups if this is appropriate. Is everyone contributing? Are team members listening to each other? Are they allowing other members a chance to speak? Who will report back to the class? How will they choose this person?

● Ask each group: Which team in the photos would you like to be a part of? Can you say why?

● Are students able to find the relevant information in the photographs?

● Can students describe what the teams are doing?

● Are students able to give their own opinion, and give a reason for their opinion?

tinued

PLENARY

Activity 3

● Let the students build spaghetti towers in teams. Divide the class into groups of four or five and give each group a handful of spaghetti on a tray. Their task is to build a tower that stands upright, using only the spaghetti. They may break the spaghetti into smaller pieces, or wet it so it sticks together, but don’t give them these options unless they ask. Rather, let them think through solutions together.

● If you don’t have spaghetti, use any kind of material you have at hand, and get them to build something together. The focus is on teamwork, and how they feel about it, and not on the actual game itself.

● Students discuss how the activity went and say whether their teamwork was successful or not. They give suggestions about how to improve teamwork.

● Are the students able to express their opinion?

Support and extend Support: Write key words on the board for students who may be struggling to express themselves. You could also suggest that they draw a picture to express their choice.

Activities Assessment / observation

Talking point

● Prompt the students to reflect on what makes a good team.

● Did the students work well in their group?

Before you go

● Make a class bar graph on the board about whether people like working alone or in teams. Ask for a show of hands for each question. Elect a scribe to count the results and get a small team to draw up the class bar graph on the board.

Reflection prompts:

● Does everyone work alone in a team? Why, or why not?

● Did you work well together in your group? Why, or why not?

● What could you have done to be a better team?

● What does your research question show? Do most people prefer to work in a team?

Support and extend Extend: Help students to collect and collate the information from their bar graphs on the board.

Teacher reflection

SamplePages

Did I support the students in framing their questions? How successful was the group work? Do I need to write up group work rules for the class? Do I need to scaffold activities like the bar graph work more?

Unit 2 Lesson 3 • How do teams work in our community?

Skill focus:

Research

Learning objectives

Main SKILL

Research: 2Rs.01 Conducting research questions

Ask focused questions about a given issue.

Subsidiary SKILL(s)

Research: 2Rs.03 Conducting research

Conduct simple investigations, using interviews or questionnaires to find information and opinions.

Communication: 2Cm.01 Communicating information

Talk about a given issue, giving relevant information

RESOURCES

STARTER

MAIN

Topic focus:

Improving communication

Learning focus

Links to: English, Science

● Students write three questions about teamwork in their community.

● Students conduct simple interviews at home or with neighbours.

● Students talk about what they have learned about teamwork from conducting their investigations. They report back to the class about their research.

● Student’s Book pages 22 23

● Photographs or videos of various teams working together – street cleaners, road workers, hospital workers – any community workers. Perhaps a visit from a community worker is possible if you are able to arrange this.

● Worksheet 2.3

Activities Assessment / observation Introduction

● Use the pictures you have collected, or a video, as a prompt to talk about the teams that work together in your community.

● Involve students in the activity from the beginning by asking them to suggest or bring in some pictures of community workers. There may be students whose parents work in the community. If so, you may want to invite one of them to come and talk to the class about how they work with their team in the community.

Activity 1

● Introduce the story in the Student’s Book. Read the title and let the class ask and answer a few questions about the illustrations. For example: What does this team do? How many people make up the team? Where do they do their work? Students could work in pairs to familiarise themselves with the context too.

● Read the text to the class or let them read it themselves in pairs.

SamplePages

● Are students able to identify people who work in teams in their community?

● Do students ask relevant questions and give relevant answers?

● Are students able to work in pairs to ask and answer questions?

● Do students respect the questions and answers of others?

● Read the prompt questions below the text and explain that students will ask each other questions about the text.

● Students work in pairs to ask and answer questions. You can prompt them further with suggestions to help them to ask relevant, focused questions. For example: How does the driver know when to stop? Why do the collectors take turns to blow the whistle?

Support and extend Support: Use a multilingual approach in discussions with the class.

Extend: Have students make ideas maps about the different places they can source information on teamwork in the community.

Activities Assessment / observation

Activity 2

● Using the students’ suggestions and the pictures you have brought to class, have a short class discussion about people who work in teams in your community.

● Do students ask relevant questions and give relevant answers?

● Are students able to work in groups to ask and answer questions?

PLENARY

● You can focus on teams at school if this is easier. For example, ask Who runs the canteen? Who cooks – who serves the food and who cleans up? And what about the library – who hands out books? Who puts them back on the shelves? How do all these people work together as a team?

Activity 3

• Begin a class discussion about teams that help us. You can record the information in an ideas map like the one below, as the students volunteer their thoughts. If your class needs more help, you can write the three questions on the board.

keeping clean

● Are students able to phrase three questions for their questionnaire?

● Are students able to conduct a simple interview with their chosen person?

What teams help us?

travelling to places getting food

staying healthy

● Ask students: What does the team do? What does each team member do? How do they work together as a team?

● Students use the ideas map and the prompt questions to draw up three questions about a team that they have chosen, for example, a team of nurses, a firefighting team, a team of office cleaners.

● For homework, they find the answers to their three questions.

● For example, if they have chosen a train and its team, they would have the train driver, the ticket collector and the ticket seller, as part of the team. Using the three questions above: The train gets people from one place to another. The driver drives the train, the ticket collector collects tickets, etc.

● They can ask a member of their family, or one of their neighbours to help them find the answers. Or they can visit the library, or search on the internet.

● Students use Worksheet 2.3 to write down their three questions, and they fill in the answers when they interview the person they have chosen to interview.

Support and extend Support: Assist students who are finding writing the three questions challenging. You may want to make Activity 3 a paired activity.

Activities Assessment / observation

Talking point

● Let students share what they learned while doing Activity 3.

● Did students find it easy or challenging to do the interviews?

SamplePages

Extend: Students can interview more than one person, if they are comfortable doing the interviews.

Reflection prompts:

● What did you find easy to do?

● What aspect of the task was challenging?

● What help would you have liked to have?

● What advice would you give someone who was going to do this task?

Before you go

● Draw the lesson to a close by asking for volunteers to say what kind of team they would most like to join, and why.

Support and extend Support: Let students report back in pairs, if they conducted the interviews in pairs.

Extend: Some students may want to identify and talk about similarities in the teams that work together in the community.

Teacher reflection

Did I support the students with their questionnaires? What would I change the next time I do this lesson with the class?

Unit 2 Lesson 4 • How can games help us to work together?

Skill focus: Research

Learning objectives

Main SKILL

Research: 2Rs.03 Conducting research

Conduct simple investigations, using interviews or questionnaires to find information and opinions.

Subsidiary SKILL(s)

Collaboration: 2Cl.01 Working together

Work positively with others, contributing to a shared outcome by carrying out tasks.

Communication: 2Cm.01

Communicating information

Talk about a given issue, giving relevant information.

RESOURCES

STARTER

MAIN

Topic focus: Improving communication

Learning focus

Links to: English, Mathematics, Physical Education

● Students investigate different team games. They play the games and then discuss which ones they liked/disliked and which ones needed the most team effort. They complete a survey.

● Students work together to play the games in the lesson.

● Students talk about the games they played and do research about their classmates’ opinions on the different games.

● Student’s Book pages 24 25

● You will need to prepare for the games activity in this lesson. Ask parents or other teachers for help so that students can be supervised at all times.

● Skipping rope, rope for tug of war, soccer ball, games on a device, like an iPad, or a cell phone

● Worksheet 2.4

Activities Assessment / observation Introduction

● Play a quick game of ‘Simon says’, to warm up. You give an instruction for an action, and if you preface it with ‘Simon says’ the students must do the action. If you don’t say ‘Simon says’, and the students do the action, they are out and must sit down.

For example: Simon says clap your hands. (Everyone claps.)

Jump up and down! (Anyone who jumps is out.)

Activity 1

● Talk about the game you have just played. Ask some of these questions: Who was the leader? Does a game always have to have a leader? How did everyone move together in this game? Did you enjoy this game? Why, or why not?

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● Do students participate in the game?

● Can students talk about team games, using what they already know?

● Are they able to say what they like or don’t like about team games?

● Now talk about other games. Which team games do you like? Why? Does anyone not like team games? Why? When is a team game fun?

Support and extend Support: Use a multilingual approach in discussions with the class. Not everyone likes team games so make sure that those who don’t are also allowed an opinion.

Activities

Activity 2

● Students discuss the pictures in the Student’s Book in pairs, then answer the questions about the games.

Assessment / observation

● Are students able to talk about different games, giving relevant information?

MAIN continued

Activity 3

● Students look at the pictures of a game of tug of war. Have a class discussion about what is happening to make sure they all understand the game.

● Ask students to consider the questions in the prompts: What is the aim of the game?

What do the team players need to do to win?

Does it help to have someone leading the team?

What happens if they don't all pull together?

● Tell them to think about the same questions when they play other games.

Activity 4

● Students play the games. You will need to do some preparation in advance. Move to the playground or the sports field, as this needs space and could get noisy!

● You’ll need four stations – one for each game, and one adult in charge of each station. Groups of students move from station to station, playing the games. (You can also get the whole class to do the games sequentially, together, if that suits your context better.)

● Station 1: Tug of war with the rope, and a ribbon/scarf tied in the middle. The aim is to pull the other team so that the scarf moves to one team’s side, and the other team is pulled across the marker.

● Station 2: Football/soccer – the team needs to get the ball into the goal.

● Station 3: Electronic games – you may have to have a few devices here, all playing the same game, or students will have to queue to play.

● Station 4: Skipping – two at a time skip until one tangles in the rope and they are out.

Activity 5

● Students discuss the games they played, using similar prompts as those in Activity 3. Students then conduct a survey about them. They interview five students and record if they liked the game or not and if it involved teamwork.

● They use their information to complete two sentences on the worksheet.

Support and extend

● Do students contribute to the discussion?

● Can they explain the games clearly?

● Do students work together positively with each other – each doing their part in the team, so that they win?

● Are students able to form opinions from the information they gathered by investigating the four different games?

Support: You may need extra support from parents for the game playing lesson. Extend: Students who would like to write about all four games should be encouraged to do so.

Talking point

● Prompt the students to reflect on what they learned about playing in a team.

● Ask: What part did you play in the team that helped your team to achieve a goal/win the game?

Before you go

● Draw the lesson to a close by discussing other games that students play at home, or that their families play.

Support and extend

PLENARY Activities Assessment / observation

Teacher reflection

Reflection prompts:

● Which game did you enjoy most? Why?

● What part did you play in the team?

Reflection prompts:

SamplePages

● Did you enjoy working together to achieve a common goal?

Extend: Students can volunteer to explain to the class about any unusual games that they may play.

Did I help the students make links between playing a game and working together? Were students able to record their opinions on their worksheets? What more could I have done to support this activity?

Unit 2 Lesson 5 • What signs help us to live together?

Skill focus:

Research

Learning objectives

Main SKILL

Research: 2Rs.04 Recording findings

Record findings from primary research in pictograms, simple tables or graphic organisers

Subsidiary SKILL(s)

Research: 2Rs.02 Information skills

Locate relevant information in sources provided

Analysis: 2A.02 Interpreting data

Recognise that graphical and numerical data can show information about an issue.

RESOURCES

STARTER

MAIN

Topic focus:

Improving communication

Learning focus

Links to: English, Science

● Students work in pairs to collect information about signs in their area and record their findings on a worksheet.

● Students work together to collect information about signs, and to record the information.

● Students discuss a pictogram in pairs and discuss questions about it.

● Student’s Book pages 26 27

● You will need to prepare for Activity 3, as it involves collecting information about signs in the local environment. You could limit this to signs in the school grounds, or make it a homework project, under the supervision of the students’ grown ups.

● Photos or pictures of various signs for the introduction

● Worksheet 2.5

Activities Assessment / observation Introduction

● Use pictures of signs to introduce the lesson. Choose signs that are general, like toilet, wheelchair access, doctor, airport etc. as the class will look at some road signs in Activity 1, and school signs in Activity 2.

● As you show each sign, ask the class these questions: What does this sign mean? Where would you find a sign like this? Why do you think this sign is necessary?

Activity 1

● Let the students look at the signs for Activity 1 in the Student’s Book. Ask them to identify the signs and say where they have seen them. Talk about how you can share information with a community through signs that everyone understands.

● Students discuss the signs and the questions in groups.

SamplePages

● Can students identify the signs, and say why they are relevant?

● Can students identify the signs?

● Do students work together to answer the questions?

Support and extend Support: Use a multilingual approach in discussions with the class. Extend: Students can share information about specific signs, if they think of an unusual example

Activities

Activity 2

● Students examine the pictogram in Activity 2 in pairs and discuss questions about the pictogram. Let them try this themselves, while you circulate and help the pairs who may be struggling.

● Spend some time explaining how a pictogram works; that each picture represents one item.

● Explain that the numbers up the left are how many of each thing there is, and the pictures at the bottom are the thing that is being counted.

● So there are four toilets, for example, and eight classrooms. There are two offices and one tuckshop/canteen.

● Ask questions, for example: How many toilets are there at this school? How many different kinds of rooms are represented on this pictogram? What kind of room are there the most of?

Assessment / observation

● Can students locate the relevant information in the pictogram?

● Do they work positively with others to share information?

Activity 3

● Students work in pairs to find signs in the school environment, or around their home – depending on how you would like to manage this activity. You will need to warn the Head that groups of students will be moving around the school, counting signs.

● A parent or class assistant should accompany the groups. You could get the helper to take five pairs at a time.

● Each pair records their information

Activity 4

● Students use the information to make a pictogram using Worksheet 2.5. They draw the five different signs they find in the first column. Then they fill in the remaining columns, depending on the number of those particular signs that they saw.

● Do students show an understanding of what the pictogram is about and where to look for information?

● Are they able to work positively together to contribute to a shared outcome?

PLENARY

Support and extend Support: Help students who do not understand the pictogram, to see that one picture represents one object in real life.

Activities

Talking point

● Prompt the students to reflect on recording their findings. What did they find challenging about it? Did they work well with their partner?

Before you go

● Draw the lesson to a close by asking volunteers to share what information the discovered. Who has similar information? Did anyone discover an unusual sign? What is the function of the signs they found?

Teacher reflection

Extend: Students can make their own pictogram about signs in another environment, if they would like a challenge.

Assessment / observation

● Can students acknowledge their own contributions without criticising a partner?

● Are students able to feed back information about their research?

● Can they draw conclusions about what the signs are for?

Support and extend Support: Use a home language to discuss issues to wrap up the lesson.

SamplePages

Did I support the students enough in their quest to find signs around them? Did I encourage them to work together positively to reach a common goal?

Unit 2 Lesson 6 • How can we work together in our environment?

Skill focus:

Collaboration

Learning objectives

Main SKILL

Collaboration: 2Cl.01

Working together

Work positively with others, contributing to a shared outcome by carrying out tasks.

Subsidiary SKILL(s)

Reflection: 2Rf.03

Personal perspectives

Talk about what has been learned during an activity.

RESOURCES

STARTER

Topic focus:

Improving communication

Learning focus

Links to: English, Science

● Students work in a team to plan, prepare and take part in an activity to make a positive impact on the local environment.

Activities

● Students talk about what their group contributed to achieve the main outcome and fill in a worksheet individually.

● Student’s Book pages 28 29

● Prepare for this trip to a local park or a field nearby. You will need permission to plant plants, and for students to be able to return to your chosen place to care for the plants, pick up litter and sweep leaves, on a regular basis. You can modify this activity to suit your surroundings.

● This activity could be conducted in the school grounds if you do not have access to an open field or park. Ask parents or other teachers for help so that students can be supervised at all times.

● You will need rubbish bags and gloves for the teams picking up waste, and plants and watering cans for those who are planting and watering plants.

● Worksheet 2.6

Assessment / observation Introduction

• Explain to the class that they are going to go on an outing to improve their environment. They will be divided into groups, and each group will have a task to do.

• Ask students to suggest ways that they can improve their environment. How can we make our surroundings better/cleaner? What can we do to make the area around us look nicer? What problems are there in our environment that we can fix, or make better?

• Explain that there will be waste collecting teams, sweeping teams and planting teams. Ask for volunteers for each team. If students have offered other suggestions, and you feel they are something the class could tackle, then adapt the activity to fit with the suggestions.

Activity 1

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● Have a class discussion about how to prepare for the outing. This will help to define the tasks the students have to do. Prompt them to think about:

● what they need to collect waste, and where they will put the waste afterwards

● where they will sweep, and what they will do with the leaves

● where they could plant flowers

● where they will get water.

• Are students able to suggest a solution to a problem?

● Are students able to give useful suggestions about what is needed to improve the environment?

Support and extend Support: Use a multilingual approach in discussions with the class. Extend: Students could make a list of items they need, and tick off each item as they assemble their things.

MAIN

Activities

Activity 2

● Students examine the photographs and the captions in the Student’s Book. They decide what tasks their team will do. Give each student a copy of Worksheet 2.6 and ask them to write down their team goal at the top.

Activity 3

● Take the class on the outing. Students work in groups and all share in what has to be done. Put an adult in charge of each group to assist with the task, if necessary.

● Depending on your circumstances, you could have one group picking up waste, one planting plants, one sweeping leaves – or you may want them all collecting waste, or all planting plants. The aim is collaborative action to achieve a goal.

Activity 4

● Students discuss the questions in their group, and then report back to the class. They should select someone to be their spokesperson.

● They fill in the worksheet, individually, drawing what they did and writing a sentence saying what was good about the activity.

● Let students discuss what they would do differently, if they go on a similar outing in the future. Ask: What part of the task was challenging?

● Were you able to work together as a team? Did everyone have a chance to contribute?

PLENARY

Assessment / observation

● Are students able to work together?

● What can you do to make a difference, when working in your group?

Support and extend Support: Use a multilingual approach and brief the adult helpers about what the students should do. Extend: If students have access to phones, they could take photographs of their activities.

Activities Assessment / observation

Talking point

● Students discuss what they have learned from doing this group activity. What were they able to achieve by working together?

Before you go

● Draw the lesson to a close by asking the class how they can continue the good work they have done. Ask: Who will water the plants? How often do they need water? Who will pick up waste? How often should we do this?

Support and extend Support: Encourage the quieter students to speak during group discussions.

Teacher reflection

Did I encourage the groups to work together? Did I encourage students to find a problem to solve?

SamplePages

Extend: Make a plan to continue the work, by giving the groups follow up tasks. If possible, they should continue to water/sweep/collect waste in the place for the term.

Unit 2

Skill focus: Collaboration

Learning objectives

Main SKILL

Collaboration: 2Cl.01

Working together

Work positively with others, contributing to a shared outcome by carrying out tasks.

Subsidiary SKILL(s)

Research: 2Rs.04 Recording findings

Record findings from primary research in pictograms, simple tables or graphic organisers.

Communication: 2Cm.01 Communicating information

Talk about a given issue, giving relevant information.

RESOURCES

STARTER

MAIN

Final task: Working together

Topic focus:

Health and wellbeing

Learning focus

Links to: English, Science

● Students work in a group and each member of the group has a role. More confident students can do the spoken presentation, while the rest of the group can work on the written aspect to be presented.

● In groups, students record their findings in a bar graph, pictogram or table.

● In groups, students give a presentation and talk about their findings.

● Student’s Book pages 30 32

● Diagrams, pictograms and data gathered during this unit

● Additional poster paper to make large posters showing combined data of the class

● Glue, crayons, paints and any other materials you would like the students to use for their presentations

● Worksheet: Final task

Activities Assessment / observation Introduction

● Explain to students that they are going to do a presentation about how people work together. Each group will focus on one of the lesson topics from the unit.

● Divide the class into teams/groups and allocate an aspect of working together to each team, according to the ideas map in the Student’s Book.

● Explain that they will need to share out the work to be done in each team. Each team will need a leader, a researcher (if they need extra information), and people to collate and record the information on a poster. They will also need one or two presenters to do the final presentation.

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● Are students about to listen and respond to each other, as they allocate roles in their group?

● Do students ask questions about the task?

Support and extend Support: You may need to help some groups allocate work to each group member.

Activities Assessment / observation Activity 1

● Students work in their groups to understand the task. They discuss the data they already have and talk about how they will present it to the class. They can choose a pictogram, a bar graph, or words and pictures, depending on which area of the topic ‘working together’ they are covering.

● Once the groups have their task, allow some discussion of what kind of diagram will best suit their topic. So, for example, if they are reporting back information about the trip to the park, a table may be best, showing what the task was and how many students did what, and then giving some space for reflection of whether the task succeeded.

● If they are doing signs in our community, they could use a bar graph or a pictogram.

• Does everyone have a job to do?

• Do students understand that they need to collect data from the other groups and collate it into one piece for their presentation?

live and work

MAIN continued

● Help the groups to choose the graphic organiser that works best with their topic.

● Read the notes in the Student’s Book with the class.

● Circulate as the groups are discussing the task to make sure that everyone has a role to play and is involved in the project.

Activity 2

● Remind the students that their worksheets show a record of all the data they have collected in this unit.

● They may want to add data, or illustrate their work. The researcher can look for extra information, should they decide to do this.

● The team work together to count and check their data, before drawing it out neatly on a poster.

● Let students use the success checklist in the Student’s Book to ensure that they have covered all aspects of the task.

● Allow time for the recorders and presenters to complete their work and their planning.

Activity 3

● Each group takes a turn to present their findings to the audience.

● They follow the prompts given in Activity 3.

● Let members of the audience ask questions after each group’s presentation.

Support and extend

Activities

REFLECTION

REFLECTION

● Do team members help each other to check data?

● Can they apply the success criteria to their own work?

● Do team present their information clearly?

● Do they answer questions confidently?

Support: Groups may need help with their posters.

Extend: Students can identify other ways they can contribute to the group work.

● Prompt the students to reflect on what they have learned about working together to record information and communicate it to a wider group.

● Ask: Which particular activity taught you something new about yourself?

● Students complete Worksheet: Final task.

Before you go

● Draw the lesson to a close by asking the class questions such as: What did you learn from doing this activity? How do you feel about teamwork? What do you think you contributed to the team?

● Encourage students to talk about which role in the team they enjoyed the most. If they did another group presentation in the future, which role in the team would they want to do?

Assessment / observation

Reflection prompts:

● Was it odd to be doing group work about how groups work?

● What new information did you learn?

● How did you enjoy working in a group? What did you like/dislike about it?

● What tips can you give to others about working in a group?

Support and extend Support: Work with each group and discuss some of the data on their posters. Ask students in the group to give their opinions about the data.

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Teacher reflection

Extend: Display students’ posters in the school corridors, so that other students can ask and answer questions about them.

Which students need more help with research skill? Did I provide enough support with the posters that students made?

What else could I have done to build skills? What will I do differently next time?