LESSON PLAN 3 Town Planner Report Learning Area: Year Level: 6 (BAND 4) Learning Area Technology and Design

Date: Time: 45 minutes Content Description Critiquing Cr 4.2 Impact Consider the appropriateness and effects of products and systems on community/environment Elaborations Research, consider and communicate consequences, eg posters, media releases and web page production about rainforest logging, tap designs for people with impairment of the hands Write a range of texts with overall cohesion, incorporating information from other sources, with support, eg narrative, poetry, report, simple explanation, summaries, biography, autobiography, discussion Critically analyse and research a wide range of data on a current issue to develop an informed viewpoint in order to advocate recommendations and courses of action [LT-R]

Languages

Writing W 4.1 Communication and Cultural Understanding Write texts of two or more paragraphs for a range of purposes to a given audience on a variety of familiar topics, using a basic repertoire of text types Environments Env 5.2 Environmental Awareness and Care Examine the economic, political and technical responses to issues arising from current resources and land use

Studies of Society and Environment

Lesson overview Students are to write a report (500 words) in the view of a town planner to decide wether the theme park is a good or bad thing for the town. They need to use arguments for and against and give recommendations on how to reduce the impact on the environment/community. Resources Paper, pens, pencils, rulers.

Time 10 minutes

Steps Teacher leads a discussion on why a theme park being built might be a good/bad thing for any particular town. Ideas can be brain stormed on the board. Students write their short report. Pack up

Teacher Notes Check for understanding: Students to come up with ideas such as: Creates jobs, gives people something to do for he pros and creates pollution, more traffic etc. for cons.

30 minutes 5 minutes

Check for Understanding: Did the students complete the task?

Assessment Assessable evidence of students learning will include: The level of understanding shown throughout the activity. Participation in discussions. Students thought process of pros and cons Students spelling/grammar/handwriting.

Self-assessment: Ask yourself these questions: Did the lesson go to plan? Were the students engaged throughout the whole lesson? Did it work with a whole class discussion? Did any students need any extra one-on-one help to achieve a better understanding? Would you change anything? Was there enough time for students to get everything done and produce their best possible work (if not, consider giving students more time)