ࡱ> ` (bjbjss  ^^^^^^^rV&V&V&8&'r:j(((((((((***9999999$j;h=9^&+)"*&+&+9^^((((9...&+l^((^((9.&+9..:4,^^4((( `CV&,p4 ;6D90:4.>-6>4>^4L*0C*".e*****998.d***:&+&+&+&+rrr V&rrrV&rrr^^^^^^ Certificate in Education & Professional Graduate Certificate in Education LESSON PLAN Teacher: Mrs Green Course title and year group:Suitable for Levels 1or 2 or 3 if adapted to individual needsModule: Session date:Session location and time:1hour 45 mins approx timings may need to be adjusted for differing literacy levelsSession topic: Sustainability Issues Imagine a Better Future...Syllabus and functional skills references: Links to subject specific syllabus e.g. Textiles, Construction, Retail Take part in discussion, create documents to communicate ideas in a style to suit purpose, read and understand a range of texts, listen effectively Session Aim/s (a sentence making clear the broad statement of intent) To introduce issues relating to sustainability Learning Outcomes (by the end of the session students will have started to explore the following: The current situation on earth and issues relating to the sustainability agenda in terms of the environment, poverty, war, social inequity, etc Their current values beliefs and assumptions in relation to their judgements on this Ways in which they can imagine a better future Ways in which they could influence the future individually and as a community How they can take ownership and responsibility in working towards a better future Minimum Core elements addressed from Part A or B: Purposeful use of ICT Listen Effectively Use spoken English effectively Interpreting written text Using genre to develop writing Developing spelling and punctuation Professional Standards addressed by Domain: AP 2.1,2.2 BP1.2,1.3,2.1,2.2,2.3,2.5,3.1,5.1 CP1.2,2.1,3.5 DP1.3,1.2 Which of the 5 Every Child Matters Outcomes addressed: Make a positive contribution, Achieving economic wellbeing, Be Healthy, Enjoy and Achieve, Stay Safe  Differentiation (which individuals or sub-groups is it necessary to make particular provision for because there are additional learning needs, support needs, specific contexts or significant levels of prior learning - and how will you support these students?): Support of written text with audio version through link to website, learners to work in pairs on activity 1 to support each others reading skills, peer learning, group work and discussion, use of audio as well as text to communicate ideas, range of levels of questions to groups and individuals, independent learning. Omit slide 6 for lower level learners if too challenging. Subject matter can be adapted and tailored for differing levels and differing knowledge of sustainability. Explain any new words and write on flipchart. If printing out powerpoint as handouts will need to print in black and white as text on dark background is unclear. This is a generic lesson plan and presumes some low level understanding/prior learning regarding sustainability you may wish to adapt the vocabulary to suit your own learners. TimeContent & ObjectivesTeacher activityLearner activityResourcesAssessment strategies5 minsIntroductionExplain will be looking at sustainability check understanding of this word if needed. Tell learners lesson is linking it to the idea of a better futureListen, ask questionsFirst powerpoint slide 5 mins  The Fantasy planet  Play link to audio from Unesco website resource highlighted in blue on slide 2 of PP if you do not have ICT resources you can read the transcript out to the group or ask them to read in pairs or small groups If they are using the transcript remind them they may want to underline the main points  Listen to audio link of the fantasy planet Follow written transcript at same time if need to Listen more than once if needed if PCs are available learners could listen with headphones  Powerpoint slides Audio link taken from  HYPERLINK "http://www.unesco.org/education/tlsf/" http://www.unesco.org/education/tlsf Written transcript of audio link  20 mins Activity 1 Responding to the fantasy planetDivide learners into pairs and ask them to discuss and respond to questions about what they heard remind them they can use the transcript to help them you may wish to pair up learners of differing ability to support reading skills Ask each pair to feedback to the whole group In pairs answer the questions on the worksheet about what they heard Feedback to the groupWritten transcript Question sheetLearner feedback and discussion Nominated questions to involve all group  15 mins Drawing comparisons  Reveal to the group using PP slide that the planet was actually Earth at this present time how do they feel about that? In same pairs ask them to highlight features that are the same as Earth and think of examples globally and locally you may have to get them started e.g. the forest might be the Amazon but could be Exmoor, the factories might be an industrialised country such as USA or China or Hinkley Point Write up on flipchart or Smartboard Work through the transcript and highlight facts/features that are like Earth industry, rivers, forests, high populations, areas of poverty think of global and local examples You may wish learners to concentrate on areas that relate to their own subject specialism e.g. engineering, science, construction, health and social care, leisure industry Powerpoint slides Highlighter pens Written transcript Flipchart or Smartboard to record responses . Learner feedback Nominated questions to check individual understanding 5 minsMaking Judgments (optional)If you feel this is appropriate to your learners level discuss the questions on slide 6 as groups of 4, ask them to question their judgments and the values, assumptions, beliefs that lie beneath these, and why it is often more acceptable to judge those further away from us than our own actions - In new groups of 4 discuss the questions on slide 6 and nominate one person to feedback opinions to rest of groupSlide 6 of Powerpoint Results of discussion30-40 mins depending on literacy levelsActivity 2 Imagine a better futureAsk learners to imagine the planet in the future if all mankind had lived sustainably you may want to use a different word but encourage them to think about how we might do things differently. Stress that the same things are there as listed on powerpoint slide housing, industry etc. to stress that it is a better future not an idealistic one e.g. we still have to function as a civilised societyIndividually draw your vision on a large sheet of paper. Work in a new pair to share your vision, and what informed it, what is needed to create this vision, what implications does it have for what you or your community does now. How does your partners vision differ from yours. Write a report on the planet with a better future learners can choose to use the same style as the spaceship report or a more traditional report style. They should write about the same features as in the original eg what the housing, farms, countryside and industry is like but from the perspective that the inhabitants have lived sustainably.Paper/pens or PCs/laptops if available Completed written reports10 minsExtension activity (if time allows)Ask each pair to present report to another pair are there any similarities? Verbally summarise their reports to another pair or get another pair to read and make comments on their report Learners could upload their reports to a space on Scoodle Course Scoodle areaQ and A5 minsSummaryWhat were the main features to our vision of a better future? How had it been achieved? What do we need to do as individuals and as communities?Listen, ask questions Try and think of the most important action you could take as an individual, and as part of a community, towards a better future and share with whole group. 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