We will use the Design Cycle to explore the Statement of Inquiry: As urban environments develop, disparities become more apparent.
Before you begin: As a class agree on a definition of the terms ‘settlement’ LEDC and MEDC.
Lesson 1. As a class watch the movie “Megacities”.
As you watch the movie carry out the thinking routine Connect-Extend-Challenge
Brainstorm: What did you discover about disparities in urban environments from this movie?
Brainstorm: What are the big ideas in the movie?
Discuss your ideas and share your Connect-Extend-Challenge with someone else.
ATL Social Skills – Collaborate Effectively
You will need the skills of – collaboration, research, thinking, self management and communicating to be successful. You MUST WORK AS A TEAM.
Get into groups of 3.
You need to inquire more deeply in to the Statement of Inquiry: As urban environments develop, disparities become more apparent.
Before you start, watch this quick movie about COLLABORATION
- Start by making a list of questions that you will need to answer to find out about the Statement of Inquiry. Write the list of questions on a piece of paper.
- Find out the answers to the questions using the resources below. Record your answers on your discovery boards. You can add the ideas you recorded from the movie “Megacities”.
- Your information should be communicated through a variety of means e.g. maps / writing / statistics / pictures
- When you are collaborating you should remember to: Follow and lead, do your share of the task, listen respectfully to the ideas of the others in the group, be reliable. Which of these qualities do you need to work on?
- You must also build a vocabulary list on your discovery board that clearly states the new word and gives a precise meaning.
Here are your resources:
This link will take you to a short movie about cities in LEDCSs:
(Username: ruthclarke password: nanjing)
KEEP YOUR DISCOVERY BOARD ORGANISED
- You now have 20 minutes to discuss what you have found out about the statement of inquiry.
- You should all contribute your research to the discussion. You can repost the discoveries on the boards with connections made clear as your discussion progresses.
- Organise the research so that you have key points related to the Statement of Inquiry.
Define the Problem GLOBAL CONTEXT EXPLORATION
In your group of 3 you need to decide who is person A, B and C.
You will now interview each other. One person will write down everything that is said without interrupting the speakers.
The topic of the interview is cities are bad.
A interviews B (4 minutes) and C writes
B interviews C (4 minutes) and A writes
C interviews A (4 minutes) and B writes
Now circle the benefits in red and the challenges in blue.
Now use this information to write a question that begins:
‘How might we…. ‘
and includes something about the benefits or challenges of settlements in LEDCs.
Lesson 8: In your groups think up as many solutions to the problem as you can. You have just 4 minutes!!
Now think up as many radical or stupid solutions to the problem that you can! You have just 4 minutes!
Now draw some solutions. You have just 4 minutes!
Look at all of your solutions. Can you combine them in any way to find a final solution to the problem? You must keep a record of all of your solutions as you will now make a prototype to present them to the class.
You will now show what you have learned from the process you have gone through so far by presenting the solutions to your problem. You will be assessed on this. How this assessment will happen depends on you. You will have control of the assessment.
Here is the task sheet:
Watch Austin’s Butterfly about the power of peer feedback.
Share your rubric with a partner group.
Present to the partner group. The partner group will give you specific feedback related to your rubric. You must use this feedback to EVOLVE your product and presentation ready for the final grading by your teacher.
You can have one lesson to fix up the presentation.