Topic : Planning

It is suggested that you divide this lesson into two. During the first lesson elicit the sequence of the tools to be used. During the second lesson the students will actually work out the sequence.

Aims : To provide the pupils with the opportunity to use a sequence of tools before planning an event.

Objective/Goal: By the end of the session the pupils should:

1. Feel more confident when using a sequence tools,

2. Realise the importance of the time keeping throughout the exercise,

3. Identify areas where they could practice the tool (transfer),

Warmer : Ice-Breaker (5 minutes)

Activity : Story

John wanted to organise an outing during the Easter Holidays. He was convinced that everything was going to be perfect and so he invited all his classmates. His friends liked the idea so much that they all accepted the invitation.

The big day arrived and John woke up very very early to prepare for the outing. He set off to the village square where he was supposed to meet the group. By 8.30 all the friends were there and they left for Valletta to catch the bus that would take them to Mellieha. John had told the group that this is a lovely place for walks.

At 11.30 the group arrived in Mellieha. Some people were already tired, some others were hungry and others did not enjoy the bumpy ride. When they got off the bus John started hearing the first complaints but thought that everything would be fine when they started walking. John thought that once they got to the beach they could stop buy some food and rest.

As soon as they started to walk they realised that there was a lot of traffic on the road and that the pavements where narrow and only one person could walk at a time. So they ended up walking in a single file for most of the way. They could not really talk as traffic made a lot of noise. So they got to the beach really angry at John because he did not tell them about these things. John spent the rest of the day alone because no one wanted to stay next to him because they said that he ruined their day.

Rationale : Starting this session with a story will help the pupils realise how important it is to think before we act. They will be much more likely to generate responses throughout the lesson because they can associate the use of the tool with the story.

Activity 2 : Discussion (10 minutes max.)

Why do you think that this happened? What went wrong? How could John avoid these problems?

Activity 3: Developing a Sequence -

Topic Going on a School Outing.

At this stage the teacher suggest the use of the thinking skills to organise or plan an activity. (if children don't point it out).

A sequence is then developed. The teacher could suggest the sequence to be worked out by the pupils.

Sample Sequence. A suggested sequence can be found below. Further details about each individual tools can be accessed through the main page of this section click on Lesson Material.

A.G.O.

Why are we going on an outing?

CAF.

What should we think about before we decide on a place to visit?

Fip.

Which are the most important 3 points?

APC

With these points in mind, what alternatives do we have?

Fip

Which one is the most popular?

CAF

What should we consider before going to this place?

P.M.I.

Let's do a P.M.I. about this outing

C & S

What can happen as a result of this outing?

Activity 4:

Recap and concluding comments (7 minutes)

Teacher summarises what was covered during the session. Alternatively the teacher could elicit what was covered from the pupils.

Materials needed:

Loose sheets of paper (Unless they have the Thinking Diary already in hand)

Flipchart paper and markers if there is no board in the room being used for the sessions.

Portable reverse timer

Symbol of the tools to be used