How can I communicate my opinion?

1. Real Life Situation

My friend Jenny has told me that our local park will be turned into a waste tip. I am really shocked. I often go there with my friends to play football and talk. Why can’t they build the waste tip somewhere else?

At school we talked with our teacher about the waste tip and decided to write a letter to the local government to tell them what we think. We spent a long time writing our letter. We wrote all the reasons that we think the waste tip is a bad idea. We had a lot of hope that our letter would change the mind of the local government.

We waited a long time for the local government to reply. We have been invited to attend a public meeting to present our opinions about this project. We are preparing our ideas and presentations.

2. Introduction

The teacher has told us that since there are less and less children going to our school, there
are empty classrooms in our school building. The head teacher wants to do something with these empty classrooms. At the moment he thinks the best option is to rent these classrooms to other interested parties. Fortunately we have our yearly school meeting coming soon. This will be the opportunity to show the head teacher what other options there are for redesigning the classroom. It will be much nicer for us if we have some extra space. 

The head teacher would like to have different proposals so that they can choose the best option. Your school wants to be a sustainable school, so it is very important that this spare classroom is as sustainable as possible.

3. Task

In this web quest you are going to find out what function the spare classroom in your school will have. You are going to do research to investigate different options and decide which option is best for your group. If you have selected a new function for the classroom you will need to re-design it.

In a final discussion with other groups you will decide which group has the best proposal. 
You will learn to collect information from the internet and you will also make preparations to discuss your results with your classmates.

4. Activities


Activity 1: The new classroom
Activity 2: What have other schools done?
Activity 3: Make your own classroom
Activity 4: Discuss the designs of the classroom

 Activity 1: The new classroom

What do you want to do with the new classroom? Your first idea may not always be the best one. By creating a mind map you will be able to think of all the possibilities, without thinking of disadvantages, costs or difficulties.

Below you will find some examples of different classrooms. You can design a multifunctional classroom , with special furniture , an after school club , a computer room , research lab or something else. Bear in mind that the school wants to be a sustainable school. 

a)    Create a mind map with your group. Look here for a worksheet .Write down all your ideas.
b)    Next, select the idea you think is the best from the work sheet. Do this without help from the others in your group. Write down the reasons why you think this idea is the best.
c)    Exchange your ideas in your group. Select the best idea and explain why your idea is the best. You will need to convince your classmates of this. You will need an argument which explains why your idea is the best to help you do this.

 Activity 2: What have other schools done?

See if you can find schools in the neighbourhood with a similar classroom. What did they do? Try to make an appointment to visit the classroom and prepare some interview questions.

 Activity 3: Make your own classroom

You have seen some pictures and a real life example. Now it’s time to put your ideas into a design. Think about what adjustments you can make to your design to make the classroom as sustainable as possible.  You’re going to make a plan of the classroom and a 3D drawing.
Your plan should look like this.

 Activity 4: Discuss the designs of the classroom

You will have a discussion with the whole class, but first you need to prepare yourself.

a. Practice giving your opinion. In pairs practice what you want to say in the discussion. First, you will tell them your opinion in one minute. Your partner keeps track of the time and will comment on what you just said. After that, switch roles.

Take note of the following rules:

o    You will have one minute to speak and give your opinion or react on somebody’s opinion.
o    After 5 minutes the teacher will select one pupil who will try to summarize what has been said in the past 5 minutes. This means you have to pay attention to what is said in the discussion.
o    If you want to say something you have to stand up. The teacher will let you know when you’re allowed to speak.
o    Let each pupil finish speaking.
o    Ask a pupil if they can explain it differently if something is unclear.
o    Say if you want to respond to a statement or on an opinion just given by another pupil.
o    If you’re reacting to another opinion, look at the pupil who just made these comments.
o    Stick to the subject.
o    Speak clearly and concisely,

b. Read the statement written on the whiteboard.

You will have a discussion with (part of) your class about this statement.

5. Reflection

Write down three things you have learnt about how you can communicate your opinion.

Write down two things you would like to find out more about.

Choose one of these things, how could you find out more about it?

Social learning wall

6. Conclusion

After this web quest you will be able to have a discussion with somebody else and form an opinion based on an argument. You will have also designed a classroom. It might be a good idea to invite your Headteacher into the classroom and tell them your ideas.

7. Teacher notes

Age: 8 -12

Activity 1: The new classroom (20 minutes)
Activity 2: What have other schools done (30 minutes)
Activity 3: Make your own classroom (50 minutes)
Activity 4: Discuss the design of the classroom (20 minutes)

Learning objectives:

By the end of the quest all students will:
Create several arguments using their opinion.
Know how to brainstorm.
Listen to other arguments and react to them.
Understand the reasoning of others.
Be capable of giving their argument.
Be able to convey their ideas in a diagram.

Curriculum / Subject (cross-curricular links):

Supporting Information

Teacher assesment framework

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Когда-то, тысячи лет назад, у нас были большие города, могучие и умные машины, и к тому же мы обладали магией.

Человек подался вперед, Маусглов " " выстрелил.

Кэтрин же, в отличие от нее, безмятежно спит в своей белой спальне, и на ее бледной шее подрагивает луч лунного света.

Малюсенькое, крохотулечное недоразуменьице.

Это весьма близко касается характера предстоящей вам работы.

Бен сразу же признал в них буи, какие имеются в снаряжении каждого китобойного судна.