Lesson 1 • Pack it in!
Unit 1 Skill focus:
Topic focus:
Links to:
Research
Looking after planet Earth
Art & Design, English
Learning objectives
Learning focus
Main SKILL Research: 56Rs.02 Information skills Identify sources and locate relevant information and answers to questions within them.
• •
Students locate information from a source to respond to questions. Students comment on the source of information, with reference to author and purpose.
•
Students contribute ideas to improve the efficiency and efficacy of the task. Students communicate clearly and positively.
Collaboration: 56Cl.01 Working together Work positively with team members, contributing useful ideas and helping to solve problems to improve teamwork or to achieve a shared outcome.
•
s
Subsidiary SKILL(s)
Students listen and respond effectively to collect information for research.
• • •
Student’s Book pages 1–3 Examples of packaging (optional) Different materials for wrapping (foil, paper, cellophane, cardboard, cloth, etc.) and items to wrap (rice, fruit, bread, etc.) Worksheet 1.1
e
Activities
Assessment / observation •
Activity 1 • Look at ways in which different products are packaged. Use the picture in the Student’s Book and/or bring in packaging (boxes, jars, bubble wrap, polystyrene, etc.) to show students. Discuss the reasons why these materials are used for packaging. Ask: Why do we package items? Encourage students to reflect on the function of packaging, for example, protection, to improve its appearance, hygiene.
•
pl
Introduction • Look at the picture on the opening page with the class. Ask: What can you see? Accept all viable suggestions. Students use think-pair-share to answer the questions on the page. • Read the In this unit you will… points aloud to the class.
Sa
m
STARTER
•
Pa
RESOURCES
ge
Communication: 56 Cm.02 Listening and • responding Listen to ideas and information about an issue and ask questions relevant to the issue.
•
•
Activity 2 • • Divide the class into groups of two or three. Give each group a different packaging material and a solid food item to pack into it, such as fruit, • rice or bread. Students use their packaging to wrap the item as well as they can. • • Students assess their material’s usefulness for packaging the food item they have been given, using the star chart questions in the Student’s Book. If time is limited, reduce the number of criteria they should assess. Support and extend
Are students heads up, listening, ready to learn? Are partners speaking equally and on topic?
Are individuals listening and sharing their ideas? Are they building on each other’s ideas?
Do students work well in their groups and support each other? Do all group members contribute useful ideas? Are they all participating?
Support: Students could talk about what materials are used in the examples in the picture or packaging you have brought in yourself, for example, cardboard for pizza boxes or plastic for coffee cup lids. Extend: Ask students to make a list of the best packaging material for different items (mobile phone, drinking glass, metal bowl, meat, etc.) and explain their reasons.
© HarperCollinsPublishers Ltd 2023
1
Unit 1 Redress the issue