Students were grouped (8 or 9 per group) and given $30 of fake money.
Each round they gave up an amount of their choice. The group total was added and then shared equally between group members.
The top half of the table shows the amount each group donated per round, and the amount each player received back in each round.
The bottom half of the table shows the totals each group member had after the game. Remember each student started with $30.
The range from highest to lowest was fairly consistent.
We will reflect on our learning and share it here.
27 August Pros and cons of Competition and Co-operation
26 August Analysis of PE relays which we organised.
Rich
Context/Big Idea: Competition
or Co-operation – which is better?
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Curriculum
Area(s) : Social Studies/ English
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Social
Studies Level 3
Students will gain knowledge, skills, and experience to:
•
Understand how groups make and implement rules and laws.
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Enduring Understandings
|
Essential
Question(s):
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The children will understand that:
1. Competitions
have written rules for a purpose.
2. We might
agree or disagree with that purpose. (America’s Cup).
3. Groups have
unwritten rules for a purpose (social thinking).
4. We might
agree or disagree with that purpose.
5. Understanding
the reasons for rules can cause us to co-operate more willingly.
6. Understanding
how people break and stretch rules can change how we co-operate or compete.
7. We can choose whether to compete or
co-operate. They both have pros and cons.
|
1.
What is competition?
2.
What is co-operation?
3.
What is collaboration?
4.
What do we mean by ‘fair’
competition?
5.
Why do we compete? Pros/ cons.
6.
Why do we co-operate? Pros/
cons
7.
Why do we collaborate? Pros/
cons
8.
Who makes the rules? Can we
trust them?
9.
Are international competitions
useful? Why/ why not?
10.In what ways can people compete fairly?
11. How
can they compete unfairly?
12.Is it ever okay to cheat? Why/ why not?
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Six
Facets of Understanding
|
4
Cornerstones: Maeroa Learning Competencies
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Explain
|
Interpret
|
Apply
ü
|
Perspective
ü
|
Empathise
|
Know
Ourselves
ü
|
CRITICAL
EXPLORERS
ü
|
EFFECTIVE
COMMUNICATORS
ü
|
POSITIVE
CITIZENS
ü
|
ORGANISED
LEARNERS
|
|
Learning Intentions:
|
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The
children will be able to: (KNOW-factual knowledge, 6 facets of
understanding)
Remember: Definitions
of key words
Understand/ explain: Presence of
and reason for written rules of competition.
Presence
of and reason for unwritten rules of groups.
Interpret: The
perspectives of others.
Empathise: See varied perspectives;
why act within the rules? Why not?
Apply: Discuss
choices of people in certain scenarios.
Self knowledge: Consider
choices they personally might make.
|
The children will be able to SHOW their understanding (learning competencies... ) by:
1. Explain and
apply the meaning of key words e.g. competition, co-operation, fair/ unfair.
2. Play games
and discuss their feelings in a range of fair/ unfair/ competitive/
co-operative contexts.
3. 4 quadrant
chart of + and – of competition and co-operation.
4. Analyse
international competitions. Research their value/ costs. How are they useful/
not useful/ fair/ not fair?
5. Analyse ways
to compete fairly/ unfairly. Discuss why to act within rules? Why not?
Is it ever okay to
cheat? Why/ why not?
6. Research ONE
sport played internationally. Who makes the rules? What happens if someone
breaks the rules? (on the field e.g penalties etc/ off the field e.g.
committees to discuss serious misbehaviour).
7. In what
circumstances are there unwritten rules? What are some of the unwritten rules
of…a game they play with friends/ their family/ people in an elevator/ their
church/ a powhiri/ a marae etc. Who makes these rules? How are these useful/
not useful?
8. Discuss how
they feel about which is better - competition or co-operation? Give reasons
why. Class to come up with interview questions, share them, – film interviews
and publish on blogs.
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Assessment:
Performance Tasks: (SHOWING
understanding of learning intentions)
|
Other Evidence: (Eg.
summative, diagnostic testing/tasks)
|
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REMEMBER: Key words defined
on following tasks.
UNDERSTAND: 4 quadrant
chart showing pros and cons of rules for competition and co-operation
ANALYSE – costs/
benefits of international competitions.
CREATE – effective google
presentation showing research and asking questions.
EVALUATE – Give own
opinion about comp vs co-op ( or collaboration?)
APPLY – Use learnings to
see other perspectives and make fair choices.
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Learning
Plan
|
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Immersion:
|
Thinking
Tools
|
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Activities
|
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1. Knowledge
attack definitions – competition/ co-operation/ fair/ unfair… so they can explain the meaning of key words e.g.
competition, co-operation, fair/ unfair.
2. Brainstorm
and read info to develop a 4 quadrant
chart of + and – of competition and co-operation. (Google docs).
3. Brainstorm
and read info to analyse international
competitions. Research their value/ costs. How are they useful/ not useful/
fair/ not fair?
4. Create games
in PE. Play card games/ musical chairs/ mime games/ relays and set them up to
be played fairly/ unfairly. (Give lollies as drugs/ tell them they can’t win
because their country is poor etc) Analyse
ways to compete fairly/ unfairly. Discuss why to act within rules? Why not? Discuss: Is it ever okay to cheat? Why/ why
not?
5. Discuss their feelings in a range of fair/
unfair/ competitive/ co-operative contexts.
6. Research ONE
sport played internationally. Who makes the rules? What happens if someone
breaks the rules? (on the field e.g penalties etc/ off the field e.g.
committees to discuss serious misbehaviour). (Homework task.)
7. Discuss in
groups: In what circumstances are there
unwritten rules? What are some of the unwritten rules of…a game they play
with friends/ their family/ people in an elevator/ their church/ a powhiri/ a
marae etc. Who makes these rules? How are these useful/ not useful?
|
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