Lesson 2: Group work – researching the emergency services
- Prepare for a class debate, researching relevant information
- Identify the key roles of an emergency service and feed back to class
Starter (10 minutes)
Recap on what an emergency is through paired discussion and card sort, prioritising emergencies according to their severity, resource SL1.1. Briefly share pupils’ conclusions and ask for reasons at a few points in the feedback.
Main (35 minutes)
Introduce objectives and define a debate, i.e. presenting opposing arguments on a statement or belief, which is then voted on. The debate they will be preparing for is ’Some emergency services are more of a priority for funding than others’.
With the TA give an example of arguments for a debate topic such as ‘Computers are bad for our health’, to show that debating is best when arguments are based on knowledge and research as well as opinion. Split pupils into three groups and explain that in this lesson each group will research the role of an emergency service. Emphasise that pupils only need to include research that will help their argument in a debate
Model KWL (what do I know, want to know, have learned) questions and note-making for the debate on IWB/flipchart, using resource SL1.3 and drawing on resources SL1.3a–c for information. Tell groups they will be asked to report at least five key points about an emergency service in the whole-class plenary.
Independent: Fire service
Using resource SL1.3b (if helpful, see a further selection of information sheets from DirectgovKids) Each member of group to read and highlight keywords and phrases. Jointly complete resource SL1.3 and gather five key points to report back to whole class.
Guided (two groups)
- Ambulance service
Teacher and TA undertake shared reading and writing using resources SL1.3a and SL1.3c for information and resource SL1.3 for note-making and support the groups to arrive at five points of key information to report back to the class. Rehearse pupils’ use of language as they prepare their feedback.
Plenary (15 minutes)
Each group/individual reports their findings to whole class. Teacher or TA records the three points from each group/individual in the form of three columns, one for each of the emergency services.
Recall objectives and consider the type of language they have used to report back to the class. Say that next lesson you will look at the language of debate.
Refer pupils to their journals to assess how they have used their speaking and listening skills to help their collaborative research today.
- How did they work in their groups?
- Did they all contribute?
- What could have been better?
interactive whiteboard (IWB)/flipchart; resources SL1.1, SL1.2 pupils’ journals, SL1.3 a-c
Suggested focus words
- discuss, group, partner, speak, police
- listen, contribute, debate, circle, ambulance.