Ten thinking Tracks

May 9, 2011Download as PPTX, PDF1 like1,212 views

This activity explores the issue of lowering the voting age in Australia from 18 to 16 by having students think through the key considerations from multiple perspectives. Students will discuss what they already know about voting age, consider both the potential benefits and drawbacks, reflect on how the issue makes them feel and might affect others, think of possible improvements, challenge any assumptions, and finally share both individual opinions and a group decision on the matter. The activity aims to develop students' skills in critical thinking, perspective-taking, and collaborative decision making.

Topic: Voting
Year 6P
Activity for Students

Information for Teachers

A Bill has been put forward to lower the
voting age of Australian citizens from 18
to 16.

There has been a tremendous amount of debate about
this. To help solve the issue, your local government is
approaching students, such as yourselves, from all over
the state to ask what they think.

Let’s think about it!

NEXT

Feelings
What is it? Bright Side
Click on the
tracks to start
Knowledge
thinking!
Down Side

Is it fair? Improvements
We- Think

Thought Police
I-Think

Feelings
What is it? Bright Side

Knowledge
Down Side

Is it fair? Improvements
We- Think

Thought Police
I-Think

Knowledge
•What do we already know about this?

•What do we need to know more

about, and how can we find this out?

•Is this similar to anything we already know
about?

The Bright Side
•What are the good aspects of this?

•What positives could come out of this?

•What good opportunities could this
provide?

The Down Side
What is it?
•What are the not-so-good
Hgjhkl
Hvhjhg
aspects
hgvjhgjhg
of this?

•What problems could possibly

arise?

Feelings
•How does this make you feel? (use
feeling words, such as ‘pleased’,
‘excited’, ‘worried’)

•How might this affect the feelings of
any of the people involved?

Improvements
What is it?
•What changes could make this better?
Hgjhkl
Hvhjhg
•What could be added,
hgvjhgjhg
removed, reduced or
altered to improve it?

Thought Police
•Have we made any assumptions that could be
challenged?

•Are we using trustworthy source of evidence?

•Do we have enough evidence for what we have
been saying?

Is it fair?
•Are there any moral dilemmas involved?

•Have we considered the impact on people of all ages?

•Are there any parts of this which aren’t fair for one
gender?

•Are there any big-picture or global issues which need to
be considered?

I-Think
•What opinion does each one of
us have and why?

‘I think.....because.....’

We - Think
•What is our decision when we
put our ideas together and negotiate?

•What are our main reasons for this
decision?

•Can we sum up the opposite point of view
and the arguments for it?

NSW Syllabus Outcomes
HSIE:
SSS3.8 - Explains the structures, roles, responsibilities and
decision-making processes of State and federal
governments, and explains why Australians value
fairness and socially just principles

Integrate the English KLA by writing an exposition with the decision made at
the end of this activity.

Resources:
Microsoft Office Clip Art Collection

References:
Board of Studies NSW (2006). Human Society and Its Environment K-6
Syllabus. Sydney: Board of Studies, NSW.
McGrath, H. And Noble, T. (2005). Eight Ways at Once: Book One. Sydney:
Pearson Education.

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Ten thinking Tracks

1. Topic: Voting Year 6P Activity for Students Information for Teachers

2. A Bill has been put forward to lower the voting age of Australian citizens from 18 to 16. There has been a tremendous amount of debate about this. To help solve the issue, your local government is approaching students, such as yourselves, from all over the state to ask what they think. Let’s think about it! NEXT

3. Feelings What is it? Bright Side Click on the tracks to start Knowledge thinking! Down Side Is it fair? Improvements We- Think Thought Police I-Think

4. Feelings What is it? Bright Side Knowledge Down Side Is it fair? Improvements We- Think Thought Police I-Think

6. Knowledge •What do we already know about this? •What do we need to know more about, and how can we find this out? •Is this similar to anything we already know about?

7. The Bright Side •What are the good aspects of this? •What positives could come out of this? •What good opportunities could this provide?

8. The Down Side What is it? •What are the not-so-good Hgjhkl Hvhjhg aspects hgvjhgjhg of this? •What problems could possibly arise?

9. Feelings •How does this make you feel? (use feeling words, such as ‘pleased’, ‘excited’, ‘worried’) •How might this affect the feelings of any of the people involved?

10. Improvements What is it? •What changes could make this better? Hgjhkl Hvhjhg •What could be added, hgvjhgjhg removed, reduced or altered to improve it?

11. Thought Police •Have we made any assumptions that could be challenged? •Are we using trustworthy source of evidence? •Do we have enough evidence for what we have been saying?

12. Is it fair? •Are there any moral dilemmas involved? •Have we considered the impact on people of all ages? •Are there any parts of this which aren’t fair for one gender? •Are there any big-picture or global issues which need to be considered?

13. I-Think •What opinion does each one of us have and why? ‘I think.....because.....’

14. We - Think •What is our decision when we put our ideas together and negotiate? •What are our main reasons for this decision? •Can we sum up the opposite point of view and the arguments for it?

15. NSW Syllabus Outcomes HSIE: SSS3.8 - Explains the structures, roles, responsibilities and decision-making processes of State and federal governments, and explains why Australians value fairness and socially just principles Integrate the English KLA by writing an exposition with the decision made at the end of this activity. Resources: Microsoft Office Clip Art Collection References: Board of Studies NSW (2006). Human Society and Its Environment K-6 Syllabus. Sydney: Board of Studies, NSW. McGrath, H. And Noble, T. (2005). Eight Ways at Once: Book One. Sydney: Pearson Education.

Editor's Notes

#2: NSW Outcomes:HSIE:SSS3.8 - Explains the structures, roles, responsibilities anddecision-making processes of State and federalgovernments, and explains why Australians valuefairness and socially just principles
#4: Do you remember the tracks?
#5: Do you remember the tracks?

�ݺ�ߣ

Ten thinking Tracks

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Editor's Notes