Sequence of four lessons
Year 8 Unit
‘The Law and Animals’
Aimee Quinn
Citizenship PGCE Student
St. Martin’s College
Tutor: Dr. Peter Brett
SEC 303
Rationale
I have chosen a Year 8 unit entitled ‘The Law and Animals’ for this module. This
was a four week topic in which we moved on from looking at the laws surrounding pets
and the fairness or unfairness of these laws to animal rights groups and their chosen
protest methods.
The group were a Year 8 tutor group who were mixed ability with CAT scores
ranging from 76 to 129. Although I only spent four weeks with the group I was familiar
with them as I spent three days a week with this tutor group in a pastoral role. This
helped enormously in the initial lessons as I knew many names.
I wanted the first two lessons to explore the issue of animal rights in general but
by looking at specific case studies and then sharing this information I felt that this would
cover a broader range of issues. In the first lesson the girls considered the laws protecting
animals and their thoughts on these. They each were given a topic to focus on with come
background information and then left to present it in any style they liked, this method
proved very popular with the class, with groups choosing a fictitious news story about
hunting and a PowerPoint presentation about the keeping of exotic pets. Each group was
given another group to mark. They were given the group’s task sheet in order that they
know what the presentation should include and then asked to give the group a mark based
upon a criteria they had been given. They were also asked to give the group a target for
the next piece of work the group undertook. This worked with mixed success. I will refer
to this further when I explain the self evaluation sheets.
The third lesson, again used an information sharing activity where the pupils
worked in ‘away’ groups and produced an A3 information sheet on a chosen animal
rights organisation that they then shared with the class. This activity worked well and the
pupils were able to see the variety of tactics used.
This idea was revisited in the last lesson when the pupils looked at the types of
protest methods used and their thoughts on the effectiveness of these. The last task was
one in which I wanted the pupils to extract the facts from two pieces of information about
fox hunting. This was a difficult task given the emotionally charged nature of the pieces.
As a final task I asked the group to complete a self-evaluation form, a copy of
which is included. Again the responses were varied and I have since learnt that this
exercise would have been much more beneficial had I provided the pupils with statement
banks and focused their attention on the knowledge components of the topic.
I am pleased with the way the unit moved on from pets and the law to much
wider, controversial animal rights issues. I used a variety of assessment criteria including
self and peer assessment alongside more formal assessment of the letters the students
wrote. In the second lesson I set a homework task where the pupils had to write a letter
concerning the RSPCA’s Animal Welfare Bill. We talked through this in class and the
marking criteria and expectations were shared with the class. In retrospect I would have
liked to ‘mock up’ a full letter and extended the help I provided for the lower-attaining
and SEN pupils. I marked the letters according to these criteria and then assigned them
National Curriculum Level Descriptors based upon my own understanding of these and
through consulting the RE Attainment Target Two level descriptors which deal with the
2
more personal and ethical RE dimensions. The level descriptors were not included on the
pieces of work that the students were handed back although were recorded to aid the
writing of their reports etc.
All resources included are original although many include information from the
websites of the appropriate organisations. I also used a set of RSPCA images that they
had sent me. These included images of foxes playing in the grass, cute puppies, battery
hens and a hunt preparing to ride out.
3
4
Study Unit: The Law and Animals
Year/Set_8H Mixed ability.
Overarching Key Enquiry:_____Why are laws protecting animals important? What are our views on these laws?
How does this link to prior learning?
How does it link to future learning?
In Yr 7 some pupils may have looked at circuses and their
This topic encompasses many strand one areas from the
opinions on this for their Discussing and Debating topic.
curriculum. The pupils have been introduced to the legal system,
A theme throughout the Yr 8 schemes of work is the
the role of pressure groups and voluntary organisations and the
growing responsibilities they face as young people and
significance of the media. Introducing these ideas from within a
the ways in which they can make their opinions known
topic on pets and animals should engage the pupils and provide
and count.
them with a basis of information for when they look at these
areas more specifically in later units.
Time
Key Q.(+ Key
I.L.O.s (plus
Possible Teaching and
Provision for
Assessmen
Links to
Resource
/
words/concepts)
KSUs/AOs)
Learning activities.
Access and
t
cross-
s/notes
Challenge
Strategies/
curricular
homework
themes
Week
1hr
per
wk
10th
What are the laws
Jan.
protecting

animals and why
do we have them?

Introduction to


Informatio

Presenta

ICT,
Card sort
various laws
diagram, differences
n sheets
tions
researc
activity.
protecting
between humans and
provided
will be
h for
Informati
animals.
animals. Why we
to support
assesse
present
on
Formulated
need laws?
lower
d.
ations.
sheets.
Human uses of
attainers.
opinions on these

laws.

Starter – spider
Begun group
animals discussion.

Laws exercise, card

Hwk –
Citizenshi
Extension
group
p today 1
task-think
research
books.

5
research in to one
of these
laws/areas to

present to class.

sort. Do they
of a new
agree/disagree?
law to
Assign topics for
protect
presentations, begin
animals.
research.
Why is it
Plenary – what we’ve
needed?
learnt on a post it.

.
Variety of
learning
styles
covered.
2.
What are our
17th
thoughts on the
Jan
animal rights

issues? What are
the roles of the
laws within this.
Have presented

Writing

Assesse

English
Starter
images from RSPCA.
frame
d
writing
workshee
about the laws
What are the saying?
provided
presenta
triplets
t.
studied to the
When would they be
for anyone
tions/gr
,
Writing
used?
who wants
oup
writing
frame for
Presentations (bulk of
it to aid
contribu
to
letter.
lesson).
letter.
tions.
argue,
Hwk –
inform,
Have looked at

the RSPCA
animals charter

and voted on if
Factsheet on animal’s

Extension

charter.
task, what
complet
persua
With writing frame
additions
e the
de.
Have drafted a
assistance draft a
could be
letter.
letter to the
letter to RSPCA either
made to
To be
RSPCA in
in support of
the
assesse
support/rejection
rejection of it.
charter?
d as a
the class agrees.


their arguments
class.

Starter – Distribute
of the idea.


Plenary – what kinds
quality
of facts/arguments
piece of
would we include in
written
this letter?
work.
6
3.
What are pressure
24th
groups and what
Jan
work do they do

in this field?


Have identified

Starter – ‘It’s

Differentia

Yr 8
Resources
some pressure
important to me’
ted group
RE,
on
groups and the
pupils to write out
work.
protest
pressure
campaigns they
something that they
‘Away’
(Ghand
groups.
work on.
think is important to
grouping.
i, MLK)
Role play
Have looked at
them, how they
the means of
Extension
scenariois
would defend this
task –
.
campaign used.
should it be made
what
Have role-played
illegal. To what
protest
opinions on the
lengths would they
method
work of extreme
go?
would
Definitions and
they
involving
examples of pressure
choose to
empathy.
groups. Group work,
defend
researching animal
their ‘it’s
rights groups, focus
important
on methods.
to me’
Feedback.
and why?
pressure groups,



Role play activity, act
out a meeting with
the opposition

Plenary – pupils to
summarise methods
of a their group in
under 20 words and
share with class.
7
4.
How do we
31st
identify ‘the facts’
Jan.
from within a

controversial
issue like fox
hunting?

Understand the


Provide
Interpretin
Workshee
g bias.
ts for
role of the
violent hunt sabotage
ICT based
internet as a
and delivery of a
resources
starter
medium for the
petition projected on
Extension
Resources
expression of
the board. Pupils
sheet-
from
ideas.
asked to consider
more
website.
Have shown an
what is going on and
specific
Diamond
understanding of
make notes during
analysis of
ranking
register.
informatio
cards.
Link back to last
n, prompt
Protest
within this topic.
week’s work on
for use of
images.
Have formulated
protest. Diamond
visuals
.
a response to the
ranking exercise to
etc.
problem that
be completed in pairs
differs from their
for methods suitable
own initial
to protest against fox
response and
hunting.
the contested
nature or rights

Starter – images of
expressed this.



Brief introduction to
pressure groups
involved.

Stress pupils do not
have to take part but
take a poll on
hunting ban.

Place pupils in
groups and distribute
resources.
1. Look for key
arguments put
8
forward by org.
2. Identify 5 key words
used to persuade and
inform.
3. How does this org
campaign? How is the
website important in
this?
4. Group to come up
with a 3 point
summary of what
they have learnt and
present (plenary).
9
10
LESSON PLANNING SHEET FOR YEARS 7-9
CITIZENSHIP DEPARTMENT,
SCHOOL:
ST MARTIN’S COLLEGE.
DATE: 10th Jan
CLASS: 8H
NO. OF PUPILS 29
Key Question for the lesson:
What are the laws protecting animals and why do we have them?
Intended Learning Outcomes linked to KSUs, the KS3
CHECK
strategy, literacy, ICT and PspMSC. By the end of this
lesson pupils will:
KSU 1a: Have been introduced to the various laws that
Exposition.
Feedback
are in place to protect animals.
Card sort
KSU 1a, 2a, 2b, 2c: Have formulated opinions on these
Card sort
Feedback
KSU 1f, 2a, 2c: Have begun group and individual
Presentatio
research
research into animal rights and pet protection to present
n
laws and discussed them with the class.
their findings next lesson.
Broader learning outcomes e.g. Numeracy, PspMSC, ICT
The pupils will be encouraged to use a range of internet
resources for homework research. Web links to provided
to aid research task.
PROVISION FOR DIFFERENTIATION
This is a mixed ability group with whom I have not worked before. Expositions to
be pitched to mid ability point and advice to be sought from usual class teacher as
to who would benefit from extra support. Resources provided for research task to
be differentiated according to ability.
Extension task: Pupils to invent some new laws to protect animals and justify their
reasons, whom would benefit? What are the failings in the current laws?
SEQUENCE OF ACTIVITY/TEACHING METHOD TO BE USED
MATERIALS/
RESOURCES
Timin Starter:
g
Pupils to draw a spider diagram in their exercise books
1
5
mins
noting the differences between humans and animals.
Done silently whilst register is called.
In brief feedback they should note down the
differences in power and communication that humans
Exercise books.
and animals perhaps do not share equally.
Explanation and introduction of topic. Moving from
current laws to work of voluntary and pressure groups
in this area.
2
Pupils to work in pairs and consider 4 ways in which
5
we use animals. Discuss as a class.
mins
1. For food and clothing– they can be hunted or bred
3
10
mins
especially for food. Their skins or fur are also used
as clothing.
2. In laboratories for testing – scientific research.
Tested on animals to see the effect on humans.
3. Animals do jobs for us – sniffer dogs, police digs,
guide dogs, working horses or cattle etc.
4. Companionship – as pets.
4
Introduce the Protection of Animals Act 1911. This is
5
the main law protecting animals. It makes it an offence
mins
(check understanding) to cause suffering to animals. A
person found guilty of unnecessary neglect can face a
Card sort.
£5000 fine or be imprisoned for up to 6 months.
Courts can disqualify people guilty of this offence from
5
7min
s
6
10
mins
7
5
mins
having another pet.
Introduce card sort activity. Pupils to work in pairs and
place headings under titles ‘I agree’ of ‘I disagree.’
Feedback on answers. Is there any disagreement?
Pupils to justify their responses. What examples can
they use to back up their arguments?
Pupils to choose three of their laws and note down
these points in their books. Model an answer to assist
with this.
Pupils to share answers in feedback. Teacher to push
pupils to note the complexity of some of these points.
What happens when opinion conflicts?
8
5
Explain that the broader title for this topic is ‘animal
rights’ what issues can pupils think about that come
12
mins
under this heading. Thought shower and note
responses on the board.
Exmaples,

Fox hunting

Exotic Pets

Dolphins

Whaling

Battery cages

Working dogs
Topic sheets, pre

Circuses
assigned to

Zoos
different groups.

Animal testing/labs

Wild animals

Fur
Distribute topics for mini presentations (differentiate
9
as feel is needed). Explain pupils have 10mins
15
planning time to assign roles and responsibilities.
mins
They will have 30mins of next lesson to put together
their findings and rehearse their presentation.
10
Plenary:
5
Sum up the lesson a post it note. Share within group
mins
once and then put one forward for class discussion
Animal Rights Laws – Information Sheet
Animals in
Laboratories
Anyone who wants to
test on animals needs a
license from the
government. They must
state why they want one
and prove that there are
no alternatives.
Agriculture Act
(1968).
It is illegal for anyone
to let a farm animal
suffer. There are
suggestions for how all
farm animals should be
treated.
Zoos and Circuses
It is illegal to run a
zoo without a license.
All circuses keeping
animals need to be
approved by the local
council.
13
Animals (scientific
procedures) Act, 1986
It is legal to test
certain medical and
scientific products on
animals if a license is
granted by the
government.
Dangerous pets.
Anybody who keeps a
dangerous animal must
have a license from their
local council. Dangerous
pets include come
monkeys, some dogs,
dangerous spiders etc.
Cosmetics testing.
Hens kept in battery
cages.
This will be banned in
Europe from 2012.
This law will not
protect hens in other
countries.
There is a voluntary ban
on this in the UK but
make-up tested on
animals in other
countries is still sold in
the UK.
Fur
Fox farming.
hunting.
Hunting with dogs has
Breeding
just beenanimals
bannedfor
by
the
their
government.
fur is banned
Soon
in
it the
will UK
be illegal
but fur
for
products
anyone
toare
take
still
part
sold
in
in UK shops.
this traditional
‘sport.’
Protection of Animals
Act, 1911.
It is illegal for anyone
to make an animal
suffer unnecessarily.
If charged can receive
a fine of up £5000/6
months in prison.
Fishing.
Dolphins are often still
caught in fishing nets
where they can die.
There is no
international law
protecting them from
this.
Exotic Pets.
There are laws about
selling exotic animals but
the only law protecting
them when mistreated is
the protection of animals
act. There is no law making
people learn how to look
after these pets before
they buy them.
SHEET
CITIZENSHIP DEPARTMENT,
LESSON PLANNING
FOR YEARS 7-9
SCHOOL:
ST MARTIN’S COLLEGE.
DATE: 17th Jan
CLASS: 8H
NO. OF PUPILS 29
14
Key Question for the lesson:
What are the animal rights issues and how are they responded to?
Examples of how this lesson draws on the evaluation of teaching and learning from
previous lessons.
1. Teaching: The girls worked well last lesson and whilst there are several
characters in the group the ILOs were met by almost all of the class. Last week’s
lesson included quite a lot of teacher-led discussion as I felt this was needed to
introduce the topic effectively. This week the lesson will be much more pupil led
and there will be plenty of opportunities for me to assess.
2. Learning: This lesson is heavily linked to the lesson prior. By the end of it pupils
will have understood the importance of animal rights issues and the laws that
protect them. There will be a larger skills emphasis within this lesson as they will
be asked both the present their findings to the class and formulate an opinion on a
topical issue.
Intended Learning Outcomes linked to KSUs, the KS3
CHECK
strategy, literacy, ICT and PspMSC. By the end of this
lesson pupils will:
KSU (1a,1f,2a,2b): Have considered the animal
Prep and
protection laws in the particular context of the area they
presentatio
have studied.
ns
KSU (2a,2b,2c,3c): Have presented their thoughts on
Presentatio
these issues to the class and taken part in a class
ns
discussion resulting from this.
KSU (2a,2b,3b): Have studied and formulated a response
Letter
to the topical RSPCA Animal Welfare Bill.
Broader learning outcomes e.g. Numeracy, PspMSC, ICT
ICT used in some presentations (Ppt). After
presentations peer assessment will be used to ascertain
success, as outlined in Assessment for Learning strat.
PROVISION FOR DIFFERENTIATION
The exercises within this lesson will be crucial to my understanding what works
with this class and the best ways of grouping them for further tasks. Now I have the
CAT scores and other relevant data for this group this will also be helpful.
Access: The open ended nature of the task should ensure that all girls have been
able to contribute. The pupil led focus of the task and lack of specificity is
important both as a point from which I can plan and ensures that no girls have
been alienated at this early stage.
15
Challenge: With the CAT scores I can now probe the higher attaining girls for higher
order answers and instruct them the extra expectations from the written task.
SEQUENCE OF ACTIVITY/TEACHING METHOD TO BE USED
MATERIALS/
RESOURCES
Timin Starter:
g
Distribute RSPCA images, ensure that they do not
1
5
mins
RSPCA resources.
directly correlate with the projects that each group has
completed. In small groups (2/3) the girls are to come
up with reasons the RSPCA may use these images.
Where would they be displayed? Who would they be
2
hoping to target?
5
Breif discussion on this, feedback from each group.
mins
Peer assessment
sheets.
Pupils have 10 mins to think through/rehearse their
3
10
presentations. Give the pupils a running order and
distribute peer presentation sheets during this time.
mins
Presentations. Immediate and brief feedback given.
4
35
Focus on targets ensuring that this does not take too
long.
mins
Animal welfare
5
10
mins
Explanation of Animal Welfare Charter- hwk task. Use
ppt.
ppt slides to illustrate what it is about. Spend more
Laptop and
time explaining task than exact focus of the charter it
projector.
is more important that they are clear what they are
doing, a whole manner of the issues discussed could
6
5
mins
and should be included in the letter.
Plenary: thought shower the things that could be
Writing frame.
included in the letter. Display a writing frame/letter
template on ppt and distribute several to those who
would benefit from it.
16
Group Task
In your groups you are to find out as much information about the laws surrounding
the topic below. I have provided some information below but you will have to do
some of your own research for your homework. You are going to present the
information you find to the class next week, you can do this however you like. If you
choose to do a piece of drama you will be marked for the factual information as well
as your presentation. It is important that you include your own opinions on these laws
and why they are important (or not).
Fox Hunting – The House of Lords has just ruled that hunting with dogs be made
illegal. This will mean people could be charged if found to be doing it. The people
who do it have often called Fox hunting traditional, they see it as a sport and
necessary as foxes are pests and their numbers need to be controlled. People who
are anti-hunting say that foxes could be controlled in a less unkind way.
You will find information on this at www.rspca.com.
In your groups you are to find out as much information about the laws surrounding
the topic below. I have provided some information below but you will have to do
some of your own research for your homework. You are going to present the
information you find to the class next week, you can do this however you like. If you
choose to do a piece of drama you will be marked for the factual information as well
as your presentation. It is important that you include your own opinions on these laws
and why they are important (or not).
17
Animal testing – Animals are not used to test cosmetics (make-up and toiletries) in
the UK. However, this does happen in other countries and these products are sold
here. Animals are used to check that many medical and scientific discoveries are
safe to be used on humans. This is strictly controlled, the scientists have to prove
that this research is needed but many animals lose their lives in this way.
You will find information on this at www.rspca.com.
In your groups you are to find out as much information about the laws surrounding
the topic below. I have provided some information below but you will have to do
some of your own research for your homework. You are going to present the
information you find to the class next week, you can do this however you like. If you
choose to do a piece of drama you will be marked for the factual information as well
as your presentation. It is important that you include your own opinions on these laws
and why they are important (or not).
Mistreating pets – Every year the RSPCA rescues thousands of pets from neglect
or when they may have abandoned. Whilst it is illegal to mistreat an animal and if
caught there are severe punishments anyone can buy and own most pets. The
RSPCA are campaigning for an ‘animals charter’ and it would be interesting to find
out what this is and tell us your thoughts on it.
Information on the animal’s charter can be found at www.rspca.com.
In your groups you are to find out as much information about the laws surrounding
the topic below. I have provided some information below but you will have to do
some of your own research for your homework. You are going to present the
information you find to the class next week, you can do this however you like. If you
choose to do a piece of drama you will be marked for the factual information as well
as your presentation. It is important that you include your own opinions on these laws
and why they are important (or not).
Battery farming – this is the keeping of chickens in very crowded conditions. From
2012 this will be illegal in Europe but eggs and chicken from other countries will still
be sold here. It has been proven that hens can be kept free range (where they have
space to move around, usually outside) and cost little more when we buy them as
food than when kept in crowded conditions. There is information on this on pages 6061 in the Understanding Citizenship books and www.rspca.com is also useful.
In your groups you are to find out as much information about the laws surrounding
the topic below. I have provided some information below but you will have to do
some of your own research for your homework. You are going to present the
information you find to the class next week, you can do this however you like. If you
choose to do a piece of drama you will be marked for the factual information as well
as your presentation. It is important that you include your own opinions on these laws
and why they are important (or not).
Exotic pets – there are laws preventing people bringing certain exotic animals in to
the country and laws against selling them. Animals the government calls ‘dangerous
pets’ also need to be licensed. This often doesn’t stop people keeping exotic pets like
lizards or monkeys in the wrong conditions. One RSCPA inspector recently found an
Iguana that had been fed on a weetabix diet its whole life. The RSPCA is
18
campaigning for a animals charter that would protect against this. Details can be
found at www.rspca.com.
19
Animal Rights Presentations
Please read the sheet attached before the group begin
their presentation, this was their brief. Think about how
they answered this question throughout the presentation.
* How was the information presented? (As a drama,
interview, power point, talk etc________
_____________________________________
* Did the group speak clearly and were you interested
throughout? ___________________
_____________________________________
* What facts about their chosen issue did the group
include?___________________________
___________________________________________
_______________________________
* Did the group seem knowledgeable about their topic?
________________________________
Marking Criteria
A – The group gave a really interesting and informative
presentation. They included lots of information about
their topic and seemed confident when talking it. They
used good props or information sheets and it was obvious
they had put a lot of effort in.
B- The group gave a good presentation and they including
lots of information. Some of this might not have been
relevant and they might not have been totally confident
when talking but on the whole their presentation was good.
C – The group’s presentation could have included more
information or have been presented in a more interesting
way.
* Look at the mark scheme to the right and discuss this
as a group. What mark would you give the group?
20
21
LESSON PLANNING SHEET FOR YEARS 7-9
CITIZENSHIP DEPARTMENT,
SCHOOL: PGHS
ST MARTIN’S COLLEGE.
DATE : 24th Jan
CLASS: 8H
NO. OF PUPILS: 29
Key Question for the lesson:
What are pressure groups and what work do they do in this field?
Examples of how this lesson draws on the evaluation of teaching and learning from
previous lessons.
1. Teaching: This week the girls will be working in away groups. This will benefit
the class as they have always tended to work with the same people and should
divide the two or three pupils that have the greatest tendency not to remain on
task.
2. Learning: In the previous two lessons the class have studied the laws protecting
animals and animal rights issues in general. In the last two lessons the focus will
move on to the methods used by the groups that they have started to look at and
the effectiveness of these methods.
Intended Learning Outcomes linked to KSUs, the KS3
CHECK
strategy, literacy, ICT and PspMSC. By the end of this
lesson pupils will:
KSU 1f, 2a: Have identified some pressure groups and
Group activ
the animal rights issues that they work on.
KSU 1f, 1i, Have considered their thoughts on these
Feedback
issues and the effectiveness of the methods used.
and
KSU 1i, 1g, 2a, 2c, 3a: Have role-played a scenario in
Plenary
Carousel
which these groups may come in to conflict with other
groups and organisations and made suggestions as to
how this situation may be resolved.
Broader learning outcomes e.g. Numeracy, PspMSC, ICT
Feedback
Plenary
* Pupils will have analysed ICT based sources based on
the pressure groups studied. Using the different
resources and role play scenarios should ensure the girls
identify their own thoughts on this issue.
PROVISION FOR DIFFERENTIATION
Access: Groups will be roughly assigned according to attainment and the resources
22
differentiated accordingly. Extra support will be provided where necessary.
Challenge: Higher attaining pupils will be asked higher order questions in feedback
and as an extension task pupils can relate the methods of protest/pressure to their
‘it’s important to me’ idea.
SEQUENCE OF ACTIVITY/TEACHING METHOD TO BE USED
MATERIALS/
RESOURCES
Timin Starter:
g
1
5
mins
2
10
mins
3
10
mins
4
15
mins
5
20
mins
6
10
mins
‘It’s important to me!’ Pupils individually, and in
Exercise books
silence to think of something that they think is
(spares needed for
important to them and what they would do if that
those who have
thing was made illegal or was not possible.
finished theirs).
2 groups who have not given their animal rights
Spare targets
presentations to do these. Pause for feedback and
sheets.
targets at the end of the session.
Define pressure groups and share WALTs and WILFs
with the pupils. Can they think of any pressure groups
concerned with animal welfare/rights? Revisit the it’s
important to me idea. How would members of animal
rights pressure groups feel about the issues we have
Animal rights
discussed in previous weeks?
packs.
(Developed from:
Place the girls in to ‘away’ groups of 4 and assign
www.league.uk.co
them a pressure group pack to consider. Once they are
nm;
settled take time to explain the task and format they
www.viva.org.uk;
are use to present their findings.
www.peta.org.uk;
Pupils are to study the work of their group and answer
www.frame.org.uk
the task sheet. They are to present these findings on
).
an A3 sheet.
Each group has 2 minutes at each poster and they
should then carousel to the next and write down the
A3 paper,
findings from those.
markers.
Plenary:
In pairs from within their groups pupils are to role play
a situation in which they play a member of their
Findings sheet.
organisation or an opponent. They should use their A3
information sheets to develop a rough script. What
23
issues would they be discussing and how could they
resolve them? Several groups to present at start of
next lesson.
LESSON PLANNING SHEET FOR YEARS 7-9
(FOR USE FROM JANUARY – JULY)
CITIZENSHIP DEPARTMENT,
SCHOOL: PGHS
ST MARTIN’S COLLEGE.
DATE : 31st Jan
CLASS : 8H
NO. OF PUPILS : 29
Key Question for the lesson:
How do pressure groups use the media? How do we identify ‘the facts’ from
within a controversial issue such as fox hunting?
Examples of how this lesson draws on the evaluation of teaching and learning from
previous lessons.
1. Teaching: The girls worked in away groups last lesson on a structured research
task. Whilst this was an extended task the variety in resources they looked at and
the pace of the tasks ensured all members were contributing. Timing of the
24
activities was an issue and this was mainly as a result of the role plays taking
longer than expected. This meant that I would like to spend some time re-covering
the plenary information in order that all girls can make a good link between the two
lessons.
2. Learning: The focus on animal rights pressure groups and the methods they use
to promote themselves should have acted as a good foundation from which to
introduce the topic for today’s lesson. The last half of the lesson should draw the
unit to a close and bring together all the information we have studied.
Intended Learning Outcomes linked to KSUs, the KS3
CHECK
strategy, literacy, ICT and PspMSC. By the end of this
lesson pupils will:
KSU 1a, 1f, 1h, 2a: Have reconsidered the methods used
Discussion, Ranking
by animal rights pressure groups to generate support
Research
and publicity and the importance of ascertaining ‘the
ex.
ex,
facts’ from this information.
KSU 1a, 1f, 1g, 1h, 2a, 2c, 3a: Have formulated their
Discussion, Vote.
own opinions on the issue of fox hunting and
considered how the conflicting views can be reconciled.
KSU 3c, 1a, 1f, 1g, 1h: Have evaluated their contribution
Evaluation
and understanding of this topic and set targets as a
forms
Discussion
result of this.
Broader learning outcomes e.g. Numeracy, PspMSC, ICT:
Research
Have analysed internet based sources for accuracy and
task
Discussion
use of emotive language and drawn their own
conclusions on this topic from these and class
discussion of the issues.
PROVISION FOR DIFFERENTIATION
Access: Rather than differentiating the groups broadly based on ability as I did last
week I am going to allow the girls to work in home groups. This should allow some
support for the lower-attaining pupils and those with basic literacy problems. The
decreased focus on writing should also aid with this. I will circulate and provide
extra support where needed.
Challenge: The focus on discussion and research work does not lend itself much to
a written extension task being provided but should a group finish much in advance
of another I shall ask them to consider their ‘it’s important to me’ answer and
diamond rank the methods they could use in this. I will push the higher attaining
pupils in question and answer sessions using higher order questioning skills.
25
SEQUENCE OF ACTIVITY/TEACHING METHOD TO BE USED
MATERIALS/
RESOURCES
Timin Starter:
g
Pupils presented with two images, one of the peaceful
1
5
mins
Images.
delivering of a petition and the other of a violent
protest. Individually they are to consider what is
occurring in the pictures and list any strengths or
weaknesses of these methods.
Ask girls to refer to their research work from last
5
mins
week. Can they imagine which group would perhaps
protest in which way? Would the RSPCA be behind a
violent protest?
Which do they think is the most effective method?
Why?
2
5
mins
Explain that the focus of this lesson will be on recent
debates about fox hunting. Can the girls tell me
anything about this debate? Push for the ban, who is
involved in the conflict? Mention Countryside Alliance
and League Against Cruel Sports, group who
researched this to share information.
3
Explain to the girls that today’s aims are to consider
5
the different protest methods used by pressure groups
mins
and to look specifically at fox hunting and the
organisations involved in this field. Take a poll.
Explain to pupils that they do not have to contribute
but that it would be interesting to see the opinions in
Diamond ranking,
this room. For/against the hunting ban. Take time to
card sort exercise.
explain that everyone is entitled to their own opinion
and that whilst we may disagree with each other we
4
10
mins
5
should be respectful and allow everyone to exercise
this right.
Introduce diamond-ranking exercise. Pupils to place
cards (methods of protest) in a diamond shape
Internet resources
depending upon their thoughts on the effectiveness of
from Countryside
these methods.
Alliance and
26
mins
League Against
Can we make any links between these methods and
5
15
mins
Cruel Sports.
the work of the groups we looked at last week? Which
methods do they think are the most effective? Why?
Explain that one method that was used by many
organisations is the internet and that we will now
spend some time looking at the information put
forward by the countryside alliance and the league
Evaluation sheets.
against cruel sports. Two opposing organisations in
6
this field. Pairs to work on the opposite organisation in
5
the last task and answer questions from worksheet.
mins
Feedback. What is the effectiveness of the internet? Is
Post-its.
all the information factual? What images do they use?
Emotive language? Has it changed your mind in any
way?
7
10
mins
8
5
mins
How does the internet compare to the other methods
of protest we have looked at?
Can this issue ever be resolved?
Pupils to complete the evaluation form for the unit.
They should take time to complete this alone and in
silence.
Plenary:
Pupils to write one key point/interesting fact that they
have learnt this topic. One or two examples from each
row.
27
Fox Hunting
Read through the information provided and answer the following questions.
1, Does your organisation support fox hunting or not?
2, What words, sentences or images made you think this?
3, Do you think all the information is true?
4, How do they persuade you to agree with them?
5, Can you think what methods of protest this organisation might use?
Fox Hunting
Read through the information provided and answer the following questions.
1, Does your organisation support fox hunting or not?
2, What words, sentences or images made you think this?
3, Do you think all the information is true?
28
4, How do they persuade you to agree with them?
5, Can you think what methods of protest this organisation might use?
Fox Hunting
Read through the information provided and answer the following questions.
1, Does your organisation support fox hunting or not?
2, What words, sentences or images made you think this?
3, Do you think all the information is true?
4, How do they persuade you to agree with them?
5, Can you think what methods of protest this organisation might use?
Fox Hunting
Read through the information provided and answer the following questions.
1, Does your organisation support fox hunting or not?
2, What words, sentences or images made you think this?
3, Do you think all the information is true?
4, How do they persuade you to agree with them?
5, Can you think what methods of protest this organisation might use?
Year 8 – The Law and Animals
In this topic we have learnt about…
One thing I particularly liked learning about was…
29
I am particularly proud of…
If we were to do this again I should like to improve…
My target for the next lesson is…
If I had to give myself a mark out of 10 (10 being the
highest) I would give myself ____
Why?
DIAMOND NINE RANKING EXERCISE
Pro-hunt supporters
broke in to the House
of Commons whilst
MPs were voting on
the ban
balcony at
Buckingham Palace.
The RSPCA asks
supporters of the
‘Animal Welfare Bill’
PETA supporters
wave banners outside
shops that sell fur
A ‘Fathers for
Justice’ campaigner
climbed on to a
30
Greenpeace hang
controversial banners
from important
buildings.
Greenpeace organise
non-violent protests
and marches in city
centres.
The WWF works with
schools to teach
children to respect
the environment at an
early age.
Organisations against animal
testing have broken in to
science labs in the past to
set the animals free. They
have caused much damage to
the properties.
Organisations have
collected thousands and
thousands of signatures
in petitions and taken
them to 10 Downing St.
31