Group K-W-H-L Chart using interactive whiteboard

A what do you Know- What do we need to find out-How do we find this out- what did we LEARN chart reveals the knowledge already held by the group and clarifies the task for students. They complete the K-W-H-L using an Interactive Whiteboard and use this discussion as a launching point. The teacher uses the group K-W-H-L initially to gauge group needs and to help them make connections between what they already know and what they will be learning.

Team Organisation and Roles Checklist

Students are provided with a checklist, partially completed by the teacher, that they will complete and present for discussion with their teacher. The purpose of this support document is to aid students to clarify important tasks, develop a reasonable timeline for these to be completed by for the teacher to use to monitor progress.

Problem Solving Analysis Task (Teacher feedback using rubric)

A Problem Solving Analysis task in which they use the mathematical skills they have developed from their texts (Rates of Change) is evaluated using a rubric provided at the same time students are given their question booklets. The teacher uses the rubric to assess student’s responses to the questions. This task assists students to view the race through the eyes of the driver and the teams that support him thus providing valuable insights into the Unit Questions What skills are important? and Why are teams important?

Causal Map using Seeing Reason Tool
-minimum of 5 edits

Using the Seeing Reason Tool students develop a cause and effect map that links how the many teams involved in the Formula One* contribute to success in the race. Students list as many of teams as they can and state how these teams impact upon the performance of the car and driver. They make a minimum of 5 edits throughout the project. Edits should be a team effort. Their first map will basically represent their initial opinions with subsequent maps representing what they have learned about Formula One teams as they progress through their research.

Blog Posts (self assessment rubric)

Students will use the blog to support each other and deal with issues that they face. Regular posts (at least weekly) are expected. In particular each student is expected to respond to the Unit questions What skills are important? and Why are teams important?, which will individually be posted by the teacher once sufficient investigations have taken place.

Completed Causal Map

This final causal map is based upon the maps students have been making throughout the unit using the Seeing Reason Tool. This final map answers the question: Why are teams important in a Formula One Grand Prix?

Blog posts – blog post scoring guide

Individual student responses to the Unit questions ,What skills are important? and Why are teams important?, will be assessed by the teacher using a scoring guide that is based upon the self assessment rubric that students have been using for their blog posts. Each student should have been using a self-assessment rubric, to assess their own blog posts, so it is expected that they will understand well what constitutes an effective blog post. Each student should present their self assessment of their posts to their teacher, after which the student and teacher then compare and discuss their assessments.

HOT & 21st Century Skills Evaluation (by team & teacher)

Using the guide provided, the depth to which each student has thought about and responded to the CFQs (H.O.T.) is evaluated by their team and by the teacher. The demonstration of 21st century skills (specifically Interpersonal and Collaborative Skills, Critical Thinking and Communication Skills) is also assessed.

Video interview - Adult & peer feedback on EQ reflections

Following the completion of all other activities, and after students have received feedback on their work, the class will discuss the Essential Question What Makes for Success? Following this discussion each student will give a brief interview giving their response to the Essential Question. These interviews will be videoed, collated and edited into one video representing the collective class response to the EQ. This video will become part of the blog as a resource for other classes who might undertake this unit. Students are to invite one adult and one of their peers to view their interview online and to post feedback.