FINAL PRESENTATIONS <Students will

present their final piece and then proceed

to assess themselves (5% given) and
anonymously assess each other (10%)>
Monday Tuesday Wednesday Thursday Friday
Keying in: Toss the coin 5 times - I bet you class I
could get a heads. Any takers? Why not? What
are the odds? Chance & Data -
What is it? How do we represent Chance?
<Glossary & Frequency Tables Activity - In small
groups students are to create a biased and an
unbiased game. Students are to record a
minimum50 trials in a frequency table and
graph the results in 2 ways.>
Reflection: How do we identify bias in a game?
Did the actual result match your predicted
result? Is it always a safe bet? Students are to
present this Information including the reflection
as a poster (20% Home Task)
Keying In: Has anyones opinion on gambling changed?
How has this changed? What predominately caused
the change? Inquiry Assessment as learning:
Write a persuasive piece on the social issue of
gambling: Letter to the primeminister (20%). <Students
can choose the exact nature of this letter but the
audience must be the primeminister. Students have
time to research and informtheir oppininons and
perhaps investigate legislature> Reflection:
what was one key peice of evidence you have found to
support your stance? Where did you find it? was it
imartial? Was it credible?
Keying In: I bet you 1000 XP that North
Melbourne will win this week because I know
they will win undoubtedly. Who believes me?
Why? How can I justify that statement?
Inquiry Assessment as Learning: Letter to the
Primeminister. <Students continue and submit
their letter to the primiinister. Early finishers
will be able to complete their poster.>
Reflection: Have I justified my oppinions to the
primeminister?
Student time to work on "What Gambling
Means to Me" Presentation
Keying In: If I flipped a coin 5 times and
each time I scored a heads, what is the next
coin flip going to be? Peer
evaluation of evidence and ideas <In pairs,
students are to present the evidence
supporting their oppinion to their peer and
also receive a peer evaluation on the nature
of the evidence presented.>
Reflection: Is my oppinion informed? Am I
keeping an open mind? If so, how am I
doing this?
POSTER PRESENTATION DAY
Student time to work on "What Gambling
Means to Me" Presentation
Keying in: Select students to read their
reflection responses fromMonday
Formative inquiry assessment task: persuasive
writing (15%) gambling should/should not be
legal. <Students to spend time reasearching and
informing their oppinion 30min>
Reflection: What would entice me to gamble?
Would it be right for me to follow up on this
enticement? If so, when would it not be alright?
If not, why not?
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Student time to work on "What Gambling
Means to Me" Presentation
Student time to work on "What Gambling
Means to Me" Presentation
FINAL PRESENTATIONS <Students will
present their final piece and then proceed
to assess themselves (5% given) and
anonymously assess each other (10%)>
Keying In: Without any evidence I want
volunteers fromthe class to convince me to tip
against North Melbourne this week. How could
you do this? What if it was convincing the
person to your left? What if it was convincing
the Principal? Inquiry
Assessment as Learning: Letter to the
Primeminister. <Students continue work on this
letter to be handed in by the end of the week>
Reflection: How do authors manage to
convince an audience when there is no
evidence?
Keying In: Watching chronicle video on
compulsive gambler.
Present to the class what gambling and the
social issue of gambling means to you (30%).
<Students will work on a presentation either
through ICT, Poster, Speech, Debate etc. this
can be done in pairs if students wish>
Reflection: How developed is my opinion? Is
it informed? What language style best
supports my opinion?
Keying In: What makes a good argument? How would
you try to convince your parents of something? How
might they try to convince you? Would this approach
work when convincing your peers?
Student led discussion groups: <Students can scour
newspapers/internet articles gathered regarding
gambling, gambling reformand the dangers of
gambling (all are texts). In groups of 4, one person
looks at and explains the key points, one person looks
for and explains the statistical evidence, one person
looks for and explains the anecdotal evidence, one
person searches for the author(s) and looks to explain
how this might impact the article.>
Reflection: How was the evidence used? Why was the
evidence used?
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Keying In: Roll of the dice - I bet you that if I roll this
die I'll get an even number? Any takers? What odds
should I be offering? What amI betting? Why amI
betting? How could I entice you to bet?
Gambling, what is it? How does it affect us? Why do
people do it? What is problemgambling?<Baltimore
clips - ProblemGambling> What does this mean for
Australians? What issues have their been in the news
regarding gambling? <Student task is to write down
any time gambling has touched their lives
anonymously and we'll read these out as a class>
Reflection: What does gambling mean for me? What
amI prepared to lose?
Keying In: If I were to roll the dice now, what
odds should I offer you for getting an odd
number? Any takers? Persuasive
piece completion by end of lesson. Students
should have a strong oppinion formed at this
stage but perhaps lacking evidence. <students
should share their oppinions on the topic in
small group discussions>
Reflection: were all oppinions in your group the
same? how did they differ? did this affect your
initial oppinion?
POSTER PRESENTATIONS CONTINUED