Introduction to Human Wellbeing - Year 10 Geography (EDUC91106) by

Instructions for 'Jigsaw' activity

gilliant3 — 2025-06-07 11:09:36 UTC

1. You would have been allocated a number between 1 to 5, which reflects which table group that you will be working with. With each group being allocated a country, you will be allocated 10 minutes to research your country’s level of wellbeing, using the types of the measurements that we’ve been introduced to (GDP, HDI, literacy rates, GNH). From your findings, research and suggest how these findings can be explained (e.g. what can help us understand why your country has a high/low GDP?)

2. After the 10 minutes, the teacher will move students to create new groups where each member represents a different country. For roughly 3 minutes each, students will talk to their group members about their discoveries on their respective countries, and while a student is presenting their ideas, the other members are to take notes on the worksheet provided. From writing down what you have heard about other countries, notice whether there are similarities or differences between the countries

Instructions for 'Chalk Talk' activity

gilliant3 — 2025-06-07 11:10:38 UTC

1. There are three prompts on the posters placed on three different tables, and you would have been allocated a prompt to start with if you were already not sitting on one of the three tables. A timer will be put on for 30 seconds for you to read the prompt and have some time to think about what ideas come to your mind when you see the prompt. Consider what examples and ideas you wrote down on your sticky note at the start of the lesson, as well as the discussions you’ve had in your smaller groups and as a class.

2. A timer of 3 minutes will start after the initial 30 second timer – use this time to write down your thoughts. If you’re feeling a bit stuck on what to write, you can raise your hand for the teacher to come to help. However, don’t be afraid to use some of the 3 minutes to think about your responses, or even have a look at what your classmates on the table are writing. A 30 second warning will be announced, and during that time, wrap up anything that you’re writing, and put a symbol/signature next to your point/s that you’ve written (rather than writing your name down).

3. Once the timer goes off, you are to move to the next table in an anticlockwise direction. With this round, a timer will be allocated for 2 minutes, and you are to read both the prompt and responses that students from the one group, and you are allowed to either respond to the prompt and create a new idea, or you can respond to another student’s response, either by sharing your perspective of agreeance or challenge, commenting on the idea, or you can even pose a question (e.g. can you consider a particular example that can help strengthen your idea?). You will be allocated 3 minutes to create a response and ensure to ‘sign’ your work during the last 30 second warning if you haven’t done so already.

4. Repeat step 3 by visiting the last poster in the anticlockwise direction. (2 minutes to read responses, 3 minutes to write response/s).

5. Once the final poster has been completed and the timer has gone off, go back to your original spot with the first poster you worked with. With your other classmates on your table, read what others have written on “their” Chalk Talk paper, and work together as a group to consider what themes you noticed emerging - What did you see as common issues and reactions? What questions surprise them? Debrief the process itself, asking your group how their thinking developed during whole activity as they went around to different posters and read other people’s responses, and write your findings on the back of the poster. You will have approximately 10 minutes to complete this discussion and write your findings.

6. The class will then come back together, and each group will highlight some of the ideas and points that you noticed as a group from completing the exercise.

Instructions for 'Think-Pair-Share'

gilliant3 — 2025-06-09 12:31:33 UTC

On the sticky note you've been provided, consider how you would define what 'human wellbeing' means
If you're not too sure, or feeling a bit stick, write down what you think of when you hear the phrase 'human wellbeing'
After a few minutes of individual thinking, you are to share what you thought and wrote to the person next to you.
We will then come together as a class and have a listen to what you talked about in your pairs
At the end of the activity, make sure to keep your sticky note safe!

This lesson's 'Exit Ticket'

gilliant3 — 2025-06-09 12:39:27 UTC

Using the same stick note you used at the beginning of the lesson, write down how you would define 'human wellbeing' in your own words on the back of the sticky note.
By reading back your initial definition from the beginning of the lesson to your new and revised definition, write down what similarities and/or differences you notice between the two things that you wrote.
(e.g. at the beginning of the lesson I wasn't really sure how to articulate a definition but now I am able to confidently express one)
At the end of the class, make sure you hand your sticky note to me!