Scribd
Upload
34 views

8 BS LP - WK 2-Day 3

The document discusses a lesson plan about trade unions using the 5E model of instruction. It defines key terms like trade unions and their importance in protecting workers' rights. Students are divided into groups to discuss scenarios where trade unions could help address issues in the workplace.

Uploaded by

BUSHRA ILYAS
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
34 views

8 BS LP - WK 2-Day 3

The document discusses a lesson plan about trade unions using the 5E model of instruction. It defines key terms like trade unions and their importance in protecting workers' rights. Students are divided into groups to discuss scenarios where trade unions could help address issues in the workplace.

Uploaded by

BUSHRA ILYAS
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

Al-Rowad International School Based on the 5E Model (Often used for inquiry and constructivist lessons)

Teacher: Ms. Wafa Sattar/ Ms. Bushra / Ms Asma Saad Course/Subject/Grade 8 Business Date WEEK 2- Day 3
Lesson Topic/Title UNIT 2 LESSON 7 - Organisation and management
Objective:
Understand what a trade union is and the effects of employees being union members.

Today’s Learning Targets : students will be able to understand the meaning of trade union and pros and cons of employees being members of such unions

Essential Question(s):
What do you mean by trade unions?
Why are trade unions important for protecting workers' rights?

Anticipated Misconceptions: trade unions are limited to certain industries or occupations.


Trade unions are solely focused on striking and work stoppages
Trade unions are unnecessary in modern times
one leadership style is universally effective and applicable in all situations.

Component Time Teacher Student

Prior Knowledge (Engage - Hook, Ask, Primed for 5 min Ask students to think about different groups or Students gives random answers
learning). organizations that stands for the rights of
workers
Introduce the term "trade unions" and ask students
if they have heard of it before. Discuss any prior
knowledge they may have on this topic.

Investigate (Explore - we do, you do, groups do. *Allow 10 min Provide a brief historical overview of trade unions,
students to observe, record data, isolate variables, design discussing their emergence during the industrial
and plan experiments, create graphs, interpret results, revolution and their relevance today.
develop hypotheses, and organize their findings.)

Teach (Explain - direct instruction, 10 min Explain the meaning of trade union and their
mini-lesson: I do, I explain, content, vocabulary, role in business
differentiation)

Understand (Elaborate - Reflect, integrate, compare, 5 min Divide students into two groups and assign each group a
synthesize, address misconceptions. *Provide students scenario related to workers' rights.
opportunity to apply their knowledge to new domains, raise Example scenarios:
new questions, and explore new hypotheses. May also - A company owner announces pay cuts without any
include related problems for students to solve.) explanation.
- A company refuses to provide safety measures to its
employees.
Each group should discuss and develop a plan of action
on how a trade union could help address the issue in
Al-Rowad International School Based on the 5E Model (Often used for inquiry and constructivist lessons)
their scenario.

Measure Success (Evaluate - feedback, questioning, 5 min Question answer session


assessment - formative & summative)

Summarize (Learners summarize for self/ teacher 5 min write a short paragraph summarizing their understanding
summarize for next steps) of trade unions

Reflection: Student’s can be given as chance to question a manager to understand their nature or work.
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
*Phase descriptions adapted from Eisenkraft, Arthur. “Expanding the 5 E Model.
*Investigate, Teach, Understand, and Measure Success might be addressed in different sequence depending on the needs of the lessons.

You might also like