The Town Hall Meeting

The town gathered to state their claims on how their organization will help the polar bears

 Health professionals, waste management, local business owners, ursinologists, oil drillers, etc. were all in attendance. The depleting polar bear population is a problem that must be discussed! Polar bears are coming into the town for food and must be prevented for the safety of the town - but how? Short or long term measures need be be taken.

Each group got in front of the town to make their claims. The Ursinologists made a bold claim that each group who had previously shared why their organization deserved money to save the polar bears all had an ulterior motive; whereas, they claim that their sole purpose would be to research ways to help polar bears. These claims caused an out roar in the classroom. 























The town hall meeting with teacher-in-role as a government official is an effective way to generate debate and well-rounded arguments from students within the class. The process here, as illustrated above, is relevant to consider in how this strategy was executed. Students were given time to learn about polar bears through a piece of literature where facts were read and written as fast as they could. Tableaux was used to illustrate a unique fact from each person and Kerri-Lynn guessed the fact through the body language and choice of position from each person. Once divided based on area of expertise, groups discussed the 24 hour day with each other for what their world looks like, how others are involved and what impact the polar bear population has on their industry. Opening statements were formed and brought before the deputy minister in the town hall meeting. 
         Once each group could make statements and be questioned, the deputy minister says that there is too much controversy within your claims and that they would have to return after everyone present reaches an agreement. This aspect of the activity is a great collaborative learning piece. Students are instructed now to negotiate with each other with all of the information presented to form a budget with individuals not in their industry and present that back at the town hall meeting.
          Flash forward is then used to predict what the world would be like when speaking to a grandchild. Some examples of conversations were, "Grandpa, what is a polar bear?" to "I'm so glad you invented that waste management device to save the town!"
By using the mantle of the expert strategy throughout the scaffolding of this lesson, students are able to:

B1. Apply the creative/critical process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas and multiple perspectives.

By integrating the content with science to learn more about wildlife, this strategy becomes employable by many grade levels. In order to adapt this strategy with a younger age group, it may be wise to begin with two groups of people (i.e. business people and researchers), and have more than one group for each type. I believe that the complexity of this task is enriching for older grades and students who have a flare for debate and expression and can be tailored to suit the needs of many learners. Since most of this activity is done collaboratively, different learning needs should be accommodated for, but additional assistance or instructions prepared in advance for a child may be beneficial as it is multi-layered.

I have chosen to include this particular lesson because I believe that reasoning, negotiating and taking action steps are engaging for learners. By providing opportunities for students to share ideas and conflict in a respectful and safe environment, students will be equipped with skills they need as students and in life; which I believe is crucial.