Approach: Team |
Level:
Year 4
and year 8 |
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Focus:
Generating
possible solutions and related strategies
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Resources:
Car park mat
(folded A3), toy cars, post-it notes, instruction card, 6 picture
cards, answer sheet, rags and sponges |
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2.5MB |
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Questions/instructions:
In this activity you’re going to work together as a team.
Imagine that your sports team has been chosen to go to national champs.
You need to raise lots of money. You decide to organise a car wash on
Saturday mornings in a car park by a busy road. Here is a plan of the
car park.
Show car park mat, cars, picture cards and other equipment.
Here
is some of the equipment you need for cleaning the cars. If there’s
anything else you decide you need, you can draw or write it on these
post-it notes.
Hand out equipment (not answer sheet).
At any one time you think there will be five to ten cars to
wash so you need to work out a good system. There are different tasks
to do. Everyone in your team needs to know what they will do. Use the
plan, the toy cars, the equipment and the cards to work out your system.
Begin by talking about your system and how it will work. When you’ve
finished doing that, let me know.
Allow time.
Now you are to make a plan which shows and explains exactly how your
system works for cleaning cars.
Draw your system
on the answer sheet. Write labels or captions that explain how it works,
and what each person does. When your plan is ready, tell me. Then I’ll
ask you to describe it to me.
Hand out
answer sheet and instruction card.
Allow time for students to develop their plan.
Now describe your system to me.
|
|
%
responses
2004 ('00) |
y4
|
y8 |
Features
included in group plan:
(on paper or oral report to teacher) |
|
|
reception
of customers |
18
(10) |
28
(31) |
collecting
money |
45
(27) |
60
(55) |
initial
hosing to remove loose grime |
28
(17) |
42
(22) |
Application
of detergent/soap – |
|
|
explicitly
|
36
(46) |
52
(56) |
implicitly
(bucket shown) |
60
(46) |
46
(40) |
Rinsing
off – explicitly
|
44
(30) |
52
(55) |
implicitly
(hose shown) |
38
(32) |
31
(27) |
drying
|
61
(71) |
52
(53) |
polishing/waxing
|
14
(5) |
25
(13) |
vacuuming
|
87
(79) |
95
(100) |
wiping
interior glass and/or other surfaces |
9
(7) |
15
(13) |
allocating
specific tasks to different people |
60
(47) |
63
(59) |
explicit
provision for efficient handling of several cars at once
(assembly line or multiple stations) |
57
(62) |
91
(85) |
efficient
use of available space |
55
(52) |
86
(81) |
How
well does the paper version of the plan show sequence of activities? |
|
|
clearly
|
20
(17) |
55
(57) |
vaguely
|
41
(42) |
29
(36) |
not
at all |
39
(41) |
16
(7) |
How
well does the plan on paper capture the orally-reported plan? |
|
|
well
|
29
(47) |
53
(57) |
moderately
well |
48
(34) |
35
(34) |
poorly
|
23
(19) |
12
(9) |
How
well does the orally-reported plan cover the features of the plan on paper? |
|
|
well
|
30
(46) |
55
(47) |
moderately
well |
51
(36) |
38
(44) |
poorly
|
19
(18) |
7
(9) |
Total
score: |
16–20
|
6
(2) |
21
(17) |
|
13–15
|
17
(19) |
37
(30) |
10–12
|
35
(24) |
27
(32) |
7–9
|
24
(39) |
12
(17) |
0–6
|
18
(16) |
3
(4) |
Commentary
Year 8 teams performed substantially better than year 4 teams, perhaps
indicating more car-washing experience and better capacity to understand
and explain a complex system. Thirty-five percent more year 8 than year
4 teams scored 13 or higher. There was very little change between 2000
and 2004 for year 4 teams but a very modest increase for year 8 teams.
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