Mini World Showcase

Overview

Students share their Mini World System Project and explain how the parts work together. Year 1 focuses on showing and simple storytelling; Year 5 focuses on component reasoning and clear discussion with peers.

Learning intentions

• Students will present a model of a “world system” they designed and explain key parts.
• Students will describe how parts interact using age-appropriate sentence frames and organization.
• Students will listen to peers and respond respectfully with one thoughtful question or comment.
• Students will use writing or speaking structures to communicate information clearly.

Success criteria

• I can present my model so others understand what it is and what it shows.
• I can explain at least two system components and how they connect (Year 5: with cause-and-effect language).
• I can use complete sentences (Year 1: with help) or organized paragraphs (Year 5) to share ideas.
• I can ask or answer a question during peer sharing in a respectful way.

Curriculum links

• Writing: engage in informative/explanatory text development appropriate to grade level and task.
• Speaking and listening: present information clearly and participate in discussions.
• Language: use grammar and sentence formation appropriate to grade level.
• Reading: gather and interpret information from project notes/visuals to support presentations.

Lesson structure (240 minutes)

1. 0–20 Warm-up: “System Talk Lines” Teacher sets two sentence stems for both years and practices once together: “My system includes…” and “This helps because…”. Students rehearse quietly with their models.

2. 20–60 Year 1 setup + rehearsal (rotating stations) Year 1 assembles a simple presentation area and rehearses a 30–60 second story: What it is, what each picture/model piece shows, and one “because” statement. Teacher checks that students can point to parts while they speak.

3. 60–95 Year 5 presentation build (practice run) Year 5 organizes a short guide: introduction (what system), components (at least 3), interactions (at least 2 cause-effect links), and a closing reflection (what would change if one part changed). Students do one full practice run with teacher feedback.

4. 95–120 Paired “model walkthrough” (both students together) Students alternate roles: one presents while the other points to components and listens for connections. The listener must record one question (Year 5 writes; Year 1 draws or dictates).

5. 120–150 Showcase Round 1: Year 1 presentations (small audience) Each child in Year 1 shares their mini world system while peers practice listening behaviors (eye contact, quiet listening, respectful voice). Teacher prompts: “Tell me about one part” and “How does it help?”

6. 150–180 Showcase Round 2: Year 5 presentations (small audience) Year 5 presents their world guide and explains components using clear transitions such as “First,” “Next,” and “Because.” Teacher tracks that at least two interactions are described (for example, how inputs affect outputs).

7. 180–225 Peer Q&A + reflection Students answer their partner’s one question and give one compliment tied to the system (for example, “I noticed your part connects to…”). Then both complete a brief reflection: what they’re proud of and one improvement for next time.

8. 225–240 Wrap-up: “Final System Choices” Teacher conducts a quick class debrief: Which component interaction was strongest? Students end by revising one sentence or adding one label to their model guide.

Resources

• Mini World System models (materials: paper, cardboard, craft items, markers)
• Presentation cards with sentence stems (separate sets for Year 1 and Year 5)
• Simple timers for rehearsal and turn-taking
• “Listener checklist” visual cues (sit/eyes on speaker, ask one question)
• For Year 5: lined paper and a model-component organizer (Introduction, Components, Interactions, Reflection)
• For Year 1: picture cards for components and a simple story sequence strip
• Teacher feedback slips (one strength + one next step)
• Optional: clipboards for notes during Q&A
• Audio recorder option (teacher-only use) for quick review of clarity

Assessment

• Presentation quality: clarity of system components and (Year 5) explanation of interactions.
• Communication skills: sentence completeness and organization (Year 1 support; Year 5 transitions and cause-effect language).
• Peer interaction: ability to ask/answer one respectful question and listen attentively.

Differentiation

• Year 1 supports: sentence frames, gesture-and-point presentation method, visuals for components, teacher-led checklist prompts.
• Year 5 supports: guided outline, word bank for transitions and cause-effect (“because,” “so,” “as a result”), model sentence examples to copy and adapt.
• EAL/SEN support: reduce cognitive load by allowing drawing instead of full text for questions; provide choice of response types (point, point+say, short sentence).
• Extension for advanced learners: Year 5 adds a “What if…” scenario and revises their explanation; Year 1 adds a second “because” statement and introduces one system rule (for example, “If… then…”).

Extension (optional)

• Create a “Class Museum Placard” for each model: Year 1 dictates 2–3 sentences; Year 5 writes a short explanatory placard with at least two connections and a concluding takeaway.