Sharing the Earth is an integrated unit which incorporates ...
|Unit Overview |
| |This unit has been designed to deepen the students’ understanding of Australia and provide students with an opportunity to |Cross-Curriculum Priorities: |
| |investigate some of Australia’s built and natural features. Students will develop an understanding that different places are |Cross-curriculum priorities |
| |considered famous or significant for various reasons. They will use maps to locate places and to aid in gathering information and| |
|Connection Focus: |they will develop an understanding of the fact that significant events and contributions made by ourselves and others contribute |[pic] |
| |to our heritage, our values and our Australian identity. |Aboriginal and Torres |
| | |Strait Islander |
| | |histories and cultures |
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| | |Asia and Australia's |
| | |engagement with Asia |
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| | |Sustainability |
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| | |General capabilities |
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| | |Critical and creative thinking |
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| | |Ethical understanding |
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| | |Information and communication |
| | |technology capability |
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| | |Intercultural understanding |
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| | |Literacy* |
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| | |Numeracy |
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| | |Personal and social capability |
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| | |Other learning across the curriculum areas |
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| | |Civics and citizenship |
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| | |Difference and diversity |
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| | |Work and enterprise |
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| |Students will be engaged in: | |
| |• Using maps to locate places and gather information. | |
|Students will be engaged in: |• Recognise that sites can be famous or significant for different reasons. | |
| |• Interpret pictorial information. | |
| |• Summarising data | |
| |• Investigating and comparing different heritage sites | |
| |• Questioning, predicting, conducting, processing and analysing data from various experiments. | |
| |The students will use Atlases to locate Australia on a world map and discuss its position in relation to other places such as the| |
| |equator. They will identify the different types of environments in Australia and will create a map with a key, which shows where | |
| |these environments are. The students will be involved in researching information about some of the states of Australia | |
|HSIE Link: |identifying information such as cities, rivers, flag, emblems, natural and built features. The students will then use this | |
| |information to write an information report on their chosen state. The students will then focus on built and natural features. | |
| |They will choose one and write a description about it. | |
| |Throughout this unit the students will learn the emblems chosen to represent Australian states and territories. They will explore each state and territory flags, coats of arms, |
| |floral, gemstone and animal emblems. It also provides information about the buildings or natural attractions that have come to represent each state and territory. |
|History Link: | |
| |During this unit, students are engaged in the subject of geology by being introduced to the character Professor Ruby Stone, a geologist who shares with the students her passion for |
| |studying and collecting rocks and gemstones. |
| | |
| |Students explore and examine geological processes and phenomena and how these change the Earth’s surface over time. Students are introduced to rock types and the rock cycle, in order|
|Science Link: |to understand how rocks weather and erode. Students examine rocks and soil types and identify these in their local or school environment in order to assist in their understanding of |
| |how rocks change over long periods of time. |
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| |In order to consolidate their understanding of the Earth’s surface, rocks and soils, students study types of weathering and how these affect landforms. Students also explore the |
| |cause and effect relationships of weathering and erosion on landforms. Students apply this knowledge to conduct an investigation into how water affects landscapes and then consider |
| |ways that erosion can be minimised. Students discuss and consider how human activity influences changes to the Earth’s surface. Students explore erosion in their school grounds and |
| |suggest strategies to minimise or mitigate erosion. |
| | |
| |Students examine a case study of Uluru, investigating how weathering, erosion and human activity have affected its surface. Students also explore how the human activity at Uluru has |
| |affected and is addressed by the local Indigenous peoples – the Anangu people. Students apply their knowledge and understanding of these learning experiences in order to research a |
| |local or significant landform, examining how weathering, erosion and human activity has affected their chosen landform over time and present their findings. |
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| |Students will also develop an understanding of natural environments and various animal lifecycles through conducting research and interpreting written, visual and multimodal |
| |information. |
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| |Students will be given the opportunity to dabble with different media and to experience and build on a broad spectrum of techniques and skills, creating effects that will enhance |
|CAPA Link: |their artistic work. |
| |Students will learn traditional Australian songs and dances which form part of the Australian culture |
| |Students will develop an understanding of how create and interpret simple grid maps to show position and pathways. They will also be involved in lessons where they are required to |
|Math’s Link: |read and interpret simple scales, legends and directions to comprehend information contained in basic maps |
| |Students will explore how texts on the same topic can differ according to purpose and audience. Students will read and respond to a variety of imaginative and informative texts on |
| |Australia, its Animals and landmarks. Composing and creating a variety of texts, including multimodal texts, with the purpose of informing their audience. |
|English Link: | |
| |Written |Visual |Spoken |Multimodal |
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| |Australian Wildlife and Plants’ by Cara |Life cycle diagrams |Songs |How to read maps: |
| |Torrance |Koala |I am Australian | watch?v=AC7sPYKjBq E&feature=related |
| |State and Territory Emblems by Robert Gott.|Kangaroo |Waltzing Maltida | |
| |The Monster who ate Australia by Michael | | |information on each of the emblems: |
| |Salmon |Maps |Song Continents of the world: | |
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| |Lifecycle of Australian Animals |Atlases |watch?v=pP0YyyzY4Yg& |as-animal-emblems/ |
| |–Echidna | |feature=related |Science Website: |
| |-Tasmanian Devil | | |
| |–Koalas | | |esson-one.html |
| |-Red kangaroo’ by Greg Pyers | | |Video: Weathering and Erosion |
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| |Are we there yet? By Alison Lester | | | |
| | | | |Aboriginal Dreamtime stories |
| |Variety of travel Brochures | | |Dust Echoes |
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| | | | |Information on Various Australian Animals |
| | | | |National Geographic Kids- Koala |
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| | | | |National Geographic Kids- Tasmanian Devil |
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| | | | |National Geographic Kids- Kangaroo |
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| | | | |Information on Australia |
| | | | |National Geographic Kids - Australia |
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|Additional Resources | |
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|Assessment |Assessment for Learning |Assessment as Learning |Assessment of Learning |
|/Evidence: | |*Self-assessment of writing tasks, including assessment of |* writing tasks graded, based on set criteria’s |
| |*anecdotal records |handwriting style of key letters covered and the use and |* student achievement against selected outcomes |
| |* comments or notations |correct spelling of topic words and high frequency words |* student achievement against set learning goals |
| |* conversations |from texts. Identify skills that need further practise. |* end of unit assessment task |
| |* marks & grades |* Peer assessment |* achievement against Literacy Continuum Markers |
| |* feedback |* Questioning | |
| | |* Skill practise | |
Australia
|Key Concept/s: What are maps and what information do they provide? |
|Curriculum Area/s: HSIE & CAPA |
|Outcomes and related Content: |
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|ENS2.5 Describes places in the local area and other parts of Australia and explains their significance. |
|locates and maps cities, rivers and mountains in NSW and uses locational terminology such as north, south, east, west |
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|VAS2.2 Uses the forms to suggest the qualities of subject matter |
|experiments with techniques in painting and drawing |
|Completion Date |Learning Intention |Teaching and Learning Activities |Resources |
| | |Throughout first week, have the students complete their title pages. | |
| | | |Unit title page |
| |1. To find out what |Lesson Focus: What knowledge do students bring to the unit? | |
| |knowledge the students | | |
| |bring to the unit. |Introduction: | |
| | |As a class: Complete a KWL. Find out what the students already know about aspects of Australia (natural / built environments in | |
| | |Australia, flora, fauna, states & territories, capital cities, famous sites, tourist attractions, etc) Ask them what they would like to | |
| | |know more about. | |
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| | |It is also suggested that a word bank and/or glossary is begun in the classroom which students can add to throughout the unit. | |
| | | |Card or butchers paper for word |
| | |List all the words that students predict they may come across during their learning about Australia. Discuss the role of word |wall. |
| | |banks/glossaries in learning e.g. Word banks help us to remember and spell new words. | |
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| | |Using paired interview strategy, students ask each other the following questions and listen for each other’s responses | |
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| |For students to know: |Q1 What is a map? (A map is a drawn or printed representation of the earth, part of the earth or a particular area. Maps show | |
| | |information through the use of lines, colours, shapes and symbols. The features on a map are reduced in size (using a scale) in order to| |
| |1. The purpose of maps. |fit the map onto a piece of paper. Maps are used to locate places, measure distances, plan trips and find our way.) |Variety of maps or images depicting|
| | | |various maps |
| |2. The different types of |Q2 Are there different types of maps? If so, what are they? (There are many types of maps. Some of the more common types of maps are: | |
| |maps |General Reference Maps- designed to show various geographical features. These maps may include land features, bodies of water, political| |
| | |and state or territory boundaries, cities and towns, roads, hills and mountains. | |
| | |Mobility map – designed to help people find their way from one place to another. These maps include road maps, street maps, transit | |
| | |maps, aeronautical charts and nautical charts. | |
| | |Thematic map- designed to show the distribution of a feature. These maps show population, rainfall, surface features or a nature | |
| | |resource. These maps are used to study patterns. | |
| | |Inventory map- designed to show the location of specific features. It could be used to show for example, the national parks in a | |
| | |specific country.) | |
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| | |Q3 What information can we get from looking at our using a map? | |
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| | |Have students report back to the group. View various maps (IWB) with the students and discuss the features, purpose and possible | |
| | |audience. | |
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| | |View the following video to reinforce how we can read maps. |Video: How to read a map: |
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| | |Lesson Focus: Identify Australia on a map of the world and discuss the information found in an Atlas | |
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| | |( Show the students a map of the world. Discuss what it is. Ask the students to identify | |
| | |where they think Australia is on the map. | |
| | | | |
| | |( Ask the students to think of a book that will help them identify where Australia is in the | |
| | |world. (Atlas) | |
| | | | |
| | |( Show the students an Atlas / globe and discuss the types of information that an atlas may | |
| | |provide us with. | |
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| |For students to know: | | |
| | |( As a whole group, use the atlas to identify: | |
| |1. The purpose of an |Where Australia is on the map of the world |Maps of the world |
| |atlas. |Where we are in relation to the equator | |
| | |Where we are in relation to the tropic of Cancer and Capricorn | |
| |2. Where Australia is in |Where we are in relation to the North and South Pole | |
| |relation to the world. |What our neighbours are | |
| | |The names of the oceans which surround us | |
| | | | |
| | |( Label this on a large map. View the following video (song) about the continents that make up the world: | |
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| | |( Have the students use the atlas to record this information on their own maps and paste in their workbooks and record the following| |
| | |information underneath from the board (as shown below). | |
| | |Australia | |
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| | | |Seven Continents Song |
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| | |There are seven continents on the Earth. They are: Africa, Antarctica, Asia, Australia, Europe, North America and South America. The |Class set of map of the world for |
| | |seven continents are the large masses of land on the Earth. The continents are either completely, or nearly, surrounded by water. Europe|student workbooks. |
| | |and Asia are sometimes considered as one continent, which is called Eurasia. The continents cover about 29% of the Earth’s surface. | |
| | | | |
| | |Australia is a country, an island and a continent; it is the world’s smallest continent and the sixth largest country. It is located in | |
| | |the Southern Hemisphere and in the Western Hemisphere. It lies about 1,800 miles south east of Asia. | |
| | | | |
| | |Australia is south of the equator. It is surrounded by the Indian Ocean on the south, west and north. The Pacific Ocean is on the east. | |
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| | |Lesson Focus: Identify and name the different Australian environments. (N.B: the first part of this lessons is basically revision of the| |
| | |previous unit, students should present with a lot of background information). | |
| | | | |
| | |( Show the students pictures of different parts of Australia, which highlight our different environments. (Desert, rainforest, |Information on IWB for students to |
| | |temperate and semi-arid) |copy into their workbooks. |
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| | |( Create a chart and ask the students to identify what they see in each of the pictures. E.g. desert – | |
| | |red sand, few plants. | |
| |For students to know: | | |
| | |( Explain to the students that Australia has four major types of environments, - desert, rainforest, | |
| |1. The different |temperate and semi-arid. Discuss each of these environments with the students. Discuss the types of | |
| |environments in Australia.|vegetation, rainfall and climate found in each environment e.g. Desert: there is little to no rainfall, the | |
| | |temperature is very hot, and therefore there is little vegetation. Only the plants, which have special | |
| | |features such as succulent leaves that store water, are able to survive in an environment such as this. | |
| | | |IWB : Containing pictures of the |
| | |( Have the students use an Atlas to locate Australia’s four major environments and record this on a large map to paste in their |different environments in Australia|
| | |workbook. (Have the students complete the worksheet page 13, Book 3, Science and Technology) | |
| | | | |
| | |( Explain to the students that they are going to make a map of Australia, which shows; | |
| | |The four different environments. | |
| | |Mountains | |
| | |State borders | |
| | |The Great Barrier Reef | |
| | | | |
| | |( Show the students a key from an Atlas. Discuss what a key is and how it is used to read a map. | |
| | | | |
| | |( Ask the students to suggest what they could use to represent all the different information that needs to be shown on the map. These| |
| | |may include: | |
| | |Match sticks and cellophane to create trees in a rainforest | |
| |For students to be able |Sand to represent the desert | |
| |to: |Sand and green paper to represent a semi-arid environment |Atlases |
| | |Match sticks, cellophane and green paper to represent a temperate environment | |
| |1. Create a map of |Egg cartons to represent the mountains | |
| |Australia using collage |Wool to show the state borders |worksheet |
| |materials which depicts |Fish made from cardboard to represent the Great Barrier Reef |(page 13, Book 3, Science and |
| |the various environments | |Technology) |
| |and features |( Divide the students into 3 groups. Have each group design a map of Australia with an appropriate key, | |
| | |showing the above information (Alternatively you may like to do a class collage of the map of Australia | |
| | |to display in the classroom) | |
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| | | |Large map/s of Australia for group |
| | | |or class collage |
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| | | |collage materials |
| | | |*match sticks |
| | | |*cellophane |
| | | |*sand |
| | | |*egg cartons |
| | | |*fish cut outs, stickers |
|Key Concept/s: Traditional Australian dances and songs |
|Curriculum Area/s: CAPA |
|Outcomes and related Content: |
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|MUS2.1 Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts. |
|sings songs demonstrating a greater awareness of beat, pitch, tone colour and structure |
|moves to music maintaining a constant beat, identifying structure, identifying changes in pitch, elements of duration and dynamics |
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|DAS2.1 Performs dances from a range of contexts demonstrating movement skills, expressive qualities and an understanding of the elements of dance. |
|moves with awareness of safe dance practice including movement skill — action in space, control, alignment, use of breath and with sensitivity to the sound accompaniment |
|performs a dance devised from a cultural or historic context (eg discuss the theme and intention from an Australian Bush Dance) and create a dance using key features by varying the rhythmic movement, patterns and |
|expressive qualities to create a personal response. |
|Completion Date |Learning Intention |Teaching and Learning Activities |Resources |
| | |( Throughout the term teach the students the following songs and dance. These will be also | |
| | |consolidated during the CAPA Group time throughout the term. | |
| | | | |
| | |( Provide the students with a little history about each song: | |
| | | Slim Dusty Waltzing Matilda |Music: Waltzing Matilda |
| | |Waltzing Matilda" is Australia's most widely known bush ballad. A country folk song, the song has been referred to as "the unofficial | |
| | |national anthem of Australia".[1] |Words |
| | |The title is Australian slang for travelling by foot with one's goods in a "Matilda" (bag) slung over one's back.[2] The song narrates | |
| |For students to know :that|the story of an itinerant worker, or "swagman", making a drink of tea at a bush camp and capturing a sheep to eat. When the sheep's | |
| |Waltzing Matilda is a |owner arrives with three police officers to arrest the worker for the theft, the worker commits suicide by drowning himself in the | |
| |well-known Australian bush|nearby watering hole, after which his ghost haunts the site. | |
| |ballad. |The original lyrics were written in 1895 by poet and nationalist Banjo Paterson. It was first published as sheet music in 1903. | |
| | |Extensive folklore surrounds the song and the process of its creation, to the extent that the song has its own museum, the Waltzing | |
| | |Matilda Centre in Winton, Queensland.[3] In 2012, to remind Australians of the song's significance, Winton organised the inaugural | |
| | |Waltzing Matilda Day to be held on 6 April, the anniversary of its first performance.[4][5] | |
| | | | |
| | |I still call Australia home | |
| | |I Still Call Australia Home" is a song written and performed by Peter Allen in 1980. In it, Allen sings of Australian expatriates' | |
| | |longing for home. It has been used to suggest Australian patriotism and nostalgia for home. An example is the series of Qantas |I still Call Australia home with |
| | |television commercials where it was sung either by individual Australian musicians or one of several Australian youth choirs.[1] |Lyrics |
| | |In the 1984 Summer Olympics' Opening Gala TV special (in Los Angeles), Olivia Newton-John performed this song from Sydney, Australia | |
| | |with the choir in a medley with Waltzing Matilda. Later, both songs were used in the musical The Boy from Oz, about Allen's life in | |
| |For students to know the |which Hugh Jackman starred as Allen. | |
| |words of the song in order| | |
| |to perform at the Open Day| I am Australian | |
| |and Grand friends day, | |Music: I am, you are, we are |
| |Community event |I am Australian (or We are Australian) is a popular Australian poem written in 1987 by Bruce Woodley of The Seekers and Dobe Newton of |Australian |
| | |The Bushwackers. Its lyrics are filled with many historic and cultural references, such as to the 'digger', Albert Namatjira and Ned | |
| | |Kelly, among others. Its popularity has allowed it to join the ranks of other patriotic songs considered as alternatives to the |Lyrics |
| | |Australian National Anthem – Advance Australia Fair. It is commonly taught in primary schools. In 1996 the Salvation Army used the song | |
| | |in TV adverts for its Red Shield Appeal, raising funds to help people needing help. | |
| | |The song also was released in 1997 by trio Judith Durham (of The Seekers), Russell Hitchcock (from Air Supply) and Yothu Yindi's | |
| | |Mandawuy Yunupingu. EMI Australia released the single and it reached number 17 on the Australian ARIA Charts in June. | |
| |For students to know that | | |
| |the Heel n Toe polka is a | Heel n toe Polka | |
| |form of bush dance and |Bush dance is a style of dance from Australia, particularly where the music is provided by a bush band. The dances are mainly based on | |
| |know the moves in order to|the traditional folk dances of the UK, Ireland and central Europe. | |
| |perform at the Open Day |Eras of bush dance in Australia | |
| |and Grand friends day, |Early European 1770–1850 settlers came with their local dance traditions. | |
| |Community event |Gold rush 1850–1860 miners brought dances from Europe some via the American gold rush. | |
| | |Pastoral period 1860–1950 rural woolshed balls and dances in local halls. | |
| | |Revival 1950–1960 collectors and enthusiasts document and perform dances. | |
| | |Recent popularity 1970–1980 most areas and many social clubs have regular Bush Balls |Video: Heel n toe Polka |
|Key Concept/s: What makes up Australia? |
|Curriculum Area/s: HSIE & Mathematics |
|Outcomes and related Content: |
| |
|ENS2.5 Describes places in the local area and other parts of Australia and explains their significance. |
|locates and names the capital city of Australia and of each State/Territory, and major regional centres |
|locates and maps cities, rivers and mountains in NSW and uses locational terminology such as north, south, east, west |
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|MA2-17MG Uses simple maps and grids to represent position and follow routes, including using compass directions |
|use given directions to follow routes on simple maps |
|use and follow positional and directional language (Communicating) |
|use grid references on maps to describe position, eg 'The lion cage is at B3' |
|identify and mark particular locations on maps and plans, given their grid references |
|Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090) |
|• use a legend (or key) to locate specific objects on a map |
|• use a compass to find north and then east, south and west |
|• use N, E, S and W to indicate north, east, south and west, respectively, on a compass rose |
|• use an arrow to represent north on a map |
|• determine the directions north, east, south and west when given one of the directions |
|• use north, east, south and west to describe the location of a particular object in relation to another object on a simple map, given an arrow that represents |
|north, eg 'The treasure is east of the cave' |
|• use NE, SE, SW and NW to indicate north-east, south-east, south-west and north-west, respectively, on a compass rose, eg |
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|• determine the directions NE, SE, SW and NW when given one of the directions |
|• use north-east, south-east, south-west and north-west to describe the location of an object on simple maps, given a compass rose, eg 'The tree is south-west of |
|the sign' |
|Completion Date |Learning Intention |Teaching and Learning Activities |Resources |
| | |Lesson Focus: Name and locate the state boundaries of Australia and their capitals. | |
| |For students to know the |( Show the students a large map of Australia. Ask the students what the capital city of Australia is. | |
| |names of states and |Ask the students where they think Canberra is. Use the atlas to verify this. | |
| |territories that make up | |Large map of Australia on IWB or a |
| |Australia and their |( With the students, brainstorm a list of the states of Australia. |poster |
| |capital cities | | |
| | |( On the large map of Australia, locate and mark in the state borders and their capital cities. Discuss the map with the students. | |
| | |Ask: | |
| | |Which is the largest state? |Atlases |
| | |Which is the smallest state? | |
| | |Which is the island state? | |
| | |Which state shares a border with the most states? | |
| | |Melbourne is the capital city of which state? | |
| | | | |
| | |( Have the students record on their own map the: | |
| | |State borders | |
| | |Capital of Australia |Class set of Maps of Australia for |
| | |States/territories and capital cities |student workbooks |
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| | |( Have the students stick their maps and record the following information in their workbook ( as seen below) | |
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| | |State | |
| | |Capital City | |
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| | |Victoria | |
| | |Melbourne | |
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| | |South Australia | |
| | |Adelaide | |
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| | |Queensland | |
| | |Brisbane | |
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| | |Northern Territory | |
| | |Darwin | |
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| | |Western Australia | |
| | |Perth |Information on IWB for students to |
| | | |copy into their workbooks. |
| | |Tasmania | |
| | |Hobart | |
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| | |New South Wales | |
| | |Sydney | |
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| | |Australian Capital Territory | |
| | |Canberra | |
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| | | |IWB : Capital Cities |
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| |For students to be able to| | |
| |read grid coordinates on a| | |
| |map | |Video: How to read a map |
| | | |. |
| | | |com/watch?v=8QlJn_iMeAg |
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| | | |Worksheet (page 64, Primary Society|
| | |Australia is the sixth largest country in the world. It is the only continent that is not divided into more than one country. Because |and its Environment Book E) ‘An |
| | |Australia is such a big country it is divided into large sections called States and Territories. |Australian Town’ |
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| | |Australia is divided into 6 states (New South wales, Queensland, South Australia, Tasmania, Victoria, Western Australia) and 2 | |
| | |territories (Australian Capital Territory and Northern Territory). Australia’s capital city is Canberra. There are cities in all of the | |
| | |States and Territories. Each state and territory has its own capital city. | |
| | | | |
| | |Sydney is famous in Australia and around the world. It is Australia's biggest and oldest city and is the capital city of New South | |
| | |Wales. | |
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| | | |Hit and points (page 28 Teachers |
| | |( To conclude the lesson, view the IWB ‘Australian cities’. |resource Guide, Mathletics Space & |
| | | |Geometry) |
| | |Lesson Focus: Reading maps and using grid coordinates. | |
| | | | |
| | |View the following Video ‘How to read a map’ | |
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| | |Provide students with a copy of the worksheet (page 64, Primary Society and its Environment Book E) ‘An Australian Town’ |Maps of the zoo |
| | | | |
| | |(Remind the students how to read coordinates on a map). Explain to the students how maps are often set up in a grid with letters and | |
| | |numbers down the sides. We use these letters and numbers to pinpoint a particular part of the map. Letters always go before numbers. | |
| | | | |
| | |View various maps to identify keys used to provide students with a base to complete Question 1€ on the worksheet. | |
| | | | |
| | |Have students complete the worksheet. | |
| | | | |
| | |Optional Activity: Play Hit and points (page 28 Teachers resource Guide, Mathletics Space & Geometry) | |
| | | | |
| | |Taronga Zoo Excursion | |
| | | | |
| | |At the zoo provide students with a copy of the zoos map. Throughout the day have students look at the maps and give directions to the | |
| | |different animal enclosures, bathroom areas and so on. | |
| | |The next day as part of Math’s ask students questions relating to the map. | |
|Key Concept/s: Australian Emblems |
|Curriculum Area/s: HSIE, CAPA & History |
|Outcomes and related Content: |
| |
|EN2-4A Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly |
|challenging topics in different media and technologies |
|Develop and apply contextual knowledge |
|• draw on experiences, knowledge of the topic or context to work out the meaning of unknown words |
|Understand and apply knowledge of language forms and features |
|• skim a text for overall message and scan for particular information, eg headings, key words |
|Respond to, read and view texts |
|• use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts |
|(ACELY1680, ACELY1692) |
|• summarise a paragraph and indicate the main idea, key points or key arguments in imaginative, informative and persuasive texts |
|• interpret text by discussing the differences between literal and inferred meanings |
|• justify interpretations of a text, including responses to characters, information and ideas |
| |
|VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter |
|focuses on detail of subject matter and areas of beauty, interest, awe, wonder and delight. |
| |
|VAS2.2 Uses the forms to suggest the qualities of subject matter |
|experiments with techniques in painting and drawing |
| |
| |
|HT2-1 identifies celebrations and commemorations of significance in Australia and the world |
|Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC Week, National Sorry Day) and the importance of symbols and emblems |
|(ACHHK063) |
|identify and describe local, state and national symbols and discuss the origins, symbolism and significance, eg the school logo, Australian and Aboriginal and Torres Strait Islander flags, coats of arms from states and |
|Australia [pic][pic] |
|Completion Date |Learning Intention |Teaching and Learning Activities |Resources |
| | | | |
| | |Lesson Focus: Flora and Fauna | |
| | | | |
| |For students: |Explore the front cover of the book, ‘Australian Wildlife and Plants’ by Cara Torrance (Macmillian Education) looking at the pictures |Book ‘Australian Wildlife and |
| |- to know the difference |and the title. Ask students to predict and justify: |Plants’ by Cara Torrance |
| |between ‘Flora and Fauna’.|If this will be fiction/non-fiction |(Macmillian Education) on IWB |
| | |What this book might be about/who will the characters be |Notebook |
| | |What the author’s purpose might be | |
| |- to be able to name some | | |
| |plants and animals native |Remind students of “Word Prediction” strategy previously taught. In pairs, students predict words they will be come across in the book. | |
| |to Australia |( Flora, Fauna, mammal, marsupial, monotreme, and so on). | |
| | | | |
| | |Read the text, stopping to clarify any new words. As you read, create a word bank of new and interesting words. | |
| | | | |
| | |When finished, discuss the author’s purpose. | |
| | | | |
| | |Discuss and define the meaning of flora, fauna, mammal, marsupial and monotreme. Have students record in their workbooks: | |
| | | | |
| | |Australian Flora and Fauna | |
| | | | |
| | |Flora is a word that refers to plants while fauna is a word that refers to animals. The flora and fauna of a place, therefore, are the | |
| | |plants and animals that live there. | |
| | | | |
| | |Australia's flora and fauna are unique. They are very different from plants and animals found on other continents. This is largely | |
| | |because Australia is an isolated place (not very near to anywhere else). | |
| | | | |
| | |About 80 percent of Australia's flora species are only found on the Australian continent. These native plants include plants such as | |
| | |eucalyptus, acacias, casuarinas and hummock grasses. Eucalypts, also known as gumtrees, are the most common plant on the Australian |IWB with information for students |
| | |continent. Of the 700 eucalypt species found in Australia, only twelve of them are found on other continents. |to copy into their workbooks |
| | |There are also a number of animals that can only be found on the Australian continent. In Australia there are mammals, birds, reptiles | |
| | |and amphibians that are nowhere else on Earth. | |
| | |A mammal usually gives birth to live young and feeds their young with milk. In Australia there are also special animals called | |
| | |marsupials and monotremes. | |
| | |Marsupials are mammals that give birth to their young and then care for them in a pouch. Most of the mammals in Australia are | |
| | |marsupials. Do you know any animals that look after their young in a pouch? The kangaroo and koala are both marsupials. | |
| | |Monotremes are animals that give birth by laying eggs. Two of the world's three monotremes are only found in Australia. They are the | |
| | |duck-billed platypus and the echidna. | |
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| | |Lesson Focus: Art | |
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| | |See IWB Notebook for lesson outline and list of resources for the above Art lessons. | |
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| | |Lesson Focus: Australian Emblems | |
| | | | |
| | |Explain to students that emblems are used throughout the world to represent ideas, history and characteristics of groups of people. | |
| | | | |
| | |Discuss the concept of emblems and ask students to suggest some emblems they know, such as the school emblem, emblems on cars, the | |
| | |emblem of the football team they support. View emblems on IWB and discuss their significance. | |
| | | | |
| | |Read aloud the introduction on pages 4–5 of State and Territory Emblems by Robert Gott. Viewing the image of the Australian flag on page| |
| | |4, ask students to consider how the symbols on the flag are represented. Discuss students’ understandings of symbols and how these are |IWB Notebook contains lesson |
| | |represented through flags and coats of arms. Have students consider what might be on the coat of arms and flag of the different states |outline and resources |
| | |and territories of Australia. | |
| | | | |
| | |DISCUSSION QUESTIONS | |
| | |Have students complete these questions orally to focus on the text. | |
| | | | |
| | |LITERAL: | |
| | |• What are the states and territories of Australia? (Australian Capital Territory, New South Wales, Northern Territory, Queensland, | |
| | |South Australia, Tasmania, Victoria, Western Australia) | |
| | |• What was Australia before Federation in 1901? (A group of separate colonies) | |
| | |• What is a coat of arms? (A set of symbols that represent a person, family or larger organisation) |IWB Australian emblems |
| | |• Name some state or territory animal emblems. (Gang-gang cockatoo, kookaburra, red kangaroo, koala, hairy-nosed wombat, Tasmanian | |
| | |devil, Leadbeater’s possum, black swan) | |
| | |• What is a motto? (A short sentence or phrase that encapsulates a belief or ideal guiding an | |
| | |individual, family or institution) | |
| | | | |
| | |INFERENTIAL: | |
| | |• Who grants the right for a state or territory to have a coat of arms? |Book: State and Territory Emblems |
| | |• How do the coats of arms and flags differ between the states and territories? |by Robert Gott. |
| | |• Why do you think particular emblems have been chosen to represent the states and territories? | |
| | |• What is the significance of some of the unofficial emblems for the states and territories? | |
| |For students to know that |• How do the coats of arms represent the relationship of the states and territories with Great Britain? | |
| |each state and territory | | |
| |has a faunal, floral and |EVALUATIVE: | |
| |gemstone emblem. |• Why are emblems important to the states and territories? | |
| | |• Why do you think the author selected the particular landmarks as unofficial emblems for the states and territories? | |
| | |• Do you think state and territory emblems are as important as national emblems? Why or why not? | |
| | | | |
| | | | |
| | |Provide students with BLM 10 and inform them that they will be leading their own investigation to find out about the different symbols | |
| | |that are used on the coats of arms and flags from the different states and territories. Evenly allocate states and territories across | |
| | |the class, and have students focus on one state or territory. Explain to students that they will need to find eight different symbols | |
| | |that have meaning for the state or territory. On BLM 10, students draw the symbols and record their meaning. Have students report on | |
| | |their findings. | |
| | | | |
| | |Ask students to consider what symbols they would use if the class were to develop its own coat of arms and flag. Ask students to develop| |
| | |and design at least two symbols, and draw them. Have students form groups and explain to them that they will use their symbols to create| |
| | |both a coat of arms and flag for the class. Provide poster paper to the groups and have them display their designs. Each group presents | |
| | |their poster to the class and explains the symbols on the coat of arms and flag. | |
| | |Optional Activity | |
| | |Students create an electronic interactive diagram of the coats of arms or flags for the states and territories. They find images of the | |
| | |coats of arms or flags and paste them into a PowerPoint document. Each image can be hyperlinked with information text that appears when | |
| | |different parts of the image are clicked upon. | |
| | | | |
| | | | |
| | | | |
| | |Lesson Focus: State and Territory Emblems | |
| | | | |
| | |Discuss how each state and territory has a number of emblems. Most have a flora, fauna (animal & bird) and a flag. | |
| | | | |
| | |See the following websites for more information on each of the emblems: | |
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| | | | |
| | |Provide each student a copy of the worksheet (page 60 Australian History, Understanding our shared past, Book B). Have students read the| |
| | |table of information of animal emblems for each state. They then use this information to draw a line from each state or territory to its| |
| | |animal emblem | |
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| | | | |
| | |Lesson Focus: Australia’s national floral emblem | |
| | | | |
| | |Explain to students that Australia’s National floral emblem is the Golden Wattle. It is a resilient plant that represents the spirit of |BLM 10 Australian Symbols Pearson |
| | |the Australian people and its colours when it is in bloom, are our national colours (green and yellow/gold) |Education |
| | | | |
| | |Explain to the students that today they are going to create/make wattle. | |
| | | | |
| | |Provide each student with a copy of the black line master (page 61. Australian History, Understanding our shared past, Book B). | |
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| | | |Worksheet (page 60 Australian |
| | | |History, Understanding our shared |
| |For students to be able to| |past, Book B). |
| |name some of Australia’s | | |
| |faunal and floral emblems.| | |
| | | | |
| | | | |
|Key Concept/s: 1.Lifecycles of Australian Animals |
|2. Informative texts – Focus on informational reports |
|Curriculum Area/s: Science & English |
|Outcomes and related Content: |
|ST2-10LW: describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features |
|Living things have life cycles. (ACSSU072) |
|observe first-hand one animal or plant as it grows and develops, and sequence the stages in its life cycle |
|identify ways that the environment can affect the life cycle of plants and animals |
|Objective A communicates through speaking, listening, reading, writing, viewing and representing | |
|Writing & Representing 1 |Objective B: use language to shape and make meaning according to purpose, audience and context |
|EN2-2A plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and |Writing & Representing 2 |
|language. |EN2-7B plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and |
|Develop and apply contextual knowledge |language |
|* identify key elements of planning, composing, reviewing and publishing in order to meet the demands of |Develop and apply contextual knowledge |
|composing texts on a particular topic for a range of purposes and audiences |*identify & analyse the purpose & audience of imaginative, informative & persuasive texts |
| | |
|Understand and apply knowledge of language forms and features |Understand and apply knowledge of language forms and features |
|* plan, draft and publish imaginative, informative and persuasive texts containing key information and |*describe how audience & purpose impact on language forms & features in imaginative, informative & persuasive |
|supporting details for a widening range of audiences, demonstrating increasing control over text |texts |
|structures and language features | |
| |Respond to and compose texts |
|Respond to and compose texts |*compare and review written & visual texts for different purposes & audiences |
|*plan, compose and review imaginative and persuasive texts | |
|*discuss aspects of planning prior to writing, eg knowledge of topic, specific vocabulary and language |Grammar, Punctuation & Vocabulary |
|features |EN2-4B uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a |
|*plan and organise ideas using headings, graphic organisers, questions and mind maps |range of texts on increasingly challenging topics in different media and technologies |
| | |
| |Develop and apply contextual knowledge |
| |*understand that choice of vocabulary impacts on the effectiveness of texts |
| |how does a change in the vocabulary choice impact text quality, purpose and audience |
| |*understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose |
| |and the intended audience |
| | |
| |Understand and apply knowledge of language forms and features |
| |*identify organisational patterns and language features of print and visual texts appropriate to a range of |
| |purposes |
| | |
| |Understand and apply knowledge of vocabulary |
| |*learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs |
| |*vocabulary choice for peers as opposed to younger audience |
| |*vocabulary choice to convey meaning and enhance text quality |
| | |
| |Respond to and compose texts |
| |*compose a range of effective imaginative, informative and persuasive texts using language appropriate to |
| |purpose and audience |
| |*incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered |
| |in research |
|Objective C: think in ways that are imaginative, creative, |Objective D: express themselves and their relationships |Objective E: learn and reflect on their learning through |
|interpretive and critical |with others and their world |their study of English |
| | | |
|EN2-10C thinks imaginatively, creatively and |EN2-11D responds to and composes a range of texts |EN2-12E recognises and uses an increasing range of |
|interpretively about information, ideas and texts |that express viewpoints of the world similar to and |strategies to reflect on their own and others’ |
|when responding to and composing texts |different from their own |learning |
| | | |
|Engage Personally with texts |Engage Personally with texts |Develop and apply contextual knowledge |
|- respond to texts by identifying & discussing aspects of texts |- recognise how personal perspective influence responses to |- develop a criteria for successful completion of tasks |
|that relate to their own experience |texts | |
| |*Look at the texts studied (ie, literary, factual & visual), which |Respond to and compose texts |
|Develop and apply contextual knowledge |ones entertained? How? |- jointly develop and use criteria for assessing their own and |
|- discuss how authors & illustrators make stories exciting, |*Look at the texts studied (ie, literary, factual & visual), which |others’ presentations |
|moving & absorbing & hold reader’s attention by using various |one did you like best? Explain. |* When completing joint tasks, discuss the strategies that |
|techniques |- |have helped the students to now undertake the task |
|* what techniques have the authors used to sustain our |Develop and apply contextual knowledge |independently. For example, word banks, brainstorming of |
|attention? |- discuss how people from different times and cultures may |ideas, planning charts etc. |
| |respond differently to characters, actions and events in texts |* What strategies do you need to spend more time with to |
|Understand and apply knowledge of language forms and | |enhance your understanding? |
|features |Understand and apply knowledge of language forms and features |*discuss the roles and responsibilities when working as a |
|- identify and discuss how vocabulary establishes setting and |- identify and compare the differences between texts from a |member of a group and understand the benefits of |
|atmosphere |range of cultures, languages and times |working collaboratively with peers to achieve a goal |
| | | |
|Respond to and compose texts |Respond to and compose texts | |
|*make connections between the ways different authors may |*experiment with visual, multimodal and digital technologies to | |
|represent similar storylines, ideas and relationships |represent aspects of experience and relationships | |
|(Comparing The monster who ate Australia with Are we there |*respond to and appreciate how Dreaming stories form part of | |
|yet?) |an oral tradition for Aboriginal and Torres Strait Islander | |
|*use visual representations, including those digitally produced, |peoples | |
|to represent ideas, experience and information for |*respond to short films, documentaries and multimedia texts | |
|different purposes and audiences |that express familiar and new aspects of the broader world | |
| | | |
|Completion Date |Learning Intention |Teaching and Learning Activities |Resources |
| | |Lesson Focus: Purpose of Information Reports | |
| |For students to know the | | |
| |purpose of an informative |Introduce the term, Information Report and ask the students to share what they know about this text type. Ask the students: | |
| |text |Why do we need information reports? | |
| | |Who would need to read information reports? | |
| | |E.g.: a vet would need to read information about different kinds of animals. | |
| | | | |
| | |Discuss the structure of an Information Report. | |
| | |Purpose: To present information about something | |
| | |Structure: |Notebook File Lesson 1 |
| | |A general statement to introduce the subject of the report. | |
| | |Groups of information to describe the subject. (Appearance, habitat, diet, life | |
| | |cycle) | |
| | |Use Notebook Lesson 1 to order the parts of an information report. Using those headings identify and order the included information | |
| | |report on fairy penguins. | |
| | | | |
| | |Lesson Focus: Summarising Key Information | |
| | | | |
| | |Before reading the text Lifecycles of Australian Animals –Koalas by Greg Pyers, look at the text features eg. title page, contents page,|Book: |
| | |glossary, photographs etc and discuss their purpose. |Lifecycles of Australian Animals |
| | | |–Koalas by Greg Pyers, |
| | |Read the book, carefully pointing out the organisational features of the text | |
| |For students to know the | | |
| |purpose of the various |Discuss technical words within the text- how do we find out what they mean? glossary/ re-reading the text etc. (make a technical word | |
| |text features of an |chart for the classroom that can be added to each lesson) |National Geographic Kids- Koala |
| |informative text | | |
| | |Have students as a whole class summarise key points from the text. Teacher records these on a mind map proforma (notebook lesson 2) | |
| | |under the specific headings using dot points. | |
| | | | |
| | |View a different text on Koalas (National Geographic Kids- Koala) and add additional points to the proforma. | |
| | | | |
| | |Lesson Focus: Using the plan and summarised information to write an information report | |
| | | | |
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| | |Explain to the students that each new idea is written as a paragraph. | |
| | | | |
| | |Teacher models writing the introduction using simple and compound sentences. Model leaving a line or two to indicate the start of a new | |
| | |paragraph. | |
| | | | |
| | |Jointly construct compound sentences using key points to write about the Koalas appearance. | |
| | | | |
| |For students to be able to|Discuss the grammatical features needed to enhance writing. These would include the use of | |
| |produce an informative |Nouns and Noun groups | |
| |text using their summary |Adjectives | |
| |notes |Action verbs & relating verbs. | |
| | |Use the prepared planning sheets to construct the information report one paragraph at a time. | |
| | | | |
| | |Independent writers can complete the other components while less independent writers can continue this task in a guided situation. | |
| | |. | |
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| | |Lesson Focus: Editing | |
| | | | |
| | |Using the class set of editing cards and the class constructed information report, model editing procedures eg circling missed spelt | |
| | |words, inserting extra words to make writing more interesting, does my writing make sense? Inserting /correcting punctuation etc. | |
| | | | |
| | |Students edit their own work and then share with a friend before conferencing with a teacher. | |
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| | | | |
| | |Throughout the course of the unit have students write a variety of information reports on Australian animals or states of Australia, | |
| | |repeating the obvious process until students become more independent. | |
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| | |Lesson Focus: Echidnas have physical and behavioural adaptations that enable them to live and survive in their habitat. | |
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| | |Lesson sourced from Pearson Place | |
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| |For students to be able to|Explore the front cover of the book, ‘Lifecycles of Australian animals - Echidna’ by Greg Pyers looking at the pictures and the title. | |
| |edit their own work to |Ask students to predict and justify: | |
| |ensure it makes sense |If this will be fiction/non-fiction | |
| | |What this book might be about/who will the characters be | |
| | |What the author’s purpose might be | |
| | | | |
| | |Read the text, stopping to clarify any new words. As you read, create a word bank of new and interesting words. | |
| | | | |
| | |When finished, discuss the author’s purpose. |Editing Charts |
| | | | |
| | |Discuss and define the meaning of flora, fauna, mammal, marsupial and monotreme. Have students record in their workbooks: | |
| | | | |
| | |Discussion questions | |
| | |Have students complete these questions orally to focus on the text. | |
| | | | |
| | |Literal: | |
| | |• Why are echidnas different from other mammals? (They are monotremes –mammals that lay | |
| |For students to know the |eggs rather than giving birth to live young.) | |
| |difference between |• What does the female echidna do to prepare for the birth of a baby echidna? (She builds a | |
| |physical and behavioural |burrow and nesting chamber.) | |
| |adaptations |• What changes occur to the female in preparation for the birth? (A pouch forms on her belly.) | |
| | |• What happens after the echidna lays its egg? (The egg is in the pouch, a hatchling hatches | |
| | |from the egg using its egg tooth, the hatchling stays in the mother’s pouch for up to three | |
| | |months while it suckles on milk through a milk patch.) | |
| | |• When does the hatchling leave the pouch for the first time? (Before three months, but it | |
| | |stays in the nesting chamber while the mother goes out to feed) | |
| | |• How does an echidna change as it grows? (A hatchling echidna is born blind and hairless; it | |
| | |grows rapidly; its spines and fur start to grow at around three months old; its eyes open at | |
| | |5 months old; it is an adult at three years.) | |
| | | | |
| | |Inferential: | |
| | |• Why does the hatchling stay in the pouch until it is three months old? |Book: |
| | |• Why doesn’t the mother let the three-month-old echidna leave the burrow even though it |Lifecycles of Australian animals - |
| | |can live outside the pouch? |Echidna’ by Greg Pyers |
| | |• How are echidnas adapted to their environment? | |
| | |• What don’t scientists know about echidnas? | |
| | |• Why would it be difficult for scientists to find out more about the birth and growth of an | |
| | |echidna? | |
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| | |Evaluative: | |
| | |• Do echidnas live in a family? | |
| | |• What do you think was the most interesting fact about echidnas? | |
| | | | |
| | |Ask students to explain the meaning of the word ‘adaptation’. Label a class chart with the headings ‘Physical features’ and ‘Behavioural| |
| | |features’. Ask students to suggest different ways in which echidnas are adapted to their environment. Have students identify if the | |
| | |adaptation is physical or behavioural. Ask students to explain how each feature helps echidnas to survive in their environment, e.g. | |
| | |Echidnas have spikes to protect them from predators. (physical); Female echidnas block the entrance to the burrow to protect the baby | |
| | |echidna. (behavioural). | |
| | | | |
| | |Distribute BLM 1. Ask students to complete each sentence starter to explain how each feature enables the echidna to survive in its | |
| | |environment. Have students cut out the statements and then paste them onto an A3 sheet of paper in two groups to identify physical | |
| | |adaptations and behavioural adaptations to create a chart about echidna adaptations. | |
| | | | |
| | |Lesson Focus: Changes occur throughout the life of the echidna as it reproduces and grows. | |
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| | |Lesson sourced from Pearson Place | |
| | | | |
| | |View the following video on the Meaning of a Life cycle | |
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| | |Distribute BLM 2. Explain to students that they will need to research the main stages in the reproduction and growth of the echidna. | |
| | |Have them draw a picture to represent each stage. Have them write one interesting fact about each stage in the box. | |
| | | | |
| | |Have students use their diagrams to explain the life cycle of the echidna to another group of students. | |
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| | |Reflecting | |
| | |How useful was this book in providing information about the life cycle of the echidna? | |
| | |What further information would you like to know about echidnas? | |
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| | |Lesson Focus: Lifecycles of Australian Animals. | |
| | | | |
| | |Choose another two books from Greg Pyers series to study. Refer to the following Blackline Masters for lesson ideas BLM. It is important| |
| | |to also look at other sources of information. Refer to list at beginning of program | |
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| | |Lifecycles of Australian Animals – Activities and BLM 1 | |
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| | |Lifecycles of Australian Animals – Activities and BLM 2 | |
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| | | |BLM 1 |
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| |For students to be able to| | |
| |research the main stages | | |
| |in the reproduction and | | |
| |growth of the echidna | | |
| | | |Video: |
| | | |Meaning of a Life cycle |
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| | | |BLM 2 |
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| |For students to know that | | |
| |all living things have a | | |
| |lifecycle | | |
|Key Concept/s: 1.Defining the terms ‘weathering’ and ‘erosion’ and understand how these affect landscapes and landforms. |
|2. Identifying and discussing actions that exacerbate erosion and how human activity may affect erosion of landscapes and landforms. |
|Curriculum Area/s: Science |
|Outcomes and related Content: |
|ST2-8ES: describes some observable changes over time on the Earth’s surface that result from natural processes and human activity |
|Earth's surface changes over time as a result of natural processes and human activity. (ACSSU075) |
|use appropriate tools and equipment to collect and record data about some changes in natural conditions, eg tides, daily temperature, rainfall and wind [pic][pic][pic] |
|investigate how change in the environment is used by Aboriginal and Torres Strait Islander peoples to develop seasonal calendars [pic][pic] |
|describe some changes in the landscape that have occurred over time as a result of natural processes, eg erosion by wind and water |
|research changes that have occurred in a local environment in Australia or an Asian region as a result of human activities, eg increasing erosion, construction of built environments and regeneration of an area [pic][pic] |
|ST2-4WS: investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertaken |
|Students question and predict by: |
|using curiosity, prior knowledge, experiences and scientific information with guidance, identifying questions in familiar contexts that can be investigated scientifically (ACSIS053, ACSIS064) [pic] |
|predicting what might happen based on prior knowledge in an investigation (ACSIS053, ACSIS064) [pic] |
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|Students plan investigations by: |
|working collaboratively and individually, to suggest ways to plan and conduct investigations to find answers to questions (ACSIS054, ACSIS065) [pic][pic] |
|suggesting appropriate materials, tools and equipment they could use in conducting their investigations and recording their findings, identifying appropriate safety rules [pic] |
|identifying where Working Scientifically might inform or test elements of Working Technologically in relation to established criteria [pic] |
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|Students conduct investigations by: |
|following the planned method, adjusting procedures as necessary, including exploration, fieldwork, surveys and researching secondary sources safely using appropriate materials, tools or equipment to make and record |
|observations, using formal measurements and digital technologies as appropriate (ACSIS055, ACSIS066) [pic][pic][pic] |
|using a range of methods to record observations and measurements with care and honesty, including tables and formal units for length, time and mass [pic][pic][pic] |
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|Students process and analyse data and information by: |
|using a range of methods including tables and simple column graphs to represent data and to identify patterns and trends, using digital technologies as appropriate (ACSIS057, ACSIS068) [pic][pic][pic] |
|sharing their findings and reflecting on the investigation, including whether a test was fair or not (ACSIS058, ACSIS069) [pic] |
|describing patterns and relationships in data collected from investigations (ACSHE050, ACSHE061) |
|comparing results with predictions, suggesting possible reasons for findings (ACSIS215, ACSIS216) [pic][pic][pic] |
|using their ideas and findings to identify what they could find out next through the processes of Working Scientifically and Working Technologically [pic] |
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|Students communicate by: |
|representing and communicating ideas and findings in a variety of ways such as diagrams, physical representations and simple reports, tables, simple column graphs, written and oral factual texts, explanation and argument |
|(ACSIS060, ACSIS071) [pic][pic] |
|sharing what they did and found out, including identifying some strengths and limitations of the method they used and what could be done differently to improve their investigation, including fairness as appropriate |
|[pic][pic] |
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|Completion Date |Learning Intention |Teaching and Learning Activities |Resources |
| | |Lesson Focus: Natural and Built Environments | |
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| |For students to |Read the students the book, “The Monster who ate Australia” by -Michael Salmon |Book: “The Monster who|
| |know the difference| |ate Australia” by |
| |between natural and|Discuss all the natural and built features of Australia in the text and where they are located. |-Michael Salmon (IWB) |
| |built environments | | |
| | |With the students brainstorm a list of all natural and built features that they now about or have visited in Australia. These may have included: | |
| | |Uluru | |
| | |The Barrier Reef | |
| | |Harbour Bridge | |
| | |Opera House | |
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| | |Categorise these into natural and built. | |
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| | |Lesson Focus: Role of geologists in science, introductory information about rocks and the rock cycle | |
| | |The following lessons were sourced from: |Science lessons |
| | |Introduce the context of the unit to students by reading the email from Professor Ruby Email and showing them the photographic diary sent to the class by |sourced from: Science |
| | |Professor Ruby. Inform students that during this unit of work, they will be exploring geology. |Web |
| | |[pic]Professor Ruby Email (Click on object to open link) | |
| |For students to | |photographic diary |
| |know what a |Ask students to make suggestions about what they think the science of geology is. List student responses and group similar ideas. Explain that the science of | |
| |geologist and the |geology is the study of the Earth, of the rocks that comprise the Earth and how they change over time. Inform students that studying rocks helps us to | |
| |rock cycle is. |understand more about the Earth and its landscapes. | |
| | | | |
| | |Explain to the students that Professor Ruby is a geologist. Navigate through the learning object Meet a scientist: geologist to assist in the explanation. | |
| | |Explain to students that geologists: | |
| | |work in a number of areas such as mining or on building development projects |Professor Ruby’s email|
| | |conduct field studies and collect samples such as rocks and fossils |(click on image in |
| | |study landforms such as mountains to determine how they were formed |program for link) |
| | |study local areas to determine their history | |
| | |study rocks to determine how they age. | |
| | |Ask students to make suggestions about the types of tools and equipment a geologist might use when conducting their work. Navigate through the first section of| |
| | |the learning object Get into geology. (This learning object depicts photographs of equipment a geologist uses and an explanation of their function.) | |
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| | |Inform students that Professor Ruby lives in Central Queensland and enjoys working and studying in her local area, exploring for fossils, rocks and gems and | |
| | |learning about the local landforms. | |
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| | |Show students images of nationally significant Australian landforms (see gallery below). | |
| | |Explain why these landforms are interesting for geologists to study. | |
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| | |Inform students that they are now going to explore types of rocks. Ask students to share their ideas about rocks that they may have seen or examined before. | |
| | |Inform students that rocks change over time and go through a cycle of building and breakdown called the ‘rock cycle’. Explain that this happens because there | |
| | |are different types of rocks that age and wear differently according to their composition. Show students sample rocks from each of the sedimentary, igneous and| |
| | |metamorphic rock groups. | |
| | |Note: These can be rock specimens or images of rocks if specimens are unavailable. | |
| | |Navigate through the website Rock hound kids gallery to show images of a selection of rocks. | |
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| | |Explain to students that while there are many varieties of rocks, most are categorised into one of three groups: | |
| | |sedimentary |Learning object from |
| | |igneous |Scootle |
| | |metamorphic. | |
| | |Navigate through the first section of the interactive website Interactives: rock cycle to give brief explanations of each type of rock and how they are formed.| |
| | |Teacher note: Students require only a basic introduction to rock types in order to understand how rocks weather and erode according to type. | |
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| | |Inform students that during the next lesson, they will explore the concepts of weathering and erosion and how these affect rocks and landscapes. | |
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| | |List the new terms and key concepts onto a Word Wall for later reference. | |
| | | |Images of Australian |
| | | |Landmarks |
| | |Gather students together and explain that they will be going outside into the school grounds to look for rocks. They will identify them in the following | |
| | |lesson. | |
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| | |Move students through the school grounds examining rocks and collecting samples for identification. | |
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| | |Return to the classroom and store samples for use during the next lesson. | |
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| | |Inform students that during the next lesson they will be amateur geologists and examine types of rocks and soil. | |
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| | |Lesson Focus: Weathering and Erosion |Rock Hound Kids |
| | |Review the terms relating to rocks and the rock cycle from the previous lesson. Review the different types of rocks and explain that different rocks have |gallery |
| | |different properties such as crystal type and grain size. Model the classification of a rock using the learning object Start your rock collection. Explain that| |
| | |geologists classify rock specimens in great detail; however, explain that they will only need to be able to understand simple classification of rocks. | |
| | |Allocate a rock sample to each student or group of students. | |
| | |Show students the worksheet Rock hounds – identifying types of rocks (PDF, 388 KB) | |
| | |Ask each group to use a magnifying glass to identify their rock sample. | |
| | |Share information about the types of rocks identified and the properties that were identified and discuss with students the different types of soil that they | |
| | |may be familiar with. Explain to students that soil is formed from rocks and that rock type and soil type is related. | |
| | |Use the learning object Soil types to assist in showing students the characteristics of soil. Show students samples of different types of soil and show how | |
| | |they can be classified according to their grain size and composition – as per rocks. | |
| | |Mix water with each soil sample, shake and set aside to allow soil to settle into layers. | |
| | |Explain how having a basic understanding of the different types of rocks and soils assists in understanding how landscapes (rocks and soils) weather and erode.| |
| | |Explain that there are different types of weathering. |Rock Cycle |
| | |Watch the video Weathering and erosion |Interactives |
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| | |List the causes of physical weathering and show examples of each.List the causes of weathering by naturally produced chemicals and show examples of each | |
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| | |Examine how weathering affects rock landscapes by showing examples of weathering on Uluru that clearly show varying types of weathering. Type ‘Uluru’ into | |
| | |Google maps and then zoom in to see weathering on the surface of the rock. | |
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| | |Review the term ‘erosion’ and clarify the difference between weathering and erosion. Explain how erosion changes landscapes and landforms over time. This | |
| | |includes acute short-term and long-term effects. Revisit the images of Australian landforms used in Lesson 1 to illustrate these effects. | |
| | |Conclude by watching video to consolidate students understanding of the difference between weathering and erosion: | |
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| | |Lesson Focus: Erosion Investigation | |
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| | |Review the terms ‘weathering’ and ‘erosion’ from previous. If needed, re-view the video Weathering and erosion to remind students of the concepts weathering | |
| | |and erosion. | |
| | |Inform students that just as there are different types of weathering, there are a variety of forms of erosion that act in different ways on soil, rocks and | |
| | |landscapes. | |
| | |Discuss common causes of erosion such as wind and water. Explain how these causes can result in dramatic consequences for beaches and coastal areas in | |
| | |particular due to the rough winds and seas. | |
| | |Show students images of eroded areas to explain the types of erosion. Images could include: | |
| | | |Learning object; Rock |
| | |Wind erosion. Source: Flickr, Wind Erosion, photo by loonyowl, CC BY-NC 2.0 |cycle |
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| | | |Identifying types of |
| | | |rocks worksheet |
| | |Small scale water erosion. Source: Flickr, Streambank erosion, photo by Soil Science. CC BY 3.0 | |
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| | |Coastal erosion. Source: Flickr, Coastal erosion, Skipsea, East Yorkshire, photo by Between a Rock. CC BY 2.0 | |
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| |For students to be | | |
| |able to: |Large scale water erosion. Source: Flickr, Grand Canyon, photo by Arian Zwegers. CC BY 3.0 | |
| |- classify | | |
| |different types of | | |
| |rocks. | | |
| |-define | | |
| |‘weathering’ and |Glacial erosion. Source: Wikimedia Commons, Glacial moraines above Lake Louise, Alberta, Canada, photo by Mark A. Wilson, public domain. |Studyjams Video: |
| |‘erosion’ and | |Weathering and Erosion|
| |understand how | | |
| |these affect | | |
| |landscapes and | | |
| |landforms. | | |
| | |Simulate erosion by using sand and water to demonstrate how water can affect coastal landforms. Inform students that erosion can be of varying degrees and be |Uluru Google maps |
| | |carried out over short and long periods of time. | |
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| | |Show students images from the p | |
| | | |Make me a genius |
| | |revious lesson and explain how some erosion can be acute, like that caused by storms (eg coastal erosion) or chronic, like that caused by rivers moving over |video: Weathering and |
| | |landscapes (eg the Grand Canyon) Teacher note: See Background information (PDF, 432 KB) and the section entitled Lesson 3: Erosion investigation to assist you|Erosion |
| | |in conducting an investigation into the effects of water on landscapes. | |
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| | |Inform students that in order to understand the effects of water on landscapes they will plan and conduct an erosion investigation using sandcastles. | |
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| | |Inform students that they will have instructions to follow to complete the investigation considering fair testing. Distribute the worksheet Investigation | |
| | |planner (Word, 389 KB). Read through the sheet to show students how to conduct the investigation and enter their data. | |
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| | |Gather equipment and move students to outside area to conduct the investigation. Conduct the investigation as per the investigation instructions. Gather | |
| | |students together to discuss the investigation. Ask students to identify actions that affected the sandcastles during the investigation and to think about how | |
| | |their findings might relate to large-scale erosion of beaches and other landforms. | |
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| | |Lesson Focus: Erosion Case Study | |
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| | |Inform students that during this lesson they will conduct research to prepare a simple case study of a landform. | |
| | |Explain to students that a case study is a report of a specific object, person, group or event. | |
| | |View the video The changing face of Australia, 1970: Uluru to introduce an example case study of Uluru. | |
| | |Explain to students that during this part of the lesson, they will examine pictures and information about Uluru and how it has been affected by weathering, | |
| | |erosion and human activity. The case study is an example of how they could present the findings from their own research. | |
| | |Display and discuss the images of Uluru identifying obvious areas of weathering (see gallery of images below). | |
| | |Ask students to make suggestions about the causes of the weathering to the rock. Create a list of these factors. Explain to students that these factors are | |
| | |naturally occurring so there is no real control over how the weather affects the rock. | |
| | |Ask students to think about and then record ideas about how human activity might affect erosion of Uluru. Teacher note: See Background information (PDF, 432 | |
| | |KB) and the section entitled Lesson 5: Human impact on Uluru and Kata Tjuta to assist you with this topic. | |
| | |Show students a selection of local landforms (or an already prepared landform) for them to choose to study. Allow students to nominate a landform to study. | |
| | |Explain to students that they are to present their case study in multi-modal format – digital/poster/written. Distribute the worksheet Case study of a | |
| | |landform (Word 397 KB) to assist students in completing their research. | |
| | |Provide time for students to conduct their research and opportunities for students to engage with digital products to produce their case study. | |
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| |For students to be | | |
| |able to: |Waterhole at the base of Uluru | |
| |- carry out a |Source: Free Aussie Stock, Mutitjulu waterhole, photo by CC BY 3.0 | |
| |science | | |
| |investigation | | |
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| | |Wave-shaped erosion, Uluru Source: Free Aussie Stock, Uluru wave shaped erosion, photo by . CC BY 3.0 | |
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| | |Uluru summit climb track – human impact Source: Free Aussie Stock, Uluru summit climb track, photo by CC BY 3.0 | |
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| | |Uluru erosion - cave. Source: Free Aussie Stock, Erosion Uluru, photo by CC BY 3.0 | |
| | | |Erosion Investigation:|
| | | |Procedure and |
| | |The face of Uluru eroded by the weather. Source: Free Aussie Stock, Uluru cliffs caves, photo by CC BY 3.0 |equipment |
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| | | |Investigation planner |
| | |Uluru erosion Source: Flickr, Uluru erosion, photo by Shek Graham. CC BY 3.0 | |
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| | |Rock erosion on the side of Uluru Source: Free Aussie Stock, Head shape in Uluru, photo by CC BY 3.0 | |
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| | |Allow students to present their case studies to the class. | |
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| | |Provide opportunities for students to present their case studies to a wider audience such as arranging a library display or an assembly presentation. Consider | |
| | |presenting the findings of their field studies and the subsequent actions they are taking in the school grounds, to the school or local community. | |
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| | | |Video: |
| | |Lesson Focus: Aboriginal Uluru Dreamtime Story |The changing face of |
| | | |Australia, 1970: Uluru|
| | |Explain to students that for the Aboriginal people of Australia, Dreamtime represents the essence of their society, culture, traditions and spirituality. It is| |
| | |a time when ancestors, gods and living mortals come together to learn about the heritage and customs of the Aboriginal people. Dreamtime is the core of | |
| | |everything, and of the many sacred sites in Australia, few are as important as Uluru. Also known as Ayers Rock, Uluru is believed to have been created at the | |
| | |beginning of time by 10 ancestors, or spirit people, of the Aboriginal people. | |
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| | |The stories or ‘dreamings’ communicate their history, origin and where they started from. They are not made up stories, they are factual events from long | |
| | |ago. Aboriginal people have made them into stories so that it is easier for children to understand. They form of knowledge that guides all Aboriginal | |
| | |Socities. |Background information|
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| | |It is the Law. | |
| | |It is the history. | |
| | |It is expressed in the Lore (Dreaming stories) |Worksheet: |
| | | |Case study of a |
| | |The Dreaming means their identity as people. The cultural teaching and everything, that's part of our lives here, you know? it's the understanding of what we |landform |
| | |have around us. (Merv Penrith Elder, Wallaga Lake, 1996) | |
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| | |During the Dreaming, ancestral spirits came to earth and created the landforms, the animals and plants. The stories tell how the ancestral spirits moved | |
| | |through the land creating rivers, lakes and mountains. Today we know the places where the ancestral spirits have been and where they came to rest. There are | |
| | |explanations of how people came to Australia and the links between the groups throughout Australia. There are explanations about how people learnt languages | |
| | |and dance and how they came to know about fire. In essence, the Dreaming comes from the land. In Aboriginal society people did not own the land it was part of | |
| | |them and it was part of their duty to respect and look after mother earth. | |
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| | |Read the story the Rainbow Serpent and explain its significance to Uluru. View following power point for Information: | |
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| | |Have students create their own artwork of the Rainbow Serpent and display in classroom or Naidoc Week Exhibition | |
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| |For students to be | | |
| |able to: | | |
| |- conduct research| | |
| |to prepare a simple| | |
| |case study | | |
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| | |Optional | |
| | |Share with the students a traditional dreaming story from the website below before completing an artwork of your choice to compliment the story. | |
| | |Dust Echoes - This website contains "a series of twelve beautifully animated dreamtime stories from Central Arnhem Land, telling stories of love, loyalty, duty| |
| | |to country and aboriginal custom and law." (From the Dust Echoes web page) | |
| | |There are 12 animated stories altogether, each accompanied with information about the story, activities and study guides. | |
| | | | |
| | | – This link will also lead you to the same site. | |
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| | | |Book: The Rainbow |
| | | |Serpent or |
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| | | |Youtube Story |
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| | | |Powerpoint |
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| | | |Art Paper, pencils, |
| |For students to | |crayons, paint, cotton|
| |know | |buds to create picture|
| |- the significance| | |
| |of Uluru to the | | |
| |Aboriginal people | | |
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| | | |Dust Echoes |
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|Key Concept/s: 1.Descriptive & Persuasive language |
|2. Audience |
|Curriculum Area/s: English |
|Outcomes and related Content: | |
|Objective A communicates through speaking, listening, reading, writing, viewing and representing |Objective B: use language to shape and make meaning according to purpose, audience and context |
|Writing & Representing 1 |Writing & Representing 2 |
|EN2-2A plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and |EN2-7B plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and |
|language. |language |
|Develop and apply contextual knowledge |Develop and apply contextual knowledge |
|* identify key elements of planning, composing, reviewing and publishing in order to meet the demands of |*identify & analyse the purpose & audience of imaginative, informative & persuasive texts |
|composing texts on a particular topic for a range of purposes and audiences | |
| |Understand and apply knowledge of language forms and features |
|Understand and apply knowledge of language forms and features |*describe how audience & purpose impact on language forms & features in imaginative, informative & persuasive |
|* plan, draft and publish imaginative, informative and persuasive texts containing key information and |texts |
|supporting details for a widening range of audiences, demonstrating increasing control over text | |
|structures and language features |Respond to and compose texts |
| |*compare and review written & visual texts for different purposes & audiences |
|Respond to and compose texts | |
|*plan, compose and review imaginative and persuasive texts |Grammar, Punctuation & Vocabulary |
|*discuss aspects of planning prior to writing, eg knowledge of topic, specific vocabulary and language |EN2-4B uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a |
|features |range of texts on increasingly challenging topics in different media and technologies |
|*plan and organise ideas using headings, graphic organisers, questions and mind maps | |
| |Develop and apply contextual knowledge |
| |*understand that choice of vocabulary impacts on the effectiveness of texts |
| |how does a change in the vocabulary choice impact text quality, purpose and audience |
| |*understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose |
| |and the intended audience |
| | |
| |Understand and apply knowledge of language forms and features |
| |*identify organisational patterns and language features of print and visual texts appropriate to a range of |
| |purposes |
| | |
| |Understand and apply knowledge of vocabulary |
| |*learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs |
| |*vocabulary choice for peers as opposed to younger audience |
| |*vocabulary choice to convey meaning and enhance text quality |
| | |
| |Respond to and compose texts |
| |*compose a range of effective imaginative, informative and persuasive texts using language appropriate to |
| |purpose and audience |
| |*incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered |
| |in research |
|Objective C: think in ways that are imaginative, creative, |Objective D: express themselves and their relationships |Objective E: learn and reflect on their learning through |
|interpretive and critical |with others and their world |their study of English |
| | | |
|EN2-10C thinks imaginatively, creatively and |EN2-11D responds to and composes a range of texts |EN2-12E recognises and uses an increasing range of |
|interpretively about information, ideas and texts |that express viewpoints of the world similar to and |strategies to reflect on their own and others’ |
|when responding to and composing texts |different from their own |learning |
| | | |
|Engage Personally with texts |Engage Personally with texts |Develop and apply contextual knowledge |
|- respond to texts by identifying & discussing aspects of texts |- recognise how personal perspective influence responses to |- develop a criteria for successful completion of tasks |
|that relate to their own experience |texts | |
| |*Look at the texts studied (ie, literary, factual & visual), which |Respond to and compose texts |
|Develop and apply contextual knowledge |ones entertained? How? |- jointly develop and use criteria for assessing their own and |
|- discuss how authors & illustrators make stories exciting, |*Look at the texts studied (ie, literary, factual & visual), which |others’ presentations |
|moving & absorbing & hold reader’s attention by using various |one did you like best? Explain. |* When completing joint tasks, discuss the strategies that |
|techniques |- |have helped the students to now undertake the task |
|* what techniques have the authors used to sustain our |Develop and apply contextual knowledge |independently. For example, word banks, brainstorming of |
|attention? |- discuss how people from different times and cultures may |ideas, planning charts etc. |
| |respond differently to characters, actions and events in texts |* What strategies do you need to spend more time with to |
|Understand and apply knowledge of language forms and | |enhance your understanding? |
|features |Understand and apply knowledge of language forms and features |*discuss the roles and responsibilities when working as a |
|- identify and discuss how vocabulary establishes setting and |- identify and compare the differences between texts from a |member of a group and understand the benefits of |
|atmosphere |range of cultures, languages and times |working collaboratively with peers to achieve a goal |
| | | |
|Respond to and compose texts |Respond to and compose texts | |
|*make connections between the ways different authors may |*experiment with visual, multimodal and digital technologies to | |
|represent similar storylines, ideas and relationships |represent aspects of experience and relationships | |
|(Comparing The monster who ate Australia with Are we there |*respond to and appreciate how Dreaming stories form part of | |
|yet?) |an oral tradition for Aboriginal and Torres Strait Islander | |
|*use visual representations, including those digitally produced, |peoples | |
|to represent ideas, experience and information for |*respond to short films, documentaries and multimedia texts | |
|different purposes and audiences |that express familiar and new aspects of the broader world | |
| | | |
|Completion Date |Learning Intention |Teaching and Learning Activities |Resources |
| | | | |
| |For students to be able to|Lesson Focus: making connections between the ways different | |
| |- make connections |authors may represent similar storylines, ideas and relationships | |
| |between the ways different| | |
| |authors may represent |Explore the front cover of the book, ‘Are we there yet?’ by Alison Lester. Looking at the pictures and the title. Ask students to | |
| |similar storylines, ideas |predict and justify: |Book: |
| |and relationships |If this will be fiction/non-fiction |Are we there yet? by Alison Lester |
| | |What this book might be about/who will the characters be | |
| | |What the author’s purpose might be | |
| | | | |
| | |Remind students of “Word Prediction” strategy previously taught. In pairs, students predict words they will be come across in the book. | |
| | | | |
| | |Read the text, stopping to clarify any new words. As you read, create a word bank of new and interesting words. | |
| | | | |
| | |When finished, discuss the author’s purpose. | |
| | | | |
| | |Look closely at one double page spread of the book. What different kinds of pictures do you notice? What order do you ‘read’ them in? | |
| | | | |
| | |Which kinds of story pictures are most important in this book? Look at the maps, diagrams, and drawings of a single object. How do they |Book: |
| | |all combine together? |’The Monster who ate Australia” by |
| | | |Michael Salmon |
| | |Choose another double page from the text. Ask: What do you notice about the illustrations on this page? How do they make you feel? What | |
| | |colours and shapes has Alison Lester used to give you that feeling? What is special about this page for you? | |
| | | | |
| | |Compare how this story is similar/different to that of ’The Monster who ate Australia” by Michael Salmon using a Venn diagram. | |
| | | | |
| | | | |
| | | | |
| | |Lesson Focus: Description of a chosen Landmark | |
| | | | |
| | |Brainstorm a list of natural and built features stated in the books “Are we there yet? and The monster who ate Australia” | |
| | | | |
| | |Explain to the students that they are going to choose either a natural or built feature of Australia (tourist attraction) found in one | |
| | |of the states and are going to write a description of it. | |
| | | | |
| | |Discuss with the students what the purpose of a description is. Suggest that it is to focus the readers’ attention on the characteristic| |
| | |features of a person, place or object. Suggest that there is a general structure that can be identified in a lot of descriptions, but | |
| | |that variations also occur. Descriptions usually include: | |
| | |An introduction about what you are describing | |
| | |Characteristics of what you are describing. E.g. what (he/she/ it) looks like, how (he/she/ it) behaves. | |
| | | | |
| | |Suggest that descriptions have some common grammatical patterns such as: Verbs | |
| | |Relating e.g. Joe is miserable | |
| | |Thinking and feeling E.g. I thought it would make me feel better | |
| | |Action E.g. She clapped her hands | |
| | |Nouns | |
| |For students to Know |Particular nouns E.g. The child was distraught | |
| |- the difference between |Detailed noun groups E.g. Red weepy eyes | |
| |a natural and built | | |
| |feature |With the students brainstorm a list of the natural or built features of Australia (tourist attractions). Identify a one and brainstorm | |
| |- language needed to write|adjectives, and noun groups that may be used to describe the tourist attraction. Create a chart and have the students suggest synonyms | |
| |an effective description |and antonyms for each adjective. | |
| | | | |
| | |Model using the chart of adjectives and noun groups to jointly construct a description of the chosen tourist attraction. Have the | |
| | |students write their own description about their chosen tourist attraction. | |
| | | | |
| | |The students could be divided into the following groups: | |
| | |Students independently construct a description | |
| | |Students work in a small group to brainstorm all the information needed to describe and Australian tourist attraction, but write their | |
| | |own description. | |
| | |Teacher works with a group to jointly construct a description for an Australian tourist attraction | |
| | |Students re-write a jumbled up description of an Australian tourist attraction | |
| | | | |
| | |Encourage the students to: | |
| | |Plan their writing using the planning sheet | |
| | |Write a draft |Pictures and Information on various|
| | |Self edit. (Reading to ensure that it makes sense and is well sequenced, underlining words they think are misspelt and looking them up).|landmarks / tourist attractions |
| | |Conference with a partner (Having a partner read the draft and making comments on the structure, the content, the use of particular | |
| | |words and the spelling) | |
| | | | |
| | |Discuss the ways that the students can publish their work. | |
| | | | |
| | | | |
| | | | |
| | |Lesson Focus: Creating a travel brochure | |
| | | | |
| | |Show the students some tourist brochures and discuss the features. | |
| | | | |
| | |Ask students to choose a landmark/location within Australia and create a travel brochure to promote it. Discuss the possible audience | |
| | |for their advertisement and how this affects the language used. Consider what images will be included. Design a catchy phrase for their| |
| | |advertisement and how they can present it (digital, collage, painting, drawing). Emphasise the importance of the illustrations being | |
| | |reflective of the text. | |
| | | | |
| | | | |
| | |Lesson Focus: Researching states of Australia | |
| | | | |
| | | | |
| | |Explain to the students that they are going to choose a state of Australia and research | |
| | |some of the special things about that state. | |
| | | | |
| | |Students should be given the opportunity to work independently, with a partner, or in a | |
| | |small group with teacher assistance. | |
| | | | |
| | |With the students brainstorm a list of things that they want to find out about the state. These may include: | |
| | |Where the state is located |Various Travel Brochures |
| | |The surrounding states | |
| | |At least three of the major cities | |
| | |Any major rivers | |
| | |The surrounding ocean | |
| | |The state flag | |
| | |The floral emblem | |
| | |The animal emblem | |
| | |The bird emblem | |
| | |Any natural features e.g. Barrier Reef | |
| | |Any built features E.g. Harbour Bridge | |
| | |Aboriginal terms for any natural features | |
| | | | |
| | | |Information on various states: |
| | |Discuss with the students where they may be able to find information. Sources may include: | |
| | |Information texts |pictures, maps, information, travel|
| | |Web sites |brochures, etc. |
| | |Charts | |
| | |Atlas | |
| | |Encyclopaedias | |
| | | | |
| | |Go through each piece of information above and ask the students where they think they may find the information. E.g. where the state is | |
| | |located. Where would they find this information? Suggest that they look at a map or the Atlas. Model describing its position. E.g. N.S.W| |
| | |is located north of Victoria but south of Queensland. | |
| | | | |
| | |Show the students an information text. Model using the content page and index to locate relevant information. | |
| | | | |
| |For students to be able to|Show the students some information about one of the states, which describes their emblems. With the students identify the key words such| |
| |- publish facts in a |as floral, animal, bird, and emblem. Model: | |
| |creative way |Reading the text through | |
| | |Locating the key words in the text | |
| | |Reading around the key words | |
| | |Recording the relevant information | |
| | | | |
| | |Explain to the students that they are going to use the information that they found out in the previous sessions to write an information | |
| | |report about their chosen state. | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| |For students to be able to| | |
| |research and present a | | |
| |report on an Australian | | |
| |state of their choosing | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Evaluation |Assessment: |
|What would I change in this unit? |Which students needed to be encouraged to contribute to group discussions? |
| | |
| | |
| | |
| | |
|Overall were the students engaged? YES/NO | |
|What activities did the students enjoy? | |
| | |
| |Which students, if any have presented with a deep knowledge of the subject content? |
| | |
|Were the supporting worksheets & videos useful? YES/NO | |
|Were the assessment tasks purposeful? YES/NO | |
|Was the unit presentation easy to follow? YES/NO |Which students, if any requiring extra scaffolding or assistance in completing set tasks |
|What needs to change in the unit presentation? |individually? |
| | |
| | |
| | |
|What other learning experiences did I include in the unit? | |
| |Which students, if any performed exceptionally well in the assessment task? |
| | |
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|Additional Comments: |Additional Observations: |
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| | |
| |
|INFORMATION REPORT PLANNING SHEET |
| | |
|GENERAL CLASSIFICATION |Any natural features e.g. Barrier Reef Any built features E.g. Harbour Bridge |
| | |
| | |
| | |
| | |
| | |
|Where the state is located |The state flag |
| | |
|The surrounding states and oceans |The floral, animal and bird emblem |
| | |
| | |
|At least three of the major cities and major rivers |Aboriginal terms for any natural features |
| | |
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Stage Two, Integrated Unit
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