INTEGRATED UNIT - LEVEL ___ - YEAR ____ PLANNING …



Integrated Unit Planning:

FOCUS QUESTION: How can we care for the environment to ensure a sustainable future?

YEARS: 6/7 LEVEL: 4 TEACHERS: Marie Leech and Heather Wessling

|CURRICULUM ORGANISERS |

|DIVERSITY & CHANGE |CONSTRUCTIVE CITIZENSHIP |SUSTAINABLE COMMUNITIES & ENVIRONMENTS |

|As life-long learners students: |As life-long learners students are: |As life-long learners students: |

|recognize and value diverse groups |active, informed and reflective citizens |recognize impact of environmental change |

|develop identities |designers of future life pathways |advocate and take action for preferred future |

|accept change |use ethical codes of behaviour |value, care for & shape sustainable communities |

|design own futures |contribute to peace and world harmony | |

|SELECTED LEARNING OUTCOMES |

|SOSE: |ARTS: |

|PS 4.2 Students predict the impact of changes on environments by comparing evidence. |VA4.1 Students deconstruct and reconstruct images and objects to manipulate meaning through explorations of |

|PS 4.3 Students participate in a field study to recommend the most effective ways to care for a place. |elements and additional concepts. |

|PS 4.4 Students use latitude, longitude, compass and scale references and thematic maps to made inferences about|VA4.2 Students made and display images and objects, considering purposes and audiences. |

|global patterns. |VA4.3 Students analyse elements and additional concepts evident in images and objects from a variety of cultural |

|PS 4.5 Students explain whether personal, family and school decisions about resource use and management balance |and historical contexts. |

|local and global considerations. | |

|SRP 3.1 Students made inferences about interactions between people and natural cycles, including the water | |

|cycle. | |

|SRP 4.2 Students plan and manage an enterprise that assists a community or international aid project. | |

|SCIENCE: |TECHNOLOGY: |

|LL 3.1 Students drew conclusions about the relationship between features of living things and the environments |TP4.1 Students use consultative methods to gather knowledge, ideas and data when researching alternatives within |

|in which they live. |design challenges. |

|LL 3.3 Students described some interactions (including feeding relationships) between living things and between |TP4.2 Students generate ideas through consultation and communicate these in detailed design proposals. |

|living and non-living parts of the environment. |TP4.3 Students identified and made use of the practical expertise of others when following production procedures |

|LL 4.1 Students examine the internal and external structure of living things (including animal respiratory |to made products for specific users. |

|systems and plant systems) and account for observed similarities and differences in terms of adaptation. |TP4.4 Students gather feedback to gauge how effectively their design ideas and processes meet design challenges |

|LL 4.3 Students made generalisations about the types of interaction which take place between the living and |and how effectively products meet the needs of specific users. |

|non-living parts of the environment. | |

|HPE: |ICTs |

|H 4.1 Students recommend actions they can take to promote their health in response to social, biological or |Viva Piñata on Xbox 360- reflective Journal |

|environmental factors. |Internet Research |

|H 4.5 Students identified aspects of their social and physical environments that enhance or pose threats to |Class WebPage- Viva Piñata |

|their health and plan strategies for achieving healthy environments for themselves and others. | |

|KEY CONCEPTS AND LEARNINGS: Sustainable environments, natural environments, simulated environments (Viva Piñata), features of living things, interactions between living things and the environment, internal and external |

|structures of living things, impact of change on environments, visual art- elements, concepts, processes, design processes. |

|PURPOSE/ CONTEXT: There are thousands of different ecosystems in Australia, most of them include endangered species: animal, bird and plant. Even today, the clearing of pristine forests continues at an alarming rate. |

|Students will develop a deeper understanding of the value of caring for different Australian environments through researching an environment and studying the importance of various ecosystems. By creating an Environmental |

|Scrapbook, students will present their reflections, observations and suggestions for ways to work together to care for, value and ensure a sustainable future. |

|EXCURSIONS/VISITORS |COMMUNITY/ SCHOOL INVOLVEMENT: |TEACHER LIBRARIAN: |

|Botanic Gardens Excursion (8 March) |Kurwongbah SS Groundsperson, Pine Rivers Shire Council, Fund raising for |Information literacy process- group research tasks |

|Incursion (3 May) |plants | |

|PRODUCTIVE PEDAGOGIES |

|INTELLECTUAL QUALITY |CONNECTEDNESS |SUPPORTIVE SCHOOL ENVIRONMENT |RECOGNITION & VALUING OF DIFFERENCE |

|Higher-order thinking |Knowledge integration |Student direction |Cultural knowledge |

|Deep knowledge |Background knowledge |Social support |Inclusivity |

|Deep understanding |Connectedness to the world |Academic engagement |Narrative |

|Substantive conversation |Problem-based curriculum |Explicit quality performance criteria |Group identity |

|Knowledge as problematic | |Self-regulation |Active citizenship |

|Metalanguage | | | |

|STUDENTS NEED TO KNOW: |STUDENTS NEED TO DO: |

|What is a map |Term 1- Week 1 (29 January) - Week 3 (16 February) |

|What is latitude and longitude, scale references |Orientation: Mapping- locate all environments on map of Australia |

|Lines of latitude |Listen to and discuss John Williamson’s song Wildlife Warriors- It’s Time |

|Degrees of lines of latitude and longitude | |

|Coordinates according to longitude and latitude |ENVIRONMENTAL SCRAPBOOK |

|Scale for distance calculations |Create a visual representation to respond to the lyrics and key messages of the song (front cover of It’s Time! |

| |Scrapbook). Include their name and the Title- It’s Time! |

|What are global patterns- ecological, changing patterns |Glossary of terms- definition of: environment, ecosystem, habitat, sustainability, interactions, adaptation, |

|What is the meaning of: environment, ecosystem, habitat, sustainability, interactions, adaptation, internal, |internal, external, similarities, differences, effective, latitude, longitude, hemisphere, global, map, actions, |

|external, similarities, differences, effective, latitude, longitude, hemisphere, global, map, actions, |biological, strategies, threats, geography, topography, ecology, meteorology, climate, flora, fauna, natural, man |

|biological, strategies, threats, geography, topography, ecology, meteorology, climate, flora, fauna, natural, |made, interdependence. |

|man made, interdependence. |View Video: From the Heart- record notes on a graphic organizer- Kakadu, the Reef, the West, the High Country and |

|What are environments- natural, built |Inland Australia |

|What are the impacts of changes on environments | |

|Positive and negative impacts |Term 1- Week 4 (19 February) - Term 2 Week 3 (4 May) |

|Human and natural changes- preservation, pollution, erosion, urbanization, tourism, desertification, salination,|Participate in small group research and presentation: |

|revegetation |Great Barrier Reef |

| |Daintree Rainforest |

| |Nullabor Plain |

| |Snowy Mountain |

|What is meant by internal structures of living things |Simpson Desert |

|What is meant by external structures of living things |Kakadu |

|What is an animal respiratory system |Franklin River |

|What is a plant system |Murray River Basin |

|What are similarities and differences |Lake Eyre |

|What is adaptation |Uluru |

| |King Island |

| |Fraser Island |

| |Eungalla Rainforest |

| |Whitsunday Islands |

| | |

| |Work in a small group to research: |

| |Location of the environment in Australia- mapping |

|What are characteristics/ features of an environment- rainfall, temperature, seasons, topography, geography |Characteristics of the environment- climate (rainfall, temperatures, seasons) topography, geographical features. |

|What is an ecosystem |Ecosystems- Flora and fauna that live there/ adapted to the environment, food chains- interdependence |

|What is flora |Ways to care for the environment- recommendations and suggestions |

|What is fauna |Write an information report presenting above information in a cohesive way |

|What are ways to care for an environment- cleaning, planting, replanting, watering, weeding, protection, |Present information orally to the class in an interesting way |

|rejuvenation, landscaping |Risk assessment, safety considerations for the particular environment |

|What is an information report | |

|What is a risk assessment |REFLECTIVE JOURNAL |

| |Reflect on interactions between animals and environment within Viva Piñata |

| |1. Reflective Entries Component |

| |Engage with Viva Piñata on Xbox 360 |

|What is a reflection/ reflective journal entry- first person, past tense, complex sentences, conjunctions |Blurb: Taking place in an unspoilt, fantastic countryside, players need to create an environment where critters can |

|What are the relationships between the features of living things and the environments in which they live |made themselves at home. But these are no normal animals- they’re living piñatas! The idea is to lure in wild, |

|What are interactions between living things and between living and non-living parts of the environment |black-and-white piñatas with attractive habitats and yummy plants. If they choose to stay, they take on brilliant |

|Identify harmful environmental factors on living and non-living things. |plumage to show they’ve joined your menagerie. There are scores available, including horses, giraffes, elephants, |

|Identify beneficial environmental factors on living and non-living things |snakes, crocodiles and more and it’s up to you to maintain a sustainable community. |

|Classify living and non-living things |Reflect on their interactions with the game environment and creatures- note the impact of changes they made on the |

|Identify food sources for living things |environment |

|Draw conclusions about the relationship between living and non-living things. |Describe the relationships between the features of living things and the environments in which they live |

|What are generalisations |Identify the interactions between living things and between living and non-living parts of the environment |

|What is a prediction | |

|What is the impact of changes on the environment | |

|Positive and negative impacts eg removal of trees for urban development leading to erosion and increased | |

|salination of soil, removal of non-native fish species from dams | |

|Human and natural changes leading to improved native species biodiversity eg preservation, protection, |2. Visual Arts Component |

|pollution, erosion, urbanisation, tourism, desertification, salination, revegetation |Respond to a number of John Williamson songs by creating visual representations of the ideas and key messages within |

| |the lyrics |

|What are art elements : colour, line, shape, texture |Explore the elements of colour, shape, line and texture as they work with a variety of media- pastels, paint, |

|What are art concepts: balance, contrast, pattern, space, abstraction, composition, depth, non-representation, |pencils, clay, collage, etc. to create the visual images for their scrapbook |

|proportion, representation, symbolism |May discuss their thoughts, feelings and reflections in terms of their visual creations and the lyrics of the song- |

|What are art processes: compare, control, design, develop, install, modify, analyse |key messages, emotive responses. |

| | |

| |ENVIRONMENTAL SCRAPBOOK |

|What is a place |3. Botanic Gardens Excursion- Field Study Component |

|What are local and global settings |Complete activities prior to the excursion |

|How we can care for a place- prevention, conservation, protection |Participate in an excursion to the Botanic Gardens- 2 activities- ½ class each |

|What is a field study- observation, graphing, sketching, researching, photography, note taking |Present information to other class members about the activity they participated in at the Botanic Gardens |

| |Participate in a number of activities after the visit to the Botanic Gardens |

| | |

| |Term 2 Week 4 (7 May) - Term 2 Week 7 (Fri 1 June) |

| |Brisbane Botanic Gardens School Learnscaping Support Program |

|What is a design |Explore the school environment |

|What is the design process |Work in teams to survey, design, create and evaluate a small garden area |

|What is a risk assessment |Brief: must include only local natives, water smart, self sustaining |

|What is a survey |Risk assessment- safety with tools, mulch, trees etc., regulations |

|What is a design brief | |

|PROGRAM MODIFICATIONS |

|PRE-TESTING |EDUCATIONAL ADJUSTMENTS: |ENRICHMENT: |DIFFERENTIATION: |

|KWL |See attached sheet |Thinker’s Keys- It’s Time Caring for the Environment |Designing a computer game concept/ manual for an Australian |

|Concept Map | | |environment with Australian flora and fauna |

|Prior learning check | | | |

|Integrated Assessment Tasks |

|Task |Australian Natural Environment Information Report |KLAs |

|Assessment Criteria: |Text Type |Clear opening statement |English |

| | |Sequenced detailed paragraphs |Science |

| | |Concluding statement |HPE |

| | | |SOSE |

| | | | |

| | | | |

| | | | |

| |Subject Matter |Researches and presents accurate information on an Australian natural environments | |

| |Roles and Relationships |Considers the needs of the audience by demonstrating correct language choices | |

| |Mode and Medium |Uses a variety of print and digital resources | |

| | |Includes a bibliography of sources | |

| | |Uses Graphic Organiser to organize information | |

| | |Demonstrates sound note-taking skills | |

| |Language Features |Evidence of proof-reading and editing | |

| | |Uses writing conventions | |

| |Presentation |Presentation in the Environmental Scrapbook with attention to detail | |

|Task |Viva Piñata Reflective Journal | |

|Assessment Criteria: |Described interactions between living things (piñatas, flora) and the environment in which they live. |English |

| |Identified the positive and negative impact of the changes I have made to the environment on the living things that live there. |SOSE |

| |Drew conclusions about the relationship between the features of the living things (piñatas, flora) and the environment in which they live. |The Arts |

| |Made generalisations about the types of interactions which take place between the living and non-living parts of the environment. | |

| |Applied the textual features of a reflective journal entry- past tense, first person recount, conjunctions and compound sentences. | |

| | | |

| | | |

| | | |

| | | |

|Task |Visual Arts Response | |

|Assessment Criteria: |Students: |The Arts |

| |Identified the key messages from the song “Wildlife Warriors” |English |

| |Used the 5 elements of Art: Line, Shape, Colour, Tone & Texture to effectively convey the key messages. | |

| |Demonstrated skills in visual arts techniques such as sketching painting and collage. | |

| |Incorporated a variety of media | |

| |Reflected and explained how the visual image represents the key ideas and messages of the lyrics. | |

| |Used correct terminology when reflecting on and describing title page. | |

| LITERACY DEMANDS |

|Reflective diary- reflections on interactions with X-Box 360 Program Viva Piñata |Viva Piñata Writing tasks: |

|Concept Web |Blurb |

|Note taking (viewing videos) |Cross words |

|Recount |Find-A-Word |

|Information Report |Observation |

|Mapping |Instructions |

|Field Study |Jingle |

|Design Process |Information Literacy Process |

|Survey |Advertisement |

|Autobiography |Poster |

|Novel Study- Toad Heaven (Teacher’s Notes available at |WebPage |

|) |Game Manual |

|Glossary |Email |

|Graphic Organisers |Board Game |

| |Acrostic Poem |

|NUMERACY DEMANDS |

|Mapping |

|Direction (compass) |

|Scale |

|Latitude, longitude |

|Rainfall |

|Temperatures (Max/ Min) |

|Co-ordinates |

|Measurement |

| |

|RESOURCES: |

|X-Box 360 Game: Viva Piñata! |

|Music CD: Wildlife Warrior- It’s Time! |

|Video: From the Heart |

|Resources from Botanic Gardens Education Centre |

|Environmental charts |

|Non-fiction books, encyclopedias |

|Novel- Toad Heaven by Morris Gleitzman |

|Thinker’s Keys (Tony Ryan)- It’s Time! |

Educational Adjustments for Special Needs Students

| |Autistic Spectrum Disorder ASD | |Intellectual Impairment II |C |Physical Impairment PI |

| |Speech Language Impairment SLI | |Hearing Impairment HI |J |ADHD |

Curriculum Adjustments

|C |Teacher and parents meet to discuss IEP/ reports or homework | |Learning outcome is adjusted | |Home /school communication book for recall of experiences |

| |support | | | |across environment |

|C |Plan to target an individual learning goal |( |Plan to complete writing tasks on computer due to poor fine motor/ hand|( |Visual and pictorial supports- word lists, self management |

| | | |writing skills | |chart, pictorial timetable |

|( |Select targeted activities that will fit with regular class |( |Use of graphic organisers | |Picture sequencing for story writing |

| |activities | | | | |

|( |Modified Texts |( |Student works towards similar outcomes but lesson content is modified |( |Use of multi media to teach specific concepts |

|( |Prepare visual and pictorial support materials |( |Use of concrete materials |( |Practice to maintain skills with T/A |

| |Wait time given for student to process information |( |Provide quiet area for difficult work |( |Modified report card |

|( |Repeated presentation of key points |( |Short clear instructions | |Slower pace for instruction |

|( |Task recall/clarification with student |( |Small group, 1-1 instruction, modelling |( |Direct instruction-modelling, prompting, practice, feedback |

Communication Adjustments

|( |Class teacher consults with parent or carer re communication | |AVT,GO,OT,SLP contribute to classroom planning |( |Picture prompts to help organisation |

| |issues | | | | |

|( |Planned games in classroom/ playground provide opportunities to| |Teacher plans and teaches sequence of structured questions to scaffold |( |Consistent behavioural strategies across all contexts |

| |work on turn taking, winning and losing behaviour, following | |oral comprehension | | |

| |direction and waiting | | | | |

| |Checking batteries of laptops/ Alphasmarts |( |Monitoring of social situations e.g. playtime |( |Friendship program |

|( |More time allowed for oral presentations | |Teacher frequently checks that instructions are understood |( |Preferential seating- close to teacher or supportive buddy |

| |Verbal/gestural prompts |( |Allow wait time |( |Charts to support vocabulary |

| |Written language supports |( |Student to work with a buddy |( |Use of concrete materials |

| |Awareness of phonemes, sentence structure, word meaning or | |Editing of work, extracting the main idea, |( |Colour coding of subject material |

| |social function of language | |punctuation, grammar, word lists, spelling strategies | | |

|( |Use of prior knowledge used by student |( |Teachers model and prompt appropriate responses |( |Visual timetable |

Thinkers Keys – It’s Time! Caring for the Environment

Name___________________________________________

|Music Smart |Mobile Maker |Inventions Key |Question Key | PMI |

| | | | |Use of recycled water for drinking. |

|We need to encourage all people to be Water |Design a mobile to include all the plants |You need to protect the last remaining Blue |The answer is_________. |P – plus |

|Wise. Write a jingle (short poem set to |and animals in a specific ecosystem. |Whale by using: |Write 5 questions for each answer: |M – minus |

|music) to do this. You may write new words | |a pack of cards |Global Warming |I – interesting |

|to suit a song or tune you already know. | |a sewing machine |Pollution |Facts, thoughts, opinions |

|E.g. Hickory Dickory Dock, Three Blind | |a squash ball |Water |P |

|Mice……. | | |Alternative Energy |M |

| | | | |I |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|Reverse Listing |What If ? Key |Alphabet Key |Brainstorming Key |Interpretation Key |

| | | | | |

|List 10 things that cannot be destroyed by |What if the world’s water supply dried up? |Compile a list of A – Z words related to |How many ways can we reduce the amount of |The Great Barrier Reef has been closed to |

|humans. |List 10 consequences. |environmental issues. Use phrases not just |water used by humans? |all visitors for 5 years. Give three |

| | |one word. | |possible explanations for this. |

|Name 10 places that will never be polluted | | | | |

|by humans. | | | | |

|Variations Key |Consequences |Different Use Key |Native Smart |Poster Design |

| | | | |Design a poster that will encourage people |

|How many ways can you clean up oil spills? |A strange disease strikes the world’s | |List the names of 5 organizations that are |to look after our local school community. |

| |forests and half of all the trees die |List 5 different uses for a: |concerned with threatened and endangered | |

| |quickly. Write down ten (10) consequences |water bottle |species. | |

| |if this happened. |solar panel | | |

| | |windmill | | |

|The Bar Key |Picture Key |Ridiculous Key |Prediction Key |The Brick Wall Key |

|Endangered Species enclosure | | | | |

|made it bigger |Use your imagination to work out 10 |Ayers Rock (Uluru) needs to be moved to |Predict five (5) Australian animals which |Forests will eventually be destroyed. |

| |different things this picture could |Melbourne. |will be extinct within 30 years. | |

|add something to it |represent. | | |How are we going to deal with this |

| | |Design a way in which this could be |Give a reason for each answer. |situation? |

|Replace something on it | |achieved. | | |

|Explain your changes and drew a labelled | | | |List some ideas and solutions. |

|diagram. | |Drew your plan. | | |

Arts Program Environmental Scrapbook – Title Page Senior C Term 1 2007 Name: ____________________

VA 4.1 Students deconstruct and reconstruct images and objects to manipulate meaning through explorations of elements and additional concepts.

VA 4.2 Students make and display images and objects, considering purposes and audiences.

VA 4.3 Students analyse elements and additional concepts evident in images and objects from a variety of cultural and historical contexts

| Criteria | A | B | C | D | E |

|Making |I accurately identified all of the key|I identified most of the key messages |I identified some of the key messages |I identified a key message in the song|With help from my teacher I could |

|Identifies the key messages from the |messages in the song “Wildlife |in the song “Wildlife Warriors” |in the song “Wildlife Warriors” |“Wildlife Warriors” |identify a message from the song. |

|song “Wildlife Warriors” |Warriors” | | | | |

| | | | | | |

|Uses the 5 elements of Art: Line, |I expertly used each of the 5 elements|I used the 5 elements effectively to |I used some of the 5 elements to |With some teacher assistance I was |With a great deal of teacher |

|Shape, Colour, Tone & Texture to |to convey all of these messages on my |convey the key messages on my title |convey the key messages on my title |able to use the 5 elements to convey |assistance I was able to use the 5 |

|effectively convey the key messages. |title page. |page. |page. |the key messages. |elements to convey the key messages. |

|Displaying | | | | | |

|Demonstrates skills in visual arts |I have demonstrated an outstanding |I have demonstrated a high level of |I have demonstrated a satisfactory |My technique and skills in sketching, |My skills in sketching, painting and |

|techniques such as sketching painting |level of expertise in sketching, |skill in sketching, painting and |level of skill in sketching, painting |painting and collage are still |collage are quite limited. |

|and collage. |painting and collage. |collage. |and collage. |developing. | |

| | | | | | |

|Incorporates a variety of media |I used 5 or more different media on my|I used 4 different media on my title |I used 3 different media on my title |I used 2 different media on my title |I used 1 media only on my title page. |

| |title page |page |page |page. | |

|Appraising | | | | | |

|Reflects and explains how the visual |I justified explicitly how the visual |I aptly explained how the visual image|I explained how my visual image links |With prompting from my teacher I could|With significant help from my teacher |

|image represents the key ideas and |image I created reflects the key |I created reflects the key messages of|to the messages in the song. |talk about how my picture relates to |I can link my picture to the song. |

|messages of the lyrics. |messages of the song. |the song. | |the messages in the song. | |

| | | | | | |

|Uses correct terminology when | | | |I used some words to do with the |With help from my teacher I could use |

|reflecting on and describing title |The language I have used to discuss my|The language I have used to discuss my|I have used suitable language and some|elements of art to describe my title |some suitable language to talk about |

|page. |title page is sophisticated and |title page is appropriate and includes|specific art terminology |page. |my title page. |

| |includes specific art terminology. |specific art terminology. | | | |

Environmental Scrapbook Title Page: Planning Sheet

Listen to the song “Wild life Warriors-It’s Time”

Write down the key messages from the song- what is it trying to tell us?

INFORMATION REPORT RUBRIC: Australian Natural Environment: ____________________

Name: ___________________________________ Date: __________________

| |A |B |C |D |E |

|Text Type |Strictly follows the generic |Closely follows the generic |Follows the generic structure with |Attempts to follow the generic |No attempt to follow the generic |

|Clear opening statement |structure of an Information Report.|structure of an Information Report.|some omissions of an Information |structure of an Information Report |structure of an Information Report.|

|Sequenced detailed paragraphs | | |Report. |with many features not included. | |

|Concluding statement | | | | |Report not completed. |

|Subject Matter |Comprehensively reports on all |Reports on most specific headings |Adequately reports on specific |Limited information reported on |No evidence of information on the |

|Researches and presents accurate |specific headings for chosen |for chosen environment. |headings for chosen environment. |chosen environment. |chosen natural environment. |

|information |environment. | | | | |

|Roles and Relationships |Communicates very clearly with the |Communicates clearly with the |Communicates with some accuracy and|Communicates with little accuracy |Little or no communication with the|

|Considers the needs of the audience|audience by consistently using |audience by using appropriate |clarity to the audience by using |and clarity to the audience. |audience. |

|by demonstrating correct language |appropriate language and |language and terminology. |appropriate language and | | |

|choices |terminology. | |terminology. | | |

|Mode and Medium |Demonstrates an extensive use of a |Demonstrates a substantial use of a|Demonstrates a satisfactory use of |Demonstrates a limited use of a |Demonstrates little evidence that |

|Uses a variety of print and digital|variety of sources. |variety of sources. |a variety of sources. |variety of sources. |any sources were used. |

|resources | | | | | |

|Includes a bibliography of sources | | | | | |

|Uses Graphic Organiser to organize |Highly effective use of |Effective use of |Adequate use of |Limited use of |Inadequate use of |

|information |Graphic Organiser to facilitate and|Graphic Organiser to facilitate and|Graphic Organiser to facilitate |Graphic Organiser to facilitate |Graphic Organiser to facilitate |

|Demonstrates sound note-taking |organise note-taking. |organise note-taking. |note-taking. |note-taking. |note-taking. |

|skills | | | | | |

|Language Features |Produced a flawless report |Frequently applied correct grammar,|Attended to many of the grammar, |Several inconsistencies in the use |Inadequate attention to grammar, |

|Evidence of proof-reading and |including grammar, spelling and |spelling and punctuation. |punctuation and spelling demands of|of grammar, spelling and |spelling and punctuation. Little |

|editing |punctuation. Excellent sentence |Sentence structure is usually |a report. Sentence structure is |punctuation. Sentences need |or no attempt to construct simple |

|Uses writing conventions |structure. |correct. |generally correct. |additional editing and revision. |sentences. |

|Presentation |Excellent oral presentation |Very good oral presentation |Satisfactory oral presentation |Oral presentation limited in its |Unsatisfactory oral presentation |

|Presents information orally to the |including all necessary details of |including most of the necessary |including much of the necessary |success with few or misleading |with very few or misleading details|

|class |the report. |details of the report. |details of the report. |details of the report included. |included. |

Effort:

|Excellent |Very Good |Satisfactory |Needs Attention |Unacceptable |

BIBLIOGRAPHY INFORMATION SHEET

Bibliography information sheet

BOOKS:

|Author |(Date of Publication) |Title of Publication |(Edition) |Place of Publication |Publisher |

| | | |If other than first edition | | |

|Bloggs, J. |(2002) |Books are Great |4th Edition |Brisbane |Readers Press |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

Example:

Bloggs, J. (2002). Books are Great (4th ed.). Brisbane: Readers Press.

INTERNET SITES:

|Author |(Date on Internet Site) |Title of Work |Retrieved Date |Source |

|Eyre, J. |(8 March, 2001) |Information Explosion |Retrieved 30 October 2002 | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

Example:

Eyre, J. (2001, March 8). Information Explosion. Retrieved October 30, 2002 from .

From (24.08.06)

X Box 360 – “Viva Piñata” Introductory Viewing Reflection Sheet

|White Hat | |

|What are the main features | |

|of “Viva Piñata?” | |

| | |

| | |

| | |

| | |

|Yellow Hat | |

|What are the good things about this program? | |

| | |

| | |

| | |

| | |

|Black Hat | |

|What problems might there be in using this | |

|program? | |

| | |

| | |

| | |

| | |

|Green Hat | |

|Have you any suggestions for solving any | |

|problems envisaged? | |

| | |

| | |

| | |

| | |

|Red Hat | |

|How do you feel about using Xbox 360 in your | |

|learning? | |

| | |

| | |

| | |

| | |

|Other Comments | |

| | |

| | |

| | |

| | |

|Rating out of 10 | |

Xbox 360 – Viva Piñata

Reflective Journal

TASK:

Taking place in an unspoilt, fantastic countryside, you will create an environment where critters made themselves at home. But these are no normal animals – they’re living piñatas! You need to lure in wild, black and white piñatas to attractive habitats and yummy plants. If they choose to stay, they will take on brilliant plumage to show that they’ve joined your menagerie.

There are scores of critters available so it’s up to you to chose, care for and maintain a sustainable community.

PART 1:

After an Introductory viewing of Viva Piñata you will complete a “Six Hat Thinking Graphic Organiser.”

PART 2:

Each week you will be rostered on for an hour to work with a partner to create an environment where a variety of piñatas and flora make themselves at home.

You will:

o Take notes during your interactions

o Reflect on the changes to your garden, the piñatas attracted to it, and the flora growing there.

o Note the impact of changes that are made to their environment.

o Complete a Reflective Journal on your findings at the end of your viewing by using the Viva Piñata Reflective Journal sheet.

Xbox 360 Viva Piñata: Reflective Journal

Date of viewing: ________________________________

|Piñatas attracted|Tick when a |Flora- | Changes you made to the environment |Results/ effects of your changes |Challenges and surprises |

|to your garden |piñata becomes a|Plants growing in your | | |(include visitors to your |

| |resident |garden | | |garden) |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

|Your reflection… |

| |

| |

| |

| |

|Your plans/ recommendations for the future: |

| |

Viva Piñata Reflective Journal- Assessment Rubric

|Assessment Criteria |A |B |C |D |E |

|Described interactions between living |I clearly and concisely described most|I clearly described many interactions |I described some interactions between |I described only a few interactions |I did not described interactions |

|things (piñatas, flora) and the |interactions between living things |between living things (piñatas, flora)|living things (piñatas, flora) and the|between living things (piñatas, flora)|between living things (piñatas, flora)|

|environment in which they live. |(piñatas, flora) and the environment |and the environment in which they |environment in which they live. |and the environment in which they |and the environment in which they |

| |in which they live. |live. | |live. |live. |

|Identified the positive and negative |I accurately identified most of the |I accurately identified many of the |I identified some of the positive and |I attempted to identify only a few of |I was unable to identify the positive |

|impact of the changes I have made to |positive and negative impact of the |positive and negative impact of the |negative impact of the changes I have |the positive and negative impact of |and negative impact of the changes I |

|the environment on the living things |changes I have made to the environment|changes I have made to the environment|made to the environment on the living |the changes I made to the environment.|have made to the environment on the |

|that live there. |on the living things that live there. |on the living things that live there. |things that live there. | |living things that live there. |

|Drew conclusions about the |I drew sophisticated conclusions about|I drew thoughtful conclusions about |I drew conclusions about the |I drew limited conclusions about the |I had difficulty drawing conclusions |

|relationship between the features of |the relationship between the features |the relationship between the features |relationship between the features of |relationship between the features of |about the relationship between the |

|the living things (piñatas, flora) and|of the living things (piñatas, flora) |of the living things (piñatas, flora) |the living things (piñatas, flora) and|the living things (piñatas, flora) and|features of the living things |

|the environment in which they live. |and the environment in which they |and the environment in which they |the environment in which they live. |the environment in which they live. |(piñatas, flora) and the environment |

| |live. |live. | | |in which they live. |

|Made generalisations about the types |I made insightful and comprehensive |I made comprehensive generalisations |I made generalisations about the types|I made few statements about the types |I needed assistance to make |

|of interactions which take place |generalisations about the types of |about the types of interactions which |of interactions which take place |of interactions which take place |generalisations about the types of |

|between the living and non-living |interactions which take place between |take place between the living and |between the living and non-living |between the living and non-living |interactions which take place between |

|parts of the environment. |the living and non-living parts of the|non-living parts of the environment. |parts of the environment. |parts of the environment. |the living and non-living parts of the|

| |environment. | | | |environment. |

|Applied the textual features of a |I consistently used past tense to |I consistently used past tense to |I used past tense to record my |I sometimes used past tense to record |I used past tense infrequently to |

|reflective journal entry- |record my interactions and |record my interactions and |interactions and observations. |my interactions. |record my interactions and |

|past tense |observations. |observations. | | |observations. |

|first person recount |I always wrote in the first person |I always wrote in the first person |I wrote in the first person |I sometimes wrote in the first person.| |

|conjunctions |I always used conjunctions effectively| | | |I sometimes wrote in the first person.|

|compound sentences. |in complex sentences to make my |I usually used conjunctions in complex|I sometimes used conjunctions in |I mostly used simple sentences. | |

| |journal entry interesting. |sentences to make my journal entry |complex sentences to make my journal | | |

| | |interesting. |entry interesting. | |I needed help to use conjunctions in |

| | | | | |sentences. |

Viva Piñata on Xbox 360- Writing Tasks

[pic]

Write a blurb about Viva Piñata for the back of the game case. Highlight all of the good points of the game and the game play for potential buyers. Think about screen shots that might be included with the blurb to best show off the features of the game.

**********

Use the Piñata Profile graphic organiser to create a profile for one of the Piñatas in Viva Piñata. Remember to make your description accurate.

**********

Create a Cross Word based on Viva Piñata. You could do it in Microsoft Word- create a table and use Format- Borders and Shading to black out the squares. Make your clues clear and concise. Remember to check that it works by completing it yourself when you are finished.

**********

Made a Find-A-Word for a Year Three student based on Viva Piñata. Theme words to include may be character names, controller options, words to describe the setting or plot.

**********

Observe someone playing Viva Piñata. How would you describe them as a player? Think of as many descriptive words or phrases as you can. Create a concept map to record your observation. Show the player and discuss your observations.

**********

Write a simple set of instructions for someone who has never played the game Viva Piñata before. Made them easy enough for a beginner to follow.

**********

Write the words to a simple jingle for a radio advertising campaign for Viva Piñata! Consider the following questions: Who is your audience? What features can you use to sell this game? What information is ABSOLUTELY essential? How can you best get your advertising message across in 30 seconds? Create a simple tune to accompany your jingle. Tape the jingle and listen to it- what do you need to change to made it more effective?

**********

Create your own Piñata to add to the game Viva Piñata. Use the New Piñata graphic organiser to help you think about this new character.

**********

Research piñatas. Design a graphic organiser to help you collect information. Some questions to consider might be: Where do piñatas originally come from? What are piñatas used for? Think of your own questions and use a variety of resources including print materials and the internet to find the answers. Write a short report that presents your information to the class. Include an image of a piñata.

**********

Develop an advertisement for Viva Piñata to appear in a Toys R Us catalogue. It must include an image, price and description. Look at other toy catalogue advertisements to see what information is required. Pay particular attention to the layout of the advertisement. Use Microsoft Word to create your advertisement.

**********

Use Microsoft FrontPage to design a simple fan-webpage for Viva Piñata. This might include your feelings, comments and information about the game. It could include links to other pages and images from the game.

**********

Use Microsoft Publisher to design and develop a Game Manual for Viva Piñata. Think about including the overall objective of the game, character profiles, Xbox controller commands, cheats, tips, images etc.

**********

Write an email to the Viva Piñata game developers to made suggestions for Viva Piñata 2 for Xbox 360. What new characters should be introduced? What are some changes that you’d like to see? Any ideas for cheats and tips?

**********

Design and made a board game based on Viva Piñata. What is the object of your game? Write down the rules of the game. Play the game with a group of friends.

**********

Write an acrostic poem using the words VIVA PINATA.

**********

Take on the role of one of the piñata characters in the Xbox 360 game Viva Piñata. Design a postcard to send to a friend recounting your adventures.

**********

Design a poster advertising Viva Piñata to hang in your local EB Games store. It will need an image and text to entice shoppers to purchase the game for Xbox 360.

**********

Piñata Character Profile

|Name: | |

|Type: | |

|Colour/s: | |

|Size: | |

|Habitat: | |

|Diet: | |

|Description: | |

| | |

| | |

| | |

|Labelled drawing: | |

| | |

| | |

| | |

| | |

New Piñata

Your task is to create your own Piñata to add to the game Viva Piñata. Use the graphic organiser below to help you think about that character:

|Name: | |

|Type: | |

|Colours: | |

|Likes: | |

|Dislikes: | |

|Abilities: | |

|Description: | |Picture: |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

Play Tic-Tac-Toe with Viva Piñata Writing Tasks

Complete three writing tasks based on the Xbox 360 game Viva Piñata. Play Tic-Tac-Toe and choose three writing activities to complete in a straight line- down, across or diagonally. Have your task checked by a teacher before moving onto the next activity. Have FUN!

IT’S TIME! CARING FOR THE ENVIRONMENT

Task: There are thousands of different ecosystems in Australia and most of them include endangered species. Even today, the clearing of pristine forests continues at an alarming rate.

Your task is to develop a deeper understanding of the value of caring for different Australian environments through researching an environment and studying the importance of various ecosystems.

You will be creating an Environmental Scrapbook to present your reflections, observations and suggestions for ways to work together to care for, value and ensure a sustainable future.

Your Environmental Scrapbook will be presented in four sections:

Section 1 [Front section of your book]

[a] Front Cover Design – You will create a visual response to the lyrics and key messages of the song “Wildlife Warriors – It’s Time”

[b] Australian Environments – Mapping – You will brainstorm a list of Australian environments and locate these on a map.

[c] You will research a chosen Australian environment and complete a Graphic Organiser.

[d] You will write an Information Report presenting this information in a cohesive way.

[e]You will present your information to your class in an interesting way.

Section 2: Botanic Gardens Field Study – You will include:

[a] Pre Field Study tasks

[b] Field Study Observations

[c] Post Field Study tasks

Section 3: Botanic Gardens School Learnscaping Support Program

[a]You will explore your school environment and map areas for beautification

[b]In teams, you will design, create and evaluate a small garden area.

[c]You will complete a Risk Assessment – Safety Regulations in Gardening

Section 4: [Back of Scrapbook]

[a] You will include a Glossary of terms which you have collected.

AUSTRALIAN NATURAL ENVIRONMENT

Name of the Environment: ___________________________________________

|Location: |Climate: |Geographical Features: |

| |Temperature |Mountains |

|Hemisphere | | |

|__________________ |Winter | |

|Continent |Maximum_______ |Rivers |

|__________________ |Minimum_______ | |

|State | | |

|__________________ |Summer |Lakes |

| |Maximum_______ | |

|Latitude |Minimum_______ | |

|__________________ | |Gorges |

| |Rainfall [mm per year] | |

|Longitude | | |

|__________________ |__________________ |Plains |

| | | |

| | | |

| | |Oceans |

|Vegetation |Plant Adaptations to the environment |Ways to care for plants |

|[Flora] | |[Recommendations] |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|Animal Life |Animal Adaptations to the environment |Ways to care for animals |

|[Fauna] | |[Recommendations] |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

RESEARCH GROUPS - AUSTRALIAN ENVIRONMENTS

| | |

|Eungalla Rainforest |Uluru |

| | |

| | |

| | |

| | |

| | |

|Great Barrier Reef |Daintree Rainforest |

| | |

| | |

| | |

| | |

|Nullabor Plains |Snowy Mountains |

| | |

| | |

| | |

| | |

| | |

|Simpson Desert |Kakadu |

| | |

| | |

| | |

| | |

| | |

|Franklin River |Murray River Basin |

| | |

| | |

| | |

| | |

| | |

|Lake Eyre |King Island |

| | |

| | |

| | |

| | |

| | |

|Fraser Island |Whitsunday Islands |

| | |

| | |

| | |

| | |

-----------------------

Write an email to the Viva Piñata game developers to make suggestions for Viva Piñata 2 for Xbox 360. What new characters should be introduced? What are some changes that you’d like to see? Any ideas for cheats and tips?

Write the words to a simple jingle for a radio advertising campaign for Viva Piñata! Consider the following questions: Who is your audience? What features can you use to sell this game? What information is ABSOLUTELY essential? How can you best get your advertising message across in 30 seconds?

Develop an advertisement for Viva Piñata to appear in a Toys R Us catalogue. It must include an image, price and description. Look at other toy catalogue advertisements to see what information is required. Pay particular attention to the layout of the advertisement.

Research piñatas. Design a graphic organiser to help you collect information. Some questions to consider might be: Where do piñatas originally come from? What are piñatas used for? Think of your own questions and use a variety of resources including the internet to find the answers. Write a short report that presents your information to the class. Include an image of a piñata.

Make a Find-A-Word for a Year Three student based on Viva Piñata. Theme words to include may be character names, controller options, words to describe the setting or events.

It’s TIME! Caring for the Environment

Take on the role of one of the piñata characters in the Xbox 360 game Viva Piñata. Design a postcard (front and back) to send to a friend recounting your adventures. Tell about your

Design and make a board game based on Viva Piñata. What is the object of your game? Write down the rules of the game. Play the game with a group of friends.

Design a poster advertising Viva Piñata to hang in your local EB Games store. It will need an image and text to entice shoppers to purchase the game for Xbox 360.

Write a blurb about Viva Piñata for the back of the game case. Highlight all of the good points of the game and the features of the game play for potential buyers. Think about screen shots that might be included with the blurb to best show off the features of the game.

Words you might like to include in your explanations:

▪ Represent

▪ Symbolize

▪ Emotions

▪ Portray

▪ Create

▪ Colour

▪ Line

▪ Shape

▪ Texture

▪ Tone

▪ Angular

▪ Rough

▪ Smooth

▪ Collage

▪ Sketch

▪ Print

▪ Paint

▪ Layers

▪ Contrast

How will you use texture to show what the landscape looks and feels like? Draw it in this box and explain which materials or techniques you will use and why.

Which colours and tones do you think will create the emotions to want people to feel? Write why you have chosen each one.

In this box draw a plan of your title page. Label each of the important features.

Think about the types of shapes and lines you will use. Experiment in this box and explain why you have used these.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download