Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Year 4 Unit Overview – Australian Curriculum: Geography

“Connections to the Environment”

A “knowledge of the importance of environments to animals and people and different views on how they can be protected” is an essential part of the year 4 pedagogical curriculum. Design a unit that

explains that people connections to their environment can be aesthetic, emotional or spiritual. Children also need to know that environments need to be protected as habitats for animals and

protection of species and biodiversity.

Classroom Context

Middle Socio-Economic Status School/Neighbourhood

Grade 4 Classroom 24 students

Varying academic abilities

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Unit Outline

This unit assists students in understanding the importance of connections that animals and people have with the environment, and allows them to explore sustainability and how to protect and preserve the environment. Students will be able to see the impact over time that we have had on the natural environment and how this has affected how we live today. This unit allows students to express their creativity and content knowledge through whole class, small group and individual activities and set assessment pieces. In this unit students will identify and describe the interconnections between people and the environment. Students will recognise the importance of the environment and identify different views on how to respond to a geographical challenge. They present findings using geographical terminology in a range of texts. They propose individual action in response to a local geographical challenge and identify the expected effects of their proposed action. Students recognise that people have different views on how sustainability can be achieved. They learn that sustainability means more than the careful use of resources and the safe management of waste, and they develop their understanding of the concept by exploring some of the other functions of the environment that support their lives and the lives of other living things. This unit contributes to year four Geography standards by -

Allowing students to explore different Australian Environments and what makes them unique

Providing the opportunity for students to gain an understanding of the flora and fauna that thrive in certain environments

Informing students that what people do that has a drastic effect on the environment - What people can do to support and sustain our environments.

Key Enquiry Questions

What is an environment?

What types of environments exist in Australia?

What is the difference between environment/ecosystem/habitat?

What connections do people and animals have with different environments?

How do certain environments reflect emotions?

What is Sustainability/why do we need it?

How do people effect the environment, animals and plants?

What can people do to promote sustainability?

What plans are already in place to promote and support sustainability?

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Unit Resources

• Word wall • Popplet mind map website: www.popplet.com • Food chain worksheet • Poster paper • Emotion cards • Aboriginal spirituality worksheet • Excursion Planner • Risk Assessment • Permission Forms • Task Sheet • Grading Rubric • Example of Diorama and reflective report • Case Studies • YouTube clip • Endangered Animal Worksheet • http://www.personal.psu.edu/afr3/blogs/siowfa12/thylacine_tasmanian_tiger.jpg • http://www.kidzworld.com/article/16344-why-are-some-animals-endangered • Student participation in discussion • Endangered Plant worksheet • http://www.environment.gov.au/cgi-bin/sprat/public/publicthreatenedlist.pl?wanted=flora#flora_critically_endangered • http://www.brisbane.qld.gov.au/environment-waste/green-living/councils-green-commitment/index.htm • Task Sheet • Grading Rubric • Example of letter writing • Example of persuasive writing • http://mobile.abc.net.au/news/2014-03-19/australian-species-facing-extinction-living-dead-triage/5331908

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Identifying Curriculum Cross Curriculum Priorities

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

1. explaining how people’s connections with their environment can also be aesthetic, emotional and spiritual

2. recognising that there are different perspectives on what constitutes environmental sustainability and considering the role of people in protecting the environments that provide habitats for animals and discussing ways of doing this

3. exploring strategies to protect particular environments that provide the habitats for animals, for example, planting bird-attracting vegetation

Literacy

ICT capability

Critical and creative thinking

Ethical behaviour

Personal and social capability

Intercultural understanding

Aboriginal and Torres Strait Islander histories and cultures

Sustainability

Supporting Curriculum

Develop geographical questions to investigate (ACHGS026)

Collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS027)

Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031)

Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS032)

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Achievement Standard

By the end of Year 4, students describe and compare the characteristics of places in different locations at the national scale. They identify and describe the interconnections between people and the environment. They describe the location of selected countries in relative terms and identify simple patterns in the distribution of features of places. Students recognise the importance of the environment and identify different views on how to respond to a geographical challenge. Students develop geographical questions to investigate and collect and record information and data from different sources to answer these questions. They represent data and the location of places and their characteristics in simple graphic forms, including large-scale maps that use the cartographic conventions of scale, legend, and title and north point. They describe the location of places and their features using simple grid references, compass direction and distance .Students interpret data to identify spatial distributions and simple patterns and draw conclusions. They present findings using geographical terminology in a range of texts. They propose individual action in response to a local geographical challenge and identify the expected effects of their proposed action.

Prior Curriculum Knowledge Curriculum Working Towards

The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018)

The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017)

The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia (ACHGK015)

The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

The influence of the environment on the human characteristics of a place (ACHGK028)

The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Bridging Content

For the class as a whole to be able to transition from the Year 4 standards for English to the Year 5 standard, several things will have to be taught explicitly, and others allowed to develop on their own. This includes: -

Students may not understand how to develop texts using source materials. Students will have to be informed and reminded that they have to write a descriptive text that has factual information on a certain environment

Reminding students between different genres of writing; emotional vs. descriptive writing, persuasive vs. investigative writing.

Reminding students of the nature of British migration and colonisation through the use of questioning, researching and exploring.

Students may need to be reminded

Links to other learning areas

The first learning area that links to the ‘Connections to the Environment’ unit is English as students need an understanding of language, literature and literacy elements such as:

- Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences(ACELY1689)

- Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

- Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

- Discuss literary experiences with others, sharing responses and expressing a point of view(ACELT1603)

The second learning area that links to his unit is ICT as students will have to use their skills and knowledge of word processing programs and the use of the internet to gather information for in class tasks and to research for their assessment pieces.

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Assessment Making Judgements

Assessment Description Assessment Date Content Descriptors

Formative Assessment

Throughout the unit, students will be formatively assessed on their learning process, application and outcome. Formative assessment will include:

- Observations in lessons of student engagement in discussions, answering and participation

- Witnessing how students work cooperatively in groups in different types of learning activities

- Note taking on student achievement in class and during small tasks such as research activities, debating etc.

-

Summative Assessment

Assessment Piece 1: Diorama and Descriptive report Assessment Overview:

- Students are to choose an environment/ ecosystem that they are emotionally, spiritually or aesthetically connected too and inspired by.

- This environment may be one which brings them peace and calm or one that makes them feel happy and safe.

Assessment will be completed in class beginning at lesson 6 for three whole lessons. Students will have the option of working on their dioramas at home.

- The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

- Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

- Students are to find images of this type of environment to help create a shoe box diorama of this ecosystem including details such as relevant characteristics, flora and fauna found in this area etc.

Assessment planning:

- Students will be given 3 full lessons (one lesson to be given information on assessment, and to begin drafting and creative process, 1 lesson solely to work on assessment and one lesson to complete and submit assessment), to gain information about, and work on assessment piece.

- Students will have access to books and websites that images and text for inspiration.

Assessment of Assignment:

- Students will be assessed formatively on how they use images for inspiration, how they gather appropriate information and materials for diorama, and their drafting process. –

- Students will be assessed on the completion of their diorama and report; on the content that has been provided, the relevance of the information and the creativity and layout of the diorama (See Assessment 1 Rubric).

Differentiation:

- Students with learner difficulties will have teacher/teacher aid assistance with writing, grammar, punctuation etc.

Evaluation of Learning & Feedback

- Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

- Discuss literary experiences with others, sharing responses and expressing a point of view(ACELT1603)

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

- Students have the opportunity to submit a draft of the report,

which will be marked and returned to assist in the final product. - Students will receive feedback during and at the completion of

assessment. - Students and parents/carers will be provided with the

opportunity to be presented with feedback of assessment to plan for future learning and development (parent/teacher meetings etc.).

Risk Assessment:

- Ensuring students are following daily classroom rules to ensure safety

- Ensuring students are using equipment (scissors, pencils etc.) appropriately to ensure own and peer safety.

- Observe students are using ICT devices correctly and are only looking at relevant and appropriate content.

Assessment Piece 2: Letter to the Council Assessment Overview: Students are to write a letter to the local council, concerning whether or not a certain endangered animal, or all endangered species should be protected. Students need to decide whether one animal should have more protection or if all endangered animals should have equal protection rights. Students are required to research the endangered animal/s and form a persuasive argument that potentially should save the species. Students should include

Assessment will be completed in class from lesson 15 for 3.5 whole

lessons.

- The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

- Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

emotional, spiritual and aesthetic reasoning’s to why the animal/s should be protected.

Assessment Planning:

- Students will have 3.5 lessons to complete this assessment. This includes half a lesson introductory/starting lesson, two lesson for drafting and one lesson to complete and submit the assessment piece.

- Assessment of Assignment:

- Students will be assesses formatively - Students will be assessed on the completion of their persuasive

letter to the council. Students will be assessed on the relevance of the content provided, linguistic and structural elements and persuasive features (See Assessment 2 Rubric).

Differentiation:

- Students with learner difficulties will have teacher/teacher aid assistance with writing, grammar, punctuation etc. where necessary.

Evaluation of Learning & Feedback

- Students have the opportunity to submit a draft of the report, which will be marked and returned to assist in the final product.

- Students will receive feedback during and at the completion of assessment.

text structures and language features (ACELY1694)

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

- Students and parents/carers will be provided with the opportunity to be presented with feedback of assessment to plan for future learning and development (parent/teacher meetings etc.).

Risk Assessment:

- Ensuring students are following daily classroom rules to ensure

safety - Ensuring students are using equipment (scissors, pencils etc.)

appropriately to ensure own and peer safety. - Observe students are using ICT devices correctly and are only

looking at relevant and appropriate content.

Teaching and Learning Supportive Learning Environment

Teaching strategies and learning experiences Adjustments of needs for learners

Resources

Lesson 1: Introduction to Unit Lesson Stage: Motivate Estimated Time: 40 mins Relevant Curriculum:

Asking questions of students seeming to not be engaged

Asking specific questions to prompt answers.

Assessment of Learning

Observation of students’ individual responses to questions posed

Resources

Word wall

Popplet mind map

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Classroom Organisation:

Have students sitting on the floor at a strategic place in which students can easily see the whiteboard (explicit teaching)

Learning Experiences:

Ask students what they know about the environment

What does environment mean?

What things might you find in an environment?

What are flora and fauna?

What flora and fauna would you find in our school environment?

Record all of the answers on a word wall Different types of environments

What does native mean?

Show pictures of different types of climates/environments of Australia

Do you think these animals are native?

If we know what native means what are pests?

Providing students with extra support when required

Allowing students to work with teacher/teacher aid for guidance

Lesson 2: Importance of Environments to Animals Lesson Stage: Explore

Assessment of Learning

• Observation of student participation

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Estimated Time: 40-50 mins Relevant Curriculum:

The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Classroom Organisation:

Have students sitting on the floor at a strategic place in which students can easily see the whiteboard (explicit teaching)

Return to desks to complete Food Chain worksheet Learning Experiences:

How do native animals help the environment around them?

What is a herbivore?

What is a carnivore?

What are human beings classified as?

Discuss the concept of a food chain

What would happen to the environment if a smaller animal was not there?

What would happen if the animal at the top of the food chain was not there?

Students complete Food Chain worksheet

Asking questions of students seeming to not be engaged

Asking specific questions to prompt answers.

Providing students with extra support when required

Allowing students to work with teacher/teacher aid for guidance

• Standard of work completed on worksheet

Resources • Food chain worksheet

Lesson 3: Emotional connections to the environment Lesson Stage: Explore

Assessment of Learning

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Estimated Timing: 45 Minutes Relevant Curriculum:

The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from sources such as maps, photographs, satellite images, the media and the internet(ACHGS027)

Lesson Objective:

To explore the emotional connections and associations students make with different environments.

Classroom Organisation:

Have students seated at desks with SOSE/Geography books, pencils and coloured pencils assembled.

Have poster/ butcher’s paper ready with an environment, (beach, mountains etc.) as a heading on each (or use whiteboard).

Emotion card (circle card with faces on representing different emotions).

Learning Experiences:

Asking questions of students seeming to not be engaged

Asking specific questions to prompt answers.

Providing students with extra support when required

Allowing students to work with teacher/teacher aid for guidance

• Observations of student participation in discussions

Resources • Poster paper • Emotion cards

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Using images of different environments such as

beach and oceanic, desert and oasis, country, dams, cities, and mountains, ask students to say words that they associate with each. Write words underneath corresponding topics on poster paper.

Ask which emotions students associate with each environment. Where do they like to go when they are happy, sad, angry, etc.

Instruct students to pick the environment that they feel a certain emotion in and write a passage on why it make them feel this way, or why it makes them feel better when they are in a certain mood. Ask them to use the descriptive words written on the posters as inspiration for their passage.

Tell students that they are required to draw a picture of their chosen environment that enhances their text.

Discuss students work and that the emotional connection held to the environment is one of the reasons why people are inspired to preserve and protect it.

Lesson 4: Spiritual connections to the environment Lesson Stage: Explore Estimated Timing: 45 Minutes

Asking questions of students seeming to not be engaged

Assessment of Learning • Notes on how students work

collaboratively with ICT • Observation of student participation

Resources • Aboriginal spirituality worksheet

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Relevant Curriculum:

The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023)

Develop geographical questions to investigate (ACHGS026)

Lesson Objective:

To explore the spiritual connection that Indigenous people of Australia, and other peoples from other cultures, hold with their environments and why.

Classroom Organisation:

Take students to computer lab or present students with iPad’s Students can share if not enough for each student.

Ensure students have SOSE/Geography books

Whole class teacher lead lesson with student interaction and inquiry.

Have butchers paper with a two circled Venn diagram and pen prepared.

Learning Experiences:

Pose question to students on white board ‘Which cultures hold a spiritual connection to the environment and why?’.

Inform students that they are to research this question for 10 minutes using technology provided.

Students are to find one or more cultures or peoples and write three dot points on spiritual connection.

Asking specific questions to prompt answers.

Providing students with extra support when required.

Allowing students to work with teacher/teacher aid for guidance

• http://www.qsa.qld.edu.au/downloads/ approach/indigenous_res005_0803.pdf

http://www.slideshare.net/missdaff/aboriginal-spirituality-and-the-land

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Inform students to try and find cultures outside of the Australian Indigenous peoples.

Once research time is up, instruct students to sit all together on floor and share findings with class. Write all relevant information from cultures outside of indigenous on one side of Venn diagram.

Discuss student knowledge of Australian Indigenous spiritual connection with environment and add other relevant information. Write information on other side of Venn diagram.

Discuss similarities and differences and why. Ask students to return to desks hand out ‘Aboriginal

Spirituality – Environment’ worksheet and instruct students to read carefully and answer the questions.

Mark first part together as a class and ask for students to read out their spiritual connections passage. Choose students who may be quieter or resistant to share their work.

Lesson 5: Excursion to Nature Reserve Lesson Stage: Explore Estimated Time: 9am – 2.30pm Relevant Curriculum:

The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

Assessment of Learning

• Observations of student behaviour and participation

Resources • Excursion Planner • Risk Assessment • Permission Forms

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Classroom Organisation:

One Adult (teacher or parent helper) per 8 students

Students meet at classroom at 8.30am and walk to bus zone at 9am

Students put packed lunches in boxes for relevant times. Learning Experiences:

Students will be taken on guided tour of Boondall Wetlands.

Students will learn about flora, fauna, habits etc. during tour.

Students will reflect on learning experiences.

Lesson 6: Introduction into Assessment 1 & Information Lesson Stage: Frame and Identify Estimated Time: 40 -50mins Relevant Curriculum:

The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

Asking specific questions to prompt answers.

Providing students with extra support when required

Allowing students to work with

Assessment of Learning

• See rubric Resources

• Task Sheet • Grading Rubric • Example of Diorama and reflective

report

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Classroom Organisation:

Explicit instruction

Students work individually on assessment Learning Experiences:

Allow students to finish drafting process for assessment 1.

Provide students with guidance and scaffolding where needed.

teacher/teacher aid for guidance

Lesson 7: Work on Assessment 1 Lesson Stage: Frame and Identify/Reflect Estimated Time: 45 mins Relevant Curriculum:

The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Classroom Organisation:

have students working individually

students need drafting books/paper Learning Experiences:

Asking certain questions to prompt answers.

Providing students with extra support when required

Allowing students to work with teacher/teacher aid for guidance

Assessment of Learning

• See rubric Resources

• Task Sheet • Grading Rubric • Example of Diorama and reflective

report

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Allow students to begin drafting process for assessment 1.

Provide students with guidance and scaffolding where needed.

Correct/mark students draft in own time and give feedback on how to fix/improve etc.

Lesson 8: Work on and Submit Assessment 1 Lesson Stage: Frame and Identify/Reflect Estimated time: 45 mins Relevant Curriculum:

The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Classroom Organisation:

Have students working individually

Have relevant task sheets and grading rubrics on hand for students (see appendices)

Provide students with cardboard/paper for final copies of assessment 2.

Learning Experience:

Asking specific questions to prompt answers.

Providing students with extra support when required

Allowing students to work with teacher/teacher aid for guidance

Assessment of Learning

• See rubric Resources

• Task Sheet • Grading Rubric • Example of Diorama and reflective

report

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Allow students to complete drafting process for assessment 1.

Provide students with guidance and scaffolding where needed.

Collect final copies of assessment pieces, attach task sheets and grading rubrics and mark assessment pieces according to rubric.

Lesson 9: Introduction into Sustainability Lesson Stage: Gather Information Estimated Time: 40- 50 mins Relevant Curriculum:

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Classroom Organisation:

explicit teaching lesson

Students at desks Learning Experiences:

Ask students if the know what sustainability is. Iterate that all answers are worthwhile. Create mind map using ‘Popplet’ app on interactive whiteboard

Talk about what sustainability is and why it is important.

Asking questions of students seeming to not be engaged

Asking specific questions to prompt answers.

Providing students with extra support when required

Allowing students to work with teacher/teacher aid for guidance

Assessment of Learning

• Observe students ability to express ideas and answer questions

• Observation of students working collaboratively

Resources • Popplet mind map website • Case Studies

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Write definitions for sustainability, environment, on whiteboard, instruct students to copy into geography books.

Discuss with students how the school environment supports sustainability (i.e. recycling bins, environmental programs, tree planting, clean up Australia day)

Instruct students to work in pairs to look at case studies (see appendices) of home environments and what they could do to make the situation more sustainable.

Lesson 10: Human Cause and Effect Lesson Stage: Gather Information Estimated Time: 40-50 mins Relevant Curriculum:

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Classroom Organisation:

Have students sitting on the floor at a strategic place in

which students can easily see the whiteboard (explicit

teaching)

Return to desks to complete activity

Learning Experiences:

Asking questions of students seeming to not be engaged

Asking specific questions to prompt answers.

Providing students with extra support when required

Allowing students to work with teacher/teacher aid for guidance

Assessment of Learning

• How students participate in discussion and explicit learning

Resources • Popplet mind map website • Youtube clip

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

What are some pests of the environment?

Cane Toads in QLD are arguably the biggest pest to the environment

Why were they introduced to the environment?

Watch youtube clip about the introduction of cane toads to Australia

Why do you think the government would do this?

If you could go back to when the decision was made how would you argue against the introduction? (3-5 reasons per student)

Lesson 11: Human Cause and Effect cont. Lesson Stage: Gather Information Estimated Time: 40-50 mins Relevant Curriculum:

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

Classroom Organisation:

Students at desks

Learning Experiences:

The Australian P.M. has recently stated that Australia has ‘too many locked up forests’ and wants to use land

Asking questions of students seeming to not be engaged

Asking specific questions to prompt answers.

Providing students with extra support when required

Allowing students to work with teacher/teacher aid for guidance

Assessment of Learning

• How students participate in discussion and explicit learning

Resources • Popplet mind map website

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

primarily in Tasmania that is currently declared as National Park for logging

How would the environment be affected if his plan is enacted?

Would the animals be affected?

Do you agree with the P.M.?

Come up with 4-5 arguments that state your opinion (you must be either for or against)

Have students present their arguments

Lesson 12: Endangered Animals Lesson Stage: Gather Information Estimated time: 40min-50min Relative Curriculum:

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

Objective:

To look at different kinds of endangered Australian animals and thinking about why they may be going extinct.

Asking questions of students seeming to not be engaged

Asking specific questions to prompt answers.

Providing students with extra support when required

Allowing students to work with teacher/teacher aid for guidance

Assessment of Learning

• Observe how students work with ICT • Observation of students participating

in inquiry based learning Resources

• Popplet mind map website • Endangered Animal Worksheet • http://www.personal.psu.edu/afr3/bl

ogs/siowfa12/thylacine_tasmanian_tiger.jpg

• http://www.kidzworld.com/article/16344-why-are-some-animals-endangered

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Classroom organisation:

Students sit on the floor for start of lesson discussion and will move to tables and actively participate in activities

Learning Experiences:

• Have a classroom discussion with students about a picture of a Tasmanian devil , ask questions such as:

- Has anyone ever seen this animal at the zoo? Why not?

- What do you think happened to it? - Do you think it could come back at all?

Have students work in pairs to work on sheet and get information from ‘kids world’ website

After time have a classroom discussion with students about the main points as to why some animals are endangered and what they think we can do to help these animals

Lesson 13: Endangered plants Lesson Stage: Gather Information Estimated timing: 45 mins Objectives:

Asking questions of students seeming to not be engaged

Asking specific questions to prompt answers.

Assessment of Learning

• Observe students using ICT appropriately

Resources • Student participation in discussion • Popplet mind map website • Endangered Plant worksheet

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

To look at different plants that are endangered, the environment they are in and why they are endangered.

Classroom organisation:

Students sit on the floor for start of lesson discussion and will move to tables and actively participate in activities

Learning Experiences:

Talk to students about how not only animals can be endangered but also plants can be too and how there are many plant species in Australia that are starting to disappear.

Ask students why they think this might be happening? Who is causing this to happen?

Have students go back to their tables and get into pairs with a laptop. Hand out activity sheet and ask students to visit government website and to look at endangered flora only.

The task sheet should help the students to gather information about the plant, where it is and what is the issue that is making it endangered.

After students have had time with research, have a classroom discussion and write on board what the main cause for the plant to be endangered is. See what the most common cause of problem is and discuss how we could possibly fix it

Providing students with extra support when required

Allowing students to work with teacher/teacher aid for guidance

• http://www.environment.gov.au/cgi-bin/sprat/public/publicthreatenedlist.pl?wanted=flora#flora_critically_endangered

Lesson 14: Environmental sustainability plans (local council, national plans), Role-play council debate

Assessment of Learning

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Lesson Stage: Analyse Information Estimated time:40min-50min Relevant Curriculum:

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

Lesson Objectives:

To look at different plans for environmental sustainability that local councils and national governments have put into place and whether they are working and which areas need more focus on.

Classroom organisation:

Students sit at tables and actively participate in class discussions.

Learning Experiences:

Look at Brisbane City Council Green Commitment page

Look at one of the plans the council has in place for sustainability and discuss why the council is focusing

Asking questions of students seeming to not be engaged

Asking specific questions to prompt answers.

Providing students with extra support when required

Allowing students to work with teacher/teacher aid for guidance

• Assess how students work collaboratively and persuasively about topics

• Observe student research skills Resources

• Popplet mind map website • http://www.brisbane.qld.gov.au/envi

ronment-waste/green-living/councils-green-commitment/index.htm

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

on this area. Write key words from answers on board.

Have students in pairs look at website page on laptops and pick one of the plans to focus on. have students write about that plan and what it is doing for the environment and if there is anything that can be added to make it better

Explain to students they will be involved in their pairs in a debate. The focus of the debate should be why the council should put more work into one of the sustainability plans over another one.

Have students debate in their pairs against another pair with a different plan focus (give 1.5 min talking time for each pair). Have other students sit and watch debate

At end of lesson explain to students what they just did go on in real life and people debate over which areas of sustainability needs more focus.

Lesson 15: Connections to Letter writing & persuasive text, Assessment 2 Info & Endangered species Video Lesson Stage: Conclude and Review Estimated time:40min-50min Relevant Curriculum:

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Asking questions of students seeming to not be engaged

Asking specific questions to prompt answers.

Providing students with extra support when required

Assessment of Learning

• See Rubric Resources

• Popplet mind map website • Task Sheet • Grading Rubric • Example of letter writing • Example of persuasive writing • http://mobile.abc.net.au/news/2014-

03-19/australian-species-facing-

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

Lesson Objectives:

To gain knowledge of language used in letter writing. Classroom Organisation:

Students work individually in table groups

Learning Experiences:

Explain to students language used in letters and make a word wall

Make a concept map of what is included in letters (ideas, parts of a letter)

Go through example letter to the council and talk to students about language used to help get the writers opinion across to the reader.

Allowing students to work with teacher/teacher aid for guidance

extinction-living-dead-triage/5331908

Lesson 16: Work on Assessment 2 Lesson Stage: Take Action Estimated Time: 45 mins Relevant Curriculum:

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Asking specific questions to prompt answers.

Providing students with extra support when required

Allowing students to work with teacher/teacher aid for guidance

Assessment of Learning

• See rubric Resources

• Task Sheet • Grading Rubric

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Classroom Organisation:

have students working individually

students need drafting books/paper Learning Experiences:

Allow students to begin drafting process for assessment 2.

Provide students with guidance and scaffolding where needed.

Correct/mark students draft in own time and give feedback on how to fix/improve etc.

Lesson 17: Work on Assessment 2 Lesson Stage: Take Action Estimated Time: 45 mins Relevant Curriculum:

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Asking specific questions to prompt answers.

Providing students with extra support when required

Allowing students to work with teacher/teacher aid for guidance

Assessment of Learning

• See Rubric Resources

• Task Sheet Grading Rubric

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Classroom Organisation:

have students working individually

students need drafting books/paper Learning Experiences:

Allow students to continue and finish drafting process for assessment 2.

Provide students with guidance and scaffolding where needed.

Correct/mark students draft in own time and give feedback on how to fix/improve etc.

Lesson 18: Work on and Submit Assessment 2 Lesson Stage: Take Action/Reflect Estimated Time: 45 mins Relevant Curriculum:

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Plan, draft and publish imaginative, informative and persuasive texts containing key information and

Asking specific questions to prompt answers.

Providing students with extra support when required

Allowing students to work with teacher/teacher aid for guidance

Assessment of Learning

• See rubric Resources

• Task Sheet • Grading Rubric

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Classroom Organisation:

have students working individually

students need final copy paper Learning Experiences:

Provide students with guidance and scaffolding where needed.

Collect final copies of assessment pieces, attach task sheets and grading rubrics and mark assessment pieces according to rubric.

Assessment 1 Rubric:

CATEGORY Well Above Above Average Below

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Diorama Presentation

The diorama shows considerable attention to construction and detail. The diorama is geographically correct.

The diorama shows attention to construction. The diorama is mostly geographically correct.

The diorama shows some attention to construction. The diorama is somewhat geographically correct.

The diorama show little attention to construction and detail. The diorama is not geographically correct.

Grammar & Spelling (Conventions)

Writer makes no errors in grammar or spelling that distract the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.

Capitalization & Punctuation (Conventions)

Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.

Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.

Writer makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.

Writer makes several errors in capitalization and/or punctuation that catch the reader\'s attention and greatly interrupt the flow.

Sentence Structure (Sentence Fluency)

All sentences are well-constructed with varied structure.

Most sentences are well-constructed with varied structure.

Most sentences are well-constructed but have a similar structure.

Sentences lack structure and appear incomplete or rambling.

Adding Personality (Voice)

The writer seems to be writing from knowledge or experience. The author has taken

The writer seems to be drawing on knowledge or experience, but there is some lack

The writer relates some of his own knowledge or experience, but it adds nothing to

The writer has not tried to transform the information in a personal way. The ideas and the

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

the ideas and made them \"his own.\"

of ownership of the topic.

the discussion of the topic.

way they are expressed seem to belong to someone else.

Focus on Topic (Content)

There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.

Main idea is clear but the supporting information is general.

Main idea is somewhat clear but there is a need for more supporting information.

The main idea is not clear. There is a seemingly random collection of information.

Word Choice Writer uses vivid words and phrases that linger or draw pictures in the reader\'s mind, and the choice and placement of the words seems accurate, natural and not forced.

Writer uses vivid words and phrases that linger or draw pictures in the reader\'s mind, but occasionally the words are used inaccurately or seem overdone.

Writer uses words that communicate clearly, but the writing lacks variety, punch or flair.

Writer uses a limited vocabulary that does not communicate strongly or capture the reader\'s interest. Jargon or cliches may be present and detract from the meaning.

Assessment 1 Rubric:

CATEGORY Well Above Above Average Below

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Focus or Thesis Statement

The thesis statement names the topic of the essay and outlines the main points to be discussed.

The thesis statement names the topic of the essay.

The thesis statement outlines some or all of the main points to be discussed but does not name the topic.

The thesis statement does not name the topic AND does not preview what will be discussed.

Support for Position

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader\'s concerns, biases or arguments and has provided at least 1 counter-argument.

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).

Evidence and Examples

All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author\'s position.

Evidence and examples are NOT relevant AND/OR are not explained.

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Sequencing Arguments and support are provided in a logical order that makes it easy and interesting to follow the author\'s train of thought.

Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author\'s train of thought.

A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.

Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing.

Closing paragraph The conclusion is strong and leaves the reader solidly understanding the writer\'s position. Effective restatement of the position statement begins the closing paragraph.

The conclusion is recognizable. The author\'s position is restated within the first two sentences of the closing paragraph.

The author\'s position is restated within the closing paragraph, but not near the beginning.

There is no conclusion - the paper just ends.

Sentence Structure All sentences are well-constructed with varied structure.

Most sentences are well-constructed and there is some varied sentence structure in the essay.

Most sentences are well constructed, but there is no variation is structure.

Most sentences are not well-constructed or varied.

Grammar & Spelling

Author makes no errors in grammar or spelling that distract the reader from the content.

Author makes 1-2 errors in grammar or spelling that distract the reader from the content.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content.

Adam Russell, Cameron Davis, Rebecca South – Assessment 1 (A)

Capitalization & Punctuation

Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.

Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.

Author makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.

Author makes several errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.