Natalie Meredith EDLA309 Janelle Young

"
!"##$% ''( )*+,$-.%/ 01+234# $5
!"#$%" '%()*+,
!"#$%&'( '* +,--'(
45 minutes
+,$#(&(. /01,2%&3,-
English: Clarify understanding of content as it unfolds in formal and informal
situations, connecting ideas to students own experiences and present and
justify a point of view (ACELY1699)
Geography: Reflect on their learning to propose individual and collective
action in response to a contemporary geographical challenge and describe the
expected effects of their proposal on different groups of people (ACHGS039)
45$--#''6 /#.$(&-$%&'(
This activity will begin as a whole class activity.
Towards the second half of the lesson, students will be working in small
groups to complete the activity
+,$#(&(. 789,#&,(2,-
Gather the whole class together in front of the teacher.
Ask students how much they know about global warming. Ask what they
think global warming is.
Read the last two pages of The Antarctica Book: Living in the Freezer, and tell
students that for this lesson they are going to be focusing on how global
warming impacts Antarctica.
Have each student read one sentence of the article presented on Study Ladder
(Environmental Issues). Allow students to answer the questions afterwards.
Help the class if questions are too challenging or students are unsure.
Tell students that they are now going to be working in project groups, to
brainstorm how global warming directly affects their animal based in the
article that was just read.
Provide one piece of paper per group and send groups away to spend time on
the activity.
Walk around groups and scaffold learning if students are struggling with the
task. Tell students to think about habitat, food and predator/ prey and tell
students that it may affect their animal in either a good or bad way.
Gather the class together again. Select one spokesperson from each group to
come to the front with their piece of paper, and explain what they came up
with in their group. Brainstorm these ideas on the large piece of paper.
Suggest other ideas and add this to the brainstorm.
Place this table somewhere around the room after the lesson.
Natalie Meredith EDLA309 Janelle Young
#
:--,--6,(%

Formative
Student interest and engagement in the lesson will be monitored to make
future positive adjustments to lessons.
Whole class table will be a reflection of how much students have learned in
the specific lesson and how well they are able to make inferences.
:;1"-%6,(%-
Students who are not as engaged in the lesson may be called upon to
participate in the interactive activity.
Students with hearing impairments will be placed at the front of the classroom
when necessary.
Students who are unable to participate in a group activity effectively may be
asked to complete the activity by themselves.
Students with English as a second language and developmental delays may
require additional scaffolding from the teacher.