Natalie Meredith EDLA309 Janelle Young

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60 minutes
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English: Understand how texts vary in purpose, structure and topic as well as
the degree of formality (ACELA1504)
English: Use comprehension strategies to analyse information, integrating and
linking ideas from a variety of print and digital sources (ACELY1703)
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: Present findings and ideas in a range of communication forms,
for example, written, oral, graphic, tabular, visual and maps; using
geographical terminology and digital technologies as appropriate
(ACHGS038)
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This lesson will be completed in various small groups.
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Gather students together as a whole class.
Elect four groups for activities and tell students that they are going to be doing
four activities and rotating between activities.
Explain each of the activities to the students
1. Using the cards (resource 9), students are to order the phrases and
match them to the appropriate ecological issue that occurs in
Antarctica that has been covered in previous lessons (whaling, over-
fishing, pollution and global warming). Students are to work together
to complete this activity, and then justify which ones could be in more
than one category.
2. Students will watch a short segment of the documentary An
Inconvenient Truth
(https://www.youtube.com/watch?v=vTFuGHWTIqI) and relate this
issue to Antarctica that is being spoken about. Students will then
discuss the issue be provided with paper to draw a diagram of what is
occurring in the video. This activity will be teacher directed.
3. Using the sheet provided (resource 10), students will be brainstorming
what kinds of household items are considered harmful to the
Natalie Meredith EDLA309 Janelle Young
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environment, how many times that item is used, and what alternative
eco- friendly solutions could be carried out.
4. Activity 4- Students will be playing the fishing game. Using the fishing
log (resource 11), students are to keep their hands behind their back,
and using a straw, suck up two fish each (pom poms) per round/
season from the large plate (ocean). Students are then to drop their
fish into their boats (cups) and two new fish (pom poms) will be added
into the ocean every round (representing the population growth).
Students are to record in their fishing log every round. They will then
discuss what each aspect of the activity represents and how this
activity represents a real- world issue.
Approximately 15 minutes will be spent on each rotation. Parents will be
notified earlier, and encouraged to come into the classroom to help with these
activities.
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Formative
Students will be gluing in all sheets that are completed during these rotations
to refer back to in future lessons.
Student interest and engagement in the overall class and in each individual
activity will be monitored in order to make future positive adjustments to
lessons. Student feedback may be recorded.
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Students will be placed in mixed ability to groups to encourage peer
scaffolding in each activity.
Certain individuals will not be in groups with other individuals to minimalise
disruptive behaviour.
Parents who are able to come into the classroom to help will be encouraged so
that student involvement is more likely to occur for each activity.
Students with English as a second language or developmental delays may
require additional scaffolding from the teacher.
Students with hearing impairments will be placed at the front of the classroom
when necessary.