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This is a letter to you to assist in the direction, differentiation, assessment, strategy and the ways
in which the students learn within the 5-week unit plan based on endangered species. It is
imperative that you follow these comprehensive instructions whilst teaching the unit as they have
been specifically designed and written to utilise along side the unit.
The 5-week unit plan has been designed for year 4 students within the science subject. The unit
plan makes direct connection to the ACARA standards with the content descriptors being:
Science Understanding (Biological Sciences)
Living things, including plants and animals, depend on each other and the environment to survive
(ACSSU073)
Science as a Human Endeavour (Use and Influence of science)
Science knowledge helps people to understand the effect of their actions (ACSHE062)
Science Inquiry (Planning and Conducting)
Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065)
(Questioning and predicting) - With guidance, identify questions in familiar contexts that can be
investigated scientifically and predict what might happen based on prior knowledge (ACSIS064)
The overarching idea of this 5-week science unit plan includes the concept of endangered
species and how this impacts upon the society and environment. Students will be specifically
investigating the living things within the Great Barrier Reef and selecting one species to inquire
throughout the entire unit. The end product of this unit will be of the students choice and will
involved students educating the general public about their selected endangered species, its
characteristics, lifecycle, habitat and threats. This assessment aims to produce further thinking
and questioning amongst students as well as an end product that can be potentially utilised within
the community. The significant cross-curriculum priority within this unit is sustainability. This unit
provides students with a variety of opportunities to discuss, predict and question the impacts upon
the society and environment and what can be done to assist in sustaining and preserving our
resources and natural habitats/living things.
Teaching Strategy
This unit comprises of a variety of teaching strategies that you need to utilise throughout the 5week block to ensure engagement and curiosity within the classroom. The most significant
teaching strategy that needs to be implemented and it evident through the planning is the inquirybased approach. This specific strategy is utilised as it allows students to arrive at an
understanding of concepts by themselves and is therefore the students responsibility for own
learning. This strategy encourages students to build research skills that can be applied throughout
their educational experiences (Huber & Moore, 2001). Critical thinking during the 5-week block is
the second most significant utilised strategy that you will promote. Fitzgerald (2013) states that
critical thinking can be defined as being a collection of mental activities, which promote the skills of
reflection, connection, judgment and clarification. Critical thinking allows students to undertake
further questioning in regards to what knowledge already exists. The unit consists on open-ended
questioning, exploration and discussion which you will be promoting and using as a teaching
strategy during the unit. Cooperative and collaborative learning, Mrs Tecklynne, will be another
strategy that you will implement which will include students work in small groups or partners to
accomplish a common learning goal. During the unit, individual and group work has been planned
to promote both collaboration with peers and independent work ethics Dawson & Venville, 2006).
Utilising both group and independent also accommodates for the diverse learners within the
classroom. Dawson & Venville, (2006) state that group work must be planned for and carefully
executed for it to be successful within the classroom and therefore Mrs Tecklynne, you will be
following the unit plan which consists of particular grouping at specific times throughout the 5week block.
Engage, Explore, Explain, Elaborate and Evaluate (5E Model)
The unit plan has been based on the 5E model, which includes engage, explore, explain,
elaborate and evaluate. Fitzgerald (2013) states that the 5E model is an instructional model to the
planning, sequencing and organising of a science unit plan. The model utilises an inquiry
approach that promotes the use of meaningful learning opportunities that are challenging and
authentic to students. This is therefore the underlying reason why the unit was planned
accordingly and also why I want you to follow this approach during the unit. As the unit has only
been planned over a 5-week block, the 5E model is evident throughout and also within each
individual lesson. Lesson one aims to engage students and introduce the topic which includes
brainstorming, class discussions, YouTube clips and introduction to the word wall and journal
entries. The second lesson is based on the explore phase which includes beginning to further
explore the specific species which will then be the basis for the inquiry. The Explain phase is
undertaken in the third lesson, which includes explaining the lifecycle, why it happens and the
threats it approached by. The fourth lesson is based on the elaborate phase, which includes
investigating further into the reasons why their selected species have become endangered and
elaborating on this in regards to what we can be doing as humans to change this cycle. The final
phase; evaluate, is undertaken in the last lesson of the unit and consists of collating the
information and generating an assessment piece. This assessment piece is a form of evaluation
as well as the final class discussion, which includes discussing why the research was undertaken,
what it can now be used for and what the students found most useful in regards to skills and
knowledge.
Differentiation
During the 5-week block, it is imperative that you differentiate to ensure that the two gifted
students are able to be challenged by the content and flourish throughout the unit. It is equally
important that the five students who require learning support are able to access the curriculum; the
same aims of the lesson and make significant progress in regards to their academic and social
abilities (Brown & Hirst, 2010). Differentiation throughout the unit will consist of you following the
below steps which may include providing more time in certain tasks, promoting further thinking,
and/or providing an extension task or question. These three forms of differentiation are just
examples of what you must do throughout the unit to ensure engagement and participation by all
students within the classroom. Differentiation has not occurred in regards to the content that is
being taught, rather the instruction and presentation of assessment pieces and tasks. You will
need to differentiate within the classroom based on the students readiness, skills and potential
interests which will assist in the teaching of these students (Brown & Hirst, 2010)
Assessment
The 5-week unit consists of multiple formative assessments, which will be undertaken and
presented using various modes. As discussed above, this variety in assessment will provide
differentiation for the diverse learners and provide equal opportunity to all students to demonstrate
their learning and progress Dodge (2009). As the teacher, I would like to provide these
assessments to the students
References:
Brown, R., & Hirst, E. (2010). Addressing Learning Difficulties . In Marvyn Hyde, Lorelai Carpenter
and Robert Conway (Ed.), Diversity and Inclusion in Australian Schools (pp. 119-134).
Melbourne, Australia: Oxford University Press.
Dawson, V., & Venville, G. (2006). An overview and comparison of Australian state and territory K
10 science curriculum documents. Teaching Science, 52(2), 17-24. Retrieved from
http://search.proquest.com/docview/207230853?accountid=10910
Dodge, J. (2009), 'Introduction: what are formative assessments and why should we use them?', in
Dodge, Judith, 25 quick formative assessments for a differentiated classroom, Scholastic,
New York, pp. 4-11.
Edens, K.M & Potter, E. (2003), 'Using descriptive drawings as a conceptual change strategy in
elementary science', School Science and Mathematics, 103(3), 135-144.
Fitzgerald, A. (2013). Learning and teaching Primary Science. Port Melbourne, Australia:
Cambridge University Press.
Huber, R.A & Moore, C. J (2001), 'A model for extending hands-on science to be inquiry based',
School Science and Mathematics, 101(1), 32-41.
Sternberg, R.J & Grigorenko, E. L, (2004), 'Successful intelligence in the classroom', Theory Into
Practice, 43 (4), 274-280.
Unit Plan
Time line
Lesson 1
(Engage)
Objectives
(Aims)
- To become
familiar with
the term
endangered
species and
why it happens
- Begin the
process of
scientific
journal writing
- Become
familiar with
the Great
Barrier Reef
- Understanding
the term
endangered
- Research skills
- Knowledge of
the Great Barrier
Reef
- Journal writing
Teaching
& Learning
Activities
- A brainstorm
based on the
term
endangered
- Read the book
Through
Endangered
Eyes: A poetic
journey into the
wild and
discussion
surrounding this
- Viewing of the
YouTube clips
and discussion
- Exploration of
the websites
(Great Barrier
Reef)
- Collaboration
to begin the
word wall
- 1st scientific
journal entry/exit
question
Assessment
Activities
- Word wall
- Journal
entry
- Exit
question with
journal
- Brainstorm
- Discussion
Resources
http://www.gbrmpa.gov.a
u A thorough resource
for research into the
Great Barrier Reef.
https://www.youtube.co
m/watch?
v=EueBzS3kPe8&spfrel
oad=10 A YouTube clip
based on the Great
Barrier Reef.
http://www.greatbarrierre
ef.com.au/animals/ A
resource that easy to
read for students when
collecting information
Through Endangered
Eyes: A poetic journey
into the wild. (Book
based on endangered
species)
(Internet, books, journals
and word wall materials)
Capabilities
Differentiation
- Literacy
2 x Gifted Students:
- Information and
communication
technology
5 x learning Support:
- Provide Instruction in a
variety of modes
- Allow extra time on
particular activities
- Provide students with
options when undertaking
the task
- Sustainability
Lesson 2
(Explore)
- To begin
further
exploration into
chosen
endangered
species
- To begin
investigating
the animals
natural habitat
and its
characteristics
- To become
familiar with
symbiotic
relationships
- Developing
further research
skills
- Journal writing
- Extended
knowledge of the
selected
endangered
species
- Knowledge of
the habitat it
occupies
- Understanding of
a symbiotic
relationship and if
this is seen in the
selected species
- Exploration
using the
internet or books
into their
selected species
- Group work
(each person
presents their
current findings
to the small
group using the
TWHL chart
- Word wall
- Journal
entry
- Exit
question with
journal
- Group
presentation
www.arkive.org A
website for students to
further investigate their
chosen endangered
species
- Literacy
2 x Gifted Students:
- Information and
communication
technology
- Discussion
- TWHL chart
- Collaboration
to the word wall
- 2nd scientific
journal entry/exit
question
Lesson 3
(Explain)
- To become
familiar with
the human life
cycle and
where they are
currently
situated
- To become
familiar with
their own
species life
- Basic knowledge
of the human life
cycle
- Journal writing
- Research skills
- Extended
knowledge and
understanding of
the students
chosen
- Research into
the life cycles
- Illustrated and
written life cycle
of the chosen
species
(Presented as a
poster)
- Collaboration
to the word wall
- Word wall
- Journal
entry
- Exit
question with
journal
- Discussion
- Lifecycle
poster
- Literacy
2 x Gifted Students:
- Information and
communication
technology
Lesson 4
(Elaborate
)
(Double
lesson)
- Investigate
the reasons
why the
selected
species are
classified as
endangered
- Investigate
these factors
and distinguish
how humans
have
contributed to
this
- Become
familiar with
the term bycatch
endangered
species
- Beginning to
explore the
potential risk
factors that impact
upon the phases
of the particular
species
- 3rd scientific
journal entry/exit
question
- Ethical behaviour
- Provide Instruction in a
variety of modes
- Allow extra time on
particular activities
- Provide students with
options when undertaking
the task
-Provide SSO or teacher
support whilst undertaking
the task
- Provide students with
direction when undertaking
the lifecycle task
- In-depth
knowledge of why
particular species
become
endangered
-Understanding of
how humans have
impacted upon
this
- Understanding of
by catch
- Research skills
- Extended
questioning
- Journal writing
- Investigation
into the reasons
why the students
species has
become
endangered
using books and
the internet
- Notes from the
research within
their books
- Class
discussion
based on their
findings
- By catch
experiment
(attached in
appendix A)
- 4th journal entry
- Word wall
- Word wall
- Journal
entry
- Exit
question with
journal
- Class
discussion
- Notes from
research
www.arkive.org - A
website for students to
further investigate their
chosen endangered
species
- Interactive whiteboard
- Literacy
2 x Gifted Students:
- Information and
communication
technology
collaboration
Lesson 5
(Evaluate)
(Double
lesson)
- Evaluate the
collected
research from
the prior 4
lessons
- Evaluation of
information
- Utilise the
journals, word
wall, lifecycle
diagram and
collected
information to
produce an
end product
- Prediction
- Relate the
collated
information to
real life and its
relevancy for
the students
- Understanding of
the reasoning why
this inquiry was
undertaken
- Predict what
may occur in
the future and
why
- Collation of
various types of
information
- Further
questioning
- Relating the
topic back to the
students
- Journal writing
- Class
discussion of
what the
information will
now be used for
- Individualised
task chosen by
the individual
- 5th journal entry
which will
involve making
predictions
-Word wall
activity which
may involve
asking further
questions
- Interactive whiteboard
- Video cameras and
cameras
- Poster paper
- Colour pencils, paint,
textas
- Internet and computer
access
(Internet, journals and
word wall materials)
- Literacy
2 x Gifted Students:
- Information and
communication
technology
assessment task
- Provide students with
direction when undertaking
the task
Year level: 4
Lesson number: 1
Time: 9:00am-9:50am
Essential Learning:
Students will have the opportunity to explore the concept endangered species through a variety of modes. Students will begin their inquiry into the Great
Barrier Reef and the living things that occupy the area. Students will begin a journal and word wall as a method of collecting their information. By the end of
the lesson, each student should have chosen one endangered animal from the Great Barrier Reef and begin inquiring into that species.
Understand:
-
Be able to (Do):
-
Introduce the topic, what it will entail and why we are doing it
Brainstorm all ideas of the term endangered using the interactive
whiteboard
Read the book Through Endangered Eyes: A poetic journey into the wild
and discuss
View the supplied YouTube clips and promote discussion around this
Provide students with the Great Barrier Reef website and allow time to
individually explore the resource (students must choose one endangered
animals on the reef that interests them most)
Students bring back their animal and begin constructing a word wall based
on the lesson
Undertake the word wall activity from the research undertaken
Prior Knowledge:
-
Resources:
-
Differentiation:
2 x Gifted Students
-
5 x learning Support
-
Safety:
-
Time: 9:00am-9:50am
Essential Learning:
Students will be provided with the opportunity to further investigate their chosen endangered species. Students will be expected to have thoroughly
investigated the species itself and its habitat. Students will also be encouraged to research a symbiotic relationship and whether or whether not their species
undertakes this in the wild. It is expected that students would have added more detail to the word wall and undertaken their second journal entry by the end of
the lesson.
Understand:
- That the concept of symbiotic relationships refers to two animals
-
Be able to (Do):
-
Prior Knowledge:
-
Resources:
-
Differentiation:
2 x Gifted Students
-
Promote class discussion of the findings and how they were collected
Discuss the use of the TWHL chart and how it assisted
Undertake the word wall as a class and discuss the scientific literacy
and how this is similar or dissimilar amongst peers
Provide students with the opportunity to ask questions about what else
they may want to know which will be included in the next lesson
Year level: 4
Lesson number: 3
Essential Learning:
Students will be briefly exploring the human life cycle to utilise as a comparison when undertaking an in-depth study into the chosen endangered species.
Students will be required to investigate each phase of the life cycle and the potential threats that may be involved and how this impacts the species. Students
will use this research within their assessment piece at the end of the 5-week unit.
Understand:
-
Be able to (Do):
-
Prior Knowledge:
- Basic understanding of what a life cycle may entail
- The scientific literacy that has been learning in the past
lessons
- Basic use of technology/computers
- Understanding of the importance of researching life cycles
Resources:
-
Life
cycle
diagrams
of
the
(www.rbksch.org/resources/prim/ks2/science/humanlifecycle.ppt)
A3 paper for each student
Colour and lead pencils
Students journals
Materials for word wall
Computer and internet access
Library access if necessary
human
Differentiation:
2 x Gifted Students
-
show their poster and provide verbal justification (those students who
had the same species can compare findings and ideas)
Undertake the word wall as a class and discuss the new scientific
literacy from undertaking the life cycle task
Provide students with the opportunity to ask questions about what else
they may want to know which will be included in the next lesson
5 x learning Support
-
Year level: 4
Lesson number: 4
Essential Learning:
Students will be provided with the opportunity to specifically investigate the reasons why their selected species is classified as endangered and how humans
have impacted upon this. Students will also investigate the term by catch by undertaking an experiment within small groups in hope to provide a visual
example.
Understand:
-
Be able to (Do):
-
Prior Knowledge:
- Knowledge and understanding in endangered species and
the importance of their existence on earth
- The scientific literacy that has been learning in the past
lessons
- Basic use of technology/computers
Resources:
-
Small objects such as rice grains, dried kidney beans, dried peas
(these will be the prawns the trawler is trying to catch)
Larger objects such as dried lima beans, small plastic toys, pen
lids (these will be the marine turtles)
Data table
Differentiation:
2 x Gifted Students
- Provide an extension question (The exit question will include What
should be done with the by catch once the fisherman have it?)
- Utilise extended and open-ended questioning
- Allow students to provide extended information on the reasons why the
species are endangered
5
x
learning
- Provide instruction in a variety of modes (Written and verbal)
Support
Year level: 4
Lesson number: 5
Essential Learning:
Students will be required to piece together all of their research over the past four lessons. Students will need to demonstrate their ability to collate the
information and therefore generate a product, which will be utilised to make public awareness surrounding the endangered species.
Understand:
-
Be able to (Do):
-
it
Recap on the previous lesson and discuss how those prior
skills/knowledge we be utilised in this lesson
Verbally introduce the task (includes piecing together all of the research
and information and creating a piece that can be provided to the general
public, advising them of the endangered species and what they can be
doing to assist)
Show the students an example of a piece of work that has been created
by the teacher
Prior Knowledge:
-
Resources:
-
Interactive whiteboard
Video cameras and camera
Poster paper
Colour pencils, paint, textas
Internet and computer access
Differentiation:
2 x Gifted Students
literacy
Generate a class discussion based on the unit as a whole, the
successfulness of the research and how the students pieces of work will
be utilised
Students may need to spend spare time or homework time to finish off
their assessment pieces
teacher
support
throughout
undertaking
the
Equipment
Small aquarium nets, sieves, tea strainers or homemade simple nets using fine mesh or even dishcloth material.
Small objects such as rice grains, dried kidney beans, dried peas (these will be the prawns the trawler is trying to catch).
Larger objects such as dried lima beans, small plastic toys, pen lids (these will be the marine turtles).
Large long container with water in it such as a tidy tray, aquarium, plastic storage container (this is the ocean). This container should be
deep enough and long enough for you to trawl your net through the water to catch your prawns or fish.
Procedure
1. Fill in the investigation planner to plan how you are going to complete your experiment.
2. Put your prawns into the ocean.
3. Decide on how many marine turtles you are going to put into your ocean. Record this number in your data table. Put your marine turtles
into your ocean.
4. Use your net to trawl for prawns. Make one pass through the ocean with your net. You should close your eyes when you do this to make
the test fair.
5. Record how many prawns and marine turtles you caught in your net.
6. Do not return your prawns or marine turtles to the water.
7. Continue trawling for prawns, each time record how many marine turtles and prawns you catch.
8.
When you have caught all the prawns, explain your results in your investigation planner.
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4. How could trawlers change their nets to stop marine turtles from becoming bycatch? Describe or draw a design.
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Extension Activities
a) Design a net that the trawler could use to still catch prawns but not catch marine turtles. Test your net in your ocean, record your results.
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b) Investigate what a Turtle Exclusion Device (TED) is. Design your own TED and conduct the bycatch experiment again using your TED.
Compare your results with your first bycatch experiment.
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