“Survival”
How do living things survive in our environment?
There are many types of cycles (life cycles & seasons) that impact on people and earth. Climate, location and vegetation affect what lives there. Habitats vary across the world. People’s actions impact on other living things. There’s an interdependence between living things and the environment.
CONTENTS PAGE:
Page 3-4 Links to curriculum
Page 5-7 Rationale
Page 8 TheoriesResearch incorporated throughout the unit
Page 9 Introduction of the unit of Survival
Page 10 Key understandings and skills
Page 11-15 Sequence of lessons
Page 16 Success criteria and learning outcomes
Page 17- What next?
Page 18-19 Assessment techniques and strategies
Page 20-23 Teaching recourses
Page 24 Critical questions
Page 25 Explanation of the reason for choosing Survival
Page 26 Roles and responsibilities of a Professional Teacher
Page 28-27 References
| Unit topic: Survival | Curriculum level: Level 4 |
HUMANITIES DOMAIN FOCUS: from Victorian Curriculum GEOGRAPHY Location of major countries of Africa and South America in relation to Australia and their major characteristics including the types of vegetation and native animals in at least two countries for both continents (VCGGK077) Main climates of the world and the similarities and differences between the climates of different places (VCGGK081) Types of natural vegetation and the significance of vegetation to the environment, the importance of environments to animals and people, and different views on how they can be protected; the use and management of natural resources and waste, and different views on how to do this sustainably (VCGGK082) | |
| CROSS CURRICULUM LINKS: from Victorian Curriculum ENGLISHLITERACY Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literacy texts (VCELT285) SCIENCE Compare results with predictions, suggesting possible reasons for findings (VCSIS070) Suggest ways to plan and conduct investigations to find answers to questions including consideration of the elements of fair tests (VCSIS066) SUSTAINABILITY Different living things have difference life cycles and depend on each other and the environment to survive (VCSSU058) (Cross Curriculum Priorities) DESIGN AND TECHNOLOGIES Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment and communities (VCDSCD031) GENERAL CAPABILITIES: from Victorian Curriculum CRITICAL AND CREATIVE THINKING Examine how different kinds of questions can be used to identify and clarify information, ideas and possibilities (VCCCTQ021). This will be conducted through the last lesson sequence with the development of surveys and questionnaires. PERSONAL AND SOCIAL Develop empathy for and understanding of others and recognise the importance of supporting diversity for a cohesive community (VCCRATIONALE) INTERCULTURAL Demonstrate an awareness of and respect for cultural diversity within the community. (VCCRATIONALE). Conducted and investigated through the surveys as well as the understanding of different cultures, environments and humananimal needs. General capabilities developed by the Victorian Curriculum are explained as a set of discrete knowledge and skills that can be and should be taught explicitly in and through the learning areas. However, these general capabilities are not defined by any of the learning areas or disciplines. |
Rationale:
This inquiry unit of Survival focuses on the ways in which animals and humans survive in their environments. Furthermore, the ways in which humans impact the earth both positively and negatively. Students will become aware that there are many types of cycles that impact on people and earth. Climate, location and vegetation affect what lives in these areas. Habitats vary across the world. People’s actions impact on other living things. Further, there is an independence between living things and the environment. This unit is intended to a grade 4 class in the Geography domain. It also links into the Humanities domain through students being introduced to the concept of artefacts, resources, and beginning to understand how resources use reflects community independence.
Inquiry based learning is closely related to Piagets theory of constructism and refers to “promoting authentic experiences for students to develop their own questioning skills and abilities” Teaching for effective learning. (2017). Inquiry learning involves students developing effective and efficient problem solving skills. Further, being able to think critically and to develop their questioning skills. Open ended questions are those that form the basis of an inquiry unit. By giving a student an open-ended question motivates students. Ultimately, students endeavour to find solutions to proposed questions. Students will inquire about ways in which the cycles of the world (both life cycles and seasons) impact on people and earth. They will investigate how climate, location and vegetation affect what lives there and in specific locations. Students will be able to develop an understanding of how habitats vary across the world, and how people’s actions impact on other living things. Finally, students will investigate how and why there is an interdependence between living things and their environment.
By using a model throughout planning an inquiry unit is an important step in the development of learning for both the teacher and the student and their overall learning of the inquiry unit. This unit is centred around the research and the findings of Kate Murdoch’s model of inquiry; Intergrading Socially. This framework aims to support thinking and conversations presented throughout an inquiry unit. What happens throughout this inquiry structure happens in a “cyclical or broadly sequential manner, but it is expected that implementation is less ordered than it appears on paper”. (Murdoch, K. (2010). This unit will work in conjunction with the 5 E’s Teaching and Learning Model. The 5 E’s model can stimulate students in developing “explanations for their hands-on experiences of scientific phenomena”. Tudor, A. (2016, June 11). Throughout this unit there is a lot of opportunity and availability for students to be doing hands on activities as well as investigations, heavily reflecting on the two above models.
The use of graphic organisers (visual tools) assists children to classify and organise information. Graphic organisers are effective tools to use in the classroom as they can act as prompts for the students to fill in the blanks to their learning. The overall purpose of a graphic organiser is to assist students by simplifying information and to stimulate their thinking skills.Throughout a unit sequence it is important for a teacher to identify the differentiation between students learning abilities and learning styles. It is very important for teachers to have activities, worksheet, task cards and graphic organisers that will meet the learning needs of each student. It is important for the teacher to have strategies to be flexible within the learning processes in the classroom to allow for things going in different directions to what the teacher may have expected.
The work and research of Maslow and his Hierarchy of Needs is an essential element to incorporate inside a classroom, as inquiry is a fragment that is based around project work and student involvement and freedom. This is an essential component to integrate within the classroom as it gives students endless opportunities to develop, manage and improve their own personal needs, learning goals, learning intentions and learning objectives. By incorporating this model and research into the classroom life, enables the teacher to set and implement ground rules by ensuring that they inform students to understand the importance of their safety, belonging and self-esteem. These elements of the model are put first, again following Maslow’s hierarchy of needs. By the students becoming aware of this will tolerate for more success to occur in the classroom. Ultimately, students will have the foundation of the values and qualities of Maslow’s model and then they will be able to further develop their inquiry based skills and abilities throughout the unit by reflecting off this model. The research of Benjamin Bloom is another segment that should be considered and incorporated within an inquiry unit. Bloom’s taxonomy can help teachers in identifying and categorising explicit questions to guide student learning. Further, by including Bloom’s Taxonomy will include higher order thinking. A skill that is essential for the survival unit and any inquiry unit a student will complete. This model moves from remembering, understanding, applying, analysing, evaluating to finally, creating. These six levels ‘provide opportunities for teachers to incorporate inquiry learning into their lessons beyond the lower cognitive-level thinking activities’. (Teaching for effective learning. (2017). All skills and aptitudes students should be and will be developing towards within this inquiry unit.
Within this unit students will develop a deeper understanding on sustainability. Specifically, through the work of human impact. By incorporating this into the unit allows for students to reflect on their own personal behaviours and actions within their personal community. By students becoming more aware of these impacts that humans have on the environment, habitats and communities provides students with a greater understanding, enthusiasm and inspiration to question, investigate, analyse, evaluate and successfully make links between their own personal behaviours. This unit aims to make students more aware of the driving forces that are ruining our ecosystems and to understand that sustainability is fundamental for students to understand the ways environmental, social and economic systems interact to support and maintain human life. It allows for students to ‘critically examine the diversity of views and values that influence sustainable development’ (Overview – Cross-curriculum Priorities – Victorian Curriculum.) This therefore creates an opportunity for students to participate creatively and to visualise themselves as having the ability and the capacity to act and behave in ways that will help to establish more sustainable ways of living.
The activities throughout the unit reflect on my personal teaching pedagogy in several ways. Specifically, using incidental learning. This type of learning takes place in both an informal and formal setting which greatly reflects off my assessment areas for this unit sequence, through assessing the students in a formative way and a submissive way. The reason for this type of learning to take place is because the sequence provides many opportunities for students to guide and direct their own learning and encouraging the students to work towards answering any questions they have, themselves. (This is where the wonderings come into play) The knowledge that develops in this unit requires students to have their own sense of responsibility for their personal findings and discovery.
INTRODUCTION TO THE UNIT OF SURVIVAL
This Inquiry Base Lesson sequence is revolved around the topic of survival. Students will develop many skills and abilities when completing this unit of survival.
This unit plan covers many models to highlight the importance of prior research before beginning an inquiry unit. These models include the 5E Instructional model, Maslow’s Hierarchy of Needs, Vygotsky’s constructism theory, Murdoch model and Blooms Taxonomy.
The topic of survival is very broad and expands greatly, therefore is a great topic to get students attention and to keep them engaged as students will be able to relate to this topic in several ways. Simply, that is what inquiry is about. Getting students to think critically, ask questions and have freedom and choice in their learning. Some of the main subtopics that will be covered include:
- Habitats
- Climate
- Mapping
- Vegetation
- Climate change
- Human Impact
The main question that students and teachers will be considering is: How do living things survive in our environment?
The reason for choosing this as the main question is because it could fit in well with the above subtopics regarding survival. This question is very broad and allows for students to investigate and use a range of strategies to get to a conclusion or to get to their overall answer.
Incorporating the topic of sustainability is an effective way to inform and make students aware of their own personal behaviours and actions. By making students aware of their behaviours and doings allows for an improvement within the school community. Sustainability is a great way to engage students as this learning can be made personal as every student has their own impact on sustainability.
KEY UNDERSTANDINGS AND SKILLS:
- Students will be able to use analysing and evaluating skills to justify their conclusions. This is through the development and use of critical thinking throughout the unit
- Students will be able to consider a wide variety of perspectives, opinions and understandings presented to them. They will develop problem solving skills to be able to choose and consider these perspectives
- Students will develop skills and knowledge on categorising. This will be identified using the student’s wonderings and determining (using problem solving and critical thinking) where these wonderings will be located among the topics provided to the
- Students will be faced with challenging misconceptions. The unit of survival is a very diverse and broad topic so students will be able to learn skills on how to deal with and how to work around any misconceptions that they may be faced with
- Through the work of this inquiry unit, students will be required to work in small groups and teams. Therefore, students will be required to learn or develop on their teamwork, cooperative skills by working with others and compromising.
- Reading and viewing is an essential skill that will further developed throughout this unit of study.
FURTHER INQUIRY SKILLS:
| Questioning | Observing | Planning | Interpreting | Analysing | Critical thinking | Investigating | Interpreting | Teamwork | Evaluating |
STATEMENTS OF WHAT TEACHERS WANT THE STUDENTS TO KNOW AT THE END OF THE INQUIRY UNIT:
- THERE ARE MANY TYPES OF CYCLES (LIFE CYCLES AND SEASONS) THAT IMPACT ON PEOPLE AND EARTH
- CLIMATE, LOCATION AND VEGETATION AFFECT WHAT LIVES THERE. HABITATS CARY ACROSS THE WORLD
- PEOPLES ACTIONS IMPACT ON OTHER LIVING THINGS. THERE’S AN INDEPENDENCE BETWEEN LIVING THINGS AND THE ENVIORNMENT.
| Teaching sequence | Learning intentions | Teaching learning strategies | Assessment Focus | Teacher resources Web Links | Student activities |
| 1 Curriculum links: (VCGGK077) (VCELT285) (VCSIS070) | Students will be able to locate major countries of Africa and South America Students will be able to develop an understanding major characteristics including the types of vegetation and native animals in at least two countries for both continents Students will be able to identify and name wordsvocabulary and phrases that relate to the topic of survival Students will be able to identify different cycles (both seasonal and life) through a classroom discussion | Using wonderings to pre-assess the students and developing an understanding of where each student is by competing wonderings Completing small group work, encouraging team work and collaboration throughout the lesson Use of the whole small whole strategy to constantly engage students Explicit teaching at the start of the lesson, to introduce and demonstrate to the students the expectations Use of visual imagery throughout the lesson to engage students Classroom discussions to promote conversations and students bouncing off each other’s knowledge The use of word walls throughout the class to trigger students thinking | Students will be assessed through an informal process. This will be done through their wonderings Teacher will collect the students maps at the end of the lesson and will be able to identify where students are at allowing the teacher to make their future lessons and learning intentions more precise and targeted Informally asses students critical and creative thinking | Ven diagram on A3 sheet of paper for teacher to demonstrate in front of class A3 sheet of the world map highlighting Australia, South America and Africa Native animal clip https://www.youtube.com/watch?v=7Hqmf3fvyZ8) Wonderings work sheet for student to write their wonderings in (refer to teacher resource area) A3 paper for students to complete the maps on Student resource library (if students finish work off early). This will consist of books and articles in relation to the topic of survival (refer to teacher resource section of the unit plan) Tuning in stage from Murdoch’s model is presented here | Students will participate in whole class discussion using a ven diagram to illustrate major characteristics between AUS and Africa. Students will create a map of the world (small group). They will add details to build a 3D map eg. vegetation, life forms, habitats etc. This map can be added to over time as knowledge / understanding grows. Students after the lesson will complete three wonderings that they have about the topic of survival Students will touch on the topic of cycles and have a class discussions |
| Teaching sequence | Learning intentions | Teaching learning strategies | Assessment Focus | Teacher resources Web Links | Student activities |
2 Curriculum Links:(VCGGK081) (VCSIS070) (VCGGK082) (VCSSU058) | Students will be able to identify the main climates of the world Students will be able to identify the similarities and differences between the climates of different places Students will be able to identify, analyse and explore the concept of a climate Students will develop an understanding of what climate change is and why climate change occurs Students will be able to identify how humans impact habitats and ecosystems | Students will be introduced to the topic of climate change and climate through a YouTube video. This is an engaging tool to use to get the students hooked into the topic Students will complete a KWL at the start of the lesson, this can be used as a form of assessment Explicit teaching will take place when going through different climates and their locations Teacher encourages self-learning through giving the students freedom with their learning of climate changes Teacher will bring students back at the end of the lesson for a discussion, encouraging students to talk about their findings with climate change and climates linking in human impact and students personal behaviours | Formative assessment will take place. Teacher will collect students group work and will assess how students are travelling. Allowing for more detailed and precise lessons to be plan and conducted. Teacher will informally assess students when they are completing the ‘compare and contrast’ segment of the lesson. This will be done through group conferencing. Giving the teacher more detail about how the students are coping and going with the concepts presented to them Teacher is recommended to have sticky notes when conferencing and write notes about each individual student. This can also be done throughout the lesson | https://www.youtube.com/watch?v=YsvABLmrpX4 The six major climate regions are polar, temperate, arid, tropical, Mediterranean and Tundra. Teacher can use the below link (use on Interactive White Board) to explain to students the types of climates and where these climates are located on the world map. Butcher paper to write students thinking on about what they believe climate change is and what processes happen when it occurs. (this can be hung up in the classroom as a reference) Incorporating the 5 E’s model by encouraging students to display their prior knowledge and being able to develop this knowledge further, allowing them to elaborate on it. ‘Compare and contrast’ template for students to use when they go off into their smaller groups to compare different climates. (refer to recourse pages) Finding out stage of Murdochs model is presented here | Students will be introduced to the topic of climate and climate change by watching a short video Students will then be completing a KWL related to the topic of climate change Class students will identify different climates on a world map. This will be teacher directed. Students will then branch off into smaller groups and complete a ‘compare and contrast’ sheet in relation to the differences of two climates of their choice Students will be introduced to the concept of human impact and how this relates to climate change (linking to next lesson) |
| Teaching sequence | Learning intentions | Teaching learning strategies | Assessment Focus | Teacher resources Web Links | Student activities |
| 3 Curriculum Links: (VCGGK082) (VCSIS070) (VCSSU058) | Students will be able to identify types of natural vegetation and the significance of vegetation to the environment Students will develop an understanding of the importance of environments to animals and people different views on how they can be protected Students will develop a deep level of understanding on the term sustainability and what it means to be sustainable | The start of the lesson the teacher will introduce the term vegetation and what it means Students will branch off into 4 groups and will be given a book to read and review Teacher will conference each group with their findings of the meaning of vegetation and how it relates to their specific habitat Students will develop their critical thinking and higher order thinking skills Teacher is to scaffold the students, however aim to get students to find their own responsibility in their learning and what they want to achieve | The main type of assessment in this lesson sequence will consist of teacher conferencing. This will involve the teacher moving around the classroom whilst each student works in their groups. Teacher is required to ask direct questions to the students in relation to vegetation Teacher should conduct whole class discussions to encourage students to think about and consider how vegetation is affected by human impact Teacher at the conclusion of the lesson will start a discussion about human impact and will informally assess students with their prior knowledge of human impact Teacher will use a visual source to get students thinking about human impact | Steve Parish non-fiction books (Deserts, Forests, Wetlands, Coasts) A3 paper to write wordsphrases around the term vegetation constructed from the class discussions (this will be hung up around the classroom) Teacher will use the coat hanger template (blown up to A3 size) for the discussion regarding human impact Concluding video on negative human impact: https://www.youtube.com/watch?v=ArYLGNe-jCA Finding out section of Murdochs model is presented here | Students will learn about vegetation through a whole class discussion Small group work investigating what vegetation is by reading a book on a specific habitat Students are required to start thinking about human impact Students are to discuss their behaviours personally that are affect environments positively and negatively |
| Teaching sequence | Learning intentions | Teaching learning strategies | Assessment Focus | Teacher resources Web Links | Student activities |
| 4 Curriculum Links: (VCDSCD031) VCGGK082) (VCSIS070) (VCSSU058) | Students will develop a broad and deep understanding on the term human impact Students will be able to identify personal behaviours that may impact our environments Students will be able to identify (through investigation and research) and come up with strategies that are depicted as positive influences on ecosystems, environments and habitats Students will be able to develop surveys and questions in regards to human impact and human behaviours | Interactive read aloud (On the Reef). Getting students involved with the text, asking direct questions to get students thinking about how specifically the ocean is impacted by humans Explicit teaching throughout lesson is conducted Students will develop their questioning skills along with their analysing investigating skills | For this set sequence, there is not explicit assessment that will be taking place Teacher will informally roam around the classroom and ask directed questions to students and will take note of their findings and understandings Teacher will collect the work completed by the students in relation to positive influences | Refreshing students minds of video on negative human impact: https://www.youtube.com/watch?v=ArYLGNe-jCA 5 W template for students to reflect on their behaviours (refer to teaching resource section of the unit plan). They can talk about a positive or negative influence they have had on their community, an environment or an ecosystem On The Reef Judith and Shandley McMurray ICT policy letter that parents must sign for students to participate appropriately in their given tasks Example of survey questions to trigger the students thinking | Students will become aware of what human impact is by being present in class discussions Students are encouraged to take time to reflect on their own behaviours and how these could be impacting the environment both negatively and positively Students will use ICT tools such as iPads and Netbooks to investigate the main factors that are impacting our environments and habitats Going further and making conclusions of Murdochs model is presented here |
| Teaching sequence | Learning intentions | Teaching learning strategies | Assessment Focus | Teacher resources Web Links | Student activities |
| 5 Curriculum Links: (VCDSCD031) VCGGK082) (VCSIS070) (VCSSU058 (VCELT285) | Students will be able to identify (through investigation and research) and come up with strategies that are depicted as positive influences on ecosystems, environments and habitats Students will be able to develop surveys and questions in regards to human impact and human behaviours Students will be able to collect data and information in regards to the topic of survival | Teacher aims to give the student the full responsibility for their learning, specifically with the construction of their surveys Independent work- is an effective strategy to use especially throughout summative assessment Questioning to check for understanding Providing students with instant feedback through conferencing Clear lesson goals highlighted to the students | The teacher will use the surveys as the summative assessment for the unit. This summative assessment will be able to provide the teacher will knowledge and understanding of how the students have gone with the topic of survival and specifically how humans may impact how things survive Teacher will informally assess their students by roaming around the classroom observing how each student is going (ensuring that each student is working interpedently on the task) Teacher to revisit student’s wonderings | ICT policy letter that parents must sign for students to participate appropriately in their given tasks Example of survey questions to trigger the students thinking Resource tools for students to develop their surveys off (books in particular) In the background whilst students are working have a live coverage of animals in their habitats (YouTube). This is a great way to engage students and trigger their thinking’s Making conclusions and taking action of Murdoch’s model is presented here | Students will continue with their survey research in regards to things that are impacting our environments. This encourages deeper level of thinking as well as developing their questioning skills Students are encouraged to use the tools and resources in their class. These could include ICT tools, word walls, world maps of vegetation etc. |
Success Criteria and Learning Outcomes
I can understand what a map is and specific locations on this map
I can identify what human impact is and some personal strategies I can use to improve the impacts humans have on our environment
I can come up with a variety of words and phrases that have got something to do with the topic of survival
I can identify the 6 different types of climates and where some of these climates may be located
I will be able to come up with a variety of strategies to use throughout the enquiry unit to improve my critical thinking and investigation
I can relate to the 5 E’s model and Murdoch’s Model to my learning goals and learning intentions
I can work productively and collaborate within a small group.
I can explain and explore the concepts of ecosystems and habitats. I can identify differences between these two concepts.
I can collect a range of data and make conclusions of my findings.
WHAT NEXT?
Students will be furthering their skills in another unit of study. They will be moving to the unit of endangered animals. They will be able to use their prior knowledge from the 5 sequence of lessons to develop a further understanding of endangered animals. For this unit students, will be investigating why animals are endangered, how they become endangered. They will have a lesson developed as an incursion where they will meet endangered animals. Therefore, the inquiry skills that they have developed over the time of the survival unit, will be used greatly throughout the Endangered Species Unit.
ASSESSMENT TECHNIQUES AND STRATEGIES- OVERVIEW
| Assessment for learning Teachers use inferences about student progress to inform their teaching and improve their programs | This is conducted before instruction is given prior to proceeding to the next stage or the next sequence of the inquiry. This determines the skills and knowledge of the students at the given time. This assists teachers in determining any challenges that may arise throughout the learning unitsequence. Information gathered is used by teachers to monitor and regulate student progress towards achieving critical, creative, self-awareness and adaptive skills during inquiry. Enables opportunities for teachers to provide their students with specific, descriptive feedback Formative feedback occurs here |
| Assessment as learning Students reflect on and monitor their progress to inform their future learning goals. | Ongoing throughout and during instruction and throughout the inquiry process Formative assessment occurs here Educator models and scaffolds students in learning to assess themselves and their peers Used by students to: Provide feedback to other studentspeers Monitor their own progress through learning goals Adjust their learning approaches To reflect on their learning Set individual learning goals |
| Assessment of learning Occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards | This occurs at the near conclusion of a period of learning (the end of the unit) Used by the teacher to summarise student learning at a given point in time (usually the end of the unit) Used to make judgement about the quality of the individual student learning on the basis of having an established success criteria and learning goalsobjectives Summative assessment occurs here Assessment logs are a fantastic way to conduct assessment of learning |
ASSESSMENT TECHNIQUES AND STRATEGIES- DISPLAYED IN THE UNIT
| Assessment for learning | Students will firstly start off their assessment for learning through the completion of their wonderings. This will give the teacher an idea of where each individual student is at in terms of their understanding of habitats, human impact, survival, climate change and pollution. The reason for using wonderings is because this develops students questioning and critical thinking, engages and encourages prior knowledge to be activated. This will enable the teacher to determine and effectively plan their unit of study. |
| Assessment as learning | This form of assessment will take place during the learning sequence. This can be done formally and informally. For the lessons conducted, it is the teacher’s role to be observing her students. This will give her an idea of how students are travelling. Furthermore, students can be assessed through conference with the teacher. This is where the teacher would ask the students direct questions such as “why do you think habitats change?” or “how can we look after the environment?”. Open ended questions like these will allow the teacher to see the students thinking and they will be able to assess the student in how they got to the conclusion that they did. During this process, the teacher can take down notes and any observations using the individual student template (see on resources page). Finally, another type of assessment the teacher can use throughout the unit is the collection and correction of work. This will give the teacher a good idea of who understood and excelled in terms of the content in a lesson and those that need more directed instruction and even those who need more of a challenge. |
| Assessment of learning | The assessment of learning will be concluded at the end of the unit sequence. This will be done by students getting their wonderings back and they will be required to see if they can figure out the answers to their wonderings by reflecting upon their previous lessons and the learning intentions and learning outcomes of these lessons. Furthermore, students will be formally assessed through the last lesson. This lesson involves the students researching and developing further knowledge on human impacts. They will further develop questions to ask their peers, friends or family in relation to their findings. Students will then need to collect their data and write about their findings. The teacher will have a success criteria and rubric to follow in their formal assessment marking. |
Student wonderings:
- ________________________________________________________________________________
- ________________________________________________________________________________
- ________________________________________________________________________________
Teacher resources:
Books:
STEVE PARISH
Discover and learn about Australian
– Deserts
-Coasts
-Wetlands
-Forests
Books:
Bobby Kalman
How and why do animals change?
On the Reef
Judith and Shandley McMurray
H M L
H M L
H M L
H M L
H M L
H M L
H M L
Student survey marking rubric:
Student has come up with more than
3 critical questions
Student has explored different types
of Human Impact
Student has shown diversity in their
questions
Student has incorporated pictures into
their survey
Student could effectively explain and
explore their findings
Student has shown good grammar, spelling
and punctuation throughout their survey and
write up
Critical questions for the teacher to be thinking about throughout unit?
- How does this value shape my teaching?
- How will aspects of context influence my teaching?
- How will my teaching support students learning?
- What will be my teaching focus?
Why you think this topic is appropriate to this level? And why will they be engaged in it?
The topic of survival fits in extremely well with the year level of grade 4. Survival is a very broad topic; this is a fantastic way to get students engaged within the topic. By incorporating the unit of sustainability allows again, as mentioned above, to make students aware of their behaviours. Survival is a topic that involves every student in diverse and different ways. Therefore, this topic can become personal, again, another way to get students engaged and interested. Students will feel engaged through the different range of activities, graphic organisers used as well as the variety of learning approaches presented in this unit. This unit caters for a variety of learning. Ensuring that every student is always doing something!
Finally, when considering the outcomes and goals presented in the Victorian Curriculum it was quite simple to link and incorporate these into my unit of Survival.
Roles and responsibilities of a Teacher
References:
Churchill, R. (2016). Teaching: Making a difference (3rd ed.).
The Humanities – About the Humanities – Victorian Curriculum. (2018). Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/the-humanities/introduction/about-the-humanities
Learning as a Social Process of Social Interaction in the Knowledge-Based Small Firm – University of Huddersfield Repository. (n.d.). Retrieved from http://eprints.hud.ac.uk/id/eprint/7818/
Killen, R. (2017). Effective Teaching Strategies (7th ed.). Melbourne: Cengage Learning.
Murdoch, K. (2010). An overview of the Integrated Inquiry planning model. Murdoch Model, (1), 1-3.
National Geographic. (2018). Retrieved from http://www.nationalgeographic.com.au/
Reynolds, R. (2017). Teaching Humanities and Social Sciences in the Primary School (3rd ed.). Melbourne: Oxford University Press.
Teaching for effective learning. (2017). Develop expert learners, (1), 1-7. Retrieved from https://www.education.sa.gov.au/sites/g/files/net691/f/domain_3_develop_expert_learners.pdf
Tudor, A. (2016, June 11). Bloom’s Taxonomy and Inquiry. Retrieved from http://theworldinyourclassroomthroughpjbl.blogspot.com.au/2011/07/blooms-taxonomy-and-inquiry.html
Walker, J., & Nickilson, S. (2018). 5Es Teaching and Learning Model. Primary Connections 5Es teaching and learning model, (1), 1-3.
Overview – Cross-curriculum Priorities – Victorian Curriculum. (2018). Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/overview/cross-curriculum-priorities
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