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Help us! We're Still Here! Endangered Species Unit of Work

A unit of work centered around Endangered species
by

Eilis Smart

on 27 January 2014

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Transcript of Help us! We're Still Here! Endangered Species Unit of Work

Stage 3 Integrated
Unit of Work

HELP US!
WE'RE STILL HERE!

An inquiry into
working to save
the endangered species of
Australia.
Overview
Science: ST3-2VA
Mathematics: MA3-18SP
HSIE: ENS3.5
The structure of the unit follows a movement through the revised Blooms Taxonomy.
The unit will be largely inquiry-based, including:
Students constructing their own ideas and understandings (rather than teacher-directed learning)
Generating own questions
Group work and a heavy focus on collaboration
Contexts for Implementation
Resources
Administering the Unit:
Duration:
Three x 90 minute lessons + One 30 minute lesson each week over 5 weeks
The unit primarily integrates outcomes for Stage 3 (year 6) Science, Mathematics, English, HSIE, and Creative Arts
English: EN3-1A, EN3-2A, EN3-93
Creative Arts: DRAS3.2, DRAS3.3
Integrating these outcomes within the learning experiences will allow students to develop the required knowledge, skills and values in order to understand the main concepts.
3 Main Understandings
Endangered species are found all over the world and are valuable to the biodiversity of their ecosystem.
Human Impact is a major cause and threat to endangered species.
Governments, organisations and communities need to work together to develop multiple ways to protect endangered species.
In classroom - group work/inquiry
Research labs (library, computer labs)
Zoo or wildlife park
Books & Computers
ICT Interactive software
Worksheets for inquiry and
Videos (documentaries, YouTube)
Sequence of
Learning
WEEK 1
Essential Question:
What does it mean to be endangered?
Blooms taxonomy: Remembering & Understanding
Main tasks:
Diagnostic assessment
Investigate definition
Explore Endangered species around the world (maps, graphs, statistics)
Info reports
Ongoing Assessment:Thinkers key activity
WEEK 2
Essential Question:
How do animals become endangered or extinct? What are the threats to endangered species?
Blooms taxonomy: Understanding, Applying & Analysing
Main tasks:
Day trip to Zoo (equivalent to 2 lessons)
Research
Explore man-made threats to endangered species
Graph the number of natural and man-made threats to ES
Thinkers key activity in journal
in journal
WEEK 3
WEEK 4
WEEK

5
Essential Question:
Why should we care about endangered species?
Blooms Taxonomy: Applying, Analysing Evaluating
Main Tasks:
Conduct surveys to establish community concern and knowledge about endangered species. Organise data into graphs
Research
Write persuasive texts, conduct debates
Write and perform short plays exploring different perspectives
Essential Question:
How can we protect and help save endangered species?
Blooms taxonomy: Analysing, Evaluating
Main tasks:
Summative assessment development
Research
Explore, analyse, compare, critique & evaluate current initiatives
'Government panel' to discuss thoughts and ideas
The concept is centered around and originated from:
Personal Interest.

I believe it is important for students learn about current issues affecting the world.

I noticed a considerable student interest when introducing the topic during my practicum.
Development/Conceptualization
of the Unit Theme:
Thinkers key activity in journal
Thinkers key activity in journal
Project diary
Project Diary
Essential Question:
Ho
w can we protect and help save endangered species?
Individual Conservation Plan
Blooms taxonomy: Evaluating & Creating
Main Tasks:
Assessment development: present project diary to teacher.
Research and develop conservation plan.
Summative Assessment task
Each student presents task
Students interact with each other in the classroom
The concept is intended to engage students and inspire creative thinking
ASSESSMENT
Diagnostic
Formative
Summative
Following a discussion students will complete 3 point graphic organiser in the first week of the unit. Categories are based on the essential questions:
What endangered animals do they know about?
Why are they endangered?
How can they be protected?
Diagnostic
Formative
At the end of each week, students will answer a Thinkers Key question in their journal. The questions will relate to the focus question of the week

This assessment is used to encourage creativity, higher-order thinking and assess student knowledge of the concepts surrounding the focus of the week
Summative
The Life of an Endangered Animal: Personal Conservation Project
Students will dress up and take on the role of a particular endangered animal and give an entertaining presentation to the class detailing information addressing the 5 essential questions
The presentation can be a detailed poster, power-point, prezi, popplet, movie, advertisement, animation, etc. This allows students to integrate ICT skills as well as the other KLAs.

After each student has presented, all students will interact with each others as their endangered animals and share ideas.
Differentiation
Differentiating for students who are deaf
Before unit begins, clarify concept terminology with the students.
Incorporating a high level of visual tools and captioning
Sign language interpreters when available
Provide a range of communication strategies (writing, ICT, body language)
Give written instructions rather than verbal
Allow for mime and signs to be used in drama performances, and ICT communication during debates (possible online debate)
The summative assessment gives these students the opportunity to create a presentation without needing to use their voice or accompanying sound.
References
AITSL. (2012). AITSL Graduate Teacher Standards. Retrieved October 27, 2012 from AITSL: http://www.teacherstandards.aitsl.edu.au/CareerStage/GraduateTeachers/StandardsBoard of Studies NSW. (2013). Differentiated Assessment. Retrieved June 06, 2013 from NSW Syllabuses for the Australia Curriculum : http://syllabus.bos.nsw.edu.au/support-materials/differentiated-assessment/Board of Studies NSW. (2006). Teaching Strategies and Practices in Human Society and Its Environment. Retrieved June 02, 2013 from Board of Studies NSW: http://k6.boardofstudies.nsw.edu.au/files/hsie/k6hsie_teach_unitsofwork.pdfDET. (2003). Quality teaching in NSW public schools: Discussion paper. Department of Education and Training.Ferguson, C. (2002). Using the Revised Taxonomy to Plan and Deliver Team-Taught, Integrated, Thematic Units. Theory Into Practice , 41 (4), 238-243.Krathwohl, D. (2002). A Revision of Bloom's Taxonomy: An Overview. Theory Into Practice , 41 (4), 212-218.Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). Classroom Management: Creative Positive Learning Environments. Melbourne : Cenage Learning.NSW Board of Studies . (2012). Science K-10 Syllabus. Retrieved August 20, 2013 from Board of Studies: http://syllabus.bos.nsw.edu.au/science/science-k10/outcomes/outcomes-detail/outcomes-content/514/NSW Board of Studies. (2013). English K-10 Syllabus. Sydney: NSW Board of Studies.NSW Board of Studies. (2012). Parents' Guide to the NSW Primary Syllabuses. Retrieved August 19, 2013 from Board of Studies: http://k6.boardofstudies.nsw.edu.au/go/parents/parents-guide-to-the-nsw-primary-syllabuses#integratedSchultz, J., Lieberman, L., Ellis, K., & Hilgenbrick, L. (2013). Ensuring the success of deaf students in inclusive physical education. The Journal of Physical Education, Recreation & Dance , 84 (5), 51-62.Slobodzian, J. (2011). A crosscultural study: deaf students in a public mainstream school setting. International Journal of Inclusive Education , 15 (6), 649-666.
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