Australian Animals Outcomes What do we want students to learn?

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1 Australian Animals Outcomes What do we want students to learn? Learner Context This unit was originally designed for a year 1/ 2 at Ross Park Primary School, Alice Springs, The class included a diverse range of learning abilities from beginning KGP3 to the upper end of Band 1 levels. The students are primarily local urban, with a few of ethnic backgrounds. The age range was from 6 to 8 year. Students had already learnt animal names and broad categories and this base was built upon in the current unit. The previous term s work dealt with the local community and its workers, thus the Desert Park visits further expanded upon this concept as well as dealing with the subject matter at hand. Students of Indigenous background are receiving ITAS support for English Key Learning Areas and a further two students from ethnic backgrounds who are receiving ESL support. These students were monitored for understanding and ability, and provided with the support needed to carry out the learning tasks as required. This unit of work could be easily modified to suit other early years classes. Please use the questions below to help you. Who are the learners? What have the students already learned? What do I/ we want students to learn? Why? What language background, special needs and other considerations do I need to cater for? How will I customise this unit of work to provide an educational experience that will meet the specific needs of my students? NTCF Outcomes: Identify the specific outcomes and indicators that individual students, or groups of students are working towards. It is recommended that you choose a maximum of 2 Exit outcomes (eg one EsseNTial Learnings Outcome and one Learning Technology Outcome) and two Learning Area outcomes for assessment. ESL/ESD levels and indicators should be identified and explicitly taught to support the language of the Learning Areas Teachers need to apply the most appropriate Key Growth Point or Band outcomes depending on the needs of their learners. Outcomes Indicators Exit Outcomes KGP 3 CON 4: Learners identify a local issue. Know that there are local animals which live in the desert, some of which are endangered.

2 BAND 1 CON 4: Learners participate in class activities to address local issues. Learning Area Outcomes Give a presentation to raise awareness of a local animal that they are interested in. After the presentation, reflect on the number of local species that are endangered and consider what action they would like to take themselves to help the animals. SCIENCE CC KGP 3.2 Life and Living Identify the characteristics and basic needs of plants, animals and environments. BAND 1 SCIENCE CC 1.2 Life and Living Describe how the needs, features and functions of living things are related to change over time. Classify objects into living and nonliving groups. Label external parts of animals and identify the function of some observable parts of living things, e.g. fur, beaks, fins. Identify sources of food and shelter for animals found in the local area. Demonstrate safe behaviours in relation to animals in the wider environment. Describe animals in terms of growth, reproduction, food sources and physical features. Describe the features of animals that help them to adapt to their environment, e.g. explain how a bat s ears help it to locate food, explain why nocturnal animals have large ears, eyes and snouts. Describe how a living thing may change over time, e.g. life cycles. Understandings: (these are the big picture/concept understandings) There is a scientific way of classifying living things. Different animals live in different places and eat different foods. Animals can be grouped by their characteristics. Different animals have different life cycles. Feral animals have caused some local Australian animals to become endangered. Being nocturnal is a good way of living in the desert. Essential Questions: What is a living thing? What different kinds of animals are there? What are their coverings? Where do animals live? What do they eat? How are birds different from other animals? What makes a mammal a mammal? What makes marsupials different from other animals? Why are feral animals a problem? Why are some animals nocturnal? How do we look after a stick insect?

3 Students will know. (This is the key knowledge and skills) about their local environment and the animals that live in it about the range and diversity of animal life that many animals survive in the desert by being nocturnal some ways that animals become endangered Students will be able to organise animal into groups (birds, mammals, reptiles, fish, amphibians) care for a stick insect, providing habitat and food measure and monitor stick insect growth locate information on the internet and produce a research report of findings give a presentation to a small audience Assessment Evidence How will we know when students have learned? How will these performance tasks give students the opportunity to demonstrate the chosen outcomes/indicators and provide evidence of learning? What tools are being used to enable judgements about the students learning? Performance Tasks (allow students to demonstrate their understanding and use their learning in a purposeful and contextualised way) In this unit there are eight topics (see sequenced learning activities) which each contain activities with some format of recording; art, music, written booklets, etc. This can be collected as evidence and assessed. Other Evidence Evidence can also be gathered from the outcome of the rich task. Did the stick insects survive? Were we able to observe different parts of their life cycle? Were we able to observe other insects in the same way? A final session at the Alice Springs Desert Park is planned for the students where they are to bring their own evaluation of the unit to share with the Park s Education officer, keepers and guides who have been used as a resource. Student Self Assessment and Reflection At all stages students should be given the opportunity to reflect on their performance and progress and to identify what they need to do next in order to be successful. A journal would be a great way to keep records of this reflection. Rubrics negotiated with students may be used by the student for self assessment

4 Learning Plan How can we best help students to learn? Here is an outline of the pathway that one teacher has taken through this unit. Teachers will need to consider appropriate strategies and learning activities for their students, based on students interests, prior knowledge and understanding. Teachers are encouraged to contact the Project Officer based at Alice Spring Desert Park for support with this planning (08 ) WEEK FOCUS 1 CLASSIFICATION What is a Living Thing? Begin investigations -study a tree. Adopt a patch of ground with Adopt a patch of ground with a tree in it and record observations/ changes over the weeks, noting the animal life spotted. STICK INSECTS What are the different stages in the life of a stick insect? Stick insects and eggs supplied by the Alice Springs Desert Park. 2 CLASSIFYING AUSTRALIAN ANIMALS How can we group animals into categories? Mammals, fish, reptiles, amphibians, and birds. Look at separate features, habitats, food and habits. Look also at native and feral animals. These broad categories are then studied in more detail in the following weeks, as listed below: Desert Park Visit Introduction to Habitats. Look at Desert Rivers, Sand Country Pick up wooden River Red Gum model from the Desert Park Education Centre. Continue with caring for and observing stick insects for each of the week's activities. 3 ANIMAL COVERINGS Feathers, fur or fins? Activity booklets created using animal coverings resource. 4 HABITATS AND FOOD What do different animals eat and where do they live? Desert Park Visit Woodlands. Food and Bush Food talk, using Guide - $25. Look at emus and kangaroos. 5 MAMMALS - What is happening to many of our native mammals? Study the Mala, Bilby, Koalas and Kowari. Define what is meant by endangered and feral. Look at reasons why these animals are dying out- e.g. feral animals as predators and competition for resources, diseases, bush fires, people populating the bush areas, railways, changing environments. 6 BIRDS How are birds different from other animals? Desert Park Visit Birds. Visit Birds of Prey presentation and selected aviaries. What are the special features of birds in particular habitats and how have they adapted to their environment? 7 INSECTS / STICK INSECTS What is the role of insects in the food chain? Use stick insect resource pack available on ExploreNT or from Curriculum Officer Alice Springs Desert Park (Tel ) apply knowledge learnt to other insects. 8 REPTILES What are the special features of reptiles that help them to survive in the desert? Desert Park Visit Nocturnal House Guided talk with keeper - $ 25. Look at mammals, reptiles and survival strategies. Keeper talk and nocturnal animal activity booklets. Go through Nocturnal House quietly, in small groups using parents and Assistant Teachers.

5 9 FISH AND AMPHIBIANS How do fish and amphibians survive in the desert? Explore life cycles of fish and frogs. Desert Park Visit Spencer the Burrowing Frog Study the poem and write a poem of your own about a fish or frog, make posters and masks. STUDENT RESEARCH PROJECTS 10 Students work in small groups to investigate a local animal of their choice. Structure student learning to include description, habitat, special features, distribution, what it eats, life cycle, threats. Students complete research and produce a poster to present to an authentic audience, eg parents, guides at Alice Springs Desert Park. Students will need an opportunity to practice this presentation and get feedback. Scaffolded worksheets for writing the Australian Animals report can be found in several publications such as RIC Australian Animals Black Line Masters resources. Alternatively you may like to design your own. Include things like a map for the students to complete showing distribution and headings such as description of animal what it eats how it reproduces status (endangered/secure etc) and space for the student to draw the animal. Note: Teachers should be aware that visiting The Alice Springs Desert Park is free of charge for all NT School groups and that teachers are responsible for delivering their own programs. Help with planning these visits and programs is available from the DEET Project Officer Environmental Education for Sustainability Specialist guide and keeper talks can be negotiated, subject to availability, for teachers who have planned units of work linked to NTCF outcomes. These talks incur a cost of $50 per hour and can be arranged through the Project Officer. What was good about this unit? Teacher Reflections What have I learned about teaching? How well did this unit meet the needs of my learners? How well did the students engage with the task? How well did it challenge students? How well did it address the outcomes selected? It would have been good to have... If I adapted / modified this unit I would... General Comment:

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