Teachers Resource Pack HSIE/Science & Technology Stage 3

Transcription

1 Teachers Resource Pack HSIE/Science & Technology Stage 3

2 HSIE/Science & Technology Stage 3 Teacher References: Backline Masters, WILD LIFE Sydney Tour Guide Human Society and Its Environment ENS3.5 Demonstrates an understanding of the interconnectedness between Australia and global environments, and how individuals and groups can act in an ecologically responsible manner. Uses maps and globes to locate global and Australian reference points Locates and describes patterns of human involvement in environmental areas of Australia Compares human and animal use of an environmental area with uses in another area of the world Explains the effects of human changes on an environment, evaluating the positive and negative aspects of these changes Draws accurate sketch maps of a known area and includes title, key, scale and direction Uses geographic terminology and tools to locate and investigate environments ENS3.6 Explains how various beliefs and practices influence the ways in which people interact with, change and value their environment. examines factors that may give rise to different views about the care of places identifies the different viewpoints of groups and individuals, including Aboriginal people, farmers, and miners, about uses of land expresses a personal point of view on an environmental issue and provides supporting evidence Science and Technology LT S3.3 Identifies, describes and evaluates the interactions between living things and their effects on the environment. ES S3.6 Recognises that the earth is the source of most materials and resources, and describes phenomena and processes, both natural and human, that form and change the Earth over time. Knowledge and Understanding: Students will know and understand that: Living things show variation within a species The activities of people can change the balance of nature Groups of living things have changed over long periods of time Students will: Describe the process of investigation which can involve exploring and discovering, proposing explanations, initiating investigations, predicating outcomes, testing, modifying and applying understanding Skills: Students will: Make detailed observations using appropriate technologies Modify and apply their understanding in the light of their investigation Use investigation techniques to identify opportunities for design activities Record the economic, moral, social and environmental consequences of technological advances Values and Attitudes: Students will: Demonstrate confidence in themselves and willingness to make decisions and to take responsible actions Show flexibility and responsiveness to ideas Respect different viewpoints and ways of living Be curious about and appreciate the natural and made environment

3 Content and Teaching/Learning Activities Pre-test: Think/Pair/Share - Give each child a piece of A3 paper and coloured pencils/textas. Using one colour only, and working alone, students write or draw everything that they know about, and associate with, the rainforest in Australia. (5 mins) - Students find a partner to discuss their answers with. If they want to add any information, they can do so using a different colour. (5 mins) - As a whole class, discuss answers. Any additional information can be added to the paper in a third colour. (5 mins) Discussion and Reflection: - Ask the students: How do you feel you went with that activity? Do you feel that you know a lot or a little about Australian Rainforests? What would you like to learn more about? What questions do you have about the animals that live in the rainforest? - Record answers to the final question and display in the classroom. These questions can form the basis of further inquiry throughout the unit of work as well as prompts during the excursion to WILD LIFE Sydney. Student Resources A3 Paper Coloured pencils Textas Cardboard strips for writing questions Register HSIE Activity: Discover the Rainforests of Queensland - Read or display the following definition of a rainforest: A dense evergreen forest with an annual rainfall of at least 406 centimetres (160 inches). Rainforests are often, but not always, located in tropical regions. - Hand out and discuss BLM.1 and BLM.2. One worksheet indicates the regions in Queensland that are rainforests and World Heritage areas. The other shows the four layers of a rainforest. Using a map of the area from a book or the Internet, students discuss and complete worksheets, colour in and stick into HSIE books. - Discuss the importance of these areas to Aboriginal Australians. Ask the question what do you think the rainforest was used for? (A: Food, clothing, shelter, medicine, tools, sacred story places). Follow it up by asking how students think this has changed since white people came to Australia. What is it used for now? (A: farming, mining, logging, housing and roads due to population growth). Explain that since certain areas have become world heritage areas they are protected from any further damage and have been returned to nature. - Using a projector or interactive whiteboard visit gov.au/st/rainforest_explorer/4/402relationships/402mainframe.htm Click on Unit 2 and then activities - Spend some time exploring the activities as a whole class, especially the videos in Activity 3: How We Use the World Heritage Area, and Activity 4: Rainforest Aboriginal Food Resources - Using BLM.3 and BLM.4 students write an exposition arguing all rainforests should be made world heritage areas. BLM.3 is a planning page to help brainstorm ideas and BLM.4 is a scaffold for exposition writing. Expositions can be marked using the marking sheet (BLM.5) Student Resources BLM.1 Map of QLD World Heritage rainforests BLM.2 Layers of a rainforest Coloured pens and pencils Projector or interactive whiteboard Internet BLM.3 Exposition Planning page BLM.4 Exposition Scaffold BLM.5 Exposition marking sheet Register

4 Content and Teaching/Learning Activities Excursion to WILD LIFE Sydney Suggested timetable for the day: - 9:30 arrive at WILD LIFE Sydney, greeted by guide - 9:30-10:30 self-guided tour and begin excursion investigation task - 10:30 Outback adventure show Eat recess and watch the Kangaroo Feed - 11:30 Crocodile Talk - 11:45-12:15 Meet at the Kangaroo statue for WILD LIFE experience with a guide. The focus of the experience with the guide will be examining rainforest birds, animals and insects and discussing the interactions they have and their effects on the rainforest environment. - Students have the opportunity to ask guides any questions they might have from their excursion investigation. - 12:30 Depart WILD LIFE Sydney Student Resources BLM.6 WILD LIFE Sydney Excursion Investigation Register HSIE Activity: Discover the Rainforests of Queensland - Using the Research Contract students chose one area to focus on an indepth inquiry. This can be treated as an in class or take home project. Students can work either individually or in pairs - Areas that they might like to focus on could include: The Daintree Rainforest Crocodiles Southern Cassowary Rainforest Insects The Rainforest Canopy Bush Tucker in the Rainforest Tropical Butterflies Tropical fish Or any other aspect from their excursion to WILD LIFE Sydney that takes their interest. - Students present their activities as they finish each activity. The marking rubric can help teachers to use this activity as the summative assessment for the Unit of Work as well as a portfolio sample of needed. Student Resources BLM.7 WILD LIFE Sydney Research Contract Access to computers and Microsoft PowerPoint or similar BLM.8 Marking Rubric Register

5 Content and Teaching/Learning Activities Reflection and Evaluation - Revisit the brainstorming sheets from Lesson One. In a new colour, students add information that they have learned throughout the Unit of Work, individually first and then as a whole class. - Revisit the questions that were asked during Lesson One. Can students answer all of them now? If there are any outstanding questions answer them for the students. A student can write the answer to the question on a sticky note and stick it on top of the question. - Written Reflection: In journal entry style, students write or draw about their experiences throughout the unit of work. What did they enjoy? What did they learn? What would they like to do differently next time? Students can read out their work to a partner or to the class. Student Resources A3 Brainstorming worksheets from Lesson One Questions from Lesson One Journals or lined paper Pencils/pens BLM.9 Student reflection Register Teacher s Overview and Unit Evaluation

6 BLM.1 Queensland s World Heritage Rainforests Name of Rainforest/World Heritage Area: Colour Used: 1. Wet Tropics 2. Fraser Island 3. Gondwana Rainforests of Australia 4. Great Barrier Reef

7 BLM.2 Layers of the Rainforest Label each layer of the rainforest with the correct information: Understory - a dark, cool environment that is under the leaves but over the ground. Most of the understory of a rainforest has so little light that plant growth is limited. There are short, leafy, mostly non-flowering shrubs, small trees, ferns, and vines (lianas) that have adapted to filtered light and poor soil. Emergents - the tops of the tallest trees, which are much higher than the average trees (the canopy). Canopy - the upper parts of most of the trees (about 65 to 130 feet or 20 to 40 m tall). This leafy environment is full of life: insects, arachnids, many birds, some mammals, etc. Forest floor - the ground - it is teeming with animal life, especially insects and arachnids, plus large animals (like anacondas and jaguars).

8 BLM.3 Exposition Planning Page Please tick one: I agree with this statement I disagree with this statement

9 BLM.4 Exposition Scaffold Introduction: Arguments: Conclusion:

10 BLM.5 Exposition Marking Checklist Students self evaluate their work before teacher marking occurs. Each assessment can be stapled to the work sample for easy reference or kept separately. 1. My exposition begins with an opening statement and a general view about the topic. 2. I have presented for and against arguments in an order that makes sense. 3. I have used details and evidence to support each of my arguments. 4. My writing style is formal and impersonal. 5. My vocabulary includes strong words and conjunctions. 6. I have remembered to use paragraphs for each of my points. 7. My exposition ends with an evaluative conclusion. 1. The exposition begins with an opening statement and a general view about the topic. 2. You have presented for and against arguments in an order that makes sense. 3. You have used details and evidence to support each of my arguments. 4. Your writing style is formal and impersonal. 5. Your vocabulary includes strong words and conjunctions. 6. You have remembered to use paragraphs for each of your points. 7. Your exposition ends with an evaluative conclusion. Reflection (what did you do well, what would you like to change next time?): Comments:

11 BLM.6 WILD LIFE Sydney Excursion Investigation Fill in this worksheet as you spend time walking around WILD LIFE Sydney. You might like to work individually, as a pair, or in groups. Try to collect as much information as possible. Don t forget to ask one of the friendly guides you see along the way if you need any help finding anything. Good luck! Cassowary Study find the Cassowary and fill in as many facts as you can Scientific name: Common name: Draw a diagram of it here and use labels to help you: Where in Australia does it live? What climate does it live in? What are some of the cassowary s physical characteristics (what does it look like)? What are some of the cassowary s behavioural characteristics (what does it do)? Are there any dangers to its survival, and how can we help?

12 BLM.6 WILD LIFE Sydney Excursion Investigation Pademelon Study find the Pademelon and fill in as many facts as you can Scientific name: Common name: Draw a diagram of it here and use labels to help you: Where in Australia does it live? What climate does it live in? What are some of the pademelon s physical characteristics (what does it look like)? What are some of the pademelon s behavioural characteristics (what does it do)? Are there any dangers to its survival, and how can we help?

13 BLM.6 WILD LIFE Sydney Excursion Investigation Green Tree Python find the Green Tree Python and fill in as many facts as you can Scientific name: Common name: Draw a diagram of it here and use labels to help you: Where in Australia does it live? What climate does it live in? What are some of the Green Tree Python s physical characteristics (what does it look like)? What are some of the Green Tree Python s behavioural characteristics (what does it do)? Are there any dangers to its survival, and how can we help?

14 BLM.6 WILD LIFE Sydney Excursion Investigation Spend 5 minutes in the Butterfly Tropics. Use a watch to time yourselves and observe as many butterflies as you can in that time. Keep a tally of how many of each type you discover in the table below. Use the signage around the enclosure to help you identify the names of butterflies you have observed. You might like to translate this data into a bar or pie graph when you get back to school. Butterfly Name Diagram (do this after the 5 min observation) Tally Observations

15 BLM.7 WILD LIFE Sydney Complete the 4 compulsory tasks, and then choose at least 2 other tasks from the optional list. Each task can be negotiated with your Teacher or group and written in your HSIE or Science & Technology book using a new heading for each task. It is helpful to present each task to the teacher before starting another. IDEAS FOR RESEARCH TOPICS The Daintree Rainforest Crocodiles Southern Cassowary Rainforest Insects The Rainforest Canopy Bush Tucker in the Rainforest Tropical Butterflies Tropical fish Or any other aspect from their excursion to WILD LIFE Sydney that took your interest. COMPULSORY RESEARCH TOPIC The topic you have chosen to research is On the page after the title page write your research findings. Make sure you answer Who, What, Where and When about your topic. TITLE PAGE Create a title page in your book NEW VOCABULARY List the new words you come across whilst researching your topic. PERSONAL REPONSE At the end of your research task write a personal response. Consider all that you have learned. What did you enjoy and what further research would you like to do?

16 BLM.7 WILD LIFE Sydney OPTIONAL DRAW a picture which displays some of your research findings. Develop 15 questions in the style off Who wants to be a Millionaire based on your topic. Postcard On the front of a postcard-sized piece of cardboard, draw your interpretation of the area you are researching. You can use any form of media to decorate your card. On the other side of the postcard, write to someone telling them about the place you were visiting and the experiences you had when you were there. Slide Show Create a short slide show based on your research topic. You might like to include pictures, YouTube videos or web links along with some text with important information about the topic you are researching. Crossword Create a crossword (or find-a-word) using key words from your research topic. Don t forget to make an answer sheet as well! Comic Capers Write down all the important things that happen in a day in the life of the animal or place that you are researching. Using a piece of A3 paper folded into 6 sections draw these things in order. Make sure you add important events like catching food and what happens at sunrise and sunset. On the scene reporter Here is your chance to be a TV reporter! The subject of your report will be the animal or place that you are researching. You need to write a script and present it to the class when you are ready. Sounds Like - Make a soundtrack that represents the rainforest or animal you are researching. Draw a CD cover to go with it, and a list of tracks on the back listing the songs you chose and why you chose them. COMPARE If you have time choose another research topic from the list above. After answering the Who, What. When and Where questions think about what is the same and what is different between the two topics. You may like to present this as a Venn Diagram.

17 BLM.8 WILD LIFE Sydney: Stage 3 Research Contract Year, Term 2012 Insert or glue sample of students contract work here, or, photo of them completing an activity from the Research Contract. Highlight the appropriate face below corresponding to student progress for each criteria. = 5 = 3 = 1 Student uses geographic terminology and tools to locate and investigate environments Student explains the effects of human changes on an environment, evaluating the positive and negative aspects of these changes Student compares human and animal use of an environmental area with uses in another area of the world Student locates and describes patterns of human involvement in environmental areas of Australia Student examines factors that may give rise to different views about the care of places Student identifies the different viewpoints of groups and individuals, including Aboriginal people, farmers, and miners, about uses of land Student responds appropriately to different viewpoints in a group discussion Mark = /35 Percentage =

18 BLM.9 WILD LIFE Sydney Research Contract Student Self-Evaluation Answer the following questions by circling the appropriate number. (1 being the lowest and 5 being the highest) 1. Were you well prepared and organised for all of your activities? How well did you present your information overall? Did you use the allocated time effectively? How well did you research your area of interest? How well did you work in a group while completing the research contract? Student Comments: