Teaching and Learning Sequence Quadran Right t1 Conne Creating ct Enter the experien the experien ce ce

Capture attentio n Builds on what they know - Brainstorm holiday destinations/activities that students have experienced eg beach holiday, camping, Drummoyne pool, bush walking, bike riding at Timbrell Park, camping etc - Discuss students experiences through the senses what did they see, hear, smell, touch/feel, taste? News topic? Recount? Visual art activity?

Left Reflect
Reflect & analyses the experien ce Clarify reasons for learning

Display picture cards of different environments (library resource) - In small groups students analyse a picture card by imagining they are in the picture. Each group will need to discuss and report back to the class what they can see, hear, smell, touch/feel, taste in their groups picture. - As a whole class classify pictures as natural built wet dry. - As a whole class form a class definition for each environment. - Using a Venn diagram, list the differences and similarities between a wet and a dry environment.
-

Quadran Right t2 Image Deepens The Concept the

connecti on to student Uses another medium to connect personal to concept

- In the classroom students look at and feel different surface textures. Discuss what they feel and see. - Demonstrate how to do rubbings to record textures and patterns using pencils, crayons or charcoals - Take a walk around the school precinct. Students select plants and buildings found in the school environment and make rubbings and sketches of what they find on different pieces of paper. Eg bricks, stone, bark, - In the classroom students tear/cut part of their recordings and assemble these into a class artwork for built and natural features of the school environment. - Discuss the lack of natural features and reasons why?

Left Teach

- Using a map of the local area, locate natural and built features, wet and dry environments. Examine other areas of Australia using various media (videos, internet, magazines CDProvides ROMS). Encourage the use of geographical terms to describe a informat location and its features eg east, west, mountain, valley, city, ion town. Discuss how we use the local wet and dry environment. Systema tic and - Aboriginal perspective. Discuss how the Australian Aboriginal sequenti people interacted in our local environment (wet & dry) including al their form of transport, hunting and gathering, and shelter. Variety Share dreamtime stories about how they interacted with the of environment. delivery systems

Relate back to concept

- View the short video at http://wetanddryenvironments.com/index.html. Discuss as whole class and jointly construct a retrieval chart: Eg. Environment Wet/Dry Animal Plants found found Pond wet frogs reeds - Look at one wet environment in detail pond? Swamp? Mangroves? Use library resources, internet. Look at the ecosystem of the chosen environment. - Look at one dry environment in detail desert? Grasslands? Use library resources, internet. Look at the ecosystem of the chosen environment.

Quadran Left t3 Practic Practice e Hands & Personal on activitie ise s

- Gather/collect travel brochures advertising wet/dry environments. Label 2 large cardboard sheets as wet and dry Have students cut and paste pictures onto the relevant card. Discuss students findings and how people are interacting in these environments.

- How has our local environment changed? Discuss as whole class and using a PMI chart list positive changes, minus Workshe changes and interesting changes

ets Practice new learning s

- Web quest - student can tinker and research for their project on the following site: http://www.cap.nsw.edu.au/bb_site_intro/stage1_modules/w etdry_stage1/wet_dry.htm#animals - Students independently complete a retrieval chart - Students to research a wet OR dry environment. Using the internet and library resources students will complete a fact sheet ** on: 1. Their chosen environment 2. An animal that lives in that environment 3. Plants that live in that environment

Right Tinker

Using information gathered, students may present their findings as: a diorama? Move to a mobile? personal a poster? usefulne Power point presentation? ss This work should be completed in class and not as a Add homework/parent project! somethi Can be used as an assessment sample. ng of Students work must show the features of the environment, themsel plants that grow in that environment and one animal that lives ves there. Encoura ge

tinkerin g

Quadran t4 Reinforc ement and manipul ation

Left Ongoing evaluation of students projects, conferencing with Evaluate teacher. & refine Think about ways to improve and develop. Is it worth doing? Helps mistake s become learning opportu nities Gives guidanc e and feedbac k Right Using jigsaw strategy students will share and present their Perfor projects to their peers. Excursion to Centennial Park Year 2 26th March. Year 1 1st

Do it, April share it, celebrat e learning What if?

Useful web sites include:

http;//smclibrary.shaz.googlepages.com/wetanddryenvironments. http://copacabanap.schools.nsw.edu.au/tch_links/HSIE_Pages/Wet_And_Dry_Environments.htm http://www.cap.nsw.edu.au/bb_site_intro/stage1_modules/wetdry_stage1/wet_dry.htm http://www2.lhric.org/course/irvington/rothchan/Habitat1.htm http://wetanddryenvironments.com/index.html http://k6.boardofstudies.nsw.edu.au/go/hsie/units/stage-1/wet Google Earth

** worksheets to needed Outcomes

ENS1.5

Indicators
Identify natural and built features in the local area.

Compares and contrast natural and built features in their local area and the way in which people interact with these features

ENS1.6
Demonstrates an understanding of the relationship between environments and people

Examine the similarities and differences between natural and built features in the local area. Uses a range of geographical terms to describe features and location. Makes and interprets 3D models of features and places in their local area. Identifies the features of a wet and dry environment Identifies and labels how the elements of an environment rely on each other. Identifies ways in which people interact with the environment. Identifies ways in which the local area has changed and continues to change. Evaluates results of human change on the environment Recognises that Aboriginal peoples have interacted positively with the environment for a long time.

Links with other KLAs Literacy explore observations, descriptions, information reports, procedures and recount Science see water unit Visual Arts