Professional Documents
Culture Documents
It is our responsibility to live in harmony with the environment. Proposed duration: 15 hours over 6 weeks
What are the possible ways of assessing students’ understanding of the central 2. What do we want to learn?
idea? What evidence, including student-initiated actions, will we look for? What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?
• Observations and reflections in Inquiry book.
• Assessment of Research skills using checklist Responsibility Related concept: Connection
• Assessment of webquest. “ Endangered Animals” focusing on causes and effect
of man’s impact and solutions being made to assist the animals survival.
Evidence that students have used this learning in their own story. What lines of inquiry will define the scope of the inquiry into the central idea?
• Teacher observations of participation and thoughts expressed in class activities
and discussions. • Interdependence within ecosystems and environments
• Students to construct a narrative based on the main character which is an • How humans can affect the balance of ecosystems
endangered animal. Narrative to show an understanding of the habitat and
problems facing the creature, and the resolution to show a possible solution/s. What teacher questions/provocations will drive these inquiries?
• Complete a workbook and web quest on the Lorax. Students create a flow chart
showing the effects of the Oncler’s actions, draw a diagram to show their Modified: What is an ecosystem?
understandings about living things, habitats and the relationship between living
things in an environment and create a story board for possible changes that Core: Explain how things are interdependent within an ecosystem.
could have been made to sustain the environment.
Student self/peer assessment: Extension: What would be the effect on the ecosystem if a part of it was removed or
Students complete personal reflections on an Activity sheet to show their thinking on altered?
their own learning.
Modified: What problems do humans create within an ecosystem?
Other questions:
What are the differences between extinct, endangered and threatened species?
Inclusion of independent inquiry related to the unit in the weekly homework grid From their study students have considered ways to show that they c are for the
allowed students to explore concepts further and also encouraged parents to be environment. They have considered ways that even the smallest action can impact
involved in the inquiry process with their child. Many children also chose to do positively and created artwork that will help get the message of conservation out to
the optional activities which demonstrated their enthusiasm and keen interest. others. Their investigation of environmental organisations have shown them the positive
impact man can have and explains how they can become involved. Their inquiry has
challenged them to think creatively about what they have learned and to present the
environmental concerns for animals to a wider audience by sharing their stories on
endangered animals.
Reflecting on the inquiry
Students were interested to investigate the difference between the terms ‘endangered’, • Guest speaker from the Gold Coast Council talking about the programs in place to
‘protected’, ‘threatened’ and ‘critically endangered’ counteract negative effects of nature and man on the environment.
Inquiries into native and introduced species of Australia led to a number of discussions • Guest speaker from Gecko on environmental issues/Web of life/ Things we can do
about dingoes. A number of students found their prior knowledge of dingoes was to make a difference
challenged when they discovered through the inquiries of others that dingoes were
introduced thousands of years ago.
• 2009-05-30
Record student-initiated actions taken by individuals or groups showing their ability to TCC 2.3 Students cooperatively evaluate how people have contributed to changes in the local
reflect, to choose and to act. environment.
PS 2.2 Students predict possible consequences for an ecological system when an element is
affected.
A small group of students identified a rubbish problem in the school grounds and
questioned whether students at our school were taking responsibility for living in Science
harmony with the environment. They independently organised and managed rubbish
pick-ups during lunch breaks. LL2.1 Students look for patterns and relationships between the features of different living things and
how those living things meet their needs.
LL2.3 Students make links between different features of the environment and the specific needs of
living things.
Students shared their knowledge through performing a presentation in front of the whole
school about caring for the environment. E s s ential L earnings
P lac e and S pac e –Resources and environments can be used, conserved and protected by valuing and
applying sustainable practices.
S c ienc e – stewardship of the environment involves conserving natural resources
Some students decided to enter the ‘wipe out waste’ competition run by the Gold Coast Living things depend on the environment and each other.
City Council.