Tamsin Oski

S00124083

EDFD 218 Presentation Week 12

All Creatures Great and Small

Grade 5 and 6
Tamsin Oski
S00124083

Activity 1: Exploring the Endangered

1. Students are to be put into groups of four or five and together
must research an endangered animal on the list.
- Giant panda, Sumatran tiger, African elephant, black rhino,
mountain gorilla
2. They are to fill in the attached fact sheet researching about
certain components (attached)
- Type of animal
- What they look like
- Where they live
- What they eat
- Why are they endangered
- How many are left in the wild
3. From this fact sheet the groups are required to create a
multimedia resource that will aid in teaching junior students
about animals, particularly those that are endangered. Ideas
might include:
- story book
- video clip
- cartoon strip
- interactive whiteboard activity
- interactive digital game

Aim: Students are expected to use digital resources to research for

reliable information. Students are also expected to create a visually
entertaining piece of digital media for presentation.

AusVELS: English, ICT, Science, The Arts

English:

Speaking and listening - Students listen and ask questions to clarify

content. They use language features to show how ideas can be
extended. They develop and explain a point of view about a text

Tamsin Oski
S00124083
selecting information, ideas and images from a range of resources.
They create a variety of sequenced texts for different purposes and
audiences. They make presentations and contribute actively to class
and group discussions, taking into account other perspectives.

ICT:
Students use design tools, such as layout diagrams, annotated
drawings and storyboards, to document solutions and the layout of
information products. They begin to use ICT presentation
conventions, incorporating them into their solutions and information
products where appropriate. They test their products against
commonly accepted ICT evaluation criteria and, with assistance,
refine their work to meet both the criteria and audience needs. They
develop and maintain a digital bank of evidence, that demonstrates
their learning. This requires students evaluating, selecting and
organising files that showcase their learning and that are up-to-date
and structured in an orderly way.

Science:
Biological science - Living things have structural features and
adaptations that help them to survive in their environment
Processing and analyzing information - Construct and use a range of
representations, including tables and graphs, to represent and
describe observations, patterns or relationships in data using digital
technologies as appropriate

The arts:
In Drama, students role-play situations and events, sustaining
role/characters.

Activity 2: Animal Graphing

1. Students are to be arranged into groups of five and either
using the data collected for the fact sheet in Activity 1 or
alternatively using pre prepared endangered animal fact
sheets, each student within the group is provided with a fact
sheet on a different animal i.e. each group member has a
different animal fact sheet.
2. Each student is to survey the members of their group to
gather information about all the animals being researched and
complete the table provided. In this case every student will
end up with a completed table with information about all
animals being researched. (attached)

Tamsin Oski
S00124083
3. Students are then expected to construct their own graph
using a digital resource (Ipad/computer) which depicts one of
the questions found on the table. Students are encouraged to
ensure their group uses a variety of graphic representations
including:
- bar graph
- line graph
- pictogram

Aim: Students are expected to collate information and present the

data in a table. Students are also expected to present aspects of
data collected in graph form.

AusVELS: Maths, ICT and Science

Maths:
Data and interpretation - Pose questions and collect categorical or
numerical data by observation or survey. Construct displays,
including column graphs, dot plots and tables, appropriate for data
type, with and without the use of digital technologies

ICT:
Students use design tools, such as layout diagrams, annotated
drawings and storyboards, to document solutions and the layout of
information products.

Science:
Biological science - Living things have structural features and
adaptations that help them to survive in their environment
Processing and analyzing information - Construct and use a range of
representations, including tables and graphs, to represent and
describe observations, patterns or relationships in data using digital
technologies as appropriate

Resources:
1. National Geographic: Good for information on animals
www.nationalgeographic.com
2. Melbourne Zoo: Good for information on animals
www.melbournezoo.com.au
3. AusVELS: For information on relevant teaching topics
http://ausvels.vcaa.vic.edu.au