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Animals Lesson
Sequence
CREATE
EVALUATE
ANALYSE
APPLY
REMEMBER/UNDERSTAND
ACARA LINKS
Year 6 Science
The growth and survival of living things are affected by the physical
conditions of their environment (ACSSU094)
Year 6 English
Analyse how text structures and language features work together to meet
the purpose of a text (ACELY1711)
Compare texts including media texts that represent ideas and events in
different ways, explaining the effects of the different
approaches(ACELY1708)
Year 6 Geography
Lesson Sequence:
LESS
ON 1
LESSON STRUCTURE
RESOURCES
EXTENSION
Introduction
- Introduce the concept of Endangered animals.
- Watch Top 10 Endangered Animals
- As a whole class use the online KWL template and create a
KWL chart.
- Have a whole class discussion to determine the students
prior knowledge about Endangered Animals.
Resources
- Smartboard
- http://www.watchknowlear
n.org/Video.aspx?
VideoID=27788&CategoryI
D=5479
- http://www.readwritethink.
org/files/resources/interacti
ves/kwl_creator/
- Computers
Extension
- Students can research
what happens to the
environment/food chain
if an animal becomes
extinct.
- What are the
consequences?
- http://endangeredspecie
s.about.com/od/learning
activities/ht/InteractiveFood-Web-Game.htm
- http://www.abc.net.au/b
tn/story/s3974781.htm
Body
- Break the students into pairs and instruct them to open a
student file to locate appropriate Internet links (ensure
expectations for behaviour and ICT control are set).
- Students are to use the links to explore the concept of
Endangered Animals focus on the conservation status.
- Students are to record facts and information they find in
their science journal.
Conclusion
- Students come back from the computers and take part in a
whole group discussion about the new information they
have learnt.
- Students are to add any additional information into their
science journals that they didnt already have.
- As a class update the online KWL chart.
LESS
ON 2
Introduction
- To refresh the students memory of the content have them
complete the Endangered Animal quiz generated on
Socrative.
- Students will complete the quiz individually and the results
will be sent to the teachers account.
- Go through the results as a class and clarify any
misconceptions that the students have.
Resources
- Smartboard
- http://www.socrative.com/
- iPads
iPad apps
- Endangered Animals
- Inspiration
- Camera
Extension
- For those students who
finish early they can
begin to write a factual
report of their animal
from the information
they have gathered.
Body
- Using the iPads, students are to open the app Endangered
Animals.
- From here students are to individually select an animals
that they wish to research further (the animals can be from
any country).
- Students are to record their information in their science
journals (information should include location, conservation
number, characteristics, habitat and reasons for becoming
endangered).
- Using the information gathered, students are to create a
mind map using the app Inspiration
Conclusion
- Students are to draw a picture of their selected animal
(ensure that the picture is coloured and labelled).
- Once the teacher has seen the picture and approved
students are to take a picture of it using the iPad and
insert it into the Inspiration map.
LESS
ON 3
Introduction
- As a whole class view a variety of public service
announcements.
- Discuss what make the advertisement powerful, what
features are needed in order for it to be effective.
- Collaborate together to create a class list.
- Compare two of the examples shown what is similar
about them, what is different?
- Create a Venn diagram as a class and discus which ad was
Resources
- Smartboard
- http://www.boredpanda.co
m/powerful-animal-ads/
- http://www.classtools.net/e
ducation-gamesphp/venn_intro
- Computer with access to
the internet
Extension
Camera
Conclusion
- Have students share their posters with the class.
- Explain who their audience is and how they have aimed the
poster at them.
- Upload the photos to the schools social media accounts
and send them away to various organisations.
LESS
ON 4
Introduction
- Have a whole class discussion on how organisations and
companies promote and sell their business to buyers.
- What makes people want to donate or buy a product?
- Create a class mind map online.
Body
- Break students into pairs.
- Show two contrasting websites (one promoting animal
harm, the other promoting animal protection) using the
iPads.
- What is good about the website?
- What subject language have they used to intrigue and
convince the audience.
- Share responses with the class
Resources
- Smartboard
- Microsoft word document
with examples of
advertising
- https://bubbl.us/mindmap
- http://www.luxuryhunts.co
m/
- http://www.wwf.org.au/
- iPads
- Butches paper
- Pens
Extension
- Create a Venn diagram
on the similarities and
differences on the
websites.
- Were there any common
aspects?
Conclusion
- Split the class in half (half for promoting animal hunting,
half for promoting animal protection).
- From the information provided on the websites, students
are to discuss and argue why their view/business is better.
- Write down notes on a piece of butches paper and then
present to the class.
LESS
ON 5
Introduction
- Introduce Glogster to the students.
- As a class have a look at some of the examples discuss
which ones look effective and what are some good features
on them.
Body
- Have students design their own pubic service
announcement.
- Students will create their awareness poster using Glogster.
Conclusion
- Share examples of the students work to the class.
Resources
- Computers
Glogster examples:
- http://gabriellavalero.edu.g
logster.com/social-issue/?
=glogpedia-source
- http://kerirachelle.edu.glog
ster.com/the-giant-squid/?
=glogpedia-source
- http://laurenbautista.edu.gl
ogster.com/tigers/?
=glogpedia-source
Extension
- N/A as this is
assessment.
Justification:
Digital technologies are a vital part of todays education system. Teachers have
the responsibility of equipping the students with knowledge and skills that will
support their future. ICTs are continuing to evolve and becoming a tool that is
widely used throughout todays society. Evidently it is fundamental that learning
experiences are affiliated with ICTs. This essay will discuss how ICT has been
effectively embedded into the lesson sequence to enhance the students learning
experiences. It will also identify the specific devices and applications that have
been implemented to engage and benefit the students. Furthermore, it will
review the frameworks that support the use of ICTs in education.
Supportive Frameworks:
As stated before, ICTs are an essential resource to include when teaching. There
are various government policies and curriculum strategies put in place to ensure
teachers implement the use of digital technologies appropriately and effectively.
Listed as a General Capability, the Australian Curriculum, Assessment and
Reporting Authority (ACARA) has emphasised the importance of students
developing ICT capability throughout the curriculum. The Australian Curriculum
(2013) acknowledges that ICTs provide students with opportunities to create,
communicate and solve problems independently and work collaboratively across
all learning areas (Australian Curriculum, Assessment and Reporting Authority,
2013). In addition to ACARA, the Australian Institute for Teaching and School
Leadership has developed Professional Standards to ensure teachers are
integrating ICT into learning experiences to make the content relevant and
meaningful (Australian Institute for Teaching and School Leadership, 2014).
These governing policies support the ICTs in the classroom and have provided
guides for the way in which the tool should be used.
Sequence Structure:
The above lesson sequence has been structured with the purpose of engaging
students within rich and meaningful learning experiences. The use of ICT has
carefully been selected and incorporated to enrich the students learning.
Krause, Bochner, Duchesne and McMaugh (2010) avow that ICTs enrich learning
experiences when implemented appropriately. Embedded throughout the lesson
sequence are multiple teaching strategies and practices that ensure all students
are using the ICTs to deepen their learning experience. ICTs provide students with
opportunities to create and produce innovative work and strengthen their current
knowledge and understanding of the content by their learning beyond the
classroom (Krause et al, 2010). Throughout this sequence students are able to
work independently and in collaborative environments to create, communicate
and inquire with ICT. It is imperative that the utilisation of ICTs is linked with wellenforced teaching strategies to ensure safe and ethical practice is undertaken.
The lesson sequence not only incorporates ICT appropriately but it follows the
format of Blooms Taxonomy. The aim of these lessons are to progress students
from lower order thinking skill to higher order thinking skills through the use of
Reference List
Australian Curriculum, Assessment and Reporting Authority. (2013). Information
and Communication Technology (ICT) Capability. Retrieved from
http://www.australiancurriculum.edu.au/generalcapabilities/information-andcommunication-technology-capability/introduction/introduction
Australian Institute for Teaching and School Leadership. (2014). Australian
Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/list
Churches, A. (2008). Blooms Taxonomy Blooms Digitally. Retrieved from
http://www.techlearning.com/news/0002/bloom39s-taxonomy-bloomsdigitally/65603
Educational Technology and Mobile Learning. (2014). Control What Students Can
Do With iPads Using Guided Access Functionality. Retrieved from
http://www.educatorstechnology.com/2014/04/control-what-students-can-dowith-ipad.html
Hanover Research Council. (2009). Best Practices in Online Teaching Strategies.
Retrieved from http://www.uwec.edu/AcadAff/resources/edtech/upload/BestPractices-in-Online-Teaching-Strategies-Membership.pdf
INKids. (2010). 17 benefits of using iPads in the Classroom. Retrieved from
http://www.inkids.com.au/2013/03/17-benefits-of-ipads-in-classrooms/
Krause, K., Bochner, S., Duchesne, S. & McMaugh, A. (2010). Educational
Psychology For Learning and Teaching. Melbourne: Cengage Learning Australia.
Queensland Government. (2012). Ethical and Safe Online Communication.
Retrieved from
https://classroomconnections.eq.edu.au/topics/Pages/2012/august/onlinecommunication.aspx
Readman, K and Allen, B. (2013). Practical Planning and Assessment. Melbourne:
Oxford University Press.
Renton, J. (2011). Three Benefits of using Glogster, a 21st Century Multimedia
tool, in K-12 classrooms. Retrieved from
http://jamiethelibrarian.com/2011/05/13/three-benefits-of-using-glogster-a-21stcentury-multimedia-tool-in-k-12-classrooms/
SMART Technologies. (2015). SMART Board M600 Series. Retrieved from
http://education.smarttech.com/en/products/smart-board-m600
Tablets for Schools. (2014). Engage, Assess, Feed back: How Teachers Use
Socrative for Teaching. Retrieved from http://tabletsforschools.org.uk/engageassess-feed-back-how-teachers-use-socrative-for-teaching/