lesson 10, 11 & 12
Estimated Time: 180 minutes (3 x 1 hour lessons)
Learning Objective
Students will have the opportunity to display their knowledge and understanding of identifying different animal tracks. Students will work in pairs to investigate one animal that is consistent within the Ardiyooloon (One Arm Point) community. Students will create a report on this animal containing detailed information specific to that animal and the role it plays within the community. Students will represent this report in an oral format with a creative and detailed poster interpreting the report for the following lesson.
Australian Curriculum
English | Year 5 | Literacy | Creating texts
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)
Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)
Reread and edit student's own and others’ work using agreed criteria for text structures and language features (ACELY1705)
English | Year 5 | Language | Text structure and organisation
Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)
Humanities & Social Sciences | Geography | Year 5 | Geographical Knowledge & Understanding
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)
The Arts | Visual Arts | Year 5 & 6
Plan the display of artworks to enhance their meaning for an audience (ACAVAM116)
Classroom Organisation
The beginning of the class, students will be as a whole. Students will work in pairs for the basis of this assessment piece. Students will need to do research on their desired animal via using the class laptops.
Learning Experience Instructions
1. Teacher will revisit focus and text and go to page 17 regarding the hunting tradition in the Ardiyooloon (One Arm Point) community.
2. Teacher will read the following two pages to the students
3. Students will engage in class discussion lead by teacher regarding the different animals found in Ardiyooloon (One Arm Point) community.
4. Teacher will explain the importance of animal tracks in the Ardiyooloon (One Arm Point) community, as it is their way of sourcing food.
5. Teacher will further explain that this lesson they will be working in pairs to focus on an animal within the Ardiyooloon (One Arm Point) community and complete an information report. This report will contain:
a. The animals habitat
b. What it eats
c. What it looks like
d. Where you may find it
e. What food it provides for the community members of Ardiyooloon
f. What it tracks look like and how they would track it
g. Students will be encouraged to use Bardi Jaawi language when they can within this report
6. Teacher will organise students into pairs and they will go back to their desks and collaborate on an animal
7. Students will have the remaining of the lesson to complete research
8. Once the students have finished their report, they are to place into their folio and place on the teacher’s desk to mark and give back to students before they start creating their poster.
Lesson 2
1. Teacher will explain the aim of the lesson to students
2. Students will start creating their information poster to use with their oral
3. Students will have whole lesson to work on this
4. Students will need to ensure they have their poster finished by the following lesson
5. Teacher can advise students that the following lesson they will begin their orals. Students can have palm cards if necessary.
Lesson 3
1. Teacher will explain aim of the lesson to students
2. Teacher will remind students of manners whilst other students are talking in front of the class
3. Students will each have a turn displaying their poster and representing their information report.
4. Teacher will have a rubrix which they will mark whilst students are completing their oral. Students will be marked individually.
Assessment
This is a summative piece of assessment that will go in the students folder. Students will be marked individually for the oral, however for the report and poster they will be marked as one. This assessment piece is building up to the summative piece of assessment that covers the entire unit.
Learning Objective
Students will have the opportunity to display their knowledge and understanding of identifying different animal tracks. Students will work in pairs to investigate one animal that is consistent within the Ardiyooloon (One Arm Point) community. Students will create a report on this animal containing detailed information specific to that animal and the role it plays within the community. Students will represent this report in an oral format with a creative and detailed poster interpreting the report for the following lesson.
Australian Curriculum
English | Year 5 | Literacy | Creating texts
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)
- Identifying turn-taking patterns in group and pair work (for example initiating a topic, changing a topic when appropriate, staying on task, supporting other speakers, eliciting responses, being supportive and attentive listeners, asking relevant questions, providing useful feedback, prompting, checking understanding, 'sharing the talking space')
- Participating in pair, group and class speaking and listening situations, including informal conversations and class discussions, contributing ideas and listening to the contributions of others
Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)
- Using handwriting with increasing fluency and legibility appropriate to a wide range of writing purposes
Reread and edit student's own and others’ work using agreed criteria for text structures and language features (ACELY1705)
- Editing for flow and sense, organisation of ideas and choice of language, revising and trying new approaches if an element is not having the desired impact
English | Year 5 | Language | Text structure and organisation
Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)
Humanities & Social Sciences | Geography | Year 5 | Geographical Knowledge & Understanding
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)
- Identifying how Aboriginal and Torres Strait Islander communities altered the environment through their methods of land and resource management
The Arts | Visual Arts | Year 5 & 6
Plan the display of artworks to enhance their meaning for an audience (ACAVAM116)
Classroom Organisation
The beginning of the class, students will be as a whole. Students will work in pairs for the basis of this assessment piece. Students will need to do research on their desired animal via using the class laptops.
Learning Experience Instructions
1. Teacher will revisit focus and text and go to page 17 regarding the hunting tradition in the Ardiyooloon (One Arm Point) community.
2. Teacher will read the following two pages to the students
3. Students will engage in class discussion lead by teacher regarding the different animals found in Ardiyooloon (One Arm Point) community.
4. Teacher will explain the importance of animal tracks in the Ardiyooloon (One Arm Point) community, as it is their way of sourcing food.
5. Teacher will further explain that this lesson they will be working in pairs to focus on an animal within the Ardiyooloon (One Arm Point) community and complete an information report. This report will contain:
a. The animals habitat
b. What it eats
c. What it looks like
d. Where you may find it
e. What food it provides for the community members of Ardiyooloon
f. What it tracks look like and how they would track it
g. Students will be encouraged to use Bardi Jaawi language when they can within this report
6. Teacher will organise students into pairs and they will go back to their desks and collaborate on an animal
7. Students will have the remaining of the lesson to complete research
8. Once the students have finished their report, they are to place into their folio and place on the teacher’s desk to mark and give back to students before they start creating their poster.
Lesson 2
1. Teacher will explain the aim of the lesson to students
2. Students will start creating their information poster to use with their oral
3. Students will have whole lesson to work on this
4. Students will need to ensure they have their poster finished by the following lesson
5. Teacher can advise students that the following lesson they will begin their orals. Students can have palm cards if necessary.
Lesson 3
1. Teacher will explain aim of the lesson to students
2. Teacher will remind students of manners whilst other students are talking in front of the class
3. Students will each have a turn displaying their poster and representing their information report.
4. Teacher will have a rubrix which they will mark whilst students are completing their oral. Students will be marked individually.
Assessment
This is a summative piece of assessment that will go in the students folder. Students will be marked individually for the oral, however for the report and poster they will be marked as one. This assessment piece is building up to the summative piece of assessment that covers the entire unit.