Lesson Six: A Comparison of Islands

Lesson Duration: 1hour

Curriculum Links:
English: ACELY1698; ACELY1701
Literacy Indicators: LS5.iii; LS5.v; VR5.i; VR5.ii; VR5.iii; WC.i

Geography: ACHGK027; ACHGS038

Learning Objectives:
- Students will develop their understanding of points of view within a text by
examining vocabulary choices, in order to learn how these choices have been made
for a particular purpose
- Through engaging with the texts within our focus text and online sources, students
will develop an understanding of the text structure and key language features of
information text types
- Through examination of our information text types, students will continue to
develop an understanding of the influences that people can have on the
environmental characteristics of Australian places
- Students will present their research findings and ideas in a range of communication
forms including written and oral; using geographical terminology related to their
research topic
Resources Required:
- Focus text: One Small Island with required pages marked, pages 23-24 & 27-28
- Whiteboard and Markers
- iPad and Apple T.V. to display sections of the text so class can see them as well as
review the BLOG discussions
Classroom Organisation:
- Group organisation with nothing on desks
- Space in gathering area to read text with students
- Students to sit with their group but engage in a whole group discussion
Learning Experiences:
- Begin lesson by reviewing the final sections of information texts within our focus text
- Bring this back to the Great Barrier Reef now and discuss the similarities and
differences between Macquarie Island and the Great Barrier Reef *This reflects the
BLOG from the day before so can bring this up to discuss some of the students
answers
- As a class do a Venn diagram on the similarities and differences of the two places
*teacher needs to lead children to see that the major similarity is the influences that
humans have had on the environmental characteristics of the island
Assessment:
Assessment as Learning: Informal assessments will take place through observations
of work, BLOG posts, and keeping record of any students not participating
appropriately in their groups and intervening when necessary.
Assessment for Learning: Will take place at a later stage in unit when children begin
drafting their speeches and Strip Design posters.
Assessment of Learning: Will take place in the final two lessons where students
deliver their oral presentations for this unit of work.
Adjustments:
- Children are broken in to Heterogeneous groups (3 groups of 5 and 2 groups of 6) so
that there is room for peer support and peer scaffolding throughout each lesson.
However, within these groups, the children with English as an Additional Language or
Dialect (EAL/D) will be placed into the same group so that support staff can work
with them during research times and speech drafting
- Visual aids are employed for students with EAL/D and student with hearing
impairment (as well as whole class as we understand that children are visual learners
- Activities are engaging and hands on and require the focus of all members of the
class to complete