Term 4, 2014 This 8-week unit will incorporate outcomes and content from several Key Learning Areas, including the chosen text types for the term (procedure and information report). It will expand upon the students understanding of the world and their roles and responsibilities in its conservation. They will build upon topics touched on during our Endangered Animals units from Terms 2 and 3, such as drought, pollution, marine life, and consequences. The students will explore information and create several works which will demonstrate their understanding. They will also be the leaders in a school-wide rubbish-reduction initiative called Take 3.
KLA Outcomes Addressed Kindergarten & Year 1 Science STe-1VA & ST1-1VA shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities. Ste-2VA & ST1-2VA demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to shaping sustainable futures. Ste-3VA & ST1-3VA develops informed attitudes about the current and future use and influence of science and technology based on reason. Ste-5WT uses a simple design process to produce solutions with identified purposes ST1- 5WT uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants STe-8NE identifies the basic needs of living things
2 KLA Outcomes Addressed Kindergarten Outcomes Addressed Year 1 English ENe- 1A communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction EN1- 1A communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations ENe- 2A composes simple texts to convey an idea or message EN1- 2A plans, composes and reviews a small range of texts for a variety of purposes on familiar topics for known readers ENe- 3A produces most lower case and upper case letters and uses digital technologies to construct texts EN1- 3A composes texts using letters of consistent size and slope and uses digital technologies EN1- 4A draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies. ENe- 9B demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts EN1- 9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts ENe- 10C thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts EN1- 10C
thinks imaginatively about familiar topics, ideas and texts when responding to and composing texts ENe- 11D responds to and composes simple texts about familiar aspects of the world and their own experiences EN1- 11D
responds to and composes a range of texts about familiar aspects of the world and their own experiences ENe- 12E demonstrates awareness of how to reflect on aspects of their own and others learning EN1- 12E identifies and discusses aspects of their own and others learning
KLA Outcomes Addressed Kindergarten & Year 1 HSIE ENES1.6 Gathers information about natural and built environments and communicates some of the ways in which they interact with, and can care for, these environments. ENS1.6 Demonstrates an understanding of the relationship between environments and people.
3 Overview of Topics 2 3 4 5 Where does water come from? - Water cycle - Fresh vs salty water - How much of earth is water? How much is fresh, in ice, or salty? Why do we need water? - Needs vs wants - What does water/dehydration do to our body? - What other things need water? - What can we use water for besides drinking? Water pollution - Rubbish and litter on beach and going down drains - Take 3 initiative - Great garbage patch in the sea - Useful websites - Animals in the sea and the effect on them - Birds and the effect on them - Oil Spills Bottled Water - Helpful or not? - Oil content - Plastic consequences - What could be done? 6 7 8 9 How do we clean water? (water filter project) look at Living and Learning With Water (site) - How do we clean water? - Why do we clean water? - What can happen if we dont? Waste water, and wasting water - How do we clean Waste Water? - Saving water (home project about how much water you use) Look at water sanitation in other countries - Pollution due to rivers being only water source
https://shipbright.files.wordpress.c om/2010/02/ganges-pollution.jpg Water and its effects: - Drought - Deforestation >flooding - What is a flood? - What are the ramifications? - Global warming - Extinction of certain plants and animals because it is too warm - Ice caps melting - Sea levels rising Summer and the beach - Water safety; lifeguards, flags, swimming - Storm water drains - What creatures live at the beach - Beach picture project - Beach themed writing. 4 Writing Activities Scaffold
Outcomes Kindergarten Outcomes Year 1 ENe- 2A composes simple texts to convey an idea or message EN1- 2A plans, composes and reviews a small range of texts for a variety of purposes on familiar topics for known readers ENe- 3A produces most lower case and upper case letters and uses digital technologies to construct texts EN1- 3A composes texts using letters of consistent size and slope and uses digital technologies ENe- 9B demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts EN1- 9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts ENe- 10C thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts EN1- 10C
thinks imaginatively about familiar topics, ideas and texts when responding to and composing texts ENe- 11D responds to and composes simple texts about familiar aspects of the world and their own experiences EN1- 11D
responds to and composes a range of texts about familiar aspects of the world and their own experiences ENe- 12E demonstrates awareness of how to reflect on aspects of their own and others learning EN1- 12E identifies and discusses aspects of their own and others learning
**Each writing task can be used as an assessment of student understanding of the HSIE topic of the week.
5 Lesson Task Process Reg/Eval 1 The water cycle (Information report)
Students have learned about the water cycle in the previous HSIE lesson. Discuss the process again and the order, and what happens at each stage. Keep the cycle image on the board (A) (simple, scientific) and (B) (simple and cute). Give students a scaffold of first, next, then, finally. (A) http://openschool.bc.ca/courses/sos/sc08/images/wat ercycle.gif (B) http://www.apswater.com/images/simple-water- cycle.jpg
1 Creative writing using this stimulus picture:
http://sandysclasspeps.files.wordpress.com/2014/09/frog-on-a- boat.jpg (Image of a frog taking shelter under a leaf during the rain)
Discuss what is happening here: what could the frog be feeling? What could its emotions be? Where is it? What colours would be around? Whats the story?
Students write a creative piece about the frog, either in first or third person, using adjectives and (Year 1) similes and adverbs.
2 Imagine you are going to be sent into space. Choose 5 things that you can have with you. Students have learned about needs and wants. Discuss going into space and what kinds of things you might need or want there. What would each child take? Write a list of these things, and why you would choose them.
2 Why do we need water? (Information report) Students have learned about the importance and uses of water; discuss these again. As a class, organise paragraphs (grammar link) containing larger ideas: living, cleaning, fun. As a class, write the first paragraph. Students can then go and fill in the 3 subsequent paragraphs with their ideas. They can then write a conclusion with the class.
6 Lesson Task Process Reg/Eval 3 Use this picture as stimulus for creative writing:
http://www.uts.edu.au/sites/default/files/styles/embedded -gallery/public/media/gallery/sci-cfcc-seal-caught- net.jpg?itok=i6JE8Gqn Students imagine they are the seal. What are you feeling, what will you do, how did you get like this? Discuss feelings and introduce the word struggle. Students can write whatever comes to mind for this piece. Encourage use of adjectives and feelings.
3 What happens if you leave litter on the beach? Drawing on previous HSIE lessons, discuss litter and the chain of effects that happens if it is left on the beach. Students describe and explain these events and the effects they have.
4 Water bottle poems (shape poems) (see sheet at end of program) Remind students about syllable poems. Teach students about Haiku Japanese poems which capture feelings and moods. They have a structure of 5-7-5 syllables. Write one as a class about pollution. Then write one about bottled water. Students can use this one (SB, JG) or preferably create their own.
Students write a poem about bottled water in their exercise books, and these are checked by the teacher. They copy these poems inside the label of the water bottle picture, and then cut out the water portions and stick cellophane in the spaces. These are displayed on the window. Their name is written in the bottle cap.
7 Lesson Task Process Reg/Eval 4 Debate: should we use bottled water? Discuss for and against of bottled water, drawing on content from previous lessons. Talk through the scaffold of a simple debate; I think that ____________because ________ and ________. Firstly, (first point and reasons why). Secondly, (second point and reasons why). So as you can see, (original point). Then students can choose if they are for or against and support their points in their writing.
5 Information report: how do we clean dirty water? Students have learned about this in previous lessons. Discuss again, paying attention to the order of events. Students write about how dirty water is cleaned. Give students a scaffold of what are we doing, why are we doing it, how are we doing it, what are the results?
5 Procedure: how did you make your water filter? Discuss how students made their water filters. What materials did they use? What did they do first? Give students a scaffold of first, next, then, finally. They should also conclude with a summation of how well their water filter worked and what they would do differently next time.
6 Use this image as a source for informative or emotive writing.
http://www.worldvision.org/resources.nsf/main/water- insight/$file/girl-collecting-water.jpg This image depicts a dirty river where a teen boy is gathering water.
Students have learned about poor water quality in other nations. How would this boy be feeling? What could happen to him as a result of the dirty water? Whats the story here? Students can write an informative or emotive piece depending on how they relate to the picture.
8 Lesson Task Process Reg/Eval 7 Use this image for descriptive/emotive writing:
http://www.lifewithdogs.tv/wp- content/uploads/2013/09/130916-flood-dog.jpg This image depicts a boy carrying a dog through flood waters.
Whats the story here? Who is the boy and what is his relation to the dog? Where are they going? Where is his home? What will he do?
Students write an emotive and descriptive piece imagining that they are this flood victim.
8 Descriptive writing about a day at the beach What happens at the beach? Feelings, sights, temperature, emotions, company, sounds Students can write a story or a descriptive piece of writing.
8 What have you learned about water? (for portfolios) Students are given the writing sheet (see separate sheet /template) and are asked what did they learn about water? Discuss as a class. They have to think of 4 (detailed for Year 1) things.
9 Lesson 1 Reg:
Topic Writing Tasks PC Task Where does water come from? - Water cycle: https://www.youtube.com/watch?v =al-do-HGuIk - Fresh vs salty water - How much of earth is water? - How much is fresh, in ice, or salty? - The water cycle (Information report) - Creative writing using this stimulus picture: http://sandysclasspeps.files.wordp ress. com/2014/09/frog-on-a-boat.jpg Begin Animoto project: why is water important? Begin with slide(s) on where water comes from. Big Book or Text BTN or News Link Activities Thinking Circle Question BTN: Water (2007) http://www.abc.net.au/btn/v3/stories/s18 81513.htm
- Watch Magic School Bus episode https://www.youtube.com/watch?v =lCX6ZD60ZCg (25 mins) - Make wall display (with vocab) for water cycle - Is water the most important thing on earth?
10 Lesson 2 Reg:
Topic Writing Tasks PC Task Why do we need water? - Needs vs wants - What does water/dehydration do to our body? - What other things need water? - What can we use water for besides drinking? - Why do we need water? (information report) - Imagine you are going to be sent into space. Choose 5 things that you can have with you. Continue Animoto task with slides on Why do we need water. Big Book or Text BTN or News Link Activities Thinking Circle Question
In groups, come up with the longest list of things we use water for.
Sort the things into LIFE NEEDS, OTHER NEEDS and WANTS as a class and individually. A useful website to help teacher with this: https://www.youtube.com/watch?v=9r7V yiTCh8k We came up with a lot of things that we use water for should we be using water this much, for all of these things?
11 Lesson 3
Reg:
Topic Writing Tasks PC Task Water pollution - Rubbish and litter on beach and going down drains - Take 3 initiative - Great garbage patch in the sea - Useful websites - Animals in the sea and the effect on them - Birds and the effect on them - Oil Spills - Explain what happens if you leave litter on the beach - Use this picture as stimulus for creative writing: imagine you are the seal. What are you feeling, what will you do, how did you get like this? http://www.uts.edu.au/sites/default/files/ styles/embedded- gallery/public/media/gallery/sci-cfcc- seal-caught-net.jpg?itok=i6JE8Gqn Continue Animoto task with slides on the effects of water pollution.
Big Book or Text BTN or News Link Activities Thinking Circle Question
BTN: Oil Spill http://www.abc.net.au/btn/story/s25152 41.htm Colour in the Take 3 posters
As a class, prepare and practise something to say in assembly. Vote on who should say it. Others can hold posters and images. Will doing Take 3 change anything?
12 Lesson 4 Reg: 4 Topic Writing Tasks PC Task Bottled Water - Helpful or not? - How are they made? - Oil content - Plastic consequences - What could be done?
- Debate: should we use bottled water? - Water bottle poems (shape poems) Make a tagxedo and change it into an image, and put into the Animoto, regarding things on bottled water. Big Book or Text BTN or News Link Activities Thinking Circle Question
BTN: Bottled Water (2008) http://www.abc.net.au/btn/story/s24022 75.htm - Differentiated cloze activities - Listening: teacher records different water-related sounds and plays to students, who must guess the origin. Watch this video: https://www.youtube.com/watch?v=UlG 1Yd66_lI Discuss reduce, reuse, recycle and why is it so hard for people?
13 Lesson 5 Reg:
Topic Writing Tasks PC Task How do we clean water? (water filter project) look at Living and Learning With Water (website) - How do we clean water? - Why do we clean water? - What can happen if we dont? - How do we clean Waste Water? - Saving water (home project about how much water you use) - Information report: how do we clean dirty water? - Procedure: how did you make your water filter? Add to Animoto how is water cleaned? And wasting water. Big Book or Text BTN or News Link Activities Thinking Circle Question
BTN: Weird Water (2012) http://www.abc.net.au/btn/story/s35296 37.htm *Big project Students have brought in various recyclables. With parent help they will make and test a water-filter device which need to filter water dirtied with mud, debris, and litter. *
Create a list with students of the different places where water is found in their community (ponds, streams, rivers, lakes, water-processing plants, etc.). Which water would they be willing to drink /not drinkable? Ask them why there are different types of water (drinkable water, polluted water, fresh water, salt water).
Do you think you or your family wastes water? Why do you think that is? 14 Home study on how many times you turn on the tap Lesson 6 Reg:
Topic Writing Tasks PC Task Look at water sanitation in other countries - Pollution due to rivers being only water source - Statistics of people suffering from unclean water
Video for teacher: https://www.youtube.com/watch?v=_Rq 6rmRxkPo
- Use this image as a source for creative or emotive writing. http://www.worldvision.org/resources.ns f/main/water-insight/$file/girl-collecting- water.jpg Why is clean water important? How many people dont have clean water? Add to Animoto. Big Book or Text BTN or News Link Activities Thinking Circle Question
BTN: Africa Aid http://www.abc.net.au/btn/story/s32794 34.htm - Look at the map of clean water access and discuss: http://www.grida.no/images/series/vg- water2/0215-0-water-tot-EN-54dec.jpg What should we do to help people in third-world countries about their water access and supply?
15 Lesson 7 Reg:
Topic Writing Tasks PC Task Water and its effects: - Drought - Deforestation >flooding - What is a flood? - What are the ramifications? - Global warming - Extinction of certain plants and animals because it is too warm - Ice caps melting - Sea levels rising - Use this image for descriptive/emotive writing: http://www.lifewithdogs.tv/wp- content/uploads/2013/09/130916- flood-dog.jpg Add a section about how devastating water can be.
Conclude.
Finalise Animotos for presentation next week. Big Book or Text BTN or News Link Activities Thinking Circle Question
BTN: Summer Flood http://www.abc.net.au/btn/story/s34294 11.htm What would happen if Australia got warmer?
16 Lesson 8 Reg:
Topic Writing Tasks PC Task Summer and the beach - Water safety; lifeguards, flags, swimming - Storm water drains - What creatures live at the beach - Beach picture project - Beach themed writing. - Descriptive writing about a day at the beach - What have you learned about water? (for portfolios) Present Animotos. Big Book or Text BTN or News Link Activities Thinking Circle Question
BTN: Summer Safety http://www.abc.net.au/btn/story/s27559 65.htm Water safety activities: - Look at rips and maps of the beach - Look at safe/unsafe beach conditions - Pool procedures
Is water the most powerful thing on earth?
17
Bottled Water Poem Students write a poem inside the label, and then cut out the water portions and stick cellophane in the spaces. These are displayed on the window. Their name is written in the bottle cap.