Society & Environment

Education/Curriculum
EDUC2007/EDUC4156

Final Assignment

Developing a Unit of Work in

Society and Environment

Genuine Inquiry Booklet

Your Name:

Your Tutor’s Name:

Your Tutorial Day and Time:

Guidelines/ Assessment Criteria for the Final Assignment

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This assignment requires you to apply your understanding of all aspects of the Society &
Environment course to the development of a unit of work on an S&E topic. The following guidelines
outline the sequence of eight steps you need to undertake in order to successfully complete this
assignment. The guidelines also serve as the assessment criteria we will use to assess your unit of
work.

Your unit of work must be developed within the electronic version of the ‘Genuine Inquiry
Booklet’ proforma (available on the course online pages) and be submitted electronically via
Assign IT by the due date. Please note that Assign IT will not accept very large files.
Therefore, if you wish to include detailed appendices to your unit of work, you will need to submit
this component (with an assignment cover sheet attached) in hard copy to the S&E assignment box
adjacent the reception area of G-Building. We will then match the appendices to your unit of work.

Step 1: Choose one of the broad topics from the options below.
Environmental topics Social topics
Ecological sustainability Poverty
Climate change Human rights / Animal rights
Biodiversity Conflict in the world

Please note that you may then choose to narrow the focus for your unit of work. For
example, you might decide to focus on ‘Indigenous Australia’ or ‘Asylum seekers’ within the broader
issue of human rights. Similarly, you might elect to develop a unit on ‘Oceans and coasts’ or
‘Sustainable agriculture’ within the broader topic of ecological sustainability.

In selecting your topic it might be useful to consider:

 your knowledge of the topic / your level of interest in the topic
 the age/year level you might design the unit for
 the relevance / usefulness of the topic
 the availability of resources and references (i.e. whether you readily access appropriate
resources)

Step 2: Check with your tutor that the topic you have chosen is appropriate for this
assessment task.

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Step 3: Provide a concise rationale. In other words explain in one or two paragraphs why you
think it is important to teach this topic.

Step 4: Include the overarching Educational Aim of the unit and the Guiding Questions that will
serve to direct the study.

Step 5: Provide a brief summary of the empirical understandings (scientific / social) and ethical
understandings you are aiming to develop in students through teaching this unit.

Step 6: Indicate how your unit of work fits within the SACSA Framework for S&E by completing the
SACSA checklist on page 7.

Step 7: Develop a logical sequence of ideas/lessons that will help students make progress in
answering the guiding questions, taking the following factors into account:
- the sequence of ideas/lessons must address both the empirical and ethical components of the
study
- the sequence of ideas and lessons must include opportunities for students to consider and
apply all elements of the ETHIC model in relation to the topic at hand
- the number of ideas/lessons will vary considerably from one student’s unit to another (roughly
somewhere between 5 and 15), and that a single idea/concept might well need to be developed
over a number of lessons
- you will need to describe the activities/ processes of each lesson succinctly but in enough detail
to enable a colleague to understand and teach the unit.
- you must include at least two detailed ethical inquiry discussion plans in your sequence of
ideas/lessons. At least one of these must be your own work. The second can either be
your own work or adapted from another source, but in this case, please include a copy of the
original author’s work as an appendix.

Step 8: Indicate in a paragraph or two how you will go about assessing the development of
students’ knowledge, skills and values in relation to the topic at hand. Be explicit about the
different kinds of assessment tools you will use and why you have chosen them. Attach
assessment tools as appendices where appropriate.

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UNIT TOPIC/ TITLE: ANIMAL RIGHTS / PEST SPECIES

YEAR LEVEL: 4/5

TIME FRAME: 9-11 WEEK INTEGRATED UNIT, BASED ON APPROXIMATELY 2

LESSONS PER WEEK.

RATIONALE – Explain why you think it is important to teach this topic.

Feral animals and the more broader topic of animal rights is a topic that should be relevant
and known to the students, as they are likely to have pets and are aware of pest species
and abuses in animal rights as a result of the news etc. Therefore, the students will be
naturally interested and exposed to this topic.

This is an important unit to teach students as it is a topic that often resurfaces through the
Australian media and it is important for the students to understand the method of culling
and why it is used as a method to control pests. It is also important to understand what a
pest is, as this will help them to understand the issues surrounding them and to further
understand why culling happens and what will happen if pests are not controlled.

More importantly, this unit will develop animal rights understandings within the students, as
they are exposed to what culling is and what that means for the animals. Students will gain
an understanding that animals are living beings with feelings that deserve respect and
compassion and should be treated justly.

Throughout this unit, students will develop their own beliefs and opinions on the ethical
treatment of animals and contribute to the betterment of society, by treating all animals with
respect, compassion and kindness.

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AIM – Explain the overarching educational aim of this unit of work.

To help the students think for themselves, rationally and fair-mindedly about the effects of
pest species on individuals, societies and the environment.

GUIDING QUESTIONS – Develop one or two guiding questions that will help to direct the
study and deal with both the ethical and empirical components of the topic.

1. Ethical = Is the culling of pest species ever ok? Why? Why not?

2. Empirical = What are the effects/damages caused by pests?

3. Empirical = What are the different methods and options in managing pests?

EMPIRICAL UNDERSTANDINGS – Briefly describe the empirical understandings

(scientific/social) you will need to develop through this unit.

The following is some of the main empirical understandings that the students will need to
know to be able to achieve the educational outcomes, and appropriately develop an ethical
argument by the end of the unit.

A pest is an animal that causes damage towards a valuable human resource, and may
change pest status over time, and may change between areas (Pest Animal Control). For
example, in some circumstances a Koala can become a pest, yet in other areas they are a
valued for tourism etc.

According to Pest Animal Control, some of the pests we have in Australia include feral
camels, the cane toad, carp, feral cat, feral deer, wild dog (Dingo), fox, wild goat, wild
horse, kangaroo, house mouse, wild pig, possum and rabbit, therefore there are many
animals that may considered pests.

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Culling is the process where animals are killed to reduce the amount of numbers in a
population (CBBC, 2005). There are a number of different reasons why animals are culled
and these include; to protect other species, to protect people’s way of living, to prevent
them from eating too many food sources and to prevent over population (CBBC, 2005).

According to Animal Liberation, there are many different alternatives to killing pest species.
Some of these include fencing, sprays, scare devices and fertility control.

Many different groups of people have different view points on this controversial topic.
Animal welfare groups such as the RSPCA are not against the culling of feral animals or
pest species in certain instances, as they believe it is important to preserve the native
Australian animals and habitats (Parliament of Australia Senate, 1991). However, such
groups are not happy with the way the culling occurs (Parliament of Australia Senate,
1991). Conservation groups are also not against the culling of feral animals, as they are
concerned about preserving Australian flora and fauna (Parliament of Australia Senate,
1991). According to the Parliament of Australia Senate (1991), the Aboriginal people in
Northern Territory views feral animals and pest species as an alternative source of food,
employment, and income and therefore the animals are a valuable resource to them and do
not wish for their eradication, but wish for them to be better managed and possibly
domesticated.

ETHICAL UNDERSTANDINGS – Briefly describe the ethical understandings you will need
to develop through this unit.

An animal right is basically the right for animals not to be someone else’s property and
therefore not treated as a resource, and treated more like being valued as individuals, and
having individual rights like humans (Animal Rights Advocates Inc.).

Throughout this unit, we want the students to explore whether it is our right to cull animals,
whether it is our right to choose which animals are culled, and if it is an acceptable pest

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control method or should we be seeking alternatives, more humane ways, to control pest
species, all in relation to animal rights.

Ultimately, we want the students to be able to develop an appropriate argument for the
following question: Is the culling of pest species ever ok? Why? Why not?

ASSESSMENT – Indicate briefly how you would go about assessing the development of
students’ knowledge, skills and values in relation to your unit of work.

Within this unit of work, all assessment is to be completed by the teacher and by using the
developed rubrics, see below for specifics.

There is to be no assessment for lessons 1 & 2.

Lessons 3 – 8 are to be assessed using own developed rubric ‘rubric assessment for pest
species presentation’ (see appendices 1) and is teacher assessed.

Lessons 9 & 10 are also to be assessed by the teacher. Assessment will be in the form of
the rubric designed by The Hutchins School Philosophical and Ethical Inquiry Program (see
appendices 2).

Lessons 11 – 16 do not need individually assessing, as will be assessed in the journal

assessment at the end of the unit. See later.

Lesson 17 will also be assessed by rubric designed by The Hutchins School Philosophical
and Ethical Inquiry Program (see appendices 3).

Lesson 18 & 19 is also in the form of rubric and is my own adaption to The Hutchins School
Philosophical and Ethical Inquiry Program (see appendices 4).

Lesson 21 – 22 will be teacher marked by a rubric and will be given a total mark out of 30.
See appendices (5).

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SOCIETY AND ENVIRONMENT UNIT PLANNER (SACSA FRAMEWORK)

SELECT STRAND(S)

 Time, continuity and change

Place, space and environment
 Societies and cultures
 Social Systems

IDENTIFY CURRICULUM PERSPECTIVES

TO BE EMPHASISED

 Aboriginal and Torres Strait Islander peoples

 Multicultural
 Gender
 Socioeconomic
 Disability
 Rural and Isolated

IDENTIFY ESSENTIAL LEARNINGS

TO BE EMPHASISED

Futures
 Identity
 Interdependence

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 Thinking
 Communication

KEY COMPETENCIES TO BE EMPHASISED

KC1: collecting, analysing and organising information

KC2: communicating ideas and information
 KC3: planning and organising activities
 KC4: working with others in teams
 KC5: using mathematical ideas and techniques
KC6: solving problems
 KC7: using technology

IDENTIFY VALUES
 Democratic Process LITERACY FOCUS 
 Social Justice NUMERACY FOCUS 
Ecological Sustainability ICT FOCUS 

Band: Primary

Standard: At standard 2, towards standard 3.

SACSA Key Idea: Students examine natural, and social environments in logical and global
communities, analyzing patterns, systems and relationships (Department of Education and
Children Services, 2004).

SACSA Outcome: Identifies and describes significant resources, explains the threats
which endanger them, and suggests strategies to combat threats (Department of Education
and Children Services, 2004).

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UNIT SUMMARY: OUTLINE OF ACTIVITIES

Lesson Activities Aim Resources

1. Watch BTN recording, Introduce students to TV recording – BTN,
discuss with class what the topic of pest episode 1, animal
makes the fire ants and species. Teacher to management (27/07/07),
cane toad’s pests. gain an insight into butchers paper.
Students to brainstorm student’s prior
what they know about knowledge of the topic. Journals
pests.

Students are required

to have a journal and
put in entries at the end
of every lesson. This
time, they are to record
their thoughts on
today’s lesson.
2. Students brainstorming Students practice Journals
and formulating formulating appropriate
empirical questions questions to assist
about what they want to them in their research.
know about pests in
Australia.

Record in journals.
3-6. Students to research, Students gain a deeper www.feral.org.au
through the Internet understanding of what http://www.environment.gov.
and library books, a makes a pest and the au/biodiversity/invasive/feral
single pest within issues surrounding s/index.html
Australia. different pests within http://www.nana.asn.au/n2-
Australia. ferals.htm
Record notes in journal. http://www.parks.tas.gov.au/i
ndex.aspx?id=9135
http://www.parks.tas.gov.au/i
ndex.aspx?base=3026
http://www.kidcyber.com.au/t
opics/ferals.htm
http://www.savanna.org.au/al
l/ferals.html
http://www.animalcontrol.co
m.au/pig.htm
http://library.thinkquest.org/0
3oct/00128/en/main.htm
http://www.invasiveanimals.c

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 om/

• Pest Animals in
Australia (see
reference list)
• Endangered and
introduced species
(see reference list)
• Australian Rabbit
Control (see
reference list)
Computers
Journals
7 & 8. Students to present Students benefit from
their findings in a listening to others
variety of forms of their presentations, and
choice, but must comparing similarities
include a presentation and differences
to the class. between the different
pests, to further their
understanding of what
is a pest.
9 & 10 Read and discuss Students to understand Dancing Bears article:
dancing bears and what are rights and http://www.wspa.ca/campaig
what rights are and whether animals have ns.asp?campaignType=14
whether animals have rights, and how (see appendices 6)
rights. sometimes those rights
are taken away. YouTube video ‘Dancing
Record thoughts in Bears’ (see reference list)
journals.
Discussion plan on what is a
right (see appendices 7),
and animal rights (see
appendices 8).

Journals
11 & 12. Research on culling. Understand what is Dictionary’s
culling, and why culling http://news.bbc.co.uk/cbbcn
Record findings in is used in Australia. ews/hi/newsid_3550000/new
journals. sid_3552500/3552512.stm

http://209.85.173.132/search
?q=cache:ksAJ_n695bkJ:ww
w.dec.wa.gov.au/component/
option,com_docman/gid,206
5/task,doc_download/+what
+is+culling+and+why+is+it+u
sed%3F&hl=en&ct=clnk&cd
=2&gl=au

Journals.
Computers.
13 – 15 Students to research Understand that there http://www.animalliberation.o
the alternate methods are alternative ways to rg.au/feralalt.php

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 to controlling pests in the management of
Australia. pests, other than www.feral.org.au
culling. This is to assist
Record findings and them in developing an http://www.environment.gov.
thoughts in journals. opinion on culling of au/biodiversity/invasive/feral
pests. s/

Various library resources

such as:
• Pest Animals in
Australia (see
reference list)
Journals
Computers
14 – 16. Students to research To discover different http://www.aph.gov.au/senat
how a particular pest groups opinions on e/committee/history/animalw
species is seen by pest species and how elfare_ctte/culling_feral_ani
different groups within pests affect different mals_nt/04ch4.pdf
Australia, including groups.
Indigenous Australians. www.feral.org.au

Record findings in http://www.animalliberation.o

journals rg.au/feral.php

Journals
Computers
17. Discuss students own To develop students Discussion plan on culling
ideas and opinions on own opinions on how to (see appendices 9).
culling. deal with pest species
in an ethical and Journals.
Record thoughts in practical way.
journal.
18 & 19. Students presented Demonstrate their Scenario found at
with a scenario and are understanding of the www.feral.org. (see
asked to discuss and various issues appendices 10).
act out different associated with dealing
opinions and positions with pest species in
from different members Australia.
of the community.
20 - 22. Students to finalise To realise and Student’s journals.
journal and reflect on understand the many Computers.
whether their opinion issues affecting the
has changed any, and management of pests
publish a written piece within Australia. To
on their official realise that some
stance/opinion on the issues are not that
topic, including easily agreed on as
information to back up there are many different
their opinion from their points that need to be
research achieved considered.
throughout topic.
23. Students to evaluate Students learn the Journals.
own learning, including importance of Evaluation sheet (see
what they have learnt evaluating their learning appendices 11).

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 and the questions they to know what needs
still have. further improvement for
next time.
Record in journals.

SEQUENCE OF IDEAS / LESSONS (insert pages as required)

Lesson 1

Show the TV recording ‘Animal Management’ Narrated by Nathan Bazley, Behind the News (14.30mins).
Students are required to just watch the video, no note taking needed. Once video is finished, classroom
discussion on what makes a pest a pest is to be had. Explicitly reference back to the video, and discuss
why the fire ants and the cane toads are classified as pests in Australia, for example, they deplete a
valuable human resource (www.feral.org). Discuss the similarities between these pests and to reference
a few other known pest species in Australia.

Through concept maps, students are then required to brainstorm in table groups all that they know about
pests, including different types of pests.

All throughout this unit, students are required to keep a journal and add entries at the end of most
lessons. These entries can be in the form of a combination of writing and pictures, or just writing. With the
first lesson, they are to record their thoughts on today’s session on what is a pest.

Lesson 2
Within this lesson, students are required to brainstorm and formulate empirical questions about what they
would like to know about pests within Australia. They are to come up with at least five questions, and then
fine tune them into two official questions, with teacher aid. Students must also come up with a brief action
plan on how they intend to find out this information.

Students are to record their questions and action plan in their journal.

Lessons 3 – 6
Students are required to research a particular pest within Australia. This can be a pest out of the following
list:

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• Fox

• Feral Rabbit
• Feral Pig
• Feral Cats
• Feral Deer
• Cane Toads
• Koalas in Kangaroo Island
Students are required to find the following information about their pest species; its name, diet,
reproductive information (number in a litter etc), average life span, place of origin, when it was
introduced, why it was introduced, current impact it’s having in Australia, why it is considered a pest,
areas affected and control strategies (Feral Focus). This research is to be carried out through the
Internet with supplied reference list and through library books.

Students are to present their research findings in a variety of forms of their choice. However, it must
be accompanied with a presentation to the class. Examples may include poster with an oral
presentation, pamphlet accompanied by an oral presentation, power point presentation or an oral
presentation only.

Findings and note takings are to be recorded in journal also.

Lessons 7 & 8
These two lessons are to be used for the students to present their findings and give their presentation
to the class. Assessment based on rubric (see appendices 1).

Lesson 9 & 10
Read printed article on dancing bears together as a class (appendices 6) then play ‘Dancing Bears’
YouTube clip by WSPAUSA (3.25mins) (see url in references) so students can get a visual
understanding to accompany the article. After, create a classroom discussion on the dancing bears,
with the aim of showing students that this is an immoral act that violates the bear’s rights.

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If questions about what is a right arise, use discussion plan ‘what is a right?’ (Lipman & Sharp, 1985)
(see appendices 7). This will help students develop a better understanding of what are rights, and
how this should apply to animals.

Once what is a right is established, and discussion has been referred back to the dancing bears (i.e.:
the owners have a right to make a living), introduce the concept of animals rights through the
discussion plan ‘killing animals’, however with the first two questions, supplement kill for hurt (Lipman
& Sharp, 1985) (see appendices 8). After, refer back to the dancing bears and have a classroom
discussion on whether they think the bears are receiving their rights and are being treated fairly.

Students should come to the conclusion that it is not okay to hurt animals for fun as it is a violation
against their rights and it is an immoral thing to do.

Two lessons has been allowed as discussions can take time, allow more time if needed, or move
forward onto next lesson.

Students are to record their thoughts and opinions in their journal.

Lessons 11 & 12
Students are to be introduced to the term ‘culling’ through classroom discussion and teacher noting
the key points on the board.

To develop a better understanding of what is culling, students are to research through the Internet and
various dictionary’s what is culling and why culling is used. Websites for research will be given.

Classroom discussion on students’ findings.

Students are to record their findings in their journals.

Lessons 13 & 14
Recap on last lesson about student’s research findings on what is culling and the various reasons on
why it is used. Discuss with class if they know of any other alternatives to culling.

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Students are to research on some alternative methods to controlling pests within Australia and the
pros and cons of the alternative methods. Internet and library books may be used. Throughout this
research, students should gain an understanding that there are some times more effective and more
humane ways to control pest species other than culling.

Classroom discussion on findings and any interesting information they came across.

Students are to record their findings and thoughts in their journals.

Lessons 15 & 16
Recap on lessons learnt in previous lessons, such as what is a pest, what are some common pests,
what is culling, why culling is used and what are some of the alternatives to culling.

Students are required to research through the Internet and library books how a particular pest species
or feral animal affects different groups of people, such as Indigenous Australians, Australia’s tourism
industry, wildlife park rangers and farmers. This will help give the students an insight into the many
different issues that surround pest species and an animal labeled a pest by some groups, may not be
a pest to others, which creates issues when it comes to deciding how best to manage them.

Report findings back to the class through classroom discussion.

Record findings and thoughts in journal.

Lesson 17
Recap on previous lesson. This lesson will be purely discussion based as students will explore and
develop their own opinions and beliefs on whether they think culling is ever ok. Students must state
their reasons for their beliefs and back this up with their findings from their research. Use discussion
plan ‘is culling pest species ever ok? Why? Why not?’ (see appendices 9).

Students to record thoughts in journal.

Lesson 18 & 19
Within this lesson, students will be put into groups and all given the same scenario provided by
ferals.org (see appendices 10). The different groups will be given a certain character/member of

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society to portray, for example, farmer, wildlife parks ranger and an animal liberator activist. The
students will be required to discuss the different opinions that their person may have on the issue and
be prepared for a class debate.

Once students have discussed the issue within their groups and decided on five key points for debate,
the class will be required to have a round table debate, where everyone must debate their five key
points against the other students’ characters. Teacher to mediate and add questions when necessary.

Students to record their thoughts and opinions in their journal at the end of the lesson.

Lesson 20 – 22
Within this lesson, students are to finalise their journal entries and to reflect on whether their opinion
has changed any. This reflection will be published as a written piece, stating the things they have
learnt, what they found to be most interesting, and their official opinion on the topic, which must be
backed by substantial research from previous lessons throughout the topic.

Lesson 23
Within this lesson, students are required to evaluate their own learning, by filling in the evaluation
sheet, which includes a brief summary of what they have learnt and any questions they still have (see
appendices 11).

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Reference List

Animal Liberation, Alternatives to killing, viewed 9th November 2008,

<http://www.animalliberation.org.au/feralalt.php >

Animal Management 2007, video recording, BTN, <

<http://search.abc.net.au/search/search.cgi?collection=abcall&num_tiers=1&scope=%2Ftv
%2Fbtn%2Fstories&SM=meta&query_prox=animal+management%23&cluster0=animal>

Animal rights activists inc, Animal Rights, viewed 12th November 2008,
<http://www.ara.org.au/index.php/Animal-Rights/animal-rights.html >

Anti-Rabbit research foundation of Australia 1993, Australian rabbit control conference,

Adelaide.

CBBC, 2005, Guides: Culling animals, viewed 12th November 2008,

<http://news.bbc.co.uk/cbbcnews/hi/newsid_3550000/newsid_3552500/3552512.stm >

Department of Education and Childrens Services, 2004, SACSA companion document

series: Society and Environment R-10, DECS Publishing, South Australia.

Healey, J 2002, Endangered and introduced species, The Spinney Press, Sydney.

Lipman, M & Sharp, A 1985, Ethical Inquiry: instructional manual to accompany ‘Lisa’,
University Press of America, Upper Montclair, New Jersey.

Parliament of Australia Senate, 1991, CHAPTER 4 - Evidence on the Need to Control Feral
Animals, viewed 8th November 2008
<http://www.aph.gov.au/senate/committee/history/animalwelfare_ctte/culling_feral_animals_
nt/>

Pest Animal Control CRC , Feral.org, viewed 10th November 2008,

<http://www.feral.org.au/content/species/species.cfm>

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Pest Animal Control CRC, The great kangaroo debate, viewed 10th November 2008,
<http://www.feral.org.au/content/feral-focus/activities/thegreatkangaroodebate.cfm>

Wilson, G, Dexter, N, O’Brien, P & Bomford, M 1992, Pest Animals in Australia, Kangaroo Press Pty
Ltd, Kenthurst.

World Society for the protection of animals, Dancing Bears, viewed 12th November 2008, <
<http://www.wspa.ca/campaigns.asp?campaignType=14>

WSPAUSA 2007, Dancing Bears, viewed 15th November 2008,

<http://www.youtube.com/watch?v=Y73JRNoEN90 >

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