Unit Title: Where the land and sea intertwine Stage: 2 (Year 3)

Term : 2 Strand: Living world

Duration: 90 minutes per lesson (10 lessons) Concept: Mangrove

Rationale: This unit focuses on exploring the living things found within the local mangrove area, investigating the characteristics, habitats and the role humans play in protecting them thus the effects of our actions have on the natural environment. The topic was derived from the children’s natural curiosity about wildlife, which resonates with them due to the close location to the mangroves to the school. Through this unit, students will build a greater appreciation for their local environment by playing a part in the sustainability process through developing a sense of collaborative environmental responsibility.

Students have an intrinsic curiosity and wonder about the natural and made environment (Fleer et al, 2007). When they actively engaging in science students are intrinsically motivated to explore questions, create solutions for themselves and others. In addition, students develop a strong understanding of the natural world from a local, national and global perspective (Australian Curriculum, Assessment and Reporting Authority ACARA, 2011, p.4). The 5E instructional model will guide the scope and sequence for this unit In turn, students will practice working scientifically; making comparisons, investigating, testing materials and explaining their findings. The inclusion of various ICT methods in this unit; such as iPad, music and camera promotes working technologically, a vital skill in today’s world (Skamp, 2012).

8 ways is a pedagogy framework that allows teachers to include Indigenous perspectives by incorporating the Indigenous learning techniques (Tangient LLC, 2014). This is seen throughout the unit of work, though the connection of land and community, sharing of stories and symbols and images. The intention of the unit is to instil in the students lifelong values and morals to take care of their local environment and think about their human foot print, thus creating conscience minded citizens.

Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537UNIT PLAN

GOALS

Science:

Living World ST2-10LW

describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features

ST2-11LWdescribes ways that science knowledge helps people

English: EN2-1A

communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts

EN2-2A

Mathematics:

MA2-1WMuses appropriate terminology to describe, and symbols to represent, mathematical ideas

MA2-3WMchecks the accuracy of a statement

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537understand the effect of their actions on the environment and on the survival of living things

ACSSU072

Living things have cycles

ACSSU073

Living things, including plants and animals, depend on each other and the environment to survive.

Working Scientifically

ST2-4WSInvestigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertaken.

Working Technologically

ST2-5WTapplies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria

Values and attitudes

ST1-1VAdevelop interest and positive, informed values and attitudes towards science and technologyrecognise the importance and relevance of science and technology in their lives now and for their future

ST2-2VAdevelop interest and positive, informed values and attitudes towards science and technologyrecognise the importance and relevance of science and technology in their lives now and for their future

plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language

EN2-3Auses effective handwriting and publishes texts using digital technologies

ACELT1607Create literary texts that explore students’own experiences and imagining

ACELY1689Plan, rehearse and deliver presentationsincorporating learned content and taking intoaccount the particular purposes andaudiences

Creative arts: VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter.

VAS2.2 Uses the forms to suggest the qualities of subject matter.

VAS2.4 Identifies connections between subject matter in artworks and what they refer to.

and explains the reasoning used

MA2-9MGmeasures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures

MA2-18SPselects appropriate methods to collect data, and constructs, compares, interprets and evaluates data 

MA2-19SPdescribes and compares chance events in social and experimental contexts

HSIE:

HT2-5applies skills of historical inquiry and communication.

PDHPE

ACADAM007Perform dances using expressive skills to communicate ideas, including telling cultural or community stories

(ACARA, 2012)

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537(ACARA, 2012) (BOS,2012)

GOALS

Assessment- formativeA number of on-going assessment strategies will be used throughout the 10 week program in order to determine children’s existing knowledge, and evaluate or monitor their understanding, progress, and the skills and processes they are using. These include:

Observations, on-going checklists, rubrics, monitored discussions; listening to students’ explanations and reasoning, students’ demonstration, questioning, work samples, role play, quiz and creations.

Assessment provides teachers with feedback and also encourage opportunities for self-reflection and peer feedback.

Formative assessment which will be done in each experience is listed below:Lesson 1: Using a see, think and wonder chart and a poll and open-ended question on nearpod, allows us to gain an idea of children interest and what they know and want to know about mangroves and sustainability.Lesson 2: teacher observes students as they observe and predict what could be in the mystery box. Students have the opportunity to explain and reason why they have placed particular things in the column they chose. Teacher will collect work samples.Lesson 3: Level of question used when doing the IWB and exploring parts of plants and life cycles. Understand students understanding through their use of 23 snaps and the comments on what they learnt. Words placed on science wall show comprehension of terms and the images that they draw in their science journals, can indicate their understanding of living and non-living. Lesson 4: The teacher will be able to see assess the students understand of the topic by seeing what living or non-living things they are in the role play activity and see where they are standing in the make-believe environment within the classroom. Lesson 5: the level of questioning, recordings in their science journals and level of engagement with peers, ranger and special guest will reflect interest and understanding.Lesson 6: the balance between the structural and language features used in this report is useful on reflecting how useful all 5 lessons prior have been to dateLesson 7: this lesson is useful to indicate the student's knowledge to date and well

Assessment- summativeThroughout the program the children will maintain a portfolio, which will contain completed work samples and also provide opportunities for children to record spontaneous discoveries or questions. The portfolio will be used to assess students learning but will also be a catalyst for encouraging self-reflection and discussions with teachers and peers. Children will also engage in a group presentation to demonstrate their understandings to the wider community and also create a mangrove diorama to show their understanding in a creative way. Summative assessment will mainly take place in lesson 9 and 10, the evaluate stage of the 5E model. In lesson 9 the presentation task requires students to present in a unique way, what they have learnt in the unit about the mangrove ecosystem and any terms they have been exposed to. In lesson 10, the model making lessons they are producing a model of the mangrove ecosystem/food cycle. The teacher will be able to evaluate the learning and understanding of the students based on the work that they produce in these activities and any other work they have produced throughout the unit of work. Also the addition of the Near pod quiz is excellent for the teacher to use to gather evidence that students have learnt the concept from the unit of work. In real time the responses are show and can be revisited by the teacher for reflection and correlating the marks when writing reports.

Questioning: A range of questions centred on Bloom’s taxonomy will be used by the children and teacher throughout the program to:

Identify existing knowledge. Clarify content and understandings. Introduce new ideas or lines of inquiry.

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537as their passion about sustaining their local environments. The worksheet can be a useful tool for teachers to refer back to about student’s depth of knowledge. Due to the hands on nature of this lesson, their level of enthusiasm and participation will signify the level of understanding.Lesson 8: the teacher will ask questions as well as view the students produced worksheet of the mangrove food cycle. Lesson 9: students will present their understandings of the unit, any way they like, with the options offered by the teacher. From this the teacher will gather whether they have understood the concepts featured in the unit of work. Lesson 10: Students will communicate as they create their ideal mangrove ecosystem. Comments such as; we need the water to be blue, that means we have a clean mangrove. This will reflect their understanding of the concept sustainability. The model in itself is a physical tool that teacher can take away and analyse. As well as the quiz at the end of the unit.

Reflect on learning and the processes used. Analyse data. Promote discussion and peer feedback. Encourage creative and critical thinking

Thinking strategies used: KWL Brainstorming Graphic organisers Collaboration/Group work Think-Pair-Share Discussion Discovery and reflection pages in the “Mangrove

Monitors” field guide (Wilson & Wing Jan, 2012) ?????

Worksample- to show student understanding of outcomesEvaluation of unit: Lessons/Unit of work

- What elements of the lesson/unit worked well?- What elements did not? What could be improved on?- Were students engaged?- Were the new concepts/skills retained (to be reflected upon after next lesson and questioning students)? - Were the learning outcomes met in all lessons?- Were all students’ challenged/ not over challenged (working in the Zone of Proximal development)?- Did the unit follow the 5E model and a constructivist approach?- Did the unit flow and connect with previous and next lesson?

Students- Were students on task?- What aspect of lesson was most engaging?- Did it benefit all students: learning styles, background and learning difficulties?- Age appropriate? - Using the correct terminology and science literacy?- Were students’ misconceptions revealed and addressed?- Did the learning allow for co-operative learning and social interaction?

Teacher

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537- Classroom management- Quality of lesson - Quality of teaching- Did I meet outcomes and lesson goal?- Timing? Was it too much or not enough?

STUDENTS

Number

Students with special needs Aboriginal & Torres Strait Islander people Gifted & talented students0

0.51

1.52

2.5

BoysGirls

This hypothetical class consists of 15 boys and 10 girls, 25 students total in this class. The school is located in the western suburbs thus the student come from diverse backgrounds and nationalities. Every student brings their own unique abilities, strengths and weaknesses. This class is no different, 1 male student whom has Attention deficit hyperactivity disorder ADHD, 2 female students are talented and 2 students come from an Aboriginal background.Differentiation needsDifferentiation is a commitment to teaching. An eyeball to eyeball approach will be used to cater for all students learning styles and abilities to achieve the greatest scientific literacy possible (Murdock, 2010). The use of careful questioning, and the timing of these questions posed will reflect student’s level of understanding and reasoning. Key- Working Below (WB), Working Above (WA), Special needs student (SNS), Aboriginal Students (AS)

Lesson 1: Using a see, think and wonder chart and a poll and open-ended question on nearpod, allows us to gain an idea of children interest and what they know and want to know about mangroves and sustainability.Lesson 2: teacher observes students as they observe and predict what could be in the mystery box. Students have the opportunity to explain and reason why they have placed particular things in the column they chose. Teacher will collect work samples.Lesson 3:Level of question used when doing the IWB and exploring parts of plants and life cycles. Understand students understanding through their use of 23 snaps and the comments on what they learnt.

Skills, interests and prior knowledge

Lessons should be based on students’ interest and reflect their interest and prior knowledge of the living world.

Students should have completed the below living world outcomes in stage 1:

ST1-10LW

describes external features, changes in and growth of living things

describe some external features of a variety of living things, including plants and animals.

devise simple classification systems based on the observable external

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537Lesson 4: Aboriginal students to draw on their cultural knowledge and act as a leader in this activity. Providing visual aides or a list of living and living things to find in the playground. The ADHD children can further their understanding by having more time to classify living and non-living items. Probing questions can act as a form of encouragement also.Lesson 5: WB: by experiencing first-hand what a mangrove looks like, smells like, sounds like and feels like, these students can use their senses to build on their existing knowledge. As mangroves are a natural ecosystem there are some aspects which are difficult to teach from the classroom. WA: students can more deeply investigate the relationship between under sea level and above tree level. AS: can lead the class on this excursion by demonstrating the certain resources they value and why they value them. They can be used as an unofficial tour guide and share stories from cultural experiences about how mangroves play an important role in their lives. Translation of words can also be shared by seeking different language group’s version of words. SNS: students can release their energy by actively investigating and researching different elements of mangroves by physically walking around. They are not confined to a small space.Lesson 6: WB: having now experienced first-hand what a mangrove is, students can use their visual and kinaesthetic skills to assist in writing a collaborative report. Mixed ability groups will also ensure a wide range of thoughts which will help these students recap what they experienced Revisiting the virtual tour if necessary is always an option too. Lead students in with offering a starting sentence. If still struggling, offer them a report that is jumbled and they can place in order. WA: these students are able to use their scientific literacy skills to consolidate and then articulate their thoughts in a report form. Aboriginal students-offer student’s opportunity to use their Aboriginal language to write this report. SNS: break up the report for them into sections so they are not overwhelmed. Praise after each section thus encourage the support of additional resources of their choice if required. Lesson 7: WB: same worksheet is given to everyone so everyone is treated fairly but I would colour coordinate the table so it is easier for them to understand. The worksheet keeps students on task as they are able to organise their thoughts. If these children are visual learners, they are able to draw pictures of their findings in their science journals. WA: higher order thinking can be supported through the use of questioning. Questions such as; how can chemicals get in the waterways? Why should we be careful about what we put down our drains? How is algae caused? Not labelling the items can act as a challenge or extension for the students to figure out what possible representations the items can be. AS: use these children’s cultural understandings about mangroves to lead their groups, especially the students who may be struggling. The sharing of their stories in class adds an emotive element to this lesson and can inspire others to learn further. SNS: as this lesson requires a lot of organisation, use these students energy to assist in setting classroom and help pack away too.Lesson 8: WB: The teacher would have to simply the explanation of terms in the easiest way possible, using the resource of the PPT to use as a visual aid to assist them in grasping

features of plants or animals identified in the local area

ST1-11LW

describes ways that different places in the environment provide for the needs of living things

observe the different places in a local land or aquatic environment where living things can be found, explore the needs of a plant or an animal in its environment

describe how some different places in a local land or aquatic environment provide for the needs of the animals or plants that live there 

observe and record ways people use science knowledge and skills in their daily lives to care for living things, such as gardeners, farmers or pet carers.

(ACARA, 2012)

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537concepts. Also having the diagram printed off for them to look at more closely, using a dictionary to help them with words they are unfamiliar with. Also work closely with them when breaking away into group work. WA: Use different questioning techniques to extend the students, give them additional dilemmas to consider, they need to be challenged, to eliminate behavioural issues and boredom. Allow them to research further if they are interested in any scientific phenomena. SNS: Give the student thoughtful roles, that you think they will find interesting and want to do. This can be done by giving them options of roles. AS: Lesson 9: WB: Give them more direction in the multiple ways of presenting task. Some students may need you to help them figure out, what way they should present, that they would be able to do and comfortable with yet challenging. The teachers’ knowledge of the student is vital at this point to give thoughtful suggestions. WA: These children need to be pushed to do tasks that require more thought and that supports their need for being stimulated by challenging tasks. Also being flexible for these students is important, perhaps they have an interest in a particular area from the unit and they want to add that to their presenting task, this is the perfect opportunity to allow them to.SNS: Help this student by suggesting to them activities that are going to require them to be more active and move around. AS: encourage them to share and show some body movements used in their interpretive dance. Lesson 10: WB: give these students less resources to not overwhelm them in the model making task. WA: Encourage these students to label their models more in depth and prepare a speech to go along with it when they present it to the class. SNS: give this student a responsibility such as being a manager of a particular material/resource. AS: allow them to share ways in which they can think of art tools from nature drawing from their culture.

LEARNING MATTER

Essential UnderstandingsStudents will learn about

common characteristics of living things and non-living things

revise non-living and living things conditions that a necessary for flora and

fauna to survive different ecosystems within mangroves different perspectives and cultural views on

Essential skillsStudents will learn to

Identify some features of living things that distinguish them from non-living things, eg reproducing and growth.

Classify animals into varies groups, i.e. mammal, reptile etc. Understand that Aboriginal and Torres Strait Islander peoples have different names for

plants and animals. Observe a growth of a plant or animal and look at its life cycle. investigates how environment can affect plants and animals and ecosystems

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537the importance of mangroves

life cycle of a plant and/or animal, depends of availability

predators and prey – survival the environment and how it affects animals

and plants living things grow and reproduce and need

different things to live all animals belong to a variety of groups

based on their physical features such as scales, feathers and so on.

Explore that living things depend on each other and the environment to survive. Investigate and predict what local factors i.e threats and pollution effect the mangroves

and animals and plants within. Discover and understand the importance of plants and how they create food and

oxygen. Plan and design a life cycle of a plant and animal, through investigation and exploration

of a particular plant or animal. Taking into account predators and prey and their relationship.

Predict the effect of natural changes in the environment on some relationships between plants and animals, eg drought and fire

Describe how science knowledge helps people to understand the effect of their actions on the environment and the survival of living things.

Related text typesThroughout this unit different text types will be introduced and explored which will integrate content from the Ley learning Area of English:- Procedures and explanation

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537

RESOURCES

Human guest speaker teacher/teacher’s aide/parent

Materials/Real life items Cactus Herb/grass Sunflower See, think, and

wonder chart. Post it note Science wall Butchers paper Marker Seeds Water Soil

Magnifying glasses Paper and

crayons for rubbings

Frog life cycle cut out Plastic lunch bags Mystery box with various

items from the mangroves including fresh and salt water, mud, leaves, shells, mangrove seeds, drift wood.

On-line Inteactive whiteboard Internet Nearpod Ipad or desktops Weebly Study ladder 23 snaps application

Audio/visual Pre-filmed footage of local

mangrove area Mangrove sound clip PowerPoint Ipad or desktops

TextFiction: Mangrove Watch letter explaining the need for mangrove

environments to be monitored and asking for help. ‘the life of a broad bean’ by Clare Hibbert (Hibbert,2004). ‘The sea, the storm and the mangrove tangle’, by Lynne Cherry

PlaceInside and outside of school excursion location Badu mangroves in bicentennial national park, inside and outside of the classroom

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537LEARNING SEQUENCE

Learning engagements Resources & preparation

Outcome Sign-off

Lesson 1: Pre assessment – What are mangroves? (ENGAGE) The class will be told that they have received a letter. The teacher will display and read the letter

from Mangrove Watch asking for “Mangrove Monitors”. Discuss the importance of getting involved in your local community and being an agent for change in sustainable living.

Activity 1: Students will then do a poll on nearpod, which has three choices that a based on their current knowledge of what mangroves are: No knowledge Basic knowledge Have a deep understanding They will then answer an open ended question on nearpod:

What do you know about mangroves and the environment? They may answer in sentences or use key words.

Activity 2: The teacher will play the footage of the mangrove area discussed in the letter, which the teacher has previously recorded. After viewing the footage, as a class we will do a see, think and wonder activity.

Activity 3: A large image of the mangrove area will be placed up on the wall to allow the students to refer to at

any time. This will spark discussion about what may be found in this area. This see, think and wonder chart (STW) will be accessible throughout the unit which students can add to as they wonder and discover new things. Students will have post it notes so they are able to record their answers for the STW. The teacher will collect them after each column and select a few to discuss.

As students bring up science literacy and terminology for this unit, the teacher can add these words to the science wall which the teacher or students can either write.

Activity 4: Darken the room and play the sounds common to mangroves and pause it at different points to encourage discussion about what sounds can be heard. Ask children to describe their feelings/

response to the sounds. Have the students add to the STW chart by adding another column ‘hear’, which they can add to. To elaborate on this the teacher could ask how we can group these things on the STW chart we

could see and hear. This brings in the classification of Living and non-living things.

Mangrove Watch letter pre-filmed footage of local mangrove area.Hear, see, think, and wonder chart.Interactive whiteboardPaperCustom google searchMangrove sound clip (see resources)InternetNear podiPad or desktop computersScience wall‘The sea, the storm and the mangrove tangle’, by Lynne Cherry

ST2-10LWST2-11LWEN2-3AST2-2VA

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537Lesson 2: Classification of living and non –living (ENGAGE)Activity 5: `Using mystery boxes children feel and describe a range of items found in the mangroves. Children will predict what they are and where they might be found. Children share and compare predictions with the class. Reveal and discuss each item and where it may be found in the mangrove and what its

purpose is.

Activity 6: Students will then read ‘The sea, the storm and the mangrove tangle’, by Lynne Cherry Children can examine the items thoroughly and engage in activities to explore different

aspects of each item e.g. taste the different waters, leaf/bark rubbings, floating seeds.

Activity 7: After completing the above activity students the students will work in small mixed ability groups to classify the living things into 4 categories (mammal, reptile, insect, invertebrate). Each group will receive cut outs of the objects in the mystery box in written and visual form. Also a A3 piece of paper which they will create 4 columns and label each column. Discuss that living things can be plants or animals, and that animals are then classified

into more groups including birds, mammals and fish.

Activity 8: Play the studyladder lesson on the IWB encouraging the children to identify animals in each classification and discussing the features of each group.

Activity 9: In their original groups children will use a Venn diagram to compare the features of two categories of living things (animal, fish, bird, plant, reptile, invertebrates). They will present their findings to the class. Students will also have the opportunity to work on a web quest (weebly) which they would note the

answers in their science journals.

Weebly http://livingandnon-livingthingsyr4.weebly.com/activity-1.html

Study ladderhttp://www.studyladder.com.au/resources/teacher/science/outcome/grouping-of-animals-and-plants?id=8658

Lesson 3: Classification of living and non –living (EXPLORE)Part 1: Looking at the features of a plant and their functions/Life cycle of a plant (45min)and animal 2x 45min

“What’s in the box?” prediction sheet Mystery boxes with hole for hands.Various items from the mangroves including fresh and salt water, mud, leaves, shells, mangrove seeds, drift wood (consideration may need to be given to the legality of collecting some items from the mangroves).Magnifying glasses and other equipment for examining items.Paper and crayons for rubbingsIWBInternetPaperPre cut images Study ladderweebly

The life of a broad bean’ by Clare

ST2-10LWST2-11LWST2-4WSMA2-9MG

ST2-10LWST2-11LW

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537

Activity 10: The teacher will bring in three real plants (cactus, a type of herb/grass and a sunflower) and invite students to point out and explore various parts

(stem, roots, leaves and flower). As a class have an open discussion about the importance of each part of the plant. Using the

three plants students will be able to see that all three plants require certain things, i.e cactus don’t need water, sunflowers need sunlight and herbs are small and tend to regrow fast.

During discussion make comment about what plants purposes are i.e remedies, linking to Aboriginals way of life, food and oxygen.

Students will use interactive whiteboard (IWB) to explore the functions:http://www.harcourtschool.com/activity/science_up_close/213/deploy/interface.html

This is just to get the students to understand how a plant works.

Activity 11: Read the book ‘The life of a broad bean’ by Clare Hibbert (Hibbert,2004). Allow students to think, pair, and share about what are the different stages of the lifecycle. As students bring up particular terminology add it to the science wall. These can include;

seed, germination, growth, pollination and flowers. Students will then have the opportunity to draw what they have learnt about the stages of a

plants life. Students will then be questioned about what is the first stage of a plant? What do we need to

help this stage grow?

Activity 12: As a class brainstorm native Flora to Australia using the IWB or a large sheet of butchers paper.

As a class grow a plant that is native to Australia. The choice of seeds will depend on what is available but also, which will have the most success rate. As a class create a roster for watering the plant.

Lesson 4- Further clarification of living and non-living things (EXPLORE) Activity 13: divide the class into two large groups- living and non-living. Each group creates a mind map of all of the characteristics which constitute living or non-living things. Characteristics of living and non-living things will be explored through hands on approach. Videos, story books and information books will be available for students to access in their own time. Next, both groups swap what they were initially- living or non-living and with a different mind-set students build on what already is written down on the mind map to extend ideas and build on a larger mind map.

Activity 14: From here on they are to act out what they are (e.g. plant swaying in the wind, log of

Hibbert (Hibbert,2004).Cactus, sunflower,herb plantIWB

Science workbooksprops: blue blanket and green blanketVideosbooks

EN2-2A

ACSSU072ACSSU073EN2-1A

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537timber would be represented lying down, non-moving position

- Students have to guess what living and non-living character they are acting out.- Classroom is divided into land and sea, wet area sea, and carpet land. Props can be used to

represent things. - Educators can question what character’s they have become. How come you are walking? Fish

swim…. For example (encourages acting in character).

Activity 15: Now, students go outside and search for living and non-living items Students will now classify their findings of living and non-living n their science journals. They label what they have find and label different parts of the creatures etc.

- 23 snaps- take photos of what they found and share what they have documented.

Lesson 5: Activity 16: Pre- excursion (EXPLAIN/EXPLORE) Once the class have arrived at the excursion, the teacher divides students into six groups,

(parent volunteers, teacher’s aide and class teacher) will assist in the allocation of one adult per group. Gather students in their groups (one iPad per group) and pose a question:

As we know year 4, Aboriginal and Torres Strait Islander people have a strong connection to their land and heavily rely on it- How do u think they kept warm? Where did they get their food from?

We can learn from Aboriginal people that we should take from the land- only what we neednot to destroy our ecosystem.

Activity 17: Recap verbally what an ecosystem is.

Activity 18: Watch Maningrida people gathering food from the land. https://www.youtube.com/watch?v=Kiy3hhyVyCc Ask students: What did you notice in the video? Where was it that the people was sourcing food

food from? A mangrove would be the answer. Ask students to look around them and ask what they notice which correlates with the video as well

as how Aboriginal people would use the resources available in a creative way. Aloe-vera leaves for remedies, sticks for fire etc. Reiterate the notion that all cultures have a special way of souring their food, varying what they eat

- this will add to their discovery.

Activity 19: EXCURSION: Sydney Olympic Park Badu Mangroves Wet and Dry Environments Program (Sydney Olympic Park Authority, 2013)An Aboriginal student in the class’s grandmother (a respected Aboriginal elder in the local community whom has worked closely in the school, in particular our class as her grandchild is in it) will

Parent volunteersTeachers aideFirst aid boxiPadsYoutube link https://www.youtube.com/watch?v=Kiy3hhyVyCchttp://www.sydneyolympicpark.com.au/media/multimedia/badu_mangroves_boardwalk Science journals/pencilsCameras HatsBoots Sunscreen

ST2-10LWST2-11LWST2-4WSEN2-1AEN2-2AEN2-3AMA2-1WMMA2-3WMMA2-9MGMA2-19SPVAS2.1

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537accompany the class on this excursion. She will talk about how Aboriginal people sourced food in her time and of her ancestors and the high importance of sustaining the land though preserving it and respecting it as much as possible. An intimate conversation with the children in the given environment will inspire children to investigate the mangroves to a higher extent. The translation of Aboriginal words will also touched on through this experience. Students can record these newly learnt words in their science journals. During the excursion students collect natural materials e.g. sticks, berries, leaves, bark, rocks, sand etc to use in their Aboriginal inspired artwork in later weeks.

This excursion will provide students with the opportunity to investigate a freshwater pond environment, a mangrove wetland and a dry forest area. Students use their senses to observe, identify and name different types of plants and animals whilst learning to recognise the different habitats in which they live. Students are encouraged to look at the functions of plants and animals and how each differs. Seasonal cycles, plant reproduction and food webs are also explored. Students have the opportunity to identify the need for conservation and develop their sense of environmental care. The excursion allows for exploration in a safe and supportive environment designed for discovery and consolidation of knowledge and problem solving skills. Students will: • demonstrate that investigation can take many forms • recognise that the results of investigations can lead to more questions using all their senses • living things grow, reproduce, move, need air, take in nutrients and eliminate waste.In small groups children will explore the mangrove area, noting anything of interest, identifying areas and creatures, and engaging in discussions with peers and supervising adults. Students will be encouraged to use their science journals to make notes, record any discoveries and take photos of interesting things as well as record footage of interesting aspects found. Students can take questions previously discussed in class to the rangers and guest speaker to ask. This is their opportunity to ask those questions. Questions may include: Where do mangroves come from? How old are they? Are mangroves like other plants that flower in spring time? Why is the water not blue like the ocean? Who is responsible for how clean the mangroves are? Why are there no mangroves in my local creek?

ALTERNATIVE LESSONActivity 20: If available, the guest speaker will come to the school to complete lesson. Through the power of story, children will understand first-hand the importance of mangroves and how we can play a part to make sensible choices which will preserve mangroves.

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537Activity 21: To compensate, children will be taken on a virtual tour- to the Badu Mangroves board walk in the Bicentennial National Park in Homebush. http://www.sydneyolympicpark.com.au/media/multimedia/badu_mangroves_boardwalk A virtual tour will allow children to gain a full circle view of the mangroves allowing you to zoom in.

All questions asked to the rangers at the excursion could also be discussed at this point. Teacher will research with children the Aboriginal translation for key words surrounding the land.

The youtube clip will provide students with insight into the Aboriginal culture thus the importance of mangroves to them.

Activity 22: Taking students into the school yard to collect natural materials such as sticks, berries, leaves, bark, rocks for future art work can open an interesting conversation about how the different resources found in nature are used for different purposes. For example, sticks for warmth and cooking, leaves from remedies etc.

Lesson 6: Scientific report (ELABORATE) post excursionActivity 23: Recap the steps of a scientific report.In small groups verbally recount learning’s and findings from excursion to give students ideas about the type of information to include in their reports. Collate photos/video recordings from excursion and refer to recording and notes. Students can refer to the virtual mangrove tour (especially the special needs children). These

students can present their scientific report through images if they like. Further research skills are always encouraged to build on student’s existing knowledge. Students

are encouraged to utilise the internet, dictionaries and information books at hand to add further depth to their reports.

Activty 24: Either in pairs or small group’s students can construct a scientific report together. Students can bounce back ideas of the important elements to include as well as the appropriate scientific literacy to use.

Activity 25: Next, the teacher can collate all student’s reports and make one larger book with them all binded. At the end of the lesson the teacher goes through the book and the class reflects on new

information acquired. The class can refer to the STW chart, in particular the wonder column as this is a great opportunity to allow the students to tick off more questions which were posed in earlier weeks. The joint constructions of the reports and then the whole class effort of collating a science filled book about mangroves reinforces the constructivism approach that students build on knowledge through the interactions with others.

Template of scientific reportPoster in classroom with a scientific help guideRefer to existing science wall Science journalsPencilsBinder A variety of informational books on mangroves/ recordings of excursionDictionariesInternet

ST2-10LWST2-11LWST2-4WSEN2-1AEN2-2AEN2-3A

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537

Lesson 7- Sustainability (ELABORATE)Activity 26: Display the information on Mangrove Watch and discuss in groups why Mangrove Watch needs to monitor mangrove areas.

http://www.mangrovewatch.org.au/ What can they learn from this? Emphasise the importance of health of area, endangered species and pollution. This lesson can highlight how our elders use to live off land.

Activity 27: Focussing on the pollution aspect, students are divided into three groups and brainstorm all the possible options about how to reduce, reuse and recycle most effectively.1) Reduce (waste you produce, water you use in shower)2) Reuse (bottles/containers/reuse water for plants)3) Recycle- (organic waste compost) Students are encouraged to consider the choices they make in their home and school life. Each group reports back their thoughts now that students understand the importance of their

actions in the environment,

Activity 28: Year 4 will go on the role of a water ecologist. Explain these people study the relationship of the water and its interaction with the environment. Hand out lab coats, magnifying glasses, safety goggles

* Tell students they will be going on an imaginary journey to several mangroves and that you want them to think about some common things that people use every day- such as petrol, oil, chemicals, detergent and how these can end up in our waterways if people do not use them properly. Experiment with the (pre labelled) materials in the bottles and use a different clear container for

Each material. With their existing knowledge about how to use 2 way tables properly, there is a work sheet for students to collect their thoughts on their. Recap the importance of predicting findings before experimenting. On the back of the worksheet includes a word bank highlighting some useful adjectives which can be used in the literacy component of this activity. These words are also translated in different Aboriginal language groups. Such ideas may include, the oil makes the water thick and cloggy making it hard for the fish to breathe or petrol burns all the living things in the water.Balsamic vinegar is used to represent petrol Cooking oil is used to represent oil Corn flour is used to represent chemicals Sticky tape is used to represent plastic bags

Clip boards/ worksheets/pencilsGreen colour dyeGlovesVinegarOilPlastic containersLab coats/ magnifying glasses/gogglesWorksheets/ pencils

ST2-11LWST2-10LWEN2-1AEN2-2AEN2-3AMA2-1WMMA2-3WM

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537 String is used to represent fishing line (new container of water for each item tested)

Stop students. Bring the class together and pose the question- What happens to bread when it’s old? Mould. Another word for mould? Fungus. Now we can use this example to relate back to mangroves and think about what happens when mangrove environments are not balanced. What happens when the water is filled with more chemicals in the water at the same time? Algae is also created.

Give students green food dye to create a mangrove that has algae growing. Gather students, go around in a circle for newly acquired knowledge to be expressed.

Lesson 8: Ecosystem and the flow of food (EXPLAIN)Revisit video of the Maningrida people sourcing food from a mangrove. We just saw the Aboriginal (Maningrida people) source food from a Mangrove. Where do you source your food from? Think pair share (students share different ways they source food- parents, supermarket, hunting (Indigenous perspectives).Teacher highlights notion: people source food in different ways and that there is no right or wrong way to source food. We need to respect that people source food differently. Teacher explains- all living things depend on other living things to survive. We are now going to learn about a very important word, starting with ECO…. Have a think.Teacher explains the word ecosystem (the relationship between living things and their environment) and think of words with the same meaning: food cycle and food chain. Balanceis needed in order for all living things to thrive/survive. Teacher refers back to Indigenous people and how they only take what they need from the land. Activity 29: Where do we get our food from? Theme: breakfast cereal and milk. Students are divided into groups (mixed ability), are given 2 items each; milk carton, cereal Box. As well as Box, glue, poster, textas and pictures of; farmer, cow, green grass, truck, wheat, factory, supermarket, consumer. Students make diagram of the steps/stages of how we(consumer) get these items (primary production ecosystem). This then followed by each group sharing their diagram/thoughts/ideas to the whole class. This activity develops the concept thatthere is a flow, each stage relies on each other to exist. The notion of interconnectedness and the survival of living things is explained to students. The students understanding of theseconcepts are required for the next activity.

Teacher will do this by asking questions: 1. - Who is at the top of the food chain? (Answer: farmer, without him- no wheat harvested,

Maningrida people videoVirtual tour Badu MangrovesCereal boxMilk cartonposter textaspictures of: farmer, cow, green grass, wheat, truck, factory, supermarket, consumerMangrove food cycle PPT

ST2-11LWST2-10LWEN2-1AEN2-2AEN2-3AVAS2.1VAS2.2 VAS2.4

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537no cows are milked).

2. - What does every stage need in order to get to the stage/step? (Answer: transportation, the previous3. step/stage to be done).4. - What would happen if the cows died? Wheat not harvested? (no cereal, no milk for

factory to produce)

Activity 30: Mangrove food cycle Students view diagram displayed on PowerPoint (Mangrove Food cycle). The teacher does not reveal the whole diagram. Students are given the mangrove food cycle worksheet, with only the mangrove area on the top visible. Give students a chance to think and fill it out before revealing the complete Mangrove food cycle. The teacher reveals the diagram step by step on PPT and explains the 5 levels: Mangroves; detritus, crustaceans & bivalves, small fish and large fish. Ecosystem consists of: producer–consumer–decomposer. Adding new terms to science wall when necessary. what would happen to the next plant/animal etc. if it disappeared.

Lesson 9: Mangrove Food Cycle & multiple ways of expressing learnings (ELABORATE/EVALUATE)Revisit the Mangrove food cycle PPT- refer to terms on science wall.Discussion: Let the student draw on their knowledge from last term / previous lessons/ Excursion etc. Discuss the 5 layers; mangroves, detritus, crustaceans and bivalves (feed eaters), small fish and large fish. Discussions should link back to the following; interconnectedness, survival of living things, sustainability and adaptations (they learnt about this last term). Building on terminology when necessary.

Activity 31: Multiple ways of expressing their learnings Students are now consolidating their learning by applying what they have been learning About. This activity is catering for the different abilities and interests of students, e.g. a student may want to write a letter, because they are passionate about writing. In contrast to another who does not enjoy it and prefers to do a rap instead. Students can work in partners or in small groups. However students must incorporate the knowledge about the mangrove food cycle into their work. Due to the nature of this activity, not knowing what students will want to do, the teacher can allow student’s access to the art resources available in class.

Students can choose from the following:

Mangrove food cycle worksheet

New terminology added to science wall

Mangrove food cycle PPT

Allow students access to:Art resources: paper, glue, textas, posters iPadsgarden outside class23snapsiPads

ST2-11LWST2-10LWEN2-1AEN2-2AEN2-3AVAS2.1VAS2.2 VAS2.4

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537- Rap / song- Interview/documentary as - video

- Awareness poster- Role play- interpretive dance

- Produce a drawing/model or a piece of writing

Student will use the Application 23snaps to take photographs or record video footage of their work.

Activity 32- Present to class & end of lesson: half this lesson and next lesson (Also: students whom have not completed can do this in class e.g. when they have finished their work quickly). Teacher connects iPad to projector and goes through the work of students posted on 23snaps.

End lesson: congratulate students on efforts and let them know that as a class we will view the next presentations next lesson.

Lesson 10: Mangrove food cycle model & presentation to class (ELABORATE/EVALUATE)Rest of the students present to the class what they developed last lesson. Viewing 23 snaps and view the rest of the uploaded work of children.

Activity 33: Create your own mangrove food cycle modelStudents will divide into small groups and will make their own models, they will use both natural and man-made materials. Students can make their own unique tools, by picking things from the garden outside of the classroom.

Guidelines for students: they can use as little or as much as you like, use a ruler a measure the distance, length, breadth or width of elements. label your models you should be taking photos/record video using 23snaps and posting your pictures remember to be creative and use the resources to represent things

Students should include the following in their models to show understanding of the unit of work and previous units from other terms: Education services Australia highlights the following key ideas to be incorporated into making an ecosystem,

“the Sun as the source of energy, whereby plants produce their own food photosynthetically, or bacteria that chemically synthesise their own food

a range of plants, animals and microbes producers, consumers and decomposers consumers that are animals that obtain their energy and protein directly by grazing, feeding on

shoe boxespaper cellophane tissue paperglue sticky tape leaves sticks leavestextasiPads23snapsNearpod

ST2-11LWST2-10LWEN2-1AEN2-2AEN2-3AVAS2.1VAS2.2 VAS2.4 ACADAM007

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537other animals, or both

decomposers (fungi and bacteria) that decompose the organic matter of producers and consumers into inorganic substances that can be reused as food by the produce

reference to the fact that an ecosystem can sustain the producer–consumer–decomposer cycle indefinitely with the Sun as the energy source” (Education Services Australia Ltd, 2011).

Activity 34: discuss your groups model to the class The teacher will assess the students understanding by viewing the model produced by the students and listening to their explanations. Students will be asked to talk about why they used particular materials over others, any issues that they overcome while making model. Note the representations that can be used to classify the abiotic (non-living) and biotic (living) factors. Use representations to assess student understanding, to direct a student’s further investigation or to challenge any misconceptions. For example, a student may believe fungi are plants and bacteria are animals; in this case, review classification of living things.

End lesson: Near pod quiz1. What is sustainability?2. What are the 5 layers of the mangrove food cycle?3. What is detritus?4. What are some things you can reduce, reuse and recycle at home?5. What food do Aboriginal people source from mangrove trees?

In real time the teacher can look at the responses and use that to assess the students understandings of the themes during the unit of work, along with any work produced by the students along the way.

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537 CLASSROOM RISK ASSESSMENT: FORM A HOMEBUSH Public School

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537Description and location: Classroom 4V

Date(s) of excursion: Monday, 3rd of June 2014 Group/class: Stage 2, year 4 Number in group: 25 Name of Teacher: Leanne Marque

ActivityPossible risks and hazards (Use matrix)

Slip/trip/fall Burns/abraisons Cut/scratch Bitten by animal Sunburnt Allergic reaction Electrocution Death1 4 4 4 4 4 4 4 42 4 4 4 4 4 4 4 43 4 4 4 4 4 4 4 44 3 4 4 4 4 4 4 45 4 4 4 4 4 4 4 46 4 4 4 4 4 4 4 47 4 4 4 4 4 4 4 48 4 4 4 4 4 4 4 49 4 4 4 4 4 4 4 410 3 4 4 4 4 4 4 411 4 4 4 4 4 4 4 412 4 4 4 4 4 4 4 413 4 4 3 4 4 4 4 414 3 4 3 4 4 4 4 415 3 3 3 4 3 3 4 416 4 4 4 4 4 4 4 417 4 4 4 4 4 4 4 418 4 4 4 4 4 4 4 419 Excursion Risk Assessment Form

20 4 4 4 4 4 4 4 421 4 4 4 4 4 4 4 422 3 3 3 4 4 4 4 423 4 4 4 4 4 4 4 424 4 4 4 3 4 4 4 425 3 3 3 4 4 4 4 426 2 2 2 4 4 4 4 427 2 3 3 4 4 4 4 428 3 4 2 4 4 4 4 429 4 4 3 4 4 4 4 4

Risk Assessment Matrix- How likely is it to be that serious?Very Likely

1Likely

2Unlikely

3Very Unlikely

4

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Leanne Marques 20122297 | Emma Recep 20121467 | Pauline Vukelich 20111537 EXCURSION RISK MANAGEMENT PLAN HOMEBUSH

FORM A Public School

Description and location of excursion: Badu Mangroves walk at Bicentennial parkDate(s) of excursion: Monday, 3rd of September, 2014

Group/class: Stage 2, year 4 Number in group: 25Name of excursion coordinator: Leanne Marques

Hazard IdentificationType/Cause

Risk Assessment

Use Matrix

Risk Management PlanElimination or Control Measures

Who

Students getting lost/separated from the group

3 Students identified by school uniform. Appropriate supervision. Staff will wear fluoro jackets to be easily located.

Supervising teachers

Students getting stung by bee 2 Supervise children and All Homebush Public School staff trained on first aid.

‘’ ‘’

Students being bitter by various animals. E.g. snake

4 Supervise children and All Homebush Public School staff trained on first aid.

‘’ ‘’

Students injured on the Badu national park walk

3 Discuss and remind on excursion rules of walking in public. Supervise children and All Homebush Public School staff trained on first aid.

“ “

Student may fall in water and drown 3 Discuss and remind on excursion rules of walking safely. Supervise children and All Homebush Public School staff trained on first aid.

Students sick on the walk to bicentennial park 3 Supervise children and All Homebush Public School staff trained on first aid.

“ “

Accident on the walk to Bicentennial park 3 Australian museum risk management policy/All Homebush Public School staff trained on first aid. All staff carrying medical attention forms and contact details and mobile phones

“ “

Accident at Bicentennial park 3 All Homebush Public School staff trained on first aid. All staff carrying medical attention forms and contact details and mobile phones

“ “

Students with special needs getting lost 2 Have a supervising assigned to each child with special needs “ “

Venue and safety information reviewed and attached: Plan prepared by the excursion coordinator: Leanne Marques Date: 29TH October, 2014.Prepared in consultation with: Jessica White, James MathewsCommunicated to principal: Tryon Francis

Risk Assessment MatrixHow likely is it to be that serious?

Very Likely1

Likely2

Unlikely3

Very Unlikely4

23

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