topic title:€¦ · web viewwild animals level(s): prep term/date: term 2 2007 duration: 4-5...

INTEGRATED LIBRARY UNIT: Wild Animals Mossgiel Park Primary School

Enquiry/Theme/Topic Title: Wild Animals Level(s): Prep

Term/Date: Term 2 2007 Duration: 4-5 weeks

Hyper Links in this document

Strands and Domains Dimensions Teaching & Learning Strategies

Structures for Effective Collaborative Learning

ICT Learning Focus Key Understandings for Assessment Focus Questions

Supporting Resources Standalone Units Assessment Rubrics Other Info

Bloom/Gardner Matrix Evaluation Information Search Process

Activity LinksTuning In Activity Cluster 1 Activity Cluster 2 Activity Cluster 3Activity Cluster 4 Activity Cluster 5 Activity Cluster 6 Activity Cluster 7Activity Cluster 8 Wrapping up & review

Strands

and

Domains

Disciplinary Learning Inter-disciplinary Learning

Physical, Personal & Social Learning

English Mathematics Science The Arts LOTE History Geography Economics

Communication Design, Creativity &

Technology ICTThinking

Health & Physical Education

Personal Learning Interpersonal

Development Civics & Citizenship

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Dim

ensi

ons

English Science Communication Thinking

Speaking & Listening Reading Writing

Science knowledge & understanding

Science at Work

Listening, viewing & responding

Presenting

Reasoning, processing & enquiry

Creativity Reflection, evaluation &

metacognition Interpersonal development

Personal Learning

Building social relationships Working in teams

The Individual learner Managing personal learning

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Teaching and Learning strategiesTeacher Planning Frameworks & Tuning In Strategies Graphic Organisers Questioning

Three Storey Intellect PBL (Problem-based learning) Bloom's Taxonomy Multiple intelligences Thinker's Keys Six Thinking Hats CoRT Inquiry based learning

Brainstorming Think, Pair, Share Y Chart Placemat Graffiti Wall Sunshine wheel A-Z

Concept map Mind map Venn diagram Issues map Flow diagram Storyboarding Fishbone diagram Gantt chart (Projects Planning) Cause & Effect Wheel Affinity diagram (Sorting data) K-W-L-H T Chart Spider Map Force Field Analysis (Action planning) SWOT Analysis (Action planning)

Closed (Skinny) Questions Open questions Hypothetical/Scenario-based questions Socratic questioning Reflective questioning Thinking/content questions Interpersonal or collaborative questions Personal learning questions Question matrix The 5 Whys

DATT tools: See Planning Matrix

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SIS Strategies implemented:Encouraging students to actively engage with ideas & evidenceChallenging students to develop meaningful understandingsLinking science with students' lives and interestsCatering for students' individual learning needs

Embedding assessment with the science learning strategy Representing the nature of science in its different aspectsLinking science with the broader communityExploiting learning technologies for their learning potentialities

Structures for Effective Collaborative Learning

Collaborative Learning Strategies Personal Learning Generic skills & competencies Establishing roles Inside/Outside Circles Four Corners Three Step Interview Jigsaw Fishbowl Debate Discussion Role play & drama Code of cooperation Action planning Classroom meetings Multi-voting technique Nominal group technique Expert groups

Reflective questioning Share time Reflection circles Reflective journals Capacity matrix Learning journals Whole brain learning Habits of mind Goal setting Design brief Problem solving

Collecting, analysing & organising information Communicating ideas & information Planning & organising activities Working with others and in teams Using mathematical ideas & techniques Solving problems Using technology

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Learning Focus

English: Students learn to read simple, predictable texts that have familiar content. Texts at this level have simple sentences and predominantly oral language patterns, and include repetition of phrases and illustrations that represent the main ideas such as picture books.Students begin to compose simple texts about personally significant topics for their own purposes and audiences. When writing words and simple sentences they draw on their knowledge of the alphabet and its relationship with the sound system, conventional letters, groups of letters and some simple punctuation such as full stops and capital letters to communicate meaning.Students learn and practise the skills of being attentive listeners in formal and informal classroom situations. They listen and respond to a range of simple texts, including books read aloud, audio tapes and films, and to brief spoken texts that deal with familiar ideas and information. Students begin to adjust their speaking and listening to suit context, purpose and audience in order to communicate meaning and to understand others. When sharing and responding to ideas and information in print, visual and electronic texts, students make connections with their own experiences and ideas.Science: As students work towards the achievement of Level 3 standards in Science, they use their senses to explore the world around them; e.g.…living things. They describe their activities and observations using both general and science-specific language; for example, hard, soft, long, short, big, small, strong and weak. Communication: As students work towards the achievement of Level 4 standards in Communication, they begin to identify basic communication conventions in the classroom and playground such as being attentive listeners, facing the speaker, and taking turns. They learn to focus their attention and to listen without interrupting. Students practise retelling what a speaker has said to them and learn to ask questions when appropriate, exploring the interactive nature of communication.Thinking: Students begin to look for simple patterns in their observations by classifying familiar items and by looking for similarities and differences.Personal Learning: Students are provided with opportunities to learn with peers and to share their feelings and thoughts about learning with others. They begin to understand that listening to the responses of others can assist them to make sense of new experiences and provide useful cues for their own learning. Students are encouraged to take risks with their learning and begin to understand that mistakes can be a vehicle for further learning.Interpersonal Learning: With teacher support, students begin to identify and develop the skills required to work together in a group, including taking turns, and sharing and caring for equipment and resources.

SLAV Library focus

Information Literacy UpIL 1.1 Defining Formulate questions for investigation in response to directed discussion on a given topic. IL 1.2 Locating Identify and select sources of information IL 1.3 Selecting Select and record the main idea and keywords. IL 1.4 Processing & Organising Participate in group consideration of appropriateness and presentation of the information. IL 1.5 Creating & Sharing: Present responses to a task in a variety of formats. IL 1.6 Evaluation strategies Review the appropriateness of their presentation in relation to the original task. Film - Film as Text LS 1.1F identify film as a literary form

Key Understandings for Assessment Focus QuestionsWild animals eat, sleep, and play like people do. What do wild animals look like? What do they eat?



Key Understandings for Assessment Focus QuestionsSome wild animals eat plants and others eat meat.Their body parts help them to live in their environment.

How do they play? Where do they sleep? How are they alike/different to each other, to pets and to people?

Disciplinary Standards Assessment products including portfolio items EnglishReading: Students read aloud simple print and electronic texts that include some frequently used words and predominantly oral language structures. They use context and information about words, letters, combinations of letters and the sounds associated with them to make meaning, and use illustrations to extend meaning.Writing: They write …simple texts about familiar topics to convey ideas or messages. In their writing, they use conventional letters, groups of letters, and simple punctuation such as full stops and capital letters. Spoken Language: Students ask and answer simple questions for information and clarification, contribute relevant ideas during class or group discussion, and follow simple instructions. They listen to and produce brief spoken texts that deal with familiar ideas and information. They sequence main events and ideas coherently in speech, and speak at an appropriate volume and pace for listeners’ needs. They self-correct by rephrasing a statement or question when meaning is not clear.ScienceNo standard till level 3.

Observations, and teacher made worksheets assessing ability toIL 1.1 Defining Formulate questions for investigation in response to directed discussion on a given topic. IL 1.2 Locating Identify and select sources of information IL 1.3 Selecting Select and record the main idea and keywords. IL 1.4 Processing & Organising Participate in group consideration of appropriateness and presentation of the information. IL 1.5 Creating & Sharing: Present responses to a task in a variety of formats. IL 1.6 Evaluation strategies Review the appropriateness of their presentation in relation to the original task.

Physical, Personal and Social Learning Standards Inter-disciplinary StandardsPersonal LearningNo standard till Level 3Interpersonal LearningStudents describe basic skills required to work cooperatively in groups.

CommunicationNo Standard till Level 4.ThinkingNo Standard till Level 3.



Planning sequence What students do Teaching points and

questionsGrouping/ Resources Special needs Assessment

Tuning InInitiationSelectionUp

Browsing, borrowing, & reading with Buddy. (15 mins) Discuss how we can find out about things (books, video, excursions etc) and then brainstorm what we know about wild animals. Contribute to a search plan and the development of a list on a large chart showing what they would like to find out about animals e.g. what they look like & what they eat. Take a ‘library walk’ to see the non-fiction part of the library. Identify text features of Wild Animals as a N/F text, & listen to & discuss sample page/s chosen by selected students. Contribute to discussion about which questions on the search plan have been answeredStudents draw, & ‘write’ ‘true thing’s about the chosen animal that they saw in the text on worksheet.

Introduce Wild animals as a topic, linking to forthcoming excursion to the zoo. What animals will they see there? What do they already know about the animals? (What can you tell me about e.g. lions?)What else would we like to find out about wild animals?How can we find out about them? What can we use in the library to find out? The non-fiction part of the library has true books about true things. Introduce Non-Fiction Text features: headings, pictures with captions, table of contents, index, and pages (and parts of pages) may be read in any order.

Wild Animals, by Sarah Fecher, Ladders, Two Can 1998 (599 FEC)

At-risk: Scribe for students not ready to ‘have-a-go’ at writing for themselves. ESL: Review names of animals and body parts using pictures in the text & names of colours to be used.Gifted: What if? Thinkers Key (oral)What if the selected animal got out of the zoo?

Observe for ability to Suggest relevant

questions for the search plan (IL 1.1 Defining Formulate questions for investigation in response to directed discussion on a given topic.)

Identify relevant answers to questions in the search plan from the text (IL 1.2 Locating Identify and select sources of information)



Activity Cluster 1SelectionExplorationUp

Browsing, borrowing & reading with Buddy (15 mins) Contribute to review discussion about how we can find out about things from non-fiction (‘true stories about true things’) books.Participate in shared reading of the search plan. Selected child chooses one animal to research using Wild Animals. Contribute to choosing the ‘best book to use’ from the selected texts. Listen to excerpt from book & contribute to recording answers to search plan on class chart. Use selected supplementary texts from municipal library to research additional facts & record answers. Children draw the selected animal & write/dictate facts about it to teacher. Repeat this lesson 3-4 times, with the final lesson/s focussing on writing a sentence about the animal.

Review search plan questions e.g. what do they like look? What do they eat/drink? Where do they live? Revise resources we can use to find answers. Review using the Table of Contents to select an animal for research. Explore what children know about the animal selected (What can you tell me about e.g. giraffes?)Review text features: headings, pictures with captions, table of contents, index, pages and parts of pages may be read in any order.Select additional texts to use for unanswered questions from a selection of fiction and non-fiction texts about wild animals. Repeat this lesson with different animals each week for 3-4 weeks (depending on the length of the term), (or longer if interest is sustained or students need additional time to learn).

Wild Animals, (Ladders) by Sarah Fecher, Ladders, Two Can 1998 (599 FEC)

At-risk: Scribe names of animals for students not ready to ‘have-a-go’ at writing for themselves. ESL: Review names of animals and body parts using pictures in the text & names of colours to be used Gifted: The Combination Thinkers’ Key (oral): e.g. how is your arm like a lion’s? What could/couldn’t you do if you had one arm like yours and one like a lion’s?

Observe for ability to Identify relevant

answers to questions in the search plan from the text (IL 1.2 Locating Identify and select sources of information & IL 1.3 Selecting Select and record the main idea and keywords.)

write …simple texts about familiar topics to convey ideas or messages

use conventional letters, groups of letters, and simple punctuation such as full stops and capital letters; (Writing)

ask and answer simple questions for information and clarification;

contribute relevant ideas during class or group discussion;

follow simple instructions. (Speaking and listening)



Activity Cluster 2SelectionExplorationUp

Browsing, borrowing & reading with Buddy (15 mins) Contribute to developing new search Qs about baby wild animals.Listen to excerpts from book & contribute to recording answers to search plan on class chart. Dramatise animal movements e.g. scratching/lapping water/ climbing/ chimps using tools etc.Children draw the selected animal & dictate/write facts about it to teacher.Repeat this lesson 2-3 times (depending on the length of the term), focussing on writing a sentence about the animal.

Review search plan questions e.g. what do they like look? What do they eat/drink? Where do they live? Revise resources we can use to find answers. Explore what children know about the animal selected (What can you remember about e.g. grown up lions?)How did you communicate/eat/drink/play etc when you were a baby? Did you look the way you do now? What can you do now that you couldn’t do then e.g. walk, talk etc? How does the chimp/lion/elephant do these things? Repeat this lesson with different baby animals each week for 2-3 weeks (depending on the length of the term).

Baby Animals series: Chimpanzees, Lions by Kate Petty (599 PET)What’s It Like to be a Baby series: Chimpanzees, Elephants by Honor Head (599 HEA),

At-risk: Scribe facts about animals for students not ready to ‘have-a-go’ at writing for themselves. ESL: Review body parts of animals using pictures in the text.Gifted: Commonality Thinkers Key (oral): choose 2 dissimilar wild animals – could they be friends? (Prompt: Aesop’s Lion and the Mouse)










Activity Cluster 3SelectionExplorationCollection

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Browsing, borrowing & reading with Buddy (15 mins) Listen to There’s a Hippopotamus on My Roof and discuss. Take turns to classify books from a pile of mixed fiction and non-fiction texts as books about true things or made-up stories by placing them in intersecting hula hoops (i.e. a Venn diagram).

Select a factual text from a pile of mixed fiction and non-fiction texts as books about true things or made-up stories. Complete White Hat worksheet, drawing favourite page from a true book about white animals.

Review search plan questions and resources we can use to find answers. Review using the Table of Contents to select an animal for research. Review text, looking for features of ‘true books about true things’ i.e. headings, pictures with captions, table of contents, index, pages and parts of pages may be read in any order. Is the story we read a true story? Why not? How can you tell? Introduce De Bono’s White Hat for thinking about the facts. Classify a pile of mixed fiction and non-fiction texts as books about true things or made-up stories.

There’s a Hippopotamus on My Roof Eating Cake by Hazel Edwards (E) (or any other suitable fiction text.

Selected nonfiction texts about wild animals.

2 hula hoops.

Label cards (true books about true things/made-up stories)

Teacher made White Hat Wild animals worksheet

At-risk: Review facts about the selected animal and encourage answering Qs in full sentences. ESL: Review behaviours of animals using pictures in the text, focussing on verbs for movement.Gifted: (oral) Which parts of There’s a Hippopotamus on My Roof Eating Cake could/couldn’t really happen?(evaluating)










Activity Cluster 4SelectionExplorationCollection

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Browsing, borrowing & reading with Buddy (15 mins) Contribute to collecting information from previous weeks by developing a large class chart that summarises answers to the search plan, focussing on how animals move, hunt, & play:A hippo can …A giraffe can …Worksheet – children complete a read and draw sheet, adding further detail about the behaviour e.g. A lion can kill – child draws & labels body parts e.g. teeth & claws.

Review answers on charts to focus on retrieving information about how animals behave. Include how animals move, hunt, & play.

Collecting ideas: Identifying information matched to specific focusCompare/contrast in order to sort, organize and structure ideas.

Large poster paper for chart. Teacher made Worksheet

At-risk: Assist with reading & remembering details ESL: Review verbs for behaviours of animals using pictures in the text, e.g. climbing, jumping, scratching,Gifted: (oral) Which animal is the most dangerous, and why?

Observe for ability to Recall relevant

ideas from the texts (IL 1.3 Selecting Select and record the main idea and keywords; IL 1.4 Processing & Organising Participate in group consideration of appropriateness and presentation of the information.)



contribute relevant ideas during class or group discussion. (speaking & listening)



Activity Cluster 5CollectionAssessmentUp

Browsing, borrowing & reading with Buddy (15 mins) View Film: Baby Animals in the Wild (from Casey Cardinia Library, if available).

Contribute to discussion about how this film was made. Discuss setting in the introduction (studio) and settings in the wild.

Students draw and label animals that they saw in the film, adding extra detail when appropriate.

Review answers on charts about how animals behave including how animals move, hunt, & play, and what they eat. How do baby animals learn these behaviours? Compare/contrast in order to sort, organize and structure ideas.Film - Film as Text How was this film made? Compare with videos made at home. (Introduction made in a studio, footage of baby animals filmed in the wild.)(LS 1.1F identify film as a literary form).

Baby Animals in the Wild (Casey Cardinia Library

At-risk: Scribe details (e.g. names of animals) for students not ready to ‘have-a-go’ at writing for themselves. ESL: Language of comparison e.g. lion cubs are smaller then....Gifted: (oral) How did the film makers get close to dangerous animals to film them?

Observe for ability to identify features of

films Film (LS 1.1F identify film as a literary form)



Wrapping up & reviewPresentationAssessmentUp

Browsing, borrowing & reading with Buddy (15 mins) Contribute to collecting information from previous weeks by developing a large class chart that summarises answers to the search plan, with a focus on retrieving information about diet.

A hippo eats…

A giraffe eats…

A leopard eats etc

Students complete assessment read and draw worksheet about animals’ diet worksheet.

Students complete a read and draw sheet, adding further detail about the behaviour e.g. A lion can kill – child draws & labels prey.

Review answers on charts to focus on retrieving information about how animals behave. Compare animals that eat meat/plants.

Developing competencies to self-evaluate and monitor one’s understanding: Providing evidence of

knowledge depth Sharing lessons learned.

What do you remember about…?What else can you remember? How did you learn that?

Large poster paper for chart. Teacher made worksheet.

Observe for ability to Organise

information from the texts (IL 1.4 Processing & Organising Participate in group consideration of appropriateness and presentation of the information.)


contribute relevant ideas during class or group discussion. (IL 1.5 Creating & Sharing: Present responses to a task in a variety of formats).

Providing evidence of knowledge depth

Sharing lessons learned. (Information Search Process Assessment)



Supporting Resources and Materials

Print MediaUp

Natural World series by various authors: Hippopotamus; Elephant; Black Rhino; Tiger; Leopard; Orang-utan, Hodder Wayland, 2000 (Kingston Library J599)Secrets of the Animal World: Giraffe by Andreu Llamas, Gareth Stevens Publishing, Milwaukee, 1996 (Kingston Library, J 5999.73 LLAM)Wild Animals, (ladders) by Sarah Fecher, Ladders, Two Can 1998 (599 FEC). 1

The Great Zoo Hunt by Pippa Unwin (U)Bashi Elephant Baby by Theresa Radcliffe (R.)There’s a Hippopotamus on my Roof Eating Cake by Hazel Edwards (E) Baby Animals series by Kate Petty: Baby Chimpanzees; Baby Lions, Franklin Watts, 1989 (599 PET)What’s It Like to be a Baby series by Honor Head: Baby Elephants; Baby Chimpanzees, Belitha press, 1998 (599 HEA)

Videos Baby Animals in the Wild (Casey Cardinia Library, if available) for extra session. Worksheets Teacher made worksheets, see hyperlinks above.

Bloom Gardner Matrix

VERBAL LINGUISTIC

LOGICALMATHEMATICAL PICTURE/SPATIAL BODY

KINESTHETICMUSIC

AUDITORY IINTERPERSONAL INTRAPERSONAL

REMEMBERING

Search plan: Make a list Record facts True or false List resources

for Tell about

List key features of wild animals

Make a chart recording information about wild animals,

Make faces like a baby chimpanzee to show feelings. Dramatise animal movements e.g. scratching/lapping water/ climbing/ chimps using tools etc.

Answer teacher Qs about animals e.g. what do lions/giraffes etc eat/drink? Where do they live etc.

UNDERSTANDING

Describe wild animals.Research wild animals.Retell/write what has been learned from research.

Explain how wild animals behave.

Draw to show what has been learned. Draw what you know about wild animals.Draw 4 facts about selected wild animal.

Discuss in a group while completing tasks.

APPLYING Work in a group while completing tasks.

ANALYSING Commonality Thinkers Key (oral): choose 2 dissimilar wild animals – could

Compare & contrast

1 This is now out of print. Any other wild animals would be suitable, but this series is excellent for teaching text features e.g. the children can choose which animal they want to learn about from the table of contents, and each page has text features to focus on i.e. heading, captions, photos, drawings./tt/file_convert/5ec13e7fbb070a7aa850b460/document.docP 13 of 16 19/05/2023


Bloom Gardner Matrix

VERBAL LINGUISTIC

LOGICALMATHEMATICAL PICTURE/SPATIAL BODY

KINESTHETICMUSIC

AUDITORY IINTERPERSONAL INTRAPERSONAL

they be friends? (Prompt: Aesop’s Lion and the Mouse)

EVALUATING

(oral) Which parts of There’s a Hippopotamus on My Roof Eating Cake could/couldn’t really happen?(oral) Which animal is the most dangerous, and why? .

CREATING

Gifted: What if? Thinkers Key (oral)What if the selected animal got out of the zoo? The Combination Thinkers’ Key (oral): e.g. how is your arm like a lion’s? What could/couldn’t you do if you had one arm like yours and one like a lions?

DATT TOOLS PMI: CAF: C&S: OPV APC Other Other



Term planner and sequence of activities

Week Activity Clusters Incidental teaching/Stand-alone lessons Special events

1 Planning Week Anzac Day/ Peace Studies (See Fables unit). Planning Week2 Prep AH only: Pop-up Books Anzac Day3 Tuning in Curriculum Day4 Activity Cluster 1 Numeracy Week5 Activity Cluster 2 (Year 3 & 4 Camp)6 Activity Cluster 3 (Canberra Tour)7 Activity Cluster 48 Activity Cluster 5

9 Baby Animals in the Wild if available) Queen’s Birthday

10 Wrapping Up and Review11 Start CBCA Shortlist unit Pantomime

EvaluationThis is a very successful unit for introducing non-fiction to the Preps. The text is ideal for teaching about text features of factual texts, and the children enjoy being able to choose which topic to explore. Although the format of the lessons is repetitive, this suits Preps at this stage of the year, allowing time to consolidate skill development with a different animal to study each week, and as they become more skilful at locating information in the text, they make more use of the additional non-fiction texts borrowed from other libraries. However, apart from a DeBono White Hat activity in activity cluster 4, activities focus on knowledge, comprehension and application rather than on analysis, synthesis, and evaluation, and the unit needs further development in order to make better provision for gifted students. PS May 09: An additional cluster has been added, focussing on baby animals. PS Jun 09 Have added Thinkers Keys as oral activities for Gifted children, but these can be used for all children as well.

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Information Search Process (ISP) Possible Interventions Up

InitiationEstablishment of existing or prior knowledge: novice knowledge (what I know about)Developing curiosity and motivationKnowledge of when, where, and how to get help and guidance

Selection Identification of sources to build background knowledgeSystematic recording, organising and evaluating initial ideas (not just random stockpiling of facts)Framing questions appropriate to the discipline of study to guide the further investigation

Exploration Verifying and clarifying existing ideas

Formulation Focusing the knowledge- building task

CollectionIdentifying information matched to specific focusDeveloping conclusions

PresentationRepresenting new knowledgeStructuring ideas into a coherent, integrated body of knowledge

AssessmentDeveloping competencies to self-evaluate and monitor one’s understanding Providing evidence of knowledge depthSharing lessons learned

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topic title:€¦ · web viewwild animals level(s): prep term/date: term 2 2007 duration: 4-5...

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