ES1/S1 HSIE/SCI UNIT ________ ANIMALS OF THE PAST________
Term 3 2011
Focus: Animals of the Past (Dinosaurs)
Focus question: How do changes in the environment affect living things?
Macro-concepts: Extinction
Enduring Understandings: *Our world environment is ever-changing
*Living things need certain requirements to survive
*The environment and people have the power to create and destroy living thing
Core Scenario
You arrived on an island where animals from the past have survived. Draw/write about how the animals have survived.
Extended Scenario
There are people on the island too! Create an environment where we could co-exist with animals from the past.
Stage 1: Desired results
Foundation Statement
Students learn that human societies and environments are affected by change and continuity. Emphasis is placed upon the importance of
knowing about the past in order to understand the present and hypothesise the future.
Core outcomes
ENES1 Gathers information about natural and built environments and communicates some of the ways in which they interact with, and can care for, these
Extended outcomes
ENES1 Selects and presents information about natural environments and communicates some of the ways in which they interact with, and can care for, these
Content
Basic
Abstract
Learn to (skills) verbs
Learn about (knowledge) nouns & adj.
Understand
Identify
Describe
Investigate
Hypothesise
Devises
living things are affected by the environment
animals from the past
elements that have affected environmental change
ways living things change
different situations that cause extinction
sustainable environments
Content
Complex
Abstract
Contributing questions
Samantha Nutt
environments.
ENS1.6 Demonstrates an understanding of the relationship between environments and people.
LTES1.3 Identifies ways in which living things are different and have different needs.
LTS1.3 Identifies and describes ways in which living things grow and change.
INVS1.7 Conducts guided investigations by observing, questioning, predicting, collecting and recording data, and suggesting possible explanations.
environments.
ENS1.6 Create and evaluate a scenario demonstrating the relationship between environments and living things.
LTES1.3 Investigates ways in which living things are different and have different needs.
LTS1.3 Compare and hypothesise ways in which living things grow and change.
How do living things live?
How do environments change?
Why do living things become extinct?
Supporting questions:
What are living and non-living things?
Page 1
ES1/S1 HSIE/SCI UNIT ________ ANIMALS OF THE PAST________
Term 3 2011
What do living things need to survive?
What was the environment like in the past?
Extended questions
Stage 2: Evidence of Learning
Core task
What were life cycles of past animals?
How were land and sea animals animals different to today?
Why did the environment change?
How do we know about extinct animals?
How would we cope faced with a volcano/meteor/ice-age today?
How can we help animals facing extinction today?
Students will demonstrate their understanding by producing a model for an environment where animals from the past have survived.
Extension task
Core task
Criteria for assessing learning
AND consider how these animals could co-exist with people in a sustainable way.
Students are assessed on their ability to:
 identify what living things need to survive
 describe how environments could change
 state a theory on extinction
Extended task
Criteria for assessing learning
Students are assessed on their ability to:
 evaluate what living things need in order to survive in a sustainable environment
 devise a hypothetical environment
 justify a theory on extinction
Product modifications
Students could choose an alternative mode of communication (oral) as long as the performance of understanding meets explicit quality
criteria. If the product (eg. model) is to be assessed, appropriate outcomes, indicators and content must be built into the task design.
This model was adapted from Tomlinson & McTighe, 2006.
Samantha Nutt
Page 2
ES1/S1 HSIE/SCI UNIT ________ ANIMALS OF THE PAST________
Term 3 2011
Teaching, learning and assessment experiences
Stage: ES1/S1
Key: Blue = QT elements
Purple = Blooms educational objectives
KLA: Science
Topic: Dinosaurs
Wk
1
2
Concept
Questions
What are
living and nonliving things?
What animals
existed in the
past?
Learning Experiences
Assessment
K
U
What is a living thing? What is a non-living thing? (knowledge) Use Living and
Non-Living notebook to classify and sort living & non-living things
KWL chart
•
•
An
C
•
•
(understanding).
Whole class picture sort into living and non-living things (questions on pictures
where appropriate – Does it breathe? Move?)
Teacher poses the question ‘What about dinosaurs?’ Add a new column /
category ‘Extinct’. Question – other extinct animals? (Problematic Knowledge)
Complete KWL chart for pre-assessment – whole class then independent.
(Background Knowledge) Teacher to document any W’s different to program.
Begin dinosaur word bank and add to, each day. (Metalanguage)
As a class brainstorm different types of animals that existed in the past.
Categorise into land and sea animals. Examine and sort the different types of
dinosaurs (plant/meat eaters, fast/slow, long neck/short neck etc. (analysing)
Whole class demonstration on how to create a concept map of animals from
the past. Students then create their own concept map. (creating)
Independently students locate life cycles of dinosaurs. As a whole class listen
to what information students have located and compare and contrast
similarities and differences. Watch a ‘discovery’ video clip of a dinosaur laying
eggs. (Narrative) Independently students draw and report on the life cycle of a
dinosaur of choice. (Student direction)
Evaluation:
Samantha Nutt
Ap
Page 3
Journal: What is a
living thing?
Concept map
Journal: Life cycle
E
ES1/S1 HSIE/SCI UNIT ________ ANIMALS OF THE PAST________
K
3
&
4
What did
animals in the
past need?
Whole class studies then creates an information report on a Stegosaurus and
Velociraptor. Information provided on a notebook which includes a video clip,
elements of an information report and a fun quiz. (Engagement)(knowledge)
This builds up to an independently researched information report where
students select one animal of their choice, collect information and then write
an information report. This task is open-ended so students can choose how
they would like to present this information to the class. (Student direction)
Assessment:
Information report
As a class, discuss how animals from the past are different/the same as
today. Jointly use a Venn diagram to compare/contrast one animal, then
independently students select their own to compare (Deep Knowledge)
Journal: Compare &
contrast a favourite
dinosaur to an
animal of today.
As a class view examples of a food chain/food web. (knowledge) Jointly
construct a simple food chain and a food web for land dinosaurs. Then in pairs
students research sea dinosaurs (plesiosaurs) and construct a food web.
Flow chart/
Labelled diagram
Journal: Food
chain/web
(applying, creating)
(evaluating)
5
What was the
environment
like in the
past?
(Social support, substantive communication) (analysis, creating)
As a class discuss and display pictures of what the environment looked like
when dinosaurs roamed. Students are provided with a variety of art and craft
materials to create a model of a dinosaur habitat. The teacher records on
microphone the students’ explanation (evaluating) of what dinosaurs need to
grow and survive. (Problematic knowledge, substantive communication)
6
Why do living
things become
extinct?
Why did the
environment
change?
Teacher poses question “What is extinction?” “Why did the dinosaurs become
extinct?” (understanding)
Teacher organises students into Jigsaw groups and with focus on: Ice-age,
Meteor, Volcano. (Substantive communication, social support) Students read
information books on the theories of how the dinosaurs became extinct and
determine as a group how they will present their information to the class.
(analysing, creating, evaluating)(Higher order thinking)
Samantha Nutt
•
Ap
An
•
•
C
E
•
•
•
•
•
•
•
Assessment: What
do living things
need to survive?
•
Jigsaw groups
Assessment: I think
the dinosaurs
became extinct
because... (Explanation
& Illustration)
Page 4
U
Term 3 2011
ES1/S1 HSIE/SCI UNIT ________ ANIMALS OF THE PAST________
K
7
How do we
know about
extinct
animals?
As a whole class discuss how we know what the land looked like and what
animals existed. How do we know dinosaurs once lived and walked the earth?
(understanding)Watch a video clip of’ Palaeontologists at a ‘dig’. (Narrative)
Palaentologist for a day! Teacher sets up a range of student centred and
teacher led activities, including:
Making fossils, an exploding volcano, a dino dig for bones in the sandpit, creative
dance “Dino hokey”. (applying, creating) Students dress up in lab coats/theme wear
(parent helpers). (Engagement, student direction, knowledge integration, substantive
8
How could we
survive a
disaster
today?
9
Are there
animals facing
extinction
today? Why?
10
Catch up &
assessment
Ap
•
•
An
C
E
•
•
•
•
•
•
Journal: Recount of
the day + learning
(evaluating)
communication)
As a class brainstorm ways we could prepare ourselves to survive a natural
disaster.
Core – Select items from a list we would need for food/shelter/clothing.
(understanding, application)
Extension - How could we predict when it could happen? (Technology) Invent
a way to predict/avoid disasters. (creating, evaluating)(student self-regulation)
See lesson plan attached for more detail.
Investigate into animals facing extinction today. Look into reasons as to why
they are facing extinction. Are they environmental changes or man-made
changes? Are we doing enough to help them survive? Present your ideas to the
class. Justify your point of view.
Assessment B
Core - You arrived on an island where animals from the past have survived.
Draw/write about how the animals have survived.
Extension - There are people on the island too! Create an environment where
we could co-exist with animals from the past.
Samantha Nutt
U
Term 3 2011
Page 5
Journal: What can I
do to help animals
facing extinction
today?
See attached
assessment rubric
•
•
•
•
•
•
ES1/S1 HSIE/SCI UNIT ________ ANIMALS OF THE PAST________
Lesson Plan: Week 9
Topic: Extinction
Core Outcomes:
Contributing Question: Are there animals facing extinction today? Why?
Extended outcomes:
Understand living things are affected by the environment.
Describe elements that have affected environmental change.
Teaching & Learning Activities
Lesson Introduction: Teacher reads a book on
endangered animals. (Narrative)Teacher leads discussion
on the difference between endangered animals and
extinct animals. Teacher asks students to identify an
endangered and an extinct animal.
Development: Teacher presents an interactive slide on a
variety of endangered animals. As a class discuss the
reasons why each are facing extinction. (knowledge)
Culmination:
Categorise the reasons into environmental changes or
man-made changes. Create a Venn diagram to present
ideas. (analysis)
Evaluation:
Samantha Nutt
Term 3 2011
Investigate ways living things are affected by the environment.
Hypothesise different situations that cause extinction.
Resources/Assessment Modified Teaching & Learning Activities
Book
Lesson Introduction: Teacher questions “What is an
Notebook on
endangered animals.
Venn diagram
Page 6
endangered animal?” “What is an extinct animal?”
(Attribute listing – William model)
Body: Teacher questions “Are we doing enough to help
them survive?” and poses the paradox “Extinction can
only be helped by mankind”. (Paradox – Williams
model) Students respond with an exposition.
Culmination:
Present your ideas to the class. Justify your point of
view. (creating, evaluating)
Modified Assessment
Exposition