DEFINING
What do I really want to find out? Students: relate task to learning;
clarify meanings of words in task; identify and interpret key words and ideas; state task in own words
Cross curriculum: Programming ideas Stage 3 for Connected Outcomes Group (A): Living land
Curriculum focus &
outcomes
Stage 3 COGs unit
(A): Living land
Connection focus:
exploring the influence
of the natural, built and
heritage environments
on people’s lifestyle
choices, leisure and
artistic expression. Our
actions impact upon the
environment and have
implications for the
future.
HSIE
ENS3.6 Explains how
various beliefs and
practices influence the
ways in which people
interact with, and
change and value their
environment
•identifies key features
of an alpine area
English
RS3.5 Reads
independently an
extensive range of
texts with increasing
content demands and
responds to themes
and issues.
RS3.6 Uses a
comprehensive range
of skills and
strategies
appropriate to the
type of text being
read.
Information literacy
skills
Students:
 can formulate
some focus
questions
 suggest possible
search words
appropriate for a
given topic
 verbalise purpose
of a task and
select appropriate
type of text for
response
 work
independently or
in small groups to
brainstorm,
develop
appropriate
questions, plan
headings.
ICT Skills
Students
 use of Inspiration
program
 use Web 2.0 tools
to create a
concept map and
word clouds
 use Picture tools
to crop saved
screen grabs.
Possible Quality
Teaching focuses
Intellectual Quality
 The task requires
sustained focus
on key concepts
and ideas. &
requires clear
articulation of the
relationships
between & among
concepts.
Quality learning
environment
 Students able to
exercise some
control in relation
to at least one
significant aspect
of the task.
Significance
 Students’
background
knowledge is
substantially
incorporated into
the task.
Suggested teaching
learning strategies
Students will
brainstorm
Possible resources
&
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What is a national
park?
Why do we have
national parks?
Do you know
names of national
Parks?
Have you visited a
national park?
Who cares for
national parks?
Is it a natural or
built environment?
Categorise
information into a
concept map
What do we know
about Kosciuszko
National Park
What do we need to
find out to build our
field knowledge
about the features
of the park,
including;
Location, Physical
features, Climate
Issues, e.g.
Aboriginal land use;
Impact of European
settlement; tourism;
brumbies?
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit. Curriculum K–12 Directorate.
Thanks to C. Foley, C. Keane, G. Maugle & J. Reynolds
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students’
experiences and
background
knowledge
posters
Paterson, A.B.
The man from
Snowy River
Australian Alps
National Parks,
www.australianal
ps.environment.g
ov.au/
Snowy Mountains
images,
www.wises.com.a
u/snowymtns.htm
See also COGs
resource lists.
See the Sample
programming proforma
for expanded teaching
and assessment ideas
and resources to
support the defining
phase, e.g. SMART
Notebooks.