Brad Morgan | 30039312
Social Education and Humanities Unit Plan
Brad Morgan | 30039312
Course | Graduate Diploma of Education Primary
Tutor | Tim Fish
Tutorial Group Day/Time | Friday 1:30PM – 3:30PM
Your curriculum title What has the human impact been on the environment in Antarctica?
Introduction and summary: This curriculum will introduce students to the effects human have had on the continent of Antarctica. It will enlighten and
familiarise students with Antarctica as a continent and what makes it unique to the world, it will highlight which countries own the continent as well as
bringing up the concept of global warming and climate.
As the unit progresses, students will have the opportunity to study the impact explorers and scientific researchers have had on the land and animals, asking
questions on whether it was/is worth it.
Students will then move on to the notion of “what do countries want to use Antarctica and its surrounding waters for?” emphasising points on natural
resources (exploration and mining) and the impact that this has on Antarctica’s ecosystem. During this period students will get the chance to explore the flora
and fauna associated to Antarctica and have the opportunity to present to the class.
Climate change will then be investigated in detail, exploring not only the way it affects Antarctica, but on a global scale. Students will then reflect on this and
produce ways of reducing or stopping the impact humans have on Antarctica and the world. This could be anything from turning off lights if not needed, to
recycling.
Curriculum Plan Year level: The year level that this curriculum is aimed at is Year 6.
Expected number of sessions: 18 sessions over a 6 week period. 3 x 30 to 90 minute sessions per week.
Content Questions for the unit in sequence: Where is Antarctica? What makes Antarctica unique? Which country/countries own Antarctica? What is climate
change? How is Antarctica changing? Who explored and researched Antarctica? What do other countries want to use Antarctica (and surrounding waters) for?
What impact have we as humans had on animals and plant life on Antarctica? What impacts have we had on Antarctica’s eco-system? How is climate
change/global warming effecting Antarctica? How is it affecting the rest of the world? What could we do to reduce or stop the effects humans have on
Antarctica?
Key Vocabulary: Global warming, climate change, research, explorers, Antarctica, ecosystem.
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Humanities areas covered (including cross curriculum): Education for Environment and Sustainability, Geography, Civics and Citizenship, Economics (to a
lesser extent).
Other disciplines included: English, Art, and ICT.
Australian Curriculum and AusVELS interdisciplinary strands: Creative and Critical Thinking, Communication (Listening, viewing and responding,
Presenting), ICT, Global Education, Values, Analysing, Investigating and designing.
Rationale for your curriculum in essay form (not a report with headings):
Please see attached Appendix A
Objectives of your Curriculum Plan:
Knowledge: Students will obtain a variety of knowledge on the Antarctic ecosystem and importance of the
continent. They will investigate and discover why climate change is an important issue for today and the future
and why we should care. Students will also discover explorers that led expeditions on the continent and the
impact they had on the land. Students will learn what countries do and intend to do with Antarctica and the
impact they have had thus far to Antarctica.
Skills: Students develop skills on inquiry, individually, in groups or in a whole class environment. Students will
increase their levels of confidence through presentation and discussion. They will enhance their abilities on
mapping.
Values: Students will develop an appreciation for the environment and establish a personal relationship with it as
well as further their level of responsibility for the environment. Students will also recognise the effects of global
warming/climate change and the impact it has and will have locally and globally.
Action: Students will be involved in an “awareness evening” – parents will be invited to the school, students will
then become the “teachers” and educate their audience on Antarctica’s issues, through the various projects they
have completed during the course of this inquiry unit.
What will I assess? I will be assessing critical and creative thinking, the ability to work independently and/or with other students, I will also be assessing
student’s creative abilities. Students will be assessed on their existing knowledge on Antarctica and the impact humans have as well as the usage of knowledge
they gain throughout the unit. Student will also be assessed on the goals and action they take regarding the reduction of human impact on Antarctica.
Student’s skills in mapping (drawing) and ICT abilities (PCs and iPads) will also be assessed in a summative manner.
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How will I assess? The assessment of knowledge, skills, values and action objectives outlined for this unit will be via formative assessment, throughout the unit
constructive feedback will be given to students which will provide opportunity to reflect on understanding. Students will peer assess presentations that will
occur during the unit. A rubric will be used to ascertain development of social skills, ICT skills and cognitive ability.
Australian Curriculum and AusVELS links to your Curriculum Plan
Sourced from AusVELS curriculum:
 At Level 4, students draw simple maps and plans of familiar environments observing basic mapping conventions.
 Using atlas maps and a globe
 Students are introduced to the concept of resources and their management, and begin to understand how resource use reflects community
interdependence and economic sustainability.
http://ausvels.vcaa.vic.edu.au/The-Humanities/Curriculum - Retrieved 9th May 2013.

Using an inquiry-based approach, students explore environmental issues and consider possible solutions to current and future challenges.
http://ausvels.vcaa.vic.edu.au/The-Humanities-Geography/Curriculum - Retrieved 9th May 2013.
Inquiry Stage
Tuning In
Learning Activities
References and
Resources
Other disciplines/
Inter-disciplinary capabilities and
priorities
Paper, writing
utensils. 2 large
posters of
Antarctica
melting.
English: Oracy, Communication
Before first lessons begins: Teacher to decorate
room with large laminated pictures, articles and
maps associates with Antarctica.
1. Introduce inquiry question to class showing 2
large posters of Antarctica melting to engage
students as to the real impact occurring to the
continent. Conduct a collective class
brainstorming session on what they already
understand about the topic will then take place.
Students then form groups and write down what
they already know about Antarctica and what
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they would like to know, Students then return as
a class, a spokesman per group will share what
they have noted down. (Time: 60 mins)
2. Teacher reads pages 4, 5 7 (The Antarctica,
Human impacts and issues and territorial claims)
of “Antarctica, Human Impacts” book. Have
students answer pre-determined/researched
questions orally. (Time 45 mins)
Book:
Antarctica,
Human Impacts.
Greg Reid.
English: Oracy
3. Teacher will introduce a Behind the News video,
Students will have their jotter/note pads to take
notes as the watch the video, Students will then
answer questions based on the content they
have just viewed. Students will then share
answers with the class. (Time: 60 mins)
Video: Behind
the News.
English: Oracy, Critical thinking,
Geography, English: Writing.
4. Teacher reads pages 22-25 (Global Warming and
Ozone Layer) of “Antarctica, Human Impacts”
book. In pairs, students will then share and note
down knowledge they have learnt with each
other. (Time 45 mins)
Book:
Antarctica,
Human Impacts.
Greg Reid.
5. (a) Teacher to read pages 16 - 25 from
“Actarctica – Ecosystems” book to class to give
students knowledge on animal life on Antarctica
(30 mins)
Book:
Antarctica,
Ecosystems.
Greg Reid.
Notepad,
writing utensils
Finding Out
English: Oracy, Critical thinking,
Geography, English: Writing.
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(b) Students will be given a map of Antarctica and
asked to draw where animals (whales, birds,
penguins, seals, and fish) normally live (natural
habitats).
Printed maps of
Antarctica,
Pens/Pencils.
Geography, ICT.
Students will have access to computers for
research.
They will also be asked to use the internet to find
one natural landmark or research facility and
draw it on their maps. (Time: 90 mins)
6. Invite a member of the Ballarat Environment
Network (http://benvn.wordpress.com/) to talk
to students about environmental sustainability
and some of the leading issues we are facing,
ensure that the topics covered are related (or
relatable) to our Antarctic unit. (60 mins)
Sorting out
7. Teacher to acquaint students with ecological
poster project. Students will be put into groups
and assigned an animal that will be the focus for
their poster.
Students will be asked to research using books or
ICT to find out facts and evidence of human
impact on the following animals:
Whales
Critical Thinking
Notebooks, ICT.
Poster paper
(likely to be A3
size), markers,
misc. stationary.
English: Writing, Investigation, ICT
skills, Sustainability, Art.
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Birds
Penguins
Seals
Fish
Students will be advised that the information
they need to include is as follows:
> Several different species. (ask students to
paste pictures printed from internet onto
poster)
> What do these animals feed on?
> What is their food chain?
> How have humans impacted on their habitat?
> How will global warming effect these animals?
> Future problems for these animals.
> How could we help the animals?
> Get students to paste map from lesson 5 on to
poster.
(Time: 60 Mins)
As above
As above
8. Continued effort on poster (Time: 60 Mins)
9. Continued effort on poster (Time: 60 Mins)
as above
Notebook,
stationary
as above
10. Students will present their posters to the class.
Posters will then be displayed in the room. (Time:
30 mins)
Oracy.
11. Teacher to spend first 5 mins revising points
covered in previous lessons. Teacher hands out
question and answer sheet based around
English: Writing, critical literacy
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knowledge gained so far. The sheet will contain
8-10 questions, the teacher will be looking for
complex/compound sentences (around 2
sentences per questions) – this will be assessed.
(Time 60 mins)
12. Students will participate in a “questions” game,
students will be spread around the room, the
teacher will ask topic-based questions to
students, if a student gets the question correct
they can take 2 steps and attempt to tag a fellow
peer, if a student is tagged they are to sit back in
their chair. (Time: 45 mins)
Going Further
Communication, Cognition
13. Brief discussion on climate change, to review
information presented during the “Tuning In”
stage, use “Cool Antarctica” website (displayed
on interactive white board) to show information.
(Time: 30 mins)
Website:
http://www.coo
lantarctica.com/
Critical Thinking
14. Students work individually to write one page
notes on effects Climate Change/Global Warming
has on:
Notebooks, ICT
English: Literacy, Critical Thinking,
Writing
> Antarctica’s native animals
> Water surrounding Antarctica
> The rest of the globe
> Themselves
They will have access to ICT to assist with the
task. Page is to be handed in to teacher to use for
assessment on knowledge gained. (Time: 60
mins)
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Making conclusions
15. Teacher to group students and ask them to
create a short movie using iPads and iMovie
application, in the style of “Behind the news”.
The clip should amalgamate what they have
learnt through-out the unit of work. This should
be no more than 5 mins. Students will be sorted
into groups and given one of the following topics:
iPads
Creativity, Critical thinking
as above
As above
Interactive
White boards
(to present)
Presentation skills
iPad iMovie’s,
Projector screen
Oracy, Active Citizenship
> Antarctica’s ecosystem
> Animals of Antarctica
> Climate Change
> Human Impacts
(Time: 60 mins )
16. Students will have a second session to work on
their iPad movie (Time 45 mins)
17. Children to present movies to rest of class,
students will be assessed on oracy skills, quality
of content and ability to work in a group. (Time:
45 mins)
Taking Action
18. Teacher to arrange an “awareness evening” –
parents/grandparents will be invited to the
school. Students will then educate their audience
by displaying their iMovie projects (Time: 70
mins - 10 min intro by teacher, 50 mins of
presentations, 10 mins question time)
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Curriculum Plan Annotated Resource List Ice Stories (2013) Climate Change, melting iceberg, Antarctica. http://icestories.exploratorium.edu/dispatches/wpcontent/uploads/2008/04/iceberg_melting21.jpg
Why? This image is one of two images that will be shown during the first tuning in lesson. It shows the real impact on Antarctica.
Safety at Sea (2013) Why is Antarctica’s Ice Melting? http://www.safety4sea.com/images/media/Antarctic_ice_melting.jpg
Why? This image is the second that will be shown during the first tuning in lesson. It illustrates the true devastation Antarctica is dealing with. It will help to
highlight the real damage occurring on the continent.
Greg Reid (2005). Antarctica – Human Impacts. Pages 4-7, 22-25.
Why? This book contains some very useful and explainable educational material on Antarctica and the impact humans have had on it. It covers a myriad of
topics that are well suited to my unit of work.
Greg Reid (2005). Antarctica – Human Impacts. Pages 16 - 25.
Why? The book holds critical information regarding animal life on Antarctica. This will be helpful for students when working on the animal poster activity.
Behind the news (2009) Antarctica. Retrieved April 20, 2013 from http://www.abc.net.au/btn/story/s2531168.htm
Why? This video will provide a visual impact as to what is happening in Antarctica, it will allow students to understand what will happen if ice melts (sea levels
will rise more than 60 metres!).
Cool Antarctica (2001). Retrieved April 24 2013 from http://www.coolantarctica.com/
Why? This website holds a vast range of useful resources from which students can learn from, it will highlight important factual information about climate
change and the impact is has on Antarctica and the world.
Extra Activities for fast finishing students – For those that finish their work quicker than others, I will have pre-prepared activities for them to complete:
1) Word Search – Students will actually create their own word search using the key vocabulary used throughout the unit of work (Antarctica, Climate
Change, ecosystem etc…), they will then get another fast finishing student to complete it.
2) “A to Z sheet” – The aim of this is for students to list something relating to the unit of work starting with each letter of the alphabet.
3) Colouring sheets – I will have pictures of animals printed out, using markers/pencils they can colour them in.
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Social Education Lesson Plan
Level 6
Humanities discipline(s)
Interdisciplinary
Geography, Environmental Sustainability.
English: Writing, Critical Thinking, Art, ICT.
Lesson overview: This lesson will be the first of a sequence of 4 lessons. Students will be asked by the teacher to construct a large poster based on the Ecosystem
of Antarctica. this will be from an animal perspective.
The Teacher will form small groups of students together and assign an animal per group. The animals include: Whales, Birds (Seabirds), Penguins, Seals, Fish.
Students will be asked to provide pictures, information or answers on the following:








Several different species. (ask students to paste pictures printed from internet onto poster)
What do these animals feed on?
What is their food chain?
How have humans impacted on their habitat?
How will global warming effect these animals?
Future problems for these animals.
How could we help the animals?
Ask students to paste map from lesson 5B on to poster.
AusVELS/ VELS strands/progression points:

Students explore environmental issues and consider possible solutions to current and future challenges.
Your key educational objectives for this lesson:
Knowledge – Vocabulary: Fauna, food-chain, global warming – Students will further their knowledge on local animal life and some of the issues surrounding
habitat, human interference etc.
Skills – Students will develop skills in ICT usage, investigation skills. Art skills will also be enhanced.
Values – Students will start to value the impact on animals and habitats
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Action – As mentioned, this is part of a sequence of lessons, from which they will ultimately present views to parents and grandparents during an “awareness
evening” – These lessons will lay some of the foundation to what will likely be presented later on.
List of materials and resources needed for this lesson:
Students will require: Notebooks (to take any information down they have researched from books/ICT), Laptops/Desktops, Poster paper (A3), Stationary (Markers,
pencils, rulers, paste, sticky tape.)
Time
allowed
Sequence and procedure
5 mins
Group introduction
Students will be at their desks/tables. Teacher will be at front of class. Explain the purpose of today’s
activity. (To construct a poster on an animal.)
10 mins
Development
Group students, allocate animal to group.
Provide students with questions (either written on whiteboard or handed out as an A4 sheet):








Paste pictures of several different species.
What do these animals feed on?
What is their food chain?
How have humans impacted on their habitat?
How will global warming effect these animals?
Future problems for these animals.
How could we help the animals?
Ask students to paste map from lesson 5B on to poster.
Provide students with tips on how the layout should look like on the poster. Instruct students that it will
ultimately be up to them and encourage creativity.
Give students Paper and stationary as required.
Useful focus
questions
“Think about the
layout and
information you
want to add to
your poster.”
Resource use
Stationary
Paper
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35 mins
Body of lesson
ICT
(Desktops/Laptops)
During the body of this lesson, students will use computers or books to gather knowledge relating to the
pre-defined questions.
A selection of
books.
Encourage students to actively listen to other group members.
Teacher to hover around groups and remind them to think critically about the issues they are researching.
Teacher to provide constructive feedback if required.
Support: If students are struggling to locate information, assist them using a pre-complied list of
resources.
5 mins
Drawing things together
Students will return to their seats. Students will share and reflect on what they have learned in today’s
lesson.
What have you
discovered so far
about your
animal?
Do you think there
are ways humans
can solve the
issues you have
discovered?
5 mins
Closing procedure
Teacher to gather posters and instruct students that they will continue working on them next lesson.
Teacher to write down assessable notes and reflect on the success of the lesson, making adjustments if
required.
Some ideas for assessment of objectives:
Knowledge: Students group discussions will be examined and noted down, student’s ability to gather information.
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Skills: Level of ICT proficiency will be noted down.
Values: Students values towards impact on animals
Action: Actions will be assessed towards the end of the unit.
Sample Criteria sheet for Assessment: Choose one aspect you want to assess and create a table below that describes a range of accomplishment for example –
“not shown so far; successful at a basic level; competency; proficiency; excellency” and that describes the different levels of attainment.
Level of ICT capacity:
Not shown so far
Student has demonstrated
knowledge of word
processing skills.
Student has capability to
research using internet.
Student can create
information products that
show evidence of technical
proficiency
Below Satisfactory
Satisfactory
Above Satisfactory