Lesson Plan Template 1 Primary & Secondary Unit/Topic: The environment shapes and is shaped by human activity Date:

Wed 16 Oct 2013 Time: 1.55-3.00

Key Learning Area:

Year Level: 1D & 1C Lesson: 2 ___________________________________________________________________________________________________________ Queensland Curriculum Reporting and Assessment Framework Essential Learnings outcomes for the unit: Learning and assessment focus Students use their fascination with people and places to make sense of their world. They investigate societies and environments and develop an understanding of their relationships with other people and places. They identify values in everyday situations and local contexts. They see the place of social and environmental inquiry in peoples work and community lives. Students gain awareness of the history and diversity of lifestyles of Aboriginal people and Torres Strait Islander people throughout Australia. Students use the essential processes of ways of working to develop and demonstrate their knowledge and understanding. They develop the ability to use inquiry processes to build understandings and make connections to their world. They communicate and share ideas using texts and terminology associated with social and environmental studies, and they individually and collaboratively use strategies to respond to community issues. They reflect on their learning and on their values in everyday situations. Students use tools and technologies, including information and communication technologies (ICTs). They explore the use of ICTs to inquire, create and communicate within social and environmental contexts. Knowledge and understanding Time, continuity and change Changes and continuities are identified through events, peoples contributions and the stories of local communities. Aboriginal people and Torres Strait Islander peoples continuous association with the land and the sea can be seen in stories and events that pre-date European colonisation, e.g. an Aboriginal creation story about how spiritual ancestors became certain features of the landscape. Contributions of individuals and groups to communities can be identified by symbols and stories e.g. flags, portraits on currency, names of landmarks; local community histories and traditional Australian stories. Place and space Local natural, social and built environments are defined by specific features and can be sustained by certain activities. Local environments are distinguished by natural features, places of importance to particular groups, and public spaces e.g. a suburb may have bushland and waterways, communal meeting places, and parks. Resources and environments can be used, conserved and protected by valuing and applying sustainable practices e.g. reducing water use; turning off appliances to conserve electricity; picking up litter to protect wildlife. Maps have symbols to represent places and identify the relative position of features including landmarks and locations e.g. a 2D map Culture and identity Local communities have different groups with shared values and common interests. Groups and communities areidentified by practices, symbols and celebrations that reflect their values, beliefs and sense of belonging e.g. Christians have religious ceremonies to mark Easter and Christmas; maroon is Queenslands official state colour; regional communities have show holidays. Aboriginal peoples and Torres Strait Islander peoples are Australias Indigenous peoples and their influences are evident and valued in Australian communities e.g. the naming of places; acknowledging traditional ownership of land; contributions of Indigenous individuals as part of a local community. Stories about significant events and individuals reflect cultural diversity in local and other Australian communities e.g. traditional tales from around the world with a focus on particular characters and events can be shared in communities and demonstrate the diversity of people within communities. Citizenship involves belonging to groups and communities and valuing different contributions and behaviours such as caring for other members e.g. families and schools are groups that are based on cooperation and care for their members. Sustainability and stewardship People have a relationship with the environment and this can be enhanced by a commitment to sustainability (links to Science KLA) Knows that to care for living things means to look after them. Sc Identifies and collects information on ways to care for living things (watering plants, caring for animals and friends). Investigates why we need to care for living things. Sc Describes ways that they can reduce the use of resources such as paper and water in their classroom. Sc Spatial patterns and spatial representations Knows that the environment is made up of different types of places and can represent these in a variety of ways including a simple map, or drawing, showing information such as: -features (eg trees, houses grass) - boundaries (eg fences, gates, creek) - a sense of size and shape - distance and relative position (eg close or far away) - activities related to the place. Essential Learnings outcomes for the lesson Knows that environments are natural or are built or man-made (eg sorts pictures into groups as natural environments and built environments). Relationships between environment and people (eg trees provide timber and food for people, rivers provide water)

SOSE

LESSON STRUCTURE: Time 1.55300.00 Introduction (Set): Pass a variety of laminated pictures around the circle of students for them to classify as natural, managed and/or built Observe what we can see from classroom that is natural and built. Incursion around school to observe natural versus man-made features. Students to identify at least 5 each. School incursion to observe the vegetable garden, rainforest pocket, oval, play and eating areas and school buildings and structures. Take photos. On return to the classroom, brainstorm natural, build and managed observations. Compare and contrast and discuss similarities or overlaps. Students write in Science journals at least 5 x natural and 5 x man-made features they observed in the school environment Extension and differentiation: more examples outside the school environment Discuss simple relationships between environment and people/ourselves (gardens-herbs, beauty, satisfaction in maintaining life, trees provide timber and food for people, rivers provide water). Trees provide food nuts and fruits, Trees provide materials for shelter such as houses. Parks with leafy trees provide shade for people. Trees provide energy cooking things. Trees let us know what season it is. Trees provide shelter and habitat for wildlife Trees provide happiness special spiritual places Trees provide nice environments for keeping fit parks Rivers provide us with food, energy (electricity), water for drinking, keeping crops and plants alive, and animals and humans alive. Rivers provide us with recreation swimming, boats, fishing. Rivers provide transportation routes Oceans provide seafood and plants Medicine from plants Natural cycles such as climate and nutrients Also gifts of beauty, art and spirituality. Paintings with landscapes, films with scenery, poetry with flowers. Mary mary quite contrary how does my garden grow? Spirituality special places that give us a sense of place in nature (beach etc) Teaching Approaches Experiencing the known and the new (authentic pedagogy) learning is situated, contextual and grounded in the real world and connects school learning with practical application in a real life context) Applying appropriately and creatively(functional pedagogy) learners expand their ways of making and expressing meaning in effective and powerful ways. Analysing functionally(critical pedagogy) interpret the purpose of texts the human purposes, functions and motivation by situating texts. Learners engage in critique to analyse perspectives and connect conceptual learning to causes and effects. Conceptualising by naming(didactic teaching metalanguage and wide frame of reference for meaning-making)
Learning by Design Knowledge processes Kalantzis & Cope, 2012)

Incorporating a synaesth etic approac h as a pedagogi cal support to switch between modes: visual (written word list comparis ons, features of environ ments), audial (spoken word, sounds in nature), tactile (card image classifica tion and

touch of leaves, bark), spatial (school incursion observati ons). Representing and communi cating in multimo dal ways deepens understa nding, caters to diversity and preferre d learning styles. Inquiry techniques Brainstorming Teacher led questioning Hands up to answer, but also involve others. One voice at a time. Developing observations Cross curricular outcomes in English and Science

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Conclusion: RESOURCES Laminated cards natural, built and managed Camera for school incursion Butchers paper comparison list man-made versus natural Science journals