Year 6 Endangered

Animals Lesson
Sequence
CREATE

Design, produce and construct.

EVALUATE

Decide, valuate, justify, critique, debate and measure.

ANALYSE

Deconstruct, examine, compare and explain.

APPLY

Produce, dramatize, construct and interpret information.

REMEMBER/UNDERSTAND

Identify, select, discuss, distinguish and retrieve.

ICTs have effectively been incorporated into all 5

lessons.

ACARA LINKS
Year 6 Science

The growth and survival of living things are affected by the physical
conditions of their environment (ACSSU094)

With guidance, pose questions to clarify practical problems or inform a

scientific investigation, and predict what the findings of
an investigation might be (ACSIS232)

With guidance, plan appropriate investigation methods to answer

questions or solve problems (ACSIS103)

Year 6 Design and Technologies

Critique needs or opportunities for designing, and investigate materials,

components, tools, equipment and processes to achieve
intended designed solutions (ACTDEP024)

Generate, develop, communicate and document design ideas and

processes for audiences using appropriate technical terms and graphical
representation techniques (ACTDEP025)

Apply safe procedures when using a variety

of materials, components, tools, equipment and techniques to
make designed solutions (ACTDEP026)

Year 6 Digital Technologies

Manage the creation and communication of ideas and information

including online collaborative projects, applying agreed ethical, social and
technical protocols (ACTDIP022)

Design a user interface for a digital system, generating and considering

alternative designs (ACTDIP018)

Year 6 English

Understand the uses of objective and subjective language and

bias (ACELA1517)

Understand how authors often innovate on text structures and play

with language features to achieve particular aesthetic, humorous and
persuasive purposes and effects (ACELA1518)

Analyse how text structures and language features work together to meet
the purpose of a text (ACELY1711)

Compare texts including media texts that represent ideas and events in
different ways, explaining the effects of the different
approaches(ACELY1708)

Participate in and contribute to discussions, clarifying and interrogating

ideas, developing and supporting arguments, sharing and evaluating
information, experiences and opinions(ACELY1709)

Plan, draft and publish imaginative, informative and persuasive texts,

choosing and experimenting with text structures, language features,
images and digital resources appropriate to purpose and
audience (ACELY1714)

Year 6 Geography

Reflect on their learning to propose individual and collective action in

response to a contemporary geographical challenge and describe the
expected effects of their proposal on different groups of
people (ACHGS046)

Lesson Sequence:
LESS
ON 1

LESSON STRUCTURE

RESOURCES

EXTENSION

Introduction
- Introduce the concept of Endangered animals.
- Watch Top 10 Endangered Animals
- As a whole class use the online KWL template and create a
KWL chart.
- Have a whole class discussion to determine the students
prior knowledge about Endangered Animals.

Resources
- Smartboard
- http://www.watchknowlear
n.org/Video.aspx?
VideoID=27788&CategoryI
D=5479
- http://www.readwritethink.
org/files/resources/interacti
ves/kwl_creator/
- Computers

Extension
- Students can research
what happens to the
environment/food chain
if an animal becomes
extinct.
- What are the
consequences?
- http://endangeredspecie
s.about.com/od/learning
activities/ht/InteractiveFood-Web-Game.htm
- http://www.abc.net.au/b
tn/story/s3974781.htm

Body
- Break the students into pairs and instruct them to open a
student file to locate appropriate Internet links (ensure
expectations for behaviour and ICT control are set).
- Students are to use the links to explore the concept of
Endangered Animals focus on the conservation status.
- Students are to record facts and information they find in
their science journal.
Conclusion
- Students come back from the computers and take part in a
whole group discussion about the new information they
have learnt.
- Students are to add any additional information into their
science journals that they didnt already have.
- As a class update the online KWL chart.

Endangered Animal links

- http://www.kidsdiscover.co
m/spotlight/endangeredspecies/
- http://www.animalfactguid
e.com/animal-facts/
(Students have source out
endangered animals as
the website also contains
information regarding
animals that arent
threatened)
- http://www.kidsplanet.org/f
actsheets/map.html

LESS
ON 2

Introduction
- To refresh the students memory of the content have them
complete the Endangered Animal quiz generated on
Socrative.
- Students will complete the quiz individually and the results
will be sent to the teachers account.
- Go through the results as a class and clarify any
misconceptions that the students have.

Resources
- Smartboard
- http://www.socrative.com/
- iPads
iPad apps
- Endangered Animals
- Inspiration
- Camera

Extension
- For those students who
finish early they can
begin to write a factual
report of their animal
from the information
they have gathered.

Body
- Using the iPads, students are to open the app Endangered
Animals.
- From here students are to individually select an animals
that they wish to research further (the animals can be from
any country).
- Students are to record their information in their science
journals (information should include location, conservation
number, characteristics, habitat and reasons for becoming
endangered).
- Using the information gathered, students are to create a
mind map using the app Inspiration
Conclusion
- Students are to draw a picture of their selected animal
(ensure that the picture is coloured and labelled).
- Once the teacher has seen the picture and approved
students are to take a picture of it using the iPad and
insert it into the Inspiration map.

LESS
ON 3

Introduction
- As a whole class view a variety of public service
announcements.
- Discuss what make the advertisement powerful, what
features are needed in order for it to be effective.
- Collaborate together to create a class list.
- Compare two of the examples shown what is similar
about them, what is different?
- Create a Venn diagram as a class and discus which ad was

Resources
- Smartboard
- http://www.boredpanda.co
m/powerful-animal-ads/
- http://www.classtools.net/e
ducation-gamesphp/venn_intro
- Computer with access to
the internet

Extension

more effective and why.

Body
- Identify the goal of the lesson to create an awareness
poster to save their chosen animal.
- Brainstorm with the students how they can get people to
see their posters listen to each of the ideas.
- Encourage and guide the students to think big! E.g.
sending the posters out to organisations, uploading them
to the schools social media accounts and sending them
out News shows such as Sunrise.
- Have students design their own pubic service
announcement on an A3 sheet of paper.
- Once the teacher has approved of the poster, take a
picture of the poster and upload them all into a folder.

Camera

Contact information for

Animal Organisations
- protect@worldanimalprote
ction.org.au
- info@australianwildlife.org
- mrktmail@wwfus.org
- https://www.facebook.com/
Sunrise?fref=ts
- https://www.facebook.com/
IwakeupwithTODAY?fref=ts

Conclusion
- Have students share their posters with the class.
- Explain who their audience is and how they have aimed the
poster at them.
- Upload the photos to the schools social media accounts
and send them away to various organisations.

LESS
ON 4

Introduction
- Have a whole class discussion on how organisations and
companies promote and sell their business to buyers.
- What makes people want to donate or buy a product?
- Create a class mind map online.
Body
- Break students into pairs.
- Show two contrasting websites (one promoting animal
harm, the other promoting animal protection) using the
iPads.
- What is good about the website?
- What subject language have they used to intrigue and
convince the audience.
- Share responses with the class

Resources
- Smartboard
- Microsoft word document
with examples of
advertising
- https://bubbl.us/mindmap
- http://www.luxuryhunts.co
m/
- http://www.wwf.org.au/
- iPads
- Butches paper
- Pens

Extension
- Create a Venn diagram
on the similarities and
differences on the
websites.
- Were there any common
aspects?

Conclusion
- Split the class in half (half for promoting animal hunting,
half for promoting animal protection).
- From the information provided on the websites, students
are to discuss and argue why their view/business is better.
- Write down notes on a piece of butches paper and then
present to the class.

LESS
ON 5

Introduction
- Introduce Glogster to the students.
- As a class have a look at some of the examples discuss
which ones look effective and what are some good features
on them.
Body
- Have students design their own pubic service
announcement.
- Students will create their awareness poster using Glogster.
Conclusion
- Share examples of the students work to the class.

Resources
- Computers
Glogster examples:
- http://gabriellavalero.edu.g
logster.com/social-issue/?
=glogpedia-source
- http://kerirachelle.edu.glog
ster.com/the-giant-squid/?
=glogpedia-source
- http://laurenbautista.edu.gl
ogster.com/tigers/?
=glogpedia-source

Extension
- N/A as this is
assessment.

Justification:
Digital technologies are a vital part of todays education system. Teachers have
the responsibility of equipping the students with knowledge and skills that will
support their future. ICTs are continuing to evolve and becoming a tool that is
widely used throughout todays society. Evidently it is fundamental that learning
experiences are affiliated with ICTs. This essay will discuss how ICT has been
effectively embedded into the lesson sequence to enhance the students learning
experiences. It will also identify the specific devices and applications that have
been implemented to engage and benefit the students. Furthermore, it will
review the frameworks that support the use of ICTs in education.

Supportive Frameworks:
As stated before, ICTs are an essential resource to include when teaching. There
are various government policies and curriculum strategies put in place to ensure
teachers implement the use of digital technologies appropriately and effectively.
Listed as a General Capability, the Australian Curriculum, Assessment and
Reporting Authority (ACARA) has emphasised the importance of students
developing ICT capability throughout the curriculum. The Australian Curriculum
(2013) acknowledges that ICTs provide students with opportunities to create,
communicate and solve problems independently and work collaboratively across
all learning areas (Australian Curriculum, Assessment and Reporting Authority,
2013). In addition to ACARA, the Australian Institute for Teaching and School
Leadership has developed Professional Standards to ensure teachers are
integrating ICT into learning experiences to make the content relevant and
meaningful (Australian Institute for Teaching and School Leadership, 2014).
These governing policies support the ICTs in the classroom and have provided
guides for the way in which the tool should be used.

Sequence Structure:
The above lesson sequence has been structured with the purpose of engaging
students within rich and meaningful learning experiences. The use of ICT has
carefully been selected and incorporated to enrich the students learning.
Krause, Bochner, Duchesne and McMaugh (2010) avow that ICTs enrich learning
experiences when implemented appropriately. Embedded throughout the lesson
sequence are multiple teaching strategies and practices that ensure all students
are using the ICTs to deepen their learning experience. ICTs provide students with
opportunities to create and produce innovative work and strengthen their current
knowledge and understanding of the content by their learning beyond the
classroom (Krause et al, 2010). Throughout this sequence students are able to
work independently and in collaborative environments to create, communicate
and inquire with ICT. It is imperative that the utilisation of ICTs is linked with wellenforced teaching strategies to ensure safe and ethical practice is undertaken.
The lesson sequence not only incorporates ICT appropriately but it follows the
format of Blooms Taxonomy. The aim of these lessons are to progress students
from lower order thinking skill to higher order thinking skills through the use of

digitally enriched learning experiences. Working through the stages of Blooms

Taxonomy the lessons initiate with engaging students within the
remember/understanding phases and continues through applying, analysing,
evaluating and creating. By guiding the learning process through this framework
it is evident that students are advancing in their education. Churches (2008)
identifies that ICTs are an effective tool for students to engage with throughout
the Blooms Taxonomy structure. By incorporating the use of ICTs students are
able to remember and understand materials by selecting, distinguishing and
retrieving information from outside of the classroom. Students can apply their
newfound knowledge by constructing, dramatizing and producing work using
ICTs. From here students can further analyse and evaluate materials from ICTs
justifying their response (Churches, 2008). ICTs provide students with access to
resources and materials that will enhance their education. At the end of the
sequence students are able to design, produce and construct pieces of work that
are current and innovative.
Each of the above lessons is aligned with activities that incorporate ICTs in a way
that enriches the students learning experience.

ICT tools and applications:

ICTs are a valuable tool to enhance the education of students when used
effectively. It is essential that teachers know when are where to use technology
and are able to assess when the students are successfully engaging with it.
While planning of the above lesson sequence the range of ICT tools and
applications implemented were carefully selected and revised. Readman and
Allen (2013) acknowledge that technology has the potential to change the way
learning happens. Each tool or application chosen broadens the learning and
creativity that occurs within the classroom. Used throughout every lesson is the
classroom Smartboard. This Smartboard allows the students to engage in
interactive activities and participate in whole class collaboration. SMART
Technologies (2015) articulate that Smartboards create relevant, interactive and
rich learning environments that benefit students.
Keeping the students interactive and engaged, iPads are another tool that have
been included throughout this lesson sequence. Using the iPads allow students to
gather and research information in a contemporary manner. iPads allow students
to take control of their learning, provide continuous access to relevant
information and allows students to engage with the content more interactively
(INKids, 2010). Throughout the unit students are also to engage with interactive
websites, quizzes and educational videos. The educational videos and quizzes
included allow students to engage and retain information in a current education
setting. The application Socrative has been embedded to assess the students
prior knowledge. This an innovated approach to assessing prior knowledge that
students are more inclined to engage with. The interaction of the tools engages
students whilst providing immediate feedback for teachers and allows teachers
to address any misconceptions in real-time (Tablets for Schools, 2014).
Furthermore, the use of ICT has been embedded for the assessment. Concluding
the lesson sequence, students are to create a Glogster an online, interactive
poster. This application allows students to present their newfound knowledge and

understanding in an online poster. Jamie Renton (2011) describes Glogster as a

21st Century multimedia tools that has many benefits for students. The
multimedia tool is an innovated resource that allows students to use the writing
process, media and visual literacy, and technology skills to create products that
express new understandings (Renton, 2011). Exposing students to this form of
assessments allows them to collaborate, create and communicate their work in a
productive and artistic method.

Safe and ethical environments:

It is established that the effect ICTs have within the learning environment is
positive. However, it is essential that all measures be taken to ensure safe and
ethical practices are used. There are many ways in which a lesson featuring ICT
can turn negative. Therefore it is the responsibility of teacher to ensure any
website, application or video does not harm the students. All the applications
and ICT resources embedded have been reviewed, evaluated and assessed to
ensure no harmful content is attached. For contemporary learners ICTs are apart
of their everyday learning environment, the Queensland Government (2012) has
stated it is crucial that schools ensure these environments are safe, respectful
and caring. Throughout the lessons, students are given explicit expectations on
the appropriate behaviours when working with ICTs and consequences will be
made know for those students using the resource inappropriately. When
collaborating with ICTs students need to follow school and social protocols to
ensure all actions are appropriate and protected (Queensland Government,
2012). Furthermore, it is evident that students have been provided with
individual links when conducting research online. Providing students with specific
links minimises the risk of students uncovering inappropriate material and
ensures that the information researched is accurate, aligned with the content
and insightful (Hanover Research Council, 2009). Also when using the iPads,
settings such as Guided Access will be incorporated. This setting is a precaution
that ensures that all students remain on task and limits their access to other
applications (Educational Technology and Mobile Learning (2014). All of the
safety measures mentioned have been incorporated to ensure the students are
engaging in safe, responsible and ethical use of ICTs within their learning
environment.

Reference List
Australian Curriculum, Assessment and Reporting Authority. (2013). Information
and Communication Technology (ICT) Capability. Retrieved from
http://www.australiancurriculum.edu.au/generalcapabilities/information-andcommunication-technology-capability/introduction/introduction
Australian Institute for Teaching and School Leadership. (2014). Australian
Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/list
Churches, A. (2008). Blooms Taxonomy Blooms Digitally. Retrieved from
http://www.techlearning.com/news/0002/bloom39s-taxonomy-bloomsdigitally/65603
Educational Technology and Mobile Learning. (2014). Control What Students Can
Do With iPads Using Guided Access Functionality. Retrieved from
http://www.educatorstechnology.com/2014/04/control-what-students-can-dowith-ipad.html
Hanover Research Council. (2009). Best Practices in Online Teaching Strategies.
Retrieved from http://www.uwec.edu/AcadAff/resources/edtech/upload/BestPractices-in-Online-Teaching-Strategies-Membership.pdf
INKids. (2010). 17 benefits of using iPads in the Classroom. Retrieved from
http://www.inkids.com.au/2013/03/17-benefits-of-ipads-in-classrooms/
Krause, K., Bochner, S., Duchesne, S. & McMaugh, A. (2010). Educational
Psychology For Learning and Teaching. Melbourne: Cengage Learning Australia.
Queensland Government. (2012). Ethical and Safe Online Communication.
Retrieved from
https://classroomconnections.eq.edu.au/topics/Pages/2012/august/onlinecommunication.aspx
Readman, K and Allen, B. (2013). Practical Planning and Assessment. Melbourne:
Oxford University Press.
Renton, J. (2011). Three Benefits of using Glogster, a 21st Century Multimedia
tool, in K-12 classrooms. Retrieved from
http://jamiethelibrarian.com/2011/05/13/three-benefits-of-using-glogster-a-21stcentury-multimedia-tool-in-k-12-classrooms/
SMART Technologies. (2015). SMART Board M600 Series. Retrieved from
http://education.smarttech.com/en/products/smart-board-m600
Tablets for Schools. (2014). Engage, Assess, Feed back: How Teachers Use
Socrative for Teaching. Retrieved from http://tabletsforschools.org.uk/engageassess-feed-back-how-teachers-use-socrative-for-teaching/