Prior Life pathways and social futures: Active citizenship: • Collaborating with peers and • Interacting within local and global Experience: others communities. Natural curiosity Multiliteracies and communications Environment and technologies: about living media: • Developing a scientific animals and their • Blending traditional and new understanding of the world media • Building and sustaining environments. • Mastering literacy and environments numeracy Group work. Living in a tropical environment. A Great Leap Forward Resources: www.qmuseum.qld.gov.au glass fish tank/filter/gravel/anti-chlorine drops/rocks First Steps Writing http://www.frdproject.org/ Lester and Clyde(Big Book & Audio) by James H. Reece “ Interactive Writing” by McCarrier, Pinnell,Fountas(2000) www.epa.qld.gov.au Tablelands Frog Club “Raising Native Frogs” by Alistair Bax (1995) Orientation Phase: Key Questions : • Brainstorm (brainstorm.doc) what we know about frogs. Create KWL chart. Where will we find (KWL.doc) What we already know/What we would like to know/What we have tadpoles? learnt. How do we tell the • Read Lester and Clyde. Discuss frog’s habitat and threats. difference between • Create Interesting Word Chart frog tadpoles and cane • Set up Tadpole Tank (Activities/raisingTadpoles.doc) Discuss issues of collecting toad tadpoles? tadpoles and how to identify frog tadpoles as compared to toad tadpoles. What happens to frogs • Children create Wanted Posters for local shop/school and school news letter. when they lose their home? Enhancement Phase: • Daily observation of life cycle. Do tadpoles change? • Make a Big Book documenting the changes in appearance, eating and growing. How can we keep a • Teach use and care of a digital camera. Idea: Issue Digital camera licences to record of the changes? competent children to take photos of the life cycle. What do tadpoles need • Introduce persuasive argument genre. Children respond to anti-frog letter. to live? • Scaffold report genre. How can we help • Children research appropriate internet sites. tadpoles survive in urban • Invite frog crazy guest. habitats? • Children create persuasive poster. persuasivePoster.doc) What makes a • Children create power point presentation /report genre on chosen frog. persuasive argument? • Create a diorama of frogs habitat and threats. Synthesis Phase: How can we persuade others • Small groups of children present multi media presentation on chosen frog to take action? to an audience. Release frogs back into natural habitat. Whole Class: Individual: Deep Related Skills of co-operation Special needs understandings: Curriculum and group work need children will be How and what we Areas: to be explicitly included. taught. Consideration for do impacts on our • English environments. Our Children have a range group work for ASD • SOSE of literacy levels and students. Children rainforest animals oral language abilities. with challenging are at risk • Science behaviours. due to a variety of • ICT’s factors. We can • Maths help by………… • Art Supportive Classroom Environment Tips for Assessment: • Persuasive Poster • Response to Anti-Frog Letter • Classifying ideas and information • Collecting and collating data • Power Point • Comprehending the concept of ecological interrelatedness • Multi Media • Comprehending the concept of environmental responsibility Presentation to • Dealing in an orderly manner with parts of a complex whole audience. • Presenting a persuasive argument • Setting out information in a report • Understanding the potential of media technologies Program Evaluation: • Did the students Report Writing and audience feel Exposition Recount Reflection motivated to take Letter Writing action?
Pages to are hidden for
"A Great Leap Forward"Please download to view full document