VIEWS: 21 PAGES: 2 POSTED ON: 4/22/2010
A Great Leap Forward
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?
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