Lesson+5+of+10


 * ** Unit Topic: ** Under the Sea (THE GREAT BARRIER REEF) //HUMAN IMPACT// |||||| ** Curriculum Link: ** English || ** Yr Level: ** Stage 2, year 4 ||
 * ** Lesson Number: ** 5/10
 * Duration: ** 60 minutes |||||| ** Lesson Topic: ** To increase student’s knowledge of the Great Barrier Reef and the issue of pollution in this environment. || ** Learning Area(s): ** Global Warming and how we as a society can prevent damage to our oceans. ||
 * **Unit Aim or Outcome:**

To provide students a greater understanding of our oceans, the way in which they are changing due to the global warming crisis and starting to think about ways in which they can make a change. ||
 * **Background Knowledge/ Prior learning relevance:**

As the middle point of the unit students are beginning to gain an extensive knowledge of how humans can have a negative impact of our oceans, and how we can help to stop the damage. In previous lessons students have learnt about aquatic life and ecosystems relevant to the Australian society. Additionally within lessons 2 & 3 students have developed an understanding of the impacts of both pollution and global warming on our environment. Furthermore within the fourth lesson students develop a working knowledge of preventative strategies that can be put in place to help develop their overall content knowledge. || **__ HSIE: __**
 * **Lesson Outcome/Indicators:**

**ENS 2.6** Describes people’s interactions with environments and identifies responsible ways of interacting with environments.

**__ English __** // V4 shows confidence in using language in a variety of contexts. //

WS2.9 drafts, revises, proofreads, and publishes well-structured texts that are more demanding in terms of topic, audience, and written language features.

WS2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the type. |||| - //identifies issues about the care of places in the community or places of importance to them// - //identifies environmental impacts of people’s interactions with environments// - //listens to descriptions of unfamiliar places, people and things.// //- uses some effective planning strategies//

//-uses computers to draft and edit writing// //- Demonstrates self-editing skills// //-writes more extended descriptions of each feature in an information report//

//-////uses present tense in factual texts such as information reports and procedures.// //-uses a variety of grammatical features relevant to an information report. E.g. Adjectives, text connectives, and technical language.// || Introduction power point (The Great Barrier Reef) [] Interactive Writing Fun Website [|www.writingfun.com] Explanation sheet (appendix A) Information Websites [] [] [] ||
 * **Resources:**
 * ** Lesson Outline ** ||
 * **__ Introduction (5 minutes): __**

Students and teacher watch an introduction power point on The Great Barrier Reef. It Covers basic information such as its location, importance in Australian culture and the basic ecosystem.

Teacher introduces the Great Barrier Reef to the students and informs them that they will be completing an information report.

Students and teacher discuss and summarise on the board any known features of an information report. || Teacher introduces the set text “Uluru” as an information report. Teacher instructs the students to identify the purpose of the text and the general statement (or introduction) and the description. These are labelled on the board. Following this students identify any features, including tense, adjectives, technical nouns that they can find. If students are struggling prompt by asking where can we tell that the writer has used technical language? Etc.
 * **__ Body: Teaching strategy/Learning Under the Sea: 45 minutes __**

Students are given the explanation sheet (SEE APPENDIX A), and the teacher talks students through each step.

Students access the websites listed below and make notes under the subheadings of location, marine life, tourism and human impact.

They are given the choice to complete these notes in an empty word document or in their HSIE books. [] [] []

Once their notes are completed students are instructed to access the Writing Fun website ([|www.writingfun.com] ), after clicking on Information reports they continue to construct their own text by clicking on the write online icon. This is the student’s draft. Once completed it is printed off and self corrected.

After the students have had their draft marked by the teacher a final (good) copy is completed over the week as a homework task. (students are given the option to complete this in a word document at home or hand written) || Participate in a class discussion about the Great Barrier Reef, its location, ecosystem, etc.
 * ** Students will …… **

Work Independently on constructing an Information report on the Great Barrier Reef.

Research and summarise information on given educational websites. Choose the appropriate information to be portrayed in the text.

Discuss with a partner and share with the class a new piece of information and an interesting piece of information. |||||| ** Teacher will… ** Ensure students understand the focus points for this lesson and the tasks that follow.

Engage the students in discussion about The Great Barrier Reef. Teacher to give out instruction sheets and explain them step by step to students.

Teacher will be marking the draft Information reports complied by the students. This will gather information about students learning in three key areas; their written literacy skills, their content knowledge, and their research skills.

Teacher will Facilitate the final class discussion, encouraging students to discuss what they have learned from the lesson. || Students volunteer to share (what has been completed of) their information report. With their partners (used in previous lessons) students are asked to share something they learned and something they found interesting. These partners’ responses are then shared to the class. The teacher then facilitates discussion about all that students have learned about the great barrier reef. On the board the students make a summary of ‘human impacts on The Great Barrier Reef’. This is then displayed in the classroom. || //-Students are monitored on their research skills and ability to follow written directions// //-Students drafts are marked regarding grammatical features, and overall structure of the report.// //-Students final copies are displayed as a way of self reflection and peer assessment.//
 * **__ Concluding strategy (10 minutes): __**
 * ** Assessment: **

**Teacher will lead discussion in the concluding lesson to ensure:** //-Students have developed a working knowledge of the Great Barrier Reef and the issues concerning pollution and general human impacts.// || Students will work independently for the body of the lesson. As students will be finishing this task for homework (given approximately a week, if not finished in class) they will again be given the option to type or write their final copy. Drafts will be marked and corrected for spelling, punctuation, and structure. If drafts are not finished in class they can be brought in to be marked. If students are struggling with the construction and research of the task it is viable for the teacher to work with a small group in a joint constructed text. || Was the lesson successful? Were students actively engaged throughout the whole lesson? How can this lesson be improved? What could be changed to better improve students understanding of the concept? Was the management of time appropriate for each section? ||
 * ** Any special considerations or contingency plans: **
 * ** Self-reflection: **