Lesson+3+of+10

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. ||
 * ** Unit Topic: ** Under the Sea (THE GREAT BARRIER REEF) //HUMAN IMPACT// |||||| ** Curriculum Link: ** English || ** Yr Level: ** Stage 2, year 4 ||
 * ** Lesson Number: ** 3/10
 * Duration: ** 60 minutes |||||| ** Lesson Topic: ** To increase students awareness about our environment (Specific to Under the Sea) || ** Learning Area(s): ** Global Warming and how we as a society can prevent damage to our oceans. ||
 * **Unit Aim or Outcome:**
 * **Background Knowledge/ Prior learning relevance:**

Students would have completed a range of basic lessons to introduce them to the big idea of people’s interaction with the environment, and ways in which we should responsibly interact with it. This is shown through the first lesson on Aquatic Life in Australia, followed by The Impact of Pollution and how it can affect our oceans. These lessons are to ensure students are familiar with the Aquatic life, the eco-system and life underwater and hoe they relate to us as a society. The lead up lessons provide the students opportunities to understand the state of our waterways to date and following on from this lesson, students will be exploring many more avenues and strategies before producing their own persuasive video on how to save the ocean. ||
 * **Lesson Outcome/Indicators:**

__**HSIE**__

**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. //

**TS2.1** Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.

**TS2.2** Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. |||| - //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.//

//- retells a recount from a film//

//- offers opinion about film and information gathered.//

//- recognises the purpose of a film//

//- acts as a speaker to summarise the highlight of the film and how it relates to a topic// || Venue – Imax Theatre || Teacher to introduce to students the idea of exploring changes that occur in environmental areas. The specific area that will be focused on will be our waterways. Students will need to think about ways in which pollution affects our waterways. What are some strategies we as a society can implement to prevent and decrease these effects? || Students to watch the 3D movie on under the sea and gather as much information as possible to create their own power point presentation in pairs with the understanding of the messages portrayed from the film.
 * **Resources:**
 * ** Lesson Outline ** ||
 * **__ Introduction (5 minutes): __**
 * **__ Body: Teaching strategy/Learning Under the Sea: 45 minutes __**

Students should also be analysing the Global Warming messages, how they have been addressed so they can further investigate and incorporate into their own power points.

This excursion is taking place for students to watch Under the Sea at Imax theatre which links to change, environment issues and how our reef will be effected if it is not looked after. The following things will be highlighted to students on the bus trip to the venue.

Teacher to advise students on the follow-on lesson and what information needs to be collected and stored in their memory during this film to ensure they can complete the assessment tasks.

A power point presentation that students will be presenting to the class about their own ideas and solutions that should be introduced to prevent any further damages to the living things at the Great Barrier Reef.

10 Reef animals and corals with text information for support.

The following things will need to be included in the presentation- - Exploring the Greet Barrier Reef. - How are animals and corals affected by pollution? - How can the reef be protected? - What will the reef look like if no changes have been made? ||
 * ** Students will …… **

Participate in discussion about ways in which society can make a change to decrease the effects the Global Warming (Pollution) is causing our seas.

Find a pair to watch the film with who will also be your presenting partner. Students should be trying to understand any messages the film is sending to the audience as well as understand the eco-system of the ocean. |||||| ** Teacher will… ** Ensure students understand the main ideas of this lesson and the follow up lesson.

Engage the students in discussion about environmental changes and what society can do to make a change.

Teacher to allocate pairs to those students who do not find themselves a partner.

Teacher will be marking the final presentation to gather students understanding of peoples interaction with the environment and how we can make a change to help prevent pollution to our seas. ||
 * **__ Concluding strategy (10 minutes): __**

Teacher to hand out the worksheet students will need to refer too for their presentation. 5 Reef animals and 5 Reef corals with text information for support. A list of the following things that will need to be included in the presentation- - Exploring the Greet Barrier Reef. - How are animals and corals affected by pollution? - How can the reef be protected? - What will the reef look like if no changes have been made?

Teacher engages students in discussion by asking each pair to give a short recap on the highlight of the film and why they think it relates to our topic. ||
 * ** Assessment: **

** - ** //Could engage in discussion about the way humans interact with the environment.// ** - ** //Each student actively participated in discussion about strategies that can be implemented to help save the animals and corals of our oceans.// ** - ** //Students are engaged during the film//

**Teacher will lead discussion in the concluding lesson to ensure:** - //Students have understood the concept of the film and how it relates to our topic// ** - ** //Have gathered some information for their final presentation// ** - ** //Have arranged a pair they will be working on their presentation with// ** - ** //Have analysed the messages sent through the film about the environment (Under the Sea)//

**Teacher will be marking students in the final presentation, which will be in the follow-on lesson.** ||
 * ** Any special considerations or contingency plans: **

In consideration to those pairs who have not seemed to understand the concept or received messages from the film, teacher can arrange for pairs to be mixed up so that information can be shared between groups of people. Small group work may also be considered rather than pairs – depending on how many students have misunderstood the concept. ||
 * ** Self-reflection: **

Was the lesson successful? Were students actively engaged through out 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? ||