Year 4 Geography 5 Es

Key question: How can we protect the environment Hector the turtle lives in?
Inquiry
Phases

Phase 1
Engage

E
(1 lesson)

Guiding
Questio
ns

What
environmental
factors
does
Hector
need to
survive
and why
are they
importan
t?

Resources

Internet
access
Interactive
whiteboard
ActivInspire
computer
program
WWF website
WWF video
chat on Green
turtles
PowerPoint on
Green turtles
& lessons
WALT/WILF
ActivInspire
turtle habitat
environmental
factors page

Teaching strategies and processes

(Content ideas and sequence)

Lesson Objective: Learners will be able to identify

factors of the environment that are crucial to
Hector the turtles survival. As well as, explaining
why these environmental factors are important to
his survival.
Introduction:
The Learning manager will introduce the
topic. Based on The importance of
environments to animals and people and
different points of views on how they can
be protected.
Introduce the key question for the unit.
Inform learners that by the end of the unit
they will be able to answer the question.
Hook:
Activate prior knowledge: KWL
(The KWL will be written on the interactive
whiteboard using the ActivInspire program
and referred to throughout the unit. The LM
will write the questions and learners
answered on the KWL throughout the
session.)
Fill in What do we know about Green
turtles section and what do we want to
know about Green turtles?

Video chat from WWF explaining the

threats the green turtles face in Australia
https://www.youtube.com/watch?v=Rn9FV_16_g
Adopt a turtle as a whole class off the
WWF website:
https://donate.wwf.org.au/campaigns/adopt
-a-turtle/

Body:
PowerPoint
Introduce the guided question for the
lesson
WALT: Identify important factors of the

environment that hector needs to survive.

WILF: I am looking for you to be able to
identify these factors and tell me why they
are important.
Whole class: Work through the
PowerPoint.

Conclusion:
Group Discussion- on the information
included in the PowerPoint.
Diagnostic assessment: ActivInspire
programcomparing factors of a healthy
environment for Green turtles and an
environment with factors that threaten the
environment. Learners will come up to
the interactive whiteboard and circle
factors of a healthy environment and
factors that threaten the Green turtles
environment.

Phase 2
Explore

E
(2
lessons)

What
immedia
te
threats
are
causing
the
endange
rment of
Green
turtles?
How is
the
Great
Barrier
Reef
(the
Green
turtles
habitat)
importan
t to
people
and
why?

Bubbl.us
online concept
map

Lesson Objectives:
Learners will be able to identify the
immediate threats that are causing the
endangerment of Green turtles.
Learners will be able to identify how the
Great Barrier Reef is important to people
and explain why.
Introduction:
Hook:
Activate prior knowledge/Whole class
discussion: LM will use the bubbl.us online
concept map to create a brainstorm with
the whole class on what they have learnt
so far.
Learners write up three different questions
that they will ask the tour guide on the
excursion.
Learners will read out their questions to the
class and the class will vote on which
question they think is the best out of the
three.
LM will write up the questions and take
them to the excursion.
Body:

Excursion to Quoin Island Turtle

Rehabilitation Centre.
Tour with the tour guide
Tour guide will discuss human impact on
Green turtle.
Tour guide will discuss the importance of
the Great Barrier Reef to people and the
reasons of why it is important.
Question time with the tour guide: Learners
will ask the tour guide one question each.
Learning Manager will record the session
to record the information for the learners.

Conclusion:
Learners will be provided with and answer
the second guided question. (How is the
Great Barrier Reef important to people and
why?).

Phase 3
Explain

E
(2-3
lesson)

What
can we
do to
improve
the
sustainability of
Hectors
environment?

Email from
Hector
KWL
ActivInspire
Interactive
whiteboard
Blackboard
Computers (for
learners to
write their
emails)

Lesson Objective: learners will be able to list three

opinionated ideas on how the sustainability of
Hectors environment can be improved and write
these ideas in a google doc, these ideas will be
compiled into an email by the LM to Hector.
Introduction:
Activate Prior Knowledge: Revise KWL and
fill in some of the Learnt stage of the KWL
as a whole class.
Hook:
Read the first email from Hector the turtle
to the whole class.
Whole class discussion on the content of
the email.
Body:
Explain to learners that they will draft up
three separate ideas on how we can help
Hector by making his environment more
sustainable in small groups (3-4 learners)
Once learners have drafted the three
ideas- in their groups learners will write
their ideas in a response email format to
Hector (using google docs), asking Hector
if these ideas would be beneficial to Green
turtles. (Formative Assessment)
Learners will share their google document

with the LM, before writing the email.

LM will assemble these emails and place
them in one email to Hector.
Whole class discussion (in carpet area):
On learners opinions and how to promote
learners opinions
LM direct learners to the idea of creating a
weebly website to promote the problems
Green turtles experience.
Whole class discussion: on learners
creating their weebly website.
LM will model creating a weebly page with
the whole class (using another endangered
animal as an example). This will be
displayed at the front of the classroom on
the interactive whiteboard when learners
begin to create their own weebly.
LM will construct an outline for what the
weebly page needs to include with the
whole class on the board. Learners
webpage will need to include information
on the Green turtle including where they
live, their diet, their lifecycle, breeding etc.
This website will also need to include the
threats this species faces and the learners
ideas on what can be done to save the
Green turtle species.

Conclusion:
Learners have to list one thing they have
learned in the unit so far before they head
out to lunch.

Phase 4
Elaborate

What
can we
do to
make
sure that
our
letters
are
successf
ul?

Email from
Hector
Weebly
example
modelled by
LM
Weebly
Outline

Lesson Objective: Learners will have completed

the assessment task for the unit by the end of the
lesson (learners will create a weebly website to
put forward their opinion on how the Green turtles
environment can be further protected and more
sustainable). A parent session will be held in which
learners are able to work in their pairs to present
their website and promote their opinions.
Introduction:
Hook:
Read the second email from Hector the
turtle to the whole class.

Whole class discussion on the content of

the email.

Body:
Recap on modelled weebly website and
outline created in the previous lesson.
Remind learners of what they need to
include in their weebly website.
(Information on Green turtles (habitat, diet,
lifecycle, breeding etc.), threats the species
face, solutions: ideas on how the Green
turtles can be protected).
Learners will create a draft of their weebly
website(Formative assessment)
LM will mark learners drafts.
Learners will edit and adjust their website
after receiving teacher feedback
(Summative assessment).

(3
lessons)

Conclusion:
Learners will practice in their pairs
presenting the information from their
created website to an audience (parents).
Learners will present their website to
parents.

Phase 5
Evaluate

E
(1 lesson)

What
changes
are you
going to
make in
your
daily life
to help
the
environ
ment?

Email from
Hector

Lesson Objective: Learners will be able to list

changes that they will make to their daily lives to
help the environment.

KWL
Turtle Cut out
ActivInspire
program
(KWL)
Google docs

Introduction:
Hook:
Read the third email from Hector to the
whole class.
Discuss the content of the email with the
class
Body:
Ask the whole class the key question and
create a concept map using bubbl.us
online with the learners answers.
Whole class: Fill in the learnt stage of the
whole class KWL.
Introduce the guided question.
Individual paragraph writing (google docs):
learners will write a paragraph explaining
what changes they are going to make in

their daily lives to help the environment.

Learners will share their google document
with the LM and peers
Learners will be required to share the
google document with the LM before
sharing with peers.
Learners names and usernames will be
written on the board- so that learners know
who they are sharing their google
document with as well as the LM.
Peer feedback: Learners will give each
other feedback using the commenting tool
in google docs.
LM will monitor feedback.
Write a follow up email as a whole class to
the WWF organisation, to persuade the
organisation to view the opinions and ideas
presented in the Weebly websites.

Conclusion:
Learners will be given a turtle cut out to
decorate: includes a promise to Hector, on
what the learners will do to be more
environmentally friendly.
LM will demonstrate the writing part of the
turtle by writing a personal promise to
Hector.
Learners will complete the activity
LM will display the turtle cut outs around
the room.

Substitution

Augmentation

Modification

Redefinition

SAMR Model
Lesson 1:
KWL (on the ActivInspire program)
PowerPoint (Key Question, WALT &
WILF, Information on Green Turtles)
Video chat with WWF worker
Adopting a Green Turtle off the WWF
website
Identifying healthy and unhealthy
environmental factors (ActivInspire
program)
Lesson 2:
Concept map (bubbl.us)
Lesson 3:
Emails from Hector the Green Turtle
Response email to Hector
Lesson 3:
Joint construction of the weebly
website on the Giant Panda
Lesson 4:
Learners creating their own weebly
website (summative task)