Science (SOSE Animals/Eco System) - LESSON PLAN DETAILED LEARNING ACTIVITY

Class: Lower Primary Time: Length: 60 mins ( 1 hour) Unit: Science around Multiculturalism Period: Lesson: The Importance of Wetlands Date: Lesson Focus: Introduction to Cattana Wetland Syllabus: Class works towards Essential Learnings, Science Yr 3

Curriculum Links: Essential Learning Year 3 WOW: Communicate scientific ideas, data, information and evidence, using technology, illustrations or representations Reflect on learning to identify new understandings K & U: Science as a human endeavour Science is a part of everyday activities and experiences & Life and Living Needs, features and functions of living things are related and change over time - Stewardship of the environment involves conserving natural resources - Living things depend on the environment and each other Student background knowledge and learner considerations: Students have learnt a lot about the different animals around Australia but not in connection to wetlands. They do not have an understanding of what a wetland is or its importance to wildlife and in particular the mammals of North Queensland. Lesson Outcomes and Assessment: Students are able to describe the various animals that would use the wetland, what a wetland is and its importance to mammals Students are able to identify the different evidence to look for to prove mammals are using the wetland area Students are able to compare the differences between the various areas of the wetland and the mammals using that area. The above will be assessed through questioning during the lesson and completion of simple worksheets at the end Classroom Organisation: Resources: Questioning: Safety and Risk assessment: Carpet in front of whiteboard Questionnaires x 2 See lesson plan Too high level info so get board. Have break up Carpet in front of interactive board PowerPoint Presentation physical activities i.e. hop like a wallaby. Individual desks to start worksheet Cattana Wetland Brochures Groups to look at real evidence stations Real Evidence to show at each station with labels Worksheets (plus modified ones) Behaviour Management Strategies: Specific to own Classroom Rules and Strategies INTRODUCTION (ORIENTATING PHASE):
Time:
5 mins

Pre-Service Teacher (PST) direction/ activity / instruction: Gaining or Recapping on Knowledge Phase
Explain to class here to tell them about a friend (Angie) who has a new home and we need to help Angie to look after her new home. Its called Cattana Wetlands and is not far from here Yorkeys Knob, Smithfield Lots of new words, learn today look at in a min Move over to Data Screen PowerPoint Slide 1(forest, beach?) -

Resources:
Whiteboard/Blackboard to write up notes on classroom discussion Interactive Whiteboard/Data Projector for PowerP

Check for understanding / key questions / manage the learning:

What sort of things do we do to look after something new? Everyone say Cattana and lets spell it out. This is a picture of Cattana, what do you think it looks like?

5 mins

BODY OF LESSON (ENHANCING & SYNTHESISING PHASE):

Time: PST direction/ activity / instruction: Knowledge & Comprehension Phase
Explain about learning New words & terminology connected to her new home (Slide 2) What is a Wetland?- (Slide 3) - Assess students prior knowledge Explain ach Mammal - Angie and what Agile Wallaby and rest of friends (Slide 4 and 5 with notes in PPT) Cattana Wetlands Map show where they live in Wetlands (Slide 6, click mouse to reveal each mammal)

Resources:
Interactive Whiteboard/Data Projector for PowerP

Check for understanding / key questions / manage the learning:

Mind map explain new words related to wetlands. What other describing words can we use? What is a mammal? What makes them special?

Explain showing mammals and evidence What to look for (Slide 7 & with notes PPT) Explain activity and what work-stations are for to aid completion of worksheets Two worksheets are included in this lesson depending on student abilities Core Worksheet is Worksheet One Worksheet Two is for more capable learners

If these animals are nocturnal, how do we know they live there? REAL evidence to show you so what does REAL mean? Look at worksheets and stations around room and explain how Worksheets to conduct investigations. Evidence Stations with Labels to assist: Station One -Tree bark with wood chippings Station Two - half eaten nuts, Station Three - liquorice for wallaby droppings in a jar Station Four - ice-cream container filled with dirt and a cone shape hole in it, Station Five - mussel shells opened & empty

CONCLUSION: (CONSOLIDATING PHASE) Finish / summing up / link to the next lesson:

Time: PST direction/ activity / instruction: Evaluation Phase
Teacher to organise Extension Activity for Early Finishers e.g. Black & White photocopies of animals to colour in REVIEW LEARNING ACTIVITY Diagnostic/Formative Assessment Have worksheet up on interactive whiteboard (Slide 7) and go through answers and where would find evidence students self correct own worksheets

Check for understanding / key questions / manage the learning: Lets review the evidence and discuss our answers. So what is a wetland again? & What is a mammal and why are they special? What were your answers to the first station and why?

Worksheet One Name:_______ Date:______ C.S.I. Cattana Scene Investigation

1. Draw a line to match the mammal picture with their name Angie the Agile Wallaby Pete the Possum Bob the Bandicoot

Winnie the Water Rat

Ruby the White Tailed Rat

2. Write the mammal that can be identified by the matching evidence A Dropping B Chewed Nuts C Cone shaped hole D Truck of tree E Open eaten mussels

W_ _ _ _ _ _

W_ _ _ _ T_ _ _ _ _ R_ _

B_ _ _ _ _ _ _ _ P_ _ _ _ _

W_ _ _ _ R_ _

Worksheet Two Name:_______ Date:_______ C.S.I. Cattana Scene Investigation

1. Draw a line to match the mammal with their name Angie the Agile Wallaby Pete the Possum Bob the Bandicoot Winnie the Water Rat Ruby the White Tailed Rat

2. Write the mammal that can be identified with the matching evidence A B C D E Dropping Chewed Cone shaped Truck of Open eaten Nuts hole tree mussels

_ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _

_ _ _ _ _ _

_ _ _ _ _ _ _ _

3. Show where the evidence should be on the Map

Grasslands floor Forest floor Evidence __ Evidence __ Evidence __ Evidence __

Lake Wetlands

Evidence __

WORKSTATION LABELS

Bob the Northern Brown

digs conical shaped holes in the ground in the grasslands.

Bandicoot Pete the Possum

Ruby the White Tailed Rat

digs into the trunks of rotting trees, and leaves chips of wood on the forest floor. leaves her chisel teeth gnawing marks on nuts on the ground in the grasslands. has distinct droppings, that are black, elongated, oval, torpedo shaped, and sometimes even square. Droppings are wide-spread and found throughout the wetlands. eats cane toads. She also eats fresh water mussels, so look for the open shells around the edge of the lakes.

Angie the Agile Wallaby

Winnie the Water Rat