Science Unit Plan Final

Dear Mrs Tecklynne,
This is a letter to you to assist in the direction, differentiation, assessment, strategy and the ways
in which the students learn within the 5-week unit plan based on endangered species. It is
imperative that you follow these comprehensive instructions whilst teaching the unit as they have
been specifically designed and written to utilise along side the unit.
The 5-week unit plan has been designed for year 4 students within the science subject. The unit
plan makes direct connection to the ACARA standards with the content descriptors being:
Science Understanding (Biological Sciences)
Living things, including plants and animals, depend on each other and the environment to survive
(ACSSU073)
Science as a Human Endeavour (Use and Influence of science)
Science knowledge helps people to understand the effect of their actions (ACSHE062)
Science Inquiry (Planning and Conducting)
Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065)
(Questioning and predicting) - With guidance, identify questions in familiar contexts that can be
investigated scientifically and predict what might happen based on prior knowledge (ACSIS064)
The overarching idea of this 5-week science unit plan includes the concept of endangered
species and how this impacts upon the society and environment. Students will be specifically
investigating the living things within the Great Barrier Reef and selecting one species to inquire
throughout the entire unit. The end product of this unit will be of the students choice and will
involved students educating the general public about their selected endangered species, its
characteristics, lifecycle, habitat and threats. This assessment aims to produce further thinking
and questioning amongst students as well as an end product that can be potentially utilised within
the community. The significant cross-curriculum priority within this unit is sustainability. This unit
provides students with a variety of opportunities to discuss, predict and question the impacts upon
the society and environment and what can be done to assist in sustaining and preserving our
resources and natural habitats/living things.
Teaching Strategy
This unit comprises of a variety of teaching strategies that you need to utilise throughout the 5week block to ensure engagement and curiosity within the classroom. The most significant
teaching strategy that needs to be implemented and it evident through the planning is the inquirybased approach. This specific strategy is utilised as it allows students to arrive at an
understanding of concepts by themselves and is therefore the students responsibility for own
learning. This strategy encourages students to build research skills that can be applied throughout
their educational experiences (Huber & Moore, 2001). Critical thinking during the 5-week block is
the second most significant utilised strategy that you will promote. Fitzgerald (2013) states that
critical thinking can be defined as being a collection of mental activities, which promote the skills of
reflection, connection, judgment and clarification. Critical thinking allows students to undertake
further questioning in regards to what knowledge already exists. The unit consists on open-ended
questioning, exploration and discussion which you will be promoting and using as a teaching
strategy during the unit. Cooperative and collaborative learning, Mrs Tecklynne, will be another
strategy that you will implement which will include students work in small groups or partners to
accomplish a common learning goal. During the unit, individual and group work has been planned
to promote both collaboration with peers and independent work ethics Dawson & Venville, 2006).
Utilising both group and independent also accommodates for the diverse learners within the
classroom. Dawson & Venville, (2006) state that group work must be planned for and carefully
executed for it to be successful within the classroom and therefore Mrs Tecklynne, you will be
following the unit plan which consists of particular grouping at specific times throughout the 5week block.
Engage, Explore, Explain, Elaborate and Evaluate (5E Model)
The unit plan has been based on the 5E model, which includes engage, explore, explain,
elaborate and evaluate. Fitzgerald (2013) states that the 5E model is an instructional model to the
planning, sequencing and organising of a science unit plan. The model utilises an inquiry
approach that promotes the use of meaningful learning opportunities that are challenging and
authentic to students. This is therefore the underlying reason why the unit was planned
accordingly and also why I want you to follow this approach during the unit. As the unit has only
been planned over a 5-week block, the 5E model is evident throughout and also within each
individual lesson. Lesson one aims to engage students and introduce the topic which includes
brainstorming, class discussions, YouTube clips and introduction to the word wall and journal
entries. The second lesson is based on the explore phase which includes beginning to further
explore the specific species which will then be the basis for the inquiry. The Explain phase is
undertaken in the third lesson, which includes explaining the lifecycle, why it happens and the
threats it approached by. The fourth lesson is based on the elaborate phase, which includes
investigating further into the reasons why their selected species have become endangered and
elaborating on this in regards to what we can be doing as humans to change this cycle. The final
phase; evaluate, is undertaken in the last lesson of the unit and consists of collating the
information and generating an assessment piece. This assessment piece is a form of evaluation
as well as the final class discussion, which includes discussing why the research was undertaken,
what it can now be used for and what the students found most useful in regards to skills and
knowledge.
Differentiation
During the 5-week block, it is imperative that you differentiate to ensure that the two gifted
students are able to be challenged by the content and flourish throughout the unit. It is equally
important that the five students who require learning support are able to access the curriculum; the
same aims of the lesson and make significant progress in regards to their academic and social
abilities (Brown & Hirst, 2010). Differentiation throughout the unit will consist of you following the
below steps which may include providing more time in certain tasks, promoting further thinking,
and/or providing an extension task or question. These three forms of differentiation are just
examples of what you must do throughout the unit to ensure engagement and participation by all
students within the classroom. Differentiation has not occurred in regards to the content that is
being taught, rather the instruction and presentation of assessment pieces and tasks. You will
need to differentiate within the classroom based on the students readiness, skills and potential
interests which will assist in the teaching of these students (Brown & Hirst, 2010)
Assessment
The 5-week unit consists of multiple formative assessments, which will be undertaken and
presented using various modes. As discussed above, this variety in assessment will provide
differentiation for the diverse learners and provide equal opportunity to all students to demonstrate
their learning and progress Dodge (2009). As the teacher, I would like to provide these
assessments to the students
References:
Brown, R., & Hirst, E. (2010). Addressing Learning Difficulties . In Marvyn Hyde, Lorelai Carpenter
and Robert Conway (Ed.), Diversity and Inclusion in Australian Schools (pp. 119-134).
Melbourne, Australia: Oxford University Press.
Dawson, V., & Venville, G. (2006). An overview and comparison of Australian state and territory K
10 science curriculum documents. Teaching Science, 52(2), 17-24. Retrieved from
http://search.proquest.com/docview/207230853?accountid=10910
Dodge, J. (2009), 'Introduction: what are formative assessments and why should we use them?', in
Dodge, Judith, 25 quick formative assessments for a differentiated classroom, Scholastic,
New York, pp. 4-11.
Edens, K.M & Potter, E. (2003), 'Using descriptive drawings as a conceptual change strategy in
elementary science', School Science and Mathematics, 103(3), 135-144.
Fitzgerald, A. (2013). Learning and teaching Primary Science. Port Melbourne, Australia:
Cambridge University Press.
Huber, R.A & Moore, C. J (2001), 'A model for extending hands-on science to be inquiry based',
School Science and Mathematics, 101(1), 32-41.
Sternberg, R.J & Grigorenko, E. L, (2004), 'Successful intelligence in the classroom', Theory Into
Practice, 43 (4), 274-280.
Unit Plan
Time line
Lesson 1
(Engage)
Objectives
(Aims)
- To become
familiar with
the term
endangered
species and
why it happens
- Begin the
process of
scientific
journal writing
- Become
familiar with
the Great
Barrier Reef
Key Concepts &

Skills
- Understanding
the term
endangered
- Research skills
- Knowledge of
the Great Barrier
Reef
- Journal writing
Teaching
& Learning
Activities
- A brainstorm
based on the
term
endangered
- Read the book
Through
Endangered
Eyes: A poetic
journey into the
wild and
discussion
surrounding this
- Viewing of the
YouTube clips
and discussion
- Exploration of
the websites
(Great Barrier
Reef)
- Collaboration
to begin the
word wall
- 1st scientific
journal entry/exit
question
Assessment
Activities
- Word wall
- Journal
entry
- Exit
question with
journal
- Brainstorm
- Discussion
Resources
http://www.gbrmpa.gov.a
u A thorough resource
for research into the
Great Barrier Reef.
https://www.youtube.co
m/watch?
v=EueBzS3kPe8&spfrel
oad=10 A YouTube clip
based on the Great
Barrier Reef.
http://www.greatbarrierre
ef.com.au/animals/ A
resource that easy to
read for students when
collecting information
Through Endangered
Eyes: A poetic journey
into the wild. (Book
based on endangered
species)
(Internet, books, journals
and word wall materials)
Capabilities
Differentiation
- Literacy
2 x Gifted Students:
- Information and
communication
technology
- Provide an extension task
- Critical and creative

thinking
5 x learning Support:
- Provide Instruction in a
variety of modes
- Allow extra time on
particular activities
- Provide students with
options when undertaking
the task
- Sustainability
- Utilise extended and

open-ended questioning
-Provide SSO or teacher

support whilst undertaking
the task
Lesson 2
(Explore)
- To begin
further
exploration into
chosen
endangered
species
- To begin
investigating
the animals
natural habitat
and its
characteristics
- To become
familiar with
symbiotic
relationships
- Developing
further research
skills
- Journal writing
- Extended
knowledge of the
selected
endangered
species
- Knowledge of
the habitat it
occupies
- Understanding of
a symbiotic
relationship and if
this is seen in the
selected species
- Exploration
using the
internet or books
into their
selected species
- Group work
(each person
presents their
current findings
to the small
group using the
TWHL chart
- Word wall
- Journal
entry
- Exit
question with
journal
- Group
presentation
www.arkive.org A
website for students to
further investigate their
chosen endangered
species
- Literacy
- Information and
communication
technology

(exit question)

thinking
(Internet, books, journals

and word wall materials) - Sustainability
- Discussion
- TWHL chart

- Provide students with the
opportunity to present their
extended findings to the
class
variety of modes
the task
- Collaboration
to the word wall
- 2nd scientific
journal entry/exit
question

the task
direction when undertaking
research
Lesson 3
(Explain)
- To become
familiar with
the human life
cycle and
where they are
currently
situated
- To become
familiar with
their own
species life
- Basic knowledge
of the human life
cycle
- Journal writing
- Research skills
- Extended
knowledge and
understanding of
the students
chosen
- Research into
the life cycles
- Illustrated and
written life cycle
of the chosen
species
(Presented as a
poster)
- Collaboration
to the word wall
- Word wall
- Journal
entry
- Exit
question with
journal
- Discussion
- Lifecycle
poster
- Life cycle diagrams of

the human PowerPoint
www.rbksch.org/resourc
es/prim/ks2/science/hu
man-lifecycle.ppt
- A3 paper for each
student
- Colour and lead pencils
- Literacy
- Information and
communication
technology

(exit question)

thinking
- Sustainability
- Personal and social

(Internet, books, journals competence
and word wall materials)

- Allow students to provide
extended information on
the life cycle (Less
illustration)
cycle and how

this compares
to the human
life cycle
- Become
familiar with
the potential
threats that
each phase
within the life
cycle may
experience
Lesson 4
(Elaborate
)
(Double
lesson)
- Investigate
the reasons
why the
selected
species are
classified as
endangered
- Investigate
these factors
and distinguish
how humans
have
contributed to
this
- Become
familiar with
the term bycatch
endangered
species
- Beginning to
explore the
potential risk
factors that impact
upon the phases
of the particular
species
- 3rd scientific
journal entry/exit
question
- Ethical behaviour
variety of modes
the task
the task
the lifecycle task
- In-depth
knowledge of why
particular species
become
endangered
-Understanding of
how humans have
impacted upon
this
- Understanding of
by catch
- Research skills
- Extended
questioning
- Journal writing
- Investigation
into the reasons
why the students
species has
become
endangered
using books and
the internet
- Notes from the
research within
their books
- Class
discussion
based on their
findings
- By catch
experiment
(attached in
appendix A)
- 4th journal entry
- Word wall
- Word wall
- Journal
entry
- Exit
question with
journal
- Class
discussion
- Notes from
research
www.arkive.org - A
website for students to
further investigate their
chosen endangered
species
- Interactive whiteboard
- Literacy
- Information and
communication
technology

(exit question)

thinking
- Sustainability
(Internet, books, journals - Personal and social

and word wall materials) competence
- Ethical behaviour

extended information on
the reasons why the
species are endangered
- Provide instruction in a
variety of modes
the task
the task
collaboration
Lesson 5
(Evaluate)
(Double
lesson)
- Evaluate the
collected
research from
the prior 4
lessons
- Evaluation of
information
- Utilise the
journals, word
wall, lifecycle
diagram and
collected
information to
produce an
end product
- Prediction
- Relate the
collated
information to
real life and its
relevancy for
the students
- Understanding of
the reasoning why
this inquiry was
undertaken
- Predict what
may occur in
the future and
why
- Collation of
various types of
information
- Further
questioning
- Relating the
topic back to the
students
- Journal writing
- Class
discussion of
what the
information will
now be used for
- Individualised
task chosen by
the individual
- 5th journal entry
which will
involve making
predictions
-Word wall
activity which
may involve
asking further
questions

the task
- Word wall
- Journal
entry
- Exit
question with
journal
- Class
discussion
- Assessment
task which is
chosen by
the student
- Interactive whiteboard
- Video cameras and
cameras
- Poster paper
- Colour pencils, paint,
textas
- Internet and computer
access
(Internet, journals and
word wall materials)
- Literacy
- Information and
communication
technology

(exit question)

thinking
- Sustainability
- Personal and social
competence
- Ethical behaviour

extended information within
their assessment task
- Promote further thinking
and questioning
- Promote usefulness and
purposeful intentions for
their assessment task
(Provide them with the
opportunity to show their
product to the public)
- Provide instruction in a
variety of modes
- Allow extra time on the
assessment task
- Promote purposeful
planning and thinking time
prior to beginning the
assessment task
the task
support throughout
undertaking the
assessment task
the task
Year level: 4
Lesson number: 1
Lesson Topic: What are endangered species?
Time: 9:00am-9:50am
Essential Learning:
Students will have the opportunity to explore the concept endangered species through a variety of modes. Students will begin their inquiry into the Great
Barrier Reef and the living things that occupy the area. Students will begin a journal and word wall as a method of collecting their information. By the end of
the lesson, each student should have chosen one endangered animal from the Great Barrier Reef and begin inquiring into that species.
Learning Outcome Strand:

Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073)
Science as a human endeavour (Use and Influence of science)
Planning and Conducting
By the end of the lesson, students will (KUDs):

Have Knowledge about:
-
The term endangered species

The Great Barrier Reef the living this that inhabit the area
One endangered animal and its characteristics
The purpose and use of a scientific journal
The appropriate research skills required to undertake a study
Understand:
-
The Great Barrier Reef occupies many animals that are

classified as endangered
An endangered animal means that it has become protected
as the species has diminished
Be able to (Do):
-
Research and find the appropriate information within the

inquiry process
Engage in a class discussion using the appropriate scientific
literacy
Undertake a journal entry based on the lesson and content
At the beginning of the lesson: (Engage and Explore)

-
Introduce the topic, what it will entail and why we are doing it
Brainstorm all ideas of the term endangered using the interactive
whiteboard
During the lesson: (Explain and Elaborate)

-
Read the book Through Endangered Eyes: A poetic journey into the wild
and discuss
View the supplied YouTube clips and promote discussion around this
Provide students with the Great Barrier Reef website and allow time to
individually explore the resource (students must choose one endangered
animals on the reef that interests them most)
Students bring back their animal and begin constructing a word wall based
on the lesson
Undertake the word wall activity from the research undertaken
Prior Knowledge:
-
Knowledge and experience with the use of technology and

computers
Basic literacy skills
General knowledge of living animals within the ocean
Basic understanding of the Great Barrier Reef
Resources:
-
Through Endangered Eyes: A poetic journey into the wild.

(Book)
http://www.greatbarrierreef.com.au/animals/
https://www.youtube.com/watch?
v=EueBzS3kPe8&spfreload=10
http://www.gbrmpa.gov.au
1 x book for each student (journal)
Interactive whiteboard
Materials for word wall (butchers paper and textas)
Differentiation:
At the end of the lesson: (Evaluate)
2 x Gifted Students
-
Provide an extension task (This will involve providing the

student with an extension question at the end of the lesson
Predict what you believe would have contributed to your
selected species becoming endangered.
Utilise extended and open-ended questioning through-out the
lesson and promote further thinking
When students are researching their chosen endangered
species, promote further investigation into how and why it
has occurred
5 x learning Support
-
Provide instruction in a variety of modes (Written on paper

and provided to student, verbally individually and as a whole
group and written on the interactive whiteboard)
Allow extra time on activities/tasks (when undertaking the
inquiry process)
Provide students with options when undertaking the task
Explain the process and reason behind a scientific journal

Provide students with quite time to undertake the first journal entry based
on the lesson
Provide students with the exit question to undertake within their first journal
entry:
-What is an endangered animal? Provide an example of one animal on the
Great Barrier Reef.
Conclude the lesson with a class discussion based on the prior lesson
Provide students with the opportunity to ask questions about what else
they may want to know which will be included in the next lesson
(Collect information by using the computer or library and also

the methods in which they use to store data)
Provide SSO or teacher support whilst undertaking the task
(Potentially one on one depending, or support by walking
around and asking questions, checking for understanding
and progress)
Safety:
-
Safety in regards to ICT should be taken into account

(Ensuring that the sites are reliable and the YouTube clips
are appropriate for the students)
Year level: 4 Lesson number: 2
Lesson Topic: Exploration of specific species/habitats/symbiotic relationships
Time: 9:00am-9:50am
Essential Learning:
Students will be provided with the opportunity to further investigate their chosen endangered species. Students will be expected to have thoroughly
investigated the species itself and its habitat. Students will also be encouraged to research a symbiotic relationship and whether or whether not their species
undertakes this in the wild. It is expected that students would have added more detail to the word wall and undertaken their second journal entry by the end of
the lesson.

(Questioning and predicting) - With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen
based on prior knowledge (ACSIS064)

Symbiotic relationships and why this naturally occurs

The specific endangered species that was previously selected
The habitat that this species lives in and how it has changed
and why
Further journal writing skills
Further researching skills and why its important to undertake
this inquiry
Understand:
- That the concept of symbiotic relationships refers to two animals
-
who depend on each other for survival

Particular animals occupy certain habitats for a number of
reasons
The habitats of animals can change for a variety of reasons

-
Address any questions that were asked in the last lesson

Introduce the topic of the lesson, what it will entail and why we are
doing it
Recap on the previous lesson and discuss how those prior
skills/knowledge we be utilised in this lesson
Introduce to TWHL chart and how it will be utilised to assist in
researching

- Students to individually undertake a further investigation into their
-
endangered species in regards to characteristics, habitat and potential

symbiotic relationships
Place students in groups of 4 and allow students to present their
findings based on the TWHL chart (Illustrations may also be included to
assist in description)
That detailed investigation into all elements of the species is

necessary to grasp a thorough idea
Be able to (Do):
-
Provide specific examples of symbiotic relationships that could

be seen on the Great Barrier Reef and explain why these are
important
Explain the characteristics of the chosen species
Undertake in-depth research
Utilise scientific literacy to engage in discussions and explain
concepts within the weekly journal
Students will then be required to undertake the 2 nd journal entry from

the lesson
Students will also be required to undertake the exit question (What is
your species natural habitat? Why do you believe this is the habitat for
this particular species? Draw an example of the habitat.
Prior Knowledge:
-
In-depth understanding of the Great Barrier Reef and its

ecosystems
Knowledge and understanding of endangered species
Basic understanding of what a habitat encompasses
Basic skills with technology and researching
Resources:
-
www.arkive.org A website for students to further investigate their

chosen endangered species
Access to computer and internet
Access to the library or collected books based on the necessary
species
Students journals for entries
Word wall materials
Differentiation:
2 x Gifted Students
-
Provide an extension task (This will include a further thought

provoking question within the exit question task How can the
habitat be effect and can this contribute to endangerment?
How?)
Utilise extended and open-ended questioning during the lesson
and promote further thinking
Provide students with the opportunity to present their extended

-
Promote class discussion of the findings and how they were collected
Discuss the use of the TWHL chart and how it assisted
Undertake the word wall as a class and discuss the scientific literacy
and how this is similar or dissimilar amongst peers
findings to the class (assist others in their research)

-
Provide instruction in a variety of modes (Written and verbally

individually to ensure the student understands the task)
Allow extra time to plan and grasp the concept
Provide students with options when undertaking the task (This
may include the method of research, the way it is presented to
peers or the ways in which they store information)
(Teacher and SSO to support the students, however provide the
opportunity for the students to have a go themselves support
may include defining a particular scientific concept
Provide students with direction when undertaking research (How
to get it, reliable resources and how to use the information once
it has been collected)
Year level: 4
Lesson number: 3
Lesson Topic: Life Cycles
Time: 9:00am-10:30am (Double lesson)
Essential Learning:
Students will be briefly exploring the human life cycle to utilise as a comparison when undertaking an in-depth study into the chosen endangered species.
Students will be required to investigate each phase of the life cycle and the potential threats that may be involved and how this impacts the species. Students
will use this research within their assessment piece at the end of the 5-week unit.


-
The human life cycle and what it entails

The chosen species life cycle and the differences between
animals and humans cycles
The various threats that may impact upon the phases of the cycle
and how this may effect the species

-
Understand:
-
That all living things undertake a predictable life cycle, similar to

humans
Threats such as environmental, human and surrounding species
impact upon particular phases of the cycle
Investigating the life cycle can assist in understanding why
certain species are endangered

Introduce the topic of the lesson, what it will entail and why we are doing
it
Verbally introduce the concept of life cycles and why its important to
understand the phases

-
Utilise the interactive whiteboard to explore a basic life cycle of the

human (Ask questions, prompt students and promote further thinking by
asking why)
Be able to (Do):
-
Illustrate and write a full life cycle of the chosen endangered

species
Provide further verbal explanation in regards to the cycle
Distinguish the potential threats to each phase, how this may
impact and what can be done to prevent this if necessary
Provide instruction to students about the task (Research into youre

chosen species and create an A3 poster with a full illustration of each
phase. Also include written sections at each phase of the potential
threats)
Students to individually undertake the task for double lesson to ensure it
is finished as it will be embedded within the assessment piece
Undertake the third journal entry and exit question will include What
are the potential threats to particular phases within cycle and how might
this effect the species
Prior Knowledge:
- Basic understanding of what a life cycle may entail
- The scientific literacy that has been learning in the past
lessons
- Basic use of technology/computers
- Understanding of the importance of researching life cycles
Resources:
-
Life
cycle
diagrams
of
the
(www.rbksch.org/resources/prim/ks2/science/humanlifecycle.ppt)
A3 paper for each student
Colour and lead pencils
Students journals
Materials for word wall
Computer and internet access
Library access if necessary
human
Differentiation:
2 x Gifted Students
-
Provide an extension task (This will include the students

undertaking an extended exit question What can we be doing
to minimise these threats and what do you hope to change?)
Utilise extended and open-ended questioning whilst undertaking
the research to promote further thought
Allow students to provide extended information on the life cycle
(Less illustration and further written elements)

- Students will be placed in groups of 4-5 and have the opportunity to
-
show their poster and provide verbal justification (those students who
had the same species can compare findings and ideas)
Undertake the word wall as a class and discuss the new scientific
literacy from undertaking the life cycle task
-
Provide Instruction in a variety of modes (written and verbal

instruction as well as one on one to ensure understanding of the
task)
Provide students with options when undertaking the task
Provide students with direction when undertaking the lifecycle
task
Year level: 4
Lesson number: 4
Lesson Topic: Why are they endangered?
Time: 9:00am-10:30am (Double lesson)
Essential Learning:
Students will be provided with the opportunity to specifically investigate the reasons why their selected species is classified as endangered and how humans
have impacted upon this. Students will also investigate the term by catch by undertaking an experiment within small groups in hope to provide a visual
example.


-
Why students selected species are endangered

How the endangerment of their particular species effects the
environment, humans and other animals
The term by catch and how this may effect their species

-
Understand:
-
That humans have a direct impact upon endangered species in

particular situations
The term by catch refers to the catchment of species other than
the intended
Be able to (Do):
-
Describe the reasons why the specific species is endangered

Describe the term by catch and demonstrate understanding of this
during the experiment and further questioning

Introduce the topic of the lesson, what it will entail and why we are doing
it

-
Provide instruction to students (Students will be briefly investigating the

main reasons why their selected species is endangered)
Students to be directed to the website that is provided in the resources
section to assist in research
The teacher will then explain the concept of by catch and how this effects
all eco systems within the ocean
Students will be placed in groups of four to undertake the experiment and
Prior Knowledge:
- Knowledge and understanding in endangered species and
the importance of their existence on earth
- The scientific literacy that has been learning in the past
lessons
- Basic use of technology/computers
questions which is included in appendix A
Resources:
-
www.arkive.org - A website for students to further investigate their

chosen endangered species
Small aquarium nets, sieves, tea strainers or homemade simple

nets using fine mesh or even dishcloth material
Small objects such as rice grains, dried kidney beans, dried peas
(these will be the prawns the trawler is trying to catch)
Larger objects such as dried lima beans, small plastic toys, pen
lids (these will be the marine turtles)
Large long container with water in it such as a tidy tray, aquarium,

plastic storage container (this is the ocean)
Data table
Differentiation:

- Discuss all findings from the experiment and answers that students
2 x Gifted Students
- Provide an extension question (The exit question will include What
should be done with the by catch once the fisherman have it?)
- Utilise extended and open-ended questioning
- Allow students to provide extended information on the reasons why the
species are endangered
5
x
learning
- Provide instruction in a variety of modes (Written and verbal)
Support
generated on the task sheet

Undertake the word wall activity as a class after the content from the
lesson
Undertake the fourth journal entry and exit question (What other ways
can fisherman be extracting from the ocean that has little impact upon
the oceans eco systems?)
-Provide SSO or teacher support whilst undertaking research and

experiment
- Provide students with direction when undertaking the task
-Make purposeful decisions when grouping students to assist in progress
and development
Year level: 4
Lesson number: 5
Lesson Topic: Assessment
Time: 9:00am-10:30am (Double Lesson)
Essential Learning:
Students will be required to piece together all of their research over the past four lessons. Students will need to demonstrate their ability to collate the
information and therefore generate a product, which will be utilised to make public awareness surrounding the endangered species.


At the beginning of the lesson:
- Address any questions that were asked in the last lesson
- Introduce the topic of the lesson, what it will entail and why we are doing
- How to utilise researched information on a particular topic to
-
create a piece of work

What makes an effect piece of work
Why students need to be speaking out about these issues within
the Great Barrier Reef and how this can be undertaken effectively
Understand:
-
How effective a piece of work can be upon the beliefs of an

individual
The significant amount of research and preparation that is
undertaken prior to undertaking a short advert, poster or letter to
the government
Be able to (Do):
-
Collate information that has been researched

Present information in a creative and persuasive manner using
illustrations, numeracy and literacy
it
Verbally introduce the task (includes piecing together all of the research
and information and creating a piece that can be provided to the general
public, advising them of the endangered species and what they can be
doing to assist)
Show the students an example of a piece of work that has been created
by the teacher
During the lesson:

- Students will work on their piece individually for a double lesson,
-
ensuring that they incorporate all undertaken research

Students can have their pieces drafted by the teacher and SSOs before
undertaking the final copy

Students can also have their work peer assessed to collect ideas
Prior Knowledge:
-
Basic literacy and numeracy abilities

Basic use of technology (internet, computers and video cameras)
In-depth understanding of their selected endangered species
including the threats, lifecycle and characteristics of the animal
Resources:
-
Video cameras and camera
Poster paper
Colour pencils, paint, textas
Internet and computer access
Differentiation:
2 x Gifted Students
At the end of the lesson:

- Undertake the word wall as a class and discuss the new scientific
- Provide an extension task (promote higher level thinking in regards to

the presentation of their ideas, promote the use of numeracy and graphs
as a use of display)
- Utilise extended and open-ended questioning during the phase of

undertaking the assessment piece
- Allow students to provide extended information within their assessment

task
- Promote usefulness and purposeful intentions for their assessment
task (Provide them with the opportunity to present their product to the
public)
5
x
learning
Support
- Provide instruction in a variety of modes (specifically written in this
lesson to ensure the students understand the assessment task and can
refer back to the set of instruction if necessary)
- Promote purposeful planning and thinking time prior to beginning the
assessment
task
- Provide students with options when undertaking the task (This includes
literacy
Generate a class discussion based on the unit as a whole, the
successfulness of the research and how the students pieces of work will
be utilised
Students may need to spend spare time or homework time to finish off
their assessment pieces
allowing students to choose their own presentation type which allows

them to feel most comfortable)
-Provide SSO or
assessment task
teacher
support
throughout
undertaking
- Provide students with direction when undertaking the task
the
Appendix A By catch Experiment

Aim
To find out the effects of bycatch on turtle populations
Equipment
Small aquarium nets, sieves, tea strainers or homemade simple nets using fine mesh or even dishcloth material.
Small objects such as rice grains, dried kidney beans, dried peas (these will be the prawns the trawler is trying to catch).
Larger objects such as dried lima beans, small plastic toys, pen lids (these will be the marine turtles).
Large long container with water in it such as a tidy tray, aquarium, plastic storage container (this is the ocean). This container should be
deep enough and long enough for you to trawl your net through the water to catch your prawns or fish.
Data table (see below).
Procedure
1. Fill in the investigation planner to plan how you are going to complete your experiment.
2. Put your prawns into the ocean.
3. Decide on how many marine turtles you are going to put into your ocean. Record this number in your data table. Put your marine turtles
into your ocean.
4. Use your net to trawl for prawns. Make one pass through the ocean with your net. You should close your eyes when you do this to make
the test fair.
5. Record how many prawns and marine turtles you caught in your net.
6. Do not return your prawns or marine turtles to the water.
7. Continue trawling for prawns, each time record how many marine turtles and prawns you catch.
8.
When you have caught all the prawns, explain your results in your investigation planner.
Answer the following questions and discuss your answers.

1. What does bycatch mean?
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
2. Explain how marine turtles and other marine animals are caught as bycatch.
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
3. How can trawling for prawns affect turtle populations?
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
4. How could trawlers change their nets to stop marine turtles from becoming bycatch? Describe or draw a design.
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
Extension Activities
a) Design a net that the trawler could use to still catch prawns but not catch marine turtles. Test your net in your ocean, record your results.
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
b) Investigate what a Turtle Exclusion Device (TED) is. Design your own TED and conduct the bycatch experiment again using your TED.
Compare your results with your first bycatch experiment.
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________

Science Unit Plan Final

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Dear Mrs Tecklynne,

Key Concepts &

- Provide an extension task

- Critical and creative

- Utilise extended and

-Provide SSO or teacher

- Provide an extension task

- Critical and creative

(Internet, books, journals

- Utilise extended and

-Provide SSO or teacher

- Life cycle diagrams of

- Provide an extension task

- Critical and creative

- Personal and social

- Utilise extended and

cycle and how

- Provide an extension task

- Critical and creative

(Internet, books, journals - Personal and social

- Utilise extended and

- Provide students with

- Provide an extension task

- Critical and creative

- Utilise extended and

Lesson Topic: What are endangered species?

Learning Outcome Strand:

By the end of the lesson, students will (KUDs):

The term endangered species

The Great Barrier Reef occupies many animals that are

Research and find the appropriate information within the

At the beginning of the lesson: (Engage and Explore)

During the lesson: (Explain and Elaborate)

Knowledge and experience with the use of technology and

Through Endangered Eyes: A poetic journey into the wild.

At the end of the lesson: (Evaluate)

Provide an extension task (This will involve providing the

Provide instruction in a variety of modes (Written on paper

Explain the process and reason behind a scientific journal

(Collect information by using the computer or library and also

Safety in regards to ICT should be taken into account

Year level: 4 Lesson number: 2

Lesson Topic: Exploration of specific species/habitats/symbiotic relationships

Learning Outcome Strand:

By the end of the lesson, students will (KUDs):

Symbiotic relationships and why this naturally occurs

who depend on each other for survival

At the beginning of the lesson: (Engage and Explore)

Address any questions that were asked in the last lesson

During the lesson: (Explain and Elaborate)

endangered species in regards to characteristics, habitat and potential

That detailed investigation into all elements of the species is

Provide specific examples of symbiotic relationships that could

Students will then be required to undertake the 2 nd journal entry from

In-depth understanding of the Great Barrier Reef and its

www.arkive.org A website for students to further investigate their

Provide an extension task (This will include a further thought

At the end of the lesson: (Evaluate)

findings to the class (assist others in their research)

Provide instruction in a variety of modes (Written and verbally

Lesson Topic: Life Cycles

Time: 9:00am-10:30am (Double lesson)