Professional Documents
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ge sourced: http://activeinparks.org/wp-content/uploads/2015/03/hooded_plover.jpg
UNIT PLAN
PROTECT THE HOODED
PLOVER
UNIT PLAN
Lesson 1
Visit from Birdlife Australia
Lesson duration: 1 hour
Curriculum links:
Science: , (VCSSU075)
Humanities: (VCCCC016)
Learning intention: For students to develop an interest in the preservation of
native birds.
Success criteria:
I know the students are learning when:
They ask questions of the guest speaker
They show interest in the topics and tactile items presented to them
They observe the trees and look for birdlife when outside in the school yard
Introduction (10
minutes)
Conclusion (10
minutes)
Lesson 2
Identifying birds on the school grounds
Lesson duration: 1 hour (preferably a morning session)
Curriculum links:
Science: (VCSSU074) , (VCSSU075)
Mathematics (VCMSP206)
Resources:
Notepads and pens
Cameras for taking photos
Binoculars (if accessible)
Tip sheet on birdwatching http://birdlife.org.au/images/uploads/education_sheets/INFO-birding-tips.pdf
Learning intention: For students to develop an interest in the preservation of
native birds. For students to collect and display data.
Success criteria:
I know the students are learning when:
They contribute to group discussion
The talk as a team about what they can see
Their data is detailed and includes different features of the birds they saw
They critically examine the reasons they may or may not be native birdlife in
the area
Introduction (15
minutes)
Lesson 3
Excursion to the nesting grounds
Lesson duration: 1 hour 45 minutes + 15-30 minutes travel time
Curriculum links:
Mathematics: (VCMMG195) , (VCMMG196) , (VCMMG224)
Science: (VCSSU074) , (VCSSU075)
Literacy: (VCELY366), (VCELY395)
Resources:
Notepads and pens
Rulers
Trundle wheels
First Aid Kit
Binoculars
A tip sheet on birdwatching (1 per group) http://birdlife.org.au/images/uploads/education_sheets/INFO-birding-tips.pdf
Bird
Volunteers, aids or parent helpers to facilitate the excursion (at least two so
all three groups can be supervised)
Learning intention: For students to collect information about the nesting ground
and experience the outside environment.
Success criteria:
I will know the students are learning when:
They
Introduction (10
minutes)
Main (75 minutes + Students are split into 3 groups to do a rotating activity.
approx. 10 minutes Students will have 25 minutes to complete each activity
transition time)
Activity 1 - Measuring the nesting grounds:
On popular beaches Hooded Plover nesting grounds are
sometimes blocked off thin wooden posts and orange tape.
For this activity students are to work in small groups to use
the trundle wheel to measure the area of the nesting
grounds. They will need to measure the length and width
then calculate the area. Because the nesting grounds are
not always a rectangular, students might need to negotiate
as team about where to measure. In their groups students
are then asked to think about the volume of space it would
take to build a shelter for the Plover chicks. They need to
estimate the length, width and height of space it might
take and write their calculations in their notebooks.
Next students are given time to walk around the perimeter
and see what they can observe. They will need to watch
their step though because sometimes Hooded Plovers nest
outside the perimeter as well! If they are lucky they might
see some eggs, nests or maybe even the birds!
Hooded Plover:
For this activity students are to work as a group to list
possible threats to the Hooded Plover. The students need
to identify the possible threats and explain why they think
it is a hazard to the birds. They can use their surroundings
to base their reasoning or refer to knowledge they have
gained in previous lessons. Students might like to
investigate the beach for ideas and would be encouraged
to think like a bird when searching for inspiration.
Extension Question: In your notepads describe what you
might think and feel as a Hooded Plover. Would you be
scared of humans? Would you feel protective of your
chicks?
Activity 3 Bird watching in the sand dunes:
Similar to the lesson identifying birds on the school
grounds students are given time to birdwatch on the
beach. Each student or pair of students will be given
binoculars and a camera to observe the birds. They can
observe birds on the beach, in the trees or in the sand
dunes as long as they remain within eyesight of the area.
They can take notes on the birds and their features to add
to the class table back at the school.
Extension Question: In groups discuss how effective they
think the barrier is in protecting the nests of the Hooded
Plover. Why more could be done to help them survive or
make people aware of their presence?
Conclusion (10
minutes)
Included are some photos of the nesting ground of the Hooded Plover at Cape
Paterson Beach (taken by myself). In the summertime around breeding season they
put up a barrier up on sand dune ledge (best seen photo 2). There is no signage
around during the year to warn people of the nesting area.
Lesson 4
Designing the chick shelters
Using the information from the nesting grounds students are to work in groups of 24 to create their ideal design for Hooded Plover chick shelter.
Lesson duration: 1 hour
Curriculum links:
Mathematics: (VCMMG195) , (VCMMG196) , (VCMMG224)
Design and technologies: (VCDSCD039), (VCDSCD041)
Personal and social capability: (VCPSCSO032)
Literacy: (VCELY396)
Science: (VCSSU074) , (VCSSU075)
Conclusion (10
minutes)
Lesson 5
Making the chick shelters
Lesson duration: 1 hour 15 minutes
NOTES: The 15 minutes to present could come later in the day/week depending on
the timing. Maybe fruit and serial would be a good time to do this. Student may
also need extra time depending on the complexity of their design.
Curriculum links:
Mathematics: (VCMMG195) , (VCMMG196) , (VCMMG224)
Design and technologies: (VCDSCD040),
Personal and social capability: (VCPSCSO032)
Literacy: (VCELY396)
Science: (VCSSU074) , (VCSSU075)
Resources needed:
Wood, plastics, nails, tools and other supplies students need to build their
design.
Pens and notebooks
Students designs from previous lesson
Parent helpers or volunteers (if available) to help supervise and assist
students
Learning intention: For students to use their design to create their chick shelter
as a team. Students should approach the task co-operatively and be reflective in
their practice.
Success criteria:
I will know students are learning when:
They present a finished product or identify why their project was unsuccessful
They problem solve and discuss as they build their shelter
They work together as a team with open communication or delegation of
tasks.
Students use the materials and equipment safely
Introduction (15
minutes)
Conclusion (15
minutes)
Lesson 6
Writing a persuasive letter on the preservation of the Hooded Plover
Lesson duration: 1 hour
Curriculum links:
Literacy - (VCELY329) , (VCELY358)
Critical and creative thinking- (VCCCTR025) , (VCCCTR027)
Science: (VCSSU074) , (VCSSU075)
Learning intention: For students to use persuasive language when arguing their
standpoint in letter form.
Success criteria:
I will know students are learning when:
They present their writing in proper letter format
Their argument makes sense and is consistent
They include relevant facts in their writing
They show their own opinion and sense of justice in their writing e.g.). I feel
this is unfair because... or the Hooded Plover is worthy of protection
because...
Introduction (15
minutes)
Conclusion (10
minutes)