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Stage 1 HSIE Wet and Dry Environments Term 3 2013

Foundation Statements
Students make comparisons between natural, heritage and built features of the local area and examine the human interaction with these features. They investigate the relationship between people and environments including the relationship between Aboriginal peoples and the land. Students use the language of location in relative terms and construct and use pictorial maps and models of familiar areas.

Rationale
This unit provides opportunities for students to explore life in a wet or dry environment. It allows students to focus on peoples interactions with, and responsibilities towards, these environments. It aims to help the students develop a sense of responsibility towards their own environments. This program aims to provide the students with interesting, relevant learning experiences focusing on various environments found in Australia, the animals that live in these environments and the effects of humans.

Outcomes
ENS1.5 Compares and contrasts natural and built features in their local area and the ways in which people interact with these features. ENS1.6 Demonstrates an understanding of the relationship between environments and people.

Indicators
Examines the differences between natural and built features and places and wet and dry environments. Uses a range of geographical terms to describe location and features (eg east, west, mountain, valley, hill, city) and terms for geographical tools (eg maps, globes, atlas). Uses geographical tools to locate and investigate places, eg maps, globes, atlases Associates geographical terms for places and features with visual images. Recognises the globe as a representation of Earth, differentiating between land and water Constructs pictorial maps and uses these maps to locate real features. Expresses feelings for particular environments and why they have these feelings. Recognises Aboriginal peoples special relationship with the land. Identifies and labels how the elements of an environment rely on each other. Identifies ways in which people depend on the environment. Identifies ways in which peoples interactions with the environment can change that environment, eg the result of blocking up a river or chopping down trees Evaluates results of human change on environments relevant to them Shows an interest in environmental issues at local, national and global levels Suggests ways of caring for sites, features, places and environments to which they can contribute.

Values and Attitudes


Ecological Sustainability Appreciating the environment, ones personal relationship with it and ones responsibility for its future; Recognising the interdependence of people and the environment; Showing commitment to ecologically sustainable development and lifestyles; Being environmentally responsible.

Links with other KLAs


English: The structure and language features of the text types students create and interpret. Science and Technology: Living Things - Australian plants and animals. Mathematics: Position (maps), Data (tally marks). Creative Arts: Drama and visual arts. Personal Development, Health and Physical Education: Individual choices, safe practices.

Differentiation
This program has been designed to meet the different learning styles of the students. Similarly, the activities have been differentiated to extend or support students based on their individual needs and abilities. Activities vary from individual tasks to whole class activities, written work to hands on activities, and from closed to open ended tasks. Students will have ample opportunities to participate in class and group discussion pertaining to particular concepts where they will be able to share their ideas, listen to the ideas of others and question material presented.

Resources
Lesson activities Map of Australia Internet various videos, images, information about environments, plants and animals. iPads

Program Assessment

Week
Week 2

Teaching and Learning Experiences Introduction to wet and dry environments.


What is an environment? Brainstorm the term environment. What does it mean? Can we think of some words to describe it? Provide relevant examples. Wet and Dry Environments: Explain that an environment can either be wet or dry. Provide examples of these environments (dam, river, beach, backyard pool, swamp, desert, drought affected country, river bed) and get students to place them in the correct category. Discuss and provide reasons. Activity: In HSIE books, students will use a double page and draw a wet environment of their choice on one page and a dry environment on the other. Students will label the pictures. Differentiation: Less capable students will have teacher assistance for labeling.

Date

Wet and dry environments on a global and local scale.


Week 3 Earth: Show students the globe and explain that it represents Earth. Ask students to identify which part of the globe is wet and which is dry. Why? Australia: Look at a map of Australia (IWB and Atlases). Discuss areas of Australia that students think may be wet or dry. Ask them why think this is so. What features of a map indicate the wet and dry places? Talk about where these places are located and use appropriate geographical terminology such as mountain, river, desert, lake, ocean, inland, coast. Local Area: Discuss wet and dry places in the local area of Granville/Sydney. Is it a wet or dry part of Australia? Why? Activity: Students colour a map of Australia to distinguish between wet and dry and label various environments on the map. Differentiation: More capable students can label the states and territories.

The Sea Animals in the sea and why people use the sea.
Week 4 Animals: Create a mind map of the animals that are found in and near the sea. People: Discuss how and why people use the sea. For example, workers fisherman, prawn farmers. Leisure activities - swimming, surfing, sailing. Discuss why the type of environment, wet, has an impact on what happens there. Activity: Jointly construct a diagram showing how people depend on water for work and leisure. Students copy the diagram into their workbooks and write about something they would like to see/do at the sea. Differentiation: More capable students can add more detail to the diagram whilst less capable students will receive support based on their needs.

The Sea Human Interaction and Change


Week 5 Negative Impacts: Discuss ways that humans can have a negative impact on the sea and how it can be changed. For example, pollution, over fishing. Also highlight that water is scarce and the need to be water wise. Video: Show a YouTube video that reinforces the negative impact that pollution, therefore humans, can have on animals and the sea. Make a mind map of the feelings they experienced while watching the video. Activity: Design a poster to teach people about keeping the sea safe and clean. For example, Dont throw your rubbish down the drain because the animals will eat it. Differentiation: More capable students can write more detail on their poster explaining why we need to protect the sea, whilst more capable students will be scaffolded based on their abilities and needs.

The Desert Animals


Week 6 Features of a desert: Show images of a desert. What is a desert? Is it a wet or dry environment? Why? Plants and Animals: Show images of the various plants and animals found in the desert. E.g. bearded dragon, desert dingo, red kangaroo and thorny devil. Discuss the features of these plants and animals and why they are suited to a dry environment. Activity: In small groups, students will create a drama role-play of what life would be like for humans and animals living in the desert. Encourage narration throughout performance.

Uluru (Ayers Rock)


Week 7 Uluru: Show a YouTube video of Uluru. Locate it on the map of Australia. Discuss why a dry environment would be in the centre of Australia. Aboriginal Significance: Explain the importance and special relationship that Aboriginal people have to this landmark and the Australian land/sea in general. Activity: Draw a picture of Uluru and explain why it is a dry environment. Explain the relationship that it has to Aboriginal people. Differentiation: More capable students will label their pictures and add more detail to their sentences whilst less capable students will receive support based on their individual needs.

Rainforests Plants and Animals


Week 8 Wet or Dry: Show images of a rainforest. Ask students if they think it is a wet or dry environment. Why? Identify the features of a rainforest and explain why it is a wet environment. Plants and Animals: Identify and discuss the plants and animals that are found in a rainforest. Discuss how these differ to the plants and animals found in the sea, another wet environment. Activity: Construct an information report about rainforests. Differentiation: More capable students will write more detail in their report and use more complex features, e.g. paragraphs. Less capable students will receive support based on their abilities.

How can we protect rainforests?


Week 9 Positive, Negative and Interesting (PMI): Identify reasons for chopping down trees. E.g. to build things that we need like desks, houses etc. Discuss how this is good for us but bad for the environment. Identify ways that it is bad for the rainforest. E.g. kills animals and their habitats. Also identify some interesting facts. Vote: Complete a class vote on Should we chop down trees? Tally and total the scores and discuss the reasons for their choice. Are there any solutions/alternatives to using wood to build things we need? Activity: Use iPads (iMovie, Tellagami, postcard app) to send a letter/video/email to the companies chopping down rainforests explaining why they should stop.

Revision / Summative Assessment


Week 10 Revise key ideas of the unit. Complete summative assessment to determine whether students grasped the fundamental concepts of the unit. Use this information to modify learning experiences for the future.

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