Stage 1 Lesson Plan

Class: 2S Date: 12 May 2014

The Need for Shelter

Time: Start: 12.10pm Finish: 1.00pm

Key Learning Area: HSIE

Lesson Topic:

The Need for Shelter

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson): Students have completed the Science and Technology Unit Whats Alive? and understand the difference between living and non-living things. Students understand that structures provide protection from the weather. Students also have a growing knowledge and understanding about the need to protect and conserve the environment by using the class 3-Bin system to separate food scraps, recyclables and general waste. Syllabus Outcome(s): One or two only. Please note the syllabus reference number AND write out in full. Indicators of Learning for this lesson: Behaviours that contribute toward achievement of outcome(s). Quote syllabus numbers. Must be clear, specific, observable. Curriculum Content Strands may be used as headings. By the end of this lesson, the students will: - identifies ways in which peoples interactions with the environment can change that environment - evaluates results of human change on environments relevant to them Assessment: Strategies which will be used to assess learners attainment of learning outcomes. Should be linked to each learning indicator.

- ENS1.6 Demonstrates an understanding of the relationship between people and the environment

- adding to KWHL chart (formative)

- Group discussions/interactions (formative)

- Oral presentation (informal) Any safety issues to be considered: Safe movement throughout the classroom, group discussions outside should be under a shaded area, ensure Ss choose a safe area during groupwork away from potential hazards and powerpoints Resources: Students are allocated a Research Group prior to commencement of lesson. A3 copies of the Mindmap from Lesson 1, lead pencils, KWHL worksheet from previous lesson, HSIE Syllabus,

LESSON SEQUENCE
Lesson Content / Indicators of Learning (What is Taught): Note key skills, concepts and values addressed in each section. Link to your Indicators of Learning. INTRODUCTION ENS1.6 Demonstrates an understanding of the relationship between people and the environment - identifies ways in which peoples interactions with the environment can change that environment Timing (mins) Teaching Strategies / Learning Experiences: (How it is taught) Write detailed steps showing what the teacher (T) will do and what students (Ss) will do. Resources and Organisation:

10min

Focus question: How has the building of different shelters affected the environment? Revisit the original Mind map on the IWB. Do we have new information we can add to what we know? As a group, ask Ss to reflect on what they have already learned about shelters. Could we add more information to the original Mindmap? Display original map on IWB.

Whole class discussion on floor in front of IWB with original Mindmap displayed Provide A3 copies of original Mindmap for each group of 4.

DEVELOPMENT 5min Small group discussion and construction of Mindmap Whole class views How has building shelters affected the environment Powerpoint presentation (see Add link to webpage) view slides of the stages of a house being built T points out changes within the immediate environment T prompts Ss to think critically about the changes that have occurred in the images and the possible effects on the immediate environment around the house being built Explain to Ss that they will form a group of 4 and be given a copy of the Mindmap. They are then to jointly develop the map, adding in extra information from each member of the group. Separate students into groups Remind Ss that it is important that, as a group, each member is to contribute. All ideas are good ideas. Remind Ss that each members contribution is valuable and should be respected. Tell students to consider: What do we now know? What else would we like to know? How has our environment and shelters changed? Write your group responses on the map Allocate a scribe for each group Ss to move to a space within the classroom (floor, tables, wherever students choose) or just outside in a covered space. All groups return to the floor. T to monitor group dynamics Ensure respectful discussions. Purposeful roving to observe discussions and be available to answer questions/debates when needed

5min

10min

Record who is the scribe for future group work to ensure everyone in the group has had a turn

10min

Print second completed Mindmap on A3 and add to class Visual Wall.

T asks for ideas from each group, adding the new information to the Mindmap on the IWB. Teacher adds contributions from each group to the original Mindmap. asking Which category should this new information go in? Why?

CLOSURE Individual Reflection ENS1.6 Demonstrates an understanding of the relationship between people and the environment - evaluates results of human change on environments relevant to them

10min

T asks Ss to move to their desk and take out their HSIE book, opening to the KWHL chart completed in previous lesson. Using the additional information from the Mindmap on the board, add more information that you found interesting. T asks Ss to focus particularly on the What have I Learned column. Encourage Ss to use the information on the IWB as stimulus T asks Ss to look at the What I want to know column. Is there something you would like to find out? What are you curious about? Is there something we have missed? Encourage Ss to release their detective skills!

KWHL worksheet from previous lesson (in HSIE workbook) Additional KWHL charts to add more information to (ensure date is visible)