PLANNING A UNIT OF WORK ON EXTINCTION
TOPICExtinction, Animals, Birds, Fish etc. |
SHARED VALUESCaring for our environment including all living creatures. Responsibility for the environment. |
PRINCIPLESSustainability of land, sea and air. Learning to create purposeful futures. Learning to act ethically. |
KEY COMPETENCIESThinking and creativity. Making meaning. Living a sustainable life. Learning sustainable practices. Using technology and media. |
Goals for Learning
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Overarching Goals.
Concepts: sustainability, extinction, eco-systems, biodiversity
Students will understand about:
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Learning Experiences that lead to Understanding
Rubrics: teachers’ and students’.
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Demonstrations of Successful Learning
Measure learning across all dimensions; multiple methods; use feedback; reflect on learning; express thought through writing, concept maps, rubrics, pictorial representations, oral presentations.
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Tuning In
Find and write the dictionary definitions for extinct, endangered and vulnerable. Brainstorm with the class the following question:
Does it matter if some animals become extinct? *(within the animal category we are including animals, birds, reptiles and fish)
Conduct an activity in groups of three to assess the students’ knowledge about extinction and sustainability.
Ongoing Assessment
Focus on students’ ability to:
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Finding Out, Sorting Out
How can we find out about the animals which are endangered of becoming extinct?
Guiding questions:
What do animals need to survive?
Teacher directed: Lead a discussion about what animals need to survive: (Whole class activity) Individual and group activities.
Ongoing Assessment
Assess students’ ability to:
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Culmination
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Glossary
- Overarching Goals: Goals which overshadow the whole topic.
- Tuning In: Finding out what the students already know about the topic, as well as what they would like to find out in order to stimulate their interest and enthusiasm for the topic.
- Brainstorm: group discussion and sharing of ideas.
- Guiding Questions: questions related to the topics which promote thought as well as refining the investigation to be undertaken.
- Concept maps, flow charts: These are examples of graphic organisers.
- Graphic Organiser: Charts which help visually to organise information.
- Rubrics: Teacher or student generated charts based on the topic being studied to assist with self-assessment.
- Culmination: The final part of the topic where students demonstrate their understandings using a variety of methods including drama, information technology, oral presentations, written material, art and craft etc.
- Teacher Directed: the majority of classroom activities are directed by the teacher
- Child Centred: teacher and students in a learning partnership
- Multiple Intelligences (MI) Howard Gardner’s seven multiple Intelligences
- Bloom’s Taxonomy: Blooms hierarchy of research skills
- Whole Class Teaching: The classroom teacher working with the whole class on the same activity.
- Small groups: Students organised in groups e.g. 4-6
- Individual Work: students working alone on individual projects / contracts
- Contract: A series of questions on a particular topic based on Bloom’s taxonomy.
Self-Assessment Rubric for Students
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What have I learned about extinction and habitats? |
I enjoyed learning about extinction and habitats.
I would like to continue learning about extinction.
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I sometimes liked learning about extinction and habitats and I think I have learned a little bit. | I don’t think that I learned anything about extinction and habitats. I was bored and I didn’t like the topic. |
How well did I participate in group work? |
I participated well in group work. I always did my share of the work and participated in class discussions.
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I worked well most of the time. I did some of the work in the group and I thought about what I could share in class discussions.
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I wasted time in the groups and I did not help much. I didn’t concentrate or try to think of things to share with the class. |
Was I able to answer the questions that were asked at the beginning of the unit? |
I was able to answer most / all of the questions. I thought about them during my work on the unit and answered them when I could.
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I sometimes remembered the questions and answered one or two. The questions were difficult to answer. | I forgot about the questions and did not think about them again. |
Did I complete all the work of the unit?
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I completed all the work for the unit as I was very interested in the topic | I completed most of the work and I will continue to finish it off for homework or when I have finishing off time in class.
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I did not complete all the work and I did not try very hard. |
Have I used a number of ways to demonstrate my learning?
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I have used a variety of art and craft materials to show what I now understand about extinction and habitats. I have given an oral presentation to the class about extinction and habitats. | I have made a model of a sustainable habitat to show what I think is important to help prevent the extinction of animals. | I drew a picture of a habitat. |