Differentiated Curriculum Model
Hooked on Thinking
Concept: COMMUNITY
Concept Understanding:
A Community is a group of living
things with common needs
(survival). They are interdependent. People who work there
Achievement Objectives:
Science – Living World. Level 1 / 2
Life Processes – recognise that all living
things have certain requirements so they
can stay alive.
The Driving Question:
Why do we have zoos?
Three Subsidiary Questions:
Why are some animals endangered?
What would happen to animals without
zoos today?
How do people help the animals?
Context: THE ZOO
Local/National/Global Contexts and Perspectives
Hamilton Zoo
Animals
People who visit there
Animals in their natural environments.
Learning Intentions:
WALT humans are resposible for the
decline and endangerment of animals
WALT endangered animals need humans
to help them to continue to survive
(Define, Describe, Sequence, Classify, Compare / Contrast, Explain,
Analogy, Analyse, Generalise, Predict, Evaluate, Create)
Compare zoos today with zoos 100
years ago.
What if Questions:
[What if questions that help students explore the concept, contexts and
achievement objectives identified through other perspectives,
differences, alternatives, controversies, and disputes.]
--we adopt an animal at the zoo
-all the animals died
-we had no zoos
The Key Competencies Language of Learning Value

THINKING 6 Hats ECOLOGICAL

Principles
SUSTAINABILITY
White – What do we know about
zoos?
FUTURE FOCUS
Yellow – Why are zoos good?
Kiwianis - Enthusiastic
Black –What is wrong with zoos?

Green – What could be done

differently?

Red – How do we feel about zoos?

Blue – What are we thinking now

we have more information?

Double Bubble for

comparisons
Domestic – zoo animals

A lion – A tiger

A zebra – A giraffe

PMI - Issues at the zoo.

Y chart – What would it

be like in the chimp’s
cage?

Look like/ sound like/feel

like

Learning Experiences

1. Brainstorm all we know about the zoo animals – using hats. Divide paper into 6 parts and write or
draw.

2. Brainstorm all we know about the people at the zoo – workers and visitors – PMI format.

3. List all the animals we know that might be in the zoo. Use WORDLE to publish list.

4. Choose 3-5 animals (depending on ability) to find out about at the zoo. Write questions. What do we
want to know?

5. Visit the zoo.

6. Lots of the animals we saw were endangered. What does this mean? Why? Choose one animal as
example – research where they come from and what is happening to their natural habitat.
 7. Make a book - The zoo.(see writing plan)

8. Y chart – what would it be like in the chimp’s cage?

9. Double Bubble - Choose 2 animals we saw at zoo. Compare and contrast.

10. What would happen to endangered animals without zoos? Look at success of southern white rhino
on Hamilton Zoo website.

11. People at the zoo - Workers .

i. What do they do?

ii. What would happen if they were not there?

iii. What would happen if there were no animals to look after?

12. People at the zoo – visitors

i. What do they do?

ii. How do they help? If there were no visitors, what would happen?

iii. Should we adopt an animal?

13. Word finds.

14. Alphabet game – an animal, fruit or vegetable, name, country.

Resources – Dear Zoo, Why can’t I fly?,

I can name one I can make a list I can describe the I can compare I can predict
animal in the zoo. of animals in the characteristics of and contrast 2 what zoos might
zoo. an animal and know animals using a be like in the
where it comes
double bubble. future and
from.
explain why.

I don’t know I know what I can describe I can explain why I have ideas how
what extinct or extinct and some animals some animals are to protect these
endangered endangered that are becoming animals from
endangered. (Cause
means mean. endangered. becoming
and effect)
extinct.
 13.

SOLO Taxonomy Learning Activities and Experiences

Bringing in ideas: (Identify/Label/List/Define/Describe/Retell/Recall/Recite)

List zoo animals

Unistructural

Descriptions of animals.

ICT to enhance conditions for bringing in ideas:

Multistructural
www.hamiltonzoo.co.nz

Linking ideas: (Sequence/Classify/Compare Contrast/Cause Effect/Anaysis Part

whole/Explain/Analogy/Question)

Double bubble – compare and contrast animals

Cause/effect – why are animals becoming endangered and extinct?

Look at success of Southern white rhino on www.hamiltonzoo.co.nz

ICT to enhance conditions for linking ideas:

Relational
Google – Infrared zoo – shows cold and warm blooded animals

Putting linked ideas in another context: (Predict/Hypothesise/Generalise/Imagine/

Reflect/Evaluate/Create)

Predict what zoos might be like in the future.

ICT to enhance conditions for putting linked ideas in another context:

Extended
Abstract

Performance for Understanding Assessment Task:

[Insert Learning Experiences that can be used as Assessment for Learning. Self assessment rubric / teacher observation/ self
assessment/peer assessment.]

Level of Autonomy in Student Knowledge Building

[Identify the students at each level]
Stages in Student Formulating the Research: Analysis of Presenting of new Learning
Knowledge Building Research Locating relevant information and knowledge and Outcome
Question. information. creating new understanding Emphasis
knowledge
Supported Teacher Teacher Teacher Teacher Content
Beginner Teacher Teacher Student/Teacher Student Content
Proficient Student/Teacher Student/Teacher Student Student Process
Expert Student/Teacher Student Student Student Process
Autonomous Student Student Student Student Create new
knowledge