Natalie Meredith EDLA309 Janelle Young
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45 minutes
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English: Recognise that ideas in literary texts can be conveyed from different
viewpoints, which can lead to different kinds of interpretations and responses
(ACELT1610)
Geography: Reflect on their learning to propose individual and collective
action in response to a contemporary geographical challenge and describe the
expected effects of their proposal on different groups of people (ACHGS039)
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This lesson begins as a whole class activity.
The second half of this lesson is completed individually, however prompted
by the teacher.
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Prepare large container of water, and various plastic snap lock bags with
different dirt and pollutants in them with the name on the front of the
pollutant, prior to class.
Gather students together as a whole class in front of the teacher.
Hand out the bags of pollutants to various students. Emphasise for students not
to open their bags.
Tell students that the container of water represents a river in the story that is
about to be told.
Read the story The Story of a River (resource 8) and have students pour their
pollutants into the container as the story is read. Make sure to emphasise that
this is not necessarily Antarctica that the story is set in.
After the story is finished, discuss with students how each aspect is related to
Antarctica (e.g. there wont be pigs in Antarctica but there will be dogs, there
will also be tourists).
Compare how similar the story is to the situation in Antarctica. List the
similarities on the board. Ask the opinions of the class.
Send students back to their desk and hand out individual sheets of paper.
Reread the story to the class and while this is being done, allow each student
to do a drawing of the pollutants that would exist in Antarctica in relation to
the story.
Have students hold up their drawings if they wish in order to share with their
peers.
Natalie Meredith EDLA309 Janelle Young
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Tell students at the end that this is one of the topics they will need to research
for their poster.
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Formative
Student interest and engagement will be monitored in order to make positive
adjustments to future lessons.
Student drawings will be observed and examined to show how much content
students learnt from the lesson.
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Students with hearing impairments will be placed at the front of the classroom.
Maximum participation will be encouraged during this lesson. Both students
who may be restless or behaving particularly well will be given a bag to pour
into the container.
Students with English as a second language may require additional scaffolding
from the teacher.
Students who claim that they have finished early will be asked to continue
adding detail to their drawing.
