Lesson Eight: Information Review and Reflection

Lesson Duration: 1hour
Curriculum Links:
English: ACELY1698;
Literacy Indicators: LS5.i; LS5.iii; VR5.i; VR5.ii; VR5.iv;

Geography: ACHGK027; ACHGS039

Learning Objectives:
- Students will continue showing their ideas and points of view on how language
features change depending on context, they will do this through class discussions
- Through reviewing information text types, students will continue to develop an
understanding of the influences that people can have on the environmental
characteristics of Australian places
- Students will begin to reflect on their learning and start researching individual and
collective action to respond to the damage being caused to the Great Barrier Reef
Resources Required:
- iPad or computer (1 per group)
- Filled in research sheets
Classroom Organisation:
- Group organisation with nothing on desks
- Students to gather in usual gathering place before moving to their groups to
complete their work
Learning Experiences:
- At the beginning of this lesson, students will gather with the teacher to discuss the
information they have gathered so far on the Great Barrier Reef, this discussion will
involve questions such as: Do we have enough background information? Do we have
enough clear examples of the destruction that has taken place? What else might we
need? *This final question needs to lead to solutions
- After this discussion, students will break into their groups and spend the remainder
of the lesson researching solutions to problems or plans for saving the Great Barrier
Assessment as Learning: Informal assessments will take place through observations
of work, BLOG posts, and keeping record of any students not participating
appropriately in their groups and intervening when necessary.
Assessment for Learning: Will take place at a later stage in unit when children begin
drafting their speeches and Strip Design posters.
Assessment of Learning: Will take place in the final two lessons where students
deliver their oral presentations for this unit of work.
- Children are broken in to Heterogeneous groups (3 groups of 5 and 2 groups of 6) so
that there is room for peer support and peer scaffolding throughout each lesson.
However, within these groups, the children with English as an Additional Language or
Dialect (EAL/D) will be placed into the same group so that support staff can work
with them during research times and speech drafting
- Visual aids are employed for students with EAL/D and student with hearing
impairment (as well as whole class as we understand that children are visual learners
- Activities are engaging and hands on and require the focus of all members of the
class to complete
- * Support teacher will be available to help students with EAL/D