Lesson Plan: Māui Dolphin Inquiry

Learning Area: Level three, Science -> Living World, Ecology.

Achievement Objective:

Explain how living things are suited to their particular habitat and how they respond to environmental
changes, both natural and human-induced.

Date:
Resources:
Motivation:
Informational Video
- Sources from DOC website
To increase the student’s awareness and appreciation for both (https://www.doc.govt.nz/nature/native-
the Māui dolphin and environmental sustainability and the
importance of protecting all (specifically endangered) animals. animals/marine-
To help students understand the impact that humans have had on mammals/dolphins/maui-
the natural world. dolphin/stories/)

Key Assessment Procedures:

Competencies: Lesson: Time: (Success Criteria)

Participating Lesson one – Whole class brainstorm: - Students listen and

and engage with the activity
contributing. 1. Introduce the idea of the Maui Dolphin. - Students are able to
Does anyone know anything about the report on what they have
Relating to Maui Dolphin? learnt about Māui’s
others. 2. Any information recorded in a dolphin
brainstorm on the whiteboard - Students have developed
Using 3. Present the DOC information video an understanding of
language, 4. What did students notice? (any environmental
symbols and information recorded on whiteboard sustainability – even if
text. brainstorm) this is just a simple idea
5. Discussion questions – why might the such as sustainable
dolphins be endangered? What do fishing
dolphins eat? Etc.
6. When all known information is recorded
ask what students would like to know
There is a complete end
about the Maui Dolphin? Record a list of
product that all students
questions on the whiteboard.
have contributed to.
7. Discuss other information about the
Maui Dolphin – eg. Noticeable features.
Differentiated lesson 1:
1. After the whole class brainstorm selected
students are to complete individual
research the differences and similarities
between ocean mammals and land Iterative assessment:
mammals. Students should produce a Have these students
Venn diagram comparing the two types managed to self-regulate?
of mammals. Students can choose their Have they all produced a
method of research eg. Internet, books brainstorm that relates to
etc.
the topic. Are there any
 problems that have
Lesson two – inquiry occurred?
1. Students to use chromebooks or
computers to research information
about the Maui Dolphin and create their
own collaborative brainstorm
2. Record their findings on an A3 paper
3. Any questions they couldn’t find the
answer to should be listed at the bottom
4. As a whole class discuss anything they
found that was interesting
5. Can anyone answer other groups
questions?
Differentiated Lesson 2:
1. Students are to continue with their
research into mammals
2. When they feel they have collected
enough evidence and have a good
understanding of the topic they will take
a small group of students from the class
and teach them what they have learnt
about mammals
3. Students should encourage discussion
amoung the group about anything they
found interesting. (Supply with a
discussion prompt card in case of
conversation lulls)
Differentiated Lesson 3:
1. When they have presented their research
findings to their group the students are
now to pick one mammal they feel is
important to help protect
2. They should research their chosen
animal and create a list of questions they
wish to know – this will be the basis of
their research.
3. They can choose any endangered Check in:
mammal that interests them, they Make sure students working
should think about what impacts independently are on task,
humans have had on this animal give feedback in regard to
4. Students can use any research method
their progress.
desired to find the answers to their
questions
5. Students should record basic details
about their animal, eg. Population,
habitat etc

Lesson Three – Poster

1. In groups or individually students are to
create a ‘Save the Maui Dolphin’ poster
2. 4-6 facts about the Maui Dolphin
 3. 4-6 ways to help the Maui Dolphin
4. 2-3 reasons why the Maui Dolphins are
important
5. Posters should be colourful and unique
Differentiated Lesson 4:
1. Students who researched their own
animal now need to create a digital
presentation about their animal
2. Should include the basic facts about
their animal as an introduction
3. The presentation should present and
answer the questions they had initially
put forward
4. Students will then present their research
to their peers, they can choose to do this
on a group of whole class basis – other
students are to give feedback about what
they think about the animal. What did
they learn from the presentation?

Where to next?

Other notes:
 JUSTIFICATION ESSAY
ASSESSMENT TASK 3 – PART B

The students for whom the lesson plans have been differentiated for are four gifted learners
who are in year 6. They all show characteristics of the ‘autonomous learner’ and ‘successful
gifted’ categories outlined in Christina Smith’s Profiles of giftedness (Smith, 2012). All of
these students are high achieving and are able to pick up new ideas at a faster pace than the
rest of the class. They often find that the activities the rest of the class are participating in are
too simple and crave more freedom. They are confident in their learning and thrive on
independent and self-directed tasks. They have the ability to understand and discuss the goals
they wish to achieve and are able to take responsibility for their own learning (Smith, 2012).
They are all quite social and do enjoy being a part of the class, there is the fear amongst them
that they may be left out if they are completing independent tasks.

The first aspect of the lesson that has been added to suit the needs of the groups of gifted
learners is an extension activity which provides each learner with the freedom they need and
supports their passion for independent research. As previously stated, the group of four gifted
learners become frustrated by how quickly they finish whole class activities and also the lack
of independent freedom they have to focus on their own interests. This change coincides with
Christina Smith’s recommendation that teachers should “provide challenging and
differentiated programmes for gifted and talented students” (Smith, 2012) while remaining
relevant to the whole class topic. By tasking these students with an extension activity that
requires them to engage in independent research and manage their own learning to some
degree, i.e. choosing their own method of research, these students are able to feel that they
are taking responsibility for their own learning (Smith, 2012). This change fits into the idea
that one size does not fit all, providing a more advanced version of the whole class activity to
students who require the extension. This means that these students are still engaged with the
same overarching topic as the rest of the class (Ocean conservation) but are able to shape the
topic to their own interests and dive deeper into the topic.

The second learning experience focusses on adjusting the learning environment through the
addition of a group teaching element, facilitated by the gifted learners. All of these students
are quite sociable and enjoy working in a collaborative environment but struggle with their
desire for autonomy in such situations. By allowing these students to present their own
research in a peer teaching method they are able to interact with the other students in the class
and share their learning in a way that creates a positive group culture. They are put in a
situation that allows them to share what they have learnt without the potential ostracising that
might come from whole class presentations. Vivienne Russell explores the importance of
gifted students, in particular Māori students, being able to use and affirm their strengths in a
group environment which “allowed them to utilise their strengths in new ways to benefit
others and to contribute to the well-being and success of the group” (Russell, 2013). With
three fourths of these students being of Māori decent it is essential that their culture be taken
into account in the differentiation of these lessons. In particular this lesson adheres to
Russell’s research, which explains the importance of promoting whakawhanaungatanga
(building positive relationships) through the development of tuakana-teina relationships,
which places the gifted students in a position of respected mentors (Russell, 2013). This
activity creates a culture of sharing and collaboration which praises the gifted students for
their success while avoiding any segregation between them and the rest of the class. Their
learning environment if shifted in a metaphorical sense by giving them the position of leader
and assistant to their peers.

The next differentiated learning experience relates to the previous content change while also
having a focus on process. Students have had the opportunity to customise the topic and share
their research with their peers. This was in relation to the broad topic of mammals, now
students once again have the opportunity to adapt the topic to suit their own interests but on
an even more personal basis. They will once again be engaging in independent research but
this time will be able to have more autonomy over what they choose to research. Roger
Moltzen explores the importance of having a “responsive, student-centred learning
environment”, and references the Ministry of Education’s statement that a failure to recognise
the importance of this can lead to “boredom, frustration, mediocrity, and even hostility”
(Moltzen, 2011). Giving these students even more freedom to make choices about their
learning makes it more likely that they will remain interested and excited about their learning.
This approach allows these student’s needs to be recognised while keeping them involved
with classroom activities (Moltzen, 2011), students are able to receive ‘individualised
educations’ that caters to their love of research and independence (Moltzen, 2011). This idea
is focussed upon recognising the high achieving and highly motivated characteristics of these
students. These students have already been exposed to this method of study in the first aspect
of the differentiated learning experience and so this activity acts as an extension of the first
activity, allowing the students to use these practiced research skills to explore personal
interests, while still being involved in the over-arching class topic. As a part of this learning
experience these students will have the task of creating their own learning goals, they should
think about what they want to get out of this experience, what they wish to learn and what
aspects will be the more important for them to focus upon. This extends the idea of the
personalisation of this lesson as students are able to create personalised learning agendas that
they feel most suit their chosen topic (Moltzen, 2011).

The final differentiated learning experience is the creation and presentation of a final product
relating to their chosen animal. This is the finalisation of the product of their learning. This
aspect brings together the ideas explored in the previous three adaptions, they will have
freedom of choice, a personalised topic, and once again be involved in a tuakana-teina
teaching experience. Each of the four students will view their peer’s presentations and give
positive and constructive feedback, which in turn will help to develop their relationships,
communication skills, and foster a positive classroom culture (Fraser, 2016). This final
learning experience gives the students a chance to present their research and passions in a
manner that allows for freedom and personal expression, they have the chance to show their
hard work to their peers and receive feedback. The feedback, both positive and constructive,
will give them the opportunity to have “their potential realised and their gifts and talent
developed” (Russell, 2013). Russell discusses how students involved in similar peer
supported programmes expressed that these opportunities of “knowing their strengths and
having these affirmed by others in the group allowed them to utilise their strengths in new
ways” (Russell, 2013), the gives gifted students the chance to contribute in a group setting
and have their success acknowledged by their peers.

The assessment of this task would be on going over the course of the four lessons. There
would be the assessment of the student’s progress throughout the process in the form of
iterative assessment. Regular ‘check-ins’ with the students will ensure they are managing
with the independent nature of the task, that they are staying on track and making good
progress in each lesson. This is important to make sure that this new type of lesson, which is
unique in the amount of freedom they have been given, is not overwhelming them at all. If it
appears any of the students are not coping throughout the lessons they will be given
additional scaffolding to help. One of the most important elements of this stage is the
feedback students are given in regard to their progress as this will allow the students to feel
ensured that they are on the right track, or alternatively help them get back on track (Hattie &
Timperley 2007). The summative assessment for these differentiated learning experiences
will be done through the assessment of their final products. The assessment of these will have
to remain relatively subjective due to how little restraint these students had in regard to the
content they needed to include. Instead, it should be considered if they have understood their
chosen topic and included enough relevant information to inform the viewer about their topic.

These lessons have been differentiated with the purpose of building on the student’s love of
research and self-directed tasks. There is the focus on increasing the essential tuakana-teina
relationships within the classroom by placing these students in the tuakana role (Russell,
2013). These students will have the freedom to make choices about their learning that will
affect the final product produced. The tasks are independent but both the second and fourth
learning experiences include collaborative elements that help to foster a positive classroom
culture between the gifted students and the rest of the class (Russell, 2013). Overall, these
changes will support these student’s passion for research and help them practice their
research skills in practical manner, which will help increase their engagement (Strickland,
2007). The assessment of these experiences will be subjective to each student and involve
both an ongoing iterative process, to ensure these students are coping with the adapted
lessons and to provide them with feedback, and a summative assessment of their overall
progress.
Reference list:

Goodhew, G. (2009). Meeting the Needs of Gifted and Talented Students. Bloomsbury
Publishing Plc.

Hattie, J. & Timperley, H. (2007). The Power of Feedback. American Educational Research
Association.

Moltzen, R. (2011). Gifted and Talented; New Zealand Perspectives, 3rd ed. Auckland, NZ:
Person

Russell, V. (2013). A Programme for Gifted Māori in an English-Medium Secondary School.

Auckland, NZ. The University of Auckland.

Strickland, C. A. (2007). Tools for High-Quality Differentiated Instruction. Alexandria, VA:

Association for Supervision and Curriculum Development

Smith, C. (2012). Gifted and Talented Students, Meeting Their Needs in New Zealand
Schools. Wellington, NZ: Learning Media