Lesson+A

Sustainability |||| **Curriculum Link: ** Human Society & Its Environment || **Year Level: ** 4 (Stage 2) || 3 (of 10) |||| **Lesson Topic: ** Introduce key content/vocabulary || **Learning Area(s): ** English (listening and talking) || //ENS2.6 Describes people’s interactions with environments and identifies responsible ways of interacting with environments. // //• ////Plans and implements a strategy for caring for a particular feature or site // //• Presents alternatives to, and consequences of, using features, sites and places in particular ways // //• Identifies the viewpoints of others regarding how sites, places and features can be cared for and demonstrates an appreciation of the rights of others to have these viewpoints // //• Gives reasons why a specified feature, place or site should be cared for // //<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">• Identifies processes used by people to design environments. //
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Unit Topic: **
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Lesson Number: **
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Lesson Aim: **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Introduce the content of the focus outcome using the Chippendale House Video (Resource 1) to promote sustainability concepts of reduce, reuse and recycle. ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Lesson Outcome and Indicators: **

<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. //<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">• Conducts brief interviews with peers and adults to obtain information about an issue or topic // //<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">• Retells ////<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;"> a video they have seen // //<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">• ////<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Participates in class discussions on a variety of topics // //<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">• ////<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Engages in improvisation or role-play based on texts read, heard or viewed // //<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">• ////<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 11px;">Discusses and reflects upon a variety of responses and views //

<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features. <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">• //Writes simple responses to questions and interviews// <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">• Writes //<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 11px;">questions for a chosen audience // <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">• //Selects relevant information to use in own writing// || <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Interactive WhiteBoard <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Chippendale House Video (Resource 1) <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Props (2 x microphone, 2 x hat or tie) <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Interview sheet containing questions <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Interview sheet (for students own written responses)
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Resources: **


 * <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Organisational matters: **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Students will be seated on the floor together as a class to watch the video and participate in a group discussion.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">They will then be at their table groups for the interview activity.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Class will come back to the floor for the concluding activity.

<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Table groups will be of mixed gender and ability as research has shown that this is the best grouping to enhance literacy in children aged 9-10 (Lyle, 1999). || <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Introduce the lesson by playing the ‘Chippendale House Video’ on the Interactive WhiteBoard. <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- The video’s duration is approximately seven minutes. <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Ask students to pay careful attention to the techniques used by the house owner, Michael Mobb, as they will be - asked some questions afterwards which will reflect upon the HSIE content found in the video. <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Brainstorm and discuss the video using the questions below to guide your class discussion. [//See Resource 1 for further details about the video//]
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Lesson Outline ** ||
 * # **//__<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Introduction: __//****//<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;"> [15 minutes] – //**

//__<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Questions to Ask __// //<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Why might we need to live sustainably on Earth? // //<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">What kinds of renewable energy sources does Michael use in his house? // //<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">What techniques did you see him use to save energy and reduce his impact on the environment around him? // //<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Does your household have any similar features to the ones seen in the video? // //<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Describe Michael’s gardening techniques to save space and water. // //<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">What other methods do you know that save the costs of living and reduce our impact on the natural environment? //

<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">This introductory activity uses students’ prior knowledge from lessons one and two and builds on their knowledge through the introduction of new key concepts linked in with the focus outcome. This activity is highly relevant as students have in previous lessons talked about some of the key ideas around this topic but have not applied their learning to a case study or a real life scenario (Foreman, 2008). In this lesson, students will be able to apply their knowledge and understanding of people’s interactions with environments to their own lives as well as identify responsible ways of interacting with the environment from watching the video (NSW Board of Studies, 2006). The video which has embedded HSIE concepts can be linked with literacy through talking and listening activities that will get students to become better at describing and retelling the environmentally-friendly and ecological processes they see in this multimodal text (NSW Board of Studies, 2006). || <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Organise students into groups of four. <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Go around to each table to ensure children are engaged and on-task. <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Ask students to think of open-ended questions and to come up with appropriate but creative responses. <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Remind students when there is only five minutes left to give time for each group to prepare their questions and answers as they will now present their written work to the class through role-play.
 * __<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Teaching strategy/Learning __<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;"> __Activity:__  ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Teacher will …… ** |||| **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Students will… ** ||
 * //__<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">2. Interview activity [20 minutes]- Guided __//**
 * //__<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">2. Interview activity [20 minutes]- Guided __//**

<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- The pair who are interviewers should be given a microphone and the other two playing Michael Mobb should be given a hat or tie to help students sustain their roles. <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 11px;">Ask students to have their questions and responses ready to be presented to the class. <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 11px;">- Each group should be given a maximum of five minutes to ask at least five questions to their pair. <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 11px;">- Assist students by prompting if they require help to elicit responses. |||| <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Students will be given a list of questions related to the video that they have just watched which will further question their understanding of the key concepts (i.e. reduce, reuse, recycle). <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- In their table groups of 4, a pair will work collaboratively to come up with open-ended questions they can ask Michael Mobbs if they could interview him. <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- The other pair of students will start preparing written answers to the set questions.
 * //__<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">3. Role-play (QTF) [20 minutes] – Independent __//**
 * //__<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">2. Interview activity [20 minutes]- Guided __//**

<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 11px;">Students will present their interviews as a group, taking turns in their pairs to ask questions and responding to them. <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 11px;">- At the end of each interview, time will be given for classmates/peers to ask questions which will reflect on the role-play given. <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 11px;">- Students can read off their sheets if they need to in order to maintain a safe quality learning environment that is risk-free for children (NSW DET, 2003). || <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Students reflect on the interviews by giving warm and cool feedback on what they liked and what could be improved from each group. <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Ask students how they have improved their active listening skills and responding to questions in this activity. In particular, focus on the importance of open-ended questions.
 * //__<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">3. Role-play (QTF) [20 minutes] – Independent __//**
 * **//__<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">4. Concluding strategy: __//****//<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;"> [5 minutes] – Deep Understanding (QTF) & Reflection //**

<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Using such an engaging and relevant activity to promote deep learning and understanding of the key concepts of sustainability (reduce, reuse & recycle) will help children grasp the main ideas of this unit of work. Linked in with the literacy aspects of talking and listening, students will have developed a basic understanding of people’s interactions with the environment and how they can responsibly interact with the environment. (NSW Board of Studies, 2006; NSW Board of Studies, 2007; NSW DET, 2003). By being able to discuss their ideas with peers through discussion and role-play, children can confirm what they know and what they need to learn from this unit of work. || //__<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Students with a disability __// <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Make sure that if there is a student with a disability in your classroom, that activities are still appropriate and relevant to the child’s learning. The activity should be of a similar level that is challenging and engaging but adapted to the student’s special needs (Foreman, 2008, p. 21).
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Assessment: **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Interviews can be recorded for assessment of student’s talking, listening and responding to focus content questions.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Collect students interview recording sheets as work samples (include both questions and responses)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Ask students questions throughout the lesson to become informed of their thinking processes and understanding in relation to key content ideas (Ewing, 2010).
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Teacher makes observation of table group work during interview activity to ensure students are able to work collaboratively.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Teacher takes down notes after completion of all other forms of assessment at the end of the lesson to find out what needs further additional work.. ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Any special considerations or contingency plans: **

//__<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Variety of learners __// <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">A kinesthetic approach is taken in the form of a role-play based on the text viewed earlier in the lesson to accommodate for the range of learners in the classroom. There are aural, tactile and visual aspects in this HSIE-literacy integrated lesson which will adapt to your students learning needs. || <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Did students achieve the learning outcomes? If not, why? <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- How did I cater for the range of learning styles? <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Was timing appropriate? <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Were the extension activities challenging? <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Were my teaching strategies appropriate to the lesson? <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Was the assessment and evidence of learning appropriate and relevant? <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Did the resources enhance learning? <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- What were the management issues? <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- What can I change next time to make the lesson better for my students? <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Do I have any general comments to add? || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 11px;">Board of Studies NSW. (2006). //<span style="font-family: 'Verdana','sans-serif';">HSIE K-6 Syllabus. // Sydney: Author. <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 11px;">Board of Studies NSW. (2007). //<span style="font-family: 'Verdana','sans-serif';">English K-6 Syllabus. // Sydney: Author. <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Department of Education and Training, NSW. (2003). //Quality teaching in NSW public schools: discussion paper.// Sydney: Author. <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Ewing, R. (2010). //Curriculum & assessment: A narrative approach//. South Melbourne: Oxford University Press. <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Foreman, P. (2008). //Inclusion in Action// (2nd ed.). Melbourne: Cengage. <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 11px;">Lyle, S. (1999). //An investigation of pupil perceptions of mixed-ability grouping in enhancing literacy in children aged 9-10//. Educational Studies, 25(3), 283-296. Retrieved September 26, 2011 from [] ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Self-reflection **
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">References **