Experience… onnect… Evolve… TALKIN’ ‘BOUT … · Lesson Plan: Australian Terrestrial Vertebrates ... Lesson objectives ... questions and more detailed discussion

Your Lone Pine Learning Experience: What to Expect ……………………………………………………………………………………….……… 1

Planning Your Day ……………………………………………………………………………………………………………………………………………..……… 1

Arrival ………………………………………………………………………………………………………………………………………………………………………. 1

Payment …………………………………………………………………………………………………………………………………………………………………… 1

Discovery Session (not applicable for self-guided) …………………………………………………………………………………………………… 1

Free Time Exploration ……………………………………………………………………………………………………………………………………….…...… 1

Lesson Plan: Australian Terrestrial Vertebrates – Classified! 7-10 …………………………………………………………………….……… 2

Teacher Checklist ……………………………………………………………………………………………………………………………………………………… 4

Chaperone Checklist …………………………………………………………………………………………………………………………………………….…… 5

How to Create an Itinerary ……………………………………………………………………………………………………………………………………… 7

Common Terminology ………………………………………………………………………………………………………………………………….……….… 8

Classroom Resources…………………………………………………………………………………………………………………………………………..…… 9

Questions?

Office hours: Monday to Friday, 8:00am to 4:00pm

T: (07) 3378 1366 (ext. 127)

E: [email protected]

W: www.koala.net

Lone Pine Koala Sanctuary Education

Experience… Connect… Evolve…

TALKIN’ ‘BOUT YOUR BIOME!

Inside your guide

For an experience that is good for you and

for the Sanctuary, we ask all teachers to

read this Discovery Session Guide from start

to finish!

Lone Pine Koala Sanctuary Discovery Session Guide: Talkin’ ‘Bout Your Biome! 1

Your Lone Pine Learning Experience: What to Expect

Planning Your Day

It is expected you will have made an itinerary and printed Lone Pine maps to assist your supervisory team

of teachers and chaperones with a smooth, enjoyable excursion. This Discovery Session Guide has

checklists for teachers and your chaperones, as well as an example itinerary (see pages 4, 5 and 7). A

guidebook is sent with your confirmation information and contains a map. This is also available online

here: http://www.koala.net/sanctuary-map/

Don’t forget the Education Team is just an email or phone call away! We are your support crew to assist in

creating the best possible experience for you, your students and supervisory team.

Arrival

Lone Pine Koala Sanctuary opens at 9:00am. We recommend you arrive at 9:30am and aim to have your

students off the bus and ready to enter the Sanctuary at 9:35am.

An Education Officer will meet you off of the bus and you will complete a record of attendance by signing

off final numbers of chaperones (including staff, parents and any accompanying adults) and students.

Please make sure any chaperones not included on the schools invoice join the ticket queue to purchase

their entry ticket ($36 each).

A lot of time is easily consumed in this process so please make sure everyone knows what to do before the

bus/es arrive.

Payment

To be eligible for any education rates, all participants must be included in one bulk payment, otherwise

standard retail rates apply. Payment can be made prior to your excursion, on arrival or post excursion. If

you elect to pay prior to your excursion, an invoice will be sent to you by the Education Team.

Discovery Session (not applicable for self-guided)

Your 45 minute Discovery Session will be held at one of our presentation venues. Your Discovery Session

venue will be pointed out to your group during your orientation. Please assemble at your designated venue

at least five minutes prior to your session.

Free Time Exploration

When you are not participating in your booked Discovery Session, you are free to explore the Sanctuary.

The Free Time Learning Experience guide (see page 6) will assist your supervisory team in leading focused

and fun exploration through the native animal sections of Lone Pine.

If you would like to experience any of the daily talk times and activities, please contact the Education Team

as some talks and activities are not suitable for large groups to attend.

http://www.koala.net/sanctuary-map/


Lesson Plan: Talkin’ ‘Bout Your Biome! Lesson overview

In a ‘game show’ style session, students identify a variety of Australian biomes. The challenge intensifies as students

compete to sort native wildlife they meet into biomes by matching the suitability of structural features and

adaptations to different environments.

Lesson objectives

Students will be able to:

Recognise Australia as a biodiversity hotspot

Identify the major biomes of Australia

Discuss features of individual biomes

Match animals to biomes based on adaptations

Discuss how adaptations and environmental components help animals survive in their biome

Equipment (Props/Animals)

For the class:

Animals (four to five) representing Australia’s biomes:

o Rainforest: Magnificent tree frog*, Jungle carpet python*

o Desert: Bredli python*, Woma python*, Shingle back lizard*, Black headed python*

o Freshwater: Saw-shelled turtle*, Brisbane River turtle*

o Bush: Koala*, Squirrel glider*

o Alpine: Blue tongue lizard*

* Specific species are subject to availability and may be substituted if necessary.

For each student:

Biome card

Wildlife Education Officer Preparation

Prepare animal transportation and animals

Prepare venue for group’s arrival, including safety, biome cards and score board

Lesson steps

1. Lone Pine’s Wildlife Education Officer welcomes students to the presentation venue and asks the group to sit on

a white card (which is a face down photo representing an aspect of an Australian biome).

2. Students are introduced to biomes as a way of categorising environments. Not only are the plants, animals and

climates of individual biomes similar, all elements of a biome exist in relationships with each other and a change

in one habitat leads to a change in the biome.


3. The group is introduced to some of Australia’s basic biomes; desert, grassland, rainforest, alpine, freshwater and

bush. Students are then put into groups with a card of each biome to form a team.

4. One by one, the Wildlife Education Officer introduces up to five*animal species. Students are tasked with

identifying which biome the animal may fit into based on the Wildlife Education Officer’s description of

adaptations and behaviour. Depending on the age of the students, the Wildlife Education Officer may not

present adaptations and behaviours in the most obvious way (e.g. Blue-tongue Lizards can be found in both bush

and alpine biomes, therefore teams will be required to listen closely and discuss the clues with each other).

Bonus points are often awarded for teams working together and providing supplementary thoughts and

information in regards to higher level biome relationships or animal adaptations and behaviour.

5. Each time a team guesses the biome of an animal correctly, points are allocated on the scoreboard and the

Wildlife Education Officer will bring the animal to each group for a close encounter. Close encounters with the

animal can include hands-on interaction (depending on the animal) as well as opportunities for photos,

questions and more detailed discussion.

6. The session is ‘won’ by the team with the most points and concludes with a recap of primary biome concepts

and congratulations to all for participating in the game show challenge.

* Specific species are subject to availability and may be substituted if necessary.

Curriculum links

Suggestions for Follow-up & Evaluation

Post-visit classroom activities: Your Discovery Session Guide is packed full of amazing ideas to assist your

exploration into science and wildlife. All activities are linked to the Australian Curriculum and the VAK Model of

Learning.

We need your help!: Lone Pine Koala Sanctuary is always investigating ways to improve and develop the support we

offer to classroom teachers. Whether it is Learning Experiences, resources, ease of booking excursions or something

else entirely, we would love to hear from you!

Science Understanding

Biological Living things can be grouped on the basis of observable features and can be distinguished from non-living things (3)

Living things have life cycles (4)

Living things, including plants and animals, depend on each other and the environment to survive (4)

Living things have structural features and adaptations that help them to survive in their environment (5)

The growth and survival of living things are affected by the physical conditions of their environment (6)

Earth & space Earth’s rotation on its axis causes regular changes, including night and day (3)

Earth’s surface changes over time as a result of natural processes and human activity (4)

The Earth is part of a system of planets orbiting around a star (the sun) (5)

Sudden geological changes or extreme weather conditions can affect Earth’s surface (6)

Science as a Human Endeavour

Nature & development of science Science involves making predictions and describing patterns and relationships (3, 4)

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (5, 6)

Use & influence of science Science knowledge helps people to understand the effect of their actions (3, 4)

Science understandings, discoveries and inventions are used to solve problems that directly affect people’s lives (5, 6)

Scientific knowledge is used to inform personal and community decisions (5, 6)

Other areas of the curriculum (e.g. English) are covered in the classroom resource section of the Discovery Session Guide for Talkin’ ‘Bout Your

Biome!


Teacher Checklist Dear Teacher:

Thank you for booking a Lone Pine Learning Experience. We are looking forward to your visit! We ask all

teachers to complete this short checklist ahead of your visit for a smooth, enjoyable excursion.

□ Book your free Lone Pine Koala Sanctuary pre-visit inspection

□ Introduce the classroom resources and primary concepts covered in your selected Discovery Session

The resources in this guide correlate with the Australian Curriculum and perfectly compliment your

Lone Pine learning experience. Don’t forget to start using (if you haven’t already!) the common

terminology.

Prepare students for their free exploring time at the Sanctuary.

Visit the website for more information on Lone Pine learning experiences including prices.

□ Create your itinerary for the day (see page 7 for assistance)

Print the online map and plan your visit by marking significant locations, meeting times, and

walking routes.

Schedule your toilet and meal breaks, exploring time and public talks around your booked

Discovery Sessions.

□ Create and prepare your supervisory team

All chaperone numbers (school staff and student family members) must be confirmed with the

Education Team at least 10 working days before your excursion.

o Year 3+ free of charge ratio: 1 adult/10 students

o Special needs students free of charge ratio: 1 adult/student

(A carers card or a letter from the principal is required stating that this level of care is needed)

Copy the Chaperone Checklist, Free Time Learning Experiences, map and the itinerary (created by

you) for each chaperone in your supervisory team.

Discuss your excursion plan with the chaperones before you leave school and encourage

chaperones to review the materials thoroughly.

□ Arrange invoice payment with your school’s accounts payable team

To be eligible for the education rate for chaperones and students, all participants must be included

in one bulk payment otherwise standard retail rates apply.

□ If you are bringing lunches and student bags, plan to store them in the undercover eating area near

the Gift Shop and General Store

Storage space is available on a first-come, first-served basis at no charge.

Please store your lunches in eskies and ‘turkey safe’ boxes with lids.

http://www.koala.net/


Chaperone Checklist Dear Chaperone:

Thank you for supervising students on your excursion to Lone Pine Koala Sanctuary. Please follow the

directions on this page to ensure a safe and enjoyable visit. Your most important duty is to keep your

students with you at all times.

□ Before the excursion, ask the teacher to…

Clarify the educational goals of the excursion.

Explain the behavioural expectations for the students.

Discuss the activities you will lead at the Sanctuary.

Provide you with a copy of the Free Time Learning Experiences, itinerary and map.

□ During the bus ride to Lone Pine, review this Chaperone Checklist, the Free Time Learning Experiences

itinerary and map

□ Make a list of the names of the students in your group

□ Review the following rules with your group

RULES FOR STUDENTS

Walk instead of run.

To assist in keeping all guests and animals healthy and safe, avoid feeding or interfering with wild or captive animals in any way.

Maintain quiet, calm behaviour around animals.

No flash photography, unless further than one metre from the animal. The use of flash photography within the Platypus House is strictly prohibited.

Help us maintain clean grounds by placing all rubbish in the bins provided.

Respect other guests in the sanctuary.

Groups that do not respect Lone Pine’s rules may be asked to leave and future bookings may be

affected.

□ Use the Free Time Learning Experiences to keep students involved

Lead the learning experiences as you guide the students around Lone Pine during your free time.

Encourage students to ask questions and then look for their own answers by observing, collecting

evidence, making guesses, and forming opinions.


Free Time Learning Experiences for 3-6 Chaperones Dear Chaperone: Support your students in the following activities as you guide your student group around

Lone Pine Koala Sanctuary.

Step One: Find an animal you like

Step Two: Draw a picture of the animal. Be sure to label any special features.

Step Three: Describe the animal, including shape, size and body covering.

Step Four: By observing the exhibit environment and using the information you have collected, what habitat do you

think this animal lives in?

Step Five: Can you think of ways this animal would interact with its habitat (for example is it a predator or prey, does

it need trees or open space?)

Chaperone Tips Your most important duty is to keep your students with you at all times

● Respond positively to the

students’ answers and ideas.

● Ask students questions to

keep them involved.

● Encourage students to

learn by observing.

● Lead by example. Show students how to behave

courteously around animals and other guests.


How to Create an Itinerary

A great way to plan your day is to take advantage of your free pre excursion visit. This will give you a good idea of distance between locations, suitable routes, shady locations, toilets and risk.

When creating your itinerary, don’t forget to consider:

Your pre-booked Discovery Session times (if applicable)

Your complimentary Free Time Learning Experiences (page 6)

Travel time between locations

Toilet breaks

Food and water breaks

General public activities o Some general public activities are not suitable for large groups to attend, please check with

the Education Team, prior to your excursion, to avoid disappointment.

Your itinerary might look something like this:

9:25am Arrival, sign off and welcome

9:35am Wildlife Education Officer meet & group orientation

9:50am Walk to presentation venue

10:00am Discovery Session

10:45am Morning tea & toilet break

11:00am Group A Koala Photos** (free time for everyone else)

11:20am Visit Amphibian and Reptile Habitat

11:30am Public presentation – Wildlife Encounter*

11:45am Group B Koala Photos** (free time for everyone else)

12:00pm Free range animal feeding

12:20pm Walk to Free Flight Raptor area

12:30pm Public presentation – Free Flight Raptor Show*

12:45pm Lunch & toilet break: Visit General Store to collect your lunch packs**

1:15pm Free time (visit over 90 native species!)

2:00pm Depart Lone Pine

*Not all public presentations are suitable for groups over 80 people. And some smaller activity venues are not suitable for groups over 15 people. Please check with the Education Team before including public presentations in your itinerary. Public activity times correct at time of printing.

** Available when pre-booked, timeslots will be allocated at time of confirmation.


Common Terminology

Adaptations Features of an animal that enable it to survive in its environment.

Amphibian An animal that can live on land and in water. They have moist skin through which

they are capable of breathing. Frogs are the only amphibians found in Australia.

Bird An animal that has four limbs- the front pair developed into wings. The bird’s skin is

covered in feathers and the female lays hard-shelled eggs.

Camouflage A disguise that allows an animal to blend into its environment.

Carnivore An animal that eats meat.

Conserve To keep from harm or to protect.

Crepuscular An animal that is active during twilight hours.

Diurnal An animal that is active during daylight hours.

Ectothermic An animal whose body temperature changes with the temperature of the

environment.

Endothermic An animal whose body temperature remains the same despite the temperature of its

environment.

Habitat The place an animal lives in its environment.

Herbivore An animal that eats plants e.g. herbs and grasses.

Joey A baby marsupial.

Macropod A marsupial that has strong legs and big feet e.g. kangaroos.

Mammal A endothermic vertebrate with hair, that feeds its baby milk from a mammary gland.

Marsupial A mammal whose young is born in an underdeveloped state after a short pregnancy.

The young complete their development inside a permanent or temporary pouch.

Monotreme A mammal that lays soft-shelled eggs and feeds its young on milk produced from

mammary glands on its stomach E.g. short-beaked echidna and platypus.

Nocturnal An animal that sleeps during the day and is active at night.

Omnivore An animal that eats meat and plants.

Placental An animal that keeps its baby inside their body until it is well developed, by means of

a placenta.

Predator An animal that hunts other animals for food.

Prey An animal that is eaten by other animals for food.

Reptile An ectothermic, vertebrate covered with dry scales.

Vertebrate An animal with a backbone.

Young A baby animal.


Classroom Resources Resources Overview

Resources provided have been designed to link with multiple strands from the Australian Curriculum and

using the VAK (Visual, Auditory, Kinaesthetic) Model of learning. In conjunction, Anderson’s Revised

Taxonomy (adaption of the 1956 Bloom’s Taxonomy) is used to encourage deep thinking and develop a

profound understanding of the Lone Pine experience. The activities have a sequential flow and teachers

may choose to follow the sequence, choose only a few of, or create variations of the activities based on the

needs/abilities of their children. An overview of the activities is displayed below including variations for the

level of junior, middle and senior primary where necessary.

THINKING LEVEL TASK

Remember

R

3:2:1 RIQ This strategy is a structure that assists students to process new information. It consists of 3 steps:

1. Preparing for a task: Students complete 3 Recalls, 2 Insights and 1 Question 2. The Interview: In pairs students take turns at presenting their 3:2:1 RIQ and ask questions 3. Class Recall: The teacher may ask for some of the more interesting recalls, insights and questions

as a class. See page 10 for Methodology

Understand

U Cause – Effect Maps

This tool is very effective in assisting students to translate the content of a topic into cause-effect relationships. This process is ideal for consolidating the student’s knowledge of the topic under investigation. It enables students to construct information in non-linear form.

See page 11 for Methodology

Apply

A Application Strategies – Junior, Middle/Senior Primary


Analyse

An

Double Bubble Map This is an excellent analytical tool to compare and contrast two characteristics of animals. The graphic layout of the double bubble map allows students more writing/drawing space. Students can work individually or in pairs. Two individual bubbles maps are connected with central bubbles listing similar characteristics. Decide on a topic E.g., “Animals at Lone Pine” then choose two objects to compare and contrast, e.g. snake and lizard.


Evaluate

E Human Continuum

This is an extremely versatile cooperative/cognitive strategy. Students are challenged to (literally) take a stand on an issue they understand. Throughout the exercise they may also begin to realise that while it is easy to have opinions in a “vacuum”, it requires “scholarly” skills to process information and provide clear and concise arguments. The activity is a six step process.


Design

D Image Associated Ideas

As students are highly visual, this strategy is a useful tool to encourage divergent, convergent and creative thinking by extending their visual imagination. The purpose here is to generate ideas for a story writing task.


Cooperate

C

Silent Card Shuffle This strategy has several applications such as sequencing, classifying, matching and mapping. It employs all six levels of the Taxonomy and most of the Multiple Intelligences. In this instance it will be used as a matching activity where students will relate animals to their habitat and/or food and/or predators and/or covering and/or babies.



3:2:1 RIQ: Methodology

Step 1: Planning for a Task

Before or after your visit to Lone Pine, alert students that they will complete a 3:2:1 RIQ. 3 Recalls: Students state 3 facts they can recall from class work completed to date or any other prior knowledge. 2 Insights: These can be interesting facts or observations. 1 Questions: This may include:

I do not understand why…?

How does this affect…?

In the future, what will…?

What is the relevance of …?

How does this relate to…? This can be completed in scrapbooks, or electronically using paint or graphic programs.

Step 2: The Interview

Students are then allocated pairs and take turns presenting 3:2:1 RIQ. Encourage students to ask each other questions like:

Do you mean…?

Are you saying that…?

What do you mean by…? Also encourage students to discuss and perhaps even answer the questions posed by their peers. It is important for the teacher to guide students on how to conduct a successful interview that promotes deep and rich conversations.

Step 3: Class Recall

The teacher may ask for some of the more interesting recalls, insights and questions as a class. If the activity has been completed on a program such as Kid Pix work can be displayed on a class/school website for viewing by others. NOTE: This strategy can act as an indicator for both students and teachers to ascertain the class’s

understanding, and therefore could be employed at regular intervals.

R


CAUSE & EFFECT MAP: Methodology

PROCESS

It is important for students to realise that there is no ‘right’ map. Each map will take a variety of shapes, depending on the students’ focus, their depth of knowledge and their level of research of the topic.

STEP 1: Effects

Enter the effects (one or more) in the Effects boxes (e.g. loss of habitat).

STEP 2: Causes

Enter several logical causes in the Causes boxes (e.g. deforestation, bushfires, livestock etc.).

STEP 3: Sub-Effects

Enter several sub-effects in the Sub-Effects boxes (e.g. extinction of koalas, threatening of species, diminished breeding grounds etc.). NOTE: Teachers can also encourage students to extend their map further by looking at the effects of the

Sub-Effects. For example, the Sub-Effect of “diminished breeding grounds” could be “forced to lay eggs in

vulnerable areas”. Similarly, students can also extend their map by adding in sub-causes. For example, a

reason why livestock may cause loss of habitat is by causing “erosion” or “trampling nests”.

U

CAUSE

Bushfires

Deforestation

Erosion

Livestock

Fragmentation

Pests

Pollution

Climate Change

Natural Disasters

EFFECT

Loss of habitat

SUB EFFECTS

Extinction of species

Diminished breeding grounds

Changing of habitat eg, rainforests turning into bushland due to climate change etc


APPLICATION STRATEGIES: Methodology

JUNIOR PRIMARY ACTIVITY Choose a Colour

Place squares of coloured paper on the floor. Use as many colours as you can. The idea is that the teacher states a topic like, “Going to Lone Pine” and children choose a colour that reminds them of something at Lone Pine. Go around the circle and ask each child to explain why they chose that particular colour, e.g., “I chose the green square because koalas eat green gum leaves” or “I chose yellow because the baby chickens were yellow” or “I chose blue because it was a beautiful, sunny day that day”. Teachers may also like to change the topic E.g., “Our snake encounter” or “saving our backyards”.

MIDDLE/SENIOR PRIMARY ACTIVITY P O E (Predict, Observe, Explain)

A classic strategy made for investigative work. This strategy is both a developmental, or formative record of learning and a summative sample at the conclusion of a project or investigation.

PROCESS

Before you begin a group task, use the POE to think ahead about how your team will manage the challenge. Choose a topic E.g., Queensland’s Vanishing Wildlife.

STEP 1: Predict

Before an investigation, write down what you think will happen. Give a simple explanation for this prediction. E.g., Why do you think the Northern Hairy Nosed Wombat is endangered?

STEP 2: Observe

Write down your observations. Was it different to your prediction? E.g., You can visit the Queensland Museum’s website for the Northern Hairy Nosed Wombat investigation www.qmuseum.qld.gov.au

STEP 3: Explain

Here the teacher explains/reviews the concept and then students can enter their explanation for what happened.

STEP 4: Reporting

At the conclusion of the investigation, students report their findings back to the class. The class can listen to the conflicts and the many predictions and explanations. The teacher is now in a good position to judge how well the students understand the concept being investigated. NOTE: It is important that students give a clear reason for their prediction. This explanation

demonstrates their understanding of the topic. Other vanishing Queensland wildlife investigation topics

can be the Mahogany Glider, Julia Creek Dunnart, Greater Bilby, Mary River Turtle. They can all be found

on the Queensland Museum website.

A


DOUBLE BUBBLE MAP: Methodology

Step 1: Name Objects

Name the two objects to be compared, one in each of the largest bubbles (medium grey in colour).

Step 2: Contrast

In the outer bubbles (light grey in colour), enter attributes of each subject/object/proposal under review – those that indicate differences from one another.

Step 3: Compare

In the inner bubbles (black in colour), enter similar characteristics for the objects, subjects or proposals under review. NOTE: If using ICT’s, students could make a multi-media product by incorporating video, graphics and

podcasts. Students could also make the map interactive with hyperlinks to blogs, wikis and relevant

websites. The Double Bubble Map can also be completed as individuals, but ideally, it works well when

students complete it in pairs.

Features that are different Shared Features Features that are different

An

Carnivore

Lays eggs

Scale over eye

No ears

Black headed python

Legless

Teeth

Scales

Ecto-thermic

Lungs

Tail

Omnivore

Live young

Eyelids

Ears

Blue tongue lizard

No teeth

Legs


HUMAN CONTINUUM: Methodology

Step 1: Setting Up

Use masking tape to mark out a straight or curved line along the floor (approx. 10 metres). Add arrows at both ends to represent a continuum and the place markers e.g. A for Agree, D for Disagree – one at either end of the line. Clearly mark the midpoint of the continuum to represent the ‘Undecided’ position or the zone for those students who do not yet feel confident sharing their views.

Step 2: The Statement

The teacher makes a statement e.g. If we stop all bushfires then the wild koala numbers will no longer be threatened, for middle/senior primary. For junior primary; divide students into groups A and B. Group A are given pictures of native Australian animals from Lone Pine that they all recognise. Using the Human Continuum, arrange from the Most to Least

Furry

Scaly

Slimy

Feathery

Smelly Ask Group B if they agree. Swap groups.

Step 3: Agree or Disagree

Students who strongly agree with the statement should move to the end of the continuum marked ‘A’ while those who disagree move to the ‘D’ end. Their position in line indicates the strength of their belief in the statement.

Step 4: Reasons

Question the students briefly about their reasons for taking up the position they have chosen.

Step 5: Reflect any Changes

Begin to focus the issue by providing additional information or by narrowing the parameters of the original statement e.g. What about roads through koala habitat? Participants move again to reflect their changing views. (If time permits, check why some students changes positions and others didn’t.)

Step 6: Narrowing the Parameters

The teacher, playing devil’s advocate, continues to focus the issue by introducing more explicit detail that may personalise the argument for some students, e.g. “What about trees that you might cut down?” Students move or stay in position according to their response to new circumstances. Continue narrowing the parameters and perhaps introduce a surprise final element!

Value-add

Use a Human Continuum as an introduction to a topic. After students have researched and broadened their understanding of the topic, ask them to re-form the Human Continuum. Have they changed their Point of View/position? Why? NOTE: Students may find it helpful to carry their notes and articles when they stand along the continuum

so they can justify their opinions by providing supporting evidence. This strategy is useful as a pre-

assessment strategy, as a discussion starter for investigating a new topic, as a formative assessment

activity or as a culminating activity.

E


IMAGE ASSOCIATED IDEAS: Methodology

Step 1: Draw or show a random image/s

Draw or show a random image or multiple images. Websites such as www.gettyimages.com or www.fotosearch.com/photos-images/blurry.html have some vivid images that will provoke student interest. Or, you may like the students to bring some photographs from home to directly relate to them caring for their backyard, or planting native trees, recycling, planting a vegetable garden or placing logs for blue tongue lizards (teachers may like to set the taking of these photographs as a homework assignment).

Step 2: Write a general list

In small groups, students describe what they see and then ask the child who brought the photograph to explain the situation. Alternatively, students can generate a list of questions from the image. A Round Robin Strategy (see Appendix One) will assist students with this step. This is the divergent thinking strategy.

Step 3: Target new ideas or solutions

Students use the list or discussion ideas to target new ideas (convergent thinking). For example: Students may like to use the photographs write a picture book demonstrating ways in which you can care for the native environment.

Variation

This strategy can also be used where students generate questions for inquiry research relating to their topic E.g., Australian Native Animals.

D


SILENT CARD SHUFFLE : Methodology

Process

Decide on material to be addressed, such as Diet in Native Australian Animals. In this activity, create cards representing different Australian Native Animals and what kind of food they eat. For example, carnivore, omnivore, herbivore. Cut up the cards and distribute one card to each student. The heading cards can be placed randomly around the room.

Step 1: Silent Card Classification

Students will be required to classify the cards under the correct heading. Students gather at their matching heading card. NO TALKING MAY OCCUR.

Step 2: Challenge, Justify and Refine.

When finished, and at a signal from the teacher, the group may talk, challenge each other and make changes if needed.

Step 3: Circle and Observe

Leaving one person behind as the Group Representative, the other students can visit other groups to note the efforts of their peers. They may ask the Group Representative questions and voice their objections but NO CHANGES may take place.

Step 4: Return and Refine

Students return to their Home group and, based on their observations and discussions, decide if they wish to make further changes.

Step 5: Teacher Debriefing

The teacher displays the ‘answer’ and students self-correct, discussing the changes as they do so. The teacher later debriefs. NOTE: This strategy is obviously learner centred and allows teachers to assess levels of competency and

understanding. It is a good activity for after lunch as it is tactile and involves a lot of movement. Other

heading examples are: Feathers/Fur/Scales, Mammals/Amphibians/Reptiles/Birds,

Herbivore/Omnivore/Carnivore

C


Scaffolding for Creative Writing

NOTE: This will be a useful resource to use in preparation for the NAPLAN Writing Prompt Task. Most

students will require the scaffolding of several cognitive and cooperative tools for the task. This

separates the planning and creative thinking phase from the actual writing phase and will almost

certainly lead to a better final product. Use this task and base it on your Lone Pine visit to link their

experience even further. Often, writing tasks involve students thinking at the foundation level of Bloom’s

taxonomy without really using their imagination. For example, writing about their Lone Pine visit will

often result in students simply stating what they did during the excursion (working at the ‘Remembering’

level). The process below provides students with a structure for analysing, evaluating and producing an

in-depth creative writing piece (‘Design’).

Methodology

Process

Students generally arrive back from an excursion with lots of exciting things to talk about. Take advantage of this and organise the students to share their stories with the class.

Step 1: List in pairs

In pairs, ask students to list all the things they did during their visit.

Step 2: Reduce list

Using the Elimination Draw (see Appendix Two), students now reduce this list to the most interesting, funny or most annoying things that occurred to them. This can be completed in pairs, with one student assisting their partner through Socratic questioning:

Why exactly do you think this one is more important…?

Are you saying that…?

What exactly does this mean?

Can you give me an example?

Can you rephrase that, please?

Step 3: Chose one event

Students chose one event and complete a Y-Chart (see Appendix Three).

Step 4: Write a story

With reference to their completed Y-Chart, students are now in a position to write a creative short story on their visit to Lone Pine. After about 10 minutes of writing, stop the task and ask students to share their work with another student. This can be a straight rotation exercise or it can involve students providing feedback using a Pros, Cons, Questions/Improvements (see Appendix Four).

Step 5: Share the stories

Upon completion of the writing exercise, half the class share their stories by placing them on the classroom wall. Students stand next to their stories to allow questioning from the other half of the class. Once the stories have been shared, rotate.


Appendix One

ROUND ROBIN : Methodology

Process

Group students in three to four at a table, with one piece of paper and one scribe (if appropriate). All groups respond to the same topic such as “What do you see in John’s picture?”

Step 1: Brain Storming

At the given signal, each group begins their brainstorming while the scribe records their ideas. (Younger age groups may like to draw their ideas).

Step 2: Move Paper

After an allocated time (e.g. 90 seconds) the pieces of paper move one desk to the left. One member in each team reads the responses from the previous table and then continues to generate and record more ideas on the new piece of paper. They may not repeat what they have recorded previously.

Step 3: Move paper again

After 2 minutes, move the paper again to the left and repeat the process.

Step 4: Ranking or classification

After three or four rotations, the process enters a new phase. The teacher can ask each group to rank the best three or four ideas. Alternatively, teachers may like to ask them to identify the various answers in terms of classifications designed by teachers (or students) such as “the most practical. NOTE: Students could select four or more categories and classify the responses to fit the categories. In

doing so, students will have the materials to create a structured report, essay, poem or power point

presentation.


Appendix Two

ELIMINATION DRAW : Methodology

Process

This strategy helps to find the central characteristic, cause, reason, problem, solution, principle, value etc. of a topic under discussion.

Step 1: List characteristics

Make a list of characteristics and enter these on the draw such as for a tennis tournament. First idea at the top, second idea at the bottom, third idea a quarter of the way down etc.

Step 2: Consider options

Working on own or in pairs, consider the first two options using a basic T – Chart (Appendix Five) to enter information for consideration.

Step 3: Moving forward

The one with most attributes is likely to be moved forward. Repeat the process until round 2 is completed.

Step 4: Winner

Continue this process to decide the next rounds and continue until a winner is declared.

What is the best predator adaption?

First Round Second Round Final Round

Teeth

Claws

Camouflage

Speed

Teeth

Speed

Speed

Vs

.

Vs

.

Vs

.


Appendix Three

Y-CHART : Methodology

Process

For greater flexibility in thinking, perspectives and insight beyond the obvious looks/sounds/feels structure, you can include opposites in each sector to create a more realistic and in-depth product.

Step 1: Looks like

Enter the positives and negatives for what can actually be seen.

Step 2: Sounds like

Repeat step one for sounds that can be heard (and the ones that can’t be heard!). Enter positives and negatives of conversations involved (including imagined conversations).

Step 3: Feels like

All the positives and negatives of the physical and emotional feelings involved. NOTE: You can decide on some categories and then classify the entries under these categories. This will

give you material for a report, speech, bubble map or a visual report on the topic.


Appendix Four

PROS, CONS, QUESTIONS (PCQ) : Methodology

Process

This is a basic tool to encourage critical thinking when attempting to analyse any situation before deciding whether or not to support it. A simple table is drawn up to assist.

Step 1: P = Pros

Enter all the pros, advantages, positives etc.

Step 2: C = Cons

Enter all the cons, weaknesses, disadvantages etc.

Step 3: Q = Questions

Enter all the questions e.g. “What if…”, “I wonder…”, “It would be interesting to know whether…”, possibilities, unusual questions, insights.

PROS CONS ? QUESTIONS


Appendix Five

T-CHART : Methodology

Process

The T Chart is used to compare two or more objects, subjects or proposals.

Step 1: Subjects

Enter opposing headings e.g. “What I’ve Been Told” vs. “Fact” in the upper cells.

Step 2: Attributes

Beneath the “T”, enter all attributes for one subject,

Step 3: Attributes

Enter all attributes for the other.

Step 4: Other opposing characteristics

Some other opposing characteristics that could be applied: Fact/Opinion, True/False, Healthy/Unhealthy, Objective/Subjective, Advantages/Disadvantages etc.

What I’ve Been Told Fact

Snakes… I’ve heard people say that all snakes are venomous and could kill you.

Only certain snakes are venomous. They are called elapids and colubrids. Even so, not all venomous snake bites could kill you, but they could still make you sick.

Koalas… My Grandma says that all koalas do is sleep and eat.

Koalas do mostly sleep and eat. They can sleep for up to 20 hours a day because the food they eat has very little energy in it. However, koalas can get quite a run up and they can even jump from branch to branch!!

Littering… Dad says that one person picking up rubbish isn’t going to make a difference, so I shouldn’t risk getting my hands all dirty by picking up litter I see on the ground.

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