Unit plan: Fishy Business
Unit Overview
Unit Plan Title:
Fishy Business
Year Levels:
Years 5 – 6
Curriculum- Framing Questions
Essential Question
•
How are we ‘connected’ to the oceans?
Unit Questions
• What natural structures make up oceans/reefs/rivers?
• What is happening to the reefs and oceans of the world?
• How can we protect the oceans?
• How can you be a responsible tourist?
• Is it just human activity that damages the reef?
Content Questions
• What is coral?
• What is a habitat?
• What is an ecosystem?
• What do we need to survive?
• What is living in the Great Barrier Reef?
• What is the Great Barrier Reef made of?
• What damages the Great Barrier Reef?
• Are coral reefs an endangered species?
• How does the ocean stay healthy?
• What damages the oceans?
• What happens when a non-native species is introduced to an ecosystem?
• What happens when a habitat is changed?
• How can natural disasters affect an environment?
Unit Summary
This unit could stand alone or form part of a larger unit dealing with habitats, an ‘Under the
Sea unit’ or part of a unit about Australia with a focus on the Great Barrier Reef or a study of
environmental issues.
Students study the relationships between living and non-living things in an ecosystem. They
investigate ecosystems and explore factors that may impact on an ecosystem. Students look
at threats to food chains. Students investigate how living in groups can also help an animal
survive. They investigate how introduced non-native species compete with native species.
They begin to understand the role humans play in the survival and destruction of organisms.
This unit requires the students to investigate the Great Barrier Reef or an ocean environment,
to gain an understanding of the marine life inhabiting it, the dangers threatening it, and how
humans can help save the habitat. Students consider how people have used the sea and the
damage these exploits may have caused. They consider the effect of human activity and the
effect of introduced species.
Unit Plan: Fishy Business
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The students’ knowledge and skills are demonstrated in a variety of ways, including reports,
reflective journals, PowerPoint presentations and oral presentation. Kahootz and three Digital
Learning objects are used to demonstrate the key understandings, and to provide
opportunities for the students to extend their skills, knowledge and creativity in Science,
English and eLearning.
Teaching and Learning Strategies
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Individual and partner activities
Observation, research
Designing and creating
Use of ICT to research using the internet, prepare digital presentations and use
interactive digital learning objects.
PowerPoint presentations highlighting factors that affect habitats. An oral
presentation should accompany the PowerPoint.
Individual and partner investigations using a range of resources, experimenting, observing,
analysing and predicting from known facts, generalising, extrapolating, using technology to
present information in a variety of forms, reports, discussions, oral presentations, designing,
and creating.
Professional Learning
•
•
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Become familiar with Digital Learning Objects. Review particular Learning Objects
associated with the unit.
Ability to use the internet for research.
Undertake training in Kahootz basic skills through sessions conducted regionally or
as part of an in-school training session. Refer to www.kahootz.com.au
Use the Kahootz Tutorial CD, Disk 1 Basic Kahootz Skills 2005, to view brief tutorials
on basic Kahootz skills. For specific skills related to Kahootz tasks in this unit, refer to
Tutorials: 1. Introduction to Scenes, 3 Navigating 3D Worlds , 4 Selecting and
Inserting 3D Objects, 6. Swatching Worlds and Objects, 8 Keypoint Animation.
Victorian Essential Learning Standards
This unit can be used to assess a range of Victorian Essential Learning Standards. The table
below is an example of how this unit may be used to assess some Level 4 standards.
Strand
Domain
Dimension
Key elements of the
Standards
Students will:
Physical, Personal
Personal Learning
The individual learner … identify their
and Social Learning
preferred learning
styles and describe
factors which
promote learning.
… demonstrate the
ability to learn
independently
and with peers …
… respond positively
to, and act upon,
constructive
feedback.
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Managing personal
learning
.. monitor and
describe progress in
their learning.
… develop and
implement plans to
complete tasks within
externally imposed
time frames.
Discipline-based
Learning
Interdisciplinary
Learning
Interpersonal
Learning
Working in teams
… work effectively in
teams and take on a
variety of roles.
Science
Science knowledge
and understanding
… apply the terms
models and systems
appropriately as
ways of representing
complex structures
and relationships…
Science at work
… use the terms
relationships and
cause when
discussing and
drawing conclusions
from the data they
collect.
Humanities/
Geography
Geographical
knowledge and
Understanding
… describe the
reaction of people to
processes including
the management of
natural disasters.
… compare the
various way humans
have used and
affected the
Australian
environment.
Information
Communication
Technologies (ICT)
ICT for visual
thinking
apply ICT tools and
techniques to explore
processes, patterns
and cause-and-effect
relationships …
ICT for creating
… independently use
a range of skills,
procedures and
functions to process
different data types
and produce
accurate and suitably
formatted products…
Creativity
… generate
imaginative solutions
when solving
problems.
Thinking
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Reasoning,
processing and
inquiry
… collect relevant
information from a
range of sources and
check it for accuracy.
… use the
information they
collect to develop
concepts, solve
problems or inform
decision making.
Procedures
•
•
•
•
Ask students to develop a concept map showing what they know about a habitat and
ecosystem. (Keep these individual concept maps to review and update throughout the
unit.)
Introduce a familiar habitat such as a rain forest. Discuss the animals and plants that
make up the ecosystem and the interrelationships. Introduce the term ecosystem and ask
how this is different to a habitat.
Brainstorm what students know about marine ecosystems such as rockpools, oceans
and coral reefs. Students should begin to understand that different animals and plants
inhabit each of these habitats and how they relate to the ecosystem.
Over 3 sessions (approximately 30 minutes each), students complete the Digital Learning
Objects TLF0382, TLF0385 and TLF0386 (from Release Two).
Fig 1: TLF0382 Underwater Discovery (release 2)
Fig 2: TLF0382 Underwater Discovery (release 2)
•
During these sessions students should note the features of the habitat and identify how
the animals and plants are related in the ecosystem. Students may need to record
Unit Plan: Fishy Business
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•
•
•
•
questions they have to follow up with research. They also identify possible environmental
issues that may affect the animals and plants.
Students research particular environmental issues such as over fishing, pollution, tourism
related environmental damage, introduced species. They could use a flow chart or
appropriate graphic organizer such as an issues map to identify the issue and describe
its effects on the environments and its plants and animals.
If possible students view movies/documentaries that feature underwater environments
(see Resources section). They should investigate from the perspective of a film
maker/animator. Discuss camera angles and the how underwater creatures move.
Students should research an issue they identify as a problem using library resources
including the Internet resources. They could present findings as a concept map using
Inspiration or Kidspiration. Word or PowerPoint can also be used.
Focusing on the issue researched students create an underwater habitat using Kahootz.
a. Students with limited experience- create a scene showing a variety of fish
and features of the habitat including fish and coral. Students should show at
least three items that can be found in the ocean but should not be there ie;
bottle, plastic, cans, oil slick, rubbish. The scenes should demonstrate the
use of swatching and animation techniques.
b. Students with some experience- Show at least two linked scenes showing
how the scene would look before and after human intervention. The scenes
should demonstrate the use of swatching, animation, World Keypointing and
Object Keypointing
c.
•
•
Students with significant experience- The Xpression should tell a factual
account of issues affecting the habitat. ie: human intervention (fishing,
tourism, waste disposal, rubbish), environmental issues, natural disasters. It
should contain at least 3 linked scenes that demonstrate the use of
swatching, animation, World Keypointing and Object Keypointing. The
scenes should show:
how the scene should be without the problem
the problem- this may be a complete cut away to another scene.
the original scene with the problem.
Text and other appropriate scenes may be included.
Students could use the following templates to plan their Xpression. Students may
require more than one sheet to design their Xpression.
See Appendix 1 : Kahootz Movie Planner1
Fig 3: Kahootz Example
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Approximate time needed
10 -12 hours. Plus time to watch video programs related to the topic such as Sharktales or
Finding Nemo.
Prerequisite skills
•
• reading skills
use of concept maps and graphic organizers such as a flow chart and issues map for
examples refer to http://vels.vcaa.vic.edu.au/support/teaching.html
• knowledge of basic Kahootz skills
• Internet research skills
Materials and resources
•
•
•
•
•
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ScienceTrek, Science and Technology Resource kit including CD-ROM, Video and
printed materials, Department of Education and Training, Victoria, 2001.
Pictures, posters and diagrams of various underwater environments
Classroom habitats: aquarium
Books for research: books, posters, videos, Internet, CD-ROMs
Sound and sonar research: books, posters, videos, Internet, CD-ROMs about bats,
whales and dolphins, elephants, platypus
Chemical communication research project: books, posters, videos, Internet, CDROMs about animals using chemicals to attract and warn other animals
Dictionaries.
Threats to habitats research: books, posters, videos, Internet, CD-ROMs,
environmental groups or associations
Introduced species identification charts
Technology – Hardware
CDenotes requirement
Camera
Computers
Printer
C Datashow Projector
Digital Camera
DVD player
Scanner
Television
Video Camera
C Video Conferencing
Data logging equipment
Internet connection
C
VCR
Technology – Software
CDenotes requirement
CD-ROMs
Database/Spreadsheet
Desktop publishing
Kahootz
Editing Software
Internet Web Browser
Multimedia
C Animation Software
WebPage Development
C Word processing
email software
Inspiration/Kidspiration
Digital Learning Resources
Learning Object code: TLF0382, TLF0385, TLF0386. (Release 2)
Printed materials
Beneath the Oceans, Clarke, Penny and Andrews, Keith
Life in the Ocean, Baker, Lucy
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C
C
Oceans and Rivers, Taylor Barbara
Oceans, Davies, Nick, Oldershaw, Cally, Pike, Katy; O’Keefe Maureen
Seas and Oceans, Sauvain, Phillip A; Davies Kath, Twist, Clint, Updegraff, Imelda; Updegraff,
Robert
Atlas of Environmental Issues, Middleton, Nick
Habitat Destruction, Pryor, Kimberley Jane
Introduced Species, Pryor, Kimberley Jane
Pollution, Pryor, Kimberley Jane
Oceans. Teaching guide, McEvoy, Paul
Exploring Oceans, Australian Science Teachers Association
The Magic School Bus on the Ocean Floor, J Cole and B. Degen
A House for a Hermit Crab, E. Carle
One Less Fish, K.M. Toft & A Sheather
Internet resources
www.melbourneaquarium.com.au
www.sydneyaquarium.com.au
www.enchantedlearning.com/subjects/ocean/
www.epa.gov/OWOW/
www.epa.gov/owow/oceans/regulatory/mprsa/
www.abc.net.au/oceans/alive.htm
www.americanoceans.org/fish/fhdreso.htm
http://mbgnet.mobot.org/salt/index.htm
www.pbs.org/oceanrealm/index.html
www.worldwildlife.org/oceans/
www.worldwildlife.org/
www.ea.gov.au/coasts/coastcare/
www.earthisland.org/immp/
Accommodations for Differential Learning
Students with special needs
•
Students with significant special needs will work with their integration aides
throughout this unit, and their tasks and assessments will be modified to suit their
individual needs.
English as a Second Language (ESL) students
•
Where possible, the specialist ESL teacher will assist in the classroom or give additional
assistance during ESL classes. The ESL students be will work with students who can
speak their first language, if available, and tasks will be modified. ESL students will work
with another student or teacher during the digital Learning object activity.
Gifted Students
•
Gifted students may choose to work with each other for this unit. Tasks may be modified
to require more depth of investigation and analysis, and more sophisticated predictions.
Gifted students may also choose to help fellow students where appropriate.
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Student Assessment
The Victorian Essential Learning Standards supports a combination of assessment practices:
• assessment of learning (summative)
• assessment for learning (formative)
• assessment as learning (ongoing)
The table below shows a range of assessment criteria, tool and strategies applicable to this
unit.
Victorian Essential Learning
Standards
Science
Geography
Assessment criteria
(examples)
• use the term system to
describe an ecosystem.
Use the terms
relationships and cause.
• compare the various way
humans have used and
affected the Australian
environment
•
Information and
Communication
Technologies
(ICT)/Science/Geography/
Thinking
Working with teams
use a range of skills
to develop a
multimedia product.
Evidence
Initial concept and additions
throughout the unit
completed in different colours
and dated.
Flow chart or chart showing
how the
Teacher assessment rubric
for the Kahootz Xpression.
See Appendix 2
Peer assessment- working
with a partner
See Appendix 3
•
work effectively in
teams and take on a
variety of roles.
Key Word Search
anemone, camouflage, chemicals, coastal, distinctive, immune, mammals, mantle, molluscs,
nocturnal, plankton, predators, poisonous, polyps, prey, protect, reptile, scientific, slender,
tentacles, threat, threatened, venomous,
© State of Victoria 2004. This work has been created by the Department of Education and Training, Victoria and
copyright is owned by the Crown in right of the State of Victoria. It may be reproduced in whole or in part for study or
training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale.
Reproduction for the purposes other than those indicated above requires the written permission of the Department of
Education and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the
Liability Management Manager, Department of Education and Training, 2 Treasury Place, Melbourne, VIC, 3002
The State of Victoria accepts no responsibility for the accuracy of any part of this material and bears no responsibility
for any modifications made.
Intel® Teach to the Future Unit Plan template used with permission. © 2004 Intel Corporation. All rights reserved.
Unit Plan: Fishy Business
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Appendix 1 Sample
Name/s………………………………………………………
Kahootz Movie Planner 1
Unit Plan: Fishy Business
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Appendix 2 Sample
Fishy Business
TASK:
NAME:
NAME OF PARTNER:
NAMES OF GROUP MEMBERS:
DATE:
RESEARCH
KNOWLEDGE
PRESENTATION
ADVANCED
- 4 Points
Excellent
and
sophisticated
work quality.
Above the
expected
level.
Displays
extensive
knowledge
about topic
and uses it
to evaluate
or analyse
information.
All work
presented
clearly and
attractively.
Use of a
variety of
formats
including
digital
presentation,
which may
include voice
recording.
PROFICIENT
– 3 Points
Accomplished
level of work.
At the
expected
level.
BASIC – 2
Points
Quality of
work shows
developing
skills. Below
expected
level.
MINIMAL
– 1 Point
Beginning
level of
work
quality. No
evidence.
Displays
broad
knowledge of
topic and is
able to create
based on
topic
knowledge.
Care taken
with
presentation.
Format easy
for audience
to
understand.
Displays
basic
knowledge
about topic.
Shows no
knowledge
of topic.
Little care
taken in
presentation.
Text difficult
to read. Very
few
illustrations
or diagrams.
Did not
complete
project.
Teacher
Self
Peer
TOTAL
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Total
COMMENTS:
Appendix 3 Sample
Working with a Partner Performance Rating Scale
Directions: Use this form to give feedback about your performance with your partner. Circle the appropriate number
after each statement.
0 = Major Difficulty, 1 = Needs Improvement, 2 = Okay, 3 = Very Good, 4 = Excellent
1. We both participated in the activities.
0
1
2
3
4
2. We listened to each other.
0
1
2
3
4
3. We helped and encouraged each other.
0
1
2
3
4
4. We stayed on the task assigned.
0
1
2
3
4
5. We worked well together.
0
1
2
3
4
6. We shared the work.
0
1
2
3
4
7. We sorted out problems together.
0
1
2
3
4
8. We enjoyed working together.
0
1
2
3
4
9. We tried some new things together.
0
1
2
3
4
10. We learnt from each other.
0
1
2
3
4
Add all circled numbers for Total Score ___________ (out of 40)
A. What we did best.
B. Ideas for improvement.
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