Integrated Unit Endangered animals

1. Media Art

1.1. Using an inquiry based approach students explore differing viewpoints in their community regarding endangered animals. Consider how media material represents the person, location or idea.

2. Mathematics

2.1. Students consider using mathematics as an effective means to communicate with peers about their endangered animals

2.2. Students analysis statistics regarding endangered animals.

3. Literacy

3.1. Student is create a written piece depicting what they learnt at the zoo. Students share this with a small group, creating discussion and new learning opportunities for students.

3.1.1. Students through personalised learning, choose an Australian animal to investigate. Through inquiry and ICT tools students investigate and create a written report about their animals.

3.1.2. Students self edit written report and then a conferencing session with a educator.

3.1.3. Student publish final report for assessment.

3.1.4. Students share learning with class, class provide feedback (what i like/what could be improved/what you do well)

4. Learning Activities

4.1. Zoo Excursion

4.2. Writing piece about Zoo learning

4.3. Small group discussion about Zoo learning piece

4.4. Inquiry based learning about chosen Australian endangered animal. Students are given a criteria to work to.

4.5. Write, Edit and Publish written report about Australian endangered animal

4.6. In small select groups (select by educator) discuss which endangered world animal to investigate.

4.7. Each group member is assigned a aspect of the Expo to investigate and create using a range of media. This is done using a criteria that each Expo animals must have. This criteria clearly outlines what is expected from the Expo (very similar to their individual written piece).

4.8. Expo experience is run, students gain feedback from peers, educators as well as self reflection.

5. Science

5.1. Students investigate how living things have structural features and adaptations that help them to survive in their environment

5.2. During the Expo students make decisions as to how they are going to display their learning. Students may create a habits, a create writing piece, a poster, food chain

6. Visual Art

6.1. Students use visual arts as a mean of communicating their learning during the Expo

6.1.1. Using a range of visual art techniques student create possible learning opportunities for peer.

6.2. Using a range of visual art techniques student create possible learning opportunities for peer.

7. Digital Technology

7.1. Students use technology to inquiry and personalise learning as the research new learning about their selected animals (both individually and then in group for the Expo)

7.2. Students consider using laptop and Ipads as a means of communication learning during Expo.

7.3. Technology such as mind maps, spreadsheets, PowerPoint and movie makers considered and used to personalise learning.