Integrated Unit Planning:

FOCUS QUESTION: How can we care for the environment to ensure a sustainable future?YEARS: 6/7 LEVEL: 4 TEACHERS: Marie Leech and Heather Wessling

CURRICULUM ORGANISERSDIVERSITY & CHANGE

As life-long learners students: recognize and value diverse groups develop identities accept change design own futures

CONSTRUCTIVE CITIZENSHIPAs life-long learners students are:

active, informed and reflective citizens designers of future life pathways use ethical codes of behaviour contribute to peace and world harmony

SUSTAINABLE COMMUNITIES & ENVIRONMENTSAs life-long learners students: recognize impact of environmental change advocate and take action for preferred future value, care for & shape sustainable communities

SELECTED LEARNING OUTCOMESSOSE:PS 4.2 Students predict the impact of changes on environments by comparing evidence.PS 4.3 Students participate in a field study to recommend the most effective ways to care for a place.PS 4.4 Students use latitude, longitude, compass and scale references and thematic maps to made inferences about global patterns.PS 4.5 Students explain whether personal, family and school decisions about resource use and management balance local and global considerations.SRP 3.1 Students made inferences about interactions between people and natural cycles, including the water cycle.SRP 4.2 Students plan and manage an enterprise that assists a community or international aid project.

ARTS:VA4.1 Students deconstruct and reconstruct images and objects to manipulate meaning through explorations of elements and additional concepts.VA4.2 Students made and display images and objects, considering purposes and audiences.VA4.3 Students analyse elements and additional concepts evident in images and objects from a variety of cultural and historical contexts.

SCIENCE:LL 3.1 Students drew conclusions about the relationship between features of living things and the environments in which they live.LL 3.3 Students described some interactions (including feeding relationships) between living things and between living and non-living parts of the environment.LL 4.1 Students examine the internal and external structure of living things (including animal respiratory systems and plant systems) and account for observed similarities and differences in terms of adaptation.LL 4.3 Students made generalisations about the types of interaction which take place between the living and non-living parts of the environment.

TECHNOLOGY:TP4.1 Students use consultative methods to gather knowledge, ideas and data when researching alternatives within design challenges.TP4.2 Students generate ideas through consultation and communicate these in detailed design proposals.TP4.3 Students identified and made use of the practical expertise of others when following production procedures to made products for specific users. TP4.4 Students gather feedback to gauge how effectively their design ideas and processes meet design challenges and how effectively products meet the needs of specific users.

HPE:H 4.1 Students recommend actions they can take to promote their health in response to social, biological or environmental factors. H 4.5 Students identified aspects of their social and physical environments that enhance or pose threats to their health and plan strategies for achieving healthy environments for themselves and others.

ICTsViva Piñata on Xbox 360- reflective JournalInternet ResearchClass WebPage- Viva Piñata

KEY CONCEPTS AND LEARNINGS: Sustainable environments, natural environments, simulated environments (Viva Piñata), features of living things, interactions between living things and the environment, internal and external structures of living things, impact of change on environments, visual art- elements, concepts, processes, design processes.PURPOSE/ CONTEXT: There are thousands of different ecosystems in Australia, most of them include endangered species: animal, bird and plant. Even today, the clearing of pristine forests continues at an alarming rate. Students will develop a deeper understanding of the value of caring for different Australian environments through researching an environment and studying the importance of various ecosystems. By creating an Environmental Scrapbook, students will present their reflections, observations and suggestions for ways to work together to care for, value and ensure a sustainable future.EXCURSIONS/VISITORSBotanic Gardens Excursion (8 March) Incursion (3 May)

COMMUNITY/ SCHOOL INVOLVEMENT:Kurwongbah SS Groundsperson, Pine Rivers Shire Council, Fund raising for plants

TEACHER LIBRARIAN:Information literacy process- group research tasks

It’s TIME! Caring for the Environment

PRODUCTIVE PEDAGOGIESINTELLECTUAL QUALITY CONNECTEDNESS SUPPORTIVE SCHOOL

ENVIRONMENTRECOGNITION & VALUING OF

DIFFERENCE Higher-order thinking Deep knowledge Deep understanding Substantive conversation Knowledge as problematic Metalanguage

Knowledge integration Background knowledge Connectedness to the world Problem-based curriculum

Student direction Social support Academic engagement Explicit quality performance criteria Self-regulation

Cultural knowledge Inclusivity Narrative Group identity Active citizenship

STUDENTS NEED TO KNOW: STUDENTS NEED TO DO:

What is a map What is latitude and longitude, scale references

Lines of latitude Degrees of lines of latitude and longitude Coordinates according to longitude and latitude Scale for distance calculations

What are global patterns- ecological, changing patterns What is the meaning of: environment, ecosystem, habitat,

sustainability, interactions, adaptation, internal, external, similarities, differences, effective, latitude, longitude, hemisphere, global, map, actions, biological, strategies, threats, geography, topography, ecology, meteorology, climate, flora, fauna, natural, man made, interdependence.

What are environments- natural, built What are the impacts of changes on environments

Positive and negative impacts Human and natural changes- preservation, pollution,

erosion, urbanization, tourism, desertification, salination, revegetation

What is meant by internal structures of living things What is meant by external structures of living things What is an animal respiratory system What is a plant system What are similarities and differences What is adaptation

Term 1- Week 1 (29 January) - Week 3 (16 February) Orientation: Mapping- locate all environments on map of Australia Listen to and discuss John Williamson’s song Wildlife Warriors- It’s

Time

ENVIRONMENTAL SCRAPBOOK Create a visual representation to respond to the lyrics and key

messages of the song (front cover of It’s Time! Scrapbook). Include their name and the Title- It’s Time!

Glossary of terms - definition of: environment, ecosystem, habitat, sustainability, interactions, adaptation, internal, external, similarities, differences, effective, latitude, longitude, hemisphere, global, map, actions, biological, strategies, threats, geography, topography, ecology, meteorology, climate, flora, fauna, natural, man made, interdependence.

View Video: From the Heart- record notes on a graphic organizer- Kakadu, the Reef, the West, the High Country and Inland Australia

Term 1- Week 4 (19 February) - Term 2 Week 3 (4 May) Participate in small group research and presentation:

Great Barrier Reef Daintree Rainforest Nullabor Plain Snowy Mountain Simpson Desert Kakadu Franklin River Murray River Basin Lake Eyre Uluru

What are characteristics/ features of an environment- rainfall, temperature, seasons, topography, geography

What is an ecosystem What is flora What is fauna What are ways to care for an environment- cleaning, planting,

replanting, watering, weeding, protection, rejuvenation, landscaping

What is an information report What is a risk assessment

What is a reflection/ reflective journal entry- first person, past tense, complex sentences, conjunctions

What are the relationships between the features of living things and the environments in which they live

What are interactions between living things and between living and non-living parts of the environment

Identify harmful environmental factors on living and non-living things.

Identify beneficial environmental factors on living and non-living things

Classify living and non-living things Identify food sources for living things Draw conclusions about the relationship between living

and non-living things. What are generalisations What is a prediction What is the impact of changes on the environment

Positive and negative impacts eg removal of trees for urban development leading to erosion and increased salination of soil, removal of non-native fish species from dams

Human and natural changes leading to improved native

King Island Fraser Island Eungalla Rainforest Whitsunday Islands

Work in a small group to research: Location of the environment in Australia- mapping Characteristics of the environment- climate (rainfall, temperatures,

seasons) topography, geographical features. Ecosystems- Flora and fauna that live there/ adapted to the

environment, food chains- interdependence Ways to care for the environment- recommendations and

suggestions Write an information report presenting above information in a

cohesive way Present information orally to the class in an interesting way Risk assessment, safety considerations for the particular

environment

REFLECTIVE JOURNAL Reflect on interactions between animals and environment within Viva

Piñata 1. Reflective Entries Component Engage with Viva Piñata on Xbox 360Blurb: Taking place in an unspoilt, fantastic countryside, players need to create an environment where critters can made themselves at home. But these are no normal animals- they’re living piñatas! The idea is to lure in wild, black-and-white piñatas with attractive habitats and yummy plants. If they choose to stay, they take on brilliant plumage to show they’ve joined your menagerie. There are scores available, including horses, giraffes, elephants, snakes, crocodiles and more and it’s up to you to maintain a sustainable community. Reflect on their interactions with the game environment and

creatures- note the impact of changes they made on the environment Describe the relationships between the features of living things and

the environments in which they live Identify the interactions between living things and between living

and non-living parts of the environment

species biodiversity eg preservation, protection, pollution, erosion, urbanisation, tourism, desertification, salination, revegetation

What are art elements : colour, line, shape, texture What are art concepts: balance, contrast, pattern, space,

abstraction, composition, depth, non-representation, proportion, representation, symbolism

What are art processes: compare, control, design, develop, install, modify, analyse

What is a place What are local and global settings How we can care for a place- prevention, conservation,

protection What is a field study- observation, graphing, sketching,

researching, photography, note taking

What is a design What is the design process What is a risk assessment What is a survey What is a design brief

2. Visual Arts Component Respond to a number of John Williamson songs by creating visual

representations of the ideas and key messages within the lyrics Explore the elements of colour, shape, line and texture as they work

with a variety of media- pastels, paint, pencils, clay, collage, etc. to create the visual images for their scrapbook

May discuss their thoughts, feelings and reflections in terms of their visual creations and the lyrics of the song- key messages, emotive responses.

ENVIRONMENTAL SCRAPBOOK3. Botanic Gardens Excursion- Field Study Component Complete activities prior to the excursion Participate in an excursion to the Botanic Gardens- 2 activities- ½

class each Present information to other class members about the activity they

participated in at the Botanic Gardens Participate in a number of activities after the visit to the Botanic

Gardens

Term 2 Week 4 (7 May) - Term 2 Week 7 (Fri 1 June) Brisbane Botanic Gardens School Learnscaping Support Program

o Explore the school environmento Work in teams to survey, design, create and evaluate a

small garden areao Brief: must include only local natives, water smart, self

sustainingo Risk assessment- safety with tools, mulch, trees etc.,

regulationsPROGRAM MODIFICATIONS

PRE-TESTING KWLConcept MapPrior learning check

EDUCATIONAL ADJUSTMENTS:See attached sheet

ENRICHMENT:Thinker’s Keys- It’s Time Caring for the Environment

DIFFERENTIATION:Designing a computer game concept/ manual for an Australian environment with Australian flora and fauna

Integrated Assessment TasksTask Australian Natural Environment Information Report KLAsAssessment Criteria: Text Type Clear opening statement

Sequenced detailed paragraphs Concluding statement

EnglishScienceHPESOSE

Subject Matter Researches and presents accurate information on an Australian natural environments

Roles and Relationships

Considers the needs of the audience by demonstrating correct language choices

Mode and Medium Uses a variety of print and digital resources Includes a bibliography of sources Uses Graphic Organiser to organize information Demonstrates sound note-taking skills

Language Features Evidence of proof-reading and editing Uses writing conventions

Presentation Presentation in the Environmental Scrapbook with attention to detail

Task Viva Piñata Reflective JournalAssessment Criteria: Described interactions between living things (piñatas, flora) and the environment in which they live.

Identified the positive and negative impact of the changes I have made to the environment on the living things that live there.

Drew conclusions about the relationship between the features of the living things (piñatas, flora) and the environment in which they live.

Made generalisations about the types of interactions which take place between the living and non-living parts of the environment.

Applied the textual features of a reflective journal entry- past tense, first person recount, conjunctions and compound sentences.

EnglishSOSEThe Arts

Task Visual Arts ResponseAssessment Criteria: Students:

Identified the key messages from the song “Wildlife Warriors” Used the 5 elements of Art: Line, Shape, Colour, Tone & Texture to effectively convey the

key messages. Demonstrated skills in visual arts techniques such as sketching painting and collage. Incorporated a variety of media Reflected and explained how the visual image represents the key ideas and messages of

the lyrics. Used correct terminology when reflecting on and describing title page.

The ArtsEnglish

LITERACY DEMANDS

Reflective diary- reflections on interactions with X-Box 360 Program Viva Piñata

Concept Web Note taking (viewing videos) Recount Information Report Mapping Field Study Design Process Survey Autobiography Novel Study- Toad Heaven (Teacher’s Notes available at

http://www.penguin.com.au/PUFFIN/NOTES/title-notes.cfm?SBN=014130880X%20%20%20)

Glossary Graphic Organisers

Viva Piñata Writing tasks: Blurb Cross words Find-A-Word Observation Instructions Jingle Information Literacy Process Advertisement Poster WebPage Game Manual Email Board Game Acrostic Poem

NUMERACY DEMANDS

Mappingo Direction (compass)o Scaleo Latitude, longitudeo Rainfallo Temperatures (Max/ Min)

Co-ordinates Measurement

RESOURCES:X-Box 360 Game: Viva Piñata!Music CD: Wildlife Warrior- It’s Time!Video: From the HeartResources from Botanic Gardens Education Centre http://www.brisbane.qld.gov.au/BCC:BOTANICG:1547204334:pc=PC_1364 Environmental chartsNon-fiction books, encyclopediasNovel- Toad Heaven by Morris Gleitzman http://www.penguin.com.au/PUFFIN/NOTES/title-notes.cfm?SBN=014130880X%20%20%20 Thinker’s Keys (Tony Ryan)- It’s Time!

Educational Adjustments for Special Needs Students

Autistic Spectrum Disorder ASD Intellectual Impairment II C Physical Impairment PI

Speech Language Impairment SLI Hearing Impairment HI J ADHD

Curriculum Adjustments

C Teacher and parents meet to discuss IEP/ reports or homework support

Learning outcome is adjusted Home /school communication book for recall of experiences across environment

C Plan to target an individual learning goal Plan to complete writing tasks on computer due to poor fine motor/ hand writing skills

Visual and pictorial supports- word lists, self management chart, pictorial timetable

Select targeted activities that will fit with regular class activities

Use of graphic organisers Picture sequencing for story writing

Modified Texts Student works towards similar outcomes but lesson content is modified

Use of multi media to teach specific concepts

Prepare visual and pictorial support materials

Use of concrete materials Practice to maintain skills with T/A

Wait time given for student to process information

Provide quiet area for difficult work Modified report card

Repeated presentation of key points Short clear instructions Slower pace for instruction Task recall/clarification with student Small group, 1-1 instruction, modelling Direct instruction-modelling, prompting,

practice, feedback

Communication Adjustments

Class teacher consults with parent or carer re communication issues

AVT,GO,OT,SLP contribute to classroom planning Picture prompts to help organisation

Planned games in classroom/ playground provide opportunities to work on turn taking, winning and losing behaviour, following direction and waiting

Teacher plans and teaches sequence of structured questions to scaffold oral comprehension

Consistent behavioural strategies across all contexts

Checking batteries of laptops/ Alphasmarts Monitoring of social situations e.g. playtime Friendship program More time allowed for oral presentations Teacher frequently checks that instructions are

understood Preferential seating- close to teacher or

supportive buddyVerbal/gestural prompts Allow wait time Charts to support vocabularyWritten language supports Student to work with a buddy Use of concrete materialsAwareness of phonemes, sentence structure, word meaning or social function of language

Editing of work, extracting the main idea,punctuation, grammar, word lists, spelling strategies

Colour coding of subject material

Use of prior knowledge used by student Teachers model and prompt appropriate responses Visual timetable

Thinkers Keys – It’s Time! Caring for the Environment Name___________________________________________

Music Smart

We need to encourage all people to be Water Wise. Write a jingle (short poem set to music) to do this. You may write new words to suit a song or tune you already know. E.g. Hickory Dickory Dock, Three Blind Mice…….

Mobile Maker

Design a mobile to include all the plants and animals in a specific ecosystem.

Inventions Key

You need to protect the last remaining Blue Whale by using: a pack of cards a sewing machine a squash ball

Question Key

The answer is_________.Write 5 questions for each answer: Global Warming Pollution Water Alternative Energy

PMIUse of recycled water for drinking.

P – plusM – minus

I – interestingFacts, thoughts, opinions

P M I

Reverse Listing

List 10 things that cannot be destroyed by humans.

Name 10 places that will never be polluted by humans.

What If ? Key

What if the world’s water supply dried up? List 10 consequences.

Alphabet Key

Compile a list of A – Z words related to environmental issues. Use phrases not just one word.

Brainstorming Key

How many ways can we reduce the amount of water used by humans?

Interpretation Key

The Great Barrier Reef has been closed to all visitors for 5 years. Give three possible explanations for this.

Variations Key

How many ways can you clean up oil spills?

Consequences

A strange disease strikes the world’s forests and half of all the trees die quickly. Write down ten (10) consequences if this happened.

Different Use Key

List 5 different uses for a: water bottle solar panel windmill

Native Smart

List the names of 5 organizations that are concerned with threatened and endangered species.

Poster Design

Design a poster that will encourage people to look after our local school community.

The Bar KeyEndangered Species enclosure made it bigger

add something to it

Replace something on itExplain your changes and drew a labelled diagram.

Picture Key

Use your imagination to work out 10 different things this picture could represent.

Ridiculous Key

Ayers Rock (Uluru) needs to be moved to Melbourne.

Design a way in which this could be achieved.

Drew your plan.

Prediction Key

Predict five (5) Australian animals which will be extinct within 30 years.

Give a reason for each answer.

The Brick Wall Key

Forests will eventually be destroyed.

How are we going to deal with this situation?

List some ideas and solutions.

Arts Program Environmental Scrapbook – Title Page Senior C Term 1 2007 Name: ____________________VA 4.1 Students deconstruct and reconstruct images and objects to manipulate meaning through explorations of elements and additional concepts.VA 4.2 Students make and display images and objects, considering purposes and audiences. VA 4.3 Students analyse elements and additional concepts evident in images and objects from a variety of cultural and historical contexts

Criteria A B C D EMakingIdentifies the key messages from the song “Wildlife Warriors”

Uses the 5 elements of Art: Line, Shape, Colour, Tone & Texture to effectively convey the key messages.

I accurately identified all of the key messages in the song “Wildlife Warriors”

I expertly used each of the 5 elements to convey all of these messages on my title page.

I identified most of the key messages in the song “Wildlife Warriors”

I used the 5 elements effectively to convey the key messages on my title page.

I identified some of the key messages in the song “Wildlife Warriors”

I used some of the 5 elements to convey the key messages on my title page.

I identified a key message in the song “Wildlife Warriors”

With some teacher assistance I was able to use the 5 elements to convey the key messages.

With help from my teacher I could identify a message from the song.

With a great deal of teacher assistance I was able to use the 5 elements to convey the key messages.

DisplayingDemonstrates skills in visual arts techniques such as sketching painting and collage.

Incorporates a variety of media

I have demonstrated an outstanding level of expertise in sketching, painting and collage.

I used 5 or more different media on my title page

I have demonstrated a high level of skill in sketching, painting and collage.

I used 4 different media on my title page

I have demonstrated a satisfactory level of skill in sketching, painting and collage.

I used 3 different media on my title page

My technique and skills in sketching, painting and collage are still developing.

I used 2 different media on my title page.

My skills in sketching, painting and collage are quite limited.

I used 1 media only on my title page.

AppraisingReflects and explains how the visual image represents the key ideas and messages of the lyrics.

Uses correct terminology when reflecting on and describing title page.

I justified explicitly how the visual image I created reflects the key messages of the song.

The language I have used to discuss my title page is sophisticated and includes specific art terminology.

I aptly explained how the visual image I created reflects the key messages of the song.

The language I have used to discuss my title page is appropriate and includes specific art terminology.

I explained how my visual image links to the messages in the song.

I have used suitable language and some specific art terminology

With prompting from my teacher I could talk about how my picture relates to the messages in the song.

I used some words to do with the elements of art to describe my title page.

With significant help from my teacher I can link my picture to the song.

With help from my teacher I could use some suitable language to talk about my title page.

Environmental Scrapbook Title Page: Planning SheetListen to the song “Wild life Warriors-It’s Time” Write down the key messages from the song- what is it trying to tell us?

How will you use texture to show what the landscape looks and feels like? Draw it in this box and explain which materials or techniques you will use and why.

Words you might like to include in your explanations:

RepresentSymbolizeEmotionsPortrayCreateColourLineShapeTextureToneAngularRoughSmoothCollageSketchPrintPaintLayersContrast

In this box draw a plan of your title page. Label each of the important features.

Which colours and tones do you think will create the emotions to want people to feel? Write why you have chosen each one.

Think about the types of shapes and lines you will use. Experiment in this box and explain why you have used these.

INFORMATION REPORT RUBRIC: Australian Natural Environment: ____________________

Name: ___________________________________ Date: __________________

A B C D EText Type Clear opening

statement Sequenced detailed

paragraphs Concluding statement

Strictly follows the generic structure of an Information Report.

Closely follows the generic structure of an Information Report.

Follows the generic structure with some omissions of an Information Report.

Attempts to follow the generic structure of an Information Report with many features not included.

No attempt to follow the generic structure of an Information Report. Report not completed.

Subject Matter Researches and

presents accurate information

Comprehensively reports on all specific headings for chosen environment.

Reports on most specific headings for chosen environment.

Adequately reports on specific headings for chosen environment.

Limited information reported on chosen environment.

No evidence of information on the chosen natural environment.

Roles and Relationships Considers the needs of

the audience by demonstrating correct language choices

Communicates very clearly with the audience by consistently using appropriate language and terminology.

Communicates clearly with the audience by using appropriate language and terminology.

Communicates with some accuracy and clarity to the audience by using appropriate language and terminology.

Communicates with little accuracy and clarity to the audience.

Little or no communication with the audience.

Mode and Medium Uses a variety of print

and digital resources Includes a bibliography

of sources

Demonstrates an extensive use of a variety of sources.

Demonstrates a substantial use of a variety of sources.

Demonstrates a satisfactory use of a variety of sources.

Demonstrates a limited use of a variety of sources.

Demonstrates little evidence that any sources were used.

Uses Graphic Organiser to organize information

Demonstrates sound note-taking skills

Highly effective use of Graphic Organiser to facilitate and organise note-taking.

Effective use of Graphic Organiser to facilitate and organise note-taking.

Adequate use of Graphic Organiser to facilitate note-taking.

Limited use of Graphic Organiser to facilitate note-taking.

Inadequate use of Graphic Organiser to facilitate note-taking.

Language Features Evidence of proof-

reading and editing Uses writing

conventions

Produced a flawless report including grammar, spelling and punctuation. Excellent sentence structure.

Frequently applied correct grammar, spelling and punctuation.Sentence structure is usually correct.

Attended to many of the grammar, punctuation and spelling demands of a report. Sentence structure is generally correct.

Several inconsistencies in the use of grammar, spelling and punctuation. Sentences need additional editing and revision.

Inadequate attention to grammar, spelling and punctuation. Little or no attempt to construct simple sentences.

Presentation Presents information

orally to the class

Excellent oral presentation including all necessary details of the report.

Very good oral presentation including most of the necessary details of the report.

Satisfactory oral presentation including much of the necessary details of the report.

Oral presentation limited in its success with few or misleading details of the report included.

Unsatisfactory oral presentation with very few or misleading details included.

Effort:

Excellent Very Good Satisfactory Needs Attention Unacceptable

BIBLIOGRAPHY INFORMATION SHEETBibliography information sheet

BOOKS:Author (Date of

Publication)Title of Publication (Edition)

If other than first edition

Place of Publication

Publisher

Bloggs, J. (2002)Books are Great

4th Edition Brisbane Readers Press

Example:Bloggs, J. (2002). Books are Great (4th ed.). Brisbane: Readers Press.

INTERNET SITES:Author (Date on

Internet Site) Title of WorkRetrieved Date Source

Eyre, J. (8 March, 2001) Information Explosion Retrieved 30 October 2002

http://www.une.edu.au/foe/htm

Example:Eyre, J. (2001, March 8). Information Explosion. Retrieved October 30, 2002 from http://www.une.edu.au/foe/htm.

From http://learningplace.eq.edu.au/cx/resources/item/tips/30d8639c-4196-c16b-6d91-c6780ce0b15f/1/docs/01969/bibliography.doc (24.08.06)

X Box 360 – “Viva Piñata” Introductory Viewing Reflection Sheet

White HatWhat are the main features of “Viva Piñata?”

Yellow HatWhat are the good things about this program?

Black HatWhat problems might there be in using this program?

Green HatHave you any suggestions for solving any problems envisaged?

Red HatHow do you feel about using Xbox 360 in your learning?

Other Comments

Rating out of 10

Xbox 360 – Viva Piñata

Reflective JournalTASK:Taking place in an unspoilt, fantastic countryside, you will create an environment where critters made themselves at home. But these are no normal animals – they’re living piñatas! You need to lure in wild, black and white piñatas to attractive habitats and yummy plants. If they choose to stay, they will take on brilliant plumage to show that they’ve joined your menagerie.There are scores of critters available so it’s up to you to chose, care for and maintain a sustainable community.

PART 1:After an Introductory viewing of Viva Piñata you will complete a “Six Hat Thinking Graphic Organiser.”

PART 2:Each week you will be rostered on for an hour to work with a partner to create an environment where a variety of piñatas and flora make themselves at home.You will:

o Take notes during your interactionso Reflect on the changes to your garden, the piñatas

attracted to it, and the flora growing there.o Note the impact of changes that are made to their

environment.o Complete a Reflective Journal on your findings at

the end of your viewing by using the Viva Piñata Reflective Journal sheet.

Xbox 360 Viva Piñata : Reflective Journal Date of viewing: ________________________________

Piñatas attracted to your garden

Tick when a piñata becomes a resident

Flora- Plants growing in your garden

Changes you made to the environment Results/ effects of your changes Challenges and surprises (include visitors to your garden)

Your reflection…

Your plans/ recommendations for the future:

Viva Piñata Reflective Journal- Assessment RubricAssessment Criteria A B C D E

Described interactions between living things (piñatas, flora) and the environment in which they live.

I clearly and concisely described most interactions between living things (piñatas, flora) and the environment in which they live.

I clearly described many interactions between living things (piñatas, flora) and the environment in which they live.

I described some interactions between living things (piñatas, flora) and the environment in which they live.

I described only a few interactions between living things (piñatas, flora) and the environment in which they live.

I did not described interactions between living things (piñatas, flora) and the environment in which they live.

Identified the positive and negative impact of the changes I have made to the environment on the living things that live there.

I accurately identified most of the positive and negative impact of the changes I have made to the environment on the living things that live there.

I accurately identified many of the positive and negative impact of the changes I have made to the environment on the living things that live there.

I identified some of the positive and negative impact of the changes I have made to the environment on the living things that live there.

I attempted to identify only a few of the positive and negative impact of the changes I made to the environment.

I was unable to identify the positive and negative impact of the changes I have made to the environment on the living things that live there.

Drew conclusions about the relationship between the features of the living things (piñatas, flora) and the environment in which they live.

I drew sophisticated conclusions about the relationship between the features of the living things (piñatas, flora) and the environment in which they live.

I drew thoughtful conclusions about the relationship between the features of the living things (piñatas, flora) and the environment in which they live.

I drew conclusions about the relationship between the features of the living things (piñatas, flora) and the environment in which they live.

I drew limited conclusions about the relationship between the features of the living things (piñatas, flora) and the environment in which they live.

I had difficulty drawing conclusions about the relationship between the features of the living things (piñatas, flora) and the environment in which they live.

Made generalisations about the types of interactions which take place between the living and non-living parts of the environment.

I made insightful and comprehensive generalisations about the types of interactions which take place between the living and non-living parts of the environment.

I made comprehensive generalisations about the types of interactions which take place between the living and non-living parts of the environment.

I made generalisations about the types of interactions which take place between the living and non-living parts of the environment.

I made few statements about the types of interactions which take place between the living and non-living parts of the environment.

I needed assistance to make generalisations about the types of interactions which take place between the living and non-living parts of the environment.

Applied the textual features of a reflective journal entry- past tense first person recount conjunctions compound

sentences.

I consistently used past tense to record my interactions and observations.I always wrote in the first personI always used conjunctions effectively in complex sentences to make my journal entry interesting.

I consistently used past tense to record my interactions and observations.I always wrote in the first person

I usually used conjunctions in complex sentences to make my journal entry interesting.

I used past tense to record my interactions and observations.

I wrote in the first person

I sometimes used conjunctions in complex sentences to make my journal entry interesting.

I sometimes used past tense to record my interactions.

I sometimes wrote in the first person.

I mostly used simple sentences.

I used past tense infrequently to record my interactions and observations.

I sometimes wrote in the first person.

I needed help to use conjunctions in sentences.

Viva Piñata on Xbox 360- Writing Tasks

Write a blurb about Viva Piñata for the back of the game case. Highlight all of the good points of the game and the game play for potential buyers. Think about screen shots that might be included with the blurb to best show off the features of the game.

**********Use the Piñata Profile graphic organiser to create a profile for one of the Piñatas in Viva Piñata. Remember to make your description accurate.

**********Create a Cross Word based on Viva Piñata. You could do it in Microsoft Word- create a table and use Format- Borders and Shading to black out the squares. Make your clues clear and concise. Remember to check that it works by completing it yourself when you are finished.

**********

Made a Find-A-Word for a Year Three student based on Viva Piñata. Theme words to include may be character names, controller options, words to describe the setting or plot.

**********

Observe someone playing Viva Piñata. How would you describe them as a player? Think of as many descriptive words or phrases as you can. Create a concept map to record your observation. Show the player and discuss your observations.

**********Write a simple set of instructions for someone who has never played the game Viva Piñata before. Made them easy enough for a beginner to follow.

**********Write the words to a simple jingle for a radio advertising campaign for Viva Piñata! Consider the following questions: Who is your audience? What features can you use to sell this game? What information is ABSOLUTELY essential? How can you best get your advertising message across in 30 seconds? Create a simple tune to accompany your jingle. Tape the jingle and listen to it- what do you need to change to made it more effective?

**********Create your own Piñata to add to the game Viva Piñata. Use the New Piñata graphic organiser to help you think about this new character.

**********Research piñatas. Design a graphic organiser to help you collect information. Some questions to consider might be: Where do piñatas originally come from? What are piñatas used for? Think of your own questions and use a variety of resources including print materials and the internet to find the answers. Write a short report that presents your information to the class. Include an image of a piñata.

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Develop an advertisement for Viva Piñata to appear in a Toys R Us catalogue. It must include an image, price and description. Look at other toy catalogue advertisements to see what information is required. Pay particular attention to the layout of the advertisement. Use Microsoft Word to create your advertisement.

**********Use Microsoft FrontPage to design a simple fan-webpage for Viva Piñata. This might include your feelings, comments and information about the game. It could include links to other pages and images from the game.

**********Use Microsoft Publisher to design and develop a Game Manual for Viva Piñata. Think about including the overall objective of the game, character profiles, Xbox controller commands, cheats, tips, images etc.

**********Write an email to the Viva Piñata game developers to made suggestions for Viva Piñata 2 for Xbox 360. What new characters should be introduced? What are some changes that you’d like to see? Any ideas for cheats and tips?

**********Design and made a board game based on Viva Piñata. What is the object of your game? Write down the rules of the game. Play the game with a group of friends.

**********Write an acrostic poem using the words VIVA PINATA.

**********Take on the role of one of the piñata characters in the Xbox 360 game Viva Piñata. Design a

postcard to send to a friend recounting your adventures.

**********Design a poster advertising Viva Piñata to hang in your local EB Games store. It will need an image and text to entice shoppers to purchase the game for Xbox 360.

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Piñata Character Profile

Name:

Type:

Colour/s:

Size:

Habitat:

Diet:

Description:

Labelled drawing:

New PiñataYour task is to create your own Piñata to add to the game Viva Piñata. Use the graphic organiser below to help you think about that character:

Name:

Type:

Colours:

Likes:

Dislikes:

Abilities:

Description: Picture:

Play Tic-Tac-Toe with Viva Piñata Writing Tasks

Complete three writing tasks based on the Xbox 360 game Viva Piñata. Play Tic-Tac-Toe and choose three writing activities to complete in a straight line- down, across or diagonally. Have your task checked by a teacher before moving onto the next activity. Have FUN!

Write a blurb about Viva Piñata for the back of the game case. Highlight all of the good points of the game and the features of the game play for potential buyers. Think about screen shots that might be included with the blurb to best show off the features of the game.

Make a Find-A-Word for a Year Three student based on Viva Piñata. Theme words to include may be character names, controller options, words to describe the setting or events.

Write an email to the Viva Piñata game developers to make suggestions for Viva Piñata 2 for Xbox 360. What new characters should be introduced? What are some changes that you’d like to see? Any ideas for cheats and tips?

Write the words to a simple jingle for a radio advertising campaign for Viva Piñata! Consider the following questions: Who is your audience? What features can you use to sell this game? What information is ABSOLUTELY essential? How can you best get your advertising message across in 30 seconds?

Research piñatas. Design a graphic organiser to help you collect information. Some questions to consider might be: Where do piñatas originally come from? What are piñatas used for? Think of your own questions and use a variety of resources including the internet to find the answers. Write a short report that presents your information to the class. Include an image of a piñata.

Develop an advertisement for Viva Piñata to appear in a Toys R Us catalogue. It must include an image, price and description. Look at other toy catalogue advertisements to see what information is required. Pay particular attention to the layout of the advertisement.

Design a poster advertising Viva Piñata to hang in your local EB Games store. It will need an image and text to entice shoppers to purchase the game for Xbox 360.

Design and make a board game based on Viva Piñata. What is the object of your game? Write down the rules of the game. Play the game with a group of friends.

Take on the role of one of the piñata characters in the Xbox 360 game Viva Piñata. Design a postcard (front and back) to send to a friend recounting your adventures. Tell about your

IT’S TIME! CARING FOR THE ENVIRONMENT

Task: There are thousands of different ecosystems in Australia and most of them include endangered species. Even today, the clearing of pristine forests continues at an alarming rate.

Your task is to develop a deeper understanding of the value of caring for different Australian environments through researching an environment and studying the importance of various ecosystems.

You will be creating an Environmental Scrapbook to present your reflections, observations and suggestions for ways to work together to care for, value and ensure a sustainable future.

Your Environmental Scrapbook will be presented in four sections:

Section 1 [Front section of your book][a] Front Cover Design – You will create a visual response to the lyrics and key messages of the song “Wildlife Warriors – It’s Time”[b] Australian Environments – Mapping – You will brainstorm a list of Australian environments and locate these on a map.[c] You will research a chosen Australian environment and complete a Graphic Organiser.[d] You will write an Information Report presenting this information in a cohesive way.[e]You will present your information to your class in an interesting way.

Section 2: Botanic Gardens Field Study – You will include:[a] Pre Field Study tasks[b] Field Study Observations[c] Post Field Study tasks

Section 3: Botanic Gardens School Learnscaping Support Program[a]You will explore your school environment and map areas for beautification[b]In teams, you will design, create and evaluate a small garden area.[c]You will complete a Risk Assessment – Safety Regulations in Gardening Section 4: [Back of Scrapbook][a] You will include a Glossary of terms which you have collected.

AUSTRALIAN NATURAL ENVIRONMENT

Name of the Environment: ___________________________________________

Location:

Hemisphere__________________Continent__________________State__________________

Latitude__________________

Longitude__________________

Climate:Temperature

WinterMaximum_______Minimum_______

SummerMaximum_______Minimum_______

Rainfall [mm per year]

__________________

Geographical Features:Mountains

Rivers

Lakes

Gorges

Plains

OceansVegetation [Flora]

Plant Adaptations to the environment

Ways to care for plants[Recommendations]

Animal Life[Fauna]

Animal Adaptations to the environment

Ways to care for animals[Recommendations]

RESEARCH GROUPS - AUSTRALIAN ENVIRONMENTS

Eungalla Rainforest

Uluru

Great Barrier Reef

Daintree Rainforest

Nullabor Plains

Snowy Mountains

Simpson Desert

Kakadu

Franklin River

Murray River Basin

Lake Eyre

King Island

Fraser Island

Whitsunday Islands