Global Environments: Rainforest
Course Outline
Stage 3 Global Environments Rainforest, explores the natural relationship in our ecosystem. This strand offers students the opportunity to explore a variety of types of rainforest from Cloud, Tropical, Warm Tropical, Temperate , Warm Temperate, Cool Temperate Rainforest. Students will discover the beauty of the natural ecosystem biomes and their symbiotic relationship with their natural environment and how this natural ecosystem environment inter relates with members of society. Student will learn about relationships and the importance of our rainforest over the course of this topic.
Overview of environment Outcomes:
ENS 3.5 Patterns of Place and Location
ENS 3.6 Relationship with places
Course sequence framework Suggestion:
Topic 1: What is a Rainforest?
Topic 2: Indigenous People in Rainforest
Topic 3: Relationships that exist in the Rainforest
Topic 4: Government bodies or legislation to encourage protecting our rainforest
Topic 5: Importance of Our rainforest
Be prepared the course framework will take approximately 7-8 weeks.
Inquiry Learning
This HSIE Study has a strong emphasis on inquiry based learning where students are encouraged to engage and uncover information as opposed to being dependent to gather information from the teacher. The approach my lessons have incorporated stems from inquiry based learning and I have incorporated a variety of teaching strategies to encourage students to unravel factual information from a variety of different sources and tools. This course framework as outlined in my lesson plan encourages to build strong peer relationships and promotes an open peer learning environment where all students share their views and perspectives to the class after each lesson.
Teaching Strategies
In delivering this unit, I have focused centrally on inquiry based learning with a strong emphasis on small group learning. Students have been provided access to different resources and tools to stimulate their own learning. Initially I will incorporate a direct instruction teaching strategy to ensure students research task are aligned to the coursed and are not side tracked. These are reinforced through providing workstation booklets to ensure students gather appropriate and relevant information from reliable sources.
Teaching this unit, I have incorporated a variety of task drawing on different skills in each research task. Students will initially draw their prior knowledge about the topic on a concept map so they can monitor their development and progress after each lesson. Focusing strongly on student centred learning, students are provided unlimited resources to utilise through the course framework and drawing their findings in various styles such as concept map, mapping locations, creating a poster, creating a 3d diagram and more. From lesson 3 using a jig saw approach students will be divided into small groups comprised of mixed abilities to promote open peer learning and will work on rotation groups.
Each group will be working on a different workstation each lesson focusing on different aspects of the Rainforest throughout the course and each station incorporates different learning outcomes from the HSIE Environments: Rainforest stage 3. Each station has been uniquely designed to promote research based learning helping students to develop their researching skills. Each workstation also integrates a combination of arts, english, and encourages deep critical thinking skills. Students are faced with a delegated task and have the option and flexibility to choose their approach as a group to draw their findings. Students are encouraged to use other resources and tools to enhance their researching skills.
Class discussion has been used to conclude every lesson in the form of a presentation to the class. Class discussion has been used to provide students the opportunity to share how they approached their task and present their findings. Students will also share two things they have learned after each lesson. This will help students build their self esteem and recognise every students have core strengths and weaknesses. This also provides us as teacher the opportunity to assess and evaluate each students progress.
Stage 3 Global Environments Rainforest, explores the natural relationship in our ecosystem. This strand offers students the opportunity to explore a variety of types of rainforest from Cloud, Tropical, Warm Tropical, Temperate , Warm Temperate, Cool Temperate Rainforest. Students will discover the beauty of the natural ecosystem biomes and their symbiotic relationship with their natural environment and how this natural ecosystem environment inter relates with members of society. Student will learn about relationships and the importance of our rainforest over the course of this topic.
Overview of environment Outcomes:
ENS 3.5 Patterns of Place and Location
ENS 3.6 Relationship with places
Course sequence framework Suggestion:
Topic 1: What is a Rainforest?
Topic 2: Indigenous People in Rainforest
Topic 3: Relationships that exist in the Rainforest
Topic 4: Government bodies or legislation to encourage protecting our rainforest
Topic 5: Importance of Our rainforest
Be prepared the course framework will take approximately 7-8 weeks.
Inquiry Learning
This HSIE Study has a strong emphasis on inquiry based learning where students are encouraged to engage and uncover information as opposed to being dependent to gather information from the teacher. The approach my lessons have incorporated stems from inquiry based learning and I have incorporated a variety of teaching strategies to encourage students to unravel factual information from a variety of different sources and tools. This course framework as outlined in my lesson plan encourages to build strong peer relationships and promotes an open peer learning environment where all students share their views and perspectives to the class after each lesson.
Teaching Strategies
In delivering this unit, I have focused centrally on inquiry based learning with a strong emphasis on small group learning. Students have been provided access to different resources and tools to stimulate their own learning. Initially I will incorporate a direct instruction teaching strategy to ensure students research task are aligned to the coursed and are not side tracked. These are reinforced through providing workstation booklets to ensure students gather appropriate and relevant information from reliable sources.
Teaching this unit, I have incorporated a variety of task drawing on different skills in each research task. Students will initially draw their prior knowledge about the topic on a concept map so they can monitor their development and progress after each lesson. Focusing strongly on student centred learning, students are provided unlimited resources to utilise through the course framework and drawing their findings in various styles such as concept map, mapping locations, creating a poster, creating a 3d diagram and more. From lesson 3 using a jig saw approach students will be divided into small groups comprised of mixed abilities to promote open peer learning and will work on rotation groups.
Each group will be working on a different workstation each lesson focusing on different aspects of the Rainforest throughout the course and each station incorporates different learning outcomes from the HSIE Environments: Rainforest stage 3. Each station has been uniquely designed to promote research based learning helping students to develop their researching skills. Each workstation also integrates a combination of arts, english, and encourages deep critical thinking skills. Students are faced with a delegated task and have the option and flexibility to choose their approach as a group to draw their findings. Students are encouraged to use other resources and tools to enhance their researching skills.
Class discussion has been used to conclude every lesson in the form of a presentation to the class. Class discussion has been used to provide students the opportunity to share how they approached their task and present their findings. Students will also share two things they have learned after each lesson. This will help students build their self esteem and recognise every students have core strengths and weaknesses. This also provides us as teacher the opportunity to assess and evaluate each students progress.