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Year: 2018 Term:1 Science & Geography Program- PBL YR 6

Weeks: 1-10

Chisholm Catholic Primary School, Bligh Park7 Core Catholic Values

CV!- Positive View of Life-Dignity of the human personRespect for all Human Life

CV2- Community and Common Good-The importance of marriage and family in society-’You should love your neighbour as yourself’

CV3- Freedom from Oppression-All human beings, created in the image of God, deserve a life of human decency and freedom to live morally-Christ calls us to identify with the oppressed and alleviate their suffering by giving them preferential love

CV4- Search for Truth and Wisdom-God is the source of all truth and wisdom-Only in God will humanity find truth and happiness-The Magisterium of the Catholic Church preserves God’s truth through the gift of infallibility

CV5- Sacramentality or God’s presence in the whole world-God created an ordered and good world for humanity-God entrusted stewardship of the earth to humanity-Christ is truly present in the sacraments

CV6- Reconciliation-God’s gift of forgiveness restores the intimate friendship with God-Importance of reconciling with each other

CV7- Hope and Resurrection-Christian Hope: Points to perfect happiness in heaven

Aboriginal Asia Sustainability Critical & Creative Thinking

Ethical Understanding

Information & Communication Intercultural

Understanding

Literacy

Numeracy Personal & Social Capabilities

Civics & Citizenship Difference &

DiversityWork & Enterprise

Unit Title: Tears in the Jungle

Duration: Weeks 1-11

Term 1Weeks 1-10

Term 2

Teachers: Belinda, Andrew

RationaleScience and Technology

Science and technology are of increasing importance and integral to our rapidly changing world. A student's sense of wonder and curiosity about the natural and made world is fostered through actively engaging in the processes of Working Scientifically and Working Technologically. Through questioning and seeking solutions to problems, students develop an understanding of the relationships between science and technology, and the significance of their contribution to and influence on society.Scientific inquiry is a distinct way of finding answers to interesting questions and solutions to important problems about the natural world locally, nationally and globally, including shaping sustainable futures. Scientific knowledge provides explanations for a variety of phenomena and enables sense to be made of the Natural Environment and the Made Environment. As students engage in posing questions, testing ideas, developing and evaluating arguments based on evidence, they demonstrate honesty and fairness in using the skills of Working Scientifically.Through applying the processes of Working Scientifically, students use scientific inquiry to develop their understanding of science ideas and concepts, and the importance of scientific evidence in making informed decisions about the uses of science and technology in their lives. They recognise that science advances through the contributions of many different people.Technology and an understanding of design processes enable people to manage, interpret, shape and alter their environment to improve their quality of life at home, school, in work places and the broader community. The study of Technology involves solving real problems and creating ideas and solutions in response to needs and opportunities in a range of technological contexts. These contexts may include agriculture, engineering, food, graphics, industrial and digital technologies as well as product design that uses metals, textiles and timber.When applying the processes of Working Technologically, students actively engage with real world situations and use technology skills, knowledge and understanding to create solutions

for themselves and others. They creatively and competently use a range of materials, tools, equipment and techniques to produce solutions relevant to their world.As disciplines, Science and Technology are linked through problem solving, by the skills and processes of scientific inquiry and technological design. Science often draws on tools and processes developed by technology. Technology in turn uses concepts, principles and processes developed by science. The study of Science and Technology provides opportunities for students to think and act critically and creatively, to develop informed attitudes based on evidence and reason, and to participate responsibly in developing innovative working solutions and ideas in response to opportunities and questions relevant to personal, social and environmental issues in their lives. Through engaging in Science and Technology learning, students begin to develop the capabilities needed to become more scientifically and technologically literate citizens.The study of Science and Technology enables students to develop a positive self-concept as learners as well as confidence in and gain enjoyment from their learning. They become self-motivated learners through active participation in challenging and engaging experiences in order to develop innovative solutions.

GeographyGeography is the study of places and the relationships between people and their environments. It is a rich and complex discipline that integrates knowledge from natural sciences, social sciences and humanities to build a holistic understanding of the world. Students learn to question why the world is the way it is, reflect on their relationships with and responsibilities for the world and propose actions designed to shape a socially just and sustainable future.

Geography emphasises the role, function and importance of the environment in supporting human life from local to global scales. It also emphasises the important interrelationships between people and environments and the different understandings of these relationships. The wellbeing of societies and environments depends on the quality of interactions between people and the natural world.

Geographical inquiry involves students acquiring, processing and communicating geographical information. Through an inquiry approach students explain patterns, evaluate consequences and contribute to the management of places and environments in an increasingly complex world. This process enables them to apply inquiry skills including: asking distinctively geographical questions; planning an inquiry and evaluating information; processing, analysing and interpreting that information; reaching conclusions based on evidence and logical reasoning; evaluating and communicating their findings; and reflecting on their inquiry and responding, through action, to what they have learned. Engagement in fieldwork and the use of other tools including mapping and spatial technologies are fundamental to geographical inquiry.

The study of Geography enables students to become active, responsible and informed citizens able to evaluate the opinions of others and express their own ideas and arguments. This forms a basis for active participation in community life, a commitment to sustainability, the creation of a just society, and the promotion of intercultural understanding and lifelong learning. The skills and capabilities developed through geographical study can be applied to further education, work and everyday life.

Inquiry QuestionsHow can we promote sustainability of the orangutan environments to ensure their survival?

OutcomesA student;shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunitiesST3-1VA

demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to shaping sustainable futuresST3-2VA

develops informed attitudes about the current future use and influence of science and technology based on reasonST3-3VA

describes the diverse features and characteristics of places and environmentsGE3-1

explains interactions and connections between people, places and environmentsGES3-2

Compares and contrast influences on the management of places and environmentsGE3-3

Differentiation

This program can be modified to cater for the learning styles and abilities of all students.● Students who are working below a Stage level will need teacher assistance through 1:1 support and with their activities being

modified. These students will be given tasks at their ability level to assist them in participation and success.● There are a variety of different activities that cater for all different learning abilities and styles (kinaesthetic, visual and auditory

learners).● For assessments students who need assistance with writing will be able to share their answers verbally and the teacher can

scribe these for them. This allows them to still be successful in Geography and History.● Some specific examples of adjustments include:

o Adjustment to classroom organisation.o The use of technology.o Simplified texts.o The availability of teacher’s aides.o Using visual aides.

Stage StatementsBy the end of Stage 3 students show informed attitudes to issues related to the current and future use and influence of science and technology. They are interested and willing to engage in local, national and global issues that are relevant to their lives and the maintenance of a sustainable future. They are able to discuss how science and technology directly affect people's lives and are used to solve problems.Students initiate, use and apply the processes of Working Scientifically and Working Technologically with a greater level of independence. They are more self-reliant in undertaking a range of scientific investigations and design projects, and in collaboratively completing the tasks. Students select and safely use a variety of equipment, materials and resources identifying potential risks. They identify where improvements to their methods, techniques or research could enhance the quality of the information gathered. Students use a range of representations to present, document and communicate methods, findings and ideas, including tables, graphs, diagrams and multi-modal texts, using digital technologies where relevant.When Working Scientifically, students follow instructions, pose questions for investigations, predict likely outcomes and demonstrate honesty and accuracy in collecting, recording and analysing data and information. In planning and conducting fair tests they are able to identify variables to be changed and measured, and check results by repeating observations and measurements. They construct tables and graphs to organise data and identify patterns. They use evidence to draw conclusions and develop explanations.When Working Technologically, students plan and implement a design process to meet the needs and wants of users/audiences. They explore and define the design task, establishing design criteria and considering constraints when planning the process. Students select and apply appropriate methods to develop and generate ideas and apply established criteria to evaluate and modify them. They develop plans, specifications and production sequences to produce solutions for built environments, information and products. They evaluate their solutions using self and peer assessment, and identify the strengths and limitations of the process used.As students continue to observe and investigate aspects of the Natural Environment, they explain how natural events cause rapid changes to the Earth's surface. They describe key features of the solar system and the contribution of people from a range of cultures over time to the advancement of science. Students explain everyday phenomena associated with the transfer of light and requirements for the transfer and transformation of electricity. They identify how energy from a variety of sources can be used to generate electricity and how science knowledge is used to inform personal and community decisions. Students describe how features of living things help them to survive in their environment and how the growth and survival of living things is affected by changes in the physical conditions of their environment.Students identify the observable properties of solids, liquids and gases. They compare and classify different types of observable changes to materials, considering how their properties determine their use.Within the Made Environment students explain how production systems are used to manufacture products. They explore changes that have occurred in the design of products over time and the social and environmental factors that influence the design of products. Students investigate how systems in built environments are designed to meet the needs of people, in response to social and environmental influences. They explain how systems can be used to transfer information and support communication, and how social influences impact on the design of a range of emerging information products.

Week/sConcep

tsLearning Experiences Resources Evaluation

TwoIntroduction-

Introduction: Resources:Google the following: Children were

9th Feb

Bran

ST3-1VAshows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities

ST3-2VAdemonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to shaping sustainable futures

Complete a KWL Chart on what children know about orangutans

Show BTN video- Orangutan- clipSaving Orangutans- BTNhttp://www.abc.net.au/btn/story/s3456851.htm

Introduce the book- Look at the cover.Discuss the background of the boys- age, where they come from, background- child with Cerebral Palsy. Make connections to personal experiences.Discuss how the boys were inspired to help the orangutans and how the book is about their quest to save orangutans from extinction.Tell the children that in their next lesson they are going to get to know the story about these boys adventure.

Reflection:(Put on reflective jungle/rainforest sound music while chn reflect)https://www.youtube.com/watch?v=JZc94cO54kY

In pairs, children respond through writing or drawing: (while students are doing this ask students to nominate a representative to speak about one of the reflective points and record for Imovie reflection).Something new I learned today...I wonder….This experience made me think about….Add this to class reflective scrapbook.

Sustainable schools NSWhttp://www.environment.nsw.gov.au/sustainableschools/about.htm

Cool Australiahttps://www.coolaustralia.org/activity/sustainable-palm-oil-finding-out-about-palm-oil-years-5-6/

Eco Schools

Climate Clever Energy Savers

Daniel and William Clarkes story-Vimeohttps://vimeo.com/59330752

Saving Orangutans- BTNhttp://www.abc.net.au/btn/story/s3456851.htm

introduced to the story of the Clarke brothers. They had some time discussing

how a single decision could

make a difference.

Having Bran to give the

background about the boys really got the

children’s attention -

Followed up by BTN Video.

Chn’s reflections

showed they were wondering and questioning about what they could do to help orangutans and

endangered species.BG 9/2

Three GE3-1describes the diverse

Pictures projected of Picture book.

The visuals in the program were

extremely useful in

16th Feb

Teachers

features and characteristics of places and environments

GES3-2explains interactions and connections between people, places and environments

ST3-3VAdevelops informed attitudes about the current future use and influence of science and technology based on reason

Begin the story then stop then stop and discuss the fun facts (pg 8) in the books about orangutans.

https://docs.google.com/presentation/d/1ZhP8vijmL4njfdTLzBGQ438Dti94jwsLmcH6UM9wJwI/

edit#slide=id.p

Chn might draw a design of a labelled tree house with special features that will keep an orangutan dry

Discuss the journal concept with Bunga- How each child will get a turn taking him home for adventures.

Read up to pg 8.Chn investigate what life is like in Indonesia (Use ipads)Venn Diagram- Comparison of Indonesia to Australia- population,size of the country, people, culture, foods.

Look at the photos in the picture book- compare with Australia. Have you been anywhere like this (Borneo) in Australia?

https://www.youtube.com/watch?v=UQk8Myffwyohttps://www.youtube.com/watch?v=dYXCjENbqSs

Ipads

Venn Diagram Blank Sheet

showing the environment and

location of Borneo, as was the picture book

in stimulating discussion about the

environment and people living there.Venn diagram was useful as it enabled children to inquire, discuss and explore

the places in Indonesia with a clearer and more

accurate understanding of

orangutan environments.

We also spent some time discussing

where the orangutans build

nests and why they think they built them

up so high.BG- 16/2

Four

Bran

23rd Feb

GE3-1GES3-2

ST3-1VAST3-2VA

Page 10 - Look at the Eco Lodge- Bran will give background.Learn about the care centre and the feeding platform.

Continue reading up to pg 15.Discuss the background and work of Camp Leaky by Dr Birute Galdikas.

Pg 16Discuss what tannin is? Look at pollution from gold mining- Discuss (clip below is 2 minutes and looks at environmental impacts of gold mining in

Indonesia)https://www.youtube.com/watch?v=iyt3kM89DOg

Read about SiswiDiscuss pictures pg’s 25-29

Talk about how Daniel would feel.Write a paragraph about Siswi and what she did with the boys.

Book- Tears in the Jungle

Pollution from gold mining link.

Chn had some excellent discussion about whether or not having eco-lodges was good for the orangutans.The clip about pollution was a a good way for students to be able to see how the mines affected the jungle environment and the chemicals used to clean gold were affecting the water waterways.We will be starting our next lesson with the discussion about Siswi and Daniel.BG 23rd Feb

Teachers-shows interest in and

Anchor sheets below.- Teacher and

It was interesting to see the thinking the children thought was happening

Five2nd March

enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunitiesST3-1VAST3-2VAST3-3VA

GE3-1GE3-2GE3-3

Read from page 30 at pg 31, discuss the similaritiesDiscuss connection of Daniel with orangutan.

Thought bubbles- of Daniel and the orangutan- what might be going through each of their minds? Chn could do this on a sheet. Think/pair /share with another

group.Discuss similarities of their hands with ours.

Continue reading the book- stop at fun facts and discuss. Pg 33- Why could this contribute to the decline in numbers?

Factors affecting the orangutan numbers: mind map- environment, food, reproduction, mining

These will be the issues that focus in on the question why the orangutans need our help.

Forest ecosystem and life cycles- pg 34, 35 (chn could fill out a graphic organiser on one of the animals on these pages)

http://www.abc.net.au/btn/story/s4625137.htmBTN clip about palm oil.

http://www.foodstandards.gov.au/code/applications/Documents/A593%20labelling%20of%20Palm%20Oil%20Public%20Notice%20FINAL.pdf

Homework- Children can look for products at home that contain palm oil. Chn can take photos on ipads and add to a google doc. They could also collect packaging they can bring in for a display to show others. They can share this with the class.

students

LInks to article and ABC story.

in the picture of William and Siswi- whilst many thought of what might have been going through William’s mind, some found it more difficult to express what Siswi might have been thinking.The research children did into factors orangutan numbers led to some great discussion and further questioning by the students- this really led to some deep thinking on the topic. BTN clip was really useful in presenting palm oil awareness of this problem.We did not finish the ecosystem cycles and this could be something we factor into next week’s lesson.BG 2/3/18

6Bran9th March

Reflect on previous lesson and continue with the bookForest ecosystem and life cycles- pg 34, 35 (chn could fill out a graphic organiser

on one of the animals on these pages)*Chn did not get up to this in week 5)https://www.youtube.com/watch?v=beEAKVZsJe8

Start on pg 36-37- Read through the book and stop and discuss at the different points.

Reflect on homework from previous week then read and view the link below about products containing palm oil.

WWF – Which everyday products contain palm oil? http://www.worldwildlife.org/pages/which-everyday-products-contain-palm-oil

Finish the book.*start planning project (planning time)

Due to not completing up to Pg 35, we needed to revisit this this weekVideo was appropriate in furthering students understanding.BG 9/3/18

716th March

ST3-1VAST3-2VAST3-3VA

GE3-1GE3-2GE3-3

Reflection assessment- Give children a choice about how they can show all they have learnt through the term on the topic: eg poster, journal,

We know that orangutans are endangered,Brainstorm: What can we do to help?

Children have completed the mind map and it was interesting to see what the students understood about the topic up to this point.

The children are at the

Create a presentation with your group (4 students, we will form groups) about the idea you have that will make the most impact on helping to

save the orangutans.Prompt students about their ideas: who will it involve, why will it work?,

what are the details of the project, how long will it run for?*Extra hour after recess- discuss with teachers

point where they have chosen an aspect to focus on in saving the orangutans.Children are gathering more information to support their ideas and begin working on a presentation in groups to pitch to their class about what they can do as a whole group to help the orangutans.BG. 16/3/18

8 Bran- 23rd MarchST3-1VAST3-2VAST3-3VAGE3-1GE3-2GE3-3

Children continue with finalising presentation.

Bran ran class that week as Belinda and Andrew attended Year 5 Camp.23/3/18

9 ST3-1VAST3-2VAST3-3VAGE3-1GE3-2GE3-3

Children present their ideas to persuade their own class. This will be a practice run but also inform the other students. Get constructive feedback from peers. (Mon or Tues of Week 9)Present to PBL group only. Then class vote on the idea that they will work on as a group.

Children are finalising ideas ready to present their ideas in front of their own class. We are running a little behind so we will try and catch up with this next week.BG. 30/3/18

10Children will run through final ideas and prepare presentations for the group.-Speak with each group to clarify ideas and offer any feedback to ensure students have thought about all aspects of what they are trying to achieve, how they are going to achieve it, who will be involved etc.

Children have completed presentations- these have been assessed based on- ideas, information and the thought given to planning a workable project which will have the greatest impact. BG 7/4/18

11 Children will need to decide on the idea that the whole class will be using to develop the project in Term 2.

Feedback was given to the group regarding the project presentations.Discussions about the ideas and which was most convincing and would create the largest impact. Children in groups have identified that palm oil is the factor

that needs to be addressed.BG Week 11 14/4/18

1-2(Bran)

GE3-1GES3-2ST3-1VAST3-2VA Discussion with the whole group about the ideas presented. Based on

the presentations, palm oil was considered to be the most significant problem and doing something to raise awareness of the palm oil issue and raise money for orangutan orphans was decided to be the direction of the project.Complete a chart of the ideas each group will nominate themselves to work in based on their interests and skills.

Some time was spent going through and creating a doc where the students ideas were refined and the roles of each group were identified as a class.BG Wks 1& 2

3 ST3-1VAST3-2VAST3-3VAGE3-1GE3-2GE3-3

Focus groups will be formed and students will begin working on the aspect of the project they have nominated themselves for.Project IdeasGroups formed.Planning of project- each child has a folder where they will be keeping a log of their weekly activities and progress. - Teachers will monitor progress and feedback via comments.

18.5.18 Focus groups have been formed.Allocated teachers to focus groups:Andrew- Assembly, Writing Stimulus, CommunicationBelinda- Technology, Posters/ Advertising, Class visitsAsh- Market stallsBG. Week 3

Weeks 4-8 ST3-1VAST3-2VAST3-3VAGE3-1GE3-2GE3-3

Project IdeasChildren will continue to focus on their groups ideas with the guidance of teacher allocated.

- Beginning of lesson- 20 mins will be allocated to sharing book 2.- Discuss group work protocols, remind students to keep a log of

information in their PBL folder.- At the end of lesson students need to share back what they are up

to- in small groups with leading teacher giving feedback and discussing next steps.

Project Ideas

Week 4 ST3-1VAST3-2VAST3-3VAGE3-1GE3-2GE3-3

-Continue sharing Book 2 with use of visuals to support students understanding of rainforest floor/ environments, orangutan behaviour.Teachers worked with allocated groups to ensure all were on task, feedback and prompting.

Materials needed for project groups: Writing stimulus,

posters-

Wk 4- The children have continued in their small groups working on their allocated parts of the project.The beginning of the lesson was spent

Letter Writing Group (Belinda)Posters/ Advertisements (Belinda)Ash- worked with market stalls: Fruit stall, show bag stall, colouring comp stall, Slideshow group/ Information, cupcake stall(Teachers need to organise a note for Years 3’s- Week 7, Yr 6 (whole of year 6) PBL group only for market stalls) in Week 6- to explain if they can bring in cakes/ palm oil free- for orangutan awareness)Library Display for writing stimulusFinance Group - Bran, AshAssembly- Dane, Christina -Year 3(Bran coming Friday 15th or 22nd? June week 7, Week 8- 19th June (on the day)Technology Group- Communication- Target audience

printed to A3

discussing and reading Book 2 so children could continue to feel empathy and connected to the issue.BG

Week 6 ST3-1VAST3-2VAST3-3VAGE3-1GE3-2GE3-3

Presenting- market stalls layout , children work on designing layout, make a list of materials needed and bring in before the day.Market stalls images, LI and SC

Children continue on their project ideas.Stalls- LayoutMufti information- for market stall

Ongoing assessment: Children use the scaffold sheet 2 answer the 2 questions:

What has been my biggest success in the PBL this term?What has been the impact of this project on the way I do or see things in the future?Assessment scaffold sheet

Market stalls images, LI and SC

Assessment scaffold sheet

Ipads

$283.55 raised from bake sale.

Week 7 ST3-1VAST3-2VAST3-3VAGE3-1GE3-2GE3-3

Print out invite for parentsMufti day- Notice to parents

Week 8 Plan for week 8Morning Tea needs to be organisedLunch- Wraps, gluten free option

Teacher Resources

Sustainable schools NSWhttp://www.environment.nsw.gov.au/sustainableschools/about.htmCool Australiahttps://www.coolaustralia.org/activity/sustainable-palm-oil-finding-out-about-palm-oil-years-5-6/BTN- Palm oil case-http://www.abc.net.au/btn/story/s2502368.htmPalm oil Problemhttp://www.abc.net.au/btn/story/s4625137.htmYoung girl asking why palm oil is a threat to orangutanshttp://www.abc.net.au/btn/story/s4014898.htmWorld environment Day story about saving the orangutanshttp://www.abc.net.au/btn/resources/teacher/episode/20170228-palmoilproblem.pdfProject IdeasMarket stalls images, LI and SCAssessment scaffold sheet

Unit Evaluation

Resources week Five

Teacher resource- Photocopy onto A3

Factors affecting Orangutan numbers