Assessment 1 Part B: Learning Experiences Template

Syllabus Content

Suggested teaching, learning and assessment experiences

WEEK 10,11 & 12

Learning Experience Number/Name: Animal Enclosures

Your Name: Robert Barwick

K&U and Skill

Outcomes and
Content

Sequenced Teaching and learning activities

The teaching and learning experiences must provide opportunities for students to develop
the understanding and skills required.

Instructional
Approaches

Assessment
activities/strategies

Identify the instructional

approaches and
cooperative learning
strategies (if any) to be
employed.

List assessment
strategies and
activities that could
be used.

Please note: This learning sequence has been developed with

continuity in mind and therefore has been designed to implement
over a three lesson period. Each lesson has a sub title for easy
reference.

Lesson 10 - Zoo Excursion

Engage:
Prior to excursion engage students by watching Lets go to the Zoo interactive song,
students should stand and copy the actions of the various animals in the song.
Using pencils, markers and other art supplies, students shall then perform the task of
drawing their favourite animal in its home. This will be completed in their science journals.

ST1-1VA

Using open questioning to students to elicit responses and ideas about what they want to
know or learn from the zoo excursion e.g.: I want to know if the giraffes need tall fences
because their tall? Or Do elephants need large enclosures because they are so big?

Class Discussion

Diagnostic asst:
Teacher assessment
to ascertain student
prior knowledge

Teacher will model student responses on the W section of the class TWLH chart, students
will copy this into the W section of their TWLH chart in their science journals.

Explore:

EN1-1A

MA1-17SP

Students will have the opportunity to explore a zoo for a hands on experience.
Using cooperative learning strategy to encourage teamwork, split students up into groups of
4-5. Each group will receive a badge with one of six animals on it (Monkey, Elephant, Rhino,
Meerkat, Lion and Giraffe). Each group will then be given a prepared worksheet to
complete.
Using guided discovery, students will observe and record information onto their groups
worksheet.

Place-based learning
(Promise of Place,
n.d.).
Inquiry- based
learning (Taylor,
Fahey, Kriewaldt, &
Boon, 2012)
Guided Discovery

Resources
TWHL Chart
Lets go to the Zoo Song ( available from https://www.youtube.com/watch?v=OwRmivbNgQk (More, Aug 13, 2014))
Science journals
Drawing supplies (pencils, Markers, etc.)

Formative asst:
Teacher observation

Syllabus Content

Suggested teaching, learning and assessment experiences

WEEK 10,11 & 12

Learning Experience Number/Name: Animal Enclosures

Your Name: Robert Barwick

K&U and Skill

Outcomes and
Content

Sequenced Teaching and learning activities

The teaching and learning experiences must provide opportunities for students to develop
the understanding and skills required.

Instructional
Approaches

SMART Board

Assessment
activities/strategies

Syllabus Content

Suggested teaching, learning and assessment experiences

WEEK 10,11 & 12

Learning Experience Number/Name: Animal Enclosures

Your Name: Robert Barwick

K&U and Skill

Outcomes and
Content

Sequenced Teaching and learning activities

The teaching and learning experiences must provide opportunities for students to develop
the understanding and skills required.

Instructional
Approaches

Assessment
activities/strategies

Cooperative Learning
Groups (McDonald,
2014)

Formative asst:
Teacher Guided
discovery

Guided Discovery

Formative Asst

Lesson 11- Enclosures and Design

(N.B: For this learning experience and onwards students have returned from the
excursion, and are now in the classroom.)

Explore:

EN1-12E
ST1-14BE
ST1-4WS

In their animal groups, students will speak in front of the class about what they saw and
learnt on their specific animal. The teacher should use guided and open questions to direct
student focus towards what the main features of each animals home is. E.g. What were the
walls made of? Were they high or low? Did the animals home have a roof? Why did
the animals home need a ring of water around it? This leads into group discussion about
the excursion, reiterating the main points of the topic being taught and learnt thus far.

Explain:
Teacher uses SMART board to show video of pandas in an enclosures to demonstrate why
enclosures are designed the way they are and how improvements can be made?
Teacher should show the following video to the class
- Escaping baby pandas (https://www.youtube.com/watch?v=u155ncSlkCk
(chrislorenz9, Dec 26, 2008)).
While watching the video the teacher should ask questions such as: How is the baby panda
trying to escape Do you think the wall is high enough What could we change to stop the
baby panda from escaping?

GE1-1
ST1-3VA

Incorporate the role of zoo into this activity- On a large piece of butchers paper, as a class
ask students what they think zoos are for. Teacher should link this discussion to zoos as
specific built places towards the preservation of animals.

Class Discussion

Formative Asst:
Teacher should write the definitions of the words extinct and conservation on the board for
students to copy into their science journals.
As a class students should put forward some things they have learnt filling in the L section
of TWLH chart in the process.

Teacher Observation

Syllabus Content

Suggested teaching, learning and assessment experiences

WEEK 10,11 & 12

Learning Experience Number/Name: Animal Enclosures

Your Name: Robert Barwick

K&U and Skill

Outcomes and
Content

Sequenced Teaching and learning activities

The teaching and learning experiences must provide opportunities for students to develop
the understanding and skills required.

Instructional
Approaches

Assessment
activities/strategies

Resources
TWHL Chart
SMART Board
Escaping baby pandas video (available from https://www.youtube.com/watch?v=u155ncSlkCk (chrislorenz9, Dec 26, 2008) )

Syllabus Content

Suggested teaching, learning and assessment experiences

WEEK 10, 11 & 12

Learning Experience Number/Name: Animal Enclosures

Your Name: Robert Barwick

K&U and Skill

Outcomes and
Content

Sequenced Teaching and learning activities

The teaching and learning experiences must provide opportunities for students to
develop the understanding and skills required.

Instructional Approaches

Assessment
activities/strategies

Lesson 12- Building Enclosures.

Elaborate:

ST1-11LW

After identifying that different types of animals need different homes or enclosures
based on their needs, the teacher should guide students around to the various
classrooms in the school. For this activity students should visit a stage 3, stage 2 and
early stage 1 room.

ST1-14BE (D)

At each room use open questioning to ask students what different about each room to
their own. Encourage student to develop their reasoning skills by anticipating their
responses e.g. he chairs are bigger/smaller Why are the chairs bigger and
smaller Do you think we could use the big desks? Why? When back in their own
classroom, students are to write a brief paragraph in their science journals explaining
in their own words what they discovered about the classrooms and why they are
different.

ST1-14BE

EN1-4A

Guided questioning

Summative asst:
Students written
work.

Evaluate
Building upon their understanding of from the zoo excursion, students working
technologically in groups of 4-5, will create 3D model animal enclosures, utilizing a
variety of classroom materials. Teacher should a take photograph of each group
building their 3D model and their completed work to include in their science journal).

Cooperative Learning
Groups (McDonald, 2014)

Summative asst:
Teacher observation

Syllabus Content

Suggested teaching, learning and assessment experiences

WEEK 10, 11 & 12

Learning Experience Number/Name: Animal Enclosures

Your Name: Robert Barwick

K&U and Skill

Outcomes and
Content

Sequenced Teaching and learning activities

The teaching and learning experiences must provide opportunities for students to
develop the understanding and skills required.

Instructional Approaches

ST1-5WT

EN1-12E

To demonstrate their understanding and knowledge of the scientific concept groups,

in turn, will present their model to the class for peer review. Students will name the
animal it is designed for, identify the main features of and explain the purpose of their
model.

Assessment
activities/strategies

Class Discussion
Peer review

Summative asst:
Students present
their model to the
class demonstrating
their conceptual
understanding.

Resources
Science journals
Resources for 3D model: pencils, glue, markers, cardboard, pipe cleaners, and other recycled materials found and
donated my parents and teachers.
Different classrooms
SMART Board

Teacher Background Information

-

Prior information regarding animal conservation is needed for teacher to proceed with lesson 11. Information specific to the role of zoos and
conservation can be found at (http://endangeredspecies.about.com/od/zoosandcaptivebreeding/a/The-Role-Of-Zoos-In-Endangered-SpeciesConservation.htm (Bove, 2016)).

Teacher should also have an understanding of the Australian Professional Standards for teachers, including know students and how they
learn, know the content and plan and implement effective teaching strategies. (Australian Institute for Teaching and School Leadership Limited,
2014).

Appendix / List of Attachments

Appendix 1: ..\..\..\..\..\Downloads\EMS207 Worksheet.docx
Appendix 2:

Appendix / List of Attachments

http://www.forteachersforstudents.com.au/site/wp-content/uploads/pdfs/tmpl-twlh-chart.pdf

References

References
Australian Institute for Teaching and School Leadership Limited. (2014). Australian Professional Standards for Teachers. Retrieved 04 13, 2016, from
AITSL: www.aitsl.edu.au
Bove, J. (2016). The role of Zoos in Endangered Species Conservation. Retrieved 04 15, 2016, from About Education:
http://endangeredspecies.about.com/od/zoosandcaptivebreeding/a/The-Role-Of-Zoos-In-Endangered-Species-Conservation.htm
chrislorenz9 (Director). (Dec 26, 2008). Escaping Baby Pandas [Motion Picture]. Retrieved 04 17, 2016, from https://www.youtube.com/watch?
v=u155ncSlkCk
McDonald, T. (2014). Classroom management: Engaging students in learning. Melbourne: Oxford. Retrieved 04 13, 2016
More, S. S.-N. (Director). (Aug 13, 2014). Let's Go To The Zoo | Animal Song for Kids [Motion Picture]. Retrieved 04 06, 2016, from
https://www.youtube.com/watch?v=OwRmivbNgQk
Promise of Place. (n.d.). Place- Based Education. Retrieved 04 12, 2016, from http://www.promiseofplace.org/what_is_pbe
Taylor, T., Fahey, C., Kriewaldt, J., & Boon, D. (2012). Place and Time: Explorations in Teaching Geography and History. French Forest: Pearson.
Retrieved 04 12, 2016