Planning+Documentation

=Planning Documentation=

=Planning Log=

// Prior- // // Classifying- conversation // // digital camera pictures // // Bay box discovery- Mission Clue (word document- Amanda to QCode) // // Google Earth // EXCURSION- Thursday 9.00-11.00am Digital cameras for children Learning Logs Magnifying glasses ** We need: ** Video, Check with Amanda- responses from children from activities Collect evidence of living and non living things, as well as plants and animals Where did you find it? What’s around it? Record findings and further questions in learning logs Elicit questions from students Why are these things found here? Using Venn diagram (or other model) classify and sort what they’ve discovered What are the living things that use the bay that we know of now? Photo Peach /Animoto response from digital pictures taken at the beach Pose the scenario – I’m going to put this bit of seagrass in my backyard. What will happen? This will lead hopefully to a discussion about habitats. Pull in lots of different pictures of habitats for students to classify and sort – some of these will be pictures of beach environments.
 * Week One** **16th July**
 * Week Two/Three 20-29th July**

These were your expectations – why didn’t you see some of the things you thought you’d see? What do you think was there, but you didn’t see? E.g. in the water etc How can we find out what’s out there? Bring in secondary sources eg. Rangers, **Tangalooma,** SeaWorld

Look at the sand hills on Moreton Island. It’s not far away but we didn’t see any sand. Marine environments have different features as habitats. Do you think we’d find different evidence of living things or the same? Why or why not? Google Earth

ENGLISH //What is the intention for learning discussion?- writing an opinion// Developing Field knowledge- what an opinion was based upon artwork made - Deconstruct opinions with class - first deconstruction pg 38 CTJ Litter Bug, pg 44 Protecting our environment CTJ - Art Show, TV, Computers in the classroom

//Amanda to grab- Courtney, Connor, Georgia D, Jack D, Cordellia, ....to ask what they expect to see? what they want to find out? Think about comparision to what they have seen at Manly Bay....//

//What is the intention for learning discussion? Link to Tangalooma excursion// **Week Four** Prior to Tangalooma- I want to investigate.... because...... Children begin prior thinking about focus. Tangalooma trip - scavenger hunt and listen to expert at Tangalooma to find out what animals depend on the bay as a habitat. How does he/she know this? What does he/she do? What affects this habitat?  (set up links) How can we keep communicating with him/her? (digital cameras, flips, learning logs)
 * Elaborate **

Compare and contrast with the bay (Manly side and Tangalooma)  Create some simple generalisations about their learnings  Activities around food chains – not necessarily around bay habitats //ENGLISH// Deconstruct opinions with class continued....
 * Evaluate **

Amanda to begin modelling the investigation on a dugong – food chain, interdependence, stewardship etc  Incorporate food chain, habitats learning object  Life cycle, environment – where does it live, what it depends on, what happens if.... (cause and effect), food chain English Joint Construction- Tangalooma focus- dolphin or whale
 * Week Five**