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National Parks in NSW

National Parks in NSW. HISE and English –a Stage 2 integrated unit to show examples of how to plan for the specific learning needs of student with language based learning difficulties. Language focus areas students commonly have difficulty with. Receptive language

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National Parks in NSW

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  1. National Parks in NSW HISE and English –a Stage 2 integrated unit to show examples of how to plan for the specific learning needs of student with language based learning difficulties.

  2. Language focus areas students commonly have difficulty with • Receptive language • Understanding new concepts or words • Following lengthy or complicated instructions • Reading comprehension • Listening skills- appears easily distracted/inattentive • Answering abstract or non contextual questions • Expressive language • Describing actions, characteristics, objects well • Sequencing and retelling events or stories or information in order or coherently • Writing • Pragmatics • Staying on topic • Responding appropriately to others comments • Working in groups • Taking another’s perspective

  3. Strand: Why do we have National Parks in Australia? HSIE Content Overview- Subject matter (for this strand of the unit) Students in Stage 2 will learn about • The location of major National parks in NSW and Australia • Environmental changes • Management and care of features, sites, places and environments • Changes to people and places in NSW as a result of colonisation

  4. HSIE Outcomes ENS2.6 • Describes peoples interactions with environments and identifies ways of interacting with environments ENS2.5 • Describes places in the local area and other parts of Australia and explains their significance CCS2.1 Describes events and actions related to British colonisation of Australia and assesses changes and consequences

  5. Indicators for HSIE The students will: • recognise and explain the significance of National Parks • recognise and explain the impact people can have on environments • discuss reasons why we have national parks • identify the purpose of national parks is to conserve native plants and animals • identify some of the impacts on native animals since colonisation • identify National Parks as places in which people manage threatened species to ensure their survival • demonstrate an understanding of the need to protect threatened species

  6. Content overview for English

  7. English K-6 Outcomes students will be working towards TS2.1 • Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum TS2.2 • Interacts effectively in groups and pairs, adopting a range of roles, using a variety of media and uses various listening strategies for different situations RS2.5 • Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of I deas, information and events. RS2.6 • Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts. WS2.9 • Drafts, revises, proofreads and publishes well structured texts that are more demanding in terms of topic, audience, and written language features.

  8. Indicators for English: • Factual description, information report • Talking and listening • Reading • (Visual literacy- low order book orientation) • Writing (Reports, descriptions)

  9. Key focus questions covered in this strand are: • What is a National Park? • Why do we have National Parks? • What are the threats to native plants and animals? • Why is biodiversity important?

  10. Lesson focus Building field knowledge • Lesson 1 – Poster talk and structured brainstorm • Lesson 2 and 3: Mind Map for Biodiversity The teacher will lead students through the development of a joint pictorial mind map in response to information delivered by a video on National Parks to develop a concept of Biodiversity and that National Parks conserve biodiversity

  11. Language focus • Vocabulary Biodiversity, Survival, Web of life, Unique, Protect, Conserve, Habitat destruction • Teacher Talk-expressive and receptive Example language structures teacher will model ‘We need National parks to protect our environment.’“We need National parks to maintain our biodiversity”“Australia has a unique biodiversity”

  12. Developing a mind map using visualising- e.g. Biodiversity Our unique Country

  13. Lesson 4 A changing landscape • The students will be led to understand that the Australian environment has changed over the last 200 years since Europeans arrived. Many native plants and animals are under threat from this changing environment. These changes are from introduced species such as cane toads, rabbits, prickly pear. Activity/Strategy • Low order text orientation • Visual literacy- clues from the pictures about extintction and introduced species • Draw conclusions- answer inferential questions (oral) Text-Introduction and extinction from Rigby Education- part of the Our Voices series. Pages 2 and 3 A Changing Landscape.

  14. Teacher will: • Lead students through the text to understand the changes that have happened to the Australian environment in the last 200 years and the fact this has been devastating on native animals in some instances* • Assist the students to identify the author’s intent- - and to draw a conclusion that we need to do something about it – such as have National Parks to preserve the environment. • Involve the students in sorting native and introduced species

  15. Students will: English • discuss word meanings and match meanings and pictures • respond in sentences to voice opinions and ideas about native and introduced species in Australia HSIE Students will: • identify at least three reasons animals were introduced into Australia and the possible effect this had on the environment

  16. Lesson 4 part 2-sorting, grouping describing, classifying • The students will work in pairs to sort and categorise animals into native and introduced species to build field knowledge • Guided and independent pair and small group work

  17. Lesson focus –practicing vocabulary Lesson 5: Student will practice using the vocab. words heard in previous lesson. Vocabulary Landscape, environment, native, introduced,impact devastating, extinct, thousands, biodiversity, protected, conservation unique,endangered,feral,marsupial, Carnivore, predator, species, habitat, pest,precious

  18. Syllables- use the syllables to build topic words from the text.

  19. Use the domino cards practice using the context to find the correct word.

  20. Match the definition- Vocabulary Bee

  21. Developing topic vocabulary Teaching vocabulary & concepts- Preparation for learning: • Vocabulary picture match (floor storm) using books and pictures to match with words- students need to justify choices camouflage webbed Suction pads Long sticky tongue croak croak bulging eyes habitat predator Under belly lunge leap limbs cling prey

  22. Developing vocabulary around technical language for a topic Aquatic

  23. Participant activity-Draw the definition • Extinct means: Looks like: • Australian native animal means:Looks like: • Biodiversity means: Looks like: • A natural environment means: Looks like • Introduced species means: Looks like • Habitat destruction means: Looks like

  24. Session 7: Cued listening for the Spotted -Tailed Quoll • This strategy is an effective way of preparing students for writing as well as providing opportunities to practicing listening for detail. The students listen for specific information about the Spotted Tailed Quoll organised under headings. • Small group of 8

  25. Cue cards What kind of animal is it? (Classification) Dasyurus maculatus What does it look like? (Appearance) Where does it live? (Habitat)

  26. Use images to support understandingThreats to quolls

  27. Spotted tailed Quoll poster

  28. Improving sentence structures • While the use of simple sentences and phrases is appropriate within some contexts, students can be provided with a scaffold (plan) for practicing full sentences. Students may need the framework of a strategy such as ‘book talk’. • Within this framework, students are required to practice ‘talking like a book’ where they use more formal language. • For example, when responding to a teacher’s question “Why does the coastal taipan live near the water?” the students answer “ it eats frogs” could be modified with a prompt to use book talk. The teacher may need to provide more scaffolds. • The student then practices “The coastal taipan lives near water so that it can eat frogs, a major source of food.”

  29. Establishing ‘book talk’ • To establish a ‘book talk’ framework the class teacher demonstrates examples of informal and formal language. • explicitly identifies which type of language is being used at a particular point in time. • leads the students to identify the different types of language used. • assists students to group the characteristics of formal and informal language.

  30. Informal – conversation like short sentences and phrases use of non-specific words like thing, stuff, that one, over there using general words and colloquial terms eg. big, sad, cool use of gestures use of fillers like ‘um’ Formal – talking like a book use of technical language and terms use of specific vocabulary use of longer sentences and specific text with appropriate connectors use of an appropriate text structure for the purpose eg. A retelling structure includes an orientation, sequence of events and comment. Establishing ‘book talk’

  31. Describe me- Use scaffolds such as: Colour Size Special Parts Where Found

  32. Vocabulary learning needs to be seen as contextual ‑like building a picture over time There can often be a number of levels when learning a new word or concept. • a) labeling – naming an item or concept • b) appearance – what does it look like, feel like? • c) categorising or classifying – grouping a word or concept into a class i.e horse is a farm animal • d) function – what is it for , what does it do? • e) associations – what goes with it i.e horse = saddle, bridle, racing • f) similarities and differences – what is the same about a horse and a sheep, what is different? • g) figurative connotations – ‘ he eats like a horse’ The understanding and use of new vocabulary does not happen quickly. Multiple exposure to new words and concepts needs to occur in a variety of contexts before generalisation will occur.

  33. ANGRY!!

  34. Visual are soooo important e.g ANGRY!!

  35. Engage students in dealing with word meanings every day • Word associations- which word goes with … • Have you ever.. Describe a time when you might urge someone • Word a day/word a week/ Bring me a word…. • Applause, applause-how much would you like to be described as.. Impish, vain,… • Suggesting ways to apply words- exhausted • Idea completions, ‘the audience asked the virtuoso to play another piece of music because…. • When might you, how might you, why might you… • Appendix A: Bringing words to Life

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