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Unit Overview Stage/ Year: Stage 3 - Year 5 Topic/ Theme: Global Environments: Rainforests KLA(s): English, HSIE Genre: Exposition Grammar focus: Modality Outcomes: English and other KLA(s): English Speaking and Listening EN3-1A: Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features Writing and Representing EN3-2A: Composes, edits and presents well-structured and coherent texts Reading and Viewing EN3-3A: Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies Grammar, Punctuation and Vocabulary EN3-6B: Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies HSIE Environments ENS3.5: Demonstrates an understanding of the interconnectedness between Australia and global environments, and how the individuals and groups can act in an ecologically responsible manner. SSS3.7 Describes how Australian people, systems and communities are globally interconnected and recognises global responsibilities

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Teaching Objectives: To develop students knowledge and understanding of rainforests and their value to global environments. Students in Year 5 will demonstrate an in-depth understanding of the basic features and characteristics of a rainforest environment.

Outcome/s: HSIE - Environments ENS3.5 Demonstrates an understanding of the interconnectedness between Australia and global environments, and how the individuals and groups can act in an ecologically responsible manner. English Reading and Viewing EN3-3A Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies

Content Descriptors HSIE Environments EN3.5 Student:

Describes patterns of human involvement in environmental areas of Australia Identifies features of rainforests and their value to the environment.

English Reading and Viewing EN3-3A Student:

Identifies features of rainforests Adjusts reading strategies for different texts and different purposes, eg scans information books for selected topics Summarises key information.

Teaching/ Learning Strategies Lesson Sequence (1): Introduction to Rainforests

Resources

Introduction: - Introduce the topic to students. Brainstorm students current knowledge of rainforests through KWL chart. - Read, Where the forest meets the sea (Jeannie Barker) to students. - Ask questions to stimulate discussion of rainforest environments: Where is the book set? What are some things that stood out for them in the text? Imagine you are in the rainforest 100 million years ago. What are some things you might find? What do we think about the pictures what does the last page of the book represent? Why would he be worried about the rainforest not being there when they go back?

Body: - Explain activities to students and set time limits. Remind students of time throughout lesson to ensure they are staying on track.

- Rainforest Information sheets: Appendix Worksheets A, B, C & D. - Whiteboard to create brainstorming/mind map. - Projector/IWB to display pictures and information - Where the forest meets the sea

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Scribes and Seekers: - Students are working together to find information about the two main types of rainforests Tropical and Temporal. - Working in pairs, each student is given a worksheet to fill out. - One from the pair is the scribe the other is the seeker. - The seeker finds the information, and then come back and relays the information to the scribe who fills the sheet out. - (Teacher has placed information cards around the room See appendix for worksheets) Jigsaw: - Pairs join together (creating mixed ability groups of 4) to find information about the layers of a rainforest. - Info sheets on each layer placed in 4 different spots around the room. - Groups break up and each person summarises info and fill in their section of worksheet. - Then go back to groups and share what they have learnt, fill in sheet with information from their group. Conclusion: - Class discussion and reflection on information learnt. Students should be actively involved in class discussion and reflection on learning. Assessment (formative) (link to outcomes) - Listen to student responses and reflections on learning - Observe students working in groups and note contributions - Check students have completed worksheets

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Teaching Objectives: To develop students knowledge and understanding of rainforests and their value to global environments. Students in Year 5 will clearly identify the locations of rainforests across Australia, and important characteristics of the Daintree.

Outcome/s: HSIE - Environments ENS3.5 Demonstrates an understanding of the interconnectedness between Australia and global environments, and how the individuals and groups can act in an ecologically responsible manner. English Speaking and Listening EN3-1A Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

Content Descriptors HSIE Environments EN3.5 Student:

Uses maps and globes to locate Australian rainforests Identifies importance of Rainforests in Australia

English Speaking and Listening EN3-1A Student:

Participate in and contribute to discussions in pairs, groups and whole class expressing their experiences and opinions with peers

Teaching/ Learning Strategies Lesson Sequence (2): Australian Rainforests

Resources Introduction: - Revise concepts from previous lesson. - Introduce The Daintree Rainforest from Australia to students through a short YouTube video. - Discuss the rainforest characteristics: sounds, animals and scenery. Body: - Working through IWB presentation, introduce the features of the Daintree rainforest and discuss the location of rainforests in Australia. - Ask students to come out and complete tasks on IWB notebook presentation. - Students are to locate the Daintree on a map of Australia and mark this location on their own handout. -Discuss the roles of Indigenous Australians in the Daintree. Conclusion: -Discuss in pairs what they have learnt and enjoyed about this lesson. Pairs then share with table groups, and groups to share ideas with the class.

- IWB - http://www.youtube.com/watch?v=WL4tQgc-KLI - Notebook Presentation (Appendix F) - Map of Australia Printout: Appendix Worksheet E

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Assessment (formative) (link to outcomes) - Listen to student responses and reflections on learning - Record students involvement in discussion and responses - Take note of individual student engagement and completion of activities

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Teaching Objectives: To develop students knowledge and understanding of rainforests and their value to global environments. Students in Year 5 will develop a viewpoint on the human impact on the rainforest and discuss strategies that can be taken to reduce their impact.

Outcome/s: HSIE - Environments ENS3.5 Demonstrates an understanding of the interconnectedness between Australia and global environments, and how the individuals and groups can act in an ecologically responsible manner. English Speaking and Listening EN3-1A Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

Content Descriptors HSIE Environments EN3.5 Student:

Uses maps and globes to locate rainforests across the world Describes patterns of human involvement in environmental areas of Australia Compares Australias use of rainforest environments to a global rainforest.

English Speaking and Listening EN3-1A Student: Participate in and contribute to discussions in pairs, groups and whole class expressing their experiences and opinions with peers

Teaching/ Learning Strategies Lesson Sequence (3): Global Rainforests

Resources

Introduction: - Revise concepts from previous lesson using IWB presentation. - Using IWB presentation introduce world map with rainforests highlighted. - Ask students to identify the names of continents that contain rainforests. - Students must highlight and label these on their own map. Body: - Case study on The Amazon. - As a class work through the worksheet following steps on the website: http://www.eduweb.com/rainforest/worldmap.html - Discuss some differences between the Daintree in Australia and the Amazon. - Discuss changes in the Amazon over time (why are these changes occurring): http://earthobservatory.nasa.gov/Features/WorldOfChange/deforestation.php

- IWB - Amazon Worksheet: http://www.eduweb.com/rainforest/worldmap.html - Changes to Amazon over time: http://earthobservatory.nasa.gov/Features/WorldOfChange/deforestation.php - Notebook Presentation

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Conclusion: - Class discussion and reflection on information learnt. ** Opportunity for a trivia game: Ask students random questions about any information learnt in previous lessons: - Types of rainforests and characteristics - Layers of rainforests - Information about the Daintree/Amazon, etc. ** This is a great concluding and revision activity students enjoy the competitive aspect of the trivia game and you are testing them on what they have learnt

(Appendix G) - Global map print out and Amazon worksheet: Appendix Worksheets H, I - Pre-prepared trivia questions (although these could be made up on the spot based on previous lessons) Assessment (formative) (link to outcomes) - Listen to student responses and reflections on learning - Record individual student engagement and completion of activities - Check students are completing worksheets correctly

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Teaching Objectives: To develop students knowledge and understanding of rainforests and their value to global environments. Students should develop an awareness of their own impact on the environment. Students in Year 5 will demonstrate an in-depth understanding of human and environmental changes and their impact on rainforests. Students will express a personal point of view on rainforest environmental issues.

Outcome/s: HSIE - Environments ENS3.5 Demonstrates an understanding of the interconnectedness between Australia and global environments, and how the individuals and groups can act in an ecologically responsible manner. SSS3.7 Describes how Australian people, systems and communities are globally interconnected and recognises global responsibilities English Speaking and Listening EN3-1A Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

Content Descriptors HSIE Environments EN3.5 Student:

Describes patterns of human involvement in environmental areas of Australia Identifies features of rainforests and their value to the environment. SSS3.7 Student: Identifies environmental issues including sustainability and care of rainforests, and discusses different approaches taken by countries across the world to combat issues.

English Speaking and Listening EN3-1A Student:

Participate in and contribute to discussions in pairs, groups and whole class expressing their experiences and opinions with peers Discuss and experiment with ways to strengthen and refine spoken texts in order to persuade their audience

Teaching/ Learning Strategies Lesson Sequence (4): Human Impact on Rainforests

Resources

Introduction: - Revise concepts from previous lesson. - Introduce topic, brainstorm what students already know about threats to the rainforest. - Discuss both sides of the deforestation issue & write student responses for both sides in a table on the board. - Watch videos showing points for both sides: Save the forests: https://www.youtube.com/watch?v=vO0f9CWEWFM

- IWB -Whiteboard - Save the forests: https://www.youtube.com/watch?v=vO0f9CW

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Logging: http://video.nationalgeographic.com.au/video/environment/going-green-environment/conservation-in-action/sustainable-logging/ - Add to tables on board once students have more background knowledge. Body: - Class debate split the class in half. Using points on the board, half to argue for deforestation, half to argue against. - Use Think, Pair, Share strategy to ensure all students get their idea across. - One side to present argument, and other side to respond (rebuttal). And so on. - Discuss the idea that environmental changes can impact the rainforest as well as human. - What is already being done? - Discuss strategies that are currently being taken across the world (some are being protected, world heritage sites, etc.) What can YOU do? http://www.youtube.com/watch?v=jHQGyMBtE9Y Conclusion: - Students to share their personal opinion - What can we do as a class to combat deforestation/protect the rainforests? - Ask questions to stimulate discussion: Why should we care? How does it affect us?

EWFM - Logging: http://video.nationalgeographic.com.au/video/environment/going-green-environment/conservation-in-action/sustainable-logging/ - What can YOU do? http://www.youtube.com/watch?v=jHQGyMBtE9Y Assessment (formative) (link to outcomes) - Listen to student responses and reflections on learning - Record students debate points and individual student participation - Is each student is developing their own opinion?

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Teaching Objectives: To develop students knowledge and understanding of rainforests and their value to global environments. Students should develop an awareness of their own impact on the environment. Students in Year 5 will demonstrate an in-depth understanding of human and environmental changes and their impact on rainforests. Students will express a personal point of view on rainforest environmental issues, and research information to support their viewpoint.

Outcome/s: HSIE - Environments ENS3.5 Demonstrates an understanding of the interconnectedness between Australia and global environments, and how the individuals and groups can act in an ecologically responsible manner. SSS3.7 Describes how Australian people, systems and communities are globally interconnected and recognises global responsibilities English Reading and Viewing EN3-3A Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies

Content Descriptors HSIE Environments EN3.5 Student:

Describes patterns of human involvement in environmental areas of Australia Identifies features of rainforests and their value to the environment. SSS3.7 Student: Identifies environmental issues including sustainability and care of rainforests, and discusses different approaches taken by countries across the world to combat issues.

English Reading and Viewing EN3-3A Student:

Navigate and read texts for specific purposes applying appropriate text processing strategies Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of online and digital texts (ACELY1703, ACELY1713)

Teaching/ Learning Strategies Lesson Sequence (5): Research on personal view

Resources

Introduction: - Briefly revise both sides of the deforestation debate and give students to discuss their personal opinion with their peers. - Introduce focus of lesson to students: working in pairs, students will be researching more information about their viewpoint on the deforestation debate. Body: - Students to be split in mixed ability pairs

- IWB - iPads with apps: MindMeister or Popplet - Document with resource list: Appendix H

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- Pairs are given an iPad to share. On each iPad is a document with a list of websites and iPad apps. (Included in appendix) - Teacher demonstrates: students are to research either side of the debate using websites provided. - Students summarise their research and place their ideas in their MindMeister or Popplet brainstorming app. - Students will then share their ideas with the IWB through the app and the app will collaborate the class ideas into one mind map. Conclusion: - Discussion on the important points to consider - Was there anything that we missed? - Did anyone change his or her viewpoint after completing research on the topic?

Assessment (formative) (link to outcomes) - Listen to student responses and reflections on learning - Can students use the iPads efficiently and navigate apps and websites? - Have students developed their field knowledge to the point where they could support their viewpoint through a formal argument?

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Teaching Objectives: To introduce students to the structure and purpose of the exposition text type. Students will learn how to express a personal point of view on rainforest environmental issues.

Outcome/s: English Reading and Viewing EN3-3A Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies

Content Descriptors English Reading and Viewing EN3-3A Student:

Understand how texts vary in purpose and structure Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)

Teaching/ Learning Strategies Lesson Sequence (6): Introduction to Expositions

Resources

Introduction: * Briefly revise the field knowledge gained from previous lesson. * Ask students what types of persuasive texts there are ensure all students understand what persuasive means before moving on. * Introduce the exposition text type to students * Brainstorm students previous knowledge of the exposition text type: Ask questions like: = What is an exposition? = Why do we write expositions? = When would we write an exposition? = Who would be the intended audience of an exposition? = What types of language would we use? - Persuasive. What types of words or sentences are persuasive? = If we were to write an exposition about rainforests, what would be a good topic? Body: * As a class discuss the purpose of an exposition: = To persuade the reader to believe something. Presents one side of the argument. * Then discuss the possible structure of an exposition:

- IWB - Whiteboard - Example exposition: Appendix I - Glue sticks - Work books

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= Title introduces the topic = Introductory statement introduces the writers point of view = A series of arguments new paragraph for each topic/point = Conclusion sums up arguments, reinforces writers point of view * Hand out example exposition cut up into paragraphs * As a class discuss the possible correct order of the text and why * Reconstruct the exposition text type and students glue into workbooks in the correct order Conclusion: * Students to fill out reflection journal on lesson: = What did they learn = What did they enjoy = Was there anything they didnt understand? Assessment (formative) (link to outcomes) * Listen to student responses do all students understand the purpose of the text? * Note student input during class discussions

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Teaching Objectives: To increase students understanding of what is included in a persuasive text, and how they can be used to persuade a reader. Students will learn how to structure the body of an exposition what is required to ensure a fully supported argument.

Outcome/s: English Speaking and Listening EN3-1A Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features English Writing and Representing EN3-2A Composes, edits and presents well-structured and coherent texts HSIE - Environments ENS3.5 Demonstrates an understanding of the interconnectedness between Australia and global environments, and how the individuals and groups can act in an ecologically responsible manner.

Content Descriptors English Speaking and Listening EN3-1A Student:

Participate in and contribute to discussions in pairs, groups and whole class expressing their experiences and opinions with peers English Writing and Representing EN3-2A

Students compose a structured and convincing argument following teacher model. HSIE - Environments ENS3.5

Students demonstrate an understanding of both sides of the deforestation debate, and can present an argument for each side.

Teaching/ Learning Strategies Lesson Sequence (7): Creating a convincing argument

Resources Introduction: - Revise the structure of an exposition - Ask students to identify what is required in each section of the exposition (eg. What should be talked about in the intro, body, conclusion) - Ask students what type of language is used in expositions looking for the word persuasive! - Introduce the importance of a solid argument in an exposition brainstorm what is needed to make a good argument? Body: - Modelled construction of a body of an exposition - Teacher models an example of a good argument and

- IWB / Whiteboard - Workbooks - Exposition from previous week

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discusses the features with the class - Each separate argument point requires a topic sentence stating the argument. - It also requires some sort of supporting statement or evidence to back up the topic sentence. - It would then have a closing sentence summarising the point. - Students then work in pairs to come up with one argument paragraph for the topic: Rainforests arent worth saving. Conclusion: - Students share their discussion points with class - Students then write a personal reflection on their own learning how could they have improved their argument?

Assessment (formative) (link to outcomes) - Observe students working in pairs are they on the right track or requiring extra assistance? - Collect and assess students work samples of their argument - Check students personal reflections are students reflecting on their work effectively?

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Teaching Objectives: To introduce students to language used in expositions. To introduce students to the grammar component modality. Students will learn how to express a personal point of view on rainforest environmental issues.

Outcome/s: English Reading and Viewing EN3-3A Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies English Grammar, Punctuation and Vocabulary EN3-6B Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies

Content Descriptors English Reading and Viewing EN3-3A Student:

Analyses how text structures and language features work together to meet the purpose of a text (ACELY1711) Recognise the use and effect of modality in texts

English Grammar, Punctuation and Vocabulary EN3-6B Students demonstrate understanding of modality and other grammar functions of an exposition.

Teaching/ Learning Strategies Lesson Sequence (8): Introducing Modality

Resources

Introduction: - Revise the structure of an exposition - Ask students to identify what is required in each section of the exposition (eg. What should be talk about in the intro, body, conclusion) - Ask students what type of language is used in expositions looking for the word persuasive! - Discuss the type of grammar that is used in persuasive texts and then introduce the grammar focus of Modality. - Ask students if they have heard this term before, and what they think it may be. - Explain what modality is and the effects of high, medium and low modality on persuasive texts.

- IWB - Workbooks - Exposition from previous week

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Body: - Explain the different between high modality and low modality in a sentence. - Give students sentences using low modality words and ask them to change to high modality alternatives. - Demonstrate and model what an example of high modality is in a text. Explain the task to students: - Students will be using their text from last week and highlighting the high modality words. - They will then re-read through the passage and change the low modality words to high modality words. - Go through the first sentence as a class and then have student complete the task individually. Conclusion: - Students to fill out reflection journal on lesson. Ask students to be thinking about the use of modality in their journal entries. = What did they learn = What did they enjoy = Was there anything they didnt understand?

Assessment (formative) (link to outcomes) - Listen to students responses have they reached an understanding of the grammar component? - Check student work samples and ensure they have grasped the concept of modality - Note student input during class discussions

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Teaching Objectives: To develop students understanding of high and low modality words and their impact on the meaning texts. Students will be working in groups to create a wordle demonstrating their understanding of modality.

Outcome/s: English Reading and Viewing EN3-3A Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies English Grammar, Punctuation and Vocabulary EN3-6B Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies

Content Descriptors English Reading and Viewing EN3-3A Student:

Recognise the use and effect of modality in texts English Grammar, Punctuation and Vocabulary EN3-6B

Students recognise modality and its grammatical function in texts. Students can identify the use of modality in a range of texts

Teaching/ Learning Strategies Lesson Sequence (9): Creating a Wordle

Resources

Introduction: - Revise the persuasive text from last lesson and definition of a high modality text - Ask students to identify if a word is high, medium or low modality - Students should then identify how that word affects the sentence revise how modality can affect meaning of a text. Body: - Students working in small mixed ability groups of 5 to construct a wordle based around high modality words. - Each group will be given an iPad or computer and will have the opportunity to research high modality words from a variety of persuasive texts. - Students will input all the high modality words they can find and create a wordle. - Extension: Creating a wordle for low modality words from the same texts and comparing can extend Students.

- IWB -iPads/Computers - Various discussion texts/news articles, etc. Student Orbit magazine would be a good resource for this activity. - http://www.wordle.net

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Conclusion: - Students print off and share the Wordles with the rest of the class. - Class discussion on similarities and differences between groups. Assessment (formative) (link to outcomes) - How are students working in groups? - Are all students contributing equally? - Check student work samples are students correctly identifying the high and low modality words in texts?

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Teaching Objectives: To increase students understanding of the human impact on Rainforest environments. As a class students will jointly construct an exposition, with a focus on effective use of modality to help persuade audience to protect rainforests.

Outcome/s: English Speaking and Listening EN3-1A Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features HSIE - Environments ENS3.5 Demonstrates an understanding of the interconnectedness between Australia and global environments, and how the individuals and groups can act in an ecologically responsible manner.

Content Descriptors English Speaking and Listening EN3-1A Student:

Participate in and contribute to discussions in pairs, groups and whole class expressing their experiences and opinions with peers Discuss and experiment with ways to strengthen and refine spoken texts in order to persuade their audience

HSIE - Environments ENS3.5 Students demonstrate an understanding of all aspects of rainforests and can express and support their viewpoints through persuasive text.

Teaching/ Learning Strategies Lesson Sequence (10): Joint Construction

Resources

Introduction: - Revise the structure of an exposition - Read book Where the Forest Meets the Sea (Jeanie Barker) again. - Discuss students new understanding of the book based on knowledge gained over unit. - As a class decide on a topic for exposition (related to rainforests!) Body: - Joint construction of an exposition on IWB or whiteboard (Students to copy into their workbooks) - Focus on correct structure (Could use exposition template or resources from spellodrome.com) - Ensure arguments are supported - Ask students to focus on using high modality, persuasive language (using words from the Wordle)

- IWB - Whiteboard - Workbooks - Spellodrome.com - Premade Wordles - Where the Forest Meets the Sea Jeanie

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Conclusion: - Read through and analyse the class-constructed exposition. - Is it convincing? - Why/Why not?

Barker Assessment (formative) (link to outcomes) - Note students contributions and level of understanding demonstrated - Are students getting involved in discussion and contributing to construction of the text?