Mbed Arts Unit Plan Milang Turtles Yr6

Drama Unit Planner UNIT PLANNER: The Arts: Drama

NAME: Stefan

Wachter

UNIT/THEME/TOPIC level 6

Threatened Species

BAND

Primary

Year

OVERVIEW OF THE UNIT: This unit of work consists of 6 weekly lessons aimed at developing students awareness regarding real life local, National and global environmental issues facing threatened species and the impact it has on wildlife living in today’s world. The main purpose of this unit of work is to allow students to use drama to develop a variety of skills geared towards developing ethical understanding, decision making and problem solving. This will be achieved through the use of effective questioning associated with drama methods and activities used in the classroom to further explore and investigate issues that face today’s youth and tomorrows leaders. The unit will gradually progress and begin with activities which outline the issues concerning threatened species and then move towards a deeper level of ethical inquiry and thinking related to the lower lakes debate taking place in our own community. Students have experienced previous exposure to drama content and are familiar with some of the processes and skills involved. They will develop the following key outcomes associated within the SACSA curriculum framework.

Ethical thinking & inquiry

Empathy towards the environment

Teamwork & communication

Decision making/problem solving

Conflict resolution

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Threatened Species Unit Plan Class Profile/Prior knowledge:

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The class involved in this unit of work consists of 24 students of mixed abilities and different cultural backgrounds. The topic for this unit has been chosen as it allows cross curricular links with society and environment, science, English and ICT. The content that the students will explore in the drama unit will expand on the relevant and empirical knowledge from other curriculum areas and achieve a deeper level of ethical understanding regarding threatened species and the issues involved in today’s environment.

Cross Curricular Links Mind Map English

Science

Writing a letter to the World

Global warming issues facing the

Wildlife Fund.

world today. Melting polar caps, rising

Endangered species poem.

temperatures, renewable

Vocabulary associated with the

Threatened species ICT

Society & Environment

Research, investigate, interpret

Daily living plan to reduce

and report statistics associated

human’s impact on the

with declining numbers of

environment, calculating your

Australian native wildlife.

own carbon footprint, recycling

Essential Learnings focus: ❏ Futures ❏ Identity ❏ Interdependence ❏ Thinking ❏ Communication

Key competencies focus:

❏ collecting, analysing, organising information;

❏ communicating ideas and information; ❏ working with others in teams; ❏ solving problems;

❏ planning and organising activities; ❏ using mathematical ideas and techniques; ❏ using technology.

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Strand/s:

Arts Practice

Arts analysis & Response

Key idea: Students explore representations of real and imagined experiences. They create, plan or shape new and/or existing arts works to express ideas, feelings and events related to personal, social and environmental futures in local and global communities. F Id T KC2 KC3 KC6 relating to Outcome 2.1

Unit Outcome(s) Conceptual (knowledge/understanding) •

Students will understand empirical facts associated with threatened wildlife and the impact it in the world today.

•

Students will develop an understanding of ethical issues facing threatened species in our world today.

•

Student will understand environmental issues and the impact it has on wildlife.

Arts in Contexts Standard 2; Outcome 2.1 Connects real and imagined experiences from past, present and future, when creating/recreating arts works within each arts form. F Id KC1 KC6

Skills •

Students will develop their ethical inquiry skills.

•

Students will develop their decision making skills.

•

Students will develop effective conflict resolution skills.

•

Students will learn effective teamwork and communication skills.

Affective •

Students will develop interpersonal/intrapersonal skills.

•

Students will explore their own feelings and emotions, and those of others.

•

Students will develop an understanding of empathy regarding ethical issues. 4

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Weekly Lesson Outline Overview Topic

Content

6 x 50 minute lessons Focus

Method

Resources

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Week 1 – Polar Bears

Intro - P.Point presentation polar bears/melting icecaps (Inconvenient Truth DVD).

Allows students to develop an understanding of the issues Pair work – Task card discussion questions facing threatened (Knowledge). What do you know about the polar species bears? of wildlife in today’s environment Who is being affected by melting ice caps? due to the effects of human occupation and Where is this happening? its impact on the earth. Why does global warming effect the polar

Questioning

Power Point

Barrier games

Task cards

Role play Tableau Character swapping Hot seating Teacher in role

Inconvenient Truth (DVD) (Appendix 1.G). Assessment Strategies, Leaker, J Interactive White Board MMad About the Arts

bears?

What are the government and politicians doing about the problem?

Group Work - Barrier games groups of 3 Task cards – angry polar bear, sad iceberg, seal with no fish, penguin with no home. Pair Work - Iceberg talking to polar bear role play + hot seat & teacher in role. Group work polar bears at the bustop reading front page newspaper about melting polar caps. Students act like adult polar bears discussing different issues they come up with (Tableau will be used here to capture and enhance facial, hand and body gestures). Reflection/Discussion The aim of this lesson is to allow students to understand empirical information associated with threatened Stefan Assignment-2 Unit Planner

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Topic

Content

Focus

Method

Resources

Week 2 – Whales

Intro + Recap previous lesson. Song of the Whales CD

Allows students to explore emotions and feelings of other life forms sharing our planet. Develops student’s ethical understanding and consideration of luxury products used in today’s society, (basic needs vs wants).

Questioning

Song of the Whales (CD) (Appendix 1.F).

Individual work - Students listen to the Song of the Whales CD and move around the classroom gracefully and freely expressing a feeling of peace, bliss and tranquility with the ocean. Students listen to the song again and imagine what it would be like to have members of your family or community removed and slaughtered so humans can have everyday luxuries such as, soap, perfume etc…

Movement Role play Tableau Teacher in role Character swapping

Task cards CD Player Interactive White Board Assessment Strategies, Leaker, J MMad About the Arts

Pair work – Task card discussion questions (Comprehension). What facts or ideas show that there is a genuine problem? What does the cosmetics industry use in their products? What can you say about politicians dealing with issue? How would you compare this to other threatened species problems? Can you explain what is happening to the whale population? Pair work role play, tableau freeze frames. Task cards -Use of whale products. Perfume/soap/cosmetics/etc Rich celebrity buying designer perfume/after-shave from whale as the shop assistant. Students will swap partners and roles and repeat the activity. Reflection/Discussion The aim of this lesson is to encourage students engage in a moral argument supporting their viewpoints/reasons for or Stefan Assignment-2 Unit Planner

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Topic Week 3 – Natural & man made disasters

Content Intro + Recap previous lesson. Pair work- Newspaper articlesbushfires, floods, earthquakes, oil spill, handed out and discussed. Pair work – Task card discussion questions (Application). How would you use government funding to help wildlife affected by bushfires? What examples can you use to persuade the politicians that more needs to be done?

Focus Allows students to understand the impact natural & man made disasters have on wildlife and the environment. Explores the feelings, emotions and issues associated with displacement.

Method Questioning

Resources

Sculpting

Old Newspaper articles

Mirroring

Task cards

Hot seating

Interactive White Board

Teacher in role

Assessment Strategies, Leaker, J MMad About the Arts

How would you show your understanding of this in a public news interview? What laws would you create for shipping companies that are responsible for oil spills? What would happen if the politicians had their homes, families flooded?

Group work – Groups of 4 Sculpting, mirroring, hot seating, teacher in role. Students will used a variety of methods and try and capture the meaning of the topics + present in groups to the class. Task card topics: Animals in a bushfire Fish in a flood Yabbies in a drying up creek/river Birds/seals/ marine life in an oil spill Reflection/Discussion The aim of this lesson is to allow Stefan Assignment-2 Unit Planner

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Topic

Content

Focus

Method

Resources

Week 4 – Great Barrier Reef – Threatened species

Intro + Recap previous lesson.

Allows students to understand and explore issues facing threatened species in the Great Barrier Reef and further investigate reasoning, decision making which involves deeper thinking to hypothesise possible solutions.

Questioning

Great Barrier Reef – website

Pair work – Mother/Father turtle talking to baby turtle about why they have to leave there home because of the rising water temperatures. Pair work – Task card discussion questions (Analysis). What reason is there for politicians to ignore our natural marine habitat? What evidence can you find to prove that the coral reefs are

Role play Teacher in role

Task cards

Hot seating

Interactive White Board

Character swapping.

Assessment Strategies, Leaker, J MMad About the Arts

dying? What is the purpose of government funding? Why do you think the politicians do not want to allocate funds to endangered marine species? How is this issue related to other environmental issues in Australia?

Groups work – Groups of 4 – Tasks card topics: Role play - Family of dugongs/sea turtles. Father, Mother, and brother& sister. Where can we move to where there is more sea grass/no nets/no boats/no tourism/stable water temperatures? Students will swap characters through the role play and the teacher will use hot seating in role. Reflection/Discussion The aim of this lesson is to provide students with the opportunity to engage in issues Stefan Assignment-2 Unit Planner

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Topic

Content

Focus

Method

Resources

Week 5 – Lower Lakes Milang Turtles

Intro + Recap of previous lesson.

Allows students to engage in a deeper level of ethical inquiry and experience real life contexts within their own community. Encourages and develops teamwork, collaboration and conflict resolution skills.

Questioning

You Tube

Role play

Newspaper articles

You Tube clip – Milang Primary School students turtle project. Pair work- Turtles vs politicians lower lakes Govt funding water levels debate. Students argue their point of view as a turtle or politician and share their best comment with the class. For Example … Turtle – We need more water to reduce the salt levels so I don’t have tube worms building their homes on my shell and making me unbalanced all the time. Politician – You don’t need more water you get enough from the rain, we’re putting our funding towards tourism, more wineries etc. Group work – Students get into groups of 3-4 and role play (non-verbal+tableau) their task card questions+ discuss their findings to the class.

Non-Verbal Tableau Stereotypes Teacher in role

Task cards Interactive White Board Assessment Strategies, Leaker, J Pretending to Learn -Helping children learn through Drams O’Toole & Dunn Drama Australia website. MMad About the Arts

Task Card - Discussion Questions (Synthesis). Can you invent a plan to increase water flow to the lower lakes? Can you predict the outcome if the salinity levels keep increasing? Can you propose an alternative method to improve water catchment? What could you design to improve water flow into the lower lakes region? How would you improve public awareness to help the turtles? Stefan Assignment-2 Unit Planner

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Topic

Content

Focus

Method

Resources

Week 6 – Lower Lakes Milang Turtles

Intro + Recap of previous lesson.

Allows students to engage in a deeper level of ethical inquiry and experience real life contexts within their own community. Further allows them to explore problem solving scenarios which occur within government structures and frameworks.

Questioning

Ocean Waves CD.

Individual work- Movement of a dying turtle to the Ocean Waves CD. Pair work – Students will be asked to discuss share and swap the movements they chose. Group work – Task card discussion questions (Evaluation). Do you agree with the actions of the government? Why or why not? What is your opinion of politicians who don’t care about threatened species?

Character swapping

Newspaper articles

Role play

Task cards

Stereotypes

Assessment Strategies, Leaker, J

Teacher in role

Interactive White Board Drama Australia (Website). Educational psychology Woolfolk & Margetts MMad About the Arts

What is the value of our natural wildlife and heritage? Would it be better if politicians put more funding into environmental issues? What celebrity would you recommend to promote a ‘Save the turtles campaign’? Turtles vs politicians debate Court of law. Task card topics: Judge, the jury, defendant, accused etc. Reflection/Discussion The aim of this lesson is to allow students to develop an understanding of how real life issues may unfold and take place in a court of law. Students will be encouraged explore problem solving and conflict resolution which leads to a final Stefan Assignment-2 Unit Planner

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Lessons outlined in this overview are flexible and the content can be extended or adapted to suit particular topics or themes involving drama methods to engage students with ethical inquiry. The lessons can include a variety of methods depending on time allocated to the activities. Students will be given the opportunity to experience a variety of roles through character swapping. Threatened Species Unit Plan Key Considerations: This unit of work involves issues they may offend or upset some students. Consideration and discretion must be used appropriately and professionally. The unit allows flexibility and can be adapted to suit other criteria if needed. Note: When working through this unit of work it is important to consider the key focus on implementing effective questioning this lesson overview demonstrates a gradual progression through the six levels of questions. This is just an example of how the questioning can be used. Alternatively the levels of questioning can mixed up an implemented to suit the abilities of your students or as seen fit. The unit also aims to include a variety of multiple intelligences through the use of individual, pair and group work as well as incorporating movement to music through the use of role play, verbal and non- verbal, encouraging students to explore inter/intrapersonal skills, feelings and emotions, sculpting, mirroring hot seating and ethical inquiry (Russel – Bowie, 2009). This unit of work gives consideration and understanding to the cognitive abilities of students to engage effectively with the unit. It is important to understand the cognitive development stage known as the formal operational stage, which states children from the age of eleven onwards are able to grasp abstract concepts, higher level thinking, hypothetical and deductive reasoning and other various cognitive processes (Woolfolk & Margetts 2007). Evaluation of unit outcomes: Conceptual •

Students will understand empirical facts associated with threatened species and the impact it in the world today.

•

Students will develop an understanding of ethical issues facing threatened species in our world today.

•

Students will understand environmental issues and the impact it has on threatened species and wildlife.

Skills •

Students will develop their ethical inquiry skills. 12 Stefan Assignment-2 Unit Planner

•

Students will be able to demonstrate effective decision making skills.

•

Students will be able to use conflict resolution skills.

•

Students will learn effective teamwork and communication skills.

Affective •

Students will develop interpersonal/intrapersonal skills.

•

Students will explore their own feelings and emotions, and those of others.

•

Students will develop an understanding of empathy regarding ethical issues.

Threatened Species Unit Plan

Assessment The assessment methods I have chosen to use for this unit of work include questioning, focused observation, informal observation and a rubric. I have chosen these methods as part of my assessment toolkit as to allow me to gather, interpret and record student performance effectively and reflect the learning outcomes to be achieved. The purpose of this assessment is to evaluate the student’s ability to engage with tasks which involve ethical issues regarding threatened species and the environment set in real life contexts.

Questioning I have chosen to use Blooms Taxonomy as a guideline to the questioning used throughout the unit. I want the students to engage in higher order questioning to bring out the underlying ethical content associated with the unit. It is important to utilise effective questioning to help students develop the ability to take on board abstract concepts, critical thinking, terminology associated with certain structures and frameworks in society and the ability to understand and critique a variety of viewpoints. See Appendix 1.A

Formal Observation I have chosen to use focused observations to accurately pinpoint certain skills and processes to be achieved by the students throughout the unit t of work. These observations will correlate to the key outcomes associated with rubric and SACSA curriculum outcomes. See Appendix 1.B

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Informal Observation I have chosen to use informal observations to record general notes and relevant assessment information about the students. This allows you to regard other relevant information which sits outside of pre-planned outcomes. See Appendix 1.C

Rubric – I have chosen to use a five point rubric as it allows me to create performance indicators related to the key outcomes to be assessed. By using a rubric it gives me focused guidelines regarding assessment and what to look for in students learning taking place in the classroom. Rubrics are also an effective assessment tool as they allow you to adjust or reshape the performance indicators if need be.See Appendix 1.D

Sample Lesson Plan 5 – Lower Lakes Milang Turtles RESOURCES

PROCEDURE (Activity/ies, methodology/process) Stage 1 - INTRODUCTION

You Tube (Appendix 1.H).

•

Students watch the Milang turtles You Tube Clip.

Newspaper articles

•

Teacher asks students questions

•

Questions are used to engage students’ prior knowledge and understanding about the topic and to generate general opinions, feelings regarding the situation in the Lower Lakes. -What can you tell about the turtles from Milang? -Has anybody travelled to the Lower Lakes region lately?

• •

-What kind of problems are facing the turtles and other marine life/wildlife in the area? -What are the government and politicians doing about the problem?

Task cards Interactive White Board (IWB). Assessment Strategies, Leaker, J Pretending to Learn -Helping children learn through Drams O’Toole & Dunn MMad About the Arts

Stage 2 – DEVELOPMENT –Turtle vs Politician •

Pair work- Turtles vs politicians lower lakes Govt funding water 14 Stefan Assignment-2 Unit Planner

levels debate. Students argue their point of view as a turtle or politician and share their best comment with the class. For Example … Turtle – We need more water to reduce the salt levels so I don’t have tube worms building their homes on my shell and making me unbalanced all the time. Politician – You don’t need more water you get enough from the rain, we’re putting our funding towards tourism, more wineries etc. •

Group work – Students get into groups of 3-4 and role play (nonverbal + tableau) their task card + discuss their findings to the class.

• •

Task card questions. -Can you invent a plan to increase water flow to the lower lakes? -Can you predict the outcome if the salinity levels keep increasing? -Can you propose an alternative method to improve water catchment? -What could you design to improve water flow into the lower lakes region? -How would you improve public awareness to help the turtles? -What would you say to a politician about the salinity levels in the water? - How would you use your power as a politician to avoid the situation? -How could you make the politician feel empathy for you? -How would you use your power as a politician to change the situation? -What would you say in an interview to the public if you were a Milang Turtle?

Stage 3 –PROBLEM SOLVING – Turtles vs Politicians Goolwa Town Hall Role Play •

Group work- Students will split into 4 groups- 2 groups Turtles- 2 groups politicians.

•

Students will stereotype their characters relating to the following scenario

•

Local politicians have decided put extensive funding into local wineries for tourism and have not allocated any funding for the lower lakes water problem.

•

Students will be given behaviours to model, these will be colour coded. 15 Stefan Assignment-2 Unit Planner

•

Red – arrogant Blue –Emotional – Orange – Liar Yellow – Greedy

•

Students will be considered to answer questions (Hot seating + teacher in role). For example -So don’t you turtles think wine and money is more important than high salinity levels in the water?

- All you politicians think about is money, don’t you have any feelings? -What can you say to change the politicians’ decision? -How can you influence the politicians to compromise? Students will be encouraged to incorporate stereotypes into their characters through- speech, body language, gestures, facial expressions, mannerisms, etc. The role play can be allowed to go on for several minutes before the teacher incorporates hot seating and teacher in role. The activity can be done several times to allow students to experience both sides of the dilemma and explore different character traits in role. The teacher may provide guided assistance helping students understand vocabulary and terminology associated with topic. Stage 4 - PRESENTING AND REFLECTING - Turtles vs Politicians Debate Presenting – Groups will be asked to expand on the previous activity and mime a different role play scenario and still use colour coded characters and present it to the class •

Red – arrogant Blue –Emotional – Orange – Liar Yellow – Greedy

The teacher will speak to the groups individually to go over the new task card scenario. •

Groups 1-2 - The turtles have won the lottery and are building a new river straight through the regions number- 1 winery.

•

Groups 3-4 - The politicians have had a change of heart and will now allocate some funding to the salinity problem.

•

Students will be encouraged to incorporate 3 tableau freezes to convey meaning /clues of the scenario to the audience.

•

Students will be instructed to ask questions to contribute towards the unravelling of the scenario. For example

•

- Are you the greedy one with all the money? - Why are you still sad if you have all that money? -Are you going to share the money to help everyone? 16 Stefan Assignment-2 Unit Planner

-How will you fix the water problem? -How would you change the politicians mind? •

Teacher will model some questions guided towards helping students understand ethical issues which use judgement , validity and opinions on the conversation that is created from the role play. -What would your opinion be of the politicians if they kept changing their minds? -Should decisions be made to benefit both the turtles, wineries and tourism-why? -What things need to taken into consideration to benefit everyone?

Reflection/Discussion •

The following methods will be used for evaluation and reflection.

•

Students – informal questions/responses/input/understanding/terminology/Ethical understanding.

•

Teacher –questioning/ Informal/formal observation/rubric

Sample Lesson Plan 6 – Milang Turtles vs the Politicians RESOURCES

PROCEDURE (Activity/ies, methodology/process)

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Stage 1 – INTRODUCTION - Movement of a dying turtle to the Ocean Waves CD. •

•

•

Individual work – Students put themselves in the shoes of a dying Milang turtle unable to swim properly because of hardened tube worm formations calcified on their backs which causes them to be severely unbalanced and drastically reduces proper movement. Pair work - Students will be asked to discuss in pairs and share with the class why they chose a certain form of movement to represent a dying turtle – smooth/soft/gentle/erratic/etc…. Students will listen to the same song again and think about the following scenario.

•

Milang turtle flipped upside down due to salt build up on its shell.

•

Students will be encouraged to think what it would be like being the turtle and having their environment neglected, and what they might say to the politicians responsible.

•

Questions will be used to engage student’s prior knowledge and understanding about the topic and to generate general opinions and feelings on the topic. -Why have you politicians avoided the issue for so long?

Ocean Waves CD. Newspaper articles Task cards Assessment Strategies, Leaker, J Interactive White Board Drama Australia (Website). Educational psychology Woolfolk & Margetts MMad About the Arts

-If you were a turtle with calcified salt on your back how would you like it? -Do you turtles have any suggestions to reduce the salinity problem? -Why should we as politicians be concerned about your welfare? Stage 2 – DEVELOPMENT –Turtles vs Politicians •

Group work - Questions to elicit deeper thinking and prepare students for Turtles vs the Politicians in a court of law activity. -Do you agree with the actions of the government? Why or why not? -What is your opinion of politicians who don’t care about threatened species? -What is the value of our natural wildlife and heritage? -Would it be better if politicians put more funding into environmental issues? -What celebrity would you recommend to promote a ‘Save the turtles campaign’? -What evidence suggests politicians’ lack of action is responsible for upsetting the turtles balance in life? -From a politicians point of view how would you justify the problem occurring in the lower lakes? -What would you say to expose the truth about the politicians 18 Stefan Assignment-2 Unit Planner

neglect in a court of law? -How would you convince a jury to support your plan of action to save the lower lakes? •

Students share their answers with class.

•

Students are then split in to 2 teams and the scenario is presented to them

Stage 3 –PROBLEM SOLVING - Turtles vs Politicians •

Scenario – The teacher will use a hat and students will pick out there role on a task card from the hat.

•

Task cards – Judge/Jury=7/turtles=8/politicians=8 Total=24 Students

•

The scenario will then be read to the class

•

The court session will commence in a few minutes use this time wisely to prepare yourself and argue /justify your point

– Turtles purpose is to influence the jury that it is the politicians obligation to increase water flow into the lower lakes area to reduce the salinity. -Politicians purpose is to influence that funding for tourism and new wineries are more important and the rain will take care of the problem. •

Once roles have been delegated students will have time to organise and prepare themselves for a few minutes before court is in session.

•

The teacher will act in role as the Sheriff, all rise etc the court is now in session.

•

The session will run for approx 20 –mins.

Stage 4 - PRESENTING AND REFLECTING •

During the presentation the teacher will provide guided instruction if needed and direct the task. Students will be instructed to participate and take turns. The jury will then be given several minutes to decide on a verdict whether the politicians are to be held accountable for the issues of salinity and low water levels in the lower lakes district and ruling to be served that funding must be allocated towards rectifying the problem.

Reflection/Discussion •

The following methods will be used for evaluation and reflection.

•

Students – informal questions/responses/input/understanding/terminology

•

Teacher –questioning/ Informal/formal observation

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Appendices 1.A Questioning Questioning examples that incorporate blooms taxonomy and promote the six levels of questioning in the context of the lower lakes debate. students should be encouraged to engage in all levels of questioning throughout the unit. Knowledge Lesson - 1 Questions to recall facts, terms, basic concepts, and answers. What is do you know about the polar bears?

Who is being affected by melting ice caps?

Where is this happening?

Why does global warming effect the polar bears?

What are the government and politicians doing about the problem?

Comprehension Lesson- 2

Demonstrate understanding of facts and ideas by organising, comparing, translating, interpreting, and stating main ideas. 20 Stefan Assignment-2 Unit Planner

What facts or ideas show that there is a genuine problem? What does the cosmetics industry use in their products?

Can you explain what is happening to the whale population?

What can you say about politicians dealing with issue? How would you compare this to other threatened species problems?

Application Lesson – 3 Natural & Man Made Disasters

Solve problems to new situations by applying acquired knowledge, facts, techniques, and rules in How would you use government funding to help wildlife affected by bushfires? What examples can you use to persuade the politicians that more needs to be done?

How would you show your understanding of this in a public news interview?

What laws would you create for shipping companies that are responsible for oil spills?

What would happen if the politicians had their homes, families flooded?

Appendices Analysis Lesson – 4 Great Barrier Reef Threatened Species

Examine and break information into parts by identifying motives or causes. Make inferences and f 21 Stefan Assignment-2 Unit Planner

to support generalisations. What reason is there for politicians to ignore our natural marine habitat ? What evidence can you find to prove that the coral reefs are dying? What is the purpose of government funding? Why do you think the politicians do not want to allocate funds to endangered marine species? How is this issue related to other environmental issues in Australia? Synthesis Lesson 5 – Milang Turtles

Compile information together in a different way by combining elements in a new pattern or propos solutions. Can you invent a plan to increase water flow to the lower lakes? Can you predict the outcome if the salinity levels keep increasing? Can you propose an alternative method to improve water catchment? What could you design to improve water flow into the lower lakes region? How would you improve public awareness to help the turtles?

Evaluation 6 – Milang Turtles

Present and defend opinions by making judgements about information, validity of ideas, or quality on a set of criteria.

Do you agree with the actions of the government? Why or why not? What is your opinion of politicians who don’t care about threatened species? What is the value of our natural wildlife and heritage? Would it be better if politicians put more funding into environmental issues?

What celebrity would you recommend to promote a ‘Save the turtles campaign’?

Appendices

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1.B Focused Observations

Drama Threatened Species Observation Sheet

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Assessment Criteria This time Overall Always Sometimes Not yet 1. Has a basic understanding of ethical issues.

2. Uses body language to determine meaning.

3. Explores deeper thinking to ethical issues.

4. Investigates possible solutions to issues

5. Uses facial expressions to convey meaning.

6. Is open and accepts ideas of others.

7. Communicates effectively with peers.

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Appendices 1.C Informal Observations

Observations Name: Date:

Name: Date:

Name: Date:

Name: Date:

Name: Date:

Name: Date:

Name: Date:

Name: Date:

Name: Date:

Name: Date:

Name: Date:

Name: Date:

Name: Date:

Name: Date:

Name: Date:

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Name: Date:

Name: Date:

Name: Date:

Name: Date:

Name: Date:

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Appendices 1.D Threatened Species Rubric

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1

2

3

4

5

Ethical Thinking/Inquir y Demonstrates poor understanding of ethical thinking & inquiry related to threatened species in today’s environment.

Demonstrates some understanding of ethical thinking & inquiry related to threatened species in today’s environment.

Demonstrates a sound understanding of ethical thinking & inquiry related to threatened species in today’s environment.

Demonstrates a strong understanding of ethical thinking & inquiry related to threatened species in today’s environment.

Demonstrates an exceptional level understanding of ethical thinking & inquiry related to threatened species in today’s environment.

Demonstrates some ability related to decision Making and problem solving in context.

Demonstrates sound ability related to decision Making and problem solving in context.

Demonstrates strong ability related to decision Making and problem solving in context.

Demonstrates exceptional ability related to decision Making and problem solving in context.

Demonstrates sound use of conflict resolution skills in a variety of situations.

Demonstrates strong use of conflict resolution skills in a variety of situations.

Decision Making and problem solving Demonstrates poor ability related to decision Making and problem solving in context.

Demonstrates some use of Conflict Resolution conflict resolution skills in a variety Demonstrates of situations. poor use of conflict resolution skills in a variety of situations. Demonstrates some ability to Teamwork & work communication cooperatively in a team environment Demonstrates and display poor ability to effective work communication cooperatively in skills. a team environment and display effective communication skills. Empathy/Body Language and the environment Demonstrates poor use of body language to convey meaning of empathy regarding issues facing threatened species in today’s environment.

Demonstrates some use of body language to convey meaning of empathy regarding issues facing threatened species in today’s environment.

Demonstrates sound ability to work cooperatively in a team environment and display effective communication skills.

Demonstrates strong ability to work cooperatively in a team environment and display effective communication skills.

Demonstrates sound use of body language to convey meaning of empathy regarding issues facing threatened species in today’s environment.

Demonstrates strong use of body language to convey meaning of empathy regarding issues facing threatened species in today’s environment.

Comments

Demonstrates exceptional use of conflict resolution skills in a variety of situations.

Demonstrates exceptional ability to work cooperatively in a team environment and display effective communication skills.

Demonstrates exceptional use of body language to convey meaning of empathy regarding issues facing threatened species in today’s environment.

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Appendices 1.E Song of the Whales CD

1.F Ocean Waves CD

1.G Inconvenient Truth

1.H Milang Turtles You Tube http://www.youtube.com/watch?v=1mktnIAWEZ0&feature=PlayList&p=540476A40899A272&playnext=1&play next_from=PL&index=8

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Resources List/References

Drama Australia, 2009, Drama unit- paradise island, viewed 12, June 2009, Ent. Media Partners, 1999, Song of the whales. Great Barrier Reef Experience 2009, ‘Threatened species, viewed 15, June 2009, Guggenheim, D 2006, Inconvenient Truth. Leaker, J 2007, Assessment strategies, viewed 14, June 2009, MMADD, Russel – Bowie, D 2009, An introduction to primary arts education. Milang Primary School, 2008, ‘Milang turtles project’, viewed 15, June 2009, Mooney, M. & Nicholls,J. edits. 2004, Drama Journeys; inside drama learning, Strawberry Hills, NSW. Currency Press. Morgan, N & Saxton, J. 1994, ‘A question of thinking’, Ch. 2, pp. 9-17, viewed 10, June 2009, < http://p8080130.220.165.27.ezlibproxy3.unisa.edu.au/fedora/get/changeme:854267/CONTENT> O’Toole, J & Dunn, J. 2002 Pretending to Learn; Helping children learn through DRAMA , NSW. Longman. 30 Stefan Assignment-2 Unit Planner

Oreade Music, 2005, Sounds of the Earth – Ocean Waves CD. Phillips, G 1992, The Burnside School - Arts Project 1992, University of South Australia, Magill. Phillips, G 1985, ‘Ways in for R-7 teachers interested in using drama in the classroom’, pp. 24-50, viewed 12, June 2009,

Resources List/References

Poston- Anderson, B. 2008, Drama; learning connections in primary schools, Sth. Melbourne, Oxford University Press. SACSA, 2006, ‘Sacsa companion document series’, Arts R-10 teaching resource, viewed 12, June 2009, Woolfolk, A & Margetts, K 2007, Educational psychology, Pearson Education, Australia. Wright, S. 2003, Children, meaning-making and the arts, NSW, Pearson Education Australia.

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