Year+5+and+6+Planning+Term+3

**Senior School Term 3, 2009** || How has the Earth changed over time? How are people destroying parts of the Earth? What can be done to turn the damage around? What skills do people need to assist the Earth’s survival? How can we be responsible for small (recycling) and large (global warming) issues? How we can contribute to the Earth’s survival? What can we do to benefit people in the future? || Thinking: Thinking creatively and using cognitive and meta-cognitive strategies
 * **Title : Survival of the Earth**
 * **Big Idea: People’s actions influence the survival of the Earth** ||
 * **Key Understandings:**
 * 1) **The Earth is a living planet that needs to be protected**
 * 2) **People contribute to the Earth’s survival and destruction** ||
 * **__Teacher Questions:__**
 * **__Key Competencies:__**

Relating to others: Showing responsibility

Participating and contributing: Being actively involved in communities ||
 * **__Thinking Skills:__**

KWL, Question matrix, Thinkers keys, brainstorming, BAR, Double bubble, Y chart ||
 * **__Resources:__**

Internet, Science Concepts, books, people, TV Discovery || English – Listening, reading and viewing
 * **__Cross-curriculum Links:__**
 * Listening to survival stories
 * Reading a range of texts linked to the Earth’s survival
 * Viewing movies and static images relating to survival

Speaking, writing and presenting
 * Use oral, written and visual language to create meaning and effect

Science – Living World – Ecology – Explain environmental changes that are human induced

Social Sciences – How people make decisions about the use of Earth’s resources

Arts – Using recycled materials to create an artwork ||
 * **__Values:__**

Integrity – Being accountable, responsibility for the future Community and Participation – People have a common goal to look after the Earth

Students will learn about:
 * Valuing their environment
 * Making choices that will affect the Earth’s survival

Students will develop the ability to:
 * Identify actions that can be taken to improve their environment ||
 * **__Assessment:__**

Diagnostic: How will we assess what the children already know about the big idea? Assessing what children already know through the use of a KWL chart

Formative: How will we assess children’s progress in understanding the big idea? Anecdotal observations, questions, ability to answer questions on the matrix

Summative: How will we assess the children’s understanding of the big idea at the end of the unit? Student and teacher portfolio assessment based on inquiry learning ||