Year+5+and+6+Planning+Term+2

**Senior School Term 2, 2009** || || - Animals need skills to survive. - Interdependence between humans and animals is essential for the survival of some animals || Why do many animals live in groups? What skills do animals need to survive? How do animals adapt to their environment in order to survive? Why do some animals become extinct? What happens when animals have to survive on their own? How can people help animals that are endangered? What proof is there that humans do help? || Thinking: thinking creatively and using cognitive and meta-cognitive strategies Relating to others: being cooperative, showing responsibility. Managing Self: showing perseverance, and ingenuity. || __Creative__: BAR, Thinkers keys, Brainstorming. __Critical__: Y Chart, KWL, Question Matrix || National and Public Library, Internet sites || __English__ - Listening, reading and viewing - - listening to animal survival stories - reading a range of texts linked to survival. - Viewing static images and movies about survival. Speaking, Writing and presenting – - use oral, written and visual language to create meaning and effect.
 * **Title: Survival**
 * **Big Idea:** **People can influence the survival of endangered animals.**
 * **Key Understandings:**
 * **Teacher Questions:**
 * **Key Competencies:**
 * **Thinking Skills:**
 * **Resources:**
 * **Cross-curriculum Links:**

__Health/P.E__. – People and the environment Societal Attitudes and values Values – What value do we as humans place on the survival of animals? Are some animals more important than others? __Science__ – Living World (Level 3) Ecology – Explain how animals adapt to the environment in order to survive. Evolution: explain how animals change over time to survive __Social Sciences__ – Understand how people can influence the survival of animals. __Arts__- Design and create an animal using camouflage to survive. || __Integrity__ –acting responsibly, being accountable __Community and participation__ – for animal survival in the future
 * **Values:**

Students will learn about: - How some people value animals and others do not. - Making choices that will affect animal survival.

Students will develop their ability to: - discussing and debating issues surrounding animal survival. || __Diagnostic__ - How will we assess what the children already know about the big idea? Brainstorm and introduction on what we want to learn KWL on animal survival __Formative__ – How will we assess students progress in understanding the big idea? Anecdotal observations and revised Bloom’s Taxonomy. __Summative__ – How will we assess students understanding of the big idea at the end of the unit? Portfolio based on inquiry learning and teacher assessments around the kiwi as an endangered bird. ||
 * **Assessment:**