EDFD260 AT3 Zoe, Lara and Rene

SETTING THE SCENE

RESOURCES

ICT: POSTCARD FROM AFRICA VIDEO

Sticky Notes
White Boards
Pens
BOOKS:
Alison Lester Imagine
Graeme Base The Waterhole
Christopher Davis Tong
Jeanette Winter Wangaris Trees of Peace
Robert B. Haas African Critters.

Riding through Africa is a unit of work, which is all about getting students to
explore and familiarise themselves with African Animals and where theyre found.
TEACHING & LEARNING ACTIVTIES

THINKING WALL

To set the scene students are required to do an activity, which will allow us to
know what background knowledge students know about Africa.
Sticky notes will be handed to each student. Students are required to write 1 2
facts that they already know about African and the different types of animals that
they find within the content.
To prompt students thinking a question will be asked.. What can you tell me
about Africa.?

If students dont feel confident sharing their ideas, they dont have to write their
names on the sticky notes instead they can just leave it as anonymous. (Students
will be told this prior to them starting the activity).
Once students have finished, theyre required to place their sticky notes up onto
the white board. This is what we call a Thinking Wall which will be then
followed by a group discussion to see what might have been the similarities and
differences that students came up with.
A thinking wall is a great activity, which allows students to think for themselves, it
also prompts those learners who lack confidence the opportunity to share their
ideas in different form of communication.
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ANIMAL ATLAS

Followed by the group discussion, students will be presented with a short video
relating to Africa and where the animals are found. Postcard From Africa, is a
video that takes a panoramic look at animal from Africa, especially the
outstanding animals such as Elephants, monkeys, giraffes, zebras. The video also
outlines a comparison view of animals, which arent native to Africa.

WILD ABOUT BOOKS

Books will be on display for those students who finish early as an extension. The
reading corner will be set up for students to walk up to whenever they finish any
given activities early, however it must be considered as silent reading.

ASSESSMENT

KWL CHART - Students are required to draw up a table, which is split up, into
three sections underneath the headings of What I know, What I want to know and
What I have learnt.
The question that will prompt this will be What do you already know about Africa
and can you state any different types of animals?
The KWL tables will show me what the students have learnt and if there have
been any changes from their prior knowledge.
This will also determine if any further planning of learning experiences is required
for students to achieve the outcome.

KWL CHART:

What I Know What I want to What I learnt

Know
Students recall what Students determine Students identify
they know. what they to know. what they have
learnt.
EDFD260 AT3 Zoe, Lara and Rene

INVESTIGATING

RESOURCES

Werribee Zoo Investigation worksheet

Clipboard and pens
Digital cameras
Computers
Werribee Open Range Zoo website:
http://www.zoo.org.au/werribee/animals
National Geographic website
http://ngkids.com.au/animals
Library; non-fiction section/animal based books

TEACHING & LEARNING ACTIVTIES

VISIT TO WERRIBEE OPEN RANGE ZOO

Students will go to the Werribee Open Range Zoo and have the opportunity to
explore similar wildlife to that of Africa. On this trip students will be separated
into 4 groups where each group will have one animal that they will focus on, the
four animals include:

- Lions
- Giraffes
- Rhinoceros
- Zebras

These animals have been specifically chosen as they are present at the zoo and
have profiles on the website, which will assist students in the second part of this
activity.
These groups will be in accordance to their reading groups, to ensure that
students work efficiently and to ensure that the focus group can be assisted
where appropriate. Whilst on the excursion, students will be asked to photograph
their animal, to use as a visual for their profile. This is opposed to using an image
sourced from the Internet, to reiterate to students that they have the ability to
source their own information.
EDFD260 AT3 Zoe, Lara and Rene
Once students have completed the African animal that they are allocated,
students will have the opportunity to choose any Australian native animal to
compare with the African animal that they have for example the comparison of an
ostrich to an emu or a dingo to a lion.

Work sheet sample

(ABC, 2015)
Assessment

Students have attempted all sections of the worksheet and thoroughly answered
the questions that have been posed to them
EDFD260 AT3 Zoe, Lara and Rene

RESEARCHING ANIMAL THROUGH THE INTERNET

After the excursion, students will individually be positioned with the task of using
the information found at the zoo (which they will have recorded on their sheet)
and further research from the Werribee Open Range Zoo website:
http://www.zoo.org.au/werribee/animals, to create an animal profile. This ICT
component allows for another learning dynamic to be included in this unit of
work, providing students with another tool to successfully meet the task.

Assessment

Students can confidently navigate around the website and source appropriate
information to fulfil Australian and African animal profiles.

ONE MORE FACT

The last task for the students animal profile will see them explore the library for
one more additional fact that they have sourced from a book. This is encouraging
students to utilise other resources to complete their assigned task. Implementing
an open-ended task allows students to incorporate what they think and find
interesting, exemplifying that we value their understanding and individual input
towards the task.

Assessment

Student is able to find a new fact about their animals that has not been
mentioned in the previous work sheet. The fact is applicable to the task and has
been sourced from a book.
EDFD260 AT3 Zoe, Lara and Rene
BRINGING IT ALL TOGETHER

RESOURCES

Behind the news website African Wildlife Foundation

webpage
Digital cameras
Werribee Zoo investigation
Werribee zoo website worksheet

National Geographic website Data sheets for

African/Australian comparison
Allison Lester Imagine

Graeme Base The waterhole

TEACHING AND LEARNING ACTIVITIES

Create your own classroom glossary about food chains and biodiversity.
Start by brainstorming words as a class using a mind map to record your
responses and then find definitions for each word. Consider using pictures
and diagrams to illustrate meanings.

endangered ecosystem

herbivore native

omnivore species

carnivore life span

food source extinct

predator habitat

Challenge students by asking them to use words from their class glossary to
write their own sentences.

FINAL RESEARCH STAGE

After the Werribee Zoo visit, the children in groups will have collected data
and specific information about their assigned native African animal and
Australian animal. The below chat will be filled out from the visit to the zoo,
but time will be given to expand on their knowledge and develop a data
sheet. The new data sheet will be an individual task.
EDFD260 AT3 Zoe, Lara and Rene

Taken from behind the news website. http://www.abc.net.au/btn/

After the Werribee zoo visit, children will have a group data sheet, and will
need to take down this information in an individual data sheet. A new data
sheet will be given, and children will research their animals using multiple
resources. These will be provided as well as students needing to source
some themselves.

The new data sheet will include their zoo visit information, as well as new
questions. To begin, students will need to work collaboratively with their zoo
group to ensure they have all the data collected from the Werribee zoo, and
filled out their new sheets as effectively as possible. They will then be ready
for the final individual project of the unit.

Areas for African Native New

Research Animal Australian Information
Animal from
classroom
research

Scientific Name

Weight/size

Life span

Habitat where do
they live in the
world? Locate
using Google
maps

Diet

Predators/Prey.
Predict what might
happen if they are
removed from the
food chain

Behaviour in the
wild
EDFD260 AT3 Zoe, Lara and Rene
Protection status
what are its
threats? How
many live in the
wild around the
world?

Interesting Facts

Scientific name

FINAL PROJECT

Environment Animals and

profile plants

What are the Describe the

physical ecosystem
features? For
example rivers,
mountains etc.

Why is this What animals

type of and plants are
environment unique to this
important? area?

Where is it Are there any

located? Locate rare or
on Google threatened
Maps. Create species?
your own map
highlighting
geographical
features and
information.

What Eco List any

region does it introduced
belong to? species to the
area. In what
ways can these
species harm
the
environment?

Describe the How do the

climate. plants and
animals
interact?

The following activity is a research-based project for students to work on

individually. The project encourages students to use research and inquiry
based learning to discover more about Africas environment compared to
Australia and the conservation of their environment. This project
EDFD260 AT3 Zoe, Lara and Rene
emphasises quality research, collaboration and effective presentation. The
final project will link back to the Australian Curriculum (ACHGK020), the
location of the major countries of Africa and South America in relation to
Australia, and their main characteristics, including the types of natural
vegetation and native animals in at least two countries from both

This chart will be filled out twice, once for Africa and once for Australia. The
children will be able to see direct similarities and differences. Each child will
now have an individual data sheet from the Werribee zoo visit, as well as
two data sheets for the comparisons between African and Australian
environments. This is the end of the final research stage and now they can
begin their individual posters for presentation.

POSTERS

Each student will be given an A3 poster board to display and present their
final data findings on. They may present them however they chose to,
however both sides of the poster should be used. Be sure that students
include observations on both text and graphic design elements in their
posters. If necessary, ask questions to encourage wider analysis of both
text and graphics. Students will need to use the photos they took on the
Werribee zoo trip, as well as include data and charts to display their
information. Students will also need to keep a bibliography of their
resources used, which will be a website list and book list The following
questions are a guide for students to check off, to ensure they have
included all information required.

African V. Australian animals African V. Australian Environment

Scientific name What are the physical features?

For example rivers, mountains
weight/size etc.

Life span Why is this type of environment

important?
Habitat/where do they live in the
world Where is it located? Locate on
Google Maps. Create your own
Location on a map map highlighting geographical
features and information.
Diet
What Eco region does it belong
Predators/prey to?
EDFD260 AT3 Zoe, Lara and Rene
Behaviour in the wild Describe the climate.

Protection status Describe the ecosystem

Interesting facts What animals and plants are

unique to this area?
Scientific name
Are there any rare or threatened
species?

List any introduced species to the

area. In what ways can these
species harm the environment?

How do the plants and animals

interact?
EDFD260: AT3 Zoe, Lara and
Rene

Assessment
When posters are completed and prior to class presentations and display,
the teacher will assign student pairs and will distribute a peer poster
rubric. The less acquainted the two children paired, the more objective
the student opinions and evaluations will be. Each student will use the
rubric and their partners poster to evaluate the effectiveness of the
poster. The teacher should remind the student not to ask the partner for
additional information and to rely only on the poster. The following rubric
will be distributed between the pairs.
EDFD260: AT3 Zoe, Lara and
Rene

Criteria Very Goo Aver
Good d age

Presentation
The posters layout,
attention to detail
and design, as well
as effective use of
pictures and colour.

Information the
information given is
relevant and the
student has
included all
questions.

Interesting facts
the student has
found a new and
interesting fact
about their African
Animal or
environment.

Use of Images
and Graphics
The student has
used their own
original photos
taken at Werribee
Zoo, and used
effective graphics
to make an
engaging poster

Bibliography
Student has listed
websites and books
used, and has a
minimum of 4

Class
Presentation-
Student spoke with
confidence about
their subject and
was able to include
new information
others may not
have known.
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Rene
The teacher will also complete one of these rubrics for each childs poster
and at the end of the unit, they will get back both the peer reviewed
rubric as well as the teachers rubrics.

FINAL PRESENTATIONS OF THE POSTERS

Each student displays their posters around the room, and the children will
complete a walk through gallery, where each child will have a minute to
talk about their poster, and say an interesting fact that they found out. At
this time, the teacher may walk around and probe questions to
encourage children to think about what they found interesting from this
unit.

EDFD260: AT3 Zoe, Lara and
Rene

Reference list

ABC. (2015). Trophy Hunting. Retrieved August 24th, 2015, from
Behind the News:
http://www.abc.net.au/btn/story/s4204545.htm

AusVels. (2012). Victorian Curriculum and Assessment Authority.
Retrieved 2015, from
http://ausvels.vcaa.vic.edu.au/Level1

Base, G. (2001). The waterhole. Ringwood, Vic.: Viking.

Buttar, D., & Davis, C. (2008). Tonga. Lake Tahoe, Nev.: GMEC
Publishing.

Haas, R. (2008). African critters. Washington, D.C.: National
Geographic.

Lester, A. (2005). Imagine. Crows Nest, N.S.W.: Allen & Unwin.

National Geographic Kids. (2015). Animals. Retrieved 30th
September 2015 from
http://ngkids.com.au/animals

Red Bubble. (2015). Giraffe- Sunset Sky- African Wildlife and Nature
Background
Posters. Retrieved 30th September 2015 from

http://www.redbubble.com/people/livingwild/works/12181340-
EDFD260: AT3 Zoe, Lara and
Rene
giraffe-sunset-sky-african-wildlife-and-nature-background?
p=poster

Winter, J. (2008). Wangari's trees of peace. Orlando [Fla.]: Harcourt.

YouTube,. (2015). Postcard From Africa (Animal Atlas). Retrieved
23rd September
2015, from https://www.youtube.com/watch?v=voFLEqoa91M