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ge sourced: http://activeinparks.org/wp-content/uploads/2015/03/hooded_plover.jpg

UNIT PLAN
PROTECT THE HOODED
PLOVER

UNIT PLAN

Lesson 1
Visit from Birdlife Australia
Lesson duration: 1 hour
Curriculum links:
Science: , (VCSSU075)
Humanities: (VCCCC016)
Learning intention: For students to develop an interest in the preservation of
native birds.
Success criteria:
I know the students are learning when:
They ask questions of the guest speaker
They show interest in the topics and tactile items presented to them
They observe the trees and look for birdlife when outside in the school yard
Introduction (10
minutes)

Main (40 minutes)

First the teacher will show the beach nesting birds

video from the BirdLife website to give students
some background knowledge about the organisation
http://direct.birdlife.org.au/projects/beach-nestingbirds
Next the guest speaker is introduced

Part 1 in the classroom:

The guest speaker talks to students about the
work they do with Birdlife and why it is important
to protect native birdlife. They discuss the Hooded
Plover and why it is endangered. Students may
like to ask questions of the guest speaker.
The guest speaker may have some tactile items to
show students such as photos, hatched eggs and
bird feathers. These could be passed around by
students.
Part 2 in the school grounds:
The guest speaker takes the students on a nature
walk around the school. They could talk about the
different trees that birds might like to live in, the
types of bugs they like to eat and what kinds of birds
you could expect to find in this area.
Students are asked to try and spot some birds in the
trees.

Conclusion (10
minutes)

Everyone returns to the classroom.

Students are given time to ask any further questions
of the guest speaker.
The students thank the guest speaker for their time.

Lesson 2
Identifying birds on the school grounds
Lesson duration: 1 hour (preferably a morning session)
Curriculum links:
Science: (VCSSU074) , (VCSSU075)
Mathematics (VCMSP206)
Resources:
Notepads and pens
Cameras for taking photos
Binoculars (if accessible)
Tip sheet on birdwatching http://birdlife.org.au/images/uploads/education_sheets/INFO-birding-tips.pdf
Learning intention: For students to develop an interest in the preservation of
native birds. For students to collect and display data.
Success criteria:
I know the students are learning when:
They contribute to group discussion
The talk as a team about what they can see
Their data is detailed and includes different features of the birds they saw
They critically examine the reasons they may or may not be native birdlife in
the area
Introduction (15
minutes)

The teacher explains the task to the students. In

groups they will go into the school grounds to observe
and record the different types of birds. They will
document their findings by creating a table to show
the name of the bird, how many were seen and what
they looked like.
Students brainstorm the different types of birds they
might see.

Students are split into groups of 4-5. Each group is

given a particular area to investigate (oval,
playground, eating area etc.). Each group is given a
camera and pair of binoculars. One student will be the
note taker to record the information

Bird searching (20

minutes)

Students are given 20 minutes (depending on the

amount of bird activity) to search for birds in their
area. If a student is unsure of a bird, they can take a
photo to research them later.

Examining the data

and discussion (25
minutes)

Back in the classroom the teacher facilities a group

discussion and puts the students data into a class
table. The teacher could encourage discussion by
asking questions like:
- Did we find many birds in the area? Why/why not?
- How many were native birds? Why/why not?
- What could we do to increase bird activity in our
school grounds?

Lesson 3
Excursion to the nesting grounds
Lesson duration: 1 hour 45 minutes + 15-30 minutes travel time
Curriculum links:
Mathematics: (VCMMG195) , (VCMMG196) , (VCMMG224)
Science: (VCSSU074) , (VCSSU075)
Literacy: (VCELY366), (VCELY395)
Resources:
Notepads and pens
Rulers
Trundle wheels
First Aid Kit
Binoculars
A tip sheet on birdwatching (1 per group) http://birdlife.org.au/images/uploads/education_sheets/INFO-birding-tips.pdf
Bird
Volunteers, aids or parent helpers to facilitate the excursion (at least two so
all three groups can be supervised)

Learning intention: For students to collect information about the nesting ground
and experience the outside environment.
Success criteria:
I will know the students are learning when:
They
Introduction (10
minutes)

The teacher, volunteers and students arrive at the

beach
Some basic rules are explained to students. They will
be instructed to:
- stay away from the water
- stay in sight.
- be aware of their surroundings. They could step on
bird eggs or on a nest by accident
- listen to all instructions given by adults
- be respectful of others
- not take anything from the beach e.g. Shells or
coral

Main (75 minutes + Students are split into 3 groups to do a rotating activity.
approx. 10 minutes Students will have 25 minutes to complete each activity
transition time)
Activity 1 - Measuring the nesting grounds:
On popular beaches Hooded Plover nesting grounds are
sometimes blocked off thin wooden posts and orange tape.
For this activity students are to work in small groups to use
the trundle wheel to measure the area of the nesting
grounds. They will need to measure the length and width
then calculate the area. Because the nesting grounds are
not always a rectangular, students might need to negotiate
as team about where to measure. In their groups students
are then asked to think about the volume of space it would
take to build a shelter for the Plover chicks. They need to
estimate the length, width and height of space it might
take and write their calculations in their notebooks.
Next students are given time to walk around the perimeter
and see what they can observe. They will need to watch
their step though because sometimes Hooded Plovers nest
outside the perimeter as well! If they are lucky they might
see some eggs, nests or maybe even the birds!

Activity 2 - Identifying possible threats to the

Hooded Plover:
For this activity students are to work as a group to list
possible threats to the Hooded Plover. The students need
to identify the possible threats and explain why they think
it is a hazard to the birds. They can use their surroundings
to base their reasoning or refer to knowledge they have
gained in previous lessons. Students might like to
investigate the beach for ideas and would be encouraged
to think like a bird when searching for inspiration.
Extension Question: In your notepads describe what you
might think and feel as a Hooded Plover. Would you be
scared of humans? Would you feel protective of your
chicks?
Activity 3 Bird watching in the sand dunes:
Similar to the lesson identifying birds on the school
grounds students are given time to birdwatch on the
beach. Each student or pair of students will be given
binoculars and a camera to observe the birds. They can
observe birds on the beach, in the trees or in the sand
dunes as long as they remain within eyesight of the area.
They can take notes on the birds and their features to add
to the class table back at the school.
Extension Question: In groups discuss how effective they
think the barrier is in protecting the nests of the Hooded
Plover. Why more could be done to help them survive or
make people aware of their presence?
Conclusion (10
minutes)

Students are gathered as a group to do the role and head

back to the school.

Included are some photos of the nesting ground of the Hooded Plover at Cape
Paterson Beach (taken by myself). In the summertime around breeding season they
put up a barrier up on sand dune ledge (best seen photo 2). There is no signage
around during the year to warn people of the nesting area.

Lesson 4
Designing the chick shelters
Using the information from the nesting grounds students are to work in groups of 24 to create their ideal design for Hooded Plover chick shelter.
Lesson duration: 1 hour
Curriculum links:
Mathematics: (VCMMG195) , (VCMMG196) , (VCMMG224)
Design and technologies: (VCDSCD039), (VCDSCD041)
Personal and social capability: (VCPSCSO032)
Literacy: (VCELY396)
Science: (VCSSU074) , (VCSSU075)

Learning intention: For students to work co-operatively in order to create a

design for a chick shelter that is practical and based on the measurements
discussed.
Success criteria:
I will know that the students are learning when:
All students contribute to the design process
Their design is based on realistic measurements of area and volume
Their design takes into account accessible materials and possible outdoor
conditions.
Introduction (10-15
minutes)

Main lesson (35

minutes)

Conclusion (10
minutes)

Firstly, the class will compare measurements of the

nesting grounds. Each group gives their findings.
Are all our measurements the same? Why/Why not?
On the excursion day students were asked to estimate the
area and volume of space it would take for a chick shelter.
Students are asked to talk to the person next to them to
share their calculations (think pair share!).
A group discussion is started as the different calculations
given by students. A few of the measurements are drawn
and written on the board for the class to refer to.
The teacher explains to students that they will need to
design a chick shelter that can be placed on the beach by
BirdLife volunteers. The students will need to use one of
the calculations on the board for the dimensions of their
chick shelter.
What type of considerations do we need to take into
account when designing? weather, predators, available
materials etc.
On their design they need to include what materials they
need, a picture of what their design will look like and the
dimensions.
Students break into groups of 3-4 to discuss and draw
their designs.

Groups are given the opportunity to show their design to the

class. They might like to talk about some of the features they
have included and their design process.

Lesson 5
Making the chick shelters
Lesson duration: 1 hour 15 minutes
NOTES: The 15 minutes to present could come later in the day/week depending on

the timing. Maybe fruit and serial would be a good time to do this. Student may
also need extra time depending on the complexity of their design.
Curriculum links:
Mathematics: (VCMMG195) , (VCMMG196) , (VCMMG224)
Design and technologies: (VCDSCD040),
Personal and social capability: (VCPSCSO032)
Literacy: (VCELY396)
Science: (VCSSU074) , (VCSSU075)
Resources needed:
Wood, plastics, nails, tools and other supplies students need to build their
design.
Pens and notebooks
Students designs from previous lesson
Parent helpers or volunteers (if available) to help supervise and assist
students
Learning intention: For students to use their design to create their chick shelter
as a team. Students should approach the task co-operatively and be reflective in
their practice.
Success criteria:
I will know students are learning when:
They present a finished product or identify why their project was unsuccessful
They problem solve and discuss as they build their shelter
They work together as a team with open communication or delegation of
tasks.
Students use the materials and equipment safely

Introduction (15
minutes)

Students are given 10 minutes to review their design with their

group and make any last changes. Student collect their chosen
materials to start their project.

Main (45 minutes)

Students need to measure, cut and put together their design

while working as a team. The teacher and helpers will roam
around the room to assist students in assembling their design.
Teacher will need to be wary of teams being inclusive of all
members. If students are in need of items like a hot glue gun the
teacher will set up a station for this so it can be supervised.
Students given a short amount of time (approx. 2-3 minutes) to
talk about their design. They will need to talk about what
materials they used, how successful they were in constructing
the shelter and what they think they could improve on.

Conclusion (15
minutes)

Lesson 6
Writing a persuasive letter on the preservation of the Hooded Plover
Lesson duration: 1 hour
Curriculum links:
Literacy - (VCELY329) , (VCELY358)
Critical and creative thinking- (VCCCTR025) , (VCCCTR027)
Science: (VCSSU074) , (VCSSU075)
Learning intention: For students to use persuasive language when arguing their
standpoint in letter form.
Success criteria:
I will know students are learning when:
They present their writing in proper letter format
Their argument makes sense and is consistent
They include relevant facts in their writing
They show their own opinion and sense of justice in their writing e.g.). I feel
this is unfair because... or the Hooded Plover is worthy of protection
because...
Introduction (15
minutes)

Using the notes from the nesting ground excursion

students discuss with a partner what they thought
were some threats to the Hooded Plover
The teacher calls on student to give their input. The
threats are written up on the board.
Why might you think it is unfair that the Hooded
Plover is endangered?
Why is it important to protect our native wildlife?
The students are to write a letter to the Bass Coast
Council about why they think more should be done to
protect the Hooded Plover. Students should attempt
their best work because the finished letters will be
posted. They should include what the current threats
are, why they feel they should be protected and what
they would like to see happen.
The teacher will brief outline how students should set
out their letter.

Main (35 minutes)

Students are given time to write as the teacher

roams around the classroom to scaffold learning and
help struggling students.

Conclusion (10
minutes)

During the last part of the class some students will be

given the opportunity to share what they wrote. The
teacher will collect the letters to post to the council. The
envelope of letters will also include a class letter from the
teacher outlining that the class has been studying the
Hooded Plover.