Mbed Arts Unit Plan Milang Turtles Yr6

Drama Unit Planner
UNIT PLANNER: The Arts: Drama NAME: Stefan

Wachter
UNIT/THEME/TOPIC Threatened Species BAND Primary Year

level 6
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 Decision

the environment making/problem
solving
Teamwork & Conflict

communication resolution
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Stefan Assignment-2 Unit Planner
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.
Endangered species poem. Melting polar caps, rising
Vocabulary associated with the temperatures, renewable
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; ❏ planning and organising activities;
❏ working with others in teams; ❏ using mathematical ideas and techniques;
❏ solving problems; ❏ using technology.
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Strand/s: Key idea:
Unit Outcome(s)
Students explore representations of
real and imagined experiences. Conceptual
They create, plan or shape new
Arts Practice (knowledge/understanding)
and/or existing arts works to
express ideas, feelings and events
• Students will understand
related to personal, social and
environmental futures in local and empirical facts associated with
Arts analysis & global communities. F Id T KC2 KC3 threatened wildlife and the
Response KC6 relating to Outcome 2.1 impact it in the world today.
• Students will develop an

understanding of ethical issues
Arts in facing threatened species in
our world today.
Contexts
• Student will understand
environmental issues and the
Standard 2; Outcome 2.1 impact it has on wildlife.
Connects real and imagined
experiences from past, present and
future, when creating/recreating Skills
arts works within each arts form. F
Id KC1 KC6 • 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.
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Weekly Lesson Outline Overview 6 x 50 minute lessons
Topic Content Focus Method Resources
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Week 1 – Intro - P.Point presentation Allows students Questioning Power Point
Polar Bears polar bears/melting icecaps to develop an
(Inconvenient Truth DVD). understanding Barrier Task cards
of the issues games
Pair work – Task card discussion questions Inconvenient
facing
Role play Truth (DVD)
(Knowledge). threatened
(Appendix
What do you know about the polar species
bears? of Tableau 1.G).
wildlife in
today’s Character Assessment
environment swapping Strategies,
Who is being affected by melting ice caps?
due to the Leaker, J
effects of human Hot seating
occupation and Interactive
Where is this happening? Teacher in
its impact on the White Board
role
earth.
MMad About
Why does global warming effect the polar 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 6
Week 2 – Intro + Recap previous lesson. Allows students Questioning Song of the
Whales Song of the Whales CD to explore Whales (CD)
emotions and Movement (Appendix
Individual work - Students listen feelings of other 1.F).
to the Song of the Whales CD Role play
life forms
and move around the classroom sharing our Task cards
Tableau
gracefully and freely expressing planet.
a feeling of peace, bliss and CD Player
Develops Teacher in
tranquility with the ocean. student’s ethical role Interactive
understanding White Board
Students listen to the song Character
and
again and imagine what it would swapping
consideration of Assessment
be like to have members of your
luxury products Strategies,
family or community removed
used in today’s Leaker, J
and slaughtered so humans can
society, (basic
have everyday luxuries such as, MMad About
needs vs wants).
soap, perfume etc… 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.
The aim of this lesson is to

encourage students engage in a
moral argument supporting
their viewpoints/reasons for or 7
Week 3 – Intro + Recap previous lesson. Allows students Questioning Old

Natural & to understand Newspaper
man made Pair work- Newspaper articles- the impact Sculpting articles
disasters bushfires, floods, earthquakes, natural & man
oil spill, handed out and Mirroring Task cards
made disasters
discussed. have on wildlife Hot seating Interactive
and the
Pair work – Task card discussion White Board
environment. Teacher in
questions (Application).
Explores the role Assessment
How would you use government feelings, Strategies,
funding to help wildlife affected emotions and Leaker, J
by bushfires? issues
associated with MMad About
What examples can you use to displacement. the Arts
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?
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
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Week 4 – Intro + Recap previous lesson. Allows students Questioning Great

Great Barrier to understand Barrier Reef
Reef – Pair work – Mother/Father turtle and explore Role play – website
Threatened talking to baby turtle about why issues facing
they have to leave there home Teacher in Task cards
species threatened
because of the rising water role
species in the
temperatures. Interactive
Great Barrier Hot seating White Board
Reef and further
Pair work – Task card discussion
investigate Character Assessment
questions (Analysis).
reasoning, swapping. Strategies,
What reason is there for decision making Leaker, J
which involves
politicians to ignore our natural
deeper thinking MMad About
marine habitat? to hypothesise the Arts
What evidence can you find to possible
solutions.
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?
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.
The aim of this lesson is to

provide students with the
opportunity to engage in issues
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Week 5 – Intro + Recap of previous Allows students Questioning You Tube

Lower Lakes lesson. to engage in a
Milang deeper level of Role play Newspaper
Turtles You Tube clip – Milang Primary ethical inquiry articles
School students turtle project. Non-Verbal
and experience
Task cards
real life contexts Tableau
Pair work- Turtles vs politicians
within their own Interactive
lower lakes Govt funding water
community. Stereotypes White Board
levels debate.
Encourages and
develops Teacher in Assessment
Students argue their point of
teamwork, role Strategies,
view as a turtle or politician and
share their best comment with collaboration Leaker, J
the class. For Example … and conflict
resolution skills. Pretending
Turtle – We need more water to to Learn
reduce the salt levels so I don’t -Helping
have tube worms building their children
homes on my shell and making learn
me unbalanced all the time. through
Drams
Politician – You don’t need more O’Toole &
water you get enough from the Dunn
rain, we’re putting our funding
towards tourism, more wineries Drama
etc. Australia
website.
Group work – Students get into
groups of 3-4 and role play MMad About
(non-verbal+tableau) their task the Arts
card questions+ discuss their
findings to the class.
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? 10
Week 6 – Intro + Recap of previous Allows students Questioning Ocean

Lower Lakes lesson. to engage in a Waves CD.
Milang deeper level of Character
Turtles Individual work- Movement of a ethical inquiry Newspaper
dying turtle to the Ocean Waves swapping articles
and experience
CD. real life contexts Role play Task cards
within their own
Pair work – Students will be community. Stereotypes Assessment
asked to discuss share and Further allows Strategies,
them to explore Teacher in
swap the movements they Leaker, J
problem solving role
chose.
scenarios which Interactive
occur within White Board
Group work – Task card government Drama
discussion questions structures and Australia
(Evaluation). frameworks. (Website).
Do you agree with the actions of Educational
the government? Why or why psychology
not? Woolfolk &
Margetts
What is your opinion of
politicians who don’t care about MMad About
threatened species? 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.

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 11
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.
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.

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• 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.
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
PROCEDURE RESOURCES
(Activity/ies, methodology/process)
You Tube (Appendix
1.H).
Stage 1 - INTRODUCTION
• Students watch the Milang turtles You Tube Clip. Newspaper articles
• Teacher asks students questions
Task cards
• Questions are used to engage students’ prior knowledge and
understanding about the topic and to generate general opinions, feelings Interactive White
regarding the situation in the Lower Lakes. Board (IWB).
-What can you tell about the turtles from Milang?
Assessment
-Has anybody travelled to the Lower Lakes region lately? Strategies, Leaker, J
• -What kind of problems are facing the turtles and other marine
life/wildlife in the area? Pretending to Learn
-Helping children
• -What are the government and politicians doing about the problem?
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
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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 + 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.
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• 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?
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-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?
• 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
PROCEDURE RESOURCES
(Activity/ies, methodology/process)
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Stage 1 – INTRODUCTION - Movement of a dying turtle to the Ocean Ocean Waves CD.
Waves CD.
Newspaper articles
• Individual work – Students put themselves in the shoes of a dying Milang
turtle unable to swim properly because of hardened tube worm formations Task cards
calcified on their backs which causes them to be severely unbalanced and
drastically reduces proper movement. Assessment
• Pair work - Students will be asked to discuss in pairs and share with the Strategies, Leaker, J
class why they chose a certain form of movement to represent a dying
Interactive White
turtle – smooth/soft/gentle/erratic/etc….
Board
• Students will listen to the same song again and think about the following
scenario. Drama Australia
• Milang turtle flipped upside down due to salt build up on its shell. (Website).
• Students will be encouraged to think what it would be like being the turtle Educational
and having their environment neglected, and what they might say to the psychology
politicians responsible. Woolfolk &
• Questions will be used to engage student’s prior knowledge and Margetts
understanding about the topic and to generate general opinions and
feelings on the topic. MMad About the
Arts
-Why have you politicians avoided the issue for so long?
-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
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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.
• 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.
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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
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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
23
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: Name: Name: Name: Name:
Date: Date: Date: Date: Date:


25
26
Appendices
1.D Threatened Species Rubric
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1 2 3 4 5 Comments
Ethical
Thinking/Inquir
y Demonstrates Demonstrates a Demonstrates a Demonstrates an
Demonstrates some sound strong exceptional level
poor understanding of understanding of understanding of understanding of
understanding of ethical thinking & ethical thinking & ethical thinking & ethical thinking &
ethical thinking & inquiry related to inquiry related to inquiry related to inquiry related to
inquiry related to threatened threatened species threatened species threatened
threatened species in today’s in today’s in today’s species in today’s
species in environment. environment. environment. environment.
today’s
environment.
Decision
Making and Demonstrates
problem Demonstrates Demonstrates Demonstrates exceptional ability
solving some ability sound ability strong ability related to decision
related to decision related to decision related to decision Making and
Demonstrates Making and Making and Making and problem problem solving in
poor ability problem solving in problem solving in solving in context. context.
related to context. context.
decision
Making and
problem solving Demonstrates
in context. Demonstrates Demonstrates Demonstrates exceptional use of
some use of sound use of strong use of conflict resolution
Conflict Resolution
conflict resolution conflict resolution conflict resolution skills in a variety
skills in a variety skills in a variety of skills in a variety of of situations.
Demonstrates of situations. situations. situations.
poor use of
conflict
resolution skills Demonstrates
in a variety of exceptional ability
situations. Demonstrates Demonstrates Demonstrates to work
some ability to sound ability to strong ability to cooperatively in a
Teamwork & work work cooperatively work cooperatively team environment
communication cooperatively in a in a team in a team and display
team environment environment and environment and effective
Demonstrates and display display effective display effective communication
poor ability to effective communication communication skills.
work communication skills. skills.
cooperatively in skills.
a team
environment and
display effective
communication
skills. Demonstrates
Demonstrates Demonstrates exceptional use of
Demonstrates sound use of body strong use of body body language to
Empathy/Body some use of body language to language to convey convey meaning
Language and language to convey meaning of meaning of of empathy
the convey meaning empathy regarding empathy regarding regarding
environment of empathy issues facing issues facing issues facing
regarding threatened species threatened species threatened
Demonstrates issues facing in today’s in today’s species in today’s
poor use of body threatened environment. environment. environment.
language to species in today’s
convey meaning environment.
of empathy
regarding
issues facing
threatened
species in 28
today’s Stefan Assignment-2 Unit Planner
environment.
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
29
Resources List/References
Drama Australia, 2009, Drama unit- paradise island, viewed 12, June 2009,
<http://www.dramaaustralia.org.au/>
Ent. Media Partners, 1999, Song of the whales.
Great Barrier Reef Experience 2009, ‘Threatened species, viewed 15, June 2009,
<http://www.the-great-barrier-reef-experience.com/endangered-animals-of-the-reef.html>
Guggenheim, D 2006, Inconvenient Truth.
Leaker, J 2007, Assessment strategies, viewed 14, June 2009,

<http://decssearch.sa.edu.au/scripts/texis.exe/webinator/search>
MMADD, Russel – Bowie, D 2009, An introduction to primary arts education.
Milang Primary School, 2008, ‘Milang turtles project’, viewed 15, June 2009,
<http://www.youtube.com/watch?v=1mktnIAWEZ0&feature=PlayList&p=540476A40899A272&
playnext=1&playnext_from=PL&index=8>
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://p8080-
130.220.165.27.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
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, <http://p8080-
30.220.165.27.ezlibproxy3.unisa.edu.au/fedora/get/changeme:854342/CONTENT>
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,
<http://www.sacsa.sa.edu.au/index_fsrc.asp?t=IFP&ID=SACSA_COMPDOCS>
Woolfolk, A & Margetts, K 2007, Educational psychology, Pearson Education, Australia.
Wright, S. 2003, Children, meaning-making and the arts, NSW, Pearson Education
Australia.
31

Mbed Arts Unit Plan Milang Turtles Yr6

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Mbed Arts Unit Plan Milang Turtles Yr6

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Drama Unit Planner

UNIT PLANNER: The Arts: Drama NAME: Stefan

UNIT/THEME/TOPIC Threatened Species BAND Primary Year

OVERVIEW OF THE UNIT:

This unit of work consists of 6 weekly lessons aimed at developing students

Empathy towards Decision

Teamwork & Conflict

Class Profile/Prior knowledge:

Cross Curricular Links Mind Map

Writing a letter to the World Global warming issues facing the

Research, investigate, interpret Daily living plan to reduce

Essential Learnings focus:

❏ Futures ❏ Identity ❏ Interdependence ❏ Thinking ❏ Communication

Key competencies focus: ❏ collecting, analysing, organising information;

❏ communicating ideas and information; ❏ planning and organising activities;

❏ working with others in teams; ❏ using mathematical ideas and techniques;

❏ solving problems; ❏ using technology.

• Students will develop an

• Students will develop their

• Students will develop effective

• Students will learn effective

• Students will develop

• Students will explore their own

• Students will develop an

What are the government and politicians

Group Work - Barrier games

Pair Work - Iceberg talking to

Group work polar bears at the

The aim of this lesson is to allow

Pair work – Task card discussion

What facts or ideas show that

What does the cosmetics

What can you say about

Pair work role play, tableau

Rich celebrity buying designer

The aim of this lesson is to

Week 3 – Intro + Recap previous lesson. Allows students Questioning Old

How would you show your

What laws would you create for

What would happen if the

Group work – Groups of 4

Sculpting, mirroring, hot

Students will used a variety of

Task card topics:

Birds/seals/ marine life in an oil

Week 4 – Intro + Recap previous lesson. Allows students Questioning Great

How is this issue related to

Groups work – Groups of 4 –

Tasks card topics:

Role play - Family of

Where can we move to where

Students will swap characters

The aim of this lesson is to

Week 5 – Intro + Recap of previous Allows students Questioning You Tube

Task Card - Discussion -

Can you invent a plan to

Week 6 – Intro + Recap of previous Allows students Questioning Ocean

Would it be better if politicians

What celebrity would you

Turtles vs politicians debate

Task card topics:

Judge, the jury, defendant,

The aim of this lesson is to allow

Threatened Species Unit Plan