Take 3 - Questions To Explore How You Need The Ocean

Australian curriculum content descriptions: 

Depending on the activities you choose, you may meet the following content descriptions:

Year 4 HASS:

• Pose questions to investigate people, events, places and issues (ACHASSI073)
• The diversity of Australia’s first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies) (ACHASSK083)
• The importance of environments, including natural vegetation, to animals and people (ACHASSK088)
• Optional: Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)

Year 4 English:

• Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
• Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)

Year 5 HASS:

• Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)
• The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHASSK112)
• Optional: Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)

Year 5 English:

• Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)
• Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705)

Year 6 HASS:

• Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122)
• The world’s cultural diversity, including that of its indigenous peoples (ACHASSK140)
• Optional: Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI133)

Year 6 English:

• Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)
• Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)

Syllabus outcomes: GE2-1, GE2-2, GE2-3, GE2-4, GE3-2, GE3-3, GE3-4, EN2-2A, EN3-2A

General capabilities: Critical and Creative Thinking, Literacy. 

Cross-curriculum priority: Sustainability (OI.2), Aboriginal and Torres Strait Islander Histories and Cultures (OI.2, OI.3).

Relevant parts of Year 4 HASS achievement standards: Students develop questions to investigate. They identify the interconnections between components of the environment and between people and the environment. They present findings using geographical terminology in a range of texts.

Relevant parts of Year 4 English achievement standards: Students create structured texts to explain ideas for different audiences. They reread and edit their work to improve meaning.

Relevant parts of Year 5 HASS achievement standards: Students develop questions for an investigation. They identify and describe the interconnections between people and the human and environmental characteristics of places. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Relevant parts of Year 5 English achievement standards: Students create imaginative, informative and persuasive texts for different purposes and audiences. They edit their work for cohesive structure and meaning.

Relevant parts of Year 6 HASS achievement standards: Students develop appropriate questions to frame an investigation. They describe how people, places, communities and environments are interconnected. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms.

Relevant parts of Year 6 English achievement standards: Students create detailed texts elaborating on key ideas for a range of purposes and audiences.

This lesson is part of the wider unit of work Take 3 For The Sea – Project-based Learning – Years 4 to 6

Time required: 60 mins

Level of teacher scaffolding: Medium – lead guided discussion, oversee question generation activities

• Device capable of presenting a website and video to the class
• Generating Questions Factsheet
• Ocean Connection Images (optional)
• Student Worksheet – one copy per student

This lesson is designed to build students’ competencies in the following skills:

• Communication
• Critical thinking
• Collaboration

Take 3 is an Australian charity removing rubbish from the environment through education programs, international campaigns and clean-ups. Take 3’s call to action is simple: Take 3 pieces of rubbish with you when you leave the beach, waterway or… anywhere and you have made a difference.