Lesson summary

Students will enhance their survival by considering how they will develop methods and routines to find food and water. This will continue in the final lesson of the unit, when they think about how they will make island life more comfortable by creating a shelter, and perhaps some furniture. The task sees them write a well developed recount describing how they have gone about doing these tasks. They choose language and structure to ensure their audience is drawn into the retelling.

Learning intentions:

Students will...

use the information given to understand the challenges of being self sufficient while being stranded on their island
make comprehensive notes that will allow them to craft a well developed recount
understand how their language choice impact their audience.

Success criteria:

Students can...

use information to construct a well crafted recount
use language to create a desired impact in their audience

Lesson guides and printables

Lesson details

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

problem solving
initiative
ethical understanding
enterprise
creativity
communication
reflection

Australian Curriculum (v9.0) content description:

Year 5 HASS:

Students learn to locate, collect and organise information and data from primary and secondary sources in a range of formats (AC9HS6S02)

General capabilities: Critical and Creative Thinking and Literacy.

Cross-curriculum priority: Sustainability

Relevant parts of Year 5 achievement standards - Students develop questions, and locate, collect and organise information and data from a range of primary and secondary sources.

Level of teacher scaffolding: Medium - teachers will be required to ‘set the scene’ for this unit of work and in doing so explain the concept of suspension disbelief to their students.

UN SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

Climatic zone reference sheets
Film clips from a survival theme show (e.g. Alone) showing the hunting or gathering of food and/or water
Personal recounts, showing how language is used to position the reader
Student worksheets

This series of lesson will focus on a narrative that the students are cast away on an island and must consider the various aspects of surviving in such a setting. To guide this learning, we recommend you use suspended disbelief to ensure this experience is a fun one for all of the class. Suspension of disbelief is the willingness for a person to accept fantasy as it is presented to them.

Suspending disbelief fosters imagination and creativity, allowing kids to explore worlds and ideas beyond our everyday reality. It enables deeper immersion in stories or simulations, enhancing engagement and emotional connection to the subject matter. Embracing suspended disbelief in learning encourages open-mindedness, enabling learners to grasp complex concepts and think beyond conventional boundaries.

Imagine, as a class, you have all been on a school camp. The plane crashes into the sea, and they are washed up on a deserted island. At this point, they will need to understand the concept of suspension of disbelief so they accept the fantasy of this scenario as it is presented to them.

In the first lesson of this unit, students choose from a list of items to assist them with their survival on the island until they are rescued, in doing so, they need to consider the differences between needs and wants.

In this lesson, you will also reinforce the importance of ‘stepping lightly on the Earth’. While stranded on their island, they need to consider how they will ensure their survival without harming the natural environment. There is an opportunity to discuss how the items they select from a given list will not only assist their survival but also how their manufacture has impacted our environment. Further, they should consider the environmental impacts of the item on this island.

Level of teacher scaffolding: Medium - teachers will be required to ‘set the scene’ for this unit of work and in doing so explain the concept of suspension disbelief to their students.

Level of teacher scaffolding: Medium – facilitate class discussion, provide examples

Cool+ Micro PL: Creating Immersive, Playful Learning

Quick Summary: This course will help you build confidence and skills in creating immersive learning experiences and offer ways to engage students deeply.

Cool+ Micro PL: Playful Ideas: Primary Literacy

Quick Summary: This micro PL gives you a range of playful ideas for use in primary schools with a focus on literacy; alongside the pictures will be provocations and reflections to help you continue to improve your practice. These ideas are there to think about how to make literacy fun and enjoyable - especially for students who struggle to build mastery of language.

The Island: Making Island Life More Comfortable

Go to

Summary

Learning intentions:

Students will...

Success criteria:

Students can...

Lesson Guides and Printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Info

Related Professional Learning

In this lesson