Curriculum Framing Curriculum Framing QuestionsQuestions

How have Europeans impacted on Australia?

Curriculum Framing Curriculum Framing QuestionsQuestions

How has the Australian environment changed because of introduced species?

How have introduced species impacted on the economic value of our land?

Curriculum Framing Curriculum Framing QuestionsQuestions

How did the introduced species get here?

How has the introduced species adapted/adopted the Australia habitat?

What is the effect of the introduced species on the local fauna and flora and farm?

How do farmers estimate the financial effect of the introduced species on their income, or the value of their farms?

What is the most effective management plan for the selected introduced species on the land?

Vision for the Unit Vision for the Unit StudentsStudents

The ultimate aim is to make students aware of the impact of Europeans on Australian flora and fauna.

The project will encourage students to develop 21C skills by:

Communicating & collaborating with peersInteracting globally with experts outside the school

environmentDemonstrating ability to be flexible and to compromise to meet common group goalsSolving problems and making decisionsUse of digital technology to access manage,

integrate, evaluate and create information efficiently and effectively.

Vision for the Unit Vision for the Unit TeacherTeacher

The unit will provide the teacher with:

An authentic learning opportunity to work as a co-learner with interested students to investigate the use of blogs for reflection.

An opportunity to work in a student-centred classroom and to act as a facilitator for student learning.

Gauging Student Needs Gauging Student Needs AssessmentAssessment

This assessment tool gives the teacher an opportunity to gauge INDIVIDUAL needs of students and is divided into two parts:

Part 1 focuses on students’ experience with software and online tools

Part 2 concentrates on students background knowledge of feral animals & weeds.

By looking at individual students’ responses, activities can be added and adjusted for personalised individual learning and teaching.

Gauging Student Needs Gauging Student Needs AssessmentAssessment

This assessment tool gives the teacher an opportunity to gauge INDIVIDUAL needs of students and is divided into two parts:

Part 1 focuses on students’ experience with software and online tools

Part 2 concentrates on students background knowledge of feral animals & weeds.

By looking at individual students’ responses, activities can be added and adjusted for personalised individual learning and teaching.

OldMcDonald's Farm Gauging Needs Assessm

Gauging Student Needs Gauging Student Needs AssessmentAssessment

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© State of Victoria 2008  Pamela Remington-Lane attended an Intel Teach Essentials Course and provided the idea for this portfolio. A team of teachers expanded the project.Copyright is owned by the Crown in right of the State of Victoria. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of the Department of Education and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the Liability Management Manager, Department of Education and Training, 2 Treasury Place, Melbourne, VIC, 3002The State of Victoria accepts no responsibility for the accuracy of any part of this material and bears no responsibility for any modifications made.