home

= = == The Primary**Connections** 5Es teaching and learning model is based on the theory that students learn best when they are allowed to work out explanations for themselves over time through a variety of learning experiences structured by the teacher. Students use their prior knowledge to make sense of these experiences and then make connections between new information and their prior knowledge. To help students make the connections between what they already know and new information, each Primary**Connections** unit uses five phases:  = = Each unit begins with a lesson that mentally engages students with an activity or question. It captures their interest, provides an opportunity for them to express what they know about the concept or skill being developed, and helps them to make connections between what they know and the new ideas.  = = Students carry out hands-on activities in which they can explore the concept or skill. They grapple with the problem or phenomenon and describe it in their own words. This phase allows students to acquire a common set of experiences that they can use to help each other make sense of the new concept or skill.  = = Only after students have explored the concept or skill does the teacher provide the concepts and terms used by the students to develop explanations for the phenomenon they have experienced. The significant aspect of this phase is that explanation follows experience.  = = This phase provides opportunities for students to apply what they have learned to new situations and so develop a deeper understanding of the concept or greater use of the skill. It is important for students to discuss and compare their ideas with each other during this phase.  = = The final phase provides an opportunity for students to review and reflect on their own learning and new understanding and skills. It is also when students provide evidence for changes to their understanding, beliefs and skills.  = = = = = = = = = = = = = = = = = = =<span style="font-size: 80%; font-family: Arial, Helvetica, sans-serif;">Decision: reduce, reuse, recycle Level 4 = =<span style="font-size: 80%; font-family: Arial, Helvetica, sans-serif;">Could not load the actual document but I have found the web address: = []
 * Engage**
 * Explore**
 * Explain**
 * Elaborate**
 * Evaluate**

Enjoy reading!!

Maths - Graphing (and interpreting the information) of the waste found on the school grounds. (this could be the activity we do in our presentation but instead we ask them to go through their bags to find rubbish or we just bring a bag of stuff in and say we picked it up from outside) Art - Making hats, toys ect out of recycled items. Hats can be judged on a "Fashion on the Field" parade.(flick said she would try and do tnis - it is very hard!) or we could make one of these Literacy - We are to look for books that have a recycling theme uthor Title Summary Palo Alto Library Call# & Location Bourgeois, Paulette. "Garbage collectors" From the In My Neighborhood Series (Picture Book) Dr. Seuss "The Lorax" The Once-ler describes the results of the local pollution problem. (Picture Book) Also video clip 25 minutes [] A factory is built that destroys the forest and upsets the lorax (the animals living in the trees), polluting the environment. Use it to tune in. Foster, Joanna. "Cartons, cans, and orange peels : where does your garbage go?" Outlines the composition of garbage and trash and discusses the various methods of disposing of it with an emphasis on recycling. Gibbons, Gail. "Recycle! : a handbook for kids" Explains the process of recycling from start to finish and discusses what happens to paper, glass, aluminum cans, and plastic when they are recycled into new products. (Picture Book) Kalbacken, Joan. "Recycling" Shows how the ever-growing tide of refuse threatens the environment and wastes resources, and how recycling helps in conservation efforts. ( Juvenile Reader) Seltzer, Meyer. "Here comes the recycling truck!" Follows Elisa, the driver of a recycling truck, as she picks up papers, glass, and metals and takes them to the recycling center where they are prepared for recycling. Showers, Paul. "Where does the garbage go?" Explains how people create too much waste and how waste is now recycled and put into landfills. (Juvenile Reader)
 * Ideas for lesson plans:**

Literacy - Write an interview/ questionnaire that can assist in gaining an understanding of other peoples understanding/usage of recycling, this interview must have data that can be graphed (use of ratings or muliple choice ect). Maths - Usage of the data gathered. Making assumptions (working mathematically: conjecture) about Australia as a whole given the results of our questionnaires. Or divising ratios given results.

Maybe a debate / maybe more than one. Groups of students get togther to form a debate on - It is important that we recylce (the opposed can discuss the use of machinery to recycle goods) - Reusing materials can have a negetive effect on the economy (if people do not use gladwrap or ziplock bags these companies will become redundant and generate job losses) - Something to do with the effect of deforestation to build apartments (not sure of this is offtopic) - The plam oil debate, again might be off topic If we ask for the debabte to contain statistics to reinforce their argument we cover offf, english, humanities, civc and citizenship, mathematics. Must at some stage discuss what a debate is, why people have differing opinions, the format of a debate (rules).

For preparation of the debate we can ask the students to Generate a poster that will be positioned above their team during the debabte, dicsussiobn must be held in regards to what a poster loks like and contains, its purpose, must adhere to the rules of a poster. And a pamphlet/ flyer which will be distributed to those watching, must adhere to the rules of a pamphlet, we can have a lesson discussing what goes into them, the format/ layout, review other pamphlets discussing what makes them effective.

Games / activities Can be used for the tuning in: effects of not reducing, reusing and recylcling A. Find out what an ecological footprint is and calculate your footprint. []

B. Get some ideas about creating your future environment at: [] Use these ideas to help you set your challenge. C. Visit the "Interactive House" to learn about saving water. [] D. Play an interactive game to find out how we rely on groundwater and why it is important to understand groundwater systems [] E. Energy in Motion wind power game [|http://url.edna.edu.au/cZTm] F: Mission H20 game [] G: Water Cycle Game [] H: Visit the Water Wise House []

Compost - create own, how its created develop instructions on how to do it. Discussion, prepare a paper / speak that persuades others thats everyone should do it, its benefits, what can be used.