Endangered Species - Marine Turtles - GBRMPA

Transcription

Year 4 - Science
Endangered Species - Marine Turtles
Year 4 Australian Science Curriculum Focus
Recognising questions that can be investigated scientifically and investigating them
Students investigate the impact of coastal development and climate change on marine turtles.
Students develop an understanding of:
• Marine turtle species and features
• Life cycles of marine turtles
• Threats to marine turtles
• Endangered species (categories and classifications)
• Solutions to the threats.
Inquiry questions for the unit:
• What are the survival needs of marine turtles?
• What is the life cycle of a marine turtle?
• Why are marine turtles found on the Great Barrier Reef threatened?
• What can we do to conserve marine turtles and their habitats?
Year 4 Science — Endangered Species - Marine Turtles - Version 0.2
2
Great Barrier Reef Marine Park Authority
Year 4 unit overview — Endangered Species – Marine turtles
School name
Unit title
Duration of unit
Endangered Species - Marine turtles
Approximately five weeks. Teachers could extend the
investigation to create a term long unit by investigating other
endangered species to highlight how science knowledge
contributes to people understanding their actions.
Unit outline
Year 4 Australian Science Curriculum Focus – Recognising questions that can be investigated scientifically and investigating them.
Students investigate the impact of coastal development and climate change on marine turtles.
Students develop an understanding of:
Marine turtle species and features
Life cycles of marine turtles
Threats to marine turtles
Endangered species (categories and classifications)
Solutions to the threats.
Inquiry questions for the unit:
What are the survival needs of marine turtles?
What is the life cycle of a turtle?
Why are marine turtles found on the Great Barrier Reef threatened?
What can we do to conserve marine turtles and their habitats?
Year 4 Level Description – Between Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales. In Year 4,
students broaden their understanding of classification and form and function through an exploration of the properties of natural and processed materials. They learn that
forces include non-contact forces and begin to appreciate that some interactions result from phenomena that can’t be seen with the naked eye. They begin to appreciate that
current systems, such as the Earth’s surface, have characteristics that have resulted from past changes and that living things form part of the systems. They understand that
some systems change in predictable ways, such as through cycles. They apply their knowledge to make predictions based on interactions within systems, including those
involving the actions of humans.
Year 4 Achievement Standard - By the end of Year 4 students pose questions about their world and predict possible outcomes from investigations. They describe how they
and others use science to ask questions and make predictions. They record observations and measurements and identify patterns in data, including cause-and-effect
relationships. They describe situations where science understanding can influence their own and others’ actions.
Students use the properties of materials to explain how objects and materials behave. They identify changes to the observable world and suggest explanations for the motion
of objects. They describe how inter-relationships are essential for the survival of living things and identify major changes in the life cycle of a plant or animal.
Year 4 Science – Endangered Species: Marine Turtles - Version 0.2
1
Teacher Notes:
Unit overview
The Great Barrier Reef Marine Park Authority (GBRMPA) Endangered Species Teaching Unit is a science based Year 4 unit of work. The content descriptors for this unit are
from the 2011 Australian Science Curriculum (www.australiancurriculum.edu.au). Following the inquiry based 5Es approach to teaching science, the unit is based on the
Australian Curriculum, Assessment and Reporting Authority (ACARA) expectations of 1- 2 hours per week of science lessons for Year 4 students. Each lesson is of
approximately 45 minutes duration, with some lessons requiring more time to allow further depth of study or time for excursions. The nature of science investigations is to
follow the line of student inquiry to promote and encourage students to think like scientists. Teachers may find that students will need or want to complete investigations other
than those suggested in the teaching strategies outlined in this unit. Students are to be encouraged to follow their own line of inquiry and in the case where students do this,
the teaching strategies and resources outlined in this unit may be used as a guide to supplement the student directed investigations. The overall unit, or the individual
lessons, could be extended or shortened to cater for individual classes as deemed necessary by the class teacher. Teachers will need to allow time to prepare for the lessons
prior to teaching each lesson.
Aim of the unit
The lessons are structured to build students knowledge of Endangered Species. The unit focuses on marine turtles, of which there are six different species found within the
Great Barrier Reef Marine Park. All six species are threatened. Building students knowledge of marine turtles, why they are threatened and what can be done to protect
them, will allow students to then make links with other endangered species. All marine animals are important to the overall health of the Great Barrier Reef ecosystem.
Having the knowledge and understanding to apply to protecting species will enable students to make ethical decisions when interacting within the ecosystem of the
endangered species. (For more information on endangered species and the Great Barrier Reef see below in ‘Marine Turtle background information’ and also
www.gbrmpa.gov.au). Teaching students about endangered species will build their environmental knowledge and encourage their understanding of sustainability and
stewardship. The main premise of this unit is climate change, which is one of the Key Focus Areas of the Great Barrier Reef Outlook Report 2009 (see www.gbrmpa.gov.au
for more information on the Outlook Report 2009). GBRMPA encourages teachers to follow the main aim of Reef Guardianship – to be stewards of the environment.
2
Marine Turtle Background Information:
o What species of marine turtle are found in the Great Barrier Reef Marine Park?
Six of the world’s seven marine turtles are found in the Great Barrier Reef Marine Park: loggerhead turtle, olive ridley turtle, leatherback turtle, hawksbill turtle,
flatback turtle and green turtle. All six species are considered threatened which means their population has declined and are still impacted by a range of threats.
o Are they protected?
All six species of marine turtle are protected. This means it is defined as a species that is protected by international, national or state laws, and/or under the
Great Barrier Reef Marine Park Regulations 1983. Protected species need special management because of recognised threats to their populations.
o What are the threats to marine turtles?
Marine wildlife has always been affected by natural factors such as predators, cyclones and disease. However, over the last 150 years, a new threat has
emerged – humans. Human related threats have reduced the abundance and range of many marine species including marine turtles. The greatest concern is
that this could lead to population extinctions. Human-related threats to protected species include:
 Habitat degradation and loss from coastal development
 Incidental catch in fishing gear, shark control nets and drum lines at popular beaches
 Boat strike
 Ingestion of marine debris and entanglement (especially plastics and lost/discarded fishing gear)
 Harvesting: commercial and Indigenous, and illegal take especially by foreign vessels
 Depredation on nests by introduced predators (especially pigs and foxes)
 Declining water quality
 Climate change.
o What is being done to reduce the risks to marine turtles?
Ascertaining which species are under threat or at risk
Identifying any threats to the survival of the species
Developing and implementing management actions to mitigate threats
Working with industry and management to encourage and refine sustainable fishing practices and the use of bycatch reduction devices such as the Turtle
Exclusion Device (TED)
Encouraging and educating Marine Park users to minimise their impact upon the Great Barrier Reef
Educating and encouraging residents and businesses in the catchment to minimise their impact upon the Great Barrier Reef.
3
Unit Lessons
Engage
Lesson 1: Marine turtles
Explore
Lesson 2: Exploring what we know about marine turtles
Lesson 3: Exploring marine turtles’ habitats
Explain
Lesson 4: Life cycles of marine turtles
Lesson 5: Endangered!
Elaborate
Lesson 6: Caught in the net
Lesson 7: Threats?
Evaluate
Lesson 8: Report preparation
4
Identify curriculum
Content descriptions to be taught
Science Understandings
Science as a Human Endeavour
Science Inquiry Skills
Biological Sciences
Living things have life cycles
Living things, including plants and
animals, depend on each other
and the environment to survive
Use and Influence of Science
Science knowledge helps people
to understand the effect of their
actions
Questioning and Predicting
With guidance, identify questions in
familiar contexts that can be
investigated scientifically and
predict what might happen based
on prior knowledge
Planning and Conducting
Suggest ways to plan and conduct
investigations to find answers to
questions
Safely use appropriate materials,
tools or equipment to make and
record observations, using formal
measurements and digital
technologies as appropriate
Processing and Analysing Data and
Information
Use a range of methods including
tables and simple column graphs to
represent data and to identify
patterns and trends
Compare results with predictions,
suggesting possible reasons for
findings
Evaluating
Reflect on the investigation
including whether a test was fair or
not
General capabilities and
cross-curriculum priorities
Literacy
Communicate confidently in
listening, reading and viewing,
writing, speaking and creating print
and visual materials
Critical and creative thinking
Observe, question, make
predictions and think creatively to
solve problems during
investigations
Ethical behaviour
Consider human impacts on the
environment and other living
organisms and evaluate their own
and other people’s actions
Personal and social
competence
Follow procedures and work both
within a group and independently to
share and discuss ideas
Sustainability
Investigate human impacts on
marine turtle populations and the
role we all play to help improve the
future for marine turtle populations
Communicating
Represent and communicate ideas
and findings in a variety of ways
such as diagrams, physical
representations and simple reports
5
Relevant prior curriculum
Curriculum working towards
Year 3 of the Australian Science Curriculum outlines that by the end of Year 3,
students describe how they can use science investigations to respond to
questions and identify where people use science knowledge in their lives. They
collect and present data in a way that helps to answer their questions and use
their experience to make predictions. Students describe features common to
living things. They use their knowledge of the movement of the Earth, materials
and the behaviour of heat to suggest explanations for everyday observations.
In Year 5, students are introduced to cause and effect relationships that relate
to form and function through an exploration of adaptations of living things. They
explore observable phenomena associated with light and begin to appreciate
that phenomena have sets of characteristic behaviours. They broaden their
classification of matter to include gases and begin to see how matter structures
the world around them. Students consider Earth as a component within a solar
system and use models for investigating systems at astronomical scales.
Students begin to identify stable and dynamic aspects of systems, and learn
how to look for patterns and relationships between components of systems.
They develop explanations for the patterns they observe.
Links to other learning areas
QSA Year 4 Literacy Indicators (2009)
Speaking and Listening
SL4 vi. Describe significant features related to subject matter by replacing commonly used words and everyday terms with more specialised vocabulary to
provide specific meaning.
Reading and Viewing
RV4 i. Read and view for personal and learning purposes and select texts to match learning needs and areas of interest.
Writing and Designing
WD4 ii. Write about familiar subject matter for known audiences using a variety of text types and use structures such as compare-and-contrast and causeand-effect to organise information.
WD iv. Write and design texts using a range of strategies to plan, including
generate ideas and selecting an appropriate one
gathering information from personal knowledge and learning experiences, and from sources such as graphics or multimedia texts
completing in a reasonable time frame
organising main ideas and supporting details using storyboards or sequence charts
determining relevance of information for the purpose.
WD4 x. Select words that define and describe concepts using familiar technical language to add detail.
6
Assessment
Make judgements
Describe the assessment
Assessment date
Summative Assessment
The summative
assessment piece is
designed to be produced
and presented during the
Evaluate stage of the unit
when students will have
gathered all the knowledge
required to successfully
address the criteria. This
date is to be determined by
the class teacher.
Option 1.
Students will provide a report on an endangered species. Students could choose
marine turtles, or another endangered species to research. The report will aim to
inform and influence the audience about the endangered species and reasons for
action. The report will include:
An introduction to the animal, its habitat, needs for survival and life cycle
An explanation of the main reasons the animal is endangered
Recommendations outlining how people can change their behaviour and/or
what people can do to help the species survive (this must be linked to their
science knowledge of the animal and the reasons it is endangered)
A conclusion summarising the main message of the report
The students could also include graphs showing the decline of a population,
images of the animal or images of causes for endangerment.
Student task sheet, links to QSA literacy
indicators (2009) and guide to making
judgements can be found in the resource
section of the unit.
Option 2.
As an extension to Lesson 6, students design and test a Turtle Exclusion Device
(TED). Students will write up their experiment using an investigation planner and
explain their results in a scientific report. The investigation and report will include:
Student’s design of a TED
Student’s completed investigation planner
Student’s explanation of results and conclusions about how TEDs can help
stop marine turtles from becoming bycatch
Student’s analysis of what people can do to help turtle populations increase.
7
Useful Websites
Useful Books
Arkive – lots of video clips of marine turtles and other endangered animals
www.arkive.org
Myrtle’s Battle Against Climate Change, Mariana Fuentes (available free online
as a PDF at http://www.coralcoe.org.au/edures/myrtleclimatechange.pdf). This
book could be used in conjunction with the unit as a Walking Talking Text.
Eco Kids
www.ecokids.ca
Chelonia Green – Champion of Turtles, Cristobael Mattingley
Euro Turtle – clip on human impacts on marine turtles
www.euroturtle.org
www.gbrmpa.gov.au
The Smallest Turtle, Lynley Dodd
Middle School Science Resources
www.middleschoolscience.com
One Tiny Turtle, Nicola Davies (also on DVD)
The Biology Corner
www.biologycorner.com
Into the Sea, Brenda Z. Guiberson
Sea Turtle Foundation – good information about marine turtles and getting involved in
turtle conservation activities locally.
www.seaturtlefoundation.org
I'll Follow the Moon, Stephanie Lisa Tara
Dugong and Marine Turtle: Teaching Resource and Information Package, Torres
Strait Regional Authority's Land and Sea Management Unit
http://www.nailsma.org.au/publications/resource.html.
YouTube Link – Romancing the Bag – a great clip about plastic bag pollution
http://www.youtube.com/watch?v=VzsQwwnqSGo
Department of Environment and Resource Management marine turtle web pages:
http://www.derm.qld.gov.au/wildlifeecosystems/wildlife/caring_for_wildlife/marine_strandings.html and the A-Z of
animals (look for various turtle species): http://www.derm.qld.gov.au/wildlifeecosystems/wildlife/az_of_animals/index.html.
8
Teaching and learning
Supportive learning environment
Teaching strategies and learning experiences
Assessment
opportunities
ENGAGE - To capture interest and discover what we think we know
Lesson 1
Diagnostic assessment
opportunities:
- use the TWHL chart and
discussion to determine
students' current
knowledge of marine turtles
Lesson 1 – Marine turtles
Suggested Time – 45 minutes
Introduction – Book reading
Choose a book from the library, either fiction or non-fiction, about marine
turtles.
Read this to the students and discuss the story line (if fiction) or some of
the facts (if non-fiction).
Ask students to share any experiences they have had with marine turtles.
If most students have a story to share, students could write about the
experience and illustrate their story to create a display in the classroom.
Investigation – TWHL Chart
Discuss with the students what they think they already know about marine
turtles.
Ask students if there is anything they would like to know about marine
turtles.
Record students’ responses in the TWLH chart.
T
W
L
H
What we think
we know about
marine turtles
What we want to
learn about marine
turtles
What we learned
about marine
turtles
How we know
(scientific
understandings)
Section 6 of the Disability
Standards for Education (The
Standards for Curriculum
Development, Accreditation
and Delivery) state that
education providers,
including class teachers,
must take reasonable steps
to ensure a course/program
is designed to allow any
student to participate and
experience success in
learning.
The Disability Standards for
Education 2005 (Cwlth) is
available from:
<www.ag.gov.au> select
Human rights and antidiscrimination > Disability
standards for education.
Resources
Lesson 1
GBRMPA Great Barrier
Reef Marine Turtle
Identification Sheet
www.gbrmpa.gov.au
YouTube clips of marine
turtles moving, breathing,
and feeding in their
natural environment.
ESL Considerations
Teachers should refer to the
Learning Place
(www.learningplace.com.au),
‘ESL in the Classroom’ for
‘Break it Down, Build it Up’
resources to help restructure
the unit according to the ESL
needs of the class.
Read the GBRMPA Great Barrier Reef Marine Turtle Identification Sheet
(available at www.gbrmpa.gov.au).
Discuss how this information is important to scientists.
View YouTube clips or other Internet clips showing marine turtles in their
natural clean habitat. Draw students’ attention to the different types of
marine turtles they are viewing, how they move and/or how they breathe.
Allow students to comment on and discuss what they view in the clips.
Start a word wall with students to continuously add to throughout the unit.
This should be displayed in a place where students can always add to it
Adjustments for needs of
learners
Risk Management
Refer to Department of
Education and Training
www.education.qld.gov.au
for advice and forms relating
9
Assessment
opportunities
each lesson. It may be done in alphabetical order or on moveable cards so
that students can interact with the words and sort them into categories as
they progress throughout the unit.
Start a science journal with the students to record their learning and
reflections after each science lesson. A science journal is a record of
observations, experiences and reflections. It contains a series of dated,
chronological entries. It may include written text, drawings, labelled
diagrams, photographs, tables and graphs. The science journal can be
used as a part of the student assessment.
learners
Resources
to risk management during
curriculum activities and
excursions.
EXPLORE – To have shared, hands-on experiences
Lesson 2 – Exploring what we know about marine turtles
Suggested time – 45 minutes
Introduction – Footage of marine turtles
Show students more YouTube or other Internet clips and/or images of
marine turtles. This time show marine turtles in ‘bad’ situations such as
stuck in fishing nets, eating plastic or strangled by fishing line.
Discuss with students what they see, what they think, what they feel after
viewing the clips and images.
Investigation – Hot Potato
Explain to students they are going to participate in a Hot Potato activity.
o Each group gets a large sheet of paper and must answer the
question as best they can (be creative and imaginative) before the
time limit is up. The teacher is to set the time limit according to the
needs of the class. When the time limit is up, groups rotate the
papers around so that each group gets a turn at answering each
question.
Divide students into groups of three or four.
Provide each group with a large sheet of paper with one of the following
questions. Teachers may change these questions, add more or take some
away according to number of groups and to suit the needs of the class.
Read the questions out and explain any difficult words, but do not discuss
the questions.
o What would happen if marine turtles couldn’t swim?
o What would happen if marine turtles couldn’t dive down?
10
Lesson 2
Formative assessment
opportunities:
- use students’
participation and responses
during activities to assess
students' ability to apply
knowledge to different
situations
Lesson 2
YouTube or other clips of
marine turtles in their
natural environment,
including marine turtles
in threatening situations
such as stuck in nets,
eating plastic or
strangled by fishing line.
Large paper for Hot
Potato Activity, pens.
Assessment
opportunities
learners
Resources
o What would happen if marine turtles didn’t have a shell?
o What do marine turtles eat?
o Where do marine turtles eat?
o What eats marine turtles?
o Why are we learning about marine turtles?
When all groups have had an opportunity to answer each question, display
each sheet and read though some of the answers.
Discuss some of the answers and ask students to explain some of their
answers.
Add any questions students may have about marine turtles to the TWHL
chart.
Add new words to the word wall.
Students add their learning and reflections to their science journal.
Lesson 3 – Special relationships
Introduction – Cleaning stations
View video clips from Arkive – www.arkive.org – showing marine turtles at
‘cleaning stations’.
Ask and discuss with the students what the term ‘cleaning stations’ might
mean.
Introduce the term 'symbiotic relationship' to the students. Ask if any of
them already know what that means.
If not, provide an explanation – when two animals form an association (like
a friendship) that benefits both of them.
Identify with students what symbiotic relationship is taking place in the
video clips. How does the turtle benefit? How do the fish benefit?
Ask students if they know of any other symbiotic relationships. Record
these on a wall chart to remind students what a symbiotic relationship is.
Investigation – Exploring turtle habitats
Explain to the students they are going to find out more about marine turtles
and the habitat they live in. To save time in the students' research, each
group is going to research one or two questions and then present their
11
Lesson 3
opportunities:
- use student research to
assess students’
developing knowledge of
how animals interact and
behave in their natural
environment.
Lesson 3
Video clips of marine
turtles at ‘cleaning
stations’ from Arkive
www.arkive.org
Books, Internet access,
posters, fact sheets for
student research.
Assessment
opportunities
learners
Resources
findings to the class. This will all be recorded in a retrieval chart.
Break students up into pairs or groups of three. Have a list of questions
about marine turtles written on scrap paper and stuck onto a board or wall.
Each group can choose one or two questions (depending on how many
groups and how many questions the teacher puts up). Read the questions
out to clarify unknown words. Suggested questions (teachers could adjust
these according to the needs of the class):
o Do all species of turtle eat the same thing? Provide examples of
what each species of turtle eats.
o Where do marine turtles live? Do all species of turtle live in the
same places? Where does each species live?
o What are the main external features of a turtle? Provide a drawing
with labelled body parts.
o Are marine turtles predators or prey, or both? Explain your
answer.
o How many species of marine turtle are found in the ocean? How
does a scientist identify each different species?
o Are all marine turtles found on the Great Barrier Reef? Which ones
are and which ones are not? Where are those that are not found
on the Great Barrier Reef found?
o Find an Indigenous Australian traditional story about marine turtles.
What Indigenous group does the story belong to? What is the
main message in the story?
o Explain the day in the life of a turtle. What does it do all day? Does
it eat all day? Does it sleep? Does it hide from predators?
o How long can marine turtles stay underwater? Is it the same
length of time for all turtle species? Can some stay underwater
longer than others? How often do marine turtles need to breathe?
o What is the largest species of marine turtle? What is the smallest
species of marine turtle? Provide two facts about each species.
o Which marine turtle has green fat? Why does it have green fat?
Find out four more interesting facts about marine turtles.
o What are a turtle’s survival needs? Choose one or two species of
marine turtle and identify what they need for survival.
Groups are then to research their question/s. Provide access to the
12
Assessment
opportunities
learners
Resources
Internet, books, posters, or fact sheets for students to conduct their
research.
When students have finished their research, collate all the information and
create a retrieval chart for students to refer to throughout the unit.
Each group should share their information, answer questions from the class
and participate in any discussions that may come from the research.
If some students finish earlier than others, they could research a specific
turtle species, visit the GBRMPA website to find out more about marine
turtles, or complete some turtle artwork to add to the class display.
EXPLAIN – To demonstrate what we have learned by exploring
Lesson 4 – Life Cycles
Introduction – YouTube Clips
Discuss with students about life cycles e.g. humans and other animals. You
could show a diagram of a human life cycle and ask students to identify
what stage they are at in the life cycle. What stage are their parents,
grandparents, brothers or sisters at?
Have students identify different stages of chosen life cycles e.g. using
pictures, the Internet or books.
View YouTube clips of a marine turtle’s life cycle and ask students to take
notes. In their notes students should try to identify the stages of the life
cycle and what species of marine turtles are in the clips. They should use
their scientific knowledge from previous lessons to identify different
species.
Ask students to share their notes. Write down notes on a wall chart for
reflection in the investigation.
Investigation – Creating life cycle diagrams
From the information gathered, as a class discuss the life cycle of a marine
turtle. Try to come up with a diagram to show the life cycle. If students
need more information, have an image ready to show them (many are
available off the Internet).
13
Lesson 4
opportunities:
- use students'
participation in research
and discussion to assess
students’ developing
knowledge of life cycles
and how animals and
humans interact in different
ways.
Lesson 4
YouTube clips or video
of the marine turtle life
cycle
(http://www.youtube.com
/watch?v=-Rdnd3iZw2g
is a good one).
Assessment
opportunities
Once the class has come up with a labelled diagram, discuss each aspect
of a turtle’s life and identify the threats marine turtles face in each part of
their life. Use the following questions as a guide:
o When they first hatch and need to get down to the ocean, what
might stop them from reaching the ocean?
o If they do reach the ocean, what might stop them from growing up?
o If they do grow up, what might stop them from getting back to the
beach to breed?
o If they do lay eggs, what might stop the eggs from hatching?
At each phase in the life cycle diagram, write down the students’ thoughts
on what threats the students think the marine turtles face.
Discuss with students how they think these threats affect the turtle
population.
Ask students to draw a copy of a turtle’s life cycle in their science book or
science journal.
Add words to the word wall.
Lesson 5 – Endangered!
Introduction – Reef Beat Poster
Read Poster 1 of the Reef Beat 2009 - Climate Change and the Reef and
Poster 7 – Sea Turtles (Climate Change – a cold blooded killer and Gender
Bender).
Ask students to comment on the information or if they need certain words
or information clarified.
Ask students to reflect on the life cycle chart from the previous lesson.
Discuss with students - How does the information in the Gender Bender
paragraph relate to the life cycle? Where would the warmer section of the
nest be and the cooler section of the nest? Why would a nest with very
high temperature be at risk of failure?
Read the next section of Poster 7– Australia’s treasured marine turtles.
Ask students to comment on the information or if they need certain words
14
Lesson 5
opportunities:
- students' ability to
interpret information and
apply their knowledge to
the discussion
- use student research to
assess students’
developing knowledge of
how living things depend on
each other and the
environment to survive and
how science knowledge
can be used to assess
human impacts on the
living things
learners
Resources
Lesson 5
Reef Beat 2009 Climate
Change and the Reef
(Poster 1) and Sea
Turtles (Poster 7)
(www.gbrmpa.gov.au).
Books, fact sheets,
posters, Internet access
for research.
Assessment
opportunities
learners
Resources
or information clarified.
Read the last section of Poster 7 – Why are all turtle species on the Great
Barrier Reef threatened?
Ask students to define what endangered and extinct means. With students,
create a definition of each word and display this in the classroom.
Discuss with students if they know of any other animals that are
endangered or extinct. Do they know how the animals became extinct or
why they are endangered?
Investigation – Endangered Species
Explain to the students that they are going to investigate what is making
marine turtles endangered. Using each of the threats outlined on the Reef
Beat Poster 7, they are going to research to find out more information.
Split the class up into ten groups. Each group chooses one threat from the
list on the Reef Beat Poster 7:
o Climate change
o Coastal development and habitat loss
o Hunting and collecting
o Fishing activities
o Declining water quality
o Boat strikes
o Pollution and marine debris
o Marine dredging and construction
o Feral animals destroying nests and eating eggs
o Disease.
Have books, Internet, 2009 Reef Beat Posters and fact sheets available for
each group to do their research.
When each group has found some answers, each group shares their
answers with the class. Answers do not need to be long, just a few
sentences to explain briefly what the threat is. Some students may even
be able to draw on current knowledge to create definitions. Create a
retrieval chart with each topic as a heading and put the information under
each topic. Students may use this in their final assessment piece.
If a group finishes early, they could choose another topic to research to add
more information during sharing time.
15
Assessment
opportunities
learners
Resources
Ask students to comment on whether the threats are mainly natural or manmade? Do they think something can be done to help the marine turtles
increase their population?
Students add their learning and reflection to their science journal.
ELABORATE – To build understanding through an investigation
Lesson 6 – Caught in the net
Introduction – View images
Find images on the Internet or in books of marine turtles caught in fishing
nets and ghost nets.
Discuss with students why this is a threat to turtle populations.
Explain to students they are going to do their own experiment to see how
marine turtles get caught in nets.
Investigation – Bycatch
Define the word "bycatch" for students. Bycatch is when any species of
animal caught in fishing nets is not the targeted species. A trawler might
be trawling for prawns, but they will also catch marine turtles, sharks,
manta rays, stingrays and all sorts of other marine animals. They are all
bycatch, as the trawler only wanted to catch prawns.
Follow the procedure in Resource 1 – Procedural Text - Bycatch
Experiment.
Use the investigation planner to record results (Resource 2).
Discuss what the experiment is about and give a demonstration. Use
Resource 3 – Predict Observe Explain, to generate discussion about how
the experiment will be conducted.
Discuss the results with students and conclude how the use of fishing nets
affects turtle populations.
Ask students if they can think of a way to stop marine turtles from getting
caught in fishing nets.
Show students footage of a Turtle Exclusion Device (TED). Ask students
to explain how the device works.
16
Lesson 6
Summative assessment
opportunities:
- discussions can be used
to assess students’ ability
to use science knowledge
to draw conclusions about
how humans can affect the
living things.
- use students'
investigation planners to
assess students' science
inquiry skills.
- extension activity of
designing own TED can be
used to assess science
inquiry skills and students’
ability to apply science
knowledge to understand
the effect they can have on
the environment.
Lesson 6
Images of marine turtles
caught in fishing nets.
YouTube and Arkive
(www.arkive.org) have
clips of marine turtles
caught in nets.
Resource 1 – Procedural
Text – bycatch
experiment.
Equipment for
experiment, see
equipment list Resource 1.
Resource 2 –
Investigation Planner
Resource 3 – Predict
Observe Explain Poster
Footage of a Turtle
Exclusion Device (TED).
YouTube, other Internet
sites, photos.
Assessment
opportunities
learners
Resources
Extension Activities Option 2 – Resource 6 –
Task Sheet
Discuss with students the impact the TED will have on turtle populations.
EXTENSION ACTIVITIES:
Have students create their own TED and conduct an experiment similar to the one
in Lesson 6 with them to see if they make a difference to marine turtles becoming
bycatch (Resource 1 –Extension Activity). This could also be completed as their
final assessment piece – see Option 2 on Resource 6 – Task Sheet.
Lesson 7 – Threats
Introduction – YouTube clips
View the two YouTube clips The Animals Save the Planet – Romancing the
Bag and Supermarket Bags.
Teachers could also use images of marine turtles eating plastic bags, or
images of plastic that has been found in marine turtles’ stomachs. These
are available on various Internet sites.
Discuss with students what message the animals are trying to teach the
audience. Ask students if they understand why plastic bags in the ocean
are such a big threat to marine turtles. Teachers could also show YouTube
clips of marine turtles eating jellyfish to help make students make the
connection.
Ask students if they can recall other threats to marine turtles.
Investigation – Cause-and-Effect
Play the Turtle Danger Game – Resource 4.
When returning to the classroom, ask students to complete a Cause-andEffect chart outlining threats to marine turtles (Resource 5).
Cause-and-Effect charts can be done in many different ways (see
Resource 5 for some examples). Adjust these to the needs of the class.
If students have not done a Cause-and-Effect chart before, complete one
as a class together. Then ask students to complete one on their own.
Link these Cause-and-Effect charts to why marine turtles are an
endangered species. Ask students to consider this when they are
17
Lesson 7
opportunities:
- Cause-and-Effect charts
can be used to assess
students knowledge of how
animals interact in their
environment and how
science knowledge can be
used to draw conclusions
and predict how humans
affect the environment.
Lesson 7
YouTube clips – The
Animals Save the Planet
- Romancing the Bag
http://www.youtube.com/
watch?v=VzsQwwnqSGo
and Supermarket Bags
http://www.youtube.com/
watch?v=gBZdUA8zxJ0.
Images of marine turtles
eating plastic bags - No
Bag Thanks
www.abc.net.au/science/
features/bags.
Resource 4 – Turtle
Danger Game.
Resource 5 – Causeand-Effect Chart
Assessment
opportunities
learners
Resources
completing their chart.
When students have completed their own Cause-and-Effect chart, ask
them to identify and explain a solution to the cause they identified.
Ask students to share their charts and solutions and display these around
the classroom.
EVALUATE – To review and reflect on learning
Lesson 8 – Report or investigation preparation
Introduction – Reflection and begin task
As a class, reflect and record what has been learned in the TWLH chart.
Explain to the students that they are going to begin their final assessment
project. Present them with a task sheet (Resource 6 – Option 1 or Option
2).
Read through the task sheet together and identify all the requirements of
the task.
Discuss available resources (identify all the work done throughout the unit
that will help the students complete the task).
Set out a plan for time management and resource management.
Investigation – Start preparing reports or investigation
Allow students time to research and prepare their reports or investigations.
Students may need scaffolding for different parts of the report writing or
investigation; this will depend on the need of the class.
Lesson 8 – 10
opportunities:
- student reports or
investigations can be used
to assess students’
knowledge and
understanding of science
understandings, science as
a human endeavour and
science inquiry skills
Lesson 8
Resource 6 – Task
Sheet.
Lesson 9 and Lesson 10 – Continue report or investigation preparation.
Suggested time – How much time students are able to spend preparing their
reports and investigations will depend on the needs of the class and the length of
time available in the school term.
18
Use feedback (these are some suggestions, teachers will need to vary this according to the needs of their class)
Ways to monitor learning and
assessment
Year 4 teacher:
Initially plan the teaching, learning and assessment needs of all learners and make adjustments to the unit plan as necessary
Use diagnostic and formative assessment opportunities throughout the unit to plan for students learning and assess student
knowledge development
Mark presentations and moderate with colleagues to achieve consensus and consistency of teacher judgment
Feedback to students
Teachers:
Plan opportunities for conversations to provide ongoing feedback (spoken and written) and encouragement to students on their
strengths and areas for improvement
Reflect on and review learning opportunities to individualise learning experiences required
Provide multiple opportunities for students to experience, practise and improve knowledge, processes and skills
Students:
Identify what they can do well and what they need to improve
Provide feedback to a peer on interaction skills and suggest some strategies for improvement (written and spoken feedback)
Reflection on the unit plan
At the conclusion of the unit teachers can reflect on the unit for future planning by answering the following questions:
What worked well in this unit?
What was a stumbling block?
How would you refine it?
What trends and gaps in learning have you identified?
How will you build on these learning experiences next term and beyond?
19
Resource 1 – Procedural Text – Bycatch Experiment
Aim
To find out the effects of bycatch on turtle populations
Equipment
• Small aquarium nets, sieves, tea strainers or homemade simple nets using fine mesh or even dishcloth material.
• Small objects such as rice grains, dried kidney beans, dried peas (these will be the prawns the trawler is trying to catch).
• Larger objects such as dried lima beans, small plastic toys, pen lids (these will be the marine turtles).
• Large long container with water in it such as a tidy tray, aquarium, plastic storage container (this is the ocean). This container should be deep
enough and long enough for you to trawl your net through the water to catch your prawns or fish.
• Data table (see below).
Procedure
1. Fill in the investigation planner to plan how you are going to complete your experiment.
2. Put your prawns into the ocean.
3. Decide on how many marine turtles you are going to put into your ocean. Record this number in your data table. Put your marine turtles into
your ocean.
4. Use your net to trawl for prawns. Make one pass through the ocean with your net. You should close your eyes when you do this to make the
test fair.
5. Record how many prawns and marine turtles you caught in your net.
6. Do not return your prawns or marine turtles to the water.
7. Continue trawling for prawns, each time record how many marine turtles and prawns you catch.
8. When you have caught all the prawns, explain your results in your investigation planner.
Data Table (add extra rows or columns if you decide to record other information)
Trial Number
Current turtle population
(before you trawl)
Number of prawns caught
in the net
Number of marine turtles
caught in the net
Number of marine turtles
remaining in ocean
1
2
3
4
5
20
Resource 1 – Procedural Text – Bycatch Experiment (cont.)
Answer the following questions and discuss your answers with your class.
1. What does bycatch mean?
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
2. Explain how marine turtles and other marine animals are caught as bycatch.
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
3. How can trawling for prawns affect turtle populations?
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
4. How could trawlers change their nets to stop marine turtles from becoming bycatch? Describe or draw a design.
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
Extension Activities
a) Design a net that the trawler could use to still catch prawns but not catch marine turtles. Test your net in your ocean, record your results.
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
b) Investigate what a Turtle Exclusion Device (TED) is. Design your own TED and conduct the bycatch experiment again using your TED. Compare your results with your first bycatch experiment.
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
21
Resource 2 – Investigation Planner
Investigation Planner
Name: ........................................................................................................................
Title of our Investigation Date: ..........................................................................
Hypothesis. What do you think will happen? Explain why
To make the test fair what are you going to:
Independent Variable
Dependant Variable
Control Variable
Change?
Measure?
Keep the same?
Labelled Diagram
Equipment
Procedure
Illustrate how you will set up your investigation.
What equipment will you need?
How will you complete the investigation?
Use dot points.
22
Resource 2 – Investigation Planner (cont.)
Explaining Results
When you changed the_________________________________________________what happened?
Why did this happen?
Was your hypothesis accurate?
What challenges did you have in doing this investigation?
How could you improve this investigation?
What would you investigate next?
Fairness? Accuracy?
Teacher Comments:
23
Resource 3 – Predict Observe Explain Poster
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
24
Resource 4 – Turtle Danger Game
Turtle Danger Game – the aim of the game is to assist students in learning that marine turtles face many pressures to survive.
You will need: • A large area to run around
• Markers to identify the beach, the sea, a safety strip on the beach side and a safety strip on the sea side (see diagram below)
• A whistle.
How to play:
•
Discuss with students what dangers marine turtles face as they hatch from their eggs and try to get to the sea. Identify five different dangers e.g. wild pigs, people, birds, crabs, cars, lights rubbish etc.
•
Choose five students to be one of the dangers. The rest of the students are hatchlings.
•
The hatchlings start on the safety strip on the beach side. When the whistle blows they have to get to the safety strip on the other side of the ocean without getting caught by a danger. If tagged, the hatchling has to sit down out of the game.
•
Have a second discussion with the students to identify dangers the marine turtles face in the ocean as they are growing up. Identify five different dangers e.g. sharks, fishing nets, boat propellers, crocodiles, oil pollution.
•
Now that the marine turtles are mature they need to get back to the beach safely to lay eggs and start the cycle again. When the whistle blows the mature marine turtles need to get back to the safety strip on the beach without getting tagged by one of the dangers. If tagged, the mature turtle has to sit down out of the game.
•
Discuss how many marine turtles survived out of how many were originally hatchlings.
•
The activity could be adapted by allowing more dangers to see if this affects how many hatchlings or mature marine turtles are caught. This could lead into a discussion about turtle populations on the Great Barrier Reef.
25
Resource 5 – Cause-and-Effect Chart
CAUSE
What was the event? Who or what caused it?
EFFECT
What might happen because of the event? What could be the immediate effect?
EFFECT
What might happen next? What could be the short and/or long-term effects?
26
Resource 5 – Cause-and-Effect Chart (cont.)
CAUSE
What was the event?
Who or what caused it?
IMMEDIATE EFFECTS
What might happen because of the event?
What could be the immediate effect?
GRADUAL EFFECTS
What might happen next?
What could be the short and/or long-term effects?
27
Resource 6 – Student Task Sheet
Endangered Species – Year 4 Science Report
OPTION 1
OPTION 2
Your Task:
Your Task:
You will write a report on an endangered marine species. You can
choose which endangered species you would like to research and
write about.
You will design and test a Turtle Exclusion Device (TED). You
will write up your experiment using an investigation planner and
explain your results in a scientific report.
In your report you will need to include:
The investigation and report will include:
• An introduction to the animal, its habitat, needs for survival and
life cycle
• A Cause-and-Effect Chart of the main reasons the animal is
endangered
• Suggestions outlining what people can do to help the species
survive
• A conclusion summarising the main message of why people
need to look after the endangered animal and also look after
our environment
• You can also include graphs showing the decline of a
population or pictures of the endangered species.
•
•
•
•
Your design of a TED
Your completed investigation planner
Your explanation of results
Your conclusion about how TEDs can help stop marine
turtles from becoming bycatch
• Your ideas and explanations about what people can do to
help turtle populations increase.
28
Year 4 Endangered Species – Marine Turtles – Science Report
Name: ______________________________
Purpose of assessment: Students will choose to write a science report on an endangered species on the Great Barrier Reef or design and test a Turtle Exclusion Device (TED) for use
on the Great Barrier Reef, using the format of an investigation planner and explaining the results in a scientific report.
Knowledge and Understanding
Science Understanding
Biological Sciences
- The lifecycle of the endangered species on the
Great Barrier Reef.
- What the endangered species needs in its
environment to survive.
- What threatens the endangered species in its
environment.
The student comprehensively describes
the lifecycle of the endangered species
and the importance of different stages to
the survival of the species. They
comprehensively describe the
relationship between the species, its
environment and what it needs to survive
and use scientific information, concepts
and relationships to comprehensively
describe the current threats to the
endangered species.
The student describes the lifecycle of
the endangered species and identifies
the different stages of development that
are important to its survival. They
provide a significant description of the
relationship between the species, its
environment and what it needs to
survive and use scientific information
and concepts to describe and identify
some of the current threats to the
endangered species.
The student identifies the different stages
of the lifecycle of the endangered
species. They provide a partial
explanation of the relationship between
the species, its environment and what it
needs to survive and use some scientific
knowledge to partially explain the current
threats to the endangered species.
Skills
Science as a Human Endeavour
Science Inquiry Skills
Use and Influence of Science
- Explains how human actions affect the chosen
endangered species and how this threat may be
mitigated.
The student uses scientific knowledge to
generate reasoned explanations of how
human actions affect the endangered
species and proposes reasoned solutions
to threats, some of which are complex
and in unfamiliar situations.
Questioning and Predicting
- Identifies threats to an endangered species on
the Great Barrier Reef.
Planning and Conducting
- Plans and conducts an investigation on
endangered species and reports findings.
Processing and Analysing Data and
Information
- Uses information and data gathered to predict
impacts of threats on the chosen endangered
species and mitigation strategies.
The student provides a coherent
description of the endangered species
and the threats that currently affect it.
They make reasoned predictions about
the impact of threats on the species and
the types of mitigation actions that would
be most effective in increasing the
population of the species.
Evaluating
- Reflects upon learning to identify importance of
humans taking action to conserve endangered
species on the Great Barrier Reef.
Communicating
- Reports on the endangered species, its
environment, current threats and what actions
humans should take to increase the population of
the species.
The student identifies patterns and trends
in data and observations to propose
reasoned explanations as to why it is
important for humans to take action to
conserve endangered species on the
Great Barrier Reef. Their report is
scientifically communicated in a clear and
concise manner with ideas, methods,
observations and findings displayed in a
variety of ways.
generate explanations of how human
actions affect the endangered species
and proposes solutions to threats in
familiar situations, some of which may be
complex.
The student provides a description of the
endangered species and identification of
the threats that currently affect it. They
make plausible predictions about the
impact of threats and the type of
mitigation actions that would be most
effective in increasing the population of
the species.
The student identifies patterns and
trends in data and observations to
propose an explanation as to why it is
important for humans to take action to
conserve endangered species on the
Great Barrier Reef. Their report is
communicated effectively with ideas,
methods, observations and findings.
generate partial explanations of how
human actions affect the endangered
species and proposes partial solutions to
these threats
The student states some threats that
currently affect the endangered species.
They make a statement about the
predicted impact of a threat and a type of
mitigation action that could be partially
effective in increasing the population of
the species.
The student identifies an obvious pattern
and trend in data and observations
between human actions and conservation
of an endangered species on the Great
Barrier Reef. Ideas, methods and findings
of the report are communicated narrowly.
29
Year 4 Endangered Species – Marine Turtles – Science Report
Name: ________________________________

QSA Literacy indicators (2009)
Speaking and Listening
SL4 vi
Describe significant features related to subject matter by replacing commonly used words and everyday terms with more specialised
vocabulary to provide specific meaning.
Reading and Viewing
RV4 i.
Read and view for personal and learning purposes and select texts to match learning needs and areas of interest.
Writing and Designing
WD4 ii.
Write about familiar subject matter for known audiences using a variety of text types and use structures such as compare-and-contrast
and cause-and-effect to organise information.
Write and design texts using a range of strategies to plan, including:
WD4 iv.
•
•
•
•
•
WD4 x
generate ideas and selecting an appropriate one
gathering information from personal knowledge and learning experiences, and from sources such as graphics or multimedia
texts
completing in a reasonable time frame
organising main ideas and supporting details using storyboards or sequence charts
determining relevance of information for the purpose
Select words that define and describe concepts using familiar technical language to add detail.
Feedback:……………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………………………………………………………………..
30

Endangered Species - Marine Turtles - GBRMPA

Transcription

Similar documents

Teenage Mutant Ninja Turtles Maze

Scuba Dogs at Escambrón Marine Park

R. Lee Ermey served 11 years active duty with the US Marine Corps

MFCU Scholarship Application - Marine Federal Credit Union

ECOMARE - Oceano XXI

Mississippi Map Turtles

PDF - Monterey Boats

Mariner 25HP - Morgan Marine

INSPIRE SENIOR: Session 2

Exxon Mobil STS - Fendercare Marine Ltd