Quick summary: Students explore what they have learned about water using a thinking tool which requires students to think in six different ways. Suggested questions have been provided to help students review their understanding of the topic.
- Students understand that there are many ways to think about a topic.
- Students recognise how to draw conclusions and think of future action in relation to a particular topic.
21st century skills:
Australian Curriculum Mapping
Year 5 English
- Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)
- Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
Year 6 English
- Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
- Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)
Syllabus outcomes: EN3-1A, EN3-8D.
General capabilities: Literacy.
Cross-curriculum priority: Sustainability OI.7, OI.9.
Relevant parts of Year 5 English achievement standards: Students contribute actively to class and group discussions, taking into account other perspectives.
Relevant parts of Year 6 English achievement standards: Students contribute actively to class and group discussions.
Time required: 20 mins
Level of teacher scaffolding: Medium – lead students in discussion.
Resources needed: None.
Keywords: water, conservation, school, social action.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.