Natalie Meredith EDLA309 Janelle Young

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45 minutes
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English: Use comprehension strategies to analyse information, integrating and
linking ideas from a variety of print and digital sources (ACELY1703)
Geography: Present findings and ideas in a range of communication forms,
for example, written, oral, graphic, tabular, visual and maps; using
geographical terminology and digital technologies as appropriate
(ACHGS038)
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This lesson is a whole class activity.
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Gather students together as a whole class. State that todays lesson will have a
focus on whales.
Ask students what kinds of aspects of a whale they could look at when
grouping information. Look at who, what, when, where and how.
Show students resource 3 and tell students that they need to think about those
four aspects (habitat, food, predator/ prey and physical features). Explain what
each category entails.
Hand out a copy of resource 3 to each student.
Watch David Attenboroughs Life in the Freezer (episode 2, 9 minutes- 13:40
minutes). Pause the video when necessary to give hints to students about each
category, and allow students to write notes on their sheet.
Consult The Antarctica Book: Life in the Freezer afterwards if not enough
information are given in the video.
Have students glue in their completed sheet and hand out a copy of resource 4
to each student.
Tell students that based on the information they just recorded; they are going
to write a report using resource 4.
Ask students what are the aspects of a factual report based on the sheet (title,
introduction, information and closing statement). Model and help students to
write all four of these aspects on their sheet as a whole class. Explain that
although this information is split apart, eventually it would all be put together
as one paragraph.
Have students glue this sheet into their assigned books to refer back to in the
future.
Natalie Meredith EDLA309 Janelle Young
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Formative
Students will be gluing their resources into their assigned books to refer back
to in future lessons and assess their own progress.
Student reactions and engagement will be observed in order to make positive
adjustments to future lessons.
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Students with hearing impairments will be placed at the front of the classroom.
Students with developmental delays and English as a second language may
require additional one-on-one scaffolding by the teacher.
Students who do not contribute to class discussions may be called upon
unexpectedly.