ANIMALS DOWN UNDER
The Animals of Australia
Aaron Mithum

UNIT INTRODUCTION

When looking at my thoughts and choices of what to do my unit plan on, you must first realize the two topics I had to choose from. The first of these topics, was "Living Things." The second topic I had to choose from, was a unit on Australia. Looking at these, I felt they were two topics that were all together different, yet two topics that in a unit plan could be integrated to be very similar. After much thought, I chose to do my unit plan on Australia for a couple of reasons. First of all, I looked at "Living Things" as something that the students are in contact with each day be it in any different forms. I fully realize that "Living Things" is a topic that is essential for students to learn about in the elementary grades, however by my choosing to do a unit plan on Australia, I could touch on information that would be covered in "Living Things," yet also "take my students to Australia" the only place where living things of a different kind can be found.

The focus of my unit plan on Australia will resolve around the "strange animals" that live there; particularly the marsupials and monotremes. The reason I feel this unit to be so important, is because it allows the students to see and become aware of science and social studies elements they would otherwise be oblivious to. Many students have at least heard of Australia, but I feel it is very important for them to learn much more than what they presently know. In this unit, I will enlighten the students in the area of social studies by taking the to a place they have never explored before. They will learn about the location and climate of Austtralia, as well as the impacts people have on the animals there. In the area of science, the students will learn about habitat, what types of habitat certain animals live in, and what would happen if these animals were removed and placed into a different habitat.

INTEGRATION

Throughout the semester, I have learned a lot of valuable information on how to develop effective curriculum and instruction. Although I have learned many different ways of developing effective instruction, I will discuss the ones I feel to be of utmost importance in a unit, and also how I integrated them in unit.

Having a lesson be hands on, is one concept I learned to be very important throughout the semester. Giving a lecture, then having the students do a worksheet gets old very quickly, and I have tried to keep it to a minimum in my lesson. I have integrated hands on, and "actual hands on" into a number of my lessons. They range from creating pictures to actually taking care of a live animal. Having student to teacher interaction is also something I learned to be very essential in developing curriculum. I have several activities in my lessons that allow the students to work in groups, and also ones that involve both students and teacher. Another area I learned to be very important, and integrated into my unit plan was having a variety of learning styles. Each child should be given an ample opportunity to learn, and I have integrated this into my unit through a variety of activities such as reading, writing, singing, and drawing. Letting students explore they're own interests is also essential, and I have integrated this by allowing the students to have a variety of choices in their lessons. Having a safe environment is essential in giving students an opportunity to learn. I have integrated this concept into my unit by creating activities that are non threatening and allow the students to learn in an easy manner. Lastly, I learned it is very essential for a unit to be formative and summative. I have integrated this concept into my unit, by focusing primarily on the animals of Australia and related concepts. Using these main concepts, and others, I have tried to create a unit that will be informative and effective to the students in my third grade classroom.

CLASSROOM DESCRIPTION

There are twenty six students in this third grade classroom seated in a circular mode around the classroom. A few desks are inside the main circle. Most of the students have been raised in central Wisconsin, but there are a number of students from different ethnic backgrounds and cultures. This classroom is composed of students at a variety of learning abilities. This classroom will have a bulletin board display focusing on Australia. The unit allows for the students to do a variety of projects on their own using resources provided in the classroom. There will also be projects displayed around the classroom that were created during the unit.

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Lesson: Children's Literature - A VISIT TO AUSTRALIA
Social Studies, Language Arts

RATIONALE

An important goal for elementary children in social studies is for them to be aware of other places. Not only should they become aware of the people and geography of different places, but also the animals that live there. By becoming aware of different places, and the animals that live there there, students will get a better understanding of some place other than where they live. The major purpose of this lesson, is for students to get a better understanding of Australia, and become ore aware of what it's like there.

ILO'S/OBJECTIVES

A. Students will list what they already know about Australia and the animals there.

B. Students will develop a set of questions they would like to be answered about the geography and animals there.

C. Students will utilize research skills.

D. Each group of students will write a one to two paragraph answer to their question and create a web on chart paper to go along with it.

MATERIALS

Eight large pieces of chart paper, one for each group, and one for a KWL (Know, Want to Know, Learned) chart to post in the classroom.

PROCEDURES

Considerations: There are 26 students in this third grade classroom. Students will be randomly numbered into seven different groups. I have done groupings this way, because it allows there to be different groups each time. In preparation for the lesson, I have checked out a variety of children's books, as well as informational resource books on Australia.

1. (Anticipatory Set) In a large group with students seated at their normal classroom seats, show students the cover of the book, "A Visit to Australia" by Mary Packard. (Have the Australia part on the book cover hidden so students must try and determine where the visit is to.) Ask the students what place they think this book is talking about. After a few guesses, remove the cover from the word "Australia" on the book. Ask the if they know anyone from Australia.

2. On the large KWL chart, write down what students know about Australia. (i.e. geography, animals)

3. In a second column on the KWL chart of Australia, ask students to list questions they would like to know about Australia and the animals in it.
   (Steps 1-3 = 15 minutes)

4. Read the book "A Visit to Australia." Have the students pay careful attention to the animals talked about in the book, and any other questions they might have about the pictures and facts in the book.

5. After reading the book, have the students list in the third column of the KWL (learned) what they learned about Australia, and some of the animals in Australia from the book.

6. Ask if reading the book brought up any new questions they might have about Australia. Write the responses on the chart.
   (Steps 4-6 = 15 minutes)

7. Tell the students that working in their respected groups, they should choose one question they want to investigate, and use the resources provided in class to find the answer.

8. Explain to the students that in their groups, they are going to write a one or two paragraph answer to their question.

9. Be sure to tell the students to keep in mind the rules for working in groups. (i.e. cooperatively, focused on the subject, silently)

10. Tell the students they will have 30 minutes today and 30 inutes tomorrow to work on their topics. The second half of the class tomorrow will be used for presentations.

11. Walk around the classroom and assist any students who might need help working on their question.
    (Steps 7-11 = 35 minutes)

12. (Closure) Give the students five minutes to clean up their resources and put the back in their respected places. Have each group share one thing they learned about Australia. Tell the students that they are beginning to start a unit on Australia and it's animals, but first learn where it is, and what it's like there.

ASSESMENT

Students will be assessed on how much they know based on their responses on the KWL chart. The students will also be assessed while they are working in their groups. (i.e. what they are learning, questions, problems) Tomorrow, I will collect their responses and look for any key thoughts or misconceptions.

EXTENSIONS

1. Have the students draw a picture showing things that are similar and different between where they live, and Australia.

2. Have students research another topic of interest to the on Australia.

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Lesson:  Location and Climate of the Land Down Under
SOCIAL STUDIES

GRADE: 3

RATIONALE

An important goal for elementary children in social studies, is to become aware of the geography of other locations. It is also essential for them in understanding related concepts that lie within a location. The major purpose of this lesson, is for students to learn the location and climate of Australia in order to know the living conditions, as well as the location of the animals they will be studying in further lessons.

ILO'S/OBJECTIVES

1. Students will be able to explain why Australia is called the "Land Down Under."

2. Students will be able to explain what the "Outback" refers to, where it is, and what it's like there.

3. Students will be able to explain what the climate and seasons are like in Australia.

4. Students will be able to construct a map of Australia showing the six states and two territories, as well as the outback region. Students will also write a paragraph or two discussing the climate and vegetation in this country.

MATERIALS

Eight sheets of large white construction paper, markers, sheet map of Australia, resources on the land and climate of Australia

PROCEDURES

Considerations: There are twenty six students in this third grade classroom. Students will count off in groups like they would with numbers, but they will use the six states and two territories in the country of Australia. (This allows the to learn the areas of Australia in a simple process such as "counting off.") In preparation for this lesson, I have obtained various resources on the land composition and climate of Australia.

1. (Anticipatory Set) In a large group with students seated at their desks, ask them what is in the center of the earth. (The students should know the equator.) Ask the students if they know of anyplace that is below the center of the earth.

2. On a large world map, show the students that the continent/country of Australia is located below the equator, thus giving it the name "The Land Down Under."

3. Explain that Australia is a continent (surrounded by water) and is also a country. Be sure to note it is the only place in the world that can lay claim to being both!

4. Ask the students what they think the climate and vegetation in Australia is like. List the responses on the board.
   (Steps 1-4 = 10 minutes)

5. Explain that Australia is a very unique and extrordinary place. Since it is in both in the tropical and temperate regions, it experiences a variety of climmates. The large middle section of the continent (known as the Outback) is extremely hot, dry and desert like. Northern Australia is just the opposite, and is a very wet tropical rainforest area. The outside edge of the Outback is semi-desert. The southeast is cool and dry. The summers, (opposite ours) are very very hot. The winters often see frost though! Combine all of this, and you have a very unique place that provides a home for animals you will soon find out about.

6. Ask the students how many states they think Australia has. Give a Koala sticker to the person that comes the closest!

7. Explain that even though Australia is as big as the U.S., it is only divided into six states and two territories. Show the class a map on the overhead.
   (Steps 5-7 = 20 minutes)

8. Take the map off the overhead, and have the students count off into eight groups using the states and territories they just learned.

9. Explain to the students that in their groups they are going to construct a map of Australia showing the following items. (Outback, states and territories, climate and vegetation in the different areas) Resources will be provided if students need to use them.

10. Walk around the room and assist any students needing help.

11. Have each group show their map, then have the students hang them up around the room.
    (Steps 8-11 = 30 minutes)

12. (Closure) Have each student say one thing that was surprising to them about Australia. Tell the students since they now know where and what it's like in Australia they can begin to look at the animals that live there. Ask what types of areas they think these animals live in.

ASSESMENT

1. Students will be able to explain what the Outback is like, and where it is.

2. Students will explain why Australia is called "The Land Down Under"

3. Students will explain what the weather and seasons are like in Australia.  Students will also be assessed on the maps they create, as well as in a culminating assessent at the end of the unit.

EXTENSIONS

1. Have students write a paragraph or two explaining their map of Australia.

2. Have students write why they think soe of the animals we will soon be studying are only found in Australia.

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Lesson:  ANIMAL NEEDS: HABITRACKS
Social Studies, Language Arts

RATIONALE

People and other animals share some basic needs. Every animal needs a place in which to live. The environment in which an animal lives is called a habitat. An animal's habitat includes food, water, shelter and adequate space in an arrangement appropriate to the animals needs. The major purpose of this lesson, is for students to understand that all animals share some of the same basic needs. This will help them in understanding the animals of Australia.

ILO'S/OBJECTIVES

1. Students will be able to identify the basic components of habitat as food, water, shelter and space in a suitable arrangement.

2. Students will be able to generalize that these components of habitats are needed by all animals including people and wildlife.

MATERIALS

habitat maps, task cards, habitat components - glue or tape, scissors, pencils, chalkboard, and small paper bags

PROCEDURES

(Considerations) There are twenty six students in this third grade classroom. They will be numbered off in groups of three. Advance preparation for the lesson will need to be made in the classroom.

ADVANCE PREPARATION BY TEACHER

1. Draw a simple map of the school grounds, including sidewalk, building and playgrounds. Make enough copies of the map, saving the original to use another time, so that you have a map for every group of three students.

2. Choose different animals for which you can draw "tracks." For example: koala, kangaroo, wombat, possum, and tasmanian devil.

3. On each map, mark the travels for the animal you have chosen for that map. Try to map the travel as realistically as possible. Write the name of the animal with the word "HABITAT," at the top of each map. For example: "KOALA HABITAT: WHAT KOALAS NEED TO SURVIVE."

4. Make one task card for each animal whose tracks you have mapped. Each task card should look the same, but be a different color. Each card needs to have a shape drawn to represent "food," "water," "shelter," and "space." (See Example)

5. Make a set of food, water, shelter, and space pieces which will fit over the shapes on each task card. Again, these "habitat component" pieces need to be the same color as the task card they go with. For example, if you choose brown for the kangaroo task card, the habitat pieces should also be brown. Just before the activity begins, go outside on the schoolgrounds and place the habitat component pieces along the trail for the the appropriate animals. (Be certain to tell other teachers and students about the trail, and ask their cooperation in not disturbing it.) For example, food in the "POSSU HABITAT" might be found at a bush, water in a puddle near the drinking fountain, and space on the playground. Several habitat pieces for different animals will need to be in the same general area - for safety and convenience as you watch the children. The color coding works well to minimize confusion - since each group of children with a map and a task card is only looking for the the color that matches the task cards.

PROCEDURES WITH STUDENTS

1. (Anticipatory Set) Ask the students if they think animals in Austarlia have the same needs as animals here. Tell them that they need to use what they learned yesterday about Australia, and today pretend that our playground is in Australia.

2. Divide the class into groups of three.
   
3. Give each team a "habitat map" that indicates the name of the animal they are tracking. Tell the students that they have ten minutes to track the animal they have been given, looking for the things their animal needs to survive. Give each team the task card for their animal. Also give each team a paper sack to put their habitat pieces in as they find them.
   
4. Tell the students that to track the animals, they have to be quiet. Being very quiet, all the teams are to go outside and using their maps, track their animals. To share responsibilities, one student could hold the map, another the task card, and another the sack for the habitat pieces. Tell the students that they are going to find things that represent what their animals need to survive. When they find something that is the color of the task card they are holding, they should put it in their sack. They should find pieces that match what they see on their task cards.
   (Steps 1-4 = 15 minutes)
   
5. Once back in class, give the students tape or glue so that they can affix their habitat pieces to their task cards.
   
6. Once the habitat task cards are completed, invite the student groups to report on what they found and where they found it. Ask the students if everyone found "food," When they say "Yes," write food on the chalkboard. Do the same with "water," "shelter," and "space." Ask one of the students in each group to draw a line connecting the four habitat pieces. (See Example 2)
   
7. Tell the students that food, water, space, and shelter have to go together in a suitable arrangement in order for an animal to live. For example, animals need the right amount of space to survive. A kangaroo needs more space than a small possum. Animals must have the right amount and the right kind of food. Food, water, and shelter must be available when needed, etc. (The line connecting food, water, space and shelter represents the idea of a suitable arrangement for the animal in it's habitat.)
   (Steps 5&6 = 20 minutes)
   
8. (Closure) Give the students a few minutes to put everything away. Tell them now since they know exactly what an animal needs to survive, tomorrow they will see and be introduced to the animals of Australia.

2. Have students pick an animal in Australia, and write about what type of habitat they think it might live in.

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Lesson: AUSTRALIA'S IMPROBABLE ANIMALS
Social Studies, Life Science

2. Have students look up resource materials in the library for tomorrow.

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Lesson: MARSUPIALS, MONOTREMES AND OTHER NEAT ANIMALS
Science, Social Studies, Language Arts, Music, Art

2. A guest speaker could come in and talk about their experience seeing the animals in Australia while they were there.

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Lesson: LET'S MAKE AN ADAPTATION
Science, Social Studies, Art

2. Have students try and find out what America's most adaptable animal is.

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Lesson: KOALAS IN POINT?
Science, Language Arts, Social Studies

2. Have students write what they think about placing an animal in captivity.

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Lesson: SHRINKING HABITAT
Science, Social Studies

1. (Anticipatory Set) Discuss the question students were told to think about at home last night. (How losing their playground made them feel.) Where did the animals that lived there go.)

2. Review with the students the elements necessary for a habitat (food, water, shelter, and space arranged suitably for the particular animal.) After some discussion to make sure that the elements of habitat are clearly in mind, tell the students that in this activity, they will be simulating wildlife in it's habitat.

3. Divide the students into four groups: herbivores, carnivores, vegetation (trees, shrubs, grasses, etc.) and people who will be land developers. If the students are not familiar with these terms, give them a working definition of each. Plan for three times as many herbivores as carnivores with a small number of developers in proportion to the other two groups. The numbers (amount) of vegetation may vary. For example, two developers, three carnivores, nine herbivores and six trees or bushes. (vegetation)

4. Establish a large area in the classroom with tables, chairs and desks moved to the sides of the room. The "land developers" are to stay on the sidelines at this time, simply observing the undeveloped land and it's wildlife inhabitants - or meeting on their own, nearby, to make plans for development. In fact, they can make their entrance rather suddenly once the wildlife habitat has been established - simulating the arrival of heavy construction equipment.
   (Steps 1-4 = 20 minutes)

5. Provide each "herbivore" with:
   * two desks or chairs to use as "shelter"
   * three pieces of green construction paper to represent food
   * one piece of blue construction paper to represent water, and some of the vegetation portrayed by students

6. Provide each "carnivore" with:
   * one desk or chair to use as a "lair"
   * space equivalent to that used by three herbivores
   * three herbivores as a potential food source
   * one piece of blue construction paper to represent water, and
   * some of the vegetation portrayed by students

7. Ask the "herbivores" to arrange the food, water and shelter - including the students who are "vegetation" - in a space to represent their habitat. Once the herbivores have arranged their habitat, ask the "carnivores" to move into the area to establish their lairs and water sources, keeping an eye on the herbivores as possible food sources. For added interest, have the students identify what particular kind of animal they are and role-play it's characteristics. (This phase takes about ten minutes, with the developers planning while the herbivores and carnivores arrange their habitat.)

8. Once all the animals are established in their habitats, it's time for the developers to enter the picture. These developers have been given the opportunity to create a housing and shopping area. (They may use three to seven minutes to construct their development explaining their actions as they take them.) They are restricted in how much space they can use. They may use the space equivalent to that of three herbivores. The developers may use the sheets and blankets to build their development. They may remove trees (represented by students) without physically hurting the students, shelter (represented by desks), food and water.

9. Once they have constructed their development, engage all of the students in a discussion of what happened. What action took place? With what consequences? Would or did any animals die? From what causes? Could the developers have done anything different to change the consequences? Could they have developed several small scattered areas instead of large area, or vice versa, with what effects? Would it have reduced negative consequences for wildlife if they had put the development in a different area of the habitat? Were there any positive consequences? If so, what were they? How were they achieved? Ask the students to consider and discuss what seemed realistic about the activity and what did not. For example, sometimes development enhances the area for wildlife. Often, it's not the same kinds of wildlife that were in the area before. Planners and developers can sometimes add to the vegetation in an area, creating additional shelter and food for some kinds of wildlife, and make water sources available under some conditions, if there is insufficient water in the area.

10. Read the article "Koalas are Disappearing" to the class. Have the students do the questions at the end of the article.

11. Discuss the article, and ask the students to summarize some of the possible impacts on wildlife from human activities like development of land areas. Are there places in your community where wildlife habitat has been lost by human development? Are there places where wildlife habitat has been enhanced by human activity? What choices if any are there to development of previously undeveloped areas? What trade-offs are involved; for example in developing vacant areas within communities rather than undeveloped areas outside of communities?

12. If development does take place, what kinds of actions can people take to minimize the negative consequences for wildlife, vegetation and other elements of the environment? What about possible social and economic costs. Discuss loss of habitat as something that is affecting wildlife all over the planet. Ask the students to summarize the importance of suitable habitat for wildlife. Discuss student concerns and recommendations.
    (Steps 5-10 = 40 minutes)

13. (Closure) Give the students a few minutes to put everything in the classroom back in it's proper place. Have students share one thing they learned today. Tell the students for tomorrow to bring items such as realistic stuffed animals, toy cameras, research notebooks, outdoor dress and magazine pictures.

2. Ask the students to complete the following sentence, and discuss their response: "If I were going to build a house for my family in a previously undeveloped area, I would..."

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Lesson: WILDWORK
Career Education, Language Arts, Social Studies, Science

2. Have students research a leader in working with and helping wildlife.

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2. Have students draw a picture using any of the related concepts they want to.

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Looks at tourist highlight areas when visiting Australia. An excellent resource for teaching on tourist locations in Australia.

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Unit Plan Index

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