Key+Lessons

Key Lesson 1: Introduction

The first key lesson of the unit is the introduction lesson. The entire unit opens with a stunning clip that allows students to make a visual representation of the serene Maroochy River. The clip also makes evident to all learners in the cohort the size, beauty and importance of the river. The background music used creates an amazing atmosphere and is designed to engage the learners into the unit.

Throughout the unit the use of reflection is crucial to provide deeper learning and understanding for the students. Gibbs (1988) states, that without reflecting on something it may be quickly forgotten. After viewing the clip the class discusses and reflects on what they already know and understand about river systems, their importance and how man has affected them over time.

Not only is it important to have a relevant problem for the students to solve and work towards throughout the unit but so too is the way in which the problem is framed for the students. A great deal of time is spent throughout this lesson framing and discussing the problem that needs to be solved. Students are made aware of the journey they are going to encounter, the way in which they will gather information (through the use of a variety of ICTs) and what is expected from them as a final product. Questions at this time are encouraged. Students are reassured that they will solve this problem and that the unit through the use of a variety of ICTs will be engaging, enjoyable and informative.

As an introduction and to further deepen their understandings of river systems students are to locate the provided websites in order to answer the questions on their worksheet. Throughout the unit the students are provided with the relevant websites and pictures needed. This allows them to not only work efficiently but it also promotes the safe, legal and ethical use of the internet within the classroom.
 * 1 || * Knowledge needed for the unit.


 * They will learn what a river actually is, their importance and the vocabulary used whilst talking about river systems.


 * Class will discuss the intended goals, outcomes and problem that the unit will cover. ||< * **You Tube**: Used at the beginning of the lesson to hook the learners into the unit and present them with a visual representation of the Maroochy River.
 * Teacher will ask the students open ended questions that will develop into an initial discussion on rivers. This leads the teacher into presenting the steps, ICTs and topics to be covered in the unit.
 * The problem that needs to be solved is defined and clearly outlined to the students. At this point the class is given the opportunity to ask any questions that they may have.
 * **Websites:** Students are provided with websites that they are to use to gain a deep understanding surrounding rivers. To clarify their findings students are required to complete the worksheet provided. All findings found throughout the unit will be kept in their SOSE books. This will give the students an easy reference point to find their information to complete their final task.
 * Students findings are discussed in a whole class forum. It is essential that all students have a clear understanding on rivers in order to be able to complete the final task.
 * Conclude the lesson with a recap on the initial discussion, the unit, the problem that needs to be resolved and the task. ||
 * Table 1:** This is an outline of lesson 1 copied from the unit overview page.

Key Lesson 2: Skype an Expert

In order for the students to gain some real life experience and to give them another source of information to draw upon for their final presentation an expert in the field was brought in. However this expert is located in South Australia! Through the use of Skype however the students are able to talk to the ranger as if he were present in the classroom.

The positioning of this type of lesson is vital to its success. Whilst it is a very engaging lesson if it is held too early or late in the unit students may not benefit from the knowledge they receive from the expert. In this unit of work the expert was used in the fourth lesson as it gave students the chance to settle into the unit, fully understand what it is they were trying to achieve and come up with some great questions for the expert.

For this lesson students worked in groups of four. Working in a group provides them with a chance to collaborate on the information they have received the three lessons prior and come up with an insightful question for the expert. Deakin University (2007) states, that by working in groups you gain a deeper understanding about tasks.

The use of Skype adds variety to the ICTs students have used in previous lessons. This particular ICT caters for auditory, visual and even kinesthetic learners to an extent. Whilst the learners may not be able to feel and touch the material they are certainly engaged and able to experience the material. Smart Classrooms (2010) states, that Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for twenty first century learners. It goes on to say that Digital Pedagogy used effectively supports, enhances, enables and transforms teaching and learning to provide rich, diverse and flexible learning opportunities for a digital generation. This type of face to face communication would not be possible without the use of Skype. The technology used to develop this lesson provides students with information and insights of the real world only once received by going on an out of school excursion. From the information received from the expert students collaboratively create a concept map using bubbl.us. Once again students make use of another ICT that contributes to providing rich and deep learning experiences. Working and adding ideas collaboratively means that students can begin to develop an array of ideas to be presented in their final product.


 * 4 || * Through the help and opinions of an expert the students learn the real life facts of the breakdown and pressures on a river system.


 * Students learn how local people can make a difference to the health of their local river.


 * Through class discussions and concept mapping students can now transform their own opinions into facts. These facts are vital for their final presentation. || * Before the Skype session is to take place the students are organised into their groups and their key question are read out.
 * **Skype** is used to contact a professional expert located in South Australia on the Murray River.
 * Students ask the expert a variety of questions to extract relevant information.
 * In their groups students record the information they receive during the session through the use of a concept map.
 * Once the Skype session is finished the group comes together to discuss the outcomes. Collaboratively a **Concept Map** is created recording the entire class findings. ||
 * Table 2**: This is an outline of lesson 4 copied from the unit overview page

Key Lesson 3: Presentations

This is where all the students’ hard work comes to fruition and where they can really make a difference. Through the use of PowerPoint, students effectively communicate to their local member for waterways their concerns, the facts they have sourced and solutions to the real life problems that threaten the local Maroochy River.

This lesson is significant as it gives the students a feeling of achievement and success as they have solved the problem they were challenged with in lesson one. The problem they faced was a real life one. Marzano and Pickering (1997) describe this real life problem as an unstructured problem and often have more than one solution. This lesson allows the students in their groups to communicate information that has been gathered from a variety of sources throughout the unit to come up with different solutions. Marzano and Pickering (1997) state by solving unstructured problems not only do students gather valuable life skills they should also be using knowledge meaningfully. The information presented in this lesson gave the students added satisfaction knowing that they had used their knowledge meaningfully to make a difference to their local community.


 * 10 || * It is now time for students to make a difference by conveying their message through a well prepared, insightful and detailed PowerPoint.


 * Students learn that whilst a problem may seem to big for them too make a difference individually if they work as a team and express their point of view on real life problems backed up with factual evidence they really can make a change for the better. || * Students have been given time to practice and have a run through of their presentation. Final adjustments maybe made at this time.
 * The special guest has arrived and it is now time to present the PowerPoint's and make a difference.
 * The students are assessed on their presentations. A rubric is used to do this.
 * The local minister talks to the class as a whole and congratulates them on their presentations. He thanks them for making a difference and ensures them that their point of view will be forwarded on in the next local meeting.
 * As part of the unit the minister will come back and visit the students and report on the progress of maintaining and ensuring tomorrow for the local Maroochy River. ||


 * Table 3**: This is an outline of lesson 10 copied from the unit overview page