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Learning Experience 3 Learning about Fraser Island

Time: 60 minutes
Classroom organisation:
- Floor to desk transition
- Fact sheet resource printed and ready to hand out
- Booklets handy

Curriculum links: Geographical Inquiry and Skills
Collecting, recording, evaluating and representing
Collect and record relevant geographical data and information, using ethical protocols,
from primary and secondary sources, for example, people, maps, plans, photographs,
satellite images, statistical sources and reports (ACHGS041)

Lesson objectives: Viewing and Reading VR6
Use text-processing strategies when viewing and reading, including:
connecting to prior knowledge about the author and specific learning area content
questioning, crosschecking and reviewing texts to identify point of view
using literal and inferred information to draw conclusions about significant concepts,
arguments or descriptions


1) Students will be directed to the floor by the teacher. The Teacher will ask revision questions
on last weeks lesson such as,
What did we learn last week?
Did we gain new information?
Did the text type of a fact sheet help us learn more?

2) The Teacher will now refer to the schedule explain that today we will be looking at the
Fraser Island , and will begin reading page 43,44, and 45 of the focus text. Students will be
asked multiple questions throughout the reading. Students will now be directed back to their
seats.

What type of forest is Fraser Island?
What types of animals live on Fraser Island?
Why is the habitat important to Fraser Island?
What facts did we learn that we could add to our concept map under the title The Fraser
Island?

3) Ask a student to type in the concept map as the class is discussing the facts we have just
learnt. (The multimedia will already be set up for a student to use, prior to the lesson). While
these facts are being typed up, students are instructed to fill out their booklets on the
Fraser Island Concept map page, while the discussion is occurring.

4) Students will now each be given a printed version of the Australian Government fact sheet:
http://www.environment.gov.au/system/files/pages/8e4e8b55-b515-43db-853e-
aa06709b0f6a/files/fraser-island.pdf
and are to highlight information they feel is relevant, when thinking about the region as
world heritage listed. Inform students that they are to cut and paste into the booklet section
Australian Government Fraser Island Fact sheet. Explain to students to keep in mind that
if they chose to use this region as their letter choice, that it is important to include as many
facts as possible. They may also chose to cut out the images, titles, facts figures etc.

5) Students will now be split in half. The two groups are to be facts about Fraser Island. In the
group students are to discuss important facts they find and individually copy them into their
booklets, titled More fun facts on Fraser
Island.

6) The teacher will thank students for their lovely efforts today and will remind them that next
week we will be looking at the Tasmanian wilderness



Assessment: Formative Discussion questions, note taking and booklet
Adjustments:
Student with ADHD The transition from floor to desk, is incorporated
the student understand that there is a time for
listening and time for partaking in work.
Child with English as 2
nd
language
Five students with developmental delay in literacy
and mathematics

2 indigenous students 1 with a hearing
impairment
The information fact sheet is a resource
incorporated for these students as it is a hands
on activity and will gauage more interest as
oppose to simply writing it in.
Gifted student
The second activity will allow the learner to
extend her knowledge as she is not limited as
to what she writes
Student with English as 2
nd
language - Refugee