Lesson Sequence each lesson is estimated to run for 60 minutes

Learning Objectives Classroom Organisation Learning Experiences Assessment Adjustments

Lesson 1 VR 5(vii) Whole class
Pairs
Introduction to topic
Discuss the cover of
the focus text. As a
class, create a KWL
chart.
Walk through of the
text, discuss the type
of text and look at
contents
- In pairs, students find
three/four words
(allocate words to
each pair) in the
dictionary and write
definitions
- Each pair shares their
findings with the group

N/A

Students with low
literacy levels have
tools such as the A-Z
chart on their desks
- High achievers can
receive more
words/create a poster
using their words
- For those who
struggle to use a
dictionary, discuss how
to use the dictionary
and find one word
together as a class
before allowing
students to work in
their pairs
Lesson 2 VR 5(i), WC 5(xii) Whole Class
Small groups
As a whole class, look
at page 56 of the focus
text and create a
concept map on
environments and
pollution what are
N/A For high achievers, set
them a challenge
where they are to
create a wider search
and search the
internet to add further
the forms of pollution,
what animals do they
effect etc.
In small groups,
students are to look at
the remainder of the
chapter and create and
add to their own
concept map on IPads
(SimpleMind+ App).
Each group is to share
their findings at the
end, discuss
similarities and
differences
information to their
concept map
Lesson 3 VR 5(i) Whole Class
Individual
Pairs
Students complete the
punctuation
worksheet and then
are able to move onto
the Scavenger hunt.
Individually, or as a
pair, students are to
complete the
scavenger hunt using
the focus text. Discuss
beforehand, how
might they find the
information? What
N/A Extra support for
those students
struggling with the
punctuation
worksheet, sit them
down as a group and
work through it
question by question.
For high achievers, see
if they can create their
own scavenger hunt
questions for the
teacher to answer.
might be the best
place to start looking
for the information?
Lesson 4 VR 5(i), VR 5 (iii), WC
5(viii)
Whole Class
Individual
Punctuation Bingo
Class investigation of
the Goliath frog. Each
student will be
completing the
worksheet that they
will be using for their
summative
assignment.
N/A Extra support
students can use the
grammar checklist on
their desk
High achievers
research on
IPad/computer for
further information on
the Goliath Frog
Lesson 5 VR 5(i), VR 5 (iii) Whole Class
Individual (optional)
Investigation of animal
class choice
For those who feel
confident in doing
their own, allow them
time to research the
same animal and see if
they find similar or
different information
N/A Extra support
Researching the
information as a class
and completing the
worksheet as a group
High achievers
research on
IPad/computer for
further information
Lesson 6 LS 5(iii), VR 5(i), VR 5(iii),
VR 5(vi)
Small groups
Whole Class
Endangered Species
worksheet activity in
small groups complete
the endangered
species activity
Staying in small
groups, students to
N/A Extra Support Groups
will be allocated by
grouping students of
different abilities
together
create their own bingo
table using the cards.
Class game of
endangered species
bingo
Lesson 7 VR 5(iii), VR 5(iv), WC
5(i), WC 5(ii), WC 5(v),
WC 5 (viii)
Whole class
Individual
Writing task -
As a class, read the
information about
polar bears and
identify the choices of
written responses.
Discuss the different
styles of text
responses. Choose and
complete one as a
class.
Individually, students
choose one writing
task to complete.
Formative assessment
Individual writing
task

Lesson 8 LS 5(i), LS 5(ii), WC 5(ii) Whole Class
Pairs
WALT and WILF
Arkive video and
question sheet
Students will be given
a worksheet that they
must complete
during/after watching
the Arkive video. Stop
at different intervals to
N/A
discuss what they have
seen so far and if they
have managed to
answer any of their
questions. Make sure
that the questions are
discussed and
answered as a class.
Students are to then
work in pairs to create
a poster designed to
save the Albatross.
Lesson 9 VR 5(i), VR 5 (iii) Whole Class
Individual
WWF Website and
research sheet as a
class As a class
explore the WWF
website. Students will
be using this website
or the WWF app for
their summative
assessment. Choose an
animal and complete
the research sheet as a
class. This animal will
not be able to be used
for presentations.
N/A Extra Support
Making sure that they
are staying on task and
understand the
worksheet.
Completing the
worksheet with the
rest of the group
High achievers
complete the
worksheet and then
move onto folder
Lesson 10 VR 5(i), VR 5 (iii) Whole Class
Individual
On the IPads, explore
the WWF app. What
N/A Extra Support allow
students to work in
are the similarities and
differences to the
website? Students to
explore each animal
and complete small
worksheet to help
them decide on the
animal of their choice
for their summative
assessment.
pairs if they are
struggling to navigate
around the
app/website.
Lesson 11 VR 5(i), VR 5(ii), VR 5(iii),
VR 5(iv)
Individual Students given an
entire lesson to
research their animal,
completing the
information sheet. If
students have
completed all the
information on the
worksheet, suggest
that they look at other
websites for more
information on their
animal
N/A Extra Support Allow
those that need extra
support to work in
pairs. Make sure that
they are staying on
task and offer support
and feedback when
needed
Lesson 12 VR 5(i), VR 5(ii), VR 5(iii),
VR 5(iv), WC 5(i), WC
5(iii)
Individual Students to finish their
research and begin to
form their
presentation on the
IPad, using an app of
N/A
their choice (book
creator, explain
everything). Discuss
the format of the
presentation. What
are you looking for in
the presentation? Etc.
Lesson 13 WC 5(i), WC 5(ii), WC
5(iii), WC 5(vi)
WC 5(ix) WC 5(xii)
Individual Students given one
final lesson to form
their presentation.
Have students
complete a checklist of
things that they need
to have included for
their presentation.
N/A Extra support
checklist
High achievers allow
them to add to their
checklist
Lesson 14 LS 5(i), LS 5(ii), LS 5(iii),
LS 5(v)
Whole Class
Small groups
Individual
New word scrabble
In small groups/pairs,
students are to create
as many words as they
can using the new
words that they have
learnt throughout the
unit.
Summative
Presentations
Summative
Presentations Half
the class to present
their assessment

Lesson 15 LS 5(i), LS 5(ii), LS 5(iii),
LS 5(v)
Whole Class
Individual
Summative
Presentations
Post-it-note wall,
Summative
Assessment
remainder of the class

students to write one
thing that they learnt
from the unit and add
it to the KWL chart.
Discuss the KWL chart
to present their
assessment