Lesson plan- Session 2:

Name and Surname: Micaela Wilson S00118170

Section 1
Science overarching idea: (group topic
assigned)

Year Level:

Session 1, 2 or 3?

Teaching approach:

4/5

Socio-Scientific Issues
Based Education

Systems - Ecosystems
500 words
Learning outcomes:
Students will gain an understanding of what deforestation is and why
it happens, while also exploring the different perspectives that
people have on deforestation. Students will weigh up the advantages
and disadvantages of deforestation while considering the
perspectives of multiple parties. Students will then have the
opportunity to express their personal opinion about deforestation.
During this time, students will listen to and respect the alternative
opinions of peers.
Rationale:
This lesson is being taught to a group of Grade 4/5 students at St
Josephs Primary School in Collingwood, Melbourne. The school is
very multicultural, with children and families coming from 16
different language groups (St Josephs Primary School, Collingwood,
2016).
This lesson reflects the Systems key idea in the Science Australian
Curriculum (Australian Curriculum, Assessment and Reporting
Authority, 2016). More specifically, we have decided to zoom in and
learn about ecosystems through the Socio-Scientific Issue (SSI) of
Deforestation.
This 4/5 class at St Josephs is located in the very urbanized
metropolitan area of Collingwood that has undergone significant land

500 words
How does this lesson plan connect and is
consistent with the unit of work?
This lesson (Session 2) flows on logically from Session 1,
in that it builds on the basic knowledge children gain
regarding types of ecosystems (ie. Rainforest) and what
can impact on them (human and natural factors). The
aim of Session 2 is to equip students with alternative
points of view about deforestation (through reading a
story and role-play), and then scaffold them to make
their own informed opinions on the issue. This leads well
into Session 3, which requires students to take action
based on their personal views.
Another common element throughout Session 1 and 2 is
the idea of visualization. Session 1 requires students to
make a picture in their head about what a place might
look like in the future. A similar visualizing theme
develops in the story Where the Forest Meets the Sea
(by Jeannie Baker) read in Session 2: as the young boy
wonders through the forest, he imagines what it might
have been like in the past (dinosaurs and an Indigenous
child appear faintly in the illustrations).
This lesson (Session 2) is consistent with the unit of work
in regards to the pedagogical approach of SocioScientific Issues Based education. All three sessions
follow the SSI framework advocated by researchers such
as Lindahl et al (2011), Sadler (2011), Zobi (2014) and

clearing over the decades to provide for population growth. To make

the issue of deforestation relevant to the group, it is important to
draw the students attention to the fact that their local school
community is part of/contributes to the wider issue of deforestation
through the lack of green spaces and clearing of natural/native flora.
Whats more, students should become aware of how they indirectly
contribute to deforestation through the everyday choices they and
their families make in relation to the products they consume, use and
buy that are made as a result of clearing trees.
For instance, sourcing local food products and growing organic
products at home rather than purchasing international massproduced food. This 4/5 cohort should be educated about the nearby
CERES Community Park and Collingwoods Childrens Farm that
promote and give access to these kinds of foods/products.
However, it is important to acknowledge that these children come
from a low socio-economic area, and hence for a lot of their families,
buying organic, good quality, locally grown food is not feasible/a high
priority. For many of these families, convenience and affordability
may override.
Moreover, some families may have trouble reading and
understanding food labels/advertising in English as it is their second
language. Therefore it is important to teach the children how to
interpret ingredient lists so they can help their parents during the
grocery shopping, and look out for products containing palm oil for
example, which is mass-produced overseas in huge plantations
created as a result of extensive land cleaning/deforestation (Say No
To Palm Oil, 2016).

Presley et al (2013).
How does the sequence of activities in this lesson
plan reflect a learning process rather than a series
of tasks?
The first activity (reading of Where the Forest Meets the
Sea) is fundamental to tune children in and get them to
think deforestation through a perspective other than
their own in the book the protagonist is a young
Indigenous boy. This process flows on so that next,
children explore other views about the issue through
role-play, including a CEO of a paper company, native
animal, Australian child or Indigenous person. After
hearing all the various views on the issue, students then
get the opportunity to make up their own mind about
deforestation in the conclusion/reflection at the end of
the lesson.
Ultimately, the three activities within this lesson (Session
2) connect and fit together. They require the student to
go through a process and not just complete it in
isolation.
How are the activities appropriate for the age
group and diversity of learners?

The picture book story is suitable for Grade 4/5s

because it requires children to think abstractly about
what life might be like in the future in regards to
The picture book Where the Forest meets the Sea (Baker, 1988) that sustainability/conservation. More specifically, what can
happen to beautiful rainforests due to human impacts.
is read to this 4/5 cohort takes into consideration the potential for
The protagonist in the story also considers what life
poor literacy skills (reading and comprehension) through the
might have been like in the forest in the past; the faint
extensive, engaging illustrations that tell the story. As teachers we
illustrations portray a young indigenous boy hiding in the
will of course read the written text in the book, but those students
with English as a Second Language (who may struggle to understand forest. In order for students to fully comprehend the

the spoken words) can still interpret the visual information and gain a
sense of the storyline.
The picture book also offers a springboard of discussion points and
connections that students from different cultures/backgrounds can
resonate with. For example, the forest/coastal setting in the
illustrations may remind some children of home (native country), or
for some it may be extremely foreign (i.e. if originally from a dry,
desert nation). The activities that the protagonist engages in in the
story (fishing, boating, exploring) are common global interests that
can be shared. Teachers may also like to draw attention to particular
words (such as forest, river, cockatoo) and translate them into
languages favoured among the 4/5 class.
The pedagogy and activities within this lesson plan reflects the SocioScientific Issues (SSI) Based Education teaching approach in many
ways, including:
It is focused around deforestation, an open-ended
problem/social issue that is relevant and meaningful to the
students (Sadler, 2011; Presley et al., 2013).
Through discussing the book and role-play, it invites discourse,
reasoning, justifying and argumentation which then broadens
students views/perspectives and develops empathy (Lindahl et
al., 2011; Presley et al., 2013).
It encourages independence and choice (inquiry) through the
choosing of role-play character and freedom to represent that
character how they wish (Lindahl et al., 2011).
It calls students to think ethically and critically when in their
role-play character (Zobi, 2014).
It gives students the opportunity to search for and scrutinise
information when researching the impacts of the issue on their
role-play character. (Lindahl et al., 2011).
It requires children to make informed decisions about the issue
(deforestation), and then articulate their point of view (Zobi
(2014).

meaning of this particular illustration, it is necessary for

them to have some foundation knowledge of Aboriginal
Australian history.

References:
St Josephs Primary School, Collingwood (2016). About Us. Retrieved
from http://www.sjcollingwood.catholic.edu.au/about-us/
Australian Curriculum, Assessment and Reporting Authority (ACARA)
(2016). Australian F-10 Curriculum. Science: Key Ideas.
Retrieved from
http://www.australiancurriculum.edu.au/science/key-ideas
Say No To Palm Oil (2016). Whats the issue? Retrieved from
http://www.saynotopalmoil.com/Whats_the_issue.php
Baker, J. (1988). Where the Forest Meets the Sea. Walker Books:
United Kingdom.
Lindahl, B., Rosberg, M., Ekborg, M., Ideland, M., Malmberg, C., Rehn,
A., Ottander, C., Silfver, E. & Winberg, M. (2011). Socioscientific issues A way to improve students interest and
learning?. US-China Education Review, 342-347. Retrieved from
http://www.divaportal.org/smash/get/diva2:565322/FULLTEXT01.pdfMalin
Presley, M., Sickel, A., Muslu, N., Merle-Johnson, D., Witzig, S., Izci, K.
& Sadler, T. (2013). A framework for socio-scientific issues
based education. Science Educator, 22(1), 26-32. Retrieved
from http://search.proquest.com/docview/1438027822?
accountid=8194
Sadler, T. D. (2011). Situating socio-scientific issues in classrooms as
a means of achieving goals of science education.
Contemporary Trends and Issues in Science Education, 9, 1-9.
Retrieved from
http://link.springer.com.ezproxy1.acu.edu.au/chapter/10.1007/9
78-94-007-1159-4_1/fulltext.html

Walker, A. K. & Zeidler, L. D. (2007). Promoting discourse about

socioscientific issues through scaffolded inquiry. International
Journal of Science Education. 29(11). pp. 1387-1410. Retrieved
from http://www-tandfonlinecom.ezproxy1.acu.edu.au/doi/pdf/10.1080/0950069060106809
5
Zo'bi, A. S. (2014). The effect of using socio-scientific issues
approach in teaching environmental issues on improving the
students' ability of making appropriate decisions towards these
issues. International Education Studies, 7(8), 113-123.
Retrieved from
http://search.proquest.com.ezproxy2.acu.edu.au/docview/1553
322240?accountid=8194

Lesson plan- Session 2:

Name and Surname: Micaela Wilson S00118170
Section 2
Specific and detailed activities (600 words)
INTRODUCTION

1. Students will recap the previous lesson (Session 1) about:

Types of ecosystems (rainforest, desert, beach etc)
Impacts on ecosystems (human VS natural).
2. Teacher states the type of ecosystem that the class will focus on in this lesson: rainforest.
3. Teacher asks:

Has anyone been to a rainforest?

Or maybe lived near a rainforest?
What might you see in a rainforest?
What might you hear in a rainforest?
What might you smell, touch or taste in a rainforest?

4. Teacher introduces the picture book Where the Forest meets the Sea by Jeannie Baker.
BEFORE READING:
Look at front cover: discuss illustrations and the title. Perhaps translate the title into another language for ESL
students.
Make predictions: what do you think this story will be about?
DURING READING:
Point out any abstract/difficult language/terminology and explain/translate: e.g. ancient, squawking, vines, creepers.
AFTER READING:
Discuss the inferences and implications of the final question in the text: But will the forest be there when we come
back?
Highlight the illustrators technique of hinting at forest changes due to civilization and urbanization.
Make personal connections to the story: do you like going fishing, boating, hunting in mangroves, exploring
creeks/rivers?
Draw out multicultural themes: the events/movements of the characters in the story could be applied to many
countries over many decades. (i.e. they are traditional).
MAIN

1. Linking back to the story, discuss how deforestation impacts on different people/groups. For example,
The Australian child (protagonist in the story)
An Indigenous person (the child hiding and playing in the forest that the protagonist imagined)
A native forest animal
A CEO of a paper company
2. Explain the activity: Role Play
Children choose one character they would like to take on: an Australian child, Indigenous person, native animal or
CEO of a paper company.
Children come together in groups according to character (four groups total).
Groups work together to brainstorm and/or research how deforestation would affect their character specifically,
taking into consideration both positive and negative impacts.
See Appendix 1 for guiding questions.
5. Clearly articulate the role-play criteria on the whiteboard:
I am looking for
First person language (I, me)
Three ways that deforestation will impact your character (can be positive and/or negative)
Good presentation style: strong voices, facing audience
CONCLUSION
1. Students make new groups of 3 or 4 with one of each character.
2. Groups perform their role-play, taking in turns to get into character and articulate how deforestation would impact on
them specifically. Children should follow the role-play structure set out in Appendix 2.
3. Children write in their notebooks their final opinions about deforestation after hearing from different sides. This reflection
is formatted as:
I think deforestation is

NECESSARY

UNNECESSARY

because..

APPENDIX 1: Guiding Questions for Role-Play character brainstorm.

Circle your character:

CEO of a paper company

Australian Child

Indigenous person

Native animal

Thinking about your character, consider the following points

1. How do you think your character would feel if they woke up to discover the forest being cut down?
2. What does your character like about the forest?
3. What does your character get or how do they benefit from the forest?
4. Why does your character worry about the forest being cut down?
5. What would happen to your character if the forest was cut down?
6. What good things could come out of the forest being cut down?

APPENDIX 2: Role-Play Structure

My name is ____________________________________________ and I am a __________________________ (character) living IN /
NEAR the Daintree
Rainforest, North Queensland.
If this rainforest was cut down, I would feel ______________________________________________ and
______________________________________________
because
_____________________________________________________________________________________________________________
____________________________.