Students will extensively explore the key elements of a brochure. The knowledge acquired will unquestionably assist students with the layout of their biomes brochure.
An effective brochure informs, educates, or persuades. A brochure should not contain an in-depth study of a topic, but it should give enough information to grab and keep the reader’s interest from start to finish.
Biomes are defined as the world's major communities, grouped according to the vegetation and organisms that live in that particular environment. Biomes have changed and moved throughout history due to human activity. Conservation and preservation of biomes should be a concern to us all. Biomes can be grouped in a variety of ways, but we have chosen to group them in the following categories:
Freshwater: Ponds and Lakes, Streams and Rivers, Wetlands
Marine: Oceans, Coral Reefs, and Estuaries
Desert: Coastal, Cold, Semi-Arid, Hot and Dry
Forest: Tropical, Temperate, Boreal
Grassland: Tropical and Temperate
Tundra: Arctic and Alpine
Students will select a biome, research it thoroughly and present the data in the form of a brochure. Categories that are being explored are vegetation, animals, location, climate/temperature, physical features, misuse and problems and strategies to conserve and preserve.
Students have been provided with the task of designing and building an environmentally friendly house that forms part of our class display. They will also need to produce a folio that shows all designs and documentation of the project. This task will demonstrate what has been learnt about building materials and environmental features for housing.
The task will require students to use skills and new learning in Geometry, Measurement, Science, Art, Design and Technology, ICT and Society and Environment. Finished houses will form part of an ‘Open Inspection’ Day during our showcase timeslot at the end of Term 2.
http://www.premiersreadingchallenge.sa.edu.au/prc/
The Premier's Reading Challenge is a literacy engagement program that was introduced by the Premier in 2004 to encourage students to read more books and enjoy reading and improve literacy levels.
Other Benefits:
· raises the profile of reading, libraries and literacy in schools;
· gives students a focus for their reading;
· encourages students to read more books and enjoy reading more;
· encourages boys to participate by being 'challenged':
· offers incentives for reluctant readers;
· builds self-esteem and pride, school unity, and a sense of achievement;
· increases the involvement of parents in their child's reading;
· increases library borrowing and
· contributes to increased literacy levels.
The Challenge requires students to read 12 books between the beginning of the school year and early September. Please consult the school library, your local library, or the website listed above for a list of books linked to the award.
Tiered reading tasks have been developed to suit students’ ability and learning style. The skills we will be developing are: scanning, summarising, paraphrasing, analysing and comprehension. Most activities follow a two-week cycle, the first week viewing or reading the material, and the following week will be the task related to the reading material.
· Global Warming
· Climate Change
· Biodiversity
· Renewable and Non Renewable Energy Forms
The aim of the Australian Science Curriculum is to provide students with a solid foundation in science knowledge, understanding, skills and values on which further learning and adult life can be built. The Science curriculum will be organised around three interrelated strands: science understanding; science inquiry skills; and Science as a human endeavour. This term students will be immersed in a range of science experiments that help develop students understanding of how to write an effective science report and develop their awareness of biodiversity.
