Teaching sequence Lesson 1: Fishing stories Duration: 50 minutes Suggested learning sequence Introduction Fishing stories Do you know any rules for fishing? – Why do we have rules? Show students an or footage of someone catching a fish. Start a class or individual TWHL chart to record students’ knowledge (T) and Ask students to share their fishing questions (W) about fish and fishing. experiences. They can also share You can add to this chart throughout experiences of other family members or the unit (See Resource 1 TWLH chart – friends if they have don't have much for individual charts). fishing experience. For example: Ask students to write their stories as T W L H short, illustrated stories as a part of a class display. What we think What we want What we How we know we know about to learn about learned about (scientific Activity Class discussion – fish and fishing fish and fishing fish and fishing understanding) practises practises practises Have a discussion with students what they know about fish and fishing e.g. different fish and their features, Note: Information added to this TWLH where fish live, the survival needs of chart can be organised under headings fish, rules for fishing and reasons for such as types of fish, fish life cycles, fishing rules. The following questions survival needs of fish, fish habitats, could be used as a guide: fishing methods and fishing rules. What do you know about the fish you catch? Start a word wall to continuously add to What different fish do you know of? throughout the unit. (See Resource 2 – Word bank for examples of vocabulary). What are the common features of This should be displayed in a place fish? where students can add to it each What do fish need to survive? lesson. It may be done in alphabetical order or on moveable cards so that Where do different fish live? students can interact with the words do you catch fish? Do you and sort them into categories as they have a favourite fishing spot? progress throughout the unit. Why do people go fishing? Have students a science journal to What different types of fishing are record their learning and reflections there? after each science lesson. (See Resource 3 Student reflections for –
Teaching sequence Lesson 1: Fishing stories Duration: 50 minutes Suggested learning sequence Introduction – Fishing stories Show students an or footage of someone catching a fish. Ask students to share their fishing experiences. They can also share experiences of other family members or friends if they have don't have much fishing experience. Ask students to write their stories as short, illustrated stories as a part of a class display. Activity – Class discussion Have a discussion with students what they know about fish and fishing e.g. different fish and their features, where fish live, the survival needs of fish, rules for fishing and reasons for fishing rules. The following questions could be used as a guide: What do you know about the fish you catch? What different fish do you know of? What are the common features of fish? What do fish need to survive? Where do different fish live? do you catch fish? Do you have a favourite fishing spot? Why do people go fishing? What different types of fishing are there? Do you know any rules for fishing? Why do we have rules? Start a class or individual TWHL chart to record students’ knowledge (T) and questions (W) about fish and fishing. You can add to this chart throughout the unit (See Resource 1 – TWLH chart for individual charts). For example: T What we think we know about fish and fishing practises W What we want to learn about fish and fishing practises L What we learned about fish and fishing practises H How we know (scientific understanding) Note: Information added to this TWLH chart can be organised under headings such as types of fish, fish life cycles, survival needs of fish, fish habitats, fishing methods and fishing rules. Start a word wall to continuously add to throughout the unit. (See Resource 2 – Word bank for examples of vocabulary). This should be displayed in a place where students can add to it each lesson. It may be done in alphabetical order or on moveable cards so that students can interact with the words and sort them into categories as they progress throughout the unit. Have students a science journal to record their learning and reflections after each science lesson. (See Resource 3 – Student reflections for
Reef-Guardians-2016-Year-6-Lets-go-fishing.docx