Lesson Plan: RSPCA Jigsaw Immersion

Last updated: January 24, 2013

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Illustration of a few students and a teacher and a dog in discussions

Technology Level: Tech Based

Audience: Ages 9-13

Duration: 2 hours

Objective:

To assist students in gaining a greater understanding of the role of the RSPCA, e.g. how the RSPCA assists animals and community members, as well as how people support the RSPCA. This lesson would be an ideal to complete prior to a ‘Shelter Visit’.

Prior Knowledge:

Note taking and information gathering skills.

Materials:

  1. RSPCA Victoria website – www.rspcavic.org (at least 1 computer per group with internet access.)
  2. RSPCA T-chart (A3 size)
  3. Writing materials

Resources

  1. Lesson Plan
  2. RSPCA T-chart

Procedure:

Lesson Procedure
Topic Notes
1.Introduction (20 mins)  
1.1 Explanation (5 mins)

1.1 Teacher explains that students will be doing a group-based immersion activity to gain an understanding of the different roles of the RSPCA.

1.2 Forming "Home" Groups (5 mins)

1.2 The class is divided into groups of 5. (If there are leftover students, they can be spread across the groups and pair up with someone).

1.3 Assigning/ choosing of topics(5 mins)

1.3 Within each group of 5: students are assigned (or choose for themselves) one of five RSPCA topics to research and become an ‘expert’ in:

  1. Education, Training and Behaviour services;
  2. Shelter services;
  3. Vet Clinic services;
  4. Inspectorate, Ambulance services; and
  5. How people can help the RSPCA?
1.4 ‘Expert’ group formation (5 mins)

1.4 Each ‘expert’ leaves their ‘home’ group to join with other students who are to become ‘experts’ in the same topic, e.g. all the Vet Clinic ‘experts’ come together to form a new group.

2. Body(80 mins)

 

2.1 Research using RSPCA Victoria website(45 mins)

2.1 Each group of experts research the RSPCA Victoria website to discover and record down information relating to their assigned topic. Information is recorded on their RSPCA t-chart in the appropriate column. Students are encouraged to write down information in point form and to focus on key information as this will be eventually shared with their ‘home’ group.

2.2 Return to ‘home’ group and share findings(35 mins)

2.2 Once the research is completed, ‘experts’ return to their ‘home’ groups to share the relevant information they have acquired. One by one, each ‘expert’ slowly shares the key information relating to their topic and other members of the ‘home’ group listen and re-cord this information down in their t-chart.

3. Conclusion(20 mins)

 

3.1 Whole class discussion(20 mins)

3.1 Students gather as a whole class and are given the opportunity to share key information about the different RSPCA topics in which the teacher is able to validate and elaborate if appropriate.

Curriculum Links

Victoria Links

Curriculum Links for this lesson
Domain/Key Learning Area Curriculum link
Civics and citizenship

Community engagement:

  • Explore their responsibilities as community members
  • Explore ways in which they can actively participate in their school and community
English

Reading, writing, speaking and listening

  • Read, interpret and respond to a wide range of literary, everyday and media texts in print and multimodal formats
Communication

Presenting

  • Summarise and organise ideas and information, logically and clearly in a range of presentations
Thinking

Reasoning, processing and inquiry

  • Develop their own questions for investigation, collect relevant information from a range of sources and make judgments about its worth
ICT

ICT for communicating

  • Use email, websites and frequently asked question facilities to acquire from, share information with, peers and known and unknown experts

Suggested Homework Activities

Look at the Homepage of the RSPCA Victoria website, and choose one feature highlighted on this page to read and write a summary of.

Suggested Extension Activities

Students can present to the class what they have learnt from the immersion activity either individually or as a group (expert or home group). Possible presentations could allow for a variety of intelligences and learning styles, e.g. oral presentations, multimedia presentation, role-play, poster, interview scenario.

Suggestions for Adapting this Lesson for Lower or Higher Year Levels

This activity could be changed slightly for a lower year level by providing the students with a set of questions for each topic to help them find the information necessary.

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