Technology Level: Tech Based
Audience: Ages 9-13
Duration: 2 hours
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’.
Note taking and information gathering skills.
- RSPCA Victoria website – www.rspcavic.org (at least 1 computer per group with internet access.)
- RSPCA T-chart (A3 size)
- Writing materials
- Lesson Plan
- RSPCA T-chart
|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:
|1.4 ‘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.
|Domain/Key Learning Area||Curriculum link|
|Civics and citizenship||
Reading, writing, speaking and listening
Reasoning, processing and inquiry
ICT for communicating
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.