Topic

Topic: Frogs in Environments

Term: ONE

Year 1 2 3 4 5 6 7 8

Level 1 2 3 4

Technological Areas:

q Biotechnology

q Food Technology

q Materials Technology

q Information & Communication

q Production and Process

q Structures and Mechanisms

q Electronics and Control

Contexts:

q Home

q Personal

q School

q Environment

q Recreational

q Community

q Energy

q Business

q Industrial

Links with other Curriculum areas:

q English

q Maths

q Science

q Social Studies

q Health & Physical Education

q The Arts

Essential Skills:

Communication Information Physical Social and Co-operative Numeracy Work and Study Problem solving Self Management and Competitive

Resources: Internet websites: Fun site www.allaboutfrogs.org, Research on Frogs http://www.biol.canterbury.ac.nz/people/waldman/waldman_res.shtml , DOC http://www.doc.govt.nz/Conservation/001~Plants-and-Animals/001~Native-Animals/Herpetofauna/004~Frog-Identifier.asp

Books and journals

Situation/Setting the Scene:

There are many different types of frogs and they all need different environments to survive.

Design Brief:

Create an environment specific to the frog species available.

Specification:

· Use environmental materials

· Design in groups of 3-4

· One class design for final product

· 50 x 30cm maximum size

Technological Knowledge and Understanding

1 2a 2b

3 4

Assess

Talk to and survey a pet store about keeping and housing frogs, describe how the technologies are used in a group presentation to the class

Learning Experiences: (examine, identify, discuss, collect, observe, compare, read, describe)

	KWHL on what we know about frogs (KWHL Frogs Inspiration in folder)
	Talk to and survey a pet store about keeping and housing frogs, describe how the technologies are used in a group presentation to the class
	Research frog types, http://www.doc.govt.nz/Conservation/001~Plants-and-Animals/001~Native-Animals/Herpetofauna/004~Frog-Identifier.asp housing and feeding
	List the main needs of a particular frog (water, food, dry areas, foliage)

Technological Capability

5 6a 6b

6c 6d

Assess

Learning Experiences: (generate, select, develop, adapt, present, test & evaluate, draw, model, plan)

	Create a plan including all needs of the frog
	Collect resources
	Produce the living environment mockup to scale
	Assess quality
	Choose best model to make for class

Technology and Society

7 8

Assess

Discuss the ethics behind genetic testing with frogs (Consequence wheel Inspiration in folder) Discuss the impact of this testing on the environment

Learning Experiences: (impacts, cultural values, attitudes, behaviour, preferences, beliefs & values)

	Survey people for their opinions on keeping wild animals in captivity
	Discuss the ethics behind genetic testing with frogs (Consequence wheel Inspiration in folder) Discuss the impact of this testing on the environment

ICT Links

Internet websites, Inspiration diagrams

	Assessment Rubric
	Students Show knowledge and understanding of the following:
1	Talk to and survey a pet store about keeping and housing frogs, describe how the technologies are used in a group presentation to the class
Operating at	Level 2 Explore and discuss the use and operation of frog houses	Level 3 Investigate and describe the use and operation of frog houses	Level 4 Investigate and explain the use and operation of frog house
8	Discuss the ethics behind genetic testing with frogs (Consequence wheel Inspiration in folder)
Operating at	Level 2 Explore and compare the roles of genetic testing	Level 3 Describe and identify the positive and negative effects of genetic testing on people’s lives and environment	Level 4 Explore and discuss the impact of genetic testing over time on the local and wider environments