The Curriculum Through ICT Program
Ideas Bank

Protecting an Endangered Animal
Years 3 - 7Years 7 - 10

THE TASK

In small groups, students created an educational resource to raise community awareness about an endangered Australian animal. The resource could take the form of radio jingle, TV advertisement, poster, audio-visual presentation or other form selected by the group.

First, the class decided what information about an endangered animal would assist them to create these information resources. Groups then identified a local endangered animal and worked to collect, select and organise information about the animal's diet and position in the food chain; reasons for the animal becoming endangered; the likely impact of clearing, fire, pollution and other factors; current efforts to protect the animal; and what the public could do. Information was gathered from the Internet and books.

The findings were initially summarised in a presentation to an audience of peers who assessed whether the information presented was appropriate and complete. Some students used presentation software or a word processor to help with this task.

After refining their information, groups then created their educational resource, evaluating the most effective way to reach the community. The educational message needed to consider the issue of balancing the human demands of the habitat with protecting the animal. Draft products were reviewed by peers, the teacher and a local CALM Ranger. Finally, they were improved, evaluated and published.

ICT ENRICHMENT

  • Accurate information sources could include local experts available over email or telephone. Print and Internet resources used were evaluated for their relevance.
  • ICT is highly productive in allowing draft products to be reviewed, edited and improved.
  • Students were encouraged to select and justify appropriate ICT or non-ICT strategies for completing each activity.
  • ICT is highly effective in the creation and presentation of professional multimedia products.
  • The task and supporting materials were made available on an Intranet site to facilitate access in any part of the school.

SUGGESTED RESOURCES

ASSESSMENT

  • Assessment strategies included: anecdotal notes recorded during class and group conferences with the teacher; task checklists; student self and peer assessment; teacher assessment.
  • Evidence used included rough drafts and final products.

LEARNING AREA OUTCOMES

Technology & Enterprise
Technology Process
Information

Society & Environment
Investigation, Communication & Participation
Natural & Social Systems

Science
Life & Living

Based on a learning activity developed by Robyn Evans and Tanya L’Estrelle-Adcock.
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