2. Students investigate the effects of introduced species on Australian flora and fauna as well as the economic effects. Students will work in groups to develop a land management plan for a rural environment. Explicit teaching will also be used throughout the unit to guide students through the process.

3. Curriculum Framing Questions How have Europeans impacted on Australia?

4. Curriculum Framing Questions How has the Australian environment changed because of introduced species? How have introduced species impacted on the economic value of our land?

5. Curriculum Framing Questions How did the introduced species get here? How has the introduced species adapted/adopted the Australia habitat? What is the effect of the introduced species on the local fauna and flora and farm? How do farmers estimate the financial effect of the introduced species on their income, or the value of their farms? What is the most effective management plan for the selected introduced species on the land?

6. Vision for the Unit Students The ultimate aim is to make students aware of the impact of Europeans on Australian flora and fauna. The project will encourage students to develop 21C skills by:  Communicating & collaborating with peers  Interacting globally with experts outside the school environment  Demonstrating ability to be flexible and to compromise to meet common group goals  Solving problems and making decisions  Use of digital technology to access manage, integrate, evaluate and create information efficiently and effectively.

7. Vision for the Unit Teacher The unit will provide the teacher with:  An authentic learning opportunity to work as a co-learner with interested students to investigate the use of blogs for reflection.  An opportunity to work in a student- centred classroom and to act as a facilitator for student learning.

8. Gauging Student Needs Assessment This assessment tool gives the teacher an opportunity to gauge INDIVIDUAL needs of students and is divided into two parts: Part 1 focuses on students’ experience with software and online tools Part 2 concentrates on students background knowledge of feral animals & weeds. By looking at individual students’ responses, activities can be added and adjusted for personalised individual learning and teaching.

9. Gauging Student Needs Assessment This assessment tool gives the teacher an opportunity to gauge INDIVIDUAL needs of students and is divided into two parts: Part 1 focuses on students’ experience with software and online tools Part 2 concentrates on students background knowledge of feral animals & weeds. By looking at individual students’ responses, activities can be added and adjusted for personalised individual learning and teaching.

10. Gauging Student Needs Assessment Image provided by Microsoft Office Online Clip Art* http://office.microsoft.com/clipart © State of Victoria 2008 Pamela Remington-Lane attended an Intel Teach Essentials Course and provided the idea for this portfolio. A team of teachers expanded the project. Copyright is owned by the Crown in right of the State of Victoria. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of the Department of Education and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the Liability Management Manager, Department of Education and Training, 2 Treasury Place, Melbourne, VIC, 3002 The State of Victoria accepts no responsibility for the accuracy of any part of this material and bears no responsibility for any modifications made.