Collie River Wildlife

Overview

In this one-minute retrieval lesson, students identify one native animal found in or around the Collie River and explain why the river environment is important to it. The activity is designed as a brief launch or recap before a longer investigation, mapping task or fieldwork experience.

Learning intentions

• WALT identify native animals that live in and around the Collie River near Bunbury.
• WALT explain how vegetation and water support people and animals.
• WALT communicate one environmental observation using scientific and geographical vocabulary.

Success criteria

• I can name or identify a native animal from the Collie River area.
• I can describe one way water or vegetation helps that animal.
• I can share my idea clearly using a complete sentence.

Curriculum links

• HASS: the importance of environments, including natural vegetation and water sources, to people and animals in Australia.
• HASS: sustainable use and management of resources and custodial responsibility for Country/Place.
• Science: communicating findings and ideas using scientific vocabulary and appropriate digital tools.
• English: delivering a structured oral or multimodal presentation using appropriate language, tone and volume.

Lesson structure (1 minute)

1. 0–10 seconds · Hook. Teacher opens the Collie River wildlife hook slide showing a striking image of a western ringtail possum, waterbird or freshwater animal near river vegetation, and asks, “What does this animal need from the river environment?” Students silently make one observation.

2. 10–25 seconds · Identify. Teacher displays the native animal image and location slide and briefly names suitable local examples, such as western ringtail possum, southern brown bandicoot, brush-tailed possum, western long-necked turtle, Australian pelican, black swan, blue wren or freshwater fish. Students point to or name one animal they recognise.

3. 25–45 seconds · Think and pair. Teacher prompts, “Water, plants and shelter help animals survive. Choose one animal and complete: ‘The Collie River environment is important to ___ because ___’.” Students tell a partner one sentence; students who need support may select an animal and reason from the Collie River animal sentence prompt.

4. 45–60 seconds · Share and check. Teacher invites one or two rapid responses, reinforces that water sources and native vegetation provide food, shelter, habitat and drinking water, then asks students to show thumbs up if their sentence names an animal and explains an environmental need. Students share or submit their sentence for the teacher’s quick check.

Resources

• the Collie River wildlife slide deck
• the Collie River animal sentence prompt
• Projector or interactive whiteboard
• One image of a local native animal and river vegetation
• Class list or local map showing the Collie River near Bunbury
• Optional visual word bank: habitat, vegetation, water source, shelter, food, survive

Assessment

• Listen for accurate identification of a native animal and a sensible connection between the animal and its environment.
• Check whether students use at least one relevant term, such as habitat, vegetation, water source or shelter.
• Collect or sight the completed sentence prompt. Accept an oral, drawn, pointed or scribed response where appropriate.

Differentiation

• Support diverse learners with one clear photograph at a time, a visual word bank, oral rehearsal and the sentence starter: “The river helps the ___ by providing ___.” Offer choices rather than requiring independent reading.
• Provide dyslexia-friendly access through a clear sans-serif font, large print, high contrast, minimal text, one idea per line and the option to listen to instructions or dictate an answer.
• EAL/D learners may point, draw, use a home-language animal name first, then rehearse the English sentence with a partner.
• Extend advanced learners by asking them to add a second need and explain a possible threat, for example, “The animal needs clean water and dense vegetation, so removing plants could reduce its habitat.”