Share Our River Action Plan

Overview

In the final lesson of Collie River Animal Guardians, students communicate an evidence-based action plan for protecting animals and their habitats in and around the Collie River. They refine a design created during the unit, prepare a poster, model, presentation or digital message, and share it with an audience of classmates.

Learning intentions

• WALT communicate an evidence-based action plan for protecting Collie River animals.
• WALT select facts and scientific vocabulary that suit our purpose and audience.
• WALT present ideas clearly using spoken, written, visual or digital features.
• WALT listen respectfully and give useful feedback.

Success criteria

• I can clearly describe an environmental problem and a possible solution.
• I can use accurate facts about Collie River animals or their habitat.
• I can explain at least one action people can take to help.
• I can listen carefully and give respectful, specific feedback.

Curriculum links

• Science: creating texts that communicate scientific findings and ideas for an identified purpose and audience, using scientific vocabulary and digital tools where appropriate.
• HASS: explaining the importance of environments and water sources to people and animals, and considering sustainable management and custodial responsibility for Country/Place.
• English: planning, creating, rehearsing and delivering a structured oral or multimodal presentation using visual features, appropriate vocabulary, tone, pace, pitch and volume.
• English: planning, editing and publishing informative and persuasive written and multimodal texts with linked ideas and appropriate visual features.

Lesson structure (60 minutes)

1. 0–5 min · Reconnect and hook. Teacher displays a photograph or illustration of the Collie River and asks, “What might happen to river animals if people do nothing to protect their habitat?” using the opening river image and hook question. Students turn and talk, then recall one problem and one protective action from the unit.

2. 5–12 min · Clarify the communication task. Teacher revisits the WALT and success criteria on the learning intention and success criteria slides, explains that each presentation must include a problem, evidence, solution and clear action for people, and models a short example. Students identify the four required parts in the model and choose an audience: classmates, families or the wider community.

3. 12–27 min · Refine and create. Teacher distributes the Collie River action-plan organiser and conferences with groups, checking that claims are supported by facts gathered during the unit. Students work individually, with a partner or in a small group to refine a poster, model, oral presentation or digital message; they record their problem, two relevant facts, solution, action and intended audience.

4. 27–37 min · Rehearse and improve. Teacher uses the presentation checklist and rehearsal prompts to demonstrate clear volume, suitable pace, eye contact or audience focus, and how to point to visual evidence. Students rehearse, using cue cards or a script, then give a partner one positive comment and one helpful suggestion based on the success criteria.

5. 37–53 min · Share action plans. Teacher invites presentations in a supportive order, allowing students to present individually, with a partner, in a group or through a recorded audio/video format. Students present for up to two minutes, showing their design and explaining the problem, evidence, solution and action; listeners record or remember one useful idea and respond respectfully.

6. 53–60 min · Reflect and commit. Teacher displays the reflection and action-commitment slides and uses the Reflection Prompts Poster to guide a brief class reflection. Students complete the prompt, “One action I can take to help Collie River animals is …” and share one strength or next step from their presentation.

Resources

• the Collie River action-plan presentation deck
• the Collie River action-plan organiser
• Student posters, models or digital designs from earlier lessons
• Tablets or computers with recording or presentation tools
• Recycled cardboard, paper, markers, coloured pencils and glue
• Cue cards and presentation scripts
• Timer and display screen
• the Reflection Prompts Poster

Assessment

• During planning, check that each student identifies a genuine problem, uses accurate facts about Collie River animals or habitats, and proposes a realistic protective action.
• During rehearsal and presentations, use the success criteria to note clarity, scientific vocabulary, evidence, audience awareness, listening and respectful feedback.
• Collect the action-plan organiser and reflection response as evidence of understanding and individual contribution. Ask students who presented in a group to explain their own role or key idea.

Differentiation

• Support students with a four-part planning scaffold, sentence starters such as “The problem is …”, “We know this because …” and “People can help by …”, word banks, picture prompts, worked examples and teacher or peer conferencing.
• Offer individual, partner or group presentations, scripts, cue cards with keywords and images, rehearsal time, reduced visual clutter and the option to present from a seated position.
• For dyslexia-friendly access, use a clear sans-serif font, large spacing, short instructions and audio versions of written information. Permit audio or video presentations, avoid timed reading aloud, and assess the quality of ideas and evidence rather than spelling alone.
• Support EAL/D learners with oral rehearsal, labelled visuals, bilingual planning where available and opportunities to explain ideas using familiar language before selecting scientific terms.
• Extend confident learners by requiring them to adapt their message for a real audience, compare two possible actions, justify which is more sustainable, or include a specific request supported by evidence.

Extension

• Create a community campaign aimed at families or the local council, including a persuasive letter, digital message, poster series or short video.
• Identify a realistic local action, such as reducing litter or protecting vegetation near waterways, and explain how the community could measure whether it made a difference.