RISK ASSESSMENT MATRIX - Teacher tech net unit plansteachertechnet.weebly.com/.../4/1/1/7/41175315/stage_2… · Web viewThe unit Living World aims to relate other KLA learning

UNIT PLAN

Unit TitleWanted Dead or Alive!

StageStage 2, Year 3

Term Term 3

StrandLiving World

Duration 10 Lessons (90 minutes per lesson) Approx 1.5 hrs per week

Concept How do livings things grow and change and the effect of the environment

RATIONALE

Rationale

The unit ‘Wanted dead or alive’ will help support students understanding of the concept, ‘How do living things grow and change and the effects of the environment’. It will aim to deepen their prior knowledge and come to informed scientific explanations. In accordance with the NSW K-6 Science & Technology syllabus (2014), a constructivist learning model approach and an inquiry based learning model students will be placed at the centre of their learning and control where their learning journey goes through their interests and engagement. Students will be immersed in learning environments that are rich in collaboration, inquiry and activities that allow them to be at the centre.

The unit of work follows the principles of the Constructivist approach by Piaget and Vygotsky. Constructivism pulls upon the students existing understanding of the topic and allows the students to develop and learn new information and challenges them to develop higher order thinking skills. Constructivism is the view that children ‘build knowledge internally by interacting with the world to learn how it works and make meaning of it and implies there must be experiences from which to construct knowledge’ (Harlan and Rivkin, 2008). Students learn from their peers in collaborative exercises and also through hands on and interactive learning experiences. Each 90-minute lesson is designed to capture the students’ attention by engaging them scientifically in the topic, providing them the chance to explore interactive learning experiences and also reflect on what they have learnt.

Living world explores the way in which animals and plants coexist. It opens the students’ eyes to different ways in which they affect the living environment through human and natural disasters and also allows them to construct ways in which they can protect the environment. Students develop a sound knowledge on different lifecycles including plants and animals and also different ecosystems, but most importantly focusing on the ecosystems of Australia.

The integration of the 5e Instructional Model allows students to make connections between their prior learning experiences and the new content they are learning. Each lesson allows students to mentally engage with a new skill or concept to understand and deepen their knowledge on the syllabus strand of Living World. Through the essential phases of the 5e model; engage, explore, explain, elaborate and evaluate students are obtaining deeper knowledge and experience of concepts and skills. To explore how each of these phases has been incorporated into the unit of work the following have been identified below. Engage – The beginning unit allows students to engage with different concepts and ideas of what students will be exploring further into the unit. Students engagement is captured through inquiry based activities that place the student at the centre and allow them to organise their ideas and construct new meaning through hands on experiences led by student’s motivation and interests. (formative, diagnostic assessment)

Paige DeGioia [20111807]; Anastasia Parras [20111505]; Kirsten Kirkwood-Yule [20110266]; Ashley Littlefair [20112676]

Explore – Students are given opportunities with hands on experiences I collaborative situations. The teacher is able to identify where students understanding is and where their learning needs to be directed. Explain – Students prior knowledge is considered and built with scientific understanding and clarification. Students engage with activities that clarify their misconceptions and understanding through activities rich in content and scientific explanations. Elaborate – students understandings are extended from the explain phase. They are directed to create new concepts through investigation projects and deepen their knowledge further by working in groups or individually in passion projects and extension task related to their unit. Evaluate – Students demonstrate their understanding and knowledge from the unit through their discovery journal that they have been working on throughout the whole unit. This becomes the teacher’s formative assessment tool to see how their students learning has transformed and developed and where it may need further direction. Student’s research task using multiple modes of technology and other resources will be used to identify students’ knowledge at the end of the unit. (Primary Connections 5e teaching and learning model, 2008)

The unit Living World aims to relate other KLA learning areas to create a greater sense of purpose for both students and teachers in their day to day experiences of school. It helps make connections between learning and overall make sense for students. (Murdoch, K & Hornsby, D. Planning Curriculum Connections whole-school planning for integrated Curriculum, 1997). The following KLA subjects have been integrated into the ‘Wanted dead or alive’ unit. Mathematics – students will explore mapping, position and learn to organise their information through charts, tables and graphs. English – children’s literature and related text types such as procedure writing and information reports will be used to develop student’s literacy skills and deepen their

reading, communicating and writing abilities. HSIE – the concept how living things grow and change and exploring the impact of the environment on living and non-living things Creative Arts – how students present their ideas will be related to the performance elements of expressing their ideas and knowledge through drama, visual art and or

music.

Application of Literature in Science Non-Fiction TextThe Hunt – Oliver, N. (1995). Port Melbourne, VIC: A Lothian Book.

Narrative following the journey of a predator finding its prey. The Waterhole – Base, G. (2001). Melbourne, VIC.Penguin Books. The Frog Who Wouldn’t Laugh - Egan, C., & Alger, E. (1999). Marleston, SA: J.B. Books. Aboriginal dream time story of Tidelike the frog. Flood - French, J. & Whatley, B. (2011). Gosford, NSW: Scholastic Australia.One Less Fish -Toft, K. M., & Sheather, A. (1997). St Lucia, QLD: University of Queensland Press.Bilby Secrets - Wignell, E., & Jackson, M. (2011). Newtown, NSW: Walker Books Australia.

Fiction Text Earths Biomes – (2009). Capstone Global Library Limited. Paige DeGioia [20111807]; Anastasia Parras [20111505]; Kirsten Kirkwood-Yule [20110266]; Ashley Littlefair [20112676]

Natural Disasters - Gott, R. (2009). Port Melbourne, VIC: Pearson Australia Group.Rainforest Environments - Sheppard, A. (2006). Port Melbourne, VIC: Reed International Books Australia.

KLA SCIENCE & TECHNOLOGY OUTCOMES AND INDICATORS ST2-10LW: Describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable featuresST2-11LW: Describes ways that science knowledge helps people understand the effect of their actions on the environment and on the survival of living things

Throughout the ‘Wanted – Dead or Alive’ unit under the Syllabus topic of living world the students will be learning a broad range of topics. Students will be learning about living and non-organisms, different life cycles, eco systems, food webs and natural changes to the environment. Students will take part in the 5e model of engage, explore, explain, evaluate and elaborate as well as learning strategies from primary connections as they explore a range of topics improving their scientific knowledge and language throughout the process. KLA ENGLISH OUTCOMES AND INDICATORS

Thinks Imaginatively, creatively and Interpretively: EN2 – 10C

Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts

Students will need to work collaboratively with their peers in creating their final product by using their imagination and creatively composing a research project on a topic delivered within the unit or a topic based off their own interests and curiosities.

Reading and Reviewing 2: EN2 – 8B Identifies and compares different kinds of texts when reading and

viewing and shows an understanding of purpose, audience and subject matter.

Students will be exploring a range of English literature throughout the unit. Students will be exploring dreamtime stories to newspaper reports.

KLA MATHEMATICS OUTCOMES AND INDICATORS Data 1MA2 – 18SP Selects appropriate methods to collect data, and constructs, compares, interprets and

evaluates data displays, including tables, picture graphs and column graphs

Position 1 MA2 – 1WM: Uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2 – 17M:

Uses simple maps and grids to represent position and follow routes, including using compass directions

Students will be using mathematical tables and grids to display their work. Student’s will be completing tallies and using different means to represent their data gathered. They will also be learning how to compose a map through the food web lessons and how to methodically follow the directions of the food chain. Students will understand how to read and interpret maps when exploring the life cycle of the crocodile and apply this new found knowledge to explore mapping positioning and scale.


Spelling: EN2- 5A

Uses a range of strategies, including knowledge of letter–sound correspondences and common letter patterns, to spell familiar and some unfamiliar words

Students will be learning how to pronounce different Indigenous words throughout the Unit. They will be taught a range of strategies to be able to decode words they are not familiar with.KLA HSIE OUTCOMES AND INDICATORS HT2 – 2:

Describes and explains how significant individuals, groups and events contributed to changes in the local community over time

HT2 – 5:

Applies skills of historical inquiry and communication

The unit will heavily link to the KLA of HSIE due to the Indigenous perspectives incorporated into the unit. The students will be covering the following content sub strands throughout the unit.

Identify the original Aboriginal languages spoken in the local or regional area.

Identify the special relationship that Aboriginal and/or Torres Strait Islander peoples have to Country and Place.

Respond to Aboriginal stories told about Country presented in texts or by a guest speaker.

KLA Creative Arts OUTCOMES AND INDICATORS Drama:DRAS2.1

Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of imagined situations.

DRAS2.4: Responds to, and interprets drama experiences and performance

Students will be linking with the KLA of Drama through the Photosynthesis Role play. Students will learn how to interpret the drama experience in a way, which allows them to comprehensively understand the process of photosynthesis.

Visual Arts:

VAS2.2 :

Uses the forms to suggest the qualities of subject matter.

Students will be using different art forms to display their work throughout the unit. These include painting, drawing, photography, digital and video making. Students will learn these processes within visual arts however; will apply their creativity with how they present their work in science.

GOALS


Assessment – FORMATIVE (during learning engagement)Formative assessment occurs frequently throughout the whole learning process. This is an ongoing task that the teacher will use to monitor students learning processes and to provide ongoing feedback to the students. Throughout the unit formative unit will take place through… Science Discovery Journal: Students will document all their findings,

observations and questions within their book. They will include their diagrams and own investigations within the book for the teacher to continuously monitor.

Observations: The teacher will monitor students’ participation and engagement levels within the lessons as well as their questioning and answering of different questions.

Anecdotal Notes: Anecdotal note are an important tool in monitoring students learning as they are used to record the everyday development of the students’ knowledge and also to informally guide the students learning process.

In lesson one- the TWHL chart will be used to assess the student’s prior knowledge, what they are interested in learning and areas that the students are unsure of.

In lesson two- the teacher will observe the students hypothesising and recording their findings in their discovery journal that they found and observed throughout the lesson.

In lesson 3- the teacher observes the students following the criteria given to understand ecosystems

Lesson 4- the teacher will again use the TWHL chart to observe the students knowledge as well as their ability to recall information to answer discussion questions and take part in the activities

Lesson 5 and 6- the teacher will be observe the students through their discovery journal, the recordings the students have made about plants and crocodiles lifecycles and the way they record, observe and discuss how the lifecycles work.

Lesson 7- Lesson 8- the teacher will make anecdotal notes of how students

respond to the experiment and observe their reports Lesson 9- teachers will observe the students on how well they

collaboratively work together on their passion projects

Assessment – SUMMATIVE (at the end) Summative Assessment will occur towards the final lessons of the unit. They are used to provide a final judgment on the students’ knowledge and understandings of their scientific development. The assessment will provide an end to the learning process and will provide a comprehensive view for the teacher, parents and students to see where they have progressed. This will be done through…

Passion Research Project: Students will be marked from the marking criteria (students will be provided the criteria before beginning the task to ensure they understand what is expected of them) in order to critique their group presentation projects, that provides them with the choice to choose who they work with, the topic they study and the way they present their findings.

Lessons 7, 9 and 10- the students will be assessed from the criteria on the specific rubrics relating to that lesson, the teacher will observe how affectively the students fulfilled the criteria given to them.


Work samples Discovery journal(other items to be added at the end of the unit for future reference and adaptation) Evaluation of unit Was the overall unit ‘Wanted dead or alive’ successful? Were the outlined outcomes and indicators achieved throughout the unit and in each lesson? Were the activities appropriate and relevant to the learning concept? Were the resources used throughout the unit appropriate, accessible and sufficient for the students’ knowledge and learning outcomes? Did students develop their scientific knowledge and terminology throughout the unit? If not how could this be achieved? Did the teacher communicate effectively and provide clear, concise explanations that provided understanding for students? Did I ensure misconceptions were addressed? In doing this did I acknowledge prior knowledge and deepening it further? Did the unit follow the 5e model Did the unit and activities promote cooperative learning? Did the lessons/activities and the unit of work follow in sequential order from each lesson?

CLASSROOM DYNAMICS

CLASSIFICATIONS OF STUDENTS > 22 Students 2 Indigenous Australian Students 1 Autistic Student DIFFERENTIATION NEEDS Learning content and experiences in the classroom need to cater to the

different learning styles and interests of the students in the classroom. Teacher needs to consider kinaesthetic, auditory and visual learners and

their needs. Learning tasks and experiences aim to create social interactions and

peer collaboration between students to promote effective learning. Some methods of learning experiences include;

Whole class – students as a whole work with the teacher, they ask questions and gather information Group Ability Level – students with the same intellect ability are grouped together to work in groups no more than 3. Mixed Ability Level – here students of different abilities are grouped together (no more than 4).

INDIGENOUS LEARNERS Lessons will be developed around the 8 Ways Learning Framework. Using this model enables Indigenous students to be catered to and their learning needs and styles met. 8 ways of learning.

1. Story Sharing – Students will be able to connect through the English literacy provided for each topic. The students will also be provided the opportunity to provide personal narratives that are relevant to the topic.

2. Learning Maps – The teacher will offer the students a plan for the overall unit to provide the students with a scope and sequence to visually map out how they will progress and where there learning will lead.

3. Non-Verbal – Each activity will provide a hand on, interactive approach to the topic. Students will also benefit from the use of images and technology through voice recognition when recording information.


Pair work – 2 students working together

SPECIAL NEEDS Student: Autism When catering for a student with Autism there is numerous instructional approaches which can be taken. When catering for the student in the class it will be done through the following:

Visual Aids: Students with be provided concrete materials, pictographic and written cues to help the student learn and main control over their lesson. Visual aids will benefit the student who may have difficulty-processing language.

Symbols: Symbols will be used for quick recognition by the student and for equipment around the room to allow students to gain easy access.

Schedules: The students will have schedules or checklists for each lesson to allow the students to stay on task.

Oral Instructions: Oral Instructions will need to be broken into small steps and related to the visual cues.

Praise: Praise and encouragement needs to be given to provide students with motivation to continue working hard. This also works well with reinforcements to engage the students and provide an incentive for the students to work to best of their ability.

SKILLS, INTERESTS AND PRIOR KNOWLEDGE Student’s interests and skills need to be identified prior to the learning

experiences to ensure the content is motivating and engaging for all students.

Prior knowledge of students should become part of diagnostic assessment to identify where learning must follow or return for deeper understanding and clarifications.

Understanding the prior knowledge and experiences of students

GIFTED & TALENTED STUDENTS The curriculum needs to be differentiated to cater for gifted and talented

4. Symbols and Images – Symbols and Images will be incorporated into each lesson as well as the layout of the classroom. All equipment will be labelled as well as the primary connections classroom roles with images to benefit the students learning and aide the teachers’ pedagogy.

5. Land Links – Indigenous perspectives and connections with the land will be taught through likening the content to Australian landscapes and ecosystems. Indigenous language will be used to also provide a framework to the students for the Indigenous relationships with the land.

6. Non -Linear – Students will benefit through the teacher facilitated learning environment, as they will be able to connect their prior knowledge through the TWHL charts in order to collaborate and construct new knowledge and a deeper understanding.

7. Deconstruct and reconstruct – Students will benefit from the whole class learning to the small group, collaborative learning as well as independent as structured by the teacher.

8. Community Links – Lessons will be linked to the local Indigenous community to provide an authentic view to the Indigenous Culture. The Gadigal people of the Eora nation will be used to provide strong cultural links between the program and the Indigenous community.


students to ensure the fast finishes aren’t left finishing work to early and are engaged in activities that will test their ability and challenge them to strive for greatness. The living world unit has catered for gifted and talented students through; Providing alternative activities to promote higher order thinking skills in

the students and further testing their abilities. Provided engaging literature for the students to explore and compose

their passion projects on. Extending students’ knowledge on the Indigenous perspectives of

Australian landscapes and providing them with the opportunity to further investigate different Indigenous tribes, beliefs and language

LEARNING MATTER

Essential Understandings Students learn about: The differences between living and non-living through classification and

observations. The life cycle of a plant and animal. Investigate the role of living things within a habitat/ecosystem. The effect of both natural disasters and human effect on the

environment. Food webs and food chains and the difference between them The effect of human pollution and interaction in different environment’s How they can support and help to protect different environments (Great

Barrier Reef guardian program in the virtual classroom) How the environment can impact the life of different living things

Essential Skills Students will learn to:Investigate – Students will be involved in individual and group investigations where they will be required to conduct their own research and establish projects of their own curiosities. For E.G. In Lesson 9, students will be required to investigate a topic on natural disasters that they have not studied in class and choose to present their information through a range of different modes and mediums. Observe – Students will observe numerous activities and experiments throughout the unit. Students will learn to focus on different elements within the activities and how their observations can benefit their learning experiences. Observations of the teacher modelling the lessons and also of their peers will allow the students to grow in their learning and also through taking part in peer and self-evaluations to monitor their own learning. Explore – Students will learn to explore a topic in greater detail. Students will learn to individually explore different topics which they take interest into. By doing this and with the aide of the TWHL the class will be able to benefit from the collaborative learning experience and each learn from their peer’s own explorations. For E.G. – In Lesson One,


Pot Plant Discovery, students will explore the pots and will distinguish between the living and non-living organisms. Students will then pose questions and will be able to further explore and find answers for their peers. Discover – Students will discover new scientific language and understandings on different topics. From the TWHL chart the students will pose questions on what they want to know and different ways to discover their answers. Once the students develop a sound understanding on the topics they will be able to continue their own discoveries and further their knowledge. For E.G – In Lesson seven, students will be able to discover new understandings due to their excursion to Sydney University. Students will benefit through learning in a new context and exploring information in a new way. Experiment – Experiments will allow the students to witness their scientific understandings first hand. This will allow students to deepen their knowledge through a hand on, interactive approach. Throughout the lessons the students will create individual hypothesis and create or follow investigations in order to establish the facts within the experiment. For E.G. Lesson 8 will involve the students collaboratively working on a hypothesis before observing the teacher carry out the fire experiment. Students will be able to use their observations within their written work.

Related text-types In the unit ‘Wanted dead or alive’ students will be practising many English related skills and processes. Using these types of text allows them to represent their information in a clear concise manner ensuring they express their ideas in a structured format and include both scientific terminology and personal reflection.

Procedure - ‘When a fire starts to burn’ experiment, students are recording their observations, making hypothesis and identifying materials and sequential steps for their experiment. They will need to create a procedure for their experiment listing all their steps and processes. Students working below expected outcomes and indicators can record their procedures with the help of scaffolding provided by the teacher OR represent their procedure using pictures and diagrams.

Information report – Students will be researching several topics within the unit. They will need to use information reports to scaffolded their information and understandings.

Explanations – Students will need to communicate through written and oral methods to represent their understandings and explanations. They need to be supporting their ideas with explanations and know how to effectively explain them through this text type.

LEARNING SEQUENCE


5 E’s Learning Engagements Resources and Preparation Outcome Sign-offEN

GAGE

Lesson 1; Pot Plant Discovery Part A TWHL chart will be used throughout the unit to

keep track of student’s thoughts and develop their ideas and thinking. First explore what they know about living and non-living.

IWB ‘Living and non-living’ from smart board exchange

To capture student’s interests and find out what they know about living and non-living things they will be given a pot plant to share with a group of 4 students.

Students will observe and classify the contents of the pot plants and group the objects by living and non-living characteristics

As a class we will discuss why students grouped or placed certain objects in each table.

Conversation; “why did you choose to place _____ in this column?”, “what makes ____ living?” Students in their discovery journal choose an

object from the pot plant and write a report outlining where it lives/found, what it consumes/purpose and other relevant information.

Part B Home Explorers Students at home in their ‘discovery journals’

identify a living and non-living specimen at home. They complete a journal entry about their observations and an annotated drawing.

Living & non-living smart board set up

OutcomeST2-10LWST2-11LWContent Living things can be grouped

on the basis of observable features and can be distinguished from non-living things.

Diagnostic Assessment Understanding what students

already know and understand through group discussion and their own observation A3 table.

Used to identify where to next for students, possibly aiming to assist and develop their learning further or identify issues that need to be raised again for deeper understanding and clarification


RISK ASSESSMENT > Lesson 1 Students can eat soil – Rules need to be put into place before commencing activity Safety and use of equipment – Students receive shovel and magnifying glass Equipment may fall on the floor Ensure work environment is clear of hazards i.e. No water on the floor or soil

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Lesson 2 ; Photosynthesis Part A

Students to brainstorm what they think they know about photosynthesis. Directs learning to what we need to clarify to deepen their knowledge.

Whole class role play of the process of photosynthesis. Teacher will choose volunteers to help act it out.

Other students observe, can record and make their own understandings of the process in their discovery journals or on the IPad.

Time for students to ask questions and clarify their understandings of the concept of photosynthesis. With the teacher they add some of their new knowledge to their TWHL chart underneath ‘what we have learned’

Teacher directs students thinking to the needs of an animal and compare with that of a plant. As a whole group a comparison chart is created on the IWB.

Teacher poses questions and true and false statements for students on what they have just learnt. Students choose whether they agree, disagree or they are not sure.

Preparation/ Resources Role play props – green t-

shirt, water poncho, sun poncho, water bottle, torch, spray bottle

TWHL chart

Chat wall Agree and disagree posters

OutcomeST2-10LWST2-11LW

Content Living things can be grouped

on the basis of observable features and can be distinguished from non-living things.

RISK ASSESSMENT > Lesson 2 Students need to act appropriately and follow teachers instructions carefully to prevent injury Walk no running during the agree and disagree game


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Lesson 3; Ecosystems Part A Lesson question > What is an ecosystem? Students are given this question to explore either

in pairs or individually using their choice of exploration (IPad, research non-fiction books)

Students will explore the following criteria;- What type of ecosystem are you exploring - What type of animals are found in your

ecosystem- Within your ecosystem are there food chains

and food webs found? And if so what are some?

- What are the main elements of an ecosystem

Students will come back into a whole group and present some of their findings to the rest of the class using the IPad app ‘Educreation’

Part B A representative will come in from ‘Reefed’

affiliated with the Australian Government education program.

Students will participate in a virtual living classroom demonstration exploring the Great Barrier Reef.

Students will be given the task from the ‘Reefed’ educational challenge resource to complete.


Content Investigate the role of living

things in a habitat, e.g. plants as producers.

Gifted & Talented Students will have the option during class or for further exploration to use the Reefed website and explore several web quest’s on the following topics;

- Pollution solutions- Save our sharks- Reef rescue - Interpreting the Reef

RISK ASSESSMENT > Lesson 3 Ensure the area is free of any potential hazards including power points, windows, objects left out.


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NLesson 4; Food chain ‘Hunt’ by Narelle Oliver will be read to students to

introduce the lesson on predators, prey and consumers and mutual relationships.

Students will apply their knowledge from the previous lesson on ecosystems and add to their TWHL chart

Students then will discuss elements of the story ‘which animal was the prey?’ ‘Are there similar food chains?’

Each student will then choose a lanyard from a box and place it around their neck. They will play ‘Predator vs. prey’ using an Australian bush ecosystem.

Students will be asked to think about their previous lesson on the Great barrier reef and with their new knowledge on the different predator and prey animals they previously acted out in the ‘predator vs. prey’ game.

Students will be given blue lanyards with a sea life creature/specimen from the Great Barrier Reef.

With some blue yarn they will start to create a food web, linking the animals together by what they consume or are consumed by.

As a whole class we will discuss the different roles each animal/specimen plays (producer, primary consumer, secondary consumer)

Preparation/ Resources Hunt by Narelle Oliver Interactive Whiteboard Blue yarn Lanyard – Great Barrier Reef

animals/specimen Lanyard – bush

animals/specimen


Content

Outline the relationship between plants and animals, including that plants are able to use light to make food, while animals must eat plants or other animals to obtain food

EXTENSION > Students to explore their animal/specimen further i.e. Habitat, food, and add their findings to their discovery journal in their own method/design (mind map, annotated drawing)

RISK ASSESSMENT > Lesson 4 Area is clear of desks and chairs Rules implemented before commencement of game Students can drop string on the floor No running during the activity


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NLesson 5; Life cycle of a plant Discuss as whole class how living things depend on

each other and the environment Discuss food chain and food web and the difference

between the two Complete the following activity on the IWB: Students through this will learn about the different

parts of a plant Students will then in groups of four choose a plant,

flower or vegetable they want to grow and watch it grow

Students will need to document the process throughout their discovery journal through diagrams, images and writing.

Students will sequence the stages of the plant from its seed to when it is fully grown

Students in their groups will compare with other groups what their plant needs and where it can grow

This encourages the students to address similarities, differences and compare different life cycles of plants and there different needs

Throughout this process students learn how the environment effects plants human effects on the plants life cycle.

Preparation/Resources IWB

http://www.harcourtschool.com/activity/science_up_close/213/deploy/interface.html


Content Living things have life cycles.

Formative Assessment Students to be assessed

informally through observations using the TWHL chart

Discovery journals will be used as a summative assessment at the end of the unit to assess their understanding of the life cycles and how they communicated their knowledge from the experiment.

RISK ASSESSMENT > Lesson 5 Use Interactive Whiteboard effectively Use of scissors appropriately Ensure students do not eat glue products





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N Students to make observations on their seedling in

their discovery journals. Document changes and other information they may have researched about their plant/vegetable.

Lesson 6; life cycle of a crocodile Students learn about the life cycle of a crocodile Brainstorm some of their previous ideas on the

TWHL chart either describing what they know or some pictures.

Students look at the 3 different phases of a the life cycle of a crocodile – poster up in the classroom

The class will be broken up into to four groups Each group will be given a different breed of an

Australian crocodile to investigate and the different locations of these crocodiles as well as their breeding cycle

Resources will be given to the students but they can also explore this research task using resources of their choice.

The students will present their information learnt in a ‘jigsaw method’. Each group member is assigned to become an “expert” on a crocodile breed

After learning about their breed of crocodile experts from different groups meet to discuss their findings and then return to their groups and take turns teaching their topics to their other group

members.

Preparation/ Resources TWHL chart on the interactive

board is set up Students access to information

report books, fiction books and other modes of finding information is available

Posters on display Jigsaw method task sheet given

to students (gifted and talented/ special need may choose another way of recoding their information)

Information fact sheets available for students;


Content Living things have life cycles.

Mathematics MA2 – 17M Uses simple maps and grids

to represent position and follow routes, including using compass directions

Alternate Task >Students can choose to explore a different animal of their choice’s life cycle and become an expert and teach their peers what they learnt.Criteria > students will still need to complete the following.

- Life cycle- Habitat- Feeding - Interesting facts

RISK ASSESSMENT > Lesson 6 Ensure all desks and chairs are appropriately positioned to prevent injuries.


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Students to document their observations of their plant/vegetable growth. Students may start to place their information in a growth chart, draw pictures and explain observations and predictions.

Lesson 7; Exploring our local environment – excursion Students engage in a discussion on animals and plants in their local environment Refer to the TWHL chart and add what they have learnt in previous lessons throughout the unit Teacher takes students outdoors to explore the gardens of the school and the animals around

them (home pets) Record in their science journals all their findings through brainstorming and diagrams.

Group Research will then commence when they come back to the classroom They will use the iPads to investigate the local animals and plants in the environment that they

found Students need to place their findings of similarities, differences they discovered and what the

items they found need e.g. water and sunlight. A collaborative discussion at end of lesson will then occur. After this students will be attending an excursion to the Aboriginal garden at Sydney University

where an Aboriginal Elder will attend and run the trail. Prior to attending this excursion students will investigate the website

http://science.uniserve.edu.au/school/curric/stage4_5/nativeplants/walk/


Content Identify some factors in

the local environment that are needed by plants and animals for survival

HSIEHT2 – 2:

Describes and explains how significant individuals, groups and events contributed to changes in the local community over time


http://science.uniserve.edu.au/school/curric/stage4_5/nativeplants/walk/

On the day of the excursion they will have a Trail Book with images of different Indigenous plants they have to find with the map in their groups with their teacher and parent helper

Students explore the outdoor surroundings, animals they see in the environment and indigenous plants

Students will study native plants used by Aboriginal people through this excursion e.g. Paper Bark (Melaleuca sp) were peeled off the trunks and used for shelter, blankets, cooking wraps and to how make bark canoes.

The iPads will be taken on the day of the excursion for students to record their findings Once returned to school their findings, photos and videos will be presented to the class and

discussed

Extension >Using the students new found knowledge they can explore further, deepening their knowledge by exploring the question;

What do you think is the impact on the changing

environment and landscape on the Aboriginal garden at the university? How could

you propose a way to sustain the landscape?

RISK ASSESSMENT > Lesson 7 (see appendix) Roads and transportation to and from the venue Strangers in the outdoor environment Handling of plants appropriately Students getting lost

Students make observations in their discovery journals on the growth and changes of their plant/vegetable.

Lesson 8; Natural Disasters – Bushfires Lesson question > What are natural disasters? What is there effect on the environment? Determine students prior knowledge, determine

questions students want to know answers by asking students if they know what a natural disaster is (TWHL chart)

Discuss as a class the different types of Natural disasters that affect the environment such as drought, flooding, earthquakes and bushfires.

Preparation/Resources Gather materials (glass jars,

newspaper, matches, leaves) Give out students role lanyards Ensure role information is

displayed for students to refer to


Content Predict the effect of natural

changes in the environment on some relationships between plants and animals, e.g. drought and fire


Tell students this lesson we will focus on the natural disaster ‘Bushfire’ discuss the effects that bushfires have on the ecosystem (animals, plants and humans). - Watch You Tube clip (2 minutes) Ask students

the different effects bushfire had in the video they just viewed

- Teacher can explain how a fire is created, the gases used and the 3 different fires and how they affect the plants, trees and animals (Ground Fires, Surface Fires and Crown Fires).

An experiment will then be conducted to show students how fire is fuelled by oxygen. This is done by lighting paper in a glass jar, and then putting the lid on to observe what happened.

The teacher will then go through the science report worksheet– what are we exploring? What is a hypothesis?

Complete Experiment – Teacher will walk around to each group and use probing questions such as ‘what is happening inside the jar? What happens when you put the lid on?

Students to complete their roles (speaker, director, manager and recorder)

Students will then come to understand how fire can affect the ecosystem e.g. the food source for animals, killing the plants etc.

Conclusion – Discuss video task and how it will be used for formative assessment

YouTube clip – Australian Bush https://www.youtube.com/

watch?v=EmG5kQBsOpg

RISK ASSESSMENT > Lesson 8 Ensure students are given a safety brief about the fire experiment All students are wearing safety goggles. Students know where the fire exit is if something was to happen


https://www.youtube.com/watch?v=EmG5kQBsOpg

https://www.youtube.com/watch?v=EmG5kQBsOpg

ELAB

ORA

TE Students add observations of their plant/vegetable

in their discovery journals. Student’s plants should start to come to their conclusions and compare life cycles of other group’s plants.

Lesson 9; Natural Disasters Start with discussion on what happened in the

previous lesson Recap on the effects the bushfire had on the

environment, animals and plants This lesson will be focused on students researching

their chosen natural disaster after the previous lesson on Australian Bushfires.

Students will be able to choose who they would like to work with to allow choice as well as choose their natural disaster to investigate

Students in their research groups will investigate how natural changes can affect the environment and the impact it has on flora/fauna

Students will be given a criteria prior to commencing their research tasks so they know what is expected of them and standards they need to meet.

Students can also include: human Impact e.g. cutting down trees to build houses.

How they present their findings is their group’s choice. They could do a video, role-play, power-point, creative arts, song or information report.

Students will then have to upload their presentation onto Year 3’s Wiki space on their allocated group/individual space.

The teacher will be looking for how the students have incorporated their science knowledge from the unit/task into their final research task.

Using the wiki space will allow students to see what other groups/persons have completed and add it to their own scientific and general

Preparation/ Resources TWHL chart on interactive

whiteboard IPads, computers/laptops Wiki space

https://naturaldisasterspassionproject.wikispaces.com/

Literature (fiction & non) The Frog Who Wouldn’t Laugh Natural Disasters Flood

OutcomesScience & technologyST2-10LWST2-11LW

Content Predict the effect of natural


Extension > University of Macquarie Tropical cyclone blog task. SPRINGBOARD TASK:Students to watch some of the videos presented on this blog and record their understandings in the following way; Information report recounting

their knowledge Safety awareness poster of

tropical cyclones Explanation of how tropical

cyclones are formed – video of a news report

Information report of the effects tropical cyclones have had on Australia over the years.





knowledge of the content. RISK ASSESSMENT > Lesson 9 Ensure students safety within the classroom including layout and access around the classroom.

EVAL

UAT

E Students to complete their final entry in their

discovery journals for their plant/vegetable. They should conclude their findings and compare and share with other students the differences and similarities with each life cycle. Also identify how they could complete the experiment differently considering variables (light, nutrients)

Lesson 10; In this lesson students will be presenting their

research task to the class in their chosen format Teacher will create a movie theatre for students to

show their findings on the interactive whiteboard. Teacher will be able to complete summative

assessment throughout this task (APPENDIX) Peer Assessments will also be conducted through

the use of PMI (Positive, Minus, Interesting) where students after watching their peers research task will fill in (APPENDIX)

Ensure students only write constructive feedback through providing a scaffold of how to write a PMI by creating a supportive, non-threatening environment where it is safe to share thoughts

At the conclusion of the presentations students will fill in a peer evaluation form

The teacher will then collect and use the PMI charts to assist with students own assessment marks and provide feedback to give to the students to improve.

Preparation/ Resources Students presentations are

finished Students have access to smart

board, IPads, movie maker Props and classroom designed to

suit what students need Students are given time to

organise their ideas within their groups

Outcomes Science & technologyST2-10LWST2-11LWContent Predict the effect of natural


Creative Arts DRAS2.1 Takes on and sustains roles in

a variety of drama forms to express meaning in a wide range of imagined situations.


RISK ASSESSMENT > Lesson 10 Ensure safety of all students in the classroom

Rubric for Oral Presentation: Appendix 1

Category 1 2 3 4Group Participation Only one or two members

participateSome group member participate

All group members participate All group members participate equally.

Working Collaboratively, supporting peers

All Group members have trouble working collaboratively and supporting each other.

Some Group members have trouble working collaboratively and supporting each other.

Most group members help and support each other when needed.

All group members help and support each other as needed.

Oral presentation Only 1 or 2 group members speak and can be understood.Most group members speak only to part of the audience

Some group members speak clearly, but are difficult to understand. Group members speak to only part of the audience

Most group members speak clearly and are easy to understand. Most group members speak to the entire audience

All group members speak clearly and are easy to understand. All group members speak to the entire audience

Presentation Information and details

Oral presentation includes few or no details

Oral presentation includes few details.

Oral presentation includes some details

Oral presentation includes many details


Visual Appeal Presentation is disorganised or incomplete.

Presentation is complete. Presentation is organised and complete.

Presentation is visually organised and complete.

Rubric for Wikispace: Appendix 2

Category 1 2 3 4Visual Appeal There are few or no graphic

elements. Background colour interferes with the readability.

Some Graphic elements are sometimes, but not always relevant to the understanding of concepts, ideas and relationships. There is some variation in type size, colour, and layout.

Graphic elements are used throughout; most graphics are relevant to the concept and understandings. There is range of variation in type size, colour and layout.

Appropriate graphic elements are used to make visual connections to allow the audience to understand the concepts, ideas and relationships. Differences in type size and/or colour are used well and consistently.

Navigation and Flow Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear

There are a few places where the learner can get lost and not know where to go next

Most of the navigation is easy to follow; students aren’t getting lost in the presentation and know where to go next.

Navigation is excellent. It is always clear to the learner what all the pieces are and how to get to them

Process of task and activities Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this. Activities are of little significance to one another and/or to the accomplishment of the task.

Some directions are given, but there are many aspects of the information missing. Students might be confused.

Most of the directions are easy to follow but some information is still missing.

Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.Activities are clearly related to the task and students are using higher-level thinking.


Quality and relevance of resources

Resources provided are not relevant for students to complete the task

There is some connection between the resources and the information needed for students to complete the task. Some resources aren’t relevant to the task.

Most of the resources have a connection between the resources and information for students to complete the task. Most of the resources are relevant to the task.

There is a clear and meaningful connection between all the resources and the information needed for students to complete the task.


(Discovery Journal) Appendix 3

Category 1 2 3 4Quality of Writing Organisation and neatness is poor

and needs attention.

Uses little to no scientific vocabulary.

Notes and explanations are incomplete.

Ideas are somewhat organised and neat.

Occasional use of scientific vocabulary

Notes/Explanations are not totally complete

Most of the ideas are organised and neat.

Scientific vocabulary is used most of the time.

Notes and explanations are mostly completed.

Organised, neat, well thought ideas.

Scientific Vocabulary used throughout the journal.

Detailed, descriptive, and notes/explanations are complete

Use of diagrams & illustrations to communicate ideas

Diagrams are not totally accurate

Missing quite a few labelson the diagrams

Work very messy

Some aspects of the diagram is accurate but still not complete.

Some labels are accurate

Diagrams are hard to read.

Accurate but not complete

Most labels are accurate and in the correct places

Diagrams are neat but can be improved.

All diagrams and illustrations are accurate and complete

All Labels are correct and in the right place

Diagram is neat and easy to read.


Understanding of information Explanations not accurate or missing info.

Questions not relevant or showing much thought

Some accurate explanations

Some questions are relevant, beginning to show some thought but not a lot of creativity.

Mostly accurate explanations

Questions apply but do not show much creativity

Accurate scientific explanations

Able to generates unique questions that relate

Able to recall information from the lesson and transfer information into their journals, shows creativity.

Spelling and Punctuation No attention paid to spelling and grammar

There are many mistakes throughout the journal

Difficult to read

Some attention is paid to spelling and grammar, still some mistakes

Some attention is put into checking your work.

Most of the time there are no spelling or grammar mistakes in the journal.

More attention paid to the checking your work

Becoming easier to read

Spelling and grammar is excellent throughout the journal

A lot of time has been spent checking your work to make sure for no mistakes.

Very easy and enjoyable to read.


Appendix 4

The approved Risk Assessment and Management Plans must be submitted to ………………… prior to permission notes being distributed and prior to bookings being confirmed.

RISK ASSESSMENT MATRIXInstructions:

A. Identify the possible hazards and their risks.B. Identify the management strategies that will be put in place to minimise or control the risk. Refer to the table below and the suggested strategies on the Teacher Learning Community.C. Assess the likelihood of the incident occurring i.e. frequency –very likely, likely, unlikely, very unlikely/rare.D. Assess the severity i.e. major, significant, and moderate, low/minor.E. Identify the person responsible for implementing the management strategies.F. Identify when the responsible person will be implementing the strategies.

How serious could the incident be?

i.e. severity

How likely is that the incident will occur at each level? i.e. frequencyVery likely (almost certain to happen)

Likely

(could happen)

Unlikely/Low

(could happen, but very rare)

Very Unlikely/rare

(could happen, but probably never will)

Major

(Death or cause permanent disability)Excursion is not to proceed Excursion is not to proceed

The particular activity is not to proceed

Provide an alternative that is safer

Significant

(Long term illness or serious injury)

Excursion is not to proceed The particular activity is not to proceed


Provide protection e.g. seatbelts, safety helmet

Moderate

(Professional medical attention required and/or several days of)

The particular activity is not to proceed



Provide training and/or communication, instruction, supervision

Low/minor

(First aid may be needed) Provide an alternative that is safer


Provide training and/or communication, instruction, supervision

Instruct students to access personal equipment e.g. sun hat

Risk IdentificationTravel – Consider aspects of travel that may present a hazard such as walking to and from the train, crossing the road, transport to the venue. If CBD location, consider travel arrangements in the event of lockdown or evacuation.

Transport – Consider the times you are leaving and the areas you are using for pick up and drop off as well as the numbers involved in the excursion.

Venue – Consider aspects of the excursion venue that may present a hazard such as location near water, cliffs, crowds, and slippery floors. If CBD location, consider possibility of CBD lockdown or evacuation due to evacuation trial or major emergency


Excursion Program Activity – Consider the activities of the excursion program that may present a hazard such as hazards of bushwalking, collecting leaves, observing animals, swimming, singing at an eisteddfod, climbing, eating at different venues for students with anaphylaxis.

Equipment – Consider any equipment that may present a hazard such as sporting equipment, high-risk equipment at the venue.

Environment – Consider aspects of the environment that may present a hazard such as weather conditions, natural hazards such as bushfires, floods or storms, the nature of the terrain, plants, animals and insects.

Consider common allergens that may pose a hazard e.g. foods, insect stings or bites, latex (e.g. balloons or swimming goggles and caps) that may trigger allergic reactions. These must be considered as part of the risk assessment for students with allergic conditions (anaphylaxis).

People – Consider aspects of people that may present a hazard such as poor behaviour, the nature of participants such as maturity, age and skill, child protection issues, medical conditions or disabilities.

Accommodation – Consider aspects of accommodation that may present a hazard such as insufficient supervision, standard of accommodation and amenities, meal menus and allergies, security and child protection issues.

Other – Consider other hazards related to specific excursions such as access to first aid and mobile phone reception. Investigate access to emergency services and equipment.

RISK MANAGEMENT PLAN: Sydney University Indigenous Garden

Year Level:

Year 3, Stage 2

Number of Students: 30

Subject/Area:

Science

Teacher In Charge: Kirsten Kirkwood-Yule

Accompanying Staff: Ashley Littlefair, Anastasia Parras, Paige Degoia

Number of Parent helpers: 4

Location: Sydney University Indigenous Garden

Times: 9am – 2.00pm Date: 26th June 2014

Transport Arrangements: Coach Description of Proposed Activity: Exploring the Native Indigenous Plants to aide our Science topic of Living World.

Emergency Contact:

Head of School phone details: 0439 299 900

Teacher in Charge phone details: 0410 559 480

Critical Incident: Head of School phone number


Task Hazard Identification & Associated Risk

Assess Risk*

Elimination or Control Measures Who

Walking to and from transport and venues

- Struck by vehicle on road

- Uneven footpath and curbs

- Student falling/tripping over

- Heavy traffic- Busy streets with people- Narrow footpaths- Crossing roads- Stonework and paving,

rocky or uneven.

3

5

4

4

4

3

- 4 teachers and 4 parent/carer attending to supervise excursion- Brief participants on rules and behaviour- Remain on pedestrian pathways and use pedestrian crossings at all times- Students to walk in pairs with staff at front and behind- Travel together in small groups for ease of identification- Staff to ensure good group management/monitoring- Staff to ensure they follow the safest route between venues- Students to be briefed on road safety awareness - Follow all road safety/pedestrian rules- Adult to student ratio is 1:5, organising teachers should take into account factors

such as age, experience, and maturity of students

Attending Staff During excursion

Walking from Drop off Point (City Rd, Broadway) to Indigenous Garden

- Wide walking area where students can get lost easily

- Water outside entry to garden

- Busy road near garden

3

2

4

- Need to walk in pairs- Adult at front and back of group supervising- Walk on other side of path to ensure no students can get wet from water feature- Use pedestrian crossings, students must hold hands in pairs

Attending Staff and Students

During Excursion

Walking through Indigenous Garden

Interference from members of the public

Interaction with plants

3

3

- Notify program staff of arrival and departure times, students with medical conditions- Program leader to lead the walk, adult supervision at front and back of each group- Inform students of safety and rules for the excursion- Wear enclosed joggers suitable for walking with PE uniform- Students to wear hats and carry water bottles- Staff carry first aid kit and additional sunscreen - Check weather forecast on day of excursion- Carry map- When crossing bridges always walk in pairs, two straight lines- Adult supervision on sides of bridge, back and front of group- Always walk across bridge, NO RUNNING

Attending Staff and Students

During Excursion


- Do not touch the wildlife (plants, animals, flower)Vehicular Accidents/Incidents

- Student getting knocked over

- Student falling over on bus

- Student falling over

3

3

4

- All students will wear seatbelts- All teachers, parents/caregivers will carry first aid kits- Communication equipment carried/available- NRMA /bus HQ on contact phone number list- School notified of incidents, alternate transport arranged if necessary

Teacher in charge

Prior to excursion

Medical assistance sought as necessary First aid equipment carried/available Communication equipment carried/available NRMA /bus HQ on contact phone number list School notified of incidents, alternate transport arranged if necessary

Attending Staff During pick up/set down/travel

All drivers to be licensed for vehicles driven Drivers to obey all road rules

Drivers During travel

Coach leaves student behind

Teachers instructed to take roll call prior to leaving Bus not to depart until all students accounted for Students informed of bus departure time Head of school and organizer notified Bus company notified who subsequently notifies venue One teacher to remain with bus and students whilst others conduct search Principal and police notified as appropriate

Attending staff During excursion

Lost/missing/absent Student

- Student abducted- Student runs away

1

1

Information has gone out in permission letter Parents/students are aware of start and finish times Contact details available Lost/missing/absent students contacted Students instructed to contact staff if late or absent Parents contacted and Teacher in charge notified Emergency service notified & called to assist if necessary

Attending Staff During the event

Asthma Attack

- Student has asthma attack

3 Staff will liaise with school nurse in regards to those students attending the excursion. Staff will get a list of known asthmatic students attending for their excursion file and any necessary medications

Attending staff Prior to Excursion

Staff to be notified of condition prior to excursion Medical assistance sought as necessary First aid kits available/carried Up to date medical forms carried/available Asthma management plan in place Teacher in charge notified and Emergency Services

During the excursion

Participant Injuries/Illness

- Student vomits- Student breaks a bone

3

First Aid + emergency contacts available Teacher and parent helpers supervision at venues Students informed of requirements for appropriate behaviour Students briefed on boundaries and out of bounds areas

Attending Staff During the excursion


3 Students briefed on any hazards in the area Up to date medical forms with organizer/available All participants to wear appropriate attire Medical assistance sought as necessary


Reference List:

Base, G. (2001). The Waterhole. Melbourne, VIC: Penguin Books.

Earth’s Biomes. (2009). Capstone Global Library Limited.

Egan, C., & Alger, E. (1999). The Frog Who Wouldn’t Laugh. Marleston, SA: J.B. Books.

French, J. & Whatley, B. (2011). Flood. Gosford, NSW: Scholastic Australia.

Gott, R. (2009). Natural Disasters. Port Melbourne, VIC: Pearson Australia Group.

Harlan J., & Rivkin, M. (2008) Science Experiences for the Early Childhood Years- An Integrated Affective Approach (9th ed.) Australia: Pearson Education

Oliver, N. (1995). The Hunt. Port Melbourne, VIC: A Lothian Book.

Sheppard, A. (2006). Rainforest Environments. Port Melbourne, VIC: Reed International Books Australia.

Toft, K. M., & Sheather, A. (1997). One Less Fish. St Lucia, QLD: University of Queensland Press.

Wignell, E., & Jackson, M. (2011). Bilby Secrets. Newtown, NSW: Walker Books Australia.


Australiancurriculum.edu.au,. (2014). The Australian Curriculum v6.0 Science: Rationale. Retrieved 4 July 2014, from http://www.australiancurriculum.edu.au/science/Rationale

Boardofstudies.nsw.edu.au,. (2014). Home -Board of Studies NSW. Retrieved 4 July 2014, from http://www.boardofstudies.nsw.edu.au/

D, E. (2014). The Usual Mayhem: Natural Disasters lesson: Wildfires!. Theusualmayhem.com. Retrieved 2 July 2014, from http://www.theusualmayhem.com/2014/03/natural-disaster-lesson-wildfires.html

Educmoodle.ltc.mq.edu.au,. (2014). Education — Moodle Server: Log in to the site. Retrieved 3 July 2014, from http://educmoodle.ltc.mq.edu.au/course/view.php?id=572

Primaryconnections.org.au,. (2014). PrimaryConnections: Linking science with literacy. Retrieved 4 July 2014, from https://www.primaryconnections.org.au/

Reefed.edu.au,. (2014). Web Quest. Retrieved 2 July 2014, from http://www.reefed.edu.au/home/students/web_quest

Reefed.edu.au,. (2014). The Living Classroom. Retrieved 2 July 2014, from http://www.reefed.edu.au/home/reefhq/the_living_classroom





http://www.reefed.edu.au/home/students/web_quest

https://www.primaryconnections.org.au/

http://www.theusualmayhem.com/2014/03/natural-disaster-lesson-wildfires.html

http://www.boardofstudies.nsw.edu.au/

http://www.australiancurriculum.edu.au/science/Rationale

http://www.exploringnature.org/graphics/foodwebs/pred-prey%20game.pdf. (2014). 1st ed.

YouTube,. (2014). Inside the Firestorm | ABC1. Retrieved 2 July 2014, from http://www.youtube.com/watch?v=EmG5kQBsOpg

YouTube,. (2014). Photosynthesis by Debra Ringler (Personal Plant Service). Retrieved 2 July 2014, from http://www.youtube.com/watch?v=plFyhfwotH4


http://www.youtube.com/watch?v=plFyhfwotH4

http://www.youtube.com/watch?v=EmG5kQBsOpg

Documents

RISK ASSESSMENT MATRIX - Teacher tech net unit plansteachertechnet.weebly.com/.../4/1/1/7/41175315/stage_2… · Web viewThe unit Living World aims to relate other KLA learning