pialbastateschool.files.wordpress.com · Web viewUnit Plan . Our living world. In this unit, students will use their senses to observe the needs of living things, both animals and

OneSchoolUnit Plan

Name: Unit 1 - Science Year Prep (V8)Duration: 10 Weeks

Year Level: PY

Applicable LearningAreas/Subjects: Science

Unit PlanOur living worldIn this unit, students will use their senses to observe the needs of living things, both animals and plants. They begin to understand that observing is an important part of science and that scientists discuss and record their observations. Students learn that the survival of all living things is reliant on basic needs being met, and there are consequences when needs are not met. They analyse different types of environments and how each provides for the needs of living things. Students consider the impact of human activity and natural events on basic needs. They share ideas about how they can support and protect living things in the school grounds.

For further information to support teaching of the unit, view the:

• Year level plan• Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Throughout this unit, students will require ready access to ICT at a whole-class level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.

SafetyTeachers need to identify safety issues and conduct risk assessments. For this unit teachers should:

refer to the Health and Safety http://education.qld.gov.au/health/safety/index.html policy pertaining to schools consult the Curriculum Activity Risk Management Guidelines http://education.qld.gov.au/curriculum/carmg/index.html

ensure students observe sun safety at school procedures. See Developing a sun safety strategy http://education.qld.gov.au/schools/healthy/wellbeing-guidelines/sun-safety.html

ensure risk assessment includes allergic reactions to plants/animals on field walks consider accessing Plants and mushrooms (fungi) poisonous to people in Queensland (Queensland Health) http://www.health.qld.gov.au/poisonsinformationcentre/plants_fungi/

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Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 23

Unit Plan Plan Name: Unit 1 - Science Year Prep (V8)

Year: PYLearning Areas/Subjects: Science

Duration: 10 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Exploring our living world (Yr PY)Students represent, share and reflect on observations about the needs of living things and how an environment can affect them. Students ask and respond to science questions.

Collection of Work Science Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

The living world The needs of living things Meeting needs in different

environments The impact of human actions

Resources Attachments Plan Resource Bank

Assessment Collection of Work - Exploring our

living world (Yr PY)




Duration: 10 Weeks

Australian Curriculum

Science – Foundation Year

Foundation Year Achievement StandardBy the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share and reflect on observations, and ask and respond to questions about familiar objects and events.

Content Descriptions

Science as a Human Endeavour Science Inquiry Skills Science Understanding

Nature and development of science

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)

Planning and conducting

Participate in guided investigations and make observations using the senses (ACSIS011)

Questioning and predicting

Pose and respond to questions about familiar objects and events (ACSIS014)

Processing and analysing data and information

Engage in discussions about observations and represent ideas (ACSIS233)

Communicating

Share observations and ideas (ACSIS012)

Biological sciences

Living things have basic needs, including food and water (ACSSU002)




Duration: 10 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculum

Students will build on a range of understandings and skills from home and other experiences, e.g. care and educational settings.Curriculum working towardsThe teaching and learning in this unit work towards the following in Year 1:

Living things have a variety of external features (ACSSU017) Living things live in different places where their needs are met (ACSSU211) Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE021) People use science in their daily lives, including when caring for their environment and living things (ACSHE022)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating




Duration: 10 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Word knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers Using spatial reasoning Using measurement

Information and communication technology (ICT) capability Investigating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions Exploring values, rights and responsibilities

Intercultural understanding Recognising culture and developing respect Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.




Duration: 10 Weeks

The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.

SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.

Assessing student learningAssessment name: Exploring our living worldAssessment description: Students represent, share and reflect on observations about the needs of living things and how an environment can affect them. Students ask and respond to science questions.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things.Students share and reflect on observations, and ask and respond to questions about familiar objects and events.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:

Asking questions about student observations of living things, their environment and their behaviour. Conferencing with students about the science knowledge in their representations. Encouraging students to pose questions using their science knowledge. Discussions about observations especially where students justify their thinking or reflect on how science impacts on our understanding of living things.

FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit, this may include:

Students' use of generalisations rather than observations, e.g. sand comes from the beach. Review the senses and identify how these are used in observations, e.g. 'What can you see? What can you feel?'

Students' use of generalisations about living things rather than observations using their senses, e.g. flowers smell pretty. Review the senses and practise observing living things using one sense at a time. Identify which sense is to be used, and what is observed.

Students not recognising that pets are reliant on people to meet their needs. Identify a need and clarify how it is met through actions taken by people. Students confusing basic needs with secondary needs. Ask the student to discriminate between the two, such as: do they need it to stay alive, or want it in order to be happy and

comfortable? Students not realising that plants are living things with needs. Explain that plants are living things and that all living things have basic needs. Students thinking that plants don't need water, nutrients and/or air because they don't have mouths. Explain that plants absorb water, air and nutrients through their roots and leaves. Students not realising how humans provide for the living things in some environments. Explain what actions need to be taken to provide for needs, e.g. water and feed troughs need to

be filled regularly. Students' inability to distinguish between how different environments provide for the needs of living things. Explain that natural features of an environment are those that exist

naturally, without help from people. Students not realising that living things in the wild have the same basic needs as all other living things. Use images and examples to explain that all living things have the same basic

needs, regardless of where they live. Students not understanding that their own actions can impact the survival of living things, even if they can't see them. Explain that their actions may impact on the environment of




Duration: 10 Weeks

living things, and this can affect whether needs are met. If needs are not met, living things may not survive in this environment. Students thinking that their own actions do not impact on the needs of living things, especially when those living things cannot be seen (e.g. nocturnal animals). Explain that while

nature provides for most of the needs in the natural environment, they are able to help by what they do (e.g. plant a tree) or don't do (e.g. litter).




Duration: 10 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

3 Lessons The living world Lesson 1: Exploring science and our senses Lesson 2: Identifying living things in our school Lesson 3: Exploring the living world using our senses

3 Lessons The needs of living things Lesson 4: Reflecting on familiar living things Lesson 5: Considering the needs of animals Lesson 6: Identifying the needs of plants

2 Lessons Meeting needs in different environments Lesson 7: Environments that people care for Lesson 8: Analysing wild environments

2 Lessons The impact of human actions Lesson 9: Considering actions that harm environments Lesson 10: Reflecting on actions in the local environment

10 Lessons Total Unit




Duration: 10 Weeks

Teaching Sequence

Topic The living world Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class level. Students are provided opportunities to explore the senses, and make observations of living things using the senses

Lessons Teaching and Learning Sequence Resources

Lesson 1

Exploring science and our senses

Lesson objectivesStudents will:

Recognise how their senses can help them learn about the world.Evidence of learningCan the student:

Describe what they learn when they use one or more of their senses?

Example learning sequence Explore the senses Practise using the senses Consolidate learning

Resources Supporting learning resource - Materials & equipment list Supporting learning resource - C2C Science glossary Supporting learning resource - Science inquiry skills poster YP-2 Slideshow - What is a scientist? Sheet - Hokey pokey signs Sheet - Five senses poster Video - The prickly world of echidnas (ABC Splash) Supporting learning resource - Senses word cards Supporting learning resource -Teacher notes - Additional activities for learning about

the senses (sensory activities that can be incorporated in other parts of the prep program)

Supporting learning resource - Teacher notes - 'Our living world' (background information about the unit)

Supporting learning resource - Teacher notes - Animals for scientific observation by students (ideas for classroom suited specimens and how to care for their needs)

Supporting learning resource - Teacher notes - Housing invertebrates (instructions for how to make a classroom habitat for specimens)

Supporting learning resource - Science learning pathwayHelpful information

Sheet - Change the dough https://learningplace.eq.edu.au/cx/resources/items/f8bd214f-cde9-4847-ac33-4c8b283b60c4/0/Sci_Prep_U1_SH_ChangetheDough.docx

Text - Henderson, A, Henderson, D & Sinclair, J 2008, Bugs alive! A guide to keeping Australian invertebrates, Museum of Victoria, Melbourne

Website - Keeping live insects (Queensland Museum) http://www.qm.qld.gov.au/Find+out+about/Animals+of+Queensland/Insects/Keeping+insects+at+home

Website - Bug catcher (Museum Victoria) http://museumvictoria.com.au/bugs/catcher/index.aspx (zoom in to observe bugs closely)

Website - Frogs (Queensland Government, Department of Environment and Heritage Protection) http://www.ehp.qld.gov.au/wildlife/livingwith/frogs/index.html

Attachments Lesson plan




Duration: 10 Weeks

Teaching Sequence




Lesson 2

Identifying living things in our school


Understand how to observe living things using the senses.Evidence of learningCan the student:

Describe observations of living things based on sensory explorations?

Example learning sequence Discuss the concept of 'observation' Observe living things Record observations

Resources Supporting learning resource - Materials & equipment list Sheet - Letter from Gumnut Sheet - Science word list Video - Meet a flying possum! (ABC Splash) Sheet - Example of a scientific drawing Supporting learning resource - Teacher notes - 'Our living world' Supporting learning resource - Teacher notes - Animals for scientific observation by

students Supporting learning resource - Teacher notes - Housing invertebrates Supporting learning resource - Background information: Year F, unit 1: Needs of

living things (TLF M014080) (ScienceWeb Australia)Helpful information

Text - Kitzelman, K & Parish, S 2008, Nature learning: Big book of Australian backyards, Steve Parish Publishing, Oxley

Website - Primary connections: Schoolyard safari (TLF S7168) https://learningplace.eq.edu.au/cx/resources/items/fa0ac93e-567a-4919-83a3-c8c0da276496/0ViewIMS.jsp (example activities for observing living things)

Supporting learning resource - Primary connections: Staying alive (pp. 55-56) (provides one explanation of student science journalling) https://learningplace.eq.edu.au/cx/resources/items/fa45e99e-174d-bc95-9403-3976fe26ef86/0/ViewIMS.jsp


Website - Bugs (Museum Victoria) http://museumvictoria.com.au/bugs


Lesson 3

Exploring the living world


Understand that the making of detailed observations is important in science.

Resources Supporting learning resource - Materials & equipment list Sheet - Postcard from Gumnut - observing Video - Hypsi: the forest gardener, 1998: Living link kangaroo (TLF R7309)




Duration: 10 Weeks

Teaching Sequence




using our senses

Recognise that living things have basic needs.Evidence of learningCan the student:

Demonstrate scientific detail when describing living things? Identify basic needs of living things?

Example learning sequence Appreciate scientific observation Practise scientific observation skills Explore understanding of living things and their needs

Sheet - 'What do I need?' word list Sheet - Basic needs of living things Supporting learning resource - Teacher notes - Animals for scientific observation by

students Supporting learning resource - Teacher notes - 'Our living world' Supporting learning resource - Teacher notes - Housing invertebrates Supporting learning resource - Background information: Year F, unit 1: Needs of

living things (ScienceWeb Australia) (TLF M014080)Helpful information

Website - Unit 1: Needs of living things (ScienceWeb Australia) http://scienceweb.asta.edu.au/years-f-2/unit1/overview/yrf2-unit1-overview.html

Website - Bugs bugs bugs! (Melbourne Museum) http://museumvictoria.com.au/melbournemuseum/education/education-kits/bugs-bugs-bugs/


Website - Bugs (Museum Victoria) http://museumvictoria.com.au/bugs/





Duration: 10 Weeks

Teaching Sequence

Topic The needs of living things Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class level. This lesson sequence provides opportunities for students to use their observation skills to explore the needs of living things, including familiar animals and plants.


Lesson 4

Reflecting on familiar living things


Understand that familiar living things have needs essential for their survival.

Evidence of learningCan the student:

Describe what they know about providing for the needs of a pet?Example learning sequence

Extend understanding of living things and their needs Discuss pets as living things with needs Examine the environment for pets

Resources Supporting learning resource - Materials & equipment list Assessment task - Exploring our living world Assessment task - Exploring our living world: Model response Assessment task - Exploring our living world: Supplementary resource Assessment task - Exploring our living world: Teaching notes Sheet - 'What do I need?' word list Sheet - Do pets have needs?

Helpful information Video - The Brunswick Browns (YouTube, Olliecoole) https://www.youtube.com/watch?

v=JRgC0xqG6jA Website - Bugs bugs bugs! (Melbourne Museum)

https://museumvictoria.com.au/melbournemuseum/learning/school-programs-and-resources/bugs-bugs-bugs/

Sheet - 'What it needs' game https://learningplace.eq.edu.au/cx/resources/items/ddea413a-14d4-41ad-8c3e-79e3d36c40f7/0/Sci_Prep_U1_SH_WhatItNeedsGame.docx


Lesson 5

Considering the needs of animals


Understand that all living things have the same basic needs which must be met by its environment for it to survive.


Share ideas about how an environment affects the provision of basic needs?

Example learning sequence Recall learning about living things Consider the needs of animals Compare basic needs

Resources Supporting learning resource - Materials & equipment list Sheet - Letter from Gumnut - needs Video - Echidna the survivor, 1995: Spike the monotreme (TLF R7357) Sheet - Needs of living things Sheet - Science word list

Helpful information Supporting learning resource - Teacher notes - 'Our living world'

https://learningplace.eq.edu.au/cx/resources/items/83fec3b9-97de-4266-98ee-41836a83d0d9/0/Sci_YP_U1_SLR_OurLivingWorld.docx




Duration: 10 Weeks

Teaching Sequence

Topic The needs of living things Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class level. This lesson sequence provides opportunities for students to use their observation skills to explore the needs of living things, including familiar animals and plants.

Lessons Teaching and Learning Sequence Resources Consider the effects of needs not being met Represent the needs of a living thing


Lesson 6

Identifying the needs of plants


Recognise that plants have needs which are affected by their environment.


Represent an environment, showing how it is affecting a plant and its needs?

Example learning sequence Explore the needs of plants Consider where plants grow Recognise the significance of plants to Aboriginal peoples and

Torres Strait Islander peoples Represent how to care for plants

Resources Assessment task - Exploring our living world Assessment task - Exploring our living world: Model response Assessment task - Exploring our living world: Supplementary resource Assessment task - Exploring our living world: Teaching notes Supporting learning resource - Materials & equipment list Image - Plant seedlings bending towards light source (TLF R11759) Video - Germination time lapse Sheet - Do plants need shelter? Supporting learning resource - Significance of the bunya pine: Background

informationHelpful information

Supporting learning resource - Teacher notes - 'Our living world' https://learningplace.eq.edu.au/cx/resources/items/83fec3b9-97de-4266-98ee-41836a83d0d9/0/Sci_YP_U1_SLR_OurLivingWorld.docx

Website - Building relationships with local communities (Queensland Government) http://www.qsa.qld.edu.au/downloads/approach/Indigenous_build_relationship.pdf

Supporting learning resource - Investigation - Growing plants https://learningplace.eq.edu.au/cx/resources/items/ad35ba89-3569-4d26-8902-cec2c9ece154/0/Sci_YP_U1_SLR_InvestigationGrowingPlants.docx





Duration: 10 Weeks

Teaching Sequence

Topic Meeting needs in different environments Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class level. This lesson sequence provides opportunities for students to understand that environments provide for the needs of living things, and that sometimes this environment involves the care of humans and sometimes it does not.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 7

Environments that people care for


Understand that people provide the basic needs for living things in some environments.


Represent and describe the needs of living things being met in a farm environment?

Example learning sequence Review basic needs of living things Investigate farms as environments for living things Represent a farm Relate knowledge to other environments

Resources Supporting learning resource - Materials & equipment list Sheet - Email from Gumnut - farms Slideshow - Photos from the farm Sheet - Places where people care for animals and plants

Helpful information Supporting learning resource - Teacher notes - 'Our living world'

https://learningplace.eq.edu.au/cx/resources/items/83fec3b9-97de-4266-98ee-41836a83d0d9/0/Sci_YP_U1_SLR_OurLivingWorld.docx


Lesson 8

Analysing wild environments


Recognise how the needs of living things are met differently in different environments and can be affected by many events.


Create and describe an environment demonstrating natural features that meet the needs of living things?

Suggest ideas about how living things in natural environments can be affected by human actions and other events?

Example learning sequence Revisit environments cared for by people Discuss different environments Represent nature Compare environments

Resources Assessment task - Exploring our living world Assessment task - Exploring our living world: Model response Assessment task - Exploring our living world: Supplementary resource Assessment task - Exploring our living world: Teaching notes Supporting learning resource - Materials & equipment list Sheet - Email from Gumnut - different environments Slideshow - Gumnut's photos from different environments

Helpful information Learning object - The place that's right for me (TLF L1471)

https://learningplace.eq.edu.au/cx/resources/items/f8739b19-d4b6-de29-e4b6-ce348bf680b9/0/viewIMS.jsp (includes information about how different environments suit different living things)





Duration: 10 Weeks

Teaching Sequence





Teaching Sequence

Topic The impact of human actions Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class level. This lesson sequence provides opportunities for students to understand that environments provide for the needs of living things, and that sometimes this environment involves the care of humans and sometimes it does not.


Lesson 9

Considering actions that harm environments


Understand that human actions can impact on living things.Evidence of learningCan the student:

Describe the impact of human actions on living things?Example learning sequence

Review learning about needs and the environment Contemplate human impact Investigate pollution

Consider own actions

Resources Supporting learning resource - Materials & equipment list Slideshow - Actions that harm environments Supporting learning resource - Teacher notes - Modelling pollution effects

Helpful information Text - Johnson, R 2006, Spiky echidna, Steve Parish Publishing, Oxley Supporting learning resource - Teacher notes - Investigate pollution

https://learningplace.eq.edu.au/cx/resources/items/5a203a7a-ec94-4137-a7e2-96301e88ef09/0/Sci_YP_U1_SLR_InvestigatePollution.docx


Lesson 10

Reflecting on actions in the local environment


Recognise the connection between human actions and living things in the school environment.


Share one way they could help to meet a need of a living thing in

Resources Supporting learning resource - Materials & equipment list Video - 'Lift off' - Upwardly mobile frogs (TLF R6755)

https://learningplace.eq.edu.au/cx/resources/items/c1615c28-9bf4-fa16-75f9-1b8d721c5748/0/ViewIMS.jsp

Sheet - Postcard from Gumnut - human actionsHelpful information




Duration: 10 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesthe school environment?

Example learning sequence Review learning about needs and environments Consider human impact in the school grounds Investigate the local environment Consider own actions






Duration: 10 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - The living world Lesson plan - Sci_YP_U1_LP01.docx Lesson plan - Sci_YP_U1_LP02.docx Lesson plan - Sci_YP_U1_LP03.docx

Sequence - The needs of living

things

Lesson plan - Sci_YP_U1_LP04.docx Lesson plan - Sci_YP_U1_LP05.docx Lesson plan - Sci_YP_U1_LP06.docx

Sequence - Meeting needs in

different environmentsLesson plan - Sci_YP_U1_LP07.docx

Lesson plan - Sci_YP_U1_LP08.docx

Sequence - The impact of

human actionsLesson plan - Sci_YP_U1_LP09.docx

Lesson plan - Sci_YP_U1_LP10.docx

Sequence Image - Plant seedlings bending towards light source (TLF R11759) Learning object - The place that's right for me (TLF L1471) https://learningplace.eq.edu.au/cx/resources/items/f8739b19-d4b6-de29-e4b6-ce348bf680b9/0/viewIMS.jsp

Sheet - Basic needs of living things Sheet - Change the dough https://learningplace.eq.edu.au/cx/resources/items/f8bd214f-cde9-4847-ac33-4c8b283b60c4/0/Sci_Prep_U1_SH_ChangetheDough.docx

Sheet - Do pets have needs? Sheet - Do plants need shelter?




Duration: 10 Weeks


Sheet - Email from Gumnut - different environments Sheet - Email from Gumnut - farms Sheet - Example of a scientific drawing Sheet - Five senses poster Sheet - Hokey pokey signs Sheet - Letter from Gumnut Sheet - Letter from Gumnut - needs Sheet - Needs of living things Sheet - Places where people care for animals and plants Sheet - Postcard from Gumnut - human actions Sheet - Postcard from Gumnut - observing Sheet - Science word list Sheet - 'What do I need?' word list Sheet - 'What it needs' game https://learningplace.eq.edu.au/cx/resources/items/ddea413a-14d4-41ad-8c3e-79e3d36c40f7/0/Sci_Prep_U1_SH_WhatItNeedsGame.docx

Slideshow - Actions that harm environments Slideshow - Gumnut's photos from different environments Slideshow - Photos from the farm Slideshow - What is a scientist?




Duration: 10 Weeks


Supporting learning resource - Background information: Year F, unit 1: Needs of living things (TLF M014080) (ScienceWeb Australia) Supporting learning resource - C2C Science glossary Supporting learning resource - Investigation - Growing plants https://learningplace.eq.edu.au/cx/resources/items/ad35ba89-3569-4d26-8902-cec2c9ece154/0/Sci_YP_U1_SLR_InvestigationGrowingPlants.docx

Supporting learning resource - Materials & equipment list Supporting learning resource - Primary connections: Staying alive (pp. 55-56) (provides one explanation of student science journalling) https://learningplace.eq.edu.au/cx/resources/items/fa45e99e-174d-bc95-9403-3976fe26ef86/0/ViewIMS.jsp

Supporting learning resource - Science inquiry skills poster YP-2 Supporting learning resource - Science learning pathway Supporting learning resource - Senses word cards Supporting learning resource - Significance of the bunya pine: Background information Supporting learning resource - Teacher notes - Additional activities for learning about the senses Supporting learning resource - Teacher notes - Animals for scientific observation by students Supporting learning resource - Teacher notes - Housing invertebrates Supporting learning resource - Teacher notes - Investigate pollution https://learningplace.eq.edu.au/cx/resources/items/5a203a7a-ec94-4137-a7e2-96301e88ef09/0/Sci_YP_U1_SLR_InvestigatePollution.docx

Supporting learning resource - Teacher notes - Modelling pollution effects Supporting learning resource - Teacher notes - 'Our living world' Text - Henderson, A, Henderson, D & Sinclair, J 2008, Bugs alive! A guide to keeping Australian invertebrates, Museum of Victoria, MelbourneText - Johnson, R 2006, Spiky echidna, Steve Parish Publishing, Oxley




Duration: 10 Weeks


Text - Kitzelman, K & Parish, S 2008, Nature learning: Big book of Australian backyards, Steve Parish Publishing, Oxley

Video - Echidna the survivor, 1995: Spike the monotreme (TLF R7357) Video - Germination time lapse Video - Hypsi: the forest gardener, 1998: Living link kangaroo (TLF R7309) Video - 'Lift off' - Upwardly mobile frogs (TLF R6755) https://learningplace.eq.edu.au/cx/resources/items/c1615c28-9bf4-fa16-75f9-1b8d721c5748/0/ViewIMS.jsp

Video - Meet a flying possum! (ABC Splash) Video - The Brunswick Browns (YouTube, Olliecoole) https://www.youtube.com/watch?v=JRgC0xqG6jA

Video - The prickly world of echidnas (ABC Splash) Website - Bug catcher (Museum Victoria)http://museumvictoria.com.au/bugs/catcher/index.aspx

Website - Bugs (Museum Victoria) http://museumvictoria.com.au/bugs/

Website - Bugs bugs bugs! (Melbourne Museum) https://museumvictoria.com.au/melbournemuseum/learning/school-programs-and- resources/bugs-bugs-bugs/

Website - Building relationships with local communities (Queensland Government)http://www.qsa.qld.edu.au/downloads/approach/Indigenous_build_relationship.pdf

Website - Frogs (Queensland Government, Department of Environment and Heritage Protection) https://www.ehp.qld.gov.au/wildlife/livingwith/frogs/index.html


Website - Primary connections: Schoolyard safari (TLF S7168) https://learningplace.eq.edu.au/cx/resources/items/fa0ac93e-567a-4919-83a3-c8c0da276496/0/ViewIMS.jsp

Website - Unit 1: Needs of living things (ScienceWeb Australia) http://scienceweb.asta.edu.au/years-f-2/unit1/overview/yrf2-unit1-overview.html

Assessment Planner – Exploring our living world

Assessment task - Sci_YP_U1_AT_ExOurLivWrld.docx

Assessment task - Sci_YP_U1_AT_MR_EXOurLivWrld.docx




Duration: 10 Weeks


Assessment task - Sci_YP_U1_AT_SH_ExOurLivWrld.docx

Assessment task - Sci_YP_U1_AT_TN_ExOurLivWrld.docx

Assessment Assessment task - Exploring our living world

Assessment task - Exploring our living world: Model response

Assessment task - Exploring our living world: Supplementary resource

Assessment task - Exploring our living world: Teaching notes




Duration: 10 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Exploring our living world (Yr PY)Type Collection of Work

Date

Description Students represent, share and reflect on observations about the needs of living things and how an environment can affect them. Students ask and respond to science questions.

Learning Area Science

Science understanding Science inquiry skills

Describe the behaviour of familiar objects. Suggest how the environment affects them and other living things.

Ask and respond to questions about familiar objects.Share and reflect on observations

AP ◄ Explains how an environment can affect the needs of living things, including the impact of human actions. ◄

Asks questions demonstrating science understanding.Engages in discussions about representations, observations, ideas and justifies thinking.

MC ◄ Describes a cause and effect relationship between a living thing and its environment. ◄

Responds to questions about the science knowledge in their representations.Explains representations, observations and ideas.Reflects on how science impacts on an understanding of living things.

WW ◄Describes the behaviour of a living thing in terms of their needs.Suggests how an environment affects them and other living things.

◄Asks and responds to questions about living things and their behaviour.Shares and reflects on observations.

EX ◄Describes behaviour of living things.Describes an environment.

◄Responds to a question about an environment.Responds to questions in guided discussions about observations made.Contributes to drawing an observation.

BA ◄Identifies a living thing.Identifies an environment.

◄Responds to a question about a living thing.Makes observations of living things.Makes a statement while observing.




Duration: 10 Weeks

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Documents

pialbastateschool.files.wordpress.com · Web viewUnit Plan . Our living world. In this unit, students will use their senses to observe the needs of living things, both animals and