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UNIT PLANUnit Title- Our Living World Stage- Stage 1, Year 1 Term- 3Strand- Living WorldDuration- 9x 60 minute lessons Sub-strand- Growth and Environments RATIONALEThis integrated Science and Technology unit provides an opportunity for students to develop an understanding, awareness and appreciation of living and non-living things. Students will be encouraged to find practical ways to care for the living things in the world that they live in.This unit is combined with other KLA’s and the Aboriginal 8 ways of learning to give students a hands-on experience with the unit. Through stories and journaling, students will be furthering their listening, speaking, reading and writing skills. Learning activities will be planned on the 5 E’s (Engage, Explore, Explain, Elaborate, Evaluate). Through a hands-on experience that includes planting plants, cutting fruits and vegetables, animal search in the playground and going to the zoo, students will gain knowledge of plant parts, needs, differences among plants, and products that come from plants. Students also construct meaning of living animals in our environment. Students begin to notice the vast amount of living things existing and the environment that caters for the growth and reproduction of our living world. Students will be actively engaged in these lessons and will build their group work and individual work skills. After completing this unit, students will have gained age appropriate knowledge and understanding of living and non-living things through a unit, which furthers inquiry learning skills across many KLA’s. To benefit teaching and learning in context this unit will integrate many aspects of ICT.[Type the company address]GOALSKLA- Science and Technology: Outcomes & Performance Indicators- - ST1-1VA- Shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities.Skills- Working Scientifically- ST1-4WS- investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others knowSkills- Working Technologically - ST1-5WT- uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wantsOutcomes- - ST1-10LW- describes external features, changes in and growth of living things - ST1-11LW- describes ways that different places in the environment provide for the needs of living things ?Content-ACSSU017- Living things have a variety of external features. Students: describe some external features of a variety of living things, including plants and animals use a range of methods, including fieldwork, to identify plants or animals in their local area devise simple classification systems based on the observable external features of plants or animals identified in the local area ACSSU030-?Living things grow, change and have offspring similar to themselves. Students: record the changes in growth of a common plant or animal, using informal units, provided tables and digital technologies as appropriate observe and record some of the changes a common plant or animal shows during its life, using an appropriate digital technology, eg a camera compare the appearance of adult living things with their offspring, e.g. trees, insects, birds, reptiles, cats or humans ACSSU211?Living things live in different places where their needs are met. Students:observe the different places in a local land or aquatic environment where living things can be found, eg a schoolyard, pond, beach or bush explore the needs of a plant or an animal in its environment describe how some different places in a local land or aquatic environment provide for the needs of the animals or plants that live there observe and record ways people use science knowledge and skills in their daily lives to care for living things, such as gardeners, farmers or pet carers (ACSHE022, ACSHE035)KLA- English: Outcomes & Performance IndicatorsEN1-3A- Composes texts using letters of consistent size and slope and uses digital technologies. EN1-4A- Draws on an increasingly range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies.EN1.1A- Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situationsEN1.10C- Thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing textsKLA- Mathematics: Outcomes & Performance IndicatorsWorking mathematically MA1-2WM- develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematical concepts, choosing and applying problem-solving skills and mathematical techniques, communication and reasoningMA1-17SP- Gathers and organises data, displays data in lists, tables and picture graphs, and interprets the resultsKLA- Art: Outcomes & Performance IndicatorsDrama DRAS1.1 Takes on roles in drama to explore familiar and imagined situations. DRAS1.3Interacts collaboratively to communicate the action of the dramawith others.Visual Arts VAS1.1Makes artworks in a particular way about experiences of real and imaginary things. VAS1.2Uses the forms to make artworks according to varying requirements.KLA- HSIE-History: Outcomes & Performance IndicatorsHistory HT1-2 Identify and describes significant people, places, events and sites in the local community over timeHT1-4 Demonstrated skills or historical enquiry and communicationGOALSFormative AssessmentFormative assessment will be ongoing and a key aspect during the ten lessons of this unit. The methods that student’s learning will be assessed include: - Observations- Students learning is closely monitored in numerous lessons through an observational checklist that a teacher modifies to suite the outcomes of the particular lesson. - Discussions both amongst the class and with the teacher will be used to track student’s level of understanding throughout the unit of work. Additionally discussions will be further used as a form of pre testing, as students complete a KWL chart at the start of the unit. - Samples of units of work will be used to showcase student’s level of achievement throughout the unit, students work will be required to be written/pasted in a “Science Journal” which will act as a portfolio at the end of the unit. -Feedback will be given to the students in all lessons by the teacher as well as by the individual child through a self-evaluation form. Examples include:- In lesson one student’s take part in a KWL chart activity that allows the teacher to gain an understanding of students knowledge level as well as any key areas that need to be targeted throughout the unit- During the course of the unit students will using learning journals to document their findings, the learning journal will also be used to track students level of progression as well as identify any strengths and weaknesses that students may have throughout the unit. - Teachers use of observational checklist throughout the unit. Summative Assessment Summative assessment will take place during the final lesson in this unit of work and will be a useful tool in confirming what students know, determining whether or not students have met the outcomes of the syllabus and to make decisions about student’s future programming. Examples of summative assessment used in this unit of work include: - Journal entries completed throughout the lesson to be used as part of a portfolio showcasing students work and achievement - Project research tasks such as the life cycle of a butterfly lesson are ideal in recording various completion points in a unit of work- Student evaluation forms that are completed at the end of the unit are a useful tool in understanding the overall thoughts and feelings of the student Work Sample. STUDENTS Number- There are 26 students in this Year One class. DifferentiationThis unit of work is developed to take into account the numerous aspects of differentiation and caters for gifted and talented students, students with special needs as well as the learning style of Aboriginal and Torres Strait Islander peoples. Students existing knowledge, reading and writing level, unique learning style and background were all considered when planning and developing this unit. Students throughout this unit will be separated in both mixed ability groups as well as same ability groups depending on the activity. Lessons will focus around what students are interested to know, targeting all levels of learners within the classroom and lessons will begin with students prior knowledge in mind. Gifted and talented students- Gifted and talented students are catered for by the teacher modifying the pace, level and content of teaching, students will be given more challenging questions to consider- Students of the higher order thinking caliber will be catered for through extension activities for each lesson in this unitSpecial needs students- Adjustments in the assessment process are critical in ensuring students with special needs knowledge and understanding is catered for and treated equally-Teacher will make adjustments to assessments in order to assess the ability of students with special needs in a fair way. Adjustments that are made depend on the needs of the individual child providing - Alternative formats for responses will be used for students with special needs as they may prefer to respond using a different method. The learning style of Aboriginal and Torres Strait Islander peoples Reference to Aboriginal culture will be made throughout the entire unit through the 8 ways model, also it is important to respect the learning needs of aboriginal students throughout this unit by acknowledging the land that is used for the lesson and by paying respect to aboriginal customse.g. - Not to stare at aboriginal people in the eye- Give aboriginal children the space to observe before getting them involved in a task Skills, interests and prior knowledge-Lessons should cater for reflecting on prior knowledge and further knowledge on the concept of our living world. Key prior knowledge includes:Skills- Working Scientifically- STe-4WS- explores their immediate surroundings by questioning, observing using their senses and communicating to share their observations and ideasSkills- Working Technologically - STe-5WT- uses a simple design process to produce solutions with identified purposesLEARNING MATTEREssential understandings- Students will learn about… Students learn about the similar external features of plants and animals Students learn about the different classifications of living things Students learn about the life of a plant Students learn about the life of a butterfly Students learn about the environment and the influence it has on living things, Students learn about the needs of plabnts and animals to survive and reproduce Children will build a concept of what a plant is and learn some of the general terms that describe plants including some of their parts. Children will understand the importance of plants in providing a source of food for humans and other animals. Children will begin to compare and contrast plants in different ways.Essential skills- Students will learn to… Students learn to locate living things in their environment Students learn to classify the different types of living things Students learn to observe and record plant growth as well as a butterflies life cycle Students learn to use digital technology in the classroom Students learn to plant and care for plants and animals.Related text-types Through this unit of work, students construct various text-types that interrelate the NSW English syllabus. These Text types include: Procedure- Students utilise a step-by-step procedure when conducting experiments throughout the unit. In particular when plant the seeds to observe plant life in lesson 2. This procedure will be written in their science workbooks for future reference and teacher assessment, Explanations- Students observe and record their findings on various occasions through the unit of work. With the information obtained students must explain their findings to the class. Students will continually observe and record therefore will acquire a vast amount of information to decipher. Information Reports- Students are given the opportunity to write information reports on their research of life cycles. This type of text type would be aimed at advanced students that are capable to display their findings through quality literature. Recounts- Students learn to reflect on their experiences after conducting science experiments and recount their findings. LEARNING SEQUENCE Learning EngagementsResources and PreparationOutcomeSign offLesson 1: Living and Non-Living (Engage) Activity 1: Students will be presented with a pretest; to see their prior knowledge and therefore work from that. The pretest will start once the topic of the unit of work has been presented. Teacher will have a KWL chart created on the interactive whiteboard and students can call out answers for the teacher to type up. Questions to prompt answer could include (Form of assessment: Observations):What are living things?Do you know of any living things?Does anyone see any living things when they step outside of the classroom?What is the difference with a non-living thing?What do you want to know about living things or a particular plant or animal?The teacher will use this as a guide to see particular students prior knowledge and also what questions students have to explore and find answers to.The 'What I have learnt' part of the table will be added to throughout the unit of work and completed by the end of term. Students will receive their own copied at the end of the unit for their Science Workbooks. To develop students understanding on the topic of 'living things' a YouTube clip will be watched. 2: Game time- Teacher will present a PowerPoint with images of 'living' and 'non-living' objects. Students are to stand up if they believe something is living and stay seated at their tables if they believe its not living. Teacher will prompt students with why they choose an object was living or non-living. This activity will be lead on to discussions such as:What are some similarities of living things?What are some differences?Activity 3: Students can work separately or get into pairs, which ever option the students want (differentiation). On iPads or computers students are to look up five more living and five more non-living objects.Students can either draw or write their findings in a grid provided by the teacher to then be pasted in their science workbooks. Alternative Tasks: Gifted & Talented- Students may extend their search to magazines or printed pictures from the internet Special Needs: Students may be assisted by the teacher to prompt thought about different living and non-living things and go on to draw their ideas with key words. Indigenous students: Students can label their work with the indigenous names if they know them.Assessment:- Pre-test- Observation - JournalsInteractive WhiteboardPrinted version of KWL chart for each studentScience WorkbooksYouTubeMagazines GlueiPadsST1-10LWACSSU017ACSSU030Lesson 2: Plant Life (Explore)Activity 1: Students will be introduced to the content strand of 'plant life'. In order to assess students’ prior knowledge on the topic and to further recap their understanding of what a plant is, a discussion will be commenced- Does anyone know of any plants? What are your favourite flowers? Does anyone know what flowers are native to Australia? Does anyone know of any Indigenous pants? Where can you find these plants?This is then followed with the teacher bringing a few indigenous plants in school for the students pass around the class, to look, feel, touch and smell them but also to gain the knowledge of the names of different plants. Indigenous plants include:BanskiaAraucaria bidwillii (Bunya Pine)Alocasia macrorrhizos (Cunjevoi)The teacher will after focus time on explaining to students where the stem of a plant is, roots, petals, seeds, leaves, bud etc. There will then be a discussion that will assess students on the IWB. The teacher calls out students to come to the front and select different labels to correspond to the picture. is an engaging activity can be done on iPads, in pairs on the computers or as a whole class. Activity 2: Now that students have seen the parts of plants and discussed where plants come from, it is now time for students to create their own plants and monitor them throughout the term. Following the instructions from the teacher and using the materials on the desks. Students can work in pairs, groups or individually to create their pot plants (depending on working ability). Students wont know what seed is being plated and what plant it'll grow to be. For example can be a pansy flower or a vegetable such as tomatoes. Students are to label their pots with their names, and have them placed on windowsill where the sun will shine on them.As students monitor their plants in class, they will need to keep a observation log recording length of the plant growing, how often students have watered them with how much milliliters of water and how often (Math integration).Students can also use iPads to take photos of the growth of their plants and upload them on the class Edmodo accounts to monitor each students growth of plant. To conclude this lesson students will use the IWB to watch a plant grow by feeding water and having the sun nourish on it. This website will take some trial and error time which can lead to discussions. Alternative Tasks: Gifted & Talented- Students may extend their thought by planting more than one plant and comparing growth throughout. Special Needs: Students may be assisted by the teacher or partnered up to conduct plant making. Indigenous students: Teacher could bring in indigenous plants to plant. Assessment:- Formative- Observation - JournalsPot (Plastic cup) Seeds Fertiliser/soil (Cotton buds)Water Interactive whiteboard Science workbooksRulers Measuring cupsiPadsClass computersST1-10LWACSSU017ACSSU030MA1-2WMLesson 3: The use of Plants (Explore/Explain)Ask children what the world would be like without plants? Are they important to us? Why? Some children may also realise that we need plants to make the oxygen that we breath to keep us alive. They may be aware of the danger to the environment that is being caused by destroying the rainforests (This could be asked for extended students).Show children pictures of food plants such as apple trees, cabbages, carrots etc. from gardening magazines. Get children to name as many as they can. Ask children to name as many fruits as they can and list them on the board, then repeat for vegetables. Have a selection of fruit and vegetables behind a screen. Describe some of the more common ones to the children and see if they can guess what the fruit or vegetable is. Show the children a variety of the fruit and vegetables brought in, asking them to use words to describe them in detail. Discuss if the vegetable/fruit is a root that grows under the ground, a plant that grows on top, or a fruit that grows on a tree. Is it the root, the leaf or the fruit of this plant that we eat? etc.Ask children if they think plants are important to animals too. Ask them to think about animals that eat plants or feed from them like cows, sheep, bees, butterflies etc.As a class sort the fruit and vegetables in different ways - by fruit and vegetable, by things that grow below or above ground, by colour, etc. and write some colour words on the IWB. Ask children to draw a fruit or vegetable for each colour in their book and label them if they are able. Stress that plants are an important food source for humans and other animals but some plants and berries can be poisonous so they should never eat anything without checking with an adult first.Students are to do an experiment where they are to predict the amount, shape, size and colour of seeds from different types of vegetables and fruits. In groups of three, the students cut open the fruit or vegetable and observe as well as pick out the seeds. They are to record their finding by writing or drawing a pictures of the seeds next to the fruit in their science workbooksThese activities are to be done in their science work books so that teachers can use it for making as well as classroom exhibitionsAlternative Tasks: Gifted & Talented- Students discuss energy provided by different foods. Special Needs: Indigenous students: Students can discuss how types of food are used in their communities. Assessment:- Formative- Observation - JournalsIWB iPads Magazines Different fruits and vegetables ST1-11LWMA1-17SPMA1-3WMEN1-12ELesson 4: Fieldwork (Explore/Explain) Engage and recap prior lessons: Play a game of Celebrity heads using the topic ‘Living and Non Living things’. Four children will sit out the front and another four children will allocate a name for each student to guess. E.g. rock, goldfish, pencil. Split students into groups of three and allocate different roles- photographer, observer and investigator. Students will receive magnifying glass, clipboard and pencil and a digital camera/iPad. Students will explore the playground for living things whereby they will identify living things whilst analysing with a magnifying glass, recording observations in a table and taking photos. The teacher can pose questions to assess their understanding, such as:Why did you classify this as a living thing?Why did you look for a living thing in this particular area?Can you describe the environment you found the living thing in?What do you think it eats in order to grow?How can we group a few of these living things according to their similar features?Students return to classroom and share photos with the class describing the features and environment of the living things found. Alternative Tasks: Gifted & Talented- Categorise the photos into animal groups according to similar features e.g. amphibians (water to land), birds, fish, invertebrates (no backbone), mammals (warm-blooded) and reptiles (cold-blooded). Special Needs: Students can record key words or draw a picture that describes the living thing and its environment. Indigenous: Students can relate to land links (8Ways) and reflect on what their community might have called the living things found in the environment. Assessment:- Formative - Observation *Teacher to make sure weather and environment is safe and appropriate before commencing activity.IWB ClipboardsPencils Magnifying Glasses IPads/Digital Cameras EN1-3AST1-1VAST1-4WSST1-10LWMA1-17SPLesson 5: Webquests (Explain/Elaborate)Recall previous lesson on ‘Our Living World’ and discuss features of living and non-living things that were explored. Recall various animals and insects that were classified. Introduce lesson focus on the butterfly’s life cycle. Assess prior knowledge on life cycles and give a definite explanation of what a life cycle is- the series of changes in the life of an organism including reproduction. Conduct a shared reading session with the storybook Waiting for Wings by Lois Ehlert (English integration). Pose questions about the book by looking at the front cover and throughout. Use the IWB to draw up a flow chart of a butterfly’s life cycle with the students. Pair students to complete following set tasks on iPads or computers. Students log onto and follow the prompts to complete set task on website. Throughout the webquest, students locate Aboriginal terms of living things and note them done in an Aboriginal glossary list found in their science workbooks. Final task is to present their research on their choice of method e.g. poster, PowerPoint, art etc. This gives students the opportunity to work at their own pace and their own potential. Students present their projects to the class- Presentations may carry unto next lesson depending on allocated time. Alternative Tasks: Gifted & Talented- Students with a higher working ability may be asked to complete the webquest on their own. Special Needs: Students may need to be assisted with the webquest. They can be put in groups of three to cater for their needs. Indigenous: Indigenous students are given Aboriginal words throughout the webquest to create a familiarised environment and task. Assessment:- Formative - JournalsStorybook- Waiting for Wings by Lois Ehlert Interactive WhiteboardiPad/Computer for each pairInternetPrinterCardboardScissorsGlueWorkbooksST1-1VAST1-4WSST1-10LWEN1-4AMA1-17SPLesson 6: Dreamtime and it’s relation to our Living World (Elaborate)Ask students to identify circles they see around the classroom (e.g.: the shape of the clock). Go further and ask students to identify circles they have noticed in nature (e.g.: the sun). Explain to students that the circle is a symbol of high importance in aboriginal culture. It represents many things from principles in the belief system, to patterns found in nature, to the construction of important structures such as the teepee or the dream catcher. Tell students that when a group of people sit in a circle, this is called a “talking circle” and it is said to represent inclusiveness and equality. Each member of a talking circle must be respected and listened to while all comments directly address the question or issue at hand, rather than the comments another person has made. Point out to students that they have formed their own “talking circle”. Explain that in this exercise they will carry out the principles of the talking circle and address some very important issues in Australian and Aboriginal culture.While the students are sitting in a circle, play a electronic dream time story of “Why the Koala has a stumpy tail” to them that this is how the Aboriginals explain how animals were created and why they are the way they are now.Have the students get into groups of three to role play the story. One student as the recorder and the other two students acting out the characters in the dreamtime story.Have the video uploaded onto the IWB so that students are able to watch other groups presentation. If there was technological difficulties, have the students act out in front of the class and upload the video later. Another way that aboriginals tell their stories about their life and creation is through cave paintings/drawings.Students are given a small flat stone and they are to paint a picture or symbol of something that represents their life. Explain to the students that we are living aswell and that humans play a vital role in taking care of our environment. Tell students they can paint their favourite foods, their hobbies, favourite animals or what is important to them.Alternative Tasks: Gifted & Talented- Tell the student to write up their own dreamtime story about a certain plant or animal. Focus on living things!Special Needs: Students may need to be assisted with their artworks and may need to be retold the link between living things and aboriginal life. Indigenous: Incorporated story telling and painting on rocks. They can share with the class another dream time story that we have not heard before Assessment:- Formative - JournalsIWB Flat stones Paint Small paint brushes iPad Dream time story Material WorldACSSU017EN1.1A EN1.10CVAS1.1DRAS1.1DRAS1.3HT1-2HT1-4Lesson 7: Needs of Animals (Elaborate/Explain)Introduce to students the children’s “Molly and the Night Monster”.After reading the text to the class, discuss on where animals live and what they need to survive, look at similarities and differences between animals by giving students the option of thinking of their own favourite animal, further compare the needs of animals to plants, and also compare animal needs to humansQuestions include:- What animals did Molly think where creeping up the stairs late at night?- Do you think you would ever find these types of animals in your house?-Where do you think you would find these types of animals?- Who knows if animal’s live in houses or not? - Think about what we need to survive? Do animals need the same things as us? Explain to students that animals need four things to survive (water, air, shelter and food)- Play video clip of YouTube song about students needs and get students to sing along. Question children about animals needs and re-teach any misconceptions students might have. Questions include: - Why do animals need food and water for? Energy, Growth, repairing tissues, Defense against disease, water to keep them hydrated and to keep their body temperature cool. -What would happen if we humans didn’t have air to breathe? Do all animals need air to breath? How about animals in the ocean? -Why would animals need shelter? Protections, a place to live, raise a family- What types of shelters do animals have? Nests, burrows, caves - How are the needs of animals similar to us humans? Then students are too draw a mind map with their favorite animal and list all the things their animal would need. Lesson closure involves students pasting work into their learning journalsAlternative Tasks: Gifted & Talented- Higher order thinking students will have to write sentences about their favorite animal and their needs, they could either use lessons from the word wall or use their own level of vocabulary to write the sentence. Special Needs: Student’s of this caliber will be catered for through the use of a scribe, they will also have the opportunity to draw their answers. However encouragement to use words from the word wall will be ensured by the classroom teacher. Indigenous: In order to cater for Aboriginal and Torres Strait Islander students the teacher can also include an aboriginal book at the start of the lesson and compare both books and environment of animals as Molly and the night Monster focuses on animals living within the house and aboriginal perspective books looks at animals in their natural environment. Assessment:- Formative - JournalsMolly and the Night Monster- Hannah ShawScience Learning Journals YouTube clip “Animal Needs” Butchers paper (for mind map)EN1-1AEN1-2AST1-10LWST1-11LWLesson 8: Sydney Wildlife Zoo-Excursion (Explore)Students will have 10 minutes of class time before they leave for the excursion, in these 10mins the teacher will lead students in a discussion of what they have learnt throughout the unit of work and what to look out for when on the excursion.Students will also be introduced to zoo animals as some year one students have never been to the zoo, prior to the excursion. Students will take part in a program offered by the zoo which provides an interactive, hands-on, curriculum based guided interactive lesson. After the Taronga zoo class is over Students are to visit one of four animals chosen by the teacher from the zoo with their ipads and record the specific animal’s needs from what they can see from outside the enclosure. Students will then be asked to draw and attempt to list what they saw (Parents and volunteers who would be on the excursion can be used as a scribe for kids) Parents/teacher aids ask questions after the task is completed- What did you find out about your animals needs?- Why do you think the animal needs these things to survive? - What would you to change about your animal’s environment better its needs?Close lesson with “animal needs” YouTube song and journal entry (students can paste in work samples in journals) Note: An alternative lesson to this excursion (if the excursion gets cancelled due to wet weather) can be an internal visual tour of Taronga zoo using Google maps. Google maps allows for people to walk through the zoo using “street view” resulting in the ability to see animal enclosures online.- Taronga zoo also offers online digital classrooms that students can take part of within a classroom environment. Alternative Tasks: Gifted & Talented- Higher order thinking students will be catered for by an extension activity that will involve a digital presentation to the class on their findings, in this lesson gifted and talented students can record and edit their personal recordings throughout the day and display the video to the class. Special Needs: Lower order thinking students will be catered for in this activity through parent and teacher assistance throughout the excursion. Teacher’s aids, Teachers and parents will be a useful tool in this lesson as they can help scaffold students thinking, help with technology and scribe student’s thoughts and ideas. Indigenous: Every student within the class will be given the task of exploring aboriginal name of each animal and be asked at a later stage to investigate from which tribe the aboriginal word came from. Assessment:Observation Journal Power point of some familiar Zoo animalsLearning Journals IpadsYouTube clip “Animal NeedsEN1-1AEN1-2AEN1-3AST1-10LWST1-11LWLesson 9- Recap lesson (Evaluate) Students can observe plants that are growing in the classroom, report any findings in their journals, then discuss quietly any findings with peers and report to the classroom their findingsThen students as a class are going to re-visit and complete the KWL chart that they started at the beginning of the unit, teacher can go through and Students are to Complete Success criteria and paste it in on journals, class discussion on student’s thoughts and feelings about the unit of work. The level of discussion and social interaction will be scaffolded by open ended questioning used by the teacher to assess and identify the level achieved by each student. Both gifted and talented students as well as special needs students will be asked to respond to a different level of questioning. Aboriginal and Torres Strait Islander students will be asked to share what similarities and differences they found in the unit of work, as well as help the class to recap on the indigenous aspects of the unit. Assessment:Summative Journal entries, observation checklists, anecdotal notes Pot plants that students plantedScience Journals KWL chartSuccess criteria EN1-1AEN1-2AST1-10LWST1-11LWRESOURCES Text Molly and the Night Monster- Hannah ShawWaiting for Wings by Lois Ehlert Audio/visual /IWB Sydney Wildlife Zoo The School yard Human Teacher Tour guide at Sydney Wildlife Zoo Parent helpers Teacher Aid Students Materials/Real life items (realia) Interactive WhiteboardPrinted version of KWL chart for each studentScience WorkbooksMagazines GlueiPadsPot (Plastic cup)Seeds Fertiliser/soil Water Rulers Measuring Cups Class computers Different fruits and vegetables Digital cameras Internet PrinterCardboardScissorsGlueFlat stones Paint Small paint brushes Butchers paperClipboards Pencils Magnifying glassesLesson No.Location /ActivityHazard Identification(Type/Cause)Elimination or Control MeasuresWhoWhen3Exploring fruits and vegetablesFood Allergies - Make sure no students are allergic to any fruits or vegetables that are brought into the classroom Staff Prior to lesson 4Exploring playground for living thingsStudents may go to out of bounds areaStudents may harm living things - Go through the rules of leaving the classroom prior to fieldwork including acceptable areas and avoid touching the animals.StaffPrior to fieldwork During fieldwork6Dreamtime and our living world artwork. Undiluted paint used and marked on clothing Rocks are used inappropriately Skin reaction to paint used - Students wear aprons while conducting artwork - Tell students the rules of using rocks in the classroom- Apply first aid StaffPrior During 8Taronga Zoo ExcursionStudents may wonder away from supervisorsStudents may fall or trip over terrainStudents may get bus sick- Ensure adequate supervision is available for the excursion/ Regular head checks- Bring first aid kit to the excursion and be aware of any important health issues that students may have.- Ensure bus has appropriate ventilationStaffPrior to excursion During excursion Risk Assessment Reference ListAboriginal Words. (n.d.). <i>Aboriginal Words</i>. Retrieved July 10, 2014, from and Reporting . (n.d.). <i>NSW SYLLABUSES for the Australian curriculum</i>. Retrieved July 9 2014, from School Science Clips, Growing Plants (2013). Retrieved July 12, 2014 from of Studies NSW. (2012). NSW English K-10 Syllabus. Sydney, NSW. Retrieved from of Studies NSW. (2012). NSW Mathematics K-10 Syllabus. Sydney, NSW. Retrieved from: of Studies NSW. (2012). NSW Science K-10 Syllabus. Sydney, NSW. Retrieved from: and Sorting Seeds in Fruits and Vegetables | . (n.d.). Retrieved from , L. (2001). Waiting for wings. San Diego: Harcourt.Ehlert, L., Harcourt Brace Jovanovich., & Tien Wah Press Sdn. Bhd. (1989). Eating the alphabet: Fruits and vegetables from A to Z. San Diego: Harcourt Brace Jovanovich.First School Years (2013). Retrieved July 11, 2014 from , M., & Jane, B. (2011). Design and technology for children (3rd ed.). Frenchs Forrest: Pearson. Fleer, M. Beverley, J. & Hardy, T. (2007). Science for children: Developing a personal approach to teaching (3rd ed.). Frenchs Forrest: Pearson Education Australia. Living and Nonliving Things - Lesson for kids (2013). Retrieved July 10, 2014 from , P. (1983). How the birds got their colours. Sydney: Ashton Scholastic. Skamp, K. (2012). Teaching primary science constructively (4th ed.). Melbourne: Thomson. Wildy, H., & Wallace, J. (1995). Understanding teaching or teaching for understanding: Alternative frameworks for science classrooms. Journal of Research in Science Teaching, 32, 143-156.Why Koala Has a Stumpy Tail (2009). Retrieved July 8, 2014 from - home. (n.d.). Retrieved from ................
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