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UNIT PLANUnit Title: Living in Our WorldStage: 2 Year: 3Term: 3Strand: Natural EnvironmentDuration: 10 WeeksSub-strand: Living WorldRATIONALThe unit ‘Living in Our World’ develops students’ knowledge and understanding about the concept of living things, focusing on the differences of living and non-living things, characteristics of living things, life cycles, environmental factors and biodiversity. Following the Science K-10 Syllabus of the Australian Curriculum (2013), this unit of work involves first-hand experiences, investigations, problem-solving strategies and skills and clarifying understandings.‘Living in Our World’ aims to incorporate technology with the purposeful and creative use in an effort to meet perceived needs or goals. The activities within the unit address the Working Scientifically skills including posing questions, testing ideas, developing and evaluating arguments (Board of Studies, 2012). This Unit also incorporates technology that aligns with the expectations of the K-6 Science and Technology Syllabus (2012). There are several activities involving technology that allow students to solve real problems and create ideas and solutions. Students are able to use technology as a learning tool to actively engage with real world situations and use technology skills, knowledge and understanding to create solutions for themselves and others. The unit’s framework is based around the Constructivist approach where ‘learning is defined as the construction of knowledge building on prior knowledge by both individual and social collaboration ’ Tobin, Briscoe & Holman (1990); Vygotsky (1978). As Skamp (2004) suggests, learners actively construct meaning from experiences on the basis of existing ideas. In order to support this theory, the unit focuses on the knowledge of each individual learner and incorporates lessons that see the learning as an active and continuous process. The lessons incorporated within the unit allow students to take responsibility for their own learning and encourages collaborative work where the teacher acts as a facilitator to enhance students conceptual growth and change. The 5 E’s model is an instructional model based around the constructivist approach to learning. Each E describes a stage of teaching and learning, Engage, Explore, Explain, Elaborate and Evaluate (Department of Education and Early Childhood Development, 2006). As stated in the syllabus, the aim of the Science and Technology K-6 Syllabus (Board of Studies, 2012) is to foster students’ sense of wonder and expand their natural curiosity about the world around them in order to develop their understanding of, interest in, and enthusiasm for science and technology. In order to achieve this, the activities throughout the unit of work adopt an Inquiry Based Approach (Murdoch, 2010) by ‘encouraging students to link learning to real life, society and societal issues’ (Reynolds, 2009). Addressing both the syllabus and inquiry approach, the activities exercise the idea of students acquiring their own knowledge through questioning, research, first-hand investigations, experiments, fieldwork and active participation. This also enables students to develop a positive self-concept as learners as well as confidence and enjoyment in their learning (Board of Studies, 2012). ‘Living in Our World’ ensures students gain a strong understanding of living and non-living things. As Venville states in ‘Young Children Learning about Living Things’ (2004), the distinction between living and nonliving things is critical in the understanding of a child’s theory of biology. Venville (2004) suggests that research shows that in elementary school there are a significant proportion of students who do not have an understanding of the concept of living things. In order to ensure that students have a thorough and correct understanding of living things, each lesson involves discussion and recapping of previous lessons. There is also a range of opportunities for students to problem solve, think critically and creatively and build their skills and processes of scientific inquiry and technological design. This Living World Unit has been designed to accommodate teaching and learning that supports the needs of all students. The activities aim to address the curriculum outcomes whilst keeping in mind the learning needs, strengths, goals and interests of all students. The unit is differentiated to align with the Tomlinson Model (2013) that includes differentiation through content, process, product and environment. The unit also addresses the learning styles of Aboriginal and Torres Straight Islander people by integrating the 8 Ways of Aboriginal Learning; this assists the Indigenous students with different learning pathways whilst also giving exposing other students in the class to different Indigenous education. Differentiated opportunities will be provided for special needs students as well as gifted and talented students, which may include additional support or adjustments to teaching, learning and assessment activities (Board of Studies, 2012). ‘Living in Our World’ links directly to other Key Learning Areas within the Australian Curriculum includingEnglish: work independently and collaboratively with others when listening, communicating and producing textsMathematics: measure, compare, interpret and evaluate findings regarding the stages of life cycles of plants and animalsHuman Society and It’s Environment: determine the value and affects of the environment on living thingsCreative Arts: designing and performing visual art and drama piecesThe unit also addresses cross-curriculum priorities and general capabilities which assists students to develop understandings and addressing contemporary issues including Aboriginal and Torres Straight Islander histories and cultures, critical and creative thinking, information and communication technology capability, intercultural understanding, literacy, numeracy(Board of Studies, 2012).GOALSKLA: Science and TechnologyST2-10LW; 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 thingsST2-4WS; Investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertakenST2-5WT; Applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteriaKLA: EnglishEN2-3A; Uses effective handwriting and publishes texts using digital technologiesUse a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elementsEN2-12E; Recognises and uses an increasing range of strategies to reflect on their own and others’ learningJointly develop and use criteria for assessing their own and others' presentationsDiscuss the roles and responsibilities when working as a member of a group and understand the benefits of working collaboratively with peers to achieve a goal KLA: MathematicsMA2-9MG; Measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperaturesMeasures lengths and distances using metres and centimetresCompare and order lengths and distances using metres and centimetresRecognise the need for a formal unit smaller than the centimetre to measure lengthSelect and use an appropriate device to measure length and distances (Problem Solving)MA2-18SP; Selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphsKLA: Creative ArtsDRAS1.3; Interacts collaboratively to communicate the action of the drama with othersInteracts abstractly or in role to communicate meaning to an audienceVAS2.1; Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter.Explore different kinds of subject matter and concepts in their making of artworks VAS2.4; Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques.How different aspects of the world are represented in pictures and other kinds of artworks KLA: HSIECCS2.2; Explain changes in the community and family life and evaluates the effects of these on different individuals, groups and environmentInvestigates the local area to identify the peoples who originally lived there and those who live there nowIdentifies and explains why particular sites have relevance for Aboriginal people todayENS2.5; Describes places in the local area and other parts of Australia and explains their significanceDescribes how people can construct and modify environments in a manner that reflects ideas, culture, needs and wantsENS2.6; Describes people’s interactions with environments and identifies responsible ways of interacting with environmentsEvaluates the necessity of caring for and conserving a feature, site or placeExamines some of the practices use by Aboriginal peoples to care for land and water environmentsASSESSMENT AND EVALUATIONFormative Assessment (during learning engagement)This unit of work follows a holistic approach to assessment, consequently assessment will be carried out throughout the unit of workThe approach encompasses assessment for learning, assessment as learning and assessment of learningFormative assessment will be the primary means for tracking the students progress throughout the unit. It allows teachers to gain an understanding of what the students know and do not knowExamples of formative assessment include observations of students, open-ended questioning, discussions and written work samplesSee APPENDIX A for marking rubric/checklistSummative Assessment (end of the unit)Summative assessment will be based on students personal interest projectsThis will take place in lesson nine and tenThis will include the process that the students undertake to complete the project such as researching and the final presentationThe final presentation will involve students ability to convey their findings in a clear and concise mannerSee APPENDIX B for marking rubricEvaluation of the UnitDid the unit achieve the aims, objectives and outcomes derived from the syllabus?Did the unit cater for indigenous students and was it culturally sensitive?Did the unit cater for special needs and gifted and talented students?Did the unit challenge all students in their learning and follow and inquiry learning framework?Were the activities age appropriate for the students?Were the aims of each lesson achieved? Why/Why not?Were the resources used in the lesson appropriate to the learning experience?Were students provided with correct scientific metalanguage and did they understand it in a specific context?Were activities easily adapted incorporate, cater for and address student’s prior knowledge? Did the unit follow the ‘5 E model’ and were the lessons appropriate for each stage of the model?Were the lessons sequential and follow a chronological order? STUDENTSNumber: 22 (2 Indigenous students, 1 gifted and talented student and an autistic student)Differentiation needsDifferentiation follows the Tomlinson model, which includes the differentiation of process, product, content and environment. Factors that will also be taken into account include student readiness, prior knowledge and experience and pre-existing conceptions of science content.Indigenous perspectives and learning styles are incorporated throughout the unit. By following the ‘8 Ways’ model, all students in the class, indigenous and non-indigenous, are exposed to the traditional ways of learning and knowledge of Indigenous culture.The unit is designed in such a way that allows the teacher to make adjustments to learning experiences so that gifted and talented students can reach their educational potentialThroughout the unit students are given plenty of choice and opportunities to focus on individual interests, allow the student with autism to excel in their learning. Particularly in the Personal Interest Project where they are given choice of a living things to study and also how to present. The child with autism would have a specific schedule of workload, which indicates a start and finish point of task so they are more focused. See Appendix H for example of alternative task sheetBelow are two differentiated activities that are alternatives to lessons in the unit of workLesson 1 (Autistic differentiation)Students work directly with the class teacherStudents are provided with the exact amount of water and soil required for the planting activity and complete the process step by stepStudents complete an oral recorded journal as opposed to a written journalLesson 3 (Indigenous Student Differentiation)Indigenous students are given the option to present their findings from the nature walk through a ‘learning map’ as it provides a non-verbal medium that the students use to meet the outcomes and the teacher can use as a means of assessment of learning. This differentiation is based on the ‘8 Ways’ model of learningSkills, interest and prior knowledgeLessons are planned with the intention of engaging students through interests and prior knowledgeActivities will also build on students working scientifically and working technologically skills whilst giving them opportunities to utilise their skills they have already obtainedThe unit was written on the basis of students prior knowledge from previous Science and Technology units in Stage 1ST1-10LW; Describes external features, changes in and growth of living thingsST1-11LW; Describes ways that different places in the environment provide for the needs of living thingsST1-4WS; Investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others knowST1-5WT; Uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wantsLEARNING MATTEREssential Understandings and SkillsStudentsSort objects according to whether they are living or non-livingIdentify some features of living things that distinguish them from non-living things e.g. reproducing, growing and respondingIdentify and use patterns in the observable features of living things to group them, by using tables, diagrams or flowchartsResearch ways that Aboriginal and Torres Straight Islander people classify some plants or animals Observe first-hand one animal or plant as it grows and develops, and sequence the stages in its life cycleIdentify ways that the environment can affect the life cycle of plants and animalsIdentify some factors in local environment that are needed by plants and animals for survivalOutline 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 foodGather information about some relationships between living thingsRelated Text-TypesIn the unit ‘Living in Our World’, a variety of text-types are used to integrate the Key Learning Area of EnglishProcedure: Students will develop a step by step process outlining the growth rate of a plant, taking into account the factors of sunlight, amount of water and soil depth of the seedInformation Report: Students develop a factual text discussing the characteristics and features of a chosen plant or animalLEARNING SEQUENCE5 E’s and ConceptLearning EngagementsResources and preparationOutcomesEngage: Living and Non-Living ThingsLesson 1Plant a seed with the students (measure the water, soil, depth of the seed, ensure the plant is in direct view of sunlight they will monitor the growth throughout unit). Every day students will water plant and take pictures of the progress. They will document the progress in their science journal (Appendix C, G and H) (Numeracy Link- 40 minutes)Touch and feel box where students describe and categorise living and non-living things (Literacy Link- 10 minutes)TWLH chart (think we know, want to know, learned and how we learned) (Literacy Link- 15 minutes)Students will go into groups and create a mind map, draw images about what they think “living and non living is” (20 minutes)Discussion reflection (5 minutes)SeedsSoilWaterWatering canBottom of plastic bottlesPaper towelLiving and non-living itemsFeel bag/boxColoured cardboard for wall TWLH chartScience journalsPencils, pens, textersRulerST2-10LWST2-4WSEN2-3AMA2-9MGVAS2.1Explore: Investigating Living ThingsLesson 2Water plant and document progress in their science journal (Appendix D) (Numeracy Link- 5mins)Students go on a nature walk around the school ground in order to collect what they understand to be living or non-living items. They will be able to take photos on the iPad of items that can’t be brought into the classroom (35mins)Students will then informally present their findings to the class, including photos and items. During the presentation there will be a discussion on why students think certain items are living or non-living (30mins)Teacher and students order items into living and non-living and place them on the respective side of a table/wall. This will become a feature display for the unit (20mins). Science journalsPencilsItems collected from playgroundiPadsCord to connect iPad to smartboardRulerST2-10LWST2-4WSST2-5WTEN2-12EMA2-9MGExplore: Investigating Living ThingsLesson 3Water plant and document progress in their science journal (Appendix) (Numeracy Link- 10mins) Revisit TWLH chart (5mins) Students create word wall of the ideas and understandings from the nature walk – used for next lesson as a comparison (Literacy Link)Teacher will use prompting questions to direct students towards characteristics of living things e.g. they breathe, grow and eat without providing explicit terminology (15mins)As a class, students will then play ‘Living Things Celebrity Heads’. Students will be provided with a living plant or animal and have to ask specific questions in order to guess what living thing they are. The teacher encourages student to use prompting questions such as do I need water to survive and do I get my energy from the sun. The rest of the class answers yes or no (15mins)Students are provided with a range of magazines, cut-outs, photographs and newspapers in order to produce a collage to be used as classroom display. (Students will cut out symbols, images and words and glue them on A3 cardboard- 30mins)Science journalsPencils, pens, texta’sTWLH ChartA3 cardboardMagazines, newpapers, coloured paperGluesticksButchers paper for word wallCelebrity Heads cards that have names of living animals and plantsRulerST2-10LWST2-4WSEN2-12EMA2-9MGExplain: Living/Non-Living ThingsLesson 4Water plant and document progress in their science journal (Appendix D) (Numeracy Link-10mins)Living things video – SKWIRK (10mins)Students will then be given an iPad to create a venn diagram on living and non-living things on the Venn Diagram app (Literacy Link- 20mins)The class will have a discussion around living things and their characteristics. This is a chance for the teacher to consolidate their learning and ensure they know the characteristics of a living thing (move, reproduce, are sensitive, grow, respire, excrete, gain energy or nutrition- 20mins)The teacher builds on students ideas from the “nature walk” presentations and brings in scientific language to add to the word wall (20mins)Science journalsPencils, pens, textersiPad with Venn Diagram App working correctlyWhiteboard to write characteristicsWord WallObservation checklist used throughout all lessonsRulerST2-10LWST2-4WSST2-5WTEN2-3AMA2-9MGExplain: Living/Non-Living ThingsLesson 5Water plant and document progress in their science journal (Appendix D) (Numeracy Link-10mins)Excursion to Garigal National Park, where a Guringai Elder will take students on a guided walk through the park, identifying living plants and animals and discussing local Indigenous history with the student (1/2 day excursion)After the walk the class will sit with the Indigenous elder and discuss Indigenous language for classifying living things (10mins)When students return to school, they will add the new ideas from the walk onto the word wall and create a comparison using Garigal language (Literacy Link- 10mins)Science journalsPencils, pens, textersBus to excursionGuringai Indigenous ElderWord WallRulerST2-10LWST2-4WSMA2-9MGCCS2.2ENS2.6Explain: Living/Non-Living ThingsLesson 6Water plant and document progress in their science journal (Appendix D) (Numeracy Link-10mins)Students then work in groups and develop an information report (Appendix E) based on a particular animal or plant that they saw on the excursion. This could include appearance, classification, habitat, diet and reproduction (Literacy Link-60)Students are assigned different roles including manager, director and speakerScience journalsPencils, pens, textersRulerST2-10LWST2-4WSEN2-3AMA2-9MGExplain: LifecyclesLesson 7Water plant and document progress in their science journal (Appendix D) (Numeracy Link-10mins)Discussion – what is a life cycle? (10mins)Show flip chart of frog life cycle, complete activities (30mins)Role play life cycle of a frog (15mins)Play video and IWB on the life cycle of the butterfly (5mins)Butterfly life cycle artwork – using pasta (20mins)Science journalsPencils, pens, textersInteractive WhiteboardFrog flip chartButterfly VideoMonarch Butterfly Life Cycle PastaGlueScissorsLeavesCardboardRulerST2-10LWST2-11LWST2-4WSST2-5WTMA2-9MGDRAS1.3VAS2.1Elaborate: Environmental FactorsLesson 8Water plant and document progress in their science journal (Appendix D) (Numeracy Link-10mins)Students start an end of term project that involves researching a specific animal or plant resources from Scootle and other suggested websites and texts- this will be presented to the class through choice of student e.g. poster, role play, rap, poem, video. The information must include the life-cycle and actions and effects of environment on the living thing (Literacy Link- 60mins) (See differentiation box of unit of work for special needs alternatives)This lesson will be a time for students to collect information and start planning how they will presentTask will become a Personal Interest Project that can be incorporated into the homework planReflection discussion- teacher reflects on the effects of living things on the environment and on the survival of living things (10mins)Science journalsPencilsiPadsComputersWebsites, texts and books for researchRulerST2-10LWST2-11LWST2-4WSST2-5WTEN2-3AMA2-9MGCCS2.2ENS2.5Elaborate: Environmental FactorsLesson 9Students present findings in a table & create a (column/bar) graph in their science journals to presenting their findings. They also stick a photo and write a summary of the growth of the plant (after the completion of the unit, photos and findings could be used to create a class picture book of the experiment) (Appendix C) (Numeracy Link- 35mins)Students continue working on their projects and should be ready to present next week (45mins) Science journalsPencilsMathematics paperiPadPrinterRulerST2-10LWST2-11LWST2-4WSST2-5WTMA2-9MGMA2-18SPVAS2.1CCS2.2Evaluate: Summative AssessmentLesson 10Students present their Personal Interests Projects. Audience can ask questions and will be asked to give peer feedback using the PMI model (positive, minus and interesting) (Appendix F) (Literacy Link- 60mins)Teacher will also use a marking rubric as form of summative assessment to evaluate students learning, providing them with feedback (10mins)Students reflect on the unit (living & non-living things, lifecycles and environmental factors- 10mins)Students projectsMarking rubricsRulerST2-10LWST2-11LWST2-4WSST2-5WTEN2-12EDRAS1.3VAS2.1CCS2.2ENS2.6RESOURCESTextAmazing Living Things By Feely (2004)The Science of Living Things: What is a Living Thing by Kalman (1999)Living and Non-Living: My World of Science by Royston (2008)Tasmanian Devil Life Cycle by Pyers (2011)Koala Life Cycle by Pyers (2011)Life Cycle of a Tree by Kalman (2002)I See a Kookaburra by Jenkins (2005)Living and Non-living by Lindeen (2008)Online/IWB/Audio/VisualiPadsCord to connect iPad to smartboardVenn Diagram Mobile ApplicationA Life Cycle Mobile ApplicationNon-living & Living Things Mobile ApplicationLiving vs Non-living: Do you know which ones will grow? Mobile ApplicationMarine Missions Mobile ApplicationLife Cycles- Australian MuseumsScootle Life Cycle ResourcesMonarch Butterfly Life Cycle Place/ HumanGarigal National ParkGuringai Indigenous ElderMaterials/Real Life ItemsSeedsSoilWaterWatering canBottom of plastic bottlesPaper towelLiving and non-living itemsFeel bag/boxColoured cardboard for wall TWLH chartScience journalsPencils, pens, textersRulerScissorsLeavesScience journalsItems collected from playgroundTWLH ChartButchers paper for word wallCelebrity Heads cards that have names of living animals and plantsWhiteboard to write characteristicsWord WallObservation checklist used throughout all lessonsBus to excursionFrog flip chartButterfly VideoPastaGlueCardboardMathematics paperRISK ASSESSMENTLessonLocationAge GroupStaff Competence/RatioPotential RiskControls1Classroom8-101 qualified teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas1 teacher to 22 students.Spilling water on table surfaces or electrical items creating slip hazard or possible electrocution.Potential allergy to seeds/soil.Teacher provides sponges and instructs students to clean any water spillages.Any electrical items are moved away from ‘wet areas’ and stored in appropriate areas. Parental permission is sought before students engage in the materials for the lesson. 2Schoolyard/Classroom8-101 qualified teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas1 teacher to 22 students.Spider bitesTripping hazardsTeacher instructs students not avoid direct contact with spiders and any other dangerous/unknown creatures. Students are instructed to walk.Teacher carries first aid kit during activity.3Classroom8-101 qualified teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas1 teacher to 22 students.General trip hazardsElectrocution hazardSharp edgesStudents are aware of classroom rules which don’t allow running and rough play. Resources and materials are packed up and returned to designated storage areas.Electrical equipment is plugged into the wall properly, away from water sources.Sharp edges are smoothed wherever possible or covered with soft material.4Classroom8-101 qualified teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas1 teacher to 22 students.General trip hazardElectrocution hazardSharp edgesStudents are aware of classroom rules which don’t allow running and rough play. Resources and materials are packed up and returned to designated storage areas.Electrical equipment is plugged into the wall properly, away from water sources.Sharp edges are smoothed wherever possible or covered with soft material.5Garigal National Park8-101 qualified teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas and trained national park indigenous guide/elder1 teacher, 1 parent helper and 1 national park guide/elder to 22 studentsSnake bitesInsect bitesTripping/falling hazardsDehydrationAllergiesHeat StrokeSunburnBushfireStudents are aware of the danger of snakes and stick to the path during the walk. National park guide and teacher are trained in first aid and anti-venom is available. National park guide and teacher are trained in first aid and anti-venom is available. Students stick to the path at all times and walk at all times. Students bring plenty of water and stay hydrated throughout the day with regular drink breaks.Students are required to wear a hat and sunscreen during the walk. Food and drink breaks occur in the shade.Students, teachers and parent volunteers pay attention to changing conditions, fire danger radar and national park tour guide.6Classroom8-101 qualified teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas1 teacher to 22 students.General trip hazardsElectrocutionSharp edgesStudents are aware of classroom rules, which don’t running and rough play. Resources and materials are packed up and returned to designated storage areas.Electrical equipment is plugged into the wall properly, away from water sources.Sharp edges are smoothed wherever possible or covered with soft material.7Classroom8-101 qualified teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas1 teacher to 22 students.General trip hazardsElectrocutionSharp edgesChoking hazard from pastaStudents are aware of classroom rules which don’t allow running and rough play. Resources and materials are packed up and returned to designated storage areas. Electrical equipment is plugged into the wall properly, away from water sources. Sharp edges are smoothed wherever possible or covered with soft material.Students are instructed not to eat the pasta and monitors students throughout the lesson. 8Classroom8-101 qualified teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas1 teacher to 22 students.General trip hazardsElectrocutionSharp edgesStudents are aware of classroom rules which don’t allow running and rough play. Resources and materials are packed up and returned to designated storage areas.Electrical equipment is plugged into the wall properly, away from water sources.Sharp edges are smoothed wherever possible or covered with soft material.9Classroom8-101 qualified teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas1 teacher to 22 students.General trip hazardsElectrocutionSharp edgesStudents are aware of classroom rules, which don’t allow running and rough play. Resources and materials are packed up and returned to designated storage areas.Electrical equipment is plugged into the wall properly, away from water sources.Sharp edges are smoothed wherever possible or covered with soft material.10Classroom8-101 qualified teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas1 teacher to 22 students.General trip hazardsElectrocutionSharp edgesStudents are aware of classroom rules which don’t allow running and rough play. Resources and materials are packed up and returned to designated storage areas.Electrical equipment is plugged into the wall properly, away from water sources.Sharp edges are smoothed wherever possible or covered with soft material.Reference List8 Aboriginal Ways of Learning. cited on 1st July 2014Abeema. (2013). Non-living & Living Things (Version 1.0.0) [Mobile Application Software]. Retrieved from Wild Visuals. (2010). The Life Cycles of Echidnas. Retrieved 2/7/2014 from Absolutely Wild Visuals.(2010). The Life Cycles of Echidnas: Transcript. Retrieved 2/7/2014 from Museum. (2013). Life Cycles. Retrieved 2/7/2014 from Science Teachers Association. (2014). Unit 2: Living and Non-Living Things. Retrieved 28/06/14 from , A. (2013). Interactive Whiteboard Activity. Life Cycle of a FrogBoard of Studies NSW (2006)., Human Society and It’s Environment K-6 Syllabus. Sydney, Australia: Board of Studies NSW. Retrieved from of Studies NSW (2012)., NSW Syllabus for the Australian Curriculum. Mathematics K-10 Syllabus. Sydney, Australia: Board of Studies NSW. Retrieved from of Studies NSW (2012)., NSW Syllabus for the Australian Curriculum. Science K-10 Syllabus. Sydney, Australia: Board of Studies NSW. Retrieved from Educations. (2013). Living vs Non-living : Do you know which ones will grow? (Version 1.1) ]Mobile Application Software]. Retrieved from of Education, Tasmania; e-magine Centre of Excellence in Online Learning. (2010). Life Cycles: Birds. Retrieved 2/7/2014 from of Education, Tasmania; e-magine Centre of Excellence in Online Learning,. (2014). Lifecycles: Butterflies. Retrieved 2/7/2014 from of Education, Tasmania; e-magine Centre of Excellence in Online Learning. (2010). Life Cycles: Gum Trees. Retrieved 2/7/2014 from of Education, Tasmania; e-magine Centre of Excellence in Online Learning. (2010). Platypus Life Cycle. Retrieved 2/7/2014 from of Education, Tasmania; e-magine Centre of Excellence in Online Learning. (2010). Life Cycles: Whales. Retrieved 2/7/2014 from , J. (2004) Amazing Living Things: Teacher Edition. Victoria: Eleanor Curtain Publishing International Reading Association (2013). Venn Diagram (1) [Mobile application software]. Retrieved from , S., Page, R. (2005). I See a Kookaburra. New York, Houghton Mifflin CompanyKalman, B. (2002). The Life Cycle of Tree. Australia. Melbourne: Crabtree Publishing CompanyKalman, B. (1999). The Science of Living Things: What is a Living Thing. Melbourne: Crabtree Publishing Company kellynilandhopper. (November, 13, 2010). Monarch Butterfly Life Cycle [Video file]. Retrieved 2/7/2014 from , C. (2008). Living and Non Living. America, Capstone Press Murdoch, K., (2010). Inquiry Learning. Retrieved from Geographic Society. (2013). Marine Missions (Version 1.1) [Mobile Learning Software] Retrieved from Government (2009). Excursions Policy. [ONLINE] Available at: . [Last Accessed 2nd July 2014].Nth Fusion LLC. (2012). A Life Cycle App (Version 1.2.0) [Mobile Application Software]. Retrieved from . G. (2011). Koala : Life Cycles of Australian Animals. Australia: Pearson Education Australia Pyers. G. (2011). Tasmanian Devil: Life Cycles of Australian Animals. Australia: Pearson Education AustraliaReynolds, R., (2009). Teaching Studies of Society and Environment in Primary School. Sydney: OxfordRoyston, A. (2008) Living and Non Living: My World of Science. America, Heinemann-RaintreeScootle.(2013). Feathers, Fur or Leaves. Retrieved 28/06/14 from , K., (2004). Teaching Primary Science Constructively (2nd ed). Australia: Nelson Australia Pty LtdSkwirk. (2013). Living Things. Retrieved 30/06/14 from , K., Briscoe, C., & Holman, J. R., (1990). Overcoming constraints to effective elementary science teaching, Science Education, 74, 409-420Tomlinson, C., (2013). Defensible Differentiation: Why, What and How. Retrieved July 2014 from , G., (2004). Young Children Learning about Living Things: A case study on conceptual change to ontological and social perspectives. Journal of Research in Science Teaching, 41(5), 449-80Vygotsky, L.S., (1978). Mind and Society: The development of higher mental processes. Cambridge, MA: Harvard University PressAppendix AFormative Assessment Checklist‘Living in Our World’ UnitStudent’s Name: _______________________CriteriaNot ObservedObservedStudents engage within the topics of living and non-living things, lifecycles and environmental factorsStudents cooperate with peers to monitor and contribute to the growth of their class plant Students can successfully demonstrate their knowledge of living & non-living things by generating a TWLH chart, Venn diagram’s, word walls and mind mapsStudents document and present their findings from the nature walk (using photographs & technology to support their informal presentation)Students make connections between the characteristics of living things including Indigenous perspectives Student work collaboratively to produce an information report (based on an animal or plant)Students demonstrate an understanding of a lifecycle and can provide examplesSelf-monitors own learning and peers Comment:Appendix BSummative Assessment Rubric‘Living in Our World’ UnitStudent’s Name: _______________________Assessed CriteriaSatisfactoryDevelopingConfidentPresentation skills e.g. clarity of voice, eye contact etcAudience cannot understand presentation because there is no sequence of informationStudent makes no eye contact with his audienceVoice is unclear Student has general understanding of the topic.Material is moderately relevantThe audience is reasonably engaged through use of material.Student presents information in a logical and interesting sequence which audience can followStudent makes eye contact with audience consistently with little need to refer to notes.Voice is clearUse of technology, graphics and appearanceStudent did not use any supporting media, graphics, props or sound to enhance the quality of their projectAppropriate use of graphics, media, sound and props to support materialGood use of graphics, sound, media and props to support materialContent KnowledgeStudent does not have a grasp on the topic and the information being delivered; student cannot answer questions about subject.Material is not relevant to topic areaThe material does not engage the audience.Student has general understanding of the topic.Material is moderately relevantThe audience is reasonably engaged throughout the presentation.Student has knowledge of the topicMaterial is relevant to topic areaMaterial engages the audienceComment:Grade:Appendix CInvestigation PlannerWhat are we going to investigate?What is the aim? (What do you want to find out)Prediction (What do you think will happen)Equipment needed (What till you need to use?)- -- -Method (How will it be done?)_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________During the investigation (What did you observe)Draw and write about what you saw:Week: _______________Appendix DDayLength (mm/cm)MondayDate:TuesdayDate:WednesdayDate:ThursdayDate:FridayDate:Total Growth For The Week (mm/cm)Appendix EInformation Report- FaunaWhat kind of animal is it?What does it look like?Where does it live?How does it move?What is its diet?How does it reproduce?Information Report- FloraWhat kind of plant is it?What does it look like?Where can it be found?What are some unique features?How does it grow?How does it reproduce?Student Name: ________________Appendix FPositives Minuses 1066800155575Interesting Appendix GSeed Germination120650036830What you will need:Paper towelsOne broad bean seed Water Plastic cup Bucket Steps involved: Firstly, push a few sheets of paper towel, one at a time, into the plastic cup (until there is only a slight gap between the towel and rim of the cup- ensure the paper is quite firm and compacted in the cup)Next, add some water to slightly wet the paper towels (using the spare plastic cup to scoop some water from the bucket and drizzle the water onto the paper, checking the paper towel dampness as you go). You may need to add more paper towel to fill up your cup and complete the same process. Pour out any excess water by placing your hand over the cup and leaving a slight gap, then turn the cup upside down. Next place your seed down either side of your cup about half way (it will be supported by the paper towel)Now watch me grow! Appendix HSeed Germination (Autistic Sheet)151130056515What you will need:Paper towelsOne broad bean seed Water Plastic cup Bucket (with water)Steps involved: Push a few sheets of paper towel, one at a time, into the plastic cup 711200252730Add some water to slightly wet the paper towels (Use a spare cup to scoop water from the bucket)1371600-2540 Pour out any excess water by placing your hand over the cup and turn the cup upside down. Next place your seed down either side of your cup about half way11684001905Now watch me grow! ................
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