Tamara Chamaon 20112607, Shafia Malak 20103696, Rebecca ...



Unit title: Living in the DesertStage: 3, Year 6Term: FourStrand: Living WorldDuration: 10 weeksConcept: How do living things adapt to survive in their environment? Rationale:Throughout this unit, students will be exploring and extending on the concept of ‘how do living things adapt to survive in their environment’. In accordance with the NSW K-6 Science and Technology Syllabus (2012) this unit adopts a constructivist teaching and learning approach, which allows students to engaged through their science experiences with the ‘hearts-on, hands-on and heads-on’ philosophy (Skamp, 2008). Students will learn to critically analyse, draw comparisons between native Australian plants and animals in different environments.The unit will begin with an exploration and assessment of students’ prior knowledge. This is to ensure that students have a thorough knowledge of the previous concepts – ‘living things have life cycles’, ‘living things can be grouped on the basis of observable features and distinguished non-living things’ (BOS, 2012) from stage two. This is essential as it important for students to have these concepts in order for the children to be able to build on it and be able to move on to the next stage of concepts.The classroom will be set up reflecting a Constructivist learning approach to Science, where students will be learning through whole class, pair, group and individual instruction. This allows the learning to be student-centred and for students to be learning from each other. The learning has been designed to align with the 5E Instructional Model. This allows students to grasp concepts and subject matter more effectively. The overview for this can be seen in the overview of learning.Throughout the unit, the Aboriginal learning pedagogy has been used. The 8 ways of learning not only allows for differentiation for students of an Indigenous cultural background but also caters for students holistically; Learning Maps – Research Non-verbal – skits, mimes Story sharing – picture books, research Deconstruct, Reconstruct – Pulling apart an idea Non-linear – Research Community Links – guest speaker, local environment research, exploring the local environment Land Links – learning about the land, it’s plants and animals from an indigenous perspective Symbols & Images – Symbolic representationThis study directly relates to other key learning areas:Maths – temperature, measuringEnglish – reading, writing, listening, communicatingCreative Arts – drama, creating artworksOutcomes:Science and Technology:Living World A student:Describes how structural features and other adaptations of living things help them to survive in their environment (ST3-10LW)Describes some physical conditions of the environment and how these affect the growth and survival of living things (ST3-11LW)Living things have structural features and adaptations that help them to survive in their environment. (ACSSU043) Students:observe and describe the structural features of some native Australian animals and plants present ideas and explanations about how the structural features and behaviour of some plants and animals help them to survive in their environment, eg shiny surfaces of leaves on sand dune plants and nocturnal behaviour in some animalsresearch the conditions needed for a particular plant to grow and survive in its environment, eg an indoor plant, plants in deserts, drought-resistant wheat or salt-tolerant plantsBuilt EnvironmentsStudents:Describes systems in built environments and how social and environmental factors influence their design (ST3 -14BE) Value and attitudes ST3-1VA shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities ST3-2VA demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to shaping sustainable futures ST3-3VA develops informed attitudes about the current and future use and influence of science and technology based on reasonWorking scientifically ST3-4WS investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence- based conclusions and develop explanationsWorking technologically ST3-5WT plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraintsEnglishSpeaking and ListeningA student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features EN3-1Aplan, rehearse ad deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACEY1700, ACELY1710)use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)Writing and RepresentingA student composes, edits and presents well-structured and coherent texts EN3-2Acompose imaginative and informative texts that show evidence of developed ideascompose increasingly complex print, visual and multimodal and digital texts, experimenting with language, design, layout and graphicsreread and edit students’ own work and others’ work using agreed criteria and explaining editing choicesuse a range of software, including word processing programs, learning new functions as required to create textsReading and ViewingA student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN3-3Acompare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACEYL1707)identify and explain how analytical images like figures, tables, diagrams and maps contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting strategies and interpreting structural features (ACELY1712)navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting, confirming, monitoring, skimming and scanning (ACELY1702)use comprehensive strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital textssummarise a text and evaluate the intended message or themeResponding and ComposingA student discusses how language is used to achieve a widening range of purposes for a widening range of audiences and context EN3-5Bconsider and develop sustained arguments and discussions supported by evidenceExpressing ThemselvesA student identifies and considered how different viewpoints of their world, including aspects of culture, are represented in texts EN3-8Dexplore, discuss and appreciate connections between Dreaming stories and contemporary Aboriginal and Torres Strait Islander lifecompose a variety of texts that reflect their understanding of the world around themMathematicsWorking MathematicallyA student gives a valid reason for supporting one possible solution over another MA3-3WMMeasurement and GeometryA student uses 24-hour time and am and pm notation in real-life situations, and constructs timelines. MA3-13MGDetermine and compare the duration of eventsSelect an appropriate unit to measure a particular period of time.Use a stopwatch to measure and compare the duration of events.Statistics and ProbabilityA student use appropriate methods to collect data and constructs, interprets and evaluate data displays, including dot plots, line graphs and two way tables. MA3-18SPPost questions and collect categorical or numerical data by observation or survey (ACMSP118)Construct displays, including?column graphs,?dot points?and tables, appropriate for?data?type, with and without the use of digital technologies?(ACMSP119)Describe and interpret different data sets in context (ACMSP120) Creative ArtsDramaDRAS3.1 Develops a range of in-depth and sustained roles.collaborates to convey dramatic meaning by responding abstractly to represent ideas, feelings, objects and situationstakes on a range of roles challenging character stereotypes, depicting empathy, different and contrasting attitudes and statusDRAS3.2 Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and voice skills in a variety of drama formsinterprets a dramatic context through the use of a combination of various drama forms, eg. improvisation, movement, mime, storytelling, puppetry, mask, video drama and play buildingDRAS3.3 Devises, acts and rehearses drama for performance to an audience devising and acting in drama for an audiencedevise and collaborate on drama works through various combination formsVisual ArtsVAS3.1 Investigates subject matter in an attempt to represent likeliness of things in the worldVAS3.2 Makes artworks for different audiences, assembling materials in a variety of waysVAS3.4 Communicates about the ways in which subject matter is represented in artworksapply what they have learnt about concepts in the art world to their art makinginterpret subject matter which is of local interest in particular ways in their making of artworks become critically focused in their judgements about artworks and artists and seek to explain their reasonsAssessment – formative Lesson oneFormative assessment on TWHL chart – prior knowledgeDiscussions ObservationsSkitFormative assessment on research activityLesson twoFormative assessment on discussion of waterFormative assessment on predictions and recordings of leaves in bagsFormative assessment on TWHL chartLesson threeSummative assessment on representation of an animal Formative assessment on the TWHL chartLesson fourDiscussionsObservationsStudent reports in online journalLesson fiveDiscussionsReports in online journalPerformance in camouflage activityLesson sixDiscussionsAbility to link evidence to claimObservation of reasoningLesson sevenDiscussionsUsing symbols to represent the adaptations and features animals/plants needLesson nine Summative assessment of clay models Formative assessment of discussion on animal adaptationAssessment - summative Lesson eightStudents producing a video and elaborating on what they have learnt so far by conducting an interview. Indicating to the teacher what they have understood from the unit so far. Lesson tenStudents are researching Australian animals and writing it up on their science journals which are on the webquest. This is a form of assessment as the teacher can observe and record who has understood the concept. The teacher can also assess English outcomes and check students’ writing as well as have a peer assessment where the students mark each other’s work. Work samples(To be added once the lesson has been completed for moderation in the future)Evaluation of unit of workQuestions to be explored:Where the students engaged?Were the resources used, appropriate to teach the content?Did I cater to meet all learning needs, abilities and styles?Were students on task?Did all the activities incorporate the 8 ways learning framework?What could be changed next time to make the lesson for effective?Was my questioning clear and easy to comprehend? Was my classroom management successful in keeping students on track? Were my ideas innovative and engaging? Did the students work effectively and efficiently? Did the students work well together? Did the students understand what they were expected to do? If not why so? Did the lesson provide a positive understanding? Were all the tasks hands on and engaging?Did the students reach the desired outcome?Were students engaged in the working technological and scientifically skills?Students Number: 22Differentiation Needs:Learning experiences need to cater for a range of readiness levels, different prior knowledge, experiences and learning styles.Students will be grouped according to:students with similar abilitiesstudents with mixed abilitiesLearning experiences will reflect a constructivist approach to learning. Activities will be hands-on, incorporating individual, group work, and pair work.Each lesson is differentiated to cater for the learning needs in the class including modifications for students working above, working at and working below outcome. Students with special learning needs are catered for by lessons incorporating different ways of achieving activities and visual, kinaesethic and auditory teaching and learning strategies.In this class, we have a student with dyslexia. Her specific learning needs are met through hands on, multi-modal lessons, that allow her to achieve the same product but through a different way.Indigenous Perspective:All lessons incorporate the 8 ways learning Framework to integrate Indigenous perspectives and links to this unit. These 8 ways include: nonlinear, land-links, story-telling, deconstruct/reconstruct, community links, symbols and images, non-verbal and learning maps.Overview of learningEngageLesson one: DesertsDiscussion on environments and activating prior knowledgeEngage/ExploreLesson two: Leaves in bagsHands on experience of how plants carry waterExploreLesson three: Desert plantsInvestigating characteristics of plantsExplore/ExplainLesson four: Way too warmInvestigating heating and cooling in animalsExplore/ExplainLesson five: Camouflaging Investigation of camouflaging and the purpose of itExplainLesson six: AdaptationsExploration of adaptations needed to survive in the desertElaborateLesson seven: Animal adaptationsStudents adapt an animal’s features so it can survive in the desertElaborateLesson eight: Justifying adaptationsInterview on what animals need to survive in the desert ElaborateLesson nine: Plant adaptationsStudents adapt a plant so it can survive in the desertEvaluateLesson ten: SummaryStudents create blog posts on what they have learnt and evaluating learningRisk AssessmentWkForeseeable RiskWays To Eliminate Risk1Student trips over objects on floorStudents hit themselves on an object while doing the skitStudents hurt themselves with a pen/pencilStudents come across inappropriate websitesStudents drop or damage the iPadsInstruct students of classroom rulesInstruct students of safety Instruct students of safety and responsibilityDiscuss with students cyber safety and block inappropriate websitesDiscuss with students iPad safety2Students poke themselves in the eye with the branchStudents hurt themselves with a pen/pencilStudents come across inappropriate websitesDiscuss safety with branchesInstruct students of safety and responsibilityDiscuss with students cyber safety and block inappropriate websites3,8,10Students come across inappropriate websitesStudents drop or damage the iPadsDiscuss with students cyber safety and block inappropriate websitesDiscuss with students iPad safety4Students harm themselves with waterStudent’s trip over water slipped on the floor.Students hurt themselves with the sharp edge of the thermometerEnsure water temperature is suitableTeacher pours the waterDiscuss the risks prior to the activity.5Students trip over resources Discuss rules/policies in class in regards to safe working.6N/AN/A7N/AN/A9Students come across inappropriate websitesDiscuss with students cyber safety and block inappropriate websitesLearning Matter5Es8 WaysLearning EngagementsResources/PreparationOutcomesSignoffENGAGENon-verbal – mimeCommunity links – Yarning circle discussing how this lesson can assist their community.Learning Map – Discuss what students will learn the following weeksLesson one:Sorting activity: In five groups, student’s sort pictures and objects of plants, animals, weather conditions into a given environment eg: desert, woodlands, coastal, rainforest, urban. Students explain why the objects fit into the particular environment and why some objects might overlap. Discussion on: Different environments, plants and animal, weather conditions How the Indigenous people could survive in different environments - how would they collect food, shelter? Skit activity: Discuss what do you the explorers need to take with them to the desert and why we might take certain things in order to survive?Students form and create a mime explaining what they would take to the desert and why Students present their mimeTWLH chart – Introduce the first column: What do we know about deserts? What do we think we know? How do you think plants and animals survive the conditions? What challenges would plants and animals face in the desert? What structural features do you think they need to survive? What behaviours might help them survive? What different cultural groups might be found in the desert? Introduce the second column: What do we want to learn? Do we have any specific questions we would like to investigate? How could we investigate specific questions? In a yarning circle discuss: The importance of what we are learning.What does the learning mean for me? How I can use this new learning to help my community?Research activity:Students research a range of websites and investigate different characteristics of the desert and record them on science blog, such as: Types of plantsTypes of Animals Climate Challenges that plants and animals face Language/terminology Students working below outcome: are given two websites to research and only research one animal or plantStudents working above outcome: research other characteristics such as: Indigenous language for specific plants and animals Location of deserts in the world Different cultural groups that may live in the desert How do animals and plants adapt to the desert What features do animals and plants have that assist them to adapt to the conditions of the desertStudent with dyslexia: provided with a range of websites to use and record their findings on the iPad or using a sequence of pictures. Extension: students read the poem 'Australia's Red Heart' and create a set of inferential questions based on the poem. Students report back to the class and share what information they have foundWord wall:Create a word wall on online science journal. Students share terminology and Indigenous words.Review lesson and TWLH chart.Discussion:What students will learn the following weeks and what the aim is for the whole unit of work.Collection of pictures and objects of different environmentsCollection of objects that students could take to the desertTWHL chart x22InternetComputers Online word wall ACSSU043ST3-10LWST3-11LWST3-1VA ST3-4WS ST3-5WT EN3-1AEN3-8DEN3-5BEN3-3ADRAS3.3ENGAGE/EXPLORELand links – Discussion on how Indigenous students might do if they didn’t have access to water.Lesson two:Discussion:Pose the question and students discuss in small groups: is having enough water crucial to plants and animals in environments, especially the desert? Discuss as a class. Discuss what the Indigenous people might do if they didn't have access to water?Leaves in bags activity:Show students a leafy branch and discuss what might happen if you put a plastic bag over it. Have students explain their reasoning. Students record their predictions and reasoning in their science blog. Students work in teams to seal a bag over a branch with leaves that they get from the garden outside. In the following days, students observe changes. Have students draw an annotated drawing of the bag contents. Students working below outcome: students draw pictures of their predictions and their reasoningStudent with dyslexia: record her predictions and reasoning on the iPad and upload it to the science blog. Students working above outcome: research desiccation (the removal of water of cells of the organism) OR how different cultural groups might collect water of they have no access to it. Extension: students complete: The Transport Systems of A Plant activity on Scootle. Review lesson and TWLH chartPlastic bags x22Online science blog Scootle activity The Transport Systems of A PlantiPadsTWHL chartsEN3-1AEN3-8DEN3-5BEN3-3AEXPLORELand Links –Students are learning about the significance of a native Australian plant to the Indigenous community and its’ uses. Through this, students are acquiring deep knowledge of the local land. Lesson three:Review: Observe and discuss the leaves from the previous lesson.Unlocking Prior Knowledge: BBC Game: Plants and Animal Habitats – Play: Students will read the descriptions of the alien creatures and match the physical characteristics to the correct habitat. Desert and Urban Plant Comparison: Students will be introduced to the Spinifex plant (desert). The teacher will describe the plant and the climate that it would thrive in. What uses do you think this plant would have to the Aboriginal people? The teacher will explain the significance of the Spinifex plant to the Aboriginal community and its’ uses.Students will research on the internet and select an urban plant to compare the physical features with the desert plant – Spinifex.Students working below outcome: that may be struggle with written work will be given a template to fill the information in that they find through the research or they may also draw their comparisons of the two plants.Students working above outcome: are expected to also compare and contrast the environment (habitat, climate conditions etc) that they thrive in. EagleCat Plants Activity on Scootle :Students will work in pairs to explore, predict, test and explain the effects of changing how much water, the temperature and salinity levels on various plants. They will then record their findings from the activity on their online blog.Review:TWLH chart - record what they have learned and any other possible questions.IWBBBC Game: Plant and Animal Habitats - Play Spinifex imagesSpinifex Information website – EagleCat: Plants ChartiPadsEN3-7CACELT1614MA3-WMEXPLORELesson four:Discussion:What they might do if you felt hot/if you felt cold?Ask students to run on the spot for 10-15 seconds, and then inquire to what’s happening (body feeling hot, starting to/almost sweating, heart rate rising).Inform students that animals in a hot climate such as a desert doesn’t have the luxury to sweat when they feel hot because.. Ask students why they think the reason might be. (loss of water that they can’t afford in an environment with little water).Inquiry:What do animals in the desert do to remain cool during the day?Image of a bilby – ask, what is a body part that assists in regulating their body temperature? Explain that the capillaries are very close to the surface on the animal’s ears (and other animals with large ears in the desert).Ask the students if it might have the same result if the bilby had small ears. Allow for discussion in groups, and then as a class.Cooling experiment:Students gather two containers (or cup and plate), ensuring they are of different shapes. WARNING that they will be using warm water; make sure they are careful as to not touch it in case it injures them (re: risk assessment).List the aim, the control and variables on their worksheet for this investigation (control: the amount of water, the temperature of the water, the room temperature; variable: the shape of the container, the surface area of the water). Encourage scientific terminology.The teacher will pour the appropriate amount of water into the containers on the students’ desks, and students will be asked to note the temperature of the water in each container on their worksheet.Monitor the temperature, noting any drops in their worksheet. Make predictions of what will happen over the next ten minutes, and discuss. Create a line graph from their data. Develop a conclusion from these results – is it different/the same as your prediction? Discuss.Reminder that the water was used to simulate the way an animal might regulate their temperature with their ears with certain surface areas.Claim:“Having ears with a larger surface area can help animals survive in the desert.” Prompt discussion. ‘Do you agree? Why/why not?’ ‘How might it help?’ ‘Do we have evidence to support it?’ Record their findings on their online science journal, as well as any pictures taken in the experiment.Review:TWLH chart - record what they have learned and any other possible questions.Student with dyslexia: record her predictions and reasoning on the iPad and upload it to the science blog; use word wall to assist writing.Students working above outcome: Students will be encouraged to use their initiative to research on their ipads/tablets to come up with a more scientific explanation for heat regulation.Students working below outcome: Students will have access to their online blogs to look over their past work, as well as assistance from other students in their collaborative work.Image of a bilbyWater containers Warm waterCold waterThermometers Online science journalTWHL chartST3-10LWST3-11LWACSSU043ST3-1VAMA3-3WMMA3-13MGACMSP118ACMSP119ACMSP120EN3-2AEXPLORENon-linear – Various options to take in presenting informationLesson five:Review TWLH chart. What do we think we know? What do we want to know? What have we already learned so far about how animals adapt to their environment?Discussion:What do you think when I say ‘camouflage’? What does it do? What is it? Where would you find it? Would it be beneficial for an animal in the desert to use camouflage? Why/why not? Discuss, and give reasoning.Pre-activity journal entry:What are your initial beliefs about animals in the desert using camouflage? What kind of animals would use it? Why might they use it? Do you agree that they use it or not?Whole class activity on IWB: Task:Students are provided with a small stuffed toy and the task to camouflage it using the resources provided. The aim is NOT to hide the toy but to make it blend in with its surroundings.Students are encouraged to take pictures with cameras/ipads and to upload to their online science journal, as well as adding another entry – now what do they think about camouflage? Have their views changed? Are they the same? Why/why not? Review:Update TWLH chart, update with what they have learned and the word wall, and if there are any further questions.Student with dyslexia – option to record, use of word wall, or draw a labelled picture to demonstrate.Students working below outcome: Working close with the teacher and in a collaborative environment.Students working above outcome: Students are encouraged to research the definition of camouflage and add it to the online word wall, presenting their findings to the class.TWHL chartOnline science journalProps: small stuffed toy animalsiPadsCamerasOnline world wallIWBWebsite: ST3-10LWST3-11LWACSSU043ST3-1VAEN3-2AACELY1709EXPLAINNon-linear – Various options to take in presenting informationLesson six:Discussion:Recap TWLH chart. What do we know about how animals and plants live and survive in the desert? What are the features that help it?Are the animals just completely lucky to have those features that make survival in the desert so simple? Why/why not? Discuss, and prompt reasoning.Pre-activity journal entry:Get students to jot down their initial belief in their online journals.IWB: Complete a chart on the IWB as a class, comparing animal/plant features (broad leaves, long ears, small eyes, etc). Note how the features of animals in the desert seem to be similar, and those that are in different environments have different features. Record their comparisons on the blog (images also encouraged).Ask students again if they believe that the animals have adapted those traits, or if it is just ‘luck’. Give reasoning for their reports in their science journals. Discuss.Guest Speaker:Discussing how Aboriginals have survived in the desert.Students encouraged to ask questions from TWLH chart.Dreamtime (if guest speaker unavailable):YouTube video – How the Koala got a stumpy tail: Book – How the Kangaroo got its tail.Use this information to address the claim “Animals in the desert have adapted their feature over time to survive in the desert.” Do they agree? Do they disagree? Ensure other perspectives are addressed. Record, take pictures, or write a report on the science journal. Student with dyslexia: opportunity to present in other ways than a written report; online word wall to assist with harder words.Students working below outcome: working closely with the teacher; focus on their beliefs and the reasons behind it.Students working above outcome: encourage students to seek out more evidence to support their claim.Review:TWLH chart, update word wall and add further questions.YouTube video: How the kangaroo got its tail (book)Online science journalIWBTWLH chartST3-10LWST3-11LWACSSU043ST3-1VAEN3-2AACELY1709ELABORATESymbols and Images – Symbolic representation of physical features of an animal.Lesson seven:Reading:An Aboriginal Dreamtime picture book – The Echidna and The Shade TreeDiscussion:Which Australian animals were in the picture book?Which physical features would help the animals survive in a desert climate?Which features would be unsuitable for the desert climate?Symbol Representation:Students will draw symbols to represent individual physical features to design an animal that will thrive in a desert habitat e.g. big ears, body, nose, snout, tail, light coloured fur.Students will create a key to clearly indicate which feature each symbol represents.They will then share with their peers their finished work sample, explaining which features they chose and why e.g. light coloured fur for the animal to be able to camouflage between bushes in the desert habitat.Students working above outcome: will also be using more than five symbols to represent the features in the desert habitat.Students working below outcome: will work with the teacher in a small group to be guided through the process of creating symbols to represent the physical features of an animal.Student with dyslexia: will use two symbols to represent their features and will work with the teacher or teacher’s aide.Picture book – The Echidna and The Shade TreeColoured paperTextasColoured pencilsACSSU043ST3-10LWST3-11LWST3-1VA ST3-4WS ST3-5WT EN3-1AEN3-8DEN3-5BEN3-3AELABORATELesson eightDiscussion: Students discuss what they have done so far (recap)Task: Students work in pairs to create a video of an interview with an Australian animal. The interviewer is from a news channel and is gaining information from an “animal” as to how they survive in the desert and the adaptations they make. Students upload video to class YouTube account to then be able to link it to the class WordPress. Students working below outcome: are working in pairs which help students to complete this task. Students must complete at least one interview of an animal.Students working above outcome: are able to conduct more than one interview and incorporate what they have learnt on plants into the task. As an extra task they can be asked questions on the plants in the environment of the animal and how it is of benefit to them or not. Student with dyslexia: benefits from this lesson because they are using their body to express meaning rather than writing down responses. They are able to work visually and kinaesthetically as they have control of their learning and how they present. iPadsPropsClass YouTube accountTWHL chartOnline science journalDRAS3.1DRAS3.2ACSSU043ST3-1VAST3-5WTELABORATEDeconstruct and Reconstruct – changing characteristics of a plant to suit the desertSymbols and Images –Students will use clay to represent their modified plant and symbols/images during their discussionLesson nine:Discussion:Students will discuss and brainstorm the features in plants that they have observed or learnt about that aid a plant in surviving the habitat that it is in.Task - Modify a plant:Students will work in small groups and select a plant from one of the four environments - coastal, rainforest, urban and grasslands.Students will then discuss and note the characteristics of the plant before modifying the features of the plant to allow it to successfully adapt to the desert climate e.g. roses have bright coloured petals, change it to pale, sombre colours to camouflage in the desert environment. Students will also be recording their modifications on butcher’s paper.The group will then use clay to create a clay model to will demonstrate their changes to the plant to allow it to thrive in a desert climate.Students will take photographs of their models and upload them onto their online science blog.Presentation:Students will present their clay model and provide an oral explanation on why they have chosen the modifications that they have.iPadsA2 Sheets of PaperTextasClayST3-10LWST3-11LWACSSU043EVALUATEDeconstruct and Reconstruct - Students have been given all the crucial information throughout the unit and now need to construct their own meaning and create a blog on their findings and understandings.Lesson tenDiscussion: Students discuss what they have done so far and just have a simple summary discussion.Task: Students are to go onto the online science journal blog and log on with the given username and choose an animal to research and write up a blog about that animal and its habitat, environment etc. Students working below outcome: only focus on one animal and can work with someone if they are struggling individually. Students working above outcome: can research an animal as well as look at plants in the same environment as the animal and research how that plant survives and if it has any effect to the animal. (connection) Student with dyslexia: can work with a partner and help verbally and be given a specific job to do. Or if they prefer to work on the computer they can type and scribe while the partner gives the information. ComputersiPadsOnline science blogEN3-2AACSSU043References:Board of Studies, New South Wales (n.d). NSW Syllabus for the Australian Curriculum: Science K-10 (Incorporating Science and Technology K-6) Syllabus. Retrieved on the 9th July, 2014 from: of Studies, New South Wales. (2012). NSW Syllabus for the Australian Curriculum: English K-10 Syllabus. Retrieved on the 9th July, 2014 from: of Studies, New South Wales. (n.d). NSW Syllabus for the Australian Curriculum: Mathematics K-10. Retrieved on the 9th July, 2014 from: of Studies, New South Wales. (2006). Creative Arts K-6 Syllabus. Retrieved on the 9th July, 2014 from: . (2012). Simpson desert. Retrieved on the 9th July from:Margaret Cunningham. (n.d). Desert biomes: facts, climate and location. Retrieved on the 9th July from:Monroe, M.H, (2012). Australia, the land where time began. Retrieved on the 9th July from:Primary Connections. (2012). An elaboration of the primary connections 5Es teaching and learning model. Retrieved on the 7th July from: Connections. (2012). Desert Survivors. Year 5. Biological Sciences. Australia: Australian Academy of Science.Purdie, N., Milgate, G. & Bell, R.H..(Eds.), (2011). Two way teaching and learning: Toward culturally reflective and relevant education. Melbourne: Australian Council for Educational Research (ACER).Skamp, K. (2008). Teaching Primary Science Constructively (4th ed.). Melbourne, Australia: Thomson Learning. ................
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