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Integrated Unit of Work – Group Assignment

Group Participants:

Charlotte Wong

Sharlene Smith

Dorynelli Atencia

Charissa Phillips

Puneet Kaur

Alphacrucis College

Parramatta Campus

EDU412: Education, Science, Technology and Change – Integrated Unit of Work

Due Date: 6 May 2012

Handed in: 5 May 2012

Declaration of Authorship

We hereby declare that this submission is our own work and that, to the best of our knowledge and belief, it contains

no material previously published or written by another person nor material which to a substantial extent has been

accepted for the award of any other degree or diploma of a university or other institution of higher learning, except

where due acknowledgement is made in the acknowledgements.

Signed: Charlotte Wong, Sharlene Smith, Dorynelli Atencia, Charissa Phillips, Puneet Kaur Date: 5.5.12

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|Living Things – Unit of Work |

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|Stage 1 Science & Technology |

|UNIT TITLE |Living Things |YEAR LEVEL |Stage 1 - Year 1 |

|UNIT SUMMARY |BIBLICAL FOCUS |

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|This unit provides opportunities for students to explore living and non-living |Plants and living things are created, provided and sustained by God. It is humankind’s responsibility, under God, to take care of |

|things, their needs and characteristics. Particular focus will be given to plants, |the environment, including plants and all living things (Genesis 1: 29-31; Genesis 2:15; Genesis 3:17-19; Proverbs 12:11). |

|people, frogs and butterflies. | |

|UNIT DURATION / LESSONS |10 Weeks, 3 x 40 minute lessons (+ other subject integration) |

|RATIONALE |

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|This 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 God has entrusted to us. |

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|This unit is combined with language arts and other KLA’s 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 planting plants, students will gain knowledge of plant parts, needs, |

|differences among plants, and products that come from plants. |

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|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. |

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|Foundation: |

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|Focus Question: What are living and non-living things? |

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|Contributing Questions: |

|What do plants need to survive and how are these needs met? |

|How are plants all different? |

|What are plants made out of? |

|What do plants need? How do they get what they need? |

|What happens to plants during the year? |

|What kinds of things come from plants? |

|Where to plants live? |

|How do plants survive in different places? |

|How do we take care of different How do people use plants? Why are they important? |

|How are plants different at different times and from one another? |

|What is the life cycle of a frog? |

|What is the life cycle of a butterfly? |

|TOPIC MIND MAP |

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|SCIENCE & TECHNOLOGY OUTCOMES & INDICATORS |KLA INTEGRATED OUTCOMES |

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|LTS1.3 Identifies and describes ways in which living things grow and change. |English outcomes: |

|Identify and recognise how living things differ from non-living things in a range of ways |WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on |

|Practice sorting out living and non-living things |familiar topics for known readers. |

|Practice distinguishing between plants and animals | |

|Discuss the factors that make living things grow |WS1.13 Identifies how own texts differ according to their purpose, audience and subject matter. |

|Understand different stages of growth of living things | |

|Measures and records, over a four week period, the length of bean plants using informal units |WS1.14 Identifies the structure of own literary and factual texts and names a limited range of related grammatical |

|Discuss the changes in animals as they grow |features and conventions of written language. |

|Understand the concept that most living things have a life cycle | |

|Discuss the concept that some animals change form as they grow e.g. egg ( caterpillar ( butterfly |RS1.5 Reads a wider range of texts on less familiar topics with increasing independence and understanding, making |

| |connections between own knowledge and experience and information in texts. |

|ESS1.6 Identifies and describes ways in which people and other living things depend upon the earth | |

|and its environment. |RS1.7 Understands that texts are constructed by people and identifies ways in which texts differ according to their|

|Understand that living things have particular needs, which if not met can affect their life and |purpose, audience and subject matter. |

|development | |

|Understand that living things can be categorised into groups that have similarities and differences,|RS1.8 Identifies the text structure and basic grammatical features of a limited range of text types. |

|e.g. appearance, habitat, movement, food | |

|Observes and records changes in living things over the seasons, e.g. deciduous trees changing, |Mathematics outcome: |

|reptiles hibernating |MS1.1 Estimates, measures, compares and records lengths and distances using informal units, metres and centimetres.|

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|Supplementary Outcomes |Creative Arts outcome: |

|INVS1.7 Conducts guided investigations by observing, questioning, predicting, collecting and |VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things. |

|recording data, and suggesting possible explanations. | |

|Observe and explore what plants and animals need to grow and change | |

|Observes, asks questions, and records what happens to plants when they are deprived of a | |

|requirement, e.g. water, air, sunlight, nutrients | |

|Plant seedlings in cups | |

|Observes, asks questions, predicts, and investigates how a plant obtains water and nutrients | |

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|DMS1.8 Develops and implements own design ideas in response to an investigation of needs and wants. | |

|Proposes questions for an expert when evaluating plans for an animal environment, e.g. a | |

|bird-friendly garden | |

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|Values and Attitudes Outcomes: | |

|VA3 Initiates scientific and technological tasks and challenges and perseveres with them to their | |

|completion. | |

|Demonstrate confidence in themselves | |

|Persevere with activities to their completion | |

|Be curious about the natural environment | |

|Gain satisfaction from their efforts to investigate, design, make, and use technology | |

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|VA5 Works cooperatively with others in groups on scientific and technological tasks and challenges. | |

|Respect the rights and property of others | |

|Work cooperatively in groups | |

|Show fair treatment for all | |

|IDENTIFICATION OF CONCEPTS & SKILLS REQUIRED FOR STUDENT DEVELOPMENT |

|The study of Science and Technology aims to provide opportunities for students to foster and develop a sense of wonder and curiosity of the natural and made environments. The teacher, therefore, should motivate the |

|students to actively engage in any form of activities. The real and active investigation should be central to the teaching and learning processes. The general aims that emerge should include: |

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|Actively engaging students in their learning to develop a sense of wonder and curiosity about the world around them. |

|It is natural for students to be curious about things that they do not know, so this skill of developing curiosity should be met in the proper way. A common question in their minds could be, “How did things come into|

|existence?” The teacher should, therefore, provide activities that enable them to understand how things around them came into existence and develop that understanding. For example, demonstrating to the students how |

|plants grow. The teacher can assign students to bring plants in, to monitor a growing plant at school everyday, and to observe changes that take place in plants. Through this activity, and many more, the students |

|will discover how plants grow. |

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|Fostering interest and enthusiasm in Science and Technology. |

|The design-and-make approach is fundamental to the study of Science and Technology. It includes the ability to act critically and creatively, to reason and to develop new working solutions and ideas in response to |

|opportunities and questions. It also includes an understanding of the tools, materials and techniques chosen and why such a choice was made. Children love technology. The teacher will provide activities that |

|incorporate the use of technology in the classroom. Through this, the students may develop an interest to learn and retention to learning will also take place. For example, in teaching about how plants grow, there |

|are many video clips that show the process of photosynthesis and its role in the growth of plants. Likewise, there are interactive learning resources available to help students learn about the life cycles of various |

|animals, such as butterflies going through the process of metamorphosis. Also, the use of technology in the teaching-learning process exposes students to its benefits and drawbacks in order from them to gain |

|knowledge and understanding of its role in life today. However, the use of technology should be under the proper guidance and supervision of teachers and helping parents. |

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|Developing students’ confidence, competence and creativity in applying processes of Science and Technology to appreciate and understand their natural and made environment. |

|There are other skills to develop in the field of Science and Technology, such as the students’ confidence, competence and creativity. After gaining some knowledge through the previous two processes, the student |

|should develop confidence in their understanding of the processes of living things. Along with these developed skills, the students will have various opportunities, through the integration of other key learning |

|areas, to foster and cultivate their creativity. The teacher should provide activities that enable the students to make use of their creativity. Participating in classroom experiments will allow the student to |

|observe, first hand, the result of what they have learned. This also allows them to self-discover, to explore questions and arrive at appropriate solutions and answers on their own or in groups. |

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|Engaging responsibly with personal, social and environmental issues. |

|Through engaging activities that involve or highlight different issues, which might be personal, social and/or environmental, students should develop the skill of responsibility. Becoming aware of oneself and the |

|environment, such as aspects like growth and development, will enable the students to respond to different issues appropriately. Students need to responsibly engage in social and environmental issues alongside |

|gaining knowledge of what is taking place in their surroundings. The teacher will provide activities that enable the students to discuss and respond accordingly to the different issues around them. Activities like |

|‘Garden Buddies’ and investigating the many uses of plants will help them become more aware of the things around them and the affect they, and others, can have on the environment. |

|TEACHING AND LEARNING STRATEGIES |

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|Brainstorming – used to develop own ideas and ideas of others in research and class discussions |

|Inquiry based approach used to encourage higher order thinking skills (thinking critically, research and problem solving) |

|Internet and website research |

|Multimedia presentations (PowerPoint’s) |

|Group projects – see ‘Group Checklist’ (this can be adapted depending on the activity) |

|Modelling |

|Discussions |

|Whole class, group, pair and individual work |

|Class display of work, topic related pictures, projects etc. |

|DIFFERENTIATION |

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|Students with Special Needs |

|Extended work time |

|Guiding templates |

|Active listening |

|Peer support |

|Utilisation of aide or parent helpers |

|Students may talk or draw responses to written activities |

|Teacher may scribe for students |

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|Extension/Enrichment |

|Using moveable pictures, rearrange the sequence of creation |

|Students make inferences and predict an outcome |

|Students create a collage/picture using bark, leaves, seeds etc. |

|Students create a book to demonstrate how a plant grows |

|Use technology and mixed media |

|Sketch different plants and flowers |

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|English as a Second Language (ESL) students |

|Pairing with English speakers |

|Assessment tasks using picture cards, Kahootz animation, and Kid Pix |

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|Gifted Students |

|Lead discussion groups |

|Deeper investigation in related topics of the learner’s choice |

|Design experiments to test hypotheses |

|Design own learning object for a life cycle |

|ASSESSMENT PLAN |

|Prior – before learning activities begin: |During – while students work on learning activities: |After – after learning activities end: |

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|KWL Chart – to establish prior knowledge |Teacher observation |Reflection – individual and/or class mind map to assess what has been |

|Questioning and brainstorming what they know about topic to identify |Diagnostic grid |learnt during the unit (use IWB) |

|what areas may need to be covered in more/less detail (do this |Discussion/feedback |Complete KWL chart |

|activity together on IWB) |Presentations |Party group activities |

| |Web quizzes and games (ICT) |Student outcomes and indicators checklist |

| |Unit booklet to complete – Living Things | |

| |Student self-evaluation (adapt as necessary for tasks) | |

| |Questioning | |

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|Assessment Indicators |

|Identify and group living and non-living things |

|Measures and records, over a four-week period, the length of a plant (e.g. bean plant) using informal units |

|Collaboratively writes, illustrates and publishes a recount about the needs of plants |

|Observes, asks questions, and predicts how a plant obtains water and nutrients |

|Observes and records changes in plants over the seasons e.g. deciduous trees |

|Observes, asks questions, and records what happens to plants when they are deprived of requirements |

|Understands the changes in animals as they grow (life cycle) |

|Demonstrates or produces the life cycle of an animal using ICT e.g. egg ( caterpillar ( butterfly |

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|Assessment Summary |

|Teacher observation, checklist, and notes will be ongoing during the unit. This will concentrate on research skills, problem solving skills, group participation, and contribution to discussions, communication |

|skills, and achievement of unit outcomes. |

|In all activities emphasis will be placed on literacy components related to the activities covered e.g. report writing, public speaking, recounts, persuasive arguments. |

|Students will be asked to self evaluate in regards to their individual and group work at a basic level. |

|Students will be involved in initiating scientific and technological tasks and challenges (VA3). |

|Students will also work cooperatively with others in groups on scientific and technological tasks and challenges (VA5). |

|SCOPE & SEQUENCE – STAGE 1 – Year 1 – 2012 |

| |UNIT OF WORK |STRAND FOCUS |SYLLABUS REFERENCE |

|Term 1 |Living Things | | |

| |(Living & Non Living things – Characteristics of plants |Living Things |p. 74 |

| |and animals) | | |

|Term 2 |Toyworld |Physical Phenomena | |

| |(Toys & Games. How things move and work) |Built Environments |P. 72 |

| | |Products & Services | |

| |Kids Care | | |

| |(Responsible use and reuse of materials) | | |

| | |Built Environments |p. 72 |

| | |Products & Services | |

|Term 3 |Let’s Communicate |Inform & Comm. | |

| |(Why do living things communicate? Communication |Physical Phenomena |p.70, 84 |

| |methods) |Built Environments | |

| | |Products & Services | |

|Term 4 |What’s Unique To Australia? |Earth & Its Surround | |

| |(Look at Australian plants & animals in more detail) |Living Things |p. 74, 102 |

|WEEKLY TIMETABLE |

|Monday |Tuesday |Wednesday |Thursday |Friday |

|9.00 Devotions (15 mins) |

|11.30 PAC (50 mins) |

|1.30 English (35 mins) |1.30 CAPA |

|Spelling / T & L |Visual Arts (60 mins) |

|English |490 |

|Mathematics |300 |

|PAC (includes HSIE, Science & Tech, and PD) |250 |

|PDHPE |120 |

| | |

|CAPA | |

| |20 |

|Drama |60 |

|Visual Arts |40 |

|Music | |

|Devotions |75 |

|Biblical Studies |30 |

|WEEK | | | |COMMENTS/EVALUATION |

| |TEACHING & LEARNING ACTIVITIES |RESOURCES |SUBJECT INTEGRATION | |

|OVERALL UNIT EVALUATION |

|Evaluation Categories |Strongly Agree |Agree |Disagree |Strongly |

| | | | |Disagree |

|Students enjoyed the Science & Technology unit (‘Living Things’) | | | | |

|I was comfortable teaching the unit | | | | |

|Sufficient time was allowed for the unit | | | | |

|Students achieved the stated unit outcomes | | | | |

|The Learning Activities were relevant and varied | | | | |

|The Learning Activities were suited to students’ needs | | | | |

|All students coped with material | | | | |

|The resources were adequate and accessible | | | | |

|Students actively engaged in Learning Activities | | | | |

|Integrated with other key learning areas | | | | |

|Overall Unit Comment/Changes to be made in terms of implementation: |

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|RESOURCES |

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|Websites |

| - Plant Explorer site - IWB resources |

| - Good site for student interaction – plants and animals |

| - Teacher resource on plant needs |

| - Which plant will grow the best? – IWB resource |

| - Life cycle of a frog and human being – IWB resource |

| - PC Plums Garden Game |

| - Great teaching and student resource – worksheets, clips, games etc. |

| - Life cycles - IWB resource |

| - Helping plants grow well – IWB resource |

| - pollination |

| - Teachers resources, worksheets – animals and humans |

| - Living and Non Living Things Worksheets |

| - List of resources for teachers, lesson plans etc. |

| - Frog unit – detailed ideas. Great pictures of frogs. |

| - Life cycle and anatomy of a butterfly |

| - a plant guide for teachers from the University of Illinois |

| - Great games, resources etc. – frogs, animals, environments |

| - IWB resources |

| - IWB resources, games, teacher resources |

| - free online science resources |

| - great teacher resource, games, IWB, videos, printables |

| - great interactive website for students |

| - Kahootz: construct and investigate using 3D worlds and objects |

| - a drawing program aimed at children |

| - .T3EwR5ikTdk – great teacher resource site |

| - Life cycle of plant information and activities – IWB resource |

| - Life cycle of a plant |

| - Life cycle of a butterfly – IWB resource |

| - great teacher resource, videos, printables |

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|Video Clips |

| - Creation |

| - ‘Is This Alive?’ |

| - Butterfly going through metamorphosis |

| - Time lapse of a caterpillar to butterfly |

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|Photos |

| - photos of plants and animals |

| - Better Homes and Gardens plant encyclopaedia pictures |

| - Australian plants and animals |

| - general teaching site with great photo section |

| - photos of living and non living things |

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|Worksheets - see selection of artefacts document |

|Plant Parts |

|Parts of a Plant |

|Build a Plant |

|Plants in our Environment workbook (11 worksheets) |

|Garden Buddies – note to parents/caregivers |

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|Children’s Books |

|The Berenstain Bears Grow It by Stan and Jan Berenstain |

|The Tiny Seed by Eric Carle |

|The Hungry Caterpillar by Eric Carle |

|The Bad Tempered Lady Bird by Eric Carle |

|A Grand Old Tree by Mary Newell De Palma |

|Eating the Alphabet by Lois Ehlert |

|Red Leaf, Yellow Leaf by Lois Ehlert |

|Mighty Tree by Dick Gackenbach |

|Apples by Gail Gibbons |

|From Seed to Plany by Gail Gibbons |

|The Pumpkin Book by Gail Gibbons |

|The Apple Pie Tree by Zoe Hall |

|How Do Apples Grow? By Besty Maestro |

|Oranges by Zack Rogow |

|Picking Apples by Gail Saunders-Smith |

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|Teacher Books |

|Bugs to Bunnies by Ken Goin |

|Look Book 1 – Australian Science & Technology – by Cyril Gilbert and Peter Matthews |

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