Living Things

Integrated Studies From K-7: Science Focus: EDUC 5508

Assignment 2: Science Integrated Program

Integrated Unit of Work

Unit Coordinator: Friday, May 10 2013

Science integrated program summary:

Phase Engage

Lesson Lesson 1: Whats in the Box? Lesson 2: Rebellious reptiles. Lesson 3: Happy Habitats. Lesson 4: Changing habitats

Overview To capture students interests and to find out what they think they know about animals and how they move. To elicit students questions about Australian animals. To provide hands- on shared experiences of the features, behaviours and adaptations of reptiles. To provide hands on shared experiences of healthy habitats.

Explore

Society and Environment

Explain

Elaborate

To provide hands on shared experiences of a habitat that changes causing some living things to no longer have their needs met. To support students to represent and explain Lesson 5: their understandings of habitats and animal Students are features. the teachers! To introduce current scientific views. Session 1: To support students to represent and explain their Compare animals understandings of Australian animals and their features. Lesson 6: To support students to represent, conduct and Pampered discuss an investigation focusing on the roles of each plant feature. plants Lesson 7, 8 & 9: Authors Tea: To provide opportunities for students to represent what they know about plants and animals and their Session 1 & 2: habitats. Planning
Session 1: Presenting

Evaluate

To provide opportunities for students to reflect on their learning during the unit.

Integrated Unit of Work on (topic): life and living

General Capabilities:
Literacy Numeracy Information and Communication Technology Ethical Behaviour

Year Level: 1

Critical and Creative Thinking

Intercultural Understanding

Personal and Social Competence

Cross-Curriculum Priorities:
Aboriginal & Torres Strait Islander Histories and Cultures Asia & Australias Engagement with Asia Sustainability

Science Overarching Ideas:

Pattern, Order and Organisation Scale and Measurement Form and Function Stability and Change

Matter and Energy

Systems

Science Program: Science&Understanding&

Living&things&have&a&variety&of&external&features&(ACSSU017)& & Living&things&live&in&different&places&where&their&needs&are&met&(ACSSU211)&

Science&as&a&Human&Endeavour&
People&use&science&in&their&daily&lives,&including&when&caring&for& their&environment&and&living&things(ACSHE022)&

Science&Inquiry&Skills&
Respond&to&and&pose&questions,&and&make&predictions&about&familiar&objects&and& events&(ACSIS024)& & Participate&in&different&types&of&guided&investigations&to&explore&and&answer& questions,&such&as&manipulating&materials,&testing&ideas,&and&accessing&information& sources&(ACSIS025)& & Through&discussion,&compare&observations&with&predictions&(ACSIS212)& & Compare&observations&with&those&of&others(ACSIS213)

&
!

Prior&Knowledge&
! ! ! ! Living!things!have!basic!needs! Responds!to!questions!about!familiar!objects!and!events! Explores!and!makes!observations!by!using!the!senses! Engages!in!discussions!about!observations!and!use!methods!such!as!drawing!to!represent!ideas!! Can!record!details!of!a!simple!recount! Writes!coherent!sentences!

Exemplar&Texts&
! Books:! ! ! ! ! ! ! ! ! ! ! ! ! !
The!Outback!by!Annaliese!Porter!Illustrated!by!Bronwyn! Bancroft! A!Home!for!Bilby!by!Joanne!Crawford!Illustrated!by!Grace! Fielding! A!beach!for!us!to!play:!Deadly!Reads!for!Deadly!Readers! (Saltwater!Series)!by!Nola!TurnerG!Jensen!Illustrated!by!Maggie! Prewett! Animalia!by!Graeme!Base!(1986)! Australia's!Outback!Photographs!by!Australian!Geographic! Greetings!from!Sandy!Beach!Bob!Graham! Off!to!the!Beach!by!Eveline!Dare! Australia!at!the!Beach!by!Max!Fatchen!&!Tom!Jellett!! The!Waterhole!By!Graeme!Base! Books!Cont.!! Edwards!the!Emu!Sheena!Knowles! Ladybird!moves!home!Richard!fowler!! Dingos&tree&Gladys&Milroy&&&Jill&Milroy! The!Little!Corroboree!Frog!by!Tracey!HoltonGRamirez!Illustrated!by!Angela! Ramirez! Nanas!Land!by!Delphine!SaragoGKendrick!Illustrated!by!Delphine!SaragoG Kendrick! DVDS:! [Link] features!! [Link] Apps:! Comic!strip!app! ! Simple!Mind!!

Links&to&other&learning&areas&
This unit links Science with Literacy and Society and Environment.

Lesson number: One

Lesson title: Whats in the Box?

To capture students interest and find out what they think they know about the key concepts. To elicit students questions about the key concepts. Teaching Strategies and Group Structure (whole class, small groups or individual) & Cooperative&learning&(small&groups):& Students!collaboratively!work!to! recreate!the!four!Australian!animal! puzzles& & Graffiti&(small&groups):& Students!brainstorm!the!four!Australian! animals,!found!on!the!puzzle!pieces,!in! relation!to!four!of!our!five!senses!(taste! excluded).! & Differentiation:&student!verbally! explains!their!ideas!while!another! group!member!scribes.! & Role&Play&(small&groups):&In!their!group! of!six,!brainstorm!mannerisms!and! characteristics!then!act!out!how!they! think!their!animal!moves,! communicates!and!feeds.& & Before&and&After:&(Small&groups):& There!are!animals!of!all!sorts:!big,! small,!short,!tall,!furry,!scaly,!flying,! swimming,!colourful,!plain.!Why!are! there!so!many!different!kinds!of! animals?! & & & & & & & & Assessment Diagnostic Literacy Focuses
Find out what students already think they know and understand. This allows you to take account of students existing ideas when planning future learning experiences.

ENGAGE
Inspiration taken from the Primary Connections unit planner

Selected Learning Outcomes (AC) & Science:& ACSIS024! & English:& ACELY1663! ACELA1452! ACELA1458! ACELY1656! ACELY1788! ACELY1657! ACELA1787! & &

Learning Experiences

Resources

& ! Students(will:( Mystery!box! & ! 1.!Cooperatively!explore!and!recreate! Four!different! puzzle!pictures!of!Australian!animals.! Australian!animal! ! puzzles!each!with!six! 2.!Discuss!their!prior!knowledge!of!these! pieces!(i.e!6!students! Australian!animals!!using!the!five!senses! per!puzzle)!! as!a!starter!guide.! o Kangaroo! ! o Dugong! 3.!Role!play!an!Australian!animal! o Goanna! focusing!on!their!movements!and! o Possum! behaviours.! ! & See!resource!appendix!1!for! pictures!to!convert!into! puzzles! ! Butchers!paper!(12!large! pieces!!6!for!first! activity,!6!for!second)! 24!pens! o 6x!blue!pen! o 6x!yellow!pen! o 6x!red!pen! o 6x!black!pen!

& Speaking&and&listening:& Cooperative&learning:& Student'demonstrates'speaking'and' Anecdotal!notes!about!the!students! listening'skills'when'they:' speaking!and!listening!skills.!! o Work!collaboratively!in!groups!to! These!anecdotal!notes!will!be! complete!the!puzzles.! collected!on!sticky!notes!and! o Participate!in!class!discussions! complied!at!the!end!of!the!lesson! surrounding!their!prior! & knowledge!of!animals.! Graffiti:& o Discuss!in!groups!how!animals! Student!will!be!assessed!based!on!the! move,!eat!and!act.! collected!graffiti!activity.!They!will!be! o Perform!as!an!animal! assessed!on!their!ideologies,!alternative! & conceptions!and!contributions.!(Each! Writing:& student!has!a!different!coloured!pen).!Any! Students'demonstrate'writing' alternative!conceptions!will!be!recorded.! capabilities'when'they:' & o Jot!down!ideas,!words!and! Role&play:& comments!in!regards!to!the! Assessed!using!a!fourGpoint!scale!to! before!and!after!question.!! indicate!the!extent!of!the!students!prior! o Write!their!ideas!relating!to!the! knowledge!in!relation!to!animal!features! graffiti!and!before!and!after! and!behaviours.! activities.!& ! & See!Assessment!Appendix!1!!for! Vocabulary:& assessment!rubric.! Students'demonstrate'vocabulary'when' & they:' Before&and&After:& o Use!and!apply!appropriate! Assessed!based!on!the!students! descriptive!vocabulary!related!to! ideologies,!alternative!conceptions!and! living!things! contributions.!(Each!student!has!a! o Create!a!class!word!wall!of!such! different!coloured!pen).! words!to!be!used!throughout!the! ! term.! See!Assessment!Appendix!2!!for! & assessment!rubric.!

Lesson number:

Two

Lesson title: Rebellious Reptiles To provide hands-on experiences of the phenomenon or concept. To provide shared experiences of the phenomenon or concept. Teaching Strategies and Group Structure (whole class, small groups or individual) ! Diagram&(individual):&& Students!draw!the!animal!specimen! and!label!some!features!and!their! possible!uses.!!! See!resource!appendix!2:!derived!from! Primary!connections!Schoolyard!Safari!! ! Differentiation:!student!verbally! explains!some!of!the!animal!features,! while!a!teacher!scribes.!! ! Discussion&(whole&class):& Students!discuss!their!drawings.!Draw! attention!to!the!use!of!the!four!senses! (taste!excluded)!to!help!students!label! and!draw!in!more!detail.!! ! Diagram&(individual):& Students!redraw!their!animals! concentrating!on!what!was!said!in!the! discussion.!! ! Differentiation:!student!verbally! explains!the!features!of!their!drawings! while!the!teacher!scribes.! ! Assessment Formative Literacy Focuses ! Speaking&and&listening:& Student'demonstrates'speaking'and' listening'skills'when'they:' o Participate!in!the!class! discussions! ! Vocabulary:& Students'demonstrate'vocabulary' when'they:' o Use!and!apply!appropriate! descriptive!vocabulary! ! Writing:& Students'demonstrate'writing' capabilities'when'they:' o Label!their!diagrams! !
Look for evidence of students use of appropriate ways to represent what they know and understand and give them feedback about how they can improve their representation.

EXPLORE
Inspiration taken from the Primary Connections unit planner

Selected Learning Outcomes (AC) ! Science:& ACSSU017! ! ! English:& ACELY1663! ACELA1458! ACELY1656! ACELY1788! !

Learning Experiences ! Students(will:( ! 1.! Draw! an! animal! and! label! some! common!features.! ! 2.! Discuss,! analyse! and! reflect! the! drawings.! ! ! 3.!!Redraw!the!animal!focusing!on!the! aspects! discussed! within! the! discussion.!! ! ! !

Resources ! 6!dead!animal!specimens!! o 3x!giant!Australian!stick!insects!! o 3x!common!Australian! Butterfly!! 24!labelled!diagram!sheets!! See!resource!appendix!2!

! Diagrams:&& Assessed! using! a! 3! point! scale! based! on!their!before!and!after!drawings!and! their! ability! to! demonstrate! an! understanding! of! animal! features! and! their!uses.!! ! See! Assessment! Appendix! 3! ! for! the! rubric! !

Lesson number:

Three

Lesson title: Happy Habitats

To provide hands-on experiences of the phenomenon or concept. To provide shared experiences of the phenomenon or concept.

EXPLORE
Inspiration taken from the Primary Connections unit planner

Assessment Formative Selected Learning Outcomes (AC) & Science:& ACSSU017! ! English:& ACELY1663! ACELA1458! ACELY1656! ACELY1788! ! & & & & Learning Experiences Resources Teaching Strategies and Group Structure (whole class, small groups or individual) ! Stations&(individual):&& are!to!work!individually!and!take! photos/draw!examples!of!habitats.! ! Differentiation:!Students!work!in!pairs! ! Discussion&(Whole&class):&&review& Students!share!their!photos/drawings! and!provide!reasonings!for!their! choice!of!photos/drawings.!! ! ! ! ! Writing:& Students'demonstrate'writing' capabilities'when'they:' o Jot!down!ideas,!words!and! comments!in!regards!to!the! stations! ! Vocabulary:& Students'demonstrate'vocabulary' when'they:' o Use!and!apply!appropriate! descriptive!vocabulary!related! to!animal!habitats! ! Literacy Focuses
Look for evidence of students use of appropriate ways to represent what they know and understand and give them feedback about how they can improve their representation.

( Students(will:( 1.!Explore!the!meaning!of!a!habitat!! ! 2.! Photograph! various! habitats! in! and! around!the!classroom! ! 3.!Discuss!their!findings!with!the!class!! ! 4.! Discuss! why! habitats! are! different! fro!each!animal.!! ( (

! Class!set!of!IPads!! the!room!! Station!1&!2:!What!habitats! are!there!in!the!bush?!! o Childrens!books!involving! the!bush.!See!list!in! exemplar!texts!! Station!3:!What!habitats!are! there!at!the!beach?!!! o Childrens!books!involving! the!beach/sea.!See!list!in! exemplar!texts! magazines! Station!5:!Outdoors!adventure.!! o Hats! teacher!! ! &! Assistant!

! Speaking&and&listening:& listening'skills'when'they:' o Participate!in!the!class! discussion!whereby!types!of! of!habitats!are!explored.!!

! Stations:&& Students! will! be! assessed! based! on! their! ability! to! take! photos! or! draw! examples! of! habitats.! The! assessment! will! be! a! checklist! using! a! 3! ! point! being! noted! and! addressed! the! next! lesson.!!! See! Assessment! Appendix! 4! ! for! the! rubric! ! Discussion&review:& Students! will! be! assessed! based! on! their! reasonings! regarding! why! they! identify! that! place! as! a! habitat.! ! Anecdotal& notes& and& photos& will! be! used! and! compiled! at! the! conclusion! of! the! lesson! to! help! inform! the! teacher!views!as!to!whether!a!student! has!satisfied!the!learning!criteria.!! ! !

5! different! stations! set! up! around! Five!students!at!each!station.!Students! Student'demonstrates'speaking'and'

habitats!and!the!characteristics! scale,! with! alternative! conceptions!

Station! 4:! National! geographic! !

Lesson number: Four

Lesson title: Changing Habitats

To challenge and extend students understanding in a new context or make connections to additional concepts through a student-planned investigation. To support students to plan and conduct an investigation.

SOCIETY AND ENVIRONMENT

Inspiration taken from the Primary Connections unit planner

Assessment Summative Selected Learning Outcomes (AC) ! Science:& ACSSU211! ! English:& ACELT1586! ACELT1582! ACELY1663! ! Society&&& 2.1! 5.3! 7.4! ! ! ! Students(will:( ! 1.! Explore,! identify! and! brainstorm! different!habitats! ! 2.!Predict!and!recall!stories!! ! 3.! Explore! what! happens! when! habitats! change!! ! ! ! Learning Experiences Resources Teaching Strategies and Group Structure (whole class, small groups or individual) ! IPad!App:!Simple! Minds! Dingos!tree!Gladys! Milroy!&!Jill!Milroy! Cause!and!effect! chart!! Picture&Flick&(Whole&Class):& Students!will!predict!what!the!story!is!about! using!only!the!pictures! ! Comic&strip&(individual):& Students!will!recall!the!story!using!pictures! and!simple!sentences.! ! Differentiation:!Students!will!work!in!pairs!to! recall!the!story,!and!then!complete!the!comic! strip!individually.!!! ! Shared&reading&(Whole&class):& Students!will!read!Dingos!Tree!and!discuss! the!effect!of!mining!on!their!habitats!and! homes.!! ! Four&corners&(Small&Groups):&& Students!will!fold!a!large!sheet!of!paper!into! four!squares.!Student!will!then!sit!in!a!group! of!four!and!each!student!will!write!an! example!of!something!that!will!effect!a! habitat.!They!will!then!pass!the!paper!to!the! person!to!the!left.!This!will!continue!until!all! four!squares!have!been!filled.!! Differentiation:!!Students!work!in!pairs.!!! ! Class&discussion&(Whole&Class):& Students!will!discuss!these!ideas!creating!a! master!list!on!the!smart!board.!Students!will! also!discuss!some!solutions.!!! Literacy Focuses
Look for evidence of the extent to which students have achieved the investigating outcomes.

& Speaking&and&listening:& Student'demonstrates'speaking'and' listening'skills'when'they:' readings!and!picture!flicks& !& Writing:& Students'demonstrate'writing'capabilities' when'they:' that!will!affect!a!habitat.!! ! !

! Comic&strip:& Students!will!be!assessed!based! on! their! ability! to! recall.! They! ability! to! identify! common! animal!habitats.!Students!will!be! assessed! checklist.!! ! corners:& Students! will! be! assessed! on! their! ability! to! identify! factors! that! could! affect! a! habitat.! Students! will! also! be! assessed! on! their! group! work! skills! and! their! ability! to! contribute! to! class! discussions.! Anecdotal& notes& will!be!used!and!compiled! at! the! conclusion! of! the! lesson! to!help!inform!the!teacher!views! as! to! whether! a! student! has! satisfied! criterias.! these! learning! using! a! simple!

o Participate!in!the!discussions,!shared! will! also! be! assessed! on! their!

Environment:& !

o Write!their!ideas!in!relation!to!things! Class& discussion& and& Four&

Lesson number:

Five

Lesson title: Students are the teachers!

To support students to develop explanations for experiences and make representations of developing conceptual understanding. To introduce current scientific views.

EXPLAIN
Inspiration taken from the Primary Connections unit planner

Assessment Formative Selected Learning Outcomes (AC) & Science:& ACSSU017! ! ! English:& ACELA1449! ACELA1451! ACELA1452! ACELA1454! ACELA1455! ACELY1663! ACELY1662! ! & Learning Experiences Resources Teaching Strategies and Group Structure (whole class, small groups or individual) & Speaking&and&listening:& Student'demonstrates'speaking'and' listening'skills'when'they:' o Participate!in!the!think,!pair,!share!! o Describe!their!ideas!and!definitions! for!the!word!features! o Participation!in!the!compare!and! contrast!! o Describe!their!ideas!relating!to!why! animals!have!these!special!features! & Writing:& Students'demonstrate'writing'capabilities' when'they:' o Complete!the!poster!using!correct! spelling,!sentence!structures!and! descriptive!words!that!relate!to!the! features!of!an!animal.!! & Literacy Focuses
Look for evidence of students use of appropriate ways to represent what they know and understand and give them feedback about how they can improve their representations.

& & Students(will:( Who! am! I?! template! & adapted! from! Primary! 1.! Explain! and! define! the! word! feature! Connections! resource! 6! in!reference!to!animal!features.!! Who! am! I?! from! the!! ! 2.!Design!a!Who!am!I?!Poster! schoolyard!safari!! ! See!resource!appendix!3! 3.!Compare!and!contrast!two!animals!! !

! !

&

& Think,&Pair&share&(Individual,&Pairs):& Students!will!think!then!discuss!the!meaning! of!the!word!features.!! ! Discussion&(Whole&Class):& As!a!class!students!will!decide!on!one!final! definition!for!the!word!features.!! !! Poster&(Individual):& Information!posters!(12)! Student!will!research!an!animal!and! completes!the!Who!am!I?!template.!! o 6x!Snake!posters! ! o 6x!lizard!posters!! Differentiation:!student!works!with!a!partner! See!resource!appendix!4! to!complete!one!who!am!I?!poster! ! ! Compare&and&Contrast&(Pairs):& 12!A3!compare!and! Students!will!place!the!information!from!the! Who!and!I?!poster!onto!a!compare!and! contrast!templates:! contrast!template.!Students!will!then!discuss! animals! possible!reasons!as!to!why!some!features!are! See!resource!appendix!5! similar!while!other!features!and!different.!!!!!!! ! 24!pens!(12!black,!12!red)& Differentiation:&student!verbally!explains! their!ideas!while!another!group!member! scribes!! 12!A3!compare!and! ! Discussion&(Whole&Class):& contrast!templates:! Students!will!share!their!findings!and!their! habitats! possible!explanations!as!to!why!some! See!resource!appendix!6! animals!have!specific!features,!while!other! animals!do!not.!! & & &

& Think,&pair&share:& Students!work!will!be!collected! and! assessed! along! a! checklist! of! criteria! using! a! 3! ! point! scale.!! ! See! Assessment! Appendix! 5! ! for!the!rubric! & Poster&&&Compare&&&Contrast:& Student! work! will! be! marked! and! any! correct,! incorrect! work! will! be! noted! and! feedback! will! be!provided!accordingly.!! ! Final&Discussion:& Anecdotal! notes! will! be! used! and! compiled! at! the! end! of! the! lesson! in! relation! to! the! students! ability! to! provide! an! explanation! for! these! animal! features.!!

Lesson number: Six

Lesson title: Pampered Plants

To challenge and extend students understanding in a new context or make connections to additional concepts through a student-planned investigation. To support students to plan and conduct an investigation.

ELABORATE
Inspiration taken from the Primary Connections unit planner

Assessment Summative Selected Learning Outcomes (AC) ! Science:& ACSIS024! ! English:& ACELY1656! ACELY1788! ACELY1657! ! ! ! Learning Experiences Resources Teaching Strategies and Group Structure (whole class, small groups or individual) ! Science!investigation! template!(See!resource! appendix!7)! 12!celery!stalks!(1cm!base! cut!off!to!expose!tubes)! equipment! and! informal! 12!plastic!cups! Water! 3!food!colourings!! ! ! ! ! Red! Blue! Green! Student&directed,&Inquiry&based& learning&(individual,&small&groups,& Whole&Class):&& Students!will!help!guide!the! investigation,!identifying!appropriate! equipment,!methods!of!recording! information.!! Differentiation:!students!work!in!pairs! rather!than!individual!! ! Modelled&Writing&(Whole&Class):&& Students!will!be!guided!through!writing! up!the!investigation.!As!a!class!they!will!! Predict!the!outcomes!of!the! investigation! Identify!equipment!needed!to! perform!the!investigation! ! Partner&work&(Pairs):& Students!will!work!in!pairs!to!conduct! the!investigation.!! ! Differentiation:!student!works!with!the! teachers!assistant!to!conduct!the! investigation! !! Modelled&Writing/Think,&pair,&Share:& Students!will!be!guided!through! comparing!their!predictions!to!their! observations.!! ! Differentiation:!student!works!with!the! teachers!assistant!to!conduct!the! investigation! ! ! Speaking&and&listening:& Student'demonstrates'speaking'and' listening'skills'when'they:' o Participate!in!the!students!directed! class!discussion.! the!investigation.!! o Conduct!the!investigation!with!their! partner.! ! Writing:& Students'demonstrate'writing'capabilities' when'they:' o Write!coherent!sentences!when! they!fill!in!their!investigation! booklet.! letters!of!the!alphabet!when!the! record!and!write!within!the! investigation!workbooks.! ! ! Literacy Focuses
Look for evidence of the extent to which students have achieved the investigating outcomes.

! Students(will:( ( 1.! Make! predictions! in! relation! to! the! final!outcome!of!the!investigation! ! 2.!Identify!the!materials!to!be!used!in!the! investigation! ! 3.! Conduct! the! investigation! using! correct! ! 4.! Record! appropriate! information! throughout! the! investigation! onto! recording!sheets!provided! ! 5.! Compare! their! predictions! with! their! observations! ! 6.!List!and!label!plant!features& ! !! measurements!!

! Investigation& booklet:& Students!will!be!assessed!based! on! their! ability! to! accurately! conduct! a! science! investigation.! using!a!4!!point!scale!checklist.! ! !!See! Assessment! Appendix! 6! ! for!the!rubric! ! Class&work:& Students! will! be! assessed! on! their! participation! throughout! and! the! knowledge! recording&

o Identify!and!predict!the!outcomes!of! This! criterion! will! be! assessed!

class.! Anecdotal! notes! will! be! will! be! compiled! at! the!

o Correctly!form!upper!and!lower!case! made! throughout! the! class! and! conclusion! of! the! lesion! to! help! inform!the!teachers!views.!!!! ! !

Lesson number: Seven & Eight

Lesson title: Authors Tea

To provide opportunities for students to review and reflect on their learning and represent what they know.

EVALUATE
Inspiration taken from the Primary Connections unit planner

Assessment Summative Selected Learning Outcomes (AC) Science: ACSSU017 ACSSU211 Learning Experiences Resources Teaching Strategies and Group Structure (whole class, small groups or individual) Literacy Focuses
Look for evidence of the extent to which students have achieved the conceptual outcomes.

English: ACELA1449 ACELA1451 ACELA1452 ACELA1454 ACELA1455 ACELY1663 ACELY1662

( ' Students(will:( ' ! 1.! Plan! and! make! a! habitat! poster! that! contains! common! animals! and! plants! found!within!that!habitat.!! ! 2.! Run! an! authors! tea! where! the! students! will! present! an! oral! on! their! habitat!page!!! ! 3.&Reflect!on!the&program&! ! ! !

& !

Brainstorming&(small&groups):& Students!are!assigned!a!habitat!(sea,! backyard,!bush).!Students!then!brainstorm!in! Butchers!paper!(12! groups!common!animals!and!plants!within! large!pieces!!6!for! that!habitat.!! first!activity,!6!for! ! second)! Small&group&discussions&(small&groups):& Students!will!finalise!with!the!teacher!two! 24!pens! animals!and!two!plants!to!focus!on!within! o 6x!blue!pen! that!habitat.!Students!will!then!plan!and! o 6x!yellow!pen! research!features!of!these!plants!and!animals!! ! o 6x!red!pen! Individual&work&(individual):& o 6x!black!pen! Students!will!create!a!draft!habitat!poster,! Draft! poster! with!the!annotated!animals!and!plants!being! templates! (24)! ! (See! included!into!the!poster.!!Students!will!then! create!a!final!draft!followed!by!the!habitat! resource!appendix!8)! poster,!which!will!be!combined!into!a! Pens! classroom!book.!! See!resource!appendix!8! Colourer!paper! Differentiation:!student!works!with!the! Coloured!pens! teachers!assistant!to!create!the!draft!habitat! Display!table! poster! ! Fruit!and!water! Thought&Shapes&(individual):& Students!will!write!a!response!to!each!of!the! four!shapes!! Triangle:!important!thing!I!have!learnt! Square:!enjoyed!the!most! Heart:!feel!about!the!skills!and!ideas!I!! have!learnt! Circle:!thoughts!still!going!around!in!! my!head!! ! Differentiation:!student!works!with!the! teachers!assistant!

( Speaking(and(listening:( Student'demonstrates'speaking'and' listening'skills'when'they:' o Brainstorming!animals!found!in! there!habitats! o Discuss!features!of!animals!and! plants!within!the!small!group! discussion! ( Writing:( Students'demonstrate'writing'capabilities' when'they:' o Write!coherent!sentences!when! they!complete!there!draft,!final!draft! and!poster! o Respond!to!the!reflection!thought! shapes!

! Authors&tea& Students!will!be!assessed!based! on!their!habitat!page.!! ! See! Assessment! Appendix! 7! ! for!the!rubric!