Living+Things


 * Investigating || Designing and Making || ======Using Technology ====== ||
 * **//INV S1.7 //**
 * Conducts guided investigations by observing, questioning, predicting, collecting and recording **
 * data and suggesting possible explanations. ** || **//DM S1.8 //**
 * Develops and implements own design ideas in response to an investigation of needs and wants. ** || **//UT S1.9 //**
 * Selects and uses a range of equipment, computer-based technology, materials and other resources to undertake an investigation or design task. ** ||

LT S1.3: Identifies and describes ways in which living things grow and change. ||
 * ==**Outcomes and Indicators **==
 * ==**Indicators **==

• identifies changes in themselves over time using family records, interviews with family members and classroom data collection and shares findings • designs and publishes a timeline that shows how a student has grown and changed since birth • measures and records, over a four week period, the length of bean plants using informal units <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">• selects and uses resources for the construction of a pond in the school environment to attract insects and frogs, eg water, plants, rocks <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">• collaboratively writes, illustrates and publishes a literary recount about the needs of growing animals <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">• observes tadpoles and frogs in a local waterway and records observation for a class journal <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">• observes, asks questions and predicts how a plant obtains water and nutrients <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">• proposes questions for an expert when evaluating plans for an animal environment, eg a bird-friendly garden <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">• uses a magnifying glass to examine changes in silk worms or ‘sea monkeys’ during their life cycles and draws the changes. ||

ü <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Texts, posters and resources based on living and non – living things. || **<span style="color: windowtext; font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Assessment ** <span style="font-family: 'Arial Narrow',sans-serif; font-size: 9pt;">• Collect samples of students’ work as illustration of developing skills of observation. <span style="font-family: 'Arial Narrow',sans-serif; font-size: 9pt;">• Have students describe the needs of chosen animals/plants and suggest how these should be provided for. <span style="font-family: 'Arial Narrow',sans-serif; font-size: 9pt;">• Observe students using materials and equipment in designing and making activities. ||
 * =**<span style="color: windowtext; font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Resources **=

__<span style="font-family: 'Arial Narrow',sans-serif; font-size: 20pt;">Learning Experiences: __
 * <span style="display: block; font-family: 'Arial Narrow',sans-serif; text-align: center;">Week/ s || <span style="display: block; font-family: 'Arial Narrow',sans-serif; text-align: center;">Learning Experiences  || <span style="display: block; font-family: 'Arial Narrow',sans-serif; text-align: center;">Date  ||
 * <span style="display: block; font-family: 'Arial Narrow',sans-serif; text-align: center;">Week 1 || **//<span style="font-family: 'Arial Narrow',sans-serif;">Unit Introduction. //**

Lots of good background knowledge already. ||
 * <span style="font-family: 'Arial Narrow',sans-serif;">What do we already know about living and non-living things? Brainstorm using mind map, etc.
 * <span style="font-family: 'Arial Narrow',sans-serif;">Share a story, visual text, sites on the Internet based on the Unit to build up background knowledge. Encourage children to share what they already know about the unit with others.
 * <span style="font-family: 'Arial Narrow',sans-serif;">What are our Outcomes? What do we hope to learn by the conclusion of the Unit?
 * <span style="font-family: 'Arial Narrow',sans-serif;">Title Page. || Wk3, T1
 * <span style="display: block; font-family: 'Arial Narrow',sans-serif; text-align: center;">Week / s 2 –3 || **<span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Design an environment for animals or plants to live in at school. **


 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">(All designs should cater for all needs, eg enough room for animals to run around in.) Identify needs of classroom animals/plants based on the identified characteristics of living things. (These may also include other needs such as shelter, warmth, affection/care, and company.)
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;"> Develop a design proposal to meet these needs.
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">For animals consider food/water supply, housing, keeping clear, providing sufficient air, room to move. • For plants consider the plants’ needs for water, sunlight, air etc.
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Make suggestions as to how these needs may be met. Use the student design proposals and select appropriate materials to construct a space inside or outside the classroom to keep plants/animals. If the space is to keep plants or animals it will need to be secure and provide the necessary requirements for the well being of the living things. || Wk 4, T1 ||
 * <span style="display: block; font-family: 'Arial Narrow',sans-serif; text-align: center;">Week/s 4 - 5 || **<span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Investigate characteristics of living and non-living things. **

Very good at classifying as living/non-living, consider more detailed classifications. ||
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Observe and list characteristics of living things, eg movement, reproduction, growth. Use video or photographs to record observations. Suggest how we know that things are alive. Describe the needs of living things.
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Observe the differences between living and non-living things. Make a checklist of characteristics. Collect a range of familiar items, eg pot plants, ruler, person, toys. Predict if a specified/selected item is alive or not. Test examples against the list of criteria established earlier, eg can it reproduce, does it need food, and does it grow?
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Classify these items as living or non-living. Draw conclusions to identify the characteristics of living things. Classify other objects in the classroom as living or non-living, eg ants, tree, people, pot plant, book, clothing, programmed toys, bike, table. || Wk 5, T1
 * <span style="display: block; font-family: 'Arial Narrow',sans-serif; text-align: center;">Week 6 || ====<span style="color: windowtext; font-family: 'Arial Narrow',sans-serif;">Revision and Catch Up ==== ||   ||
 * <span style="display: block; font-family: 'Arial Narrow',sans-serif; text-align: center;">Week/ s || <span style="display: block; font-family: 'Arial Narrow',sans-serif; text-align: center;">Learning Experiences  || <span style="display: block; font-family: 'Arial Narrow',sans-serif; text-align: center;">Date  ||
 * <span style="display: block; font-family: 'Arial Narrow',sans-serif; text-align: center;">Weeks 7, 8 & 9 || <span style="color: windowtext; font-family: 'Arial Narrow',sans-serif;">Investigate the diversity of animal and plant life in your environment.

Links to Rose Meets Mr Wintergarten. Art activity with pansies, petunias & daisies. All students can identify common features of plans. || Some good evaluations, but limited use of KWL chart - need to focus on learning intentions in future, encourage more reflection (allow more time for this). ||
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Explore the differences between plants and animals. Observe the characteristics of different animals, in the playground, on a farm or at a zoo. Compare and contrast characteristics of plants to those discovered about animals.
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Identify similarities and differences between plants and animals. Include reptiles, insects, fish and birds as well as mammals. Identify Australian animals. Discuss how some animals have been named, eg kookaburra, cockatoo are Aboriginal names. Use video, photographs and drawings to record observations of how the animals satisfy their needs, eg how they move, foods eaten.
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Explore and identify the parts of a plant. Observe/collect a variety of ‘whole’ plants (including the root system). Compare and identify common features, eg leaves and stems are often green. Infer or suggest the function of various parts of plants.
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Collect drawings of native NSW plants and use these to construct a poster. || Wk 7 - 9, T1
 * <span style="display: block; font-family: 'Arial Narrow',sans-serif; text-align: center;">Week 10 || ====<span style="color: windowtext; font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Revision. ====
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Reflect on the mind map, etc from Week 1 and now in another colour add what else the class has learnt on this topic.
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Evaluate unit and allow time for children to reflect over their work and to summarise in their own words what their greatest learnings were throughout this unit. || Wk 10, T1
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 10pt;">Evaluate unit and allow time for children to reflect over their work and to summarise in their own words what their greatest learnings were throughout this unit. || Wk 10, T1

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