Lesson number: Three (45 minutes) EXPLORE

Inspiration taken from the Primary Connections unit planner

Lesson title: Habitats around us: Learning the term habitat and describing their own habitat.
To provide hands-on experiences of the phenomenon or concept. To provide shared experiences of the phenomenon or concept.

Assessment Formative Selected Learning Outcomes (AC) Science ACSSU211 ACSIS029 ACSHE022 English ACELT1582 ACELT1584 ACELY1656 ACELY1788 ACELY1663 Visual Arts 2.1 2.2 2.3 2.4 2.6 Learning Experiences Resources Teaching Strategies and Group Structure (whole class, small groups or individual) 1. Read Bollygum by Garry Fleming as a class. (Whole class) 2. Ask the students to consider which environment was better for the animals to live in the city or country. (Whole class) 3. As a class talk about the places where you live. Ask the children to think about why they like living in their house. (Whole class) 4. Introduce the terms habitat and shelter defined as a place where an animal or plant lives. Different animals need to live in different places, for example fish need to live in the sea. (Whole class) 5. Take the children outside and have them explore and search for items from the park habitat. Collect items such as gumnuts, leaves and twigs. (Whole class) 6. Discuss with the children whether it would be right to take a birds nest from a bird to make your collage or an ant away from its hill. Ask the children to consider how we can protect habitats and only collect things that have fallen on the ground. (Whole class). 6. As a class, create a collage using the collected materials from the park. Call it your park habitat and display it next to your Word Wall. Add new words to the Word Wall including habitat and shelter. Journal: Start a Science journal for reflections on activities. Have the children write one sentence about something they learned during the lesson and one sentence about what they found at the park. Differentiation: Children can verbally dictate their experiences rather than writing them down. 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:

Bollygum Garry Fleming

1. Listen to the text Bollygum by Garry Collected items from the park Fleming and respond to questions posed by such as gumnuts, leaves, twigs. the teacher. Paper for assembling a collage. 2. Describe where they live. Digital camera. 3. Be introduced to the term habitat. Science Journals for each child. 4. Identify differences between their habitat and an animals habitat. 5. Explore the park habitat and create a piece of art using pieces collected from the excursion. 6. Discuss how to care for others habitats and go over the rules of taking things from the natural environment.

Oral Language: Students will: Communicate their opinions of the text Bollygum. Explain their understanding of protecting environments. Discuss their ideas in a whole group situation. Answer questions and pose questions about various animals and their habitats. Vocabulary: Students will: Contribute to a class Word Wall on the topic of biological sciences. Learn and practice using science terminology, specifically habitat and shelter. Writing: Students will: Write detailed sentences in their Science Journals about what they learned during the lesson and what they found in the park. Use appropriate language to describe where they found materials and what they were used for.

Anecdotal records: Records of childrens contributions to class discussions should be noted. Photographs: Digital photographs of children in the park environment should be taken and can be used in the creation of e-books at the end of the unit of work. Science Journals: Children will be assessed on the level of detail they put into their journals and the extent to which they satisfied the requirements (one sentence for something they learned and one sentence for what they found in the park). See Assessment Appendix 1 for assessment rubric.

Lesson number: Four (45 minutes) EXPLORE

Inspiration taken from the Primary Connections unit planner

Lesson title: Naming our body parts.

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

Assessment Formative Selected Learning Outcomes (AC) Learning Experiences Resources Teaching Strategies and Group Structure (whole class, small groups or individual) 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.

Science ACSSU017 ACSIS029 English ACELY1656 ACELY1788 ACELY1663 Drama 2.1 2.2 2.6

Students will:

1. As a class, roleplay as different animals and discuss what you might eat and how you might 1. Roleplay as various animals. https://www.youtube.com/watch?v=j_D- move. For example, kangaroo, birds, ants and kBCmUew fish. 2. Discuss how the animals move and eat. Heads, Shoulders, Knees and Toes video. 2. Introduce the correct terms for animal body 3. Identify body parts of humans (hands, Human body parts assessment. parts (claws, paws, wings, beak, tail) and add arms, head, legs, feet). these words to the class Word Wall. See Resources Appendix 2 4. Assemble a human body using cut outs 3. Identify the parts of the human body by provided. singing Heads, Shoulders, Knees and Toes. 5. Label their drawing using appropriate terminology (hands, arms, legs, head, feet.) 4. Formative assessment: Children are to assemble the pictures of human body parts into a picture of a person and complete the rest of the drawing. The children are then to label each body part that they have glued down. Differentiation: Children needing significant scaffolding can paste the human body parts onto a drawing of a body where the parts have been cut out already. The body part pictures can also be labelled for extra support.

Australian animal images.

Oral Language: Students will: Describe what various animals would eat and how they might move. Sing Heads, Shoulders, Knees and Toes and identify the body parts as they perform. Vocabulary: Students will: Contribute to a class Word Wall on the topic of biological sciences. Add the names for different body parts to the wall. Add the names for different animal body parts to the wall. Writing: Students will: Label their human body diagrams using the correct language and terminology.

Formative Assessment: The children will be required to take cut outs of human body parts and assemble them to create a human body. They will be assessed using a checklist. See Assessment Appendix 2 for assessment rubric.