Assessment 1 Part A: Unit outline template

Group Members- Brendan Lloyd, Maggie McAuliffe, Shauni Tenteye and

Laura Vogel.
Year:

Unit title

Duration of unit

Living World.

12 Learning Experiences

TERM:
Four.
One.
Unit Overview
Rationale
The study of the Living World is becoming an increasingly important topic in our rapidly
changing world. Throughout this unit students will develop a strong sense of the living world
and the way in which they are responsible for the sustainability of the natural world. Key
concepts explored throughout this unit of work include classification of the material world,
life cycles and sustainability issues. This unit also develops scientific investigation skills
through participating in experiments and utilising technology in a range of activities.
This unit of work contributes to achieving school priorities by implementing other KLAs into
the unit, in order to continue development of students literacy and numeracy skills, as well
as applying skills to a range of contexts to further their level of understanding. Students will
be assessed using a range of techniques that are reflective of the teaching and learning
cycle; including scaffolding of key concepts, independent and group work, practical
components and project based assessment.

Syllabus Links
Science Outcomes (Knowledge & Understanding, Skills, Attitudes &
Values)
ST2-10LW- Describes that living things have life cycles, can be
distinguished from non-living things and grouped, based on their
observable features.

Learning across the

curriculum-General
capabilities and
cross-curriculum
priorities

ST2-11LW- Describes ways that science knowledge helps people

understand the effect of their actions on the environment and on
the survival of living things.
Content
Knowledge
&
Understandi
ng
(ACSSU04
4)- Living
things can

Working Scientifically

Predicting what might happen

based on prior knowledge in an
investigation (ACSIS053,
ACSIS064)

Working
Technologic
ally
*Using a
range of
research
techniques

* Literacy - Engagement
with multiple text types
and construction of a
factual texts.

be grouped
on the basis
of
observable
features
and can be
distinguishe
d from nonliving
things.
(ACSSU07
2)- Living
things have
life cycles.
(ACSSU07
3)- Living
things,
including
plants and
animals,
depend on
each other
and the
environmen
t to survive.

Working collaboratively and

individually, to suggest ways to
plan and conduct investigations
to find answers to questions
(ACSIS054, ACSIS065)
Suggesting appropriate materials,
tools and equipment they could
use in conducting their
investigations and recording their
findings, identifying appropriate
safety rules
Using a range of methods
including tables and simple
column graphs to represent data
and to identify patterns and
trends, using digital technologies
as appropriate (ACSIS057,
ACSIS068)
*Sharing their
findings and reflecting on the
investigation, including whether a
test was fair or not (ACSIS058,
ACSIS069)
Representing and communicating
ideas and findings in a variety of
ways such as diagrams, physical
representations and simple
reports, tables, simple column
graphs, written and oral factual
texts, explanation and argument
(ACSIS060, ACSIS071).
Investigates their questions and
predictions by analysing collected
data, suggesting explanations for
their findings, and communicating
and reflecting on the processes
undertaken ST2-4WS

to access
information
relevant to
the task

* Numeracy - Collection
and representation of
data in a range of ways
(graphs).

*Using
digital
technologie
s and
multimedia
for
communica
ting design
ideas

* ICT capability - Using

digital technologies to
research, and represent
findings.
* Critical and creative
thinking - Problem
solving, constructing
texts and undertaking
scientific investigations.
* Ethical behaviour Educate students about
ethical methods of
scientific investigation.
* Personal and social
capability-Educate
students about ethical
ways of living (being
responsible for their own
impact on the
environment sustainability).
* Aboriginal and Torres
Strait Islander histories
and cultures Investigate and discuss
the Indigenous
perspective of
sustainability/sustainabl
e living.
*Sustainability Investigate and discuss
issues of sustainable
living and the ways in
which students can live
sustainable lifestyles.

Links to other key learning areas

Creative Arts

Represents the qualities of experiences and things that are interesting or beautiful* by
choosing among aspects of subject matter. VAS2.1

Uses the forms to suggest the qualities of subject matter. VAS2.2

Identifies connections between subject matter in artworks and what they refer to, and
appreciates the use of particular techniques. VAS2.4

English

Communicates in a range of informal and formal contexts by adopting a range of roles in

group, classroom, school and community contexts EN2-1A

Plans, composes and reviews a range of texts that are more demanding in terms of
topic, audience and language EN2-2A

Uses a range of strategies, including knowledge of lettersound correspondences and

common letter patterns, to spell familiar and some unfamiliar words EN2-5A

Identifies and uses language forms and features in their own writing appropriate to a
range of purposes, audiences and contexts EN2-7B

Uses effective and accurate sentence structure, grammatical features, punctuation

conventions and vocabulary relevant to the type of text when responding to and
composing texts EN2-9B

Thinks imaginatively, creatively and interpretively about information, ideas and texts
when responding to and composing texts EN2-10C

Geography

Describes the ways people, places and environments interact GE2-2

Examines differing perceptions about the management of places and Environments

GE2-3

History

Describes and explains different experiences of people living in Australia over time HT32

Maths

Uses appropriate terminology to describe, and symbols to represent, mathematical ideas

MA2-1WM

Selects appropriate methods to collect data, and constructs, compares, interprets and
evaluates data displays, including tables, picture graphs and column graphs MA2-18SP

Uses simple maps and grids to represent position and follow routes, including using
compass directions MA2-17MG

Learning Experience Overview and Group Responsibilities

Number
and/or
Name
Learning
Experience

Learning Experiences

Assessment
Strategies

Group
membe
r
names

1.
Classificati
onSorting
living/nonliving
things.

Aim- For students to distinguish living things from nonliving things, grouping them based on their observable
features.
Task- This lesson aims to ENGAGE students to distinguish
between living and nonliving things. Students are
presented with a toy cat and a plant. Through class
discussion, students describe which of these things are
living and why. Students are asked to describe the
observable features of these non-living and living things.
Students also describe what additional features could be
given to a toy cat to classify it as a living thing. Students
are presented with other examples such as fire.
The students create a mind map of features of living and
non-living things which they can use to distinguish living
and non-living things with.
The lesson identifies and corrects misconceptions that
may exist about what constitutes living and non-living
things. For example, plants dont move, fire needs air,
food and it moves. The students complete a
think/pair/share on what they think living things need to
survive? Students learn that most living things need food,
water, light and air. They also learn that they respire,
move, respond to stimuli, reproduce and grow depending
on their environment.
Students are given images of non-living and living things
to sort them into a table. Students EXPLORE during this
part of the lesson, to distinguish between a variety of
living and non-living things by dividing them into a table
of non-living and living things.

2. Radish
Research
Activity.

Aim- Students begin research task on the growth of

radishes. Students plant their own radishes within this
lesson and map its development over the coming weeks.
In this lesson students will be provided with an example
of an observation and their own journals where they will
briefly (<5 minutes) map the growth of their radishes at
the end of each science lesson each week.
Task- Plant radishes. Distribute mapping journals. This
will be continued throughout the term and the data
collated at the end of term in an assessment piece. Ask
students what changes they predict they will see
throughout the growth of the radish. What do radishes
require to grow?
Students should complete their observations for the first
day and this should be checked by the teacher to ensure
they are filling the journal correctly. Students ENGAGE
with a life cycle first hand and begin to EXPLORE working

Diagnostic
AssessmentStudent
responses on
the
misconception
s that exist
with living
things.

Laura
Vogel

Formative
Assessment Observation Student
responses what do
students know
about living
things and
classifications
?
Observationask students
to justify why
they have
placed
particular
objects in
parts of the
table.

Formative
assessmentObservation of
student
collection of
data for the
Radish
Journal.
Ensure
students
understand
how to collect
data in a way
they can use
for the future
assessment

Maggie
McAuliff
e

scientifically outcomes.
Teacher planning for future lesson- Additional teacher
radishes, 5 radishes to visually show students the effects
of environmental factors of growth. Difference between
radishes will be graphed by students in lesson 5.
Radish samples.
Control radish- optimal light and water (60-100ml a
day)
Water radishes- Watered every second day (30-50ml)
- No water
Sun radishes - Sun every 3 days
- No sun

3. What
are life
cycles?

Teacher clearly labels pots and cares for radishes

accordingly for the weeks leading up to the lesson.

Aim- Students will develop an understanding of what a

life cycle is; students can interpret life cycles and identify
key milestones in development of plants and animals,
including humans.
Task- Students are asked what their understanding of a
life cycle is. Students participate in a class discussion
about life cycles; informing students that a life cycle
defines the life stages of a living thing.
ENGAGE: Students in pairs learn about life stages and
cycles by making suggestions about how they have grown
since they were born. Students are shown pictures of a
human's life stages of development. These are a baby,
toddler, girl or young boy and an adolescent.
Students are asked to suggest ways they change and
record their ideas. This activity was adapted from:
(ScienceWeb ASTA, 2016).
Students view the lifecycle of the fern plant. Resourcehttps://www.youtube.com/watch?v=9c9Zi3WFVRc
Students participate in a class discussion on their
observations of the milestones of the life of fern plant and
these are written on the board.
Students ENGAGE with life cycles by completing the
interactive multimodal activity about life cycles. This is an
interactive example of the activity they will undertake in
the next lesson. This resource allows students to view life
cycles of different animals and plants. Resource- ("Life
cycles: birds, 2016)
http://tlf.dlr.det.nsw.edu.au/learningobjects/Content/L1361
/object/

4. Life

Aim- Students will implement skills learned in the

Summative
assessmentObservation of
students
understanding
of what a life
cycle is and
their
responses.

Laura
Vogel

Summative
Assessment Observation of
students
completion of
the interactive
life cycle
game.
Teacher
scaffolds
responses
from students
about the
ferns
milestones of
its life cycle.

Summative

Laura

Cycle
Project

previous lesson to construct a life cycle of an animal or

plant of their choosing. Students use digital technologies
to research information from online factual texts about
the life cycle of their chosen plant or animal. Students use
this information to create a visual representation of the
life cycle of an animal or plant.
Task- Students talk about what they learnt about life
cycles in the last lesson and what lifecycles are. They
complete a walk/talk activity about what they remember
about the life cycles from the last lesson.
Students are put into groups of 3-4, which are teacher
allocated, mixed ability groups. The students complete
their visual representation of a life cycle of an animal and
plant in these groups.
Student EXPLORE life cycles by using digital technology,
to research living things of their choice and collect
necessary information. Students use this information to
identify the developmental milestones experienced by the
living thing of their choice and to create a visual life cycle.
Students choose a plant or animal of their choice, using
WEB 2.0 they create a visual representation of a life
cycle. Students then present and explain their chosen
plant or animal life cycle to the class.

5. MidRadish
Checkup

Aim- Students will be provided with a visual tangible

example of environmental factors taking effect on
development and growth of a species. This will be
referred to throughout the explanation in lesson 6.
Task- Students are introduced to the 5 radishes
organised by the teacher early into the unit, these
radishes, due to the different variables throughout their
growth will be at different stages. The control radish will
have received optimal treatment and will have grown the
most, the ones with deliberately less than optimal
variables will be at varying stages of development.
There may be a noticeable difference in the importance of
particular variables, for example is sun more important
than water or are they the same? This lesson will EXPLAIN
and ELABORATE the effect of environmental factors and
information collected this lesson is to be used in the final
summative assessment.

Assessment
Life cycle
project.
Students
research an
animal or
plant of their
choice and
create a life
cycle
presentation
using digital
technologies.

Vogel

Summative
AssessmentFeedback for
each group on
their
presentation
of a life cycle
of a chosen
plant of
animal.
Observe
students
engagement
and
understanding
of the effects
of
environmental
factors
through
predictions
and class
discussion.

Maggie
McAuliff
e

Students will ultimately create a graph which represents

the stages of growth experienced by the radishes (maths
KLA). This will also be used in their final summative
assessment.
6.
Environme

Aim - Students will develop a thorough understanding of

the way in which environmental factors influence living

Shauni

ntal
Factors/
Evolution
Introducti
on

things (including both plants and animals). Students

discuss Indigenous perspectives of Environmental factors
- including Indigenous burning practices (planned
burning). Students will begin to develop an understanding
of evolution.
Task - Students discuss how different environmental
factors affect living organisms. Students refer to their
knowledge of living organisms - what factors do living
things need to survive? Students refer to their radish
experiments - what results do they expect from the radish
if the radish had no sunlight? No water?
Jigsaw Activity: Students investigate (EXPLORE) the
different types of plants that grow in different
environments and why. Students are divided into groups
and each group researches a different environment tropical rainforest, desert, coastal, bush, arctic, temperate
forests.
Students use the text provided to them to discover what
types of weather is in each environment and what type of
plants and animals are native to this environment.
Students hypothesise why these types of plants and
animals may be native to these environments.
Groups report back to the class about what they have
found (EXPLAIN).
Students discuss Indigenous attitudes towards the land
and Indigenous burning practices. Students discuss the
possible impacts this may have had on the environment
and on the native plants and animals to the environment.
What would the effect of flood have on the environment
and its native plants and animals?
Ask students what they think would happen if one food
source died out? What would happen to the animals and
plants that need that food source? (The animal/plant
would die out OR evolve).

Observation Student
engagement
and
participation.

Tenteye

Formative
assessment Student
engagement
and
participation.
Summative
assessment Observation
and
assessment of
student
responses What have
students
learnt?
Observation student
engagement
and
participation

Observation student
engagement
and
participation

Introduce evolution. Explain to students that evolution is

plants and animals adapting to the environment around
them in order to survive. Explain to students that next
lesson they will be exploring the evolution of some
different types of birds.
*Lesson activities adapted from:
http://scienceweb.asta.edu.au/years-3-4/unit2/lessonthree/yr34-unit-2-lesson-3.html
7.
Evolution
Activity

Aim- Bird Beaks activity.

Students explore evolution and environment through
birds and the difference in beaks to facilitate their diet.
Students will be able to see the difference between beaks

Summative
assessmentStudents
complete the

Maggie
McAuliff
e

and see how they fulfil the purposes.

Task- Students examine several examples of birds and
their food sources. The way the birds beaks have evolved
happens in such a way that it can accommodate their
food source. For example, spoonbill and ibis have very
unique beaks. Many parrots have similar looking beaks
because they need to break through seeds or shells in
their diet. As a class, students try to match the bird with
its food based on its beak using a projector or smart
board.
After examining the bird beaks students participate in a
crafts activity. Small groups of students (2-3), using crafts,
create their own beak that best consume the foods
provided. Food will consist of things like cotton balls,
beads, sticks. Compare beaks between groups and ask
each group to justify their design and how this is the most
effective for the food source. This hands on activity is
designed to ENGAGE students with and further EXPLORE
evolution.
8.
Environme
ntal
issues/Sus
tainability

Aim - Students develop a thorough understanding of

Environmental Issues and the impact that they have on
the environment. Students apply this knowledge in order
to develop an understanding of why environmental
sustainability is important and how they can lead
environmentally sustainable lifestyles.
Task - Environmental issues - Ask students if they know
what an environmental issue is? Discuss some
environmental issues that they have seen (e.g. drought,
blue-green algae, flood, pollution, fire etc.) (EXPLORE).
Sustainability - Ask students to think of a place that is
special to them. Follow up by asking students to think
about how they would feel if someone came into their
special place and did not leave it the way they found it or
if they wrecked their special place (EXPLORE).
Explain to students that Environmental Sustainability is
making sure that we look after everyones special places
so that they will be kept special for everyone.
Explain to students that this is along the same lines of
Indigenous attitudes towards Environmental sustainability
- that the land belonged to no-one and it was everyones
responsibility to look after the land.
Watch Tiddalick the Frog with students:
http://sustainability.ceres.org.au/resource/tiddalick-thefrog-dreamtime-stories/
Explain to students that without water, everything living

Bird and
Beaks
evolution
activity.
Assess
students
justification as
to why they
designed the
beak this way
and why their
bird may have
evolved this
beak.

Summative
assessment.
Formative
assessment what have
students
learnt about
living things?
What do they
still need to
learn?
Observation student
engagement
and
participation.

Observation student
engagement
and
participation

Shauni
Tenteye

on the land couldnt survive - so they had to find a way to

get the water back. In the same way, we need to look
after our environment by making sure we pick up rubbish,
and conserve our water and energy so that everyone can
use these resources and survive.
Ask students what they think are some ways that we look
after the school environment? (e.g. putting rubbish in
bins, sitting on seats, not leaving the bubblers running
etc.)
Students create posters to be displayed in the classroom
about one environmentally sustainable behaviour (having
shorter showers, picking up rubbish, turning off the lights,
turning off PowerPoints etc.) (EXPLAIN).
9.
Excursion

Aim: Following on from the students learning experiences

with life cycles, environmental factors, issues and
sustainability as well as evolution the class will be going
on an excursion to Wonga Wetlands in West Albury to gain
a first-hand experience of these elements in an
ecosystem.
Task: While on the excursion the students will be taken
on tours and have the opportunity to be involved in hands
on activities where they will be investing the many
different aspects on the rehabilitated wetlands. They will
be able to learn about how the environment has changed
over the years and what actions lead to the creation of
the Wetlands, all which will help the students grasp the
Living World concept. They will be able to observe the
native animals in the environment ranging from multiple
birds species, through to frogs and many different kinds
of insects.

Observation
and
assessment of
student
responses.
Summative assessment of
student
posters.

Assessment
as learning observations
of students
engagement
and
participation
throughout
the excursion.

Brenda
n Lloyd

Summative assessment of
students
reflection
pieces.

Brenda
n Lloyd

All of these activities will help the students grasp this

concept easier through the use of a real life experience
(EXPLORE).
10.
Excursion
Follow up

Aim: The students will need to reflect upon their

excursion to Wonga Wetlands from the perspective of
finding out what they were able to gain from the
experience, and help them link this back into the Living
World topic.
Task: Students write a reflective text on their excursion
to Wonga Wetlands including aspects such as when did
they go, where did they go, who went, what did they do,
and why did they go? The emphasis is on the last part to
ensure the students can draw connections to their prior
learning and link this into the topic (EXPLAIN).
Students should ensure they are following the drafting
and editing processes when writing. From this, selected

recounts will go in the school newsletter.

11. Food
Webs

Aim: After teaching about life cycles, evolution,

environmental factors, issues and sustainability then
gaining a first-hand experience with all of these factors,
the students will be required to develop their own food
webs.
Task: There will be a brief introduction into food webs
and how they work, then students will develop a class
food web. Students will be assigned a different plant or
animal and will have 15 minutes on the computers to
research all they can find out about what that animal eats
and what the animal is eaten by. Once this time is up, the
students will split themselves up into 3 groups (Producers,
Consumers and Decomposers). Once this is done they will
need to recognise which animals or plants are either
eaten by theirs, or that theirs eats (for example, a bug
might eat grass and be eaten by a bird) and they will then
need to grab a piece of wool and connect their animal
with the ones they have recognised. Do this around the
room with the students and allow each child to share
what they discovered and connect their given animal or
plant to what it needs to be. As this is going on, on the
board this should be documented so when it is completed
the students will be able to copy this down so they are
able to see the end result of their created food web.

12. Radish
Assessme
nt/
summativ
e activity

Aim - Students develop an understanding of the way in

which environmental factors affect the growth of living
organisms (plants) through their experiment - the growing
of their radish. Students record final results and construct
a report based on these results.
Task - Students record their final results on the growing
of their radishes as well as the results of the three
teacher controlled radishes. Students summarise these
results in their journals through constructing a life cycle of
the radish (EXPLORE).
Students compose a report on their experiment
explaining how the environmental factors impacted on
the growth of their radish (EXPLAIN).
Students share their findings and reflecting on the
investigation, including whether it was a fair test or not
(EVALUATE).

Summative Observation
and
assessment of
student
participation
and
responses.

Brenda
n Lloyd

Summative Students
Radish
Journals recording of
results and
sharing of
results.

Shauni
Tenteye

Observation student
engagement
and
participation.