Name: Melissa Mountfort

Unit Planner for Learning in Science

Learner context
Topic Focus: Living things: Australian Wildlife
Under the Australian Curriculum Science Understanding: Biological Sciences

Level of schooling: Year 2

School and class context:

School context: The school was founded in 1876, located 30 km of the city in Virginia. The school ranges from
preschool to year 7 with 348 students currently enrolled. Virginia Primary is guided by the principles of setting
high expectations, ensuring our teaching practice has a strong evidence base, providing quality feedback to
students that supports them in moving their learning forward, being explicit about our teaching and learning,
and providing a relevant and engaging curriculum.
Classroom context: In the year 2 classroom there are 22 students- 11 are females and 11 are males. There are
various cultures in the classroom such as Vietnamese, Italian, Australian, English and Pilipino. The classroom
consists of two teachers the primary teacher who is in from mon-wed and the second teach in on Thursday and
Friday. Prior to the unit the students will be visiting Gorge Wildlife Park.

What is the learning focus?

Concept(s): Thinking and Working Scientifically
Understand the characteristics
of living things such as the When students are thinking and working scientifically they are
appearance, diet, habitat, and deepening their understanding of science by making connections to life
life cycle. experiences. Students will engage in the following aspects when
Students will be able to identify thinking and working scientifically: Observing, classifying,
Australian wildlife including questioning/predicting, planning/conducting, processing/analyzing,
animals, birds, insects and evaluating and communicating.
reptiles native to Australia. Observe characteristics of Australian wildlife during excursion and in
Understand animals need class through videos or in everyday life
things to live, grow and survive. Classify information about animals into relevant categories and
headings
Communicate findings to their peers
Dispositions:
Primarily, students will develop an understanding about living things with specific focus on Australian animals.
During the lessons it is important to:
Establish clear expectations: Setting clear expectations for both student achievement and behaviour to ensure
a positive learning environment. It is important to thoroughly think what is expected of the students and letting
them know the desired learning outcome.

Treat all students equally: It is important to show students that you believe their abilities are equal to those of
their class members. Make it clear to students that no matter their age, gender or cultural background it is
expected all students excel.

Help students improve their ability to retain knowledge and skills: Reflection is an important aspect of
student learning. Reflecting allows students to go over what they have learnt and reinforce new knowledge.

Planning for learning in mathematics and science, 2015 drafted by B.O.P.

How will the students engage with this learning? (Provide here an outline of a learning experience
with using the given structure)
Prior Knowledge/Engagement Learning Experiences (s):
Lesson 1:
To assess students existing prior knowledge of: Australian animals
Students will be able to identify what they know about Australian animals and construct meaning from
previous experiences in their life. Students will use questioning strategies to learn about the animals
and make predictions.
Introductory experience:
Introduce to students the aim of the task and that we will be exploring living things, in particular
Australian animals.
Give each student a post-it-note.
I want everyone to write down what they know about Australian animals
It can be anything, there is no wrong or right answer.
At the bottom write 2 questions they want to find out about Australian animals
Read some views on Australian animals to the class and discuss some of the questions students have
(anonymously)

Developing experience:
Students will watch two videos
https://www.youtube.com/watch?v=SB9PArbHOA4
https://www.youtube.com/watch?v=lonuA3oeU5A
Ask students to think about what they look like/what they do/key words that inform learning

Make connections to prior knowledge

Concluding experience:
Using the pop stick method to randomly pick out students, ask students to identify a new piece of
information.

Ask students if they made connections to the responses of the class and if any of the questions were
answered.

During the lesson students will also recognise the meaning of native of Australia. This is to help
recognise why an Australian animal is considered Australian.

Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Exploratory /Explore & Explain Learning Experiences:
Lesson 2:
In this lesson, the students will be exploring Australian animals with focus on information reports
which is linked with English in the Australian Curriculum. Exploring information reports allow
students to gain a deeper understanding and awareness of these animals and there are a lot of great
resources.
Introductory experience:
Students will be on the floor and as a class they will go through the characteristics that are associated
with living things such as: (Through a slide show made by the teacher)
Family/group: What the animal/living thing is
Appearance: What it looks like such as size, colour and coverings
Diet: What they eat
Habitat: Where they live
Life cycle: Showing the change in growth
Factual information: Interesting information
These are key characteristics children need to recognise when learning about Australian wildlife.
These factors demonstrate how living things grow and change.

Developing experience:
As a class, students will now be creating a slide show. The students will be collecting information from
two resources:
A song about wombats: http://splash.abc.net.au/home#!/media/102648/
Macmillan Encyclopedia: Wombats (see appendix 1)
The students will watch the video which is a song about wombats and includes characteristics of a
wombat.
Students will then brain storm on a piece of butchers paper the information (see appendix 2)
Students will also read through the short text and pick out information
Once students have the key points, they will sort the information and the teacher will create a slide
show on the interactive and ask students to respond to each characteristic (using the pop stick
method)

Concluding experience:
The class will go through the slide show together and reflect on what they have created.
- How can it be improved?
- Was the information correct?
- Was there more information that could be added?

Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Lesson 3:
Introductory experience:
On the interactive white board students will be presented with a picture of a koala. Students will be
asked to observe the picture and think back to their Gorge Wildlife Park experience and tell the class
what they know and can see about a koalas characteristics.
As a class students will go through a small description of a koala (see appendix 3). The sheet will be
printed in A3 size and the teacher will work with them to place the correct information into the
classifications. This will help children to distinguish data, classify and sort which is important for their
investigation.

Developing experience:
In pairs students will be given an Australian wildlife animal (chosen by the teacher). Students will be
provided with the resources such as an information sheet and pictures.
Students will sort and write down the key information in dot points in their book.
Once this has been checked by the teacher they can present this information on a piece of colored
paper or poster, using the pictures provided.

Concluding experience:
If students have time and have finished, they may present their poster through a class museum walk.

Create short imaginative, informative and persuasive texts using growing knowledge of text
structures and language features for familiar and some less familiar audiences, selecting print
and multimodal elements appropriate to the audience and purpose (ACELY1671)

Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Investigations /Problem solving/Elaboration Learning
Experiences:

Lesson 4 & 5:
Students will be introduced to the investigation of the topic. This will be a summative task where
students must be able to demonstrate their knowledge and understanding of Native Australian
animals and their characteristics.

Explain to students what the investigation is: Students will be working individually to explore
Australian wildlife. This may be an animal, bird, insect or reptile. Students need to be able to
demonstrate their understanding of their appearance, family, diet, habitat, life cycle and facts.
Students will have two lessons to work on it and must present it in a small book (the book will be
made as a template from the teacher)
Students may choose their own living thing (must be agreed upon) and are welcome to use available
resources such as iPad and books.

The first lesson (lesson 4) is for students to focus on researching and obtaining information. However,
in lesson 5 students will be able to present/create their information in book form.

Planning for learning in mathematics and science, 2015 drafted by B.O.P.

 After views & reflection/ Evaluation learning Experience
Lesson 6:
Students will use this lesson to present and communicate their ideas and new information they have
learnt about their chosen topic.

Introductory experience:
To begin the lesson students will be participating in a short interactive about Australian insect (see
appendix).
http://www.scootle.edu.au/ec/viewing/L699/index.html#
This is a great way for students to develop their understanding about insects also. The interactive
allows students to learn fun new facts.

Developing experience:

In groups of 4, students will present their book. Each student will be allocated 6 minutes (timed).

Concluding experience:
Students will give feedback to their peers using the 2 stars 1 wish method.

Summative Assessment:
The book that the students present will be collected and assessed.

The rubric will ensure that students have met the following requirements to a low, medium or high
achievement standard.
- The student is able to identify an Australian Animal
- The student can identify key characteristics of the chosen animal
Appearance
Family
Diet
Habitat
Life cycle
- The student is able to classify information appropriately
- The student is able to represent and communicate ideas effectively

Planning for learning in mathematics and science, 2015 drafted by B.O.P.

How will you know what the students have learnt? (Assessment)
What will you How will you assess? When will you How will you What forms of
assess? assess? & Who record your feedback will
leads the assessments? you provide?
assessment?
Concept(s):
Understand the The students will be The assessment Students will Students will
characteristics of assessed on whether they will be assessed be marked receive a a
living things such understand the concepts by the teacher. against a rubric feedback sheet
as the appearance, through various strategies Formative which outlines which will
diet, habitat, and in the classroom such as: assessment will the show whether
life cycle. - observations be continual. requirements they have a
-Class discussions However, the of students. low, medium or
Students will be -Class exploration summative will be This is shown high
able to identify (formative) assessed in the in the lesson 6 understanding.
Australian wildlife -The investigation final lesson (6). table The teacher
including animals, (summative) will also
birds, insects provide written
and reptiles native feedback.
to Australia.

Understand
animals need
things to live, grow
and survive.

Thinking and Working Mathematically/ Scientifically:

When assessing students, it is important to ensure that they are constantly thinking and working
scientifically. It is necessary for the teacher to make sure students are deepening their understanding of
science by making connections to life experiences.
When students are developing their understanding of each of the concept, students will engage in the
following aspects when thinking and working scientifically: Observing, classifying,
questioning/predicting, planning/conducting, processing/analyzing, evaluating and communicating.

Links with the ACARA Framework

Strand: Science Understanding Sub- Strand: Biological Sciences
Descriptor: Achievement Standards: General capability
Living things grow, By the end of Year 2 Literacy
change and have students: Using a variety of text types to explore
offspring similar to Can describe changes to Developing language and
themselves (ACSSU030) objects, materials and living terminology/Scientific vocabulary
things. Critical and creative thinking
Students pose and respond to Thinking through challenges and interpret
questions about their their own opinions.
experiences Generate new ideas and explore deeper
questions.
Personal and Social Capability: Working
effectively in teams and dependently

Planning for learning in mathematics and science, 2015 drafted by B.O.P.

 Strand: Science as a Human Endeavour Sub- Strand: Use and Influence on Science
Descriptor: Achievement Standards: General capability
People use science in By the end of Year 2: Critical and creative thinking
their daily lives, students describe changes Thinking through challenges and interpret
including when caring to objects, materials and their own opinions.
for living things.
Generate new ideas and explore deeper
their environment and questions.
living
Personal and Social Capability: Working
things (ACSHE035)
effectively in teams and dependently

Strand: Science Inquiry Skills Sub- Strand: Questioning and Predicting

Descriptor: Achievement Standards: General capability
Pose and respond to By the end of Year 2: Literacy
questions, and make students describe changes Using a variety of text types to explore
predictions to objects, materials and Developing language and
about familiar objects living things.
terminology/Scientific vocabulary
and events (ACSIS037)
Students pose and respo Critical and creative thinking
nd to questions about Thinking through challenges and interpret
their experiences their own opinions.
and predict outcomes of Generate new ideas and explore deeper
investigations. questions.
Personal and Social Capability: Working
effectively in teams and dependently

Strand: Science Inquiry Skills Sub- Strand: Communicating

Descriptor: Achievement Standards: General capability
Represent and By the end of Year 2: ICT capability
communicate ICTs to represent models
They record and represent
observations and ideas Literacy
observations and
in a variety of
communicate ideas in a Using a variety of text types to explore
ways (ACSIS042)
variety of ways. Developing language and
terminology/Scientific vocabulary
Critical and creative thinking
Thinking through challenges and interpret
their own opinions.
Generate new ideas and explore deeper
questions.

Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Teacher Resources (What has informed your planning, background information, learning experiences,
discussion of student understanding?)
Understanding which animals are native to Australia: http://australian-animals.net/
http://www.australia.gov.au/about-australia/australian-story/austn-fauna

Australian Curriculum Assessment and Reporting Authority [ACARA] 2017, Australian Curriculum:
English, ACARA, viewed 5 May 2017, http://www.australiancurriculum.edu.au/english/curriculum/f-
10?layout=1#level2

Australian Curriculum Assessment and Reporting Authority [ACARA] 2017, Australian Curriculum:
Science, ACARA, viewed 5 May 2017, http://www.australiancurriculum.edu.au/science/curriculum/f-
10?layout=1

Skamp, K. and Preston, C. 2015, Teaching Primary Science Constructively, 5th edition, Cengage Learning
recently Victoria

Bell, B 1993, Childrens science, Children science: constructivism and learning in science, Deakin
University, Geelong, VIC, p.11-21

Macmillan Encyclopedia

Student Resources (resources that engage students with the learning)

https://www.youtube.com/watch?v=SB9PArbHOA4
https://www.youtube.com/watch?v=lonuA3oeU5A
http://splash.abc.net.au/home#!/media/102648/

http://www.scootle.edu.au/ec/viewing/L699/index.html#

Smart board, paper, books, iPads, printed images, Macmillan Encyclopedia

Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Reference list:

Australian Curriculum Assessment and Reporting Authority [ACARA] 2017, Australian Curriculum:
English, ACARA, viewed 5 May 2017, http://www.australiancurriculum.edu.au/english/curriculum/f-
10?layout=1#level2

Australian Curriculum Assessment and Reporting Authority [ACARA] 2017, Australian Curriculum:
Science, ACARA, viewed 5 May 2017, http://www.australiancurriculum.edu.au/science/curriculum/f-
10?layout=1

Bell, B 1993, Childrens science, Children science: constructivism and learning in science, Deakin
University, Geelong, VIC, p.11-21

Skamp, K. and Preston, C. 2015, Teaching Primary Science Constructively, 5th edition, Cengage Learning
recently Victoria
Understanding which animals are native to Australia: http://australian-animals.net/
http://www.australia.gov.au/about-australia/australian-story/austn-fauna

Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Appendices
Appendix 1: Wombat information sheet (Macmillan)

Appendix 2: Key ideas

Planning for learning in mathematics and science, 2015 drafted by B.O.P.

 Appendix 3:

Koala information report

Planning for learning in mathematics and science, 2015 drafted by B.O.P.