information report- florateachertechnet.weebly.com/.../4/1/1/7/41175315/stage_2… · web viewthe...

ED3009- Science 3 Winter TermUnit of Work

UNIT PLAN

Unit Title: Living in Our World Stage: 2 Year: 3

Term: 3 Strand: Natural Environment

Duration: 10 Weeks Sub-strand: Living World

RATIONAL

The unit ‘Living in Our World’ develops students’ knowledge and understanding about the concept of living things, focusing on the differences

of living and non-living things, characteristics of living things, life cycles, environmental factors and biodiversity. Following the Science K-10

Syllabus of the Australian Curriculum (2013), this unit of work involves first-hand experiences, investigations, problem-solving strategies and

skills and clarifying understandings.

‘Living in Our World’ aims to incorporate technology with the purposeful and creative use in an effort to meet perceived needs or goals. The

activities within the unit address the Working Scientifically skills including posing questions, testing ideas, developing and evaluating arguments

(Board of Studies, 2012). This Unit also incorporates technology that aligns with the expectations of the K-6 Science and Technology Syllabus

(2012). There are several activities involving technology that allow students to solve real problems and create ideas and solutions. Students are

able to use technology as a learning tool to actively engage with real world situations and use technology skills, knowledge and understanding to

create solutions for themselves and others.

The unit’s framework is based around the Constructivist approach where ‘learning is defined as the construction of knowledge building on prior

knowledge by both individual and social collaboration ’ Tobin, Briscoe & Holman (1990); Vygotsky (1978). As Skamp (2004) suggests,

learners actively construct meaning from experiences on the basis of existing ideas. In order to support this theory, the unit focuses on the

knowledge of each individual learner and incorporates lessons that see the learning as an active and continuous process. The lessons

incorporated within the unit allow students to take responsibility for their own learning and encourages collaborative work where the teacher acts

as a facilitator to enhance students conceptual growth and change. The 5 E’s model is an instructional model based around the constructivist

Amelia Bannerman (20111728), Angus Bird (20113288), Bridgette Durand (20111655), Jessica Gilder (20111770) 1


approach to learning. Each E describes a stage of teaching and learning, Engage, Explore, Explain, Elaborate and Evaluate (Department of

Education and Early Childhood Development, 2006).

As stated in the syllabus, the aim of the Science and Technology K-6 Syllabus (Board of Studies, 2012) is to foster students’ sense of wonder

and expand their natural curiosity about the world around them in order to develop their understanding of, interest in, and enthusiasm for science

and technology. In order to achieve this, the activities throughout the unit of work adopt an Inquiry Based Approach (Murdoch, 2010) by

‘encouraging students to link learning to real life, society and societal issues’ (Reynolds, 2009). Addressing both the syllabus and inquiry

approach, the activities exercise the idea of students acquiring their own knowledge through questioning, research, first-hand investigations,

experiments, fieldwork and active participation. This also enables students to develop a positive self-concept as learners as well as confidence

and enjoyment in their learning (Board of Studies, 2012).

‘Living in Our World’ ensures students gain a strong understanding of living and non-living things. As Venville states in ‘Young Children

Learning about Living Things’ (2004), the distinction between living and nonliving things is critical in the understanding of a child’s theory of

biology. Venville (2004) suggests that research shows that in elementary school there are a significant proportion of students who do not have an

understanding of the concept of living things. In order to ensure that students have a thorough and correct understanding of living things, each

lesson involves discussion and recapping of previous lessons. There is also a range of opportunities for students to problem solve, think critically

and creatively and build their skills and processes of scientific inquiry and technological design.

This Living World Unit has been designed to accommodate teaching and learning that supports the needs of all students. The activities aim to

address the curriculum outcomes whilst keeping in mind the learning needs, strengths, goals and interests of all students. The unit is

differentiated to align with the Tomlinson Model (2013) that includes differentiation through content, process, product and environment. The

unit also addresses the learning styles of Aboriginal and Torres Straight Islander people by integrating the 8 Ways of Aboriginal Learning; this

assists the Indigenous students with different learning pathways whilst also giving exposing other students in the class to different Indigenous

education. Differentiated opportunities will be provided for special needs students as well as gifted and talented students, which may include

additional support or adjustments to teaching, learning and assessment activities (Board of Studies, 2012).

‘Living in Our World’ links directly to other Key Learning Areas within the Australian Curriculum including



- English: work independently and collaboratively with others when listening, communicating and producing texts

- Mathematics: measure, compare, interpret and evaluate findings regarding the stages of life cycles of plants and animals

- Human Society and It’s Environment: determine the value and affects of the environment on living things

- Creative Arts: designing and performing visual art and drama pieces

The unit also addresses cross-curriculum priorities and general capabilities which assists students to develop understandings and addressing

contemporary issues including Aboriginal and Torres Straight Islander histories and cultures, critical and creative thinking, information and

communication technology capability, intercultural understanding, literacy, numeracy

(Board of Studies, 2012).

GOALS

KLA: Science and Technology

ST2-10LW; Describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable

features

ST2-11LW; Describes ways that science knowledge helps people understand the effect of their actions on the environment and on the survival of

things

ST2-4WS; Investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and

communicating and reflecting on the processes undertaken

ST2-5WT; Applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific

design criteria

KLA: English

EN2-3A; Uses effective handwriting and publishes texts using digital

technologies

- Use a range of software including word processing programs to

KLA: Mathematics

MA2-9MG; Measures, records, compares and estimates lengths,

distances and perimeters in metres, centimetres and millimetres, and

measures, compares and records temperatures



construct, edit and publish written text, and select, edit and

place visual, print and audio elements

EN2-12E; Recognises and uses an increasing range of strategies to

reflect on their own and others’ learning

- Jointly develop and use criteria for assessing their own and

others' presentations

- Discuss the roles and responsibilities when working as a

member of a group and understand the benefits of working

collaboratively with peers to achieve a goal

- Measures lengths and distances using metres and centimetres

- Compare and order lengths and distances using metres and

centimetres

- Recognise the need for a formal unit smaller than the

centimetre to measure length

- Select and use an appropriate device to measure length and

distances (Problem Solving)

MA2-18SP; Selects appropriate methods to collect data, and

constructs, compares, interprets and evaluates data displays, including

tables, picture graphs and column graphs

KLA: Creative Arts

DRAS1.3; Interacts collaboratively to communicate the action of the

drama with others

- Interacts abstractly or in role to communicate meaning to an

audience

VAS2.1; Represents the qualities of experiences and things that are

interesting or beautiful by choosing among aspects of subject matter.

- Explore different kinds of subject matter and concepts in their

making of artworks

VAS2.4; Identifies connections between subject matter in artworks and

what they refer to, and appreciates the use of particular techniques.

- How different aspects of the world are represented in pictures

and other kinds of artworks

KLA: HSIE

CCS2.2; Explain changes in the community and family life and

evaluates the effects of these on different individuals, groups and

environment

- Investigates the local area to identify the peoples who

originally lived there and those who live there now

- Identifies and explains why particular sites have relevance for

Aboriginal people today

ENS2.5; Describes places in the local area and other parts of Australia

and explains their significance

- Describes how people can construct and modify environments

in a manner that reflects ideas, culture, needs and wants

ENS2.6; Describes people’s interactions with environments and



identifies responsible ways of interacting with environments

- Evaluates the necessity of caring for and conserving a feature,

site or place

- Examines some of the practices use by Aboriginal peoples to

care for land and water environments

ASSESSMENT AND EVALUATION

Formative Assessment (during learning engagement)

- This unit of work follows a holistic approach to assessment,

consequently assessment will be carried out throughout the unit

of work

- The approach encompasses assessment for learning, assessment

as learning and assessment of learning

- Formative assessment will be the primary means for tracking

the students progress throughout the unit. It allows teachers to

gain an understanding of what the students know and do not

know

- Examples of formative assessment include observations of

students, open-ended questioning, discussions and written work

samples

- See APPENDIX A for marking rubric/checklist

Summative Assessment (end of the unit)

- Summative assessment will be based on students personal

interest projects

- This will take place in lesson nine and ten

- This will include the process that the students undertake to

complete the project such as researching and the final

presentation

- The final presentation will involve students ability to convey

their findings in a clear and concise manner

- See APPENDIX B for marking rubric

Evaluation of the Unit- Did the unit achieve the aims, objectives and outcomes derived from the syllabus?

- Did the unit cater for indigenous students and was it culturally sensitive?



- Did the unit cater for special needs and gifted and talented students?

- Did the unit challenge all students in their learning and follow and inquiry learning framework?

- Were the activities age appropriate for the students?

- Were the aims of each lesson achieved? Why/Why not?

- Were the resources used in the lesson appropriate to the learning experience?

- Were students provided with correct scientific metalanguage and did they understand it in a specific context?

- Were activities easily adapted incorporate, cater for and address student’s prior knowledge?

- Did the unit follow the ‘5 E model’ and were the lessons appropriate for each stage of the model?

- Were the lessons sequential and follow a chronological order?

STUDENTS

Number: 22 (2 Indigenous students, 1 gifted and talented student and an autistic student)

Differentiation needs

- Differentiation follows the Tomlinson model, which includes

the differentiation of process, product, content and

environment.

- Factors that will also be taken into account include student

readiness, prior knowledge and experience and pre-existing

conceptions of science content.

- Indigenous perspectives and learning styles are incorporated

throughout the unit. By following the ‘8 Ways’ model, all

students in the class, indigenous and non-indigenous, are

exposed to the traditional ways of learning and knowledge of

Skills, interest and prior knowledge

- Lessons are planned with the intention of engaging students

through interests and prior knowledge

- Activities will also build on students working scientifically and

working technologically skills whilst giving them opportunities

to utilise their skills they have already obtained

- The unit was written on the basis of students prior knowledge

from previous Science and Technology units in Stage 1

- ST1-10LW; Describes external features, changes in and growth

of living things

- ST1-11LW; Describes ways that different places in the



Indigenous culture.

- The unit is designed in such a way that allows the teacher to

make adjustments to learning experiences so that gifted and

talented students can reach their educational potential

- Throughout the unit students are given plenty of choice and

opportunities to focus on individual interests, allow the student

with autism to excel in their learning. Particularly in the

Personal Interest Project where they are given choice of a living

things to study and also how to present. The child with autism

would have a specific schedule of workload, which indicates a

start and finish point of task so they are more focused. See

Appendix H for example of alternative task sheet

Below are two differentiated activities that are alternatives to lessons in

the unit of work

Lesson 1 (Autistic differentiation)

- Students work directly with the class teacher

- Students are provided with the exact amount of water and soil

required for the planting activity and complete the process step

by step

- Students complete an oral recorded journal as opposed to a

written journal

Lesson 3 (Indigenous Student Differentiation)

- Indigenous students are given the option to present their

findings from the nature walk through a ‘learning map’ as it

environment provide for the needs of living things

- ST1-4WS; Investigates questions and predictions by collecting

and recording data, sharing and reflecting on their experiences

and comparing what they and others know

- ST1-5WT; Uses a structured design process, everyday tools,

materials, equipment and techniques to produce solutions that

respond to identified needs and wants



provides a non-verbal medium that the students use to meet the

outcomes and the teacher can use as a means of assessment of

learning. This differentiation is based on the ‘8 Ways’ model of

learning

LEARNING MATTER

Essential Understandings and Skills

Students- Sort objects according to whether they are living or non-living

- Identify some features of living things that distinguish them from non-living things e.g.

reproducing, growing and responding

- Identify and use patterns in the observable features of living things to group them, by

using tables, diagrams or flowcharts

- Research ways that Aboriginal and Torres Straight Islander people classify some plants or

animals

- Observe first-hand one animal or plant as it grows and develops, and sequence the stages

in its life cycle

- Identify ways that the environment can affect the life cycle of plants and animals

- Identify some factors in local environment that are needed by plants and animals for

survival

- Outline the relationship between plants and animals, including that plants are able to use

light to make food, while animals must eat plants or other animals to obtain food

- Gather information about some relationships between living things

Related Text-Types

- In the unit ‘Living in Our World’, a

variety of text-types are used to

integrate the Key Learning Area of

English

- Procedure: Students will develop a

step by step process outlining the

growth rate of a plant, taking into

account the factors of sunlight,

amount of water and soil depth of the

seed

- Information Report: Students

develop a factual text discussing the

characteristics and features of a

chosen plant or animal



LEARNING SEQUENCE

5 E’s and Concept

Learning Engagements Resources and preparation Outcomes

Engage: Living and Non-Living Things

Lesson 1

- Plant a seed with the students (measure the water, soil, depth of the seed,

ensure the plant is in direct view of sunlight they will monitor the growth

throughout unit). Every day students will water plant and take pictures of the

progress. They will document the progress in their science journal (Appendix

C, G and H) (Numeracy Link- 40 minutes)

- Touch and feel box where students describe and categorise living and non-

living things (Literacy Link- 10 minutes)

- TWLH chart (think we know, want to know, learned and how we learned)

(Literacy Link- 15 minutes)

- Students will go into groups and create a mind map, draw images about what

they think “living and non living is” (20 minutes)

- Discussion reflection (5 minutes)

- Seeds- Soil- Water- Watering can- Bottom of plastic

bottles- Paper towel- Living and non-living

items- Feel bag/box- Coloured cardboard

for wall TWLH chart- Science journals- Pencils, pens, texters- Ruler

ST2-10LWST2-4WSEN2-3AMA2-9MGVAS2.1



Explore: Investigating Living Things

Lesson 2

- Water plant and document progress in their science journal (Appendix D)

(Numeracy Link- 5mins)

- Students go on a nature walk around the school ground in order to collect

what they understand to be living or non-living items. They will be able to

take photos on the iPad of items that can’t be brought into the classroom

(35mins)

- Students will then informally present their findings to the class, including

photos and items. During the presentation there will be a discussion on why

students think certain items are living or non-living (30mins)

- Teacher and students order items into living and non-living and place them on

the respective side of a table/wall. This will become a feature display for the

unit (20mins).

- Science journals- Pencils- Items collected from

playground- iPads- Cord to connect iPad

to smartboard- Ruler

ST2-10LWST2-4WSST2-5WTEN2-12EMA2-9MG



Explore: Investigating Living Things

Lesson 3

- Water plant and document progress in their science journal (Appendix)

(Numeracy Link- 10mins)

- Revisit TWLH chart (5mins)

- Students create word wall of the ideas and understandings from the nature

walk – used for next lesson as a comparison (Literacy Link)

- Teacher will use prompting questions to direct students towards characteristics

of living things e.g. they breathe, grow and eat without providing explicit

terminology (15mins)

- As a class, students will then play ‘Living Things Celebrity Heads’. Students

will be provided with a living plant or animal and have to ask specific

questions in order to guess what living thing they are. The teacher encourages

student to use prompting questions such as do I need water to survive and do I

get my energy from the sun. The rest of the class answers yes or no (15mins)

- Students are provided with a range of magazines, cut-outs, photographs and

newspapers in order to produce a collage to be used as classroom display.

(Students will cut out symbols, images and words and glue them on A3

cardboard- 30mins)

- Science journals- Pencils, pens, texta’s- TWLH Chart- A3 cardboard- Magazines,

newpapers, coloured paper

- Gluesticks- Butchers paper for

word wall- Celebrity Heads cards

that have names of living animals and plants

- Ruler

ST2-10LWST2-4WSEN2-12EMA2-9MG



Explain: Living/Non-Living Things

Lesson 4


(Numeracy Link-10mins)

- Living things video – SKWIRK (10mins)

- Students will then be given an iPad to create a venn diagram on living and

non-living things on the Venn Diagram app (Literacy Link- 20mins)

- The class will have a discussion around living things and their characteristics.

This is a chance for the teacher to consolidate their learning and ensure they

know the characteristics of a living thing (move, reproduce, are sensitive,

grow, respire, excrete, gain energy or nutrition- 20mins)

- The teacher builds on students ideas from the “nature walk” presentations and

brings in scientific language to add to the word wall (20mins)

- Science journals- Pencils, pens, texters- iPad with Venn

Diagram App working correctly

- Whiteboard to write characteristics

- Word Wall- Observation checklist

used throughout all lessons

- Ruler

ST2-10LWST2-4WSST2-5WTEN2-3AMA2-9MG

Explain: Living/Non-Living Things

Lesson 5



- Excursion to Garigal National Park, where a Guringai Elder will take students

on a guided walk through the park, identifying living plants and animals and

discussing local Indigenous history with the student (1/2 day excursion)

- After the walk the class will sit with the Indigenous elder and discuss

Indigenous language for classifying living things (10mins)

- When students return to school, they will add the new ideas from the walk

onto the word wall and create a comparison using Garigal language (Literacy

Link- 10mins)

- Science journals- Pencils, pens, texters- Bus to excursion- Guringai Indigenous

Elder- Word Wall- Ruler

ST2-10LWST2-4WSMA2-9MGCCS2.2ENS2.6



Explain: Living/Non-Living

Things

Lesson 6



- Students then work in groups and develop an information report (Appendix

E) based on a particular animal or plant that they saw on the excursion. This

could include appearance, classification, habitat, diet and reproduction

(Literacy Link-60)

- Students are assigned different roles including manager, director and speaker

- Science journals- Pencils, pens, texters- Ruler

ST2-10LWST2-4WSEN2-3AMA2-9MG

Explain: Lifecycles

Lesson 7



- Discussion – what is a life cycle? (10mins)

- Show flip chart of frog life cycle, complete activities (30mins)

- Role play life cycle of a frog (15mins)

- Play video and IWB on the life cycle of the butterfly (5mins)

- Butterfly life cycle artwork – using pasta (20mins)

- Science journals- Pencils, pens, texters- Interactive

Whiteboard- Frog flip chart- Butterfly Video- Monarch Butterfly

Life Cycle - Pasta- Glue- Scissors- Leaves- Cardboard- Ruler

ST2-10LWST2-11LWST2-4WSST2-5WTMA2-9MGDRAS1.3VAS2.1



Elaborate: Environmental Factors

Lesson 8



- Students start an end of term project that involves researching a specific

animal or plant resources from Scootle and other suggested websites and

texts- this will be presented to the class through choice of student e.g. poster,

role play, rap, poem, video. The information must include the life-cycle and

actions and effects of environment on the living thing (Literacy Link- 60mins)

(See differentiation box of unit of work for special needs alternatives)

- This lesson will be a time for students to collect information and start planning

how they will present

- Task will become a Personal Interest Project that can be incorporated into the

homework plan

- Reflection discussion- teacher reflects on the effects of living things on the

environment and on the survival of living things (10mins)

- Science journals- Pencils- iPads- Computers- Websites, texts and

books for research- Ruler

ST2-10LWST2-11LWST2-4WSST2-5WTEN2-3AMA2-9MGCCS2.2ENS2.5

Elaborate: Environmental

Factors

Lesson 9- Students present findings in a table & create a (column/bar) graph in their

science journals to presenting their findings. They also stick a photo and write

a summary of the growth of the plant (after the completion of the unit, photos

and findings could be used to create a class picture book of the experiment)

(Appendix C) (Numeracy Link- 35mins)

- Students continue working on their projects and should be ready to present

next week (45mins)

- Science journals- Pencils- Mathematics paper- iPad- Printer- Ruler

ST2-10LWST2-11LWST2-4WSST2-5WTMA2-9MGMA2-18SPVAS2.1CCS2.2



Evaluate: Summ

ative

Assessm

ent

Lesson 10

- Students present their Personal Interests Projects. Audience can ask questions

and will be asked to give peer feedback using the PMI model (positive, minus

and interesting) (Appendix F) (Literacy Link- 60mins)

- Teacher will also use a marking rubric as form of summative assessment to

evaluate students learning, providing them with feedback (10mins)

- Students reflect on the unit (living & non-living things, lifecycles and

environmental factors- 10mins)

- Students projects- Marking rubrics- Ruler

ST2-10LWST2-11LWST2-4WSST2-5WTEN2-12EDRAS1.3VAS2.1CCS2.2ENS2.6

RESOURCES

Text- Amazing Living Things By Feely (2004)- The Science of Living Things: What is a Living Thing

by Kalman (1999)- Living and Non-Living: My World of Science by

Royston (2008)- Tasmanian Devil Life Cycle by Pyers (2011)- Koala Life Cycle by Pyers (2011)- Life Cycle of a Tree by Kalman (2002)- I See a Kookaburra by Jenkins (2005)- Living and Non-living by Lindeen (2008)

Online/IWB/Audio/Visual- iPads- Cord to connect iPad to smartboard- Venn Diagram Mobile Application- A Life Cycle Mobile Application- Non-living & Living Things Mobile Application- Living vs Non-living: Do you know which ones will grow? Mobile

Application- Marine Missions Mobile Application- Life Cycles- Australian Museums- Scootle Life Cycle Resources- Monarch Butterfly Life Cycle

Place/ Human- Garigal National Park- Guringai Indigenous Elder

Materials/Real Life Items- Seeds- Soil

- Science journals- Items collected from playground- TWLH Chart



- Water- Watering can- Bottom of plastic bottles- Paper towel- Living and non-living items- Feel bag/box- Coloured cardboard for wall TWLH chart- Science journals- Pencils, pens, texters- Ruler- Scissors- Leaves

- Butchers paper for word wall- Celebrity Heads cards that have names of living animals and plants- Whiteboard to write characteristics- Word Wall- Observation checklist used throughout all lessons- Bus to excursion- Frog flip chart- Butterfly Video- Pasta- Glue- Cardboard- Mathematics paper

RISK ASSESSMENT

Lesson Location Age Group

Staff Competence/Ratio Potential Risk Controls

1 Classroom 8-10- 1 qualified

teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas

- 1 teacher to 22 students.

- Spilling water on table surfaces or electrical items creating slip hazard or possible electrocution.

- Potential allergy to seeds/soil.

Teacher provides sponges and instructs students to clean any water spillages.Any electrical items are moved away from ‘wet areas’ and stored in appropriate areas. Parental permission is sought before students engage in the materials for the lesson.

2 Schoolyard/

Classroom

8-10- 1 qualified

teacher with current first aid and anaphylaxis training with experience in

- Spider bites- Tripping hazards

Teacher instructs students not avoid direct contact with spiders and any other dangerous/unknown creatures. Students are instructed to walk.Teacher carries first aid kit during activity.



teaching all Key Learning Areas





- General trip hazards

- Electrocution hazard

- Sharp edges

Students are aware of classroom rules which don’t allow running and rough play. Resources and materials are packed up and returned to designated storage areas.Electrical equipment is plugged into the wall properly, away from water sources.Sharp edges are smoothed wherever possible or covered with soft material.




- General trip hazard

- Electrocution hazard

- Sharp edges


5 Garigal National

Park

8-10- 1 qualified

teacher with current first aid and anaphylaxis training with experience in teaching all Key Learning Areas and trained national park indigenous

- Snake bites- Insect bites- Tripping/falling

hazards- Dehydration- Allergies- Heat Stroke- Sunburn- Bushfire

Students are aware of the danger of snakes and stick to the path during the walk. National park guide and teacher are trained in first aid and anti-venom is available. National park guide and teacher are trained in first aid and anti-venom is available. Students stick to the path at all times and walk at all times. Students bring plenty of water and stay hydrated throughout the day with regular drink breaks.Students are required to wear a hat and sunscreen during the walk. Food and drink breaks occur in the



guide/elder- 1 teacher, 1

parent helper and 1 national park guide/elder to 22 students

shade.Students, teachers and parent volunteers pay attention to changing conditions, fire danger radar and national park tour guide.





- Electrocution- Sharp edges

Students are aware of classroom rules, which don’t running and rough play. Resources and materials are packed up and returned to designated storage areas.Electrical equipment is plugged into the wall properly, away from water sources.Sharp edges are smoothed wherever possible or covered with soft material.





- Electrocution- Sharp edges- Choking hazard

from pasta

Students are aware of classroom rules which don’t allow running and rough play. Resources and materials are packed up and returned to designated storage areas. Electrical equipment is plugged into the wall properly, away from water sources. Sharp edges are smoothed wherever possible or covered with soft material.Students are instructed not to eat the pasta and monitors students throughout the lesson.



- 1 teacher to 22






students.






Students are aware of classroom rules, which don’t allow running and rough play. Resources and materials are packed up and returned to designated storage areas.Electrical equipment is plugged into the wall properly, away from water sources.Sharp edges are smoothed wherever possible or covered with soft material.









Reference List

- 8 Aboriginal Ways of Learning. http://8ways.wikispaces.com/ cited on 1st July 2014

- Abeema. (2013). Non-living & Living Things (Version 1.0.0) [Mobile Application Software]. Retrieved from http://blog.apastyle.org/apastyle/2013/03/how-to-cite-a-mobile-app.html

- Absolutely Wild Visuals. (2010). The Life Cycles of Echidnas. Retrieved 2/7/2014 from http://www.scootle.edu.au/ec/viewing/R12127/index.html

- Absolutely Wild Visuals.(2010). The Life Cycles of Echidnas: Transcript. Retrieved 2/7/2014 from http://www.scootle.edu.au/ec/viewing/R12127/transcript.html

- Australian Museum. (2013). Life Cycles. Retrieved 2/7/2014 from http://australianmuseum.net.au/Life-Cycles

- Australian Science Teachers Association. (2014). Unit 2: Living and Non-Living Things. Retrieved 28/06/14 from http://scienceweb.asta.edu.au/years-3-4/unit2/lesson-two/yr34-unit-2-lesson-2.html

- Bird, A. (2013). Interactive Whiteboard Activity. Life Cycle of a Frog

- Board of Studies NSW (2006)., Human Society and It’s Environment K-6 Syllabus. Sydney, Australia: Board of Studies NSW. Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/93415130-2afa-4654-a740-cf3d399d2627/k6_hsie_syl.pdf?MOD=AJPERES

- Board of Studies NSW (2012)., NSW Syllabus for the Australian Curriculum. Mathematics K-10 Syllabus. Sydney, Australia: Board of Studies NSW. Retrieved from http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/

- Board of Studies NSW (2012)., NSW Syllabus for the Australian Curriculum. Science K-10 Syllabus. Sydney, Australia: Board of Studies NSW. Retrieved from http://syllabus.bos.nsw.edu.au/science/science-k10/

- CJ Educations. (2013). Living vs Non-living : Do you know which ones will grow? (Version 1.1) ]Mobile Application Software]. Retrieved from https://itunes.apple.com/us/app/living-vs-nonliving-do-you/id705778137?mt=8

- Department of Education, Tasmania; e-magine Centre of Excellence in Online Learning. (2010). Life Cycles: Birds. Retrieved 2/7/2014 from http://www.scootle.edu.au/ec/viewing/L1361/index.html

- Department of Education, Tasmania; e-magine Centre of Excellence in Online Learning,. (2014). Lifecycles: Butterflies. Retrieved 2/7/2014 from http://www.scootle.edu.au/ec/viewing/L1358/index.html

- Department of Education, Tasmania; e-magine Centre of Excellence in Online Learning. (2010). Life Cycles: Gum Trees. Retrieved 2/7/2014 from http://www.scootle.edu.au/ec/viewing/L1363/index.html

Amelia Bannerman (20111728), Angus Bird (20113288), Bridgette Durand (20111655), Jessica Gilder (20111770)

20

http://www.scootle.edu.au/ec/viewing/L1363/index.html



https://itunes.apple.com/us/app/living-vs-nonliving-do-you/id705778137?mt=8

https://itunes.apple.com/us/app/living-vs-nonliving-do-you/id705778137?mt=8

http://syllabus.bos.nsw.edu.au/science/science-k10/

http://scienceweb.asta.edu.au/years-3-4/unit2/lesson-two/yr34-unit-2-lesson-2.html

http://scienceweb.asta.edu.au/years-3-4/unit2/lesson-two/yr34-unit-2-lesson-2.html

http://australianmuseum.net.au/Life-Cycles

http://blog.apastyle.org/apastyle/2013/03/how-to-cite-a-mobile-app.html

http://8ways.wikispaces.com/


- Department of Education, Tasmania; e-magine Centre of Excellence in Online Learning. (2010). Platypus Life Cycle. Retrieved 2/7/2014 from http://www.scootle.edu.au/ec/viewing/L28/index.html

- Department of Education, Tasmania; e-magine Centre of Excellence in Online Learning. (2010). Life Cycles: Whales. Retrieved 2/7/2014 from http://www.scootle.edu.au/ec/viewing/L1364/index.html

- Feely, J. (2004) Amazing Living Things: Teacher Edition. Victoria: Eleanor Curtain Publishing

- International Reading Association (2013). Venn Diagram (1) [Mobile application software]. Retrieved from https://itunes.apple.com/au/app/venn-diagram/id666981188?mt=8

- Jenkins, S., Page, R. (2005). I See a Kookaburra. New York, Houghton Mifflin Company

- Kalman, B. (2002). The Life Cycle of Tree. Australia. Melbourne: Crabtree Publishing Company

- Kalman, B. (1999). The Science of Living Things: What is a Living Thing. Melbourne: Crabtree Publishing Company

- kellynilandhopper. (November, 13, 2010). Monarch Butterfly Life Cycle [Video file]. Retrieved 2/7/2014 from http://www.youtube.com/watch?v=Ry4hqn0WD60

- Lindeen, C. (2008). Living and Non Living. America, Capstone Press

- Murdoch, K., (2010). Inquiry Learning. Retrieved from http://www.kathmurdoch.com.au/index.php?id=3

- National Geographic Society. (2013). Marine Missions (Version 1.1) [Mobile Learning Software] Retrieved from https://itunes.apple.com/au/app/marine-missions/id669505900?mt=8

- NSW Government (2009). Excursions Policy. [ONLINE] Available at: https://www.det.nsw.edu.au/policies/student_admin/excursions/excursion_pol/PD20040010.shtml?query=excursion+policy. [Last Accessed 2nd July 2014].

- Nth Fusion LLC. (2012). A Life Cycle App (Version 1.2.0) [Mobile Application Software]. Retrieved from https://itunes.apple.com/au/app/a-life-cycle-app/id394578286?mt=8

- Pyers. G. (2011). Koala : Life Cycles of Australian Animals. Australia: Pearson Education Australia

- Pyers. G. (2011). Tasmanian Devil: Life Cycles of Australian Animals. Australia: Pearson Education Australia

- Reynolds, R., (2009). Teaching Studies of Society and Environment in Primary School. Sydney: Oxford


21

https://itunes.apple.com/au/app/a-life-cycle-app/id394578286?mt=8

https://itunes.apple.com/au/app/marine-missions/id669505900?mt=8

http://www.kathmurdoch.com.au/index.php?id=3

http://www.youtube.com/watch?v=Ry4hqn0WD60



- Royston, A. (2008) Living and Non Living: My World of Science. America, Heinemann-Raintree

- Scootle.(2013). Feathers, Fur or Leaves. Retrieved 28/06/14 from http://www.scootle.edu.au/ec/viewing/S5686/pdf/Feathers_fur_or_leaves_online.pdf

- Skamp, K., (2004). Teaching Primary Science Constructively (2nd ed). Australia: Nelson Australia Pty Ltd

- Skwirk. (2013). Living Things. Retrieved 30/06/14 from http://www.skwirk.com.au/skwirk/uploadFiles/content/upload/kiddies/science/stage1scienceinterface.swf

- Tobin, K., Briscoe, C., & Holman, J. R., (1990). Overcoming constraints to effective elementary science teaching, Science Education, 74, 409-420

- Tomlinson, C., (2013). Defensible Differentiation: Why, What and How. Retrieved July 2014 from http://www.caroltomlinson.com/Presentations/Tomlinson%20ASL%20Institute%206-13%20V2.pdf

- Venville, G., (2004). Young Children Learning about Living Things: A case study on conceptual change to ontological and social perspectives. Journal of Research in Science Teaching, 41(5), 449-80

- Vygotsky, L.S., (1978). Mind and Society: The development of higher mental processes. Cambridge, MA: Harvard University Press


22

Appendix A

Formative Assessment Checklist‘Living in Our World’ Unit

Student’s Name: _______________________

Criteria Not Observed Observed

Students engage within the topics of living and non-living things, lifecycles

and environmental factors

Students cooperate with peers to monitor and contribute to the growth of

their class plant

Students can successfully demonstrate their knowledge of living & non-

living things by generating a TWLH chart, Venn diagram’s, word walls and

mind maps

Students document and present their findings from the nature walk (using

photographs & technology to support their informal presentation)

Students make connections between the characteristics of living things

including Indigenous perspectives

23

Comment:

Student work collaboratively to produce an information report (based on an

animal or plant)

Students demonstrate an understanding of a lifecycle and can provide

examples

Self-monitors own learning and peers

24

Appendix B

Summative Assessment Rubric‘Living in Our World’ Unit

Student’s Name: _______________________

Assessed Criteria Satisfactory Developing Confident

Presentation skills

e.g. clarity of voice,

eye contact etc

- Audience cannot understand

presentation because there is

no sequence of information

- Student makes no eye contact

with his audience

- Voice is unclear

- Student has general

understanding of the

topic.

- Material is moderately

relevant

- The audience is

reasonably engaged

through use of material.

- Student presents

information in a logical

and interesting sequence

which audience can

follow

- Student makes eye

contact with audience

consistently with little

need to refer to notes.

- Voice is clear

Use of technology,

graphics and

appearance

- Student did not use any

supporting media, graphics,

props or sound to enhance the

quality of their project

- Appropriate use of

graphics, media, sound

and props to support

material

- Good use of graphics,

sound, media and props

to support material

25

Content Knowledge - Student does not have a grasp

on the topic and the

information being delivered;

student cannot answer

questions about subject.

- Material is not relevant to topic

area

- The material does not engage

the audience.

- Student has general

understanding of the

topic.

- Material is moderately

relevant

- The audience is

reasonably engaged

throughout the

presentation.

- Student has knowledge of

the topic

- Material is relevant to

topic area

- Material engages the

audience

Comment: Grade:

26

Appendix C

Investigation Planner

What are we going to investigate?

What is the aim? (What do you want to find out)

Prediction (What do you think will happen)

Equipment needed (What till you need to use?)

- -

- -

Method (How will it be done?)

27

During the investigation (What did you observe)

Draw and write about what you saw:

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

28

Appendix D

Week: Day Length (mm/cm)

MondayDate:

TuesdayDate:

WednesdayDate:

ThursdayDate:

FridayDate:

Total Growth For The Week (mm/cm)

29

Appendix E

Information Report- Fauna

What kind of animal is it? What does it look like?

Where does it live? How does it move?

What is its diet? How does it reproduce?

30

Information Report- Flora

What kind of plant is it? What does it look like?

Where can it be found? What are some unique features?

How does it grow? How does it reproduce?

31

Appendix F

Positives

Minuses

Interesting

Student Name: -________________

32

Appendix G

Seed Germination

What you will need: Paper towels One broad bean seed Water Plastic cup Bucket

Steps involved: 1) Firstly, push a few sheets of paper towel, one at a time, into the plastic cup (until

there is only a slight gap between the towel and rim of the cup- ensure the paper is quite firm and compacted in the cup)

2) Next, add some water to slightly wet the paper towels (using the spare plastic cup to scoop some water from the bucket and drizzle the water onto the paper, checking the paper towel dampness as you go). You may need to add more paper towel to fill up your cup and complete the same process.

3) Pour out any excess water by placing your hand over the cup and leaving a slight gap, then turn the cup upside down.

4) Next place your seed down either side of your cup about half way (it will be supported by the paper towel)

5) Now watch me grow!

33

Appendix H

Seed Germination (Autistic Sheet)

What you will need: Paper towels One broad bean seed Water Plastic cup Bucket (with water)

Steps involved:

1) Push a few sheets of paper towel, one at a time, into the plastic cup

34

2) Add some water to slightly wet the paper towels (Use a spare cup to scoop water from the bucket)

3) Pour out any excess water by placing your hand over the cup and turn the cup upside down.

4) Next place your seed down either side of your cup about half way

Now watch me grow!

35

information report- florateachertechnet.weebly.com/.../4/1/1/7/41175315/stage_2… · web viewthe...

Documents