PST Names: Kaspar Sussman and Lisa Dam

Topic: Survival
Year Level: 1 & 2
Unit outcomes
AusVELS (All strands, other domains)
Science Understanding Biological Sciences:

Level 1 Living things live in different places where their needs are met

(ACSSU211)

exploring different habitats in the local environment such as the beach, bush and backyard
recognizing that different living things live in different places such as land and water

Level 1 Living things have a variety of external features (ACSSU017)

recognizing common features of animals such as head, legs and wings

describing the use of animal body parts for particular purposes such as moving and feeding

describing the use of plant parts for particular purposes such as making food and obtaining water

Level 2 Living things grow, change and have offspring similar to themselves

(ACSSU030)

representing personal growth and changes from birth

recognizing that living things have predictable characteristics at different stages of development

Science as a Human Endeavour:

science involves asking questions about, and describing changes in, objects and events (ACSHE021) (ACSHE034)
people use science in their daily lives, including when caring for their environment and living things (ACSHE022) (ACSHE035)

Science Inquiry Skills

participate in different types of guided investigations to explore and answer questions, such as manipulating materials,
testing ideas, and accessing information sources (ACSIS025) (ACSIS038)
use a range of methods to sort information, including drawings and provided tables (ACSIS027) (ACSIS040)
represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and
role play (ACSIS029) (ACSIS042)
With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS232)
With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103)
Record their own and others observations, including informal measurements, in provided tables using some sciencespecific language, representations and conventions and account for any differences

English Level 1

use some comprehension strategies to build literal and inferred meaning, for example making connections between
information in print and images or building on and using prior knowledge and vocabulary (ACELY1670 Comprehension
strategies)
use language appropriate to different social and classroom interactions (ACELA1461 Language for social interactions)
select language features, for example simple and compound sentences, to express and combine ideas appropriate to
audience and purpose (ACELY1671 Creating texts)

English Level 2

use text features and search tools to locate information in written and digital texts efficiently (ACELY1680 Comprehension
strategies)
create sequenced imaginative, informative and persuasive texts in print and multimodal forms, selecting an appropriate
text structure for the purpose, for example paragraphs (ACELY1682 Creating texts)
select and sequence key ideas and information in short presentations (ACELY1677 Oral presentations)

http://www.vcaa.vic.edu.au/documents/auscurric/progressionpoints/ausvels-englishprogressionpoints.pdf

Thinking processes:

explore the community and environment around them, and increasingly consider contexts and information which lie beyond their immediate experience. Questions and
wondering are encouraged, recorded and shared, and become the basis for further learning.

Concepts: (include representations and practices that may be relevant)

Students investigate the importance of non-living factors such as temperature, availability of water, composition of the soil and their role in supporting living
organisms.
They describe how organisms are adapted to obtain their requirements and investigate the kinds of interactions between organisms that help them survive.
Key concepts:
Living things depend on other living things and on non-living things such as water, soil, gases and a suitable temperature for their survival.
Living things can be classified according to how they obtain their food; producers or consumers such as herbivores, carnivores, omnivores and parasites.
The vast majority of energy in food webs originates from the sun.
Unit outcomes: (Consider: Content, Skills/processes, Human endeavour, Other domains)
Students will develop an understanding of what animals require to survive. During this process students will show
an understanding of the following:

Animals require certain things to survive

Living things live in different places - habitats differ
Animals have different features that reflect their habitat and which serve a purpose (to eat and move)
Animals change as they grow
Animals require essential living and non-living factors such as food, water, sun and air for survival
That Science involves:
o asking questions about, and describing changes in, objects and events
o guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and
accessing information sources
o using a range of methods to sort information, including drawings and provided tables
o representing and communicating observations and ideas in a variety of ways such as oral and written language,
drawing and role play
Questioning skills.

In presenting these understandings, students will:

Present their work in an organised, logical manner

Be able to effectively research
Present their understandings in a clear logical manner.

Unit overview
Phase/ Lesson
Lesson 1
(Engage)

Science outcomes

Literacy
outcomes

Lesson Summary

Assessment
opportunities

1.
2.
3.
4.
5.
6.

Animals require
certain things to
survive

Getting to
know you

present their
work in an
organised,
logical manner
be able to
effectively
research
present their
understandings
in a clear logical
manner

discuss science with students

discuss survival with students
brainstorm survival aspects
needs of living things worksheet
living and non-living things worksheet
have students fill in alien attack
worksheet
7. discuss animal features

Lesson 2
(Explore)

Introduction/
movie

Animals require
certain things to
survive
Animals have
different features

present their
work in an
organised,
logical manner
be able to
effectively

1. Discuss survival revisit students

understanding
2. YouTube clip
https://www.youtube.com/watch?
v=k4UDf3tF_O4

Alien Attack
worksheet for
learning
assessment
will find what
animals need
to survive
Whole class
brainstorm
Student
identification
of living/nonliving things
(worksheet)
Teacher
anecdotal
notes from
observations
Teacher
anecdotal
notes from
observations
Small animal
description

Lesson 3
(Explain)

Habitat

Living things live

in different places
- habitats differ
Animals have
different features
that reflect their
habitat

Lesson 4
(Elaborate)

Food

Animals have
different features
which serve a
purpose (to eat
and move)
Animals require
essential living
and non-living
factors such as
food for survival
Animals change
as they grow

research
present their
understandings
in a clear logical
manner

present their
work in an
organised,
logical manner
be able to
effectively
research
present their
understandings
in a clear logical
manner.
present their
work in an
organised,
logical manner
be able to
effectively
research
present their
understandings
in a clear logical
manner.

3. Make sure students understand all

aspects of needs of animals shelter,
food, habitat, water, air and sun
4. Show them Jo video about diorama
5. Introduce diorama expectations
6. Recap about what animals need to
survive and how we will display that in
dioramas
1. Discuss why animals have certain
features
2. Discuss animal habitats and features of
animals as a results of habitats
3. YouTube clip
https://www.youtube.com/watch?
v=H_CSlLIuVZs

worksheet to
identify
student
understanding
of animal
features

4. Worksheet from their animal booklet

relevant Animal and Habitat pages
5. Students begin their dioramas working
on animal and habitat.

1. Present food & nutrients to students

2. Address the different features animals
need to eat their food
3. YouTube clip
https://www.youtube.com/watch?
v=iC3b0lSAKSg

4. Have students work on the relevant

sheets for their animal booklets
5. Have students construct the food for
their animals in their dioramas

Teacher
anecdotal
noters from
observations
As
assessment of
their animal
booklets
Student ability
to label
diagrams
Teacher
anecdotal
noters from
observations
Booklets show
student ability
to label the
features that
help their
animal eat/get
food (As
assessment)
Student ability
to label
diagrams
Student ability
to construct a

representative
food for their
animal (in
their diorama)

Lesson 5
(Evaluate)
Water, air &
Sun

Lesson 6
(E????)

Animals require
essential nonliving factors such
as sun, water and
air for survival
Living things live
in different places
- habitats differ
Animals have
different features
that reflect their
habitat and which
serve a purpose
(to eat and move)
Animals change
as they grow

Science inquiry
skills:

Record their own

and others
observations,
including informal
measurements, in
provided tables
using some
science-specific
language,
representations
and conventions
and account for

present their
work in an
organised,
logical manner
be able to
effectively
research
present their
understandings
in a clear logical
manner.

1. Discuss why animals need water, air and

sun
2. Discuss features of animals again
3. Students complete their final page for
their animal information booklets
4. Students continue working on their
dioramas adding sun, air and water
elements

select and
sequence key
ideas and
information in
short
presentations

1. Students show their group their

completed diorama.
2. Students complete peer feedback on
each presentation.
3. Students fill in a self-evaluation.
4. Students are given the opportunity to
make any changes to their diorama
based on reflection/peer feedback
provided.

Teacher
anecdotal
noters from
observations
Student ability
to represent
sun, air and
water in their
dioramas

Selfassessment
Peer
assessment
Teacher
assessment of
students
ability to
reflect upon
learning and
alter if
required

any differences

Celebration Day

Students will present their finished dioramas and information booklets relevant to their animals.
Both of these factors will provide OF Assessment opportunities.