Professional Documents
Culture Documents
Jordan Lindsay
The topic under examination in this instance is Habitats, tailored to a Year Four Band Level. This topic links
directly to Biological Sciences and encourages students to build upon their knowledge and understanding of
living things while also encouraging them to explore the impact of humans and the environment on the needs of
their habitats. Learning about Habitats in science is very important in the early years development of science
understanding and it is through learning about the needs of animals within their habitats that students can begin
to understand the impact of humans on the environment and in-turn make safe and sustainable life choices.
Teaching science in a year four context allows for mature discussion and investigation surrounding various
areas of interest, a unit on Habitats at a year four level involves an exploration of the needs of various animals
and plants and investigations into how these plants and animals depend on each other and the environment to
survive.
ICTs:
Literacy Links:
Mathematical Links:
Rationale:
This unit has been designed for a class of Year 4 students and will explore a theme of Habitats, sitting
within a larger theme of Living Things. Primary Connections 5E Teaching Approach will be used to introduce students to various themes and concepts surrounding Habitats and encourage students to gather
information, make observations and draw conclusions. The unit has been designed to allow students to
work both individually as well as within small groups both inside in the classroom and outside in the school
yard as well as visiting the Adelaide Zoo for a class excursion. It is through the range of activities within this
unit that students will be given opportunity to explore and research; answering questions and expanding
their understanding of the theme of habitats. Students will leave this unit with a strong understanding of
the threats many animals face within their Habitats and will design and construct a social action to inform
members of the public and the school community of the impact humans have on many animals habitats.
Achievement Standard:
By the end of Year 4 students discuss how natural processes and human activity can cause changes to
Earths surface and describe relationships that assist the survival of various living things. Students follow
instructions to identify investigative questions about familiar contexts and make predictions based on prior
knowledge. They describe ways to conduct investigations and safely use equipment to make and record
observations with accuracy. They use provided tables and column graphs to organise data and identify
patterns. Students suggest explanations for observations and use formal and informal ways of
communicating their observations and findings (Australian Curriculum Assessment and Reporting Authority,
2016).
Science Understanding
Sub-strand: Communication
Sub-strand Description:
Sub-strand Description:
Science
(ACSSU073)
actions (ACSHE062)
(ACSIS071)
Relevant Elaboration:
Relevant Elaboration:
Relevant Elaboration:
Clutterbuck P 2003, Understanding Science Upper Primary, Fun Activities to Introduce Science Concepts and Vocabulary, Blake Education NSW Australia, pp. 24.
Crash Course Kids 2015, Home Sweet Habitats: Crash Course Kids #21.1 Video,
You-tube, 1 June 2016, <https://www.youtube.com/watch?v=p15IrEuhYmo>
Scott, L 1999, Science Scope 1: Units of Work for The Early Years, Department of
Education, Addison Wesley Longman, Victoria Australia, pp. 24.
Scott, L 1999, Science Scope 2: Units of Work for The Middle and Upper Primary,
Department of Education, Addison Wesley Longman, Victoria Australia, pp. 24-32.
Skamp, K & Preston, C 2015, Teaching Primary Science Constructively, 5th Edition,
Cengage Learning, South Melbourne, Vic.
tween 4 Students)
- Magnifying Glasses (1 Per Student)
- Recording Materials (Textas,
Pens, Paper, Pencils)
- Craft Materials (Textas, Paints,
Paper Cardboard, Crepe Paper,
Glue, Paint, Brushes)
- Ipads
- Cameras
- Interactive Whiteboard
- Access to school library (and
Wiley D & Royce C 2000, Investigate and Connect, Life Science, Hawker Brownlow
Education, Victoria Australia.
Habitat Books)
- Science Work Book
Assessment of Learning
(How do I know what the students know, understand, and are able to do in this science unit?)
1. What Science Understandings do I want the students to know, or to understand?
- Understanding that different animals have different habitats
- Understanding that animals gather their needs from the habitats they live in
- Understanding that plants provide shelter for animals
- Understanding that humans and their actions can have drastic effects on the habitats of many animals
2. What Science Inquiry Skills do I want the students to have?
A habitat has been defined as the natural home or environment of an animal, plant or organism. It is evident when exploring the responses of two beginning Year 4 students that the basic concept of Habitats
were understood, both students acknowledged that habitats were where animals live. Both students were
excited to share their knowledge surrounding living things and explained the needs of various living animals, which was reflective of their science education of previous years. Their excitement gave me confidence that a unit surrounding the habitat needs of these living things would be well received.
Both students described various animal features and these responses accounted for over half of those
gathered. Both students had a sound knowledge of various types of habitats and their responses indicated that they were ready to build upon this knowledge. One students response stated that Some animals
Habitats are being destroyed and another also expressed interest in wanting to know more about why
humans cut down habitats, also linking well to sustainability and the responsibility we have to protect and
conserve all environments and habitats of living things. Responses like this lead to the way the unit was
constructed and lead to linking the activities to the Science as a Human Endeavour stream of the Australian Curriculum, I also found a connection to the Humanities and Social Sciences stream of the Australian
Curriculum which I felt connected well to this unit and have included it within the final stages of the lesson
sequence, ASCASSK088.
It was the students responses in the What I want to know component of the KWL chart that also influenced the planning of this unit. Various questions raised were surrounding the habitats of specific animals
and this lead to the development of stages of investigation, where students could individually or in small
groups investigate animals of their choice, considering their habitat and their needs. The KWL chart was an
effective way of exploring the knowledge and the interests of students prior to developing a unit of work, it
gave insight into which direction to take to best engage them with their learning and expand their knowledge.
Pose questions
investigation
Predict outcomes
Reflect on investigations
Reflect on investigations
Manipulate materials
Predict, hypothesise
Compare observations
equipment
Sort information
Communicate observations
measurements
relationships
Control variables
variety of ways
Suggest improvements to
investigation methods
Compare data
Reflect on investigative methods
Use information based on scientific
evidence
Evaluate claims from a scientific
perspective
Lesson Sequence
Resources
Engage
EveryLanguageLearner.com 2013
Recording Materials
Interactive Whiteboard
Links to Learning
Lesson Sequence
Resources
Explore
Ipads
tat Investigation Table (Appendix 2.0) using provided ipads. This activity involves
choosing various animals and conducting
research into their habitats including what
they require for shelter, food and protection. Teacher to walk around classroom
and engage students in conversations
about their research and encourage them
to discuss their findings.
Students to visually represent their findings using craft materials such as coloured paper, glue, paints, textas and found
materials. These findings are hung in the
Habitat Corner of the classroom, creating a display.
Activity Two: Teacher to play factual and
2016, <https://www.youtube.com/
watch?v=p15IrEuhYmo>
Links to Learning
Lesson Sequence
Resources
Cameras
dent)
Recording Materials
Craft Materials
Links to Learning
Lesson Sequence
Resources
Explain
School Library
Interactive Whiteboard
Elaborate
School Bus/Transport
Zoo Map
Recording Materials
Links to Learning
Lesson Sequence
Resources
Evaluate
Recording Materials
Craft Materials
Appendix
KWL CHART
Student Name:
Date:
What I Know
What I Learned
Animal Name
Shelter
Food
Protection
Family
Elephant
Appendix 2.0: Habitat Investigation Table, to be printed at A3 size for each student.
Appendix 3.0: School Yard Habitat Investigation Table, to be printed at A3 size for each student.
Appendix 3.1: What can you find in your Hula Hoop worksheet, to be printed at A3 size for each
student.
Science Unit Plan // Habitats Year 4, Jordan Lindsay