Task 2: Planning, Record keeping and Reporting

Task A: Backward Design

Title: Living and non-living things.
Year Level: 1 Teacher: Miss Amie Dawson
Focus Curriculum Area (s): Science, English Duration: 5 weeks.

STAGE 1: Curriculum Links

(What do we want students to learn? From the Australian/SCASA Curriculum)

General Literacy Numeracy ICT Critical and Creative Thinking

Capabilities (GP)
Ethical Behaviour Personal and Social Intercultural Understanding
Cross-curriculum
Priorities (CCP) Aboriginal and TSI Asia and Australias Sustainability
Histories and Culture Engagement with Asia
Year Level Science Understanding
Content
At Standard, students describe objects
Descriptors Science and understandings: and events that they encounter in their
Living things have a variety of external features (ACSSU017) everyday lives, and the effects of
interacting with materials and objects.
Living things live in different places where their needs are
They describe the external features of
met (ACSSU211)
living things and how different places
Science as a Human Endeveour: meet the needs of living things. Students
Science involves observing, asking questions about, and describing Year Level Achievement describe changes in their
changes in, objects and events (ACSHE021) Standards local environment.

People use science in their daily lives, including when caring for Science as a Human Endeavour
their environment and living things (ACSHE022)
Students share how people use science
in their daily lives, including when
caring for the environment and living
things.

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Knowledge (What are students expected to learn?) Skills (What are students expected to be able to do?)
What is a living thing? Identifying living and non-living things.
What is a non-living thing? Identify and describe different type of habitats
What do living things need to survive? Describe the needs of all living things.
What is a habitat? Research a particular habitat using different resources.
Types of habitats. Conduct an experiment to investigate the effect of the environment.
Importance of healthy habitats. Complete a presentation.
The effects people and the environment have on habitats.

LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the achievement standards.
Students will be able to......
Understand the difference between living and non-living things.
Identify a range of needs of different animals within habitats.
Identify different habitats that animals live in.
Identify the impact the envrionment has on the habitat.
Understand how people can care for habitats.
Collect, record and share data with the class.
Make predictions and observations about the effect of the envrionment on habitats.

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

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Task description:
Summative: Students will create a habitat and present their habitat to the class as an oral presentation. The presentation will include
Description of their habitat, including important features and animals found in the habitat.
Describe the external features of the animal.
Describe at least one problem that has an impact on the habitat.
Explanation of the animals survival needs and how its external features help them to survive in its habitat.
Suggest at least two ways to improve/care for the habitat.
Diagnostic: Teacher observes students responses during the lesson to determine their understandings and awareness of the environment. KWL chart can be used to assess
students learning (K and W section).
Formative: Teacher makes ongoing observations about students progress. Also, there will be various written task that the students need to complete which will
demonstrate their understanding of the task.
Assessment Criteria: Students will be assessed against the following criteria
Identifies a habitat and an animal that lives in the habitat.
Identifies external features of the habitat and the animal.

Assessment recording template: The recording of the assessment will be in the form of a rubric.

Feedback: The students will be provided with ongoing verbal feedback throughout lessons to scaffold their learning. Students will receive written feedback after formative
assessments. Students will also receive written feedback before going onto their good copy for their final assessment. After the completion of their presentation they will
receive feedback in regards to the rubric.

Self-assessment: Students will fill out the L section of the KWL chart. Students will write reflections in their science journal and also complete a PMI which will
identify what they think they did well what they think they didnt do well and something they found interesting.

UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

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What events will help students:
Experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
Achieve the desired results identifies in Stage 1?
Equip students to complete the assessment tasks identified in Stage 2?

Learning Experiences Assessment For/As Learning Resources

(Formative Assessment)
1 Capture the interest of students Engage. Diagnostic assessment Interactive whiteboard
Discuss with the students and develop the idea of living and non-living Observations Living and non-living things
things. chart (appendix 1)
What do living things need to survive? KWL chart (appendix 2)
Brainstorm ideas of what living things do and their needs such as grow, Magazines
breathe, eat, need shelter, food, air and water. This brainstorm can be Science Journal
written on Interactive Whiteboard (IWB).
Activity: have students work in groups to look through magazines and cut
out things they think are living or non-living.
Have the groups sort the pictures into two piles and report back to the class
their reasons for the classifications.
Students should paste the pictures onto chart split into two columns living
things and non-living things.
Discuss with students their favourite animal.
Pose questions such as:
What do you like about the animal? Where does the animal live?
Students draw their favourite animal.
Display students pictures of different animals.
Students use their journal to fill out the K and W section of the KWL
chart.

2 Different habitats Explore Informal Formative- engaging in The rainforest grew all
Read the book The Rainforest Grew all around by Susan Mitchell. discussions and observe students current around book
Discuss with students what the book is about. knowledge about habitats. Science journals
Pose question such as: Collect recyclable materials
What can you notice happening in the book? What habitats are displayed from home to build their
in the book? habitat.
Discuss that the habitat is the animals home where it sleeps, eats and
drinks.
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 Begin researching for creating and presenting their own habitat.
Teacher gives each group of students (3-4 in each group) a particular
habitat such as farm, forest, ocean, desert etc.
Students choose and research an animal that lives in their habitat.
Students gather information and images or draw a habitat to be used in
future lessons.
Students write in their learning journal and reflect on the lesson.

3 Comparing habitats Explore. Formative written comparison Pictures or images from

Create a display of images/drawings and name each habitat. previous lesson
As a class, examine the images/ drawings from previous lesson. Paper
Students discuss and write down the main features of each habitat. Science journals
Discuss similarities and differences which are recorded on display chart.
Compare animals from each habitat and identify features.
Write in their journals.

4 Needs of living things Explore. Formal Formative-record and observe IWB

Watch video of from seed to plant students science inquiry skills with the KWL chart
http://www.pbslearningmedia.org/resource/tdc02.sci.life.colt.plantsg written investigation planner. Cups
row/from-seed-to-flower/ Soil
Explain to the students they are going to conduct an experiment to Cotton wool
investigate an experiment to investigate the needs of living things such as Seeds
plants. Investigation planner
Students are asked what they know about what plants need to survive and (appendix 3)
record responses in KWL chart.
Begin investigation:
Divide class into four groups.
Each group receives four different cups including a control. The cups
include seeds which:
1. Receives sun, water and air (control)
2. Receives air and water, no sun
3. Receives sun and air, no water
4. Receives nothing.
Students are to make predictions about what they thing will happen to the
seeds over a course of time.
Students monitor the growth of the seeds throughout the unit. Write what
is happening in their journals.
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5 What impacts the habitat? Explain. Formal Formative-assess students ability Cause and effect worksheet
Recap what a habitat is (previous lessons). to form conclusions about weather (appendix 4)
Discuss with the students what has an impact on their habitat. patterns affecting living things: cause and Science journals
Pose questions such as: effect worksheet
How does the weather impact the habitat? How do humans impact the
habitat? Can natural disasters have an impact on the habitat?
Generate a cause and effect chart. Teacher models how to fill out cause
and effect chart using different scenarios.
Students then fill out their own cause and effect chart using drawings and
writings. Write in their journals to be collected.

6 Need of animals Elaborate. Formative drawing on students Cards with different animals
Students review the habitat display and create a list of the animals seen in knowledge and understandings on them
the display. Feathers, fur, skin or scales
Students play the guess the animal game where they have to ask activity (appendix 5)
questions and work out what animal they are.
Questions can include: does my animal have four legs? Does my animal
have ears? Does my animal have fur?
Complete the feathers, fur, skin or scales activity, where they sort animals
into different categories.

7 Positive/negative impacts Elaborate. Formative use the data to draw Bird seeds
Students investigate whether or not people have a positive influence on conclusions about positive impact of Graph paper
animals in their habitat. humans on the environment.
Students make a prediction/hypothesis about the statement.
Over a period of a week, students observe and count the number of birds in
a location for about ten minutes.
Over the following week, bird seeds are introduced to the area (positive
human influence).
Students observe if the number of birds has increased/decreased or stayed
the same.
Students evaluate the data collected to see if humans have a positive
impact on animals and their habitats.
Students will present their results in a graph and compare their results with
peers.
Students check on their seed from previous investigation.

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8 Caring for our environment Elaborate Formative record students responses IWB
Brainstorm on IWB things you can do to save the environment. when discussing caring for the Photos (appendix 6)
Students are given photos and explore the concept and the consequences environment. Caring for environment
Discuss how the shown action effects them or the environment. worksheet (appendix 7)
Pose questions such as: what is this image showing? How can this effect
the environment? Is it a positive or negative effect?
Students complete worksheet to encourage individual views on the
behaviour

9 Evaluate. Task sheet for presentation

Students to use KWL chart to reflect and record what they have learnt. (appendix 8)
Students begin making their habitat and presentation.
Give students their task sheet.
Discuss the resources available including work they have completed
during the unit to complete the task.
Student check on their seeds from previous investigation.
10 Presentation Summative assessment task presentation Rubric (appendix 9)
Task: to create a habitat and present it to the class of habitat assess students knowledge and PMI chart (appendix 10)
Students need to identify: understanding of science as a human
What animal lives in the habitat? endeavour and science inquiry skills.
Where the animal finds food.
Where it finds shelter.
What features help the animal to survive?
What can have an impact on the habitat?
Suggest two ways to improve/care for the habitat.
Students complete PMI.

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