FORWARD PLANNING DOCUMENT

TERM/WEEKS: T2/W1 YEAR LEVEL: 1 LEARNING AREA/TOPIC: Science/Animals & habitats

AUSTRALIAN CURRICULUM
General Capabilities: Literacy Numeracy ICT Critical and creative thinking Asia and Australias engagement with Asia Ethical Behaviour Personal and social Competence Sustainability Intercultural Understanding

Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and Cultures

WEEK/ LESSON

AUSTRALIAN CURRICULUM LINKS

Science Understand ing Science as a Human Endeavour Science Inquiry Skills

SPECIFIC LESSON OBJECTIVE

ASSESSMENT (what & how)

TEACHING & LEARNING EXPERIENCES (include learner diversity)

KEY QUESTIONS

RESOURCES

W1/L2

Living things live un differen t places where their needs are met. (ACSSU 211)

Repres ent and commu nicate observ ations and ideas in a variety of ways such as oral and written langua ge, drawin g and role play. (ACS1S 029)

Students display the connection between the animal and why they live in their habitat. Students cooperate well and display sharing skills by taking it in turn to use the ipad.

Informal assessment: Obverse and take anecdotal notes of how the students are interacting with each when taking in pairs taking photos. Formal assessment: Mark the students book creator with rubric. Have they connected their animals needs to the habitat they live in.

Introduction Read the book I see a kookaburra. Have class discussion on why animals live in their habitats and do a class brainstorm. Ask key questions. Task/Activity In pairs, using dress ups, students dress up and take photos of themselves/their partner. Students must have Students pick one animal for each habitat and research on britannica why that animal lives in its habitat. Then record information in their book creator. The animal should be in the correct habitat. Lesson Closure Have a class discussion on what they have learnt and what they found interesting. As a class (teacher using apple tv and students on the ipads) build a wild self on build your wild self website. Then give the students time to read and explore the information boxes. Learner diversity For students who are having trouble typing in the text boxes, they can record what they have learnt and add a sound box. These students will be asked to at least write the name of the animal and encouraged to type as much as they can before using a sound box.

Why do you think animals live where they live? What characteristics do animals have that makes them suitable for their environment?

I see a kookaburra by Steve Jenkins and Robin Page ipads Britannica My wild self website