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Literacy and HSIE Cross-KLA Unit


Term 4, 2014
This 8-week unit will incorporate outcomes and content from several Key Learning Areas, including the chosen text types for the term
(procedure and information report). It will expand upon the students understanding of the world and their roles and responsibilities in
its conservation. They will build upon topics touched on during our Endangered Animals units from Terms 2 and 3, such as drought,
pollution, marine life, and consequences. The students will explore information and create several works which will demonstrate their
understanding. They will also be the leaders in a school-wide rubbish-reduction initiative called Take 3.

KLA Outcomes Addressed Kindergarten & Year 1
Science
STe-1VA
& ST1-1VA
shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and
perceived needs, wants and opportunities.
Ste-2VA
& ST1-2VA
demonstrates a willingness to engage responsibly with local, national and global issues relevant to their
lives, and to shaping sustainable futures.
Ste-3VA
& ST1-3VA
develops informed attitudes about the current and future use and influence of science and technology
based on reason.
Ste-5WT uses a simple design process to produce
solutions with identified purposes
ST1-
5WT
uses a structured design process, everyday tools,
materials, equipment and techniques to produce
solutions that respond to identified needs and wants
STe-8NE identifies the basic needs of living things





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KLA Outcomes Addressed Kindergarten Outcomes Addressed Year 1
English
ENe-
1A
communicates with peers and known adults in
informal and guided activities demonstrating
emerging skills of group interaction
EN1-
1A
communicates with a range of people in informal
and guided activities demonstrating interaction skills
and considers how own communication is adjusted
in different situations
ENe-
2A
composes simple texts to convey an idea or
message
EN1-
2A
plans, composes and reviews a small range of texts
for a variety of purposes on familiar topics for known
readers
ENe-
3A
produces most lower case and upper case letters
and uses digital technologies to construct texts
EN1-
3A
composes texts using letters of consistent size and
slope and uses digital technologies
EN1-
4A
draws on an increasing range of skills and
strategies to fluently read, view and comprehend a
range of texts on less familiar topics in different
media and technologies.
ENe-
9B
demonstrates developing skills and knowledge in
grammar, punctuation and vocabulary when
responding to and composing texts
EN1-
9B
uses basic grammatical features, punctuation
conventions and vocabulary appropriate to the type
of text when responding to and composing texts
ENe-
10C
thinks imaginatively and creatively about familiar
topics, simple ideas and the basic features of texts
when responding to and composing texts
EN1-
10C

thinks imaginatively about familiar topics, ideas and
texts when responding to and composing texts
ENe-
11D
responds to and composes simple texts about
familiar aspects of the world and their own
experiences
EN1-
11D

responds to and composes a range of texts about
familiar aspects of the world and their own
experiences
ENe-
12E
demonstrates awareness of how to reflect on
aspects of their own and others learning
EN1-
12E
identifies and discusses aspects of their own and
others learning


KLA Outcomes Addressed Kindergarten & Year 1
HSIE
ENES1.6 Gathers information about natural and built
environments and communicates some of
the ways in which they interact with, and can
care for, these environments.
ENS1.6 Demonstrates an understanding of the relationship
between environments and people.

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Overview of Topics
2 3 4 5
Where does water come from?
- Water cycle
- Fresh vs salty water
- How much of earth is
water? How much is fresh,
in ice, or salty?
Why do we need water?
- Needs vs wants
- What does
water/dehydration do to our
body?
- What other things need
water?
- What can we use water for
besides drinking?
Water pollution
- Rubbish and litter on beach
and going down drains
- Take 3 initiative
- Great garbage patch in the
sea
- Useful websites
- Animals in the sea and the
effect on them
- Birds and the effect on
them
- Oil Spills
Bottled Water
- Helpful or not?
- Oil content
- Plastic consequences
- What could be done?
6 7 8 9
How do we clean water?
(water filter project) look at
Living and Learning With Water
(site)
- How do we clean water?
- Why do we clean water?
- What can happen if we
dont?
Waste water, and wasting water
- How do we clean Waste
Water?
- Saving water (home project
about how much water you
use)
Look at water sanitation in other
countries
- Pollution due to rivers being
only water source

https://shipbright.files.wordpress.c
om/2010/02/ganges-pollution.jpg
Water and its effects:
- Drought
- Deforestation >flooding
- What is a flood?
- What are the ramifications?
- Global warming
- Extinction of certain plants
and animals because it is
too warm
- Ice caps melting
- Sea levels rising
Summer and the beach
- Water safety; lifeguards,
flags, swimming
- Storm water drains
- What creatures live at the
beach
- Beach picture project
- Beach themed writing.
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Writing Activities Scaffold

Outcomes Kindergarten Outcomes Year 1
ENe-
2A
composes simple texts to convey an idea or message
EN1-
2A
plans, composes and reviews a small range of texts for a variety of
purposes on familiar topics for known readers
ENe-
3A
produces most lower case and upper case letters and uses
digital technologies to construct texts
EN1-
3A
composes texts using letters of consistent size and slope and uses
digital technologies
ENe-
9B
demonstrates developing skills and knowledge in
grammar, punctuation and vocabulary when responding to
and composing texts
EN1-
9B
uses basic grammatical features, punctuation conventions and
vocabulary appropriate to the type of text when responding to and
composing texts
ENe-
10C
thinks imaginatively and creatively about familiar topics,
simple ideas and the basic features of texts when
responding to and composing texts
EN1-
10C

thinks imaginatively about familiar topics, ideas and texts when
responding to and composing texts
ENe-
11D
responds to and composes simple texts about familiar
aspects of the world and their own experiences
EN1-
11D

responds to and composes a range of texts about familiar aspects of
the world and their own experiences
ENe-
12E
demonstrates awareness of how to reflect on aspects of
their own and others learning
EN1-
12E
identifies and discusses aspects of their own and others learning

**Each writing task can be used as an assessment of student understanding of the HSIE topic of the week.

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Lesson Task Process Reg/Eval
1 The water cycle (Information report)

Students have learned about the water cycle in the previous
HSIE lesson. Discuss the process again and the order, and
what happens at each stage. Keep the cycle image on the
board (A) (simple, scientific) and (B) (simple and cute).
Give students a scaffold of first, next, then, finally.
(A) http://openschool.bc.ca/courses/sos/sc08/images/wat
ercycle.gif
(B) http://www.apswater.com/images/simple-water-
cycle.jpg

1 Creative writing using this stimulus
picture:

http://sandysclasspeps.files.wordpress.com/2014/09/frog-on-a-
boat.jpg
(Image of a frog taking shelter under a leaf during the rain)

Discuss what is happening here: what could the frog be
feeling? What could its emotions be? Where is it? What
colours would be around? Whats the story?

Students write a creative piece about the frog, either in first
or third person, using adjectives and (Year 1) similes and
adverbs.

2 Imagine you are going to be sent into
space. Choose 5 things that you can
have with you.
Students have learned about needs and wants.
Discuss going into space and what kinds of things you might
need or want there. What would each child take? Write a list
of these things, and why you would choose them.

2 Why do we need water? (Information
report)
Students have learned about the importance and uses of
water; discuss these again. As a class, organise paragraphs
(grammar link) containing larger ideas: living, cleaning, fun.
As a class, write the first paragraph. Students can then go
and fill in the 3 subsequent paragraphs with their ideas. They
can then write a conclusion with the class.

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Lesson Task Process Reg/Eval
3 Use this picture as stimulus for
creative writing:

http://www.uts.edu.au/sites/default/files/styles/embedded
-gallery/public/media/gallery/sci-cfcc-seal-caught-
net.jpg?itok=i6JE8Gqn
Students imagine they are the seal.
What are you feeling, what will you do, how did you get like this?
Discuss feelings and introduce the word struggle. Students can
write whatever comes to mind for this piece. Encourage use of
adjectives and feelings.

3 What happens if you leave litter
on the beach?
Drawing on previous HSIE lessons, discuss litter and the chain
of effects that happens if it is left on the beach. Students
describe and explain these events and the effects they have.

4 Water bottle poems (shape
poems)
(see sheet at end of program)
Remind students about syllable poems. Teach students about
Haiku Japanese poems which capture feelings and moods.
They have a structure of 5-7-5 syllables. Write one as a class
about pollution. Then write one about bottled water. Students
can use this one (SB, JG) or preferably create their own.

Students write a poem about bottled water in their exercise
books, and these are checked by the teacher. They copy these
poems inside the label of the water bottle picture, and then cut
out the water portions and stick cellophane in the spaces.
These are displayed on the window. Their name is written in the
bottle cap.


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Lesson Task Process Reg/Eval
4 Debate: should we use bottled
water?
Discuss for and against of bottled water, drawing on content
from previous lessons.
Talk through the scaffold of a simple debate;
I think that ____________because ________ and ________.
Firstly, (first point and reasons why). Secondly, (second point
and reasons why). So as you can see, (original point).
Then students can choose if they are for or against and
support their points in their writing.

5 Information report: how do we
clean dirty water?
Students have learned about this in previous lessons. Discuss
again, paying attention to the order of events. Students write
about how dirty water is cleaned.
Give students a scaffold of what are we doing, why are we
doing it, how are we doing it, what are the results?

5 Procedure: how did you make
your water filter?
Discuss how students made their water filters. What materials
did they use? What did they do first?
Give students a scaffold of first, next, then, finally. They
should also conclude with a summation of how well their water
filter worked and what they would do differently next time.

6 Use this image as a source for
informative or emotive writing.

http://www.worldvision.org/resources.nsf/main/water-
insight/$file/girl-collecting-water.jpg
This image depicts a dirty river where a teen boy is gathering
water.

Students have learned about poor water quality in other nations.
How would this boy be feeling? What could happen to him as a
result of the dirty water? Whats the story here?
Students can write an informative or emotive piece depending on
how they relate to the picture.

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Lesson Task Process Reg/Eval
7 Use this image for
descriptive/emotive writing:

http://www.lifewithdogs.tv/wp-
content/uploads/2013/09/130916-flood-dog.jpg
This image depicts a boy carrying a dog through flood waters.

Whats the story here? Who is the boy and what is his relation to
the dog? Where are they going? Where is his home? What will
he do?

Students write an emotive and descriptive piece imagining that
they are this flood victim.

8 Descriptive writing about a day at
the beach
What happens at the beach? Feelings, sights, temperature,
emotions, company, sounds Students can write a story or a
descriptive piece of writing.


8 What have you learned about
water? (for portfolios)
Students are given the writing sheet (see separate sheet
/template) and are asked what did they learn about water?
Discuss as a class. They have to think of 4 (detailed for Year 1)
things.


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Lesson 1
Reg:

Topic Writing Tasks PC Task
Where does water come from?
- Water cycle:
https://www.youtube.com/watch?v
=al-do-HGuIk
- Fresh vs salty water
- How much of earth is water?
- How much is fresh, in ice, or
salty?
- The water cycle (Information
report)
- Creative writing using this
stimulus picture:
http://sandysclasspeps.files.wordp
ress.
com/2014/09/frog-on-a-boat.jpg
Begin Animoto project: why is water
important? Begin with slide(s) on where
water comes from.
Big Book or Text
BTN or News Link
Activities Thinking Circle Question
BTN: Water (2007)
http://www.abc.net.au/btn/v3/stories/s18
81513.htm

- Watch Magic School Bus episode
https://www.youtube.com/watch?v
=lCX6ZD60ZCg (25 mins)
- Make wall display (with vocab) for
water cycle
-
Is water the most important thing on
earth?



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Lesson 2
Reg:

Topic Writing Tasks PC Task
Why do we need water?
- Needs vs wants
- What does water/dehydration do
to our body?
- What other things need water?
- What can we use water for
besides drinking?
- Why do we need water?
(information report)
- Imagine you are going to be sent
into space. Choose 5 things that
you can have with you.
Continue Animoto task with slides on
Why do we need water.
Big Book or Text
BTN or News Link
Activities Thinking Circle Question

In groups, come up with the longest list
of things we use water for.

Sort the things into LIFE NEEDS,
OTHER NEEDS and WANTS as a
class and individually. A useful website
to help teacher with this:
https://www.youtube.com/watch?v=9r7V
yiTCh8k
We came up with a lot of things that we
use water for should we be using
water this much, for all of these things?


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Lesson 3

Reg:

Topic Writing Tasks PC Task
Water pollution
- Rubbish and litter on beach and
going down drains
- Take 3 initiative
- Great garbage patch in the sea
- Useful websites
- Animals in the sea and the effect
on them
- Birds and the effect on them
- Oil Spills
- Explain what happens if you leave
litter on the beach
- Use this picture as stimulus for
creative writing: imagine you are
the seal. What are you feeling,
what will you do, how did you get
like this?
http://www.uts.edu.au/sites/default/files/
styles/embedded-
gallery/public/media/gallery/sci-cfcc-
seal-caught-net.jpg?itok=i6JE8Gqn
Continue Animoto task with slides on
the effects of water pollution.


Big Book or Text
BTN or News Link
Activities Thinking Circle Question

BTN: Plastic Oceans (2012)
http://www.abc.net.au/btn/story/s35914
76.htm

BTN: Oil Spill
http://www.abc.net.au/btn/story/s25152
41.htm
Colour in the Take 3 posters

As a class, prepare and practise
something to say in assembly. Vote on
who should say it. Others can hold
posters and images.
Will doing Take 3 change anything?

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Lesson 4
Reg:
4
Topic Writing Tasks PC Task
Bottled Water
- Helpful or not?
- How are they made?
- Oil content
- Plastic consequences
- What could be done?

- Debate: should we use bottled
water?
- Water bottle poems (shape
poems)
Make a tagxedo and change it into an
image, and put into the Animoto,
regarding things on bottled water.
Big Book or Text
BTN or News Link
Activities Thinking Circle Question

BTN: Bottled Water (2008)
http://www.abc.net.au/btn/story/s24022
75.htm
- Differentiated cloze activities
- Listening: teacher records
different water-related sounds and
plays to students, who must
guess the origin.
Watch this video:
https://www.youtube.com/watch?v=UlG
1Yd66_lI
Discuss reduce, reuse, recycle and
why is it so hard for people?


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Lesson 5
Reg:

Topic Writing Tasks PC Task
How do we clean water?
(water filter project) look at Living and
Learning With Water (website)
- How do we clean water?
- Why do we clean water?
- What can happen if we dont?
- How do we clean Waste Water?
- Saving water (home project about
how much water you use)
- Information report: how do we clean dirty
water?
- Procedure: how did you make your water
filter?
Add to Animoto how is
water cleaned? And wasting
water.
Big Book or Text
BTN or News Link
Activities Thinking Circle Question

BTN: Weird Water (2012)
http://www.abc.net.au/btn/story/s35296
37.htm
*Big project
Students have brought in various recyclables. With
parent help they will make and test a water-filter
device which need to filter water dirtied with mud,
debris, and litter. *

Create a list with students of the different places
where water is found in their community (ponds,
streams, rivers, lakes, water-processing plants,
etc.). Which water would they be willing to drink /not
drinkable? Ask them why there are different types
of water (drinkable water, polluted water, fresh
water, salt water).

Do you think you or your
family wastes water? Why
do you think that is?
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Home study on how many times you turn on the tap
Lesson 6
Reg:


Topic Writing Tasks PC Task
Look at water sanitation in other
countries
- Pollution due to rivers being only
water source
- Statistics of people suffering from
unclean water

Video for teacher:
https://www.youtube.com/watch?v=_Rq
6rmRxkPo


- Use this image as a source for
creative or emotive writing.
http://www.worldvision.org/resources.ns
f/main/water-insight/$file/girl-collecting-
water.jpg
Why is clean water important? How
many people dont have clean water?
Add to Animoto.
Big Book or Text
BTN or News Link
Activities Thinking Circle Question

BTN: Africa Aid
http://www.abc.net.au/btn/story/s32794
34.htm
- Look at the map of clean water
access and discuss:
http://www.grida.no/images/series/vg-
water2/0215-0-water-tot-EN-54dec.jpg
What should we do to help people in
third-world countries about their water
access and supply?


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Lesson 7
Reg:


Topic Writing Tasks PC Task
Water and its effects:
- Drought
- Deforestation >flooding
- What is a flood?
- What are the ramifications?
- Global warming
- Extinction of certain plants and
animals because it is too warm
- Ice caps melting
- Sea levels rising
- Use this image for
descriptive/emotive writing:
http://www.lifewithdogs.tv/wp-
content/uploads/2013/09/130916-
flood-dog.jpg
Add a section about how devastating
water can be.

Conclude.

Finalise Animotos for presentation next
week.
Big Book or Text
BTN or News Link
Activities Thinking Circle Question

BTN: Summer Flood
http://www.abc.net.au/btn/story/s34294
11.htm
What would happen if Australia got
warmer?


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Lesson 8
Reg:


Topic Writing Tasks PC Task
Summer and the beach
- Water safety; lifeguards, flags,
swimming
- Storm water drains
- What creatures live at the beach
- Beach picture project
- Beach themed writing.
- Descriptive writing about a day at
the beach
- What have you learned about
water? (for portfolios)
Present Animotos.
Big Book or Text
BTN or News Link
Activities Thinking Circle Question

BTN: Summer Safety
http://www.abc.net.au/btn/story/s27559
65.htm
Water safety activities:
- Look at rips and maps of the
beach
- Look at safe/unsafe beach
conditions
- Pool procedures

Is water the most powerful thing on
earth?


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Bottled Water Poem
Students write a poem inside the label, and then cut out the water portions and stick cellophane in the spaces.
These are displayed on the window. Their name is written in the bottle cap.

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