PST Names: Mitchell James and Caitlin Crilly

Topic: Survival of Animals

Year Level: Grade 1/2
Unit outcomes
AusVELS (All strands, other domains)
Level 1:

Science
Science Understanding Biological Sciences
o Living things have a variety of external features (ACSSU017)
o Living things live in different places where their needs are met (ACSSU211)
Science as a Human endeavour Nature and development of Science
o Science involves asking questions about, and describing changes in, objects and events (ACSHE021)
Science Inquiry Skills Questioning and Predicting
o Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024)

Literacy
English Speaking and Listening Literature
o Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and
rhyme (ACELT1585)
English - Speaking and Listening Literacy
o Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas,
information and questions (ACELY1656)
o Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate
volume and pace (ACELY1788)

Level 2:

Science
Science Understanding Biological Science
o Living things grow, change and have off spring similar to themselves (ACSSU030)
Science as a Human endeavour Nature and Development of science
o Science involves asking questions about, and describing changes in, objects and events (ACSHE034)
Science Inquiry Skills Processing and Analysing Data and Information

o Use a range of methods to sort information, including drawings and provided tables (ACSIS040)
Science Inquiry Skills Communicating
o Represent and communicate observations and ideas in a variety of ways such as oral and written language,
drawing and role play (ACSIS042)

Literacy
English Speaking and Listening Literacy
o Use interaction skills including initiating topics, making positive statements and voicing disagreement in an
appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)
English Speaking and Listening Literature
o Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs
(ACELT1592)

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

Animal Adaptions and Features

URL: http://animalstrueorfalse.com and Who am I? Game.

Cut and paste work sheet to match adaptions with animals

Simple Food Webs/chains

URL: https://www.youtube.com/watch?v=MuKs9o1s8h8 and https://www.youtube.com/watch?v=bW7PlTaawfQ

Work Books drawing in a simple food chain
Herbivore, Carnivore and Omnivore

Habitats

Place the animal game

Camouflage

Paper clip hiding game

Unit outcomes: (Consider: Content, Skills/processes, Human endeavour, Other domains)

Animal Adaptions and Features

Students should be able to

o Identify certain features of animals
o explain what they use them for
o how it helps them survive
o identify features and place them on the animal they think it belongs to
Students must also facilitate discussion with their teacher in regards to topics and reply to questions

Simple Food webs

Students should be able to

o Identify aspects of a simple food web/chain
o Learn terms such as energy flow, omnivore, herbivore and carnivore
Students must also facilitate discussion with their teacher in regards to topics and reply to questions

Habitats

Students should be able to

o Using their knowledge of features and characteristics place the animals in their appropriate habitats.
o Discuss why certain animals live in certain places with their peers and the teacher.

Camouflage

Students should be able to

o Explain camouflage as a definition and how animals use it
o Recognise how to camouflage using colours
o Identify what colours camouflage best together

Final Assessment

Students combine all the above topics to create their ultimate survival animal
o They must label its features
o Explain why they picked those features
o Explain where it lives
o Explain its survival tactics.

Unit overview
Phase/

Science outcomes

Literacy outcomes

Lesson Summary

Assessment

Lesson
Lesson 1
(Engage)

To establish a base
from which to work
on for the group in
terms of upcoming
lessons.
Determine interests
and knowledge of
the scientific topics
we would

Determine
communication
skills between
peers
Determine
communication
with teacher

The idea of this class is to

engage the student sin the
topic and get them excited
about the weeks to come.
We operated with 2 activities;
1. A True or False quiz
completed online. This
quiz asked the children a
variety of questions the
related to topics we will
cover later in the lesson
sequence.
2. The second activity was a
Guess Who / Who am I?
game, where the name of
an animal would be
written on a white board
and placed above the
head of one of the
students. The Student
with the board above their
head would ask questions
of their peers and
eventually guess the
name of the animal on the
board.
We split the group into 2 to
make the games more involved
and swapped them half way
through the time we allow for
the main activities.

opportunities
Mainly observation
assessment
completed during
this lesson as we
split the group up
into 2 making it
easier to get to
know students and
gauge their
interest in the topic

Lesson 2
(Exploration)

To learn about the

concept of animal
adaptions and
features.
How are those
adaptions and
characteristics used
for survival by the
animals

Contributing
ideas to class
discussion
Communicating
with peers in
discussion about
the topic

This class is about exploring

and explaining the
characteristics of animals and
why they have them.

Lesson 3
(Exploration)

What animals live in

which habitats and
why?
Naming
characteristics of
habitats that suit
certain animals

Contributing
ideas to class
discussion
Communicating
with peers in
discussion about
the topic

Cait will explore the

characteristics with the
class on the floor. She will
use prompts such as why
do certain animals have
certain features and
prompt the class further if
required.
Once this class discussion
is complete, the class will
head off to complete a
worksheet where they cut
out features of animals
and try to match them to
their respective animal
To wrap up the lesson we
bring the class back
together so they can
explain to us what
answers they came up
with and why.

In this class students will

learn about the different
habitats and some of the
creatures that live with in
them.

In the class discussion at

the beginning of the
lesson prompts will be
used such as;

Assessment during
this lesson begins
with interactions.
Once they move off
to their tables we
can observe heir
work habits, which
reflect onto their
work. Collect the
worksheets at the
end for assessment
and display.

In this lesson we
can closely observe
the childrens
interactions, as
they will need to
discuss with their
peers to acquire
answers. No formal
written assessment
will be done during

What types of
habitats are there?
o What is a habitat?
Then to reinforce the
discussion, we will play a
small game where the
children will place animals
in their respective
habitats. The game will be
limited to 2 habitats due
to resources.
To further prompt this
game we will ask why
they placed these animals
with in that certain habitat
o

Lesson 4
(Exploration)

Camouflage, what it
is and what does it
do?
What sort of animals
camouflages
themselves?
What does
camouflage mean?

Contributing
ideas to class
discussion
Communicating
with peers in
discussion about
the topic

Camouflage is a big part of

the survival theme for this
science topic.

this lesson

In camouflage we
will begin to tie in
all the topics as we
have referring to
Initially we will begin by
terms such as
revisiting the term
herbivore and
camouflage and what else omnivore for some
it can be related to.
weeks now.
From there we will explore Incorporating
camouflage further and
camouflage allows
introduce the game, Paper us to see who has
clip camouflage. During
been paying
the game, which involves
students hiding paperclips attention through
as best, they can. Through the discussion at
the beginning of
the game we will prompt
the class as to why certain the class. More
observation will be
colours blend into the
grass better than others.
carried out during
Once the game has been
the paper clip
used to explain
game and a formal

Lesson 5
(Explain)

Revisit the concepts

previously taught for
students to use this
information.

Contributing
ideas to class
discussion
Communicating
with peers in
discussion about
the topic

Recap Lesson

Lesson 6
(Elaborate)

Using the concepts

learned in previous
lesson students
create the ultimate
survival animal

Contributing
ideas to class
discussion
Communicating
with peers in
discussion about
the topic

camouflage, the class will

return to the classroom
where the students
complete a camouflage
activity.
The students cut out an
animal and colour them in
so they blend in with
wrapping paper given to
them.
Students create a mind
map using the template
provided.
They have 15 minutes to
fill out as much as they
can.
Then Cait will bring them
in for Popcorn time so
they can share their ideas
with each other and what
they can remember from
the past lessons
The Mitch takes over to
teach the class a song,
which connects all the
various topics explored.
Aim is to have first verse
down.

Final assessment lesson

Quick recap of lessons

and topic
Send them off to create
their perfect survival
animal. They will have

piece of
assessment will be
collected at the
end of the lesson in
the form of the
coloured in animal.

Formal assessment
will be the mind
maps the children
fill out.
No assessment will
be taken from
initial learning of
the song.

All the work leads

up to this
assessment.
Children will create
what they believe
to be the ultimate

Celebration
Day

Display some of the work the children have created

Perform the song Mr James has been teaching the class

roughly half the lesson to

complete this.
Students will continue to
learn and practice the
Animals song

survival animal.
They must use
terms to describe it
and its features.