Professional Documents
Culture Documents
Names and surnames: Charlotte Smith, Levi Otto, Elaine Priest & Marie Vamben
This teaching approach will be utilised throughout the four lessons and will
- School priorities/frameworks and how this unit addresses them? involve open-ended discussions, interactive activities and development of critical
Identity: thinking skills.
We all come from diverse cultures which makes us unique. This allows greater
opportunity to deepen our understanding of self. Interactive activities align with constructivist theories of teaching and learning.
Students will be encouraged to explore features of living things and recognising
We all belong to a variety group of communities. - Self management differences between humans and animals.
Communities work together to achieve goals.- Self management
We all have responsibilities within each community. The inclusion of collaborative and hands on activities will allow students to
construct their own conceptual understandings and conclusions.
Self competencies:
Self-awareness Open-ended, collaborative discussion between the class, allows students to
Self management engage with various views and opinions. Listening to, engaging with and
relationship management challenging different ideas encourages critical thinking and deeper analysis of
decision making content.
This unit will involve an Indigenous Sciences perspective. Students will explore
scientific concepts as informed by Indigenous ways of learning. This approach to
science explores both physical and spiritual realities, through senses (sight,
sound, taste, touch and smell) and different languages and methods of
communication, such as art, stories, music, body language and sensory
experiences.
- Victorian curriculum learning area contents AND Capabilities Brief description Key science concepts, skills and Capabilities to be learned:
informing the entire unit of work:
Key science concepts:
Science Different animals have different physical features (adaptations) that allows them to survive in
Biological Sciences their environment.
describe examples of external features and how humans and animals use senses to explore the physical
Living things have a variety of external features and live in different places world.
where their basic needs, including food, water and shelter, are met All animals and humans communicate through different methods or ways.
(VCSSU042) Understanding the world now and possible changes to the environment and animals 100 years
recognising common features of animals, for example, head, from now.
legs and wings
describing the use of animal body parts for particular
purposes, for example, moving and feeding Key science skills and capabilities:
exploring what happens when habitats change and some living
things can no longer have their needs met To question different concepts
To compare different aspects and concepts in and between different lessons
To read and use tables, drawings and labels
To suggest different ways to problem solve
Critical and Creative Thinking To use technical and relevant language
Questions and Possibilities To identify different features
To understand the importance and use of different features
Identify, describe and use different kinds of question stems to gather To describe how and why animals/humans are the same but also different
information and ideas (VCCCTQ001)
Reasoning
Compare and contrast information and ideas in own and others reasoning
(VCCCTR005)
Ethical Considerations
Understanding Concepts
Explore the meaning of right and wrong, good and bad, as concepts concerned
with the outcomes of acts (VCECU001)
Using the term good, bad, right or wrong to describe a choice and exploring
whether this reflects consideration of a likely outcome.
Intercultural capabilities
Cultural Diversity
Imagine and explain what their responses might be if they were placed in a
different cultural situation or setting (VCICCD004)
Session 1 goal: Exploring the five senses and the physical features used to experience the sensory world.
Teaching team/person: Charlotte Smith
Session 2 goal: Exploring different features of animals and how these features allow them to survive in their environment.
Teaching team/person: Marie Vamben
Session 3 goal: Comparing and contrasting the difference between animals and humans and the way they communicate
Teaching team/person: Elaine Priest
Identify how animals such as the bird communicates with its own species
Identify different ways humans communicate- language, body language, song, dance and art
To use body language to convey a message or activity to a partner
To use examples of Australian indigenous art to create their own story in groups of three.
Session 4 goal: Understanding the world now and 100 years from now? changes in humans and animals (adaptations).
Teaching team/person: Levi Otto
- Assessment in brief:
Assessment tool(s) (brief description in dot point as it will need to be fully developed for the first draft of assessment 2 in week 8).
The assessment needs to reflect the key learning, capabilities and skills identified, the teaching approach and the school priorities.
Observations using a shared grid - Appendix A
Sharing at table groups/ with the class
Posters
References
Victorian curriculum and assessment authority. (2017). Victorian Curriculum. Retrieved from: http://victoriancurriculum.vcaa.vic.edu.au/
Libreria Editrice Vaticana. (2015). Encyclical Laudato Si. Retrieved from: http://w2.vatican.va/content/francesco/en/encyclicals/documents/papa-
francesco_20150524_enciclica-laudato-si.html
Rashika, S., & Sylila, M. (2016). Creating social change: The ultimate goal of education for sustainability. International journal of social science and humanity, 6(1), 72-76.
https://link-springer-com.ezproxy2.acu.edu.au/book/10.1007/978-94-007-1159-4/page/1
Darwish, B. (2015). How Effective Can Ethics Education Be?, Bio Ethics Education in a Global Perspective: Challenges in Global Bioethics. Springer Netherlands, Dordrecht.
(4), 109 117. Retrieved from: https://link-springer-com.ezproxy1.acu.edu.au/book/10.1007/978-94-017-9232-5/page/1
Hart, v., Whatman, S., Mclaughlin, J., & Sharma-Brymer, V. (2012). Pre-service teachers pedagogical relationships and experiences of embedding indigenous Australian
knowledge in teaching practicum. A journal of comparative and international education 42(5), 703-723. Doi.org.ezproxy2.acu.edu.au/10.1080/03057925.2012.706480.
Extension:
My favorite things
Colour, draw and write all your favourite things .
Lesson plan - Session 2: Exploring different features of animals and how these features allow them to survive in their environment.
Name and surname: Marie Vamben
Assessment:
a Learning outcomes:
Students can correctly identify the different physical features of the different Observation grid (see appendix A)
pre-selected animals. Collect posters created in groups
Students can recognise how different physical features help animals to live
and survive in their particular environment.
Whole Class
Small group
Students will then go into the same groups as the previous lesson with their group teacher/leader
Each group will have a special environment/ themes that they will need to explore
Environment/ themes are Creatures in the sky, Creatures in water, Creatures on land
Students need to find out what type on animal live in these environments and how they are able to live there.
As a group, create a poster, detailing all the important information about their animal
Whole Class
Tuning in activity:
Class will sit in a circle.
Without speaking I want everyone to smile.
How do you think everyone is feeling?
Without speaking everyone cross your arms and relax your face.
How do you think everyone is feeling now?
What we do with our face and our bodies tells everyone how we are feeling using no words at all. This is called using our body language.
Assessment:
a- Learning outcomes:
Students will identify aspects of the environment and resources that are Class presentation
needed for humans and animals to live Observation Grid (see appendix A)
Students will describe why these resources are important and what may
happen if they are taken away
Students will describe different adaptations which may occur 100 years from
in in a changed environment.
Tuning in:
Read the students a picture story book focusing more on the changing environment rather than the story, Periodically through the story question students about what
they think it would be like 100 years from now? what would happen if there were no trees, grass here etc. Two books are suitable for this task and they are: My Place by
Nadia Wheatley and Donna Rawlins, the other book is Window by Jeannie baker.
Think/pair/share different ideas in how the world will change in 100 years and how the different pictures would look like.
Whole class/group:
students then to break up being lead by a supporting teacher where:
students will draw one picture looking out the window what the world would look like in 100 years from now
get students to write/draw a short story/comic with a superhero as an animal or human could be themselves with the setting as 100 years from today.
prior to students creating their stories touch on adaptations again, what animals abilities could be etc
Conclusion:
Students to share their stories in the groups they are in
think/pair/share important discoveries realisations
Discuss the importance of different adaptations and how they impact the diversity of the environment.
Appendix A:
Observation Notes Holy Child- Grade 1/2
Students Name Lesson 1. Exploring the Lesson 2. Exploring the Lesson 3. Comparing the Lesson 4. What would
different features of different features of different features between happen if you took
humans. animals. humans and animals. environmental aspects
away? What could you do
to avoid these from
happening?
Overall Progression: