Edsi290 Unit Planner
Edsi290 Unit Planner
Edsi290 Unit Planner
Key Science Topic: Year PLT Members:
Level:
Living World Joshua Roberts, Pihuka
Stage 2 Duff, Micheal Newman,
Mojela Baker
Year 4
Science Big Idea:
Life cycles
Safety considerations:
Engage Lesson:
making sure there are clear
guidelines and rules set when
dealing with devices to ensure they
are being used correctly and
appropriately.
Online safety restrictions when
using sites
Explore Lesson:
Online safety restrictions when
using sites
Class discussion around sensitivity
and respect towards new and
differing perspectives via alternate
cultural views
Explain Lesson:
Online safety restrictions, guidelines
and rules set when students are
using devices.
Elaborate Lesson:
Online safety restrictions, guidelines
and rules set when students are
using devices.
Evaluate Lesson:
Online safety restrictions when
using sites
Ensure clear rules and instructions
are provided prior to lesson.
Curriculum links: Key Science Concept:
identify that living things have life cycles Throughout the duration of
(ACSSU072) this unit students will be
focusing on the topic Living
Science Understanding:
World, ultimately looking at
Biological science - exploring the life cycles the life cycles of living
of living things (ACARA) things. There will be a focus
on the catastrophic issue of
Science as a Human Endeavour: bush fires, with a lesson
focused on the controversial
Nature and development of science: This practice of cool burning and
sub-strand develops an appreciation of the its effects on the life cycle of
unique nature of science and scientific living things, in particular the
knowledge, including how current
knowledge has developed over time through Australian native plants and
the actions of many people. (ACARA) their beneficial reactions to
heat. According to National
Geographic bushfires are fires
Science Inquiry:
that invade through areas of
Questioning and predicting bushland which are caused by
Planning and conducting both human activity and
Processing and analysing data and natural causes. Students will
information engage in classroom
Evaluating discussions, answer and
Communicating create open and closed ended
questions, use a variety of
General capabilities: resources and strategies to
ICT build and deepen their
Literacy understanding such as ICT,
Critical and Creative Thinking collaborative work and
hands-on activities.
Cross curricular priority: Alternative conceptions:
Living things have life cycles (ACSSU072) An alternative conception is
Investigating how Aboriginal and Torres that students have difficulty
Strait Islander Peoples understand and utilise characterising things as living
the life cycles of certain species and non-living as they may
address and describe anything
Living things depend on each other and the that moves alive. Teachers
environment to survive (ACSSU073) will address these
Recognising how Aboriginal and Torres conceptions and provide
Strait Islander Peoples perceive themselves clarity through the use of ICT
as an integral part of the environment resources such as youtube
clips explaining in detail.
An alternative conception is
that students believe fire is a
living thing as it needs
oxygen to live throughout
bushfires. Teachers can
address these conceptions by
providing clarity about the
characteristics and
differences between living
and nonliving things through
the use of ICT resources such
as youtube clips and activities
explaining in detail.
An alternative conception is
that all bushfires are bad for
the environment and harmful
to flora and fauna. Teachers
will address this by
introducing them to
Aboriginal practices that
allowed for safe fires that
actually helped reproduce
plant life and be less
threatening to animal
species.
Pedagogical Teaching approach:
Based on the included cross
curricular links the students will
predominantly be taught through an
inquiry based approach. They will
lead their own learning by exploring
new information through research
and reading and adapt that learning
into a ICT based activity where
students will lead their learning and
attempt an unassisted task based on
the knowledge they will find before
attempting. The teacher will be
responsible for making the link
between what they learn in relation
to land management vs the ideas of
‘Totems’ with research where the
children will then discuss and lead
their own thinking on the topic also.
Assessment Strategies:
Formative Assessment:
For formative assessments
students are engaging and
participating in class
discussion conversing ideas
and gaining more knowledge
throughout each stage. These
discussions are built prior,
after and upon a variety of
activities allowing students to
investigate and respond to
questions.
Summative Assessment:
For the summative
assessment students are
identifying, explaining,
describing the life cycle of a
living thing in-depth at the
end of the unit during the
EVALUATE stage through
conducting a poster
presentation of either
multimodal or concrete
material. Specifically
correlating their
understandings and findings
from all previous lessons.
Differentiation Strategies in
Science learning:
All lessons require hands-on
activities limiting the exercise
of writing. Forming groups or
partner work is flexible
creating a variety of levels
and interest of learners within
the class which has students
engaging in a more inclusive
environment. Moreover, the
use of youtube clips will help
cater to students that have
audio and visual difficulties
which will further connect
with ICT resources.
Explore
Session goal: The goal of this session is to introduce and educate the students on the past
historical point of views and perspectives of Indigenous Aboriginal people and how they
interacted and lived an interdependent lifestyle with the living world vs the modern
westernised society. For this to be successful, the students will need to be able to
compare and discuss the differences in the approaches of Aboriginal people vs modern
society today.
Lead Teacher/s: Michael Newman
Activity overview:
Brief 5-10 minutes reading through this with an additional 5 minute discussion and
improvement on findings and ideas
After reading through the site and a brief discussion the students are to set ‘cool
burning’ and safe fires with the simulator using their new found knowledge
Teacher led explanation of Totems and connection between Indigenous Peoples and
the living world
The students overall activity is based around an inquiry - based approach that allows
students to gather information on traditional land management practices through
exploring new information which will then be put into practice via a fire simulator where
they will need to show the teacher they can successfully create a ‘cool burning’ fire. The
teacher will then explain the ideas of ‘Totems’ and how the Indigenous people had
certain responsibilities to care or nurture their given totems for the students to further
understand the connection and care between Indigenous peoples and the living world.
Explain
Session goal: The goal of this session is for students to share and gain new knowledge
References:
Chandler, G. (2022, June 1). What is a bushfire? - Geography. National Geographic Kids.
https://www.natgeokids.com/au/discover/geography/physical-geography/what-is-a-
bushfire/
Living or non-living? (n.d.). Science Learning Hub. Retrieved 13 April 2023, from
https://www.sciencelearn.org.nz/resources/27-living-or-non-living
Plant Life Cycle—Learning Life Cycle—Videos For Kids And Toddlers—YouTube. (n.d.).
Retrieved 13 April 2023, from https://www.youtube.com/watch?v=ib5uiLMM2wY
The Amazing Life Cycle Of A Clownfish | The Dodo—YouTube. (n.d.). Retrieved 13 April 2023,
from https://www.youtube.com/watch?v=lgUFkM34R7U
Queensland Studies Authority. (2008). Birth Ceremonies, Totems, and Rites in Aboriginal
Society. Retrieved from:
https://www.qcaa.qld.edu.au/downloads/approach2/indigenous_res012_0804.pdf
My Time, Our Place. (2023). Some Theories and Approaches Appropriate To School Aged
Care. Retrieved from:
https://mail.google.com/mail/u/0/d/AO22b7lm3yZklcCoMH9ZkNP0FyYzkFpEZsaqgQD_og
wtCJ-mb7kW/#search/some+theories?projector=1
Appendix A: Resources:
Appendix B: Rubric for Unit Plan
Excellent Proficient Satisfactory Unsatisfactory
Living vs Student can demonstrate Student have a Student have Student have
Non-living an extensive thorough knowledge shown a sound shown limited
understanding of the and can explain their understanding in understanding of
characteristics of living understanding of identify the characteristics of
and non - living things. characteristics of characteristics of living and non -
living and non - living and non - living.
living things. living things.
Students have an Students have a
extensive knowledge of Students have a Students have a limited
recording and thorough knowledge sound knowledge knowledge of
representing data of recording and of recording and recording and
collected. representing data representing data representing data
collected. collected. collected.
Life Cycle Students show extensive Students have shown Students have Students has
knowledge of the life thorough shown a sound limited
cycle within various understanding of the understanding of understanding of
living things. life cycle through life cycles and life cycles.
living things. living things.
Aboriginal Student has shown Student has shown Student has sound Students shows
and Torres extensive knowledge of thorough knowledge of the limited
Straight ATSI and explains the understanding of the ATSI and explains understanding of
Islander significance of the ATSI and explains the significance of some of the ATSI
(ATSI) cross cultural connection the significance of the cultural and can only
curricular between the Indigenous the cultural connection between briefly make ties
priority peoples and the living connection between the Indigenous to the cultural
world in relation to the Indigenous peoples and the knowledge.
sustainability and can peoples and the living world with
represent it in verbal living world in no mention of
discussion. relation to sustainability.
sustainability.
Presentation Students have shown Student have shown Students have Student shows
extensive knowledge of thorough knowledge shown a sound limited
the unit information and of the unit knowledge of the knowledge of unit
present in a highly information and unit information information and
detailed and sequenced present it in a and present their shows some
manner that shows clear comprehensive learnings understanding of
learning and manner that shows unsequenced and or topics.
understanding of all clear learning and not in clear detail.
topics. understanding of
most topics.