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UNIT/THEME/TOPIC:Life Systems
BAND:ScienceYEAR LEVEL:Reception – Standard 1 (Towards the end if Year 2)
Essential Learnings
focus:
ο
Futures
ο
Identity
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Interdependence
ο
Thinking
ο
Communication
Key competencies
focus:
ο
collecting, analysing, organising information
;
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communicating ideas and information,
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planning and organisingactivities;
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working with others in teams;
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using mathematical ideas and techniques;
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solving problems;
ο
usingtechnology.
DESCRIBE YOUR UNIT:
This unit will aim to help to students to identify and acknowledge that all living things grow and change. The unit of work will develop so as students can identify different stage in animal life cycles, particularly the transformationfrom caterpillar to butterfly. They will attain this understanding through the use of the story by Achim Broger ‘TheCaterpillar’s Story’, and ‘
The Very Hungry Caterpillar’
by Eric Carle. They will also look at the change of differentanimals from baby to adult. They will also begin to explore the changes that have happened to themselves duringtheir lives as well as look at what might happen to them later in life.
Strand/s:
Earth and Space
Energy Systems
Life Systems
Matter
Working Scientifically
SACSA Key idea:
Children reflect on the waypeople age in order to examinestages of growth and anticipatea range of preferred personalfutures. They also explore thelife cycles of other living things.[F] [Id] [KC1] [KC6]
SACSA Outcome:
1.6 - Explores their own stages of growthand those of other living things. Theydevelop personal future timelines. [F] [Id][C] [KC6]
Teacher references/resources
Lifecycles A2 posters:Norry, S., and McEvoy, S (1994),
Lifecycles
, RNEducation Pty Ltd, VictoriaThe Wonderful Painted Lady Butterfly: The LifeCycle (Appendix #3)
Student resources / texts / materials / equipment
Achim Broger ‘The Caterpillar’s Story’ (1971)‘
The Very Hungry Caterpillar’
by Eric Carle (1979)Meish Goldish. Life of a Butterfly. (song)Caterpillar to Butterfly BookletGrowing Up Worksheet (Primary Science)AquariumCaterpillar
X
ASSESSMENT of STUDENTS
(How do I know what the students know, understand, and are able to do in this science unit?)
1.
What
SCIENCE …
do I want the students
to know , or to understand?
That all living things grow and change during their lives.That each species has different stages in their life cycleThat growth and change can be positive
2.
WHEN
and
HOW
will I gather and record this information?
(e.g. by conference, observation, a product?)
1).Their ‘Caterpillar to Butterfly Workbooks’, by assessing if their have accurately identified and noted the changesthe caterpillar made.2).The presentation of a final piece of work showing a life cycle of a Butterfly, including 4-8 pictures and labels.3).By observing the brainstorming which was done when using our own photographs as a stimulus4).Worksheet ‘Growing Up’, assessing if the students are able to successfully identify the baby and parent of eachspecies. Secondly whether or not they are able to predict what they might look like when they’re older, thusallowing them to understand and apply the theory of the human life cycle.
EVALUATION OF THE UNIT
(not ‘assessment’)
Choose two things to evaluate (reflect upon) during or after the unit.
(how well did I/did the students/ was the ……… ?)
1.How well were the students able to work in groups on the floor during the photograph task in lesson three? Arethey at a stage now whereby they are able to begin to direct their own learning and stay on task during a self directed conversation?2.Were the students able to engage with the ‘class pet’ Caterpillar? Did they extract any understanding of life cyclesfor watching the transformation for themselves?
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