Living Things

Integrated Unit of Work

Integrated Unit of Work: Living things

Overarching Outcomes (CF):
1 English 5 Connections, Patterns & Relationships Thinking Laterally Science Understanding Australia 9 Global Community

Year Level: Year 1 6 Week Program

13

Rights and Responsibilities

2 3 4

Mathematics Inquiry Learning Finding Technological Solutions

6 7 8

10 11 12

Creativity Growth & Wellbeing Collaboration & Independent Learning

These refer to the Overarching Learning Outcomes in the Curriculum Framework (1998:18-19)

English Program: Language Text structure and organisation: punctuation Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) Expressing and developing ideas: visual language Identify the parts of a simple sentence that represent Whats happening?, What state is being described?, Who or what is involved? and the surrounding circumstances (ACELA1451) Expressing and developing ideas: word level Grammar Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (Adjectives) and details such as when, where and how (adverbs) (ACELA1452) Sound and letter knowledge: alphabet knowledge Recognise soundletter matches including common vowel and consonant digraphs and consonant blends (ACELA1458) Literature Literacy Texts in contexts: texts and the contexts in which they are used Respond to texts drawn from a range of cultures and experiences (ACELY1655) Interacting with others: listerning and speaking interactions Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656) Use interaction skills including turn taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788) Interacting with others: Oral presentations Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657) Interpreting, analyzing, evaluating: reading process Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) Interpreting, analyzing, evaluating: comprehension strategies Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) Creating texts: handwriting Write using unjoined lower case and upper case letters (ACELY1663) Reading Groups: Spelling Groups:
Late: Letter name alphabetic/Early: Within Word: Ben Frank Cameron W Ben R Ashtin Lachlan L Mid: Within Word Pattern two groups Bryon James M Emerson Dylan Jackson Michael Aidan Jack H Kai Mathew Late: Within Word Pattern Wesley Jeho Ben Fick Harry Lachlan T Late: Within Word Pattern/ Early: Syllable and Affixes Johaan Jeremiah James C Jonathan

General capabilities and cross-curriculum priorities

Literacy
Vocabulary knowledge Interaction skills

Ethical Understanding
Develop an understanding of community responsibility towards our fauna and flora

Personal and social competence

Self and social awareness social management

Aboriginal and Torres strait islander histories and cultures

Respond to texts drawn from a range from cultures and experiences

Sustainability
Understand how damaging human population can be on animals

Science program:
Science Understanding Science as human endeavour
Science as a human endeavor: use and influence of science People use science in their daily lives, including when caring for their environment and living things (ACSHE022)

Science inquiry skills

Questioning and predicting Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024) Planning and conducting Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS025) Evaluating Compare observations with those of others (ACSIS213)

Biological science
Living things have a variety of external features (ACSSU017) Living things live in different places where their needs are met (ACSSU211)

Prior Knowledge

Exemplar Texts

Understand that punctuation is a feature of written texts Effectively use capital letters and full stops Understand that texts are made up of words and groups of words that make meaning Recognise the letters of the alphabet Can identify some familiar texts and the contexts in which they are used Can listen and respond orally to texts Use correct interaction skills: i.e listening, voice levels, articulation, body language, eye contact Uses comprehension strategies to understand texts Understand that living things have basic needs Can respond to questions about familiar objects and events

Magic beach (local habitats) Ladybird moves home (different things live in different places) Edward the emu (different things live in different places, poetry) A home for Bilby (happens when habitats change, aboriginal) Dingos tree (aboriginal, sustainability, happens when habitat changes) http://www.abc.net.au/schoolstv/animals/default.htm EBook who am I at the Zoo by Jo Tobias Hind Sweet Sharks! Learning About Sharks - Shark Photos And Facts Make It Fun! Cyndy Adamsen Sea Turtles - Beautiful, Real Photos and Fun Sea Turtle Facts for Kids Angela Daniels 25 Weirdest Animals in the World! Amazing facts, photos and video links to the strangest creatures on the planet. IP Factly Freddie Frog is Hungry Kari Brimhall, VonLogan Brimhall Birds (Discover Series) Xist Publishing Hide and Seek Animals By Dorling Kindersley Publishing Staff Animals Around the World by DK Publishing Armadillos Sleep in Dugouts: and Other Places Animals Live By Pam Munoz Ryan, Diane deGroat (Illustrator) Who Has These Feet? By Laura Hulbert, Erik Brooks (Illustrator) Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr. Non fiction books on reptiles IPAD Aps o Simple minds

Links to other learning areas

This unit links English to Science

Unit Overview (Forward Planning Document)

Context/Intent
Integrating Theme Understanding of the importance of learning and understanding Australian and Asian animals and plants. Appreciation for the natural world.

Deep Knowledge and Understandings

Animals depend on humans for their survival: without their protection human civilisation will take over the world Humans are a type of animal Literacy (ACELY1655) (ACELY1656) (ACELY1788) (ACELY1659) (ACELY1660) (ACELY1663) Science Understaning (ACSSU017) (ACSSU211)

Skills Processes/Values/Attitudes
Describe features of animals and their habitats

English (Literacy)
Language (ACELA1449) (ACELA1451) (ACELA1452) (ACELA1458) Literature

Science
Science as Human Endeavour (ACSHE022) Science Inquiry (ACSIS024) (ACSIS025) (ACSIS213)

Reading Range of texts drawn from different cultures and experiences Poetry/Songs: can be a literacy centre Study the descriptive language used in the poems (add to word wall) Study characteristics and adaptations of animals I am living downloaded classifying something that lives My teddy bear http://supersimplelearning.com/songs/themes-series/animals/my-teddy-bear/ - characteristics of the bear Lets go to the zoo - http://supersimplelearning.com/songs/themes-series/animals/lets-go-to-the-zoo/ - one distinguishing feature of each animal Turtle rap - http://www.songsforteaching.com/stephanieburton/turtlerap.htm features of a turtle The elephant who forgot who he was - http://www.voicesnet.org/displayonepoem.aspx?poemid=227646 adaptations of animals If I had - http://www.songsforteaching.com/actionparticipation/ifihadthewings.php adaptations of animals Im a little fish - http://www.dltk-kids.com/animals/songs/fish.htm characteristics of fish Habitat - http://www.songsforteaching.com/jeffschroeder/habitat.htm Picture books Introduction in animals o Focus on fluency and decoding strategies o Highlight types of habitats and why they are different for each animal o Highlight a disruption to habitat effects (See list of texts above) Informational books Teach Characteristics, attributes of animals, habitats Guided reading and literacy circles for practice, reading strategies and comprehension skills NEED TO VISIT LIBRARY/CLASSBOOKS FOR LIST Viewing Picture flick cover the words and only show the images, students are to predict and infer what they story is about View pictures of animals and highlight some of their distinguishing features and their uses. Use for the answers http://www.abc.net.au/schoolstv/animals/ Speaking & Listening Oral presentation of their predictions of the mystery animal. Picking the odd animal out and describing why its characteristics make it odd Homework project oral my favourite animal profile Writing Sentence development: Write exclamatory statement in response to how animals are loosing their homes Imperative sentence as if they were an animal talking to their children Interrogative sentence: pick your favourite animal and write a question that you would like to know about the animal. I.E where do snakes live? How many scales do snakes have? Declarative statement about an interesting fact I have learnt so far Diary of their learning and the events of the Mystery animal Write sentences reporting on the mystery animals movements Write sentences reflecting on the learning of that day Write a sentence explaining what they did in the science class. i.e a simple method of the science lesson Writing a prediction for what the mystery animal is Word Study Recognising sounds (onset and rime) of words related to living things Effective words to describe places, people or events of animals. I.E home/habitat/safe place/base Identifies topic words such as vertebrates, eyes, wings, cold blooded, living, non living Adjectives, adverbs and unusual verbs relating to living things. I.E the bee gracefully suckles the nectar Spelling Jolly phonics and magic 100 words

Investigate the needs of a variety of different plants: External features of animals: Reptile incursion: focus on the features of the animals Compare and contrast models Animal match up (match the adaptation to the animal) Make an animal model: http://switchzoo.com/zoo.htm Using 5E model Engage: Surprise box, all get a puzzle piece that has a common animal feature, have to join pieces to make an animal (many animals) Act out animal actions Determines prior knowledge Explore: Use IPADS to take photos of different animal features inside and outside the classroom. (Before a closer look) Discuss what they students are looking for. i.e Colour, texture, shape, size, movement Share pictures with other groups and class Suggest improvements to pictures i.e look at the segments of the worms, look at the toe nails Take more photos of more detailed features Ask for ideas about how these features help the animals move, fee and protect themselves i.e how do they breath?, how do they eat? Study one animal. Draw a pre observation then highlight specific features Students draw again Then ask, how do they eat? See? Breath? Habitat? How do parts help them live there? Use Internet and books to list the features of animals. Create your own insect. What features does it have? Explain: create a compare and contrast for land animals/ sea animals why are they different? What are some features Elaborate: Why do some animals have fingers while others dont? Whole class investigation jigsaw approach (animals that have fingers are? Try getting the food they eat without fingers. Try moving between branches. Hygiene Why are some animals colourful while others arent? What are feathers good for? Shape of birds beaks What do you know about beaks What are the parts of the beak? Are there different colours? How does a frog catch its lunch? Evaluate: Design a mind map of common features of animals Discuss why animals have these features: importance focus on movement, feeding and environment live in Features of plants and their adaptations Venn diagrams Plant match up (match the adaptation to the plant) Make a plant model to show understanding of segments Using 5E model Engage: Mystery box with various plants (rosemary, thyme, mint) o Worksheet to help clarify their prior understandings Explore: o Jigsaw: study on plant from the beach, the bush and the backyard o Share with class Explain: o Design a mind map of all the features and their adaptations o Prompt questions related to the adaptations Elaborate: o Which is the function of stems Evaluate: o Design a class book about plants o Discuss why different plants have different features. Habitats: Venn diagrams: compare beach, backyard and bush habitats. Read ladybug book Habitat match up (match the animal/plant to its habitat) Make a habitat: students have animals that are from various areas and make a habitat accordingly Effects of destroying habitats: see books above to help illustrate effects Build an internet habitat: http://switchzoo.com/games/habitatgame.htm

Mid: Program Activity: Assessment Intent: Intent: Recount writing o o Able to record details of a simple recount Writes coherent sentences following basic sentence structures and grammar Authors tea

End of Program/Culminating Activity: Assessment

Formative assessments conducted throughout the weeks leading to the summative assessment in week 7

One class book will be produced: each student makes one page which includes; o A habitat (bush, beach, backyard) o Animals and plants found within that habitat. Note: Animals and plants are annotated with their features o Present an oral presentation of their page at an Authors tea Correctly forms upper and lower case letters Formative assessments conducted throughout weeks 4 8 with the summative assessment in week 9

Unit Outline
Week
Selected report pointer

Learning Experiences, and Teaching Strategies and Group Structure (whole class, small groups or individual)
Spelling: <Y> at the end

Literacy Focus

Resources

Assessment Type
F Formative S-Summative D-Diagnostic

ACELY1663 ACELA1451 ACELY1656 ACSSU020

Writing: Written recount holiday Grammar: initial blends Reading: Big book and Guided reading Science: sound Spelling: vowels Writing: explicit instruction of procedure writing

(F) Handwriting assessment (F) News (F) Observations during circle time and PATHS (F) Holiday oral recount (S) Holiday recount to assess outcome

ACELA1449

Grammar: alphabetical order Reading: Big book and Guided reading procedures, instructions ect Science: sound Spelling: <o_e> at the end Writing: Written procedure writing

ACELA1449 ACSSU017

Grammar: verbs Reading: Big book and Guided reading: procedures, instructions ect Science: start of living plants and animals

Integration: Clue one What am I: Frightful Footprints Science: ACSIS024 ACSIS025 ACSHE022 ACSSU017 English: ACELA1452 ACELY1656 ACELY1788 1. Discuss initial ideas Classroom discussion, Think Pair Share (whole class, Pairs): Students discuss what the animal was doing and what they think it could be 2. Identify different footprints Student directed, inquiry based learning: (Groups and Whole class) Students help to guide the investigation, identifying appropriate materials to use and ways to measure. Lets compare: Mystery footprint to: ourselves (trace and cut out) and other animals (internet) Differentiation: Students needing fine motor skill help: see teacher to cut out footprint. Early finishers: compare foot print to other animal footprints (See resource appendix 1) 3. Discuss and identify any other prior experiences Graffiti (individual, Small groups) Students brainstorm any experiences they have had with footprints Differentiation: student verbally explains their ideas while another group member scribes

Speaking and listening: Student demonstrates speaking and listening skills when they: o Work as a class to discuss the initial ideas, solutions and prior experiences Vocabulary: Students demonstrate vocabulary when they: Use and apply appropriate descriptive vocabulary related to living things

Animal footprint Emu Investigation board Footprint identification Booklet (Resource appendix 1)

Integration: (D) Anecdotal notes regarding their initial ideas in the topic and in investigation skills. These anecdotal notes will be collected on sticky notes and complied at the end of the lesson

Introduction into the topic Science: ACSIS024 ACSIS025 ACSHE022 ACSSU017 English: ACELA1452 ACELY1656 ACELY1788 Integration: Clue Two What am I? : Feather Frenzy 1. Discuss initial ideas Classroom discussion, Think Pair Share (whole class, Pairs): Students discuss where the animal came from, what the animal is, how it got into the classroom, what that animal is. 2. Identify the evidence as feathers Student directed, inquiry based learning: (Groups and Whole class) Students help to guide the investigation, identifying some appropriate solutions for solving this mystery as well as the material needed. Using magnifying glasses compare hair o Compare our friends hair to the feather o Compare other animals feathers to this one o Why do we have hair not feathers o Where else do we have hair? Does this animal also have hair there? Differentiation: Early finishers: compare feather with feathers identification booklet (See resource appendix 2) Science: Science: ACSSU017 ACSIS024 English: ACELY1656 ACELY1788 ACELY1663 1. Cooperatively explore and recreate puzzle pictures of Australian reptiles Cooperative learning (small groups): Students collaboratively work to recreate four Australian reptile puzzles 2. Discuss prior knowledge of these Australian reptiles Graffiti (small groups): Students brainstorm the four Australian reptiles found on the puzzle pieces, in relation to four senses (taste excluded). Differentiation: student verbally explains their ideas while another group member scribes 3. Role play an Australian animal focusing on movements and behaviours Role Play (small groups): In their group of six, brainstorm mannerisms and characteristics then act out how they think their animal moves, communicates and feeds. 4. Discuss prior knowledge in relation to Australian plants Before and After: (Small groups): Students respond to the question: There are plants of all sorts: big, small, short, tall, furry, spiky, colourful, plain. Why are there so many different kinds of plants?

Speaking and listening: Student demonstrates speaking and listening skills when they: o Work as a class to discuss the initial ideas, possible solutions to solve this mystery and their findings Vocabulary: Students demonstrate vocabulary when they: Use and apply appropriate descriptive vocabulary related to living things and mysteries

Animal feathers emu Investigation board updated with new evidence Early finisher: identification booklet (resource appendix 2)

Integration: (D) Anecdotal notes regarding their initial ideas in the topic and in investigation skills. These anecdotal notes will be collected on sticky notes and complied at the end of the lesson

Speaking and listening: Student demonstrates speaking and listening skills when they: o Work collaboratively in groups to complete the puzzles. o Participate in class discussions surrounding their prior knowledge of animals. o Discuss in groups how animals move, eat and act. o Perform as an animal Writing: Students demonstrate writing capabilities when they: o Jot down ideas, words and comments in regards to the before and after question. o Write their ideas on the butchers paper Vocabulary: Students demonstrate vocabulary when they: o Use and apply appropriate descriptive vocabulary related to living things Create a class word wall of such words to be used throughout the term.

Mystery box Four different Australian animal puzzles each with six pieces (i.e 6 students per puzzle o Dugite snake o Bobtail Skink o Lace Goanna o Salt water Crocodile Butchers paper (12 large pieces) 24 pens o 6x blue pen o 6x yellow pen o 6x red pen o 6x black pen

Cooperative learning: (D) Anecdotal notes about the students speaking and listening skills. These anecdotal notes will be collected on sticky notes and complied at the end of the lesson Graffiti: (D) Assessed based on the students ideologies, alternative conceptions and contribution. (Each student has a different coloured pen). Any alternative conceptions will be recorded Role play: (D) Assessed using a four-point scale to indicate the extent of the students prior knowledge in relation to animal features and behaviours. See Assessment Appendix 1 for assessment rubric. Before and After: (D) Assessed based on the students ideologies, alternative conceptions and contributions. (Each student has a different coloured pen). See Assessment Appendix 2 for assessment rubric.

Writing: English: ACELA1451 ACELA1452 ACELY1655 ACELY1656 ACELY1660 Science: ACSSU017 1. Narratives (Orally) Comprehend at literal, inferential and evaluative level of text Identify parts of a simple sentence: What happening, what state, Who/What is involved 2. Students will explore and conjugate verbs Stations (small groups): Students will rotate around the verb stations to play and identify

Speaking and listening: Student demonstrates speaking and listening skills when they: o Participate in the teachers station for the conjugate verbs activity. o Work collaboratively in groups to share words collected. Writing: Students demonstrate writing capabilities when they: o Record their answers to the activities on conjugating verbs

Narratives: Conjugate verbs: Drawing station: paper (folded in half) Pencils Teachers station: Board game cards (See resource appendix 3 for sample) Verbs station: set of snail verbs cards (See resource appendix 4 for sample) 24 X pencils and 24 x Clipboards, 24X Worksheet

Conjugate verbs: (F) Assess based on the students ability to Conjugate verbs. Assessment will be anecdotal sticky notes made after the student has been to the teachers station. Words choice: (F) Assessed based on the students ability to accurately recall information to the group. Students will also be assessed based on their ability to identify, select

ways of conjugating verbs. 3. Words choice Jigsaw groups (individual) One member of each group will share their synonyms with the five other students who looked at different synonyms.

o o

Jot down their findings within the word choice activities Record their other group members findings

Word choice: Cards words instead of said Cards words instead of got: Cards words instead of then 24X Clipboards, 24X pens, 24X Word choice worksheets Spelling rotation program (See resource appendix 5) Task cards Jolly phonics book Spelling workbooks Spelling activity cards

and write words. The students work will be collected and marked to help inform teacher views as to whether a student has satisfied the learning criteria.

English: ACELA1778 ACELA1455

Spelling: Use 5 Day spelling rotation program Focus on individual weekly words Class: focus on <i_e> Timetable sample: to be altered (See resource appendix 5) Guided reading & literacy circles: 1. Students express, demonstrate and deepen their knowledge of literacy Stations (individual tasks at each station): Students will rotate around the stations according to the timetable. Each student will play, explore and develop literacy skills. 2. Students deepen their understandings of reptiles and reptile features Stations (individual tasks at each station): Students will rotate around the stations according to the timetable. Each Station will have a reptile focus to help embed ideologies surrounding reptile and their features. Handwriting 1. Students reconstruct correct letter formation Individual Students work through their handwriting books

Jolly phonics: NEED THE JOLLY PHONIC BOOK Group 1: Sort ____________ pg _____ Group 2: Sort ____________ pg _____ Group 3: Sort ____________ pg _____ Group 4: Sort ____________ pg _____

Spelling: (F) Collect Spelling workbooks to ensure students understand the rotation program and record any misunderstandings students have developed.

English: ACELA1449 ACELA1451 ACELA1452 ACELY1655 ACELY1656 ACELY1788 ACELY1659 ACELY1660

Guided reading: No guided reading, setting up literacy circles for the first 5 days Literacy circles: See timetable See separate folder for more information: one reading/recall centre, one writing centre, one listening centre, one sight word centre, one grammar centre. Grammar centre focus: conjugating verbs

Literacy circle resources (see separate folder for list of items) Literacy circle timetable Literacy circle workbooks

Guided reading: (S) Reading benchmark (Fountas & Pinnel) See Assessment Appendix 3 for assessment. Literacy centres: (F) Assessed based on self-assessment and collection and marking of literacy centre books Collect literacy circle workbooks to make sure that literacy circles are being understood and correctly used. Handwriting (F): Mark students handwriting books. Note students excelling or needing extra help. Address/extend these in the following lesson

English: ACELY1663

Writing: Students demonstrate writing capabilities when they: o Recreate correct lower and upper case letters

Pencils Handwriting books

Integration: Clue Three What am I? : Foot in the Food Science: ACSIS024 ACSIS025 ACSHE022 ACSSU017 English: ACELA1451 ACELA1452 ACELY1656 ACELY1788 1. Discuss initial ideas Guided Brainstorm, class discussion (Pairs, Whole class): Students discuss where the food came from, whose foot print it is, how these footprints and food got there 2. Identify strategies for collecting and recording the evidence Student directed, inquiry based learning: (Groups and Whole class): Students take samples of the food and examine the evidence against other foods. Students add their finding to the investigation board. Using wet cotton buds: Use five senses to determine what the food is Differentiation: Early finishers: compare emu food to: Cereal, crackers, soil

Writing: Student demonstrates writing capabilities when they: o Record their ideas within the guided brainstorming Speaking and listening: Student demonstrates speaking and listening skills when they: o Work as pairs and as a class to discuss the initial ideas o Work as groups and as a class to determine strategies for collecting and recording the evidence Speaking and listening: Student demonstrates speaking and listening skills when they: o Work collaboratively in groups to take photos of animal features. o Identify common features within the class discussion. Writing: Students demonstrate writing capabilities when they: o Labelling the lizard picture with feature labels. Vocabulary: Students demonstrate vocabulary when they: o Use and apply appropriate descriptive vocabulary related to feature identification.

Emu food (seeds, nuts, flowers) Integrated workbook Investigation board updated with new evidence Cereal, Crackers, seeds

Initial ideas: (D) Anecdotal notes regarding their initial ideas in the topic and in investigation skills. These anecdotal notes will be collected on sticky notes and complied at the end of the lesson

Science: 1. Cooperatively take photos of animal features Cooperative learning (small groups): Students work in groups to take photos of any animal features they find both within and outside the classroom 2. Construct a drawing of an animal labelling all its features Rally table (Small Groups) Each student uses a different coloured pencil to identify one feature for a lizard. Then they pass their paper to the next person in the group whom is able to add an additional feature label. 3. Identify common animal features from a Story Class discussion (whole Class) Students will identify animal features within the story Edward the Emu

Science: ACSSU017 ACSIS024

English: ACELY1656 ACELY1788 ACELY1663

6 cameras (groups of 4) (alternatively 3 cameras as half the group is doing other work) 6 X Frilled neck lizard pictures 23 X coloured pencils 6 black 6 red 6 blue 5 Green Edward the Emu by Sheena Knowles Investigation workbooks

Rally Table: (F) Assessed based on students contributions to their group drawings (indicated by the coloured pencil they use) and the detail they have provided. Assessment of the students ability to accurately identify animal features

Narratives ACELY1657 Past tense Verbs English: ACELA1452 ACELY1656 ACELY1788 Science: ACSSU017 Recount English:

Writing: 2. List and identify past tense verbs Direct teaching: (whole class) Students learn the basic techniques for converting a present tense verb to a past tense verb Group stations: (groups of 3/4) Students work in groups to identify and practice past tense verbs 3. Record details of a simple recount Comic strip (individual) Students will recall the sequence of events that occurred within the story via illustrations.

Speaking and listening: Student demonstrates speaking and listening skills when they: Learn basic past verbs Work in groups to identify past verbs Writing: Students demonstrate writing capabilities when they: o Record their results from the Group stations

Past tense: I have, who has (See resource appendix 6 for

sample)

o Instruction card, Playing cards Hedgehog past tense words (See resource
appendix 7)

Past tense verbs: (F) Students will be assessed based on their ability to accurately identify and use past tense verbs. This will be recorded through collected work samples, anecdotal post-it notes and photographs of word sorts. Comic strip: (F) Students will be assessed based on their finished comic strips. They will be assessed on their ability to accurate recall a simple recount.

o Cards, Instruction Verb Race o Verb race pack Past tense match up o Memory cards Comic strip Comic strip template

ACELA1451 Spelling: Use 5 Day spelling rotation program Focus on individual weekly words Class: focus on <o_e> Timetable sample: to be altered (See resource appendix 5)

Colouring pencils

English: ACELA1778 ACELA1455

Jolly phonics: NEED THE JOLLY PHONIC BOOK Group 1: Sort ____________ pg _____ Group 2: Sort ____________ pg _____ Group 3: Sort ____________ pg _____ Group 4: Sort ____________ pg _____ Guided reading: Day 1,2,3: Intro to book 4 door approach: focus on the strategy of visualising Literacy circles: When not with Miss Dandridge doing lit circles See timetable See folder for more information: one reading centre, two writing centres, one listening centre, one sight word centre, one ABC centre, one retail centre, one fine motor skills centre. Grammar centre focus: past tense Writing: Students demonstrate writing capabilities when they: o Recreate correct lower and upper case letters Writing: Students demonstrate writing capabilities when they: o Recreate a book

Spelling rotation program (See resource appendix 5) Task cards Jolly phonics book Spelling workbooks Spelling activity cards

Spelling: (F) Collect Spelling workbooks to ensure students understand the rotation program and record any misunderstandings students have developed.

English: ACELA1449 ACELA1451 ACELA1452 ACELY1655 ACELY1656 ACELY1788 ACELY1659 ACELY1660

Guided reading & literacy circles: 1. Students express, demonstrate and deepen their knowledge of literacy Stations (individual tasks at each station): Students will rotate around the stations according to the timetable. Each student will play, explore and develop literacy skills. 2. Students deepen their understandings of reptiles and reptile features Stations (individual tasks at each station): Students will rotate around the stations according to the timetable. Each Station will have a reptile focus to help embed ideologies surrounding reptile and their features. 3. Student deepen their comprehension and reading skills Guided reading: (small groups) Students will work with the teacher to practice and develop their reading and comprehension skills Handwriting 1. Students reconstruct correct letter formation Individual Students work through their handwriting books

Guided reading: Guided reading prompt cards Guided reading questions Guided reading books 4 doors strategy Literacy circles: Literacy circle resources (see separate folder for list of items) Literacy circle timetable Literacy circle workbooks

Guided reading: (F) Assessed based on the students ability to satisfy the criteria. Running records and daily guided reading snapshots are used See Assessment Appendix 3 for assessment rubrics. Literacy centres: (F) Assessed based on self-assessment and collection and marking of literacy centre books Reading benchmark (S): (Fountas & Pinnel)

English: ACELY1663

Pencils Handwriting books

Handwriting: (F) Mark students handwriting books. Note students excelling or needing extra help. Address these in the following lesson

English: ACELA1449 ACELA1452 ACELA1458 ACELY1663 Science: ACSSU017

Journal writing: 1. Students construct their own identification book Individual Students create a who am I? book based on the EBook Who am I at the Zoo?

Journal writing book Pencil EBook who am I at the Zoo by Jo Tobias Hind

Journal writing: (F) Collect students Who am I? and mark according to the assessment criteria. Provide feedback and note any students requiring extension/extra help

Science: ACSIS024 ACSIS213 ACSHE022 ACSSU017 English: ACELA1451 ACELA1452 ACELY1656 ACELY1788

Integration: Collating the Clues 1. Identify evidence collected Carousal walk: (individual) Students will review the evidence and identify any plausible conclusions Brainstorm (class) Students will discuss the evidence and their locations o How did these clues come into our classroom, Who left these clues, Why are they in the classroom 2. Identify and discuss possible animals Art ideas (individual) Students will paint their animal ideas in relation to which animal they think has been visiting their class

Writing: Student demonstrates writing capabilities when they: o Write a simple report Speaking and listening: Student demonstrates speaking and listening skills when they: o Discuss as a class the evidence found o Brainstorm as a class about their ideas

Integrated evidence wall Pencils Integrated workbook Colouring pencils Simple report template

Initial ideas: (F) Anecdotal notes regarding their predictions and the reasonings for these predictions. Note any students not on the right topic. These will be collected on Post- it notes and compiled at the end of the lesson

Differentiation: Early finishers: students will annotate their picture highlighting the evidence found within the picture Brainstorm (Whole Class): Students will discuss their ideas devised form the think pair share 3. Write a report based on their findings. Modelled and guided writing (whole class, individual) Students will write a simple report highlighting their findings (animal features highlighted) Differentiation: Early finishers: students will start their Wanted posters. Science: Science ACSSU017 ACSSU211 English: ACELY1663 ACELA1449 ACELY1655 ACELY1788 1. List and label plant features Mind map: (small groups, Whole Class): Students work in groups and then as a whole class to label and identify common plant features. 2. Respond to questions and Predict what will happen within the experiment Class Discussion: (Whole class) Students will respond to questions relating to the procedure, predictions for the outcome of the experiment and reasonings for those predictions. Graffiti: (small groups) Students will brainstorm and predict what will happen within the experiment. 3. Plan and conduct a science experiment Scaffolded science investigation celery: (individual/groups) Students will plan and conduct a science investigation looking at the role of stems within plants. 4. Compare and evaluate the results Gallery walk: (individual) Students will compare their celery to other within the class, noting any differences and similarities 5. Identify common habitats within a backyard Guided reading: (whole class) Students will observe and list animals, plants and their habitats within a background environment.

Vocabulary: Students demonstrate vocabulary when they: Use and apply appropriate descriptive vocabulary related to living things and forensic science

Writing: Student demonstrates writing capabilities when they: o Plan and write a simple investigation Speaking and listening: Student demonstrates speaking and listening skills when they: o Discuss as a class plants and plant features o Respond to questions relating to the procedure o Predict the outcome of the experiment o Identify common habitats Vocabulary: Students demonstrate vocabulary when they: Use and apply appropriate descriptive vocabulary related to plants, plant features and habitats Writing: Student demonstrates writing capabilities when they: o Identify the begging elements of a narrative o Compete the first draft wanted poster Speaking and listening: Student demonstrates speaking and listening skills when they: o Participate in the exploration of narratives o Extract elements from the narrative A Dingos Tree o Explore and identify

Plant template IPAD App: simple minds Butchers paper (6 large pieces) 23 pens o 6x blue pens o 6x yellow pens o 6x red pens 5x black pens Science investigation template 12 celery stalks (1cm base cut off to expose tubes) 12 plastic cups water 3 food colourings Red Blue Green Lady Bird Moves Home by Richard Fowler

Mind map: (D) Assessed based on their ability to accurately identify that plant features are similar concept to animal features. Anecdotal notes will be made with any alternative understandings to be addressed in the next weeks lesson. Graffiti: (F) Assessed based on the students ideologies, science inquiry skills and contributions to group work. (Each student has a different coloured pen). Any alternative conceptions are to be recorded. Guided reading: (D) Assessed based on their ability to accurately identify habitats. Anecdotal notes will be made with any alternative understandings to be addressed in the next weeks lesson.

Writing: English: ACELY1663 ACELA1449 ACELA1458 ACELY1655 ACELY1788 Science: ACSSU211 1. Identify and extract elements of the begging of a narrative Class work: (whole class): Students will explore and identify the elements of the begging of a narrative. Guided reading (whole class): Students will read the begging chapter of A Dingos Tree Guided writing: (individual, scaffolded): Students will extract the begging of a narrative elements from A Dingos tree 2. Identity and use the grammar rule: double Rule Stations: (small groups) Students will practice and use the double rule through various tactile stations. 3. Construct a wanted poster. Whole Class Students will explore and identify the elements needed

Narrative: A dingos tree Begging narrative identification template Integrated workbook Double rule: Power point presentation explain when to double Wanted poster: First poster templates Pencil

Narrative: (F) Assessed based on the collected worksheets. Note any misunderstandings. Wanted poster: (F) Assess and record student whom are demonstrating misunderstandings in relation to the marking criteria See Assessment Appendix 4 for assessment rubric.

for a effective poster Individual: Students will complete the first draft poster English: ACELA1778 ACELA1455 Spelling: Use 5 Day spelling rotation program Focus on individual weekly words Class: focus on <u_e> Timetable sample: to be altered (See resource appendix 5)

Poster elements.

Jolly phonics: NEED THE JOLLY PHONIC BOOK Group 1: Sort ____________ pg _____ Group 2: Sort ____________ pg _____ Group 3: Sort ____________ pg _____ Group 4: Sort ____________ pg _____ Guided reading: Day 4,5,6: Intro to book 4 door approach: focus on the strategy of fix up strategy Literacy circles: When not with Miss Dandridge doing lit circles See timetable See folder for more information: one reading centre, two writing centres, one listening centre, one sight word centre, one ABC centre, one retail centre, one fine motor skills centre. Grammar centre focus: doubling rule Writing: Students demonstrate writing capabilities when they: o Recreate correct lower and upper case letters Speaking and listening: Student demonstrates speaking and listening skills when they: o Work as a team to find the emu nest

Spelling rotation program (See resource appendix 5) Task cards Jolly phonics book Spelling workbooks Spelling activity cards

Spelling: (S) Spelling assessment of high frequency words

English: ACELA1449 ACELA1451 ACELA1452 ACELY1655 ACELY1656 ACELY1788 ACELY1659 ACELY1660

Guided reading & literacy circles: 1. Students express, demonstrate and deepen their knowledge of literacy Stations (individual tasks at each station): Students will rotate around the stations according to the timetable. Each student will play, explore and develop literacy skills. 2. Students deepen their understandings of reptiles and reptile features Stations (individual tasks at each station): Students will rotate around the stations according to the timetable. Each Station will have a reptile focus to help embed ideologies surrounding reptile and their features. 3. Student deepen their comprehension and reading skills Guided reading: (small groups) Students will work with the teacher to practice and develop their reading and comprehension skills Handwriting 1. Students reconstruct correct letter formation Individual Students work through their handwriting books

Guided reading: Guided reading prompt cards Guided reading questions Guided reading books 4 doors strategy Literacy circles: Literacy circle resources (see separate folder for list of items) Literacy circle timetable Literacy circle workbooks Guided reading: (F) Assessed based on the students ability to satisfy the criteria. Running records and daily guided reading snapshots are used See Assessment Appendix 3 for assessment rubrics. Literacy centres: (F) Assessed based on self-assessment and collection and marking of literacy centre books Reading benchmark (S): (Fountas & Pinnel)

English: ACELY1663

Pencils Handwriting books

Handwriting: (F) Mark students handwriting books. Note students excelling or needing extra help. Address these in the following lesson

Science: ACSSU211

Integration: Emu Hunt 1. Follow clues to identify the mystery animal Small groups Students will be divided into three teams (three sets of footprints all leading to the same place) and will follow the trail to the emus nest. Students will look for evidence of the emus tracks as well as evidence of other animals. Science: Review and wrap up of last week science lesson: 4. Compare and evaluate the results Class discussion Students will orally express the similarities and difference between the celery Students will briefly discuss the reason for these differences. Students will discuss the role of the stem Class write up: Students will finish off their investigation worksheets

Emu nest Emu foot prints (three sets all different colours) Hats Emu note explaining what it was doing in our classroom

Science ACSSU017 ACSSU211 English: ACELY1663 ACELA1449 ACELY1655 ACELY1788

Writing: Student demonstrates writing capabilities when they: o Finish their investigation booklets Speaking and listening: Student demonstrates speaking and listening skills when they: o Discuss and compare the results and

Investigation booklet for celery experiment

(See resource appendix 8)

Ladybird moves home by Richard Fowler A home for Bilby by Joanne Crawford

Class discussion: (D) Assessed based on their ability to accurately identify plant features. Anecdotal notes will be made with any alternative understandings to be addressed in the next weeks lesson. Habitats: (D) Assessed based on their ability to accurately identify habitats. Anecdotal notes will be made with any alternative understandings to be addressed in the next weeks lesson.

5. Apply and infer the reasons for common plant features Class discussion: Whole class Students will explain what certain plants features are used for. i.e making food, obtaining water. 6. Discuss habitats Students will recap habitats of the backyard. Students will draw on prior knowledge to explain and explore animal and plant habitats within the sea and the bush.

Writing: English: ACELY1663 ACELA1449 ACELA1458 ACELY1655 ACELY1788 Science: ACSSU211 1. Identify and extract elements from the middle of a narrative Class work: (whole class): Students will explore and identify the elements of a middle of a narrative Guided reading (whole class): Students will read the second chapter of A Dingos Tree Guided writing: (individual, scaffolded): Students will extract the middle elements from A Dingos tree 2. Finish final Wanted Poster. (Individual) Students will complete a wanted poster based on the question: What did our Emu do while he was visiting us?

findings of the science investigation o Discuss the reasons for plants features o Discuss types of habitats within the local environments. Vocabulary: Students demonstrate vocabulary when they: Use and apply appropriate descriptive vocabulary related to plants, plant features and habitats Writing: Student demonstrates writing capabilities when they: Explore and extract the middle elements from the story Speaking and listening: Student demonstrates speaking and listening skills when they: o Discuss the elements within the middle section of a narrative o Identify and play with future tense

A Dingos tree Middle narrative resource sheet Wanted poster final copy template Pencil

Narrative: (F) Assessed based on the collected worksheets. Note any misunderstandings. Wanted poster: (S) Assessed based on a 4 point scale to indicate the extent to which the student has met the 5 required elements in the Poster assessment.

English: ACELA1778 ACELA1455

Spelling: Use 5 Day spelling rotation program Focus on individual weekly words Class: focus on <wh> Timetable sample: to be altered (See resource appendix 5)

Jolly phonics: NEED THE JOLLY PHONIC BOOK Group 1: Sort ____________ pg _____ Group 2: Sort ____________ pg _____ Group 3: Sort ____________ pg _____ Group 4: Sort ____________ pg _____ Guided reading: Day 7,8,9: Intro to book 4 door approach: focus on the strategy of retelling a story Literacy circles: When not with Miss Dandridge doing lit circles See timetable See folder for more information: one reading centre, two writing centres, one listening centre, one sight word centre, one ABC centre, one retail centre, one fine motor skills centre.

Spelling rotation program (See resource appendix 5) Task cards Jolly phonics book Spelling workbooks Spelling activity cards

Spelling: (S) Spelling assessment according to sounds learnt during the term (dictation)

English: ACELA1449 ACELA1451 ACELA1452 ACELY1655 ACELY1656 ACELY1788 ACELY1659 ACELY1660

Guided reading & literacy circles: 1. Students express, demonstrate and deepen their knowledge of literacy Stations (individual tasks at each station): Students will rotate around the stations according to the timetable. Each student will play, explore and develop literacy skills. 2. Students deepen their understandings of reptiles and reptile features Stations (individual tasks at each station): Students will rotate around the stations according to the timetable. Each Station will have a reptile focus to help embed ideologies surrounding reptile and their features. 3. Student deepen their comprehension and reading skills Guided reading: (small groups)

Guided reading: Guided reading prompt cards Guided reading questions Guided reading books 4 doors strategy Literacy circles: Literacy circle resources (see separate folder for list of items) Literacy circle timetable Literacy circle workbooks

Guided reading: (F) Assessed based on the students ability to satisfy the criteria. Running records and daily guided reading snapshots are used See Assessment Appendix 3 for assessment rubrics. Literacy centres: (F) Assessed based on self-assessment and collection and marking of literacy centre books Reading benchmark (S): (Fountas & Pinnel)

English: ACELY1663

Students will work with the teacher to practice and develop their reading and comprehension skills Handwriting 1. Students reconstruct correct letter formation Individual Students work through their handwriting books

Grammar centre focus: future Writing: Students demonstrate writing capabilities when they: o Recreate correct lower and upper case letters Student demonstrates writing capabilities when they: o Finish their investigation booklets Speaking and listening: Student demonstrates speaking and listening skills when they: o Discuss and compare the results and findings of the science investigation o Discuss the reasons for plants features o Discuss types of habitats within the local environments. Vocabulary: Students demonstrate vocabulary when they: Use and apply appropriate descriptive vocabulary related to plants, plant features and habitats
Speaking and listening: Student demonstrates speaking and listening skills when they: o Brainstorming animals found in there habitats o Discuss features of animals and plants within the small group discussion Writing: Students demonstrate writing capabilities when they: o Write coherent sentences when they complete there draft, final draft and poster Respond to the reflection thought shapes

Pencils Handwriting books

Handwriting: (F) Mark students handwriting books. Note students excelling or needing extra help. Address these in the following lesson

Science ACSSU211 English:

Science : What happens if? HOW HABITATS CHANGE Lesson 10 What happens if...? Investigation Cause-and-effect chart Ask students to use their knowledge about habitats and impacts on habitats to create a cause-and-effect chart for one of the habitats from the local community. Students are to identify their own cause for something happening in their chosen habitat. Students could work individually or in pairs. Students could also propose ways to care for the habitat they have identified to maintain it as a healthy habitat.

Investigation booklet

Summative assessment opportunities: - Use students cause and effect chart to assess students ability to identify the needs of living things and use this knowledge to care for those living things.

Science ACSSU017 ACSSU211 English: ACELY1663 ACELA1449 ACELY1788

Integration: Design a habitat book with plants, animals and have an authors tea
Students will: 1. Plan and make a habitat poster that contains common animals and plants found within that habitat. 2. Run an authors tea where the students will present an oral on their habitat page

Butchers paper (12 large pieces 6 for first activity, 6 for second) 24 pens o o o o 6x blue pen 6x yellow pen 6x red pen 6x black pen

Authors tea Students will be assessed based on their habitat page. See Assessment Appendix 5 for the rubric

Draft poster templates (24) Pens Colourer paper Coloured pens Display table Fruit and water

3. Reflect on the program Brainstorming (small groups): Students are assigned a habitat (sea, backyard, bush). Students then brainstorm in groups common animals and plants within that habitat. Small group discussions (small groups): Students will finalise with the teacher two animals and two plants to focus on within that habitat. Students will then plan and research features of these plants and animals Individual work (individual): Students will create a draft habitat poster, with the annotated animals and plants being included into the poster. Students will then create a final draft followed by the habitat poster, which will be combined into a classroom book. Differentiation: student works with the teachers assistant to create the draft habitat poster Thought Shapes (individual): Students will write a response to each of the four shapes Triangle: important thing I have learnt

Square: enjoyed the most Heart: feel about the skills and ideas I have learnt Circle: thoughts still going around in my head Differentiation: student works with the teachers assistant

English: ACELA1778 ACELA1455

Spelling: Use 5 Day spelling rotation program Focus on individual weekly words Class: focus on <ay> Timetable sample: to be altered (See resource appendix 5)

Jolly phonics: NEED THE JOLLY PHONIC BOOK Group 1: Sort ____________ pg _____ Group 2: Sort ____________ pg _____ Group 3: Sort ____________ pg _____ Group 4: Sort ____________ pg _____ Guided reading: Day 7,8,9: Intro to book 4 door approach: focus on the strategy of finding the main idea Literacy circles: When not with Miss Dandridge doing lit circles See timetable See folder for more information: one reading centre, two writing centres, one listening centre, one sight word centre, one ABC centre, one retail centre, one fine motor skills centre. Grammar centre focus: alphabetical order Writing: Students demonstrate writing capabilities when they: o Recreate correct lower and upper case letters

Spelling rotation program (See resource appendix 5) Task cards Jolly phonics book Spelling workbooks Spelling activity cards

Spelling: (S) Magic 100 high frequency words assessment

English: ACELA1449 ACELA1451 ACELA1452 ACELY1655 ACELY1656 ACELY1788 ACELY1659 ACELY1660

Guided reading & literacy circles: 1. Students express, demonstrate and deepen their knowledge of literacy Stations (individual tasks at each station): Students will rotate around the stations according to the timetable. Each student will play, explore and develop literacy skills. 2. Students deepen their understandings of reptiles and reptile features Stations (individual tasks at each station): Students will rotate around the stations according to the timetable. Each Station will have a reptile focus to help embed ideologies surrounding reptile and their features. 3. Student deepen their comprehension and reading skills Guided reading: (small groups) Students will work with the teacher to practice and develop their reading and comprehension skills Handwriting 1. Students reconstruct correct letter formation Individual Students work through their handwriting books

Guided reading: Guided reading prompt cards Guided reading questions Guided reading books 4 doors strategy Literacy circles: Literacy circle resources (see separate folder for list of items) Literacy circle timetable Literacy circle workbooks Guided reading: (F) Assessed based on the students ability to satisfy the criteria. Running records and daily guided reading snapshots are used See Assessment Appendix 3 for assessment rubrics. Literacy centres: (F) Assessed based on self-assessment and collection and marking of literacy centre books

English: ACELY1663

Pencils Handwriting books

Handwriting: (F) Mark students handwriting books. Note students excelling or needing extra help. Address these in the following lesson

Assessments

Assessment appendix 1

Animals in their Environment: Diagnostic Testing Role Play

Teacher Name: Miss. Dandridge

Student Name:

________________________________________

Demonstration of animal behaviours:

Great understandings 1 Good understanding 2 Fair understanding 3 Little understanding 4

_____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ ________________________________________________________________________ Demonstration of animal features:

Great understandings 1 Good understanding 2 Fair understanding 3 Little understanding 4

_____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ ________________________________________________________________________

General comments: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ ____________________________________________________________________________________________

Assessment appendix 2

Animals in their Environment: Diagnostic Testing Before and After

Teacher Name: Miss. Dandridge

Student Name:

________________________________________

Demonstration of the ideology that every feature has a purpose: I.E for making food, obtaining water
Great understandings 1 Good understanding 2 Fair understanding 3 Little understanding 4

_____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ ________________________________________________________________________ Demonstrates an understanding of a plant feature:

Great understandings 1 Good understanding 2 Fair understanding 3 Little understanding 4

_____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ ________________________________________________________________________

General comments: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

Assessment appendix 3

Assessment appendix 4

Wanted Poster
Teacher Name: Miss. Dandridge Students Name: _______________________________

CATEGORY

Wasnt the best Content & Ideas:

Student demonstrates an ability to accurately record and recount the mystery animals movements within the classroom.

Okay

Really good

Fantastic

Sentence Structure, organisation & word choice:

Student uses a variety of sentence lengths following basic sentence structures and grammar. Sentences are complete and make sense. Words used are interesting and descriptive

Convention:
Student uses accurate punctuation and capitalisation. Student writes most sight words correctly and uses best guess spelling.

Proofreading & Editing:

Student attempted some proofreading and editing skills

Overall:
Student demonstrates an ability to create a visually appealing poster.

Assessment appendix 5

Authors Tea: Written Page

Teacher Name: Miss. Dandridge Students Name: _______________________________

CATEGORY

Needs Improvement Student demonstrates a sound understanding in none/1 of the 4 elaborations. These being habitats, animals, animal features, pants and plant features. Labels are too small to view, labels are non existent, label are too messy to read Student has many punctuation and capitalisation errors. Student writes no/very few sight words correctly

Fair Student demonstrates a sound understanding in 2 of the 4 elaborations. These being habitats, animals, animal features, pants and plant features. . Several animals and plants are clearly labelled with labels that can be easily read Student has punctuation and capitalisation errors. Student writes few sight words correctly

Good Student demonstrates a sound understanding in 3 of the 4 elaborations. These being habitats, animals, animal features, pants and plant features. Almost all animals and plants are clearly labelled with labels that can be easily read Student has a few punctuation and capitalisation errors. Student writes most sight words correctly

Excellent Student demonstrates a sound understanding in all elaborations. These being habitats, animals, animal features, pants and plant features. All animals and plants are clearly labelled with labels that can be easily read Student uses accurate punctuation and capitalisation. Student writes most sight words correctly and uses best guess spelling Student used the template correctly to create a finished product. Student attempted some proofreading and editing skills Visually appealing, images and words are clear, concise, viewer understands and can learn in a fun way from the page

Content:

Labels:

Conventions:

Recount Process, Proofreading & Editing: Overall effect achieves Purpose?

Student has not used the template correctly to create a finished product.

Student has demonstrated some use of the template correctly to create a finished product.

Student used the template correctly to create a finished product.

Not visually appealing, images and words are messy, viewer has trouble understanding and learning from the page

Visually appealing, images and words are messy, viewer understands and can learn a few things from the page

Visually appealing, images and words are clear, concise, viewer can learn from the page

Overall Comments: ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________

Resources

Dingo:
Resource appendix 1

Footprint identification Booklet:

Resource appendix 1

Kangaroo:

Goanna:

Wombat:

Echidna:

Resource appendix 1

Koala:

Resource appendix 1 Australian Bush tail Possum:

Kookaburra Feathers:

Resource appendix 2

Feathers identification Booklet:

Rainbow Lorikeet Feathers:

Pelican Feathers:

Resource appendix 2

Australian Crested Dove Feathers:

Barn Owl feathers:

Resource appendix 2

Resource appendix 2

Magpie Feathers:

Australian Raven (Crow) feathers:

Resource appendix 3

Resource appendix 4

Resource appendix 5

Salt water Crocodile Conference with Miss D

Frilled Neck Lizard

Loggerhead Turtle

Bobtail

Dugite Snake

Day 1

Conference with Miss D

Grammar Centre

Writing Centre

Reading Centre

Day 2

Reading Centre

Grammar Centre

Conference with Miss D

Conference with Miss D

Writing Centre

Day 3

Conference with Miss D

Writing Centre

Reading Centre

Grammar Centre

Conference with Miss D

Day 4

Writing Centre

Conference with Miss D

Conference with Miss D

Reading Centre

Grammar Centre

Day 5

Grammar Centre

Reading Centre

Writing Centre

Conference with Miss D

Conference with Miss D

Resource appendix 5

Salt water Crocodile Day 6 Conference with Miss D

Frilled Neck Lizard Conference with Miss D

Loggerhead Turtle Sight word Centre

Bobtail

Dugite Snake

Listening Centre

Recall Centre

Day 7

Recall Centre

Sight word Centre

Conference with Miss D

Conference with Miss D

Listening Centre

Day 8

Conference with Miss D

Listening Centre

Recall Centre

Sight word Centre

Conference with Miss D

Day 9

Listening Centre

Conference with Miss D

Conference with Miss D

Recall Centre

Sight word Centre

Resource appendix 6

Resource appendix 7

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Resource appendix 8