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Assessment 1 Part A: GROUP 22

Year: 4 TERM: Unit title Duration of unit

Stage 2 The Survival Of The Living 12 lessons
Unit Overview
The living world is a big and exciting place with much to learn and explore. The aim of this unit, The Survival of
the Living World, is to provide students with the opportunity to expand on their curiosity and understanding of
the natural world, and extend beyond their current proximity of knowledge and into new skills and information
(Vygotsky, 1978, p. 33).
Students are encouraged to demonstrate their developing knowledge and understanding of scientific processes
by predicting, gathering and interpreting data, exploring their local environment, and looking closely at the world
around using a variety of strategies to find the answers they seek. Students conduct their own fieldwork and
experiments and record their findings using both formal and informal units of measurement. Students
collaborate, compare and contrast their findings to notice patterns and demonstrate logical reasoning in their
This unit aligns with the Australian Science curriculum by focusing on areas that are relevant to both childrens
interests and the world around them. Students are involved in working scientifically from the first steps of
considering inquiry questions through to presentation of their findings. Through the use of hands-on, student
centered learning experiences, students have opportunities to work collaboratively and creatively (ACARA, 2012)
in the shared goal of solving relevant local problems that affect their daily live s.
This unit helps to reinforce other key learning areas of the syllabus, in particular English, Mathematics and HSIE.
Students simultaneously develop skills in supporting areas such as understanding different text types,
communication, measurement and the environment (ACARA, n.d.). Students explore and develop their
understanding of a variety of scientific terms and use them effectively within different contexts including written
responses (Griffiths & Barman, 1993). To further enhance their written responses and understanding, students
are encouraged to utilize drawings and diagrams (Mawson, 2010, p. 7), this allows students with learning
difficulties or EAL/D students to convey their understanding without relying solely on written languag e.
Integration of other core subjects throughout this science-based unit encourages students to connect the
relevance of scientific thinking across many aspects of their daily live s. Students develop their critical and
creative thinking skills through experimentation and the joy of scientific discovery (ACARA, 2012) allowing them
to draw evidence-based conclusions using scientific methods ACARA, 2012). Students develop a deep
understanding of the effect that humans have on the world around them and how they as single participants can
make changes for the future of our earth.
Upon completion of this unit, students are well positioned to make informed decisions to improve the overall
quality and well being of the environment. Students are able to use their creativity to effectively design and
develop solutions to problems relevant to their own worlds, using a range of materials, tools, equipment and
techniques (Board of Studies, 2012).
Syllabus Links
Science Outcomes Learning across the
ST2-10LW - describes that living things have life cycles, can be distinguished from capabilities and
non-living things and grouped, based on their observable features cross-curriculum
ST2-11LW - describes ways that science knowledge helps people understand the
effect of their actions on the environment and on the survival of living things

ST2-4WS - investigates their questions and predictions by analysing collected data,

suggesting explanations for their findings, and communicating and reflecting on the
processes undertaken

ST2-5WT - applies a design process and uses a range of tools, equipment, materials
and techniques to produce solutions that address specific design criteria priorities

ST2-2VA - demonstrates a willingness to engage responsibly with local, national and

global issues relevant to their lives, and to shaping sustainable futures

Knowledge & Working Scientifically Working
Understanding Technologically
Living things can be grouped on the Students question and predict by: Students explore and Literacy
basis of observable features and define a task by:
can be distinguished from non-living predicting what might happen Numeracy
things. (ACSSU044) based on prior knowledge in an working
investigation (ACSIS053, individually and ICT capability
Living things have life cycles. ACSIS064) collaboratively
(ACSSU072) to develop a Critical and creative
Students plan investigations by: design brief that thinking
observe first-hand one identifies simple
animal or plant as it grows working collaboratively and design criteria Ethical behaviour
and develops, and sequence individually, to suggest ways to relating to
the stages in its life cycle plan and requirements Aboriginal and Torres
identify ways that the conduct investigations to find that make the
Strait Islander histories
environment can affect the answers to questions proposed
life cycle of plants and (ACSIS054, ACSIS065) solution useful and cultures
animals and attractive
Students conduct investigations by: while having Sustainability
Living things, including plants and minimal impact
animals, depend on each other and safely using appropriate
on the
the environment to materials, tools or equipment to
survive. (ACSSU073) make and record observations,
using formal measurements and Students generate and
outline the relationship digital technologies as develop ideas by:
between plants and animals, appropriate (ACSIS055,
including that plants are able ACSIS066) using creative
to use light to make food, thinking
Students communicate by: techniques,
while animals must eat
plants or other animals to including
representing and communicating
obtain food brainstorming,
ideas and findings in a variety of
investigate the role of living mind-mapping,
ways such as diagrams, physical
things in a habitat, eg plants sketching and
representations and simple
as producers and microbes modelling
reports, tables, simple column
(micro- organisms) as graphs, written and oral factual Students evaluate by:
decomposers texts, explanation and argument
gather information about (ACSIS060, ACSIS071) reflecting on the
some relationships between process
living things, eg predator- followed and
prey, competitors and what could be
mutually beneficial done differently
relationships to ensure that
predict the effect of natural the solution
changes in the environment meets the
on some relationships needs of the
between plants and animals, user/audience
eg drought and fire
describe some examples of
how science knowledge
helps people to understand
the effect of their actions on
the environment and the
survival of living things

Links to other key learning areas


EN2-8B - identifies and compares different kinds of texts when reading and viewing and shows an understanding
of purpose, audience and subject matter
EN2-1A - communicates in a range of informal and formal contexts by adopting a range of roles in group,
classroom, school and community contexts
EN2-10C - thinks imaginatively, creatively and interpretively about information, ideas and texts when responding
to and composing texts
EN2-12E - recognises and uses an increasing range of strategies to reflect on their own and others learning


MA2-1WM - uses appropriate terminology to describe, and symbols to represent, mathematical ideas
MA2-3WM - checks the accuracy of a statement and explains the reasoning used
MA2-18SP - selects appropriate methods to collect data, and constructs, compares, interprets and evaluates
data displays, including tables, picture graphs and column graphs


GE2-3 - examines differing perceptions about the management of places and environments
GE2-1 - examines features and characteristics of places and environments
GE2-2 - examines ways people, places and environments interact


VAS2.2 - Uses the forms to suggest the qualities of subject matter.

Learning Experience Overview and Group Responsibilities

Number Learning Experiences Assessment Strategies Group member names

and/or Name

LE 1 - - ENGAGE - Tahlia Pearce

Plant Life Students discuss knowledge of living things and

Cycles explore areas they wish to know more about.
Discuss definitions of growth stages and life
(90 minutes)
cycles. Students demonstrate
Students reflect on elements of procedural texts knowledge of procedural
and whole class creates a procedure for an texts and scientific
experiment to demonstrate plant lifecycles that understanding by creating a
will also display the effects of different suitable experiment.
environmental factors on plant growth (e.g.
sunlight and water)
Students conduct experiment in groups of four. Students record observations
Students make predictions based on what might accurately using appropriate
happen to the seeds in each of the four different measurements and scientific
environmental conditions. Students to care for and drawings.
plants regularly throughout the following weeks.
Watch How Seeds Become Plants video (ABC,
2005) and explain the growth stages of plants,
linking to students experiments.
Explain how to record scientific observations
through measurement, scientific drawings and
descriptions. Students are able to use
Microsoft Excel to correctly
enter data.
Students record observations of plant growth
twice per week for the following three weeks.
Students analyse data by entering
measurement observations into Microsoft Excel
program to generate growth rate graph.
LE 2 - - ENGAGE - Tahlia Pearce

Animal Life Students monitor and record the growth of their Students create a factually
Cycles seedling experiments. Discuss the growth correct and scientifically
stages the plants have been through so far, presented poster and
(60 minutes) reflecting back to the How Seeds Become presentation.
Plants video.
Outline that animals (including humans) also go
through life cycles, linking back to first lesson.
Students discuss ways in which they have
grown or changed since they were born and
some of the main stages of growth that occur.
Watch Lifecycle of a Monarch Butterfly video
(Absolutely Wild Visuals, 1998) and explain
animal lifecycles.
Students brainstorm other unique animal and
plant life cycles, and further research a
particular animal of their choosing.
Students use their research to create a timeline
detailing the growth stages, presenting
information in a short talk to the class.
LE 3 - - ENGAGE - Tahlia
Students discuss the needs of living things for Pearce
Effect of
Environmental survival.
Students are able to correctly
Changes on Students brainstorm some natural
identify a range of
Living Things environmental changes that would affect plants
adaptations that plants and
and animals in positive and negative ways.
(60 minutes) animals have developed to
Students check seedling experiments and suit different environmental
discuss the ways in which the various changes such as drought and
environmental conditions have affected the fire.
Students are able to use both
Students explore why some of their seedling
manually recorded and
experiments may have displayed poorer growth
computer generated data
than others.
(Excel Spreadsheet) to
Explain the process of adaptation to suit critically analyse the
environmental changes. information recorded during
- EXPLORE- the duration of the
experiment and reflect on
Watch Rise from the Ashes video (Kocher, initial predictions.
2009) to explain plant and animal adaptations to
fire and relationships following fires.
Link fire adaptations to the Aboriginal
Australians use of fires to control and benefit
their environment. Discuss the ways in which
Aboriginals used scientific understanding to
ensure plants and animals survived fires.
Students analyse the effect depriving seedlings
of water had on plant growth during their
Show students pictures of various desert plants
(such as cacti) and discuss differences between
normal plants in their schoolyard and desert
plants. Explore ways in which plants have
adapted to survive in desert environments.
Students complete worksheet outlining
adaptations of plants and animals to different
environmental conditions.
Extension Task- Students use Create a
Creature game (Education Services Australia
Ltd, 2013) to develop animals suited to a range
of environments.
Students analyse their plant growth data
collected over the previous three weeks,
reflecting back on their original predictions.
Students discuss the outcomes they predicted
against what actually occurred.
LE 4 - - ENGAGE - Ellen
Students will consider the composition of their Russell
What do Formative - observation of
animals eat? own meals for the day in a class discussion. student reasoning
(60 minutes)
Students will draw on previously developed
knowledge of living and non-living things to Marking - Venn diagram
categorise example items. They will give created by students is
logical reasons for their classifications. accurate

Students will suggest animals they encounter
regularly in various contexts (wild in the
neighourhood, captive in the zoo) and share
what they know or believe these animals eat.
Students will learn the classification terms
carnivore, herbivore and omnivore. Students
will use classroom ICT to play Please Do
Feed The Animals. Students will demonstrate
their reinforced knowledge of the classification
Students will recall the animals/birds from the
explore phase and classify these animals by
diet, into a Venn diagram.
LE 5 - - ELABORATE - Ellen
Students will form Jigsaw groups to research Russell
What features Formative - Observe
of an animal an animal from their Venn diagram in the last whether students give
characterize its lesson. Students will use classroom ICT logical reasoning for
eating habits? resources to each investigate one detail about grouping animals as similar
that animal (teeth, nocturnality, habitat,
(60 minutes) preferred diet). Students reform their groups
present their findings. Marking - PowerPoint
Students will then reform the whole class presentation has accurate
group and collate their data to note similar detail and students are
characteristics between animals and as a drawing relevant
group make inferences as to why animals have conclusions from data
their particular diets. Students will note and
discuss similarities between animals diets.
Students will create a brief presentation for the
Interactive Whiteboard, which shows the
relationships between the animals identified
(for example, we have seen Kookaburras and
mice and we know that Kookaburras eat mice).
Students will identify predator/prey
Students will further analyse and compare to
data to identify any animals that may be similar
in some ways but have different diets.
LE 6 - - ENGAGE - Ellen
How do plants Students will recall some examples of Formative - Peer Marking -
get food? omnivores/herbivore and carnivores. Students accurate comprehension
will observe the natural world just outside the details from video
(60 minutes) classroom and note the living things they can
see. When a student says trees or plants, the
students will be asked whether they consider
trees or plants are omnivores, herbivores or
The students will share any previous knowledge
they hold regarding how plants get nutritio n.
Students will determine if this allows plants to
be classified in the same way as animals and
give reasons.
Students will step outside the classroom and
examine a nearby tree. Students will share their
knowledge on the physical parts of trees and
sketch a diagram.
Marking - diagrams show
Students will watch a video Photosynthesis in understanding of
plants and complete a comprehension photosynthesis process
worksheet. Students will peer mark the
worksheets and add any additional information
learned to their diagrams.
Students will experiment with leaves and
colored water to understand how leaves
transport nutrients inside plants. Students will
add this detail to their diagrams .
Students will present their diagrams to their
table groups and collect any missing details.
Students will identify any gaps in their
information and share with the other groups.
LE 7 - - ENGAGE - Autumn Onions

Habitats and The purpose of Lesson 7 is to learn and Marking- on understanding

environments distinguish between what makes a habitat and comprehension of
different from an environment, and to educate content taught.
(60 minutes) the student in their makeup and importance.
Students discuss their opinions and Marking- accurate use of
conceptions of what exactly makes and is a knowledge in notebook
Students Brainstorm the word environment
mind map on the IWB.
Have children explore local wildlife
Have students observe and record the habitats
in their neighborhood.
Students create a list of their thoughts of habitat
and animal roles within it
Watch a Steve Irwin Journey to the Red
Center (9minutes to 28 minutes) documentary,
illustrating conservation of environments and
Have students discuss among themselves ways
to preserve the environment in their own
Students to keep a notebook of their
discoveries and develop a plan for conserving
habitats and environments in their local area .
LE 8 - - EXPLORE - Autumn Onions

Roles within a The purpose of Lesson 8 is to gain Marking- knowledge of key

habitat understanding of and also to be able to explain differences in habitats from
what makes up a habitat, and to explore a environments shown.
(60 minutes) nearby freshwater environment to find
examples of habitat in observing where native
frogs live and breed.
Follow a frog's life cycle and have students
identify habitats suitable for frogs to lay eggs.
Compare the ecology of native frogs with
introduced toads.
Students look at and observe enlarged pictures
of microbes. Inviting discussion on microbes
and their role in the environment.
Learn the role of producers in the environment,
have students contrast them to microbes.
- ELABORATE - Marking- use of correct terms
Have students develop cutaway diagrams that to distinguish
illustrate microbes and producers and their Marking- students show
places and roles in their habitats and knowledge of new terms, and
environments. information.
Students are to demonstrate knowledge of what
plants, microbes and animals and their roles are
in habitats, showing this new information
through a PowerPoint presentation to the entire
LE 9 - - ENGAGE - Autumn Onions

Producers and The purpose of lesson 9 is to examine

microbes knowledge already held by students and use it
to explore in more detail what is different in a
(90 minutes) producer to a microbe and observe some in
their natural habitats.
Marking- knowledge of
Discuss microbes and introduce Decomposers
microbes and producers
and more specifically fungi to the students.
shown in discussions.
Discuss how fungi like mushrooms, mildew,
mold and toadstools are not plants. That They
don't have chlorophyll so they can't make their
own food and so they absorb nutrients from
decomposing organisms.
-Are some types harmful?
-Are some types useful? (Penicillin)
-Where could they be found? (Gardens, fridges
-Do some grow quicker? How?
The area in the school grounds to search for
different types of fungi.
Students examine fungi through microscope
noting differences in types.
Discuss producers and how they create their
own food, unlike decomposers.
Have students list five different producers.
Discuss the food chain that exists in
nature, the producer i.e. a plant, the consumer
i.e. a rabbit and eats the plant and the
microbe/decompose/fungi feeds off the Marking timeline shows
nutrients of decomposing producer and or understanding and
consumer. knowledge of microbes and
producers in the ecosystem
Have students construct a timeline of the
ecosystem involving producers, microbes and
Students are to develop a short talk with
images, or a PowerPoint presentation on the
way microbes and producers are both integral
to the environment and ecosystem and what
makes them both important and necessary
LE 10 - - ENGAGE - Diagnostic assessment: Teacher to Jacqueline
The effects ofBuilding on their understanding of the environment developed in lesson 7, observe and record students active Southwell
our actions students will Think-Pair-Share their thoughts about how the environment affects participation and understanding of the
(90 minutes) themselves, plants and animals for survival and how they affect the environment. topics being discussed.
Students consider why different people value environments in different ways and
discuss sustainability and how people should and could use places and Students to fill in the mud map in detail
environments more sustainably. using a key of their choice.
- EXPLORE - Students to keep a science journal to
Students reflect on the experiment conducted in learning experience 1-3 and describe and draw their thoughts and
consider the role of different environmental factors within the schoolyard. experiences.
Returning to these groups students are provided with a partially drawn mud map
of the school (buildings and paths), and are allocated to a focus area. Students
observe other areas that show similar and different characteristics and
identifying what might be happening in some areas that is not happening in
others (ScienceWeb). They identify these characteristics using a colour legend
(or key). Students look at shade, sun, exposure, water, rain, drainage, wind, soil,
temperature, evidence of animals and litter etc and can document these
observations using cameras and notes.
Students debrief outlining what they found interesting, curious and surprising
and predicting how a change in these variables could change the growth or
survival of their area.
LE 11 - - EXPLAIN - Jacqueline
Taking action Students will create a graphic organiser to show their developing understanding Formative assessment: graphic Southwell
(60 minutes) of the different environmental characteristics they have observed in the previous organisers will be assessed according
lesson. They will use descriptive words, explanations, sentences and detailed to the students understanding of the
diagrams to convey their understanding. task and their engagement in the
- EXPLAIN - lesson.
Jigsaw II groups are created (1 student from each group) giving students the
opportunity to compare similarities and differences within their experiences, and
discuss how their areas could be used more sustainably and effectively for the
benefit of the environment, living things, the school and its students.
In groups students will design, develop and create an action plan that will be
implemented in their area of the school. A variety of materials, tools, equipment
and implements will be supplied for the students to create their design using the Students assessed on their
techniques of their choice. Students could create signage, bins, feeding understanding of the task and the
enclosures, sculptures whatever they feel will be the most effective way to create creativity of their ideas and
change. Students can document their action plan using photographs, drawings implementation of their solutions.
and notes.
Students to make predictions about the effectiveness of their solution and if they
could make any improvements.
LE 12 - - EVALUATE - Jacqueline
The sum of Students return to their environment and identify changes that have occurred as Southwell
its parts a result of their action.
(90 minutes) Each group creates a poster using photos taken throughout the unit, diagrams, Summative assessment: Students are
observations, graphs of data collected, journal notes and experiences that can assessed on their poster presentation,
be displayed in a public area within the school educating their peers on their information gathering skills, clarity,
environmental impact on their school. Students can focus on habitat, message conveyed and creativity.
environments, human impact, microbes, plant and animal survival and natural
occurrences and their effect on the environment. Their poster and findings will
then be presented in a short oral presentation to the class with each student Students are assessed on their
having a speaking role. confidence and involvement in the
As a class students will discuss the differences in the class findings and the presentation and depth of information
variety of different scientific knowledge tools that have been used. presented.
Students reflect on their learning throughout the unit. Peer-assessment sheets
will be used to provide 2 stars and a wish to another group. Students will
complete self-assessment sheets allowing them to reflect on their own learning Self assessment sheet
throughout the unit. Peer assessment sheet

ABC. (2005). How seeds become plants. Retrieved March 18, 2016 from!/media/106388/

Absolutely Wild Visuals. (1998). The lifecycle of Monarch Butterflies. Retrieved March 18, 2016 from

ACARA. (n.d.). Learning 3-6. Retrieved March 24, 2016 from

ACARA (2012). The Australian Curriculum. Science F-10. Retrieved from:

Board of Studies NSW (2006). Creative arts K-6 syllabus. Sydney, Australia. Retrieved from:

Board of Studies NSW (2012). Science K 10 (incorporating Science & Technology K 6) syllabus. Sydney.
Australia. Retrieved from:

Education Services Australia Ltd. (2013). Create a creature. Retrieved March 20, 2016 from

Elearnin, 2013, Photosynthesis in plants accessed 18th

March 2016
Griffiths, A., & Barman, C. (1993). Australian secondary school students concepts regarding the nature of
Retrieved from eReserve

Kocher, D. W. (2009). Rise from the ashes. Retrieved March 20, 2016 from

Mawson, B. (2010). Childrens developing understanding of technology. International Journal Of Technology &
Design Education, 20(1), 1-13. doi:10.1007/s10798-008-9062-8

Murphy, S. (n.d) Living and non-living things In ScienceWeb Australia. Retrieved from:

Tube Head, Switch Zoo 2016. accessed 18th March


Vygotsky, L. (1978). Interaction between learning and development. Mind and Society (p. 79-91). Cambridge,
MA: Harvard University Press
EMS406 Assignment 1 Programming for Science and Technology in the Primary School Part A: Unit Outline (worth 15% group mark)
Criteria are not equally weighted (*** is worth three times the value of *)

Group Components- worth 15% of marks

Criteria1 HD DI CR PS FL
The rationale defines the The Rationale is expressed in The Rationale is The Rationale is detailed. The Rationale is sufficient. It The Rationale is not
overall purpose for the a relational way. It defines the comprehensive and makes It defines the overall aim defines the overall aim comprehensive. It may
Unit of Work. It identifies overall aim and purpose for multiple links amongst the and purpose for the Unit of and purpose for the Unit of provide a descriptive list of
the big ideas of the unit the Unit of Work. It provides components of the Unit of Work. It provides Work. It provides Learning Experiences and/or
including the key a succinct justification of why Work. It defines the overall a justification of why this a justification of why this content within the Unit of
concepts, context and this Unit of Work should be aim and purpose for the Unit Unit of Work should be Unit of Work should be Work but fails to identify the
context. undertaken, and a succinct of Work. It provides undertaken, an overview of undertaken, an overview of aim and/or purpose.
integrated overview of the a succinct justification of the content, context and the content, and the Alternatively, no Rationale is
Weighting * content, context, why this Unit of Work the instructional strategies instructional strategies to be provided.
pedagogical approach, should be undertaken, and to be employed. employed.
underpinning learning theory a succinct integrated
and the instructional overview of the content,
strategies to be employed. context, pedagogical
approach and the
instructional strategies to be
Links are made to the Links are made to appropriate Links are made to Links are made to Links to the outcomes of the Does not meet the Pass
Science K-10 syllabus. learning outcomes related to appropriate knowledge and appropriate knowledge and Science K-10 syllabus are criteria.
Learning experiences are the strands of knowledge and understanding outcomes and understanding learning evident.
briefly described and understanding, skills, and relevant skills outcomes with outcome(s) with reference Integrative links are made to
sequenced. values and attitudes with reference to the K-10 science to the K-10 science the English KLA.
reference to the K-10 science syllabus. Integrative links are syllabus.
Weighting ** syllabus. made to the English Integrative links are made
Integrative links are made to and two other KLAs. to the English
the English and three, or and one other KLA.
more, other KLAs.

Clear descriptions of the

purpose of learning Clear descriptions of the Clear descriptions of the Clear descriptions of the
experiences are evident. The purpose of learning purpose of learning purpose of learning
sequence of learning experiences are evident. The experiences are experiences are
experiences is sequence of learning evident. The sequence of evident. Suggestions for
developmentally appropriate experiences is learning experiences is learning experiences are
for the stage level identified. developmentally appropriate developmentally sequenced and are appropriate
Proposed learning for the stage level appropriate for the stage for the Outcomes and Stage
experiences target the content,identified. Proposed learning level identified. Proposed level identified.
skills and values and attitudes experiences target the learning experiences target
Outcomes identified. content and skills Outcomes the content Outcomes
identified. identified.

Criteria SY US
Contains evidence of Is coherent and structured and of an acceptable Lacks coherence or structure and has
correct use of language standard of literacy. serious deficiencies in the quality of the
conventions. writing.
Group members are Group members are assigned to three learning Has not matched group members to
assigned learning experiences. learning experiences.
General Comments


Scope and Sequence

Marking Rubric for Students (see above for more detailed information)

Part A: Group Components (15%) Value Mark

The unit of work rationale. 5 4
The scope and sequence of the learning experiences. 10 7.5
Use of academic language conventions SY/UN SY
Contributions of group members SY/UN SY

TOTAL 15 10

Mark out of 15: 11.5 Percentage: 77% Grade:


Marker: James Deehan

General Comments:

(see in-text comments)