Task 2: Planning, Assessing, Record Keeping and Reporting

Part A: Backward Design Unit Plan

TITLE: Investigating habitats

Year Level: 1 Teacher: Melinda White
Focus Curriculum Area (s): Science, English, Humanities and Social Sciences Duration: 4 weeks

STAGE 1: Desired Results

General Literacy Numeracy ICT Critical and Creative Thinking
Capabilities (GP)
Ethical Behaviour Personal and Social Intercultural Understanding
Cross-curriculum
Priorities (CCP) Aboriginal and TSI Asia and Australias Sustainability
Histories and Culture Engagement with Asia
Learning area 1 - Science: Year Level Achievement Learning area 1:
Living things have a variety of external Standards Students can identify a range of
features(ACSSU017); habitats, describing events and
objects that they encounter in
Year Level Living things live in different places where their needs everyday life and the effects of
Content
are met (ACSSU211) (Australian Curriculum, interaction with them.
Descriptors
Assessment and Reporting Authority [ACARA], 2016a).
Students follow instructions to
Learning area 2 - English: record, sort and share
Engage in conversations and discussions, using active observations with their peers;
listening behaviours, showing interest, and contributing responding to questions, making
ideas, information and questions (ACELY1656) predictions and investigating
 habitual occurrences.

Learning area 2:
Students listen to others when
(Australian Curriculum, Assessment and Reporting taking part in conversations,
Authority [ACARA], 2016b) using appropriate language
features and interaction skills;
Learning area 3 - Humanities and Social Sciences: they interact in pair, group and
Collect data and information from observations and class discussions, taking turns
identify information and data from sources when responding.
provided (ACHASSI019);
Learning area 3:
The natural, managed and constructed features of Students can identify, observe
places, their location, how they change and how they and collect data and information
can be cared for (ACHASSK031) (Australian Curriculum, describing important features and
Assessment and Reporting Authority [ACARA], 2016c) changes to/of places.

Students can reflect on their

learning to suggest ways they
can care for places.

Knowledge Skills
Throughout this unit, students are expected to learn: Upon completion of this unit, student are expected to be able to:

What a habitat is; Identify and describe a variety of features of different habitats, including plants
and animals within the habitat;
What features are in a habitat, both plant and animal;
Identify and describe a range of needs of different habitats, including plants and
Needs of habitats;
 The effects people and external factors can have on a habitat; animals within the habitat;

The similarities and differences between habitats; Research specific topics utilising multi-modal resources;

The importance of healthy habitats and why we (people) need to care Construct a labelled diagram of a habitat;

for habitats. Complete a report on habitats.

LEARNING OUTCOMES:
Upon completion of this unit, student will be able to:

Explain that living things live in different places, where their needs are met, and have a variety of external features;

Identify a variety of different habitats;

Describe the external features of habitats;

recognise that different animals live in different habitats e.g. land and water;

recognise external features of different animals and the purpose of these features;

Understand the needs of animals and how they are provided by their habitats;

Identify and explain things that impact and affect habitats;

recognise external features of different plants and the purpose of these features;

Describe how habitats can change and how they can be cared for;

Collect, record, sort and share data and/or observations with their peers;

Investigate habitual occurrences and make predictions;

Engage in meaningful conversations and discussions.

STAGE 2: Assessment Evidence

Summative Task:
Students to prepare, individually, a report on a habitat. The report will
include the following:
A description of the habitat, including details of animals and
plants found in the habitat;
A labelled diagram of the habitat, including the external
features of both animals and plants that live there;
Identification of a problem or aspect that threatens the habitat;
Suggestions of what can be done to improve, care for, and
protect the habitat.
Assessment Criteria:
Students will be assessed using the following criteria:
- Identifies a habitat and describes the external features of a plant and
animal that live there
- Describes changes to things in a habitat. Uses science knowledge
about the needs of living things to suggest ways to improve this
habitat
- Share observations using written language and drawings
Assessment recording template:
The assessment criteria is set out in rubric format, featuring three criteria
sections and four possible grades for each criteria (Appendix J).
Feedback:
Other Assessment tasks:
Diagnostic
1. KWL chart (Appendix A) Educator will observe students responses
whilst completing the K and W sections of the KWL chart, as well as during
the lesson, to determine students awareness of habitats and the
environment.
Formative:
Informal
1. Anecdotal notes (Appendix B) Educator will observe students
knowledge of the features of animals and plants. The educators
notes will be used to plan details of proceeding lessons.
2. Anecdotal notes (Appendix E) Educator will observe students
participation in class discussion to gauge their knowledge and
understanding of the features and needs of plants.
3. Animal and habitat table (Appendix F) Educator will observe
students participation in class discussion to gauge their knowledge
and understanding of the features and needs of animals.
4. Cause-and-effect chart handouts (Appendix H) Educator will
assess students ability to describe changes to habitats using the
responses on their cause-and-effect charts.
5. KWL chart (Appendix A) Educator will observe students responses
whilst completing the L section of the KWL chart to determine
students awareness of habitats and the environment.
 Formal
Students will be provided ongoing feedback and guidance, where necessary,
throughout the unit.
Students will also receive written feedback, underneath the marking rubric,
for their habitat report (Appendix J). Verbal feedback will also be provided
after marking.
Self-assessment:
Students to complete a self-assessment upon completion of the unit and
submitting their habitat report (Appendix K).
1. POE chart (Appendix D) Educator reviews students POE charts to
observe students ability to:
- Examine and record the external features of plants;
- Conduct investigations into plant survival needs and life cycles.
2. Educators task checklist/notes for marking (Appendix G) Checklist
will be used to observe and gauge students understanding,
knowledge and ability to make connections between animals
features and their purposes.
 STAGE 3: Plan Learning Experiences and Instruction

Learning Experiences Diagnostic & Formative Assessment Resources

Learning experience 1 - My favourite place outside - Engage.

Diagnostic KWL chart (Appendix A)
Formative (Informal) Paper/cardboard
Introduction to habitats.
Pencils
Class will participate in a book reading of Where the forest meets the sea
IWB
by Jeannie Baker.
Book Where the forest meets
Students will discuss the book and its features.
the sea by Jeannie Baker
Class discussion about their favourite place outside, e.g. a park, beach etc.
Students to draw a picture of their favourite place, including two sentences
describing the environment and features of their favourite place.
Pictures to be displayed in the classroom.
Educator to use IWB to begin a class KWL chart, recording students
observations of what they already know (K) and want to know (W) about
different habitats and the animals and plants in those habitats.
Educator and class to start a word wall of relevant vocabulary, to build on
throughout the unit.

Learning experience 2 - What things are in our local habitats? - Explore.

Formative (Informal) Anecdotal notes (Appendix B)
Library access
Review the book read during learning experience 1. Educator to discuss
Books; pamphlets; flyers etc
with students that the home of the animal is its habitat, where it has food,
Computer access
water and shelter provided. Students asked to identify other animals from
Printer
the book, describing each animals habitat,
Book Where the forest meets
Class discussion about the animals/wildlife that can be found around South the sea by Jeannie Baker
and Port Hedland; students to describe the animals habitats.
Class research exercise.
Students to work in small groups of 3-4 students. Each group is assigned a
different animal/habitat to explore, researching information and gathering
images to use in a class display and to be explored further, in future
lessons.

Learning experience 3 - What similarities and differences are there

Images collected during
between different habitats? - Explain.
learning experience 2
Pin board
As a class, review and examine the images collected during learning
IWB
experience 2. What do students see, notice, infer from these images?
Students science workbooks
Add new words to the word wall.
Educator to display each groups images in sections on the pin board/next
to the IWB and facilitate and record, using the IWB, a class discussion
about the main features of each habitat e.g. animals, plants, soil,
buildings/structures, rubbish etc. Discuss the similarities and differences
between all of the habitats explored and displayed.
Ask students what they think would be a good way of describing each
habitat; educator to write students ideas/suggestions on IWB.
Ask students to record the definitions/descriptions of each habitat in their
science workbooks.

Learning experience 4 - What are the features and needs of plants? -

Formative (Informal) IWB
Explain.
Formative (Formal) Experiment procedure
(Appendix C) - display on IWB
Educator to display 3-4 different pot plants at the front of the room.
Word wall
Instruct students, in groups of 5-6, to examine and describe what they can
Science workbooks
see and know about the plants features e.g. leaves, stem, flower/s, roots
Pot plants
etc. 20 x glass jars
Ask students to return to their desks and draw/sketch of one of the plants 60 x sunflower seeds
they have just observed, including labels of the plants features/details. Soil
Students to compare their diagrams and observations with the person Cotton wool
sitting next to them. What differences and similarities do they see? Water
As a class, discuss the purpose of the different plant features, e.g. a plants POE chart (Appendix D) -
roots obtain water for the plant to grow and survive etc, display on IWB
Students advised they will be conducting an experiment to investigate Anecdotal notes (Appendix E)
plants needs.
Educator to separate students into 5 mixed ability groups.
Educator to display the experiment procedure (Appendix C) on the IWB.
Educator to explain the steps and stages of the experiment to the class,
explaining the plants growth will continue to be monitored and recorded
over the next few weeks.
Educator to display (on IWB) and outline the POE chart (Appendix D),
generating a class discussion about what they predict will happen to the
seedlings throughout the experiment and what effects/impacts they think
the different situations will have on the seedlings.
Educator to record students predictions/responses in the chart.
Add new vocabulary words to the word wall.

Learning experience 5 - What are the features and needs of animals? -

Formative (Informal) IWB
Explain.
Animal and habitat table
(Appendix F) display on IWB
Class discussion on animal features. Educator to display the animal and
Science workbooks
habitat table (Appendix F) on the IWB and ask students for suggestions of
local animals to research. Educator to record students responses in the
table.
When a variety of animals have been chosen, continue class discussions,
asking students to identify the animals habitat, external features and
needs, and add this details/information to the table.
When the table is complete, ask students to compare the similarities and
differences between the different animals.

Learning experience 6 - Create a new animal - Elaborate.

Formative (Formal) Educators task checklist/notes
for marking (Appendix G)
Group discussion, recapping and discussing animals external features and
Paper/cardboard
their purposes.
Pencils/markers
Educator to explain to students they are going to create their own animal,
Scissors
displaying it as a labelled drawing. Students are to label the external
Glue
features of their animal on the drawing and include a short paragraph about
Miscellaneous materials
the purposes of the animals features and a brief description of the habitat
that their animal would live in.
Students to present their animal creation to the class.

Learning experience 7 - How are habitats impacted and affected by

Formative (Informal) IWB
people? - Elaborate.
Cause-and-effect chart
handouts (Appendix H)
Class discussion and mind map. Focus question: What do we already
know about habitats? Educator to record students responses on IWB.
Educator to ask students if they can suggest ways in which people impact
and affect habitats. Educator to use prompting and questioning techniques
to guide discussion. Add responses to IWB.
Following class discussion, educator to create a T-chart on the IWB,
featuring positive impacts and negative impacts. As a class, sort the
previously discussed impacts into the two columns.
Educator to display a cause-and-effect chart on the IWB, demonstrating
how to fill it out, using an example from the class T-chart.
Educator instructs students to work in pairs, with the person sitting next to
them, to complete their own cause-and-effect chart. Educator to distribute
handouts (Appendix H).

Learning experience 8 - What can we do to care for our local habitats? -

Formative (Informal) Completed cause-and-effect
Elaborate.
charts from previous lesson.
IWB
Review and briefly discuss the cause-and-effect charts from last lesson.
KWL chart from LE1 (Appendix
Ask students to suggest things they think might help to maintain and/or
A)
care for a healthy habitat, record responses on IWB. Educator to link
Seedling experiment from
students ideas/responses to how these changes allow the animals and
previous lessons
plants needs to be met, e.g. eliminating rubbish can prevent the pollution
of the water source etc.
As a class, revisit the seedlings/experiment and discuss the positive and
negative impacts on each of the seedlings e.g. the seedling that is not
being watered isnt growing, as opposed to the control seedling. This
shows that water has a positive impact/affect on the seedling; therefore
demonstrating that a lack of water, or even healthy water, can have a
negative impact on plants/animals/habitats.
Educator to display the class KWL chart from learning experience 1, on the
IWB.
As a class, complete the what I learned (L) column. Educator to record
students responses about their learning, knowledge and understanding of
different habitats and the animals and plants in those habitats.

Learning experience 9 - Assessment - Evaluate.

Summative IWB
Assessment task sheet
Educator to explain to students that they will need to create a report for
(Appendix I)
assessment.
Assessment task rubric
Educator to display Assessment task sheet (Appendix I) and Assessment (Appendix J)
rubric (Appendix J) on IWB, educator also to distribute in print form, for
students to glue in their science workbooks.
Educator to guide class through the assessment task and rubric, identifying
and explaining the assessments requirements.
Educator to facilitate a Q&A about the assessment task, before discussing
available resources for students to complete the task.
As a class, devise a time management and resource management plan.

Learning experience 10 - Assessment research and preparation - Evaluate.

Summative Science workbooks
Student self-assessment Library access
Students provided time and access to necessary resources to research
Computers
and prepare their reports.
Printer
Educator to scaffold and assist students where necessary.
Paper/Cardboard
Upon completion of their report, students to complete the self-assessment
Pencils
sheet (Appendix K)
Miscellaneous items
Self-assessment sheet
(Appendix K)
Records File

Summative Assessment Record Keeping

Appendix I
Appendix J

Notes/Feedback: .
. .
. .
. .
. .
. .
Appendix K
Diagnostic and Formative Assessment Record Keeping

Appendix A
Appendix B
Appendix D
Appendix E

Appendix F
Animal name Habitat animal is External features How the animal What the animal
found in moves eats/drinks

e.g. Worm Soil/dirt, Compost Mouth, Skin Wiggles Dirt

Appendix G
Appendix H

Cause-and-Effect Chart

CAUSE

What was the event? Remember to identify the habitat.

EFFECT

What happens to the habitat and the needs of living things in the habitat because of th