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CONCEPT MAP

The Arts = English =


• Visual Arts: • Students participate in group discussions about the external features of animals by asking questions, providing ideas and contributing responses
o Students draw pictures of animals, (ACELY1656)
making sure to include all of the • Read a variety of books about different animals, learning about their external features, why they need these external features and the functions
external features that they have of these external features (ACELY1659)
previously learnt about • Using the iPad app “Book Creator” students create a short story about an animal of their choosing, identifying and outlining the animal’s external
(ACAVAM106) features (ACELY1661 and ACELY1664)
o Students create animals using • Students draw a picture of an animal and then label the external features of that animal (ACELY1663)
playdough/clay, making sure to
• Students help to construct a word wall made up of different external features/terms that they come across to aid them with their science
include all of the external features
learning
that they have previously learnt
• Students contribute to a classroom question wall where they pose questions relating to the external features of animals, why they need them
about (ACAVAM107)
and/or their function.
• Drama:
o Students improvise/play
imaginatively with animals similar Concept: External Features of Animals
to the ones that they have learnt
about (ACADRM028) Term: 1 Weeks: 1-5
• Media Arts:
o Students use a mixture of sound,
text and images to create an
informative text that describes an Humanities and Social Sciences =
external feature of an animal • Students contribute to brainstorms, think-pair-share activities and KWL charts, highlighting what they already know
(ACAMAM054) and what they would like to know about the external features of animals, why they have them and what their
o Students use the website function is (WAHASS13)
“Blabberize” to animate an animal • Students answer questions about what they already know about the external features of animals and pose questions
that they have studied, explaining about what they would like to know about these external features (WAHASS14)
its external features and the • Using books, the internet and videos, children research different external features of animals, the reasons as to why
functions of those features
they have them and their functions (WAHASS15)
(ACAMAM056)
• Students present information about animal’s external features, the functions of these features and the reasons as to
• Dance:
why animals have these features in a variety of ways – e.g. written, oral, digital, role-play, graphic etc. (WAHASS23)
o Using an external feature that they
have been learning about – e.g. • Students reflect on what they have learnt and discuss what they now know about the external features of animals
head, legs, wings, tail etc. students (WAHASS25)
create a dance sequence that • Students choose a particular animal that they would like to focus on and research their habitat, looking at where they
focuses on one of these external originate from, what that habitat is like (weather, dry/wet etc.) and where else around the world is similar to where
features (ACADAM001) the animal comes from