brief Overview of the unit
This unit of work has been developed for Stage 1 students and incorporates 12 lessons that will be taught over a 12 week period. These lessons have been split into four focus areas, which include:
In lessons 1, 2 and 3, the first area is discussed. In this area students will begin to develop an understanding of the fundamentals of living and non-living things. The characteristics of living things include food to change into energy, the ability to move and reproduce and the ability to adapt to its surrounding environment (The University of Waikato, 2012). The children will also have the opportunity to learn about the characteristics of non-living things, which are the opposite of the characteristics of living things. Non-living things do not have the ability to move or reproduces and cannot consume food.
In lessons 4, 5 and 6, the second area is discussed. In this area the children will be introduced to the growth of a flower through videos and activities on the Interactive Whiteboard (IWB). This will provide them with hands on leanring allowing them to further develop their knowledge on flowers and their growth. In this area the children will also have the opportunity to research different plants such as trees and oranges and how they grow. As well as this, they will also gather and conclude their findings on a bean plant experiment by using the results from this experiment and the knowledge gained from previous lessons in this unit.
In lessons 7, 8 and 9, the third area is discussed. In this area students are provided with the opportunity to investigate the life cycles, features and habitats of various animals. Incorporated into lessons 7 and 8 are firsthand investigations of the life cycle of Sea Monkeys, giving students the opportunity to be scientists and to engage and learn regardless of learning styles (Martin, 2011). Technology is also integrated through the IWB where students are encouraged to manipulate objects to further develop their understanding of living things. This encourages students to externalise and share ideas and interact (Murphy, DePasquale & McNamara, 2003). Furthermore, this area also involves a hands on excursion to the zoo, giving students the opportunity to touch and observe the external features of Australian native animals and learn about their habitats. During this time, students will also engage in stories and songs from the Dreamtime, told by an Indigenous educator (Taronga Conservation Society Australia, n. d).
In lessons 10, 11 and 12, the fourth area is discussed. In this area, students are provided with the opportunity to develop their understandings of the different types of environments that Australian animals occupy and how they grow within them. This area encourages students to consider some of the characteristics of living things such as movement, growth, the need for food, water, air, response to stimuli, reproduction and waste elimination (Board of Studies NSW, 1993). As well as this, the students will be provided with the opportunity to make an environment for an Australian animal, which will support them in building on their understandings and sharpening their skills (Charlesworth & Lind, 2010). Furthermore, the students will also have the opportunity to present their work to their peers and reflect on the unit as a whole. This is important as it provides students with the opportunity to work through and revisit the curriculum, and develop their individual strengths and preferred ways of learning (Board of Studies NSW, 2012).
- An introduction to living and non-living things and their characteristics and how to create and implement an experiment.
- The life cycle of plants and what makes them living things, the diversity of plants and how to record results and conclude an experiment.
- The life cycle of animals and what makes them living things and the diversity of animals.
- The individual needs of animals, the environment in which they live and how an animal’s individual needs affect the environment in which it lives.
In lessons 1, 2 and 3, the first area is discussed. In this area students will begin to develop an understanding of the fundamentals of living and non-living things. The characteristics of living things include food to change into energy, the ability to move and reproduce and the ability to adapt to its surrounding environment (The University of Waikato, 2012). The children will also have the opportunity to learn about the characteristics of non-living things, which are the opposite of the characteristics of living things. Non-living things do not have the ability to move or reproduces and cannot consume food.
In lessons 4, 5 and 6, the second area is discussed. In this area the children will be introduced to the growth of a flower through videos and activities on the Interactive Whiteboard (IWB). This will provide them with hands on leanring allowing them to further develop their knowledge on flowers and their growth. In this area the children will also have the opportunity to research different plants such as trees and oranges and how they grow. As well as this, they will also gather and conclude their findings on a bean plant experiment by using the results from this experiment and the knowledge gained from previous lessons in this unit.
In lessons 7, 8 and 9, the third area is discussed. In this area students are provided with the opportunity to investigate the life cycles, features and habitats of various animals. Incorporated into lessons 7 and 8 are firsthand investigations of the life cycle of Sea Monkeys, giving students the opportunity to be scientists and to engage and learn regardless of learning styles (Martin, 2011). Technology is also integrated through the IWB where students are encouraged to manipulate objects to further develop their understanding of living things. This encourages students to externalise and share ideas and interact (Murphy, DePasquale & McNamara, 2003). Furthermore, this area also involves a hands on excursion to the zoo, giving students the opportunity to touch and observe the external features of Australian native animals and learn about their habitats. During this time, students will also engage in stories and songs from the Dreamtime, told by an Indigenous educator (Taronga Conservation Society Australia, n. d).
In lessons 10, 11 and 12, the fourth area is discussed. In this area, students are provided with the opportunity to develop their understandings of the different types of environments that Australian animals occupy and how they grow within them. This area encourages students to consider some of the characteristics of living things such as movement, growth, the need for food, water, air, response to stimuli, reproduction and waste elimination (Board of Studies NSW, 1993). As well as this, the students will be provided with the opportunity to make an environment for an Australian animal, which will support them in building on their understandings and sharpening their skills (Charlesworth & Lind, 2010). Furthermore, the students will also have the opportunity to present their work to their peers and reflect on the unit as a whole. This is important as it provides students with the opportunity to work through and revisit the curriculum, and develop their individual strengths and preferred ways of learning (Board of Studies NSW, 2012).