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Lesson Objectives: For year 1 to: Finish the environment that they started creating in lesson 11 Present their

eir chosen Australian animal and the environment they have created to the class Reflect on what they have learnt in this unit of work over the past 12 weeks

Rationale: This lesson allows year 1 students to strengthen their knowledge on what animals need to survive and how the environment in which they live helps them to survive. Furthermore, this is also provides year 1 students with the opportunity to develop their skills in presenting their work to their peers, which is an important skill to develop as it will become useful later in their schooling life. These students are also provided with the chance to reflect on the knowledge they have gained, which allows them to revisit and develop their understanding further of the concepts discovered in this unit. This is important because all students should be provided with the opportunity to work through and revisit the curriculum (Board of Studies NSW, 2012). By doing this, this will allow them to develop their individual strengths and preferred way of learning science (Board of Studies NSW, 2012). Outcomes and Indicators: VA1 Demonstrates confidence in their own ability and a willingness to make and implement decisions when investigating, designing, making and using technology (Board of Studies NSW, 2006, page 18). VA5 Works cooperatively with others in groups on scientific and technological tasks and challenges (Board of Studies NSW, 2006, page 18). DM S1.8 Develops and implements own design ideas in response to an investigation of needs and wants (Board of Studies NSW, 2006, page 36). Participates in the designing and making of an environment for an Australian animal so that it can survive Collaboratively creates a three-dimensional model of an animals habitat that highlights the needs of growing animals Collaboratively creates a three-dimensional model of an animals habitat that highlights the needs of growing animals

LT S1.3 Identifies and describes ways in which living things grow and change (Board of Studies NSW, 2006, page 24).

ES S1.6 Identifies and describes ways in which people and other living things depend upon the Earth and its environments (Board of Studies NSW, 2006, page 30). Participates in the designing and making of an environment for an Australian animal so that it can survive.

The outcomes and content this plan relates to in the new NSW science syllabus is provided in the appendix that follows this lesson plan. This lesson also relates to the Creative Arts, Human Society and Its Environment [HSIE] and English Key Learning Areas [KLAs]. This is detailed further in the KLA Integration area on the website. Key Scientific Knowledge (KSK): In this lesson an understanding of every science concept covered in this unit is needed as this lesson provides the opportunity to revisit the KSK learnt throughout the unit. Certain characteristics are needed for living things to be seen as living such as movement, growth, the need for food, water and air, waste elimination, reproduction and a response to stimuli (Board of Studies NSW, 1993). The term life cycle refers to the development of an organism such as a plant or animal (Spilsbury, 2010). The life cycle of a plant or animal starts when it is born or sprouts from a seed (Spilsbury, 2010). It then continues to grow into an adult that can produce offspring (Spilsbury, 2010). The plant and animal will then die and rot away providing nutrients for the life cycles of other plants and animals to begin (Spilsbury, 2010).

In order to survive, Australian animals live in different environments based on their individual needs. These environments are known as habitats which provide food, shelter and water (Riggs, 2011). For example, the wombat lives in dry grasslands and forests (Kras, 2010) where it can dig burrows with its powerful legs, paws and claws (George, 2011). The ability to dig burrows provides the wombat with shelter (Petrie, 2010) When the environment outside is suitable the wombat will search for grasses, fungi, herbs and roots, which allows it to receive enough food and water to survive (Petrie, 2010).

Prior Learning: The students will need to: Use their knowledge gained lessons 10 and 11 Know how to write a journal Know how to act during class presentations by: o o o

List of Resources: Resource table with dreamtime stories for reference The environments created by each group Pictures of their chosen animal and the design of their environment Different coloured paper, cardboard and tissue paper Different coloured fabrics with different textures Paper towel rolls Pencils, crayons and textas Scissors Glue Science exercise books

Listening to every groups presentation with respect Contributing their ideas to the class confidently Speaking in a clear, loud voice

Lesson Overview: 1. The class will discuss what they did in lesson 11. (2 minutes) 2. The class will then break into their groups and collect their drawing of the environment they created, the environment they began creating in lesson 11, and any other materials needed from the front of the classroom. (3 minutes) 3. Each group will then be asked to finish the environment that they began creating in lesson 11. (25 minutes) 4. Each group will place their environment at the front of the classroom and pack away the materials used (5 minutes) 5. The students will then be asked to write a journal in their science books. They will reflect on what they have learnt and what they enjoyed the most over the past 12 weeks. (10 minutes) 6. The teacher will then explain that each group will present their chosen animal and the habitat that they have created. Each group will present their work to the class, explaining the animal chosen, any Aboriginal stories surrounding their animal, the habitat they made and the features that make it possible for their animal to survive. (15 minutes) Modifications Support: Support from their group members as well as the teacher will be provided. The teacher will also be available to provide the appropriate support when the children are writing their journal and presenting their chosen animal to the class. Extension: Children will be encouraged to support their peers and to develop solutions to problems they may encounter as a group before seeking advice from the teacher. These students will also be encouraged to add more detail to their journals.

Appendix

This plan also links to the following science outcomes and content from the new NSW science syllabus:

ST1-1VA Shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities (Board of Studies NSW, 2012, page 161)

ST1-4WS Investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know (Board of Studies NSW, 2012, page 39)

Working cooperatively and individually when participating in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources, surveys and fieldwork (Board of Studies NSW, 2012, page 39)

Representing and communicating observations and ideas using oral and written language, drawing and role-play (Board of Studies NSW, 2012, page 40)

ST1-5WT Uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants (Board of Studies NSW, 2012, page 41) Using techniques for documenting and communicating design ideas, including simple plans, drawings and models using familiar materials (Board of Studies NSW, 2012, page 41) Using a range of everyday tools, equipment, materials and techniques (Board of Studies NSW, 2012, page 41) Using feedback from others to refine design ideas (Board of Studies NSW, 2012, page 41) Working cooperatively and safely (Board of Studies NSW, 2012, page 41) Identifying how their solution meets the needs and wants of the user (Board of Studies NSW, 2012, page 41)

ST1-11LW Describes ways that different places in the environment provide for the needs of living things (Board of Studies NSW, 2012, page 45) Explore the needs of a plant or animal in its environment (Board of Studies NSW, 2012, page 45) Describe how the environment provides for the needs of the animals that live there (adapted from (Board of Studies NSW, 2012, page 45)