Unit plan - North Keppel Island Environmental Education Centre · Web viewDocument was created by...

OneSchoolUnit Plan

Name: Unit 1 - Science Year 5 Duration: 2-3 Weeks

Year Level: 5 Type: Master

Applicable SCIENCE Teachers: NKIEEC Staff + Visiting StaffLearning Areas:

Unit OutlineSurvival on North Keppel IslandIn this unit students will examine the structural features and adaptations that assist living things to survive in their environment. This knowledge will be used to create a creature with adaptations that are suitable for survival in a prescribed environment.

SafetyTeachers need to identify safety issues and conduct risk assessments. For this unit teachers should:- refer to WHS (Workplace Health and Safety) policy pertaining to schools- use Chemwatch Gold to consult the relevant MSDSs (Materials Safety Data Sheets) for chemical safety information pertaining to the substances use- ensure students wear personal protective equipment- ensure students observe laboratory safety procedures including but not limited to the safe handling of spills

Schools should consult the Guideline for Managing Risks with Chemicals in DET Workplaces (HLS-PR-006). This document (p.10) contains information relating to theDepartment's online subscription to ChemWatch Gold. Detailed instructions are available to assist schools when registering for the first time.

For further information, view the unpacking video by clicking below. https://learningplace.eq.edu.au/cx/resources/items/28e268c9-1229-a49e-ab3b-eb395a1165dc/1/Sci_Y05_U1_Unpacking.mp4

Andrew Gill (NKIEEC)Ref-CurriculumUnitPlanDetails-VR2.1.1-3571-624516 Page: 1 of 25

OneSchool Education Business SupportUnit Plan Plan Name: Unit 1 - Science Year 5 Year: 5Learning Areas: SCIENCE

Status: Master Duration: 2-3 Weeks

Document Table of ContentsCurriculum Priorities• Australian Curriculum• Dimensions of teaching and learning

• Student ICT Expectations

Curriculum Summary• Curriculum Tracking

Teaching SequenceTeaching Sequence Summary• Survival on North Keppel Island• Survival investigation

• Adaptations in focus• Create a creature

• Human survival• Queensland farming and

sustainability

Resources• Attachments• Plan Resource Bank

AssessmentAssessment Summary• Monitoring - Recorded observations

and discussions (Yr 05)• Monitoring - Relating adaptations to

the environment - create a creature: Find a home (Yr 05)

• Poster/multi-modal presentation - Create a Creature (Yr 05)



Australian Curriculum


Science- Year 5

Year Level Description

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the Achievement Standard and also to the content of the Science Understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching/learning programs are decisions to be made by the teacher.

Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales. In Year 5, students are introduced to cause and effect relationships that relate to form and function through an exploration of adaptations of living things.

Content DescriptionsScience as a Human EndeavourNature and development of science• Important contributions to the advancement of science

have been made by people from a range of cultures (ACSH E 082 )

• Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSH E 081 )

Use and influence of science• Scientific understandings, discoveries and inventions

are used to solve problems that directly affect peoples’ lives (ACSH E 083 )

Science Inquiry SkillsCommunicating• Communicate ideas, explanations and processes in a

variety of ways, including multi-modal texts (ACSIS093 )

Planning and conducting• With guidance, plan appropriate investigation methods

to answer questions or solve problems (ACSIS086 ) Processing and analysing data and information• Compare data with predictions and use as evidence in

developing explanations (ACSIS218 ) • Construct and use a range of representations,

including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090 )

Science UnderstandingBiological sciences• Living things have structural features and adaptations

that help them to survive in their environment (ACSS U 043 )


https://oslp.eq.edu.au/oslp/CurriculumPlanning/CurriculumPlan/ViewElaboration.aspx?CurriculumItemId=5693&CorporateDocumentVersionId=15








OneSchool Education Business SupportUnit Plan Plan Name: Unit 1 - Science Year 5Year: 5Learning Areas: SCIENCE


Questioning and predicting• With guidance, pose questions to clarify practical

problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS231 )

Year 5 achievement standard

By the end of Year 5, students, analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people’s lives and how science knowledge develops from many people’s contributions.

Students follow instructions to pose questions for investigation, predict what might happen when variables are changed, and plan investigation methods. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns. They use patterns in their data to suggest explanations and refer to data when they report findings. They describe ways to improve the fairness of their methods and communicate their ideas, methods and findings using a range of text types.

ACARA Work Samples* Sample11* Sample12* These work samples are generic samples provided by ACARA in relation to the Year Level Achievement Standard. They are not related to the specific Assessment Tasks contained in this unit.


http://www.australiancurriculum.edu.au/File/ac1e2612-ce23-4b44-b2b8-694f215b8fff

http://www.australiancurriculum.edu.au/File/65ce9924-3bc9-42c8-bba1-324fc9b34a58



Curriculum Priorities - PedagogyDimensions of teaching and learning

Curriculum intent Content descriptions


What do visiting students need to learn?

Curriculum is the planned learning that a school offers and enacts.

Curriculum intent is what we want students to learn from the mandated curriculum.

Teachers decide how best to plan and deliver the curriculum to ensure all students have opportunities to engage in meaningful learning.

This unit provides opportunities for students to engage in the above Australian Curriculum Content descriptions.

General capabilities

Literacy• Comprehending texts through listening, viewing and reading• Composing texts through speaking, writing and creating• Text knowledge• Grammar knowledge• Word knowledge• Visual knowledge

Numeracy• Calculating and estimating• Recognising and using patterns and relationships• Using fractions, decimals, percentages, ratios and rates• Interpreting and drawing conclusions from statistical information• Using measurement

Information and communication technology capabilityQueensland student ICT expectationsCreating with ICT• Plan, create and refine digital products for specific purposes in a range of KLA-related contexts• Combine their own text and or images with imported materials to create products• Design and create a multimedia presentation combining text, animation, graphics and sound

Operating with ICT• Use a digital camera to capture images• Use and understand common choices within the file menu of different applications




Student ICT Expectations - by the end of Year 5 http://education.qld.gov.a u /smartclassroom s /enabling-learners/ict-expectations/inde x .html

[accessed on 16 August 2012]

Australian Curriculum ICT Capabilities• Creating with ICT• Managing and operating ICT

Critical and creative thinking• Inquiring - identifying, exploring and clarifying information• Generating innovative ideas and possibilities• Reflecting on thinking, actions and processes• Analysing, synthesising and evaluating information

Personal and social capability• Self-awareness• Self-management• Social awareness• Social management

Intercultural understanding• Recognising• Interacting• Respect

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will explore how Aboriginal peoples and Torres Strait Islander peoples utilise knowledge of adaptations in plants andanimals.

The Embedding of Aboriginal and Torres Strait Islander perspectives into the curriculum requires more than addressing curriculum and pedagogy. To ensure holistic learning, teachers need to address the other realms of the Embedding Aboriginal and Torres Strait Islander perspectives in schools (EATSIPS) framework, these are: Personal and Professional Accountability, Community Engagement and Organisational Environment.


http://education.qld.gov.au/smartclassrooms/enabling-learners/ict-expectations/index.html



For further information refer to Delivering Aboriginal and Torres Strait Islander Perspectives .

SustainabilityStudents will learn how the Kanomi lived sustainably on North Keppel Island for 4000 yearsStudents through residing at North Keppel Island will live sustainably and adopt sustainable practices Students will explore how farmers consider environmental impacts of their industry when making decisions about farmingmethods.

Relevant prior curriculumStudents require prior experience from Year 4 with:

Science UnderstandingBiological sciences• Living things, including plants and animals, depend on each other and the environment to survive

Science as a Human EndeavourNature and development of science• Science involves making predictions and describing patterns and relationships

Science Inquiry Skills Questioning and predicting Planning and conductingProcessing and analysing data and informationEvaluatingCommunicating

Curriculum working towardsThe teaching and learning in this unit works towards the following in Year 6:

Biological sciences• The growth and survival of living things are affected by the physical conditions of their environment

Science as a Human EndeavourNature and development of science• Science involves testing predictions by gathering data and using evidence to develop explanations of events and

phenomena• Important contributions to the advancement of science have been made by people from a range of cultures


https://learningplace.eq.edu.au/cx/resources/file/32725259-0af4-f2a9-e3e1-452ea74ec0d8/1/C2C_HI_Indigenous%20perspectives.pdf



Use and influence of science• Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples' lives• Scientific knowledge is used to inform personal and community decisions

Science Inquiry Skills Questioning and predicting Planning and conductingProcessing and analysing data and informationEvaluatingCommunicating

FeedbackWhat do visiting students already know? What do visiting students need to learn?

How do I teach it?

Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone's performance. The aim of feedback is to improve learning and is used to plan what to teach next and how to teach it.

Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use self-feedback to guide and improve their teaching practice.

Supportive learning environment

DifferentiationWhat do visiting students already know and what do visiting students need to learn? Consider the individual needs of students including ESL, gifted and talented and student requiring additional support.

Start where students are at and differentiate teaching and learning to support the learning needs of all students. Plan and document how you will cater for individual learning needs.

The learning experiences within this unit can be differentiated by increasing:• the frequency of exposure for some students• the intensity of teaching by adjusting the group size• the duration needed to complete tasks and assessment.

For guided and/or independent practice tasks:• student groupings will offer tasks with a range of complexities to cater for individual learning needs• rotational groupings allow for more or less scaffolding of student learning.

Feedback to studentsEstablish active feedback partnerships between students, teachers and parents to find out:• what each student already knows and can do• how each student is going• where each student needs to go next.




Ensure feedback is timely, ongoing, instructive and purposeful.

Feedback may relate to misunderstandings and common alternative conceptions. In this unit this may include:• Students may think that plants do not have behavioural adaptations. Provide examples showing plants do respond to

stimuli for example the cocky apple flower only opens at night.• Students may think that changes to environments won't affect animals. Provide students with examples of how dependent

animals are on elements of their environment such as coral reefs providing shelter and a food source.• Students may think that an animal's adaptation makes it suitable for only one environment. Provide students with examples

of animals the live in a variety of different environments using the same adaptation.

Use feedback to inform future teaching and learning.

For further information related to structural features and adaptations of living things consult the lesson plans.

Reflection on the unit planIdentify what worked well during and at the end of the unit for future planning. Reflection may include:• activities that worked well and why• activities that could be improved and how• monitoring and assessment that worked well and why• monitoring and assessment that could be improved and how• common student misconceptions that need, or needed, to be clarified• differentiation and future student learning needs.

AssessmentWhat do visiting students understand and can do? How well do they know and do it?

Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.

Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine strengths and weaknesses in students' understanding.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learningneeds.

Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.

Specific monitoring opportunities in this unit may include:

Recorded observations and discussionsThrough observations and discussions across the unit, monitor how well students can:• Identify structural adaptations that enable survival in its environment• Use data to suggest explanations about structural or behavioural adaptations• Represent and communicate ideas using scientific language




Student response to activity - Relating adaptations to the environment - Create a creature: find a homeCheck students responses to gauge their capacity to:• Identify structural and behavioural adaptations that help their creature survive• Describe knowledge of the function of adaptations in their creature• Explain the relationship between adaptations of their creature and its environment

Assessing student learningAssessment Name: Create a creature

Assessment Description: Students are required to create a fictional creature and describe the relationship between structural and behavioural adaptations needed to survive in an environment.

This assessment provides opportunities to gather evidence of student learning in:

Science UnderstandingsBiological Sciences• Living things have structural features and adaptations that help them to survive in their environment.

Science Inquiry SkillsProcessing and Analysing Data and Information• Construct and use a range of representations, including tables and graphs, to represent and describe observations,

patterns or relationships in data using digital technologies as appropriate.• Compare data with predictions and use as evidence in developing explanations.

Communicating• Communicate ideas, explanations and processes in a variety of ways, including multimodal texts.

The Australian Curriculum: Science for Prep (F)-10 Version 3 www.australiancurriculum.edu.a u /Science/Curriculum/F-10

[accessed on 27 July 2012]


http://www.australiancurriculum.edu.au/Science/Curriculum/F-10



Sequencing teaching and learningWhat do the visiting students already know and can do? What do the visiting students need to learn? How do I teach it? The relationship between what is taught and how it is taught is critical in maximising student learning. Start with what the visiting students already know and set goals for the next steps for learning. Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a variety of teaching strategies.

Teaching strategies and learning experiencesA suggested learning sequence is outlined below. For further information about learning focuses, refer to the teacher lesson overview and lesson plans.

Survival in Australian Environments• Surviving on North Keppel Island• Differentiating structural and Behavioural Adaptations

Survival Investigation• Investigating Camouflage

Adaptations in focus• Exploring Adaptations in Plants• Exploring Adaptations in Animals• Survival in Extreme Environments• Relating Adaptations to the North Keppel Island Environment• Comparing Organisms on North Keppel Island• Comparing Different Adaptations in Similar Organisms

Create a Creature• Assessing student learning• Reviewing a creature

Human Survival• Linking to human survival stories Camping out at Consodine Beach as a culminating activity

Queensland Farming and Sustainability• Agricultural/Aquaculture experts quiz


https://learningplace.eq.edu.au/cx/resources/items/ecc993b8-2ed8-cc84-6520-db13a0d33901/1/Sci_Y05_U1_TLO.pdf

https://learningplace.eq.edu.au/cx/resources/items/ecc993b8-2ed8-cc84-6520-db13a0d33901/1/Sci_Y05_U1_TLO.pdf


Making judgments Achievement standard


How do I know how well students have learned?

Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and depth of learning is important to promoting learning.

Teachers identify the task-specific assessable elements to make judgments against specified standards on evidence.

In this unit, assessment of student learning aligns to the following components of the Achievement standard.

By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people's lives and how science knowledge develops from many people's contributions.

Students follow instructions to pose questions for investigation, predict what might happen when variables are changed, and plan investigation methods. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns. They use patterns in their data to suggest explanations and refer to data when they report findings. They describe ways to improve the fairness of their methods and communicate their ideas, methods and findings using a range of text types.

The Australian Curriculum: Science for Prep (F)-10 Version 3.0 www.australiancurriculum.edu.a u /Science/Curriculum/F-10

[accessed on 27 July 2012]


http://www.australiancurriculum.edu.au/Science/Curriculum/F-10


Student ICT Expectations


Creating with ICTBy the end of Year 5 students:Select and use ICT to create a range of products to suit the purpose and audience

• combine own text and/or images with imported materials to create products• design and create a multimedia presentation combining text, animation, graphics and sound

Operating ICTBy the end of Year 5 students:Efficient, safe and ergonomic operation of ICT

• use a digital camera to capture images

• navigate in virtual and software environments, including learning objects, games, websites and publishing software



Teaching Sequence


Curriculum Plan TopicsDuration Topic2 Lessons Survival on North Keppel Island2 Lessons Survival investigation

8 Lessons Adaptations in focus

5 Lessons Create a creature

1 Lesson Human survival

2 Lessons Queensland farming and sustainability

20 Lessons Total Unit




Teaching SequenceTopic Survival on North Keppel Island Topic Duration: 2 LessonsOverview Throughout this lesson series, students will establish an understanding of adaptations including structural and behavioural adaptations by accessing North Keppel Island

examples and by developing an understanding of Australian Aboriginal Peoples' knowledge of adaptations especially the Kanomi.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 1EEC

Surviving on North Keppel Island

Lesson objectivesStudents will:• Understand the function of adaptations

Evidence of learningCan the student:• Identify adaptations and their function?

Example learning sequence• Discuss adaptations• Define adaptations• Identify examples of adaptations

Example resources• Information – Dolphin Interaction PDF

• Video

http://www.youtube.com/watch?v=pWpCZsIoDtw Audio

http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/Permanent/Dandiiri+Maiwar/Audio+trails/Dolphin

Note: Aboriginal and Torres Strait Islander viewers are warned that the above example websites may contain images and voice ofdeceased persons.• Supporting learning resource -

Helpful information• Contact Person – Bob Muir/ Chrissy Doherty• Video - http://www.youtube.com/watch?v=p7GLl2SZF3E

Attachments

Lesson Plan 1ILM – Activity Book idea


http://www.youtube.com/watch?v=p7GLl2SZF3E



http://www.youtube.com/watch?v=pWpCZsIoDtw



Teaching SequenceTopic Survival on North Keppel Island Topic Duration: 2 LessonsOverview Throughout this lesson series, students will establish an understanding of adaptations including structural and behavioural adaptations by accessing Australian examples and

by developing an understanding of Australian Aboriginal Peoples' knowledge of adaptations especially the Kanomi.


Lesson 2EEC

Differentiating structural and behavioural adaptations

Lesson objectivesStudents will:• Understand the relationship between structural and

behavioural adaptations.Evidence of learningCan the student:• Identify structural and behavioural adaptations?

Example learning sequence• Discuss examples of adaptations• Grouping adaptations• Identify functions of adaptations

Example resources • Stimulus Picture – Reef Zone

Game Cards – Matching Game Website – Mullet http://www.sydneyfishmarket.com.au/?

TabId=91&xmmid=620&xmid=751 Website – Sargassum

http://en.wikipedia.org/wiki/Sargassum

Attachments



http://en.wikipedia.org/wiki/Sargassum

http://www.sydneyfishmarket.com.au/?TabId=91&xmmid=620&xmid=751

http://www.sydneyfishmarket.com.au/?TabId=91&xmmid=620&xmid=751



Teaching SequenceTopic Survival investigation Topic Duration: 2 LessonsOverview Throughout this lesson series, students will conduct an investigation into the relationship between colour and camouflage.


Lessons 3-4EEC

Investigating camouflage

Lesson objectivesStudents will:• investigate how camouflage helps living things survive.

Evidence of learningCan the student:• collect and present data from an investigation?

Example learning sequence • Discuss camouflage

Experience camouflage on the intertidal zone/ghost crabs • Conduct investigation into camouflage• Explore investigation data

Example resources• Sheet - Camouflage capers 1 (camouflage investigation)• Sheet - Camouflage capers 2 (camouflage investigation)• Sheet - Camouflage capers 3 ( camouflage investigation)• Sheet - Camouflage capers 4 (camouflage investigation)• Sheet - Camouflage capers 5 ( camouflage investigation)

Attachments

Lesson Plan 3-4ILM – Activity Book idea


https://learningplace.eq.edu.au/cx/resources/items/dc44167a-4802-978d-87b5-5b928fecfbdc/0/Sci_Y05_U1_Act_CamouflageCapers_5.pdf

https://learningplace.eq.edu.au/cx/resources/items/1fe30acf-c9b6-4e51-4fd2-b0647fbc7557/0/Sci_Y05_U1_Act_CamouflageCapers_4.pdf

https://learningplace.eq.edu.au/cx/resources/items/88ec3c85-b37c-b2bb-da38-39e60df67533/0/Sci_Y05_U1_Act_CamouflageCapers_3.pdf

https://learningplace.eq.edu.au/cx/resources/items/a78f5f33-9dc0-f339-6afe-1a9499961424/0/Sci_Y05_U1_Act_CamouflageCapers_2.pdf

https://learningplace.eq.edu.au/cx/resources/items/1eca45cb-366b-0e30-67d3-07a193cf1a1d/0/Sci_Y05_U1_Act_CamouflageCapers_1.pdf



Teaching SequenceTopic Adaptations in focus Topic Duration: 8 LessonsOverview Throughout this lesson series, students will conduct field studies and investigations into plant and animal adaptations. This knowledge will be applied to develop knowledge

about the relationship between living things and their environment. During this lesson series, students will require ready access to ICTs at a small group and individual level.


Lessons 5-6EEC

Exploring adaptations in plants

Lesson objectivesStudents will:• investigate structural adaptations in plants

Evidence of learningCan the student:• identify functions of plant adaptations?

Example learning sequence• Discuss plant adaptations• Conduct a field study of plant adaptations• Identify plant adaptations in collected seeds• Discuss findings

Example resources• Sheet - Seed Field Study• Learning object - Alien life form

Mangrove Dichotomus Keys Plants of Capricornia Text

Helpful information• Video - Plant Adaptations ( Scholastic Inc)

Attachments


Lesson 7EEC

Exploring adaptations in animals

Lesson objectivesStudents will:• Understand that evidence of animals with adaptations can

be collected.Evidence of learningCan the student:• collect evidence of animals and identify adaptations?

Example learning sequence• Discuss methods of data collection• Plan a photographic field study• Gather photographic evidence of animals

Helpful information• Website - Bioscience Careers - Zoologist ( North Carolina

Assn for Biomedical Research)http://www.workwithanimals.com.au/Zoologist.htm http://www.australiazoo.com.au/about-us/zoo-crew/?department=78 (Australia Zoo)

• Video - Museum Experts Videos ( Queensland GovtMuseum)

AttachmentsLesson Plan 7ILM – Activity Book idea


http://www.qm.qld.gov.au/Find+out+about/Behind+the+Scenes/Museum+Experts

http://www.australiazoo.com.au/about-us/zoo-crew/?department=78

http://www.australiazoo.com.au/about-us/zoo-crew/?department=78

http://www.workwithanimals.com.au/Zoologist.htm

http://www.aboutbioscience.org/careers/zoologist

http://studyjams.scholastic.com/studyjams/jams/science/plants/plant-adaptations.htm

https://learningplace.eq.edu.au/cx/resources/items/5f41856c-8d6e-7db5-ad41-737796de855b/2/ViewIMS.jsp

https://learningplace.eq.edu.au/cx/resources/items/bb1a8b63-8730-4f61-9842-38e21c599244/0/Sci_Y05_U1_SH_SeedFieldStudy.docx






Lessons 8-9EEC

Survival in extreme environments

Lesson objectivesStudents will:• Investigate adaptations that help animals survive in extreme

environments.Evidence of learningCan the student:• Gather evidence from an investigation about survival in

extreme environments?Example learning sequence• Discuss examples of extreme environments• Introduce investigation into extreme environments• Conduct investigation into extreme environments• Communicate ideas about investigation into extreme

environments

Example resources• Sheet - Survival in Extreme Environments

Attachments


Lesson 10EEC

Relating adaptations to the environment

Lesson objectivesStudents will:• Identify features of environments and animal adaptations

Evidence of learningCan the student:• Link adaptations to environmental features?

Example learning sequence• Discuss how environments relate to adaptations• Establish connections between environment and adaptations• Apply knowledge of relationships between adaptations and

environments

Example resources• Powerpoint and Sheet – Features of Environments (possums)• Learning object - Create a creatur e : find a home

Attachments



https://learningplace.eq.edu.au/cx/resources/items/b1008761-8bf7-2bd6-e49f-6a6bdb6ff8e3/8/viewIMS.jsp

https://learningplace.eq.edu.au/cx/resources/items/20040a0a-4544-c183-8c7e-7c28d7690a67/0/Sci_Y05_U1_Act_ExtremeEnvironments.pdf






Lesson 11EEC

Comparing organisms in the same environment

Lesson objectivesStudents will:• Understand that adaptations may not be easily observed.

Evidence of learningCan the student:• identify adaptations that are not easily observed?

Example learning sequence• Identify adaptations from snorkelling• Understand that adaptations may not be easily observable

Example resources• Sheet – Living on an Island ( Adaptations)

Attachments


Lesson 12EEC

Comparing different adaptations in similar organisms

Lesson objectivesStudents will:• understand that similar animals survive in a variety of

environments due to different adaptations of the same feature.

Evidence of learningCan the student:• identify different adaptations to the same feature in similar

animals?Example learning sequence• List animals that can live in different environments• Identify and explore bird adaptations through birdwatching• Discuss the link between adaptations and environments

Example resources• Sheet - List of birds at North Keppel Island)• Sheet - Beaks and Feet ( Queensland Museum)

Helpful information• Website - It's For the Birds! ( Biology Junction)

Attachments



http://www.biologyjunction.com/bird_adaptations.htm

http://www.cobbandco.qm.qld.gov.au/Learning+Resources/~/media/Documents/Learning%20resources/CC/Resources/Teacher%20and%20student%20resources/teacher-notes-beaks-feet.pdf

http://staff.learningplace.eq.edu.au/Pages/Resourceview.aspx?id=c20fce5e-81f4-f9c9-ebbf-ea3f96ad8392



Teaching SequenceTopic Create a creature Topic Duration: 5 LessonsOverview This lesson series requires students to complete their assessment. Students also have the opportunity to provide feedback and reflect on their created creature. Throughout

this lesson series, students will require ready access to ICTs at an individual level.


Lessons 13-16Classroom

Assessing student learning

Assessment purpose• To create a fictional creature and describe the relationship

between structural and behavioural adaptations needed to survive in an environment

Example learning sequence• Introduce and review the assessment• Review the Guide to making judgements and understand the

standards A-E• Conduct the assessment

Example resources• Slideshow - Assessment: Create a Creature• Sheet - Assessment: Create a Creature

Helpful information• Sheet - Assessment: Create a Creature Model Response

Attachments


Lesson 17Classroom

Reviewing a creature

Lesson objectivesStudents will:• apply knowledge of animal adaptations to pose questions.

Evidence of learningCan the student:• pose a question relating to the creatures adaptations and its

environment?Example learning sequence• Review environmental data• Analyse creature adaptations

Example resources• Slideshow - Assessment: Create a Creature

Helpful information• Sheet - Assessment: Create a Creature Model Response

Attachments





Teaching SequenceTopic Human survival Topic Duration: 1 LessonOverview During this lesson series, students will examine examples of survival by humans in extreme environments and understand what allows animals to easily live within similar

environments. They will then campout on North Keppel Island as the culminating activity to experience survival in a campsite.


Lesson 18EEC

Linking to humansurvival stories

Lesson objectivesStudents will:• recognise adaptations required for extreme environments.

Evidence of learningCan the student:• explain the adaptations that help animals survive in extreme

environments? Explain what adaptations humans have for surviving on

North Keppel IslandExample learning sequence• Review purpose of adaptations• Identify possible adaptations to ensure human survival Experience adaptations while on campout

Example resources• Powerpoint – This is my home (their home environment)

Attachments





Teaching SequenceTopic Queensland farming and sustainability Topic Duration: 2 LessonsOverview Throughout this lesson series, students will become experts in agricultural industries including understandings about use of adaptations in agriculture. This knowledge will be

used to compete in a quiz style game show.


Lessons 19-20Classroom

Agricultural experts quiz

Lesson objectivesStudents will:• explore how understandings of adaptations inform farming

practice.Evidence of learningCan the student:• identify key decisions and results of farming practice?

Example learning sequence• Discuss local or familiar agricultural industries• Research agricultural data• Communicate knowledge and ideas• Discuss knowledge and ideas

Example resources• Sheet - Agricultural Facts• Sheet – Agricultural/Aqua Cultural questions Website -

http://www.csiro.au/en/Outcomes/Environment/Biodiversity/Growing-Australian-aquaculture.aspx (CSIRO Aquaculture)

• Website - Primezone resources ( Primary IndustriesEducation Foundation)

• Website - Canegrowers ( Canegrowers Australia)• Website - Cotton Australia ( Cotton Australia)• Website - Meat and Livestock Australia ( Meat & Livestock

Australia Limited)

Attachments



http://www.mla.com.au/

http://cottonaustralia.com.au/

http://www.canegrowers.com.au/

http://www.primezone.edu.au/school-resources/all-school-resources.html

http://www.csiro.au/en/Outcomes/Environment/Biodiversity/Growing-Australian-aquaculture.aspx

http://www.csiro.au/en/Outcomes/Environment/Biodiversity/Growing-Australian-aquaculture.aspx

https://learningplace.eq.edu.au/cx/resources/items/cfe2c3b1-3565-f810-69bd-79814f34539b/0/Sci_Y05_U1_SH_AgriculturalFacts.docx


Assessment


Assessment Task Summary Type Learning Areas Status DateCreate a Creature (Yr 05)

Students are required to create a fictional creature and describe the relationship between structural features and behavioural adaptations needed to survive in an environment.

Poster/multi-modal presentation

SCIENCE

Recorded observations and discussions (Yr 05)

Through observations and discussions across the unit, monitor how well students can:- Identify structural adaptations that enable survival in its environment- Use data to suggest explanations about structural or behavioural adaptations- Represent and communicate ideas using scientific language

Monitoring SCIENCE

Relating adaptations to the environment - create a creature: Find a home (Yr 05)

Check students responses during Create a creature: find a home activity to gauge their capacity to:- Identify structural and behavioural adaptations that help their creature survive- Describe knowledge of the function of adaptations in their creature- Explain the relationship between adaptations of their creature and its environment

Monitoring SCIENCE




Assessment Task 1 - Criteria SheetAssessment Task Name: Create a Creature (Yr 05) Type: Poster/multi-modal presentation

Date:Description: Students are required to create a fictional creature and describe the relationship between structural features and behavioural adaptations needed

to survive in an environment.Learning Area SCIENCE

Criteria A B C D EUnderstanding science

Links suitable structural and behavioural adaptation to the identified environment

Describes structural features and behavioural adaptations to an unfamiliar environment

Identifies structural features that enables survival in its environment

Identifies a creatures

Investigating science

Uses data as evidence to explain adaptations

Justifies predictions about survival after significant environmental change

Suggests explanations about structural features or behavioural adaptations consistent with environmental data.

States information about the environment.

Communicating

Represents and describes a creature using a range of text types

Explain ideas using scientific terminology

Uses multiple text types in context

Creates a representation of a creature


Unit plan - North Keppel Island Environmental Education Centre · Web viewDocument was created by...

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