Living Things Yr1 term plan

7/29/2019 Living Things Yr1 term plan

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Living Things

Integrated Unit of Work


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Integrated Unit of Work: Living things Year Level: Year 1 6 Week ProgramOverarching Outcomes (CF):

1 English 5 Connections, Patterns &Relationships

9 Global Community 13 Rights and Responsibilities

2 Mathematics 6 Thinking Laterally 10 Creativity These refer to the Overarching LearningOutcomes in the Curriculum Framework(1998:18-19)3 Inquiry Learning 7 Science 11 Growth & Wellbeing

4 Finding TechnologicalSolutions

8 Understanding Australia 12 Collaboration & IndependentLearning

English Program:

Language Literature Literacy General capabilities and cross-curriculum priorities

Text structure and organisation: punctuation

Recognise that different types of punctuation, including full stops, question

marks and exclamation marks, signal sentences that make

statements, ask questions, express emotion or give commands (ACELA1449)

Expressing and developing ideas: visual language

Identify the parts of a simple sentence that represent Whats happening?,

What state is being described?, Who or what is involved? and the

surrounding circumstances (ACELA1451)

Expressing and developing ideas: word level GrammarExplore differences in words that represent people, places and things (nouns,

including pronouns), happenings and states (verbs), qualities

(Adjectives) and details such as when, where and how (adverbs) (ACELA1452)

Sound and letter knowledge: alphabet knowledge

Recognise soundletter matches including common vowel and consonant

digraphs and consonant blends (ACELA1458)

Texts in contexts: texts and the contexts in which they are used

Respond to texts drawn from a range of cultures and experiences (ACELY1655)

Interacting with others: listerning and speaking interactions

Engage in conversations and discussions, using active listening behaviours,

showing interest, and contributing ideas, information and questions

(ACELY1656)

Use interaction skills including turn taking, recognising the contributions of

others, speaking clearly and using appropriate volume and pace (ACELY1788)

Interacting with others: Oral presentations

Make short presentations using some introduced text structures and

language, for example opening statements (ACELY1657)

Interpreting, analyzing, evaluating: reading process

Read supportive texts using developing phrasing, fluency, contextual,

semantic, grammatical and phonic knowledge and emerging text processing

strategies, for example prediction, monitoring meaning and rereading

(ACELY1659)

Interpreting, analyzing, evaluating: comprehension strategies

Use comprehension strategies to build literal and inferred meaning a bout key

events, ideas and information in texts that they listen to, view and read by

drawing on growing knowledge of context, text structures and language

features (ACELY1660)

Creating texts: handwriting

Write using unjoined lower case and upper case letters (ACELY1663)

LiteracyVocabulary knowledgeInteraction skills

Ethical Understanding Develop an understanding of community responsibility towards our fauna

and flora

Personal and social competence Self and social awareness social managementAboriginal and Torres strait islander hi stories and

culturesRespond to texts drawn from a range from cultures and experiencesSustainability Understand how damaging human population can be on animals

Reading Groups: Spelling Groups:

Late: Letter name

alphabetic/Early:

Within Word:

Ben Frank

Cameron W

Ben R

Ashtin

Lachlan L

Mid: Within Word

Pattern two groups

Bryon Michael

James M Aidan

Emerson Jack H

Dylan Kai

Jackson Mathew

Late: Within Word

Pattern

Wesley

Jeho

Ben Fick

Harry

Lachlan T

Late: Within Word

Pattern/ Early: Syllable

and Affixes

Johaan

Jeremiah

James C

Jonathan
http://www.australiancurriculum.edu.au/Glossary?a=E&t=text%20structurehttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1657http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1657http://www.australiancurriculum.edu.au/Glossary?a=E&t=text%20structure


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Science program:

Science Understanding Science as human endeavour Science inquiry skills

Biological scienceLiving things have a variety of external features

(ACSSU017)

Living things live in different places where their needs are met

(ACSSU211)

Science as a human endeavor: use and influence of science

People use science in their daily lives, including when caring for their

environment and living things

(ACSHE022)

Questioning and predicting

Respond to and pose questions, and make predictions about familiar

objects and events (ACSIS024)

Planning and conducting

Participate in different types of guided investigations to explore and

answer questions, such as manipulating materials, testing ideas, and

accessing information sources (ACSIS025)

Evaluating

Compare observations with those of others ( ACSIS213)

Prior Knowledge Exemplar Texts

Understand that punctuation is a feature of written texts Effectively use capital letters and full stops Understand that texts are made up of words and groups of words that make meaning Recognise the letters of the alphabet Can identify some familiar texts and the contexts in which they are used Can listen and respond orally to texts Use correct interaction skills: i.e listening, voice levels, articulation, body language, eye contact Uses comprehension strategies to understand texts Understand that living things have basic needs Can respond to questions about familiar objects and events

Magic beach (local habitats) Ladybird moves home (different things live in different places) Edward the emu (different things live in different places, poetry) A home for Bilby (happens when habitats change, aboriginal) Dingos tree (aboriginal, sustainability, happens when habitat changes) http://www.abc.net.au/schoolstv/animals/default.htm EBook who am I at the Zoo by Jo Tobias Hind Sweet Sharks! Learning About Sharks - Shark Photos And Facts Make It Fun! Cyndy Adamsen Sea Turtles - Beautiful, Real Photos and Fun Sea Turtle Facts for Kids Angela Daniels 25 Weirdest Animals in the World! Amazing facts, photos and video links to the strangest creatures on the

planet. IP Factly

Freddie Frog is Hungry Kari Brimhall, VonLogan Brimhall Birds (Discover Series) Xist Publishing Hide and Seek Animals By Dorling Kindersley Publishing Staff Animals Around the World by DK Publishing Armadillos Sleep in Dugouts: and Other Places Animals Live By Pam Munoz Ryan, Diane deGroat

(Illustrator)

Who Has These Feet? By Laura Hulbert, Erik Brooks (Illustrator) Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr. Non fiction books on reptiles IPAD Aps

o Simple minds

Links to other learning areas

This unit links English to Science
http://www.abc.net.au/schoolstv/animals/default.htmhttp://www.amazon.com/Sweet-Sharks-Learning-About-ebook/dp/B007WTZ9BM/ref=zg_bs_319884011_1http://www.amazon.com/Sea-Turtles-Beautiful-Discover-ebook/dp/B00CD4JQ38/ref=zg_bs_319884011_f_1http://www.amazon.com/Weirdest-Animals-strangest-creatures-ebook/dp/B00AFF9AXS/ref=zg_bs_319884011_2http://www.amazon.com/Weirdest-Animals-strangest-creatures-ebook/dp/B00AFF9AXS/ref=zg_bs_319884011_2http://www.amazon.com/Weirdest-Animals-strangest-creatures-ebook/dp/B00AFF9AXS/ref=zg_bs_319884011_2http://www.amazon.com/Weirdest-Animals-strangest-creatures-ebook/dp/B00AFF9AXS/ref=zg_bs_319884011_2http://www.amazon.com/IP-Factly/e/B00B22MME2/ref=ntt_athr_dp_pel_1http://www.amazon.com/Freddie-Frog-is-Hungry-ebook/dp/B005F77CAE/ref=zg_bs_319884011_8http://www.amazon.com/VonLogan-Brimhall/e/B005EZ1GKY/ref=ntt_athr_dp_pel_2http://www.amazon.com/Birds-Discover-Series-ebook/dp/B00BRR94ZM/ref=zg_bs_319884011_9http://www.barnesandnoble.com/c/dorling-kindersley-publishing-staff/2567935http://www.barnesandnoble.com/c/dk-publishing/2131772http://www.barnesandnoble.com/c/pam-munoz-ryanhttp://www.barnesandnoble.com/c/diane-degroathttp://www.barnesandnoble.com/c/diane-degroathttp://www.barnesandnoble.com/c/laura-hulbert/50047812http://www.barnesandnoble.com/c/erik-brookshttp://www.alibris.com/search/books/author/Bill-Martin%2C-Jr./aid/3201203http://www.alibris.com/search/books/author/Bill-Martin%2C-Jr./aid/3201203http://www.barnesandnoble.com/c/erik-brookshttp://www.barnesandnoble.com/c/laura-hulbert/50047812http://www.barnesandnoble.com/c/diane-degroathttp://www.barnesandnoble.com/c/diane-degroathttp://www.barnesandnoble.com/c/pam-munoz-ryanhttp://www.barnesandnoble.com/c/dk-publishing/2131772http://www.barnesandnoble.com/c/dorling-kindersley-publishing-staff/2567935http://www.amazon.com/Birds-Discover-Series-ebook/dp/B00BRR94ZM/ref=zg_bs_319884011_9http://www.amazon.com/VonLogan-Brimhall/e/B005EZ1GKY/ref=ntt_athr_dp_pel_2http://www.amazon.com/Freddie-Frog-is-Hungry-ebook/dp/B005F77CAE/ref=zg_bs_319884011_8http://www.amazon.com/IP-Factly/e/B00B22MME2/ref=ntt_athr_dp_pel_1http://www.amazon.com/Weirdest-Animals-strangest-creatures-ebook/dp/B00AFF9AXS/ref=zg_bs_319884011_2http://www.amazon.com/Weirdest-Animals-strangest-creatures-ebook/dp/B00AFF9AXS/ref=zg_bs_319884011_2http://www.amazon.com/Sea-Turtles-Beautiful-Discover-ebook/dp/B00CD4JQ38/ref=zg_bs_319884011_f_1http://www.amazon.com/Sea-Turtles-Beautiful-Discover-ebook/dp/B00CD4JQ38/ref=zg_bs_319884011_f_1http://www.amazon.com/Sweet-Sharks-Learning-About-ebook/dp/B007WTZ9BM/ref=zg_bs_319884011_1http://www.abc.net.au/schoolstv/animals/default.htm


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Unit Overview (Forward Planning Document)

Context/Intent Deep Knowledge and Understandings Skills Processes/Values/AttitudesIntegrating Theme

Understanding of the importance of learning and understanding Australian and Asian animals and plants. Appreciation for the natural world.

Animals depend on humans for their survival: without their protection human civilisation will take overthe world

Humans are a type of animal Describe features of animals and their habitats

English (Literacy) Science

Language

(ACELA1449)

(ACELA1451)

(ACELA1452)

(ACELA1458)

Literature Literacy

(ACELY1655)

(ACELY1656)

(ACELY1788)

(ACELY1659)

(ACELY1660)

(ACELY1663)

Science Understaning

(ACSSU017)

(ACSSU211)

Science as Human Endeavour

(ACSHE022)

Science Inquiry

(ACSIS024)

(ACSIS025)

(ACSIS213)

Reading

Range of texts drawn from different cultures and experiences

Poetry/Songs: can be a literacy centre

Study the descriptive language used in the poems (add to word wall)

Study characteristics and adaptations of animals I am living downloaded classifying something that lives My teddy bearhttp://supersimplelearning.com/songs/themes-series/animals/my-teddy-bear/- characteristics of the bear Lets go to the zoo -http://supersimplelearning.com/songs/themes-series/animals/lets-go-to-the-zoo/- one distinguishing feature of each

animal

Turtle rap -http://www.songsforteaching.com/stephanieburton/turtlerap.htmfeatures of a turtle The elephant who forgot who he was -http://www.voicesnet.org/displayonepoem.aspx?poemid=227646 adaptations of animals If I had - http://www.songsforteaching.com/actionparticipation/ifihadthewings.phpadaptations of animals Im a little fish -http://www.dltk-kids.com/animals/songs/fish.htmcharacteristics of fish Habitat -http://www.songsforteaching.com/jeffschroeder/habitat.htm

Picture books

Introduction in animals

o Focus on fluency and decoding strategieso Highlight types of habitats and why they are different for each animalo Highlight a disruption to habitat effects

(See list of texts above)Informational books

Teach Characteristics, attributes of animals, habitats Guided reading and literacy circles for practice, reading strategies and comprehension skills NEED TO VISIT LIBRARY/CLASSBOOKS FOR LIST

Viewing

Picture flickcover the words and only show the images, students are to predict and infer what they story is about View pictures of animals and highlight some of their distinguishing features and their uses. Use for the answers

http://www.abc.net.au/schoolstv/animals/

Speaking & Listening

Oral presentation of their predictions of the mystery animal. Picking the odd animal out and describing why its characteristics make it odd Homework project oral my favourite animal profile

Writing

Sentence development:

Write exclamatory statement in response to how animals are loosing their homes Imperative sentence as if they were an animal talking to their children Interrogative sentence: pick your favourite animal and write a question that you would like to know about the animal. I.E where do

snakes live? How many scales do snakes have?

Declarative statement about an interesting fact I have learnt so f arDiary of their learning and the events of the Mystery animal

Write sentences reporting on the mystery animals movements Write sentences reflecting on the learning of that day Write a sentence explaining what they did in the science class. i.e a simple method of the science lesson Writing a prediction for what the mystery animal is

Word Study

Recognising sounds (onset and rime) of words related to living things Effective words to describe places, people or events of animals. I.E home/habitat/safe place/base Identifies topic words such as vertebrates, eyes, wings, cold blooded, living, non living Adjectives, adverbs and unusual verbs relating to living things. I.E the bee gracefully suckles the nectar

Spelling

Jolly phonics and magic 100 words

Investigate the needs of a variety of different plants:

External features of animals:

Reptile incursion: focus on the features of the animals

Compare and contrast modelsAnimal match up (match the adaptation to the animal)

Make an animal model: http://switchzoo.com/zoo.htm

Using 5E model

Engage: Surprise box, all get a puzzle piece that has a common animal feature, have to join pieces to make an animal (many animals) Act out animal actions

Determines prior knowledge Explore:

Use IPADS to take photos of different animal features inside and outside the classroom. (Before a closer look) Discuss what they students are looking for. i.e Colour, texture, shape, size, movement Share pictures with other groups and class Suggest improvements to pictures i.e look at the segments of the worms, look at the toe nails Take more photos of more detailed features Ask for ideas about how these features help the animals move, fee and protect themselves i.e how do they breath?, how

do they eat?

Study one animal. Draw a pre observation then highlight specific features Students draw again Then ask, how do they eat? See? Breath? Habitat? How do parts help them live there?

Use Internet and books to list the features of animals. Create your own insect. What features does it have? Explain: create a compare and contrast for land animals/ sea animals why are they different? What are some features Elaborate:

Why do some animals have fingers while others dont? Whole class investigation jigsaw approach (animalsthat have fingers are?Try getting the food they eat without fingers. Try moving between branches. Hygiene

Why are some animals colourful while others arent? What are feathers good for? Shape of birds beaks

What do you know about beaks What are the parts of the beak? Are there different colours?

How does a frog catch its lunch? Evaluate:

Design a mind map of common features of animals Discuss why animals have these features: importance focus on movement, feeding and environment live in

Features of plants and their adaptations

Venn diagrams

Plant match up (match the adaptation to the plant)

Make a plant model to show understanding of segments

Using 5E model

Engage: Mystery box with various plants (rosemary, thyme, mint)o Worksheet to help clarify their prior understandings

Explore:o Jigsaw: study on plant from the beach, the bush and the backyardo Share with class

Explain:o Design a mind map of all the features and their adaptationso Prompt questions related to the adaptations

Elaborate:o Which is the function of stems

Evaluate:o Design a class book about plantso Discuss why different plants have di fferent features.

Habitats:

Venn diagrams: compare beach, backyard and bush habitats. Read ladybug book

Habitat match up (match the animal/plant to its habitat)

Make a habitat: students have animals that are from various areas and make a habitat accordingly

Effects of destroying habitats: see books above to help illustrate effects

Build an internet habitat:http://switchzoo.com/games/habitatgame.htm
http://supersimplelearning.com/songs/themes-series/animals/my-teddy-bear/http://supersimplelearning.com/songs/themes-series/animals/my-teddy-bear/http://supersimplelearning.com/songs/themes-series/animals/my-teddy-bear/http://supersimplelearning.com/songs/themes-series/animals/lets-go-to-the-zoo/http://supersimplelearning.com/songs/themes-series/animals/lets-go-to-the-zoo/http://supersimplelearning.com/songs/themes-series/animals/lets-go-to-the-zoo/http://www.songsforteaching.com/stephanieburton/turtlerap.htmhttp://www.songsforteaching.com/stephanieburton/turtlerap.htmhttp://www.songsforteaching.com/stephanieburton/turtlerap.htmhttp://www.voicesnet.org/displayonepoem.aspx?poemid=227646http://www.voicesnet.org/displayonepoem.aspx?poemid=227646http://www.voicesnet.org/displayonepoem.aspx?poemid=227646http://www.songsforteaching.com/actionparticipation/ifihadthewings.phphttp://www.songsforteaching.com/actionparticipation/ifihadthewings.phphttp://www.songsforteaching.com/actionparticipation/ifihadthewings.phphttp://www.dltk-kids.com/animals/songs/fish.htmhttp://www.dltk-kids.com/animals/songs/fish.htmhttp://www.dltk-kids.com/animals/songs/fish.htmhttp://www.songsforteaching.com/jeffschroeder/habitat.htmhttp://www.songsforteaching.com/jeffschroeder/habitat.htmhttp://www.songsforteaching.com/jeffschroeder/habitat.htmhttp://www.abc.net.au/schoolstv/animals/http://www.abc.net.au/schoolstv/animals/http://switchzoo.com/zoo.htmhttp://switchzoo.com/zoo.htmhttp://switchzoo.com/zoo.htmhttp://switchzoo.com/games/habitatgame.htmhttp://switchzoo.com/games/habitatgame.htmhttp://switchzoo.com/games/habitatgame.htmhttp://switchzoo.com/games/habitatgame.htmhttp://switchzoo.com/zoo.htmhttp://www.abc.net.au/schoolstv/animals/http://www.songsforteaching.com/jeffschroeder/habitat.htmhttp://www.dltk-kids.com/animals/songs/fish.htmhttp://www.songsforteaching.com/actionparticipation/ifihadthewings.phphttp://www.voicesnet.org/displayonepoem.aspx?poemid=227646http://www.songsforteaching.com/stephanieburton/turtlerap.htmhttp://supersimplelearning.com/songs/themes-series/animals/lets-go-to-the-zoo/http://supersimplelearning.com/songs/themes-series/animals/my-teddy-bear/


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Mid: Program Activity: Assessment

Intent:

Recount writingo Able to record details of a simple recounto Writes coherent sentences following basic sentence structures and grammar

Formative assessments conducted throughout the weeks leading to the summative assessment in week 7

End of Program/Culminating Activity: Assessment

Intent:

Authors tea

One class book will be produced: each student makes one page which includes;o A habitat (bush, beach, backyard)o Animals and plants found within that habitat. Note: Animals and plants are annotated with their featureso Present an oral presentation of their page at an Authors tea

Correctly forms upper and lower case lettersFormative assessments conducted throughout weeks 4 8 with the summative assessment in week 9

Unit OutlineWeek Selected report

pointerLearning Experiences, and Teaching Strategies and Group Structure (whole

class, small groups or individual)

Literacy Focus Resources Assessment TypeFFormative

S-Summative

D-Diagnostic

1

ACELY1663

ACELA1451

ACELY1656

ACSSU020

Spelling: at the end

Writing: Written recount holiday

Grammar: initial blends

Reading: Big book and Guided reading

Science: sound

(F)Handwriting assessment

(F)

News

(F)

Observations during circle time and

PATHS

(F)

Holiday oral recount

2ACELA1449

Spelling: vowels

Writing: explicit instruction of procedure writing

Grammar: alphabetical order

Reading: Big book and Guided reading procedures, instructions ect

Science: sound

(S)

Holiday recount to assess outcome

3ACELA1449

ACSSU017

Spelling: at the end

Writing: Written procedure writing

Grammar: verbs

Reading: Big book and Guided reading: procedures, instructions ect

Science: start of living plants and animals

Science:

ACSIS024

ACSIS025

ACSHE022ACSSU017

English:

ACELA1452

ACELY1656ACELY1788

Integration: Clue one What am I: Frightful Footprints

1. Discuss initial ideas

Classroom discussion, Think Pair Share (whole class, Pairs):

Students discuss what the animal was doing and what they think it could be

2.Identify different footprints

Student directed, inquiry based learning: (Groups and Whole class)Students help to guide the investigation, identifying appropriate materials to use and ways to

measure.

Lets compare: Mystery footprint to: ourselves (trace and cut out) and other animals (internet)Differentiation: Students needing fine motor skill help: see teacher to cut out footprint.

Early finishers: compare foot print to other animal footprints(See resource appendix 1)

3. Discuss and identify any other prior experiences

Graffiti (individual, Small groups)

Students brainstorm any experiences they have had with footprints

Differentiation: student verbally explains their ideas while another group member scribes

Speaking and listening:

Student demonstrates speaking and listening skills when they:

o Work as a class to discuss the initial ideas, solutionsand prior experiences

Vocabulary:

Students demonstrate vocabulary when they:

Use and apply appropriate descriptive vocabulary related

to living things

Animalfootprint Emu

Investigationboard

Footprint identification

Booklet (Resource

appendix 1)

Integration: (D)

Anecdotal notes regarding their initial

ideas in the topic and in investigation

skills. These anecdotal notes will be

collected on sticky notes and complied

at the end of the lesson


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4

Science:

ACSIS024ACSIS025ACSHE022

ACSSU017

English:

ACELA1452ACELY1656ACELY1788

Introduction into the topic

Integration: Clue Two What am I? : Feather Frenzy


Classroom discussion, Think Pair Share (whole class, Pairs):

Students discuss where the animal came from, what the animal is,

how it got into the classroom, what that animal is.

2.Identify the evidence as feathers

Student directed, inquiry based learning: (Groups and Whole class)

Students help to guide the investigation, identifying some

appropriate solutions for solving this mystery as well as the material

needed.

Using magnifying glasses compare hairo Compare our friends hair to the feathero Compare other animals feathers to this oneo Why do we have hair not featherso Where else do we have hair? Does this animal

also have hair there?

Differentiation: Early finishers: compare feather with feathers identification

booklet (See resource appendix 2)


Student demonstrates speaking and listening skills

when they:

o Work as a class to discuss the initial ideas,possible solutions to solve this mystery and

their findings

Vocabulary:


Use and apply appropriate descriptive vocabularyrelated to living things and mysteries

Animal feathers emu Investigation board updated with new

evidence

Early finisher: identification booklet (resourceappendix 2)

Integration: (D)

Anecdotal notes regarding their initial

ideas in the topic and in investigation

skills. These anecdotal notes will be

collected on sticky notes and complied at

the end of the lesson

Science:

ACSSU017

ACSIS024

English:

ACELY1656

ACELY1788

ACELY1663

Science:

1.Cooperatively explore and recreate puzzle pictures of Australian reptiles

Cooperative learning (small groups):

Students collaboratively work to recreate four Australian reptile

puzzles

2. Discuss prior knowledge of these Australian reptiles

Graffiti (small groups):

Students brainstorm the four Australian reptiles found on the puzzle

pieces, in relation to four senses (taste excluded).

Differentiation: student verbally explains their ideas while another group

member scribes

3.Role play an Australian animal focusing on movements and behaviours

Role Play (small groups):

In their group of six, brainstorm mannerisms and characteristics

then act out how they think their animal moves, communicates and

feeds.

4. Discuss prior knowledge in relation to Australian plants

Before and After: (Small groups):

Students respond to the question: There are plants of all sorts: big,

small, short, tall, furry, spiky, colourful, plain. Why are there so

many different kinds of plants?



when they:

o Work collaboratively in groups to completethe puzzles.

o Participate in class discussions surroundingtheir prior knowledge of animals.

o Discuss in groups how animals move, eat andact.

o Perform as an animalWriting:

Students demonstrate writing capabilities when they:

o Jot down ideas, words and comments inregards to the before and after question.

o Write their ideas on the butchers paperVocabulary:


o Use and apply appropriate descriptivevocabulary related to living things

Create a class word wall of such words to be used

throughout the term.

Mystery box Four different Australian animal puzzles each

with six pieces (i.e 6 students per puzzle

o Dugite snakeo Bobtail Skinko Lace Goannao Salt water Crocodile

Butchers paper (12 large pieces) 24 pens

o 6x blue peno 6x yellow peno 6x red peno 6x black pen

Cooperative learning: (D)

Anecdotal notes about the students

speaking and listening skills.

These anecdotal notes will be

collected on sticky notes and

complied at the end of the

lesson

Graffiti: (D)

Assessed based on the students

ideologies, alternative conceptions andcontribution. (Each student has a

different coloured pen). Any alternative

conceptions will be recorded

Role play: (D)

Assessed using a four-point scale to

indicate the extent of the students prior

knowledge in relation to animal features

and behaviours.

See Assessment Appendix 1 for

assessment rubric.

Before and After: (D)

Assessed based on the students

ideologies, alternative conceptions and

contributions. (Each student has a

different coloured pen).See Assessment Appendix 2 for

assessment rubric.

English:

ACELA1451

ACELA1452

ACELY1655

ACELY1656

ACELY1660

Science:

ACSSU017

Writing:

1. Narratives (Orally)

Comprehend at literal, inferential and evaluative level of text Identify parts of a simple sentence: What happening, what state,

Who/What is involved

2. Students will explore and conjugate verbs

Stations (small groups):

Students will rotate around the verb stations to play and identify



when they:

o Participate in the teachers station for theconjugate verbs activity.

o Work collaboratively in groups to share wordscollected.

Writing:


o Record their answers to the activities onconjugating verbs

Narratives:

Conjugate verbs:

Drawing station: paper (folded in half)Pencils

Teachers station: Board game cards (Seeresource appendix 3 for sample)

Verbs station: set of snail verbs cards (Seeresource appendix 4 for sample)

24 X pencils and 24 x Clipboards, 24XWorksheet

Conjugate verbs: (F)

Assess based on the students ability to

Conjugate verbs. Assessment will be

anecdotal sticky notes made after the

student has been to the teachers station.

Words choice: (F)

Assessed based on the students ability to

accurately recall information to the

group. Students will also be assessed

based on their ability to identify, select


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ways of conjugating verbs.

3. Words choice

Jigsaw groups (individual)

One member of each group will share their synonyms with the five

other students who looked at different synonyms.

o Jot down their findings within the wordchoice activities

o Record their other group members findings Word choice: Cards words instead of said Cards words instead of got: Cards words instead of then 24X Clipboards, 24X pens, 24X Word choice

worksheets

and write words. The students work will

be collected and marked to h elp inform

teacher views as to whether a student

has satisfied the learning criteria.

English:

ACELA1778

ACELA1455

Spelling:

Use 5 Day spelling rotation program

Focus on individual weekly words Class: focus on Timetable sample: to be altered (See resource

appendix 5)

Jolly phonics: NEED THE JOLLY PHONIC BOOK

Group 1: Sort ____________ pg _____

Group 2: Sort ____________ pg _____

Group 3: Sort ____________ pg _____

Group 4: Sort ____________ pg _____

Spelling rotation program (See resourceappendix 5)

Task cards Jolly phonics book Spelling workbooks Spelling activity cards

Spelling: (F)

Collect Spelling workbooks to ensure

students understand the rotation

program and record any

misunderstandings students have

developed.

English:

ACELA1449

ACELA1451

ACELA1452

ACELY1655

ACELY1656

ACELY1788

ACELY1659

ACELY1660

Guided reading & literacy circles:

1. Students express, demonstrate and deepen their knowledge of literacy

Stations (individual tasks at each station):

Students will rotate around the stations according to the timetable.

Each student will play, explore and develop literacy skills.

2. Students deepen their understandings of reptiles and reptile features


Students will rotate around the stations according to the timetable.

Each Station will have a r eptile focus to help embed ideologies

surrounding reptile and their features.

Guided reading: No guided reading, setting up literacy

circles for the first 5 days

Literacy circles:

See timetable See separate folder for more information:

one reading/recall centre, one writing centre,

one listening centre, one sight word centre,

one grammar centre.

Grammar centre focus: conjugating verbs

Literacy circle resources (see separate folderfor list of items)

Literacy circle timetable Literacy circle workbooks

Guided reading: (S)

Reading benchmark (Fountas & Pinnel)

See Assessment Appendix 3 for

assessment.

Literacy centres: (F)

Assessed based on self-assessment and

collection and marking of literacy centre

books

Collect literacy circle workbooks to make

sure that literacy circles are being

understood and correctly used.

English:

ACELY1663

Handwriting

1. Students reconstruct correct letter formation

Individual

Students work through their handwriting books

Writing:


o Recreate correct lower and upper case letters Pencils Handwriting booksHandwriting (F):

Mark students handwriting books. Note

students excelling or needing extra help.

Address/extend these in the followinglesson


8/36

5

Science:

ACSIS024

ACSIS025ACSHE022

ACSSU017

English:

ACELA1451ACELA1452

ACELY1656

ACELY1788

Integration: Clue Three What am I? : Foot in

the Food


Guided Brainstorm, class discussion (Pairs, Whole class):

Students discuss where the food came from, whose foot

print it is, how these footprints and food got there

2.Identify strategies for collecting and recording the evidence

Student directed, inquiry based learning: (Groups and Whole

class):

Students take samples of the food and examine the

evidence against other foods. Students add their finding

to the investigation board.

Using wet cotton buds: Use five sensesto determine what the food is

Differentiation: Early finishers: compare emu food to: Cereal,

crackers, soil

Writing:

Student demonstrates writing

capabilities when they:

o Record theirideas within the

guided

brainstorming


Student demonstrates

speaking and listening skills

when they:

o Work as pairs and asa class to discuss the

initial ideaso Work as groups and

as a class to

determine strategies

for collecting and

recording the

evidence

Emu food (seeds, nuts, flowers) Integrated workbook Investigation board updated with new

evidence

Cereal, Crackers, seeds

Initial ideas: (D)

Anecdotal notes regarding their initial ideas in the topic and in

investigation skills. These anecdotal notes will be collected on

sticky notes and complied at the end of the lesson

Science:

ACSSU017

ACSIS024

English:

ACELY1656ACELY1788

ACELY1663

Science:

1.Cooperatively take photos of animal features

Cooperative learning (small groups):

Students work in groups to take photos of any animal

features they find both within and outside the classroom

2. Construct a drawing of an animal labelling all its features

Rally table (Small Groups)

Each student uses a different coloured pencil to identifyone feature for a lizard. Then they pass their paper to the

next person in the group whom is able to add an

additional feature label.

3. Identify common animal features from a Story

Class discussion (whole Class)

Students will identify animal features within the story

Edward the Emu




when they:

o Work collaborativelyin groups to take

photos of animal

features.

o Identify commonfeatures within theclass discussion.

Writing:

Students demonstrate writing


o Labelling the lizardpicture with feature

labels.

Vocabulary:

Students demonstrate

vocabulary when they:

o Use and applyappropriate

descriptive

vocabulary related to

feature identification.

6 cameras (groups of 4) (alternatively 3cameras as half the group is doing other

work)

6 X Frilled neck lizard pictures 23 X coloured pencils

6 black 6 red 6 blue 5 Green

Edward the Emu by Sheena Knowles Investigation workbooks

Rally Table: (F)

Assessed based on students contributions to their group

drawings (indicated by the coloured pencil they use) and the

detail they have provided. Assessment of the students ability to

accurately identify animal features

Narratives

ACELY1657

Past tense Verbs

English:

ACELA1452

ACELY1656

ACELY1788

Science:

ACSSU017

Recount

English:

Writing:

2. List and identify past tense verbs

Direct teaching: (whole class)

Students learn the basic techniques for converting a

present tense verb to a past tense verb

Group stations: (groups of 3/4)

Students work in groups to identify and practice past

tense verbs

3. Record details of a simple recount

Comic strip (individual)

Students will recall the sequence of events that occurred

within the story via illustrations.




when they:

Learn basic past verbs Work in groups to identify

past verbs

Writing:



o Record their resultsfrom the Group

stations

Past tense:

I have, who has(See resource appendix 6 forsample)

o Instruction card, Playing cards Hedgehog past tense words (See resource

appendix 7)

o Cards, Instruction Verb Race

o Verb race pack Past tense match up

o Memory cardsComic strip

Comic strip template

Past tense verbs: (F)

Students will be assessed based on their ability to accurately

identify and use past tense verbs. This will be recorded through

collected work samples, anecdotal post-it notes and photographs

of word sorts.

Comic strip: (F)

Students will be assessed based on their finished comic strips.

They will be assessed on their ability to accurate recall a simple

recount.


9/36

ACELA1451 Colouring pencils

English:

ACELA1778

ACELA1455

Spelling:


Focus on individual weekly words Class: focus on Timetable sample: to be altered (See

resource appendix 5)

Jolly phonics: NEED THE JOLLY

PHONIC BOOK

Group 1: Sort ____________

pg _____

Group 2: Sort ____________

pg _____

Group 3: Sort ____________

pg _____

Group 4: Sort ____________

pg _____

Spelling rotation program (See resource appendix5)


Spelling: (F)

Collect Spelling workbooks to ensure students understand the

rotation program and record any misunderstandings students

have developed.

English:

ACELA1449

ACELA1451

ACELA1452

ACELY1655

ACELY1656

ACELY1788

ACELY1659

ACELY1660


1. Students express, demonstrate and deepen their knowledge of

literacy


Students will rotate around the stations according to the

timetable. Each student will play, explore and develop

literacy skills.

2. Students deepen their understandings of reptiles and reptile

features


Students will rotate around the stations according to thetimetable. Each Station will have a reptile focus to help

embed ideologies surrounding reptile and their features.

3. Student deepen their comprehension and reading skills

Guided reading: (small groups) Students will work with the teacher to practice and

develop their reading and comprehension skills

Guided reading:

Day 1,2,3: Intro tobook 4 door

approach: focus on

the strategy of

visualising

Literacy circles: When not with

Miss Dandridge doing lit circles

See timetable See folder for more

information: one

reading centre, two

writing centres, one

listening centre, one

sight word centre,

one ABC centre, one

retail centre, one fine

motor skills centre.

Grammar centrefocus: past tense

Guided reading:

Guided reading prompt cards Guided reading questions Guided reading books 4 doors strategy

Literacy circles:



Guided reading: (F)

Assessed based on the students ability to satisfy the criteria.

Running records and daily guided reading snapshots are used

See Assessment Appendix 3 for assessment rubrics.


Assessed based on self-assessment and collection and marking of

literacy centre books

Reading benchmark (S):

(Fountas & Pinnel)

English:

ACELY1663

Handwriting


Individual


Writing:



o Recreate correctlower and upper case

letters

Pencils Handwriting books Handwriting: (F)

Mark students handwriting books. Note students excelling or

needing extra help. Address these in the following lesson

English:

ACELA1449

ACELA1452

ACELA1458

ACELY1663

Science:

ACSSU017

Journal writing:

1. Students construct their own identification book

Individual

Students create a who am I? book based on the EBook

Who am I at the Zoo?

Writing:



o Recreate a book Journal writing book Pencil EBook who am I at the Zoo by Jo Tobias

Hind

Journal writing: (F)

Collect students Who am I? and mark according to the

assessment criteria. Provide feedback and note any students

requiring extension/extra help

6Science:

ACSIS024ACSIS213

ACSHE022ACSSU017

English:

ACELA1451

ACELA1452

ACELY1656ACELY1788

Integration: Collating the Clues

1. Identify evidence collected

Carousal walk: (individual)

Students will review the evidence and identify any

plausible conclusions

Brainstorm (class)

Students will discuss the evidence and their locations

o How did these clues come into ourclassroom, Who left these clues,

Why are they in the classroom

2. Identify and discuss possible animals

Art ideas (individual)

Students will paint their animal ideas in relation to which

animal they think has been visiting their class

Writing:



o Write a simplereport




when they:

o Discuss as a class theevidence found

o Brainstorm as a classabout their ideas

Integrated evidence wall Pencils Integrated workbook Colouring pencils Simple report template

Initial ideas: (F)

Anecdotal notes regarding their predictions and the reasonings

for these predictions. Note any students not on the right topic.

These will be collected on Post- it notes and compiled at the end

of the lesson


10/36

Differentiation: Early finishers: students will annotate their

picture highlighting the evidence found within the picture

Brainstorm (Whole Class):

Students will discuss their ideas devised form the think

pair share

3. Write a report based on their findings.

Modelled and guided writing (whole class, individual)

Students will write a simple report highlighting their

findings (animal features highlighted)

Differentiation: Early finishers: students will start their Wanted

posters.

Vocabulary:



Use and applyappropriate

descriptive


living things and

forensic science

Science

ACSSU017ACSSU211

English:

ACELY1663

ACELA1449

ACELY1655

ACELY1788

Science:

1.List and label plant featuresMind map: (small groups, Whole Class):

Students work in groups and then as a whole class to

label and identify common plant features.

2. Respond to questions and Predict what will happen within the

experiment

Class Discussion: (Whole class)

Students will respond to questions relating to the

procedure, predictions for the outcome of the

experiment and reasonings for those predictions.

Graffiti: (small groups)

Students will brainstorm and predict what will happen

within the experiment.

3.Plan and conduct a science experiment

Scaffolded science investigation celery: ( individual/groups)

Students will plan and conduct a science investigation

looking at the role of stems within plants.

4.Compare and evaluate the resultsGallery walk: (individual)

Students will compare their celery to other within the

class, noting any differences and similarities

5. Identify common habitats within a backyard

Guided reading: (whole class)

Students will observe and list animals, plants and their

habitats within a background environment.

Writing:


capabilities when they:o Plan and write a

simple

investigation




when they:

o Discuss as a classplants and plant

features

o Respond to questionsrelating to the

procedure

o Predict the outcomeof the experiment

o Identify commonhabitats

Vocabulary:




descriptive


plants, plant features

and habitats

Plant template IPAD App: simple minds Butchers paper (6 large pieces) 23 pens

o 6x blue penso 6x yellow penso 6x red pens

5x black pens Science investigation template 12 celery stalks (1cm base cut off to expose

tubes)

12 plastic cups water 3 food colourings

Red Blue Green

Lady Bird Moves Home by Richard Fowler

Mind map: (D)

Assessed based on their ability to accura tely identify that plant

features are similar concept to animal features. Anecdotal notes

will be made with any alternative understandings to be

addressed in the next weeks lesson.

Graffiti: (F)

Assessed based on the students ideologies, science inquiry skills

and contributions to group work. (Each student has a different

coloured pen). Any alternative conceptions are to be recorded.

Guided reading: (D)

Assessed based on their ability to accura tely identify habitats.

Anecdotal notes will be made with any alternative

understandings to be addressed in the next weeks lesson.

English:

ACELY1663

ACELA1449

ACELA1458

ACELY1655ACELY1788

Science:

ACSSU211

Writing:

1. Identify and extract elements of the begging of a narrative

Class work: (whole class):

Students will explore and identify the elements of the

begging of a narrative.Guided reading (whole class):

Students will read the begging chapter of A Dingos Tree

Guided writing: (individual, scaffolded):

Students will extract the begging of a narrative elements

from A Dingos tree

2. Identity and use the grammar rule: double Rule

Stations: (small groups)

Students will practice and use the d ouble rule through

various tactile stations.

3. Construct a wanted poster.

Whole Class

Students will explore and identify the elements needed

Writing:



o Identify thebegging elements

of a narrativeo Compete the first

draft wanted

poster




when they:

o Participate in theexploration of

narratives

o Extract elementsfrom the narrative A

Dingos Tree

o Explore and identify

Narrative:

A dingos tree Begging narrative identification template Integrated workbook

Double rule:

Power point presentation explain when todouble

Wanted poster:

First poster templates Pencil

Narrative: (F)

Assessed based on the collected worksheets. Note any

misunderstandings.

Wanted poster: (F)Assess and record student whom are demonstrating

misunderstandings in relation to the marking criteria

See Assessment Appendix 4 for assessment rubric.


11/36

for a effective poster

Individual:

Students will complete the first draft poster

Poster elements.

English:

ACELA1778

ACELA1455

Spelling:


Focus on individual weekly words Class: focus on

Timetable sample: to be altered (See resource appendix

5)


PHONIC BOOK

Group 1: Sort ____________

pg _____

Group 2: Sort ____________

pg _____

Group 3: Sort ____________

pg _____

Group 4: Sort ____________

pg _____


Task cards Jolly phonics book Spelling workbooksSpelling activity cards

Spelling: (S)

Spelling assessment of high frequency words

English:

ACELA1449

ACELA1451

ACELA1452

ACELY1655

ACELY1656

ACELY1788

ACELY1659

ACELY1660



literacy




literacy skills.


features




3. Student deepen their comprehension and reading skillsGuided reading: (small groups)

Students will work with the teacher to practice and

develop their reading and comprehension skills

Guided reading:


approach: focus on

the strategy offix up

strategy

Literacy circles: When not

with Miss Dandridge doing lit

circles


information: one

reading centre, two



sight word centre,

one ABC centre, oneretail centre, one fine


Grammar centre focus:

doubling rule

Guided reading:


Literacy circles:



Guided reading: (F)








(Fountas & Pinnel)

English:

ACELY1663

Handwriting


Individual


Writing:




letters




7Science:

ACSSU211

Integration: Emu Hunt

1. Follow clues to identify the mystery animal

Small groups

Students will be divided into three teams ( three sets of

footprints all leading to the same place) and will follow

the trail to the emus nest. Students will look forevidence of the emus tracks as well as evidence of other

animals.




when they:

o Work as a team tofind the emu nest

Emu nest Emu foot prints (three sets all different

colours)

Hats Emu note explaining what it was doing in our

classroom

Science

ACSSU017

ACSSU211

English:

ACELY1663

ACELA1449

ACELY1655

ACELY1788

Science:

Review and wrap up of last week science lesson:

4.Compare and evaluate the results

Class discussion

Students will orally express the similarities and difference

between the celery

Students will briefly discuss the reason for these

differences.

Students will discuss the role of the stem

Class write up:

Students will finish off their investigation worksheets

Writing:



o Finish theirinvestigation

booklets




when they:

o Discuss and comparethe results and

Investigation booklet for celery experiment (See resource appendix 8)

Ladybird moves home by Richard Fowler A home for Bilby by Joanne Crawford

Class discussion: (D)

Assessed based on their ability to accura tely identify plant

features. Anecdotal notes will be made with any alternative


Habitats: (D)

Assessed based on their ability to a ccurately identify habitats.

Anecdotal notes will be made with a ny alternative



12/36

5. Apply and infer the reasons for common plant features

Class discussion: Whole class

Students will explain what certain plants features are

used for. i.e making food, obtaining water.

6. Discuss habitats

Students will recap habitats of the backyard.

Students will draw on prior knowledge to explain and

explore animal and plant habitats within the sea and the

bush.

findings of the

science investigation

o Discuss the reasonsfor plants features

o Discuss types ofhabitats within the

local environments.

Vocabulary:




descriptive


plants, plant features

and habitats

English:

ACELY1663

ACELA1449

ACELA1458

ACELY1655

ACELY1788

Science:

ACSSU211

Writing:

1. Identify and extract elements from the middle of a narrative

Class work: (whole class):

Students will explore and identify the elements of a middle of

a narrative

Guided reading (whole class):

Students will read the second chapter of A Dingos Tree

Guided writing: (individual, scaffolded):

Students will extract the middle elements from A Dingos

tree

2. Finish final Wanted Poster.

(Individual)

Students will complete a wanted poster based on the

question: What did our Emu do while he was visiting us?

Writing:



Explore and extract themiddle elements from the

story

Speaking and

listening:



when they:

o Discuss the elementswithin the middle

section of a narrative

o Identify and play withfuture tense

A Dingos tree Middle narrative resource sheet Wanted poster final copy template Pencil

Narrative: (F)

Assessed based on the collected worksheets. Note any

misunderstandings.

Wanted poster: (S)

Assessed based on a 4 point scale to indicate the extent to which

the student has met the 5 required elements in the Poster

assessment.

English:

ACELA1778

ACELA1455

Spelling:



Timetable sample: to be altered (See resource appendix 5)


PHONIC BOOK

Group 1: Sort ____________

pg _____

Group 2: Sort ____________

pg _____

Group 3: Sort ____________

pg _____

Group 4: Sort ____________

pg _____



Spelling: (S)

Spelling assessment according to sounds learnt during the term

(dictation)

English:

ACELA1449

ACELA1451

ACELA1452ACELY1655

ACELY1656

ACELY1788

ACELY1659

ACELY1660



literacyStations (individual tasks at each station):



literacy skills.


features





Guided reading: (small groups)

Guided reading:


approach: focus onthe strategy of

retelling a story




information: one

reading centre, two



sight word centre,

one ABC centre, one



Guided reading:


Literacy circles:



Guided reading: (F)








(Fountas & Pinnel)


13/36

Students will work with the teacher to practice and develop their

reading and comprehension skills

Grammar centre focus: future

English:

ACELY1663

Handwriting


Individual


Writing:




letters




8

Science

ACSSU211

English:

Science

: What happens if? HOW HABITATS CHANGE

Lesson 10What happens if...?

InvestigationCause-and-effect chart

Ask students to use their knowledge about habitats and impacts on

habitats to create a cause-and-effect chart for one of the habitatsfrom the local community. Students are to identify their owncause for something happening in their chosen habitat. Students

could work individually or in pairs.Students could also propose ways to care for the habitat they have

identified to maintain it as a healthy habitat.



o Finish theirinvestigation

booklets


Student demonstratesspeaking and listening skills

when they:

o Discuss and comparethe results and

findings of the

science investigation

o Discuss the reasonsfor plants features

o Discuss types ofhabitats within the

local environments.

Vocabulary:



Use and apply appropriate

descriptive vocabulary related

to plants, plant features andhabitats

Investigation booklet Summative assessment opportunities:- Use students causeand effect chart to assess students abilityto identify the needs of living things and use this knowledge tocare for those living things.

Science

ACSSU017

ACSSU211

English:

ACELY1663

ACELA1449

ACELY1788

Integration:

Design a habitat book with plants, animals and have anauthors tea

Students will:

1. Plan and make a habitat poster that contains common animals and plants found

within that habitat.

2. Run an authors tea where the students will present an oral on their habitat page

3. Reflect on theprogram

Brainstorming (small groups):

Students are assigned a habitat (sea, backyard, bush). Students then brainstorm in

groups common animals and plants within that habitat.

Small group discussions (small groups):

Students will finalise with the teacher two animals and two plants to focus on

within that habitat. Students will then plan and research features of these plants

and animals

Individual work (individual):

Students will create a draft habitat poster, with the annotated animals and plants

being included into the poster. Students will then create a final draft followed by

the habitat poster, which will be combined into a classroom book.

Differentiation: student works with t he teachers assistant to create the draft

habitat poster

Thought Shapes (individual):

Students will write a response to each of the four shapes

Triangle: important thing I have learnt


Student demonstrates speaking and

listening skills when they:

o Brainstorming animalsfound in there habitats

o Discuss features of animalsand plants within the small

group discussion

Writing:



o Write coherent sentenceswhen they complete there

draft, final draft and poster

Respond to the reflection thought

shapes

Butchers paper (12 large pieces 6 for first activity, 6 forsecond)

24 penso 6x blue peno 6x yellow peno 6x red peno 6x black pen

Draft poster templates (24) Pens Colourer paper Coloured pens Display table Fruit and water

Authors tea

Students will be assessed based on their habitat page.

See Assessment Appendix 5 for the rubric


14/36

Square: enjoyed the most

Heart: feel about the skills and ideas I

have learnt

Circle: thoughts still going around in

my head

Differentiation: student works with t he teachers assistant

English:

ACELA1778

ACELA1455

Spelling:



Timetable sample: to be altered (See resource appendix 5)


PHONIC BOOK

Group 1: Sort ____________

pg _____

Group 2: Sort ____________

pg _____

Group 3: Sort ____________

pg _____Group 4: Sort ____________

pg _____



Spelling: (S)

Magic 100 high frequency words assessment

English:

ACELA1449

ACELA1451

ACELA1452

ACELY1655

ACELY1656

ACELY1788

ACELY1659

ACELY1660



literacy




literacy skills.


features


Students will rotate around the stations according to thetimetable. Each Station will have a r eptile focus to helpembed ideologies surrounding reptile and their features.


Guided reading: (small groups)

Students will work with the teacher to practice and develop their

reading and comprehension skills

Guided reading:


approach: focus on

the strategy of

finding the main

idea




information: one

reading centre, two

writing centres, onelistening centre, one

sight word centre,

one ABC centre, one



Grammar centre focus:

alphabetical order

Guided reading:


Literacy circles:



Guided reading: (F)







English:

ACELY1663

Handwriting


Individual


Writing:




letters





15/36

Assessments


16/36

Animals in their Environment: Diagnostic Testing Role Play

Teacher Name: Miss. Dandridge

Student Name: ________________________________________

Demonstration of animal behaviours:

Great understandings Good understanding Fair understanding Little understanding

1 2 3 4

_____________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________

Demonstration of animal features:


1 2 3 4

Assessment appendix 1


17/36

Animals in their Environment: Diagnostic Testing Before and After

Teacher Name: Miss. Dandridge

Student Name: ________________________________________

Demonstration of the ideology that every feature has a purpose: I.E for making food, obtaining water


1 2 3 4

__________________________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________

________________________________________________________________________

Demonstrates an understanding of a plant feature:

G d di G d d di F i d di Li l d di



18/36



19/36

Wanted PosterTeacher Name: Miss. Dandridge

Students Name: _______________________________

CATEGORY

Wasnt the best Okay Really good Fantastic

Content & Ideas:Student demonstrates an ability to accurately

record and recount the mystery animals

movements within the classroom.

Sentence Structure, organisation &

word choice:Student uses a variety of sentence lengths

following basic sentence structures and

grammar. Sentences are complete and make

sense. Words used are interesting and

descriptive

Convention:Student uses accurate punctuation and

capitalisation. Student writes most sight words

correctly and uses best guess spelling.

Proofreading & Editing:Student attempted some proofreading and

editing skills

Overall:Student demonstrates an ability to create a

visually appealing poster.



20/36

Authors Tea: Written PageTeacher Name: Miss. Dandridge

Students Name: _______________________________

Overall Comments:

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

CATEGORYNeeds

Fair Good ExcellentImprovement

Content:

Student demonstrates a sound

understanding in none/1 of the 4

elaborations. These being habitats,

animals, animal features, pants and

plant features.


understanding in 2 of the 4



plant features. .


understanding in 3 of the 4



plant features.


understanding in all elaborations. These

being habitats, animals, animal features,

pants and plant features.

Labels:Labels are too small to view, labels are

non existent, label are too messy to

read

Several animals and plants are clearly

labelled with labels that can be easily

read

Almost all animals and plants are

clearly labelled with labels that can be

easily read

All animals and plants are clearly

labelled with labels that can be easily

read

Conventions:Student has many punctuation and

capitalisation errors. Student writes

no/very few sight words correctly

Student has punctuation and


few sight words correctly

Student has a few punctuation and


most sight words correctly

Student uses accurate punctuation and

capitalisation. Student writes most sight

words correctly and uses best guess

spelling

Recount Process,

Proofreading &

Editing:

Student has not used the template

correctly to create a finished product.

Student has demonstrated some use

of the template correctly to create a

finished product.

Student used the template correctly to

create a finished product.

Student used the template correctly to

create a finished product. Student

attempted some proofreading and

editing skills

Overall effect

achieves Purpose?

Not visually appealing, images and

words are messy, viewer has trouble

understanding and learning from the

page

Visually appealing, images and words

are messy, viewer understands and

can learn a few things from the page


are clear, concise, viewer can learn

from the page


are clear, concise, viewer understands

and can learn in a fun way from the

page



21/36

Resources


22/36

Footprint

identification

Booklet:

Dingo:

Resource appendix 1


23/36

Kangaroo: Goanna:

Resource appendix 1


24/36

Wombat: Echidna:Resource appendix 1


25/36

Koala: Australian Bush tail Possum:Resource appendix 1


26/36

Feathers

identification

Booklet:

Kookaburra Feathers:

Resource appendix 2


27/36

Rainbow Lorikeet Feathers: Pelican Feathers:Resource appendix 2


28/36

Australian Crested Dove Feathers: Barn Owl feathers: Resource appendix 2


29/36

Magpie Feathers: Australian Raven (Crow) feathers:Resource appendix 2

Resource appendix 3


30/36

Resource appendix 3


31/36

Resource appendix 4


32/36


33/36

Salt water

Crocodile

Frilled Neck

Lizard

Loggerhead

TurtleBobtail Dugite Snake

Day 6Conference

with Miss D

Conference

with Miss D

Sight word

CentreListening Centre Recall Centre

Day 7 Recall CentreSight word

Centre

Conference

with Miss D

Conference

with Miss DListening Centre

Day 8Conference

with Miss DListening Centre Recall Centre

Sight word

Centre

Conference

with Miss D

Day 9 Listening CentreConference

with Miss D

Conference

with Miss D

Recall CentreSight word

Centre

Resource appendix 5


34/36

Resource appendix 6


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Resource appendix 7

Resource appendix 8


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Resource appendix 8

Documents

Living Things Yr1 term plan