INQUIRYLEARNINGPLANNER

UNITTITLE:
OurWorld!Whatsoutthere?

LEVEL
F2

TEAM
JacintaAbson,SherridanMicallef&EllenZambon

TERM
3

DURATION
9weeks

UNDERSTANDINGS:

FOCUSQUESTIONS:

Foundation:
Alllivingthingshavebasicneeds,includingfoodand
water.

Year1:
Thesimilaritiesbetweendifferentanimalsandthe
similaritiesbetweenplants.

Howhabitatssuittheneedsforplantsandanimals.

Theadaptionandresultwhichoccursforlivingthings
whenhabitatschange.

Year2:
Alllivingthingsexperiencepredictablestagesofgrowth
andchange

AlllivingthingsrelyontheEarthsresourcestosurvive

Whatisourenvironmentmadeupof?
Howdoestheenvironmentaffectus?
Whatareourbasicneedsforsurvival?

Whatarethecommonfeaturesofplantsandthe
commonfeaturesforanimals?
Whatarethedifferentkindsofhabitats?Howdo
theymeettheneedsoflivingthings?
Whathappenswhenhabitatschangeandthe
needsoflivingthingscannotbemet?

Whatisalivingthing?
Whataretheneedsoflivingthingsandhowdo
thesechangeovertime?
HowdotheEarthsresourcesimpactonthe
abilityoflivingthingstosurvive?

KEYCONCEPTS:
LifeandlivinglivingandnonlivingChangeDevelopmentEnvironmentNeedsandwantsThe
physicalworldPlaceandspaceSurvivalWellBeing

ThinkingProcesses

Wonder/question
Classifying
Comparing&contrasting
Make&record
observations
Usinginformationfrom
text(print&multimodal)
Reasoning&explanations
Collaboration

CommunicationSkills

Activelistening
Sharingideas
Oralpresentation
Usevisualaids
Groupwork
Questioning

PersonalLearning

Drawonprior
knowledge/personal
experiences
Respondtoopenended
statements
Problemsolving
Askingquestions
Attemptingsmallprojects
Timemanagement
Responsibilityforlearning

InterpersonalDevelopment

Peerinteractions
Groupworkskills
Managementof
appropriatebehaviourand
approachestolearning
Teamwork
Timemanagement
Sharingresources

RESOURCES
babyhalo2006.(2012,May27).
DifferentTypesofEnvironments
[Videofile].Retrievedfrom
https://www.youtube.com/watch?v=nyZcG3yK5sY
Cox,K.,&Parish,S.(2010).
Downtoearth.
Archerfield,Qld.:SteveParishPub.
Driscoll,D.,&Driscoll,M.(2008).
AChild'sIntroductiontotheEnvironment:Theair,earth,andseaaroundus
.NewYork:
BlackDog&LeventhalPublishers.
Learjet15.(2011,March14).
TimeLapseTomatoPlantHD
[Videofile].Retrievedfrom
https://www.youtube.com/watch?v=LICDb8nM5rs&index=2&list=PL809CA174CE772883
UNESCOVeniceOffice.(2010,August18).
TheresnomorewaterleftontheEarth:WaterprojectH2Ooooh!
[Videofile].
Retrievedfrom
https://www.youtube.com/watch?v=pfM8hewRJFc

TUNINGIN
Lesson1:
Whatdostudentsknowaboutlivingthings?
AskstudentsWhatisalivingthing?Constructabrainstormofideasanddevelopawholecohort
definitiontoplaceoninquirywall.

Askstudentstoindividuallydrawapictureofthemselvesonapieceofpaper.Aroundthepicture,
askstudentstodrawpicturesofthethingstheyneedtolive,growandsurvive.Ina
thinkpairshare,studentsexplaintheirideasaboutwhattheyneedtosurviveandwhytheyneedit
toapartner.

Lesson2:
Whatdostudentsknowabouttheirenvironment?
ReadAloud
:
AChild'sIntroductiontotheEnvironment:Theair,earth,andseaaroundus
Clarify
anyunfamiliarterms.

Askstudents,Whatisanenvironment?Whatisourenvironmentmadeupof?Canwe
see/toucheverythingthatmakesupourenvironment?
Notetakestudentresponses/ideasontolargebutcherspaperandhavestudentscontributeto
drawingsoftheirideastohangintheclassroomandaddtothroughouttheunit.ReadAloudtextis
madereadilyavailablethroughoutthelessonforstudentviewingatanytime.

Lesson3:
Whatdostudentsknowabouthabitats?
Createadiscussionaboutaparticularenvironmentandcreaturediscussedinthepreviouslesson.
Askquestionswhichallowstudentstocriticallythinkabouttheparticularhabitat.
Whatmakesthis
animalsurviveinthehabitat?Whatfeaturesaroundthemallowittosurvive?Whycantit
surviveinanotherhabitat?
Tosupportstudents,provideapictureofahabitatwherestudentscanseethedifferentfeaturesin
theenvironment.

Studentswillthenworkinmixedabilitygroupsof3andchoosechoose1animaland1plant,
notingtheparticularfeatureswhichallowthemtosurviveinthatparticularhabitataswellasthe
featuresneededfortheanimal/planttoliveinacompletelydifferenthabitat?


Reflection
Asawholecohort,buildontheinquirywall.Usestudentsresponses,suchastermsthey
know/havelearntfromtuninginphase,definitionsofkeywords,andfurtherquestionsand
wonderingsstudentsmayhaveaboutthetopic.

Whatdoyouknowaboutlivingthings?
Whatcanyoutellmeaboutenvironments?
Whathaveyoulearntabouthabitats?
Whatquestionsorwonderingsdoyouhaveaboutlivingthings,environmentsorhabitatsthatyou
wouldliketoexplore?

FINDINGOUT

SORTINGOUT

Howcanwe:Takestudentsbeyondwhattheyalreadyknow?
Challengetheirideas,beliefsandattitudes?Enablethemtouse
skillsandknowledgetocollectnewinformation?Providea
rangeofexperiencestodevelopourunderstandings?

Howwillstudentssortout,organise,representandpresent
whattheyhavefoundout?Howcantheycommunicateand
expresswhattheyknow?Howwilltheyusepreferredwaysto
demonstratetheirknowledge,skillsandvalues?

Lesson4:
PictureChat:
Displayalargeimageonsmartboardwitha
numberoflivingthingandnonlivingthings
pictured(Eg:worm,rabbit,youngboy,rock).
Askstudentstoidentifylivingthingsfromthe
imageDiscusswhy.

Takestudentsonashortwalkaroundthe
school.Ingroupsof4,askstudentstocreatea
listofallthelivingthingstheyseeontheirwalk
(theirenvironment)Grade1/2scribingfor
group.

Focusquestions:
Q.Howdoweknowifsomethingisaliving
thing?
Q.Whatdoeachoftheselivingthingsneedin
ordertosurvive?Wherecanthesebefound?

Reflection:
Returntoclassandwithstudents,shareand
collatealistoflivingthingstheysawontheir
walksClassdiscussionaroundwhatmakes
somethingalivingthingHowweknowits
living.

Lesson6:
Revisitthedefinitionofhabitats,revisitinquiry
wall.
Readaloudofbook,
DowntoEarth
byKarin
Cox.
Teacherwillthenask,Howdoesakoalas
habitatdifferfromtheechidnashabitat?
Afterthediscussion,posethequestion,What
needsdoesakoalahavethataredifferentfrom
anechidna?

Studentswillthenbegivenanenvelopewitha
mixtureofanimalsandplants.Theywillthen
createatabletoidentifyfeatureswhichare
commonthroughoutanimals/plants,andthe
featureswhichareuniquetotheparticular
species.

Usingthisinformationtheywillthencreatea
WhoamI?puzzle,basedoneachparticular
livingcreature.

Reflection:
StudentswillshareaWhoamI?puzzlethey
havemadewiththewholegroup.

Lesson5:
Askstudents:

Whatdifferenttypesof
environmentsarethere?
Brainstormideason
whiteboardusingasunshinewheel.

Showstudentsthevideo:
DifferentTypesofEnvironments
(
https://www.youtube.com/watch?v=nyZcG3yK5
sY
)

Constructalargecutouttableonthefloorwith
headingsofdifferentenvironmentsfrom
previousclassbrainstormanddraw
correspondingpictures(Forest,wetlands
desert,sky,landoranyothers).Havestudents
collaborativelyworktogetherinwritingontothe
tablethelivingthingsthatcanbefoundineach
environment(Eg:Butterflies=Rainforest/land).
Tocompletethistable,childrenwillhave
accesstoawidevarietyofpicturebooksto
assist/exploreandinformationfromtheinitial
video.

Reflection:
Reflectoncutouttablechoiceswithstudents
Amend/addtotableaswholeclass.
Q.Arethereanylivingthingsthatcanbefound
inmorethanoneenvironment?Whycant
weallliveinthesameenvironment?.

Lesson7:
Discussion
Teacherwillpresentthestudentswiththe
question,Canpeoplehaveapositiveeffecton
wildlife?.
Classwillhaveashortwholegroupdiscussion.
Teacherwillthenposethequestion,What
couldweaddinaparticularareaoftheschool
tocreateapositivechangetothe
environment?
Studentswilldiscussthisasawholegroup.

Asstudentshadpreviouslywalkedaroundthe
school,Ingroupsof5studentswillchoosea
smallareaintheschoolandwillthinkaboutthe
livingthingstheysawinthatareaitmaybe
plantsoranimals,andinvestigatewhattheycan
dooraddtocreateapositiveenvironment,how
theywilldothis,andthetoolstheywillneed.
Thechildrenwillinvestigatebyusingbooks,
technologicaldevices,andpriorknowledge.
Theywillthenbegivenabutcherspaperto
presentthisinformationtothewholegroup.

Reflection:
Studentswillverybrieflypresenttheirplanto
thewholegroup,statingwhyitwillbeapositive
changetothelivingthingsinthatarea.

GOINGFURTHER
Howcanweextendandbroadentheunit?Whatotherperspectivesordimensionscanweexplore?Whatarethewayswhich
studentscannegotiatetheirownpersonalinquiries?

Lesson8:
Howhaveyougrownandchangedsinceyouwereborn?
Studentsbringinphotographsfromhomeofthemselvesasababy,atoddlerandatschoolage.In
triads,studentscomparetheirphotographsandconstructagraphicorganiserofsimilarfeatures
andneedsforsurvivalateachlifestage.Asawholecohort,discussandpredictwhatlifestages
thestudentswillexperienceastheycontinuetogrowandchange.
Introducetermlifecycleandexplainthatalllivingthingshavetheirownlifecycle.Identifythatthe
changeshumansexperienceovertimeispartofourlifecycle.

ExploregrowthandchangesofplantsthroughwatchingTomatoPlantTimeLapseclip
(
https://www.youtube.com/watch?v=LICDb8nM5rs&list=PL809CA174CE772883
)
Whatdoyounotice?RecordobservationsonIWB.Howarethesechangessimilartothosewe
exploredthroughourphotographs?

Tophysicallyexplorechangesinplantsthroughgrowth,studentsplantmungbeanseedsin
individualpots,takephotographsusingiPads/digitalcameras,andplaceonwindowsill.Addwater
tohalfofthestudentsplantsandnowatertotheotherhalf.

Reflection:
Wholecohortdiscussionwhatfeaturesofhumanschangeastheymovethroughlifestages?
Whatisalifecycle?Whatmighthappentothelifecycleofalivingthingifitdidnothaveallofits
needsforsurvival,suchaswater?Predictwhatmighthappentothemungbeansthatwere
wateredcomparedtothemungbeansthatwerenotwatered.

Lesson9:
Whyiswaterimportantandhowcanwelookafterourwaterresources?
DisplayimagestakenofmungbeanplantsfrompreviouslessononIWB.Studentsretrieve
individualpotsandvisuallyobservethechangesthathavetakenplacesincetheyplantedthem.As
awholecohort,identifythechangesanddiscusspossiblereasonsforwhytheplanthaschanged
overtheweek.Askwhythemungbeansthatwerenotwateredmaynothavegrownasmuchas
theonesthatreceivedwater.Whatdoesthistellusaboutwhatlivingthingsneed?

Studentsmakepredictionsaboutwhatwouldhappeniftheworldranoutofwater.Watch
Theres
nomorewaterleftontheEarth
Youtubeclip(
https://www.youtube.com/watch?v=pfM8hewRJFc
).
Studentsworkinpairstodevelopawaythattheycansavewaterresources.Thiscouldbeaplan
forsavingwaterathome,aninnovativedesignforatechnologicaldevicethatcouldhelppeople
savewateroranyotherappropriatemethod.Studentshaveaccesstopaper,pencils,iPads,
computers,craft/constructionmaterialsetc.topresenttheirideas.

Reflection:
Studentssharetheirideasonhowwecouldsavewater.Revisittheimportanceofwaterforthe
survivalofalllivingthingsandwhyitisimportantforustousewaterwisely.Concludeunitby
revisitingkeyconceptsofunitwhatisalivingthing?Whatdolivingthingsneedtosurvive?How

dolivingthingschangeovertime?Exploreanyunansweredquestionsorwonderingsfrominquiry
wall.

ASSESSMENT
SUMMARY
(ONGOING:
FOR
,
AS
and
OF
learning)

INQUIRYSTAGE
Lesson1:TuningIn

Lesson2:TuningIn

Lesson3:TuningIn

Lesson4:FindingOut

Lesson5:FindingOut

Lesson6:SortingOut

Lesson7:SortingOut

DESCRIPTION
Useworksamplesto
determinestudents
understandingoftheneedsof
livingthingstosurvive,e.g.
needfood,water,shelterbut
dontneediPhones,toysetc.
Useanecdotalnotesandphoto
takingtorecordstudent
responsesandcontributions.

PURPOSE
Anassessmentforlearning
identifyingwhatstudents
alreadyknowsothattheir
knowledgecanbeextendedon
appropriatelythroughoutthe
unit
Assessmentforlearning
identifywhatstudentsknow
abouttheirenvironmentWhat
isitmadeupof.
Usingworksamplestoensure Assessmentaslearning
thatstudentshaverecordeda studentsarereflectingabout
uniquefeatureaboutthe
whattheyknowanddiscussing
animalandplant,andidentified opinionswithpeers.
thefeaturesthattheywould
needtoliveinacompletely
differentenvironment.
Useworksamples(grouplists) AssessmentoflearningSums
andobservationofstudent
upstudentachievement:
contributiontodetermine
Whetherstudentscanidentify
studentsunderstandingofa
andexplainalivingthing.
livingthingWhatmakes
somethingalivingthing
Observationandphototaking
Anassessmentforlearning
ofstudentcontributiontoclass Identifyingwhatstudentsknow
brainstormandtable
aboutdifferentenvironmentsto
construction.
appropriatelydevelopfurther
understanding.
Studentshavecreated
Assessmentoflearning
successfulwhoamI
studentshavethoughtabout
problems,wheretheyhave
whattheyalreadyknow,and
identifieduniquefeaturesof
usedthisinformationtoplace
theplant/animal.
inthetableandwhoamI
puzzle.
Usinganecdotalnoteswhilst
Assessmentoflearning
rovingaswellasduringthe
childrenareinvestigating,
sharetime,toassessstudents howeverapplyingtheircurrent
contributionstothegroupand knowledgeintothelesson
identifyifstudentsare
also.Howtheyapplythis

Lesson8:GoingFurther

Lesson9:GoingFurther

generatingideaswhichwillbe
apositiveimpact.

Usegraphicorganiserwork
samples,andanecdotal
recordsofresponsesto
reflectionquestionsto
determinestudentslevelof
understandingofwhatalife
cycleis,andthatallliving
thingsexperiencechangesin
bothphysicalfeaturesand
needs.
Usestickynotestorecord
responsesaboutimportanceof
waterandimplicationsoflack
ofwaterforlivingthings,and
ideaspresentedforhowto
savewater,toidentify
understandingofwhyliving
thingsneedwaterandhow
studentscanactivelysupport
theirenvironmentbyreducing
waterwasteandusingwater
wisely.

knowledgeishowtheteacher
willassess.

Assessmentoflearning
demonstratesstudents
understandingoflivingthings
andtheirneeds,aswellasthe
roleofchangeinthelifecycles
oflivingthings.

Assessmentoflearning
determinewhatstudents
understandabouttheirneeds
forsurvivalandtheimportance
offindingwaystocareforthe
Earthsresourcessothatthe
lifecyclesofalllivingthings
cancontinue.

INQUIRYEVALUATION
Lessonsthatengagedstudentsingroupactivitiesthatincorporatedpersonalexperienceswere
mosteffectivewiththiscohort.Inaddition,handsonoutdooractivitieswerehighlymotivatingfor
studentlearningandbenefitedstudentsunderstandingofthetopic.
Inthefuture,itisthoughtthatthisunitcouldbefurtherenhancedbyincorporatingmorepersonal
experiencesthroughouttheunitandexploringthetopicthroughexcursionstodeepen
understanding.
Overall,theunitwashighlysuccessfulwithstudentsdemonstratingastrongunderstandingofthe
keyconceptsexplored.