Eureka Public School

Eureka Rd
Eureka 2480
Tel - 02 66884272
http://www.eureka-p.schools.nsw.edu.au

Science, History & Geography

Early Stage 1 and Stage 1 INTEGRATED UNIT OF WORK

Unit Title Mini Worlds Living Things

Unit Overview:

In this unit, students explore a range of living things in their local environment.
Through the processes of Working Scientifically, students develop their knowledge and understanding of the features and needs of a range of living things. They explore some ways
that human activity can affect the interrelationship between living things and their environment.
Mini worlds will include Beehives, Ant colonies and Terrariums. Students will investigate endangered species, and how animals become extinct. Students will explore Indigenous
dreamtime stories. Students will create their own mini beasts. Students will sort and classify animals into specific categories and display their data using digital technologies as
appropriate.
This Unit has a strong focus on developing key 21st century learning skills such as digital fluency, collaboration, critical thinking, communication and creativity.
STEAM Students will create their own minibeasts for display
Differentiation Opportunities
Independent Research Projects
Significant Scaffolding to ensure key content is learned.
Gardners Multiple Intelligences Planning Matrix
Verbal
Logical
Visual
Kinaesthetic

Deliver a presentation on the range

of living things discovered in our
school environment.

Musical

Use a Venn Diagram to compare

living and non living things

Interpersonal
Listen to songs about living creatures
and sing in class.

Think Pair Share what animals

need for survival

Design and create a digital mini

beast using creator on the I pad.

Intrapersonal

Keep a diary and document the

changes in the ant farm , reflect on
the results.

Take part in a schoolyard safari and

document findings using digital
camera.

Naturalist

Take part in outdoor classroom

experiences green work
Relate to the traditional dreamtime
stories.

Content/subject matter:
Science and Technology Students will build on prior knowledge about the needs of living things. Students will have opportunities to critically analyse the survival cycle of animals
and investigate their natural habitats. Students will take part in a school yard safari and create a data chart of their findings, this will be revisited through the course of the unit.
Students will start to investigate the life cycles of animals.
Miss Georgia Laddin

Geography Students will investigate local natural places and recognise the importance of preserving our natural resources. They will discover which insects and animas are
residing in our school grounds.
History/ Indigenous Perspectives Students will engage with local Indigenous educators and learn about the significance of all life and plants to Aboriginal people. Students will
learn about the ways Indigenous Australians viewed animals as part of the Dreamtime
.
Literacy Students will undertake a range of authentic reading and writing activities related to living things and their needs.
Creative Arts Students will design and construct their own Mini Beast
Numeracy Throughout this unit there will be integrated opportunities for mathematical learning. Students will utilise everyday mathematical language and symbols. Students will
access their mapping skills as they explore our local area. Data from investigations will be displayed using charts and graphs and results interpreted.
PDHPE Positive Growth Mindset, students will have authentic learning experiences in Positive Growth Mindset as they invent, make mistakes and then reinvent successfully.
Target language related to mindset will be incorporated .
What will I assess? (refer to scope and sequence documents)
Outcomes
1 STe-1VA, ST1-1VA
Shows interest and enthusiasm for science and technology
responding to their curiosity, questions and perceived needs,
wants and opportunities
1 STe-1VA, ST1-9ES
identifies ways that people use science in their daily lives to care
for the environment and the Earths resources
STe-4WS, ST1-4WS
investigates questions and predictions by collecting and recording
data, sharing and reflecting on their experiences and comparing
what they and others know
STe-5WT, St1-5WT
Uses a structured design process, everyday tools, materials,
equipment and techniques to produce solutions that respond to
identified needs and wants.
STe-2VA, ST1-2VA
Demonstrates a willingness to engage responsibly with local,
national and global issues relevant to their lives, and to shaping
sustainable futures.
Miss Georgia Laddin

Indicators
Students investigate which animals are found in the school yard environment

Students undertake scientific inquiry and justify their answers.

Students investigate a variety of tools and evaluate giving reasons.

Students design and construct a mini beast and create a natural habitat for their beast - documenting what it
needs in order to survive.
Students take part in learning in diverse environments with possibility of input from a variety of community
members including indigenous Australians and experts in various innovative fields. Opportunity to connect to
country

Ste-7NE
Observes using their senses, how daily and seasonal changes in
the environment affect them and other living things
ST18ES
Describes some observable changes that occur in the sky and
landscape
STe-8NE
Identifies the basic needs of living things
ST1-11LW
Describes ways that different places in the environment provide for
the needs of living things
ST1-10LW
describes external features, changes in and growth of living things.
HTe1, HT1-1
Communicates an understanding of change ad continuity in family
life using appropriate historical terms.
GEe-1, GE1-1
Describes features of places and the connections people have with
places
GEe-2, GE1-2
identifies ways in which people interact with and care for places
GE1-3
Communicates geographical information and uses geographical
tools for inquiry
EN1-2VA
Plans, composes and reviews a range of texts
MA1-1VA MA1-10MG
Describes mathematical situations and methods using everyday
and mathematical language
COS1-1
Communicates appropriately in a variety of ways
DMS1-2
Recalls past experiences in making decisions

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Students recognise the needs of living things.

By learning in diverse environments students develop a greater connection and desire to care for and protect
local places.

Through learning in diverse environments students will discover the variety of life living outdoors and identify
how to protect and take care of the living things they find.
Students conduct specific research and create informative texts to share their results.
Explore and document their own life cycle being born, how they were raised and how they are related to
others.
Explore the places we live and belong to compare that with other living things
How can we look after places?
What are the features of places?

Students use a variety of medium such as information texts, narratives, creative texts and digital / animated
story books
Students make predications based on prior knowledge and utilise their maths strategies.
Students work in collaborative groups and cooperative groups
Students are challenged through an inquiry based project where success depends upon trail and error.

Learning Sequence What do students already know? What will I teach? How will I cater to all students?
Pre Assessment
KWL chart gives students opportunities to add to the KWL chart about living things and their needs
Teacher to stimulate discussion through use of Slide Show

Resources
KWL CHARTS
IWB
Digital Camera
Word wall

1. ENGAGE
Whole class to brainstorm living things - identify features and different habitats
Small animals live in different places where their needs are met.
Use this information to inform differentiated lessons.
Investigate the school yard Predict which animals might be found create chart
Ipads
The schoolyard might have animals with a backbone (vertebrates) such as birds, lizards and some mammals such as cats and dogs. Many
Butcher Paper
animals in the schoolyard are, however, likely to be very small and without a backbone (invertebrates) such as earthworms, snails, ants, ant lions, Torches
slaters, beetles and spiders.
Curious creatures school yard safari Geography - Mapping Skills
Collect data and record in science journal draw observations
How do they move?
What do they eat?
Where do they sleep?
How do they protect themselves?

IWB
Clip Boards

2. EXPLORE
Learning in the environment Learn about Indigenous perspectives. Form greater connection to place.
Indigenous Dreamtime animals and their habitats Make a model plasticine witjuti grub.
The witjuti (witchetty) grub is the larvae of cossid moths and is found in the roots of several desert plants. The grub is a food source (bush
tucker) for some Indigenous people. The grubs are collected by digging up the roots of the acacia bush and cracking them open to locate the
grubs within, and can be eaten raw or roasted.
3. EXPLORE
Wiggly Worms - Construct an Earth Worm House
Students will take part in inquiry based hands on learning opportunities.
Students create a Before a closer look art work
Collaborative Project
Form teams and allocate roles, Managers to be in charge of handling the worms for the purpose of observation.
Students to create after a closer look art work

Earth Worm House

IPADS
Magnifying Glass

4. EXPLORE
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Snail Shack

Snail Shack
Observe and draw details of a snails external structure
Observe and describe the movement and feeding of a snail
Identify features of snails that allow them to breath, feed, move and protect themselves.
5. EXPLORE
Ant Antics Webquest
KWL What do you know about ants
Observe and draw ants
Label parts of an ant
Hands on Investigation disrupt an ant colony with a honey circle
Various kinds of ants are used by some Indigenous people either as bush tucker or bush medicine. The honeypot ant (Melophoris inflatus) is
found in Central Australia and stores honey in its stomach. Digging sticks are used to dig the ant from deep within the ground. The swollen
honey-filled stomach of the ant is regarded as a delicacy.
Watch the videoclip, Honey Ant. See http://www.australianscreen.com.au/titles/livingcountry/clip3
Find images of a honeypot ant and create an annotated drawing using Indigenous symbols.
See www.aboriginalartstore.com.au/aboriginal-art-culture/ aboriginalsymbols-glossary
6. ELABORATE
Create a Venn Diagram to compare 2 small animals
Revisit School Safari Map and select 2 habitats to observe and collect data from
Record and discuss observations to whole class
Introduce the concept of predators and different kinds of habitat Animal Adaptations.
7. EVALUATE
Revisit original KWL chart and update the What I have learned section.
Start to plan Mini Beast Project based on what we now know about animals, their needs and their different habitates
Appearance
Diet
Protective Strategies
Habitat
Water Access

Honey
Ant Colony
School Safari Map
Access to Internet

Venn Diagram Template

School Safari Map

KWL Chart

Card,scissors,paper,string,straws,
fabric, glue natural materials from
the yard
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8. Mini Beast Project - Provide Assessment Matrix

Design and construct a mini beast based on research.
Use materials provided to construct animal and their habitat.

Option to work with Clay and

Sticks

Coloured card circles

Pie Cut Card
Push Pin

9. The Life Cycle

Hands on STEAM activity
Create a paper diorama to show the life cycle of a butterfly
Read The Very Hungry Caterpillar
Option for drama experience

How will assess the outcomes/indicators?

How will I record it?

How will I report it?

Assessment for Learning

KWL Chart Assessment of Prior Learning

Whole class brainstorm

Individual KWL chart

Student Portfolios
End of Semester Reports

Ongoing formative Assessment

Work Sample
Teacher Marking & Feedback
Checking in for understanding
Anecdotal Observations

Oral / Verbal Assessment

Assessment of Learning
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Work Sample Assessment

Matrix

Parent Teacher Interviews

Student Evaluation of Task

Individual Student checklist & outcomes

Plot data against the continuum

of learning
Record chart

Target Students each week for clarification of understanding

Summative Assessment
Project Bases Learning Assessment Matrix

Evaluation and recommendations:

Signed: __________________________ Date:____________________

Miss Georgia Laddin

Assessment Task Sheet.