Backward Design - UNIT PLAN TEMPLATE

Title: Living things and Seasons

Year Level: 2

Teacher: Mrs Brautigam (Mrs B)

Focus Curriculum Area (s): Science, English, Maths

Duration:

STAGE 1: Curriculum Links

(What do we want students to learn? From the Australian/SCASA Curriculum)
General
Capabilities
(GP)

Ethical Behaviour

Personal and Social

ICT
Intercultural

Crosscurriculum
Priorities
(CCP)

Aboriginal and TSI

Asia and Australias

Sustainability

Year Level
Content
Descriptors

Science

Literacy

Histories and
Culture

Numeracy

Engagement with Asia

- Nature and development of

Science (ACSHE034)
Science involves observing, asking
questions about, and describing
change in, objects and events.
- Use of influence of Science
(ACSHE035)
People use Science in their daily
lives, including when caring for their
environment and living things.
- Biological Sciences (ACSSU030)
Living things grow, change and have
offspring similar to themselves.

Critical and Creative Thinking

Understanding

Year Level
Achievement
Standards

Literacy
Identifying text structures and
language features used
to describe characters and
events, or to communicate
factual information.
They monitor meaning and selfcorrect using knowledge of
phonics, syntax, punctuation,
semantics and context.
They identify literal and implied
meaning, main ideas and
supporting detail. Students
make connections between
texts by comparing content.
When discussing their ideas and
experiences, students use
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English
- Identify the audience of
imaginative, informative and
persuasive texts (ACELY1668)
Identify the main purpose of a text,
including whether the author wants
to entertain, explain or pursuade and
considering how audiences might
respond to those texts.
- Re-read and edit text for
spelling, sentence boundary,
punctuation and text structure
(ACELY1672)
Check spelling using dictionary and
check for inclusion of relevant
punctuation including capital letters
to signal names as well as sentence
beginnings, full stops question and
exclamation marks.
Mathematics
- Measurement and Geometry
(ACMMG037)
Comparing lengths using finger
length, hand span or piece of string.
- Name and order months and

everyday language features and

topic-specific vocabulary.
They explain their preferences
for aspects of texts using other
texts as comparisons. They
create texts that show how
images support the meaning of
the text.
Students create texts, drawing
on their own experiences, their
imagination and information
they have learnt. They use a
variety of strategies to engage
in group and class discussions
and make presentations. They
accurately spell words with
regular spelling patterns and
spell words with less common
long vowel patterns. They use
punctuation accurately, and
write words and sentences
legibly using unjoined upperand lower-case letters.

Science
Students describe changes to
objects, materials and living
things. They identify that
certain materials and resources
have different uses
and describe examples of where
science is used in peoples daily
lives.
Students pose and respond to
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seasons (ACMMG040)
Investigating seasons, comparing
them to other countries and
recognising the connections to
weather patterns.

questions about their

experiences
and predict outcomes of
investigations. They use
informal measurements to make
and compare observations.
They record and represent obse
rvations and communicate ideas
in a variety of ways.

Mathematics
By the end of Year 2,
students recognise increasing
and decreasing number
sequences involving 2s, 3s and
5s.
They represent multiplication
and division by grouping into
sets. They associate collections
of Australian coins with their
value. Students identify the
missing element in a
number sequence.
Students recognise the features
of three-dimensional objects.
They interpret simple maps of
familiar locations.
They explain the effects of onestep transformations. Students
make sense of collected
information.
Students count to and from
1000. They perform simple
addition and subtraction
calculations using a range of
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strategies. They divide

collections and shapes into
halves, quarters and eighths.
Students order shapes and
objects using informal units.
They tell time to the quarterhour and use a calendar
to identify the date and the
months included in seasons.
They draw two-dimensional
shapes.
They describe outcomes for
everyday events. Students
collect, organise and represent
data to make simple inferences.

Knowledge

Skills

(What are students expected to learn?)

That all living things grow (focus will be on plants).

(What are students expected to be able to do?)

To recap what they have learned.

That plants need clean air, weather and help from people to
look after them.

That weather is associated with seasons and is different

each day.

To associate weather to season changes and be able to recognise the

importance of it.

How to write a narrative and measure the lengths or their

plants.

To be able to use the dictionary without difficulty, to correct their

punctuations and have proper use of capital letters.

To be able to write a short narrative and create an informative poster

based on the topic in the lessons they have learned.

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LEARNING OUTCOMES:
Students will be able to
-

Ask questions and make predictions based on events.

Understand that they use science in their daily lives, including when caring for the environment.
Understand that all living things grow and have offspring similar to themselves (main focus for this lesson plan will be on plants).
Identify the main purpose of a text (entertainment, explanation, informative) and create their own informative poster for
audiences.
Check spelling using dictionary and check for inclusion of relevant punctuation including capital letters.
Comparing lengths using finger length, hand span or piece of string.
Investigate seasons, comparing them to other countries and recognising the connections to weather patterns.

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

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Task description:

Students will be expected to be able to make connections on weather to seasons, will be expected to have the sound
knowledge that all living things grow (main focus for this topic is on plants) and that plants need clean air and to be looked
after by human beings.
Product options consists of written, verbal, use of ICT as well as resources such as earth globes.
Target audience will be aimed at students of year 2 level
Assessment focuses on individual work as well as students split into 4 groups.
Assessment will be due after lesson 14, when informative poster is complete.

Assessment Criteria: Each task created, performed by students as well as their participation, is marked accordingly to the rubric in
which each task has its own set of criteria. Students will be given a grade ranging from 0-5 depending on how well they perform.
Assessment recording template: Students work skills will be recorded on spreadsheets(?)
Feedback: Students will receive verbal as well as written feedback on their work.
Self-assessment: Students will be able to assess their self-learning by referring back to their notes in their science notebooks.
Students will be using a dictionary to correct their spelling as well as check for proper use of punctuations.

UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

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What

events will help students:

Experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
Achieve the desired results identifies in Stage 1?
Equip students to complete the assessment tasks identified in Stage 2?
Learning Experiences

1
Mon

Introduction
Teacher to introduce to class that the Science topic they will be
learning is about living things. Explain that all living things
grow, and some living things such as plants need a clean
environment and the weather to survive briefly relate
weather to seasons.

Assessment For/As Learning

(Formative Assessment)
Observation:

Resources
-

- Observe if students participate

in the lesson.

Observation:

Body
Teacher to show video to class on living things to explain the
important things all living things need. Once video has been
shown, discuss as a classroom what they understand from the
video and to name some examples of living things.

Science notebook
given by teacher
Pencil
Smartboard to
show video:
https://www.youtu
be.com/watch?
v=bWBrusrCmX4

Conclusion
Teacher to handout Science notebooks to students and explain
that this book will be used for the next few lessons to come.
Students to create a list of living things and to share with the
classroom some ideas that they have come up with.
2
Tues

Introduction
Teacher to explain that todays lesson will relate to yesterdays
topic living things. Discuss with classroom that today they
will be focussing on needing Science in our daily lives to care
for the environment and for living things.

- Observe if students participate

in the lesson.

Smartboard to
show video:
https://www.youtu
be.com/watch?
v=sAKyhfxxr7s

Body
Explain to students that Science is around us everyday. To
breathe fresh air, we need to have a clean environment and
therefore need to look after our surroundings. Explain that the
environment is not just for us, but for other living things
(animals and plants) as well. Show video on YouTube about
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polluting air and how it affects us, and those around us.
Conclusion
Discuss as a class about what they have just watched. Ask
students to recall what they have learnt from the video. Each
student to come up with 1 solution on how they would help the
environment and share with the class.
3
Wed

Introduction
Explain to students that todays lesson they will be planting
green beans. The purpose of this activity is to observe and
compare the growth of each pot plant to see how the weather
and water affect their growth.
Body
Instruct students that there will be 4 different pots of planted
green beans;
-

One to be placed outdoors where the sun shines on it as

well as being watered once a day.
One to be placed outdoors away from the sun and
receiving no water on a daily basis.
One to be placed inside the classroom away from the
sun and being watered once a day.
One to be placed inside the classroom where the sun
shines and receiving no water on a daily basis.

Observation:
-

Observe if students
understand the
instructions given on what
they need to do in order to
plant their beans.

4 Containers
6 green beans per
container
Cotton wool
Water

Assistance:
-

Assist students if they

need help in planting their
beans.

Conclusion
Conclude the lesson by informing students that we will be
observing the plants weekly (every Wednesday) and we will be
recording their growth and compare the differences of each
plant.
4
Thurs

Introduction
Introduce to students that todays topic will be about asking
questions as well as predicting, in regards to the green beans
that they have planted yesterday. Students to write down the
questions and predictions in their notebook to refer to for

Observation:
-

Observe if students are on

the right track, if they are
participating in the activity.

Science notebook
Pencil
Whiteboard
Whiteboard
marker
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future lessons.
Body
Whole class to work with teacher. Teacher will prompt students
to ask questions or predict what they think will happen to their
plants. Teacher to give some examples to get students started.
- I think that the plant that sits in the sun all day may
become brown due to the constant heat.
- I think the plant that sits in the classroom with the sun
shining and being watered daily will grow well.
- Do plants really need the sun to grow and why?
- Will the beans grow without the sun but while still being
watered?

Observe if students are

able to write down
questions and predictions
in regards to their plant.

Assistance:
-

Assist students where

needed, prompt them to
ask appropriate questions
and make appropriate
decisions.

Conclusion
After students and teacher have come up with 10 questions
and predictions, and students have written them down in their
notebooks, discuss as a classroom the importance of having
this information recorded so that they can refer back to it for
the next lesson.
5
Fri

Introduction
Tell students that todays lesson will be outdoors; they will be
looking at weather.
Body
Instruct students that they need to observe their surroundings,
write down in their Science book what they see and what they
feel. Example: sunny, cloudy, dark skies, hot, cold, windy
trees rustling in the wind.

Observation:
-

If students are
participating in the lesson.
If students know what they
need to be observing,
guide them onto the right
track if needed.
Walk around and offer help
to students who need it.

Science notebook
from previous
lesson
Pencil
Map of Australia
http://www.mapso
fworld.com/austra
lia/tourism/

Science notebook

Conclusion
Explain to students that weather is different all around
Australia. Show students map of Australia, explain that it may
be nice and sunny in Perth but in Sydney it can be dark skies
and rainy. Briefly mention the seasons we have and explain
that a lot of other countries have seasons as well.
6

Introduction

Observation:

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Mon

Inform students that they will be going outdoors again to look

at weather and compare to their notes from last week.
Body
Students to write down what they see and feel in their
surroundings. Students to share with the class the differences
they have recorded. Remind students that the weather
changes every day, even if it is the same season; such as
temperatures and wind conditions.

7
Tues

Conclusion
Show map of Australia, recount previous lesson and discuss
briefly again about weather and seasons. Ask students to
share with the class what they remember from previous lesson
and compare to what they have learnt from todays lesson.
Introduction
Inform students that todays lesson will relate to previous
lesson in regards to seasons. Explain that for this lesson we
will be discussing seasons in other countries and compare it to
Australia.

Observation:
-

Body
Have a globe to show the students and explain how different
countries have different seasons at the same time of year,
especially to Australia; explain that this is due to the location
of the countries on the worlds axis. Show video on seasons of
the world on Smart board to help explain further. In the
discussion, explain that while we may have different seasons
around the world, all living things remain the same and they
need seasons to live/grow as well as be looked after by human
beings.

8
Wed

Conclusion
Have a classroom discussion and summarise what we have
just learnt. Ask students to share their favourite information
about todays topic.
Introduction
Instruct students that it has now been a week since they
planted their beans and is now time to check their growth
process and compare them to one another.

If students are
participating in the lesson.
If students know what they
need to be observing,
guide them onto the right
track if needed.
Walk around and offer help
to students who need it.

Observe if students are

participating in the lesson.
Observe if the students
understand the different
seasons and why countries
all around the world may
have different seasons at
different times compared
to Australia.

Observation:
-

Observe if students are

participating in the

from previous lesson

Pencil
Map of Australia
http://www.mapsofw
orld.com/australia/to
urism/

Smart board
Smartboard to show
video
https://www.youtube
.com/watch?
v=Hf9nSG0rmDE
Earth globe

String
Green bean plants
Pencil
Science notebook
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Body
Bring plants altogether and observe as a class the differences
in all 4 of them. Ask students to mention the obvious
differences that they see and discuss the differences together
students will be seated on the mat. Once finished discussing,
students to be sorted into groups of 4 and each group will
need to measure the length of their plant with a string and
record their answers in their science book.

9
Thurs

Conclusion
Students to sit back on the mat and discuss their recordings
and compare the length of their strings with the rest of the
class.
Introduction
Relate todays lesson to previous lesson about seasons.
Explain to students that while living things need seasons to
grow sun, rain, wind but sometimes weather conditions
may get so severe that trees/plants do not survive.

activity, being a productive

group member.
Observe if students are
doing the right thing with
their team members.

Observation:
-

Observe if students are

doing the right thing and if
participating in the lesson.

Science notebook
Pencil
Photos on native
plants/bushfires/plan
ts destroyed by
flood.

Science notebooks
Pencil
Whiteboard &
whiteboard marker
Smartboard to show
video
https://www.youtube
.com/watch?
v=UdvIep63cXk

Body
Show example pictures of deserts where trees have burnt,
floods where trees have fallen to the ground. Ask students why
they think this happens. Show photos of native plants; explain
that some native plants can withstand heat better than other
plants.

10
Fri

Conclusion
Students to write a brief summary/recap in their science
notebooks on what they have learnt in todays lesson.
Introduction
Relate todays lesson to previous lesson on seasons. Inform
students that the main focus will be about learning to
recognise the connections of weather patterns to seasons.

Observation:
-

Observe if students are

participating in the lesson.

Body
Ask students why they think weather changes with each
season. Show short video to explain. After video, ask students
what they have learnt about weather changes and seasons.
Brainstorm with students about their observations teacher to

Assistance:
-

Assist students if they

need help in creating the
brainstorm.

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write up on the whiteboard.

11
Mon

Conclusion
Students to write down the brainstorm that is on the board into
their science notebooks for future references.
Introduction
Recap briefly, lessons on:
- Living things need clean air and weather to grow, and
people to look after them.
- Seasons; how weather changes each season and how
the weather connects to seasons.
- Some plants can withstand the summer heat in Australia
and some cannot.
Body
Instruct students that they are to write a short narrative about
all that they have learned so far. Think back to the recap we
just had as a class and refer to their science notebooks for
notes they have recorded. Students will need to relate each
topic to one another. Students will need to use a dictionary to
check for correct spelling as well as check their punctuations
and capital letters. Show written up example to students
before they begin.
Conclusion
Students to share their short narrative with the classroom.
Teacher to encourage students on the different and interesting
ways each narrative was written but to point out that while
written differently, each narrative tells the same formative
story.

12
Tues

Introduction
Instruct students that they will be checking on the growth of
their beans again and that they will need to record their new
findings in their science notebooks and compare to previous
recordings.
Body

Prompt students to think

the way they should be
thinking, guide them onto
the right track.

Observation:
-

Observe if students
understand what they
need to be doing, if they
look confused guide them
onto the right track.
- Observe if students are
participating in the lesson.
Assistance:
-

Science notebook
Pencil
Dictionary
Example narrative
written by teacher

Pot plants
Science notebooks
Strings used from
previous lesson
Pencil

Walk around while

students are writing their
narrative, offer help to
students who need it.
Encourage students if they
are feeling shy or if they
feel their work is not up to
par.

Formative:
-

Students work to be
collected at the end of the
lesson and to be marked
by teacher according to
rubric.

Observation:
-

Observe if students are

participating in the lesson.
Observe if students
understand what they
need to be doing.

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Students to receive the same pot plant from previous lesson

and to use the same string to measure their plant and see if
the plant is still the same length or if it has grown. Students to
record their findings and sit on the mat once completed. Each
group to share their new recordings and compare to the class
and see if there is any difference. Talk about why they think
theirs are different and why it is/is not growing and if their
plant is growing slowly/fast.

13
Wed

Conclusion
Mention that while it may not be a fast process, it does grow
and that we will need to take a close look to notice the growth,
for example in this case, with a string.
Introduction
Teacher to begin lesson by showing a science poster and ask
students if they know the concept of the poster
entertainment, explanation, persuasion or informative. Prompt
students if they need help.
Body
Once students understand the concept, explain that they will
be creating a draft informative poster of their own. Students
will need to refer back to their questions and predictions from
lesson 4, as well as their short narrative to help them create
this poster. Students will need to use a dictionary to check for
correct spelling as well as check their use of punctuations and
proper capital letters.

Observe if students are

being a productive team
member of their group.

Observation:
-

Observe if students are

participating in the lesson.
Observe if students have
an understanding of what
they are meant to be
doing. If students look
confused, guide them onto
the right track.

A4 paper for draft

Pencil
Dictionary
Colour pencils

Assistance:
-

Conclusion
Students to share what they have done for their draft poster so
far. Encourage students on how creative their posters are.
-

Walk around classroom

while students are working
on their drafts. If students
need help in needing to
use a dictionary, show
them how to use one.
If students are unsure
about how to check
punctuations, help them.

Formative:
- Drafts to be collected by
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teacher to mark and do final

editing.
14
Thurs

Introduction
Inform students that they will be making a good copy of their
informative posters today.
Body
Students will refer back to their drafts and notes if needed, to
create the good copy of their posters.

Observations:
-

Observe if students are

participating in the lesson.

A3 Paper
Colour pencils
Science notebook
Texters
Pencil

Assistance:
-

Conclusion
Students to display their posters around the classroom and
give feedback to one another.

Walk around the classroom

and help students if they
need.

Formative:
-

Final work to be displayed

around the classroom and
students to give feedback
to one another.
Once displayed, teacher to
collect up and give final
mark based on rubric.
Posters will be displayed
around classroom.

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