©The University of Notre Dame 2010 developed by C McGunnigle
English Year 5
- Students use their knowledge and research on a
chosen animal to create a comic strip explaiing the
predator/prey lifestyle. SCSA Link: Create literary
texts using realistic and fantasy settings and
- The students are creating a PowerPoint/google slides
characters that draw on the worlds represented in
texts students have experienced (ACELT1612)
including tables and graphs, to represent and describe
- The students read literature, articles and watch
informative videos, collecting ideas about what prey
and predator is and how they adapt. SCSA Link:
Use comprehension strategies to analyse
information, integrating and linking ideas from a
variety of print and digital sources (ACELY1703)
Maths
- During each lesson students collect and record data
on each investigation completed to form a coherent
amount of knowledge regarding the topic. SCSA
Link: Pose questions and collect categorical or
numerical data by observation or survey
(ACMSP118).
- For an extra activity students could create a map or
environment and map out where a predator lives and
where the prey lives. The aim is for the prey to find
a route to avoid the predators. SCSA Link: Use a
grid reference system to describe locations. Describe
routes using landmarks and directional language
(ACMMG113)
CONCEPT MAP
Geography
- Students could research how humans
Science / Technology & Enterprise impact the cycle of prey vs predator and
the different environments involved.
for their final assessment. They will need to use their SCSA Link: Features of environments
(e.g. climate, landforms, vegetation)
knowledge of technology to complete the task. SCSA
Link: construct and use a range of representations, influence human activities and the built
features of places (ACHASSK113)
observations, patterns or relationships in data using
digital technologies as appropriate (ACSIS090)
History
Concept: Biological Sciences – Prey vs
- For further investigation of
adaption, research what animals
predator Term: Term 2 Weeks: 1-5 and plants lived before settlement
and how they adapted to society.
SCSA LINK: The patterns of
Health & Physical Education colonial development and
settlement and how this impacted
- In lesson one, activity one, students take part in trying to catch the upon the environment (e.g.
prey or defend against the predator while carrying pasta in a spoon. The introduced species)
activity can assess their mobility and multi-tasking skills. SCSA LINK: (ACHASSK107)
Fundamental movement skills demonstrating adjustment of force and
speed to improve accuracy and control (ACPMP061; ACPMP065)
The Arts
Religious Education /
Spiritual Education - The students could role-play how predators and prey act in the wild. SCSA
LINK: Improvisation skills (creating climax and drama dénouement) to enhance
- Students can relate their drama (ACADRM036)
research to religion, through - After researching the different structures of prey and predator the students
could create a dance that demonstrates some of these structures.
understanding the importance
of life.