ANIMALS IN THEIR ENVIRONMENT- YEAR 1

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ANIMALS IN THEIR ENVIRONMENT- YEAR 1

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 ANIMALS IN THEIR ENVIRONMENT- YEAR 1

Australian Curriculum: Science (Year 1)

Sub-strands Content Descriptions Achievement Standard
their needs are met (ACSSU211) ts that they encounter in their
Chemical sciences  Everyday materials can be physically changed in a variety of ways (ACSSU018) everyday lives, and the effects
of interacting with materials and
objects. They identify a range of
 Observable changes occur in the sky and landscape (ACSSU019) habitats. They describe changes
Earth and space
sciences to things in their local
environment and suggest how
 Light and sound are produced by a range of sources and can be sensed (ACSSU020) science helps people care for
Physical sciences
environments.

 Science involves asking questions about, and describing changes in, objects and events Students make predictions and
Nature and investigate everyday
development of (ACSHE021)
phenomena. They follow
as a human endeavour

science
instructions to record and sort
their observations and share
their observations with others.
Use and influence  People use science in their daily lives, including when caring for their environment and
of science (1-2) living things (ACSHE022)
(Year 1-2)
Science

Questioning and  Respond to and pose questions, and make predictions about familiar objects and events
predicting (ACSIS024)
1-2)inquiry skills (Year

Planning and  Participate in different types of guided investigations to explore and answer questions,
conducting such as manipulating materials, testing ideas, and accessing information sources
(ACSIS025)
 Use informal measurements in the collection and recording of observations, with the
assistance of digital technologies as appropriate (ACSIS026)
Processing and  Use a range of methods to sort information, including drawings and provided tables
analysing data and (ACSIS027)
Science
 ANIMALS IN THEIR ENVIRONMENT- YEAR 1

Australian Curriculum: Science (Year 1)

Sub-strands Content Descriptions Achievement Standard
information  Through discussion, compare observations with predictions (ACSIS212)

Evaluating  Compare observations with those of others (ACSIS213)

Communicating  Represent and communicate observations and ideas in a variety of ways such as oral
and written language, drawing and role play (ACSIS029)

General Capabilities Cross Curriculum Priorities Notes:

 Literacy  Aboriginal and Torres Strait
 Numeracy
Islander histories and cultures
 Information and communication
technology (ICT) competence  Asia and Australia’s engagement
 Critical and creative thinking with Asia
 Ethical behaviour
 Personal and social competence  Sustainability
 Intercultural understanding
 ANIMALS IN THEIR ENVIRONMENT- YEAR 1
HASS: ENGLISH:
 Create an ocean map to depict where the animals would be in the ocean  Create a short story about an ocean animal of their choice (ACELY1661).
(ACHASSK031).  Create an animal investigation project and find out facts about an ocean animal, they can then create a
 Teach students the aboriginal names for each of the ocean animals that book showing their new knowledge. (ACELA1443)
students are interested in. (WAHASS23)  Literacy word wall describing the ocean environment and the animals that live there.
 Explore the what the ocean animals do in different seasons.  Create a story environment that explore literacy about the ocean and their animals (ACELY1661).
(ACHASSK032)  Create an animal report (ACELY1661).
 Explore where the students may find ocean animals in their local area.  Have reading books available to students to explore all literacy types about ocean animals
(ACHASSK031) (ACELY1661).

MATHS: PLAY AND EXPLORATION:

 Counting with ocean animals. (ACMNA012) Exploration Table – On the exploration table the
 Create a pattern using ocean animals and ocean students will be able to explore the observable features of
materials. the class pets (fish). The students will be briefed on the
 Underwater counting (ACMNA012). importance of treating animals with care and will be able
 Sort the ocean animals into groups. (ACMNA018) to use magnifying glasses and microscopes on the iPad to
 Create number frames with sea animals filling in the take a closer look at them.
squares to makes the numbers needed. (ACMNA018) Book Corner – Books in the book corner will be centred
 Create a class graph about ocean animals and their around sea creatures.
environment (ACMSP263). Dramatic Play – The dramatic play area will be set up
as an aquarium. Students will explore the animals of the
sea.
 ANIMALS IN THEIR ENVIRONMENT- YEAR 1

CONCEPT MAP

Science Concept Map- Biological

Sciences
ART: STEM:
 Make a collage using loose parts materials to create an ocean environment
(ACAVAR109)  Students will design a class aquarium
 Create their own ocean animal using craft materials (ACAVAM108) to fit all of the ocean animals they
 SCIENCE
Paint a sea environment with a selected animal FORWARD PLANNING DOCUMENT-
(ACAVAR109) would like. YearThe1 design will be created
Health & Physical Education
 Use children’s literature to create an ocean environment using different art into a diorama, which 5E’s-will be made
TERM / WEEKS: Term ENGAGE (1-2 lessons)  Develop body movement skill and body
TOPIC- control
Animals in by
medias (ACAVAM108).  using
To capture student sustainable
interest materials
and find out what they know about animals and the environments where they belong
2 Week 2  manipulating movement
To elicit students’ questions/ prior knowledge about all animals and the types of environments they survive best in. to their
move environment
like an animal.
 The class will explore the noises which animals make. The students will use
Diagnostic assessment used- in this lesson you will find out what the students already know about a sea animals’ environment. This
E.g. move like a fish (ACPMP025)
will allow you to take account of students’ existing ideas when planning learning experiences
different instruments and body percussion of make the different sounds made
by animals and their movement (ACAMUM080, ACAMUM082).

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/K
(Year 1 & 2 only) EY QUESTIONS
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
Living things live Science Pose and Outcome 2: Mat Session/Motivation: Animal
in different places involves respond to Children are PowerPoint
 ANIMALS IN THEIR ENVIRONMENT- YEAR 1
where their needs asking questions, connected with  Students will have the opportunity to discuss and explore different
are questions and make and contribute to animals in their nature environment. A PowerPoint will be put together Rotation 1:
met (ACSSU211) about, and predictions their world for the students with a variety of pictures of animals and environments  Sand
describing about Outcome 4: that animals may live in. This will be used as a visual prompt for the  Tray
changes in, familiar Children are students to begin to discuss why that animal may live in that particular  Bush
objects and objects and confident and environment and/or why that environment is good for the animal to live materials
events events involved learners in. Key questions and different techniques of discussion may be used  Australian
(ACSHE021) (ACSIS024) Outcome 5: such as think pair share or a brainstorm. animals
Children are Rotation One: The Australian Bush  Guess who
cards with
effective  The students will have the opportunity to explore an ‘Australian Bush’ listening cues
communicators small world. This small world will include Australian animals such as for those who
LESSON OBJECTIVES kangaroos, koalas, snakes etc and the environment they may live in. struggle to
As a result of this lesson, students will be able to: ‘Guess who’ cards will be provided for the students to read and guess read
 Students identify one animal that is specific to an environment the Australian animal that match the clues provided. Students can write  Paper and
 Students identify why the needs of an animal are met in a down their answers on a piece of paper for checking later if they desire. pens for those
Rotation Two: The Antarctic who can have
specific environment.
 The students will explore an ‘Antarctic’ world made with ice blocks extending
and blue water/jelly with the corresponding animals that live in this Rotation 2:
ASSESSMENT (DIAGNOSTIC) environment. The students will discuss why the animals in this  Tray
 The teacher will use a combination of observational and environment live in the environment and what needs are met by doing  Jelly
anecdotal notes in a ‘mop bucket’ style to complete the so. The students will be asked to pick out what animals don’t belong in  Ice
assessment. If desired/can be done; the teacher will place the artic small world and take photos on their iPads of these animals to  Antarctic
ensure they have picked them all out. The students will be asked why animals
themselves on rotation four to obtain a sound understanding of
 Jungle
the student’s knowledge within the area and if the students they don’t belong in this environment.
animals
understand the concept of animals needing a certain environment Rotation Three: The Garden
 Dinosaurs
to do well.  The students will have the opportunity to explore a small world to  Ipad
show their own backyard and the insects that live in the different  Book creator
smaller environments. This will include flowers, grass, soil etc. The Rotation 3:
students will then search ‘the garden’ for bugs using tongs and classify  Soil
them into what part of the garden have their needs met best. For  Bugs
example, a bee would best suit a flower. The students will put the bugs  Tongs
they find onto the printed A4 pieces of paper showing each of the 4  Sorting cues
smaller environments. This will be a search and sort activity for the  Grass
students.  Flowers
Rotation Four: The Beach
 The students will be asked to create their own beach environment.
There will be a selection of ‘beach’ animals available for them to
choose from. These will include fish, seals, crabs, starfish, whales and
sharks. The students will be asked to pick an animal and to create a
small environment for them using a rectangle plastic container as the
Rotation 4:
ANIMALS IN THEIR ENVIRONMENT- YEAR 1
base. Resources such as sand, saltwater, blue paper, rocks and other  Sand
materials will be available for them to recreate the perfect environment  Sells
for their animal. Students will be asked to put their small worlds ‘up  Individual
high’/away for later use. containers
Closure:  Water
 Students will join together with a partner to complete 2 stars and a wish  Create paper
template for a reflection. Two points will be made of what they learnt  Wool
throughout the lesson and one wish for what they wish they could learn  Sea animals
or for what the students wonder. A few pairs may be asked to share
with the class.
LEARNER DIVERSITY
Rotation One: Two stars and a
 Enabling Prompt: wish template
o QR codes will be available for students to scan with their iPads
so that the clues are read aloud for them if the students have
difficulties with reading.
 Extending Prompt:
o Students will be asked to make 2 or 3 of their own ‘guess who’
cards which include one statement/2 clues/facts for the class to
guess during the closure of the lesson.
Rotation Two:
 Enabling Prompt:
o Visual prompts including pictures of the artic animals in the
environment will be provided for the students to use as support
in identifying what animals don’t belong in the environment.
 Extending Prompt:
o When the students take photos of the animals with their iPads,
they will be asked to audio record over the picture about why
the animals don’t below. Is it the environment? Are they
getting their needs met? Etc…
Rotation Three:
 Enabling Prompt:
o The students will be able to just search for the animals but will
not be required to sort them more specifically. Instead, they
can engage in conversations about why the animals live in their
garden and why not in other environments like the desert etc.
 Extending Prompt:
o The students will be asked to draw where else/what other
environments some of the insects can live. For example, bees
can live in a hive as well as in the flowers etc.
 ANIMALS IN THEIR ENVIRONMENT- YEAR 1
Rotation Four:
 Enabling Prompt:
o QR codes will be available for students outlining specific
animals and where they live best. For example, this will
include a video on a fish and the fact it lives in the ocean and
likes coral and as a result this will prompt the students to make
this environment and know what to include in it.
 Extending Prompt:
o The students will be ask to take a photo of their small worlds
on their iPads and record an audio recording/or take a video
and talk to the video of what they have created and why. What
animal likes the environment? Why does that animal enjoy that
environment?

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5E’s- EXPLORE (2-3 lessons) TOPIC- Animals in

 To provide hands on, shared experiences of the environment and features that an octopus has.
Term 2 Week 4 their environment
 To support students to investigate and explore ideas about the features an octopus needs to survive and what they eat
as well as the body features, they have to survive in the environment.
Formative assessment
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
SCSA LINKS EYLF
INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry Skills OUTCOMES
Human
Endeavour
 ANIMALS IN THEIR ENVIRONMENT- YEAR 1
Living things live Science Use informal Outcome 1: Mat Session: “Inky the octopus” by Erin
in different places involves measurements in Children have  Read students the book “Inky the octopus” by Erin Guendelsberger
where their needs asking the collection and a strong sense Guendelsberger
are questions recording of of identity  Watch a video from national geographic kids about octopus’s https://youtu.be/9vQnKO_2kKk
met (ACSSU211) about, and observations, Outcome 2:  View photos of octopus and their environment.
describing with the Children are  Once you have watched the video and viewed photos with
changes in, assistance of connected the children have a discussion about octopus and what
Living things have objects and digital with and children may have noticed in the video and photos that they
a variety of events technologies as contribute to didn’t know before or that they think is cool.
external features (ACSHE021) appropriate their world  Use students answers to create a class brainstorm and leave
(ACSSU017) (ACSIS026) Outcome 4: this up for the whole lesson.
Children are Rotation 1:
confident and  What octopus need to survive
involved o Research octopuses through books, videos and
learners Rotation 1:
pictures that explore octopuses. Octopus information
o Get students to take notes on what they find out Books
about the needs of an octopus Videos
 Their food
Pictures
 Their environment
 What they use every day to survive Sticky notes
o Students are to present their information on a sticky iPads
note tree.
o Students are to then take photos of the sticky note
tree on an iPad and use book creator to explain what
they learnt through a voice over on their photo.
Rotation 2:
 Small world play:
o Give students a small world environment of where Rotation 2:
an octopus would live Rocks
o Create the area to allow students to explore the Sand
environment where the octopus. Water
o Students can use this area to play and explore the sea Tray
environment.
seaweed
o Get students to draw what they observe about the
Coloured Pencils
environment.
Rotation 3:
Paper
 External features of the octopus Pens
o Children will be given photos and toys octopus’s
o From these visual prompt’s students are to draw their Rotation 3:
very own octopus. Coloured Pencils
ANIMALS IN THEIR ENVIRONMENT- YEAR 1
o They will then watch a video from a QR code that Paper
explains the body features of an octopus. Pens
o Start the video from 3 minutes and 47 seconds https://youtu.be/HEgIOVj-
Conclusion: 1p0?t=227
 Call all students back to the mat, get all students sitting in a QR code of the video
mat.
 Hand students a piece of paper and pencil
 Complete a Snowstorm.
o Students write down what they learned on a
piece of scratch paper and wad it up.
o Students are to write a number on their paper, this Paper
will allow the teacher to distinguish each student as Pencil
the teacher gives the students the number. Pre-pared student numbers
o Given a signal, they throw their paper
snowballs in the air.
o Then each learner picks up a nearby response
and reads it aloud.
 Get students to place all paper in the recycling bin.
 Get students to quietly wash hands before heading to lunch.
LEARNER DIVERSITY
Rotation 1:
 Enabling
o Allow children to just verbally discuss in their
groups about the facts they have learnt and outline
what octopus need to survive
 Extending
o Get students to write down the list of things they
need to survive, rather than taking a photo.
o Get students to explain why the octopus may need
what they do compared to what a fish may need.
Rotation 2:
 Enabling
o Ask students prompting questions such as;
 What can you see in the environment?
 Why would that be there?
 What makes an octopus different to a
human?
 If they are different what would they need to
live?
 ANIMALS IN THEIR ENVIRONMENT- YEAR 1
Extending
o Get students to label their drawing of the
environment and explain why they believe that its
important for the environment to contain those
features.
Rotation 3:
 Enabling
o Get students to verbalise what they see on the
octopus
o Discuss what they notice and give then a predawn
octopus as a visual reminder.
 Extending
o Get students to label the body parts of the octopus,
get them to use proper names such as tentacles
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Observe and draw details of an octopus’s external features
 Observe and describe octopus
 Identify features of an octopus that allow them to breathe, feed,
move and protect themselves.

ASSESSMENT (FORMATIVE)
 Anecdotal notes, the educator writes the child’s response
from the snowstorm, each number represents each student’s
response, the numbers are given by the educator and a note
is made to make the recording process easier and more
efficient.

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: Term 5E’s- EXPLAIN (1 lesson) TOPIC-Animals in

 To support students to develop explanations for experiences and make representations of developing conceptual
2 Week 5 understandings of sea animals and their needs to survive in an environment their environment
Formative assessment
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
 ANIMALS IN THEIR ENVIRONMENT- YEAR 1
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
Living things grow, change Science Participate in Outcome 2: Mat Session: White board
and have offspring similar involves different types Children are  Read the book “I’m the biggest thing in the ocean” by Markers
to themselves (ACSSU030) asking of guided connected Kevin sherry “I’m the biggest thing in
questions investigations with and  Class brainstorm to explore what the students already the ocean” by Kevin
about, and to explore and contribute to know about the other sea creatures and what they may sherry
Living things have a variety describing answer their world need in their set environment to survive.
of external features changes in, questions, such Outcome 4:  From this brainstorm the class can discuss the features
(ACSSU017) objects and as manipulating Children are each of the other animals that have been noted on the
events materials, confident and brainstorm e.g. fish have gills they allow them to
(ACSHE021) testing ideas, involved breathe underwater, turtles have flippers to help them
and accessing learners swim.
information  Explain the days activities to the children.
sources Rotation 1:
(ACSIS025)  Turtles features and behaviour
o Role play a turtle’s behaviour
o Use loose materials to create an outfit for students Rotation 1:
Loose materials
to use whilst role playing the turtle
iPads
o Get students to record themselves role playing a
turtle and have a part at the end dedicated to them
describing the behaviour and physical features of a
turtle.
Rotation 2:
 Octopus vs crab
LESSON OBJECTIVES o Match to who is who. Rotation 2:
As a result of this lesson, students will be able to: o Have cards which describe one of each of the two Picture cards
 Describe the features and behaviour of a Sea Turtle. animals. Description cards
 Compare two ocean animals and make conclusions about similarities o And get children to discuss the differences between
and differences the two animals.
Rotation 3:
 Seahorse vs fish
o Complete a group ven diagram which compares
ASSESSMENT (FORMATIVE)
 ANIMALS IN THEIR ENVIRONMENT- YEAR 1
Anecdotal notes and photographs: and contrasts a seahorse to a fish. Rotation 3:
The educator takes photos of the student work that they drew up for the gallery o Get students to discuss the similarities and Pencils
walk. This backs up notes the educator will write for each child, this outlines differences between the two of them. Paper
the understanding the student may have on the topic as well as being able to Conclusion:
reflect on others work. As the galley walk is created in small groups the  Call all students back to the mat, get all students sitting
educator also needs to outline all students participation in the final work. in a mat.
 Complete a Gallery Walk
o On chart paper, small groups of students
write and draw what they learned.
o After the completed works are attached to
the classroom walls, other students will
place sticky notes to the posters to extend Paper
on the ideas, add questions, or offer pencils
praise. blue tac
 Call all students back to the mat and ask 3 students
about what they saw on the gallery walk
 Let students go back to their desk quietly prior to
moving on to the next lesson.
LEARNER DIVERSITY
Rotation 1:
 Enabling
o Give students video cues to visualise what
turtles look like and do
 Extending
o Get students to explain why turtles may move
the way they do. Record this over a voice
recording.
Rotation 2:
 Enabling
o Pre match the cards for the students and get
them to discuss and explore the concepts rather
than focusing on the matching
o Put pre read cues on the cards for those who
may struggle to read.
 Extending
o Get children to create matching cards for other
animals as well as making for the two animals
o Take a photo of the two animals and discuss
through a voice over the similarities and
differences between the animals
 ANIMALS IN THEIR ENVIRONMENT- YEAR 1
Rotation 3:
 Enabling
o Place students in groups with students at a
higher level of thinking, this branches an in-
depth discussion through peer teaching.
 Extending
o Get students to create a charter profile that
aligns with either a seahorse or a fish. Students
should draw their animal.

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: Term 5E’s- ELABORATE (1-2 lessons) TOPIC- Animals in

 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a
2 Week 6 student planned investigation their environment
 To use investigative/ inquiry skills to investigate sea animals’ environments
Summative assessment of science inquiry skills
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 only) QUESTIONS
Science Understanding Science as a Science Inquiry Skills OUTCOMES
Human Endeavour
Living things live Science Represent and Outcome 2: Mat Session:
in different places involves communicate Children are Habitat detectives
where their needs asking observations and connected with  Create a detective hunt of animals around the classroom.
are questions ideas in a variety and contribute to  Get student to become a detective by putting on the class
met (ACSSU211) about, and of ways such as their world detective hats and glasses and search for all of the sea
describing oral and written Outcome 5: animals that are hidden within the classroom
changes in, language, Children are environment. Animal cards
objects and drawing and role effective  Give students 5 minutes to complete the task and then Hats
events play communicators bring them back to the mat. glasses
(ACSHE021) (ACSIS029)  Ask them what they had to do while being detectives.
 Discuss what animals they found around the class and ask
them to state one fact they know about the sea creature.
 Explain to them the days activities and allow them to
quietly move off to the activities.
Rotation 1:
ANIMALS IN THEIR ENVIRONMENT- YEAR 1
 Fish tank observation
o Have a classroom fish tank set up
o Ensure there is enough room around the tank for
all children to gather around it
o Students will explore the habitat
o They will use a voice recorder to record their
observations of the fish tank and the habitat that Rotation 1:
fish live in Fish tank
o Students will discuss their observations with Water
others too. Fish
Rotation 2: Fish habitat
 Small world play Voice recorders
o Have multiple different habitats set up
o Children are to explore all the habitats:
Rotation 2:
 Ocean
 Beach
Trays
 Snow Sand
 Jungle Water
 Bush Seaweed
 etc Bush shrubs
o Children are to have conversations with other Jungle
students to discuss the variety of habitats in front Dirt
of them. Ice/ snow
o Students are to identify what habitat is what. Toy animal
o Give students one toy animals to place in the
correct habitat, this will give students a
conversation starter
Rotation 3:
 Use the app book creator on the iPad to get students to
create a short report about what animals belong in the
ocean and the types of features they have to allow them
to.
 Allow them to take photos of their observations of the
small world play and the fish tank observation to assist
with their report. Rotation 3:
Conclusion: iPad
 Call all students back to the mat, get all students sitting in Book creator
a mat.
 Out-the-Door Activity
o After writing down the learning outcome, ask
ANIMALS IN THEIR ENVIRONMENT- YEAR 1
students to take a card, circle one of the
following options, and return the card to you
before they leave: Out the door exit cards
 Stop (I’m totally confused.)
 Go (I’m ready to move on.)
 Proceed with caution (I could use some
clarification on _____.)
 Once all students have given a response, they are able to
line up outside for recess play.
LEARNER DIVERSITY
Rotation 1:
 Enabling
o Place students with other who are more capable
of the task, this enables students to have more in
depth conversations about the fish and the
environment in front of them.
 Extending
o Get students to discuss why a monkey may not
survive within the environment that is in front of
them, get students to record their discussion in
dot point form, if they need assistance get them
to record it over the voice over.
Rotation 2:
 Enabling
o Take away habitat that may seem similar to
another e.g. sea and beach
o Have them prelabelled so they can focus on the
different environments rather than trying to name
the habitats.
 Extending
o List at least two an animal that belong in each
habitat
o Create an animal with playdough and place them
in the habitat
Rotation 3:
 Enabling
o Have a template for students to follow
o Choose an animal for these students
o Have pre-existing photo for them to refer back
too.
 ANIMALS IN THEIR ENVIRONMENT- YEAR 1
 Extending
o Get students to voice over their report explaining
what they are discussing about their ocean
animal.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Conduct an investigation of a habitat that an ocean animal lives
in and make and record their observations
 Compare the observations of two different habitats and identify
similarities and differences.
 Identify links between animal features and their habitats.

ASSESSMENT (SUMMATIVE – Science Inquiry Skills)

 Use student’s creation of their story about what belongs in the ocean
to assess the objective of identifying links between animal features
and their habitats. The educator should write anecdotal notes about
what the student did well and what the student needs assistance with
for the final lesson.
 The educator can write observational notes on what they observe
with the other two rotations as they are occurring.

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: Term 5E’s- EVALUATE (1 lesson) TOPIC- Animals in

 To provide opportunities to review and reflect on their learning about ocean animals and represent what they know about the
2 Week 7 environment the ocean animals live in. their environment
Summative assessment of science understanding e account of students’ existing ideas when planning learning experiences
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/K
(Year 1 & 2 only) EY QUESTIONS
 ANIMALS IN THEIR ENVIRONMENT- YEAR 1
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
Living things live Science Use a range Outcome 3: Mat Session:
in different places involves of methods to Children have a Hidden in their habitat
where their needs asking sort strong sense of 1. Explain that each student will role-play an ocean animal. Ask each
are questions information, wellbeing student to select the name of the animal they will role-play from a
met (ACSSU211) about, and including Outcome 4: container
describing drawings and Children are 2. The other students will try to guess which animal they are depicting
Living things have changes in, provided confident and and what they think the animal is doing. Ask students to make a
a variety of objects and tables involved learners statement before they guess the name of the animal.
external features events (ACSIS027) Outcome 5: 3. Explain that each student is going to make a page about an ocean
(ACSSU017) (ACSHE021) Children are animal of their choice for a class book called ‘What am I?’.
effective 4. Introduce the enlarged copy of ‘What am I?’.
communicators 5. Explain that students will fill in the sentences to give clues to the
reader and draw a labelled diagram of the small animal in the box.
6. Model creating a flap that covers the picture.
Rotation 1:
1. Ask students to represent the small animal’s habitat on the outside of
the flap.
2. Allow time for students to complete their copy of ‘What am I?’.
3. Encourage students to use their science journals, their drawings and
diagrams and their investigation record to provide accurate
information.
Conclusion:
1. Ask students to share their completed sheets with each other. Collect
them for the class ‘What am I?’ book. Read the book as a class and add Pencils
it to the class reading area What am I
2. Ask students to reflect on what they have learned and what has helped template?
them to learn during the unit. Ask questions such as: Paper flap
a. What new things have you learnt about ocean animals?
b. Why do ocean animals live where they do?
c. What features help them to survive?
d. What are you still wondering about?
e. What activities helped you learn new things?
3. Record the students’ ideas in the class science journal.
4. Review students’ experiences of working in a collaborative learning
team and performing in role-plays in this unit.
LEARNER DIVERSITY
Rotation:
 Enabling:
ANIMALS IN THEIR ENVIRONMENT- YEAR 1
o Allow students t
preparing the “w
 Where d
 What do
 What co
 Extending:
o Ask students to s
such as:
 send a le
 take digi
 invite pa
 roster stu
 invite a l
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Describe the habitat of small animals
 Identify the ways small animals depend on their habitat for
survival.

ASSESSMENT (SUMMATIVE – Science Understanding)

 Summative assessment of the Science Understanding descriptions
is an important aspect of the Evaluate phase. In this lesson you
will be looking for evidence of the extent to which students
understand that:
 living things, such as small animals, have a variety of external
features and live in different places where their needs are met.
 Use the “What am I” cards to assess what students have taken
from the unit of work
 Use the class science journal to

Assessment Worksheet for lesson: Example for

anecdotal notes assessment:
ANIMALS IN THEIR ENVIRONMENT- YEAR 1

Students Anecdotal notes Extra evidence-

name photo/ videos
Taylor

Bobby

Fred

Ginger

Grace

Belle

Matt

Ben

Hannah

Ash

Josh