LIVING THINGS AND THEIR

ENVIRONMENT
Unit Plan
Unit Overview
Unit Title
Living things and their environment
Unit Summary
Students were introduced to the levels of organization in the human body and other organisms. They learn that organisms
consist of cells, most of which are grouped into organ systems that perform specialized functions.Learners learn that living
things reproduce and certain traits are passed on to their offspring/s. Learners learn that the cells in similar tissues and organs in
other animals are similar to those in human beings but differ somewhat from cells found in plants.Also Learners learn that
living things depend on their environment for food, air, and water to survive.

Curriculum Links
Science
Year Level
grade 7
Approximate Time Needed
35 x 60 minute periods
Unit Foundation
Standards/Syllabus Outcomes based on MELC or K12 Curriculum Guides
Prescribed Focus Area
Evaluates the impact of applications of science on society and the environment
Knowledge and Understanding
1. They recognize that living things are organized into different levels.
2. Organisms comprise populations and communities, which interact with non-living things in ecosystems.
Skills
1. Accesses information from a wide variety of secondary sources
2. Selects and uses appropriate forms of communication to present information to an audience
3. Uses critical thinking skills in evaluating information and drawing conclusions
4. Uses creativity and imagination in the analysis of problems and the development of possible
solutions
Values and Attitudes
1. Recognizes the role of science in providing information about living things and their environment.
2. Acknowledges their responsibility to conserve, protect and maintain the environment for the
future

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Curriculum-Framing Questions

How do living things interact with their environment?

What are the implications of these interactions?
Essential Question
How do organisms depend on each other in an ecosystem?

Unit Questions How does the balance between living things and their environment impact the overall ecosystem?

 What are the essential characteristics of living things, and how do they differ from non-
living things?
 How do living things adapt to their environment to survive ?
 What are the different components of an ecosystem, and how do they interact with each
other?
 How do environmental factors such as climate, geography, and resources influence the
distribution and behavior of living organisms?
Content Questions
 What are the various types of relationships between living organisms in an ecosystem and
how do they affect population dynamics?
 How do human activities impact the balance of living things and their environment, and
what can be done to promote sustainability and conservation?
 How do scientists study and monitor changes in ecosystems to better understand and
protect them?
 What are the potential consequences of disrupting the balance within an ecosystem, and
how can we prevent these effects?
Assessment Plan
Assessment Timeline
Before learning activities While students work on
After learning activities end
begin learning activities
 Brainstorming  Survey
 Teacher Conference  Student quiz
 Questioning  Brainstorming  Questioning
 Multimedia Rubric  Rubrics - Products
 Research  Reflection
 Teacher conference  Evaluation
 Questioning  Product/unit
 Group Plan
 Student checklist of
completed tasks
 Student feedback
 Blog Rubric

Assessment Summary
Assessment will be conducted over a range of tasks that will involve both group and individual work. It
will include the design of informational tools as groups and individuals. The production of multimedia
presentations,and blog pages is to be teacher assessed; peer assessment would also be beneficial.
Assessment will also include a topic test and mini tests during the unit.

Unit Details
Prerequisite Skills

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Students Prior Knowledge
Multimedia presentation, wiki development, blog development and word processing software
Flowcharting
Group work skills – understanding of the different roles of members of a group.
What conceptual knowledge and skills do students need to begin this unit?
How will students’ skills be enhanced, if necessary, to enable full participation in the unit?

Teachers’ Professional Learning

Revision of functions available through the use of programs utilised within the unit. For example
Microsoft PowerPoint*, ,Blogs*, Word*.
 Intel® Teach Program to support professional development.
 Development of evaluation tools such as checklists and rubrics.
Professional Learning Team.
 Professional learning teams will be established on a grade basis.
Professional Reading.
 Oz-Teacher. Net. The Revised Bloom’s Taxonomy
http://rite.ed.qut.edu.au/oz-teachernet/index.php?module=ContentExpress&func=display&ceid=29.
NSW Department of Education and Training. Quality teaching framework.
http://www.curriculumsupport.education.nsw.gov.au/qualityteach/index.htm

Teaching and Learning Strategies

Modelled
Whole class discussions involving joint constructions – creating class charts, writing and reviewing texts,
and creating multimedia products.
Guided
Providing scaffolding through small group work utilising: teacher assistance, peer mentoring, planning
scaffolds, guidance sheets (steps students need to take), class charts visible around the room. Whole
class sessions to share information and research sources with the class.
Independent
Students work individually in pairs or small groups to research and complete independent tasks.
Students utilise their planning strategies to complete their independent tasks and then conference with
the teacher.

Teacher support materials include a Curriculum Framing Question Flow Chart

See also the Unit Implementation Plan

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Teaching and Learning Activities

ANALYSIS
Group the class and have a brainstorming. Assign each group an animal species and have them research and write a paper on its
adaptations to its environment. This will assess their research, writing, and understanding of the concept of adaptation.

Students research and present examples of different species and discuss the implications of their potential extinction with the
impact of the environment. They may present their work by creating a PowerPoint presentation.

To further their understanding of the living things, they may conduct questionairres to be answered by the other student in
the school. And may get idea of the gathered answers.

ABSTRACTION

As a culminating activity, students can work on a project that demonstrates their understanding of living things and their
environment. This project could be a research paper, a poster presentation, or a creative representation of an ecosystem with
detailed explanations of its components and interactions.

APPLICATION

Extensions: Teachers may choose to have groups of students undertake any or all of the following
activities.
1. Conduct a brief quiz to assess students' prior knowledge of ecological concepts relating on their imagination and experience.

2. Divide students into small groups and assign each group an ecosystem to study in detail. They must create a comprehensive
presentation covering the ecosystem's components, interactions, and significance. The presentation should showcase their
understanding of ecological concepts and demonstrate research skills.

3. Organize a class debate on human activities and their impact on the environment. Divide the class into teams, with each team
advocating for or against a specific human activity. Students must present evidence-based arguments, showcasing their
understanding of environmental issues and their ability to express their viewpoints persuasively.

4. If possible, take the class on a field trip to a local ecosystem (e.g., a park, forest, or wetland). After the trip, ask students to write
a reflection on their observations, interactions, and newfound understanding of the environment.

Accommodations for Diverse Needs

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  Use of visual and tangible aids
 Open ended questioning
 Peer coaching and support
Students with  Pairing of technologically more able students with those less able – within
Special Needs the year group
 Supporting adults or older students
 Modified equipment and programs
 Activities organised on rubrics at different levels of complexity
 Use of visual aids to demonstrate learning put into place.
 Strong buddy groups set up.
English as a Second
 Extra help from peers.
Language (ESL)
 Appropriate resources including Internet sites; a variety of ways available
Students
to demonstrate their learning, support personnel, help of peers
 Put into groups of students with superior language skills
 Use of Blooms Taxonomy
 More challenging tasks, extended investigation in related topics of the
learner’s choice
 Open-ended tasks (research into the Kyoto protocol) or projects that allow
for deeper analysis and evaluation of issues. 
Gifted Students
 Activities organised on rubrics at different levels of complexity.
 Creation of their own rubrics will allow greater ownership of their learning.
 The class wiki in particular could be used to showcase work from gifted
students
 Opportunities to act as mentors.
 A wiki page dedicated to indigenous peoples survival on the planet before
European settlement.
Indigenous Groups
 A deeper look into the effects of global warming on the less populated
areas of Australia.
Materials and Resources Required for Unit

Technology – Hardware (Click boxes of all equipment needed)

Camera
X Computer(s) Printer
Video Camera
X Projection System
Video Conferencing Equip.
X DVD Player Scanner
Other      
X Internet Connection Television
Technology – Software (Click boxes of all software needed)
X Web Page/wiki Development
X Database/Spreadsheet
Image Processing X Word Processing
Desktop Publishing
X Internet Web Browser X Other Digital Learning
E-mail Software
X Multimedia Objects     
Encyclopedia on CD-ROM

National Geographic Kids:

Link: kids.nationalgeographic.com

BBC Bitesize:
Link: bbc.co.uk/bitesize/subjects/zng4d2p

ARKive:
Link: wildscreen.org/archive
Internet Resources/
Communication Tools Smithsonian National Museum of Natural History
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 Link: naturalhistory.si.edu/education

Earth Rangers
Link: earthrangers.com

Kahoot!
Link: kahoot.com

YouTube Educational Channels:

DVD: An Inconvenient Truth (Released February 2007 by Paramount Classics &

Other Resources
Participant Productions)

Credits
Brett Loughman participated in an Intel® Teach Essentials Course, which resulted in this idea for a
classroom project. A team of teachers expanded the plan into the example you see here.

© Copyright NSW Department of Education and Training 2008

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