pialbastateschool.files.wordpress.com · Web viewUnit Plan . Living adventure. In this unit students make links between external features of living things and the environments in

OneSchoolUnit Plan

Name: Unit 1 - Science Year 1 (V8)Duration: 10 Weeks

Year Level: Year 1

Applicable LearningAreas/Subjects: Science

Unit Plan

Living adventureIn this unit students make links between external features of living things and the environments in which they live. They consider how the needs of living things are met in a variety of habitats. They compare differences between healthy and unhealthy habitats, and suggest how changes to habitats can affect how the needs of living things are met. Students understand that science helps people care for environments and living things, and they use science knowledge to recommend changes to improve habitats and care for the environment. They share observations using scientific and everyday language.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Throughout this unit, students will require ready access to ICT at a whole-class and small-group level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.

SafetyTeachers need to identify safety issues and conduct risk assessments. For this unit teachers should:

refer to the Health and Safety http://education.qld.gov.au/health/safety/index.html policy pertaining to schools consult the Curriculum Activity Risk Management Guidelines http://education.qld.gov.au/curriculum/carmg/index.html

ensure students wear personal protective equipment ensure students observe sun safety at school procedures. See Developing a sun safety strategy http://education.qld.gov.au/schools/healthy/wellbeing-guidelines/sun-safety.html

ensure risk assessment includes allergic reactions to plants or animals at field sites

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 20

Unit Plan Plan Name: Unit 1- Science-Year 1 (V8)

Year: 1Learning Areas/Subjects: SCIENCE

Duration: 10 Weeks

consider accessing Handling live animals in a school setting (DET, Queensland) http://education.qld.gov.au/curriculum/carmg/pdf/handling-live-animals.pdf

consider accessing Plants and mushrooms (fungi) poisonous to people in Queensland (Queensland Health) http://www.health.qld.gov.au/poisonsinformationcentre/plants_fungi/default.asp.




Duration: 10 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Constructing a scientific drawing of a habitat including how it meets the needs of living things (Yr 01)Students draw and label a familiar habitat, including features of the habitat that meet the needs of living things.

Monitoring Science Unscheduled

Describing a habitat (Yr 01)Students describe changes in their local environment and how different places meet the needs of living things. Students respond to questions, make predictions and share their observations with others.

Short answer questions

Science Unscheduled

Observing, describing and reflecting ona healthy habitat (Yr 01)Students make predictios about and complete a field study of a local healthy habitat. Students records their observations and ideas about the living things and other features of the habitat. Students pose questions about changes that could make the habitat become unhealthy.

Monitoring Science Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

External features of living things Habitats and living things Assessment Applying knowledge of living

things and habitats

Resources Attachments Plan Resource Bank

Assessment Monitoring - Constructing a scientific

drawing of a habitat including how it meets the needs of living things (Yr 01)

Monitoring - Observing, describing and reflecting ona healthy habitat (Yr 01)

Short answer questions - Describing a habitat (Yr 01)




Duration: 10 Weeks

Australian Curriculum

Science - Year 1

Year 1 Achievement StandardBy the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe changes in their local environment and how different places meet the needs of living things.

Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena. They follow instructions to record and sort their observations and share them with others.

Content DescriptionsScience as a Human Endeavour Science Inquiry Skills Science Understanding

Use and influence of science

People use science in their daily lives, including when caring for their environment and living things (ACSHE022)

Nature and development of science

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE021)

Planning and conducting

Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS026)

Processing and analysing data and information

Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions (ACSIS027)

Communicating

Represent and communicate observations and ideas in a variety of ways (ACSIS029)

Questioning and predicting

Pose and respond to questions, and make predictions about familiar objects and events (ACSIS024)

Evaluating

Compare observations with those of others (ACSIS213)

Biological sciences Living things have a variety of external features

(ACSSU017) Living things live in different places where their

needs are met (ACSSU211)




Duration: 10 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

Living things have basic needs, including food and water Science involves observing, asking questions about, and describing changes in, objects and events

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Communicating

Curriculum working towardsThe teaching and learning in this unit work towards the following

Living things grow, change and have offspring similar to themselves Science involves observing, asking questions about, and describing changes in, objects and events People use science in their daily lives, including when caring for their environment and living things

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships




Duration: 10 Weeks


Considerations Using spatial reasoning Interpreting statistical information

Information and communication technology (ICT) capability Investigating with ICT Managing and operating ICT

Critical and creative thinking Inquiring -identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-management Social awareness Social management

Ethical understanding Reasoning in decision making and actions Exploring values, rights and responsibilities

Intercultural understanding Recognising culture and developing respect Reflecting on intercultural experiences and taking responsibility

For further information, refer to general capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.

SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.




Duration: 10 Weeks


ConsiderationsAssessing student learningAssessment name: Describing a habitatAssessment description: Students describe changes in their local environment and how different places meet the needs of living things. Students respond to questions, make predictions and share their observations with others.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe changes in their local environment and how different places meet the needs of living things.Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena. They follow instructions to record and sort their observations and share them with others.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:Monitoring activityActivity name: Constructing a scientific drawing of a habitat including how it meets the needs of living things (Lesson 4)Activity description: Students draw and label a familiar habitat, including features of the habitat that meet the needs of living things.Activity name: Observing, describing and reflecting on a healthy habitat (Lessons 5-6)Activity description: Students make predictions about and complete a field study of a local healthy habitat. Students record their observations and ideas about the living things and other features of the habitat. Students pose questions about changes that could make the habitat become unhealthyFeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include, students:

generalising animal features (e.g. birds have sharp pointy beaks, long wings and short legs). Use visual stimuli, such as models or images, to highlight the differences in external features.

not recognising the external features being represented. Choose a familiar animal and ask the student to move like that animal and identify the external features they are representing using generalisations rather than observations of plants. Encourage students to look carefully at a plant to observe it, and ask questions to elicit observable details and descriptions. not recognising that plants include trees, shrubs, flowers, weeds. Explain to students that plants include all of these things. Use images or actual plants of various types to reinforce

this. confusing habitat with environment. Explain that the environment is the whole area, whereas the habitat is a place within the environment where a living thing lives. thinking that the word 'healthy' refers only to people. Explain that a healthy habitat is one that is able to provide for the needs of living things. thinking that plants are part of a habitat rather than living things in a habitat. Explain that plants are living things that exist within a habitat, as well as helping to create the habitat. thinking that the term 'unhealthy' refers only to people being sick. Explain that unhealthy is the opposite of healthy. Although unhealthy people can be sick, habitats are considered

unhealthy rather than sick, if they do not provide for the needs of living things. not combining their knowledge of external features and needs when determining if a habitat is suitable for a living thing. Explain the strong connection between habitats and external

features by giving examples. generalising when describing plant colours (e.g. all leaves are green). Show students a variety of colours of plants or leaves to encourage them to recognise the diversity of shades of

colour. Consider vision needs of individual students, e.g. colour blindness.




Duration: 10 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

3 Lessons External features of living things Lesson 1: Examining external features of animals Lesson 2: Representing animals in story Lesson 3: Examining external features of plants

4 Lessons Habitats and living things Lesson 4: Exploring habitats of living things Lesson 5: Investigating the local environment Lesson 6: Analysing data about a local habitat Lesson 7: Considering habitats that don't meet the needs of living things

2 Lessons Assessment Lessons 8-9: Assessing student learning

1 Lesson Applying knowledge of living things and habitats Lesson 10: Examining living things and habitats

10 Lessons Total Unit




Duration: 10 Weeks

Teaching Sequence

Topic External features of living things Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class and small-group level. Students will examine the external features of living things. They identify how a plant's or animal's external features help them meet their needs.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Examining external features of animals

Lesson objectivesStudents will:

Recognise that animals have different external features appropriate for meeting their basic needs

Evidence of learningCan the student:

Describe how an external feature helps an animal meet its needs?Example learning sequence

Examine the topic of living things Explore the external features of animals Recognise the purpose of external features Represent external features of animals

Resources Supporting learning resource - Materials and equipment list Slideshow - What do I belong to? Sheet - Sorting and comparing animals based on external features Sheet - Question bubble Supporting learning resource - Posing questions using question bubbles Sheet - Example of a scientific drawing Supporting learning resource - C2C: Science glossary

Helpful information Text - Oliver, N 1994, The best beak in Boonaroo Bay, Fulcrum Publishing, Australia

Attachments Le s son plan

Lesson 2

Representing animals in story


Identify external features of animals.Evidence of learningCan the student:

Describe the external features of an animal?Example learning sequence

Review learning about external features of animals Investigate how the external features of animals are represented

in dance Examine the representation of external features of animals in

Dreaming stories or Before Time stories

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Supporting learning resource - The representation of animals in Aboringinal peoples’ and Torres Strait Islander peoples’ story and dance

Video - Tjapukai Aboriginal dance Tjapukai Aboriginal Cultural Park, Queensland, 2008. Used with permission.

Helpful information Video - Torres Strait Islander dancers at festival in Cairns, Australia (1) (Oz

Outback) http://ozoutback.com.au/Australia/vidfest/slides/2004051102.html Video - Djarragun Aboriginal dancers perform in Abu Dhabi (Oz Outback)

http://ozoutback.com.au/Australia/viddc/slides/2008032801.html Website - The AIATSIS map of Aboriginal Australia (ABC)

http://www.abc.net.au/indigenous/map

Attachments Lesson plan




Duration: 10 Weeks

Teaching Sequence

Topic External features of living things Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class and small-group level. Students will examine the external features of living things. They identify how a plant's or animal's external features help them meet their needs.


Lesson 3

Examining external features of plants


Identify external features of plants and how they meet their needs.Evidence of learningCan the student:

Represent and share ideas about the external features of a plant?Example learning sequence

Recall that a plant is a living thing Identify the parts and purpose of plants' external features Examine and compare plants Represent plants using scientific drawings

Resources Supporting learning resource - Materials and equipment list Slideshow - External features of plants Sheet - Indoor plants Sheet - Caring for living things: Prep-Year 2 Sheet - Question bubble Supporting learning resource - Posing questions using question bubbles Sheet - Example of a scientific drawing





Duration: 10 Weeks

Teaching Sequence

Topic Habitats and living things Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class level. In this series of lessons, students will explore habitats of living things and investigate features that make a habitat healthy or unhealthy for certain living things.


Lesson 4

Exploring habitats of living things


Understand that habitats provide for the needs of living thingsEvidence of learningCan the student:

Identify a habitat? Describe how the needs of living things are met in a habitat?

Example learning sequence Identify a range of habitats Discuss how a familiar habitat meets the needs of living things Share understanding of features of habitats

Resources Slideshow - What is a habitat? Sheet - Question bubble Supporting learning resource - Posing questions using question bubbles

Helpful information Learning object - Garden detective (TLF L1118)

https://learningplace.eq.edu.au/cx/resources/items/15f80d7d-576f-cc0e-58a4-24d0d93c2cd4/0/viewIMS.jsp © Education Services Australia Ltd, 2013 CC BY-SA 3.0 https://creativecommons.org/licenses/by-sa/3.0/au/


Lesson 5

Investigating the local environment


Understand what a healthy habitat is. Evidence of learning

Can the student: Identify and describe a healthy habitat?

Example learning sequence Compare healthy and unhealthy habitats Investigate a healthy habitat Share observations

Resources Supporting learning resource - Materials and equipment list Slideshow - Healthy and unhealthy habitats Sheet - Caring for living things: Prep-Year 2 Sheet - Field study record: Healthy habitats Supporting learning resource - Healthy habitat field study: Teacher note Sheet - Question bubble Supporting learning resource - Posing questions using question bubbles

Helpful information Text - Australian Academy of Science, Canberra 2008, Primary connections:

Schoolyard safari ('Lesson 1: In the yard', 'Lesson 6: Habitat detective', 'Lesson 7: Hidden in their habitat')

Learning object - Garden detective (TLF L1118) https://learningplace.eq.edu.au/cx/resources/items/15f80d7d-576f-cc0e-58a4-24d0d93c2cd4/0/viewIMS.jsp © Education Services Australia Ltd, 2013 CC BY-SA 3.0 https://creativecommons.org/licenses/by-sa/3.0/au/





Duration: 10 Weeks

Teaching Sequence




Lesson 6

Analysing data about a local habitat


Understand that a habitat can provide for the needs of living things.

Evidence of learningCan the student:

Describe ways in which a habitat meets the needs of a living thing?

Example learning sequence Review observations Represent data Analyse data Use knowledge about healthy habitats

Resources photos taken of a healthy habitat during field walk in prior lesson Sheet - Field study record: Healthy habitats (completed by students in previous

lesson) Sheet - Symbols and graphing Supporting learning resource - Representing data: Teacher note Sheet - Question bubble Supporting learning resource - Posing questions using question bubbles

Helpful information Learning object - Garden detective (TLF L1118)



Lesson 7

Considering habitats that don't meet the needs of living things


Analyse an unhealthy habitat and how it meets the needs of living things.

Suggest ways the habitat could be improved.Evidence of learningCan the student:

Analyse an unhealthy habitat in their local environment? Represent ideas for improvements to the habitat?

Example learning sequence Explore unhealthy habitats Investigate an unhealthy habitat Analyse findings Use knowledge to improve habitats

Resources Supporting learning resource - Materials and equipment list Sheet - Caring for living things: Prep-Year 2 Sheet - Field study record: Unhealthy habitats photos taken of a healthy habitat during field walk in prior lesson Sheet - Question bubble Supporting learning resource - Posing questions using question bubbles

Helpful information Text - Australian Academy of Science, Canberra (2008) Primary connections:

Schoolyard safari ('Lesson 6: Habitat detective') Learning object - Garden detective (TLF L1118)





Duration: 10 Weeks

Teaching Sequence








Duration: 10 Weeks

Teaching Sequence

Topic Assessment Topic Duration 2 Lessons

Overview In these lessons, students will conduct their assessment task to describe changes in their local environment and how different habitats meet the needs of living things.


Lessons 8-9

Assessing student learning

Assessment purposeTo describe changes in their local environment and how different places meet the needs of living things. To respond to questions, make predictions and share their observations with others.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

Resources Assessment task - Describing a habitat Assessment task - Describing a habitat: Teaching notes Assessment task - Describing a habitat: Model response

Helpful information Supporting learning resource – Additional activities for supporting the senses





Duration: 10 Weeks

Teaching Sequence

Topic Applying knowledge of living things and habitats Topic Duration 1 Lesson

Overview In this lesson, students will review how to make observations and the external features of living things. They will identify suitable habitats for a range of living things


Lesson 10

Examining living things and habitats


Understand that not all plants are green. Understand that the needs and external features of living things

are suited to their habitat.Evidence of learningCan the student:

Describe differences in plant colours? Match living things to suitable habitats?

Example learning sequence How we observe External features of living things Living things and their habitat

Resources Supporting learning resource - Materials and equipment list Slideshow - Are all plants green? (optional; use if real plant samples not available) Sheet - Finding habitats

Helpful information Learning object - The place that's right for me (TLF L1471)

https://learningplace.eq.edu.au/cx/resources/items/f8739b19-d4b6-de29-e4b6-ce348bf680b9/0/viewIMS.jsp © The Crown in Right of Tasmania, 2002

Learning object - Garden detective (TLF L1118) https://learningplace.eq.edu.au/cx/resources/items/15f80d7d-576f-cc0e-58a4-24d0d93c2cd4/0/viewIMS.jsp © Education Services Australia Ltd, 2013 CC BY-SA 3.0 https://creativecommons.org/licenses/by-sa/3.0/au/

Text - Australian Academy of Science, Canberra 2008, Primary connections: Schoolyard safari ('Lesson 1: In the yard', 'Lesson 6: Habitat detective', 'Lesson 7: Hidden in their habitat')





Duration: 10 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Sequence - External features of living things

Lesson plan - Sci_Y01_U1_LP01.docx



Sequence - Habitats and living things Lesson plan - Sci_Y01_U1_LP04.docx




Sequence - Assessment Lesson plan - Sci_Y01_U1_LP08_09.docx

Sequence - Applying knowledge of living things and habitats Lesson plan - Sci_Y01_U1_LP10.docx

Sequence Learning object - Garden detective (TLF L1118) https://learningplace.eq.edu.au/cx/resources/items/15f80d7d-576f-cc0e-58a4-24d0d93c2cd4/0/viewIMS.jsp © Education Services Australia Ltd, 2013 CC BY-SA 3.0 https://creativecommons.org/licenses/by-sa/3.0/au

Learning object - The place that's right for me (TLF L1471) https://learningplace.eq.edu.au/cx/resources/items/f8739b19-d4b6-de29-e4b6-ce348bf680b9/0/viewIMS.jsp © The Crown in Right of Tasmania, 2002

photos taken of a healthy habitat during field walk in prior lesson

Sheet - Caring for living things: Prep-Year 2

Sheet - Example of a scientific drawing

Sheet - Field study record: Healthy habitats Sheet - Field study record: Unhealthy habitats




Duration: 10 Weeks


Sheet - Finding habitats

Sheet - Indoor plants

Sheet - Question bubble

Sheet - Sorting and comparing animals based on external features

Sheet - Symbols and graphing

Slideshow - Are all plants green? (optional; use if real plant samples not available)

Slideshow - External features of plants

Slideshow - Healthy and unhealthy habitats

Slideshow - What do I belong to?

Slideshow - What is a habitat?

Supporting learning resource – Additional activities for supporting the senses

Supporting learning resource - C2C: Science glossary

Supporting learning resource - Healthy habitat field study: Teacher note

Supporting learning resource - Materials and equipment list

Supporting learning resource - Posing questions using question bubbles

Supporting learning resource - Representing data: Teacher note Supporting learning resource - The representation of animals in Aboriginal peoples' and Torres Strait Islander peoples' story and dance




Duration: 10 Weeks


Text - Australian Academy of Science, Canberra (2008) Primary connections: Schoolyard safari ('Lesson 6: Habitat detective')

Text - Oliver, N 1994, The best beak in Boonaroo Bay, Fulcrum Publishing, Australia

Video - Djarragun Aboriginal dancers perform in Abu Dhabi (Oz Outback) http://ozoutback.com.au/Australia/viddc/slides/2008032801.html

Video - Tjapukai Aboriginal dance Tjapukai Aboriginal Cultural Park, Queensland, 2008. Used with permission. Video - Torres Strait Islander dancers at festival in Cairns, Australia (1) (Oz Outback) http://ozoutback.com.au/Australia/vidfest/slides/2004051102.html)

Website - The AIATSIS map of Aboriginal Australia (ABC) http://www.abc.net.au/indigenous/map/

Assessment Planner - Describing a habitat

Assessment task - Sci_Y01_U1_AT_DescribingAHabitat.docx

Assessment task - Sci_Y01_U1_AT_MR_DescribingAHabitat.docx

Assessment task - Sci_Y01_U1_AT_TN_DescribingAHabitat.docx

Assessment Assessment task - Describing a habitat

Assessment task - Describing a habitat: Model response

Assessment task - Describing a habitat: Teaching notes




Duration: 10 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Describing a habitat (Yr 01)Type Short answer questions

Date

Description Students describe changes in their local environment and how different places meet the needs of living things. Students respond to questions, make predictions and share their observations with others.

Learning Area Science

Science understanding Science inquiry skills

Describe changes in their local environment and how different places meet the needs of living things

Respond to questions and make predictions.Share observations with others.

A ◄ Explains how a change in a habitat affects living things. ◄Predicts how a change in a habitat may affect the living things that live there.Shares using appropriate scientific language.

B ◄ Identifies that a change in a habitat affects living things ◄Predicts how a habitat could change.Shares using some scientific language.

C ◄ Describes changes in local habitats. Describes how different habitats meet the needs of living things. ◄

Responds to questions and makes predictions.Shares with others.

D ◄Identifies that a habitat has changed.Identifies that habitats meet the needs of living things

◄Makes a prediction with guidance.Contributes to making a shared observation.

E ◄ Identifies a habitat for a living thing. ◄Makes a statement.Engages in observation when directed.




Duration: 10 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


Documents

pialbastateschool.files.wordpress.com · Web viewUnit Plan . Living adventure. In this unit students make links between external features of living things and the environments in