living things yr1 term plan
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Living Things
Integrated Unit of Work
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Integrated Unit of Work: Living things Year Level: Year 1 6 Week ProgramOverarching Outcomes (CF):
1 English 5 Connections, Patterns &Relationships
9 Global Community 13 Rights and Responsibilities
2 Mathematics 6 Thinking Laterally 10 Creativity These refer to the Overarching LearningOutcomes in the Curriculum Framework(1998:18-19)3 Inquiry Learning 7 Science 11 Growth & Wellbeing
4 Finding TechnologicalSolutions
8 Understanding Australia 12 Collaboration & IndependentLearning
English Program:
Language Literature Literacy General capabilities and cross-curriculum priorities
Text structure and organisation: punctuation
Recognise that different types of punctuation, including full stops, question
marks and exclamation marks, signal sentences that make
statements, ask questions, express emotion or give commands (ACELA1449)
Expressing and developing ideas: visual language
Identify the parts of a simple sentence that represent Whats happening?,
What state is being described?, Who or what is involved? and the
surrounding circumstances (ACELA1451)
Expressing and developing ideas: word level GrammarExplore differences in words that represent people, places and things (nouns,
including pronouns), happenings and states (verbs), qualities
(Adjectives) and details such as when, where and how (adverbs) (ACELA1452)
Sound and letter knowledge: alphabet knowledge
Recognise soundletter matches including common vowel and consonant
digraphs and consonant blends (ACELA1458)
Texts in contexts: texts and the contexts in which they are used
Respond to texts drawn from a range of cultures and experiences (ACELY1655)
Interacting with others: listerning and speaking interactions
Engage in conversations and discussions, using active listening behaviours,
showing interest, and contributing ideas, information and questions
(ACELY1656)
Use interaction skills including turn taking, recognising the contributions of
others, speaking clearly and using appropriate volume and pace (ACELY1788)
Interacting with others: Oral presentations
Make short presentations using some introduced text structures and
language, for example opening statements (ACELY1657)
Interpreting, analyzing, evaluating: reading process
Read supportive texts using developing phrasing, fluency, contextual,
semantic, grammatical and phonic knowledge and emerging text processing
strategies, for example prediction, monitoring meaning and rereading
(ACELY1659)
Interpreting, analyzing, evaluating: comprehension strategies
Use comprehension strategies to build literal and inferred meaning a bout key
events, ideas and information in texts that they listen to, view and read by
drawing on growing knowledge of context, text structures and language
features (ACELY1660)
Creating texts: handwriting
Write using unjoined lower case and upper case letters (ACELY1663)
LiteracyVocabulary knowledgeInteraction skills
Ethical Understanding Develop an understanding of community responsibility towards our fauna
and flora
Personal and social competence Self and social awareness social managementAboriginal and Torres strait islander hi stories and
culturesRespond to texts drawn from a range from cultures and experiencesSustainability Understand how damaging human population can be on animals
Reading Groups: Spelling Groups:
Late: Letter name
alphabetic/Early:
Within Word:
Ben Frank
Cameron W
Ben R
Ashtin
Lachlan L
Mid: Within Word
Pattern two groups
Bryon Michael
James M Aidan
Emerson Jack H
Dylan Kai
Jackson Mathew
Late: Within Word
Pattern
Wesley
Jeho
Ben Fick
Harry
Lachlan T
Late: Within Word
Pattern/ Early: Syllable
and Affixes
Johaan
Jeremiah
James C
Jonathan
http://www.australiancurriculum.edu.au/Glossary?a=E&t=text%20structurehttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1657http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1657http://www.australiancurriculum.edu.au/Glossary?a=E&t=text%20structure -
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Science program:
Science Understanding Science as human endeavour Science inquiry skills
Biological scienceLiving things have a variety of external features
(ACSSU017)
Living things live in different places where their needs are met
(ACSSU211)
Science as a human endeavor: use and influence of science
People use science in their daily lives, including when caring for their
environment and living things
(ACSHE022)
Questioning and predicting
Respond to and pose questions, and make predictions about familiar
objects and events (ACSIS024)
Planning and conducting
Participate in different types of guided investigations to explore and
answer questions, such as manipulating materials, testing ideas, and
accessing information sources (ACSIS025)
Evaluating
Compare observations with those of others ( ACSIS213)
Prior Knowledge Exemplar Texts
Understand that punctuation is a feature of written texts Effectively use capital letters and full stops Understand that texts are made up of words and groups of words that make meaning Recognise the letters of the alphabet Can identify some familiar texts and the contexts in which they are used Can listen and respond orally to texts Use correct interaction skills: i.e listening, voice levels, articulation, body language, eye contact Uses comprehension strategies to understand texts Understand that living things have basic needs Can respond to questions about familiar objects and events
Magic beach (local habitats) Ladybird moves home (different things live in different places) Edward the emu (different things live in different places, poetry) A home for Bilby (happens when habitats change, aboriginal) Dingos tree (aboriginal, sustainability, happens when habitat changes) http://www.abc.net.au/schoolstv/animals/default.htm EBook who am I at the Zoo by Jo Tobias Hind Sweet Sharks! Learning About Sharks - Shark Photos And Facts Make It Fun! Cyndy Adamsen Sea Turtles - Beautiful, Real Photos and Fun Sea Turtle Facts for Kids Angela Daniels 25 Weirdest Animals in the World! Amazing facts, photos and video links to the strangest creatures on the
planet. IP Factly
Freddie Frog is Hungry Kari Brimhall, VonLogan Brimhall Birds (Discover Series) Xist Publishing Hide and Seek Animals By Dorling Kindersley Publishing Staff Animals Around the World by DK Publishing Armadillos Sleep in Dugouts: and Other Places Animals Live By Pam Munoz Ryan, Diane deGroat
(Illustrator)
Who Has These Feet? By Laura Hulbert, Erik Brooks (Illustrator) Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr. Non fiction books on reptiles IPAD Aps
o Simple minds
Links to other learning areas
This unit links English to Science
http://www.abc.net.au/schoolstv/animals/default.htmhttp://www.amazon.com/Sweet-Sharks-Learning-About-ebook/dp/B007WTZ9BM/ref=zg_bs_319884011_1http://www.amazon.com/Sea-Turtles-Beautiful-Discover-ebook/dp/B00CD4JQ38/ref=zg_bs_319884011_f_1http://www.amazon.com/Weirdest-Animals-strangest-creatures-ebook/dp/B00AFF9AXS/ref=zg_bs_319884011_2http://www.amazon.com/Weirdest-Animals-strangest-creatures-ebook/dp/B00AFF9AXS/ref=zg_bs_319884011_2http://www.amazon.com/Weirdest-Animals-strangest-creatures-ebook/dp/B00AFF9AXS/ref=zg_bs_319884011_2http://www.amazon.com/Weirdest-Animals-strangest-creatures-ebook/dp/B00AFF9AXS/ref=zg_bs_319884011_2http://www.amazon.com/IP-Factly/e/B00B22MME2/ref=ntt_athr_dp_pel_1http://www.amazon.com/Freddie-Frog-is-Hungry-ebook/dp/B005F77CAE/ref=zg_bs_319884011_8http://www.amazon.com/VonLogan-Brimhall/e/B005EZ1GKY/ref=ntt_athr_dp_pel_2http://www.amazon.com/Birds-Discover-Series-ebook/dp/B00BRR94ZM/ref=zg_bs_319884011_9http://www.barnesandnoble.com/c/dorling-kindersley-publishing-staff/2567935http://www.barnesandnoble.com/c/dk-publishing/2131772http://www.barnesandnoble.com/c/pam-munoz-ryanhttp://www.barnesandnoble.com/c/diane-degroathttp://www.barnesandnoble.com/c/diane-degroathttp://www.barnesandnoble.com/c/laura-hulbert/50047812http://www.barnesandnoble.com/c/erik-brookshttp://www.alibris.com/search/books/author/Bill-Martin%2C-Jr./aid/3201203http://www.alibris.com/search/books/author/Bill-Martin%2C-Jr./aid/3201203http://www.barnesandnoble.com/c/erik-brookshttp://www.barnesandnoble.com/c/laura-hulbert/50047812http://www.barnesandnoble.com/c/diane-degroathttp://www.barnesandnoble.com/c/diane-degroathttp://www.barnesandnoble.com/c/pam-munoz-ryanhttp://www.barnesandnoble.com/c/dk-publishing/2131772http://www.barnesandnoble.com/c/dorling-kindersley-publishing-staff/2567935http://www.amazon.com/Birds-Discover-Series-ebook/dp/B00BRR94ZM/ref=zg_bs_319884011_9http://www.amazon.com/VonLogan-Brimhall/e/B005EZ1GKY/ref=ntt_athr_dp_pel_2http://www.amazon.com/Freddie-Frog-is-Hungry-ebook/dp/B005F77CAE/ref=zg_bs_319884011_8http://www.amazon.com/IP-Factly/e/B00B22MME2/ref=ntt_athr_dp_pel_1http://www.amazon.com/Weirdest-Animals-strangest-creatures-ebook/dp/B00AFF9AXS/ref=zg_bs_319884011_2http://www.amazon.com/Weirdest-Animals-strangest-creatures-ebook/dp/B00AFF9AXS/ref=zg_bs_319884011_2http://www.amazon.com/Sea-Turtles-Beautiful-Discover-ebook/dp/B00CD4JQ38/ref=zg_bs_319884011_f_1http://www.amazon.com/Sea-Turtles-Beautiful-Discover-ebook/dp/B00CD4JQ38/ref=zg_bs_319884011_f_1http://www.amazon.com/Sweet-Sharks-Learning-About-ebook/dp/B007WTZ9BM/ref=zg_bs_319884011_1http://www.abc.net.au/schoolstv/animals/default.htm -
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Unit Overview (Forward Planning Document)
Context/Intent Deep Knowledge and Understandings Skills Processes/Values/AttitudesIntegrating Theme
Understanding of the importance of learning and understanding Australian and Asian animals and plants. Appreciation for the natural world.
Animals depend on humans for their survival: without their protection human civilisation will take overthe world
Humans are a type of animal Describe features of animals and their habitats
English (Literacy) Science
Language
(ACELA1449)
(ACELA1451)
(ACELA1452)
(ACELA1458)
Literature Literacy
(ACELY1655)
(ACELY1656)
(ACELY1788)
(ACELY1659)
(ACELY1660)
(ACELY1663)
Science Understaning
(ACSSU017)
(ACSSU211)
Science as Human Endeavour
(ACSHE022)
Science Inquiry
(ACSIS024)
(ACSIS025)
(ACSIS213)
Reading
Range of texts drawn from different cultures and experiences
Poetry/Songs: can be a literacy centre
Study the descriptive language used in the poems (add to word wall)
Study characteristics and adaptations of animals I am living downloaded classifying something that lives My teddy bearhttp://supersimplelearning.com/songs/themes-series/animals/my-teddy-bear/- characteristics of the bear Lets go to the zoo -http://supersimplelearning.com/songs/themes-series/animals/lets-go-to-the-zoo/- one distinguishing feature of each
animal
Turtle rap -http://www.songsforteaching.com/stephanieburton/turtlerap.htmfeatures of a turtle The elephant who forgot who he was -http://www.voicesnet.org/displayonepoem.aspx?poemid=227646 adaptations of animals If I had - http://www.songsforteaching.com/actionparticipation/ifihadthewings.phpadaptations of animals Im a little fish -http://www.dltk-kids.com/animals/songs/fish.htmcharacteristics of fish Habitat -http://www.songsforteaching.com/jeffschroeder/habitat.htm
Picture books
Introduction in animals
o Focus on fluency and decoding strategieso Highlight types of habitats and why they are different for each animalo Highlight a disruption to habitat effects
(See list of texts above)Informational books
Teach Characteristics, attributes of animals, habitats Guided reading and literacy circles for practice, reading strategies and comprehension skills NEED TO VISIT LIBRARY/CLASSBOOKS FOR LIST
Viewing
Picture flickcover the words and only show the images, students are to predict and infer what they story is about View pictures of animals and highlight some of their distinguishing features and their uses. Use for the answers
http://www.abc.net.au/schoolstv/animals/
Speaking & Listening
Oral presentation of their predictions of the mystery animal. Picking the odd animal out and describing why its characteristics make it odd Homework project oral my favourite animal profile
Writing
Sentence development:
Write exclamatory statement in response to how animals are loosing their homes Imperative sentence as if they were an animal talking to their children Interrogative sentence: pick your favourite animal and write a question that you would like to know about the animal. I.E where do
snakes live? How many scales do snakes have?
Declarative statement about an interesting fact I have learnt so f arDiary of their learning and the events of the Mystery animal
Write sentences reporting on the mystery animals movements Write sentences reflecting on the learning of that day Write a sentence explaining what they did in the science class. i.e a simple method of the science lesson Writing a prediction for what the mystery animal is
Word Study
Recognising sounds (onset and rime) of words related to living things Effective words to describe places, people or events of animals. I.E home/habitat/safe place/base Identifies topic words such as vertebrates, eyes, wings, cold blooded, living, non living Adjectives, adverbs and unusual verbs relating to living things. I.E the bee gracefully suckles the nectar
Spelling
Jolly phonics and magic 100 words
Investigate the needs of a variety of different plants:
External features of animals:
Reptile incursion: focus on the features of the animals
Compare and contrast modelsAnimal match up (match the adaptation to the animal)
Make an animal model: http://switchzoo.com/zoo.htm
Using 5E model
Engage: Surprise box, all get a puzzle piece that has a common animal feature, have to join pieces to make an animal (many animals) Act out animal actions
Determines prior knowledge Explore:
Use IPADS to take photos of different animal features inside and outside the classroom. (Before a closer look) Discuss what they students are looking for. i.e Colour, texture, shape, size, movement Share pictures with other groups and class Suggest improvements to pictures i.e look at the segments of the worms, look at the toe nails Take more photos of more detailed features Ask for ideas about how these features help the animals move, fee and protect themselves i.e how do they breath?, how
do they eat?
Study one animal. Draw a pre observation then highlight specific features Students draw again Then ask, how do they eat? See? Breath? Habitat? How do parts help them live there?
Use Internet and books to list the features of animals. Create your own insect. What features does it have? Explain: create a compare and contrast for land animals/ sea animals why are they different? What are some features Elaborate:
Why do some animals have fingers while others dont? Whole class investigation jigsaw approach (animalsthat have fingers are?Try getting the food they eat without fingers. Try moving between branches. Hygiene
Why are some animals colourful while others arent? What are feathers good for? Shape of birds beaks
What do you know about beaks What are the parts of the beak? Are there different colours?
How does a frog catch its lunch? Evaluate:
Design a mind map of common features of animals Discuss why animals have these features: importance focus on movement, feeding and environment live in
Features of plants and their adaptations
Venn diagrams
Plant match up (match the adaptation to the plant)
Make a plant model to show understanding of segments
Using 5E model
Engage: Mystery box with various plants (rosemary, thyme, mint)o Worksheet to help clarify their prior understandings
Explore:o Jigsaw: study on plant from the beach, the bush and the backyardo Share with class
Explain:o Design a mind map of all the features and their adaptationso Prompt questions related to the adaptations
Elaborate:o Which is the function of stems
Evaluate:o Design a class book about plantso Discuss why different plants have di fferent features.
Habitats:
Venn diagrams: compare beach, backyard and bush habitats. Read ladybug book
Habitat match up (match the animal/plant to its habitat)
Make a habitat: students have animals that are from various areas and make a habitat accordingly
Effects of destroying habitats: see books above to help illustrate effects
Build an internet habitat:http://switchzoo.com/games/habitatgame.htm
http://supersimplelearning.com/songs/themes-series/animals/my-teddy-bear/http://supersimplelearning.com/songs/themes-series/animals/my-teddy-bear/http://supersimplelearning.com/songs/themes-series/animals/my-teddy-bear/http://supersimplelearning.com/songs/themes-series/animals/lets-go-to-the-zoo/http://supersimplelearning.com/songs/themes-series/animals/lets-go-to-the-zoo/http://supersimplelearning.com/songs/themes-series/animals/lets-go-to-the-zoo/http://www.songsforteaching.com/stephanieburton/turtlerap.htmhttp://www.songsforteaching.com/stephanieburton/turtlerap.htmhttp://www.songsforteaching.com/stephanieburton/turtlerap.htmhttp://www.voicesnet.org/displayonepoem.aspx?poemid=227646http://www.voicesnet.org/displayonepoem.aspx?poemid=227646http://www.voicesnet.org/displayonepoem.aspx?poemid=227646http://www.songsforteaching.com/actionparticipation/ifihadthewings.phphttp://www.songsforteaching.com/actionparticipation/ifihadthewings.phphttp://www.songsforteaching.com/actionparticipation/ifihadthewings.phphttp://www.dltk-kids.com/animals/songs/fish.htmhttp://www.dltk-kids.com/animals/songs/fish.htmhttp://www.dltk-kids.com/animals/songs/fish.htmhttp://www.songsforteaching.com/jeffschroeder/habitat.htmhttp://www.songsforteaching.com/jeffschroeder/habitat.htmhttp://www.songsforteaching.com/jeffschroeder/habitat.htmhttp://www.abc.net.au/schoolstv/animals/http://www.abc.net.au/schoolstv/animals/http://switchzoo.com/zoo.htmhttp://switchzoo.com/zoo.htmhttp://switchzoo.com/zoo.htmhttp://switchzoo.com/games/habitatgame.htmhttp://switchzoo.com/games/habitatgame.htmhttp://switchzoo.com/games/habitatgame.htmhttp://switchzoo.com/games/habitatgame.htmhttp://switchzoo.com/zoo.htmhttp://www.abc.net.au/schoolstv/animals/http://www.songsforteaching.com/jeffschroeder/habitat.htmhttp://www.dltk-kids.com/animals/songs/fish.htmhttp://www.songsforteaching.com/actionparticipation/ifihadthewings.phphttp://www.voicesnet.org/displayonepoem.aspx?poemid=227646http://www.songsforteaching.com/stephanieburton/turtlerap.htmhttp://supersimplelearning.com/songs/themes-series/animals/lets-go-to-the-zoo/http://supersimplelearning.com/songs/themes-series/animals/my-teddy-bear/ -
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Mid: Program Activity: Assessment
Intent:
Recount writingo Able to record details of a simple recounto Writes coherent sentences following basic sentence structures and grammar
Formative assessments conducted throughout the weeks leading to the summative assessment in week 7
End of Program/Culminating Activity: Assessment
Intent:
Authors tea
One class book will be produced: each student makes one page which includes;o A habitat (bush, beach, backyard)o Animals and plants found within that habitat. Note: Animals and plants are annotated with their featureso Present an oral presentation of their page at an Authors tea
Correctly forms upper and lower case lettersFormative assessments conducted throughout weeks 4 8 with the summative assessment in week 9
Unit OutlineWeek Selected report
pointerLearning Experiences, and Teaching Strategies and Group Structure (whole
class, small groups or individual)
Literacy Focus Resources Assessment TypeFFormative
S-Summative
D-Diagnostic
1
ACELY1663
ACELA1451
ACELY1656
ACSSU020
Spelling: at the end
Writing: Written recount holiday
Grammar: initial blends
Reading: Big book and Guided reading
Science: sound
(F)Handwriting assessment
(F)
News
(F)
Observations during circle time and
PATHS
(F)
Holiday oral recount
2ACELA1449
Spelling: vowels
Writing: explicit instruction of procedure writing
Grammar: alphabetical order
Reading: Big book and Guided reading procedures, instructions ect
Science: sound
(S)
Holiday recount to assess outcome
3ACELA1449
ACSSU017
Spelling: at the end
Writing: Written procedure writing
Grammar: verbs
Reading: Big book and Guided reading: procedures, instructions ect
Science: start of living plants and animals
Science:
ACSIS024
ACSIS025
ACSHE022ACSSU017
English:
ACELA1452
ACELY1656ACELY1788
Integration: Clue one What am I: Frightful Footprints
1. Discuss initial ideas
Classroom discussion, Think Pair Share (whole class, Pairs):
Students discuss what the animal was doing and what they think it could be
2.Identify different footprints
Student directed, inquiry based learning: (Groups and Whole class)Students help to guide the investigation, identifying appropriate materials to use and ways to
measure.
Lets compare: Mystery footprint to: ourselves (trace and cut out) and other animals (internet)Differentiation: Students needing fine motor skill help: see teacher to cut out footprint.
Early finishers: compare foot print to other animal footprints(See resource appendix 1)
3. Discuss and identify any other prior experiences
Graffiti (individual, Small groups)
Students brainstorm any experiences they have had with footprints
Differentiation: student verbally explains their ideas while another group member scribes
Speaking and listening:
Student demonstrates speaking and listening skills when they:
o Work as a class to discuss the initial ideas, solutionsand prior experiences
Vocabulary:
Students demonstrate vocabulary when they:
Use and apply appropriate descriptive vocabulary related
to living things
Animalfootprint Emu
Investigationboard
Footprint identification
Booklet (Resource
appendix 1)
Integration: (D)
Anecdotal notes regarding their initial
ideas in the topic and in investigation
skills. These anecdotal notes will be
collected on sticky notes and complied
at the end of the lesson
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4
Science:
ACSIS024ACSIS025ACSHE022
ACSSU017
English:
ACELA1452ACELY1656ACELY1788
Introduction into the topic
Integration: Clue Two What am I? : Feather Frenzy
1. Discuss initial ideas
Classroom discussion, Think Pair Share (whole class, Pairs):
Students discuss where the animal came from, what the animal is,
how it got into the classroom, what that animal is.
2.Identify the evidence as feathers
Student directed, inquiry based learning: (Groups and Whole class)
Students help to guide the investigation, identifying some
appropriate solutions for solving this mystery as well as the material
needed.
Using magnifying glasses compare hairo Compare our friends hair to the feathero Compare other animals feathers to this oneo Why do we have hair not featherso Where else do we have hair? Does this animal
also have hair there?
Differentiation: Early finishers: compare feather with feathers identification
booklet (See resource appendix 2)
Speaking and listening:
Student demonstrates speaking and listening skills
when they:
o Work as a class to discuss the initial ideas,possible solutions to solve this mystery and
their findings
Vocabulary:
Students demonstrate vocabulary when they:
Use and apply appropriate descriptive vocabularyrelated to living things and mysteries
Animal feathers emu Investigation board updated with new
evidence
Early finisher: identification booklet (resourceappendix 2)
Integration: (D)
Anecdotal notes regarding their initial
ideas in the topic and in investigation
skills. These anecdotal notes will be
collected on sticky notes and complied at
the end of the lesson
Science:
ACSSU017
ACSIS024
English:
ACELY1656
ACELY1788
ACELY1663
Science:
1.Cooperatively explore and recreate puzzle pictures of Australian reptiles
Cooperative learning (small groups):
Students collaboratively work to recreate four Australian reptile
puzzles
2. Discuss prior knowledge of these Australian reptiles
Graffiti (small groups):
Students brainstorm the four Australian reptiles found on the puzzle
pieces, in relation to four senses (taste excluded).
Differentiation: student verbally explains their ideas while another group
member scribes
3.Role play an Australian animal focusing on movements and behaviours
Role Play (small groups):
In their group of six, brainstorm mannerisms and characteristics
then act out how they think their animal moves, communicates and
feeds.
4. Discuss prior knowledge in relation to Australian plants
Before and After: (Small groups):
Students respond to the question: There are plants of all sorts: big,
small, short, tall, furry, spiky, colourful, plain. Why are there so
many different kinds of plants?
Speaking and listening:
Student demonstrates speaking and listening skills
when they:
o Work collaboratively in groups to completethe puzzles.
o Participate in class discussions surroundingtheir prior knowledge of animals.
o Discuss in groups how animals move, eat andact.
o Perform as an animalWriting:
Students demonstrate writing capabilities when they:
o Jot down ideas, words and comments inregards to the before and after question.
o Write their ideas on the butchers paperVocabulary:
Students demonstrate vocabulary when they:
o Use and apply appropriate descriptivevocabulary related to living things
Create a class word wall of such words to be used
throughout the term.
Mystery box Four different Australian animal puzzles each
with six pieces (i.e 6 students per puzzle
o Dugite snakeo Bobtail Skinko Lace Goannao Salt water Crocodile
Butchers paper (12 large pieces) 24 pens
o 6x blue peno 6x yellow peno 6x red peno 6x black pen
Cooperative learning: (D)
Anecdotal notes about the students
speaking and listening skills.
These anecdotal notes will be
collected on sticky notes and
complied at the end of the
lesson
Graffiti: (D)
Assessed based on the students
ideologies, alternative conceptions andcontribution. (Each student has a
different coloured pen). Any alternative
conceptions will be recorded
Role play: (D)
Assessed using a four-point scale to
indicate the extent of the students prior
knowledge in relation to animal features
and behaviours.
See Assessment Appendix 1 for
assessment rubric.
Before and After: (D)
Assessed based on the students
ideologies, alternative conceptions and
contributions. (Each student has a
different coloured pen).See Assessment Appendix 2 for
assessment rubric.
English:
ACELA1451
ACELA1452
ACELY1655
ACELY1656
ACELY1660
Science:
ACSSU017
Writing:
1. Narratives (Orally)
Comprehend at literal, inferential and evaluative level of text Identify parts of a simple sentence: What happening, what state,
Who/What is involved
2. Students will explore and conjugate verbs
Stations (small groups):
Students will rotate around the verb stations to play and identify
Speaking and listening:
Student demonstrates speaking and listening skills
when they:
o Participate in the teachers station for theconjugate verbs activity.
o Work collaboratively in groups to share wordscollected.
Writing:
Students demonstrate writing capabilities when they:
o Record their answers to the activities onconjugating verbs
Narratives:
Conjugate verbs:
Drawing station: paper (folded in half)Pencils
Teachers station: Board game cards (Seeresource appendix 3 for sample)
Verbs station: set of snail verbs cards (Seeresource appendix 4 for sample)
24 X pencils and 24 x Clipboards, 24XWorksheet
Conjugate verbs: (F)
Assess based on the students ability to
Conjugate verbs. Assessment will be
anecdotal sticky notes made after the
student has been to the teachers station.
Words choice: (F)
Assessed based on the students ability to
accurately recall information to the
group. Students will also be assessed
based on their ability to identify, select
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ways of conjugating verbs.
3. Words choice
Jigsaw groups (individual)
One member of each group will share their synonyms with the five
other students who looked at different synonyms.
o Jot down their findings within the wordchoice activities
o Record their other group members findings Word choice: Cards words instead of said Cards words instead of got: Cards words instead of then 24X Clipboards, 24X pens, 24X Word choice
worksheets
and write words. The students work will
be collected and marked to h elp inform
teacher views as to whether a student
has satisfied the learning criteria.
English:
ACELA1778
ACELA1455
Spelling:
Use 5 Day spelling rotation program
Focus on individual weekly words Class: focus on Timetable sample: to be altered (See resource
appendix 5)
Jolly phonics: NEED THE JOLLY PHONIC BOOK
Group 1: Sort ____________ pg _____
Group 2: Sort ____________ pg _____
Group 3: Sort ____________ pg _____
Group 4: Sort ____________ pg _____
Spelling rotation program (See resourceappendix 5)
Task cards Jolly phonics book Spelling workbooks Spelling activity cards
Spelling: (F)
Collect Spelling workbooks to ensure
students understand the rotation
program and record any
misunderstandings students have
developed.
English:
ACELA1449
ACELA1451
ACELA1452
ACELY1655
ACELY1656
ACELY1788
ACELY1659
ACELY1660
Guided reading & literacy circles:
1. Students express, demonstrate and deepen their knowledge of literacy
Stations (individual tasks at each station):
Students will rotate around the stations according to the timetable.
Each student will play, explore and develop literacy skills.
2. Students deepen their understandings of reptiles and reptile features
Stations (individual tasks at each station):
Students will rotate around the stations according to the timetable.
Each Station will have a r eptile focus to help embed ideologies
surrounding reptile and their features.
Guided reading: No guided reading, setting up literacy
circles for the first 5 days
Literacy circles:
See timetable See separate folder for more information:
one reading/recall centre, one writing centre,
one listening centre, one sight word centre,
one grammar centre.
Grammar centre focus: conjugating verbs
Literacy circle resources (see separate folderfor list of items)
Literacy circle timetable Literacy circle workbooks
Guided reading: (S)
Reading benchmark (Fountas & Pinnel)
See Assessment Appendix 3 for
assessment.
Literacy centres: (F)
Assessed based on self-assessment and
collection and marking of literacy centre
books
Collect literacy circle workbooks to make
sure that literacy circles are being
understood and correctly used.
English:
ACELY1663
Handwriting
1. Students reconstruct correct letter formation
Individual
Students work through their handwriting books
Writing:
Students demonstrate writing capabilities when they:
o Recreate correct lower and upper case letters Pencils Handwriting booksHandwriting (F):
Mark students handwriting books. Note
students excelling or needing extra help.
Address/extend these in the followinglesson
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7/29/2019 Living Things Yr1 term plan
8/36
5
Science:
ACSIS024
ACSIS025ACSHE022
ACSSU017
English:
ACELA1451ACELA1452
ACELY1656
ACELY1788
Integration: Clue Three What am I? : Foot in
the Food
1. Discuss initial ideas
Guided Brainstorm, class discussion (Pairs, Whole class):
Students discuss where the food came from, whose foot
print it is, how these footprints and food got there
2.Identify strategies for collecting and recording the evidence
Student directed, inquiry based learning: (Groups and Whole
class):
Students take samples of the food and examine the
evidence against other foods. Students add their finding
to the investigation board.
Using wet cotton buds: Use five sensesto determine what the food is
Differentiation: Early finishers: compare emu food to: Cereal,
crackers, soil
Writing:
Student demonstrates writing
capabilities when they:
o Record theirideas within the
guided
brainstorming
Speaking and listening:
Student demonstrates
speaking and listening skills
when they:
o Work as pairs and asa class to discuss the
initial ideaso Work as groups and
as a class to
determine strategies
for collecting and
recording the
evidence
Emu food (seeds, nuts, flowers) Integrated workbook Investigation board updated with new
evidence
Cereal, Crackers, seeds
Initial ideas: (D)
Anecdotal notes regarding their initial ideas in the topic and in
investigation skills. These anecdotal notes will be collected on
sticky notes and complied at the end of the lesson
Science:
ACSSU017
ACSIS024
English:
ACELY1656ACELY1788
ACELY1663
Science:
1.Cooperatively take photos of animal features
Cooperative learning (small groups):
Students work in groups to take photos of any animal
features they find both within and outside the classroom
2. Construct a drawing of an animal labelling all its features
Rally table (Small Groups)
Each student uses a different coloured pencil to identifyone feature for a lizard. Then they pass their paper to the
next person in the group whom is able to add an
additional feature label.
3. Identify common animal features from a Story
Class discussion (whole Class)
Students will identify animal features within the story
Edward the Emu
Speaking and listening:
Student demonstrates
speaking and listening skills
when they:
o Work collaborativelyin groups to take
photos of animal
features.
o Identify commonfeatures within theclass discussion.
Writing:
Students demonstrate writing
capabilities when they:
o Labelling the lizardpicture with feature
labels.
Vocabulary:
Students demonstrate
vocabulary when they:
o Use and applyappropriate
descriptive
vocabulary related to
feature identification.
6 cameras (groups of 4) (alternatively 3cameras as half the group is doing other
work)
6 X Frilled neck lizard pictures 23 X coloured pencils
6 black 6 red 6 blue 5 Green
Edward the Emu by Sheena Knowles Investigation workbooks
Rally Table: (F)
Assessed based on students contributions to their group
drawings (indicated by the coloured pencil they use) and the
detail they have provided. Assessment of the students ability to
accurately identify animal features
Narratives
ACELY1657
Past tense Verbs
English:
ACELA1452
ACELY1656
ACELY1788
Science:
ACSSU017
Recount
English:
Writing:
2. List and identify past tense verbs
Direct teaching: (whole class)
Students learn the basic techniques for converting a
present tense verb to a past tense verb
Group stations: (groups of 3/4)
Students work in groups to identify and practice past
tense verbs
3. Record details of a simple recount
Comic strip (individual)
Students will recall the sequence of events that occurred
within the story via illustrations.
Speaking and listening:
Student demonstrates
speaking and listening skills
when they:
Learn basic past verbs Work in groups to identify
past verbs
Writing:
Students demonstrate writing
capabilities when they:
o Record their resultsfrom the Group
stations
Past tense:
I have, who has(See resource appendix 6 forsample)
o Instruction card, Playing cards Hedgehog past tense words (See resource
appendix 7)
o Cards, Instruction Verb Race
o Verb race pack Past tense match up
o Memory cardsComic strip
Comic strip template
Past tense verbs: (F)
Students will be assessed based on their ability to accurately
identify and use past tense verbs. This will be recorded through
collected work samples, anecdotal post-it notes and photographs
of word sorts.
Comic strip: (F)
Students will be assessed based on their finished comic strips.
They will be assessed on their ability to accurate recall a simple
recount.
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7/29/2019 Living Things Yr1 term plan
9/36
ACELA1451 Colouring pencils
English:
ACELA1778
ACELA1455
Spelling:
Use 5 Day spelling rotation program
Focus on individual weekly words Class: focus on Timetable sample: to be altered (See
resource appendix 5)
Jolly phonics: NEED THE JOLLY
PHONIC BOOK
Group 1: Sort ____________
pg _____
Group 2: Sort ____________
pg _____
Group 3: Sort ____________
pg _____
Group 4: Sort ____________
pg _____
Spelling rotation program (See resource appendix5)
Task cards Jolly phonics book Spelling workbooks Spelling activity cards
Spelling: (F)
Collect Spelling workbooks to ensure students understand the
rotation program and record any misunderstandings students
have developed.
English:
ACELA1449
ACELA1451
ACELA1452
ACELY1655
ACELY1656
ACELY1788
ACELY1659
ACELY1660
Guided reading & literacy circles:
1. Students express, demonstrate and deepen their knowledge of
literacy
Stations (individual tasks at each station):
Students will rotate around the stations according to the
timetable. Each student will play, explore and develop
literacy skills.
2. Students deepen their understandings of reptiles and reptile
features
Stations (individual tasks at each station):
Students will rotate around the stations according to thetimetable. Each Station will have a reptile focus to help
embed ideologies surrounding reptile and their features.
3. Student deepen their comprehension and reading skills
Guided reading: (small groups) Students will work with the teacher to practice and
develop their reading and comprehension skills
Guided reading:
Day 1,2,3: Intro tobook 4 door
approach: focus on
the strategy of
visualising
Literacy circles: When not with
Miss Dandridge doing lit circles
See timetable See folder for more
information: one
reading centre, two
writing centres, one
listening centre, one
sight word centre,
one ABC centre, one
retail centre, one fine
motor skills centre.
Grammar centrefocus: past tense
Guided reading:
Guided reading prompt cards Guided reading questions Guided reading books 4 doors strategy
Literacy circles:
Literacy circle resources (see separate folderfor list of items)
Literacy circle timetable Literacy circle workbooks
Guided reading: (F)
Assessed based on the students ability to satisfy the criteria.
Running records and daily guided reading snapshots are used
See Assessment Appendix 3 for assessment rubrics.
Literacy centres: (F)
Assessed based on self-assessment and collection and marking of
literacy centre books
Reading benchmark (S):
(Fountas & Pinnel)
English:
ACELY1663
Handwriting
1. Students reconstruct correct letter formation
Individual
Students work through their handwriting books
Writing:
Students demonstrate writing
capabilities when they:
o Recreate correctlower and upper case
letters
Pencils Handwriting books Handwriting: (F)
Mark students handwriting books. Note students excelling or
needing extra help. Address these in the following lesson
English:
ACELA1449
ACELA1452
ACELA1458
ACELY1663
Science:
ACSSU017
Journal writing:
1. Students construct their own identification book
Individual
Students create a who am I? book based on the EBook
Who am I at the Zoo?
Writing:
Students demonstrate writing
capabilities when they:
o Recreate a book Journal writing book Pencil EBook who am I at the Zoo by Jo Tobias
Hind
Journal writing: (F)
Collect students Who am I? and mark according to the
assessment criteria. Provide feedback and note any students
requiring extension/extra help
6Science:
ACSIS024ACSIS213
ACSHE022ACSSU017
English:
ACELA1451
ACELA1452
ACELY1656ACELY1788
Integration: Collating the Clues
1. Identify evidence collected
Carousal walk: (individual)
Students will review the evidence and identify any
plausible conclusions
Brainstorm (class)
Students will discuss the evidence and their locations
o How did these clues come into ourclassroom, Who left these clues,
Why are they in the classroom
2. Identify and discuss possible animals
Art ideas (individual)
Students will paint their animal ideas in relation to which
animal they think has been visiting their class
Writing:
Student demonstrates writing
capabilities when they:
o Write a simplereport
Speaking and listening:
Student demonstrates
speaking and listening skills
when they:
o Discuss as a class theevidence found
o Brainstorm as a classabout their ideas
Integrated evidence wall Pencils Integrated workbook Colouring pencils Simple report template
Initial ideas: (F)
Anecdotal notes regarding their predictions and the reasonings
for these predictions. Note any students not on the right topic.
These will be collected on Post- it notes and compiled at the end
of the lesson
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7/29/2019 Living Things Yr1 term plan
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Differentiation: Early finishers: students will annotate their
picture highlighting the evidence found within the picture
Brainstorm (Whole Class):
Students will discuss their ideas devised form the think
pair share
3. Write a report based on their findings.
Modelled and guided writing (whole class, individual)
Students will write a simple report highlighting their
findings (animal features highlighted)
Differentiation: Early finishers: students will start their Wanted
posters.
Vocabulary:
Students demonstrate
vocabulary when they:
Use and applyappropriate
descriptive
vocabulary related to
living things and
forensic science
Science
ACSSU017ACSSU211
English:
ACELY1663
ACELA1449
ACELY1655
ACELY1788
Science:
1.List and label plant featuresMind map: (small groups, Whole Class):
Students work in groups and then as a whole class to
label and identify common plant features.
2. Respond to questions and Predict what will happen within the
experiment
Class Discussion: (Whole class)
Students will respond to questions relating to the
procedure, predictions for the outcome of the
experiment and reasonings for those predictions.
Graffiti: (small groups)
Students will brainstorm and predict what will happen
within the experiment.
3.Plan and conduct a science experiment
Scaffolded science investigation celery: ( individual/groups)
Students will plan and conduct a science investigation
looking at the role of stems within plants.
4.Compare and evaluate the resultsGallery walk: (individual)
Students will compare their celery to other within the
class, noting any differences and similarities
5. Identify common habitats within a backyard
Guided reading: (whole class)
Students will observe and list animals, plants and their
habitats within a background environment.
Writing:
Student demonstrates writing
capabilities when they:o Plan and write a
simple
investigation
Speaking and listening:
Student demonstrates
speaking and listening skills
when they:
o Discuss as a classplants and plant
features
o Respond to questionsrelating to the
procedure
o Predict the outcomeof the experiment
o Identify commonhabitats
Vocabulary:
Students demonstrate
vocabulary when they:
Use and applyappropriate
descriptive
vocabulary related to
plants, plant features
and habitats
Plant template IPAD App: simple minds Butchers paper (6 large pieces) 23 pens
o 6x blue penso 6x yellow penso 6x red pens
5x black pens Science investigation template 12 celery stalks (1cm base cut off to expose
tubes)
12 plastic cups water 3 food colourings
Red Blue Green
Lady Bird Moves Home by Richard Fowler
Mind map: (D)
Assessed based on their ability to accura tely identify that plant
features are similar concept to animal features. Anecdotal notes
will be made with any alternative understandings to be
addressed in the next weeks lesson.
Graffiti: (F)
Assessed based on the students ideologies, science inquiry skills
and contributions to group work. (Each student has a different
coloured pen). Any alternative conceptions are to be recorded.
Guided reading: (D)
Assessed based on their ability to accura tely identify habitats.
Anecdotal notes will be made with any alternative
understandings to be addressed in the next weeks lesson.
English:
ACELY1663
ACELA1449
ACELA1458
ACELY1655ACELY1788
Science:
ACSSU211
Writing:
1. Identify and extract elements of the begging of a narrative
Class work: (whole class):
Students will explore and identify the elements of the
begging of a narrative.Guided reading (whole class):
Students will read the begging chapter of A Dingos Tree
Guided writing: (individual, scaffolded):
Students will extract the begging of a narrative elements
from A Dingos tree
2. Identity and use the grammar rule: double Rule
Stations: (small groups)
Students will practice and use the d ouble rule through
various tactile stations.
3. Construct a wanted poster.
Whole Class
Students will explore and identify the elements needed
Writing:
Student demonstrates writing
capabilities when they:
o Identify thebegging elements
of a narrativeo Compete the first
draft wanted
poster
Speaking and listening:
Student demonstrates
speaking and listening skills
when they:
o Participate in theexploration of
narratives
o Extract elementsfrom the narrative A
Dingos Tree
o Explore and identify
Narrative:
A dingos tree Begging narrative identification template Integrated workbook
Double rule:
Power point presentation explain when todouble
Wanted poster:
First poster templates Pencil
Narrative: (F)
Assessed based on the collected worksheets. Note any
misunderstandings.
Wanted poster: (F)Assess and record student whom are demonstrating
misunderstandings in relation to the marking criteria
See Assessment Appendix 4 for assessment rubric.
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7/29/2019 Living Things Yr1 term plan
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for a effective poster
Individual:
Students will complete the first draft poster
Poster elements.
English:
ACELA1778
ACELA1455
Spelling:
Use 5 Day spelling rotation program
Focus on individual weekly words Class: focus on
Timetable sample: to be altered (See resource appendix
5)
Jolly phonics: NEED THE JOLLY
PHONIC BOOK
Group 1: Sort ____________
pg _____
Group 2: Sort ____________
pg _____
Group 3: Sort ____________
pg _____
Group 4: Sort ____________
pg _____
Spelling rotation program (See resource appendix5)
Task cards Jolly phonics book Spelling workbooksSpelling activity cards
Spelling: (S)
Spelling assessment of high frequency words
English:
ACELA1449
ACELA1451
ACELA1452
ACELY1655
ACELY1656
ACELY1788
ACELY1659
ACELY1660
Guided reading & literacy circles:
1. Students express, demonstrate and deepen their knowledge of
literacy
Stations (individual tasks at each station):
Students will rotate around the stations according to the
timetable. Each student will play, explore and develop
literacy skills.
2. Students deepen their understandings of reptiles and reptile
features
Stations (individual tasks at each station):
Students will rotate around the stations according to thetimetable. Each Station will have a reptile focus to help
embed ideologies surrounding reptile and their features.
3. Student deepen their comprehension and reading skillsGuided reading: (small groups)
Students will work with the teacher to practice and
develop their reading and comprehension skills
Guided reading:
Day 4,5,6: Intro tobook 4 door
approach: focus on
the strategy offix up
strategy
Literacy circles: When not
with Miss Dandridge doing lit
circles
See timetable See folder for more
information: one
reading centre, two
writing centres, one
listening centre, one
sight word centre,
one ABC centre, oneretail centre, one fine
motor skills centre.
Grammar centre focus:
doubling rule
Guided reading:
Guided reading prompt cards Guided reading questions Guided reading books 4 doors strategy
Literacy circles:
Literacy circle resources (see separate folderfor list of items)
Literacy circle timetable Literacy circle workbooks
Guided reading: (F)
Assessed based on the students ability to satisfy the criteria.
Running records and daily guided reading snapshots are used
See Assessment Appendix 3 for assessment rubrics.
Literacy centres: (F)
Assessed based on self-assessment and collection and marking of
literacy centre books
Reading benchmark (S):
(Fountas & Pinnel)
English:
ACELY1663
Handwriting
1. Students reconstruct correct letter formation
Individual
Students work through their handwriting books
Writing:
Students demonstrate writing
capabilities when they:
o Recreate correctlower and upper case
letters
Pencils Handwriting books Handwriting: (F)
Mark students handwriting books. Note students excelling or
needing extra help. Address these in the following lesson
7Science:
ACSSU211
Integration: Emu Hunt
1. Follow clues to identify the mystery animal
Small groups
Students will be divided into three teams ( three sets of
footprints all leading to the same place) and will follow
the trail to the emus nest. Students will look forevidence of the emus tracks as well as evidence of other
animals.
Speaking and listening:
Student demonstrates
speaking and listening skills
when they:
o Work as a team tofind the emu nest
Emu nest Emu foot prints (three sets all different
colours)
Hats Emu note explaining what it was doing in our
classroom
Science
ACSSU017
ACSSU211
English:
ACELY1663
ACELA1449
ACELY1655
ACELY1788
Science:
Review and wrap up of last week science lesson:
4.Compare and evaluate the results
Class discussion
Students will orally express the similarities and difference
between the celery
Students will briefly discuss the reason for these
differences.
Students will discuss the role of the stem
Class write up:
Students will finish off their investigation worksheets
Writing:
Student demonstrates writing
capabilities when they:
o Finish theirinvestigation
booklets
Speaking and listening:
Student demonstrates
speaking and listening skills
when they:
o Discuss and comparethe results and
Investigation booklet for celery experiment (See resource appendix 8)
Ladybird moves home by Richard Fowler A home for Bilby by Joanne Crawford
Class discussion: (D)
Assessed based on their ability to accura tely identify plant
features. Anecdotal notes will be made with any alternative
understandings to be addressed in the next weeks lesson.
Habitats: (D)
Assessed based on their ability to a ccurately identify habitats.
Anecdotal notes will be made with a ny alternative
understandings to be addressed in the next weeks lesson.
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7/29/2019 Living Things Yr1 term plan
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5. Apply and infer the reasons for common plant features
Class discussion: Whole class
Students will explain what certain plants features are
used for. i.e making food, obtaining water.
6. Discuss habitats
Students will recap habitats of the backyard.
Students will draw on prior knowledge to explain and
explore animal and plant habitats within the sea and the
bush.
findings of the
science investigation
o Discuss the reasonsfor plants features
o Discuss types ofhabitats within the
local environments.
Vocabulary:
Students demonstrate
vocabulary when they:
Use and applyappropriate
descriptive
vocabulary related to
plants, plant features
and habitats
English:
ACELY1663
ACELA1449
ACELA1458
ACELY1655
ACELY1788
Science:
ACSSU211
Writing:
1. Identify and extract elements from the middle of a narrative
Class work: (whole class):
Students will explore and identify the elements of a middle of
a narrative
Guided reading (whole class):
Students will read the second chapter of A Dingos Tree
Guided writing: (individual, scaffolded):
Students will extract the middle elements from A Dingos
tree
2. Finish final Wanted Poster.
(Individual)
Students will complete a wanted poster based on the
question: What did our Emu do while he was visiting us?
Writing:
Student demonstrates writing
capabilities when they:
Explore and extract themiddle elements from the
story
Speaking and
listening:
Student demonstrates
speaking and listening skills
when they:
o Discuss the elementswithin the middle
section of a narrative
o Identify and play withfuture tense
A Dingos tree Middle narrative resource sheet Wanted poster final copy template Pencil
Narrative: (F)
Assessed based on the collected worksheets. Note any
misunderstandings.
Wanted poster: (S)
Assessed based on a 4 point scale to indicate the extent to which
the student has met the 5 required elements in the Poster
assessment.
English:
ACELA1778
ACELA1455
Spelling:
Use 5 Day spelling rotation program
Focus on individual weekly words Class: focus on
Timetable sample: to be altered (See resource appendix 5)
Jolly phonics: NEED THE JOLLY
PHONIC BOOK
Group 1: Sort ____________
pg _____
Group 2: Sort ____________
pg _____
Group 3: Sort ____________
pg _____
Group 4: Sort ____________
pg _____
Spelling rotation program (See resource appendix5)
Task cards Jolly phonics book Spelling workbooks Spelling activity cards
Spelling: (S)
Spelling assessment according to sounds learnt during the term
(dictation)
English:
ACELA1449
ACELA1451
ACELA1452ACELY1655
ACELY1656
ACELY1788
ACELY1659
ACELY1660
Guided reading & literacy circles:
1. Students express, demonstrate and deepen their knowledge of
literacyStations (individual tasks at each station):
Students will rotate around the stations according to the
timetable. Each student will play, explore and develop
literacy skills.
2. Students deepen their understandings of reptiles and reptile
features
Stations (individual tasks at each station):
Students will rotate around the stations according to thetimetable. Each Station will have a reptile focus to help
embed ideologies surrounding reptile and their features.
3. Student deepen their comprehension and reading skills
Guided reading: (small groups)
Guided reading:
Day 7,8,9: Intro tobook 4 door
approach: focus onthe strategy of
retelling a story
Literacy circles: When not with
Miss Dandridge doing lit circles
See timetable See folder for more
information: one
reading centre, two
writing centres, one
listening centre, one
sight word centre,
one ABC centre, one
retail centre, one fine
motor skills centre.
Guided reading:
Guided reading prompt cards Guided reading questions Guided reading books 4 doors strategy
Literacy circles:
Literacy circle resources (see separate folderfor list of items)
Literacy circle timetable Literacy circle workbooks
Guided reading: (F)
Assessed based on the students ability to satisfy the criteria.
Running records and daily guided reading snapshots are used
See Assessment Appendix 3 for assessment rubrics.
Literacy centres: (F)
Assessed based on self-assessment and collection and marking of
literacy centre books
Reading benchmark (S):
(Fountas & Pinnel)
-
7/29/2019 Living Things Yr1 term plan
13/36
Students will work with the teacher to practice and develop their
reading and comprehension skills
Grammar centre focus: future
English:
ACELY1663
Handwriting
1. Students reconstruct correct letter formation
Individual
Students work through their handwriting books
Writing:
Students demonstrate writing
capabilities when they:
o Recreate correctlower and upper case
letters
Pencils Handwriting books Handwriting: (F)
Mark students handwriting books. Note students excelling or
needing extra help. Address these in the following lesson
8
Science
ACSSU211
English:
Science
: What happens if? HOW HABITATS CHANGE
Lesson 10What happens if...?
InvestigationCause-and-effect chart
Ask students to use their knowledge about habitats and impacts on
habitats to create a cause-and-effect chart for one of the habitatsfrom the local community. Students are to identify their owncause for something happening in their chosen habitat. Students
could work individually or in pairs.Students could also propose ways to care for the habitat they have
identified to maintain it as a healthy habitat.
Student demonstrates writing
capabilities when they:
o Finish theirinvestigation
booklets
Speaking and listening:
Student demonstratesspeaking and listening skills
when they:
o Discuss and comparethe results and
findings of the
science investigation
o Discuss the reasonsfor plants features
o Discuss types ofhabitats within the
local environments.
Vocabulary:
Students demonstrate
vocabulary when they:
Use and apply appropriate
descriptive vocabulary related
to plants, plant features andhabitats
Investigation booklet Summative assessment opportunities:- Use students causeand effect chart to assess students abilityto identify the needs of living things and use this knowledge tocare for those living things.
Science
ACSSU017
ACSSU211
English:
ACELY1663
ACELA1449
ACELY1788
Integration:
Design a habitat book with plants, animals and have anauthors tea
Students will:
1. Plan and make a habitat poster that contains common animals and plants found
within that habitat.
2. Run an authors tea where the students will present an oral on their habitat page
3. Reflect on theprogram
Brainstorming (small groups):
Students are assigned a habitat (sea, backyard, bush). Students then brainstorm in
groups common animals and plants within that habitat.
Small group discussions (small groups):
Students will finalise with the teacher two animals and two plants to focus on
within that habitat. Students will then plan and research features of these plants
and animals
Individual work (individual):
Students will create a draft habitat poster, with the annotated animals and plants
being included into the poster. Students will then create a final draft followed by
the habitat poster, which will be combined into a classroom book.
Differentiation: student works with t he teachers assistant to create the draft
habitat poster
Thought Shapes (individual):
Students will write a response to each of the four shapes
Triangle: important thing I have learnt
Speaking and listening:
Student demonstrates speaking and
listening skills when they:
o Brainstorming animalsfound in there habitats
o Discuss features of animalsand plants within the small
group discussion
Writing:
Students demonstrate writing
capabilities when they:
o Write coherent sentenceswhen they complete there
draft, final draft and poster
Respond to the reflection thought
shapes
Butchers paper (12 large pieces 6 for first activity, 6 forsecond)
24 penso 6x blue peno 6x yellow peno 6x red peno 6x black pen
Draft poster templates (24) Pens Colourer paper Coloured pens Display table Fruit and water
Authors tea
Students will be assessed based on their habitat page.
See Assessment Appendix 5 for the rubric
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7/29/2019 Living Things Yr1 term plan
14/36
Square: enjoyed the most
Heart: feel about the skills and ideas I
have learnt
Circle: thoughts still going around in
my head
Differentiation: student works with t he teachers assistant
English:
ACELA1778
ACELA1455
Spelling:
Use 5 Day spelling rotation program
Focus on individual weekly words Class: focus on
Timetable sample: to be altered (See resource appendix 5)
Jolly phonics: NEED THE JOLLY
PHONIC BOOK
Group 1: Sort ____________
pg _____
Group 2: Sort ____________
pg _____
Group 3: Sort ____________
pg _____Group 4: Sort ____________
pg _____
Spelling rotation program (See resource appendix5)
Task cards Jolly phonics book Spelling workbooks Spelling activity cards
Spelling: (S)
Magic 100 high frequency words assessment
English:
ACELA1449
ACELA1451
ACELA1452
ACELY1655
ACELY1656
ACELY1788
ACELY1659
ACELY1660
Guided reading & literacy circles:
1. Students express, demonstrate and deepen their knowledge of
literacy
Stations (individual tasks at each station):
Students will rotate around the stations according to the
timetable. Each student will play, explore and develop
literacy skills.
2. Students deepen their understandings of reptiles and reptile
features
Stations (individual tasks at each station):
Students will rotate around the stations according to thetimetable. Each Station will have a r eptile focus to helpembed ideologies surrounding reptile and their features.
3. Student deepen their comprehension and reading skills
Guided reading: (small groups)
Students will work with the teacher to practice and develop their
reading and comprehension skills
Guided reading:
Day 7,8,9: Intro tobook 4 door
approach: focus on
the strategy of
finding the main
idea
Literacy circles: When not with
Miss Dandridge doing lit circles
See timetable See folder for more
information: one
reading centre, two
writing centres, onelistening centre, one
sight word centre,
one ABC centre, one
retail centre, one fine
motor skills centre.
Grammar centre focus:
alphabetical order
Guided reading:
Guided reading prompt cards Guided reading questions Guided reading books 4 doors strategy
Literacy circles:
Literacy circle resources (see separate folderfor list of items)
Literacy circle timetable Literacy circle workbooks
Guided reading: (F)
Assessed based on the students ability to satisfy the criteria.
Running records and daily guided reading snapshots are used
See Assessment Appendix 3 for assessment rubrics.
Literacy centres: (F)
Assessed based on self-assessment and collection and marking of
literacy centre books
English:
ACELY1663
Handwriting
1. Students reconstruct correct letter formation
Individual
Students work through their handwriting books
Writing:
Students demonstrate writing
capabilities when they:
o Recreate correctlower and upper case
letters
Pencils Handwriting books Handwriting: (F)
Mark students handwriting books. Note students excelling or
needing extra help. Address these in the following lesson
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Assessments
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Animals in their Environment: Diagnostic Testing Role Play
Teacher Name: Miss. Dandridge
Student Name: ________________________________________
Demonstration of animal behaviours:
Great understandings Good understanding Fair understanding Little understanding
1 2 3 4
_____________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________
Demonstration of animal features:
Great understandings Good understanding Fair understanding Little understanding
1 2 3 4
Assessment appendix 1
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Animals in their Environment: Diagnostic Testing Before and After
Teacher Name: Miss. Dandridge
Student Name: ________________________________________
Demonstration of the ideology that every feature has a purpose: I.E for making food, obtaining water
Great understandings Good understanding Fair understanding Little understanding
1 2 3 4
__________________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________
________________________________________________________________________
Demonstrates an understanding of a plant feature:
G d di G d d di F i d di Li l d di
Assessment appendix 2
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Assessment appendix 3
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Wanted PosterTeacher Name: Miss. Dandridge
Students Name: _______________________________
CATEGORY
Wasnt the best Okay Really good Fantastic
Content & Ideas:Student demonstrates an ability to accurately
record and recount the mystery animals
movements within the classroom.
Sentence Structure, organisation &
word choice:Student uses a variety of sentence lengths
following basic sentence structures and
grammar. Sentences are complete and make
sense. Words used are interesting and
descriptive
Convention:Student uses accurate punctuation and
capitalisation. Student writes most sight words
correctly and uses best guess spelling.
Proofreading & Editing:Student attempted some proofreading and
editing skills
Overall:Student demonstrates an ability to create a
visually appealing poster.
Assessment appendix 4
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Authors Tea: Written PageTeacher Name: Miss. Dandridge
Students Name: _______________________________
Overall Comments:
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
CATEGORYNeeds
Fair Good ExcellentImprovement
Content:
Student demonstrates a sound
understanding in none/1 of the 4
elaborations. These being habitats,
animals, animal features, pants and
plant features.
Student demonstrates a sound
understanding in 2 of the 4
elaborations. These being habitats,
animals, animal features, pants and
plant features. .
Student demonstrates a sound
understanding in 3 of the 4
elaborations. These being habitats,
animals, animal features, pants and
plant features.
Student demonstrates a sound
understanding in all elaborations. These
being habitats, animals, animal features,
pants and plant features.
Labels:Labels are too small to view, labels are
non existent, label are too messy to
read
Several animals and plants are clearly
labelled with labels that can be easily
read
Almost all animals and plants are
clearly labelled with labels that can be
easily read
All animals and plants are clearly
labelled with labels that can be easily
read
Conventions:Student has many punctuation and
capitalisation errors. Student writes
no/very few sight words correctly
Student has punctuation and
capitalisation errors. Student writes
few sight words correctly
Student has a few punctuation and
capitalisation errors. Student writes
most sight words correctly
Student uses accurate punctuation and
capitalisation. Student writes most sight
words correctly and uses best guess
spelling
Recount Process,
Proofreading &
Editing:
Student has not used the template
correctly to create a finished product.
Student has demonstrated some use
of the template correctly to create a
finished product.
Student used the template correctly to
create a finished product.
Student used the template correctly to
create a finished product. Student
attempted some proofreading and
editing skills
Overall effect
achieves Purpose?
Not visually appealing, images and
words are messy, viewer has trouble
understanding and learning from the
page
Visually appealing, images and words
are messy, viewer understands and
can learn a few things from the page
Visually appealing, images and words
are clear, concise, viewer can learn
from the page
Visually appealing, images and words
are clear, concise, viewer understands
and can learn in a fun way from the
page
Assessment appendix 5
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Resources
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Footprint
identification
Booklet:
Dingo:
Resource appendix 1
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Kangaroo: Goanna:
Resource appendix 1
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Wombat: Echidna:Resource appendix 1
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Koala: Australian Bush tail Possum:Resource appendix 1
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Feathers
identification
Booklet:
Kookaburra Feathers:
Resource appendix 2
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Rainbow Lorikeet Feathers: Pelican Feathers:Resource appendix 2
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Australian Crested Dove Feathers: Barn Owl feathers: Resource appendix 2
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Magpie Feathers: Australian Raven (Crow) feathers:Resource appendix 2
Resource appendix 3
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Resource appendix 3
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Resource appendix 4
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Salt water
Crocodile
Frilled Neck
Lizard
Loggerhead
TurtleBobtail Dugite Snake
Day 6Conference
with Miss D
Conference
with Miss D
Sight word
CentreListening Centre Recall Centre
Day 7 Recall CentreSight word
Centre
Conference
with Miss D
Conference
with Miss DListening Centre
Day 8Conference
with Miss DListening Centre Recall Centre
Sight word
Centre
Conference
with Miss D
Day 9 Listening CentreConference
with Miss D
Conference
with Miss D
Recall CentreSight word
Centre
Resource appendix 5
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Resource appendix 6
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kkkkkk
Resource appendix 7
Resource appendix 8
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Resource appendix 8