| connections between living things, themselves and the environment | lesson plan |
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Student Activities | Content Knowledge | Assessment Activities | Resources | SACSA Links | |
| Key Competencies | Essential Learnings | |||||
| 1 | Opening Activity: Observe animals in the classroom. (Turtle, silkworms, tadpoles) What is an animal? In groups of 4 1. record your own definition 2. share with the group 3. come up with a group definition (click here for example of definitions) 4. report back to the class
| Examine prior knowledge |
| Animals to observe in the classroom tadpoles silkworms tortoise | 1,2 | Thinking: asks questions, explores, observes animals Communication: shares, communicates ideas, observations with others |
| Lesson | Student Activities | Content Knowledge | Assessment Activities | Resources | SACSA Links | |
| Key Competencies | Essential Learnings | |||||
| 2 | Brainstorm animals using Alphabet sheet. Children try to come up with as many animals as they can beginning with each letter of the alphabet. Sortand classifythe list of animals collated from class ideas | Knowledge and understanding of animals | Record how you sort and classify your animals | Alphabet sheet Collate animals for each letter of the alphabet Colour code for each group
| 1,2 | Thinking: Classifies, sorts and labels animals in a variety of ways. |
| Lesson | Student Activities | Content Knowledge | Assessment Activities | Resources | SACSA Links | |
| Key Competencies | Essential Learnings | |||||
| 3 | Observe an animal and draw/label its body parts make animals using plasticene or cut out shapes |
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| Plasticene Coloured paper, scissors, glue | 1,2 |
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| Lesson | Student Activities | Content Knowledge | Assessment Activities | Resources | SACSA Links | |
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| 4 | Construct a Y chart to describe what your animal looks like sounds like feels like |
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| Lesson | Student Activities | Content Knowledge | Assessment Activities | Resources | SACSA Links | |
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| 5 | Trace own body parts and label external/internal body parts |
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| Human Body and major internal organs - heart, lungs, brain Large sheets of butcher paper | 1, 2 | Communication: uses correct vocabulary to describe living things and the functions of various internal and external parts. |
| Lesson | Student Activities | Content Knowledge | Assessment Activities | Resources | SACSA Links | |
| Key Competencies | Essential Learnings | |||||
| 6 | Compare human body with observed animal or work with a partner and compare 2 different animals in the classroom | Knowledge of their observed animal and their own body parts | Present a comparison on an animal and yourself (or another animal) using Inspiration or Venn Diagrams | 1,2,6 | Thinking: makes comparisons, organises information | |
| Lesson | Student Activities | Content Knowledge | Assessment Activities | Resources | SACSA Links | |
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| 7 | Get children to pose questions about their chosen animal. Use observations, testing, texts, internet to gather further information | What information do I already know? What do I want to find out? | Write a report on your animal to show further information |
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| 8 | Get children to think of 5 questions where the answer is the animal they are observing. eg The answer is "tortoise." What are 5 questions? | Consolidating the knowledge they have gathered along the way. |
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| Lesson | Student Activities | Content Knowledge | Assessment Activities | Resources | SACSA Links | |
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| 9 | Read "Longnecks Billabong" byDiscuss food chains to show animals are dependent on their environment. Children develop a possible food chain for their chosen animal. | What is a food chain? What does your animal eat? What eats your animal? |
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| Lesson | Student Activities | Content Knowledge | Assessment Activities | Resources | SACSA Links | |
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| 10 | After having collated information about the animals being cared for in the classroom get children to do a Values Advocacy. Our values question What's the most important thing you can do to care for our environment and living things? Get children to clarify what they see as important to caring for their environment. | Brainstorm what we need to do to care for our environment. Rate them in order of more important to least important. Get children to justify how they rated them |
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Develop a Futures Wheel or Futures Timeline. Discuss what we need to do to work towards a sustainable environment. |
Using children's values get them to look at what they need to do to work towards developing a preferred future. |
Make a diorama showing a sustainable environment for your animal Design a jigsaw showing a sustainable environment.
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