Holly Turner

Assessment Item 1b

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StudentNameHollyTurner
StudentNumber11521803

SubjectName
Science&TechnologyCurriclumStudies
SubjectCodeEMS406
LecturerIanCrossley

AssessmentItem1b

EMS406 Science and Technology Curriculum Studies

Holly Turner
Assessment Item 1b

11521803

ProgrammingforS&Tintheprimaryschool
PartB

EMS406 Science and Technology Curriculum Studies

Holly Turner

11521803

Assessment Item 1b

LessonPlan1
Lesson Title:
Lesson Duration:
Stage: 2
Term: 3
Classifying living things
80 minutes
Year: 3
Rationale
This lesson is the fourth in a unit of work titled Living Things, which is designed to educate students about the living world, and the role living things play in the environment. The
purpose of this lesson is to educate students about how living things are classified, and to allow students the opportunity to demonstrate their understanding of the similarities and
differences between living things. This lesson effectively meets NSW Board of Studies requirements as it allows students to observe features of living things, and to gain an
understanding of how to group them, as outlined under the curriculum. In this lesson, students will partake in independent, group, and whole class learning to explore and explain
their findings about taxonomy of living things. Through the use of ICT, questioning, discussion, and investigation, students will learn how living things are commonly classified.
Science being taught:
Biology - Classification: This lesson teaches students how to identify, observe and classify living things to species.
Syllabus Outcome
Syllabus Content
Other Key Learning Areas (KLAs)
Values & Attitudes
Living World
English
ST2-1VA: Shows interest in and enthusiasm for
EN3-7C: Thinks imaginatively, creatively, interpretively and
science and technology, responding to their curiosity,
ACSSU044: Living things can be grouped on the basis
critically about information and ideas and identifies connections
questions and perceived needs, wants and
of observable features and can be distinguished from
between texts when responding to and composing texts
opportunities.
non-living things.
Skills - Identify and use patterns in the observable features of
ST2-5WT: Applies a design process and uses a range
living things to group them, by using tables, diagrams or Personal Development, Health and Physical Education
INS2.3: Making positive contributions in group activities
of tools, equipment, materials and techniques to
flowcharts
produce solutions that address specific design criteria.
PSS2.5: Uses a range of problem-solving strategies
Knowledge & Understanding ST2-10LW: Describes that living things have life
Activities that allow students to meet outcomes from other
cycles, can be distinguished from non-living things
KLAs are mentioned in brackets in the learning experience.
and grouped, based on their observable features.
Prior Knowledge
Risk assessment
Resources
-Smartboard/ Whiteboard/ markers
Basic knowledge of how to use ICT
Tripping/ falling when moving around the
-Computers/ laptops/ iPads
classroom.
-Workbooks
Ability to work cooperatively as a whole
-Pens/ pencils
Tripping/ falling over laptop/ computer cords.
class and in small groups.
-Poster paper
-Living Things Taxonomy handout
Ability to express ideas, and respond to
Cyber safety issues.
-Insect Identification Worksheet
questions/ topics.
- Insect Identification. (2015). Insect Dichotomous Key.
Tripping/ falling when outdoors studying
Retrieved from
insects.
http://www.insectidentification.org/wingless-insect-key.asp
- Painter, T. (n.d.). Classification Group Explanations.
Getting stung or bitten by an insect
Retrieved from
http://www2.fcps.edu/islandcreekes/ecology/classification_grou
p_expla.htm.

EMS406 Science and Technology Curriculum Studies

Holly Turner

Alternative
conceptions

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Time
5min

Students may
have confused,
or will confuse,
living and nonliving things.
Students can
often think
something is
living if it
moves, such as
clouds, or sand,
and may think
some plants or
animals are
non-living due
to their lack of
movement.
Students may
assume the
insect they
found is a
certain insect
e.g. fly, as they
associate
insects that are
black and that
fly to be that
insect. If
students do not
study their
insect closely
enough, and
ensure they
insert the

5min

5min
10min
5min
5min

5min

Content/ Learning Experiences

*See Teacher Background Knowledge
Introduction (Engagement)
1. Begin the lesson by instructing students to observe their plant, and
complete their portfolio entry for Week 4*.
2. Instruct students to sit on the floor in front of the Smartboard. Hold a
discussion whereby students reflect, and revise what was learnt in the
lesson previous*. Ask students to share what living things they saw in
their square in the lesson previous. Ask students what they know about
that living thing; What was the name of your living thing?; What
does it eat (if an animal)?; Why do you think it was in the area where
you made your square? Inform students that they are now going to learn
how living things are classified.
Body (Exploration/ Transformation/ Presentation)
3. Inform students that all living things are related in some way; we
classify them so we can differentiate between each living thing. Open
and play the Youtube video: https://www.youtube.com/watch?
v=oMFqEp4Sf40 to allow students to gain an understanding of how
living things are classified.
4. Split students into pairs, and ask them to discuss what they learnt from
that video, or what they thought was interesting. Ask each pair to share
one thing they learnt, or found interesting with the rest of the class.
5. Ask students to share how they think scientists began classifying
things; What features do you think scientists looked for to discover if
they were similar or different than other living things?; How would
they have done this? Write students ideas on the whiteboard. Inform
students that they are going to study an insect in an effort to find what
kind of insect it is, and to classify it into a specific group.
6. Open the website http://www.insectidentification.org/wingless-insectkey.asp. Inform students that they can use an insect they found in the
lesson previous in their square, or they can go outside and find another
insect to study. When students have found or chosen their insect, they are
to use a magnifying glass to identify its characteristics, and answer the
questions on the website (PDHPE). Allow students access to magnifying
glasses, and computers/ laptops*. Observe students studying their insects
and completing questions, offering assistance where needed. Once
students have identified what the name of their insect is, they are to find
some additional information on this insect*, and complete the worksheet

EMS406 Science and Technology Curriculum Studies

Assessment Item 1b
MakeMeGeniusIndia [User Name]. (2014, January 14).
Classification of living things for Kids [Video File]. Retrieved
from https://www.youtube.com/watch?v=oMFqEp4Sf40
5E Teaching Teaching
Classroom
Assessment Techniques
and
Strategies
Organisation
Summative assessment
Learning
Completing portfolio
Model
Independent
entry for Week 4.
Discussion
work on their
strategy:
unit task.
Formative assessment:
deepening
Hold a discussion with
students prior
students to assess their
learning.
ability to retain
Whole class
knowledge, and their
discussion
understanding of the
Questioning:
about previous topic of living things.
Explore:
Assessing
lesson.
Students find students
Formative assessment:
an insect in
understanding
Hear students share what
the
of living
they learnt from the
schoolyard
things.
video to assess their
and study the
understanding of how
insect in an
ICT strategy:
Whole class
we classify living things.
effort to
Students
watches video.
identify what learning
Formative assessment:
it is.
through a
Pair sharing.
Observe students
Students will video
studying their insect to
experience
Whole class
assess their
an aspect of
Questioning:
sharing.
understanding of what a
what
Assessing
living thing is.
scientists do
students
Whole class
when
understanding discussion
Formative assessment:
classifying a of classifying
about
As a whole class,
living thing.
classifying
identify the Kingdom,
Differentiation living things.
Phylum, Class, and
strategy:
Order to assess their
Students
understanding of
choose their
classifying living things.
own insect
Independent
Formative assessment:
Experiential
investigation.
Observe students
learning:
completing the

Holly Turner

11521803

correct
information
into the
website, they
will believe
they have found
a different
insect.

Assessment Item 1b

provided (Appendix 1.1).

Finding insect,
taxonomy for their
7. Inform students to sit back on the floor in front of the Smartboard with
and classifying
insect to assess their
their worksheets. Allow students to share what insect they found, and the
living thing.
Whole class
ability to classify living
5min
additional information on the worksheet.
Explain:
sharing.
things.
8. On the Smartboard, open the website
Students will
http://www2.fcps.edu/islandcreekes/ecology/classification_group_expla. make sense
ICT strategy:
Formative assessment:
15min
htm. Write the seven stages of the taxonomy on the whiteboard*, and
of their
Website used
Whole class
Play a game with
inform students that, as a class, they are going to classify humans into
learnt skill
for research
viewing
students to assess their
these stages up to Order*. Read out the definitions of each Kingdom
and
and
website.
understanding of the
Students can
5min
from the website, and allow the students to choose which Kingdom
experience
information.
taxonomy of living
often believe
humans belong to. Move on and do the same with Phylum, and Class.
through the
things.
that an insect is
Hold up the handout Living Things Taxonomy (Appendix 1.2). Read
completion
Collaborative
not an animal,
out the stages of taxonomy, and the specific categories humans belong
of a
learning:
Group work
as it is different 5min
too. Inform students to glue this handout into their workbooks.
worksheet,
Completing
creating
in its
9. Split students up into groups* (PDHPE). Hand each group a piece of
and
taxonomy
poster.
appearance,
5min
A3 coloured poster paper, and instruct them to draw four large squares in presenting
poster.
size, and
the centre of the paper, where they will write the Kingdom, Phylum,
their
features than
Class, and Order. Using the insect from the previous activity, students
findings to
Activity-based
other animals
are to select each category their insect belongs to, and display this on the their
strategy:
Whole class
they are
5min
poster (PDHPE and English). Students are also required to write the
classmates.
Playing a
presenting
familiar with.
name of their insect on the top of their poster paper. Each group is
game to
work.
Because of this,
designated a laptop or iPad, and directed to the website
demonstrate
students may
10min
http://www2.fcps.edu/islandcreekes/ecology/classification_group_expla.
understanding Whole class
place their
htm. Observe groups, and offer assistance where necessary.
of taxonomy.
playing game.
insect into the
Conclusion (Presentation/ Reflection)
wrong
10. Groups present their posters to their classmates, and hang their
Kingdom.
5min
posters on the classroom wall. Complete the lesson with a game. Leave
the website on the Smartboard, and ask students to identify which
Kingdom or Phylum certain living things belong to (Appendix 1.3).
Teacher Background Information
The activities in these lessons were created and designed by: Holly Turner.
In the previous lessons, students have been introduced to living things. Students have gained an understanding of the features of a living thing, and how to differentiate between a
living thing and a non-living thing. Students have looked at the life cycle of a plant, and have begun growing their own seedling with cotton balls in a jar as part of a unit-long
summative assessment. Each week, students observe their seedling; take a photo; and documents how the seedling has changed through the week. Prior to this lesson, students have
also had experience identifying living things in an area of the schoolyard.
Activity 2: In the previous lesson, students participated in an activity called The Small Square, whereby they formed a square using basic materials, and identified and investigated
all living things within the area of the square.
Activity 6. The class set of laptops and iPads are kept in the art storeroom beside the teachers desk. Magnifying glasses can be found on the Science shelf in the grey cupboard at the
back of the classroom.
Additional information about insects can be found: http://www.everythingabout.net/articles/biology/animals/arthropods/insects/cockroach/
Activity 8. The seven stages of taxonomy can be found on the Living Things Taxonomy worksheet (Appendix 1.2). Kingdom is Stage 1Species is Stage 7.

EMS406 Science and Technology Curriculum Studies

Holly Turner

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Assessment Item 1b

Students are not completing all seven stages of humans in the taxonomy, as the categories continue to get larger as you work through the stages, and the school does not have the
resources to find these answers.
Activity 9. Group students based on their ability; group students of a higher ability with those of a lower ability to ensure all students can complete the task. Also, attempt to group
students together who found the same insect. For example, if five students studied a moth earlier in the lesson, allow these students to work together so that they are all looking for the
same characteristics in the stages of taxonomy.

EMS406 Science and Technology Curriculum Studies

Holly Turner

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Assessment Item 1b

LessonPlan2
Lesson Title:
Lesson Duration:
Stage: 2
Term: 3
Indigenous Australians classification of living things.
80 minutes
Year: 3
Rationale
This lesson is the fifth in a unit of work titled Living Things, which is designed to educate students about the living world, and the role living things play in the environment. The
purpose of this lesson is to educate students about the ways Aboriginal and Torres Strait Islander peoples classify some plants or animals. This lesson effectively meets NSW Board of
Studies requirements as it allows students to gain knowledge about a number of different understandings people have of living things, and the different ways living things can be
grouped, as outlined under the curriculum. This lesson allows students to learn from somebody other than their usual teacher, and partake in pair, group, and whole class learning to
explore, elaborate, and evaluate their newly learnt knowledge and skills. Through the use of ICT, questioning, discussion, and investigation, students will learn how Aboriginal and
Torres Strait Islander peoples classify living things.
Science being taught:
Biology - Classification: This lesson teaches students how Indigenous Australians identify, observe and classify living things.
Syllabus Outcome
Syllabus Content
Other Key Learning Areas (KLAs)
Values & Attitudes
ST2-1VA: Shows interest in and enthusiasm for
Living World
English
science and technology, responding to their
EN2-12E: Recognises and uses an increasing range of strategies to
curiosity, questions and perceived needs, wants
ACSSU044: Living things can be grouped on the basis of reflect on their own and others learning
and opportunities.
observable features and can be distinguished from nonEN3-7C: Thinks imaginatively, creatively, interpretively and
Skills living things.
critically about information and ideas and identifies connections
ST2-5WT: Applies a design process and uses a
- Identify and use patterns in the observable features of
between texts when responding to and composing texts
range of tools, equipment, materials and
living things to group them, by using tables, diagrams or
techniques to produce solutions that address
flowcharts
specific design criteria.
- Research ways that Aboriginal and Torres Strait Islander Human Society and Its Environment
ENS2.6: Describes peoples interactions with environments and
Knowledge & Understanding peoples classify some plants or animals
identifies responsible ways of interacting with environments
ST2-10LW: Describes that living things have life
cycles, can be distinguished from non-living
Activities that allow students to meet outcomes from other KLAs
things and grouped, based on their observable
are mentioned in brackets in the learning experience.
features.
Prior Knowledge
Risk assessment
Resources
-Smartboard/ Whiteboard/ markers
Basic knowledge of how to use ICT
Tripping/ falling when moving around the
-Computers/ laptops/ iPads
classroom.
Ability to work cooperatively as a whole
-Workbooks
Tripping/ falling over laptop/ computer cords.
class, in small groups, and in pairs.
-Pens/ pencils
Ability to express ideas, and respond to
Cyber safety issues.
-4x Puzzles
questions/ topics.
Cultural insensitivity
-Living things from the school grounds
Ability to problem solve.
-Korff, J. (2016). Meaning of land to Aboriginal people. In Creative

EMS406 Science and Technology Curriculum Studies

Holly Turner

Alternative
conceptions

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Time

5min
5min

5min
Students may
not view a leaf
as being a plant,
as it not
attached to a
root once it has
fallen off a tree.
Because of this,
students may
place leaf in the
wrong stage of
taxonomy.

10min

20min

Content/ Learning Experiences

*See Teacher Background Knowledge
Introduction (Engagement)
1. Begin the lesson by instructing students to observe their plant,
and complete their portfolio entry for Week 5*.
2. Instruct students to sit on the floor in front of the Smartboard.
Hold a discussion whereby students reflect, and revise what was
learnt in the lesson previous; How do scientists commonly classify
living things?; What features of living things do they look for
when classifying them?
3.The teacher brings in living plants that are around the community
e.g. Bottlebrush, wattle, leaves, and lines them up at the front of the
room*. The students are to split into pairs, and select one of these
living things. In their pairs, students are given a laptop or iPad*,
and are required to enter the website
http://www2.fcps.edu/islandcreekes/ecology/classification_group_e
xpla.htm (as accessed in the lesson previous) and find which stages
of taxonomy their living thing is classified into (up to Order).
Students must then write a paragraph (4-6 sentences) about their
relationship with this living thing, describing how this living thing
relates to their life.
Body (Exploration/ Transformation/ Presentation)
4. Introduce students to the local Aboriginal guest. Inform students
that the guest has been invited to educate students about how
Indigenous Australians view living things, and how they classify
them. With guidance from an Aboriginal elder or community
member, students gain an understanding of how traditional
Aboriginal people named and grouped a variety of common plants
and/or animals, and consider why traditional Aboriginal people
from different regions would have used different names for
common Australian animals (HSIE).

EMS406 Science and Technology Curriculum Studies

Assessment Item 1b
Spirits. Retrieved from
https://www.creativespirits.info/aboriginalculture/land/meaning-ofland-to-aboriginal-people
- NSW Board of Studies. (2008). Cultural background. Retrieved
from http://ab-ed.bostes.nsw.edu.au/go/7-10/science/units/story1/cultural-background
- Painter, T. (n.d.). Classification Group Explanations.
Retrieved from
http://www2.fcps.edu/islandcreekes/ecology/classification_group_e
xpla.htm.
5E Teaching and
Teaching
Classroom
Assessment
Learning Model
Strategies
Organisation
Techniques
Summative
Whole class
assessment
Discussion
writes portfolio Completing
strategy:
entry
portfolio entry for
Deepening
Week 5.
students prior
learning.
Whole class
Formative
Explore:
discussion
assessment:
Students complete a Questioning
Hold a discussion
puzzle. This puzzle
with students to
allows students to
Differentiation
assess their ability
demonstrate their
strategy:
Pair work
to retain knowledge,
understanding of
Students choose
and their
the ways Aboriginal a living thing
understanding of the
and Torres Strait
from those
classifying living
Islander people
available
things.
classify living
things in
Formative
comparison to how
Peer learning
assessment
scientists classify
Observe students
living things.
completing pair
Differentiation
work to assess their
strategy:
Whole class
understanding of the
The guest
listening to
taxonomy, and
allows
guest
living things.
Indigenous
students to
Formative
partake in stages
assessment
of the 8 Ways
Observe students

Holly Turner

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Assessment Item 1b

5. Based on their learning from the guest, students are to write

of Learning;
completing pair
another paragraph (4-6 sentences) about the same living thing.
Community
work to assess their
However, this time, the pairs will write about the relationship
Links and Story Pair work
understanding of
Indigenous Australians have with the living thing, and how it
Sharing.
Indigenous
relates to their lives (HSIE). Students can talk to the guest further to Elaborate
Australians
obtain more information, or can use ICT for further research when
The puzzle allows
Team teaching
relationship with,
15min
completing the task. Inform students that they are now required to
students to apply
and classification of,
read both of their paragraphs, and write three dot points of the
what they have
Peer learning
living things.
differences between their connection to, and classification of, living learnt about the
things, in comparison to Indigenous Australians connection to, and different ways
ICT strategy:
Formative
classification of, living things.
living things are
Using ICT for
assessment
6. Split the class up into five groups* (four students per group).
classified to a new
research.
Observe students
15min
Hand each group the folder filled with images, and words
situation. By
completing puzzle
(Appendix 2.1). Inform students that they are going to complete the completing this
to assess students
living things puzzle that is within their folder. Students are to empty puzzle, students are Active-based
ability to problem
Students may
their folder, and match the image of a living thing, with the
gaining a deeper
strategy:
Group work
solve and
confuse the
Wiradjuri name of the living thing, the scientific name of the living understanding of
Completing the
completing
investigate.
images of some
thing, as well as the common name of the living thing (Appendix
the concept.
puzzle
puzzle
of the living
2.1)* (English). Allow students access to the laptops and iPads, as
things with
well as reminding students that their guest is very knowledgeable,
Formative
something else,
so can also be of assistance. Inform students that the first team to
Collaborative
assessment
as the image of
complete their puzzle, and have every piece matched up correctly,
learning.
Observe students
the animal may
will receive a prize*. Students can begin making their puzzle when
discussing the
not look how
instructed.
Evaluate
Competition
lesson to assess their
the student
Conclusion (Presentation/ Reflection)
The discussion at
strategy.
ability to self-reflect
imagines it to.
5min
7. Allow students to walk around and view their classmates
the conclusion of
completed puzzles. Hold a discussion with the students, allowing
the lesson allows
Discussion
them to reflect on their learning; What are the main differences
students to review
strategy:
between how scientists classify living things, and how Indigenous
and reflect on their
Reflecting on
Whole class
Australians classify living things?; How do the names of these
own learning and
their learning.
living things differ from one another? (English). Allow the
new understanding
winning team to choose their prize. Dismiss the class.
of living things.
Questioning
Teacher Background Information
The activities in this lesson were inspired by: NSW Board of Studies (2009). Classifying Animals. Retrieved from http://ab-ed.bostes.nsw.edu.au/go/7-10/science/units/story1/units/classifying-animals
An Aboriginal elder/ community member will have been invited to educate the students about ways Aboriginal and Torres Strait Islander peoples classify some plants or animals, and
describe their relationship with living things. However, if the guest is unable to participate, the teacher will be responsible for educating students on this topic. Information about
Indigenous Australians connection with the land and living things can be found at https://www.creativespirits.info/aboriginalculture/land/meaning-of-land-to-aboriginal-people and
http://ab-ed.bostes.nsw.edu.au/go/7-10/science/units/story-1/cultural-background. This information can be read out to the class, before completing similar activities as those described
above.
Activity 1. Students are participating in a unit-long summative assessment whereby they are growing a seedling in a jar using cotton balls. Each week, students observe their seedling;

EMS406 Science and Technology Curriculum Studies

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Assessment Item 1b

take a photo; and documents how the seedling has changed through the week.
Activity 3. The oval garden at the entrance of the school contains a range of potted plants. The principal has been notified that some of these plants will be temporarily taken out of
the garden to be used in a science activity. It is the choice of the teacher which living things they choose to use in this activity. It is recommended that at least ten different living
things are selected.
The class set of laptops and iPads are kept in the art storeroom beside the teachers desk.
Activity 6. Group students based on their ability; group students of a higher ability with those of a lower ability to ensure all students can complete the task. These puzzles are large,
so should be completed on the floor.
There is a classroom prize box. When students display positive behaviour, or do well academically, they are often offered a prize from the prize box. Students can select one prize
each.
Appendix 2.1: The names and images of the living things will need to be cut up prior to the lesson so each is separate e.g. Carpet Snake is one card, Yaba is another. Students are
required to match the words with the image of the living thing.

EMS406 Science and Technology Curriculum Studies

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Assessment Item 1b

LessonPlan3
Lesson Title:
Lesson Duration:
Stage: 2
Term: 3
Factors that affect living things.
80 minutes
Year: 3
Rationale
This lesson is the sixth in a unit of work titled Living Things, which is designed to educate students about the living world, and the role living things play in the environment. At the
beginning of the unit, students were educated about the main factors a living thing needs to survive. The purpose of this lesson is to allow students to gain a deeper understanding of
the main factors living things need to survive, and what may happen to a living thing if these needs are not met. This lesson effectively meets NSW Board of Studies requirements as
it allows students to identify factors that plants and animals need for survival, as outlined under the curriculum. In this lesson, students will partake in group and whole class activities
to elaborate and evaluate their learning. Through the use of ICT, questioning, discussion, and interactive activities, students will further their learning about the factors a living thing
needs to survive.
Science being taught:
Biology - Survival: This lesson teaches students the main factors living things need to survive, and what will happen to living things if a balance of these factors does not occur.
Syllabus Outcome
Syllabus Content
Other Key Learning Areas (KLAs)
Values & Attitudes
ST2-1VA: Shows interest in and enthusiasm for
Living World
Creative Arts
science and technology, responding to their
DRAS2.1: Takes on and sustains roles in a variety of drama forms
curiosity, questions and perceived needs, wants
ACSSU073: Living things, including plants and animals, to express meaning in a wide range of imagined situations
and opportunities.
depend on each other and the environment to survive.
Skills - Identify some factors in the local environment that are
English
ST2-5WT: Applies a design process and uses a
needed by plants and animals for survival
EN2-3A: Uses effective handwriting and publishes texts using
range of tools, equipment, materials and
- Predict the effect of natural changes in the environment
digital technologies
techniques to produce solutions that address
on some relationships between plants and animals, e.g.
specific design criteria.
drought and fire
Personal Development, Health and Physical Education
Knowledge & Understanding INS2.3: Making positive contributions in group activities
ST2-11LW: Describes ways that science
knowledge helps people understand the effect of
Activities that allow students to meet outcomes from other KLAs
their actions on the environment and on the
are mentioned in brackets in the learning experience.
survival of living things.
Prior Knowledge
Risk assessment
Resources
-Smartboard/ Whiteboard/ markers
Basic knowledge of how to use ICT
Tripping/ falling when moving around the
-Computers/ laptops/ iPads
classroom.
Ability to work cooperatively as a whole
-Workbooks
Tripping/ falling over laptop/ computer cords.
class, in small groups, and in pairs.
-Pens/ pencils
Ability to express ideas, and respond to
Cyber safety issues.
-Factors living things need cards
questions/ topics.

EMS406 Science and Technology Curriculum Studies

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Ability to research and investigate

Ability to express findings imaginatively
and creatively

Alternative
conceptions

Time

5min
Students may
believe that
living things
need additional
factors to
survive, such as
a home, love,
and family, as
these are the
values they
have been
taught. These
alternative
conceptions can
lead students to
feel confused
about what a
living thing is,
and the basic
factors a living
thing needs to
survive.

5min

5min

5min

10min

Assessment Item 1b
Chemicals or poisons in art materials e.g. paint

Content/ Learning Experiences

*See Teacher Background Knowledge
Introduction (Engagement)
1. Begin the lesson by instructing students to observe their plant,
and complete their portfolio entry for Week 6*.
2. Instruct students to sit on the floor in front of the Smartboard.
The students participate in a whole class discussion whereby they
revise the four main factors a living thing needs to survive, as learnt
in the early lessons of the unit (Air, water, food/ nutrients, and
sun)*. Ask students questions such as What are the main factors a
living needs to survive? There are four of them?; What would
happen to a living thing if it did not receive enough of one of these
factors?; What would happen if it received too much?
Body (Exploration/ Transformation/ Presentation)
3. Inform students that they are now going to research what would
happen to a living thing if it received too much, or not enough, of
one of these factors. Split the class into four groups*, assigning
each group a piece of card with the name of one of these elements
on it (Appendix 3.1) (PDHPE). This card represents the element
that the group will be researching. Also give each group a copy of
the task outline (See Appendix 3.2). Read the task outline out as a
class, to ensure all students understand what is expected of them.
Each group is to research what would happen to a living thing if it
received too much, or not enough, of their assigned element.
Students must then present their findings to the class.
4. Allow students access to the laptops and iPads for research*. On
the Smartboard, open the document that includes the URL links of
where students can find the information required (Appendix 3.3).
Observe groups researching their assigned factor, offering
assistance when needed.
5. When students have found their information, they are to

EMS406 Science and Technology Curriculum Studies

-Task outline
-Marking rubric
-URL links document
-Access to art materials
-Blank piece of paper
- eSchooltoday. (2016). The basic needs of living things. Retrieved
from http://eschooltoday.com/science/needs-of-livingorganisms/five-things-living-things-need-to-survive.html

5E Teaching and
Learning Model

Teaching
Strategies

Classroom
Organisation

Discussion
strategy:
Revising prior
learning

Whole class
writes portfolio
entry

Questioning

Whole class
discussion

Direct
instruction
Elaborate
The interactive
presentation allows
students to apply
what they have
learnt about the
importance of
living things
receiving a balance
of the factors they
need to survive.
Also, students
identifying the
living things in the
school grounds
whose needs are not
being met allows

Collaborative
learning
ICT strategy:
Using ICT for
research
Activity based
strategy:
Presenting their
findings
creatively
Differentiation
strategy:
Allowing
students to
choose their
mode of

Whole class
discussion
about task

Group work

Assessment
Techniques
Summative
assessment
Completing
portfolio entry for
Week 6.
Formative
assessment
Observe students
participate in
discussion to assess
their ability to retain
information, and
their understanding
of living things.
Formative
assessment
Observe students,
and mark their
presentations
against the rubric to
assess their ability
to meet the criteria.
Formative
assessment
Listen to students

Holly Turner

11521803
20min

Assessment Item 1b

students to apply
presentation
organise, and create their presentation. Allow students access to art
observe if living
their
learning
to
a
materials* (Creative Arts). Observe groups, and offer assistance
things around the
new situation. By
Activity based
when needed.
school are receiving
10min
completing
this
strategy:
Whole
class
all four factors to
6. All students are to sit on the floor in front of the Whiteboard, to
presentation,
and
Viewing
living
presentations
assess their
watch the other groups present their findings in their chosen form
investigation
of
things
at
school
understanding of
(Creative Arts and English). Students presentations will be
plants in the
what a living thing
assessed against a marking rubric, and will be marked as a group
schoolyard,
Investigating
needs to survive.
(See Appendix 3.4).
students are gaining
Conclusion (Presentation/ Reflection)
a deeper
Differentiation
7. Take the students out into the schoolyard, to look at some living
Formative
understanding
of
strategy:
Whole class
plants. Inform students that they are going to be looking at certain
assessment
15min
the concept.
Students can
plants and seeing if any of these plants are in danger of not
Observe students
select which
receiving a balance of these four factors. Stop the class in front of
participating in
living things
flowerbeds or pot plants and ask the students to identify if each
whole class
Evaluate
they
wish
to
plant is receiving sun, water, air, and nutrients from the soil. If
discussion/
The
discussion
at
investigate
students find that a plant is not receiving these needs, write down
reflection to assess
the conclusion of
Whole class
the location of the plant, and inform students that the school
their understanding
the lesson allows
Discussion
discussion
gardener will be informed.
of living things
students to review
strategy:
8. Take the students inside the classroom. Hold a discussion with
requiring a balance
5min
and reflect on their
Reflecting on
the students, allowing them to reflect on their learning; Why is it
of all factors.
own learning and
their learning.
essential that all living things receive a balance of all of the factors
they need to survive?; How could a living things home or location new understanding
of living things.
Questioning
affect this balance?; How may a living thing in Albury
experience these factors compared to a living thing in Antarctica?:
Dismiss the class.
Teacher Background Information
The activities in these lessons were created and designed by: Holly Turner.
Activity 1. Students are participating in a unit-long summative assessment whereby they are growing a seedling in a jar using cotton balls. Each week, students observe their seedling;
take a photo; and documents how the seedling has changed through the week.
Activity 2. Information about the factors living things need to survive can be found here: http://eschooltoday.com/science/needs-of-living-organisms/five-things-living-things-need-tosurvive.html
Activity 3. Group students based on their ability; group students of a higher ability with those of a lower ability to ensure all students can complete the task.
Activity 4. The class set of laptops and iPads are kept in the art storeroom beside the teachers desk.
Activity 5. Art materials and supplies are kept in the storage room beside the teachers desk.

EMS406 Science and Technology Curriculum Studies

References
eSchooltoday. (2016). The basic needs of living things. Retrieved from
http://eschooltoday.com/science/needs-of-living-organisms/five-things-living-things-need-to-survive.html
Insect Identification. (2015). Insect Dichotomous Key. Retrieved from
http://www.insectidentification.org/wingless-insect-key.asp
Korff, J. (2016). Meaning of land to Aboriginal people. In Creative Spirits. Retrieved from
https://www.creativespirits.info/aboriginalculture/land/meaning-of-land-to-aboriginal-people
MakeMeGeniusIndia [User Name]. (2014, January 14). Classification of living things for Kids [Video File]. Retrieved
from https://www.youtube.com/watch?v=oMFqEp4Sf40
NSW Board of Studies. (2006). Creative Arts K-6 Syllabus. Sydney: Author.
NSW Board of Studies. (2006). Human Society & Environment K-6 Syllabus. Sydney: Author.
NSW Board of Studies. (2006). Personal Development, Health and Physical Education K-6 Syllabus. Sydney: Author.
NSW Board of Studies. (2008). Cultural background. Retrieved from
http://ab-ed.bostes.nsw.edu.au/go/7-10/science/units/story-1/cultural-background
NSW Board of Studies (2009). Classifying Animals. Retrieved from
http://ab-ed.bostes.nsw.edu.au/go/7-10/science/units/story-1/units/classifying-animals
NSW Board of Studies. (2012). English K-10 Syllabus. Sydney: Author.
NSW Board of Studies. (2012). Science K-10 Syllabus. Sydney: Author.
Painter, T. (n.d.). Classification Group Explanations. Retrieved from
http://www2.fcps.edu/islandcreekes/ecology/classification_group_expla.htm.

Appendices
Appendix1

Insect identification
Whatisyourinsect?
________________________________________________________________________________
________________________________________________________________________________

Whatdoesyourinsecteat?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Wheredoesyourinsectlive?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Interestingfacts:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Insert image of insect

Appendix1.2

Living Things Taxonomy

Quizlet.(2016).LevelsofClassification.Retrievedfrom
https://quizlet.com/43853133/328principlesoftaxonomyflashcards/

Appendix 1.3

Ask the class one question at a time? Use the website on

the Smartboard to guide students to the answers. Students
are to raise their hands to answer the question.

1. Which Kingdom does a rose belong to?

2. Which Kingdom does a snake belong to?
3. Which Phylum does a fish belong to?

4. Which Kingdom do dogs belong to?

5. Which Phylum do jellyfish belong to?
6. The Plant Kingdom is split into Divisions. Which
Division does a fern belong to?

Appendix 2.1

NSW Board of Studies. (2009). Table of Names of Animals. Retrieved from

http://ab-ed.bostes.nsw.edu.au/go/7-10/science/units/story-1/units/classifyinganimals/activities-and-worksheets/table-of-names-of-animals

Appendix 3.1

Water

Sun/
LIGHT

Air

Food/
Nutrients

Appendix 3.2

What would happen if a living thing received too much, or

not enough of something it needs to survive?
In your groups, research:
- What would happen if a living thing received TOO MUCH of your element?
- What would happen if a living thing received TOO LITTLE of your element?
- How might a living thing receive TOO MUCH of your element?
- How might a living thing receive TOO LITTLE of your element?

PRESENT YOUR FINDINGS TO THE CLASS

Your group must present your findings to the class, and will be assessed on:
-

The presentation is enjoyable to watch/ listen to. The presentation is easy

to understand
Shows the affects of what would happen to a living thing if it received

TOO MUCH of your element

Shows the affects of what would happen to a living thing if it received
TOO LITTLE of your element

WAYS YOU CAN PRESENT -

A play/ dance where your group acts out the living things and element to

show the effects the element causes to living things

A demonstration using art materials showing the effects the element

causes to living things

A presentation on technology showing the effects the element causes to
living things

Appendix 3.3

Where to find this information:

Water
http://scienceline.ucsb.edu/getkey.php?key=4718
http://eschooltoday.com/science/needs-of-livingorganisms/living-things-need-water-to-survive.html

Sun/ Light
http://eschooltoday.com/science/needs-of-livingorganisms/living-organisms-need-sunlight-to-survive.html
http://www.gardeningknowhow.com/plantproblems/environmental/how-light-affects-the-growth-of-aplant-problems-with-too-little-light.htm

Air
http://eschooltoday.com/science/needs-of-livingorganisms/living-things-need-air-to-survive.html
http://www.ambius.com/blog/why-do-plants-need-air/

Food/ Nutrients
http://eschooltoday.com/science/needs-of-livingorganisms/living-things-need-food-to-survive.html
http://wonderopolis.org/wonder/can-plants-grow-withoutsoil/

Appendix 3.4
MarkingRubric
Criteria
The presentation
demonstrates what
would happen to a living
thing if it received too
much of one of the
elements it needs to
survive.

The presentation
demonstrates what
would happen to a living
thing if it received too
little or not enough of
one of the elements it
needs to survive.

The students have an

extensive knowledge and
understanding of living
things and what may
happen to them if they
receive too much of one
of the elements they need
to survive. In addition, the
student has achieved a
very high level of
competence in the
processes and skills
involved in presenting this
information in an
interactive manner, and
can apply these skills to
new situations.

The students have a

thorough knowledge and
understanding of living
things and what may
happen to them if they
receive too much of one
of the elements they need
to survive. The students
have a high level of
competence in the
processes and skills
involved in presenting this
information in an
interactive manner, and
are able to apply these
skills to most situations.

The students have sound

knowledge and
understanding of living
things and what may
happen to them if they
receive too much of one
of the elements they need
to survive. The students
have achieved an adequate
level of competence in the
processes and skills
involved in presenting this
information in an
interactive manner.

The students have a basic

knowledge and
understanding of living
things and what may
happen to them if they
receive too much of one
of the elements they need
to survive. The students
have achieved a limited
level of competence in the
processes and skills
involved in presenting this
information in an
interactive manner.

The students have an

elementary knowledge
and understanding of
living things and what
may happen to them if
they receive too much of
one of the elements they
need to survive. The
students have achieved
very limited competence
in the processes and skills
involved in presenting this
information in an
interactive manner.

The students have an

extensive knowledge and
understanding of living
things and what may
happen to them if they do
not receive enough of one
of the elements they need
to survive. In addition, the
student has achieved a
very high level of
competence in the
processes and skills
involved in presenting this
information in an

The students have a

thorough knowledge and
understanding of living
things and what may
happen to them if they do
not receive enough of one
of the elements they need
to survive. The students
have a high level of
competence in the
processes and skills
involved in presenting this
information in an
interactive manner, and

The students have sound

knowledge and
understanding of living
things and what may
happen to them if they do
not receive enough of one
of the elements they need
to survive. The students
have achieved an adequate
level of competence in the
processes and skills
involved in presenting this
information in an
interactive manner.

The students have a basic

knowledge and
understanding of living
things and what may
happen to them if they do
not receive enough of one
of the elements they need
to survive. The students
have achieved a limited
level of competence in the
processes and skills
involved in presenting this
information in an
interactive manner.

The students have an

elementary knowledge
and understanding of
living things and what
may happen to them if
they do not receive
enough of one of the
elements they need to
survive. The students have
achieved very limited
competence in the
processes and skills
involved in presenting this
information in an

The presentation is
enjoyable to watch, and
presents the key points
and information in a
clear, comprehensible
manner.

interactive manner, and

can apply these skills to
new situations.

are able to apply these

skills to most situations.

The students have

extensive knowledge and
understanding of how to
present an interactive and
entertaining presentation,
and can readily apply this
knowledge. In addition,
the students have achieved
a very high level of
competence in the
processes and skills
involved in presenting key
points and information to
an audience, in a clear and
comprehensible manner.

The students have a

thorough knowledge and
understanding of how to
present an interactive and
entertaining presentation.
The students have
achieved a high level of
competence in the
processes and skills
involved in presenting key
points and information to
an audience, in a clear and
comprehensible manner.

interactive manner.

The students have a

sound knowledge and
understanding of how to
present an interactive and
entertaining presentation.
The students have
achieved an adequate
level of competence in the
processes and skills
involved in presenting key
points and information to
an audience, in a clear and
comprehensible manner.

The students have a basic

knowledge and
understanding of how to
present an interactive and
entertaining presentation.
The students have
achieved a limited level of
competence in the
processes and skills
involved in presenting key
points and information to
an audience, in a clear and
comprehensible manner.

The students have an

elementary knowledge
and understanding of how
to present an interactive
and entertaining
presentation. The students
have achieved very
limited competence in the
processes and skills
involved in presenting key
points and information to
an audience, in a clear and
comprehensible manner.