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Design - UNIT PLAN TEMPLATE

Title: Animals Need the Environment and Other Species to Survive.
Year Level: 4

Teacher: Nicola Raszyk

Focus Curriculum Area (s): Science, English, HASS and Art

Duration: 3 Weeks

STAGE 1: Curriculum Links

(What do we want students to learn? From the Australian/SCASA Curriculum)
General Capabilities
(GP)
Cross-curriculum
Priorities (CCP)

Year Level
Content
Descriptors

Literacy

HASS

ICT

Critical and Creative Thinking

Art

Personal and Social

Intercultural Understanding

Science

Aboriginal and TSI

Asia and Australias

Histories and Culture

Engagement with Asia

Sustainability

Science
Living things depend on each other and their environment to
survive (ACSSU073)

English
Incorporate new vocabulary from a range of sources into students
own texts including vocabulary encountered in research
(ACELA1498)

Plan, rehearse and deliver presentations incorporating learned
content and taking into account the particular purpose and
audience (ACELY1689)

Art - Visual Art
Use materials, teachniques and processes to explore visual
connections when making artworkds (ACAVAM111)

HASS
The importance of environments to animals and people, and
different views on how they can be protected (ACHGK022)

Year Level Achievement

Standards

Science
By the end of Year 4they describe
relationships that assist the survival of living
things and sequence key stages in the life
cycle of a plant or animal.

English
By the end of Year 4they fluently read
texts that include varied sentence
structures, unfamiliar vocabulary including
multisyllabic words Make presentations
and contribute actively to class and group
discussions
They demonstrate
understanding
of
grammar, select
vocabulary from a range of resources and
use accurate spelling and punctuation, rereading and editing their work to improve
meaning.
HASS
By the end of Year 4, students recognise
the significance of events in bringing about
change and the importance of the
environmentlocate
and
collect
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information and data from different
sources.

Visual Art
By the end of Year 4, sudents decribe and
discuss similarities and differences between
artworks they make, present and
viewThey use visual conventions,
techniques and processes to communicate
their ideas (ACARA, 2013)

(Australian Curriculum Assessment and Reporting Authority

[ACARA], 2013) (SCSA, 2014).

Knowledge (What are students expected to learn?)

Skills (What are students expected to be able to do?)

What animals need to survive and how habitats and other species are
crucial for their survival.

How to produce and create Vokis

Common terminology associated with animals, their habitat and food

chains.

Research and gather reliable information from multiple sources.

Aspect within a food chain

The impact humans have on the environment, which influences species
living there.

How to create and illustrate to ideas through visual and written representations.
Construct food chains

Ways to protect the environment

LEARNING OUTCOMES:
Students will be able to;
Identify and explain the basic needs crucial for animal survival.

Explain and justify why the environment is important for animal survival
Create food chains using correct terminology
Use materials, processes and techniques to create dioramas

Collect and gather reliable and accurate information from multiple sources.
Identify ways to protect the environment.

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UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description:
Using knowledge developed throughout the unit of learning students will produce a diorama, information booklet and presentation. These assessments will evaluate the
students ability to achieve the learning outcomes, including researching accurate information for multiple sources, representing information orally or written and their
understanding of animals needs and the environment for survival and the importance to maintain and protect the environment. Students will have prior knowledge of
visual conventions, techniques and process and the diorama will evaluate a students ability to apply them. This summative assessment will be completed individually but
some activities designed to building their knowledge will be completed as a class and in groups. The summative assessment will be completed at the end of the unit of
work after students have had multiple opportunities to build their knowledge. A rubric will be used as the criteria to assess the aspects listed above. The assessment
caters for diversity of individuals, as they can choose if they would prefer to be assessed from their written questions in their book or through the presentation. Allowing
students the opportunity to use their strengths to express their conceptual understanding.
Assessment recording template:
What will be recorded/assessed?
Understanding the importance on animals needs and environment to survive.
Knowledge on impacts on the environment and how to protect it.
Ability to convey conceptual understanding through visual representations (diorama) and orally (presentation) or written (information booklet).
Students ability to research and gather correct and precise information from multiple sources.
What format?
The assessment will be marked against a rubric (see bellow)
Feedback:
Peer-feedback Through the presentations and discussion of dioramas students will give and receive feedback. This will be through discussions where they are
encouraged to give both positive and constructive feedback.
Teacher feedback The teacher will provide a mark from the rubric and comments (positive and constructive). Throughout the diagnostic the teacher will also be
giving oral feedback to improve work.
Self-assessment:

Based on the feedback from the teacher and peers students will have time to go through their work and comprehend the feedback given. Students will then be given the
opportunity to discuss the feedback with the teacher in a follow-up lesson.


UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

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What events will help students:
Experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
Achieve the desired results identifies in Stage 1?
Equip students to complete the assessment tasks identified in Stage 2?


Learning Experiences
Assessment For/As Learning (Formative

Assessment)
1. Lesson 1;
Introduction to Topic
Discussion/Class brainstorm The
Science and
Introduce the activity through identifying and explaining they discussion will act as a diagnostic testing
English
students prior knowledge of animals
will be building their knowledge to create and produce a
needs to survive and habitats. By a
diorama and presentation.
Class discussion on what animals need to survive (Food, water, students engagement in the discussion
and group work on the poster the teacher
shelter, extra)? Teacher writes brainstorm on the board
will be able to determine students
Teacher discusses habitats and its influence on animals.
current knowledge. Educator will write
Students brainstorm different habitats. Teacher adds to the

anecdotal notes, the criteria will be on a
brainstorm
students ability to identify the
Teacher groups students and assigns a habitat (using
characteristics animals need to survive
popsicles). Students then create posters of the habitat
(Grassy, wet, hot, dry, cold) and glues animals associated with e.g. food, water, shelter extra.
the environment, given by the teacher.
This activity caters for students who are not literate as they
collaborate with peers and express their knowledge creatively,
through making a poster.


2. Lessons 2-3; Food Chains
Stacking Cups This formative
Science
assessment evaluates students
Students watch YouTube clip on food chains;
understanding of food chains and
https://www.youtube.com/watch?v=pasB5FxhVUk
common terminology used (e.g.
(Turtlediary, 2012)
producers, consumers, herbivores extra).
Class discussion on food chains and terminology used
Students display their knowledge in their
(producers, carnivores, herbivores, consumers, extra)
books using the Styrofoam cups to
Teacher quizzes students by making them determine if
formulate chains.
something is a herbivore or carnivore (Use animal cards).
Students raise hand if they agree if it is an herbivore or
carnivore.
Students identify and create food chains through a class

Resources

Textas
Coloured cards
Pencils
Glue
Pictures of animals
Grouping Popsicles

YouTube Video
(Turtlediary, 2012)
Pictures of herbivores
and carnivores
(Animal cards)
Animal tags (Labels for
students to wear)
Styrofoam cups
Pictures of organisms

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activity. Involving the teacher to distributing tags,

representing something in a food chain. Learners then
determine what their individual tag represents and put them
in the corresponding order, to create food chains.
Individually, students complete their own food chain by
creating and stacking Styrofoam cups, representing organisms
within the food chain (Angela, 2012). Students will use given
images of organisms on the cups to create food chains writing
down their findings in their science book.

Influence on the environment and the effect it has on animals
Teacher introduces the focus of the lesson, how environments
can change and put animals and species at risk.
In groups of three students create a KWL chart on their
knowledge of impacts on the environment and the
consequence it has on animals.
In groups students then explore National Wildlife Federation
site, to complete their KWL chart (National Wildlife
Federation, 2016).
Group discussion Students share what they learnt to
establish the impact humans have on the environment and
the animals living there.


4. Lesson 5
Ways to protect animals habitats/environment
Science and
Following on from the previous lesson students will identify
HASS
and explain ways we can preserve and maintain animals

habitat and the environment.

Think-pair-share- Students will use this activity to brainstorm
Sustainability
ways we as humans can protect the environment
Students then use iPads to complete vokis explain ways to
protect animals habitat.
Teacher then chooses three vokis to present to the class at the
end of the lesson.

5. Lessons 6-7; Researching Animals
Technologies,
Teacher explains the research investigation and how to fill out
3. Lesson 4
Science, HASS
and English

Sustainability

KWL Chart This formative assessment

assesses students current understanding
on environmental impacts. From this the
teacher is able to take anecdotal notes on
the students understanding on impacts
on the environment and its influence on
animals and their habitat.

Researching Template The template is

used as a formative assessment to test

iPads

SeaWorld Parks and

Entertainment

Vokis Will be used to evaluate students

understanding on the importance of the
environment for animal survival and how
humans can influence the environment.
The teacher will use a checklist to
evaluate how deep a students
understanding is based on the number of
ways they can protect the environment.

National Wildlife
Federation (National
Wildlife Federation,
2016).
Science book to create
and complete KWL
chart
iPads

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Science and
English

6. Lessons 810;
Science and
Visual Art

7. Lesson 11;
English, Visual
Art and
Science

the information template

Students use allocated site, SeaWorld Parks and
Entertainment and other resources to research their chosen
animal and their habitat. Students put information on the
given template.
Working in pairs students will present their findings on the
animal and answer any questions they may have.

Animal Dioramas
Teacher explains students will be creating a diorama of the
animal and their habitat, researched in previous lesson.
Teacher will display examples dioramas. (clwbailey, 2011).
Class discussion on visual conventions, techniques and process
previously learnt which they could use to construct their
diorama.
Using research information from the previous lesson students
will design their dioramas on a piece of A4 paper. In the
diorama students must display everything the animal needs to
survive.
Once completed students will use a checklist to ensure they
have included all the needs their specific animal needs to
survive in their habitat.
Students will then begin to produce and create their diorama
representing their animal and its habitat using resources
provided.
Students will then complete a checklist of their peers work to
ensure they too have included all aspects clearly.

Information/Explanation Booklet
Using research from previous lessons and their diorama
students will then complete an information/explanation
booklet.
Individually learners will complete this booklet as a summative
assessment of their learning throughout the unit.
Learners will glue in an image of their diorama and annotate

what students have learnt and their

current understanding of their chosen
animal and their needs. This will be
included in their information booklet, the
summative assessment. The teacher will
complete a checklist identifying the
confidence and skill ability of find the
information independently.

Checklist Students will use a checklist to

ensure they have included all of their
animal needs in their diorama. Including a
representation of the animal, food, water
and shelter.

website (SeaWorld
Parks and
Entertainment, 2016).
Research template
Books
iPads

A4 Paper
YouTube clip of
dioramas (clwbailey,
2011).
Pop sticks
Cotton buds
Coloured card
Textas
String
Glue
Internet to find
images

Summative Assessment: Students will be

evaluated on their information booklet
they have compiled, including research,
annotated picture of diorama and
questions (if they choose not to be
marked on their presentation). Through
this they will be assessed on their

Information booklets
Pencils
Glue
Images of previous
work
Research information
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aspects of it that represents their need to survive. E.g.
understanding of their chosen animal and
labelling their water source and food source. Students will also how their needs and others are crucial for
add their research template, and then answer the questions in their survival.
the booklet.
8. Lesson 12;
English

Presentation
As a whole class activity students will present their dioramas
and information booklet to the class.
Individuals will present displaying their dioramas and explain
the needs and environment of their specific animal.
Peer reflection is used as students provide feedback after each
presentation. Students will give positive and constructive
feedback to at least two peers. Students will also compare and
discuss different animal and their habitats and why some
animals wouldnt be able to live there?

Peer Reflection: Students need to make at

least two comments, reflecting on peer
work. Students reflect on peers work and
presentation by giving positive feedback
and constructive feedback on the
information presented.

Students dioramas
Information booklet

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