In this activity students look at how the climate around the world has changed over time by creating a climate change timeline. Students work in three groups; one groups looks at historical changes to climate; another group looks at predicted future changes; and the third group creates the timeline and a class wide glossary on the topic.
In this lesson, students role-play animals of the ocean and are asked to think about how these creatures interact with each other, and how these interactions are important to the life and health of the ocean. Students will understand that living things live in different places where their needs are met and will use a range of methods to sort information, including drawings and tables. Students will be able to name animals that live in the ocean and their behaviours and represent the behaviours of ocean animals through movement.
Students use examples from the ocean to draw food chains showing the relationships between organisms. They then apply their learning to finding food chains around them. They use their food chains to suggest the outcomes when one of the animals is removed from the chain.
They will group living things on the basis of observable features and can be distinguished from non-living things.
Students will represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports. They will understand that living things, including plants and animals, depend on each other and the environment to survive.
Students will be able to research the diets of a range of living things, create a simple food chain based on their research and communicate their finding to the peers.
In this activity, students decide how they would like to help the plants that live around them to survive. Students make a promise that can apply in their home and at school and illustrate these promises. They will create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams. They will represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play.
The ‘Stand on the Line’ activity can be used as a barometer to test students’ prior knowledge - the focus of this lesson is the the human impact on ecosystems.
Read a set of statements to students then use the additional notes provided to engage students in further conversation around each point.
In this lesson, students redesign an area of their school to make it as energy efficient as possible. They will identify energy users in the classroom then brainstorming design solutions to remove or reduce reliance on these items. The class then selects and area of the school to assess and redesign for improved energy efficiency. The lesson concludes with students presenting their plan as a model or chart.
By completing the activities in this lesson, students will understand how science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations. They will use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources.
Students will be able to identify energy users in and around their school, justify design features choices to increase energy efficiency and redesign an area of the school to be more energy efficient.
Students will present their designs using a map, model, blue-print, drawing or digital
In this lesson, students design a bedroom that has a range of creative energy saving features. Students will imagine what their ultimate bedroom of the future might look like then work on a design for this bedroom with modifications that make it as low energy as possible. Your class will explore needs or opportunities for designing, and the technologies needed to realise designed solutions. Students will generate, develop and record design ideas through describing, drawing and modelling. They will be able to identify energy inefficiencies in an everyday setting, then design options for reduction of energy use at home. By the end of the lesson, students will be able to communicate their design ideas with their peers and give constructive feedback.
This is a lesson plan with an associated Student Worksheet.
In this lesson, students use their observation skills to explore our environment. They will explore some of the amazing colours, shapes, patterns and textures that can be found in nature. The class will walk around the school or a nearby park, spot as many colours as they can, observe the different shapes and patterns found along the walk and feel the different textures of a variety of objects.
Students will build on their skills to recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features. They will use a range of methods to sort information, including drawings, and learn about how to behave in a safe manner while outdoors.
Students investigate the issue of a sustainable fresh water supply. They examine some of the issues and compare different views about managing water resources. Students then write an essay about a water issue of their choice. They use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources. Students analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text. Students will be able to research an issue using a variety of reliable sources. Students can analyse a range of resource management issues around water and can articulate the complexities of a single water issue, giving at least two opposing perspectives.
Students will think about what they encounter and consume in their day-to-day lives, and think about those things in terms of whether they fulfill a ‘need’ or a ‘want’. Students create a list of consumables and categorise them as needs or wants, then make a list of their own needs and wants.
Students use their observation skills and directed questioning to answer questions about birds and their location and motion. Students will develop the scientific skill of comparing observations with those of others and will be able to make observations about birds in their natural environment.
This lesson is based on the game 'Red Light, Green Light’, with a twist. The player nominated as ‘it’ is a frog and the rest of the class are insects, trying to cross the pond without being eaten. Students will understand that living things live in different places where their needs are met, will be able to articulate how the game illustrates the relationship between a frog and insects and learn to follow the rules of a simple game.
The K-W-H-L thinking tool can be used throughout a lesson or unit. It serves as an aid to ensure a student’s interest is catered to and helps to determine what needs to be taught. The chart is introduced at the beginning of the topic, and can only be completed once a student have finished their investigation of the topic. The chart can also be used as an assessment tool.
This thinking tool can be integrated into a number of subject areas as the focus is on developing general capabilities and 21st century skills. Students will be able to represent and communicate ideas and findings in a variety of ways.
Students will investigate what an ecological footprint is by using an online activity that calculates their ecological footprint. Students will then think about what actions they can take to reduce their footprint. They’ll understand what an ecological footprint is, know how to use an online tool to calculate their own ecological footprint and be able to list actions they can take to reduce their ecological footprint.
Students collect junk mail from home and bring it to the class to conduct a mathematical investigation. Students engage in a range of mathematical investigation around their junk mail, including counting the number of pieces of junk mail collected, weighing the mail, measuring the length and area the mail covers. The class will then make their own ‘no junk mail’ sign to take home. Students will know what junk mail is and why it is used, recognise the environmental impacts of junk mail and know some actions they can take to reduce the negative impacts of junk mail on our environment.
Students will know a range of ways we can use maths to measure real world objects, be able to think critically about junk mail, measure, sort and compare objects mathematically, as well as participate in class discussions and activities.
Students will explore some of the amazing colours that can be found in nature. They are asked to stand or sit in one spot, and to see how many colours they can see in nature from that spot. Students will then create an artwork based on the colours they observe in nature. Students will be able to observe colours in nature and understand that there are many colours in nature. They will be able to identify a range of colours.
In this lesson, students investigate the concept of a species. They will work in small groups and access information from the internet, library and/or textbooks in order to define a species, investigate how species are scientifically named and why is it important and provide examples of plants and animals living in your area that are indigenous, domesticated and introduced.
Students understand that there are differences within and between groups of organisms; classification helps organise this diversity. They’ll summarise data, from their own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions. Students will be able to define what a species is, in their own words. Students can accurately write the scientific names of a variety of species and identify and categorise a variety of species as Indigenous, domestic or pests.
In this activity, students work in pairs to research the important issue of sustainable use of water resources. Students will discover the most appropriate way to find credible information about this issue on the internet. Students are given time to find internet material that they evaluate according to a set of criteria. Students identify websites that are credible, useful, and informative.