Unit Topic: Science Private eye, Reef inspectors Length of Unit: 5 weeks Year Level: 3 Commented [H1]: Template

Length of Unit: 5 weeks Year Level: 3 Commented [H1]: Template used as an organisational tool to
identify KLA, Curriculum descriptors, unit title, length of unit and
year level. Focus area 3.2
CONTEXT
School: The school consists of middle to low socio-economic families largely from Asia, Islander and Indigenous cultural backgrounds. The school employees 5 staff members and has 75 students enrolled. The
School believes in nurturing students academia and takes a holistic approach the students education. The schools curriculum utilizes the Australian Curriculum and in the key learnings areas of English, Maths,
Geography, Science, History, and Technology. Student success is within the program is credited to the modifications used within the subject, content descriptors and elaborations. Individual learning styles and the
cultural and diversity of the students backgrounds are all recognised. The School has recently employed a specialist ICT teacher and have recently purchased 20 new IPads allowing each class of P-6 has a class
set. Each year level has access to an IWB, coloured printers, 5 cameras and access to the internet via WIFI.

Students: The School has a large diverse range of students from farming and multicultural backgrounds. The classes consist of a co-educational cohort from P-6. Students are actively involved in the You Can
Do It program which encourages positive lifelong learning habits and supports the social and emotional growth of the students. The grade 3 class consists of 5 girls and 4 boys. The class caters for one 2 ADHD
students. Individual student adjustments are made to the program through a range of ICT, visual and tactile aids throughout the room and adjustments have been combined with the assistance of a teacher aide via
one on one interaction to assist with learning.

Staff: The grade 3 class consists of 1 teacher and a part time teacher aide, additional support staff assist with tasks regularly throughout the day. The year 3 Teacher is highly qualified in special needs and
teaching ICT. The teacher aide is highly qualified holding a range of certificates and is trained in special needs.

Stage 1 Desired results

At the beginning of the unit students will order their observations by classifying and grouping living and non-living things. They will engage with a variety of ICTs to analyse, evaluate and record accurate information. They will active prior
knowledge to group living things on the basis of observable features. Students will learn more modern ways of identifying and representing data, students will use tables and graphs along with blogging.

By the end of the unit students should be able to collect and present data in a way that answers their inquiry questions and using their prior knowledge and experiences to make predictions. Student should be able to classify and describe
common features of living things. Students will be able use and ICT safely and to construct, edit and publish a visual text, using software to create front page of a newspaper report to show their understanding of observable
characteristics of living things.

Students will know that (Constructing Knowledge objectives/SELECTED content descriptors from Students will be able to (Transforming objectives / SELECTED content descriptors from the syllabus)
the syllabus) Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)
Living things can be grouped on the basis of observable features and can be distinguished Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)
from non-living things (ACSSU044) Consider the elements of fair tests and use formal measurements and technologies as appropriate, to make and record observations
accurately (ACSIS055)
With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate
materials and equipment (ACSIS054)

Stage 2 Assessment evidence

 Assessment Tasks Criteria (from the syllabus)
Formative: Understanding dimension/ Science Understanding
Task Name: Monitoring students understanding: Students will receive feedback in the form
of a blog review at the end of each week.
Task Name: Self reporting. Students answer the questions.
1. What I have learned today?.
2. What did I find interesting?.
3. What questions I still have?.
Task Name: Student Drafts Students will hand in copies of their drafts of their final
assessment. Students will receive written feedback on their drafts.

Summative: Skills dimension/ Questioning and predicting/ Processing and analysing data and information
Task Name: REEF REPORTERS Investigations of the Deep Students create a front page for
a newspaper using a website. Students publish their work and add the link on to their blog site.

Commented [H2]: I used this document to plan, structure and

Stage 3 Learning plan sequence leaning. (Focus area 3.2)

Learning Experience 1 Length: 1 week Topic: Great Barrier Reef Discovery

ACTIVITY (S):
What will the students learn?
2 lessons: 45 minutes each
1 Lesson
Students will investigate and learn
where and what the Great Barrier Reef
is, through watching a YouTube clip use
hands on learning through investigation
using a world globe
Students learn new information through
group discussions and questioning and
research about the Great Barrier Reef
using the iPad.
Students will learn how to record their
information onto an investigation planner
to guide their investigation.
Students will learn how to blog using
the blog site WordPress.
Students will learn how to use blogging
to record their findings and information
found for their assignment.
Students will learn how to safely use
TEACHING STRATEGIES aligned General Capabilities Focus: Written in terms of what teachers
to activities:
What will the teachers do? ICT
Teacher will Use picture stimuli to
initiate think pair share activity to
assess prior knowledge
Teacher will explain what the Great
Barrier Reef is and where it is situated
using a wall map.
Teacher will encourage students to talk
about any experience they have had or
what they may already know about the
Great Barrier Reef provoking prior
knowledge.
Teacher will develop a TWHL chart
and record students comments on the
chart.
Teacher will use open ended
questioning about the Great barrier
reefs living and non-living things to
expand student knowledge.
Teacher will use explicit teaching
instruction how to use an investigation
planner to guide their investigation.
will do
Optional Other
The teacher will further students
interests by using a YouTube clip to
develop a sense of wonder about the
Great Barrier Reef, using ICT to promote
inquiry.
Teacher will assist students to Locate,
generate and access data and
information through the use of IPad and
computers.
Teacher will use the iPad or computer to
assist the student to safely engage with
new hardware and software.
Teacher will guide student learning with
the iPad so they are confident in being
able to Manage digital data.
Teacher will guide students through the
process of blogging and recording their
information such as photos and facts
about what they have learnt.
Teacher will assist and guide students
use of the IPad monitoring their learning.
Resources
. YouTube link http://video.nationalgeographic.com.au/video/oceans-narrated-
by-sylvia-earle/oceans-barrier-reef. Commented [H3]: Think pair share teaching strategy used at
Critical and Creative
the beginning of the unit to assess students prior knowledge and
Thinking- the teacher will
Wall world map misconceptions it is used as a collaborative learning strategy in
guide students to identify
questions about the Great which students work together to solve a problem or answer a
Student Blog site question. Focus Area 3.3
Barrier Reef that can be
investigated scientifically.
The teacher encourages Investigation planner
students to make
predictions based on prior
Commented [H4]: Open ended questioning used as a teaching
knowledge.
strategy To promote student curiosity. This teaching strategy is to
encourage a full, meaningful answer using the subject's own
Literacy- the teacher knowledge and/or feelings Focus area 3.3
guides, and assists
students to plan and
conduct scientific Commented [H5]: This explicit teaching strategy supports and
guides the students to ensure they make clear connections to
investigations to find
curriculum content, make clear connections to curriculum content,
answers to questions,
considering the safe use of through a concise focus on the gradual and progressive steps that
appropriate materials and lead to a students development and independent application of
equipment. knowledge, understanding and skills associated with the Science
Strand of the Australian Curriculum. Focus area 3.3
 ICT
Learning Experience 2
ACTIVITY (S):
What will the students learn?
3 lessons: 45 minutes each
1 lesson
Students will explore through
discussion what the needs are of living
things.
Students will create a word wall to
assist them with their inquiry.
Students will draw a Venn diagram in
their science book to identify the
differences and similarities between
living and non-living things.
Students will explore the meaning of
habitat is, through group discussions and
by watching a YouTube clip Science
Video for Kids: What Is a Habitat?
Students will explore the meaning of
threats to the Great Barrier Reef. By
watching Urgent: Great Barrier Reef
under Threat!
Students will develop inquiry questions
1. What is a habitat for living
things on the reef?
2. What type of habitat do the
living things on the reef need
in order to survive?
3. What would threaten the life
of the living things on the
reef?
Student will choose two inquiry
questions they would like to
research more and add them to
their investigation planner.
Students will research as a group
and then individually using the
Teacher will models how to use a blog
student learning through guiding them
through the creation of their blog and
how to use it safely.
Teacher will use formative assessment
in order to modify teaching and learning
activities.
Length: 2 week
TEACHING STRATEGIES aligned General Capabilities Focus: Written in terms of what teachers
to activities:
What will the teachers do? ICT
The teacher will provoke prior
knowledge of students by
introducing the book Is it living or
non-living By Sheila Rivera
Teacher will create a word wall
on a piece of IWB using power
point with the headings Living and
non-living.
Teacher will model constructing
a Venn diagraph and identifying 2
living things from the reef to
compare.
Teacher will assist students to
take ownership of their learning
through group discussion about
the reef and the characteristics of
the living things on the reef.
Teacher will assist students with
inquiry questions and monitor
their use of the IPad and
computers.
Teacher will assist with any
students that may need help.
Teacher will provide students will
feed back on their inquiry
questions.
Teacher will monitor students
use of the IPad and the
computers
Commented [H6]: Teaching strategy of modelling the use of
ICT demonstrates a task students will be expected to do on their
own. It allows students to observe the teachers thought processes.
Focus Area 3.3
Topic: Wild connections (habitats)
Resources
will do
Optional Other
Numeracy -The teacher Is it living or non-living By Sheila Rivera
The teacher will use the IWB uses a Venn diagram and IWB board
board to create a power point word tables to represent data
wall where words can be added as PowerPoint program
and to identify patterns
the lesson progresses. and trends Science books
The teacher will use butchers YoutTube clip https://www.youtube.com/watch?v=CxrlEajA398
paper and coloured pencils to Critical and Creative
Thinking The teacher YoutTube clip https://www.youtube.com/watch?v=tYd5_u6ehlA
create a Venn diagram, modelling
how to identify and records the
models and assists the Student blog site
student to organise and
similarities and differences of living process information about
and non-living things. living things.
Personal and Social
Teacher uses IWB to create a Capability- The teacher
power point display of a Venn expects student to be able
Diagraph. This power point serves
to Work independently and
as a visual for students learning show initiative
.
Teacher uses pieces of butchers
paper to record the 3 inquiry
questions and the students
responses to the questions these
are added to the Great Barrier reef
display
Teacher will use science clips via
the IWB on YouTube to generate
students inquiry thinking.
Commented [H7]: Inquiry questions from students provoke
Teacher uses investigation critical thinking skills. Students are interpreting, analysing,
planner to as a planning process to evaluating, explaining, sequencing, reasoning, comparing,
assist students to keep them on questioning, inferring, hypothesising, appraising, testing and
task. generalising. Focus Area 3.3
Teacher uses IPad/google for
 IPad or computers.
Students will blog about their
inquiry questions and what
information they found and
anything they would like to
investigate more.
2 Lesson
Students will revisit the word wall.
Students will use critical thinking
to conduct a science investigation
by creating a aquarium
Students will develop a check list
in their science journal of what
they will need in order to create a
habitat in which a fish could
survive.
Students will develop a check list
in their science journal of what the
animals need to survive and place
them next to the fish tank.
Students will create a fish habitat
in a tank were fish are able to live
Students will predict what will
happen to the fish and if the
environment will change.
Students will blog about their
prediction
Students will observe and care
for fish in a tank in the classroom.
Students will blog about the fish
tank and what equipment is
needed in order to keep the fish
alive.
Students will add to their blogs
throughout the week if they notice
any changes in the fish habitat and
or behaviour predicting what may
be affecting it.
1 Lesson.
Students will learn about their
final assessment piece.
Students will about the steps that
they will need to take in order to
successfully complete the
assessment.
Students will learn how to access
the newspaper web site through a
Teacher will direct the students
learning to the word wall drawing
on prior knowledge of living
things.
Teacher will assist students in
the investigation provoking their
inquiry by asking questions
throughout the lesson.
Teacher will supervise students
investigation of creating a fish
habitat.
Teacher will assist student
predictions by questioning what
they have learnt.
Teacher will use students blog
as formative assessment
providing written feedback.
Teacher will deconstruct the
assessment task using step by
step instruction.
Teacher will model how to
access the web site on the IPad
and the computer.
Teacher will model and
deconstruct the creation of the
students to locate information
about the reef and conducting
information finding techniques.\
Teacher will use students blog as
formative assessment providing
feedback on the students learning
Teacher uses the Word Wall to
access students prior knowledge
about living things.
Teacher uses blog to monitor
students understanding of the
investigation.
Teacher use IWB as a visual for
students to understand the
assessment task in steps.
Teacher gives students the URL to
access the website in order to
design their front page of the
Literacy - Teacher will
assist the student to
compose texts using
information found from
the investigation with the
use of the iPad.
Teacher will assist
students to Compose
spoken, written, visual
and multimodal learning
area texts
Critical and Creative
Thinking Teacher will
guides student to seek
solutions and put ideas into
action.
Personal and Social
Capability- The teacher
expects student to be able
to Work independently and
show initiative
Commented [H8]: Students have frequent opportunities to use
their ICT skills through blogging in each lesson. Focus Area 3.3
Word Wall
Fish tank
Water
Rocks
Sand Commented [H9]: Students actively and skilfully
Tank plants conceptualizing, applying, analysing, synthesizing, and/or
Fish evaluating information gathered from, or generated by,
Science Journal
observation, experience, reflection, reasoning, and
communication. Focus area 3.3
Commented [H10]: Student use problem solving skills find and
use objects that will create an environment where a fish can
survive. This is done in collaborative groups where students debate
between each other why certain materials will work and others
wont. Focus Area 3.3
Commented [H11]: Students use blogging assists students to
become more ICT literate Through blogging, I was able to discuss
ICT skills such as keyboard shortcuts, Creative Commons,
researching online and troubleshooting. Focus Area 3.3
IWB
iPad
Computer
Access to WIFI
Printing press web site for newspaper
http://www.readwritethink.org/files/resources/interactives/Printing_Press/
 URL via the computers Ipad.
Students will learn how to create
a front page of the newspaper.
Students will learn how to use the
digital cameras.
Students will experiment with the
cameras within the school
grounds.
front page of the paper
Teacher will discuss with
students what is expected of
them in regards to fonts,
photographs and report.
newspaper report.
Teacher models use of website for
student understanding.
Teacher models responsible use of
the camera for students.
Teacher encourages students to
experiment with a digital camera to
independently.

Learning Experience 3 Length: 2 weeks Topic: Putting it all together

ACTIVITY (S):
What will the students learn?
3 lessons: 45 minutes each
1 lesson
Excursion
Students will how to work
collaboratively within a small
group.
Students will learn to take photos
of 6 living and 6 non-living things
at an aquarium.
Students will use pencil and
paper to record information they
discover about the living and non-
living things at the aquarium.
Students will reflect on their
discoveries in their science journal
about the day
1lesson
Student will upload the photos
taken during the excursion and
classify the living and non-living
things on to a table using the IPad
or classroom computer.
Students will learn how to
classify according to
characteristics of living and non-
living things.
Student will save and add the
table to their blog along with
reasons they choose these things
and why they classified them as
living or non-living.
TEACHING STRATEGIES aligned General Capabilities Focus: Written in terms of what teachers
to activities:
What will the teachers do?
Teacher will place students into
groups.
Teacher will explain safety rules
of an excursion
Teacher will designate a
adult/parent to each group.
Teacher will reiterate the
purpose of the excursion and the
tasks need to be completed for
the day.
Teacher will assist student to
upload their images into their
blogs
Teacher will draw on students
prior knowledge of classification
using the word wall on the IWB.
Teacher will use the IWB board
to display the table for the
students to create.
Teacher will monitor students
work on their draft and assist with
any concerns they have.
Teacher will display the steps to
adding photos into student
newspaper by using the IWB as a
will do
ICT Optional Other
Teacher supplies groups of
students with cameras
Teacher expects student to collect
visual images for their assessment
through the use of the camera.
Teacher requires students to
record information via pencil and
paper about living and non-living
things they found at the aquarium.
Teacher requires students to
manage digital data
Teacher uses IWB board to draw
on students prior knowledge.
Teacher models how to upload
images for students.
Teacher expects student to upload
and publish their photos on their
blog site for ease of access for the
assessment.
Teacher models steps on IWB as
a visual aid for the students.
Resources
Personal and social capability Cameras
Teacher designates students a Pencil and paper
role each within the group Adult helpers
ensure effective group work. Bus
Critical and Creative Aquarium
Thinking The teacher
asks student to Reflect on
what has happened during
their excursion and what
they have learnt.
Cameras
Critical and Creative
Thinking The teacher iPad
asks student to organise Computer
and process the IWB
information and images
collected during the
excursion.
Teacher asks student
identify and clarify why
they choose the 6 things
they photographed
 Students will learn how upload visual aid.
their photos they took during the Teacher will monitor students
excursion to their newspaper. work on their draft as formative
Student will work on their draft of assessment.
their assignment reflecting on the
comments from the teacher and
addressing areas that need
attention.

1 lesson Teacher assists students with the iPad

Students will apply their Teacher will monitor students completion of their assessment
Literacy - Composing
texts through Computers
knowledge of living and non-living work and assist with any using the iPad. speaking, writing and
things to create a front page of concerns. creating - Understand
their newspaper using the how visual elements
assessment page and create meaning
investigation planner to finalise Use knowledge of
their report. sentence structures Commented [H12]: Students use creative thinking to think
Students will add final touches to broadly and deeply about using skills, behaviours and dispositions
their newspaper article and publish Compose spoken,
such as reason, logic, resourcefulness, imagination and innovation
written, visual and
their findings onto the school web to create a front page of the newspaper classifying living and non-
multimodal learning
site. area texts living things. This assessment it linked to the syllabus
outcome/objective. Focus Area3.3