Individually students investigate the types of small animals which can be found in their gardens.
Students record where the animal was found and suggest what it needs for survival. They design a mini habitat that can be modelled in a shoe box.
Students make drawings or use scanned images of their animal, naming as many parts of its body as possible.
Students work in small groups to study a particular animal. Each student investigates one of the following:
Resources/ Where Idea is from: here and here
Students record where the animal was found and suggest what it needs for survival. They design a mini habitat that can be modelled in a shoe box.
Students make drawings or use scanned images of their animal, naming as many parts of its body as possible.
Students work in small groups to study a particular animal. Each student investigates one of the following:
- how the animal moves
- what it eats
- how much it eats
- how it protects itself
- what its natural enemies might be.
Resources/ Where Idea is from: here and here
Science Understanding:
Living things live in different places where their needs are met
Elaborations
Science as Human Endeavour:
Nature and development of science
Use and influence of science
Science Inquiry Skills:
Questioning and predicting
Planning and conducting
Processing and analysing data and information
Evaluating
Communicating
General capabilities and cross‑ curriculum priorities:
Ethical behaviour
Critical and creative thinking
Personal and social capability
Sustainability
Living things live in different places where their needs are met
Elaborations
- exploring different habitats in the local environment such as the beach, bush and backyard
- recognising that different living things live in different places such as land and water
- exploring what happens when habitats change and some living things can no longer have their needs met
Science as Human Endeavour:
Nature and development of science
- Science involves asking questions about, and describing changes in, objects and events
Use and influence of science
- People use science in their daily lives, including when caring for their environment and living things
Science Inquiry Skills:
Questioning and predicting
- Respond to and pose questions, and make predictions about familiar objects and events
Planning and conducting
- Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources
- Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate
Processing and analysing data and information
- Use a range of methods to sort information, including drawings and provided tables
- Through discussion, compare observations with predictions
Evaluating
- Compare observations with those of others
Communicating
- Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play
General capabilities and cross‑ curriculum priorities:
Ethical behaviour
- The students are studying animals so they have to make sure that they treat them correctly
Critical and creative thinking
- The students are reasoning and evaluating what constitutes the needs of a living thing
Personal and social capability
- The students are exploring personal and social competence in relation to the responsibilities of meeting the needs of living things
Sustainability
- They are beginning to develop an awareness of the needs of living things and begin to explore and investigate how the environment supports life