Introduction Units of work involving our environment enable your students to immediately apply their learning in the real world giving them greater motivation and opportunities to excel.  Curriculum materials are designed to meet a wide range of educational needs throughout Australia including: 1.     Australian curriculum 2.     Other... Read more »

Prior Learning

Prior learning activities enable students to value what they already know about a topic. While they establish what students already know, they also help the teacher to identify some of their misconceptions. Prior learning activities can be used as the start of the assessment process.

  1. Year 3 & 4 Biodiversity Powerpoint
    Year 3 & 4 Biodiversity Powerpoint
  2. K-W-H-L Thinking Tool
    K-W-H-L Thinking Tool
  3. Biodiversity class mural
    Biodiversity class mural

Tuning in

A tuning in activity helps students to define and focus on the issues they will be dealing with in the unit of work.

  1. Snappy Science – What do worms do all day?
    Snappy Science – What do worms do all day?
  2. Curiosity box – biodiversity
    Curiosity box – biodiversity
  3. Snappy Science – The egg in the bottle experiment
    Snappy Science – The egg in the bottle experiment
  4. Snappy Science – What colours do insects like?
    Snappy Science – What colours do insects like?
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  9. Snappy Science – Speedy fish experiment
    Snappy Science – Speedy fish experiment
  10. Snappy Science – How do seeds grow?
    Snappy Science – How do seeds grow?
  11. Snappy Science – Potato shoots
    Snappy Science – Potato shoots
  12. Snappy Science – From caterpillar to chrysalis to butterfly
    Snappy Science – From caterpillar to chrysalis to butterfly
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  17. Snappy Science – Bug watch!
    Snappy Science – Bug watch!
  18. Snappy Science – Talk to your plants!
    Snappy Science – Talk to your plants!
  19. Eco-Art
    Eco-Art
  20. Sounding out nature
    Sounding out nature

Finding Out

Students will need to obtain more information about the issues they are going to investigate. They can identify questions of interest and research these either in small groups or on their own. Once information is gathered, it can be shared using chosen communication methods e.g. short presentations. Students can continue finding out by completing a range of investigations, including gathering data. They use appropriate methods to present and communicate what they have found out.

  1. Outdoor Learning – The Giving Tree – Years 3 & 4
    Outdoor Learning – The Giving Tree – Years 3 & 4
  2. Outdoor Learning – Leaf Bowl – Years 3 & 4
    Outdoor Learning – Leaf Bowl – Years 3 & 4
  3. Outdoor Learning – Natural Treasures – Years 3 & 4
    Outdoor Learning – Natural Treasures – Years 3 & 4
  4. Invent an animal
    Invent an animal
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  9. Plant diversity walk
    Plant diversity walk
  10. Get to know a bug
    Get to know a bug
  11. Adopt a habitat tree
    Adopt a habitat tree
  12. Food chains
    Food chains
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  17. Map the school environment
    Map the school environment

Drawing Conclusions

Students are provided with activities that help them further develop their ideas and opinions. T hey describe issues from different perspectives. They identify, examine and justify different points of view.

  1. Who would want to live there?
    Who would want to live there?

Considering Social Action

Students are given opportunities to apply their learning in real world situations, in the classroom, school, home or the local community.

  1. Class habitat patch
    Class habitat patch

Assessment and Reflection

Reflection time provides students with an opportunity to value what they have learnt and the learning processes in which they have been involved. Evaluation or assessment tasks during the unit of work will need to conclude.

  1. Sample Rubric for Unit of Work
    Sample Rubric for Unit of Work