Primary Connections / Suggested year level / Essential Learnings
Schoolyard safari / Life and Living / Stage 1 / Year 2 / by the end of year 3
Unit Description
The world is teeming with animal life. Even the most unexpected places can host a diverse range of creatures. As humans, we share our wonderful planet with many other animals. Taking the time to really look at another species can provide a window into the similarities and differences among living beings, and can help us to appreciate how we are all part of a single, gloriously complex ecological system.
The Schoolyard Safari unit provides opportunities for students to investigate the diversity of animal life in their school-yard, by observing the features and behaviour of small animals. Students explore small animals leading to a better understanding of how animals’ adaptations help them to survive in their habitats. Through investigations, students learn how animals move, feed and protect themselves.
NAPLANcompetency / Literacy focus / Definition of focus/task / Specific examples from unit / Possible Extensions/elaborations / Resources /
Identifies the purpose of a diagram in a factual text(R 4) / Labelled diagrams / A labelled diagram is a representation used to illustrate the shape, size and features of an object. Scientific labelled diagrams include a title, an accurate drawing, a scale to indicate size, and labels indicating the main features. A line or an arrow connects the label to the feature.” (AAS PC definition) / Diagrams of each of the focus animals featured in the unit
(ants, snails,
Earthworms)
Labelled diagram as part of the Small animal description (Lesson 5, Resource sheet # 4) / Labelled diagrams of other small animals present in the school-yard or in students’ backyards.
Explore factual texts to locate labelled diagrams of other animals.
Use the student-generated diagrams to compare the features of small animals.
Use labelled diagrams from factual texts to compare the features of small animals / Factual texts
Museum specimens to view (Local museum or Qld Museum Loans
Compares and connects information in a short explanation.(R 4)
Identifies an alternative title for a factual text.(R 4)
Correctly spells most common words.Wr 4)
Correctly structures most simple and compound sentences and some complex sentences.(Wr 5)
Punctuates nearly all sentences correctly with capitals, full stops Wr (6) / Descriptive texts- information reports / “Information report texts are used to organise and record factual information. The structure of an information report includes an opening statement, a series of paragraphs describing aspects and features of the topic, and a summary paragraph. Language features of information report texts include writing in the third person using timeless present tense, factual and precise language, and specialised or technical vocabulary” (AAS PC definition) / Write a description of a small animal by using the template provided in the unit.
(resource sheet 4)
Whole class-Model writing a description of a small animal description.
What am I? – description of animals- to share with class (Lesson 7, resource sheet 6) / Read information reports about other small animals not found in the school-yard.
Demonstrate and use strategies for finding key points in information texts e.g. highlighting/circling
key words and phrases, using functional grammar to identify nominalisations, actions and qualifiers.
Group key points in a jumbled text.
Publish student-generated information reports and What am I? sheets either electronically or in a class “big book”, or share with younger students. / Range of information texts.
Information texts with jumbled ideas- constructed by teachers for students to use to sort key ideas.
Interprets data in simple tables (N4) / Tables / “A table is used to organise information so that it can be accessed more easily. It consists of a title, columns with headings, and information under the appropriate headings.” (AAS PC definition) / Construct a “watching earthworms” table to record what students know about worms and what they then find out. (Lesson 2) / Construct a table with information for each of the small animals featured in the unit.
Spells frequently used multi-syllable words with less regular spelling patterns. (LC 5)
Recognises the correct use of punctuation in written English, such as capital letters for proper nouns.(LC 4) / Science-specific language / Language specific to the science topic, leading to the development of the literacies in science. Students will be able to use scientific language and vocabulary, know when to use capital letters, and use science-specific language when recording in science journals and when using other ways of presenting information / Make a list of animals (using common or everyday names)- some children may add elaborations e.g. green ant, fire ant, native bee (Lesson 1)
Use language in creating an ideas map (Lesson 3) / Introduce common names, indigenous names if appropriate, and scientific names (i.e. universal classification)
Sequences events in a factual text supported by diagrams.(R 5)
Uses accurate words or groups of words when describing events and ideas.(Wr 6)
Identifies a simple cause and effect.(R 3) / Science journal / A science journal is a record of observations, experiences and reflections. It contains a series of dated, chronological entries. It may include written text, drawings, labelled diagrams, photographs, tables and graphs.” (AAS PC definition) / Students set up and maintain individual and class science journals for the duration of the unit / Compare journals with those from other classes within own school and with schools that have access to different types of habitats.
Create a journal for the year to record seasonal variations and observations about small animals and their habitats as a way of determining patterns. This task can lead to the development of a seasonal calendar. / Access information about indigenous weather knowledge including indigenous seasonal calendars.
Ernie dances to the didgeridoo (Alison Lester)
Walking with the seasons through Kakadu (Dianne Lucas)
ABC Scribbly gum diary
Gould League diaries
Spells frequently used multi-syllable words with less regular spelling patterns.(S 5)
Recognises the correct use of punctuation in written English, such as capital letters for proper nouns.(LC 4) / Word Wall / A special feature of each Primary Connections unit from prep-year seven is the ongoing construction of a Word Wall throughout the unit. A Word Wall “is an organised collection of words and images displayed in the classroom. It supports the development of vocabulary related to a particular topic and provides a reference for students” (AAS PC definition), to use in their own writing and for teachers to use in modelling text during the writing process. / Words contributed by students and adults throughout unit of work. Words can be grouped into various categories e.g. qualifiers to describe habitats, small animals, and types of animals. Alternatively words might be grouped according to language conventions including alphabetical order, number of syllables, science-specific words, common and proper nouns, indigenous words and scientific names. / Explore derivations / origins of words
/ Numeracy focus / Definition of focus/task / Specific examples from unit / Possible Extensions/elaborations / Resources /
Interprets data from column graphs to confirm a statement. Uses a key to interpret picture graphs.(N 5) / Graphing / “A graph organises, represents and summarises information so that patterns and relationships can be identified. Graphs have a title and each variable is labelled on the graph axes, including the units of measurement” (AAS PC definition) / Pictographs-graphing types of animals found in specific habitats (Lesson 6) / Pictographs- graphing a specific animal and population numbers of that animal in various sites.
Could graph at different times of the year to compare seasonal variations.
Compare data and graphs with schools in other locations.
Locates position by following simple directions or by using coordinates on a grid
(N 2) / Maps (including grid coordinates) / “A map shows the location of items or places, the distance between them and possible routes to take. Features of a map include a title, labels and arrows, symbols and a key to explain the symbols.” (AAS PC definition) / Use of a map of the school to indicate areas where students will do a hoop study/survey.
Record results of survey on schoolyard map.
Ongoing additions to schoolyard map about sightings of small animal / Students could draw a map of their own backyard in the context of their “garden buddy” visiting, and share their maps with class.
Introduce the idea of a grid as part of a map.
Super-impose a grid (with coordinates) on the school-yard map.
Create an imaginary map (with grid coordinates) for a different type of habitat. Predict what types of animals might be found in that type of habitat and why. Use books and electronic resources to find out about habitats. / Sample maps appropriate to the unit
6