Habitat investigations

Year 1

Learning area: Science

Science Understanding (sub-strand):
Biological sciences

© Commonwealth of Australia 2016
Published by the Great Barrier Reef Marine Park Authority


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Great Barrier Reef Marine Park Authority 2015, Habitat investigations: Year 1 Australian science curriculum focus, GBRMPA, Townsville.

National Library of Australia Cataloguing-in-Publication entry

Habitat investigations: Year 1 Australian science curriculum focus / Great Barrier Reef Marine Park Authority.

ISBN 9781922126634

Habitat (Ecology)--Queensland--Great Barrier Reef--Study and teaching (Primary).

Animal ecology--Queensland--Great Barrier Reef--Study and teaching (Primary).

Plants--Habitat--Queensland--Great Barrier Reef--Study and teaching (Primary).

Great Barrier Reef (Qld.)--Study and teaching (Primary).

Great Barrier Reef Marine Park Authority.

591.709943

In this unit, the sections ‘Curriculum intent’, ‘Assessment – Assessing student learning’ and ‘Making judgements – achievement standard’ include content that is© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from theAustralian Curriculumwebsite (accessed March 2015) and was modified. The material is licensed underCC BY 4.0. Version updates are tracked on theCurriculum version historypage of the Australian Curriculum website.

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Habitat investigations — Year 1

Contents

Unit overview

Teacher information

Curriculum intent

Feedback

Assessment

Sequencing teaching and learning

Making judgements

Teaching sequence

Resources

Resource 1 – Word bank

Resource 2 – Student reflections

Resource 3 – Procedural Text – Seedling Investigation

Resource 4 – POE chart

Resource5–ProceduralText–Celeryexperiment

Resource 6 – Cause-and-effect chart

Resource 7 – Student task sheet and Guide for making judgements

Unit overview

Unit title / Habitat investigations
Learning Area / Science
Science Understanding
(sub-strand) / Biological sciences
Year level / 1
Duration / Approximately 10 weeks(10 lessons)*
*based on 1 lesson of Science per week for Year 1 (50 minutes per lesson). More time will be required for excursions to habitats beyond the school grounds.
Unit description / In this unit, students will exploreone or more habitats within their local environment. They will identify external features of different plants and animals and how their needs are met in the habitats they live in. Students will identify and describechanges to local habitats as a result of human activity and suggesthow science helps people care for their local habitats.

Teacher information

Safety and risk management

You will need to identify safety issues and conduct your own curriculum activity risk assessments for all activities and excursions in this unit.

For advice and documents refer to the Department of Education and Training Curriculum Activity Risk Assessment Guidelines:

The actual risk level for activities in this unit will vary according to the specific circumstances of the activity and your school and classroom context. You must consider all specific circumstances when you complete a risk assessment. Examples of considerations include, but are not limited to:

  • Is the activity occurring within or outside school grounds, e.g. an excursion?
  • How will students be supervised during the activity?
  • What will students do during the activity?
  • Are there any special student considerations, e.g. medical, behavioural or special needs?
  • What hazards do you need to take into account, e.g. potential for insect stings, hazardous substances, tools or equipment?

Unit details

The Great Barrier Reef Marine Park Authority (GBRMPA) Habitat investigationsunit is a Year 1Science unit of work. The content descriptions for this unit are from the Australian Curriculum: Science (Version 7.4 dated 30th March 2015 ).

The unit follows the inquiry-based 5Es approach to teaching science. The inquiry questions that underpin the unit are:

  • What things are in our school and local habitats?
  • What similarities and differences are there between habitats?
  • What are the features and needs of plants?
  • What are the features and needs of animals?
  • How can habitats be affected by people?
  • What can we do to care for habitats?

Time allocation

The unit is based ononelesson of science per week for Year 1 students. Each lesson is approximately 50 minutes long, with some lessons being shorter and others requiring more time to allow further depth of study or time for excursions.

The overall unit, or the individual lessons, can be extended or shortened to cater for individual classes as deemed necessary by the class teacher.

Unit aims

The lessons in this unit are structured to build students’ knowledge of habitats to reach the final goal of being able to identify a range of the features and needs of different habitats, including plants and animals within the habitat, and identify how to care for those habitats.

Healthy habitats are vital to the health of larger ecosystems which have a direct impact on the Great Barrier Reef. For more information on habitats and the Great Barrier Reef, see the section ‘Habitat background information’ and also . Teaching students about habitats will build their environmental knowledge and encourage their understanding of sustainability and stewardship.

Key threats to the Reef

GBRMPA encourages teachers, students and communities to follow the main aim of Reef Guardians–to be custodians of their local ecosystems and stewards of the Reef. In the Great Barrier Reef Outlook Report 2014, the key threats to the Reef are identified as climate change;land-based run-off; coastal development;and other direct impacts such as unsustainable fishing activities and marine debris. (See for more information on the Outlook Report 2014).

In this unit, students will explore human impacts to local habitats, such as littering. Students can be guided to see the connection between this and threats to marine habitats and the Great Barrier Reef such as the impact of marine debris.

Stewardship

The Reef Guardian Schools Program encourages responsible use and protection of the Great Barrier Reef ecosystems. Schools are encouraged to take ownership of conservation activities and on-ground projects that involve students, teachers and their local communities. These environmental actions foster a greater appreciation and understanding of the Great Barrier Reef and empower students to become lifelong stewards.

The following are examples of stewardshipactivities that relate to the learning experiences of this unit:

  • Connect with local wildlife or conservation rangers near to you that can visit and discuss impacts of human behaviour on local habitats. For instance, a Queensland Parks and Wildlife Services (QPWS) ranger for marine habitats may be able to discuss how the disposal of fishing line and rubbish affects marine life.
  • Have students discuss one or two actions they could implement as an individual, school or family that would benefit a local habitat.

Citizen science participation

Citizen science is scientific research conducted by non-professionals – in this case by students, teachers and communities. Schools can participate in the collection and submission of scientific data to local management authorities including GBRMPA, local councils and local Natural Resource Management agencies where the data can be used to inform sustainable ecosystem management decisions.

Specific examples of citizen science participation are provided in the lesson plans of this unit which are found in the section ‘Teaching sequence’.

Building partnerships

Delivery of this unit can be enhanced by building partnerships within the school and wider community. Partner organisations could include the following:

  • local council
  • Local Marine Advisory Committee (LMAC)
  • your nearest natural resource management (NRM) organisation and conservation groups
  • other schools
  • guest speakers from local catchment groups to discuss the habitats they work within
  • local birdwatching groups
  • local fauna groups e.g. Koala Care or Hands on Wildlife

Background information – habitats

What is a habitat?

A habitat is where an organism lives and has all its survival needs met. It is where an animal can find food, shelter and enough water for survival. It is where plants have the right amount of sunlight, water and nutrients to grow. A healthy habitat is a place where plants and animals live harmoniously together without overpopulation, or depletion of water or food resources.

Types of habitats

Every habitat is different depending on the organism being considered. An ant’s habitat is going to be much smaller than the habitat for a bird that may fly long distances from its nest to find food. However, the two habitats may overlap and have common elements that make up an ecosystem. They may also be dependent on each other for survival.

Importance of healthy habitats

Healthy habitats lead to healthy ecosystems. An ecosystem is a community of plants and animals that live, feed and interact together in a specific area.

The Millennium Assessment Report () uses the definition "An ecosystem is a dynamic complex of plant, animal and microorganism communities and the non-living environment interacting as a functional unit." Within an ecosystem are multiple habitats for specific organisms. An ecosystem may be large, such as a rainforest, a reef, or even the ocean with all its interconnecting elements. Or it may be smaller, such as a lake or a small island. For an ecosystem to be healthy, habitats within the ecosystem need to be healthy.

Useful websites

  • Great Barrier Reef Marine Park Authority:
  • ReefVid - video footage of the Great Barrier Reef:
  • Department of the Environment:
  • EcoKids:
  • WetlandInfo:
  • The Biology Corner:
  • YouTube (animations to show plants growing, celery experiment, life cycles):
  • Switch Zoo Animal Games:
  • BBC Life Series Episode 9: Plants:

Useful books

  • I’m the biggest thing in the Ocean, Kevin Sherry (also see YouTube clip)
  • Sea Shore, Cathie Felstead
  • One Hungry Spider, Jeannie Baker
  • Where the rainforest meets the sea, Jeannie Baker
  • The Hunt, Narelle Oliver
  • The Emperor’s Egg, Martin Jenkins
  • Yakkin the swamp tortoise: Book 1 – The most dangerous year, Guundie and Gerald Kuchling
  • Yakkin the swamp tortoise: Book 2 – Survial, Guundie and Gerald Kuchling
  • How do I know it's an ant? A book about animals, Eleanor Stodart
  • One less fish, Kim Michelle Toft and Allan Sheather
  • Aranea: A story about a spider, Jenny Wagner

»Habitat investigations — Year 1

Great Barrier Reef Marine Park Authority

Curriculum intent

Australian Curriculum: Science

Year 1Level Description

TheScience Inquiry SkillsandScience as a Human Endeavourstrands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the Achievement Standard and also to the content of the Science Understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching/learning programs are decisions to be made by the teacher.

From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena. In Year 1, students infer simple cause-and-effect relationships from their observations and experiences, and begin to link events and phenomena with observable effects. They observe changes that can be large or small and happen quickly or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences. Students begin to value counting as a means of comparing observations, and are introduced to ways of organising their observations.

Content descriptions

This unit provides opportunities for students to engage in the following Australian Curriculum Content descriptions:

Science Understanding (SU) / Science as a Human Endeavour (SHE) / Science Inquiry Skills (SIS)
Biological sciences
  • Living things have a variety of external features(ACSSU017)
  • Living things live in different places where their needs are met(ACSSU211)
/ Nature and development of science
  • Science involves asking questions about, and describing changes in, objects and events (ACSHE021)
Use and influence of science
  • People use science in their daily lives, including when caring for theirenvironmentand living things(ACSHE022)
/ Questioning and predicting
  • Respond to and posequestions, and make predictions about familiar objects and events(ACSIS024)
Planning and conducting
  • Participate in different types ofguided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources(ACSIS025)
  • Use informal measurements in thecollection and recording of observations, with the assistance of digital technologies as appropriate (ACSIS026)
Processing and analysing data and information
  • Use a range of methods to sort information, including drawings and provided tables(ACSIS027)
  • Through discussion, compare observations with predictions(ACSIS212)
Evaluating
  • Compare observations with those of others(ACSIS213)
Communicating
  • Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play(ACSIS029)

Year 1 achievement standard

By the end of Year 1, studentsdescribeobjects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. Theyidentifya range of habitats. Theydescribechanges to things in their local environment andsuggesthow science helps people care for environments.

Students make predictions, andinvestigateeveryday phenomena. They follow instructions torecordand sort their observations and share their observations with others.

General capabilities

This unit provides opportunities to addressthe following organising elements of the general capabilities:

Literacy
  • Comprehending texts through listening, reading and viewing
  • Composing texts through speaking, writing and creating
  • Text knowledge
  • Grammar knowledge
  • Word knowledge
  • Visual knowledge.
/ ICT capability
  • Managing and operating ICT

Numeracy
  • Estimating and calculating with whole numbers
  • Recognising and using patterns and relationships
/ Critical and creative thinking
  • Inquiring – identifying, exploring and organising information and ideas
  • Generating ideas, possibilities and actions
  • Reflecting on thinking and processes

Personal and social competence
  • Self-awareness
  • Self-management
  • Social awareness
  • Social management
/ Ethical understanding
  • Reasoning in decision making and actions
  • Exploring values, rights and responsibilities

Intercultural understanding
  • Recognising culture and developing respect
  • Interacting and empathising with others

Cross-curriculum priorities

This unit provides opportunities for students to address aspects of the following cross-curriculum priorities:

Sustainability
Students will:
  • consider the link between the health of a habitat and the survival of living things that live there
  • suggest actions that can be taken to improve and sustain the health of a habitat.

»Habitat investigations — Year 1

Great Barrier Reef Marine Park Authority

»Habitat investigations — Year 1

Great Barrier Reef Marine Park Authority

Relevant prior curriculum

Students require prior experience from Prep/Foundation Year with:

Science Understanding

Biological sciences
  • Living things have basic needs, including food and water(ACSSU002)

Science as a Human Endeavour

Nature and development of science
  • Science involves exploring and observing the world using thesenses(ACSHE013)

Curriculum working towards

The teaching and learning in this unit works towards the following in Year 2:

Science Understanding

Biological sciences
  • Living things grow, change and have offspring similar to themselves(ACSSU030)

Science as a Human Endeavour

Nature and development of science
  • Science involves asking questions about, and describing changes in, objects and events(ACSHE034)
Use and influence of science
  • People use science in their daily lives, including when caring for theirenvironmentand living things(ACSHE035)

»Habitat investigations — Year 1

Great Barrier Reef Marine Park Authority