Lesson 6: Exploring our Environment' by Dorothy Palmer (41492447)

Stage: 1 Date: Time:

Learning Objectives:
Students will
Investigate and observe living things in their school environment.
Describe the habitats of local animals and plants in their school environment.
Collaborate with peers to share findings and ideas and gather information to design their own habitat.
Rationale:
Students need concrete and contextual experiences that are meaningful and relevant. Active learning experiences such as
exploring the school environment will promote inquiry, problem solving, and critical thinking skills (Basile & White, 2000). By
using a combination of outside and classroom inquiry based activities, students will develop their scientific processes as
they further develop their understanding of living things and their habitats.
Prior Learning:
Students have gained knowledge on the concept of habitat, and that all habitats provide elements essential for survival;
food, water, shelter.
Outcomes & Indicators: Science & Technology
ST1-11LW Describes ways that different places in the environment provide for the needs of living things.
Observe and explore where living things can be found in the school environment.
ST1-4WS Investigates questions and predictions by collecting and recording date, sharing and reflecting on their
experiences and comparing what they and others know.
Students conduct an investigation in the school environment to gather information and use their senses to make
observations.
Students communicate their ideas by displaying information through drawings and texts.
ST1-5WT Uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that
respond to identified needs and wants.
Students use everyday equipment such as digital cameras.
Links to Other KLAs
EN1-2A Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known
readers and viewers.
Students will use texts supported by visual information such as diagrams or photos.
MA1-16MG Represents and describes the positions of objects in everyday situations and on maps.
Uses drawings and photos to represent the position of living things and their surrounding environment.
KSK:
Habitat: the environment an organism can usually be found in
(Barry & Holwell, 2012).
PLoK:
A place where an animal lives is known as a habitat.
Resources & Equipment:
Cameras, Cardboard, Magazines and Newspapers, Crape Paper/Tissue Paper/Coloured Paper,
Paints/Brushes/Glue/Water, Textas/Pens/Crayons
Lesson development:
Introduction 5 min:
Revise habitats from lesson 5. Class discussion on; why do animals and plants live in different habitats? & what are the
needs of animals and plants in their habitat? Brainstorm ideas and discuss the importance of food, water and shelter.
Explain to students that they will explore the different habitats in the school.
Ask students to make predictions of where they might visit and why?
Body- School Walk 20 min:
As a class go on a sensory discovery walk and visit different locations around the school. Explore the greenhouse, garden,
the bush, playground and oval. Provide cameras and encourage students to take photos of the different habitats in their
school environment.
Ask students open-ended questions; What do you notice about the plants in the greenhouse? What type of animals can you
see? Why do you think these animals are in the greenhouse and not anywhere else? What are the needs of the plants and
animals in this environment? What is the position of this habitat? Ask students to use their senses to observe and explore
more living things in the school environment.
Class Project 30 min:
Students will work in small groups to create and design their own ideal school with various habitats. Encourage students to
use their imagination and be creative. Suggestions could include: pond, river, arctic, desert or forest. Ask students to
consider; the positioning of the different habitats, what animals and plants would survive in these habitats and what are the
animals and plants needs in that particular habitat.
This project will be on-going throughout the semester.
Conclusion 5 min:
Discuss thoughts and ideas as a class. Explain to students that the group project will continue throughout the semester.
Differentiation of learning for individual children
Support:
Model by drawing a school plan on the IWB and drawing different
habitats with various animals and plans. Discuss with students why
these animals and plants like this environment and how they will
survive. Parent helpers to work with different groups.
Extend:
Provide additional resources such as books and the
internet so students can pose further questions and
explore solutions.


References

Basile, C., & White, C. (2000). Respecting living things: environmental literacy for young
children. Environmental Education, 28(1), 57-61.