Survive and thrive
View Sequence overviewStudents will:
- identify that plants and animals live in habitats where their needs are met.
- recognise variation in habitats.
Students will represent their understanding as they:
- design and make a physical or digital diorama of a place where a plant or animal lives and its needs are met.
- complete My Scientific Model Resource sheet.
- communicate what they have learned to an audience with reference to their diorama.
In the Act phase, assessment is summative.
Students working at the achievement standard should have:
- created a diorama that shows how a specific plant or animal lives in a place where its needs are met.
- represented their understandings about the needs of plants and animals with labels, verbal and/or written explanations.
- communicated their learning with others via their diorama.
Refer to the Australian Curriculum content links on the Our design decisions tab for further information.
Whole class
Demonstration copy of Habitats resource sheet
Demonstration copy of the Rhinoceros diorama Resource sheet
Optional: Code for caring and hygiene Resource sheet
Optional: The Habitats Song video (0:58)
Optional: Guess What Habitat It Is video (3:17)
Each student
My scientific diorama Resource sheet
Lesson
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Read more about using the LIA FrameworkScience education consists of a series of key ideas and core concepts that can explain objects, events and phenomena and link them to the experiences encountered by students in their lives. The purpose of the Anchor routine is to identify and link students’ learning to these ideas and concepts in a way that builds and deepens their understanding.
When designing the Act phase of a teaching sequence, consider the core concepts and key ideas that are relevant. The Anchor routine provides an opportunity to collate and revise the key knowledge and skills students have learned, in a way that emphasises the importance of science as a human endeavour.
Understanding the science
Briefly revisit the questions that were asked and answered over the course of the unit. Add any further questions that the students pose to the class science journal, to honour their interest and curiosity.
Anchor to the core science concept by discussing with students how all of their investigations in this unit have been about:
- the needs of plants and animals.
- using our senses as scientists to make observations about plants and animals.
- comparing the needs of humans to other animals.
Encouraging questions
Why is it important to encourage student questions at the end of a sequence?
There are several reasons for encouraging and recording student questions at all stages of the sequence, including near the end:
- It contributes to the creation of a safe environment where questioning, curiosity and doubt are always valued.
- It drives continued dialogue and engagement.
- It supports teachers to continue collecting information about students’ current beliefs and perspectives, that they can use to support future planning.
- Crucially, it reinforces the idea that learning is a process that leads to further questions, and continued learning.
There are several reasons for encouraging and recording student questions at all stages of the sequence, including near the end:
- It contributes to the creation of a safe environment where questioning, curiosity and doubt are always valued.
- It drives continued dialogue and engagement.
- It supports teachers to continue collecting information about students’ current beliefs and perspectives, that they can use to support future planning.
- Crucially, it reinforces the idea that learning is a process that leads to further questions, and continued learning.
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Read more about using the LIA FrameworkEach student comes to the classroom with experiences made up from science-related knowledge, attitudes, experiences and resources in their life. The Connect routine is designed to tap into these experiences, and that of their wider community. It is also an opportunity to yarn with community leaders (where appropriate) to gain an understanding of the student’s lives, languages and interests. In the Act phase, this routine reconnects with the science capital of students so students can appreciate the relevance of their learning and the agency to make decisions and take action.
When designing a teaching sequence, consider the everyday occurrences, phenomena and experiences that might relate to the science that they have learned. How could students show agency in these areas?
Read more about using the LIA FrameworkScientific models of habitats
Discuss with students how sometimes scientists use their knowledge to make models. Models help scientists to show others what they know, and can also help them to think about something in a different way, and understand it better.
Explain that students will work like scientists to design and/or make a model of a place where a plant or animal lives. Their model should include all of the things that the plant or animal needs to stay alive. Use the class science journal to again recap what specific elements plants and animals need to grow and stay alive.
Using a demonstration copy of the Habitats resource sheet, introduce/revisit the term ‘habitat’. Discuss the four habitats shown and list things students can see in each habitat, and the plants and animals that might live there.
Optional: You might listen to ‘The Habitats Song’ (0:58). At 0:41 there are examples of two physical dioramas made by students.
Optional: Play the guessing game ‘Guess What Habitat It Is’ (3:17) to consider numerous habitats.
Optional: Go ‘habitat hunting’ in the schoolyard to find and observe different habitats, such as bushland, ponds, fish tanks, orchards etc. Habitats could be photographed for display back in the classroom. You might also refer to the Code for caring and hygiene Resource sheet.
SAFETY NOTE: Refer to the Lungworm risk mitigation information found in the Preparing for this sequence tab on the Sequence overview page.
Using the demonstration copy of the Rhinoceros diorama Resource sheet, display and discuss an image of a habitat model at a museum. Students can use this sheet as a model for reference during this task.
- What can we see in the display that helps to keep the rhinoceros alive?
- Grasses to eat, trees to eat and for shade, soil for these plants to grow in
- What else does a rhinoceros need to survive that we can’t see in this display?
- Water, air (isn't labelled, but it is all around the model)
- Why has the museum added a small sign to the display? How does it help us?
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Read more about using the LIA FrameworkWhen students use their knowledge and skills in new ways, they also have an opportunity to develop and use their creative and critical thinking skills. With scaffolded support, they can become more confident to work in a team and develop a stronger sense of autonomy. This results in stronger student outcomes, attitudes and sense of empowerment.
When designing a teaching sequence, consider what activity would allow students to showcase their knowledge and skills. Consider the current abilities of your students. What are they capable of explaining? What props could they design or build that would support their explanations? How much information would they need in their design brief to support their thinking? How does this connect with their lives and interests?
Design and make a diorama
Using the steps of the design thinking process, students use their understanding of the needs of plants and animals to design a diorama (physical or digital). You might present students with a design brief to outline what you would like them to do.
Consider if you will add some parameters around the design (for example, it needs to contain examples of at least three things the plant/animal needs, or it needs to fit on a standard classroom table etc.). Also consider if the diorama should adhere to a specific theme related to your school or community context and who the audience for the dioramas will be.
Define
Outline the problem in a simple manner such as:
How can we … (use the available materials) ... to ... (make a diorama that shows the habitat where the plant/animal lives where its needs are met) …for… (gallery walk/foyer display/community exhibition)?
Ideate
As a class, brainstorm ideas related to the plant/animal diorama relating to:
- how it might be constructed.
- the resources required.
- the details it might include.
At this stage, to support creative thinking, every idea offered by students should be recorded in the class science journal. No idea is discounted, as the practicality/possibility of each idea will be considered later.
As students offer ideas, ask probing questions (why do you think…? or how do you know that…?) to draw out the reasoning and evidence behind the idea.
- What materials could we use?
- What materials could represent other things?
- For example, blue paper to represent water and small twigs to represent trees
- Why do you think that material is a good choice?
- How might we show something new or interesting that we have learned?
- Why do you think labels are important on a diorama?
Once all ideas are listed, discuss which ones might be easy to include in a design and which ones might not be.
Introduce the criteria that could be used to make a good design (potential summative assessment). Invite students to add to these criteria if appropriate.
- Does it matter how tall or wide the diorama is?
- Does it need to be colourful?
- Will it need to be moved? How will this affect your design?
Prototype
Assign, or allow students to choose, the plant or animal students will design a habitat for, according to any parameters determined at the beginning of the sequence (see Diorama decisions for the Act phase in the Preparing for this sequence tab of the Sequence overview).
Students draw a design of their model, with labels stating the materials to be used.
Optional: Students construct their plant/animal habitat model using the materials/resources available.
Students complete the explanatory sheet My Scientific Diorama Resource sheet to go with their diorama. They might attach their design, or include a drawing or photo of their built diorama and labels to explain its features.
Adapting for your context dioramas
How can you adapt the diorama design task for your students?
Dioramas are a model (often 3D) depicting a scene. They have been popular in Australian museums since the 1920s.
Dioramas made in primary science have traditionally been shoe-box size, with the lid creating the ground surface, and the main part of the box adding potential depth for the background or surrounds.
However, dioramas can be scaled up or down, can be physical or digital, can be made individually or in pairs, with older student or parent helpers or without.
Considering the audience the dioramas are being made for helps to guide the design parameters and adapt the task to suit your student's needs and context. Some ideas are:
Large communal diorama
Instead of students making a diorama individually/in pairs, you may choose to create a large-scale diorama as a class. Students can add components to ensure their selected plant/animal has everything it needs to survive. In this case, the design brief would likely focus the students on one habitat such as ‘Australian forest/bushland,’ ‘ocean’ or ‘schoolyard pond’. All students would then select plants and animals appropriate for that habitat and construct features to represent their needs, such as food types, water sources, shelter, space, air, sun, soil.
Digital dioramas
Digital dioramas support the development of students’ digital literacy, a component of the Australian Curriculum’s General capabilities. They can be made using a number of programs:
- simple drawing applications like Paint.
- digital sandbox games such as Minecraft.
- 3D design programs, for example see this how-to guide for designing a digital diorama using Tinkercad.
Consider the technology resources available to your class, and any permissions you might need to seek before accessing online platforms on behalf of students.
Paper plate dioramas
A paper plate folded in half creates the background and the ground surface for a simple diorama. Paper plates are easily and inexpensively sourced.
Living dioramas
A living terrarium style diorama with soil, living plants/weeds, stones etc. could be made in a glass bowl, large pot, ice-cream container or similar (either with or without a lid). It may include plastic models of animals. Check your school's guidelines about keeping live animals before considering that as an option.
Dioramas are a model (often 3D) depicting a scene. They have been popular in Australian museums since the 1920s.
Dioramas made in primary science have traditionally been shoe-box size, with the lid creating the ground surface, and the main part of the box adding potential depth for the background or surrounds.
However, dioramas can be scaled up or down, can be physical or digital, can be made individually or in pairs, with older student or parent helpers or without.
Considering the audience the dioramas are being made for helps to guide the design parameters and adapt the task to suit your student's needs and context. Some ideas are:
Large communal diorama
Instead of students making a diorama individually/in pairs, you may choose to create a large-scale diorama as a class. Students can add components to ensure their selected plant/animal has everything it needs to survive. In this case, the design brief would likely focus the students on one habitat such as ‘Australian forest/bushland,’ ‘ocean’ or ‘schoolyard pond’. All students would then select plants and animals appropriate for that habitat and construct features to represent their needs, such as food types, water sources, shelter, space, air, sun, soil.
Digital dioramas
Digital dioramas support the development of students’ digital literacy, a component of the Australian Curriculum’s General capabilities. They can be made using a number of programs:
- simple drawing applications like Paint.
- digital sandbox games such as Minecraft.
- 3D design programs, for example see this how-to guide for designing a digital diorama using Tinkercad.
Consider the technology resources available to your class, and any permissions you might need to seek before accessing online platforms on behalf of students.
Paper plate dioramas
A paper plate folded in half creates the background and the ground surface for a simple diorama. Paper plates are easily and inexpensively sourced.
Living dioramas
A living terrarium style diorama with soil, living plants/weeds, stones etc. could be made in a glass bowl, large pot, ice-cream container or similar (either with or without a lid). It may include plastic models of animals. Check your school's guidelines about keeping live animals before considering that as an option.
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Read more about using the LIA FrameworkA key part of Science Inquiry, the Communicate routine provides students with an opportunity to communicate their ideas effectively to others. It allows students a chance to show their learning to members of their community and provides a sense of belonging. It also encourages students to have a sense of responsibility to share their understanding of science and to use this to provide a positive influence in the community.
When designing a teaching sequence, consider who might be connected to the students that have an interest in science. Who in their lives could share their learning? What forum could be used to build an enthusiasm for science. Are there members of the community (parents, teachers, peers or wider community) who would provide a link to future science careers?
Read more about using the LIA FrameworkDiorama sharing
Test and share
Students share their dioramas with an appropriate audience. You might do this by organising a gallery walk within the classroom for other classes or buddies, creating a display in a communal space such as a library/hallway or involve the broader community during an open day, special person’s day or local show.
Optional:
- Students record a short video about their model to communicate with their audience.
- Photograph the student with their model and explanatory sheet for assessment, display, student and parent feedback etc.
Reflect on the sequence
You might:
- refer to the list of student questions asked in Lesson 1. Determine which questions have been answered over the course of the learning sequence, what the ‘answers’ to those questions are, and the evidence that supports these claims. Address questions that were not answered during the learning sequence, discuss why they might not have been addressed and potential investigations that might support students to answer them.
- review what students have learned about the needs of plants and animals and how these needs compare to human needs.
- review what students have learnt about using their senses to make observations about plant and animal needs.
- review the word wall to consolidate the topic-specific vocabulary used throughout the sequence.
- ask students to represent this learning in words, symbols and pictures.