Sustain the chain
View Sequence overviewStudents will:
- demonstrate curiosity about living things in the environment.
- identify some of the key features of a living thing’s habitat.
- describe the importance of the local environment to people, plants and animals.
Students will represent their understanding as they:
- use a labelled diagram of a plant or animal and describe its habitat.
- describe the interdependence between two living things.
- participate in and contribute to discussions, sharing information, experiences and opinions.
In this lesson, assessment is formative.
Feedback might focus on:
- Has the amount of detail in students’ diagrams improved?
- Are students identifying plants as shelter and protection (and not just a food source)?
- Are students starting to describe the relationships between living things?
- Are students starting to describe the interdependence between living things (similar food sources, needing shelter, one organism being food for another)?
- Are students providing reasoning and justification based on evidence they have collected?
Whole class
Class science journal (digital or hard-copy)
Materials to create a word wall
Optional: Demonstration copy of Observing living things Resource sheet
Demonstration copy of Scientific field notes Resource sheet
Demonstration copy of Code for caring and hygiene Resource sheet
Low tech option: digital camera
Each student
Individual science journal (digital or hard-copy)
Observing living things Resource sheet
Scientific field notes Resource sheet
Code for caring and hygiene Resource sheet
Animal ethics note
This sequence describes investigations of animals. Each Australian state and territory has animal ethics requirements for school investigations involving vertebrate animals (those with a backbone such as birds or guinea pigs). You would need to comply with any requirements of the relevant Animal Welfare Act if you chose to investigate vertebrate animals. Each school might also have policies in place addressing animal welfare in classroom settings.
Insects and crustaceans are invertebrate animals and are not covered by the Animal Welfare Act but still require care and consideration.
Safety note
A variety of snails, slugs and planarians are suitable intermediate hosts of the rat lungworm, Angiostrongylus cantonensis. Human infection occurs following ingestion of raw snails, slugs or planarians, something young toddlers particularly are prone to do. Another possible source of human infection is through ingestion of improperly washed vegetables such as lettuce.
It is recommended that the following safety procedures be followed during this sequence:
- Wear gloves when handling any biological material.
- Always wash hands with soap and water after handling any biological material (particularly snails, slugs or their slime, and any vegetation such as vegetables or leaf litter), even after wearing gloves.
- When handling snails or slugs, keep hands away from the mouth, and clarify with students that they should never encourage, or dare anyone to eat raw snails or slugs.
Lesson
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkRe-orient
Remind students of the context that is being used for this teaching sequence and why their help is needed:
- Local bushland or parkland: planting or writing a field guide identifying some of the animals in this area.
- School vegetable garden: deciding what to plant this season and if other animals will be affected by changing the garden.
- School garden: identifying the local native animals/insects/plants and how they can be encouraged, and how introduced species could be discouraged.
- School compost bin development: identifying if there are any local plants that might use the compost, or animals/insects that be attracted, or affected by other animals that might be attracted to it.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkIdentifying and constructing questions is the creative driver of the inquiry process. It allows students to explore what they know and how they know it. During the Inquire phase of the LIA Framework, the Question routine allows for past activities to be reviewed and to set the scene for the investigation that students will undertake. The use of effective questioning techniques can influence students’ view and interpretation of upcoming content, open them to exploration and link to their current interests and science capital.
When designing a teaching sequence, it is important to spend some time considering the mindset of students at the start of each Inquire phase. What do you want students to be thinking about, what do they already know and what is the best way for them to approach the task? What might tap into their curiosity?
Read more about using the LIA FrameworkRelative importance
Recall the pictures of plants and animals that were drawn the previous lesson.
Discuss the features of the environment where the observation walk was undertaken. During the discussion begin, or add to, the class word wall by noting specific vocabulary offered by the students.
- Were there a variety of plants and animals in (walk location)?
- Do you think having a variety of plants and animals would be important? Why?
- If you were planting or adding to a garden/natural space, what could you do to encourage variety?
- Do plants always grow well in any location, or at any time of the year?
- Why do you think that?
- Do we see animals in the environment at all times of the day, or at all times during the year?
- Are there some animals that are only around at specific times?
- What are they doing when we can't see them?
- Hibernating, breeding, sleeping, attending to their young.
- Is it important to not disturb them? How can we do that?
- How do animals depend on the plants in their environment?
- Food, shelter.
- How do animals depend on other animals?
- Some animals will be consumed by other animals for food.
Pose the question: What plant or animal is most important in our bush/school/garden?
If students haven’t asked this question themselves, add it to the list of class questions and discuss that answering this question will be the centre of today’s investigation.
Discuss how we could find out the answer to this question.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkThe Investigate routine provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, and to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. Students are encouraged to process data to identify trends and patterns and link them to the real-world context of the teaching sequence.
When designing a teaching sequence, consider the diagnostic assessment (Launch phase) that identified the alternative conceptions that students held. Are there activities that challenge these ideas and provide openings for discussion? What content knowledge and skills do students need to be able to complete the final (Act phase) task? How could you systematically build these through the investigation routines? Are there opportunities to build students’ understanding and skills in the science inquiry processes through the successive investigations?
Read more about using the LIA FrameworkIdentifying the links
Discuss the importance of observing plants and animals closely to learn about them.
- What can we learn by observing living things closely?
- Their behaviour, diet, preferred habitats, reproduction cycles etc.
- Why is it important to know these things?
- How can we make observations?
- Refer back to the focus on senses for making observations, discussed in Lesson 1.
Using the Observing living things Resource sheet, in collaborative teams students compare the pictures of different plants and animals, identifying:
- the features they have in common.
- Insects: ant, beetle and black bottlefly all have three body parts (head, thorax and abdomen), 6 legs attached to thorax, mouth parts, and eyes
- Plants: green leaves, stems
- Birds: feathers, beaks, 2 wings, 2 legs, eyes
- the features that are different.
- Colours, sizes
If required, model an example using the demonstration copy of the Observing living things Resource sheet.
Discuss what we can and can not tell by looking at pictures.
- Can we tell what things eat, or what eats them, from the pictures?
- Can we tell if they might provide shelter?
- Can we tell what kind of shelter they need?
- Do you know what they eat? If they eat other animals?
- What might happen to a plant if too many leaves were eaten?
- What might happen to a bird if there were no insects?
- Does the picture tell you these things, or are you connecting your prior knowledge here?
- If we do something to one plant or animal, can it affect others unintentionally?
- For examples, sometimes snail bait (poison for snails) can also poison other animals—like the birds who eat the poisoned snails, or family pets who also eat the bait.
Read through the demonstration copy of Scientific field notes Resource sheet, clarifying any unknown vocabulary with students, and establish that students in collaborative teams will:
- quietly observe and record an animal that they see in their chosen area.
- record details about the animal on the resource sheet, including what they eat and who they hide from.
- record any other observations of living things feeding and what they eat.
- HIGH TECH: Students can take photos of the animal that they find. Discuss with students to include an object of known size, such as a coin or ruler, to show scale.
Explain that students will also draw a labelled diagram as part of their notes. Discuss:
- what features/feedback they remember from the diagrams they viewed during the previous gallery walk.
- the purpose and features of a labelled diagram.
- To show the shape, size and features of an object. It might include a title, an accurate drawing, a scale to show the object’s size and labels showing the main features. A line or arrow connects the label to the feature.
Model how to complete the resource sheet.
Discuss:
- the different places in the school grounds where they might observe animals. Define the boundaries of where students may and may not go.
- how it is better to find an area where there are healthy plants, leaf litter, branches and logs on the ground; however, even an asphalt area will have some animals living on or around it, such as ants, snails, and birds.
- the guidelines that students need to follow when out in the field.
Before going outside, discuss the importance of taking environmental and health considerations into account when observing plants and animals, particularly if students are moving things around during their search. Establish a code for caring and hygiene that students agree to abide by over the course of the sequence. You might like to use the Code for caring and hygiene Resource sheet as a starting point, or create your own with students. Display the code somewhere prominent so that students can see it.
Allow teams time to complete their observations. If students do not observe their animal eating or hiding, allow time for research on return to the classroom.
Optional: Also allow time for background research, using a collection of books, access to the internet and other resources.
Code for caring
To ensure students’ safety and to ensure they act ethically, the class will agree to respect a ‘Code of caring’.
In this lesson, students will be asked to collect and observe living things at home. To ensure students’ safety and to ensure they act ethically, the class will agree to respect a ‘Code of caring’. This might include:
- Search carefully, disturbing the surroundings as little as possible.
- Replace stones and logs after searching underneath them.
- Do not remove plants.
- Do not collect known dangerous animals.
- Wear gloves when searching. Small animals can be aggressive, and can bite or sting when their habitat is disturbed.
- Handle small animals carefully. Use spoons and damp brushes, not fingers, as animal could be crushed accidentally.
- Place small animals in small, sealable plastic containers with air holes.
- Label containers with the area collected so the small animals can be returned. The labels can also provide other information, for example, the date collected.
- When collecting, keep different types of small animals in separate containers so they don’t injure or attack each other.
- After a short time, return the small animals to where they were found or make suitable classroom homes for them.
In this lesson, students will be asked to collect and observe living things at home. To ensure students’ safety and to ensure they act ethically, the class will agree to respect a ‘Code of caring’. This might include:
- Search carefully, disturbing the surroundings as little as possible.
- Replace stones and logs after searching underneath them.
- Do not remove plants.
- Do not collect known dangerous animals.
- Wear gloves when searching. Small animals can be aggressive, and can bite or sting when their habitat is disturbed.
- Handle small animals carefully. Use spoons and damp brushes, not fingers, as animal could be crushed accidentally.
- Place small animals in small, sealable plastic containers with air holes.
- Label containers with the area collected so the small animals can be returned. The labels can also provide other information, for example, the date collected.
- When collecting, keep different types of small animals in separate containers so they don’t injure or attack each other.
- After a short time, return the small animals to where they were found or make suitable classroom homes for them.
Field observation
Making observations of phenomena where they happen in the environment is an important skill for many areas of science study.
Making observations of phenomena where they happen in the environment is an important skill for many areas of science study. Field observations are usually recorded in the form of written notes and are often accompanied with diagrams and photos.
When recording observations it is common to note the time and date, location of the site and sometimes the weather conditions. These can assist when looking for patterns in observations over a period of time.
In this sequence, students observe organisms in the school environment. Remind students of rules relating to their behaviour and safety that must be followed during the lesson. For example, avoid disturbing living things where possible and take care when looking under rocks or logs. The size of the area that each team studies will depend on several factors, such as the number of teams, the size of the school grounds, the numbers of different living things present and the time available. For example, one team might observe a small garden bed while another team surveys the school oval. It is not important that the entire school grounds are surveyed, but the areas should be spread to encourage varied results and more complete coverage.
Making observations of phenomena where they happen in the environment is an important skill for many areas of science study. Field observations are usually recorded in the form of written notes and are often accompanied with diagrams and photos.
When recording observations it is common to note the time and date, location of the site and sometimes the weather conditions. These can assist when looking for patterns in observations over a period of time.
In this sequence, students observe organisms in the school environment. Remind students of rules relating to their behaviour and safety that must be followed during the lesson. For example, avoid disturbing living things where possible and take care when looking under rocks or logs. The size of the area that each team studies will depend on several factors, such as the number of teams, the size of the school grounds, the numbers of different living things present and the time available. For example, one team might observe a small garden bed while another team surveys the school oval. It is not important that the entire school grounds are surveyed, but the areas should be spread to encourage varied results and more complete coverage.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkFollowing an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions. How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
Read more about using the LIA FrameworkRelying on each other
List the plants and animals students have found in the class science journal.
Invite teams to present their findings to the class.
- Where were all the living things found? Were the habitats similar?
- Did any of the living things observed by the different groups meet each other? Did they have the same habitat?
- Which animals ate similar things?
- What might happen if the food of one animal disappeared? How would they be affected?
- What might happen if all the plants disappeared? Who would go hungry?
- Why do animals eat other living things?
- Animals eat other living things for energy.
Reflect on the lesson
You might:
- re-examine the intended learning goals for the lesson in the classroom context and consider how they were achieved.
- Local bushland or parkland: planting or writing a field guide identifying some of the animals in this area.
- School vegetable garden: deciding what to plant this season and if other animals will be affected by changing the garden.
- School garden: identifying what are the local native animals/insects/plants and how they can be encouraged.
- School compost bin development: identifying if there are any local plants that might use the compost, or animals/insects that be attracted, or affected by other animals that might be attracted to it.
- update the TWLH chart by inviting students to add what they have learned (L) and the evidence/observations that show how (H) they now know that.
- update the class word wall with relevant words and images.
Interdependence
No living thing can survive in isolation.
No living thing can survive in isolation. Living things need food, water air and shelter to survive. Every species relies on other living and non-living things to fill these needs. For example, spiders attach their webs to trees and rocks, and micro-organisms obtain energy by decomposing fallen tree leaves. Sometimes the relationship between the living things is only beneficial for one of the organisms, for example, tall trees preventing sunlight from reaching smaller plants.
No living thing can survive in isolation. Living things need food, water air and shelter to survive. Every species relies on other living and non-living things to fill these needs. For example, spiders attach their webs to trees and rocks, and micro-organisms obtain energy by decomposing fallen tree leaves. Sometimes the relationship between the living things is only beneficial for one of the organisms, for example, tall trees preventing sunlight from reaching smaller plants.