Project Overview

Topic Overview

The Australian Curriculum states that student at a year four level should understand the following concepts.

  • investigating how plants provide shelter for animals
  • investigating the roles of living things in a habitat, for instance, producers, consumers or decomposers
  • observing and describing predator-prey relationships
  • predicting the effects when living things in feeding relationships are removed or die out in an area
  • recognising that interactions between living things may be competitive or mutually beneficial

During the nine lessons that I have planned students will be able to investigate, observe and explore the above concepts. These lessons can be found under the project content page of this webpage.

Students will have the opportunity to learn these concepts through a range of different techniques. The Australian Curriculum also states the students at a year three-four level should be able to identify and explore a range of digital systems with peripheral devices for different purposes. Throughout this project, students will use a range of different technology such as Minecraft Education Edition, Padlet, and YouTube. 

Final Project

For their final project, students will be creating a diorama of their chosen animal. To accompany their diorama students will also create a video on their iPad that explains all the key concepts from the topic about their animal. This video will also include group photos and individual photos of previous lessons. Students will need to film their video on their iPad and then edit them in iMovie, ensuring they have included all of the details. Students will then transfer their video from their iPad to a computer and save the video on a USB. This video will then be shown in front of the class on the smartboard or projector and it will also be uploaded to the schools website so that other family and friends can view their work. 

 

Australian Curriculum

Science – Biology

How living things depend on each other and the environment to survive

  • investigating how plants provide shelter for animals
  • investigating the roles of living things in a habitat, for instance, producers, consumers or decomposers

  • observing and describing predator-prey relationships

  • predicting the effects when living things in feeding relationships are removed or die out in an area
  • recognising that interactions between living things may be competitive or mutually beneficial

Digital Technologies

Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data.

  • using different peripheral devices to display information to others, for example using a mobile device, interactive whiteboard or a data projector to present information
  • using specific peripheral devices to capture different types of data, for example using a digital microscope to capture images of living and non-living things
  • experimenting with different types of digital system components and peripheral devices to perform input, output and storage functions, for example a keyboard, stylus, touch screen, switch scan device or joystick to input instructions; a monitor, printer or tablet to display information; a USB flash drive and external hard drive as storage peripheral devices
  • recognising that images and music can be transferred from a mobile device to a computer, for example using a cable to connect a camera and computer to upload images for a photo story

 

Meaningful Learning

Active Learning –

Active learning is learning where the students are involved in the learning process. Throughout the lessons, students will have the opportunity to share their ideas and thoughts as well as research and explore the topics as a class. An example of this is during the first lesson, the introduction lesson. During this lesson students are given a list of questions, they will then use Padlet to share their thoughts and ideas about the topic and questions. Another example is in lesson three. In this lesson, students get to play a few games of tag, which is then linked to the concepts of predator-prey relationships. By providing students with the opportunity to be involved with the learning, learning the topic may become easier. Students who are involved in the game of tag can relate back to their game to help them understand the relationship between predator and prey.

Intentional Learning –

Intentional learning is learning which is goal-driven. Students will be told about their final project during lesson one. By having the project at the end of the topic students have a final goal to complete. By knowing that once they learn all of the concepts they get the chance to create their own unique diorama students will have the motivation to learn.

Authentic Learning –

Authentic learning is real-world learning. It is learning that can be linked to real-world events and issues. Lesson six teaches the students about what would happen if a living thing is removed or dies out from an area. Extinction is a very real-world issue, understanding the effects of extinction and its impacts is an important issue. Students will be able to explain what might happen if an animal goes extinct, what might happen to that animal’s predator and what might happen to that animal food source. Authentic learning helps student link their learning to real life.

Cooperative Learning –

Cooperative learning is learning which is done together. Students have the opportunity to work in groups through a few different lessons. In lesson three, students get to form groups of two and research about whales. By working in pairs students get to bounce ideas off of each other, they can hear from different perspectives and they can learn different skills. Students will also use cooperative learning in lesson two. In lesson two, students will start by creating a paper chain of consumers, producers and decomposed. This paper chain will then link up to other students chains creating the circle of life. By working together and joining there work together students can see the bigger idea as well as learning to work cooperatively.

Constructive Learning –

Constructive learning is learning which reflects on what has been learnt in the past to have a deeper understanding of the topic. The final project of this topic allows students to reflect on all the ideas and observations they have made during the lessons and put them together to create a diorama. Students will use their prior knowledge to help research their specific animal. For example, by understanding the difference between mutually beneficial relationships and competitive relationships, when researching about their specific animal they will know what to look for and understand it when they do find the information.

  • Australian Curriculum, (2020)  Digital Technologies. https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/?year=12984&strand=Digital+Technologies
  • Australian Curriculum, (2020)  Science. https://www.australiancurriculum.edu.au/f-10-curriculum/science/?year=12004&strand=Science+Understanding&strand=Science+as+a+Human+Endeavour&strand=Science