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How healthy is our Unit Title Environment? Unit Task Students will identify, measure and analyse features of their local environment to illustrate its suitability for living inhabitants. On the basis of this, students will develop and implement a plan for improving the environment. By collecting, organising and presenting data, they will evaluate the extent to which the goals have been achieved. Unit Level Year 4/5 Unit Length 10 weeks Curriculum Organiser Life and Environment Syllabus Outcomes Outcome What students should What students should know be able to do HPE PH3.5 Students describe Dimensions of health Identify strategies to help keep features of places where they Individuals/groups responsible places healthy live, work and play that for areas Monitor own behaviour in influence the health of Appropriate health practices relation to caring for the themselves and others, and How behaviours of people environment for negotiated time propose ways they can help the effect others periods people who are responsible for Strategies for caring for the Evaluate existing features and keeping these places healthy. health of environment and practices others Science SS3.3 Students make Dimensions of health Identify strategies to reduce predictions about the immediate Impacts on environment negative impact on environment impact of some applications of Effects of pollution on Describe impact of existing science on their community and environment applications on environment environment, and consider How behaviours of people Predict impact of future possible pollution and public effect environment applications on environment health effects. How technology effects Explain relationship between environment living and non-living LL3.3 Students describe some Living Vs non-living components of an ecosystem interactions between living What types of interactions occur Describe effect on environment things and between living and What is an ecosystem by change in one resource non-living parts of the Types of uses of resources environment. (basic needs) SOSE PS3.3 Students cooperatively Cooperative strategies and Determine and implement a collect and analyse data skills variety of instruments to obtain obtained through field study How to use a variety of field data instruments and surveys, to instruments Identify strategies to work influence the care of a local How to design, conduct and cooperatively place. analyse survey results Describe areas of improvement identified by analysis of data Technology IT3 Students determine and Strategies for locating and Use strategies to aid research use a range of techniques and retrieving info. from variety of Use IT to obtain, organise and equipment to access, record sources present data/info. and generate information to Strategies for presenting data create products for themselves and info. and others. The Arts AT1 Students use a variety of Verbal Vs non-verbal gestures Use range of verbal and non- verbal and non-verbal gestures How to use voice when verbal gestures when when presenting to an performing presenting to audience audience. Use range of visual aids to AT 2 Students use a variety of How to use graphical info. and support presentation still images to support their still images in presentation written information. English ENG1 Students organise, Generic structures and text Use genre of Investigation analyse and evaluate data features of Investigation Report Report to organise, analyse and using the Investigation Report present info. genre. Maths MA1 Students use a variety of How to use tables to organise Use scales when drawing instruments to measure a range info. diagrams of attributes. Units of measurement Use tables and graphs to MA2 Students use illustrative How to represent data using organise and present data methods to organise and graphs present data. Scales MA3 Students recreate images How to use scales when using correct proportion and reading and drawing diagrams . perspective. maps Spatial awareness NOTE: The Arts, English and Maths outcomes are teacher-generated. Performance Indicators Outcome Level 2 Level 3 Level 4 PH3.5 Students Students can describe Students can explain how Students can evaluate describe features of the effect of behaviours/ features of the existing features and places where they live, actions on themselves or environment can practices to identify areas work and play that the environment. influence the health of that can be improved to influence the health of Students can group self and others. benefit their environment. themselves and others, individuals into Students can devise Students can evaluate and propose ways they dimensions of strategies to care for the own behaviours that can help the people who health/environment they health of environment influence health of are responsible for are responsible for. and others. themselves and others. keeping these places Students can link actions Students can apply healthy. of people responsible for strategies to real life environment with health situations in a variety of of environment. contexts. Students can work towards achieving a goal that develops strategies for improving one area of their environment. SS3.3 Students make Students can describe Students can categorize Students can compare predictions about the possible effects on impacts on environment. two applications of immediate impact of environment. Students can illustrate science and their effects. some applications of Students can identify how technological Students can predict science on their strategies to reduce innovations have long- term effects of community and pollution. impacted on the applications. environment, and environment. consider possible Students can identify pollution and public strategies to reduce health effects. negative impact on environment. Students can predict impact of future applications on environment. LL3.3 Students describe Students can group items Students can categorize Students can develop some interactions into living and non-living. relationships between and maintain an between living things and Students can describe living and non-living ecosystem. between living and non- effect on living things if components. Students can predict living parts of the one resource (eg: water) Students can identify impact on ecosystem as environment. was taken away. effects on environment if variables are changed. resources are out of balance. PS3.3 Students can Students can describe Students can Students can gather, cooperatively collect and appropriate group demonstrate how to organise and analyse analyse data obtained cooperative skills. design, conduct and data on environment to through field study Students can analyse survey results. make recommendations instruments and surveys, demonstrate use of basic Students can on future care. to influence the care of a field study instruments. demonstrate how to use Students can apply local place. field study instruments to cooperative skills to a obtain data. variety of contexts. Students can draw Students can collect data conclusions from the from own developing data. ecosystem as variables Students can change. demonstrate appropriate group cooperative skills. IT3 Students can Students can Students can Students can apply determine and use a demonstrate basic demonstrate research research skills and IT range of techniques and research skills (texts, skills in accessing and skills in a variety of equipment to access, CDRoms) to locate and recording relevant contexts. record and generate record relevant information. information to create information. Students can products for themselves Students can demonstrate IT skills to and others. demonstrate basic IT create report skills to publish report. incorporating text, graphs and illustrations. The Arts Students can speak Students can speak Students can select and AT1 Students use a clearly and project their clearly, project their voice apply a range of verbal variety of verbal and non- voice well. Students can well, maintain eye and non-verbal gestures verbal gestures when maintain appropriate eye contact, and use when presenting to an presenting to an contact. appropriate hand audience in various audience. Students can include a gestures. contexts. AT2 Students use a table of data, and Students can include a Students can select and variety of still images to relevant pictures in their graph illustrating data, a apply a variety of still support their written report. diagram of their images/graphics to information. environment, and support their written relevant pictures in their information. report. English Students can compose Students can compose Students can select and ENG1 Students organise, an Observation-Comment an Investigation Report apply appropriate genre analyse and evaluate report based on collected based on collected data. for organising, analysing data using the data. and evaluating collected Investigation Report data. genre. Maths Students can manipulate Students can manipulate Students can select and MA1 Students use a a range of measuring a range of measuring manipulate a range of variety of instruments to devices. devices. measuring devices in a measure a range of Students can use tables Students can use tables variety of contexts. attributes. to collate and organise and graphs to collate, Students can select and MA2 Students use data. organise and present apply appropriate illustrative methods to Students can draw a data. methods to convert data organise and present diagram of their Students can draw a into meaningful data. environment, diagram of their information. MA3 Students recreate demonstrating an environment, Students can draw a images using correct awareness of proportion. demonstrating an diagram of their proportion and awareness of proportion environment, using perspective. and perspective. appropriate scale. Learning Activities Activity Bloom M.I. Out- Level Assessment Resources come Students draw themselves in a Knowledge Visual PH3.5 2 place/doing an activity where they Self feel happy and safe. Students then identify on the picture the different dimensions of health. (Individual work) Students locate different Visual PH3.5 2 Local area areas/facilities in local area, and list People map / model individuals/groups responsible for Excursion care of areas. (Focus lesson) Students tell what strategies they Word PH3.5 2 use to care for the environment. (Whole class discussion) Students make a facts chart Word SS3.3 2 Media re. describing the types of pollution and pollution their effects on the environment. (Small group work) Students make an arrow chart Logic LL3.3 2,3 LL3.3 indicating the interactions that occur Word Peer between identified living and non- Nature Conference living components of the environment. (Individual work) Students match the test instrument Logic PS3.3 2,3 Photos of test with the feature measured (soil, MA1 instruments water, air, plants) and features. (Work in pairs) Students find the meaning of Word LL3.3 3,4 Dictionary ‘ecosystem’. Nature IT3 (Small group discussion) Students restate strategies for caring Comprehension Body PH3.5 2 Media re. for the health of others and People care environment through role play. (Small group work) Students explain the effect of Word PH3.5 2,3 PH3.5 Illustrations behaviours and science applications SS3.3 Teacher Photos on themselves and environment Conference Newspapers after being provided stimuli eg: Magazines photos, newspapers. (Whole class discussion) Students distinguish between living Logic LL3.3 2,3 LL3.3 Prepared and non-living components by Nature Anec. Records activity sheet grouping them according to characteristics and interactions. (Individual work) Students make a cartoon strip Visual PS3.3 2,3 outlining the use of appropriate Word cooperation skills in a given scenario. (Work in pairs) Students prepare a chart outlining Visual PH3.5 3,4 the cause-effect relationship Word IT3 between environmental features and health of self and others. (Focus lesson -> Small group work) Students gather and record data on Application Body PS3.3 2 Thermometer basic needs of living things in their Logic IT3 PH meter environment, specifically soil and Test kits for: water, using appropriate Water instruments. Soil Students gather and record data on Body PS3.3 3,4 PS3.3 Air their environment using a variety of Logic IT3 IT3 (lamotte.com) field study instruments and surveys. MA1 MA1,2 (Small group work) MA2 Observation Checklist Students use magazines, photos etc Visual PH3.5 2,3 Magazines to make a collage that classifies Logic Photos individuals/groups based on ClipArt dimensions of health/features of environment they are responsible for. (Individual work) Students make a diorama to Visual SS3.3 2,3 illustrate how technology is Self incorporated into our lives. (Small group work) Students identify, from selected Analysis Music SS3.3 2 Jingles song, environmental message and People Songs whose responsibility it is, as well as Cassette listing alternative ideas. recorders Students compose a jingle to raise Music SS3.3 3 SS3.3 awareness of need to reduce impact People PH3.5 PH3.5 on environment of variety of science Work Sample applications, including whose Audio Tape responsibility it is. Students select at least 2 songs that Music SS3.3 4 Songs contain environmental messages, Word Poems and write a brief report contrasting the two. (Small group work) Students construct a table showing Logic LL3.3 2,3 MA2 the effects of changing the Word Observation abundance of resources. Nature (Focus lesson) Students complete a series of Logic 2-4 MA1 Primary experiments on the composition of Word Observation Investigations water, air and soil. Body (As suggested in text) Students complete a series of 2-4 experiments on ecosystems. (As suggested in text) Students compose an Observation- Synthesis Word English 2 Comment report based on the Maths collected data and present to class. Arts Students compose an Investigation IT3 Report based on collected data, and PS3.3 3,4 PS3.3 are to include data, conclusions, and IT3 scaled map of environment studied ENG1 and present to class. AT1,2 (Individual work) MA2,3 Work Sample Criteria Sheet Students design a science Visual SS3.3 3,4 SS3.3 application and predict the short- Peer and long-term impacts it will have on Conference the environment. (Work in pairs) Students develop an ecosystem, Body LL3.3 4 Materials for gathering data on its health and Word aquarium etc devising ways of caring for it. Nature Students predict impact on ecosystem as variables are changed. (Small group work) Students write a letter addressed to Evaluation Word SS3.3 3,4 themselves outlining an evaluation Self of their behaviours and strategies for improving one area of personal health. Students implement strategies and monitor self- improvement. (Individual work) Students list 2 or 3 strategies on Word SS3.3 2 how to improve the environment, Logic PS3.3 based on their Report. Students evaluate conclusions 3,4 drawn in report and write recommendations for strategies to improve environment. (Level 4 students to include evaluation of existing practices and features, as well as the collected physical and chemical data) (Work in pairs) Students implement Body PS3.3 2-4 recommendations (if possible) and Nature SS3.3 monitor effect on selected Word IT3 environment. Logic (Work in pairs) NOTE: Focus lessons will need to be conducted to form the basis of the above learning activities. Such lessons will be evident in the weekly and daily planning documents.
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