Lesson 9: Conclusion to the Unit
Stage 2 Duration: 1hr
Objective: For
the students to consolidate their learning through reflection on their learning
from the unit and showcase their understandings through the development of a
board game based on the information they have learnt.
Curriculum Links
Science and Technology K-6:
CONTENT STRAND: LT S2.3 – Identifies and describes the structure and function of living things and was in which living things interact with other living things and their environment INDICATORS: DM S2.8: Students work collaboratively to design and make a board came based on the knowledge they have gained from this unit. VALUES AND ATTITUDES: VA4 – Gains satisfaction from their efforts to investigate, to design, to make and use technology KLA INTEGRATION: English: TS2.1 & TS2.2 |
Australian Curriculum:
OUTCOME: Biological Sciences CONTENT: ACSSU072: Living things have life cycles ACSIS071: Represent and communicate ideas and findings in a variety of ways. INDICATORS: ACSSU072: comparing life cycles of animals and plants ACSIS071: use simple explanations to communicate ideas to other students KLA INTEGRATION English: ACELA1488 |
Lesson Overview
KSK used from previous lessons
KSK used from previous lessons
Whole Class - 15 minutes
As a conclusion to the unit, revisit the TWLH chart developed by the students in lesson 1 and reflect on what the students have learnt over the course of the unit with particular focus on the inter-connectedness of life cycles and their importance to indigenous cultures. In Groups - 45 minutes Students will develop a board game of their own choice to showcase their learning from this unit. Examples such as pictionary, snakes and ladders or trivia should be provided to give students ideas. Students will be encouraged to reflect their learning on the individual life cycles of plants and animals as well as the interconnected nature of all life cycles. |
Resources
TWLH Chart from lesson 1
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Modifications: As this is a creative task working within groups and students can work within their own capabilities, no modification is required. Instead the teacher should float between groups observing student contribution for assessment purposes and encourage participation of all group members.