Lesson summary

Students work in small groups to choose a plant or animal to represent through a role play. Through this role play, students will explain what needs to be improved in their school grounds to make it a better wildlife habitat for their plant or animal.

Learning intentions:

Students will...

learn that people can manage the environment around them to improve plant and animal habitat
learn that each species of plant and animal has its own habitat requirements.

Lesson guides and printables

Lesson details

Australian Curriculum content descriptions:

Year 3 Science:

Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)

Year 3 English:

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Year 4 Science:

Living things depend on each other and the environment to survive (ACSSU073)

Year 4 English:

Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)

Syllabus outcomes: ST2-10LW, ST2-11LW, EN2-6B, EN2-1A.

General capabilities: Literacy.

Cross-curriculum priority: Sustainability OI.2.

Relevant parts of Year 3 Science achievement standards: Students group living things based on observable features and distinguish them from non-living things.

Relevant parts of Year 3 English achievement standards: Students listen to others’ views and respond appropriately using interaction skills.

Relevant parts of Year 4 Science achievement standards: Students describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal.

Relevant parts of Year 4 English achievement standards: Students make presentations and contribute actively to class and group discussions, varying language according to context.

Time required: 60 mins (plus 30 minutes if student makes face masks).

Level of teacher scaffolding: Medium.

Information about the plants and animals chosen by the students
Art material if students make face masks. About The Thinking Hats.

This lesson is designed to build students’ competencies in the following skills:

Critical thinking
Collaboration
Problem solving
Communication
Creativity

This is an original Cool.org lesson. Facts and figures in these lessons may have changed since this lesson was published. We always endeavour to update our resources in a timely manner, but if you see an error or issue in our resources please get in touch with us.

Role play habitat meeting

Summary

Learning intentions:

Students will...

Lesson Guides and Printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

Additional Info

Role play habitat meeting

Summary

Learning intentions:

Students will...

Lesson Guides and Printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

Additional Info