School of Education 2011 Professional Experience Handbook

Day Book Planning Format

Date: 12-6-14

Grade: 3P

School: Holy Family Primary - Emerton

Time

KLA and
Syllabus
Outcome
s

Indicators of
Learning and
Assessment
Strategies

Teaching and Learning Experiences

11.30

Minibeast
s
LT S2.3
Identifies
and
describes
the
structure
and
function
of living
things
and ways
in which
living
things
interact
with other
living
things
and their
environm
ent.

* Draw a food chain

showing the links in
energy of their
chosen minibeast.
* Describe the
processes within
their food chain and
the links made
* Describe the effect
of removing an
aspect of the food
chain, e.g removing
fungi.

Intro Why do we need food and water? [Energy and survival] On Earth, humans
and animals, including minibeasts, interact with each other in what is known as a food
chain. Who knows what a food chain is? Explain. Write a class definition on butchers
paper for displaying.

H
S
I
E

Questioning: What
does a food chain tell
us about minibeasts
we have been looking
at? What would
happen if we didnt
have minibeasts?
Formal marking: of
food chains to ensure
correct use of arrow
and understanding of
the cycle.

Australian Catholic University

Development Ss are allocated a particular aspect of a food chain (display this

chain), fungi (decomposer), plant (producer), caterpillar ([primary] consumer), mouse
([secondary] consumer) and eagle ([tertiary] consumer). They are given a card with
their respective predator and prey written on it. They are also given a headband with
their animal/plant/fungi written on it so that other ss can find them. [THIS CAN BE
DONE OUTSIDE IF NEEDED] When the T instructs ss, they will move around acting
like their animal and searching for their prey, whilst also maintaining a watchful eye
for their predator. If a ss finds their prey, they tap it to demonstrate the receival of
energy, then continue on their way to another ss. If they are tapped they are to act out
dying and wait until the fungi taps them so they can start their life again. This will
continue for a few minutes, demonstrating the ever constant flow of a food chain.
Once ss understand this concept, the teacher will remove an aspect of the food chain
[fungi] and then ask ss to complete the activity once more for a few minutes. Once
complete, T will ask some questions about what they noticed was happening. What
did you notice happened? Why do you think this happened? Would the same thing
happened if you removed another animal? [If needed, teacher can repeat by
removing the plant]
When activity is complete, students will return inside and jointly construct a food chain
on an ant. T will emphasise the arrow as meaning eaten by. Ss will suggest
appropriate predators and prey to complete the food chain with T assistance. Once
complete, ss will have the opportunity to create two food chains one on butterflies,
and one on their own chosen minibeast. Once written down, if time permits, T will
instruct ss to draw the pictures of their animals and/or create their own food chain.

Differentiating for
Individual Needs e.g.
Special Needs, ESL,
Gifted & Talented,
Different Learning Styles
Enabling prompts:
Asking specific questions
that struggling ss can
answer such as What does
your minibeast eat? What
eats your minibeast? Lets
write those down and see
whats missing from your
food chain.
Extending prompts:
Can you write a sentence
about whats happening in
your food chain?
Can you describe in one or
two sentences, what would
happen in your food chain if
you were to remove an
animal?
Focus Group:
Joint construction of food
chain and support in
creating their own by
assisting in organising
information and displaying
it.

2011

Resources/
Organisation

Animal
cards with
predator/pre
y
Animal
headbands
A3 paper for
drawing
food chain
Butchers
paper for
definition

School of Education 2011 Professional Experience Handbook

Reflection Discussion around why it is important to care for our environment and
the creatures in it. Refer to demonstration activity above. What are some things we
can do to care for our environment. Refer to food chain and discuss technical
language for each aspect of chain decomposer, producer and consumer. What
would happen if we didnt have minibeasts?
Students will have opportunity to share their food chains and describe what happens
in them to the class. Before they move off, they will be required, based on their
knowledge of their own food chain and ss sharing, to write a sentence describing
whats happening in their food chain.

Safety Issues to consider:

No running around when completing interactive activity ^
Ensure no hazards are on the basketball court during interactive activity

Australian Catholic University

2011

School of Education 2011 Professional Experience Handbook

Australian Catholic University

2011