UNIT PLAN TEMPLATE Australian Curriculum and Understanding by Design

Year Level: Two

SUBJECTS
Maths

English

Science
Biological

Teacher: Miss Jane Whetters

Content Descriptors and Proficiency from AC/SCASA
Create displays of data using lists,
table and picture graphs and interpret
them (ACMSP050)

Recognise and represent

multiplication as repeated addition,
groups and arrays

Identify a question of interest based

on one categorical variable. Gather
data relevant to the question

Create short imaginative, informative

and persuasive texts using growing
knowledge of text structures and
language features for familiar and
some less familiar audiences,
selecting print and multimodal
elements appropriate to the audience
and purpose (ACELY1671)

Rehearse and deliver short

presentations on familiar and new
topics (ACELY1667)

Create events and characters using

different media that develop key
events and characters from literary
texts (ACELT1593)

Living things grow, change and have

offspring similar to themselves
(ACSSU030)

People use science in their daily lives,

including when caring for
their environment and living
things (ACSHE035)

Participate in guided investigations to

explore and answer
questions (ACSIS038)

Page 1 of 15

Mathematics:
By the end of Year 2, students represent multiplication and
division by grouping into sets. They perform simple addition and
subtraction calculations using a range of strategies. They collect,
organise and represent data to make simple influence.

Achievement
Standard from
all subjects
included in
unit (just the
relevant
section)

English:
By the end of Year 2, students identify text structures and
language features. They read texts and recognise that images
provide extra
information. Students create texts, drawing on their own
experiences, their imagination and content learnt. Students use a
variety of strategies to engage in group and class discussions
sharing their ideas and experiences and make presentations. They
accurately spell familiar words and attempt to spell less familiar
words, using punctuation correctly. They have the ability to use
self-correcting strategies to edit their own work.
Science:
By the end of Year 2, students describe changes to objects,
materials and living things. Students pose and respond to
question about their experiences and predict outcomes of
investigations. They use informal measurements to make and
compare observations. They record and represent observations
and communicate ideas in a variety of ways.

Subject(s): Mathematics, English and Science (Biological)

Duration: Three Week Integrated Program for

Term 3 Weeks 5-7

PRELIMINARY STAGE: Finding what the desired result should be

General
Capabilities
(GP)
Crosscurriculum
Priorities
(CCP)

Literacy

Numeracy

ICT

Ethical Behaviour

Personal and Social

Intercultural
Understanding

Aboriginal and TSI

Histories and
Culture

Asia and Australias

Engagement with Asia

Sustainability

Critical and Creative Thinking

Page 2 of 15

Strands and Sub-strands:

UNDERSTANDING BY DESIGN STAGE 1: DESIRED RESULTS

LEARNING OUTCOMES: Students will be able to independently:
Participate in discussions while interrogating ideas as well as sharing
and evaulating information including predicitions, observations and
opinions.
Research an animal and found out how it grow, change and have
offspring.
Use inquiry skills to identify current understandings, develop and
answer inquiry questions, locate and collect information, use ethical
protocols, determine relevancy of information, justify conclusions and
present findings.
Plan, draft and publish a creative text, including experiment with text
structure, language features, images and digitial resources appropriate
to purpose and audience.

KNOWLEDGE AND SKILLS

Knowledge and Understanding:

Short stories are created for a purpose and include

specific elements.

Multiplication can be represented as repeated addition,

groups and arrays.

Living things grow, change and have offspring.

Data can be collected in a variety of ways and

represented using graphs.

Skills:
DEEP UNDERSTANDINGS:
Living things grow, change and have offspring.
Sustainability
ESSENTIAL QUESTIONS:
What defines a living thing?
How does a living thing then grow, change and have offspring?

Work effectively in groups and independently.

Participate in collaborative discussions.

Locate, interpret and analyse information through the

effective use of ICT and present this information to the
class.

Plan, draft and publish a creative text that engages

readers and fulfils its purpose.

Read aloud completed short story to the class using

effective presentation skills.

Interpret and complete written mathematical problems

demonstrating ability to use repeated addition and
multiplication.

Self and peer editing through the use of a feedback

sandwich.

Self and peer reflection to improve future learning.

Page 3 of 15

Use scientific language when describing observations

and findings.

Create a diorama that demonstrates knowledge of frog

life stages.

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Performance Task(s):

During the duration of this unit students will complete two performance tasks, one will be their published short stories whilst the other
will be their dioramas. Performance task one (short stories) will assess students understanding of text structure and purpose, it will also
assess their content and presentation skills. Performance task two (diorama) will assess students knowledge around the life cycle of a
frog. It will assess students ability to recognise and understand how a living animal (frog) changes and grows during the course of its
lifetime. Two different forms of assessment have been used so students are able to demonstrate their knowledge and understanding for
the topic using different formats; written and creative. Students will have developed this knowledge through a range of hands on lessons
implemented throughout this unit plan.

Other Evidence of Learning:

Other evidence of learning will include a marking rubric and a marking checklist. The marking rubric will be used to assess performance
task one (short stories) whilst the checklist will be used for performance task two (diorama). Daily observations and informal feedback
will be used throughout the duration of the unit to assist and guide students knowledge and understanding.
Daily observations include:
- Students contributions to discussions
- Students ability to work effectively in a pair or small group (this will determine if all students are contributing to work load evenly)
- Students ability to use ICT effectively
- Students ability to present to the class
Using daily observations will help me identify students knowledge and understanding around the topic. It will help me identify the
students who have grasped and understood the concept and those that may need a little more support or assistance. Notes from these
observations will help me plan and guide future lessons to ensure they are aimed at an appropriate level that allows all students to
achieve.
Diagnostic assessments will be used at the beginning of new topics to assess what students know. Summative assessments will then be
used at the end of the topic to see what students have learnt. Summative assessments will then be compared to diagnostic assessments
Page 4 of 15

to see the progression of student knowledge.

Feedback:
Students will be given both verbal and written feedback from the teacher to aid in the progression of their learning, through both
informal and formal means. Verbal feedback will be given during discussions and lesson tasks to address both correct and incorrect
student knowledge. It is important for teachers to correct any misconceptions students have to ensure learning caps are not created.
Written feedback in a formal means will come about through their performance tasks and the comments that are both positive and
constructive of their understanding.
Students will also receive feedback from their peers, this is implemented through the English program where students will use the
sandwich strategy and peer editing.

Self-assessment:
Students will use self-assessment through the WILT (discussed below) approach at the conclusion of each lesson. Students will also have
the chance to self-assess and reflect throughout the unit as their knowledge is expanded and they find the concepts clearer, indicating
that they are progressing towards the desired learning outcomes.

STAGE 3: LEARNING PLAN

Room 3 has been created around a student centred approach where students are considered active participates who have the
opportunity to contribute and construct their own knowledge. Students gain knowledge through an inquiry-based learning approach
which develops essential skills which aids students in becoming active and informed citizens who contribute positively to society. Miss
Whetters, the teacher in Room 3 believes in a constructivist approach to teacher, so therefore students are encouraged to be responsible
learners who learn through social interaction. Students are seated in smalls groups and the classroom is equipped with an interactive
whiteboard and two computers. The lessons implemented throughout this program reflect students prior knowledge and interests.
Lessons have been created around a hands on approach where students are engaged and driven through intrinsic motivation. The
program reflects differentiation as it sees the implementation of independent and collaborative work (both teacher selected and
student-selected groups) and a variety of learning experiences and assessment tasks. Most lessons have be designed to take place
within the classroom but some will be conducted around the school making use of the wet area, school oval, basketball court and library.
Each of the three learning areas aims to develop essential life skills by emerging students in relevant and purposeful learning that relates
to their lives and 21st century society. It is important students are able to see the connection that topics such as data, reading and
creating short stories and sustainability have on their everyday lives.
Within the learning environment the acronyms WALT (We Are Learning To), WILF (What Im Looking For) and WILT (What I Learnt Today)
are used to identify what is expected of the students and to allow them to self-reflect at the end of the lesson about what they learnt.
This strategy is used as it makes the desired outcomes easily visible to the students and allows assessment of student learning to be
easily identified. The classroom has been designed to cater for all students, allowing each individual student to achieve academic
outcomes and educational goals.

Page 5 of 15

How will you engage students at the beginning of the unit? (motivational set)
Students will become engaged within the unit through exploration and hands on learning experiences. Students contribute and construct
their own knowledge through an inquiry approach where students see the relevance and purpose in their learning. New topics are
introduced to students through the implementation of engaging hooks where students are eager to learn more. A range of strategies will
be implemented throughout the plan to keep students engaged such as:
- Conducting lessons outside the classroom, encouraging students to explore and observe their outside environment.
- The interactive whiteboard will be used and students will be asked to come up and demonstrate their knowledge or act as a recorder
(for example when solving math problems or recording data).
- Students collaborate with peers.
- In some lessons students get to choose their own partner allowing students to work with who they wish.
- Students create a habitat for tadpoles where they are hands on in this process and gain excitement as they get to watch the tadpoles
grow,
develop and change.
- ICT is used in a variety of lessons.
- Students are given freedom to make their own decisions and create something complete original (for example their living character).
- Students are involved in creative tasks (for example creating a diorama).

Lesson
Title
Learning
Area

ENGLISH
Introduce
Book The
Very Hungry
Caterpillar.

Lesson Activities

Show title of the book.

Do a page flick showing students some key images and words.
- Students predict what the book is about in their English workbooks.
Students share predictions with the class.
Read book The Very Hungry Caterpillar by Erie Carle.
- Stop half way and ask students to revise their predictions.

CCPs and
GPs
GP: Literacy
and critical
and
creative
thinking.

Resources

Book: The Very

Hungry
Caterpillar by
Erie Carle.
Students will
need their
English
workbooks and
stationary.

Page 6 of 15

ENGLISH

Discussion
and drawing
pictures to
represent
transformatio
ns.

ENGLISH

Lets look at a
short story.

ENGLISH

Research
animals.

ENGLISH

Whole class discussion to recap on The Very Hungry Caterpillar book

supported by guided questions:
- What was the story about?
- What sort of things did the hungry caterpillar eat?
- What comes before a caterpillar?
- What does a caterpillar turn into?
- What is this transformation called?
Students will draw a picture that shows the transformation the caterpillar
went through.

GP: Literacy
and critical
and
creative
thinking.

Reintroduce the book The Very Hungry Caterpillar.

- Explain to students that this is a short story.
Find out what students already know about short stories through guided
questioning:
- What is the purpose of a short story?
- What does a short story have?
- Who is the target audience for short stories?
Students will then be creating their own version of the hungry caterpillar.
- Students will begin with writing down three different ideas and then share
these ideas with the person sitting next to them.
- Students will then choose one idea and use this to create their story.

GP: Literacy
and critical
and
creative
thinking.

In pairs (teacher selected) students will research animals and how they
grow, change and have offspring similar to themselves.
- Each pair will be given an animal to research, with each pair researching
something different.
- Students will be given a template with specific questions to guide their
research.
- Students will record their findings on the worksheet which can also be used
to draw pictures.
At the end of the lesson each pair will present their findings to the class.

GP:
Literacy,
critical and
creative
thinking
and
personal
and social.

Recap on living things:

- What is an example of a living thing?

GP: Literacy
and critical

Book: The Very

Hungry
Caterpillar by
Erie Carle
Students will
need their
English
workbooks and
stationary.

Book: The Very

Hungry
Caterpillar by
Erie Carle
Students will
need their
English
workbooks and
stationary.

Computers (one
per pair)
Students will
need their
English
workbooks and
stationary.

Whiteboard and
markers.
Page 7 of 15

Create your
own living
animal.

ENGLISH

Create a short
story.

ENGLISH
Finish off
short stories
and edit.

- What do all living things have?

- What do living things do?
(Lead this conversation so students understand that living things grow,
change and have offspring).
Students will create their own unique made up living animal using blank
white paper.
- Students will draw this animal and then give it a name.
- Students will write an explanation describing their living animal for example
how it is a living thing, its characteristics, any special features or behaviours
and its life cycle.
Students will then share their animal and explanation with a partner (student
selected).
Students will then use peer feedback through the implementation of the
sandwich strategy to improve their character.

and
creative
thinking.

Recap on short stories.

- What is their purpose?
- What do they include?
Prior to students beginning hand out marking rubric and go through this as a
whole class so students understand what you expect of them and how they
can achieve the best marks.
Students will then use their animal from lesson five to create a story similar
to that of the hungry caterpillar.
- Students will brainstorm ideas in their English workbooks then share these
with their peers.
- Students will then begin to independently draft their story into their English
workbooks.

GP: Literacy
and critical
and
creative
thinking.

Marking rubric.
Students will
need their
English
workbooks and
stationary.

Students finish their draft stories.

Once finished students will go through editing stages:
- Students edit their own draft using a self - checklist and a red pencil.
- Students then give their short story to a peer for peer editing (this has been
taught
in previous lessons). Peer editing will be completed in blue pencil.
- After self and peer edit students will bring their short story to the teacher
for a final edit.

GP:
Literacy,
critical and
creative
thinking
and
personal
and social.

Students will
need their
English
workbooks and
stationary.
Students will
need a red and
blue pencil.

Blank white
paper (one per
person) .
Students will
need their
English
workbooks and
stationary.

Page 8 of 15

ENGLISH

Create final
copy.

ENGLISH
Present
stories to the
class.

10

MATHS
Introduce
repeated
addition and
multiplication.

Students will the use information and communication technology (ICT) to

create their final copy.
- Students will use Microsoft Word to type their short story and print it out
when they are finished.
Whole class discussion:
- What does a book include (guiding students to realise a book needs a front
cover and pictures).
Students will then create a front cover for their book using coloured card.
Students will need to include a title and a picture/s.
- Students may then wish to add pictures to their text.
Students put everything together to create a complete book with the help of
the classroom
teacher.

GP:
Literacy,
critical and
creative
thinking
and
personal
and social.

Students will present and read their story to the class.

Prior to this lesson a letter to parents will be sent home inviting them into the
classroom to view and listen to what their child/ren has created.
This will be used as a summative assessment and students will be marked on
the content of their book and their presentation skills. Students will be
marked against a rubric.

GP:
Literacy,
critical and
creative
thinking
and
personal
and social.

Introduction to repeated addition.

- Bring in stuffed teddies of different animals in pairs.
- Ask students what they have in common (guiding students to recognise
they are all living things, and they are all in pairs).
Whole class discussion through guided questions:
- How many animals are there all together? Students will be encouraged to
count in pairs.
- Ask one student to come up to the white board and ask to write this sum
(2+2+2+2 and so on, this is repeated addition)
- Does everyone agree with this? Is this correct? Why/why not?
- Is there an easier way to write this sum?
- Introduce multiplication symbol (can be referred to as lots of times
multiply by).
- Show students how this can be written using the whiteboard (2+2+2+2+2
can also be written as 2x5).

GP:
Numeracy,
Literacy and
critical and
creative
thinking.

Computers (one
per person).
Microsoft Word
software
installed on all
computers.
Coloured card.
Students will
need stationary.
Stapler

Students will
need their
completed
stories.
Marking rubric.

Stuffed teddies
- 4 different
animals and 2
of each (8 in
total).
Whiteboard and
markers.

Page 9 of 15

11

MATHS

Solving word
problems.

12

MATHS

Creating word
problems.

13

MATHS

Introducing
data

Recap on previous lesson:

- On the whiteboard have 3+3+3 ask students what this is called.
- Ask students if they have another way this sum could be written, select a
student to come demonstrate their knowledge on the whiteboard.
- Select a student to write a repeated addition sum on the whiteboard and
ask another student to transform it into a simplified sum.
On the whiteboard have four problems that students need to find the
answers to.
- For example Jessica has four dogs, each dog had 4 puppies how many dogs
does she have all together?
- Students will need to demonstrate their knowledge of repeated addition and
multiplication presenting their answers using both methods.
- Students will then work through the problems independently completing
this task in their Mathematics workbooks.
Facilitate whole class discussion:
- Students bring their workbooks to the mat and go through answers.

GP:
Numeracy,
Literacy and
critical and
creative
thinking.

Recap on previous lesson:

- What is repeated addition and the symbol used for this method?
- What is multiplication and the symbol used for this method?
Create another word problem and have this on the whiteboard.
- For example Tom planted eight white roses, eight yellow roses and eight
orange roses how many roses has he planted all together?
- Ask students to think pair share with the person sitting next to them
- Discuss answers as a class.
Students will then independently write two sums written in the format of
living things.
Students then swap their sums with a partner (student-selected).
Students will then work through the sums and write the answers in both
repeated addition and multiplication.
Students share sums created and answers with the class.

GP:
Numeracy,
Literacy,
critical and
creative
thinking
and
personal
and social.

Introduce data through whole class discussion:

- What can be recorded?
Do a whole class data collecting activity using butchers paper.
- Ask one student to be a volunteer and record information collected using a
tally system.

GP:
Numeracy,
Literacy,
critical and
creative

Whiteboard
Pre - prepared
word problems
written on the
whiteboard
Students will
need
Mathematics
workbooks and
stationary

Whiteboard and
markers.
Students will
need their
Mathematics
workbooks and
stationary.

Butchers paper.
Permanent
markers.
Students will
need
Page 10 of 15

14

MATHS
Discovering
how data can
be
represented
using graphs.

15

MATHS

Collecting
data in the

- Ask students:
Who has dogs? (Those students with dogs will raise their hand, the recording
student will put a line for each student who has their hand up).
Who has cats? (Follow some process as above).
Who has fish? (Follow some process as above).
How many people in our class have another living animal at their house?
Pose question to students:
- How can we show tally marks so they will be easier to count later?
- Ask students to share their ideas.
- Lead students to recommend that every fifth tally be a slash through the
first four existing tallies. This offers an easy method for skip- counting by
fives.
- As a class tally results.
Students independently copy data into their Mathematics workbook. This will
be referred to in future lessons.

thinking
and
personal
and social.

Recap on data activity collected in lesson four through guided questioning:

- What did we learn?
- What do our tallies tell us?
Pose question:
- Is there another format we can use to represent our class data?
Introduce graphs (focusing particularly on bar graphs).
- Students watch YouTube video Bar Graphs for 2 nd Grade Kids.
- When video asks questions, pause the video and ask students to think of
the answer.
- Select random students to share their answer.
- Play the video to see if the student was right.
Whole class discussion through guided questions:
- What does a graph need to include (title, axis, numbers and colour).
Students will then go back to their desks and independently create their own
bar graph using the data collected from lesson four in their Mathematics
workbooks.

GP:
Numeracy,
Literacy and
critical and
creative
thinking.

Recap on previous lessons:

- What is a living thing?
Pose question to students:
- What living things could we find in our school environment?

GP:
Numeracy,
Literacy,
critical and

Mathematics
workbook and
stationary.

Computer with
speakers.
Interactive
white board.
YouTube Video
https://www.you
tube.com/watch
?
v=oYXmY5axC2
I
Data collected
from previous
lesson.
Students will
need
Mathematics
workbooks and
stationary.
Whiteboard and
markers.
Butchers paper.
Page 11 of 15

school
environment.

16

MATHS
Creating a
graph using
video
observations.

17

MATHS

Investigate
whether dogs

As a whole class create a list of possible examples on butchers paper.

Students will be working in pairs (teacher selected) to find living things
within the school environment.
- As a whole class walk down to the school oval and observe for 5 minutes
(students will use a tally to record their findings). This will be completed in
students Mathematics books.
- After 5 minutes move as a whole class to the basketball court area and
observe for another 5 minutes with students recording their findings as they
go.
- After the 5 minutes move as a whole class to the wet area and observe for
another 5 minutes where students will continue to record their findings.
Return to the classroom and facilitate whole class discussion on students
findings.
- What living things did we see at the basketball court, wet area and oval?
- How many living things did we see on our adventure?
Students will then go back to their desks and create a bar graph that
represents their findings.
Pairs will use the same information but each student will be independently
create their own graph.

creative
thinking
and
personal
and social.

Watch YouTube video ultimate animal video for children.

- Whilst watching students will be recording all the animals they see and how
many they see.
- During times where the video shows a large number of the same animal,
pause the video and allow for students to count them.
Facilitate whole class discussion based on movie findings.
- What living animals did we see?
- How many horses did we see?
- What was the highest number of animals we saw?
- What was the least number of animals we saw?
Put all students findings into a table using a tally.
Students then use this information to draw a bar graph in their Mathematics
workbooks.

GP:
Numeracy,
Literacy and
critical and
creative
thinking

Pose Question:
- Are dogs or cats more popular in our learning block? (There are four, year
two classes that are all together in a block).
Facilitate whole class discussion through guided questions:

GP:
Numeracy,
Literacy,
critical and

CCP:
Sustainabilit
y

Permanent
markers.
Observation
sheet (one per
pair).
Students will
need
Mathematics
workbooks and
stationary.

Computer with
speakers.
Interactive
whiteboard.
YouTube video
https://www.you
tube.com/watch
?
v=bLJw9yPusak
Students will
need
Mathematics
workbooks and
stationary.
Whiteboard and
markers.
Data worksheet
created as a
Page 12 of 15

or cats are
more popular
in Year 2

- How could we find out this information?

- Would this be accurate?
- What information should we collect?
- How can we organise this information?
Together as a class create an information sheet that can be handed out to
the other year two classes that will provide Room 3 with evidence that
supports their question.
Select a number of students to go around to the other year two classes to
hand out sheets and collect data (all students will have the opportunity to go
around to the other year two classes to collect data).

creative
thinking
and
personal
and social.

class.
Data worksheet
photocopies
(one per
person).

*NOTE: This has been pre-arranged and organised between the classroom
teacher and other year two teachers.
18

MATHS
Evaluate data
and present
in bar graph.

19

SCIENCE
Time to
create a
tadpole
habitat.

Combine all data collected and as a class calculate the findings.

Put the data into a tally format using butchers paper.
Students will use this information to create a bar graph.
Students will then write a short explanation that answers the inquiry question
as mentioned in previous lesson
- For example: Using the data collected I found out that ___ were more
popular
than ___ because ..
This will be completed in students Mathematics workbooks.
Collect student work
- Mark bar graph and check explanation for understanding

GP:
Numeracy,
Literacy and
critical and
creative
thinking.

Show pictures of a tadpole and facilitate whole class discussion:

- Is a tadpole a living or non-living thing?
- Does it grow and change? How?
- Does it have offspring?
As a whole class students will create an environment suitable to keep
tadpoles.
* NOTE: This has been pre - organised and approved by the school principal
who has said that Room 3 can create this using a section of the wet area.
Students will be put in small groups (teacher selected) and each group will
be responsible for contributing to the creating of the environment as well as
the maintenance. These groups will routine so every child will be
participating in a hands on learning experience.

GP:
Literacy,
critical and
creative
thinking
and
personal
and social.

CCP:
Sustainabilit
y

Data collected
from all Year 2
classes.
Butchers paper
and markers.
Students will
need their
Mathematics
workbooks and
stationary.

Pictures of
tadpoles.
Materials for
creating tadpole
habitat such as
large tank,
large rocks,
weeds, shade
and water.
Students will
need Science
workbooks and
stationary.
Page 13 of 15

20

SCIENCE

Frogs grow
and change.

Over the course of the year, every fortnight students will look at their wet
area and observe.
Every fortnight students will record their observations and will make
comments on the growth and changes they have witnessed. Students will be
asked to use written explanations and drawings to support their
observations. This will be completed in students Science workbooks.
Increase students knowledge around tadpoles and frogs
- Watch YouTube video froggy froggy
Discuss elements of the video
- How do we know a frog is a living thing?
- Does a frog change over the course of its life time? How?
- How many stages is there in a frogs life cycle?
- What does camouflage mean?
In pairs (teacher selected) students will use ICT to research further into
what each stage of the frog life cycle means, taking particular notice as to
how a frog changes and grows.
Students will use this information to independently create a poster that
shows a frogs life cycle.
Students will then label their poster writing a short description as to how the
frog changes and grows.

GP:
Literacy,
critical and
creative
thinking
and
personal
and social.
CCP:
Sustainabilit
y

SCIENCE

Creating a
diorama.

Students use their knowledge learnt in previous lessons to create a diorama

of a frogs life.
Students will complete this task in teacher-selected pairs.
Prior to starting students will be given a marking checklist. Discuss this as a
whole class.
On completion students dioramas will be displayed around the classroom.
This will be used as a summative assessment to check students
understanding of how a living thing such as a frog grows, changes and has
offspring.

GP:
Literacy,
critical and
creative
thinking
and
personal
and social.

CCP:
Sustainabilit
y

Computer with
speakers.
Interactive
whiteboard.
YouTube video
https://www.you
tube.com/watch
?v=JrXww4oZrsI
Students will
need
Mathematics
workbooks and
stationary.
Computers
(one per pair)
Blank white
paper (one per
person)
Materials to
create diorama
such as boxes,
paint,
magazines,
scissors, glue,
modelling clay,
small figurines
or models
(frogs), paper,
cardboard and
so on.
Marking
checklist.
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