Unit focus: Environments

Grade: 2
Learning Intentions as per the Victorian Curriculum

English: Identify and describe elements within environments (both local and global), interpret and infer the
elements within an environment and present their knowledge and understanding of a particular environmen
choice.
Mathematics: To identify and present primary data collection through an activity. Students will learn
measurement concepts for both time and height, and will apply these to real life circumstances.

Health and Physical Education: To enable students to explore their own sense of self, emotions, interacti
with others in relation to active participation in the field of dance (physical movement)

The Arts (Dance): Continue to explore how dance can communicate many different ideas and expressions
present in their world; and to become an active participant in safe dance practice and sharing of dance
interpretations with peers

Personal and Social Capability: To enable students to work collaboratively whilst exploring and monitorin
and nonliving environments and relating this to global environments.
Guiding questions for the unit:

These questions are intended to provoke critical thinking throughout the unit, in order for students
understand environments and to be able to relate environments to themselves in terms of sustainab
and citizenship in local and global contexts.

What is an environment? What makes up an environment? (animals, plants)

What affects environments? (eg: weather, climate etc.)
How do we affect the environment we live in? (eg: man made, deforestation, erosion etc.)
How can we make a difference in our environment? (Globalisation/ Sustainability: rethink, reduce, reuse, re
Pre Assessment:

Before we begin the unit of work, we will assess children's current knowledge and understandings through
form of a diagnostic assessment (Clarke & Pittaway, 2014). Initially, students need to be able to grasp the c
of environment. During the pre assessment, the teacher will assess the students understanding of the first u
question: what is an environment?
Students will also be tested informally through observation and modelling, on productive ways to work in gr
whilst learning through collaboration and discussions. Students will need the underlying knowledge of coop
peer skills, how to formulate questions and discussions, basic conflict resolution skills and time and turn tak
skills.These skills will be monitored during all small and whole class group activities.

Activity 1: Identifying and describing elements in environments (living and non-liv

(English)
Lesson Aims:
1. To identify what an environment is.

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Curriculum link:Understand the use of vocabulary in everyday contexts as well as a growing number of sch
contexts, including appropriate use of formal and informal terms of address in different contexts (VCELA202

2. To describe, present and demonstrate environments features using visual cues and rich vocabulary.
Curriculum link: Use comprehension strategies to build literal and inferred meaning about key events, ideas
information in texts that they listen to, view and read by drawing on growing knowledge of context, text struc
and language features (VCELY186)
Curriculum link: Construct texts that incorporate supporting images using software including word processin
programs (VCELY197)

Activity:
Students will begin to explore various local and Australian environments and will distinguish the difference
between living and nonliving. Collaboratively, students will brainstorm and describe local environments to cr
class mind map and a class literacy fishing game. At the conclusion of the teaching and learning strategies,
students will present and demonstrate their understanding of an environment of choice through the product
an environment mini project. Their posters will consist of the following information:
Title and description of the environment;
Drawings/photos of elements within their environment with full descriptions of what each element is and wh
important in that environment;
Australian map that shows words associated with environments (alpine- Blue Mountains, Victoria).

Formative assessment:
Hand written observations will be taken on each individual student's understanding of environments through
duration of the teaching and learning strategies.

Summative assessment:
Environments mini-project poster. As this is an individual task, students have to demonstrate their understa
of the different elements in a chosen environment. If their representation cannot be interpreted clearly, then
an indication that the student has not understood the concepts of what is an environment?

Teaching/learning strategies
1. Class brainstorm on different environments

Resources/Preparation
Poster paper
Coloured markers

Create a class mind map, facilitated by the teacher.

Teacher will ask questions such as:
What do you think an environment is?
What are environments made up of (living/ nonliving)?
What environments can we find locally and in Australia? Can you give me
some examples.
This teaching strategy enables students to begin to explore various
immediate and wider environments and to begin to consider the elements
found in certain environments, both living and nonliving.
2. Creating their own picture card of different types of environments for a
class clarification game
Each student will get a blank thick card to draw an environment. First,
students could choose to go on an environment hunt to find clues in books
and ICT that show and describe environments.

Fish templates (Cardboard)

Paperclips
Sticky tape
Square cards/ thick paper
Textas
Coloured pencils

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Students will also be asked to write descriptive words and environment

names on pre-made card fish templates, for the next whole class activity.
Students will then create the fish game by sticking paper clips on the back
of the word cards.

Computers
Various picture books

3. Class Fishing game

Each students card with their

drawings on
Kids size fishing rod with mag
on the bottom of the line whe
bait would go
Fish word cards

Students sit in a circle. In the middle of the circle, the teacher will have
placed the fish word cards face down. Some cards will have names of
environments and some will have descriptive features that are in specific
environments written on them. For example, desert, rainforest, tall trees,
cactus, kelp etc. Teachers can make their own sets of cards to add to the
mix, in order to teach specific words needed to understand particular
environments. The picture cards created by the students will sit around the
fish pond face up in front of all of the children. Students take turns to use
the fishing rod to fish for two cards, to read aloud the cards and then try to
match them to the pictures of the environments. This will require
collaboration and reflection as some environments contain the same
elements or features. The other learning aim of this is that the students
match the visual with the corresponding environmental words.This game
can be reused when clarification is needed, and modified for different levels
of vocabulary comprehension.
4. Guess where the traveller has been

Resources:
Traveller posters with visuals
Students will be asked to become traveller detectives. Different posters will (Prepared by teacher). It will
be placed around the room that contain pictures of certain items according
require the teacher to think a
to a particular environment. Students will have to infer from those visuals
different types of environmen
which environment the traveller has been to.
what items a traveller could t
those environments.

Activity 2: Interpreting Environments

(Dance, Physical Education & Personal and Social Capability)

Lesson Aims:
1. To view, respond, reflect and interpret dance through digital media
Curriculum link: Respond to dance, expressing what they enjoy, and where and why people dance (VCADA

2. To brainstorm a range of imaginative dance movements to then construct a dance composition

Curriculum link: Use simple technical and expressive skills when presenting dance that communicates idea
about themselves and their world to an audience (VCADAP023)

3. To present and perform a dance composition demonstrating how they respond and perceive different
environments
Curriculum link: Construct and perform imaginative and original movement sequences in response to stimu
(VCHPEM081)

4. To understand other students ideas and collaborate with them in a small group task
Curriculum link: Listen to others ideas, and recognise that others may see things differently (VCPSCSO012

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Activity:
At the conclusion of the teaching and learning strategies, students will perform a dance interpretation consi
of movements that represent a particular environment of choice (we will encourage students to choose a di
environment to what they chose for the poster in activity 1).
Formative assessment:
Direct observation
Anecdotal records
Group dance (analysis of student work example)
Summative Assessment:
Collaboration skills presented
Teaching/learning strategies
1. View the following clip
https://www.youtube.com/watch?v=X623FpCKCGU
Following the viewing of this clip, the questions that will be asked are:
What environments were evident in the clip?
What kind of movements represented each environment?
Where in the world can we find these kinds of environments?
Can you think of any other environments that were not in this video clip,
thinking back to previous brainstorms and discussion and linking with own
knowledge?
2. Whole class discussion on the following points:
Interpretive dance movements are responding to how you might feel in
different situations or environments.
Think about how you would feel in your environment. For example, If you
were in a hot desert, what kind of movements would you do to show the
audience how you were feeling. E.g. wiping face from sweat
3. Workshop movements responding to a range of environments
Students will form a circle. In small groups, students decide what
environments they will focus on (e.g. desert, water, iceland). Each
student around the circle will create a movement. The teacher will
encourage them to do whatever movement that comes to mind when
they think of being in that sort of environment. Movements will be
recorded through visual representations and writing of movements on a
central whiteboard along with video recording of movements.
Each small group will choose the movements for their environment and
practice to present to the rest of the class.

Resources/Preparation

Projector/Interactive whiteboa
students to watch the dance
on.

An open space for students t

present and perform their dan
Music (storm cd, rainforest so
etc)

Whiteboard/whiteboard mark
Videoing device
An open space to conduct th
activity
Music

Activity 3: Where are environments found?

(Mathematics & English)
Lesson Aims:

1. Students will explore, interpret and demonstrate their knowledge of relative positions of North, North-Eas

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North-West, East, South, South-East, South-West, and West through identifying significant types of
environments on an Australian map.

2. Students will be required to read and follow a set of directions to navigate their way around a particular loc
Curriculum link: Understand that different types of texts have identifiable text structures and language featu
that help the text serve its purpose (ACELA1463)

3. Students will explore the concept of location, in terms of immediate environments and Australia-wide
environments, including features of location and interpret how these are presented on a map.
Curriculum Link: Interpret simple maps of familiar locations and identify the relative positions of key features
(VCMMG122)

Activity:
At the conclusion of the following teaching and learning strategies, students will produce a map of a chosen
Australian state, presenting the various environments found in the state. They will have to include map feat
such as a legend, title, scale and compass.
Formative assessment:
Direct observation
Anecdotal records
Sample work
Summative assessment:
Students map of their chosen state with accompanying elements and map features
Teaching/learning strategies
1. How to label a compass
Strategies:
Never Eat Soggy Weetbix
NEWS

Resources
Old magazines
Glue scissors
Template pieces to cut out
crayons/pencils/textas
Card to stick compasss on

Students will then complete the following rose compass craft activity
outlined on the following website.
http://www.theclassroomkey.com/2014/09/teaching-map-skills.html
2. Learning how a compass works through an adventure around the school
grounds
e.g) using the compass application on iPad/tablet to navigate their way
around the school to a particular area (e.g. one instruction may be:
1. Head North-East until you reach the recycling bin.
2. From the recycling bin, head West until you reach the door of the
classroom).

Compass application on iPad

iPads/tablets to use the appli
on
Teacher to create adventure
worksheet with directions
Neighbourhood map workshe
https://au.pinterest.com/pin/3
430349444080/

Students then complete the neighbourhood map worksheet to consolidate

the above learning
3. Learning about the features of a map
legend/key
Title
Scale
Compass

Students will complete the fo

worksheet
https://au.pinterest.com/pin/3
174917610763/

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4. How to construct a map using grid paper

Students will be given a map of Australia to which they transfer a state
onto grid paper. They will be instructed to include all the features of
a map discussed in strategy 3.

Grid paper (1cm)

Map (refer to below link)
https://au.pinterest.com/pin/2
149249860785/

Activity 4: What effects our environment? (man made, environmental)

(Mathematics/ Science)
Lesson Aims:

1. Students will apply and interpret mathematical skills to determine measurement in terms of real life obje
Curriculum link: Compare and order several shapes and objects based on length, area, volume and capacit
using appropriate uniform informal units (VCMMG115)
2. To be able to collect, present and infer primary data
Curriculum links: Collect, check and classify data (VCMSP127)
Create displays of data using lists, table and picture graphs and interpret them (VCMSP128)

3. To understand the environmental elements of growing plants successfully

Curriculum link: Living things have a variety of external features and live in different places where their basi
needs, including food, water and shelter, are met (VCSSU042)
Activity:

During this sequence, students will learn how to grow miniature beans and will learn the elements needed t
successfully grow plants. Students will collect data in terms of measurement of height and time, and provide
primary data examples from their real life growing activity. Students will collaboratively compare their obser
and data findings, and form ideas about what elements affect environments.
Assessment (formative only):
Direct observation
Sample work
Teaching and learning strategies
1. Growing of class miniature beans:
Students will grow a living plant in the form of a bean. Students will be
introduced scientifically to the elements needed to successfully grow plants
in an environment (food, water, shelter, soil). Students will be taught skills
through collaboration on sharing responsibility for the life and wellbeing of
their plant. A whole class anchor chart may be used in this case to promote
the language surrounding the growing of beans, this can be helpful in that
students can refer to this collaborative chart in the next activity when they
write about the findings of their beans growth. The teacher will create
control groups in terms of presenting 4 bean pots but taking away one of
each of the needed elements (ie: a bean kept in a cupboard without light),
so that students can infer the differences in their beans to the control
groups, to further realise the importance of manmade and environmental

Resources
Plastic cups
Paper towel
Fertiliser
Beans (Dwarf seed)
Potting mix
Water
Marker to name the cups
Poster paper
Textas

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features in successful growing of the beans.

2. Collecting data and representing:
Students will create a timeline mini book, in which they will record the
growth of their bean every second day. Students will be encouraged to
compare their beans to the control groups, and explain what they think is
happening to the bean and why. Students will record the time (day, time of
day) and the height/length that the bean is growing and record this as
primary data. This can be presented in both mathematically and visually.
Students will then be able to predict, based on comparison with other peers
data analysis, what they think might happen to their bean, and how long it
may take until it is fully grown and abundant.

A3 paper or a stapled plain b

Pens/pencils
Measuring tapes
Magnifying glasses
Clock (to record specific time

Poster paper
Textas/ pencils
Talking/ sharing stick
After the beans are quite mature, students will collectively reflect as a class, Ipads/ laptops
by presenting and sharing their individual findings and comparing it to other Link to manmade and
students. Further information can be presented on man made and
environmental detrimental fac
environmental detrimental factors in environments through ICT. Critically
http://nationalgeographic.org
reflective questions will be asked such as:
opedia/pollution/
What helped your bean grow, and why?
What happened to the control group beans and why?
Are these factors man made or environmental?
Do both affect our environments? What and how?
3. Class collaboration

Activity 5: How can we protect our environments?

(Personal and Social capability/ English)
Lesson Aims:

1. To demonstrate an awareness of personal qualities and factors that contribute to environments and form a
opinion about protecting the environment
Curriculum link: Identify language that can be used for appreciating texts and the qualities of people and
things(VCELA236)
Curriculum link: Understand the use of vocabulary about familiar and new topics and experiment with and b
to make conscious choices of vocabulary to suit audience and purpose (VCELA237)

2. To work effectively in teams and develop strategies to manage challenging situations and ideas construct
Curriculum link: Listen to others ideas, and recognise that others may see things differently (VCPSCSO012

3. To understand how relationships are developed through collaboration, teamwork and the use of interperso
skills
Curriculum link: Use basic skills required for participation in group tasks and respond to simple questions ab
their contribution to group tasks (VCPSCSO014)
Activity:

Students will undertake collaborative activities that promote conversations, opinions and reflective skills in o
to grasp the ideas around environments and the effects that humans have on environments. Students will w
together to create a petition poster about an environmental issue that they believe is important to them and

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ultimately make an impact on the public and wider audience to make a difference in the community.
Assessment (formative only):
Direct observation
Sample work

Teaching and learning strategies

Resources

1: Whats in the hoop?

Hoola hoop
Magnifying glasses
Paper
Pencils
Containers to collect specime

During this activity, students are asked to form small groups. Students will
explore their immediate school environment by placing a hoop somewhere
on the grass/ sand/ tan bark, gardens and differentiate elements that are
both living and nonliving. As teams, students will document what they are
observing and the underlying concepts that may or may not be contributing
to success of their environment (ie: bees pollinating the flowers, leaves
providing shelter for the bugs). This task can be extended into a hands on
task by creating bug hotels by using stacking wood pallets and gathered
sticks to create homes for the bugs/ animals living in those environments.
2. Brainstorm of a range of environmental issues
As a class, students along with teacher will research and brainstorm a
number of environmental issues that they can then form the basis for their
petition poster.
Some of the environmental issues could include:
Water pollution
Air pollution
Waste disposal
Climate change
3: Petition poster draft
Students will learn how to formulate a persuasive draft in the form of a
poster that addresses an environmental issue that they feel is important to
the community
Students are then to share, critique and adapt their poster to then publish a
final draft, which could then be presented to the wider school community
during assembly or in the school newsletter.

Device to access internet on

Notebooks
Whiteboard

Poster paper
Device to access internet on
Notebook to draft opinion not

Post Assessment:
At the conclusion if this unit, students will undertake an objective test (Clarke & Pittaway, 2014) where they
tested on the vocabulary learnt in the unit, knowledge of elements within various environments, where to lo
least three Australian environments on a map and their abilities to describe certain movements associated w
various environments.

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