Describing Invertebrates - English and Science

Australian Curriculum content descriptions: 

Year 3 English:

• 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, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)
• Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

Year 3 Science:

• Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)
• Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)

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, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
• Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)

Year 4 Science:

• Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)

Syllabus outcomes: EN2-1A, EN2-2A, ST2-10LW, ST2-4WS

General capabilities: Literacy, Critical and Creative Thinking

Cross-curriculum priority: Sustainability OI.2

Relevant parts of Year 3 English achievement standards: Students understand how language features, images and vocabulary choices are used for different effects. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing.

Relevant parts of Year 4 English achievement standards: Students explain how language features, images and vocabulary are used to engage the interest of audiences. Students create structured texts to explain ideas for different audiences. They contribute actively to class and group discussions, varying language according to context.

Relevant parts of Year 3 Science achievement standards: Students group living things based on observable features and use diagrams and other representations to communicate their ideas.

Relevant parts of Year 4 Science achievement standards: Students make and record observations with accuracy, and use formal and informal ways to communicate their observations and findings.

This lesson is part of the wider unit of work: Investigating Invertebrates – Lower Primary

• Device capable of presenting a website to the class
• Drawing materials
• Invertebrate Flashcards – Years 3 & 4
• Student Worksheet – one copy per student
• Whiteboard
• Who Am I? Example

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

• Communication
• Creativity
• Critical thinking
• Collaboration  

Time required: 90 mins

Level of teacher scaffolding: Medium – lead students in discussions, oversee observations of invertebrates outdoors

This is an original Cool+ lesson.