Describing Invertebrates - English and Science

Australian Curriculum content descriptions: 

Year 3 English:

• use interaction skills to contribute to conversations and discussions to share information and ideas (AC9E3LY02)
• plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words (AC9E3LY06)

Year 3 Science:

• compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals (AC9S3U01)

• write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate (AC9S3I06)

Year 4 English:

• listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information (AC9E4LY02)

• plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation (AC9E4LY06)

Year 4 Science:

• write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate (AC9S4I06)

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

General capabilities: Critical and creative thinking, Literacy

Cross-curriculum priority: Sustainability

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.