Role play habitat meeting

Australian Curriculum content descriptions:

Year 3 Science:

• Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)

Year 3 English:

• Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
• 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 and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Year 4 Science:

• Living things depend on each other and the environment to survive (ACSSU073)

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, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)

Syllabus outcomes: ST2-10LW, ST2-11LW, EN2-6B, EN2-1A.

General capabilities: Literacy.

Cross-curriculum priority: Sustainability OI.2.

Relevant parts of Year 3 Science achievement standards: Students group living things based on observable features and distinguish them from non-living things.

Relevant parts of Year 3 English achievement standards: Students listen to others’ views and respond appropriately using interaction skills.

Relevant parts of Year 4 Science achievement standards: Students describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal.

Relevant parts of Year 4 English achievement standards: Students make presentations and contribute actively to class and group discussions, varying language according to context.

Time required: 60 mins (plus 30 minutes if student makes face masks).

Level of teacher scaffolding: Medium.

• Information about the plants and animals chosen by the students
• Art material if students make face masks. About The Thinking Hats.

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

• Critical thinking
• Collaboration
• Problem solving
• Communication
• Creativity

This is an original Cool.org lesson. Facts and figures in these lessons may have changed since this lesson was published. We always endeavour to update our resources in a timely manner, but if you see an error or issue in our resources please get in touch with us.