Professional Documents
Culture Documents
Stage 1 Program
Year 1
Overview:
This unit provides opportunities for students to explore life and features of wet and dry
environments. It allows children to focus on peoples interactions with and responsibilities
towards these environments. This unit is designed to be reinforced through the integration
of other KLAs. These include English (Writing, Guided Reading, Talking and Listening), ICT
and Creative Arts.
The outcomes are:
ENS1.5: Compares and contrasts natural and built features in their local area and the ways
in which people interact with these features.
ENS1.6: Demonstrates an understanding of the relationship between environments and
people.
These outcomes will be achieved through a series of learning sequences. These learning
sequences have been taken and adapted from the H.S.I.E Syllabus, together with the
indicators, these are listed on pp.72-74.
Assessment and Evaluation:
Teacher observations / anecdotal notes will be ongoing throughout the unit. These will
concentrate on group participation, effort, contribution to discussions, problem solving skills,
communication skills and achievement of unit outcomes. The teacher will record these as
well as dating and signing in the final column.
Week
Learning Activity
Assessment
and
Evaluation
2-3
- What is an Environment?
Read along, play a game and watch an animation with the what is a
wet/dry environment on the following link:
http://www.skwirk.com.au/content/upload/Kiddies/HSIE/main.swf
- Use IWB, worksheets and clipboards to look at a map of Australia, locate
hot/dry areas and cooler/wet areas as a class.
-Introduce students to climate areas and names, (Desert, Ocean,
Rainforest, Wetland, Forest/ Dense Bush Areas, Grassland), matching
with photographs, identify and locate on map.
-Use brochures, magazines and newspapers to select images of built and
natural environments. Use these images to select and categorise these
environments as wet or dry.
- As a class, jointly identify all the wet and dry places in the local
area. Look at a map of Castle Cove (zoom in on a map of Australia using google
maps IWB). Prompt discussion by asking:
*Are there more wet or dry areas?
*Is our local area in a wet or dry part of Australia?
* How would you classify Castle Cove School?
* What features does it have because of its location in Australia?
- Using Castle Cove Public School as a reference point, create a
local map of the area using modeling materials (in groups). Students
must use geographical terminology to label their maps.
(Plastercine/ clay or other materials to make a 3D model of a map.)
- Explain that Australia is the driest continent in the world, yet has many
natural wetlands.
4
-Use the Wet and Dry Environments flashcards to revise and sort the
vocabulary related to the topic.
www.k-3teacherresources.com/wet-dry-environments.html#.UXjfe5EaySM
- Follow the lesson prompts on the following link:
http://splash.abc.net.au/media/-/m/30168/wet-weather-in-cold-and-warmclimates?source=search
-Students write about and draw a picture of a rainy day where they live.
Make sure the children know how to draw clues to show what the weather
feels like.
-Have students read and share their work class discussion.
- Watch:
http://splash.abc.net.au/media/-/m/30204/animals-that-like-wetweather?source=search
- Discuss answers to the question what do you think would happen if no
rain fell for a long time? How might animals change their behavior?
- Read through and discuss the 5 habitats as a class. Complete (where
possible) the Habitats Checklist Worksheet using orange for dry and wet
for blue Research together any unknown in ICT time.
Extension: Changes in habitats worksheet.
Watch:
http://splash.abc.net.au/media/-/m/86152/how-plants-survive-in-differentplaces?source=search
Flora in Wet and Dry Environments.
-As a class student build an under water garden using underwater plants
and a dry garden using succulents and clay/sand. Have students select
locations around the classroom that provide the amount of sunlight the
plant would receive in its natural environment. Students observe and care
for these environments throughout the rest of the term.
-Students record this experiment in their books by writing sentences and
supporting them with labeled drawings.
7-8
-Use the link to learn about and discuss how people change the
environment, how our actions can ruin the environment and people in
wet and dry environments.
http://www.skwirk.com.au/content/upload/Kiddies/HSIE/main.swf
-Take a walk around the school or down to the Castle Cove Oval/bushland.
Students will investigate this local environment.
List of Texts:
Geography Detective (series) - Deserts, Islands, Mountains, Rivers and Valleys, Grasslands,
Rainforests, Seas and oceans, Tundra - Sauvin P. and Steele P., Heinemann Library, 1997
Under the Sea - Talbot, F., Allen and Unwin, 2000
The Deep - Winton, T., Freemantle Arts Centre Press, 1998