Embedded Files
Lesson 11 and 12: The Changing Environment Assessment
Lesson 11 and 12: The Changing Environment Assessment
Big idea: Weather affects our daily lives.
Big idea: Weather affects our daily lives.
Weather discussion: Discuss what the weather is like today. What do you notice about today's whether? How does it feel? Do you think the weather might change?
Weather discussion: Discuss what the weather is like today. What do you notice about today's whether? How does it feel? Do you think the weather might change?
Students are encouraged to describe what they see (Is it sunny, cloudy, raining? What is the temperature like?).
Using the weather symbols cards made by students, record the weather for today on the class weather chart. *Choose a student who hasn't had a turn
Using the weather symbols cards made by students, record the weather for today on the class weather chart. *Choose a student who hasn't had a turn
Weather Symbols.pdf
Animal Seasons.pdfWarm-up: Briefly revisit the learning from the following learning experiences.
Warm-up: Briefly revisit the learning from the following learning experiences.
Activity: Changing Environment Assessments
Activity: Changing Environment Assessments
Inquisitive account details
Inquisitive account details
Username: balp@lism.catholic.edu.au
Username: balp@lism.catholic.edu.au
Password: $StFrancis2024
Password: $StFrancis2024
Assessment Instructions
Assessment Instructions
Please explore the assessment thoroughly with students before handing out the assessment. Use the prompts below to prime students to explore the knowledge developed during the unit. Structure the assessment one question at a time. Explicitly explain that students are not to go onto the next part until instructed by the teacher. Encourage students to label their drawings by using their sound charts to spell familiar and unfamiliar words.
Please explore the assessment thoroughly with students before handing out the assessment. Use the prompts below to prime students to explore the knowledge developed during the unit. Structure the assessment one question at a time. Explicitly explain that students are not to go onto the next part until instructed by the teacher. Encourage students to label their drawings by using their sound charts to spell familiar and unfamiliar words.
Example of students prompts
Example of students prompts
Student Prompts – How Living Things Respond to Changes
Student Prompts – How Living Things Respond to Changes
Understanding of Animal Responses to Change
What does this animal do when the season changes?
Does it stay where it is or go somewhere else?
Does it sleep for a long time or stay active?
Connection to Environmental Changes
Why does the animal do that?
What is different about the weather or food at that time?
How does this help the animal stay alive?
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