1. Lesson 4 Monday 23rd May Week 4 Descriptive Writing Write three Descriptive paragraphs about our Rocky Shore Field Trip to Mount Maunganui on Friday 20th. Remember it is NOT a recount. You must include a title, 3x paragraphs using SEE structure (approximately 5-6 sentences each), a variety of sentences (compound/complex), suitable vocabulary, verbs. S - Statement E - Explanation E - Example

2. Lesson 3

3. Lesson 2

4. Lesson 1 You have 2 minutes to list all the things that you can think of that is living. If you were asked to group all these living things and everything else in the world, which is living, what two classifications could you come up with? Emma - active, non-active Kathleen - reptiles, mammals, amphibian Kate - land animals, sea creatures. Erin - animals, nature Kent - mammals, vertebrates, invertebrates, plants, bacteria, insects, birds, spiders, nocturnal animals Jarred - land, water = both Mirren - animals, plants Shannan - earth, insects Hayden - plants, animals, sea creatures Griffin - animal, plants, sea Hamish - water animals, water, plants, fruit, people Kayla - earth animals, marine creatures Bailee - prehistoric animals, things that lay eggs Yaveshree - nocturnal, rodents Oscar - human beings, animals, fruit, vegetables, insects, fire

5. Lesson 5

6. Discovery Week 1-3 Questioning Given to students wk 4 Gathering Week 4-7 Applying Week 7-10 Reflecting Week 11 To be taught: -Avon’s lesson plans (lessons 1-4) - Compulsory field study focusing on key concepts with in the unit. Lessons 1-4 What type of features do birds have to survive in different environments? Gather information, based on the scientific concepts previously taught in lessons 1-4 (habitats, niche, adaptations, food-chain, food-webs, lifecycle, ecosystems, competition) to answer the question. Lessons 5-9 – Compulsory before applying stage. Design a fantasy bird, with realistic features to survive in a specific habitat (imaginary or real on earth). Before construction begins teacher to approve: -final concept of bird design -written lifestyle description ( main literacy link). Lesson 10 School-wide display - open to parents Lifestyle description to be displayed with bird. Start gathering materials to construct bird and/or habitat display– feathers etc

7. Science Link to Unit plan Link to overview Link to Unit plan Link to overview Key Concept: All living things need to adapt in order to survive in different environments. Purpose: To use our inquiry model to develop and apply Scientific Concepts from the Living World. Specific Learning Outcomes: Students will be able to… 1.Explain what it means to be a living thing. 2.Understand what mutually exclusive categories are. 3.Explain why animals develop adaptations. 4.Understand that many adaptations which animals developed will be dependent on where they are on the food chain. 5.Explain that animals live in niches to suit their particular lifestyle. 6.Explain that animals avoid competition by adapting to certain niches, in order to better survive. Reflecting ApplyingGathering QuestioningDiscovery

8. Looking after our world