Building Inquiring Minds

The Power of Quality Teachers


“ We are all responsible for our own learning. The teacher’s responsibility is to create educa:onal environments that permit students to assume the responsibility that is rightfully and naturally theirs.”
                                   Brooks and Brooks 1999:43


  • What do we hope students will understand about their world by the end of this unit?
  • What is important and relevant for these students? Do these understandings assist students to develop the ‘Big Ideas’ in our through lines?
  • Can students demonstrate these understandings?

Essential Questions

  • Focus on How and Why questions rather than What or Who.

Link these chosen understandings to the AUSVELS content.

Domain: Science

Living things can be grouped on the basis of observable features and can be distinguished from non-living things.
Recognising characteristics of living things such as growing, moving, sensitivity and reproducing
Recognising the range of different living things
Sorting living and non-living things based on characteristics
Exploring differences between living, once living and products of living things
Science knowledge helps people to understand the effect of their actions.
Deciding what characteristics make a material a pollutant
Researching Aboriginal and Torres Strait Islander people’s knowledge of the local natural
environment, such as the characteristics of plants and animals
Living things, including plants and animals, depend on each other and the environment
to survive.

Investigating how plants provide shelter for animals
Investigating the roles of living things in a habitat, for instance producers, consumers or decomposers
Observing and describing predator-prey relationships
Predicting the effects when living things in feeding relationships are removed or die out
in an area
Recognising that interactions between living things may be competitive or mutually beneficial.

Skills - What do we want our students to be able to do?

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