Human+Body


 * Term 2**  QT Elements
 * DK || DU || PK || HOT || M || SC || EQC || E || HE || SS || SSR || SD || BK || CK || KI || I || C || N ||

• devises a model to demonstrate how a system of the human body functions, eg respiratory system • selects appropriate resources and materials to demonstrate the function of a system that is part of the human body, eg the digestive system || • understands purpose and stages of the organisation of an explanation, including general statement about the phenomenon, explanation, conclusion • uses other texts as models for aspects of writing own explanations, such as text organisation, grouping of information under headings • explains in writing one or two reasons for a common phenomenon, personal action or opinion • uses some effective planning strategies when writing explanations, such as drawing a diagram • sequences ideas in texts effectively to write simple explanations. • recognises and describes the purpose of explanations and how they are organised according to their purpose • predicts and lists a range of sources of explanations as resources for answering focus questions, eg print and non-print, literary and factual films, photographs, charts, people • views children’s documentaries containing explanations • retells and discusses interpretation of explanations read or viewed, with attention to main ideas and supporting details • makes brief notes of information relevant to the topic, recording resources used • recognises simple cause–effect relationships and how they are written. • Listens to more complex explanations of simple phenomena either read or given by experts and participates in retelling • Recognises main organisational structure and key language features of spoken explanation • Draws on current knowledge to hypothesise or relate information in sequence • Understands the need to supply reasons when giving an explanation to tell how or why something occurs. ||
 * **Content Focus Living Things**
 * Learning Processes**
 * Designing and Making**
 * Using technology** || **Links to other Key Learning Areas**
 * English – Writing, Reading, Talking and Listening**
 * Personal development, Health and Physical Education** ||
 * **__Science and Technology Outcomes:__**
 * LT S2.3** Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment.
 * DM S2.8** Develops, implements and evaluates ideas using drawings, models and prototypes at appropriate stages of the design process.
 * UT S2.9** Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks.
 * Indicators:**
 * **__English Writing Outcomes__**
 * WS2.9** Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.
 * WS2.10** Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type.
 * WS2.13** Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.
 * WS2.14** Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used.
 * Indicators**
 * __ English Reading Outcomes __**
 * RS2.5 **Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.
 * RS2.6 **Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts.
 * RS2.8 **Discusses the text structure of a range of text types and those grammatical features that are characteristic of those text types.
 * Indicators: **
 * __ English Talking and Listening Outcomes __**
 * TS2.1 **Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.
 * TS2.3 **Identifies the effect of purpose and audience on spoken texts and distinguishes between different varieties of English.
 * Indicators **

Students to write an explanation on the ‘Digestive System’ with prompts similar to Naplan writing stimulus activity. ||  || **Week2 - 3 – Skeletal system**
 * **Initial Pre assessment** || Register  ||
 * ** Pre assessment activity **


 * **Lesson 1 – Background Knowledge** || Register  ||
 * * Background knowledge of topic with a brainstorm.
 * Pick a piece of text that relates to that system.
 * Dictagloss activity with a focus on key words which students write down.
 * Place key words into sentences.
 * Give students the text as a cloze activity with key words missing.
 * Use blank picture/diagram/flowchart to fill in key words. ||  ||


 * **Lesson 2 – Technical word Glossary** || Register  ||
 * * Students are given explanation on a system to read and look for technical words/unfamiliar words
 * Students are given a blank proforma with space for the term and the definition. Focus on writing in own words eg. To a younger audience.
 * Students share their glossaries ||  ||
 * **Lesson 3 – Comprehension task** || Register  ||
 * * Students are given the same explanation on a system to read.
 * Students to complete comprehension task on that text. Incorporate Naplan style questions and written answers ||  ||


 * **Lesson 4 – Editing and Grammar activity** || Register  ||
 * * Students are given an explanation to edit.
 * Focus on grammatical features such as spelling and punctuation.
 * Share answers as a class. ||  ||


 * **Lesson 5 – Flowchart construction** || Register  ||
 * * Modelling flowchart/diagram of the studied system.
 * Using the key words and text from previous lessons, students to reconstruct flowchart.
 * Label using key words.
 * Expand key words into the focus of topic sentences. ||  ||

**Week4-5 – Circulatory system**
 * **Lesson 6 – Explanation writing** || Register  ||
 * * Using a explanation proforma, students are to write an explanation based on the system. ||  ||


 * **Lesson 1 – Background Knowledge** || Register  ||
 * * Background knowledge of topic with a brainstorm.
 * Pick a piece of text that relates to that system.
 * Dictagloss activity with a focus on key words which students write down.
 * Place key words into sentences.
 * Give students the text as a cloze activity with key words missing.
 * Use blank picture/diagram/flowchart to fill in key words. ||  ||


 * **Lesson 2 – Technical word Glossary** || Register  ||
 * * Students are given explanation on a system to read and look for technical words/unfamiliar words
 * Students are given a blank proforma with space for the term and the definition. Focus on writing in own words eg. To a younger audience.
 * Students share their glossaries ||  ||


 * **Lesson 3 – Comprehension task** || Register  ||
 * * Students are given the same explanation on a system to read.
 * Students to complete comprehension task on that text. Incorporate Naplan style questions and written answers ||  ||


 * **Lesson 4 – Editing and Grammar activity** || Register  ||
 * * Students are given an explanation to edit.
 * Focus on grammatical features such as spelling and punctuation.
 * Share answers as a class. ||  ||


 * **Lesson 5 – Flowchart construction** || Register  ||
 * * Modelling flowchart/diagram of the studied system.
 * Using the key words and text from previous lessons, students to reconstruct flowchart.
 * Label using key words.
 * Expand key words into the focus of topic sentences. ||  ||

**Week 6 - 7 – Circulatory system**
 * **Lesson 6 – Explanation writing** || Register  ||
 * * Using a explanation proforma, students are to write an explanation based on the system. ||  ||
 * **Lesson 1 – Background Knowledge** || Register  ||
 * * Background knowledge of topic with a brainstorm.
 * Pick a piece of text that relates to that system.
 * Dictagloss activity with a focus on key words which students write down.
 * Place key words into sentences.
 * Give students the text as a cloze activity with key words missing.
 * Use blank picture/diagram/flowchart to fill in key words. ||  ||


 * **Lesson 2 – Technical word Glossary** || Register  ||
 * * Students are given explanation on a system to read and look for technical words/unfamiliar words
 * Students are given a blank proforma with space for the term and the definition. Focus on writing in own words eg. To a younger audience.
 * Students share their glossaries ||  ||


 * **Lesson 3 – Comprehension task** || Register  ||
 * * Students are given the same explanation on a system to read.
 * Students to complete comprehension task on that text. Incorporate Naplan style questions and written answers ||  ||


 * **Lesson 4 – Editing and Grammar activity** || Register  ||
 * * Students are given an explanation to edit.
 * Focus on grammatical features such as spelling and punctuation.
 * Share answers as a class. ||  ||


 * **Lesson 5 – Flowchart construction** || Register  ||
 * * Modelling flowchart/diagram of the studied system.
 * Using the key words and text from previous lessons, students to reconstruct flowchart.
 * Label using key words.
 * Expand key words into the focus of topic sentences. ||  ||

**Week 6 - 7 –Respiratory system**
 * **Lesson 6 – Explanation writing** || Register  ||
 * * Using a explanation proforma, students are to write an explanation based on the system. ||  ||
 * **Lesson 1 – Background Knowledge** || Register  ||
 * * Background knowledge of topic with a brainstorm.
 * Pick a piece of text that relates to that system.
 * Dictagloss activity with a focus on key words which students write down.
 * Place key words into sentences.
 * Give students the text as a cloze activity with key words missing.
 * Use blank picture/diagram/flowchart to fill in key words. ||  ||
 * **Lesson 2 – Technical word Glossary** || Register  ||
 * * Students are given explanation on a system to read and look for technical words/unfamiliar words
 * Students are given a blank proforma with space for the term and the definition. Focus on writing in own words eg. To a younger audience.
 * Students share their glossaries ||  ||


 * **Lesson 3 – Comprehension task** || Register  ||
 * * Students are given the same explanation on a system to read.
 * Students to complete comprehension task on that text. Incorporate Naplan style questions and written answers ||  ||


 * **Lesson 4 – Editing and Grammar activity** || Register  ||
 * * Students are given an explanation to edit.
 * Focus on grammatical features such as spelling and punctuation.
 * Share answers as a class. ||  ||


 * **Lesson 5 – Flowchart construction** || Register  ||
 * * Modelling flowchart/diagram of the studied system.
 * Using the key words and text from previous lessons, students to reconstruct flowchart.
 * Label using key words.
 * Expand key words into the focus of topic sentences. ||  ||


 * **Lesson 6 – Explanation writing** || Register  ||
 * * Using a explanation proforma, students are to write an explanation based on the system. ||  ||

**Week6 - 10 – Digestive system**
 * **Lesson 1 – Background Knowledge** || Register  ||
 * * Background knowledge of topic with a brainstorm.
 * Pick a piece of text that relates to that system.
 * Dictagloss activity with a focus on key words which students write down.
 * Place key words into sentences.
 * Give students the text as a cloze activity with key words missing.
 * Use blank picture/diagram/flowchart to fill in key words. ||  ||


 * **Lesson 2 – Flow Chart** || Register  ||
 * * Students listen to an explanation of the Digestive system.
 * They rearrange a flowchart which has been cut up based on what they heard in the reading.
 * Kids retell what they have heard/done ||  ||


 * **Lesson 3 – Magic school bus** || Register  ||
 * * Students watch the magic school bus video noting key words of the whole show.
 * Students view the video a second time with a close look at the Digestive Process. ||  ||


 * **Lesson 4 – Bluff game and key words** || Register  ||
 * * Students create key words from the digestive system building vocab with a few red herrings.
 * They then play the activity ‘Bluff’ where they decide if a term is an actual vocab word or not. ||  ||


 * **Lesson 5 – Technical word Glossary** || Register  ||
 * * Students are given explanation on a system to read and look for technical words/unfamiliar words
 * Students are given a blank proforma with space for the term and the definition. Focus on writing in own words eg. To a younger audience.
 * Students share their glossaries ||  ||


 * **Lesson 6 – Comprehension task** || Register  ||
 * * Students are given the same explanation on a system to read.
 * Students to complete comprehension task on that text. Incorporate Naplan style questions and written answers ||  ||


 * **Lesson 7 – Parts of a book** || Register  ||
 * * Students look at the features of an information book eg glossary, contents, key words, index.
 * Using the Daily Tele Human Body book, students are to answer comprehension questions based on book ||  ||


 * **Lesson 8 – Four fold strip** || Register  ||
 * * Cut strips of paper and fold into four sections.
 * Students complete four fold strip with Dictionary meaning, own definition, picture and sentence. ||  ||


 * **Lesson 9 – Memory game** || Register  ||
 * * Students use the information from the four fold activity to play ||  ||


 * **Lesson 10 – Elimination activity** || Register  ||
 * * Angela’s game eliminating irrelevant sentences ||  ||


 * **Lesson 11 – Class discussion** ||  ||
 * * Class discussion on background knowledge of Digestive system
 * Record student responses.
 * Number order of responses
 * Give students sequencing activity to cut and paste into books ||  ||


 * **Lesson 12 – Flow chart joint construction** ||  ||


 * **Lesson 13– Practise writing** ||  ||
 * **Lesson 14 – Digestive system explanation post assessment** ||  ||
 * **Lesson 14 – Digestive system explanation post assessment** ||  ||