Integrated Unit Plan: Whats growing on?

Curriculum Areas: English, Science, & Technology

Year: 6 & 7

Achievement Objectives:
Level Two (Articulators group)
Science:

Living world : Life processes - Recognise that all living things have certain requirements so they can stay alive.
Communicating in science - Build their language and develop their understanding of the many ways the natural world can be represented

English:
Speaking, writing, and presenting : Purposes and audiences - Constructs texts that show a growing awareness of purpose and audience through careful choice of content, language, and text form
Speaking, writing, and presenting : Language features - Use language features appropriately, showing some understanding of their effects - uses oral language to create meaning and effect
Speaking, writing, and presenting : Language features - Use language features appropriately, showing some understanding of their effects - Uses a large and increasing bank of high frequency, topic specific and personal-content
words to create meaning
Listening, Reading, and viewing: Language features - Show some understanding of how language features are used for effect within and across texts - Uses a large and increasing bank of high frequency, topic specific, and
personal-content words to make meaning
Technology:
Technological practice : Planning for practice - Develop a plan that identifies the key stages and the resources required to complete an outcome
Technological practice : Brief development - Explain the outcome they are developing and describe the attributes it should have, taking into account the need or opportunity and the resource available.
Technological practice : Outcome development and evaluation - Investigate a context to develop ideas for potential outcomes. Evaluate these against the identified attributes; select and develop an outcome. Evaluate the
outcome in terms of the need or opportunity.

Achievement Objectives:
Level Three (Annunciators group)
Science:

Living world : Life processes - Recognise that there are life processes common to all living things and that these occur in different ways.
Communicating in science - Begin to use a range of scientific symbols, conventions, and vocabulary.

English:

Speaking, writing, and presenting : Purposes and audiences - Constructs texts that show a growing awareness of purpose and audience through careful choice of content, language, and text form.
Speaking, writing, and presenting : Language features - Uses oral language features to create meaning and effect and engage interest
Speaking, writing, and presenting : Language features - Uses a range of vocabulary to communicate meaning
Listening, reading, and viewing : Language features - Uses an increasing vocabulary to make meaning

Technology:
Technological practice : Planning for practice - Undertake planning to identify the key stages and resources required to develop an outcome. Revisit planning to include reviews of progress and identify implications for subsequent
decision making.
Technological practice : Brief development - Describe the nature of an intended outcome, explaining how it addresses the need or opportunity, Describe the key attributes that enable development and evaluation of an outcome.
Technological practice : Outcome development and evaluation - Investigate a context to develop ideas for potential outcomes. Trial and evaluate these against key attributes to select and develop an outcome to address the need
or opportunity. Evaluate this outcome against the key attributes and how it addresses the need or opportunity.
Key Competencies:
Relating to others: Students are required to actively listen to one another, negotiate & share their
own ideas. They must co-operate as a group to design their garden, come up with innovative ideas and new
solutions.
Thinking: Students are using creative, critical, and metacognitive ways of thinking. They are
developing a solution to the brief as well as creating their own innovative design to fit the brief. They must
think critically as they make the best decision for their desired outcome. They will have to conduct research
and use thinking skills as they filter their research, draw on the human resources around them and draw on
their own personal knowledge and judgement.

Values:
Community and Participation: The purpose of this project is for the students to design a garden which will create
a central hub for people to meet and form community. Not only are they thinking about community and others needs, they
are working in groups to achieve their outcome, so are working together to make decisions that will be for the good of
others.
Innovation, Inquiry, and Curiosity: The teams are required to think creatively and design their project by
conducting their own research. They will need to think out of the box in order to solve the problem they have been
presented with by their client.
Ecological Sustainability: The students have limited materials on hand and are required to use recycled materials
in the design of their product. As a result they will need to be creative with their design to ensure it is a sustainable

product.
Key Vocabulary:
Photosynthesis, fertiliser, compost, irrigation, hydroponics, greenhouse, harvest, climate,
sustainable, urbanisation.
**See key vocabulary resource on google slides for direct instruction of these definitions.

Prior Knowledge:
See outline of entire unit plan below
Continued Learning:
See outline of entire unit plan below

Enriching Areas:

Biblical Links:
Investing in community & serving selflessly - Jesus selflessly served those who were in need. The focus of this
project is serving those who are in need and as a result, building a culture of togetherness within those needy communities,
Service Learning: This unit focuses entirely on meeting the needs of the community through a
as Jesus did also. Psalm 133:1 says How good and pleasant it is when Gods people live together in unity. We are
learning project which integrates three learning areas of the curriculum. This unit provides rich learning
designed to live in community and partnership with other likeminded people. With rapid urbanisation contributing to the
experiences that should engage and motivate the learners, provides opportunities for hands on tasks as well
breakdown of community, we need to come up with solutions to this problem that will create opportunities for community
as written and oral tasks.
spirit to be restored.
Putting the interests of others before your own interests - Phil 2: 4. Instead of thinking about what they would
E-Learning and Digital Technology: This unit relies heavily on google drive for learning support.
like to grow in their vertical garden, the students must think carefully about what might be helpful for those in need to have
Students will use google documents for their reflective journal, collaborative group work, and collaborative
accessible to them. They will also need to think about the design of the garden in light of functionality and ease of care for
class brainstorms. The teacher will use google slides and youtube clips to assist the direct teaching
those who will be tending to the garden.
instruction. Project website link is here: http://agreenproject.weebly.com/
Integrated Learning: In this unit there is an integration of three learning areas: English, science and Character development:
Considering other people's needs - (as above in Biblical links)
technology. Each of the lessons integrate more than one learning area.
People skills & teamwork - This unit has a strong emphasis on working as a team for the greater good of others.
The students will self assess and peer assess on their ability to work well together, actively listen, contribute, and appreciate
one another.
Investing in the community: This project forces the students to consider what the needs are of the community that
belongs to their chosen brief. The purpose of the gardens are to build a space for the people in the chosen community to
come and learn about gardening together and meet new friends that they otherwise wouldnt have.

Entire unit plan overview: To give some context to the four lessons planned below, here is a brief outline of the rest of the unit.
Lesson 1: Introduction to unit. Decide on groups. Decide on project brief as a team. Plan the research process.
Lesson 2: Prepare questions to interview guest speaker in lesson 3.
Lesson 3: Interview with guest speaker from Good Neighbour trust.
Lesson 4: Reading of The Tiny Seed. Learning about growth. Identifying new vocabulary to assist learning.
Lesson 5: Learning how different plants grow best in different environments.
Lesson 6: Student directed research session (in their project teams) to research the questions identified in lesson 1. Each team is to have conference with the teacher to discuss progress.
Lesson 7: Continued student directed research and design session. Each team is to have a conference with teacher on their progress.
Lesson 8: Directed teaching on oral presentation. Teams then begin preparing their oral presentation. Tie up loose ends of project.
Lesson 9: Student directed design and oral presentation preparation time. Each team to meet with teacher to discuss progress.
Lesson 10: Students orally present their design to the judging panel (class teacher, founder of Good Neighbour trust & school principal)
Lesson 11: Individual and team reflection time. Winning design announced. This is the garden that will be built and completed by the class next term.

Lesson one

SLI:

We are learning to brainstorm ideas to help form questions we have on this topic.
We are learning how to identify main facts
We are learning how to formulate questions

Success Criteria (I know I can do this when..)

Level 2:

I can share my ideas with my team

I can identify what I need to know about this topic
I can form open ended questions to guide my research on this topic
I can actively listen to the ideas of my teammates

I can clearly communicate my ideas with my team

I can identify what I need to know about this topic
I can form well constructed, open ended questions that will guide my research on this topic
I can actively listen to and appreciate the ideas of my teammates

Level 3:

Materials and Resources:

Bible
Project planner worksheet
Class projector & link below for vimeo

Learning Activities/Sequence:
Introduce inquiry topic by posing the following problem:
Rapid urbanisation is causing a breakdown of community culture. (Doytsher et al., 2010)

Discuss definition of rapid urbanisation

What might be some possible advantages and disadvantages of rapid urbanisation?
Show short video from here to hook the students: https://vimeo.com/90061720 from the beginning to 1:26sec
As a class discuss the following questions:
Why does it matter that community is breaking down?
What does it mean for society if there is no community?
What can we do to build a sense of community where we live?
How did Jesus model community involvement? Luke 9
What else does the bible say about community? Matt 22:37-40, 1 Cor 12:25-27
Introduce the students project for the inquiry:

You will be taking part in a group project. Working in teams of three, you are to design a vertical community garden for one
of three clients in order to solve the problem of community culture breakdown. You will work according to the brief for your
client which is outlined on the client page of the project website. Refer to the project website to find all other information you
will require to complete the group project.
Talk about roles in teams, they will need to assign a project manager
Break off into project teams. Teams decided by teacher. Intentional mixed ability groups so that higher level students can support and encourage lower level students.
Spend the next 15 minutes working together as a team to decide on the client they will design for and then begin a plan for the project using the project planner sheet provided. Here they will need to think about what learning they
need to gain through research to complete their design task.

Diagnostic Assessment:

Lesson two

Teams will fill out the Project planner to identify what they need to find out and where they will find out. Students will return to this at the end of the unit and identify how much they gained from the learning.

SLI:

We are learning the key vocabulary that relates to our topic

*Lesson 4 within
unit plan
Success Criteria (I know I can do this when..)
Level 2:

I am developing understanding of the keywords related to this topic

I can add new words to my glossary

Level 3:

I can use the correct vocabulary related to this topic

I can add new words to my glossary

Materials and Resources:

The Tiny Seed, By Eric Carle
Teacher laptop & shared google document
School supplied or personal ipad
Google docs for each student

Learning Activities/Sequence:
Whole class instruction - Present key vocabulary that relates to the topic using images on google slides
Teacher read aloud with whole class The Tiny Seed by Eric Carle
Think, pair, share to summarise what you have understood as the life cycle of a seed. As the class shares at the end, record on a shared google document what essential elements a plant needs to grow.
Break into independent work where students will clarify the definitions of the new vocabulary by putting them into an appropriate sentence that makes sense
Add any new words to you in your project glossary page on google docs. Remember, each time you come across a new word in this topic to add it to this living document. When you think you know the definition of a
new word well enough to use it in conversation, tell me in your reflection journal on google docs in a sentence.
Now in their project groups, they will share the words words added to their glossary. Discuss the definitions.
In reflection journal page on google docs, think about and write about the following:
How might knowing the definitions of these words help you in your community garden project?
How do you plan to go about learning the definitions of these new words?
How will you know you have learned these new words (in your glossary) for yourself?

Diagnostic Assessment:
Glossary building is an assessment of their prior knowledge and will document the growth of their expanding vocabulary. Students will self assess when they know a word off by heart when they document it in their
reflection journal

Lesson three

SLI:

We are learning about how the environment affects plant growth

*Lesson 5 within
unit plan
Success Criteria (I know I can do this when..)
Level two:

I know the basic essential components for plant growth

I can find the information I need to answer my questions
I can validate my information by using two or more sources
I can use my own knowledge to help me with the questions I cant find an answer to
I can share my ideas with my team
I can actively listen to the ideas of my teammates

I know the essential components for plant growth with increasing detail
I know how to find the information I need to answer my questions
I can validate my research by using two or more sources
I can think critically about questions I cant find the answer to
I can actively listen to and appreciate the ideas of my teammates

Level three:

Materials and Resources:

Projector
Teacher laptop
Youtube clip link
Class website for research. Link here: http://agreenproject.weebly.com/

Learning Activities/Sequence:

Lesson four

Together, as a class, watch the following video on youtube: https://www.youtube.com/watch?v=fXha49jbomo

Use the think, pair, share strategy to talk about the different points of discussion in this video that relate to the growing environment. Teaching points:
Using the hydroponics method allows produce to be grown indoors and without soil, also allows for a lot more volume to be grown in a small space
Vertical growing is a great space saver
The right setup & equipment is required to make your garden work successfully, for example you couldnt grow hydroponically without the correct nutrients. Because it is not getting nutrients from the
soil it must be added to the sand or gravel.
In your project groups, use the class research website to search for and think about the answers to these questions:
What are the fundamentals for keeping plants in any garden alive?
Why is soil better than sand for encouraging plant growth?
If plants need sunlight to survive, how can an indoor garden get everything that it needs to survive and thrive?
How could you ensure that your garden had all of the components it needs for growth?
What factors will enhance the growth of your vertical garden?
Reflection journal as independent work:
Read Matt 13 - The Parable of the Sower - reflect on the connections you see between what you have learned today and what you understand the meaning to be.
How should we make response to God after meditating on this parable?

SLI:

We are learning how to present an idea to an audience with confidence

* Lesson 10
within unit plan
Success Criteria (I know I can do this when..)
Level 2:

I am developing confidence to hold eye contact with the audience

I can use a clear speaking voice
I can use words related to my topic
I can explain my idea to the audience
I can participate and contribute well in a team
I can give helpful feedback to other students

I can hold eye contact with the audience with confidence

I can articulate my words clearly and speak with a strong voice and good pace
I can use expression in my voice
I can use key vocabulary related to my topic correctly
My presentation engages the audience and they can understand my idea
I can participate and contribute well in a team
I can give specific feedback to other students

Level 3:

Materials and Resources:

Students visual presentations
Peer assessment sheet
Self assessment sheet

Learning Activities/Sequence:
Clearly explain the peer assessment sheet and procedure, ensure all students understand
Read outloud and explain what each success criteria point means
Circle the score you feel each individual is deserving of during the presentation
We will allow 5 minutes at the end of each presentation to fill in comments for the presenters
Revise active listening skills
Each team will present their design to the class one by one
The presentation must be between 7 and 10 minutes
It is required that each member of the team speaks
As the teams are presenting, students in the audience will fill out the peer assessment form for each student.
Students are scoring against the success criteria
The team will get an overall score for teamwork
Self assessment at the end of your team presentation when others are filling in the comments. There will be time at the end of all of the presentations if you dont finish it

Formative Assessment:
Peer assessment of teams and individuals during presentation
Self assessment at the end of all of your own presentation.