CONCEPT MAP
The Arts =
• Visual Arts:
o Students draw pictures of animals,
making sure to include all of the
external features that they have
previously learnt about
(ACAVAM106)
o Students create animals using
playdough/clay, making sure to
include all of the external features
that they have previously learnt
about (ACAVAM107)
• Drama:
o Students improvise/play
imaginatively with animals similar
to the ones that they have learnt
about (ACADRM028)
• Media Arts:
o Students use a mixture of sound,
text and images to create an
informative text that describes an
external feature of an animal
(ACAMAM054)
o Students use the website
“Blabberize” to animate an animal
that they have studied, explaining
its external features and the
functions of those features
(ACAMAM056)
• Dance:
o Using an external feature that they
have been learning about – e.g.
head, legs, wings, tail etc. students
create a dance sequence that
focuses on one of these external
features (ACADAM001)
English =
• Students participate in group discussions about the external features of animals by asking questions, providing ideas and contributing responses
(ACELY1656)
• Read a variety of books about different animals, learning about their external features, why they need these external features and the functions
of these external features (ACELY1659)
• Using the iPad app “Book Creator” students create a short story about an animal of their choosing, identifying and outlining the animal’s external
features (ACELY1661 and ACELY1664)
• Students draw a picture of an animal and then label the external features of that animal (ACELY1663)
• Students help to construct a word wall made up of different external features/terms that they come across to aid them with their science
learning
• Students contribute to a classroom question wall where they pose questions relating to the external features of animals, why they need them
and/or their function.
Concept: External Features of Animals
Term: 1 Weeks: 1-5
Humanities and Social Sciences =
• Students contribute to brainstorms, think-pair-share activities and KWL charts, highlighting what they already know
and what they would like to know about the external features of animals, why they have them and what their
function is (WAHASS13)
• Students answer questions about what they already know about the external features of animals and pose questions
about what they would like to know about these external features (WAHASS14)
• Using books, the internet and videos, children research different external features of animals, the reasons as to why
they have them and their functions (WAHASS15)
• Students present information about animal’s external features, the functions of these features and the reasons as to
why animals have these features in a variety of ways – e.g. written, oral, digital, role-play, graphic etc. (WAHASS23)
• Students reflect on what they have learnt and discuss what they now know about the external features of animals
(WAHASS25)
• Students choose a particular animal that they would like to focus on and research their habitat, looking at where they
originate from, what that habitat is like (weather, dry/wet etc.) and where else around the world is similar to where
the animal comes from