For a more complete look at specific units, including lesson descriptions, assessments, student samples, and educational resources, please contact the author of these units: Sharon John at-- sjohn@ocsd30.org

Australia Author: Sharon John  04/30/2007 08:33:00 AM PDT

VITAL INFORMATION
Subject(s):	Science, Social Studies
Grade/Level:	1-3
Time Required:	5-6 weeks
Objective(s):
Summary:	An indepth look into the nature and people of Australia. Reports are made about unusual animals from Australia. A tea party with Australian foods is held and students share their reports.
IMPLEMENTATION
Learning Activities:	1.  Intro to Australia   Students are immersed in the topic. We watch videos, read books, and look at resources about Australia. Students make large maps of Australia.   2.  Research projects   Students choose topics to research. They take notes and use their notes to write a report on their topics. Reports are illustrated and bound together into a book for each student.   3.  Final presentations   Students share their report books with other students, family members, and community members at an event. We also share Australian foods and the art projects students have decorated our school with.
Resources and Unit Handouts:
ASSESSMENT & STANDARDS
	Standards compiled from learning activities: WA- Washington Essential Academic Learning Requirements • Subject : Science "The important thing is to not stop questioning" Albert Einstein Learning in science depends on actively doing science. Active engagement in hands-on, minds-on science learning experiences enables students to make personal sense of the physical world and to solve problems. Toward these ends, the Essential Academic Learning Requirements for science were developed based on the following set of guiding principles. 1. All students should be expected to attain satisfactory achievement and performance on all Essential Academic Learning Requirements. 2. All students should have access to a carefully articulated science program each year in kindergarten through 10th grade with opportunities for continued study in grades 11 and 12. 3. All students should receive quality feedback about their performance and achievement in science on a continuous basis. 4. All students, regardless of gender, cultural or ethnic background, physical or learning disabilities, aspirations, or interest and motivation in science, should have the opportunity to attain scientific literacy. 5. All students should have access to effective and appropriate teaching from well trained teachers who are supported with high quality instructional resources. If all students attain mastery of the Essential Academic Learning Requirements for science, Washington State will be much closer to attaining the national goal of being the first in the world in science achievement and performance. • Standard 1: The student understands and uses scientific concepts and principles. • Area : 1.1 use properties to identify, describe, and categorize substances, materials, and objects, and use characteristics to categorize living things • Key Idea : Life Science - Basis of biological diversity • Benchmark / Grade : Benchmark 1 - TBD  Performance Expectation : distinguish living organisms from nonliving objects, and use characteristics to sort common organisms into plant and animal groups • Area : 1.2 recognize the components, structure, and organization of systems and the interconnections within and among them • Key Idea : Life Science - Systems • Benchmark / Grade : Benchmark 1 - TBD  Performance Expectation : identify the parts of a system, how the parts go together, and how they depend on each other • Area : 1.3 understand how interactions within and among systems cause changes in matter and energy • Key Idea : Life Science - Biological evolution • Benchmark / Grade : Benchmark 2 - TBD  Performance Expectation : describe how biological evolution accounts for species diversity, adaptation, natural selection, extinction, and change in organisms over time • Key Idea : Life Science - Interdependence of life • Benchmark / Grade : Benchmark 1 - TBD  Performance Expectation : describe how an organism’s behavior and ability to survive is influenced by its environment, other life forms, and availability of food and/or other resources • Subject : Social Studies (outdated) • Division: Geography • Standard : 1. The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth’s surface. • Area : 1.1 Use and construct maps, charts, and other resources to gather and interpret geographic information • Benchmark / Grade : BENCHMARK 1 – GRADE 5  Performance Expectation : 1.1.b Use basic mapping elements to construct a map that displays information about school grounds, a neighborhood, or a local community (Location, Place) • Area : 1.2 Recognize spatial patterns on Earth’s surface and understand the processes that create these patterns • Benchmark / Grade : BENCHMARK 1 – GRADE 5  Performance Expectation : 1.2.1a Locate places, major physical features, and human spatial patterns using maps, globes, and other sources (Location, Place, Region) • Standard : 3. The student observes and analyzes the interaction between people, the environment, and culture. • Area : 3.1 Identify and examine people’s interaction with and impact on the environment • Benchmark / Grade : BENCHMARK 1 – GRADE 5  Performance Expectation : 3.1.1a Identify choices individuals have in how they interact with the environment (Human/ Environment Interaction, Region) • Area : 3.2 Analyze how the environment and environmental changes affect people • Benchmark / Grade : BENCHMARK 1 – GRADE 5  Performance Expectation : 3.2.1a Describe how differing environments both provide varying opportunities and set limits for human activity (Human/Environment Interaction, Region, Place)  Performance Expectation : 3.2.1b Describe how people adapt to their environment to meet basic human needs and concerns (Human/ Environment Interaction, Region)