Central Idea: The Earth’s Natural Cycles Influence Living Things

Lines of Inquiry

Actions living things take in response to natural cycles (Change).

The impact of natural cycles on the environment (Causation).

Provocation

Kindergarten experimented with different toys and maths equipment in the classroom to begin their exploration into how cycles work. The students looked at how different parts need to work together to make a bike work. In maths we used marbles, cubes and beads to make patterns. All were captivated by mandala creation.

The students visited the National Zoo and Aquarium to learn about how living things are impacted by natural cycles.  They were lucky enough to see lots of animals in their natural habitat and got up close and personal with a snake. They heard lots of information about snakes’ behaviour in different seasons. They also learnt lots of new vocabulary from our tour guide including carnivore and mammal. Later on, lots of brave students took the opportunity to feed and touch an emu.

Tuning In

Students had the opportunity to learn about different natural cycles. We read books about the seasons, the life cycles of a butterfly and discovered the water cycle. This learning culminated in our Kinder Assembly which focused on the seasons. Students were invited to dress up in clothes which were appropriate for each of the seasons, thinking about how people take actions in response to changing environments, such as, with what we wear in summer compared to winter. We investigated different objects which represent each of the seasons.

Finding Out

We had a visit from Phillip Fire Station. The Firemen gave us some handy advice on what to do if we have a fire at home. They also taught us how to identify safe and unsafe fires. Holly was a superstar and demonstrated how to call 000 and tell them the address of her home in the case of a fire. At the end of the visit we all had an opportunity to use the fire truck hose!

We watched videos about bushfires and the drought and followed on from this by writing letters to drought affected farmers.

Demonstrating our learning

Students created their own artistic responses to show how a natural cycle affects the environment. They also experimented with information report writing and demonstrated their knowledge through different forms of writing.

Student Voice

Emily shared her understanding of how the day and night works.

Central Idea: Creative works are open to interpretation.

Ways imagination shapes appreciation of creative works (Perspective).

How imagination inspires creative works (Function).

Sharing of imaginative ideas (Responsibility).

Provocation

A gallery walk, looking at pictures from Shaun Tan’s Rules of Summer book provided opportunities for all to share their ideas and imaginings about what they thought was happening in each illustration. The students quickly realised that they all had different ideas and were interpreting the illustrations very differently.

We read The Fearsome, Frightening, Ferocious Box; a fun story about a mysterious box with something inside it. What could it be? The illustrations have hidden layers which need close attention to reveal different animals. What can you see? Before we finished reading they class wrote about what they thought was in the box?

Tuning In

Kinder have had lots of opportunities to be creative and use their imagination. They have been busy dressing up, acting, creatively writing, using iPads to record their stories created with felt and iPad story apps and building. Kinder Red also created bridges to help the Gingerbread Man cross the river. The students have more opportunity to explore different art forms following on from their immersion in Cubism art.

Sorting Out

We went on a gallery walk around the school to find examples of creative works. During this time the students had the opportunity to use their ICT skills, making sure that the photos they took of the creative works were clear to see. Afterwards, they sorted the photos into different types of creative works.

They have also been asking questions and creating data displays to find out what ways people in the class like to imagine.

Finding Out

The students have been reflecting after investigations, identifying ways they have used their imagination. A lot of them have found that the best, most enjoyable way to use your imagination is to do it in the company of other people and to share the experience or products created using imagination.

In Kinder Green the students have explored the question: how do people get an imagination? They worked in small groups to inquire into this question then shared their answers. Afterwards they designed a plan of what they think an imagination looks like then created a model.

They have also explored questioning techniques by looking at The Lost Thing. They watched a video of the story with no sound, developed some questions around the story then watched the video with sound again, making connections and comparisons between the two and what their predictions were.

Going Further