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UbD Planning - SOSE – Term 3 2010
Topic: Circle of Life - Bees Year Level: Reception Authors: K Brennan & K
Silva
Stage 1 – Desired Results
Established Goals:
Students will understand that small creatures such as bees are an integral part of our ecosystem and the natural world is an amazing
place.
Big ideas: All creatures, including humans, are part of the Circle of Life
School Values: True & Courageous Self, Adventurous Learning
Managing Impulsivity – Exploring Meaning
By the end of this unit students will be able to describe the meaning of Managing Impulsivity by using terms such as stop and think
before choosing to do or not to do and think time (hands down).
At the end of this unit students will be able to identify times when they have successfully used this Habit of Mind by completing a Mind
Map displaying those times.
By the end of this unit students will be able to wait for instructions before beginning a task.
Managing Impulsivity Meaning - By the end of this unit of work student will be able to describe the meaning of Managing Impulsivity by
suing terms such as stop and think before choosing, not calling out etc
Value -By the end of this unit students will value managing impulsivity by using a class reward system to recognise students who
improve at putting hands up / not calling out etc
Questioning and Posing Problems
Capacity
By the end of this unit of work, students will be able to use fat and skinning questions as a way of generating richer avenues of inquiry
By the end of this unit of work students will use the Question Matrix to generate questions
Responding with Wonderment and Awe
Capacity
By the end of this unit of work students will be able to seek out the unusual or unique about a novel situation as a means for seeking
wonderment and awe
By the end of this unit of work students will use “Fat Questions” as a means to look for things to wonder about?
Understandings about the content: Essential Questions about the content:
Students will understand that… • How are bees an important part of our ecosystem?
• Bees are an important part of an ecosystem • Do we need bees?
• Bees fulfil an essential function in the pollination of a • If we think we know about a topic, can we develop a
variety of plants deeper understanding by investigating?
• A bee hive is a complex living community
Knowledge about the content Skills required of the content
Students will know… Students will be able to…
• That honeybees are only one of the many species of bees • View, hear and read information from a variety of
and compare to the honeybee sources
• That bees make their own food by collecting pollen and • Assimilate new information into their understanding
nectar and converting it into honey, beeswax and Royal about bees
jelly • Use appropriate language to explain their ideas
• That Queens, drones and workers have special roles • Communicate their ideas using a range of strategies
within a hive
Stage 2 – Assessment Evidence
Performance Task: Other Evidence:
• Participation in class
Imagine you are an entomologist studying a newly found species of bee. What are some of discussions
the questions you would ask about these bees to compare them the common bee that you are • Response to strategic
familiar with. questioning
Look at how the new bee is part of the ecosystem it lives in, how it gathers it’s food.
Prepare a short presentation for your class that highlights some of the most amazing
differences and similarities of this new bee to the common bee. Audience will identify
examples of wonderment and awe by holding up bee scores.
During your presentation you will be able to award students who manage their impulsivity well
by giving them some of the key pieces to your class honey comb – so be on the look out for
your best questioners and impulse managers!