Explorers of Systems

Overview

Today’s unit theme, “Explorers of Systems,” introduces students to how living things and the environment connect as systems. Year 1 focuses on ecosystems and routines for noticing, drawing, and modeling; Year 5 focuses on systems thinking (inputs/outputs), water/season links, and producing a mini “world guide” for a Mini World System Project.

Learning intentions

• Students will be able to explain what an ecosystem is using words and pictures (Year 1) or simple structure terms (Year 5).
• Students will be able to use a “curiosity routine” to observe, ask questions, and record evidence.
• Students will be able to create part of a Mini World System Project: a model + story (Year 1) or a written guide draft (Year 5).
• Students will be able to complete a short coding or animation task that shows a system idea (Year 1: simple animation; Year 5: block-based cause/effect).

Success criteria

• I can tell what organisms and their environment need to live (Year 1: needs; Year 5: relationships).
• I can name at least 2 parts of the system and explain how they affect each other (Year 5).
• I can follow our routine: observe → wonder → record safely (both).
• I can share my project progress clearly to a partner/parent (both).

Curriculum links

• Literacy in Science/Technical Subjects: introduce a topic and use simple organization, formatting, and visuals to aid comprehension.
• Writing: introduce a topic clearly and organize ideas into broader categories; include headings/graphics when useful.

Lesson structure (60 minutes)

1. 0–5 min · Welcome routine + agenda. Teacher shows today’s goal visually and uses a calm “check-in” question; both students state one wonder using sentence frames.

2. 5–15 min · Mini direct teach: ecosystems as systems. Teacher explains “system” as “parts that work together,” showing a simple ecosystem picture (pond/forest/garden). Year 1 chooses a picture card and identifies “plants/animals” and “where they live”; Year 5 notes “living things” and “nonliving parts” (sunlight, water, air, soil) and writes one relationship sentence.

3. 15–25 min · Curiosity habit practice: Observe → Wonder → Record. Teacher sets up a “micro-ecosystem station” (magnifying glass + leaf/soil or a small terrarium photo set).

• Year 1: draw 1 observation and dictate 1 sentence (“I see… I think…”).
• Year 5: record 2 observations and 2 questions; then choose 1 question that can be tested by observing.

4. 25–35 min · Life skills: emotional regulation + fair sharing roles. Teacher models a “pause tool” (breathing count to 4) when frustration appears. Students practice a turn-taking routine for materials and decide a fair rule (e.g., “If it’s not your turn, you point and wait”). Year 1 practices identifying feelings word-card; Year 5 writes one “fair rule” for group work today.

5. 35–45 min · Build the Mini World System Project (core differentiation).

• Year 1 (model + story): build a small ecosystem scene using paper, natural items (if available), or a template; add a hand-drawn title and 3 story beats (beginning: “what lives here,” middle: “what they need,” end: “what happens if something changes”).
• Year 5 (written world guide draft): draft a one-page “Ecosystem in My World” section with a heading, then 3 subparts: Components (living/nonliving), Connections (cause/effect), and “If-Then” (example: if water changes, then plants/animals change). Include one simple diagram or chart.

6. 45–55 min · Intro coding: system idea with blocks. Teacher demonstrates a short Scratch-style block script on a shared screen.

• Year 1: create a simple animation/drawing where a “water drop” moves to a “plant,” triggered by a button; teacher prompts: “What changes after the water arrives?”
• Year 5: use block coding to show cause/effect (e.g., when “rain” occurs, “water level” increases; when “sun” occurs, “water level” decreases). Students write 1 line explaining the logic.

7. 55–60 min · Share + quick exit reflection. Each student shares one finished element (Year 1 story beat or drawing; Year 5 heading + one connection sentence). Teacher records one next step for tomorrow.

Resources

• Ecosystem picture cards (pond/forest/garden) and simple system diagram cards
• Magnifying glass, leaf/soil sample or ecosystem photo set
• Drawing paper, crayons/colored pencils, scissors, glue sticks
• Emotion/feelings cards and a turn-taking rule card
• Mini World System Project templates (Year 1 model/story; Year 5 guide page with headings)
• Device access for Scratch-style block coding and simple animation/digital drawing
• Timers/visual schedule cards

Assessment

• Observation checklist during routines: did the student record evidence and ask a question (Year 1: basic; Year 5: targeted)?
• Project product review: Year 1 includes 2 ecosystem parts and 1 “need” idea; Year 5 includes components + at least 1 cause/effect connection.
• Exit reflection: one-sentence oral/written statement aligned to “How the world works” (systems + curiosity habit).

Differentiation

• Year 1 supports:
• Sentence frames (“I see…”, “I think…”, “They need…”) and one-step directions.
• Choice-based tasks (pick the ecosystem picture, pick story ending option).
• Visual-first recording (draw first, label with teacher help).
• Year 5 supports:
• Word bank for relationships (needs, supports, depends on, changes).
• Provide a fill-in organizer for headings and “If-Then” sentence.
• Chunk writing into short lines; allow dictation if needed.
• Extension for advanced learners (optional within today’s time):
• Year 1: add one extra story beat about “what if it dries up?”
• Year 5: add a second diagram showing another connection (food chain link or seasons/water link) and revise the “If-Then” for accuracy.
• Flexibility:
• If any student is dysregulated, pause coding/building and return to the observe-wonder-record station.