This document discusses a unit on water purification that will be taught to a class of Year 2 students. It provides information on what the students already know, the learning outcomes, and how different students in the class learn best. The class has a diverse range of learning styles, including auditory, visual, kinaesthetic, gifted students, an ESL learner, and one student with a hearing impairment. The unit aims to teach students about how drinking water is cleaned and purified, as well as having them write a procedural text. A variety of teaching methods and resources will be used to engage the different learners, including technology, hands-on activities, images, and written instructions.

1. Source: Clipart images

2. LMQ1: What do my Learners
already know?
 The students have previously experienced a half-term
unit on how water is used within the school. They
have examined the school’s water use for drinking,
cleaning, watering and washing and have discussed
actions to limit water use at school, including turning
of dripping taps and washing materials in buckets.
Many students are not aware of how water is
cleansed and purified before it reaches our taps and
the source in which it comes from.
 The cohort have been studying procedural texts in
English and are aware of the format of a procedural
text and how to write one about basic tasks.

3. LMQ2: Where does my learner
need/want to be?
The learning outcomes that students
should understand by the end of this unit
include:
 Identifying implications on humans if
our drinking water was to become
unclean and of a below satisfactory
state.
 Identify ways to filter dirt and other
substances from water.
 Draw conclusions about the best way
to ensure clean drinking water.
 Understand that not all countries have
access to clean drinking water and
the source of their water is different to
their own.
 Know how to write a procedural text
about a personal experiment.
Source: Clipart images

4. Content Descriptors
Australian Curriculum: Year 2 Science:
 “Represent and communicate observations and ideas in a variety of ways
such as oral and written language, drawing.”
 “Through discussion, compare observations with predictions.”
 “Participate in different types of guided investigations to explore and
answer questions, such as manipulating materials, testing ideas, and
accessing information sources.”
Australian Curriculum: Year 2 English:
 “Create short informative texts using growing knowledge of text structures
and language features for familiar and some less familiar audiences”

5. LMQ3: How does my learner
learn best?
 The class that will be completing this unit of work
have a diverse range of learning styles and there are
students from all three learning styles; Auditory, Visual
and Kinaesthetic. The techno savvy world of the 21st
century has brought along many techno savvy
children! This cohort loves anything technological.
They engage more thoroughly in activities that
integrate technology and are able to use devices
such as the interactive whiteboard and iPad’s with
ease. Majority of learners have become very good at
collaborative work and working with their peers as
they have had a substantial amount of practice
throughout the year. They have also played around
with Microsoft word in Computer lessons and are able
to type short texts.

6. Auditory Learners
 Through observations during
classroom work it is evident
that a few students are
auditory learners, thus
delivery of information
verbally assists these learners
to learn best. ICT resources
such as Voki’s, videos and
verbal instructions are used
to support these learners.
Source: Clipart images

7. Physical Impairment
 A student in this cohort has a hearing impairment
and relies heavily on written information or visuals
which do not require sound. He engages well with
images and learns best when instructions and tasks
are written. Thus throughout this unit activities that
require graphics (images, photographs and
PowerPoint e.g.) and written information (Bubble
Us e.g.) are incorporated to support him in his
learning. These modifications are also important to
support the Visual Learners in this class. The
hearing impaired learner has difficulty hearing out
of his left ear and thus needs clear instructions that
may need to be repeated twice.

8. Active children/ high levels of
curiosity/ Kinaesthetic
learners:
 Many of the learners in this class
enjoy active hands on activities
where they have the opportunity
to move around and work with
others. They thoroughly enjoy
collaborative work and sharing
ideas with peers. This cohort
learns best when they are able to
make clear connections
between their learning and their
surrounding world (real- life
experiences).
Source: Clipart images

9. Gifted Students
 There are 2 gifted students
within this cohort that will
require extending and the
opportunity to conduct
more thorough research
about the problem,
through books and basic
websites. They may
require additional tasks
such as fast finishers and
to be extended
technically.
Source: Clipart images

10. ESL Learner
 This cohort comprises of one ESL learner. Activities that allow
ESL students the opportunity to draw illustrations and interact
with images and visual representations and display knowledge
means they are not disadvantaged by gaps in language, in-turn
boosting confidence and self-esteem. (Winch et al, 2010)
Thus in this unit visual illustrations and representations are
provided to support the ESL learner. The ESL student within this
class is able to use mostly effectively English language but
sometimes struggles to understand verbal instructions, thus print
outs and written instructions and information will be provided
for him.
 The ESL handbook contains some more great ways to support
ESL learners, the link can be found below!
http://www.education.vic.gov.au/Documents/school/principals/
curriculum/eslhandbook.pdf