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TERM/WEEKS: Term 1 YEAR LEVEL: Year 1 LEARNING AREA/TOPIC: Science – External Features of Animals

EYLF 1.Responsiveness to 2.Learning through 3.Intentional Teaching 4.Learning Environments 5.Assessment for 6.Cultural 7.Continuity of Learning & 8.Holistic Approaches
PRACTICES Children Play Learning Competence Transitions
PRINCIPLES 1. Secure, respectful & reciprocal 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
relationships practice
OUTCOMES 1.Children have a strong sense of 2.Children are connected with and 3.Children have a strong sense of 4.Children are confident and 5.Children are effective
diversity contribute to their world wellbeing involved learners communicators

General Capabilities:
Literacy Numeracy ICT Critical and Creative Thinking Ethical Behaviour Personal and Social Intercultural Understanding
Cross-Curriculum priorities:
Aboriginal and Torres Strait Islander Histories and Cultures Asia and Australia’s Engagement with Asia Sustainability

5E’s- EVALUATE (1 lesson)

• To provide opportunities to review and reflect on their learning about the external features of animals and represent what they know about the external features of animals
Summative assessment of science understanding

Week 5 3, 5 1, 3, 4, 5 Science: Students will be Summative Introduction: • What Introduction:
5, 7 • Science able to: Assessment • The teacher invites students down to the mat external • Mystery Box
and shows them the mystery box that they with different
Understanding – • Name the features does
used during the first lesson.
Biological • What is being this animal external
external • The teacher asks students to come up, one by
Sciences: assessed? one, to the front of the classroom, picking an have? features
features of a external feature out of the box, naming it and
o Living things o Children’s • What • Brainstorm
chosen animal describing its function.
have a variety ability to • After they have done this, the teacher shows functions do from Lesson
of external • Describe the them the brainstorm of other external 1
name the these
features function of the features that they completed in the first
external lesson, and once again, asks students if they Main Body:
(ACSSU017) external can now describe the function of any of these features
features of a • Different
• Science Inquiry features on an external features. provide?
chosen • Once completed, the teacher explains the animal
Skills – animal of their • Why have
animal activity to the students, stating that they will figurines
Communicating: choosing choose an animal that they have liked looking you chosen
o Children’s • iPads
o Represent and at – e.g. horse, cow, pig etc. and create a to create a
ability to poster page about the animal’s external
communicate poster on this Conclusion:
describe the features, using the iPad app “Book Creator” –
observations the teacher also specifies what the poster animal?
and ideas in a function of
variety of ways the external page should have on it – e.g. title, picture, • Do you know • Whiteboard/
information etc.
(ACSIS029) features on of any other Smartboard
• Once the teacher has finished explaining the
an animal of activity to the students, he/she sends them to animals with
their their desks by asking each child to “move to the same
your desk like a ….” – e.g. horse, butterfly, bird
choosing external
• How is it being features?

assessed? Main Body: • Can you tell

• At each of the student’s desks is an iPad and a me
o Through variety of different animals that they can something
student’s choose from to create a poster.
that you have
work • Students are required to choose one of the
animals, look at its external features and then learnt this
create a poster page using the iPad app “Book term?
o Through Creator”.
children’s • The poster page should include information
responses to such as the name of the animal, a picture of
questions the animal, what external features the animal
has and what function each of these external
asked of
features has. *If the student is able, he/she
them can also add what other animals have the
• How is it being same external features*
recorded? • Once students finish their posters, the teacher
adds their page to a class book which will be
o Table/ read at the end of the lesson.
• To conclude the lesson, the teacher invites
students back to the mat, and as a class, they
read about the different animals that students
have focused on.
• After they have done this, the teacher asks
students to reflect on what they have learnt
this term by asking them questions such as:
o What have we learnt this term?
o What types of external features do
animals have?
o What functions do these external features
Health and Safety Considerations: Learner Diversity Considerations:
• Don’t allow children to run in the classroom – may trip and hurt themselves/hurt someone else • Student with vision impairment requires seating close to the whiteboard
• Don’t allow children to put the animal figurines into their mouth – some may have small parts • Student with hearing impairment requires seating close to the front of the classroom – use of REDCAT
(choking hazard) system
• Don’t allow children to climb onto tables/crawl underneath tables • Overseas student (ESL – English as Second Language) needs to be paired with a willing student – monitor
• Ensure that the iPads have child restrictions placed on them so that students aren’t able to to ensure that the student understands and can partake in the lesson
search/look at anything inappropriate • Extension Prompts = encourage students to add the other animals that have the same external features
as the one that they have chosen for their poster
• Enabling Prompts = encourage students to label the external features on an animal that they like