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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- EXPLORE (2-3 lessons)

• To provide hands on, shared experiences of/about the external features of animals
• To support students to investigate and explore ideas about the external features of animals
Formative assessment

Week 2 3, 5 1, 2, 4, 5 Science: Students will be Formative Introduction: • Can anyone Introduction:
3, 5, • Science able to: Assessment • The teacher invites students down to the mat remember any • Mystery Box
7 and asks them if they can remember any of the external with different
Understanding – • Label at least external features/functions of external features that
Biological Sciences: • What is being features from the last lesson – to prompt external
3 different we talked
o Living things assessed? children, the teacher may show some of the features
external external features from the mystery box/have about last
have a variety of o Children’s • Brainstorm
features the brainstorm displayed on the whiteboard. week?
external features ability to • After discussing this, the teacher introduces from
correctly • Can anyone
(ACSSU017) the story “What Do You Do With a Tail Like previous
label at least remember
• Science Inquiry Skills • Describe the This?” by Steve Jenkins and Robin Page.
what the lesson
3 different • After reading the story to the children the
– Planning and function of at teacher introduces the tabletop activities and function of this • “What Do
Conducting: least 3 asks students to return to their partner from external You Do With
features the scavenger hunt. feature was?
o Participate in different a Tail Like
correctly • The teacher then sends the children off to the
guided external activities three pairs of children at a time, This?” by
o Children’s asking them to leave the mat as a specific
Key Questions for
investigations to features Steve Jenkins
ability to animal – e.g. fly like a butterfly to the sorting Centre 1 =
explore and table/gallop like a horse to the playdough • What external
describe the
answer table. features do the
questions function of Main Body: animals in the and Robin
(ACSIS025) • farmyard small Page
at least 3 The room is divided into three different
sections/centres that the groups rotate through world have?
different • Are their
during the lesson – Main Body:
external o Centre 1 = Small World Play external • Centre 1 =
features ▪ At this centre, a farm yard scene has features the
been created where children are free
same or
• How is it being to explore/play with the different farm scene (farm
assessed? animals. • Why do you animals,
o Through o Centre 2 = Play Dough Creations
think the barn, straw,
▪ At this centre, children are provided
anecdotal animals need trees, grass)
with different farm animals,
these external
notes based playdough, playdough mats and • Centre 2 =
labelling cards. farm animals,
on photos
▪ Children are to choose an animal and
and Key Questions for playdough,
recreate it using playdough,
Centre 2 = playdough
children’s remembering to include all of the
animal’s external features. After they • What animal mats,
work have completed this, children choose have you
samples one of the labelling cards, and using a created?
• What external cards,
whiteboard marker write the name of
• How is it being features have whiteboard
the external feature down and add it
recorded? to their playdough creation. you made sure markers
to include on
o Table/Check o Centre 3 = Sorting and Classifying • Centre 3 =
▪ At this centre, children are provided your animal?
-list • What features farm animals,
with different farm animals and
sorting cards and are encouraged to have you sorting cards,
sort the animals based on their labelled on your template,
external features. animal?
▪ After they have completed two
classifications, children, using the Key Questions for
template provided, draw these Centre 3 =
• How have you
• “Who am I?”
animals and write what external
features they all had. sorted/classified cards
these animals?
Conclusion: • Why have you
• To conclude, the educator invites children back to sorted/classified
the mat and plays a game of “Who am I?” where the animals this
children have to identify which animal it is based way?
on a description of its external features. • What external
• During this time, children are also free to ask any features can you
questions that they might have regarding the see on some of
external features of animals. the animals?
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 external features from the mystery box /the animals from the • Student with hearing impairment requires seating close to the front of the classroom – use of REDCAT system
tabletop activities into their mouth – some may have small parts (choking hazard) • Overseas student (ESL – English as Second Language) needs to be paired with a willing student – monitor to
• Don’t let children put the playdough in their mouth – can spread germs and cause sickness ensure that the student understands and can partake in the lesson
• Don’t allow children to climb onto tables/crawl underneath tables • Extension Prompts = Centre 2 = encourage children to not only label the external features but to write what
function each of the external features provides. Centre 3 = encourage children to sort animals by 3 different
• Don’t allow children to put the whiteboard markers in their mouth – can cause sickness
external features, labelling and writing the function of the external features also
• Don’t allow the children to use pencils as toys – can cause injury
• Enabling Prompts = Centre 2 = encourage children to recreate an animal and then ask them to identify the
external features (instead of label). Centre 3 = provide children with an external feature to sort by and allow
them to find all of the animals with the same external feature