SCIENCE

Forward Planning
Document
Primary
University of
Notre Dame

Amelia Wesley
20162941
 English CONCEPT MAP Maths
Plan, draft and publish imaginative, (option 1) Construct displays, including column graphs,
informative and persuasive print and dot plots and tables, appropriate for data
multimodal texts,
choosing text structures, language features,
Religious Education / Spiritual Education type, with and without the use of digital
technologies (ACMSP119)
images and sound appropriate to purpose
and audience (ACELY1704)
This will be addressed in the fourth lesson as
students collect data from their investigation.
Through student’s informative poster in the
final lesson.

Concept: Adaptations Term: 2 Weeks:

5-7 ©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

Geography History The Arts

The way people alter the
environmental characteristics of
Australian places (e.g. vegetation
clearance, fencing, urban development,
drainage, irrigation, farming, forest
plantations, mining) ACHASSK112

Looking at how animals develop

adaptations to cope with a changing
environment
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2/1-5 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science/adaptations

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
5E’s- ENGAGE (1-2 lessons)
• To capture student interest and find out what they know about XXXXX
• To elicit students’ questions/ prior knowledge about XXXXX
• Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas when planning learning experiences

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavou Skills
r
5/1 ACSS ACSH Students will be Students will be Introduction: 1. What did https://science
U043 E081 able too… assess on how 1. Have students come and sit at the front of the Caillou have -
5. the describe the class. to do to be amazingadapta
Discuss the differences and 2. Introduce to students the book Caillou Goes Bird successful in tions.weebly.co
similarities and similarities seeing birds? m/lesson-
Watching. Students are to listen to the book.
differences between between 1.html
different birds. different birds 3. Following the book facilitate a class discussion 2. What do
and how they focussing on the first key question. you know
Describe different describe the about birds? https://www.
types of birds appearance of Body: youtube.com/
according to their different species. 4. Continue the class discussion by now introducing 3. What birds watch?v=EKzq
appearance. the topic of birds, move to the second key did you see Rj44Br4
question. Discuss as a class. around the
This will be done 5. Instruct students to go to their desks and open school?
by using the the weebly page to the first lesson. Students are https://trello.
students work 4. What did com/b/MAq9
to follow the link to the trello page where they
sample and you notice Gnhn/birds
put their name and then write their answers.
observation to about the
complete a 6. If students don’t identify, bring their attention to birds?
checklist to the fact that all birds are different according to
determine their kind. 5. What
students 7. Introduce students to the activity. They are going would you
achievement of to go on a walk around the school looking out for like to learn
lesson about birds?
birds. When they see a bird they need to use
objectives.
their IPad to take a photo of it (if they cannot get
 a photo, have them draw it).
8. Students are to try and find at least 3 different
types of birds.
9. When back in the classroom have students
download the document from the weebly (lesson
1) students are to insert their photos and fill in
the other columns (type and description).
10. To fill in the document, encourage students if
they do not know the name of the bird to
research it).

Students who require extending:

- Aim for seeing more birds
- Use better/more descriptive words to
describe the appearance of the birds they
see.
- Early finishers can research one of the birds
they saw and find out some fun facts about it.

Students who require assisting:

- Focus on one to two birds
- If easier draw the bird instead of inserting a
photo
- Focus on two descriptions of the bird

Conclusion:
11. As a class discuss students findings, What birds
did they see and what did they notice about
them. Use key question 3 to begin class
discussion then move to question 4.
12. Move students back to their desks. Instruct
students to think about what they have seen
today and write a question or statement on a
sticky note about what they would like to learn
or investigate about birds.
13. Have students stick their sticky notes on the
wonder wall.
Ethics Safety Groups
Students are to When moving During this
not to attempt around the lesson no small
to touch or harm school, group work is
the birds in the students are to done but
process of stay in a large students need
investigating group and to be watched
them. follow the and monitored
teacher. closely as they
move around
the school as a
whole group.
 5E’s- EXPLORE (2-3 lessons)
• To provide hands on, shared experiences of XXXXX
• To support students to investigate and explore ideas about XXXXX
• Formative assessment

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavou Skills
r

5/2 Students will be FORMATIVE Introduction: 1. What did

ACSS ACSH ACSIS able too… 1. Begin the class by reflecting on what happened we do last
U043 E081
231 The lesson in the previous lesson. Begin the reflection by lesson?
Make a prediction objectives will be asking the first key question.
based on the assessed in the 2. What do
2. Following this have the students first on their
materials and form of birds have in https://science
information own, then share with their partner and then with common -
observations and
provided. the class, what do birds have in common? amazingadapta
anecdotal notes.
3. Repeat the think-pair-share process but this time 3. What is tions.weebly.co
Justify their A checklist can considering the third key question, what is different m/lesson-
predictions based be used to different between birds? about each 2.html
on their prior record students bird?
scientific ability and any Body:
knowledge. observations and 4. Show students the images of the birds on the 4. What do Tweezers x4
anecdotal notes. weebly page (lesson 2). Ask students the fourth you notice Tongs x4
about these Nets x4
key question, “what do you notice about these
birds? Water
birds?”. Students should identify the birds as a droppers x4
Pelican, Willy–Wag-Tail, Kookaburra, and a 5. What
Wattle bird. makes you String in dirt
5. Introduce students to the bird beak challenge. think that Yellow water in
Students are given different materials that ‘beak’ will cups
represent the different diets of each bird. work better Marshmallows
than the in brown water
Students are then given four different household
others? Playdough in
items that represent each of the bird’s beaks. leaves
6. Have students go onto the weebly to lesson 2 to 6. What
see all the instructions. makes you
7. Students are to make a prediction as to what think your
‘beak’ will pick up the ‘food’ best and what bird prediction is
would eat the food represented. correct?
8. Students are then to experiment using the ‘beaks’
to pick up the different ‘foods’.
9. Place students into groups (need four to five
students in each group) Have students move to
the stations previously set up and begin the
activity.
10. Students will move in a clockwise manner when
the timer goes off leaving each station as they
found it.
11. As the students complete each station, have the
teacher move around the classroom prompting
thinking from each group. The teacher will do
this my asking a variety of questions (key
questions five and six).

Students who require extending:

- Can be given more house hold items that
represent bird beaks
- Challenge thinking about why the beak
would need to be shaped that way

Students who require assistance:

- just use the beak that matches the food and
demonstrate why it matches

Conclusion:
12. Have students discuss what they just did and
what they discovered.
13. Have students remain seated in their groups. In
their groups have them download the reflection
activity off the weebly page and match up the
bird to the ‘food’ to the ‘beak’.
14. Following this discuss students predictions and
provide the answers.
15. Discuss why the bird beak matches the bird and
how that relates to what it eats.
16. To conclude the lesson discuss with students
 whether their predictions were correct.

Ethics: Safety Groups

No living Behaviour needs Students will be

things are used to monitored placed in mixed
in this lesson. closely as gender and
materials being ability groups.
used in Groupings will
conjunction be made
with strategically to
misbehaviour limit students
could result in misbehaviour
injury. due to being
Students with certain
allergies need to combinations of
be taken into people.
consideration
with the food
materials used.
 5E’s- EXPLAIN (1 lesson)
• To support students to develop explanations for experiences and make representations of developing conceptual understandings
• Formative assessment

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavou Skills
r

6/3 Students will be Introduction: https://scienc

ACSS ACSHE able too… The lesson 1. Discuss what students did last lesson. Use the 1. What did e-
U043 083 objectives will be first two key question to prompt thinking. we do last amazingadapt
Define the term assessed 2. Inform students that last lesson, the scientific lesson? ations.weebly.
adaption both focusing on the com/lesson-
name for what we looked at is adaptations.
verbally and in ability to define 2. What did 3.html
writing. Explain what parts of the activities linked to we discover
and distinguish
between the key adaptations (the different beaks). about bird https://www.
Distinguish terms. 3. Have students in small groups, formulate a beaks? youtube.com/
between physical, definition for adaptations. watch?v=zkXv
behavioural and The work sample 3. What JlfVrTU
structural will be obtained Body: adaptation
adaptations. to assess 4. Have each group share their definition, as they did the moth
students do this write up key words from each groups have?
knowledge. definition. Using the key words as a class develop
4. How did it
a definition, write it down on a poster. This
help it to
definition can be added to as students develop survive?
more of an understanding.
5. Students are to watch the video Adaptations. 5. Thinking
After students watch ask key questions three to about what
four. we learnt
6. Following the video, explain the different types today, is there
anything we
of adaptations (physical, behavioural and
could add to
structural) our
7. Students are to work individually, they will be definition?
given an activity sheet that requires them to
define adaptations and the different types. Down
the side will be five different Australian animals.
Students are to describe the different
adaptations they can think of/see.
8. Encourage students to use their iPads to
research if they are unsure about an animal.

Students who require extending:

- Research animals who have different types of
adaptations.

Students who require assisting:

- Don’t worry about the types of adaptations
just focus on the meaning of adaptations

Conclusion:
9. Go through the activity sheet that students just
did. Go around the class collecting answers.
10. Have students look at the definition they
developed at the start of the class. Added to the
definition by asking the fifth key question.

Ethics
No ethical considerations need to be made for this
lesson.

Groups
Groups will be made according to seating, ensure
that students who require assistance are not
dominated from those requiring extending and vice
versa.

Safety
Ensure students are on task and not bored.
 5E’s- ELABORATE (1-2 lessons)
• To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
• To use investigative/ inquiry skills
• Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavou Skills
r

6/4 ACSS ACSH ACSIS Students will be Introduction: https://science

U043 E081 231 able too… Students will be 1. Recap on wat adaptations are, use the 1. Does a -
marked definition developed by the class. camel’s amazingadapta
Hypothesis what according to the 2. Show student’s photos of structural structural tions.weebly.co
will happen when activity sheet adaptations m/lesson-
adaptations Finish with the camel.
they change a and how they help it to 4.html
variable in their answer the 3. Ask students key question one. Have
survive in the
experiment. questions. students discuss the camel, what does it look
desert?
like, what do we know about it. http://www.bb
Conduct a fair test. Students work 2. What c.co.uk/nature/
sample will be Body: adaptations/De
characteristic
Identify the used to 4. After discussing the features of a camel siccation_tolera
s do camels
different variables determine discuss its environment (key question two). require that nce#p00zrx1x
that will be in their student’s ability 5. Watch the BBC video on Australian camels assist them in
experiment. and knowledge. and discuss what students see. surviving in
the desert? Primary
6. Place students in groups of three to four
connection
students. Inform students that they are going lesson 7
3. What do we
to form an experiment to test whether a resources
need in our
camel’s adaptations assist the camel in experiment?
surviving in the desert.
7. Students are to develop a prediction, 4. What went
question (hypothesis) and variables before well with
conducting a fair experiment. Remind your
students about what makes a fair test and the experiment?
elements of an experiment.
5. What did
8. Have students conduct their experiment. not do to
Move around the room assisting students as plan?
required.

Students who require extending:

 - Provide students with other animals to
research.
- Encourage students to think outside the box
with what they could experiment.
- Provide students with questions to prompt
further thinking.

Students who require assistance:

- Encourage students to research on their
ipads about camels.
- Place in group with more confident students

Conclusion:
9. As students begin to finish have them graph
their results and state whether their question
was right.
10. As a class discuss what students questions
were and what results they recorded.
11. Ask students the last two key questions to
conclude the lesson.

Ethics
Students need to be monitored if they choose to use
living things in their experiment. Students need to
treat living things with respect and dispose of plant
material appropriately.

Safety
Students need to wear safety glasses as they conduct
their experiments to ensure no harmful materials
enter the eyes.
Allergies need to be taken into consideration if food
products are being used.

Groups
Students should be grouped according to their ability
so those requiring extending can be extended
together and those requiring assistance can be
helped all at once.
 5E’s- EVALUATE (1 lesson)
• To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
• Summative assessment of science understanding

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavou Skills
r

7/5 ACSS ACSH ACSIS Students will be Students poster Introduction: 1. What have https://www.y
U043 E081 231 able too… will be assessed 1. Read students the book What Do You Do With we outube.com/w
against a a Tail Like This? By Steve Jenkins and Robin discovered atch?v=1ARuoc
Research and marking rubric. Page. about in _mrs4
identify adaptations The rubric will science over
2. Ask students the first key question. Have
in Australian identify whether the past few
Animals. or not students them do a think-pair-share. Have students lessons?
think independently and then share with the http://www.bb
have achieved
person next to them. Students will then share c.co.uk/nature/
Present information the lesson 2. What have
adaptations
in a legible and objectives with the whole class. you
informative discovered
manner. Body: about the
3. Ask students if they can think of any other adaptation
animals with unique adaptations. Have that your
students share these with the class. animal has?
4. Inform students that they are going to
3. What has
research and Australian animal of their interested
choice and identify the key adaptations that you about
this animal has. Students are then going to what we have
present the information in a poster. been learning
5. Students can choose to work independently about?
or in pairs provided that they work
4. What is
efficiently and cooperatively.
something
6. As students research for the poster move you have
around the classroom engaging students in learnt about
questioning (key question two). adaptations?

Students who require extending:

- find more information about habitat and diet
- identify specific adaptations and how they
 assist the animal in survival.

Students who require assistance:

- focus on identifying the main adaptation and
how it lets the animal survive.

Conclusion:
7. Have students placed their posters on the
desk and stand behind their seats. Students
will do a gallery walk and move around the
classroom looking at their peers posters.
Encourage students to read the posters and
learn about other Australian animals
adaptations.
8. To conclude the lesson and the unit of work
ask students the third key question. Discuss
as a class and then moved to question four.

Teachers note: display students work student’s

posters around the classroom for parents and
other teachers to see.

Ethics
No ethical considerations need to be made for this
lesson.

Safety
Students need to be kept on task and engaged to
prevent any misbehaviour.

Groups
No groups will be used in this lesson, students will
work independently.