Professional Documents
Culture Documents
Planning
Document
Primary
University of
Notre Dame
Justin Fiume
20152499
Science Forward Planning Document
Outline of Forward Planning Document
General Outline:
TEACHER: Justin Fiume YEAR LEVEL: 5
LEARNING AREA: Science TOPIC/UNIT TITLE: Biological Science
YEAR: 2018 TERM/WEEKS: Term 2 – Weeks 1 to 10
Week 1 – 5 Outline:
WEEK 1: Engage WEEK 2: Explore WEEK 3: Explain WEEK 4: Elaborate WEEK 5: Evaluate
Design Brief Animal Profile
Beaks Animal Documentary Overview Reflection
Students will brainstorm various Students are given an animal card at
Students investigate using different Students watch a video of a Students will reflect on the overall
animal body parts before making three the start of the lesson, they will then
tools to acquire a variation of foods to documentary on animal adaptations. completion of the program on KidBlog.
different animals with three different pair with another student with the
determine which ‘beak’ is the most Students will work in pairs to research Students participate in a scavenger
body parts. Students choose the best same environment. Students will then
effective. They must come to a their own animal of choice and film a hunt before finishing the lesson with a
design and annotate it according to a create an animal profile of their given
conclusion and justify their answer. two minute documentary. Kahoot! quiz.
criteria. animal according to a criteria.
Safety Considerations: Safety Considerations: Safety Considerations: Safety Considerations: Safety Considerations:
If live birds are used, do not let Ensure students are careful when Ensure students use appropriate Ensure students film appropriately Ensure KidBlog settings are set so
students touch them, only let them handling animal resources (i.e. images/content from the internet. and use appropriate only the teacher can view the
observe the birds. skins). Students will be mindful of their images/content from the internet. reflections of the class and not
Ensure students do you ingest any Ensure students are not putting surroundings as students will be Ensure students are within direct student to student.
of the ‘foods’ and ensure students pencils or erasers in mouths during set up in all different areas of the eye contact while filming. Ensure students are within direct
are mindful of the tools. the drawing phase of the lesson. classroom, including the floor. Do not allow students to conduct eye contact while on their
Ensure KidBlog settings are set so Ensure students do not become themselves in an inappropriate Scavenger Hunt.
only the teacher can view the silly when trying to demonstrate manor while filming.
reflections of the class and not some of their aggressive animal
student to student. physiological aspects.
AUSTRALIAN CURRICULUM
General Capabilities:
Critical and Creative Personal and Social Intercultural
Literacy Numeracy ICT Ethical Behaviour
Thinking Competence Understanding
Content Descriptors:
Science Understanding Science as a Human Endeavour Science Inquiry Skills
With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be
(ACSIS231)
Science involves testing predictions by
Living things have structural Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and
gathering data and using evidence to
features and adaptations that identifying potential risks (ACSIS086)
develop explanations of events and
help them to survive in their
phenomena and reflects historical and Compare data with predictions and use as evidence in developing explanations (ACSIS218)
environment (ACSSU043)
cultural contributions (ACSHE081)
Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using
digital technologies as appropriate (ACSIS090)
Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS093)
Useful Resources:
Websites Books
Reef Beat 2012 educational series The Inshore Great Barrier Reef – Bursting with Biodiversity: What Do You Do with a Tail Like This? by Steve Jenkins and Robin Page
www.gbrmpa.gov.au Mister Seahorse by Eric Carle
Wet Tropics Management Authority: http://www.wettropics.gov.au/-cassowaries Uno's Garden by Graeme Base
Queensland Wetlands Program: www.wetlandinfo.derm.qld.gov.au The Snail and the Whale by Julia Donaldson
Adaptations Webquest (has good websites and links to activities): The Frog Who Wouldn't Laugh by Cecilia Egan
chalk.richmond.edu/education/projects/webquests/adaptations/index.html Tiddalick: the Frog Who Caused a Flood by Robert Roennfeldt
Dirtmeister’s Science Reporters Animal Adaptations: Amazing Facts about Australian Marine Life by Tony Ayling and Steve Parish
http://teacher.scholastic.com/dirtrep/animal/invest.htm The Evolution of Australia 110 Million Years of Change, Australian Museum
Ecokids Animal Adaptations Game: Wet Tropics Management Authority Cassowary Activities
http://www.ecokidsonline.com/pub/eco_info/topics/climate/adaptations/index.cfm http://www.wettropics.gov.au/site/userassets/docs/cassbook.pdf
How Animals Meet Their Needs: http://www.harcourtschool.com/activity/animalneeds/ The Cat on the Island, Gary Crew and Gillian Warden (with teacher notes
Animal Adaptations at pppst.com (good power points and games to explain adaptations) http://www.harpercollins.com/harperimages/ommoverride/Cat%20on%20the%20
http://animals.pppst.com/adaptations.html Island%20Brochure.pdf).
Animal and plant adaptation and behaviours: www.bbc.co.uk/nature/adaptations
Reef Videos: www.reefvid.org
Dreamtime Stories – Tiddalik the Frog and other Dreamtime Stories: www.dreamtime.auz.net
Teacher Vision (Adaptation experiments and ideas):
http://www.teachervision.fen.com/ecological-adaptation/animals/6989.html
The Conservation Report (good pictures of camouflage examples):
http://conservationreport.com/tag/can-you-see-me-animal-camouflage/
Websites to build fish online to suit adapted to certain environments:
http://sea.sheddaquarium.org/sea/interactive_module.asp?id=7#
http://sv.berkeley.edu/showcase/flash/fish.html
English CONCEPT MAP Mathematics
Documentary Analysis Constructing Data Displays
Students require an understanding about how The engage lesson can be turned into an
visual texts such as documentaries are Religious Education / Spiritual Education investigation that collects data on particular
constructed. During the Elaborate lesson, God’s Creatures beaks and rate them from best to worst as a
students could have conducted a study in The teacher can use these lessons of animal adaptations class. Students can then compile tis data into
English on documentaries. This documentary introduce the concept of God created animals in all different column graphs or dot plots. (ACMSP119)
can then be used as the creative element of shapes and sizes. This will lead to wonder questioning and Beaks and Food
the unit (ACELY1707) makes connections to the students as individuals and how they Students can use their estimation skills in the
Animal Profile are the same but have different personalities. predicting phase to estimate how much of a
Students will research and create an animal particular food they can gather in the time
profile on chosen animal. This will include period and record this data (ACMMG108). This
appearance, adaptations, behaviours, habitat, can later link in statistics when comparing data
food supply, etc. (ACELY1702; ACELY1703) to the rest of the class’ results (ACMSP116).
Concept: Animal Adaptions
Term: 2 Weeks: 10
©The University of Notre Dame 2010 developed by C McGunnigle
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES
(include learner diversity)
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
Science Students will be DIAGNOSTIC Safety Considerations:
If live birds are used, do not let students touch them, only let them observe the birds.
Living things have structural able to: Checklist
Ensure students do you ingest any of the ‘foods’ and ensure students are mindful of
features and adaptations that help Classify one animal Are students able to
the tools.
them to survive in their identify different
into its correct habitat Ensure KidBlog settings are set so only the teacher can view the reflections of the
environment (ACSSU043) based upon its animal adaptions?
class and not student to student.
adaptions. Can students work
Science involves testing well with others?
Formulate a prediction Introduction
predictions by gathering data and Anecdotal notations.
based upon what beak
using evidence to develop Students are rated on As each student comes in from lunch, teacher will hand them one laminated animal
best suits picking up
explanations of events and a scale: each before they are instructed to sit on the mat. A laminated animal
each of the foods
phenomena and reflects historical - proficient Once students are seated on the mat, teacher will ask students to observe their for each student
provided
and cultural contributions - developing animal.
(marshmallows, Six A3 laminated
(ACSHE081) - not proficient o What are some obvious features that you can use to describe your animal and
gummy worms, environments
where do you think it would live? (rainforest,
sunflower seeds, rice,
With guidance, pose clarifying Sticky Notes Teacher will hand out new adaption journals while students are observing their grasslands,
soil and coloured
questions and make predictions Students will write animal. wetlands, desert,
water).
about scientific investigations things they know on Teacher explains that their animal fits into one of the six environments that have polar, ocean)
Work collaboratively to
(ACSIS231) the top of the sticky been set up around the room.
discuss and share Adaptions journals
note and things they Students will think-pair-share reasons for their animal surviving in one of these
ideas. x30
Identify, plan and apply the want to know on the particular environments and why.
elements of scientific other side. o What features of your animal helps it survive in its environment?
investigations to answer questions This offers insight to Students will then place their animal on one of the environments (rainforest,
and solve problems using the overall level of grasslands, wetlands, desert, polar, ocean).
equipment and materials safely knowledge of the class Teacher will ask for an answer from each group.
and identifying potential risks (planning) and a In the same groups, explain to the students they are going to do a Hot Potato
(ACSIS086) chance to clear any
activity. Each group starts with a large piece of paper with one question relating to
misconceptions.
adaptations on it, see question examples below. Questions need to be written onto
Construct and use a range of
the paper by the teacher before the activity starts. Students will have a short amount
representations, including tables Rich Questioning
of time (1-2 minutes) to write answers to the question before rotating the papers
and graphs, to represent and Identify prior
around so that each group gets a turn at answering each question. Some questions
describe observations, patterns or knowledge of concept
they may not be sure about the answer, but they just write down what they think.
Engage Lesson – Beaks (W1/L1)
Beaks
Straws
Chopsticks
Spoons
Tweezers - Timer
Spatula
Thongs
Best Beak
Example of table
Students will copy this table onto their A4 grid paper and write their predictions
under the table. Students will also choose an appropriate title.
Teacher will further explain the lesson.
Student 1 will be timing 20 seconds while Student 2 will be using one of the beaks to
pick up the food or drink from one of the plates, student 3 will record the
observations.
After the timer goes off, students will rotate roles and attempt the same experiment
but with a different ‘beak’.
- Scissors
Teacher can allow students to choose their own partners as long as they can show - Glue stick
good cooperation skills.
Once all the results have been gathered, students will have time to reflect upon their
findings and collaboratively determine which beak was most effective when
gathering ‘food and drink’.
Students write under their predictions and reflect on whether they were right or not
and why this was the case.
Students will cut out their table, predictions and reflection to glue it into their
Adaptions journal (received at the start of lesson).
Teacher will draw a tally table on the white board and ask each group to come up
and place a tick under the heading of which beak(s) they thought were most
effective.
o Why was this beak the best?
o Was your original prediction correct?
Teacher will discuss the results as a whole class before explore the question
o Which birds have these different types of beaks?
Lesson Closure
‘Paper passers’ will place one sticky note on each desk while the rest of the class
- Sticky note pad
are packing away their stations.
Students will then write down things they know about animal adaptions and on the
other side they will write questions they would like answered about the topic.
Students will share their knowledge of the topic and their questions within their desk
group.
Teacher will ask one person from each group to share a known fact and a question
with the class.
Teacher will indicate that these questions will be answered throughout the topic.
All students will place their sticky notes on the white board before returning to their
seats. Chrome Books x30
At the end of the lesson, students will post a summary in KidBlog of today’s progress
and list any challenges they overcame or are still working on.
Learner Diversity
Enabling: Students who are having difficulties reading, writing or using the tools will have
the assistance of their group members to help out. The aim of the lesson is to make
predictions, inquire/observe and reflect, everything else can be helped through
collaboration.
Extension: Students who need extending can consider other types of ‘beaks’ and how
they can be represented as a human tool – these may include toothpicks, nutcrackers or
pliers. They can also consider other ‘foods’ and what the represent – these may include
Styrofoam blocks, string or small rocks. These aspects will help students use higher
order thinking skills to predict and record which beak best suits which food.
Disability: Student with an impairment will be integrated in the lesson with required
adjustments (curriculum/environment) to their needs.
Section 6 of the Disability Standards for Education (The Standards for Curriculum
Development, Accreditation and Delivery) states that education providers, including
class teachers, must take reasonable steps to ensure a course/program is designed to
allow any student to participate and experience success in learning.
A3 picture of a
Lesson Steps Tarsier
Teacher will explain that during this lesson, students will identify all the different
adaptations of a Tarsier.
o What adaptations help Tarsiers to survive in their natural habitat?
o What is their natural habitat? (South East Asian forests) White board
Students will think-pair-share their answers in the desk groups. White board markers
Teacher will demonstrate the expectations of the activity by labelling the first answer
on the picture of the Tarsier (modelled).
One student from each group will come up and add an adaptation to the Trsier until
as many can be listed. Teacher will fill in the rest.
Teacher will introduce the stations and resources for the next part of the activity. An
A4 animal sheet will be found at each station. These will be found in a range of
books, websites, videos and audio recordings.
Camel (desert) A4 animal sheet for
Giraffe (grasslands) each student at
each station
Dolphin (ocean)
Penguin (polar)
Frogs (wetlands)
Snakes (rainforest)
Students will be paired with the person sitting diagonally to them in their four-way
group.
Students will be given thirty minutes to navigate through the six stations (5 minutes
each). Teacher will set off a buzzer after each five minute period to indicate time to
more to another station.
Students will find the other pair from their desk and find a space on the floor to sit
once the final buzzer goes (this will be unique to the interval buzzer).
Lesson Closure
Students will discuss their findings as each pair shares one at a time. Students will
record any information that they may have missed. This is also a good opportunity
for pairs to justify something that they have written and the other pair disagree with.
Teacher will go around the class and ask students to provide one adaptation for
each animal per group. Teacher may fill in anything that was missed.
Students will cut and stick their information sheet into the Adaptations journal. - scissors
- glue stick
Students will stack their Adaptation Journals on the front desk.
Teacher will be marking in accordance with the information that was gathered today
to acquire data for future planning.
At the end of the lesson, students will post a summary in KidBlog of today’s progress
and list any challenges they overcame or are still working on. Chrome Books x30
Learner Diversity
Enabling: Students are place into mixed abilities when going through the stations –
collaboration is a key element of this program. Flashing and noisy lights could be used
for students with hearing and sight impairments to notify students for each interval.
However, this could become problematic for students with ASD.
Extending: Students are able to further research why each animal has their adaptations
and the reason they are used. Consider how their adaptations might be a disadvantage.
Disability: Student with an impairment will be integrated in the lesson with required
adjustments (curriculum/environment) to their needs.
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES
(include learner diversity)
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
Science Students will be FORMATIVE Safety Considerations:
Living things have structural Teacher Observation Ensure students are careful when handling animal resources (i.e. skins).
features and adaptations that help able to: Observation of Ensure students are not putting pencils or erasers in mouths during the drawing
them to survive in their Explore different students who actively phase of the lesson.
participate in the Ensure students do not become silly when trying to demonstrate some of their
environment (ACSSU043) animal skin coverings
lesson according to aggressive animal physiological aspects.
and compare them to the lesson objectives.
Visual Arts
their own skin. Anecdotal notations.
Exploration of artwork from various
Discuss one different Students are rated on Introduction Book: What Do You
animal body part from a scale: Students sit on the mat. Do with a Tail Like
artists and different approaches
used to communicate ideas,
each category and - proficient Teacher introduce the book ‘What Do You Do with a Tail Like This?’ This?
explain how that part - developing o Alternatively – Book: Uno's Garden, Graeme Base By Steve Jenkins
beliefs and opinions and Robin Page
(ACAVAM114)
is used by the animal. - not proficient Teacher will pose questions throughout the book.
Beaks, heads, bodies, o Have you ever seen an animal with a ___ like that?
ears, tails, feet and Work Samples o How do you think a ___ will use its mouth?
Use of techniques, art processes,
and experimentation with art
legs of animals Teacher will view each Teacher explains that there are some special animal adaptations here today for
Draw and annotate a annotated work students to explore in class.
forms, such as digital imaging,
screen printing or illustration
chosen mystery sample and assess Teacher introduces students to the ‘sensory table’ which has a range of different
(ACAVAM115) animal with the six them according to the animal assortments layed out. These include: - Snake skin
listed features. lesson objectives. - Snake skin - A range of feathers - A range of feathers
Body parts, food, - Faux leather - Shark teeth - Faux leather
habitat, adaptations, - Faux fur - Porcupine spike - Shark teeth
behaviours and name.
SUMMATIVE - Tarantula skin - Faux fur
- Pieces of furry, animal-print fabrics such as zebra, leopard, tiger, etc. - Porcupine spike
Explore Lesson – Design Brief (W3/L3)
Lesson Steps
Moving on…
Teacher recaps visual arts last term with their research into Hendric Rousseau and
his distinguishable art. The awkwardness of proportion and perspective by the use
of patterns and bold colours.
Teacher explains that this science lesson will work in conjunction with animal
adaptations in visual arts. A3 paper x30
Paper passers hand out an A3 page to each student.
Teacher explains that students will use their paper to draw as many different animal
body parts. Students will draw at least four different beaks, heads, bodies, ears,
tails, feet and legs of animals on their A3 paper.
Ensure students section each category off so they do not overlap. Design Brief x30
Teacher will monitor class to ensure students are on task and to help where needed.
Students will discuss in their groups one different animal body part from each
category they have drawn and explain how that part is used by the animal and what
environment would best suit them.
After students have finished, teacher introduces the Design Brief.
o Design Briefs are handed out
o Reads story scenario to class
Paper passers hand out three pieces of paper
A4 paper
Teacher reiterates the expectations of the design brief.
Students will fold their A4 page into thirds and will draw three different animals with - pencils
three different animal body parts.
Once students have finished their drawings, they will choose their favourite design
and will use pencil to draw a full scale version on another piece of A4 paper.
Students will annotate include features of their mystery animal –
- Labels on each body part and which animal it is from
- Typical food the animal will eat
- What Habitat it lives in
- Special adaptations that are unique to its environment
- Certain behavioural traits
- A name for your animal
Teacher will allow fifteen minutes for this task before students stop what they are
doing.
Students will have five minutes to discuss in their desk groups the features that they
have chosen for their animal, give brief justification.
Teacher will choose a students to present their animal to the rest of the class.
Lesson Closure Adaptation Journals
Paper passers will hand out the Adaptation Journals while the rest of the class glue
their three way animals and animal parts into their Adaptation Journals.
At the end of the lesson, students will post a summary in KidBlog of today’s lesson
Chrome Books x30
which will also include a list of all the features they included in their mystery animal
with justification.
Paper passers collect Adaptation Journals and A4 poster of drawn mystery animal.
Learner Diversity
Enabling: Students who may have problems holding a pencil or drawing may use
assistance from an EA or a student who has finished early.
Disability: Student with an impairment will be integrated in the lesson with required
adjustments (curriculum/environment) to their needs.
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES
(include learner diversity)
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
Science Students will be FORMATIVE Safety Considerations:
Living things have structural Profile Ensure students use appropriate images/content from the internet.
features and adaptations that help
able to: Teacher will assess Students will be mindful of their surroundings as students will be set up in all
them to survive in their Create an animal students in
different areas of the classroom, including the floor.
environment (ACSSU043) profile of an animal accordance with the
that they were given in lesson objectives. Introduction
class. Teacher will indicate
Mathematics Students are given an animal from the following environments:
This needs to include whether students have Animal cards x30
rainforest, grasslands, wetlands, desert, polar, ocean.
Construct displays, including where the animal achieved the mark Students find the other student in the class who has an animal in the same
column graphs, dot plots and lives, what they eat while leaving environment as them.
tables, appropriate for data type, and what their habitat appropriate feedback. For instance, Fish-Shark, Giraffe-Rhinoceros, Pidgeon-Dove, etc.
with and without the use of digital is like.
Teacher hands out Venn diagram templates.
technologies (ACMSP119) Describe three
SUMMATIVE Once students have paired, they will begin a Venn diagram that will compare and Venn diagrams x30
behavioural and
KidBlog contrast adaptations between the two animals.
structural adaptations
Students list as many similar and different adaptations. Extend by listing as many
English as well as one Students will write a
adaptations that neither animal possess.
physiological reflection of the lesson
Navigate and read texts for
adaptation of their by addressing: Teacher will choose several pairs to display and describe the adaptations of the
specific purposes applying given animals.
animal. - A lesson recount
appropriate text processing
strategies, for example predicting Work collaboratively to - 1 thing learned today
and confirming, monitoring discuss and complete - 1 thing interesting Lesson Steps
the Venn diagram. - 1 question that Adaptation Journal
Explain Lesson – Animal Profiles (W4/L4)
meaning, skimming and scanning Students glue their Venn diagrams into their Adaptation journal.
remains
(ACELY1702) Students move into one of six groups that their animal lives in. - glue
For instance, rainforest, grasslands, wetlands, desert, polar or ocean.
Use comprehension strategies to The animal that students are holding will be the animal that they will be creating a
analyse information, integrating profile for. This will include where the animal lives, what it eats, how it feeds, Animal profile x30
and linking ideas from a variety of particular adaptations that help it survive, etc.
- library resources
print and digital sources Students have access to library resources, iPads and Chrome Books for their - iPads
(ACELY1703) research into how the animal survives in its natural habitat. - Chrome Books x30
Note: be wary of copy and paste students.
Lesson Closure
Students write down two things that another class member might misunderstand
Misconceptions x30
about the topic of animal adaptions and then share those ideas within their
environmental group. Add a third point before the end of the lesson.
Each student will choose one misconception about animal adaptions they believe to
be important and write it in their Adaption Journals.
Paper passers will collect the Adaption Journals and place them in a pile on the front
desk.
At the end of the lesson, students will post a summary in KidBlog of today’s progress
and list any challenges they overcame or are still working on.
Side Note:
Linking the Design Brief back in, students can ‘create’ an animal profile of their Mystery
Animal with the same expectations of this lesson as either another lesson or an
extension for students who finish early – teacher’s choice.
Alternatively, this can be done in another English lesson.
Learner Diversity
Enabling: Ensure these students receive animals who have obvious features and are a
little easier to compare with another animal (teacher orchestrated). Students will be
required to fill in each section of the profile but with less detail – there must be basic
information here.
Extension: Pair other students who need extending together and encourage them to
extend their thinking process when filling in the Venn diagram and completing the animal
profiles.
Disability: Student with an impairment will be integrated in the lesson with required
adjustments (curriculum/environment) to their needs.
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES
(include learner diversity)
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
Science Students will be SUMMATIVE Safety Considerations:
Living things have structural Science Inquiry Skills Ensure students film appropriately and use appropriate images/content from the
features and adaptations that help
able to: internet.
Rating Scale
Identify and describe Ensure students are within direct eye contact while filming.
them to survive in their Student’s
what adaptations their Do not allow students to conduct themselves in an inappropriate manor while filming.
environment (ACSSU043) documentaries will be
chosen animal has to marked using a rubric
Construct and use a range of survive in their that has identified the Introduction
representations, including tables environment. key items students Brainstorm on the white board as a class about what an adaption is (including some
and graphs, to represent and Create a storyboard needed or the task. examples) and how animals adapt, recapping previous lessons content.
describe observations, patterns or and script that will Students watch a short documentary on adaptations.
relationships in data using digital form a solid basis for KidBlog YouTube - Primary Science Lesson Idea: Adaptation
filming a documentary. White board
technologies as appropriate Students will write a https://www.youtube.com/watch?v=oBx7eDBNRM8&t=31s
White board marker
(ACSIS090) Produce a reflection of the lesson Alternatively - Shaba. Animal Adaptations
documentary that by addressing: https://www.youtube.com/watch?v=45GqKPUvKEI&feature=youtu.be
Communicate ideas, explanations identifies and - A lesson recount o What did you notice about how the narrator spoke? Interactive
Elaborate Lesson – Animal Documentary W5/L5)
and processes using scientific describes the chosen - 1 thing learned today o What were specific things that were spoken about? adaptations, habitat, etc. whiteboard
representations in a variety of animal, its - 1 thing interesting Discuss how the documentary was constructed, specifically the sequence.
ways, including multi-modal texts environmental and - 1 question that Discuss and brainstorm specific features of documentaries.
(ACSIS093) relative adaptions is remains o Do you know of any famous documentary presenters?
has to survive.
Learner Diversity
Enabling: Pairs that require extra assistance will be given animals whose adaptations
are obvious and will be required to make limited connections and extra time to complete.
Extension: Pairs that require extension will be given animals with more complex
adaptations. These animals will have specialised adaptations that make them unique to
their environment.
Disability: Student with an impairment will be integrated in the lesson with required
adjustments (curriculum/environment) to their needs.
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES
(include learner diversity)
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
Science Students will be SUMMATIVE Safety Considerations:
Ensure KidBlog settings are set so only the teacher can view the reflections of the
Living things have structural
able to: Science Understanding class and not student to student.
features and adaptations that help
Individually reflect
KidBlog reflection Ensure students are within direct eye contact while on their Scavenger Hunt.
them to survive in their
Students log onto
environment (ACSSU043) upon the topic of
animal adaptations
KidBlog and write a
Introduction
post that that answer
through key questions
specific points that the
Reflect on and suggest Teacher will explain that today students will be reflecting on their journey through
improvements to scientific on KidBlog animal adaptations this term on KidBlog as an overall reflection. Chrome Books x30
teacher will issue
investigations (ACSIS091) Complete the Students will also look back on previous blogs and reflect on the progess they have
during the lesson.
scavenger hunt by made as an individual this term.
reading and answering Teacher elaborates on the expectations of the reflections and explains that a well
Kahoot!
the questions on each reflected blog will get the better mark – consistently addressing each points each
Students will finish the
task card. week.
lesson with a Kahoot!
Independently log onto
that will cover all areas Students will address these key points:
Kahoot! and complete - In your own words, define Animal Adaptations. List three examples.
of Animal Adaptations
the quiz.
Evaluate Lesson – Overview Reflection (W6/L6)
throughout the term. - What were some of the most interesting discoveries you made while working
on Animal Adaptations? List three examples.
- What were some of your most challenging moments and what made them so?
FORMATIVE - Did you work well with others? Give an example.
Scavenger Hunt - What moments were you most proud of your efforts?
Students with find as - Do you have any questions that you would still like answered?
many task cards to fill - What was your overall impression of the topic, Animal Adaptations?
in the blanks on their If students finish early, instruct them to go back over their work and proof read or
activity sheet. add any more that they think is relevant.
This is not listed as
summative as the task
cards have the
Lesson Steps
answers on them and Students engage in a Scavenger Hunt provided by the teacher. Scavenger hunt
students are matching Students will have a series of stations set up within and outside of the classroom cards (laminated)
the answer to the that they must visit to answer each of the questions. x24
Response sheets
correct question. Each student will have a clipboard, response sheet and a pencil for this task.
x30
Teacher will set some task cards in easy spots but others in less obvious places. Clipboard x30
Once students have completed all of the station cards, they return to class and
complete any work they have not yet completed in their Adaptation Journals.
Students will glue their Scavenger Hunt sheet into their Adaptation Journals. Adaptation Journals
- glue
Lesson Closure
Students finish the lesson by completing a Kahoot! quiz. https://play.kahoot.it/
Students will use the Chrome Books for this activity as they sign into the appropriate #/?quizId=2b1069f4-
site – teacher will have the link written in the white board. a203-4955-b226-
Each student is responsible for logging onto Kahoot! 8a0279805fae
Teacher will hand out the code names of each student. These code names are
animal names to protect the identity of each student.
Learner Diversity
Enabling: Students who have difficulties reading will have access to an iPad to read the
task cards aloud through a text-to-speech application. These students will be allowed to
work with a partner if they choose to complete the scavenger hunt. These students may
need assistance when reading out the Kahoot! questions.
Extension: These students will have access to only red coloured task cards and will
have to use their own knowledge to fill in the remainder of questions.
Disability: Student with an impairment will be integrated in the lesson with required
adjustments (curriculum/environment) to their needs.