FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 3 LEARNING AREA/TOPIC: Biological Sciences

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

LESSON AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING EXPERIENCES RESOURCES

CURRICULUM LESSON (what & how) (include learner diversity)
LINKS OBJECTIVE KEY QUESTIONS (bolded)

Week 6 Living things can be SUMMATIVE Introduction

Lesson 6 grouped on the basis 1. Write down 1. Ask students Show video to students Projector, “Are
ELABORATE of observable features a suitable list to justify their “If aliens existed, what would they need to survive?” Aliens Real” 
and can be of choice of https://www.y
distinguished from characteristics characteristics outube.com/w
non-living of aliens in for their aliens atch?
things (ACSSU044) groups of 3 v=Smeg1KUa3
2. Take note of qU
2. Compare responses on
Science involves
how aliens are whiteboard,
making predictions
different to record any Body
and describing
other animal other Introduce the design brief. Read out all the details and clarify any Design brief
patterns and
groups noteworthy ambiguities students may have. Allow time for students to ask
relationships (ACSHE0
responses questions.
50
3. Create the (anecdotal
brochure using records) Have students discuss what differentiates aliens from other animal
With guidance,
Adobe XD on groups within the animal kingdom. Talk about distinctive
identify questions in 3. Upload
the iPads characteristics of Vertebrates – Fish, Birds, Mammals, Amphibians,
familiar contexts that document Reptiles – and Invertebrates - Sponges, Cnidarians, Worms,
can be investigated onto a
scientifically and Padlet Echinoderms, Arthropods, Molluscs. “What sets aliens apart from
predict what might other animal groups?”
happen based on (10 mins)
prior knowledge
(ACSIS064) Create groups of 3 and students will commence the design brief iPads, Adobe
(25-30 mins) XD
Explain how student EXTENSION – students will draw a labelled diagram of a suitable
solutions and existing habitat for the aliens
information systems iPads, Google
meet common Upload brochures onto a Padlet Doc
personal, school or
community needs Conclusion
(ACTDIP012) Before iPads are packed away, students will very briefly present
their brochures in small group situation. Collect iPads