Resources for Forward Planning Document:

Lesson 1 – ENGAGE
Resource 1 – KWL Chart

What we KNOW What we WANT to know What we LEARNED

Resource 2 – Amazing Adaptations Table

Living thing (plant or animal) Observable features How these features help with
survival
Resource 3 – Diagnostic Assessment: Observation Checklist

Student Name Identify the Identify how certain Works collaboratively Comments
structural features of features impact on in a group
living things survival of living
things
E.g. Sabrina can identify most
structural features of a
Sabrina Toovey  living thing but does not
— — explain how certain
features help with
survival.
Sabrina rarely contributes
to group discussions.

Key:
Does not understand –
Poor 
Understands most –
Satisfactory —
Excellent understanding –
Excellent 
Resource 4 – Diagnostic Assessment: Traffic Lights

There will be 3 folders placed around the classroom. One red, one yellow and one green. Students will receive a post it note to write their response on and will
then place that response in the corresponding folder.
Lesson 2 – EXPLORE
Resource 5 – Team Role Badges
Resource 6 – Investigation Planner
Resource 7 – Australian Desert Animals Adaptations

1. Choose an animal from the list below:

Kangaroo Hopping Mouse Camel Bilby Bandicoot
Goanna Thorny Devil Skink Dingo

2. Brainstorm the adaptations that allow your animal to regulate body temperature. Include a small diagram.

Animal
Resource 8 – Whale Blubber Investigation Run-down

Many animals live their lives in extreme climates. Blue whales migrate between warm waters to breed in
and cool waters near the Arctic and Antarctic to feed in. In today’s investigation you will discover how
living things such as whales stay warm in very cold water and climates!
Steps:
1. Turn one of the Ziploc bags inside out and place it inside 2. Fill the space between the two bags with a thick layer of
another bag. Make sure you have the “zippers” lined up Vaseline or copha, then zip the edges together. This makes
correctly so you can zip the two bags together. a glove for your hand. This is the test glove.

3. Make a “control” glove by putting the other two Ziploc 4. Fill a large container with ice water. Ensure it is deep
bags inside each other. This will give you the same amount enough to submerge a hand.
of plastic, but with no other substance protecting your hand
from the cold water.
 5. Put a hand in the control glove and stick it in the ice water. 6. Now put the same hand in the test glove and hold it in the
Using a timer, time how long the hand is in the water for. ice water for the same amount of time as the control glove.
Take the handout and record the temperature of the hand. Take the hand out and record the temperature of the hand.

7. Repeat steps 5 and 6, timing for different amounts of time

and recording your results. What do you notice from the
results gained?

Vocabulary (Research these words, add them to the Word Wall and write the definitions in your Scientific Journal):

 Blubber

 Insulator

 Climate
Resource 9 – Kahoot Quiz

QR Code:

Website link: https://create.kahoot.it/share/adaptations-yr-5/1008c800-1ee7-48ee-bf2c-8000349997a2

Resource 10 – Investigation Planner Checklist

This checklist is designed to help the teacher quickly discern if the students are capable of completing some basic Science Inquiry Skills.

Student Name: Written Selected Written prediction Results table Accurate Written
hypothesis in the appropriate based on prior complete graph drawn evaluation.
form of a variables. knowledge
question.

Key:
Yes 
No 
Lesson 3 – EXPLAIN
Resource 11 – Kangaroo Adaptations - Retrieved from http://scienceweb.asta.edu.au/years-5-6/unit2/lesson-three/yr56-unit2-lesson-3.html

Four Key Phrases from the test:

1.

2.

3.

4.
Resource 12 – Useful Websites and Kangaroo annotated example

Desert Ecosystems: How Biodiversity impacts hot and cold deserts

https://study.com/academy/lesson/desert-ecosystems-how-biodiversity-impacts-hot-and-
cold-deserts.html

National Museum Australia

https://www.nma.gov.au/search?from=0&query=survival%20in%20australian%20deserts

Nature Notes: Red Kangaroo – Alice Springs Desert Park

https://alicespringsdesertpark.com.au/kids/nature/mammals/kangaroo.shtml

The Desert Biome: University of California

https://ucmp.berkeley.edu/exhibits/biomes/deserts.php
Resource 13 – Observational Checklist and anecdotal notes

Student Name Is struggling with Is excelling at General Comment

Labelling diagrams of animals. Gathering data and representing Is becoming more confident and
E.g. Sabrina Toovey She forgets to include it in a graph form. vocal in group discussions.
descriptions of the features she
is labelling.
Resource 14 – Poster Checklist for students – Self-Assessment

Student Name:____________________________ Date:____________________

Does my poster include:


A title
How kangaroos regulate body temperature

How much water kangaroos need

Physical adaptations of the kangaroo that help it survive in
the desert

4 interesting phrases or sentences that you have learnt

A bibliography
A labelled diagram of a kangaroo showing all of its
adaptations
General comment on how you think you went:
Lesson 4 – ELABORATE

Resource 15 – Leaf Colour Chemistry Experiment

Retrieved from Connections Academy:

https://www.connectionsacademy.com/resources
/instructographics/a-leaf-science-activity-for-kids
Resource 16 – Leaf Colour Chemistry Experiment Investigation Planner
Resource 17 – Assessment Rubric for Investigation Planner

High Achievement (3) Satisfactory Achievement (2) Low Achievement (1)

Concise and well worded hypothesis
written as a question.
Includes an independent variable that
will change
Includes a dependent variable that
will be measured appropriately
Includes a controlled variable that
will stay the same
Lists all equipment needed
Justification of predictions made
Diagram of experiment is labelled
with all elements included
Table includes headings
Table measures/records the
dependent variable
Graph includes:
- Title
- Labelled axis
- Accurate scale
- Correct data
Conclusion describes:
- What happened to the
dependent variable
- Why you changed the
independent variable
- Interesting observations
- Reflection on prediction
made
Overall Comment:
Score: /33
Lesson 5 – EVALUATE
Resource 18 – Peer Evaluation Assessment
Your name: ________________________________Name of Student Presenting: ____________________________________ Date:____________
Shade the box you think the presenter best fits in.
Green
Introduction Is clear and interesting and grabs the
audience’s attention
Content Is understandable with a logical
sequence of ideas and supporting
information which convinces the
audience
Graphics Pictures and diagrams help to explain
the concept, are of good quality and
are relevant
Written content The text contains no mistakes in
grammar, punctuation or spelling and
is written in the presenter’s own
words.
Presenter Speaks loudly and clearly, keeps eye
contact with the audience and
answers questions fully
Overall comment:
Amber
Is clear and logical and audience can
follow
Includes some facts but the order of
ideas is unclear. Some information is
not relevant
Pictures and diagrams help the
audience understand the topic.
Images are clear and proper size
Few spelling or grammar errors.
Mostly written in the presenter’s own
words
Presents with some eye contact with
audience. Can answer some
questions
Red
Does not explain the presentation.
Does not appear interesting to the
audience
Includes only 1 or 2 facts but not in a
sensible order
Some pictures and diagrams are
unrelated to content and image
quality is poor
Text copied and pasted from a source
Reads quietly with no eye contact
with audience, cannot answer
questions
Resource 19 – Assessment - Rubric of Science Inquiry Skills

Science Inquiry Skills (Taken from SCSA)

A B C D E
Excellent High Achievement Satisfactory Limited Very Low
Achievement Achievement Achievement Achievement
Questioning and Poses an appropriate With guidance, poses With guidance, poses With assistance, Does not meet the
Predicting question for an clarifying questions for questions for poses a question requirements of a D
investigation where a investigations and investigations and which may or may grade.
variable is changed, predicts what will predicts what will not be investigable
and explains their happen when a happen in an or relevant and
prediction based on variable is changed. investigation. makes a prediction.
prior knowledge.

Planning and Describes specifically Describes how Identifies variables to With guidance Does not meet the
Conducting how variables are to be variables are to be be changed, measured identifies some requirements of a D
changed, measured changed, measured and controlled. variables. grade.
and controlled and and controlled.
evaluates whether it is
a fair test.

Planning and Identifies potential risks Identifies potential risks Uses equipment safely, With assistance, Does not meet the
Conducting and uses equipment and uses equipment identifying potential uses equipment requirements of a D
safely to improve the safely to improve the risks. Uses equipment safely and correctly. grade.
accuracy of accuracy of (including digital)
observations. Selects observations. Selects appropriately to collect
the appropriate the appropriate valid results.
equipment (including equipment (including
digital) for the digital) for the
investigation and investigation.
explains their choice.

Processing and Develops well- Constructs tables and Constructs tables and Records limited Does not meet the
analysing data and constructed tables and graphs and identifies graphs and identifies data. requirements of a D
information graphs and explains and describes patterns patterns in the data. grade.
patterns in the data. in the data. Compares Compares their
 Compares predictions their prediction with the prediction with the data
with the data providing data providing some providing some
detailed conclusions explanation and a explanation.
that relate to the conclusion.
variables which were
changed and
measured.

Communicating Comprehensively Clearly communicates Communicates ideas, With guidance, Does not meet the
communicates ideas, ideas, explanations explanations and communicates requirements of a D
explanations and and processes using processes using simple ideas and grade.
processes using scientific scientific findings.
scientific language and representations in a representations in a
representations in a variety of ways. variety of ways.
variety of ways.

Evaluating Provides specific Provides specific Provides general Identifies difficulties Does not meet the
suggestions to improve suggestions to improve suggestions to improve experienced in the requirements of a D
the fairness of the the fairness of the the fairness of the investigation. grade.
investigation and investigation. investigation.
explains how this
ensures a fair test.

Overall Comment: Grade:

References:
Australian Science Teachers Association. (2017). Science Web Australia. Retrieved from http://scienceweb.asta.edu.au/years-5-6/unit2/lesson-
three/yr56-unit2-lesson-3.html

Connections Education LLC. (2019). Discover Why Leaves Change Colour. Retrieved from
https://www.connectionsacademy.com/resources/instructographics/a-leaf-science-activity-for-kids

Dr. Lloyd Glenn Ingles. (2004). The Desert Biome. Retrieved from https://ucmp.berkeley.edu/exhibits/biomes/deserts.php

Hackling, M. W., Peers, S., & Prain, V. (2007). Primary Connections: reforming science teaching in Australian primary schools. Teaching Science
53(3), 12-16.

Home Science Tools. (2019). Whale Blubber Experiment. Retrieved from https://learning-center.homesciencetools.com/article/whale-blubber-
project/

The National Museum of Australia. (2019). Survival in Australian Desert. Retrieved from
https://www.nma.gov.au/search?from=0&query=survival%20in%20australian%20deserts

Kahoot. (2019). Adaptations Year 5. Retrieved from https://create.kahoot.it/details/1008c800-1ee7-48ee-bf2c-8000349997a2

Northern Territory Government. (2019). Nature Notes: Red Kangaroo Alice Springs Desert Park. Retrieved from
https://alicespringsdesertpark.com.au/kids/nature/mammals/kangaroo.shtml

School Curriculum and Standards Authority. (2019). Science v8.1. Retrieved from https://k10outline.scsa.wa.edu.au/home/p-10-
curriculum/curriculum-browser/english-v8#year-1-syllabus

School Curriculum and Standards Authority (2013). Assessment principles and practice. Retrieved from http://k-
10_outline.scsa.wa.edu.au/assessment_principles_and_practice

Scootle. (2013). Create a Creature. Retrieved from http://www.scootle.edu.au/ec/viewing/L755/index.html

Skamp, K., & Preston, C. M. (2017). Teaching primary science constructively (6th ed.). South Melbourne, Vic;South Melbourne;: Cengage
Learning Australia.

Study.com. (2019). Desert Ecosystems: How Biodiversity Impacts Hot and Cold Deserts. Retrieved from https://study.com/academy/lesson/desert-
ecosystems-how-biodiversity-impacts-hot-and-cold-deserts.html