SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 Australian Curriculum: Science (Year 1)
Sub-strands Content Descriptions Achievement Standard
 Living things have a variety of external features (ACSSU017) By the end of Year 1, students
Science understanding

Biological sciences
describe objects and events that they
 Living things live in different places where their needs are met (ACSSU211) encounter in their everyday lives, and
Chemical sciences  Everyday materials can be physically changed in a variety of ways (ACSSU018) the effects of interacting with
materials and objects. They identify a
Earth and space  Observable changes occur in the sky and landscape (ACSSU019) range of habitats. They describe
sciences changes to things in their local
Physical sciences  Light and sound are produced by a range of sources and can be sensed (ACSSU020) environment and suggest how
science helps people care for
environments.
 Science involves asking questions about, and describing changes in, objects and events (ACSHE021)
Science as a human endeavour

Nature and
development of Students make predictions, and
science investigate everyday phenomena.
They follow instructions to record

(Year 1-2)

Use and influence People use science in their daily lives, including when caring for their environment and living things and sort their observations and share
of science (1-2) (ACSHE022) their observations with others.

Questioning and  Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024)
Science inquiry skills

predicting
Planning and  Participate in different types of guided investigations to explore and answer questions, such as
(Year 1-2)

conducting manipulating materials, testing ideas, and accessing information sources (ACSIS025)
 Use informal measurements in the collection and recording of observations, with the assistance of
digital technologies as appropriate (ACSIS026)
Processing and  Use a range of methods to sort information, including drawings and provided tables (ACSIS027)
analysing data
and information  Through discussion, compare observations with predictions (ACSIS212)
 Australian Curriculum: Science (Year 1)
Sub-strands Content Descriptions Achievement Standard

Evaluating  Compare observations with those of others (ACSIS213)

Communicating  Represent and communicate observations and ideas in a variety of ways such as oral and written
language, drawing and role play (ACSIS029)
General Capabilities Cross Curriculum Priorities Notes:
 Literacy  Aboriginal and Torres Strait Islander
 Numeracy
histories and cultures
 Information and communication technology
(ICT) competence  Asia and Australia’s engagement with
 Critical and creative thinking Asia
 Ethical behaviour
 Personal and social competence  Sustainability
 Intercultural understanding
 CONCEPT MAP
(option 1)

Religious Education / Spiritual Education Maths

English
- Have a word wall that grows throughout the unit
with a series of high-frequency words that are
relevant and are used quite often in the classroom
in relation to the topic on ‘mini-beasts’. These
words can also be a part of the weekly spelling
tests. (ACELA1821)
- Use texts related to the concept topic for
modelled, shared and guided reading classes on a
variety of language development skills for year
ones such as the use of punctuation as well as
different types of words like nouns (and
pronouns), verbs, adjectives and adverbs
(ACELA1452; ACELA1449)
- In a RE class, draw attention to having a respect for all created life no - Students can create or be given a map or list of
matter how big or small that life may be. Have the students create a directions that must be used to arrive at a
collage using dead/ loose pieces of nature (do not encourage picking specific familiar location – maybe a ‘mini-
from plants/ bushes) as well as magazine cut outs and other craft items beast’ hotspot hunt that is supposed to lead
to create an image celebrating the beauty in all of creation students to areas of the school that inhabit a
- Meditation sessions that might have a focus on channelling and variety of small living creatures like bugs
reflecting on small living things such as bugs and other mini-beasts. (ACMMG023)
- Classify a variety of small living creatures like
bugs based on their external features and/ or
their habitats (ACMMG022)
- Create bar graphs to depict areas in the school
that have a high concentration of bugs and
Concept: Mini-beasts Term: Three
©The University of Notre Dame 2010 developed by C McGunnigle small living things (ACMSP263)

Health & Physical Education

- Completing an obstacle course that requires students to move in ways they would

The Arts
- Create dioramas of a chosen bug’s habitat and/ or a 3D model of a bug and
their anatomy using a variety of loose materials and resources
(ACAVAM107; ACAVAM108). Students can go on a ‘gallery walk’ after
and ask each other questions about their creative choices in their artwork
(ACAVAR109)
- Create a dramatic re-enactment of ‘a day in the life of’ any chosen bug.
Students must make sure to include their knowledge of the three elements of
drama – voice, movement and role. (ACADRM027; ACADRM028) They
must also exhibit basic performance etiquette such as facing the audience
always – as well as the audience practicing good viewing skills like showing
their active listening (ACADRM029; ACADRR030).
imagine bugs to e.g. wriggle like a worm, scurry fast like an ant etc.
(ACPMP025; ACPMP025)
- Play running/ dodging games that are made more complicated by students
needing to replicate the movements of a specific bug called by the teacher
(ACPMP031)
- Humans have survival needs like proper food, drink, shelter and protection just
like bugs do. Discuss and create a poster of the kinds of food that humans need
that would provide the appropriate nutrients for survival and living a healthy life
(ACPPS018)
- Create a visual storyboard comparing the growth/ development of any bug
studied in class with the growth/ development of a human, discussing and
drawing attention to how the body changes as we develop/ age (ACPPS016)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3 YEAR LEVEL: One LEARNING AREA/TOPIC: Science: Biological sciences
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 CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
/ LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESS (include learner diversity)
ON Science Scien Science Inquiry Skills
Understandi ce as
ng a
Hum
an
Ende
avour
Living Represent and Verbally identify at
DIAGNOSTIC
INTRO
1 things communicate least 1 external - Ask students to recap information from the previous
have a observations feature of an insect Observation
lesson that focused on living things and their needs for
variety of and ideas in a from the book checklist “What are some of the
survival – talk about how external features function to
external variety of ‘What’s your things we said last time
The teacher and EA help living things to acquire their needs (use humans as
features ways (ACSIS0 favourite bug?’ by that was what all living
will assess the first an example e.g. our mouths are where we put food and
(ACSSU 29) Eric Carle in a class things needed to
objective through drink to survive
017) discussion. survive?”
group discussion and - Introduce book and read ‘What’s your favourite bug?’ by
questioning in the
Identify using the Eric Carle – identify the theme for the unit as focusing on
beginning of the ‘What’s your
provide checklist at bugs (or insects), which are living things too and have
lesson after the book favourite bug’
least 3 external needs just as human do
is read. The teacher by Eric Carle
features of 3
will make sure at o On each new bug, stop the class for a quick
different insects
least each student has discussion about who has seen that one before
found in the
given 1 answer. - Have the class share a device between 3-4 students and
schoolyard small
groups of 5 give them 2 minutes to discuss and add to a live Padlet “What are some
students. via the provided QR code (appendix 1.1) brainstorm features we see on the
Work sample bugs we see every Class Padlet
identifying any external features of bugs that they may
collection day?” brainstorm
have seen in the book or in real life e.g. wings, legs, eyes, (appendix 1.1)
antennas etc. & class iPads
The teacher will
assess objective two o Discuss brainstorm as a group and then compile a
through the collection
of the appendix 1.3 class list on the board of external features of bugs
from each group. Access to a
Notes will be taken BODY whiteboard
on what they say - The teacher will show the children a child-friendly map
during their of the school yard (appendix 1.2) and explain the task of
presentation of their the day being a ‘schoolyard safari’ to find as many bugs
findings at the lesson Schoolyard
as possible and take note of their external features
end. map
- The students will be split into groups of 5 and be given (appendix 1.2)
Enabling objective 1: small versions of the schoolyard map marking where
Prompt the student by exactly their group will be allocated to search
asking questions like o 1 student will be allocated as the ‘handler’ and will
‘what do animals be given garden gloves in case the students want to
small or big need to Garden gloves
use their hands to dig a little or touch the bugs –
see/ move around/ (for the
eat’ etc. students will not be encouraged to catch any bugs
‘handler’)
but to just observe their features up close
Extending objective o 1 student will be allocated as ‘recorder’ and will
1: Choose an animal record all the bugs found and check off the external
from the book and Clipboard and
features they have from the class list previously
ask a specific worksheet
question about a constructed on the ‘What features do bugs have?’
sheet (see appendix 1.3) (appendix 1.3)
particular feature e.g.
‘what was located on o The other students will be the ‘scouters’ and help
a bee’s abdomen?’ look for the bugs in the group’s allocated area
o This actual ‘safari’ task will last for 10-15 minutes
Enabling objectives
2: Help students to CONCLUSION “What bugs did we see
choose 3 bugs to - Students will gather back in the classroom and each group today just in our own
focus on in the
will be allowed to present their findings – they will: schoolyard?”
checklist.
o List the bugs they found and the external features of
Extending objectives these bugs “What were some of
the features found on Clipboard and
2: Encourage students o Explain what they think the function of each of these
an INSERT BUG?” worksheet
to try find more than external features are in terms of helping the bug to (appendix 1.3)
3 bugs and/or tick off
survive
more than 3 features
if they are aware of
SAFETY CONSIDERATIONS
more.
- Before going on the safari, have a discussion about bugs
and small living things and how some of them can sting
and bite. Instruct students to not stick their hands into any
dark places like logs or ant hills, and that if they want to
move some bush or dirt to the side to look at an animal,
make sure only the ‘handler’ wearing gloves is doing this.
 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 CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS LESSON (what & how) EXPERIENCES QUESTIONS
N Science Science as a Science OBJECTIVE (include learner diversity)
Understanding Human Inquiry Skills
Endeavour
Living Identify
2 things have common FORMATIV INTRO
a variety of features of E - Recap what was done in the previous lesson – explored Class Padlet
external ants through Observation the external features and the functions of some other “We have already done brainstorm
features (A matching checklist bugs – worms, bees and lady bugs bees, worms & lady birds, (appendix 2.1)
CSSU017) provided what ‘mini beast’ do you & class iPads
- Explain the focus of the lesson is for the day - ants
anatomy The teacher and think we’ll focus on today?”
Living labels to - Class Padlet brainstorm
EA will assess
things live corresponding o Organise class into groups of about 3-4, each with
all objectives
in different parts on a through a device and give them 2 minutes to discuss and
places picture. individual write everything they already know about ants on
where their questioning the class Padlet (appendix 2.1) via the provided
needs are Construct a whilst children QR code (responses will appear live on the
met (ACSS model of an complete the
U211) ant using interactive board)
tasks at stations
provided o Teacher will discuss answers with students, asking
1&2
materials, for elaborations and making corrections to any
making sure to Station 1 will be misconceptions where necessary
include all used to assess - State the objectives and explain what the objectives for
common the first the class will be – what will the children be expected to
discussed objective and
features. know and do by the end of the lesson
Station 2 will be
used to assess BODY
Explain the the second and
purpose of at - Watch YouTube Video ‘Ants – Science for Kids’
third objective ‘Ants – Science
least 3 appendix 2.2) for Kids’
common Enabling - Sketch an ant on the board and have the class work “What are the 3 main
(appendix 2.2)
features whilst objective 1: together to label the ant anatomy discussed from the sections of an ant from the
pointing to Provide student video? Remember these 3
video
and referring with completed main sections are the same
- Explain the stations and what the students will be doing for other insects we have
to constructed anatomy puzzle;
ant model. at each of them (class will be split into 4 groups that done”
ask only for the
3 main sections will rotate between each station) - Head, thorax, abdomen
of the ant to be o STATION 1: Puzzle/ ant anatomy labelling
 Children give puzzle pieces that they will “What 3 parts are a part of Ant puzzle
labelled construct to create an image of an ant’s the head?” pieces and
anatomy - Eyes, mandible, labels
Extending Activity cards
 They will then use the provided labels of the antennas (feelers)
objective 1: with prompts
Provide extra ant’s anatomy and place them where
“What was another name for (appendix 2.3)
labels that aren’t necessary
the antennas?”
a part of an o STATION 2: Build an ant
ant’s anatomy  Students will construct their own ants with “What was attached to the Loose
the materials that have been provided thorax?” materials:
Enabling
 As the labelled image of the ant will remain - 6 legs sticks, leaves,
objectives 2 & playdough,
3: Make sure the on the whiteboard, the students can refer back
to this image when constructing their own ant “What was in the ant’s pompoms, pipe
3 main sections cleaners, googly
abdomen?
are represented  Once the ant is made, they will be placed on eyes
- Digestive system
at least; choose display in the classroom Activity cards
3 of the simpler (stomach)”
o STATION 3: Ant exploration zone with prompts
features to
 Children will observe the movements and “Anyone remember what (appendix 2.3.1)
explain e.g.
eyes, legs etc. habits of ants such as what they eat, how they was so special about their
move and how they work together skeleton?” Box/ large
- Exoskeleton, protective container, loose
Extending  There will be a few foods and students can
parts (honkey
objectives 2 & see which is preferred – sweet vs. savoury armour
nuts, large
3: Have the  Students can experiment with putting in leaves, variety
student explain
leaves and obstacles to see how the ants re- of foods (citrus,
the purpose of
group sweet, plain),
more that 3
o ants
features – aim STATION 4: Kinetic ant hill
Activity cards
for all is  Children can use loose materials, ant
with prompts
possible figurines and kinetic sand to make ant hill/ (appendix 2.3.2)
home models
Kinetic sand,
ants figurines,
loose materials
(leaves, nuts
etc.)
Activity cards
with prompts
(appendix 2.3.3)
CONCLUSION
- Children clean up area and make their way back to the
mat, sitting in the same groups as before with devices
- Each group will get about 2 minutes to write anything Class Padlet
new on the previous Padlet (appendix 2.1) that they brainstorm
“What did you learn today
(appendix 2.1)
learnt from the lesson about ants, specifically about about ants?”
& class iPads
their anatomy
- 1 student from each of the 4 groups during rotations will “Anything about their
 get to present their ant model to the class and explain external body features?”
how they used the materials to represent the parts of the
ant’s anatomy “What is the purpose of
these features?”

“Anything else we noticed

about ants maybe from the
exploration station?”
SAFETY CONSIDERATIONS
- Remind students about how some ants can bite and/ or “Why did you choose those
materials?”
sting, and to be careful when at the ‘ant exploration
zone’. Whilst they must be respectful to the ants and not
going about squashing them, they need to restrict
themselves to using sticks to move objects like food
around in the tub rather than sticking their fingers in and
risking potential bites.
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
/ LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESS (include learner diversity)
ON
Science Science Science Inquiry
Understandi as a Skills
ng Human
Endeav
our
Living Compare Research using
FORMATIVE
INTRO
3 things observations provided resources - Ask students to recall and review what they know of the
with those of Work sample
have a and record findings bugs analysed in the previous classes – bees, worms, lady
variety of others (ACSIS on the ‘Small collection
213) bugs and ants.
external Animal ‘Mini Beasts’
The teacher will - Read and watch the introductory videos in online Digibook
features ( Represent and Description’ sheet Digibook
ACSSU0 about 1 bug.
assess objectives called ‘Mini Beast’ heroes created by ABC Education
communicate one and two after (appendix 3.1)
17) observations (appendix 3.1)
the fact through Access to
and ideas in a Create a poster in o Only read and watch the videos related to bees, ants, interactive
collection of work
variety of partners, illustrating lady bugs and worms – ignore other bugs whiteboard
ways (ACSIS samples appendix
3 similarities and 3
029) 3.3 and the
differences between BODY
differences and
2 different bugs. - The students will become ‘researchers’ and gather as much
similarities posters.
information about 1 of the 4 bugs previously explored in “What does it
Enabling objective classes –ants, lady bugs, bees and worms mean to be a
1: Students are only ‘researcher?
- Class will be allocated into 4 groups with each group
required to write What do you do?”
assigned 1 of the 4 bugs
key words under
- Students will be given about 20 minutes to collate as much
each heading and
use small 2-3 word information as possible using the provided resources
sentences. o Digibooks from ABC Education (via iPads) (appendix
3.2) Digibooks
Extending objective o Factual texts (from the library and chosen based on (appendix 3.2)
1: Students must Class iPads
being appropriate for year 1s)
write in proper Factual texts
- Each person in the group will record their findings about from library
sentences where
their bug on their ‘Small Animal Description’ page (see
necessary. appendix 3.3) ‘Small Animal
o Students will discuss and share their information page Description’
Enabling objective sheet (appendix
with the others in their groups
2: Students only 3.3)
required to write 2 - Students will then pack up all their resources and have to
simple similarities choose a partner that is from a different group and discuss
between their and record 3 similarities and 3 differences between their
2bugs. bug and their partner’s bug. The students can write as many
similarities and differences as they can on the back of their
Extending objective
pages (intervene in partner choosing if needed to make sure
2: Students
encouraged to write there are at least 1 of the 6 different combinations of pairing
more similarities e.g. ant/bee, ant/butterfly, ant/worm etc.)
and differences if o They will then be given an A3 page to share and
they can. Each must create a poster expressing 3 similarities and 3 A3 paper
be written in proper differences between their 2 bugs – teacher will model “So, what is 1 between 2
sentences. similarity between ‘Small Animal
this on the board first using an ant and bee
o Posters need to include: a heading (‘BUG A vs. BUG bees and ants?” Description’
B’ can be suggested; a drawn diagram of each bug’s - e.g. antennas, sheet (appendix
3 parts to the 3.3)
anatomy with labels too; 3 similarities written; 3
differences written; any additional drawings to help body etc.

“What about a
CONCLUSION difference?”
- Students will gather back on the mat - Bees live in
- 1 student from each of the 4 groups will present their hives, ants
information about their bug to the class reading out and live in the
Difference and
showing their ‘Small animal description’ ground etc.
similarity
- 6 partners of different combinations will present their posters
similarities and differences posters to the class ‘Small Animal
“Did you Description’
discover anything
sheet (appendix
that surprised
3.3)
you?”

“Did you find

information that
you knew already
before?”
 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 CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
/ LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESS (include learner diversity)
ON Science Science Science Inquiry
Understandi as a Skills
ng Human
Endeav
our
Living Use a range Record a tally as a
SUMMATIVE -
INTRO
4 things of methods group of how many of Play a game of ‘Who am I?’ with the class on the mat based
live in to sort each bug discovered - Science on the insects focused on from the previous lessons – lady
different information, there are in allocated
Inquiry Skills bugs, ants, bees and worms
places including ‘exploration zone’
Observation o The teacher can do the first one and then get volunteers
where drawings
checklist to have a go
their and provided Create a bar graph,
needs are tables containing important o Children need to refer to the insect’s specific external
The teacher and
met (AC through features (title, y axis, EA will assess features and needs for survival to describe their insect
SSU211) discussion, x axis, bars), that the third without giving away the insect’s name
compare illustrates data objective using a - Start a class discussion about habitats and provisions in the
observations gathered on the 3 checklist and environment that we need to survive “What do we as
with most prevalent bugs make notes on humans need to
o Review basic human needs and what we have in our
predictions ( in investigation. the response of survive?”
ACSIS027) environments to help us e.g. sleep (a bed), shelter (a
children in their
Verbalise a home), food and drink, warmth (clothes) etc. “What food do
groups.
conclusion about bugs o Review basic similar needs that the 4 focus insects have INSERT BUG need
and preferred habitats Work sample and what provisions in the environment help them to to survive?
based upon class collection achieve these “How do they get to
research. this food? Where do
The teacher will they live?” etc.
assess objectives BODY
one and two
through gathering - Re-introduce students to the schoolyard map used in lesson 1
the work samples for the ‘schoolyard safari’ (appendix 1.2)
referred to in - Students will be allocated into groups of about 5 and again be
appendix 4.1 and
given copies of the schoolyard map. As a class, the students
4.3.
will come up with 4 different zones (or 1 for each group) of
Enabling exploration that they believe will contain a lot of life (bugs). Schoolyard map
objective 1: These zones will be circled and then the teacher will allocate (appendix 1.2
Students can just 1 to each group – zones will be relatively diverse e.g. a
make a tally garden bed; a space on the oval; lunch area etc.
using simple o Students will be collecting data on the prevalence of
lines rather than
different insects in each zone – not restricted to the 4
needing to do the
proper tally focused on in the previous lessons
involving a cross o 1 student will be allocated as the ‘handler’ and will be
at every multiple given garden gloves in case the students want to use
of 5. their hands to dig a little or touch the bugs – students
will not be encouraged to catch any bugs but to just
Enabling Garden gloves
objective 2: observe up close
(for the
Teacher and EA o 1 student will be allocated as ‘recorder’ and will record ‘handler’))
can help students all the bugs found (see appendix 4.1)
to draw up graph. o The other students will be the ‘scouters’ and help look
Students only for the bugs in the group’s allocated area
need to graph 2 - The class will discuss the specifics of the investigation in
of the animals (Appendix 4.1)
terms of all the variables to be considered and how to create a
found (the 2 most
prevalent) fair test “What do you think
o Cows Moo Softly (What is one that will change? One is a fair test? Do
Extending thing that will be measured? Everything else is kept the you think if I made
objective 2: same.) 1 group study bugs
Students can try at night when the
o Create a variable grid on the board (based on appendix
to include more bugs are hidden Whiteboard
or all bugs’ data 4.2) away and then access
that was gathered o Write the things being measured in the centre: The another group study Variable grid
from number of bugs found bugs during the (appendix 4.2)
investigation. o Write up other variables (discuss as a class): time taken school day when
to observe; size of observation space; type of bug it’s light out and
observed; time of day easier fair? Or
would it be fairer if
o Discuss with and identify as a class variable ‘type of
I had all of you
bug observed’ as the variable that will change study the bugs at
- Give instructions: children will go in their groups to their the same time of the
allocated zones and place 3 large hula hoops on the ground to day?”
represent the ‘observation space’. Each group’s ‘recorder’
will write down all the names of bugs discovered (see “So, what are we
appendix 4.1) by the ‘scouters’ at each hoop, and a tally will going to measure
 be kept of how many are discovered. Students will have 10 today?
minutes to do this task before having to come back to class
- Graphing the data “What is going to
change?”
o The teacher will model how to do the graph and
important elements to consider: title; y axis with “What do we need
numbers 1-20 but written skip-counting by 2s; x axis to keep the same?” 3 hula hoops
with the names of bugs discovered; coloured bars to
represent how many of each bug (appendix 4.3) “What happens if (appendix 4.1)
o Each student will do the task independently on A3 we see more than
paper, but refer to the data their group collected to fill 20 of one bug? We
will just stop at 20
out the graph Whiteboard
write 20+ in that
o Students do not need to finish the graphs this lesson and column.” access
can carry on the following lesson if needed
“Remember skip (appendix 4.3)
counting? Write 2,
4, 6….18, 20. What
if there is a bug that
we saw for example
5 times? Where
CONCLUSION would I colour
- Students will pack up and gather back on the mat to share draw the bar line
their findings. to?
- 1 student from each group will share their group findings on
their graph, and, as a class, a conclusion will be drawn from
“Which bug was
the information as to which habitats are most preferred by
more present is
certain bugs INSERT
LOCATION?”

SAFETY CONSIDERATIONS
- Before going on the second safari, remind students again
about bugs and small living things and how some of them can
sting and bite. Instruct students to not stick their hands into
any dark places like logs or ant hills, and that if they want to
move some bush or dirt to the side to look at an animal, make
sure only the ‘handler’ wearing gloves is doing this.
 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 CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
/ LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESS (include learner diversity)
ON Science Science Science
Understanding as a Inquiry Skills
Human
Endeavo
ur
 Living Represent Choose 1 bug to fill out
SUMMATIVE-
INTRO
5 things and a profile on using the - Play a game of ‘Who am I?’ with the class on the mat
have a communi ‘What am I?’ sheet. Science based on any insects – model the first round and then
variety of cate
Understanding invite students to come up and have a go
external observati Create a 3D model of a
Work sample o Students can use charades and act out the insect or
features ( ons and chosen bug using
collection just verbally hint at what the bug is with clues about
ACSSU01 ideas in a provided materials and
7) variety of use sticky labels to external features and habitat
The teacher will
ways (AC identify the specifics of assess objectives
Living SIS029) the anatomy whilst BODY
one to three after
things live verbalising the - Explain the task of the day: some students will be
the fact through
in functions of each assessing the final finishing off their graphs from the previous ‘elaborate’
different feature to the teacher. product of appendix lesson, and the rest will create shoebox dioramas about 1
places 5.1, the 3D model bug – choice between one of the 4 focused on (ant, bee,
where Create a shoebox and the shoebox worm or lady bug)
their diorama of chosen 3D diorama. This will o A variety of materials will be provided for the Shoe boxes
needs are bug’s preferred habitat give the teacher an
met (ACS using provided dioramas A variety of loose
assessment of the
SU211) materials. - Before starting dioramas, students will fill out the ‘What materials/ craft
child’s items
understanding of am I?’ (appendix 5.1) sheet, which will then be stuck
onto the back of the shoebox diorama (see appendix 5.2) Sticky tabs
their chosen living items
thing’s external - The diorama will include
features and o A depiction of a habitat you can find the bug in ‘What am I’ sheet
preferred habitat for o A model of their chosen bug with labels attached to (appendix 5.1)
survival. each corresponding part of the insect’s anatomy
(done with sticky tabs) Example diorama
Questioning and to show
observational (appendix 5.2)
checklist CONCLUSION
- Class will gather on the mat for starters and then there
Objective two will will be a ‘gallery walk’ of all the finished dioramas
be assessed partly which will be positioned at the desks “How did you
in person as the - The teacher will choose 5 students who have finished to choose to
teacher or EA will talk about their animal, the materials they used and represent the
ask the student to INSERT BUG’s
explain the creative choices made to represent the bug’s
explain the function parts of their
of the bug’s anatomy and the habitat they need to survive in
body?”
external features
“What habitat
have you create
Enabling objective SAFETY CONSIDERATIONS
for you INSERT
1: Student can - Remind students about how to use the craft equipment
BUG?”
verbalise their safely and appropriately.
profile and have the - Scissors: to be handed to each other with the handle
teacher scribe their pointed outwards, not the blade; scissors are to be used
ideas. Student can responsibly – careful and calm cutting only, always
use simple
sentences or just watch where you are cutting and pointing the blade.
key words. - Glue: Be careful what is glued together; do not get glue
all over fingers – try to use brush; if glue gets on fingers,
Extending objective
1: Student uses full go wash them straight away before it dries
sentences and tries - Smocks: Students must wear art smocks whilst creating
to give more details models and dioramas at all times
rather than the
basics.

Enabling objective
2: Student can
describe the
external features
and their purpose
verbally and the
teacher can create
the tags.

Extending objective
2: Student writes a
brief summary of
the functions of
each external
feature along with
the label

Enabling objective
3: Teacher can give
the student prompts
about what a
preferred habitat
would be