Primary Science

Forward Planning
Document

University of
Notre Dame

Andre Micalw
 FORWARD PLANNING DOCUMENT

TERM 3 - WEEKS: 1-7 YEAR LEVEL: 5 LEARNING AREA/TOPIC: SCIENCE

AUSTRALIAN CURRICULUM: Living things have structural features and adaptations that help them to survive in their environment (ACSSU043).

General Capabilities:
Literacy Numeracy ICT Critical & Creative Thinking Ethical Behaviour Personal and Social Competence Intercultural Understanding

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 adaptions.
 To elicit students’ questions/ prior knowledge about adaptions.
 Diagnostic assessment used- in this lesson will find out what the students already know about adaptions and allow to take into account students’ existing ideas when planning learning experiences.

WEEK AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING EXPERIENCES RESOURCES
& LINKS OBJECTIVE (What & How) (Include Learner Diversity)
LESSON KEY QUESTIONS (italicized and underlined)
W1 Science Understanding: Student will be Diagnostic: Introduction:
- Living things have able to:  Kahoot Quiz on the explorer, James Stirling and his contribution iPads or
L1 structural features and Anecdotal Notes to the establishment of the Swan River Colony in Western Laptops for
adaptations that help - Explain their students’ Australia. Kahoot
them to survive in their existing ideas of knowledge and (set game Pin)
environment features, plants, understanding of: Body:
(ACSSU043). animals, - How living things  Inform students that today, they are explorers just like James Butchers Paper
conditions and have different Stirling and are going to explore new environments. In groups of Marker Pens
Science as a Human survival needs for structural 4, they are to brainstorm expectations for their expedition on
Endeavor: specific features butchers’ paper, answering these key questions; Science
- Scientific knowledge is environments. (adaptations) that o Features of the environment, Journal
used to solve problems help them survive o Plants found in the environment,
and inform personal and - Identify in specific o Animals found in the environment, Word Wall
community decisions challenges for environments. o Physical conditions of the environment, Card for
(ACSHE083). survival in - How to o Explorer needs in the environment. Adaptations
various communicate and  Place students in pre-selected groups catering for learning
Science Inquiry Skills: environments. represent their
diversity and assign a different environment to each group from:
- With guidance, pose ideas.
o Oceans
clarifying questions and - Identify specific
o Wetlands
make predictions about features of
o Temperate Forests
scientific investigations animals which
(ACSIS231). aid in its survival. o Tropical Forests
- Communicate ideas,
explanations and
processes using scientific
representations in a
variety of ways, including
multi-modal texts
(ACSIS093).
Conclusion:
Learner Diversity:
o Mountains
o Grasslands
o Desert
o Arctic Tundra
o Rainforest
 Provide each student their own coloured marker to identify
contribution within groups.
 Once completed, each group will present their exploration to
the class with each member to contribute one idea from their
brainstorm.
 Ask students: “Year 5s, what do we think allows these animals to
live in these environments? What special features might they
have that help in its survival? Students will then pick an animal of
choice from their environment. In their science journals, they are
to draw and label all the features of this animal which help or aid
in its survival in that environment (for example a fish and gills to
breathe underwater).
 Finish with a ‘stand up, hand up, pair up’ (SHP) where they can
compare animals and features with other students.
 As a class, share features of animal that help it survive to a
specific environment. Ask students: ‘Can anyone think of
anything that might help plants survive?’ Discuss the differences
in species. Inform the students that these differences are called
adaptions and together define the term with students to record
it in their science journals and the word ‘adaptions’ added to the
class word wall.
 Groups should be selected of mixed ability and mindful of
dominant personality clashes.
 If a student is unable to draw and label their animal, approach
them and verbally translate their thoughts and ideas for a better
understanding of their ability.
 5E’s- EXPLORE (2-3 Lessons)
 To provide hands on, shared experiences of adaptions.
 To support students to investigate and explore ideas about adaptions.
 Formative assessment.

WEEK AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING EXPERIENCES RESOURCES
& LINKS OBJECTIVE (What & How) (Include Learner Diversity)
LESSON KEY QUESTIONS (italicized & underlined)
WEEK/
W2 AUSTRALIAN
Science CURRICULUM
Understanding: SPECIFICwill
Students LESSON
be ASSESSMENT
Formative: Introduction: TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
- Living things have able to:  Provide each student with a post it note and ask them to answer Post It Notes
L 2&3 structural features and Combine students (includewritten
two questions learneron
diversity)
the board;
Science Science as Science
adaptations
Understand that help
a Human Inquiry - Plan an worksheet and a) What is an adaption? Different
ing Endeavour Skills
them to survive in their investigation observations b) Why are they important? species of
environment with teacher FORMATIVE
using traffic light  Once finished, ask students to stick their note on the whiteboard leaves.
(ACSSU043). support (L2). approach to and then as a class, discuss some of the ideas presented and
assess their ability reintroduce adaptions, drawing on the previous lesson and the Pop-sticks
Science as a Human - Make in: class definition.
Endeavor: predictions about - Making Word Wall
Science involves testing which cloth will predictions. Body: Card for
predictions by gathering dry out fastest - Observe, record  Present two different types of leaves and ask students; Desiccation
data and using evidence (L2). and interpreting o What do they notice about them?
to develop explanations data. o How are they similar? Absorbent
of events and - Observe, record - Comparing their o How are they different? Cloths
phenomena and reflects and interpret the results with
 Inform students that these leaves are from two different
historical and cultural results of their predictions to Water
environments (desert and rainforest) and ask;
contributions investigation develop evidence-
o Why do you think they are different?
(ACSHE081). (L2/L3). based claims. Scissors
o How might each leaf help survive in their environment?
- Identifying
Science Inquiry Skills: - Identify that structural feature  Discuss how the term ‘smaller’ is ambiguous and replace with Timer
- With guidance, pose cloths with (adaption) that the term smaller surface area.
clarifying questions and smaller surface help plants  Explain to students the importance of leaves for plants and Worksheet
make predictions about areas retain survive in a desert introduce the word desiccation (ability to withstand water loss
scientific investigations water for longer environment. below optimal cell water content levels). Include into the word
(ACSIS231). (L3). wall.
 Explain to students that today we are going to explore how the
-Decide variables to be - Make evidence- surface area of leaves affect the ability to retain water in plants
changed and measured based claims and therefore which type of plants would be better equipped to
in fair tests and observe about whether survive in the desert. Therefore the question is what happens to
measure and record data having smaller the amount of water in the cloth over time when we change the
with accuracy using leaves can help surface area of the cloth (write this on the board).
digital technologies as plants survive in  Inform students that unfortunately we do not have the specific
appropriate (ACSIS087). the desert (L3). equipment to do this with leaves, but we are able to substitute
them for absorbent cloths for the same effect.
- Construct and use a  Distribute worksheet and make predictions!
range of representations,
 Brainstorm (using Popsticsk) things that might affect the
including tables and
evaporation of water from cloths e.g. (Students to write these in
graphs, to represent and
worksheet).
describe observations,
o Amount of Water
patterns or relationships
in data using digital o Amount of Material
technologies as o Type of Material
appropriate (ACSIS090). o Colour of Material
o Surface Area
-Compare data with o Temperature of Air
predictions and use as o Humidity of Air
evidence in developing o Cloth in Sunlight or Shade.
explanations (ACSIS218).  Revise the definition of variable and the different types. Refer
back to our investigation question and as a class determine
- Communicate ideas, controlled, dependent and independent variables (students to
explanations and write these in worksheet).
processes using scientific o Independent – the exposed surface area of the cloth
representations in a o Dependent – how much water is in the cloth over time
variety of ways, including o Controlled – the type of cloth, the starting amount of
multi-modal texts
water, temperature of the room and where samples are
(ACSIS093).
placed.
 Introduce methods and results section and then assemble
groups. As results will be taken hourly, inform students to
number themselves off 1-4 and explain how one number will be
called each hour to collect results for their entire group.

Conclusion:
  Explain to students that each of them will have to collaborate
next lesson with their groups to get a complete results table and
that we will be analysing and graphing these results (LESSON 3).

Learner Diversity:
 Groups should be selected of mixed ability where remedial
students can be under the mentorship of those more confident.
o Be careful of dominant personality clashes.
 Extension Students: Convert results into fractions.

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 EXPERIENCES RESOURCES
& LINKS OBJECTIVE (What & How) (Include Learner Diversity)
LESSON KEY QUESTIONS (italicized & underlined)
W3 Science Understanding: Students will be Formative: Introduction:
- Living things have able to:  Review the previous lesson with guided questions: Plickers Cards
L4 structural features and - Plickers Cards o What adaptions might help animals or plants survive in x & App on
adaptations that help - Identify the for a recordable environment? iPhone or iPad
them to survive in their difference assessment score o Why are leaves of plants found in the desert smaller
environment between physical into students then leaves found in the rainforest? iPads (1:2)
(ACSSU043). and behavioural understanding of o How does surface area affect leaves ability to retain
adaptions. structural and water? Canva
Science as a Human behavioural (or alternative)
Endeavor: - Research adaptions. Body:
structural and  Reaffirm the class definition of adaptions and introduce the two MacBook
Science Inquiry Skills: behavioural - Anecdotal notes forms; structural vs behaviour. Define and provide examples.
- With guidance, pose adaptions for an on students  Use ‘Plickers’ for the adaption classification quiz. Paper
clarifying questions and animal species poster with  Introduce research assignment, where in pairs, students are to
make predictions about and convey regards to; well – create a poster using ‘Canva’ (or an alternative poster creation
scientific investigations information in a organised
tool on iPad) on an endangered animal species (provided by
(ACSIS231). poster. information,
teacher) including;
clear, concise
o Giant Panda (Ailuropoda melanoleuca)
communication,
o Tiger (Panthera tigris)
- Identify, plan and apply - Make evidence- use of evidence o Hawksbill Turtle (Eretmochelys imbricata)
the elements of scientific based predictions and reasoning to o Blue Whale (Balaenoptera musculus)
investigations to answer and claims. support claims o Asian Elephant (Elephas maximus)
questions and solve and quality of o Sea Otter (Enhydra lutris)
problems using creative visual o Snow Leopard (Panthera uncia)
equipment and materials aids. o Gorilla (Gorilla beringei)
safely and identifying o Tasmanian Devil (Sarcophilus harrisii)
potential risks o Orangutan (Pongo pygmaeus)
(ACSIS086).  Quick brainstorm of what a poster needs;
o Title
- Compare data with
o Pictures
predictions and use as
o Information
evidence in developing
o Names
explanations (ACSIS218).
 Each poster will have to include information on:
- Communicate ideas, o What environment the animal is found?
explanations and o Structural Adaptions and how they help it survive? (3x)
processes using scientific o Behaviour Adaptions and how they help it survive? (3x)
representations in a o An adaption (either structural or behavioural) that make
variety of ways, including it more difficult for that animal to survive?
multi-modal texts o Why is it endangered?
(ACSIS093). o Suggested adaption to help it survive and not become
extinct and why?
 Allow students to select pair, however, inform that if anyone is
irresponsible, you will have to pick.
 Posters are to be airdropped to teacher macbook for printing
and class display in the following lesson.
o Note! Provide students time to admire peers work with 5
minute showcase!

Conclusion:
 Finish with snowstorm activity where each student writes on a
piece of paper their favourite adaption for the animal they
studied and how it helps that animal survive. Each student then
scrunches their paper (not too small!) and throws in a selected
 direction. Each student then collects one (hopefully not their
own) and reads it.
 Finish off with pair – share from the snowstorm.

Learner Diversity:
 Students are not limited to only canva. Can showcase their
research from any poster creating app found on the school iPad.
 Support students with special needs with ICT specific functions
that can assist (e.g. text to speech or magnifier).

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 EXPERIENCES RESOURCES
& LINKS OBJECTIVE (What & How) (Include Learner Diversity)
LESSON KEY QUESTIONS (italicized & underlined)
W4 Science Understanding: Students will be Summative Introduction:
- Living things have able to:  Review previous lesson by beginning with a showcase where Investigation
L5 structural features and Student students can examine their peers’ posters. Planner
adaptations that help -Formulate a worksheets will  Discuss with students; Worksheet
them to survive in their question for be marked and o How can we have confidence in a claim?
environment investigation to assessed against o How do we know that authors have provided accurate Thermometer
(ACSSU043). gather evidence lesson objectives and reliable information?
about adaptions and specific o How can we argue that structural features of animals Hot Water
Science as a Human regards to the help them survive?
Endeavor: -Plan and science inquiry Cloths of
Science involves testing conduct a fair skills. A grade Body: Different
predictions by gathering investigation to shall be applied to  Assign students teams of four and provide investigation planner Thickness,
data and using evidence test their ideas their level of worksheet. Material &
to develop explanations Colour
of events and -Provide
phenomena and reflects evidence to
historical and cultural support their
contributions conclusions.
(ACSHE081).
Science Inquiry Skills:
- With guidance, pose
clarifying questions and
make predictions about
scientific investigations
(ACSIS231).
- Decide variables to be
changed and measured
in fair tests and observe
measure and record data
with accuracy using
digital technologies as
appropriate (ACSIS087).
- 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).
- Compare data with
predictions and use as
evidence in developing
explanations (ACSIS218).
understanding  Explain to students in these teams, half the class will investigate
demonstrated. one claim and the other half another and delegate so: Balance Scales
o Light colours help living things keep cool by reflecting
the sun. Scissors
o Blubber (fat) helps keep living things warm by stopping
the heat being insulating heat within the body. Containers of
 Ask ‘How might they investigate these claims?’ and let them Difference
discuss within groups and write on planner. Students are to
Sizes, Shapes
& Colours
create a research question from the topic. Prompt with;
o Placing water in two different coloured cups and
Ice
measuring the temperature at select time increments.
o Place index fingers into iced water, one coated with lard
Water
and the other not and feel which feels colder and
warmer. Lard
 Students are then to make predictions for their investigation.
 Next ask them to consider all the variables for such an Cups
investigation, for example;
o Colour
o Size of Containers
o Shape of Cloth
o Temperature of Two Cups
o Fingers from one Person
o Time
 Inform students to then identify their controlled, independent
and dependent variables on their planner.
 Useful prompts to guide investigation include questions such as;
o That is interesting, have you thought about?
o What will you change and what will you keep the same?
o Do you think that will be possible with our equipment in
the classroom?
 Students are then required to complete a brief description of
their methods on the investigation planner.
 Students must complete their planner and raise their hand for
the teacher to approve. Once checked, they may collect their
 Reflect on and suggest materials and begin their investigation. Inform students they are
improvements to to record and graph their results.
scientific investigations  At the end of the investigation, students are to reflect on their
(ACSIS091). process.
o What worked well?
- Communicate ideas, o What did they have difficulty with?
explanations and o What would they change next time?
processes using scientific o Was the investigation successful?
representations in a
variety of ways, including Conclusion:
multi-modal texts  Upon completion, each group shall partner with an opposite
(ACSIS093). group and present their investigation question and results to the
class.

Learner Diversity:
 Groups should be selected of mixed ability where remedial
students can be under the mentorship of those more confident.
o Be careful of dominant personality clashes.

5E’s- EVALUATE (1 Lesson)

 To provide opportunities to review and reflect on their learning about adaptions and represent what they know about them.
 Summative assessment of science understanding.

WEEK AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING EXPERIENCES RESOURCES
& LINKS OBJECTIVE (What & How) (Include Learner Diversity)
LESSON KEY QUESTIONS (italicized & underlined)
W5 Science Understanding: Students will be Summative Introduction:
- Living things have able to:  In a circle, each student is to provide one adaption for any Many
L6 structural features and Mark student animal or plant they have learnt over the past few weeks. Monkey’s and
adaptations that help -Interpret data to worksheets and Students are unable to repeat any that have been said. If really Choosing
them to survive in their make claims. complete struggling, can phone a friend or provide prompts. Monkey’s
environment summative grade  Discuss as a class if living things such as plants or animals are Worksheets
(ACSSU043). - Provide against the able to choose the structural features they would like to have?
evidence to learning Environment
Science as a Human support their objectives using Cards
Endeavor: Body:
Science involves testing identification of traffic light  Introduce the ‘Many Monkey’s and Choosing Monkey’s Popsticks
predictions by gathering adaptations. system. worksheets from Primary Connections.
data and using evidence  Inform students they are to write and record their reasons /
to develop explanations Identify explanation for their choice using the evidence they have
of events and adaptations of accumulated throughout the past few weeks. Remind students
phenomena and reflects different species to consider both the physical and behavioural adaptions before
historical and cultural and assign where making judgement.
contributions best their
 Inform students there are four different environments in the
(ACSHE081). chances of
four corners of the room. When indicated, students will move to
survival would be
the environment they believe the monkey belongs. Do this for all
Science Inquiry Skills: the highest.
four monkeys. Ask students using ‘Pop-sticks’ to share their
- Communicate ideas,
explanations and justification for selection this environment.
processes using scientific
Conclusion:
representations in a
 Remind students that there are no right or wrong answers by
variety of ways, including
asking them ‘why do they believe we have different ideas.
multi-modal texts
o Because there are so many different adaptions, it is hard
(ACSIS093).
to predict which will have the most influence on any
species survival.