SCIENCE FORWARD PLANNING DOCUMENT
5E’s- ENGAGE (1-2 lessons)
TERM / WEEKS:
Term 3, week 8
GENERAL CAPABILITIES
Literacy Numeracy
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures
SCSA LINKS
Science Understanding Science as a Human Science
Endeavour Inquiry Skills
Living things have Science involves testing
structural features and predictions by gathering
adaptations that help data and using evidence to
them to survive in develop explanations of
their environment events and phenomena and
(ACSSU043) reflects historical and
cultural contributions
(ACSHE081)
 To capture student interest and find out what they know about animal adaptations TOPIC

To elicit students’ questions/ prior knowledge about animal adaptations
Diagnostic assessment used- in this lesson you will find out what the students already know about Biological Sciences, Adaptations.
animal adaptations. This will allow you to take account of students’ existing ideas when planning
learning experiences
ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
Asia and Australia’s engagement with Asia Sustainability
EYLF
INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
OUTCOMES
Introduction (10 mins)
Teacher brings student into class and gest the students into the desks.
Teacher starts by placing the design briefs for one between two students. Worksheets, (Design
As a class, the teacher will read the design brief to the students. Their job is to Brief)
create a powerpoint presentation on one of five given animals, looking at the
adaptions the animal has made. The teacher will then ask the students if they have
iPads or Laptops.
any questions before beginning the rest of the class.
Body (40 mins)
Students will be given the full lesson to complete the design brief and create their
powerpoint presentation
The teacher will walk around and make sure the students are fine whilst working
independently.
Teacher will be observing to make sure the students are making the right choices,
doing the correct research, and are completing their task.
Teacher will also be assessing which students have the best research skills and
which students already have a good knowledge of the topic.
Conclusion (10 mins)
Students will form groups of five and will have the chance to present their short
news piece to their peers. They will then forward their news piece to the teacher
for further assessing.
LEARNER DIVERSITY
Students looking for an extension can look at two animals
Health and Safety
Students will use a safe searching website to stop them from accessing
inappropriate websites.
 LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Explain what an adaption is
 Create a news piece on an animal
 Understand what behavioural and physical adaptions are.

ASSESSMENT (DIAGNOSTIC)
A checklist, assessing if the student has chosen the right animal, listed one behavioural
adaption and one physical adaption, if the iMovie is created well and then the overall
product.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS:  To provide hands on, shared experiences of researching and discovering animal TOPIC Biological Sciences, Year 5 Adaptations
3, 8 
adaptations
To support students to investigate and explore ideas about animal adaptations

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KE
ON (Year 1 & Y QUESTIONS
2 only)
Science Science as a Science Inquiry Skills OUTCOMES
Understanding Human
Endeavour
Living things have Construct and use a range of Introduction.
representations, including
structural features tables and graphs, to represent
Students come into class and sit at their desks. The teacher will begin by explaining that today they
and adaptations and describe observations, will be looking at animal adaptations.
that help them to patterns or relationships in
data using digital
survive in their technologies as appropriate To begin the teacher will show the students two videos on echidnas. The students will be asked to
(ACSIS090)
environment watch carefully and see if they can identify any adaptions the echidna may have made (these can be
(ACSSU043) behavioural, physical etc).
Worksheets,
After the students have watched the brainstorm, they will have a class discussion using the video they
have watched and their prior knowledge on what adaptions echidnas have made. QR Code
PowerPoint
Body.
Students will be split into pairs and allocated one station and one animal to start at around the room.
Using the QR codes, students will research animals from different habitats around the world and the
adaptions they have made to live in these habitats. They will be writing this information into
Worksheet One. The students will have five minutes at each station

Conclusion
Students will come back together, and the teacher will ask them for one interesting adaption they found
during their research. After a few students have answered, the teacher will collect all the worksheets
from the student before dismissing the class.
LEARNER DIVERSITY
Students that struggle with reading will be paired up and will be the scribe in their pairs instead of the
person that reads the information.
Health and Safety
Teacher will walk around and make sure students are working properly and are following each QR
code correctly.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
- List adaptions that 5 animals have made to survive in their habitat
- Explain what an adaption is.

ASSESSMENT (FORMATIVE)
Teacher will read the worksheets from each student and make
sure they have filled in every answer, and provided detailed
information
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EXPLAIN (1 lesson)
TERM / WEEKS:  To support students to develop explanations for experiences and make TOPIC Biological Sciences, Behavioural Adaptations.
3,8
representations of developing conceptual understandings
Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
Living things have With guidance, Introduction 10 mins
structural features and pose clarifying Students come in and sit at desks. The teacher begins by explaining that today they will
adaptations that help questions and be using their knowledge from last lesson to gain a better understanding of animal
them to survive in their make predictions adaptations, more particularly behavioural adaptations. Laptops or iPads
environment about scientific Teacher explains that animals adapt their behaviour to specific elements around them,
(ACSSU043) investigations such as when they eat, where they breed, how they survive. Teacher will then ask students Internet
(ACSIS231) if they change their behaviour from when they are at home to when they are in school.
LESSON OBJECTIVES Then the teacher will ask the students if they can think of any animals that have made
As a result of this lesson, students will be able to:
 Explain the behavioural adaptations of an animal of choice
 Research the behavioural adaptations of an animal of choice.
ASSESSMENT (FORMATIVE)
Using the students research, I will assess their researching
ability and their knowledge of the topic.
behavioural changes.
Body
Teacher will explain that the students will each be choosing a marine animal they wish to
research. Using the internet, students will be given 30 minutes to research an animal of
choice and what behavioural changes they have made or habits they have.
Conclusion
Students will then split into groups of four and will share their information in their group.
Students will have 5 minutes each to share their research. Students will write down the
information shared to their group members.
LEARNER DIVERSITY
Students that struggle with writing can download photos to show to their group and they
can verbally explain the process.
Health and Safety
Students will use a safe searching website to stop them from accessing inappropriate
websites.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS:  To challenge and extend students’ understandings in a new context or make TOPIC
3, 8 connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills Animal Adaptations
Summative assessment of science inquiry skills

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
Living things have Introduction
structural features and The teacher will begin by discussing the introduction of foreign animals into Australia
adaptations that help and the adaptations that those animals made, plus the effect the animals had on the
them to survive in their environment around them. Specifically looking at the Cane Toad.
environment
(ACSSU043) Body
LESSON OBJECTIVES The teacher will provide a link for the students to log onto a padlet. On this padlet, Laptops or iPads, internet.
As a result of this lesson, students will be able to:
 Describe an adaptation an animal has had to make for a specific
environment.
 Theorise what effect introduced species will have on the Australian
environment in the future.
students will research and investigate the different introduced species in Australia.
On one padlet, students will be investigating why the species was introduced to Australia,
the second padlet will then be looking at the effects of the introduced species and what
adaptations were made to match the new environment. Finally, the last padlet is where
students will use their investigation and research to make a prediction on what they think
the effect these animals will have on the future of Australia.

ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
Using the padlets, assess the students knowledge of
adaptations and their ability to take that information and
apply it to discussions.
LEARNER DIVERSITY
Students that are looking for an extension can research an animal of choice and theorise
what would happen if that animal got introduced into the Australian environment.
Health and Safety
Students will use a safe searching website to stop them from accessing inappropriate
websites.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EVALUATE (1 lesson)
TERM / WEEKS:  To provide opportunities to review and reflect on their learning about animal TOPIC
3/8 adaptations and represent what they know about animal adaptaions.
Summative assessment of science understanding e account of students’ existing ideas when planning Animal Adaptations, Behavioural and Physical.
learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry Skills OUTCOMES
Human
Endeavour
Living things have Scientific Communicate ideas, Introduction (10 mins)
structural features and knowledge is explanations and Students come into class and sit in their desk groups. The teacher will begin by
adaptations that help used to solve processes using scientific explaining to the students that they will be filming and creating a news report on an
problems and representations in a variety
them to survive in animal and the adaptations that the animal has made. They will choose from a list of Worksheet Two,
inform personal of ways, including multi-
their environment and community modal texts (ACSIS093) Australian animals (Kangaroo, Camel, Koala, Platypus, Australian Sea Lion.)
(ACSSU043) Students will be required to provide detail on at least two behavioural adaptations iPads or Laptops
decisions
(ACSHE083) and one physical adaptation in their news report. This will be filmed on iMovie.
LESSON OBJECTIVES Body: (35 mins)
As a result of this lesson, students will be able to:
 Report in detail on the physical adaptations of an Australian animal
 Describe in detail the behavioural adaptations of an Australian animal
ASSESSMENT (SUMMATIVE – Science Understanding)
A rubric (Rubric one) that will be used to assess the news reports
and information in the reports of the children.
Students will be given thirty five minutes in their lesson to film, edit and produce
their news report vide. During this time, the teacher will be walking from group to
group, making sure they are on task and that they understand what is required, as
well as answering any questions and helping the students when needed.
Conclusion (15 mins)
Students will then take turns at presenting and showing their news report to the rest
of the students in the class. The teacher will get the students to send a copy of their
news reports to them, so they can assess them after the lesson.
LEARNER DIVERSITY
Students looking for an extension can choose to focus on two animals of choice.
Health and Safety
Students will use a safe searching website to stop them from accessing inappropriate
websites.
Topic: Unsatisfactory Satisfactory Good Excellent
News report Student has not Student has made Student has made Student has made
made their news a news report, but a news report that a news report that
report, messy and it is not edited and is edited but is not is well edited,
not edited is not of high of high quality. video and audio
quality are both of high
quality
Research Student has shown Student has shown Student has shown Student has shown
little to no some research some research good research
research skills skills but, has not skills but has used skills and has used
used reliable a mix of reliable only reliable
websites and unreliable websites
websites
Understanding of Student has shown Student has shown Student has shown Student has shown
Adaptations no understanding some an understanding an in depth and
of adaptations understanding of of animal good
animal adaptations adaptations but is understanding of
not in depth. animal adaptations
RUBRIC 1