Primary Science FPD 5es

SCIENCE FORWARD PLANNING DOCUMENT
TERM / WEEKS: Engage: Engage students and elicit prior TOPIC

1/2 knowledge. Biological science – living & non-living things.
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
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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 can Background: Students will take two photos at home of a living and non-living PowerPoint of photos
be grouped on the thing that a parent/guardian will email to the teacher. students took at home
basis of Introduction/motivation: Living & non-living photos from home
observable Slideshow of the photo’s students took at home on the smartboard. 1.1 questions
features and can Ask questions 1.1 - Hands up If
be distinguished End of slide show discuss the definitions you agree that
from non-living Living – demonstrates all characteristics of MRS GREN (will look into that more this is
things deeply next lesson). Non-living – never alive. Dead – was once living. Extinct – living/non-
(ACSSU044) was once living but now only seen as fossils or in museums. Definitions will be living?
LESSON OBJECTIVES scattered on one slide and invite students to match it to the correct title on the - Why do you
other slide. think this is
As a result of this lesson, students will be able to:
Writing activity: Science journals living?
 Identify a living and non-living thing by taking a photo of two Provide students with an A5 journal and explain it will be their science journal - Why do you
objects using a device from home. where they will write or draw about descriptions, observations, predictions and so think this is
 List at least three characteristics to support their objects are on throughout term. non-living?
either living or non-living in their science journals using the For this lesson they will be drawing each of the items in their photos and then
starting sentence “I think this is living or non-living writing a paragraph for each that describes why they believe the item is either
because…” living or non-living.
ASSESSMENT (DIAGNOSTIC) Starting sentence “I think this … is living because …”
Diagnostic assessment: Model an example before students complete their own.
Use the photos the students took from home to assess whether Conclusion:
they can identify a living and non-living thing. Use their journal Ask students to share their journal entries with their peers in small groups.
writing to deepen understanding of whether they can describe LEARNER DIVERSITY
characteristics as to what makes it living or non-living. To challenge students ask them to share their work with a partner and see if they
Record results using a checklist. can add anymore characteristics to why the object is living or not living in a
different coloured pencil.
Not adding much support in this lesson as it is to see what the students already
know.
TERM / WEEKS: Explore: Provide hands on experience of TOPIC

1/3 the phenomenon Biological science: Living and non-living things
Thinking Capability
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2 only)
Human Skills
Endeavour
Living things can Use a range Discuss recap questions Recap question:
be grouped on the of methods Explain that scientists determine living things through the What is a living thing
basis of including
observable tables and
MRS GREN criteria. Write the acronym on the board. What is a non-living
features and can simple Motivation: Show video of MRS GREN explanation thing? What are some
be distinguished column https://www.youtube.com/watch?v=RpZUCo_rKLc examples?
from non-living graphs to Ask students to recall what each of the letters stand for adding
things represent them to the acronym on the whiteboard and write brief definitions. Bring in living and non-
(ACSSU044) data and to
identify
Explain what each word means and check for understanding. living items for the
patterns and Divide students into 7 groups and allocate them a table that will students to sort.
trends have the following items to create a poster based around the word Living examples:
(ACSIS057) in the acronym: E.G Movement - Plant
Explain that students will need to write their word largely in the - Insect in a
middle of the page, include a definition and symbols/drawings to container
LESSON OBJECTIVES support their definition. - Pet (with
As a result of this lesson, students will be able to: - A3 piece of paper permission)
 Represent their understanding of a living things - Coloured texters - A Student to
characteristics (MRS GREN) by creating a poster in small Students will write a description and draw symbols to match the
groups including a description and symbols to match. represent a human
 Organise the objects into two groups of living and non-
word in a poster, which they will then show their peers.
living items as a whole class. Activity part 1: Sort the living and non-living objects Non-living:
 Individually tick or cross whether the objects meet the MRS Students will get the chance to look at the scattered items of living - An egg (can discuss
GREN living scientific criteria using a checklist.
and non-living things on the table. Small groups of students at a how the egg is no
time will select an item and place it in the correct hula-hoop on the longer living due to
ASSESSMENT (FORMATIVE)
mat under the correct label either living or non-living and share it being
Formative assessment:
Use the student’s checklist to assess the following:
why they think it is either living or non-living. unfertilised)
Part 2: MRS GREN checklist - Toys
- students have represented their characteristic correctly Students will be given a checklist with the MRS GREN criteria to - Classroom objects
including a correct description and drawing/symbols. tick or cross whether each object meets the characteristic.
- Can identify the MRS GREN characteristics using a tick or Conclusion:
cross.
- Can organise objects into living/non-living groups.
Students ticket to lunch is to give the teacher the answer to one of MRS GREN checklist –
the MRS GREN letter’s meaning. For example, “What does the G one per student
stand for” The student must answer with “growth” to go to lunch.
LEARNER DIVERSITY
To challenge students ask them to quiz a partner on the MRS GREN
acronym. Once they have completed that ask them to see if they can
create a rhyme to remember the acronym. Record it in their science
journals.
When allocating groups for the poster, group weaker students with a
more familiar word such as ‘movement’.
TERM / WEEKS: Explain: Develop scientific explanations for TOPIC

1/4 observations and represent developing Biological science – Living and non-living things
conceptual understanding.
Thinking Capability
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2 only)
Human Skills
Endeavour
Living things can Represent and Recap on previous lesson by asking students to recall the 1.1 What are some
be grouped on the communicate characteristics of a living thing. (MRS GREN) 1.1 examples of living things?
basis of observations, Motivation: Animal charades. Students need to think of an animal and
observable ideas and act it out for the class to guess what the animal is.
What makes them living?
features and can findings using Introduction: Introduce todays topic- Animal classifications
be distinguished formal and Teacher will complete a branching key on the white board listing the
from non-living informal different classifications for animals (vertebrates and invertebrates etc)
things representation See resources for an example >
(ACSSU044) s Invite students to add their thinking. Use animal cards to make it more
(ACSIS060) engaging and invite students to come up and place it under what
heading they think. Ask them to explain why they chose that label.
Activity: Students will be given a card template. Teacher will allocate
the animal type (e.g. mammal or fish) to ensure all animals are included
and then the student can choose what animal within their allocated Example of whole class
category. Students will need to draw their animal, list the characteristics
and label the observable features. Explain that these cards will be used
brainstorm on the board.
in their design brief project. Explain that students can use their iPad to
support their research. Model an example first. Ask 1.2 questions. 1.2 What characteristics
might you be looking
Explaining: Once students have created their animal classification
cards, they will be put into small groups where they will explain what
for? What type of
type of animal it is, its observable unique features and how it is a living observable features
thing. Each child will have a peer-assessment checklist to check that will you include in your
the student is explaining the animal’s classifications and observable labelling?
features with all details. E.G mammal, warm blooded etc.
What type of website
Conclusion: will you use?
The peer review assessment and small group discussion will allow
students to reflect on their learning and share their ideas with their
peers. Teacher will walk around to each group to engage with their
discussions.
Animal classification
LEARNER DIVERSITY template per student.
To challenge students get them to create a second card of their choice 1 iPad each
of an animal classification. Can they add more characteristics? Peer checklist with
Early finishers play animal charades, by giving hints according to the clipboard and pencil each
animal’s classifications and characteristics.
Support students by encouraging them to refer to the brainstorm on the
board to support their animal cards. Give them prompts with their
research.
LESSON OBJECTIVES
 Draw an animal including their labelled features and list its
characteristics using the template provided.
 Explain their animals features and characteristics in small
group discussions.
 Use a checklist to assess that their peers have included
labelled features and classifications correctly.
ASSESSMENT (FORMATIVE)
Formative:
Use the peer assessment checklists that students will complete
during their explanation discussions. Record these results on the
checklist used from the previous lesson.
TERM / WEEKS: Elaborate: extend understanding to a new TOPIC

1/5 context or make connections to additional Biological science – Living and non-living things
concepts through student-planned
investigation
Thinking Capability
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2 only)
Human Skills
Endeavour
Living things can Science Safely use Session 1 Primary connections (scooping up leaf litter) What animal groups might
be grouped on the involves appropriate Recap: Discuss the different animal groups students have identified you find in your:
basis of making materials, and their features.
observable predictions tools or Explain that leaf litter is the word to describe the leaves and other things - Backyard?
features and can and equipment to that have dropped off trees and created a pile on the ground. - Farm?
make and
be distinguished describing record Activity: - Underground?
from non-living patterns and observations, Explain that students will work in small groups to investigate and - leaf litter?
things relationships using formal explore what animal groups can be found in leaf litter amongst the
(ACSSU044) (ACSHE050) measurements school.
and digital Science journal predictions: Ask students to write the following
technologies headings and answer them in their science journals:
as appropriate What do we want to find out?
(ACSIS055) What do I predict we will find? Why do I predict this?
Investigation:
Refer to the materials checklist and instructions of task that is prepared
written on the whiteboard. Go through this and get students to check
they have their materials and are sure of what is expected.
 Write a prediction of what type of animals they think they will
Discuss with students how they will know if they have found an animal,
find in the leaf letter and why in their science journals. rather than a non-living thing or a plant. Review their MRS GREN and
 Record observations using line drawings that include a Write this on the whiteboard
animal classification lessons.
drawing of the animal, the type of animal and a tally of the whilst students are making
Students will venture off to collect leaf litter. (go through boundaries and
total. their predictions.
timing etc before sending students off)
 Identify the characteristics of a living thing in a whole class Students will then examine the contents of their labelled bag in the
discussion classroom using a magnify glass in the classroom. Model how to do so.
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
Formative: Explain that they will record their observations and identifications of the
Use the students’ predictions to check for understanding. Students animal groups in their science journal by using line drawings and tallies.
who are understanding the animal classifications should be making Model how to do so first. Discuss the purpose and features of a line
appropriate predictions. Record any concerns on anecdotal notes. drawing (including drawing, name and tally).
Use the same checklist to assess that students are able to identify
the type of animal and use the tally correctly. Session 2 will include putting their recorded information into a bar
graph.
LEARNER DIVERSITY
Extend students by getting them to research using an iPad why these

types of animals are found in soil? What did they find?
Support students by prompting them when examining their leaf litter.

E.G How many legs does that animal have? Do you think it is a
vertebrate or invertebrate? How do you know? Does it have a
backbone? Etc.
TERM / WEEKS: Evaluate: Students re-represent their TOPIC

1/6 understanding and reflect on their learning Biological science – Living and non-living things
journey and teachers collect evidence
about the achievement of
Thinking Capability
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2 only)
Human Skills
Endeavour
Living things can Reflect on Review the previous lessons. Refer to their, science journals, MRS 1.1 What groups might you
be grouped on the the GREN posters, their animal classification cards and leaf litter put the animals into?
basis of investigation.
observable
investigation Motivation: Animal charades
, including 1.3
features and can Activity: Explain that students will be given a variety of animal picture
be distinguished whether a cards and words. They will need to cut them out and group them into a What did you think about
from non-living test was fair branching key (refer to example branching key done in lesson 2) using living and non-living
things or not the correct animal classification labels things before learning
(ACSSU044) Ask students 1.1 about it this term?
(ACSIS058) Reflection: Science journals
LESSON OBJECTIVES What do you now know
Students will write a reflection in their science journals that include the
As a result of this lesson, students will be able to: following questions (write these on the whiteboard) Get students to read about the topic?
 Organise a variety of animal photos and words into the over their word to make sure they have included all questions. What was the most fun
correct classification using a branching key. What did you think about living and non-living things before part?
 Write a reflection on the topic of living and non-living things learning about it this term?
using their science journal that include the given prompts What was the most
What do you now know about the topic living and non-living challenging part?
things? What are you still unsure
ASSESSMENT (SUMMATIVE – Science Understanding) What did you enjoy learning about the most / most fun? about?
What was the most challenging part?
Summative assessment:
Use a checklist to record their sorting of the animals on their branch What are you still unsure about?
key and their answers in their reflections. What else would you like to learn about?
LEARNER DIVERSITY
Extend students by getting them to ass the MRS GREN acronym to the
end of their branching key and seeing if they can write the definitions of
living, non-living, dead and extinct in their science journals.
Support students by providing a branching key format.

Primary Science FPD 5es

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Primary Science FPD 5es

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SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: Engage: Engage students and elicit prior TOPIC

SCSA LINKS EYLF

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: Explore: Provide hands on experience of TOPIC

SCSA LINKS EYLF

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: Explain: Develop scientific explanations for TOPIC

SCSA LINKS EYLF

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: Elaborate: extend understanding to a new TOPIC

SCSA LINKS EYLF

Extend students by getting them to research using an iPad why these

Support students by prompting them when examining their leaf litter.

TERM / WEEKS: Evaluate: Students re-represent their TOPIC

SCSA LINKS EYLF

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