SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5E’s- ENGAGE (1-2 lessons) TOPIC

• To capture student interest and find out
Term 1
what they know about XXXXX Biological Sciences Year 1
Week 6 - 7 • To elicit students’ questions/ prior knowledge
about XXXXX Habitats
• 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
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Intercultural
Thinking Understanding Capability Understanding

CROSS CURRICULUM PRIORITIES

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
Science Science Science Inquiry Skills
Understanding as a
Human
Endeavour
Living Pose and respond Teacher Prior Knowledge Resources
things have to questions, and • A habitat is the natural home or • Word Wall
a variety of make predictions environment of an organism • Youtube video
external about familiar • A word wall is an organised • Habitat stations
features objects and collection of words and images o 3 stations - beach, bush
(ACSSU017) events (ACSIS024) displayed in the classroom. It and backyard (carry on to
Living supports the development of Lesson 2)
things live vocabulary related to a particular o Each station will be
in different Participate in topic and provides a reference for sensory
places guided students. o Each station contains age-
where their investigations to appropriate
needs are explore and Lesson Introduction • Brainstorm materials - A3 sheets
met answer questions • Teacher will come up with a Word
(ACSSU211) (ACSIS025) Wall to be used for the rest of this Key Questions
 science inquiry unit - under the • What is a habitat?
heading Habitat • What are some specific types of
• Explain that the children will be habitats?
learning about habitats
• Show them the following video to
engage them in the lesson -
https://www.youtube.com/watch?v
=ZrSWYE37MJs
• The teacher sums up the video by
explaining that a habitat is a home
where an animal lives, and it
provides them with food, water and
shelter
o The teacher will then ask what
did they learn about habitats
in that video?
• The teacher will then go back to the
Word Wall and ask children to
brainstorm things such as:
o What is a habitat?
o What are some words we can
use to describe a habitat?
o What are some names of
habitat we saw
Students’ ideas will be recorded on the
Word Wall.

Lesson Steps
• The teacher will then explain the
activity is to look at different types of
habitats - as signified by the different
stations set up around the room:
o The Beach - ocean slime
o Thw Bush - orange/brown clay
with animals and plants
 o Backyard - backyard- themed
sensory bin filled with plastic
insect toys and soil
• Students will be split up into groups
of approx. 5-6 students, and they will
spend approx. 5 - 10 minutes at
each station, recording what the
habitat is called and the different
kinds of animals located in each
habitat in their personal science
journal.
• Each station will have some factual
texts and hands- on sensory stations
relating to their particular habitat
• The teacher will then mix up the
groups and make 3 large groups,
and each of those groups will make
a brainstorm poster of the things that
they observed when looking at the
habitats

Lesson Closure
• Teacher gathers children to sit on
the mat
• Ask children to think-pair-share
about what they had learned today
• Review the objectives for the day:
o What is a habitat?
o What are the three habitats
we learned about today?
• The teacher will then add new
suggestions made by the students to
the word wall - about the different
features of the habitat
 Learner Diversity
• Enabling – children are given
information at each station about
some particular habitats
o Children can use the word
wall for help
• Extending – children may do a
brainstorm of other habitats that
may have heard of and were not
covered in the lesson, e.g. the jungle
or the snow

LESSON OBJECTIVES EYLF LINKS

Outcome 3: Children have a strong sense of

As a result of this lesson, students will be able to: wellbeing
• Children are able to identify what a habitat is and give a brief Children become strong in their social and
definition of what a habitat is emotional wellbeing
• Children are able to name (3) specific types of habitats - e.g. • Increasingly cooperate and work
the beach, the bush and the backyard collaboratively with others

Outcome 4: Children are confident and

ASSESSMENT (DIAGNOSTIC)
involved learners
• Diagnostic Assessment - use the Word Wall to elicit what Children develop dispositions for learning such
students already know about habitats as curiosity, cooperation, confidence,
• The teacher will also assess using anecdotal notes creativity, commitment, enthusiasm,
persistence, imagination, and reflexivity
• Are curious and enthusiastic participants
in their learning
• Use play to investigate, imagine and
explore ideas
• Participate in a variety of rich and
meaningful inquiry-based experiences
Children develop a range of skills and
processes such as problem solving, inquiry,
experimentation, hypothesising, researching,
and investigating
• Explore their environment

Children transfer and adapt what they have

learned from one context to another
• Engage with and co-construct learning