SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5E’s- EVALUATE (1 lesson) TOPIC

• To provide opportunities to review and
Term 1 Biological Sciences Year 1
reflect on their learning about XXXXX and
Week 6 - 7 represent what they know about XXXXX Habitats
• Summative assessment of science
understanding e 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 Sustainability
Asia
SCSA LINKS
Science Science as a Human Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
Understanding Endeavour
Living things Science Represent Lesson Introduction Resources
have a involves and • Recap the previous lesson - ask about what • Poster materials - e.g.
variety of observing, communicate was learned through the investigation in the A3 sheets of paper,
external asking observations schoolyard environment crayons, relevant
features questions and ideas in a o Ask children to take a look at their pictures to decorate
(ACSSU017) about, and variety of graphs and what they learned about the poster
describing ways the amount of animals in the • Age-appropriate
Living things changes in, (ACSIS029) schoolyard environment factual texts
live in objects and • Refer to the Word Wall to recap what has • Individual science
different events already been learned throughout this unit of journals
places where (ACSHE021) inquiry about habitats • Word Wall
their needs • Small Animal
are met Lesson Steps Investigation sheets
(ACSSU211) • Review the literacy products from the unit - from Lesson 3 - to help
e.g. tables, graphs, Word Walls, students’ with the children’s
own science journals posters
• Explain that as a way of summarising the
unit, students will get into groups to create a
poster
 • In their poster, students need to describe: Key Questions
o The features of the backyard habitat • What are the features
o An animal that lives in the backyard of the backyard
habitat habitat?
• The teacher will scaffold work on the posters • What are some
with the children – go around and help animals that live in the
children gather information and present it backyard habitat?
on the poster • How does the
• The first things that students need to do is backyard habitat
collect different facts about the backyard meet the animals’
and write them down on small pieces of needs?
paper to place on the poster
o The teacher will scaffold how to write
information on the paper
• The next part of the activity is to arrange the
information on the poster

Lesson Closure
• The students will get together in
collaborative teams to share their posters
and describe what they discovere
• Students will have time to display their
posters to their peers

Learner Diversity
• Extension – Children can create a poster of
any habitat that they remember (can
choose a habitat that was learned about in
Lessons 1 and 2)
• Enabling – Information will be made
available to the children in avariety of ways
not just text

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
• Describe the habitat of backyard
animals and identify its features
• Describe an animal that lives in the
backyard environment and how this
habitat meets its needs
ASSESSMENT (SUMMATIVE – Science Understanding)
In the Evaluate phase students reflect on their learning
journey and create a literacy product to re-represent
their conceptual understanding.
• Summative Assessment of Science
Understanding - Create a poster
detailing the features of the backyard
environment and an animal that lives in
this environment
• The poster will be assessed using a
rubric
o The teacher will have selected
relevant points in the texts for children
to look at
EYLF Links
Outcome 4: Children are confident and involved
learners
Children develop dispositions for learning such as
curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination
and reflexivity
• Are curious and enthusiastic participants in
their learning
• 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
• Apply a wide variety of thinking strategies to
engage with situations and solve problems,
and adapt these strategies to new situations
Children transfer and adapt what they have
learned from one context to another
• Make connections between experiences,
concepts and processes