SCIENCE FORWARD PLANNING DOCUMENT

TERM / ENGAGE TOPIC

WEEKS:  To capture students’ interest and find out what they know about living and non-living things and how to classify things based Living and
on their observable features. Non-Living
Term 2/  To elicit students’ questions/ prior knowledge about living and non-living things. Things
Week 1  Diagnostic assessment used- in this lesson you will find out what the students already know about living and non-living things.
This will allow you to take account of students’ existing ideas when planning learning experiences
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical Ethical Personal and Social Capability Intercultural
Comprehension of the Using iPads to take photos, create a and Underst Working in groups to discuss collages and the Understanding
text A Walk in the Bush collage and complete a Google Forms quiz Creative anding things that all living things have in common.
Thinking
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement Sustainability
with Asia Discuss the importance of being respectful towards the environment
and caring for living things by looking and not touching.

SCSA LINKS TEACHING AND LEARNING EXPERIENCES RESOURCES

Science Science as a Science Inquiry (KTP= Key Teaching Point)
Understanding Human Endeavour Skills
Biological Use and Influence Communicating- Intro: (15 minutes) Lesson 1 slideshow
Sciences- Living of Science- Science Represent and 1. Students read A Walk in the Bush (Gwyn Perkins) and presentation on the
things can be knowledge helps communicate
grouped on the people to observations, ideas
discuss what sort of things the characters saw on their walk. smartboard
basis of observable understand the and findings using GC: Literacy (See Lesson One
features and can be effect of their actions formal and informal 2. Ask students what other things they might see if they were Resources Page of
distinguished from (ACSHE051) representations walking in the bush. website)
non-living things (ACSIS060) 3. Ask students what the images on the slide have in common
(ACSSU044)
(Slide 3- living things, Slide 4- non-living things) A Walk in the Bush
LESSON OBJECTIVES (Gwyn Perkins,
As a result of this lesson, students will be able to: Body: (30 minutes) 2017)
 Identify at least five living things and five non-living 4. Explain to students that they will be going on a class walk
things in the school yard and present them in a around the school. While on the walk they need to find as
collage uploaded to See-Saw. any living and non-living things as possible and take a picture
 Identify at least one characteristic that all living of each one on their iPads.
things have in common. 5. Before going on the walk, remind students that it is important Student iPads with
ASSESSMENT (DIAGNOSTIC) to be respectful of all living things. This means that when we camera and Pic
The students’ collages and Google Forms answers will see a living thing, we only look at it and try not to disturb it in Collage app
be assessed and recorded on a class checklist. any way.
(See Lesson One Resources Page of website) KTP: We need to be respectful of all living things.
 LEARNER DIVERSITY CCP: Sustainability
Enable: GC: ICT Capability
 Students will only need to find 3 living and 3 non-  When students return from the walk ask them to group the
living things on the walk. photos they took into living and non-living things in a collage.
Extend:  Students will get into groups and discuss their collages
 Students can be challenged to find 7 living and 7 focusing specifically on what the living things have in
non-living things. common and what the non-living things have in common.
 Give students a challenging item (e.g. an egg) and KTP: Living things all have 7 characteristics in common Collaborative
ask them to tell their partner why they think it is GC: Personal and Social Capability Learning Team
either living or non-living.  Have the speaker from each group report back to the whole member badges
SAFETY CONSIDERATIONS class on 1-2 things that their group noticed. (speaker, manager,
director)
 Students need to stay together when outside so that
Conclusion: (10 minutes) (See Additional
they can be properly supervised by the teacher
 Students complete the Living and Non-Living Google Forms Resources Page of
 Do not disturb living things in the environment- look quiz using the link and/or QR code on the PowerPoint website)
but don’t touch presentation.

SCIENCE FORWARD PLANNING DOCUMENT

TERM / EXPLORE TOPIC

WEEKS  To provide hands on, shared experiences of living and non-living things. Living and Non-Living
:  To support students to investigate and explore ideas about the characteristics that can be used to Things and how to
Term 2/ distinguish between living and non-living things. distinguish between them.
Week 2  Formative assessment
GENERAL CAPABILITIES
Literacy Numeracy ICT Critical and Creative Thinking Ethical Personal and Social Capability Intercultural
Students need to both verbally Capability Identify the common characteristics Understanding Working in collaborative learning Understanding
and non-verbally justify why of all living things and then create a groups to identify characteristics and
something is living or non-living. poster explaining one of them. create posters.
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

Science Science as Science Inquiry Skills KTP= Key Teaching Point RESOURCES
Understanding a Human
Endeavour
Biological Sciences: Communicating: Intro: (10 minutes)
Living things can be Represent and 1. Label one side of the classroom living and the Lesson Two Slideshow
grouped on the basis of communicate
observable features and other side of the classroom non-living. Show the presentation on smartboard
observations, ideas and
can be distinguished findings using formal students pictures of different living and non-living (See Lesson Two
from non-living things and informal things, one at a time and have them walk to the Resources Page of website)
(ACSSU044) representations side of the classroom that says whether something
(ACSIS060)
is living or not. Pick students at random to justify
LESSON OBJECTIVES
their decision.
As a result of this lesson, students will be able to: Pictures include:
 Create a poster explaining one of the MRS GREN a. Rabbit
characteristics of a living thing after a group b. Waves
discussion. c. Flower
 Justify whether something is living or non-living d. Egg Discovery table with living
(giving at least 3 reasons) on the class exit-slip GC: Literacy and non-living things.
using MRS GREN. Body: (33 minutes)
ASSESSMENT (FORMATIVE) 2. Have students work in teams using their collages Collages from previous
Students will complete an exit-slip, their achievement from the previous lesson and the ‘discovery table’ lesson (either printed or on
will be recorded on an anecdotal checklist. in the middle of the room to determine what iPads)
(See Lesson Two Resources page of website) characteristics living things have in common
(assign students into teams and roles). Collaborative Learning
Anecdotal observation notes will also be taken on a GC: Personal and Social Capabiltiy, Critical and Creative Team member badges
target group of 4-5 students. Thinking (See Additional Resources
(See Lesson Two Resources page of website) 3. Have the speakers report to the class on what Page of website)
LEARNER DIVERSITY characteristics their group thought that all living
Enable: things have in common. Word Wall card templates to
 The mystery objects these students choose can be 4. Work through the characteristics with the students write on
differentiated to ensure they are clearly living or and clarify and explain where necessary. Use MRS
non-living and are things the students are familiar GREN to help students remember. A4 or A3 Paper and textas
with. For example, a cat, dog or a chair. KTP: All living things can be identified using MRS (piece of paper per student)
 Students can either: GREN- What does MRS GREN stand for?
o work in pairs to create a poster 5. Add words to a Word Wall where appropriate (for
o create a general poster that labels all the MRS example, respire/respiration, excretion, nutrition)
6. Students will work in groups of 3 or 4 to discuss a
GREN characteristics but doesn’t need to go
specific MRS GREN characteristic and then create
into detail.
a poster explaining the characteristic. (Students
o Be put in a group with a simple to understand
will create their own poster but can share ideas as
characteristic (e.g. movement or nutrition)
a group). Living or Non-Living Exit
Extend:
*Where necessary, students will need to be prompted Slip
 The mystery objects these students choose can be to think about how plants meet these characteristics in (See Lesson Two
more challenging to determine whether they are slightly different ways to animals (e.g. movement Resources Page of website)
living or non-living. For example, an egg, a consists of growth and respiration and nutrition uses Mystery box with living/non-
dinosaur, an apple or a tree with no leaves.
 Students can be in groups with more complicated photosynthesis) living cards (sort into
characteristics (e.g. respiration or excretion). GC: Critical and Creative Thinking different colours or styles for
SAFETY CONSIDERATIONS Conclusion: (12 minutes) easy differentiation (see
General classroom safety rules to be followed. 7. Students choose a mystery object and justify learner diversity)
whether it is living or non-living using MRS GREN
on a class exit slip. Ask a few students to talk
about how they justified their decision before class
finishes.
GC: Literacy
**Students will have an additional two lessons here that focus on grouping living things based on their observable features into plants
or animals and then another lesson on breaking animals into groups based on their observable features. **
SCIENCE FORWARD PLANNING DOCUMENT

TERM / 5E’s- EXPLAIN TOPIC

WEEKS:  To support students to develop explanations for experiences and Representing knowledge of living and non-
Term 2/ make representations of developing conceptual understandings living classification and observable
Week 4  Formative assessment features.
GENERAL CAPABILITIES
Literacy Numeracy ICT Critical and Creative Thinking Ethical Personal and Social Capability Intercultural
Students will need Students may need to Capability Students need to think about the Understanding Students need to take turns Understanding
skills to write/create use tables or other questions they ask themselves when asking and answering
their numeracy skills to create when classifying animals and questions
representations their representation, find a way to represent it.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Sustainability
cultures Asia
SCSA LINKS
Science Science as a Science Inquiry Skills
Understanding Human Endeavour
Biological Sciences: Nature and Communicating- Intro:
Living things can be development of Represent and 1. Students play celebrity heads with living things- choose
grouped on the science- Science communicate
basis of observable involves making observations, ideas and 4 students to sit at the front of the class and write a Whiteboard and
features and can be predictions and findings using formal and living thing above each of their heads (e.g. flower, cat, whiteboard marker
distinguished from describing patterns informal representations fish, bird). Students need to ask questions to determine
non-living things and relationships (ACSIS060) what is written above their head. The questions need to
(ACSSU044) (ACSHE050) be related to characteristics of living things and their
observable features.
GC: Critical and Creative Thinking, Personal and Social
Capability Range of examples of
 TEACHING AND LEARNING EXPERIENCES
KTP= Key Teaching Point RESOURCES
Body: dichotomous keys,
2. Explain to students they will need to create a checklists, concept
representation of classifying living and non-living things maps etc that could
according to their characteristics and observable be used to show what
ASSESSMENT (FORMATIVE) features. students understand
KTP: Scientists use special tables or questionnaires about classifications
(dichotomous keys) to help them classify living things. so far
3. Show students a range of dichotomous keys and
checklists that could be used to help identify what group
a living thing belongs to etc.
4. Have students work in groups to create their own
dichotomous key or checklist. They will be using these
in the next lesson to help them with an investigation.
GC: Literacy, Numeracy, Critical and Creative Thinking,
Personal and Social Capability
What am I? clue
Conclusion: cards
5. Give students clue cards and have them use their
group’s checklists to determine what sort of living or Student self-reflection
non-living thing they have. sheet
6. Students will compete a self-reflection on how they feel (See Lesson Three
they are progressing with the topic. Resources Page of
GC: Literacy, Critical and Creative Thinking, Personal and website)
Social Capability
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Create a checklist, dichotomous key, concept map or
other representation that can be used to determine
whether something is living and what family it belongs to.
Students will complete a short and informal self-reflection
that will be collected by the teacher and used to see how
students are feeling and what areas they may need to re-
teach or further support students with.
(See Lesson Three Resources page of website)

Anecdotal notes will continue to be taken during this lesson,

focussing on a different 4-5 students.
(See Lesson Three Resources page of website)
LEARNER DIVERSITY
Enable:
 Students can be given a dichotomous key with parts
missing to fill in. They can then use the key to help them
answer some simple questions to practice using the key.
Extend:
 Encourage students to use more complex and
scientifically correct methods to represent their
understandings (create a dichotomous key rather than a
checklist or concept map)
SAFETY CONSIDERATIONS
General classroom safety rules to be followed.

SCIENCE FORWARD PLANNING DOCUMENT

TERM / 5E’s- ELABORATE TOPIC

WEEKS:  To challenge and extend students’ understandings in a new context or make connections Investigation focusing
Term 2/ to additional concepts through a student planned investigation on living things and
Week 5  To use investigative/ inquiry skills where they are most
 Summative assessment of science inquiry skills commonly found.
GENERAL CAPABILITIES
Literacy Numeracy ICT Critical and Creative Ethical Understanding Personal and Social Capability Intercultural
Completing the Creating a tally when Capabilit Thinking Students must disrupt the living Working in collaborative learning Understanding
investigation plan recording results. y Make predictions about the things as little as possible. teams for investigation
investigation results
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Sustainability
cultures Asia
SCSA LINKS
 Science Science as Science Inquiry Skills
Understandi a Human
ng Endeavour
Biological Questioning and predicting- With guidance, Intro:
Sciences: identify questions in familiar contexts that can 1. Students are given their dichotomous keys, checklists etc Keys, checklist,
Living things be investigated scientifically and make concept maps
can be predictions based on prior knowledge back from the previous lesson (photocopied where etc. from previous
grouped on (ACSIS053) necessary so that each student has their own copy). lesson
the basis of 2. Ask students what sort of environments within the school
observable Planning and conducting- With guidance, they think would have the most living things (excluding
features and plan and conduct scientific investigations to humans). What sort of living things would they expect to
can be find answers to questions, considering the safe
distinguished use of appropriate materials and equipment find?
from non- (ACSIS054) 3. Students work together to come up with a focus question
living things for their investigation. For example, “What environment is
(ACSSU044) Planning and Conducting- Consider the best for supporting living things?”
elements of fair tests and use formal  Sand, soil, concrete, grass, water, playground,
measurements and digital technologies as
appropriate, to make and record observations chicken coup
accurately (ACSIS055) GC: Personal and Social Capability, Critical and Creative
Thinking, Literacy
Body:
4. Work as a class to create an investigation plan- consider
SciTech Middle
the focus question and variables that will be changed and Childhood
kept the same. Ask students how they will keep the tests Investigation
fair. Is it possible to keep this test completely fair? Planner (one
Students will fill out the SciTech Middle Childhood booklet per
Investigation Planner student)
(See Lesson Four
KTP: We only change one variable at a time to make it a Resources page
fair test (in this case we change the type of of website)
soil/environment)
5. Have students complete the investigation in small groups,
using their keys to help group the living things they find
and tallying them as they go.
GC: Personal and Social Capability, Critical and Creative
Thinking, Literacy, Ethical Understanding

6. If there is time, have students represent their data in a

graph on their investigation planner.
**Please note: It is unlikely students will get to this stage-
presenting the results and evaluating the data will occur in the
 next lesson**
Conclusion:
7. Ask students to discuss what they noticed about their
results- what sort of environments were there more living
things and where were there less? What sort of living
things did they see?
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Complete a Middle Childhood Investigation Planner when
guided by the teacher.
 Conduct the living things investigation and record the results
in small groups on the Middle Childhood Investigation
Planner.
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
Students will use the SciTech Middle Childhood investigation
planner to complete an investigation on living things in the
environment. These booklets will be collected, marked and used
as a work sample in the students’ assessment portfolios.
LEARNER DIVERSITY
Enable:
 Students can have another student or EA scribe for them
Extend:
 Students can be encouraged to offer their ideas/ lead the
investigation planning where appropriate.
SAFETY CONSIDERATIONS
 Do not disturb living things in their natural environments.
When they need to be disturbed do it as gently as possible
and return them as soon as possible.
 After working in the dirt and touching all of the different living
and non-living things it is important to wash your hands and
not touch your face, especially your mouth to avoid spreading
germs.
 Wear gloves when handling the different soil and sand etc.
**Please note that another lesson would occur between these lessons. This lesson would be Part Two of the above lesson where
students would use their results to create a graph and then evaluate the data they collected. They would also need to suggest reasons
why they got the results they did and whether the results matched their predictions. It would cover the content descriptors:
  Processing and analysing data and information (ACSIS057), (ACSIS215)
 Evaluating- Reflect on investigations, including whether a test was fair or not (ACSIS058)
 Communicating- Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)
SCIENCE FORWARD PLANNING DOCUMENT
TERM / 5E’s- EVALUATE (1 lesson) TOPIC
WEEKS:  To provide opportunities to review and reflect on their learning about living and non-living things and Living and Non-Living
Term 2/ represent what they know about classifying living thing based on their observable features. things and how they can be
Week 7  Summative assessment of science understanding takes account of students’ existing ideas when classified summary.
planning learning experiences
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Intercultural
Students will write the information Students need to use iPad Thinking Understanding Social Understanding
they have learnt into a book. efficiently for Kahoot and creating Students need to create a Capability
a book on Book Creator book Catch a question
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Sustainability
cultures Asia
SCSA LINKS TEACHING AND LEARNING EXPERIENCES
Science Science as a Science Inquiry KTP: Key Teaching Point RESOURCES
Understanding Human Endeavour Skills
Biological Communicating- Intro:
Sciences: Living Represent and 1. Students will complete a Kahoot! about living and non- iPads with internet and
things can be communicate
grouped on the observations, ideas
living things and the observable features of living Book Creator app
basis of observable and findings using things. This quiz will be used to jog their memories on downloaded
features and can be formal and informal what has been covered in the unit so that they can
distinguished from representations begin their final assessment for the unit. Kahoot! Quiz setup and
non-living things (ACSIS060) GC: ICT Capability on projector
(ACSSU044)
Body: (See Lesson Five
LESSON OBJECTIVES 2. Have students create a book on living and non-living Resources page on
As a result of this lesson, students will be able to: things using Book Creator. The book must do/show website)
 Create a book that summarises their learning from the following:
the Biological Sciences unit (criteria outlined to the a. Groups living and non-living things
right and in assessment rubric). b. Explain how to distinguish living things from
 non-living things (using MRS GREN)
ASSESSMENT (SUMMATIVE – Science c. How to group living things based on their
Understanding) observable features into plants and animals
The book created during this lesson (and possibly over and then into specific animal classes based on
the next lesson) will be used as a summative their observable features.
assessment. The finished product will be marked on a
rubric and students will complete a self-reflection as
well. The book and rubric can then be put into the
students’ Science assessment portfolio.
(See the assessment rubric under the Lesson Five
Resources tab on Weebly.)
LEARNER DIVERSITY
Enable:
 Students can add audio to their books rather than
typing everything out.
 Students can be asked simpler questions or say
anything they have learnt in catch a question.
Extend:
 Students have the opportunity to add any extra
information that they have learnt throughout the
unit.
 Students can be given more difficult questions in
catch a question.
SAFETY CONSIDERATIONS
General classroom safety rules to be followed.
d. Provide information on anything else students
have learnt about living and non-living things
(e.g. dichotomous keys, where living things live
etc.)
GC: Literacy, ICT Capability, Critical and Creative Thinking
3. If students finish their book remind them to check the
marking rubric and make any improvements and then
they can upload it so See-Saw.
**Please note- this lesson/assessment is expected to take
longer than one lesson and will likely need to be continued in
the next Science lesson. **
Conclusion:
4. Students play catch a question- throw a ball around
the classroom while music plays. When the music
stops, the student holding the ball has to answer a
question about the unit or they can choose to say Small ball or bean bag
something they have learnt. Appropriate music
GC: Personal and Social Capability