Primary Science FPD 5es

Biological Science
Animal Adaptations
Australian Curriculum: Science (Year 5)
Sub-strands Content Descriptions Achievement Standard
Biological  Living things have structural features and adaptations that help them to survive in their By the end of Year 5, students
sciences environment (ACSSU043) classify substances according to
their observable properties and
Chemical  Solids, liquids and gases have different observable properties and behave in different ways behaviours. They explain
sciences
Science understanding
(ACSSU077)
everyday phenomena
associated with the transfer of
Earth and space  The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078)
light. They describe the key
sciences features of our solar system.
They analyse how the form of
Physical  Light from a source forms shadows and can be absorbed, reflected and refracted
(ACSSU080) living things enables them to
sciences
function in their environments.
 Science involves testing predictions by gathering data and using evidence to develop Students discuss how scientific
Nature and developments have affected
development of explanations of events and phenomena
people’s lives and how science
as a human endeavour
science  Important contributions to the advancement of science have been made by people from a
range of cultures (ACSHE081) knowledge develops from many
people’s contributions.
Use and  Scientific understandings, discoveries and inventions are used to solve problems that
influence of directly affect peoples’ lives (ACSHE083) Students follow instructions to
science  Scientific knowledge is used to inform personal and community decisions (ACSHE217) pose questions for investigation,
predict what might happen
when variables are changed,
(Year 5-6)
Science
and plan investigation methods.

They use equipment in ways
that are safe and improve the
Questioning and  With guidance, pose questions to clarify practical problems or inform a scientific accuracy of their observations.
investigation, and predict what the findings of an investigation might be (ACSIS231)
Science inquiry skills
predicting Students construct tables and

Planning and  With guidance, plan appropriate investigation methods to answer questions or solve graphs to organise data and
conducting problems (ACSIS086) identify patterns. They use
 Decide which variable should be changed and measured in fair tests and accurately patterns in their data to suggest
observe, measure and record data, using digital technologies as appropriate (ACSIS087) explanations and refer to data
 Use equipment and materials safely, identifying potential risks (ACSIS088) when they report findings. They
Australian Curriculum: Science (Year 5)
Sub-strands Content Descriptions Achievement Standard
 Construct and use a range of representations, including tables and graphs, to represent describe ways to improve the
(Year 5-6)
Processing and
analysing data and describe observations, patterns or relationships in data using digital technologies as fairness of their methods and
and information appropriate (ACSIS090) communicate their ideas,
 Compare data with predictions and use as evidence in developing explanations (ACSIS218) methods and findings using a
Evaluating  Suggest improvements to the methods used to investigate a question or solve a problem range of text types.
(ACSIS091)
Communicating  Communicate ideas, explanations and processes in a variety of ways, including multi-modal
texts (ACSIS093)
General Capabilities Cross Curriculum Priorities Notes:
 Literacy  Aboriginal and Torres Strait Islander
 Numeracy
histories and cultures
 Information and communication
technology (ICT) competence  Asia and Australia’s engagement
 Critical and creative thinking
with Asia
 Ethical behaviour
 Personal and social competence  Sustainability
 Intercultural understanding
SCIENCE FORWARD PLANNING DOCUMENT
TERM / WEEKS: 5E’s- ENGAGE (1-2 lessons) TOPIC: Year 5

 To capture student interest and find out what they know about adaptations
Term 2 Week 1  To elicit students’ questions/ prior knowledge about adaptations
Diagnostic assessment used- in this lesson you will find out what the students already know about
BIOLOGICAL SCIENCES
animal adaptations This will allow you to take account of students’ existing ideas when planning
learning experiences Living things have structural features and adaptations that
help them to survive in their environment (ACSSU043)
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
BIOLOGICAL QUESTIONIN Introduction
SCIENCES G AND Introduce to the class the topic that they will be looking at for this term in
(ACSSU043) PREDICTING science. (Adaptations)
(ACSIS231) Diagnostic Assessment
o For this task the teacher will show a picture of an animal on the Whiteboard photos
interactive whiteboard and the students will have to put their - Elephant
hands up to explain the different characteristics (features) of the - Kangaroo
animals that they see. - Magpie
Body - Giraffe
o Using a PowerPoint on the interactive whiteboard explain to the
students what an adaptation is. Interactive Whiteboard
PowerPoint
“characteristic of an animal that improves its chances of survival, Question: Does anyone know
adaptations are inherited as a result of their genes.”
what an adaptation is?
o Go through the three different types of adaptations with the

students
1. Structural adaptations Question: Does anyone think
2. Physiological adaptations
that they might know what I
3. Behavioural adaptations
mean when I say structural
Student then get into groups and begin an activity about the habitats of adaptation?
different animals. The students will be in groups of 3-4.
The students will research information about their given animal and
answer the following questions on their online PP.
o Animal name PowerPoint
o What habitat does your animal live in? Slides
o Name some features of your animal. Ipads
o What does your animal eat?
Each group will have a spokesperson to discuss with the rest of the
class their findings on their animal and its habitat.
Conclusion
To conclude the class the teacher will then explain to the class what an
adaptation is again to ensure that the students correctly understand the
definition.
The teacher will then also go over the 3 different types of adaptations
and their purposes.
The students will also have a short period to ask any questions
that they may have about the topic.
LEARNER DIVERSITY
Supporting Students
o Allow students who find it challenging to work with a partner.
o Sit students with visual and hearing impairments close to the
teacher for extra support.
Extending students
o Encourage the students who finish their work early to look into
their favourite animals and research the adaptations of the
animal.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Students will be able to verbally explain an adaptation of one
of the animals listed.
 Students will be able to list the different adaptations of a
possum to complete their worksheet.
 Students will be able to discuss how an animal’s physical
features can help their survival within their habitat.
ASSESSMENT (DIAGNOSTIC)
The teacher will show the students different pictures of animals for
example a kangaroo. The students will then have to put their hands
up to share a characteristic of the animal for example a long tail.
Then teacher can even question the student by asking “what do you
think the kangaroo’s long tail is used for?”
The teacher can then take anecdotal notes from the discussion with
the class. This will determine prior knowledge from the students.

5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS:  To provide hands on, shared experiences of adaptations TOPIC: Year 5
Term 2 Week 2 
Formative assessment
To support students to investigate and explore ideas about adaptations
BIOLOGICAL SCIENCES
Living things have structural features and adaptations that
Thinking Capability
SCSA LINKS EYLF

2 only)
Human Skills
Endeavour
BIOLOGICAL QUESTIONING Introduction PowerPoint (same as
SCIENCES AND Recap the previous lesson with the class. Discuss what an adaptation is as previous lesson)
(ACSSU043) PREDICTING well as the 3 different kinds of animal adaptation that have previously been
(ACSIS231) covered to remind the students of structural, behavioural and physical
adaptations. What Do You Do with a
LESSON OBJECTIVES Read the children’s literature book What Do You Do with a Tail Like This? By Tail Like This? – Steve
Steve Jenkins Jenkins
As a result of this lesson, students will be able to: o This book discusses different animals’ tails and how they are used
 Students will be able to discuss the meaning of behavioural for survival. https://www.youtube.com/
adaptation. Body watch?v=fRX2JtKFUzk
 Students will be able to explain how an animal’s ability to Students will begin the lesson by looking at a video on the interactive
change with their environment is a behavioural adaptation. whiteboard about animal adaptations.
o Python
o Camel Cut out with both the animals
ASSESSMENT (FORMATIVE) and habitat.
o Whale
- Polar Bear
The student’s formative assessment for this lesson will be two stars o Polar Bear
- Camel
and a wish that the students will fill out and complete in the As a class the students will then discuss the different behavioural
- Whale
conclusion of the lesson. This will gage what the students have adaptations that these animals have and how it helps them to survive in their
habitat. - Python
learnt as well as getting questions (wishes) from the students to
Habitat sheets
discuss in the next class.
The students in small groups of 3-4 will be given 4 animals from above they
will then have to place the animals in their correct habitat (Tropics, Desert,
Ocean and The Arctic)
The students on the same sheet will also be given different physical
adaptations that they will have to match to their animals for example “thick
blubber to keep them warm” would be glued to the Polar Bear section of the
sheet.
Each of the different animals will have at least 4 physical adaptations that Physical adaptation cards
can be glued onto their sheet with animals and habitats.
Conclusion
The students will then in their groups take a photo of their environments and
animals and upload the photos onto the google slides for their group.
- Cover the different animal’s habitat and all physical adaptations as a
closure to the lesson.
- This way the students can see if they have completed the task
correctly.
LEARNER DIVERSITY
Extending Students
o To extend some students you could use different animals and
habitats to make the task more difficult. Large Printed Copy for
o The students could also pick their own animals before the task and students with a visual
then research the different habitats that the animals that they have impairment
chosen in would live in.
Supporting Students
o Sit students with visual and hearing impairments close to the teacher
for extra support.
o Talk the students that need extra support through the process step
by step “which of these 4 animals do you think might live in The
Artic?”

5E’s- EXPLAIN (1 lesson)
TERM / WEEKS:  To support students to develop explanations for experiences and make TOPIC: Year 5
Term 2 Week 3 Formative assessment
representations of developing conceptual understandings
BIOLOGICAL SCIENCES
Living things have structural features and adaptations
that help them to survive in
their environment (ACSSU043)
Thinking Capability
SCSA LINKS EYLF

2 only)
Human Skills
Endeavour
BIOLOGICAL QUESTIONIN Introduction Interactive Whiteboard
SCIENCES G AND Review of the previous lesson that the students had on adaptations.
Computer
(ACSSU043) PREDICTING - What do we know about the desert?
Website from previous
(ACSIS231) - What do we know about animals in the desert? lesson
- What do we know about how plants survive?
LESSON OBJECTIVES The discuss as a class what you would take with you if you were going
into the desert?
As a result of this lesson, students will be able to: - Essential items
 Students will be able to verbally explain why camels were - Why would you take these items?
used for explorations of Australia.
Body
 Students will be able to record the structural features that During this lesson students will be given a research sheet that has
helps camels to survive in the desert. questions related to the following:
o Why do camels have fury ears?
o Why do Camels have tough lips and throats?
ASSESSMENT (FORMATIVE) o Name 5 Other structural adaptations of a camel?
The formative assessment that will be used in this lesson will be a o Why do you think that camels are called “ships of the desert?”
checklist. Determining if the students understand the structural
features of camels as well as why they are able to survive in a desert Students will then research using their iPad the following questions.
environment. When the students have finished, they will then write on their printout of
During this lesson the teacher will also be able to monitor the their camel the different features that they have researched on the
student’s science enquiry skills. correct sections on their sheet.
Camel Sheet
Interactive Whiteboard
Conclusion
At the end of the lesson the students will then come forward and sit on
the mat with their camel worksheet.
- The teacher will ask students to volunteer to give a fact on
camels that they have discovered.
- The student will then have the ability to come up and write this
note in the correct space on the whiteboard.
- The class will then discuss that feature or fact. For example,
“Camels have fury ears to keep the sand out”
LEARNER DIVERSITY
Extending Students
o Give students harder research topics that aren’t on the list.
Make up more detailed questions.
Supporting Students
o Sit with students who require extra support.
o Students may have their questions simplified to help them
research their topics.
o Students in an extreme case may be supported by the teacher
in the writing and research.
5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS:  To challenge and extend students’ understandings in a new context or make TOPIC: Year 5
Term 2 Week 4 connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills BIOLOGICAL SCIENCES
Summative assessment of science inquiry skills
Living things have structural features and adaptations
that help them to survive in
their environment (ACSSU043)
Thinking Capability
SCSA LINKS EYLF

2 only)
Science Understanding Science as a Science Inquiry Skills OUTCOMES
Human
Endeavour
BIOLOGICAL Decide variables to be Introduction
SCIENCES changed and measured Students will start the lesson by discussing animals that live in icy
(ACSSU043) in fair tests, and observe cold water (as a class we will brainstorm all the different animals
https://www.youtube.com
measure and that we can think of)
/watch?v=TwfKCX_8fbA
record data with We will then watch a video about different warm-blooded animals
accuracy using digital and their blubber.
technologies as
appropriate (ACSIS087 Explain to the students that they are going to do an experiment to
) show how blubber can keep you warm.
For Experiment
LESSON OBJECTIVES First the students will hypothesise about the experiment as well
as discussing the aim and variables. o Two Large Bowls
As a result of this lesson, students will be able to: o Water
(Students will fill out worksheet)
 Formulate questions for the student’s investigations and gather o Ice
evidence about their particular animals’ adaptations. Body o 2 x Plastic Lunch
 Plan and conduct a series of different tests and record The teacher will then split the class into groups and allocate the Bags
observations and data. materials. o Shortening
Blubber Experiment o Spoon
1. Fill bowls with water and ice
o Paper Towel
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) 2. Then fill 1 plastic bag with shortening.
3. Then place that bag inside the other plastic bag and place
Investigation page attached.
your hand in the middle.
4. Flatten bag around your hand so that its fully covered.
5. Place both hands into the water and see if one feels
warmer/colder and discuss the results with the group.
The shortening acts as a blubber around the hand and keeps it

warm from the cold water. Record sheets of data
- Students will then go back and record their results on
their worksheets that they have been given prior to the
experiment.
Conclusion
- Come back to the rest of the class and discuss the results
that each group received.
- Where there any differences in results?
- What are the variables that changed (did this impact the
results?)
Discuss at the end of the class that the students will be starting a
project in the next lesson.
LEARNER DIVERSITY
Extending Students
o Give the students extra questions to investigate “what
would happen if you changed a specific variable?”
Supporting Students
o Ensure that there is someone constantly working with
these students.
o Especially around the water
o Work with a smaller group of students who may not
understand the concept.

5E’s- EVALUATE (1 lesson)
TERM / WEEKS:  To provide opportunities to review and reflect on their learning about Adaptations and TOPIC: Year 5
Term 2 Week 5 represent what they know about Adaptations
Summative assessment of science understanding e account of students’ existing ideas when planning BIOLOGICAL SCIENCES
learning experiences
Living things have structural features and adaptations that
Thinking Capability
SCSA LINKS EYLF

2 only)
Science Understanding Science as a Science Inquiry Skills OUTCOMES
Human
Endeavour
BIOLOGICAL Compare data with
SCIENCES predictions and use Introduction
(ACSSU043) as evidence in developing The students will begin the lesson discussing the Koala as a class
explanations (ACSIS218) and the different adaptations of the koala.
- Students will be filling out their graphic organisers on the
LESSON OBJECTIVES different adaptations of the koala. Graphic Organiser
As a result of this lesson, students will be able to: - The teacher will discuss “What type of adaptation is this
 Students will complete their graphic organiser determining the and why?”
structural, physiological and behavioural adaptations of a Koala. The students will have completed this graphic organiser as a
 Students will write a persuasive text arguing if/ why the koala class before they begin discussing a persuasive text and its Persuasive text outline
survives best in Australia. elements. The students have already been learning this in
 English, so this is a recap.
ASSESSMENT (SUMMATIVE – Science Understanding) Body

The students will then begin to write their persuasive text on the
Graphic Organiser koala.
- Structural adaptations The students must discuss how the
- Physiological adaptations - Structural adaptations
- Behavioural adaptations - Physiological adaptations
Pen
Rubric – will be used to mark the persuasive text at the end. - Behavioural adaptations Paper
Help the koala in Australia as well as where most of the koalas in
Australia are found for example which state.
The students will write this essay based on the adaptations that
they have discussed and brainstormed as a class.
Conclusion
The students will then get the opportunity to read their work to the Rubric
class if they would like to.
- The recap will include a discussion on structural,
physiological and behavioural adaptations.
LEARNER DIVERSITY
Extending Students
o Students will be given extended questions that they will
have to discuss in their persuasive text.
Supporting Students
o Work with a smaller group of students who may not
understand the concept.
o Give students extra support during the writing process.

Primary Science FPD 5es

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Primary Science FPD 5es

Uploaded by

Copyright:

Available Formats

Biological Science

and plan investigation methods.

predicting Students construct tables and

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

SCSA LINKS EYLF

o Go through the three different types of adaptations with the

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

SCSA LINKS EYLF

The shortening acts as a blubber around the hand and keeps it

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

ASSESSMENT (SUMMATIVE – Science Understanding) Body

You might also like