Primary Science FPD 5es

SCIENCE FORWARD PLANNING DOCUMENT
5E’s- ENGAGE (1-2 lessons)

TERM 3 / WEEK 1  To capture student interest and find out what they know about XXXXX TOPIC Becoming a safari explorer
 To elicit students’ questions/ prior knowledge about XXXXX
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 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 Human Science Inquiry Skills OUTCOMES
Endeavour
1, 2, 3, 4 & 5
Living things have a Science involves Pose and respond to
variety of external observing, asking questions, and make
Intro
features (ACSSU017 questions about, and predictions To begin lesson students will be in pairs where they will look - class set of safari hats
describing changes in, about familiar objects and
objects and events (ACSIS024) at their partner and record features that they see; nose, hair,
events (ACSHE021) skin, fingernails, feet, long legs. Bring the class back together
LESSON OBJECTIVES and discuss what features they noticed about their partner and
discuss what these features enable them to do. Introduce the
As a result of this lesson, students will be able to:
 Students will make observations about living things
idea that all living things have a variety of external features.
Read book ‘Living things and Nonliving Things: A compare
 Students will identify one or more qualities that determines that
something is living and Contrast book by Kevin Kurtz.
Lesson body ‘Turn to the person next

What is living? to you and tell them who
ASSESSMENT (DIAGNOSTIC) Brainstorm living things and briefly discuss their external you think means
features. As a class compare these features and predict what something is ‘living’
KWL chart they could be used for to benefit each living thing.
Brainstorms Are all living things found in the same places? Would you ‘turn to the person next
Predictions find an elephant down at your local beach? What animals to you and tell them why
might you find at the beach? One student will be invited to you think birds have
answer and then as a class you will explore the external wings’
features of that specific animal.
What animals might we find if we went on a school yard
safari?
Record students’ predications.
Ask students to contribute to the KWL chart that will be

referred back to for the future lessons.
Explain that in a future lesson they will go on a school yard

safari to find out if their predictions were correct, but they will
need to learn how to earn their safari hat before we can go.
Here is how to earn your safari hat:
- Be able to listen to instructions and follow what the teacher
says
- Be a scientist
- Know the code for caring
‘Now I know we haven’t spoken about the code for caring for
the environment so I’m going to go through it with you’ –
explain each step and get students to repeat the points back to ‘what does it mean to be
you. a scientist?’
- search carefully (what does this look like and sound like)
- be gentle (why do we want to be gentle; how could we be ‘Hands up if you know how
gentle?) to listen and follow
- beware of stings and bites (What to do if you saw a snake, teachers’ instructions?’
talk about how some animas have stingers and some bite – ‘Hand up if you are a
when might these animals use their stingers or fangs to bite? scientist’ – (all students
Discuss giving animals their space and only watching not should raise their hand as
touching as this could cause them to feel threatened and then they have had previous
they might use their ‘defence mechanism ‘because they are class discussions about
scared) what it means to be a
- respect the animals (What makes you feel respected? What scientist and that they are
does respect look like and how could we do these things when all scientists)
we are out in nature? E.g. when someone looks after your
belongings- not picking flowers or pulling down trees etc.)
Brainstorm as a class how to care for the environment – write
these up and hang them in the class to refer back to.
Conclusion
Get each student to come up and be awarded with their very
own safari hat to be worn on their school yard safari and
ensure they understand that wearing this hat means they will
‘listen to the teacher, follow the code and find their inner
scientist’ ‘repeat after me, search
carefully, be gentle,
LEARNER DIVERSITY
beware of stings and
Prompting questions and teacher guided discussions for
bites, respect the
students that need support. Students will be involved in think
pair shares before contributing to the class brainstorm to assist animals’
students with ideas for contribution.
‘now say it without me’
SAFETY CONSIDERATIONS:
Explicitly teach the expectations of the student’s behaviour
when engaging in activities outside of the classroom: do this
via earning a safari hat. The hat will serve as a reminder of the
expectations of them when outside and interacting with nature.
This ensures their safety and highlights the sustainability
elements of the lessons.

5E’s- EXPLORE (2-3 lessons)
TERM 3 WEEKS 2  To provide hands on, shared experiences of XXXXX TOPIC: What makes them different
 To support students to investigate and explore ideas about XXXXX
Formative assessment
Thinking Capability
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2 only)
Endeavour
2, 4 & 5
Living things have a Science involves Pose and respond to Introduction
variety of external observing, asking questions, and make
features (ACSSU017 questions about, and predictions Students will go over the code for caring act and the two other  Salt dough –
describing changes in, about familiar objects and requirements for wearing their safari hats (listen and act as the
objects and events (ACSIS024) premade before
teacher instructs, engage inner scientist). Students will put on t heir
events (ACSHE021)
safari hat and go on a school yard safari, stopping and looking at the beginning of
People use science in their
daily lives, including animals they find along the way, tracks they see and sounds they
when caring for
the lesson
their environment and hear. Through prompting conversations teacher will help students to  Plastic insects –
living things (ACSHE022) zone in their focus to the smaller details of sight and sound that helps to use as fossils
the students to discover more about the animals that live around us.
LESSON OBJECTIVES
Throughout the walk the teacher will collect a variety of animals in
 Baking paper
As a result of this lesson, students will be able to: jars that allow the animals to breathe that will be taken back to the  Permanent
 Student will identify 1 or more external features of an animal class for observation and released at the end of the lesson. marker
 Students respect the environment and animals  Light table
 Students will observe a variety of animals from their environment Lesson body  Natural materials
Activity table one:  Googly eyes
1. Students can grab a piece of pre-cut baking paper.  iPad
2. They are asked to write their names on the baking paper
using a permanent marker.
3. Students can then grab a piece of salt down.
ASSESSMENT (FORMATIVE)
4. They need to roll out the salt dough and make sure it is nice
and flat.
- Observations 5. Once they have rolled out the dough, they can select a plastic
- Questioning insect and press the insect into the salt dough.
- Recorded in rubrics with notes on observations and photos on iPad 6. When the students lift the insect off the salt dough, they
of children’s work should be able to see an imprint of the insect – this is the fossil.
7. The student can put as many prints of different insects as
they would like as long as it fits on their salt dough piece.
8. The salt dough will then go in the oven to set.
Activity table two:

1. As a class student will go for a walk around their
surroundings and collect natural materials that they could use
to make an insect
2. The materials will then be bought back to the classroom
and will be put in a basket
3. There will be a light table set up and the students will be
able to create their own insect
4. The teacher will then be able to take photos of what the
students create
Activity table three:

1. Students will get a bug study observation card and pencil
from the table
2. Students will choose a bug that they are wanting to
investigate the external features of and place it in the middle of
the table where they can clearly see it
3. Students will have access to microscopes to investigate the
external features of the insects
4. Student will record their observations on the ‘bug
observation chart’ (filling out the chart for the amount of;
legs, wings, antennas, colours. And then completing a still
image drawing of the insect)
(In the conclusion these ‘bug observation charts’ will be used to
assist students in the class discussion when sharing their findings,
in the class discussion the class will compare the similarities and
differences that each insect has with others and the predict the
potential use for each of the external features)
Activity table four:

1. Children will be told beforehand not to touch the insects,
as they are very small and there for us touching them can
very easily injure their tiny body parts.
2. On the table will be 5 iPad microscopes and a variety of
different insects in containers
3. Students use the microscopes to take a closer look at the
insects and their different external features
4. Students are encouraged to discuss and compare the
insects and how they are similar and/or different (e.g. shape,
amount of legs, colours, markings etc.)

Conclusion
Students will play a game of ‘Simon says’. Students are in groups
of three. The teacher will call out ‘Simon says be a ….’ and in
their group’s students will have to manipulate their bodies and
work with each other to demonstrate their understanding of that
animals’ external features. This will be repeated for all animals
explored that lesson. This will be done outside on the school oval
after the release of any animal that was collected earlier that
lesson.
LEARNER DIVERSITY
- Students prompts for activity two:
Next to the light table there will be examples of what they
could like to help generate ideas for the students.
- Students that struggle with following instruction will be
provided with extra supervision when outside to ensure their
and others safety is prioritised.
- All activities are open ended to allow for engagement from
all ability levels.
SAFETY CONSIDERATIONS
Students will revise their code for caring, and other
requirements that allow them to wear their safari hats before
going out of the classroom. The teacher will go through the
classroom safety signals with the students before leaving the
class so they know when they need to return to the teacher
and how the teacher will gain their attention. When the class
gets outside the boundaries will be set for how far they can
explore and the repercussions if they are seen outside of
these boundaries (‘Why do we have to set these
boundaries?’ for your safety). Teacher will be accompanied
by a parent help or a teacher aid to assist in the safety and
supervision outside of the classroom.

5E’s- EXPLAIN (1 lesson)
TERM / WEEKS:  To support students to develop explanations for experiences and make TOPIC: Comparing creatures
representations of developing conceptual understandings
Formative assessment
Thinking Capability
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2 only)
Endeavour
2, 4, & 5
Living things have a Science involves Use a range of methods to
variety of external observing, asking sort information, including
Intro
features (ACSSU017 questions about, and drawings and provided 1. Review what students now know about earthworms,
describing changes in, tables through discussion,
objects and compare observations with snails and ants.
events (ACSHE021) predictions (ACSIS027) 2. Optional: Ask students to report on what they have
Compare observations identified in their garden recently using their ‘In my own
with those of
others (ACSIS213)
backyard’ journal.
Represent and 3. Explain that students will be working in collaborative
communicate observations
and ideas in a variety of learning teams to find out what is the same and what is Literacy focus
ways (ACSIS029) different about snails and ants. Why do we use a factual
LESSON OBJECTIVES 4. Explain that each student will research one animal using text?
factual texts. Introduce the texts and discuss the purpose We use a factual text to
As a result of this lesson, students will be able to: inform, teach or persuade
 Students will identify 3 or more features of 2 different animals
and features of such texts.
someone reading it. We can
 Students will record their findings read a factual text to
 Students will identify similarities and differences of 2 different 5. Introduce the enlarged copy of ‘Small animal description’ collect information.
animals (Resource sheet 4). Explain that each team member will record What does a factual text
information about the animal they are researching on their include?
‘Small animal description’ (Resource sheet 4). A factual text includes a
title, text and pictures. It
ASSESSMENT (FORMATIVE) might include labels,
Lesson body
diagrams, maps and
- Observation photographs.
6. Form teams and allocate roles. Ask Managers to collect the
- Questioning resource sheets.
7. Allow students time to read texts and gather information.
8. Ask students to share their ‘Small animal description’

(Resource sheet 4) in their teams, to find similarities and
differences between the two animals. For example, students
can record similarities and differences in their science journal.
9. Assist students to provide peer assessment of each other’s’

representations.
10. Discuss the similarity and difference of the animals as a class,
asking Speakers to share their team’s conclusions. Record
information in the class science journal.
11. Optional: View Life in the Undergrowth Episodes 1, ‘Invasion

of the Land’, and 5, ‘Super societies’, pausing to discuss what
students have seen (see ‘Preparation’).
Conclusion
12. Review students’ questions to see if any have been answered.

Update the word wall with words and images.
LEARNER DIVERSITY
Provide a variety of recourses for information collection and research – video,
books, pictures.
Group students so each group has a variety of learning abilities, with the
exception of the support group and the exceeding group. Teacher will provide
extra attention and help for students in the support group, guiding their
research.
5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS:  To challenge and extend students’ understandings in a new context or make TOPIC Where do they live – habitats
connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
Summative assessment of science inquiry skills
Thinking Capability
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2 only)
Endeavour
1, 2, 3, 4, & 5
Living things live in Science involves Participate in guided
different places where observing, asking investigations to explore
Intro
their needs are questions about, and and answer Students will be seated on the mat as a whole class at the
met (ACSSU211) describing changes in, questions (ACSIS025)
objects and beginning of the lesson.
events (ACSHE021) - brainstorm each of the animals that were explored in the
People use science in their school yard safari from the previous lesson and the list
daily lives, including
when caring for
features each animal has.
their environment and - Predict where it might live based upon those features, write
living things (ACSHE022)
predictions on the board to refer back to at the end of the
LESSON OBJECTIVES lesson.
As a result of this lesson, students will be able to: - ask students what questions they want to know about each
 Students will make a prediction animal and where they live.
 Student will use prior knowledge to create a habitat appropriate for
a specific animal Lesson body
 Students will actively contribute to a team/ group Students will go outside to complete to activity on the grass.
Students will be in groups of 4 and asked to design a habitat
for an animal that they are allocated, based upon their
knowledge of their given animal. Using a piece of paper,
drawing and labels.
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) After students have completed their design, they will be
given 15 minutes to explore where they believe their
- Project allocated animal would live (within safety boundaries
outline) and then adjust their habitat design accordingly to
their findings.
Once the design has been shown to the teacher students will
have 10 minutes to put their safari hats on and collect natural
materials to create their habitat according to their design.
Conclusion
Students will present their created habitat to the class and
explain the features of the habitat and what it provides for
their animals in a brief overview.
LEARNER DIVERSITY
Students can ask the teacher for assistance in guiding where their animal
might live if they get stuck. Extension for students would be giving them
a more complex and harder to find animal.
SAFETY CONSIDERATIONS
Epi pen on hand in case of any severe reactions if stung outside
Set clear boundaries where students know they are allowed to explore.
Complete a sweep of the area prior to student engagement to dispose of
any dangerous objects (and discuss with students about what to do if they
come across something that looks dangerous).

5E’s- EVALUATE (1 lesson)
TERM / WEEKS:  To provide opportunities to review and reflect on their learning about XXXXX and TOPIC ‘What am I’ a game of celebrity heads with a twist
represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas when planning
learning experiences
Thinking Capability
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2 only)
Science Understanding Science as a Human Science Inquiry OUTCOMES
Endeavour Skills
1, 3, 4, & 5
Living things have a variety Science involves Represent and
of external observing, asking communicate
Intro - card piece with names
features (ACSSU017) questions about, and observations and Students will have time to brainstorm and revise the recordings and charts of animals written on
describing changes in, ideas in a variety that they have created over the past 4 lessons to refresh their memories
Living things live in objects and of them in a bucket
different places where their events (ACSHE021) ways (ACSIS029 about the different animals they have come across and their habitats to aid
needs are met (ACSSU211)
- printed ‘what am I
them in the completion of the next task. sheets’ 2 per student
LESSON OBJECTIVES
Lesson Body
As a result of this lesson, students will be able to:
When students return to their desk after the whole class discussion, they
 Students will identify 2 or more facts about an animal previously
will have 15 minutes to fill out the ‘what am I’ blurbs about 2 or more
explored in class
animals including facts about their external features and habitats that they
 Students will demonstrate their understanding of animals are found. These blurbs will then be used for the guessing game they will
through clear verbal communication play after writing the blurbs. Students should be encouraged to write the
fact in a way that they don’t give away the animal to easily. Provide a
demonstration as a whole class before students begin this stage of the
ASSESSMENT (SUMMATIVE – Science Understanding)
lesson. Teacher record student responses
- Recording of student’s questions and answers to see how Students will use the ‘What am I’ blurb sheet to structure their facts.
much they have retained and can apply
- Final work sample that summarises the learning
Conclusion
When students finish the game, they can join the class game of ‘celebrity
heads’. Each time a group finishes they join the rest of the group that has
finished and play a game of ‘animal heads’ until the rest of the class has
finished.
Rules of animal heads;

1. Before the game begins the teacher will have written animals that
have been previously explored throughout lessons and place them
in a bucket.
2. Each player pulls cardboard square out of the bucket and without
looking at the name holds it up against their head.
3. Now everyone knows the animals each player has, except the
player themselves
4. To find out the animal, each player takes turns going around the
circle asking questions about their animal.
Such as "can I swim?" or "do I have four legs?"
5. To win the game, a player must be the first to guess the animal.
LEARNER DIVERSITY
Pair students of similar abilities.
References:
Australian Academy of Science. (2012). Primary Connections: Schoolyard Safari Year 1. Retrieved from https://www.primaryconnections.org.au/resources-and-pedagogies/curriculum-
units/schoolyard-safari
Australian Curriculum, Assessment and Reporting Authority. (2012). The Western Australian Curriculum- Science. Retrieved from http://wacurriculum.scsa.wa.edu.au/Science/Rationale
Department of Education, Employment and workplace Relations (DEEWR) (2009). Belonging, being and becoming: The early years learning framework. Barton, ACT: Commonwealth of Australia. Available at
http://k10outline.scsa.wa.edu.au/home/p-10- curriculum/early-years-learning-framework
Kurtz, K (2017). Living Things and Nonliving Things: A Compare and Contrast Book. Arbordale Collection.
English United States. The Arts
Humanities Understand that there are different ways of asking Exploration and improvisation of
The natural, managed and for information, making offers and giving movement ideas to create simple dance
constructed features of places, their commands (ACELA1446) sequences (ACADAM001)
location on a pictorial map, how they
may change over time (e.g. erosion,
revegetated areas, planted crops, new Write 3 questions for you peers to answer Use the animals explored in the
buildings) and how they can be cared for about your school yard safari, peers would class school yard safari to create a
Humanities
How weather (e.g. rainfall, temperature,
sunshine, wind) and seasons vary The Arts
between places, and the terms used to
describe them (ACHASSK032)
School Yard Safari Exploration of, and experimentation with,
the visual art elements of shape, colour
line, space and texture (ACAVAM106)
Linking with living things basic Science
needs in each place and how they Students paint a still image from their
are being met. How these weather school yard safari
impacts living things.
Humanities English English

How the present, past and future are Recognise that different types of punctuation, Respond to texts drawn from a
signified by terms indicating time (e.g. including full stops, question marks and range of cultures and
'a long time ago'; 'then and now'; 'now exclamation marks, signal sentences that make experiences (ACELY1655) The Arts
and then'; 'old and new'; 'tomorrow') as statements, ask questions, express emotion or Use of dramatic action to sequence
well as by dates and changes that may give commands (ACELA1449) events to communicate an idea or
Read Safari, So Good! By message (ACADRM027)
have personal significance (e.g.
birthdays, holidays, celebrations, When reading Safari, So Good by Bonnie
Bonnie Worth with students and
seasons) (ACHASSK029 Worth, highlight the different punctuation get student to respond to their Students perform a piece to their peers
used. Deconstruct some sentences from the favourite part to the text through and/or school about caring for the
Look at how the environment has text and get students to help insert the correct words and illustration. environment and sustainability
changed over time and the significant punctuation where it is missing.
events that have caused these changes
and how this impact living things.

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SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ENGAGE (1-2 lessons)

CROSS CURRICULUM PRIORITIES

SCSA LINKS EYLF

Lesson body ‘Turn to the person next

Ask students to contribute to the KWL chart that will be

Explain that in a future lesson they will go on a school yard

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

Activity table two:

Activity table three:

Activity table four:

SCIENCE FORWARD PLANNING DOCUMENT

7. Allow students time to read texts and gather information.

8. Ask students to share their ‘Small animal description’

9. Assist students to provide peer assessment of each other’s’

11. Optional: View Life in the Undergrowth Episodes 1, ‘Invasion

12. Review students’ questions to see if any have been answered.

SCSA LINKS EYLF

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

Rules of animal heads;

Humanities English English

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