SCIENCE FORWARD PLANNING DOCUMENT

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

 To capture student interest and find out what they know
Term 1, Week 3 about XXXXX Biological Sciences
 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 Thinking Ethical Understanding Personal and Social Capability Intercultural Understanding

Cross-Curriculum Priorities

Sustainability Aboriginal and Torres Strait Islander Histories and Cultures Asia and Australia’s Engagement with Asia

SCSA Links EYLF Integration Teaching and Learning Experiences Resources

Science Science as a Science Inquiry Outcomes Introduction

Understanding Human Endeavour Skills
1. Very brief game of ‘Simon Says’, to have children familiarise themselves with their own
Living things have a external features such as nose, hands, mouth, etc.
Outcome 2
variety of external
features. 2. Ask a child to list one of the things that Simon said to point to. Have the child/class
(WACSSU017) Outcome 4
explain what it is, why we need it.
Outcome 5
3. Ask students is they can think of a living thing that has a different mouth. Ask students
what else might be different about that living thing.

4. Introduce the snake (check for phobias beforehand) and ask students what the snakes
Real life snake
look like, encouraging them to think about the similarities and differences between the
snakes and ‘people’.

Lesson Body

1. Students watch the YouTube video ‘Kangaroo and Emu Dance’ from 0.53-2.10 minutes. YouTube Video:
https://www.youtube.com/watch?v=
2. Students discuss in groups of 3 what they could see on the kangaroo or emu and how BVk5ptp80MY&t=19s
the men showed it in their dance (i.e. the emu’s neck and beak, and the main using his
arm shaped like a long neck and his hand as a head and sharp beak on top).

3. By this stage of the lesson, students will have discussed the features of humans, emus,
kangaroos, snakes, and whatever animal was chosen during part of the introduction (i.e. Whiteboard
dog). Write these animals on the board and underneath write children’s words about Whiteboard markers
‘what they look like’ (their observable features). 

Lesson Closure
Lesson Objectives
As a result of this lesson, students will be able to:
 Explore how Aboriginal and Torres Strait Islander Peoples’ observations of
external features of living things are mimicked and replicated in traditional
dance.
 Work in groups of 3 to create and perform a series of movements that
represents their understanding of a living thing’s observable features.
Assessment (Diagnostic)
Diagnostic assessment during all group and class discussions. This will allow the
teacher to determine student’s individual strengths, weaknesses, knowledge and
skills, prior to learning about this topic. The assessment will be through the
questioning that occurs throughout the lesson.
4. Students choose an animal and work in groups of 3 to create a 10 second dance to
represent the animal and its features. They are given 5 minutes to create it before
performing to the class.
1. Children play a game where they guess which animal each group’s dance represented.
Lolly snakes
2. Correct answers are rewarded with lolly snakes – explanations are appreciated.
Learner Diversity
 Having all activities as group activities allows less confident students to receive scaffolding and support from other group
members.
 Group activities also assist less confident students by relieving pressure that would usually be present if students were expected
to complete activities individually.
 Questions asked by the teacher during the lesson allow for both high proficiency and low proficiency answers, meaning students
of all capabilities are able to contribute and participate in the lesson.
 The teacher can use coloured popsticks to customise children’s groups rather than groups being determined by where students
are sitting. This allows students who may struggle to be grouped together, and the teacher can spend more time with that group
than other groups. Alternatively, a teacher’s assistance can sit with them.
 SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5E’s- EXPLORE (2-3 lessons) TOPIC

 To provide hands on, shared experiences of XXXXX
Term 1, Week 3  To support students to investigate and explore ideas about Biological Sciences
XXXXX
 Formative assessment

General Capabilities

Literacy Numeracy ICT Capability Critical and Creative Thinking Ethical Understanding Personal and Social Capability Intercultural Understanding

Cross-Curriculum Priorities

Sustainability Aboriginal and Torres Strait Islander Histories and Cultures Asia and Australia’s Engagement with Asia

SCSA Links EYLF Integration Teaching and Learning Experiences Resources

Science Science as a Science Inquiry Outcomes Introduction

Understanding Human Endeavour Skills
1. Students are brought in from recess to find a large Venn Diagram shape Chalk/Masking tape
Living things have a Use a range of chalked/masking taped onto the mat space.
variety of external methods to sort
features. information, 2. Teacher has made a series of cards outlining human and non-human features and hands Cards
(ACSSU017) including drawings out one per student (see below).
and provided tables
through discussion,
compare
3. One by one, each student reads their card aloud to the class. As a class, students must
observations with decide whether the card goes into the human, non-human, both or neither part of the
predictions. Venn Diagram.
(ACSIS027)
Lesson Body

1. Students are provided with a template of a Venn Diagram. They are to choose one Venn Diagram worksheet
animal and compare themselves to that animal using the appropriate placement of ideas.

Conclusion

1. Students are to regroup on the mat space before being split into partners. In the
partnerships, students are to read each other their Venn Diagrams.

Lesson Objectives

As a result of this lesson, students will be able to:

 Complete a ‘human Venn Diagram’ using key note cards and masking
tape.

 Identify similarities and differences between themselves and a range of

 animals.

Assessment (Formative) Learner Diversity

This formative assessment for this lesson will be the worksheet completed (Venn  Advanced students will be asked to fill out the outside of the Venn Diagram – e.g. ideas
Diagram). that fall into neither part of the diagram.

 Struggling students will be provided with an animal as a prompt – this animal could be
their pet.
Heart Legs 2 Legs 4 Legs Hair

Fur Cold- Scales Feathers Bark

blooded

Beak Warm- No heart No blood Talk

blooded

Skin Breathe 2 eyes Snout Nose

 Animal vs. Me

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5E’s- EXPLORE (2-3 lessons) TOPIC

 To provide hands on, shared experiences of XXXXX
Term 1, Week 3  To support students to investigate and explore ideas about Biological Sciences
XXXXX
 Formative assessment

General Capabilities

Literacy Numeracy ICT Capability Critical and Creative Thinking Ethical Understanding Personal and Social Capability Intercultural Understanding

Cross-Curriculum Priorities

Sustainability Aboriginal and Torres Strait Islander Histories and Cultures Asia and Australia’s Engagement with Asia

SCSA Links EYLF Integration Teaching and Learning Experiences Resources

Science Science as a Science Inquiry Outcomes Introduction

Understanding Human Endeavour Skills
1. Students are taken onto the school oval and asked to run one lap of the oval as a warm
Science involves up activity.
Outcome 2
observing, asking
questions about, 2. While students are doing this, teacher sets up 5 stations with sports equipment. Sports equipment (hurdles,
and describing Outcome 4
[SAFETY: Ensure equipment chosen is appropriate for a Year 1 level – e.g. no weights, basketball, etc.)
changes in, objects skipping ropes, etc.]
and events. Outcome 5
(ACSHE021)
Lesson Body

1. At each station, students are presented with a task as well as an image of an animal from
the following list:
- Cat
- Caterpillar
- Elephant
- Bird
- Giraffe

2. As a part of the task, students are to attempt to complete the task as if they were that
animal. For example, as a caterpillar, students must be low to the ground; a bird,
students must pretend to have wings.

Conclusion

1. Teacher brings students back to the classroom. As a class, students brainstorm what

Lesson Objectives
As a result of this lesson, students will be able to:
 Complete a series of sport stations whilst acting out a provided animal.
 Write a short reflection (minimum 2 sentences) about their favourite animal
and how they acted out said animal.
Assessment (Formative)
This activity will be assessed via a short passage or reflection written in their writing
scrapbooks. It is important that the teacher looks out for the following:
 Spelling
 Sentence structure
 Punctuation (full stops and capital letters)
animal was the hardest to act like, and why – as well as which task was the most difficult
to perform.
Writing scrapbooks
2. Students are to then write a short reflection in their writing scrapbooks about what their
favourite animal was and how they pretended to act like that animal.
Learner Diversity
 Students with physical disabilities will be assisted with each task however it is important
to note that the tasks should cater for students of all ability levels except where limited.
For example – a child in a wheelchair would not undertake the caterpillar task.
 When writing the reflection, the teacher may choose to place or write sentence starters
on the whiteboard for students who have difficulty commencing the task. E.g. “My
favourite task was… because…”
 SCIENCE FORWARD PLANNING DOCUMENT

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

 To support students to develop explanations for
Term 1, Week 4 experiences and make representations of developing Biological Sciences
conceptual understandings
 Formative assessment

General Capabilities

Literacy Numeracy ICT Capability Critical and Creative Thinking Ethical Understanding Personal and Social Capability Intercultural Understanding

Cross-Curriculum Priorities

Sustainability Aboriginal and Torres Strait Islander Histories and Cultures Asia and Australia’s Engagement with Asia

SCSA Links EYLF Integration Teaching and Learning Experiences Resources

Science Science as a Science Inquiry Outcomes Introduction

Understanding Human Endeavour Skills
1. Teacher reads the story ‘Animalium: Welcome to the Museum’ by Jenny Broom. Animalium by Jenny Broom
Use a range of
methods to sort 2. Teacher allows for students to point out animals (ensure students raise their hand before
Outcome 2
information, speaking).
including drawings
and provided tables Outcome 4
3. Teacher asks students for stories about any of the animals featured in the text – these
through discussion,
could range from talking about a funny animal they saw, or a trip to the zoo they once
compare Outcome 5
observations with went on.
predictions.
(ACSIS027) Lesson Body

1. Students return to their desk and are to complete the worksheet provided to them
(attached below). Worksheet

2. Teacher must float around the classroom and assist students.

Conclusion
Pencils and erasers
1. Teacher brings students to the mat to run through the ideas that students have added to
their worksheet. Students are encouraged to bring their pencils and erasers to the mat to
add or make changes to their work.

Lesson Objectives

As a result of this lesson, students will be able to:

 Identify at least 3 key features of animals from around the world.

  Share ideas in a group discussion format and make changes where
necessary.

Assessment (Formative) Learner Diversity

 In terms of assessment, students will be assessed based on their  Teacher enables a small group to come to the mat if they need assistance in starting the
worksheet findings. work.

 Early finishers will be asked to create their own animal and label it using their favourite
features from the provided animals.

 When evaluating at the end of the lesson – ensure all students are asked, perhaps use
popsticks to call upon students for an answer.
 Animal Body Parts

I am a dog. I have 4 legs and 0 arms. I am a __. I have _ legs and _ arms. I am a __. I have _ legs and _ arms.
My ears are pointy and my nose is a My ears are ___ and my nose is ___. My ears are ___ and my nose is ___.
snout. I am lots of different sizes. I am ________. I am ________.

I am a __. I have _ legs and _ arms.

I am a __. I have _ legs and _ arms. I am a __. I have _ legs and _ arms.
My ears are ___ and my nose is ___.
My ears are ___ and my nose is ___. My ears are ___ and my nose is ___.
I am ________. I am ________.
I am ________.
 SCIENCE FORWARD PLANNING DOCUMENT

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

 To challenge and extend students’ understandings in a new
Term 1, Week 4 context or make connections to additional concepts through Biological Sciences
a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

General Capabilities

Literacy Numeracy ICT Capability Critical and Creative Thinking Ethical Understanding Personal and Social Capability Intercultural Understanding

Cross-Curriculum Priorities

Sustainability Aboriginal and Torres Strait Islander Histories and Cultures Asia and Australia’s Engagement with Asia

SCSA Links EYLF Integration Teaching and Learning Experiences Resources

Science Science as a Science Inquiry Outcomes Introduction

Understanding Human Endeavour Skills
Images of close up animals
1. Students are shown a series of images of animal body parts.
Living things have a Compare Outcome 2
variety of external observations with 2. Using the popsticks, the teacher calls upon students to ask them what animal this body
features. those of others. part belongs to and why.
(ACSSU017) (ACSIS213) Outcome 4
3. Students are to outline the strengths of each body part – e.g. wings on a bird, help them
Outcome 5
fly; giraffes’ long necks help them eat leaves in trees high up.

Lesson Body

1. Students return to their desk and have free range of creating their own animal using Paper and pencils
different body parts from their favourite animals.

2. Teacher allows students to go through photos on their desk of different animal body SmartBoard
parts, as well as having the SmartBoard photos available on the screen.

Conclusion

1. Once drawn, coloured in and labelled, students are to keep their work on their desk Printed images
visible for all students.

2. Students are to walk around the classroom and look at everyone’s work. [SAFETY:
Ensure all chairs are pushed in and there are no hazards on the floor such as pencils,
glue sticks, etc. Teacher makes students walk in a ‘conga line’ formation with hands on
the shoulders of the person in front to ensure no students touch anything and there is an
orderly fashion occurring].
Lesson Objectives

As a result of this lesson, students will be able to:

 Identify body parts of animals based on close up images.

 Explain why animals have specific body parts and their specific uses in the
animals environment.

Assessment (Summative – Science Inquiry Skills) Learner Diversity

 Students who do not know how to begin the task will be provided with animals to mix
together or get the teacher to begin their task for them.

 Students who have completed the task will be asked to ensure they have coloured and
labelled their animal before moving on to help their peers.
 SCIENCE FORWARD PLANNING DOCUMENT

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

 To provide opportunities to review and reflect on their
Term 1, Week 5 learning about XXXXX and represent what they know about Biological Sciences
XXXXX
 Summative assessment of science understanding e
account of students’ existing ideas when planning learning
experiences

General Capabilities

Literacy Numeracy ICT Capability Critical and Creative Thinking Ethical Understanding Personal and Social Capability Intercultural Understanding

Cross-Curriculum Priorities

Sustainability Aboriginal and Torres Strait Islander Histories and Cultures Asia and Australia’s Engagement with Asia

SCSA Links EYLF Integration Teaching and Learning Experiences Resources

Science Science as a Science Inquiry Outcomes Introduction

Understanding Human Endeavour Skills
1. Students, in English lessons, have worked on writing letters to their parents to invite them Letters to parents
Living things have a Represent and to a Biological Science Fair which will be held during class time after the class assembly.
Outcome 2
variety of external communicate
features. observations and 2. Students will set up their own desk with their designed animal on display, and write up a Desk, fact sheet
(ACSSU017) ideas in a variety of Outcome 4
fact sheet about their animal, ready to present to their parents.
ways.
(ACSIS029) Outcome 5
3. Students will be wearing a lab coat and science glasses as a fun way to make the event Lab coat and glasses
feel more realistic for students, as well as to make great photos for their teachers.

Lesson Body

1. As parents arrive, students will greet their parents at the door, hand them a pretend Pretend science fair ticket
science fair ticket and bring them up to their station.

2. Students will have to explain to their parents the following: Cue cards
- What their animal is
- What body parts their animal is made up of
- Why they have chosen these specific body parts
- What their animal eats

3. Parents are free to walk around and look at other students’ work. [SAFETY: It is crucial
that parents do not take photos of any student/students’ work that is not their own child’s
due to legalities involved].

Conclusion

1. When teacher announces, students are to say goodbye to their parents as parents leave
the classroom.
 2. Students are to hand their worksheets back up to the teacher and help pack up their work
station.

Lesson Objectives

As a result of this lesson, students will be able to:

 Present their ideas and findings to a parent/peer and provide reasons

behind their thinking.

Assessment (Summative – Science Understanding) Learner Diversity

 The assessment of the students learning conducted during this task will be
their overall presentation to their parents and peers. This will be indicated
by the teacher observing each presentation, as well as a presentation
reflection conducted in future lessons.
 Students who are feeling uncertain about their presentation will be prompted by cue
cards that the teacher will provide to the student at the beginning of the lesson. All
students may have these cue cards on hand.
 Advanced students will be asked to elaborate by their parents and peers.

References

WA Curriculum and Assessment Outline

http://www.scsa.wa.edu.au/

http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/science-v8

http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/science-v8/overview/rationale