Primary Science FPD 5es

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

TERM / WEEKS: 3/1  To capture student interest and find out what they know about XXXXX TOPIC: Where have the tadpoles gone?
 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
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
(ACSSU030) (ACSIS037) 2,4 -5 Introduction- tadpole agree and disagree statements and Design brief
discussion for students to air their ideas about tadpoles. What do Agree disagree
you agree with what don’t you agree with? Think – Pair – Share statements and cards
discussion, add to TWLH chart what I know and what I think I Class TWLH chart
LESSON OBJECTIVES
know. Why would tadpoles
As a result of this lesson, students will be able to: Body-Introduce the design brief and start a word wall. Teacher
 Make a prediction based on prior knowledge related to the life disappear from a pond
writes any words the students or teacher can find in the design which now has so many
cycle of a tadpole.
brief or related to biological science. Make a prediction as to why
 Draw the life cycle of a tadpole based on prior frogs? Students make
the tadpoles have been replaced with frogs?
knowledge their own guess.
Conclusion - Exit ticket, add to TWLH what I want to find out
 Engage with concept cartoon discussion. and word wall a new or important word (verbal to teacher or Life cycle paper
ASSESSMENT (DIAGNOSTIC) written directly). Can we make a
prediction and change
 TWLH chart
LEARNER DIVERSITY our prediction when
 The work sample (Tadpole lifecycle) Enable – Teacher conference asking prompting questions to get students to proven wrong? Yes,
 Prediction as to why the tadpoles have disappeared. share what they know. scientists do this, learning
Extend – Students write their prediction on the class TWLH chart and one
supporting reason. involves being wrong
sometimes.

5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS: 3/2  To provide hands on, shared experiences of XXXXX TOPIC Observe tadpoles
 To support students to investigate and explore ideas about XXXXX
Formative assessment
Thinking Capability
SCSA LINKS EYLF

2 only)
Science Understanding Science as a Human Science Inquiry OUTCOMES
Endeavour Skills
(ACSSU030) (ACSHE034 (ACSIS038 2,4-5 Introduction – Tadpole’s promise – Jeanne Willis TWLH chart
Bring attention to the life cycle. Update TWLH chart and word wall if
) ) students have learnt anything new from story. Work with students to stick
Tadpole’s promise –
on the life cycle of tadpole on the white board students guessing and Jeanne Willis
teacher guiding. What happened in the
story? Could this of
Body – Teacher introduces each research station students a pair at a time
complete the tasks required at each station. Students who are not currently
happened to my
on a station can draw ideas for the diorama. Once a pair has completed all tadpoles? The tadpole
stations they go to the teacher for the assessment. changed over time into a
frog and this could be
Conclusion – Teachers asks a series of questions about frogs with students
going to agree, disagree or unsure space. The teacher gives the correct what happened to your
response after student’s present reasons why they hold that opinion. tadpoles.
Science journal template
Students would then go excursions to wetlands such Herdsman lake, Tadpole aquarium
research tadpoles/frogs through books and videos including frog dioramas
before next lesson. Frog stations
iPad
LEARNER DIVERSITY
Enable – record a voice memo of observations
Extend – student label their picture identifying the features of the tadpole
(head, tail, legs, eyes, mouth ect).
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Assemble frog pictures to show life cycle.
 Make two observations on class tadpole
 Work in a pair to complete research stations
ASSESSMENT (FORMATIVE)
 Each pair match pictures to different stages of frog
development with teacher to guide and correct on the
spot. (Checklist)
 Teacher checks work of students as they complete their
observations on the tadpole. (Checklist)
5E’s- EXPLAIN (1 lesson)
TERM / WEEKS: 3/6  To support students to develop explanations for experiences and make TOPIC Building the diorama
representations of developing conceptual understandings
Formative assessment
Thinking Capability
SCSA LINKS EYLF

2 only)
Human Skills
Endeavour
(ACSSU030) (ACSIS040 2,4-5 Introduction- Explain the Dreamtime to students show video YouTube video Tiddalick
) about Tiddalick the frog. the frog -
Think -Pair – Share how can we include elements of the https://bit.ly/2FNLY3k
Tiddalick story in our diorama? How can we make our
LESSON OBJECTIVES
As a result of this lesson, students will be able to: dioramas more
 Draw the life cycle of a tadpole Body- Expedition walk to on campus frog pond and green areas interesting?
 Identify the environment a tadpole live in to collect leaf litter and gain inspiration for the dioramas. Including natural and
 Collaborate to produce a diorama idea Students can finish design idea then seek approval for idea need artificial materials and
to meet criteria on design brief. Once approved students can start symbols of the
work. Dreamtime.
ASSESSMENT (FORMATIVE)
Aboriginal symbols
Life cycle and environment of a tadpole will be shown on the Conclusion – Teacher askes students if they can answer some of
https://bit.ly/2RKd65G
draft to be approved by the teacher the teacher will then the questions on the want to know side of TWLH chart or add to
iPads
comment and ask questions to test student’s knowledge, any other column of the table. Exit ticket add to class tadpole life
cycle poster. Tadpole life cycle poster
correcting and praising where required. template.
LEARNER DIVERSITY
Enable students if stuck can use iPads to find ideas on how to design their
dioramas
Extend students will include labels to explain elements of their dioramas.

5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS: 3/8  To challenge and extend students’ understandings in a new context or make TOPIC What’s next for the class tadpole.
connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
Summative assessment of science inquiry skills
Thinking Capability
SCSA LINKS EYLF

2 only)
Human Skills
Endeavour
(ACSSU030) (ACSIS042 2,4-5 Introduction – Game, question swap, students are all given a card with a What have we learnt so
question relating to the life or life cycle of frogs/tadpoles. Students dance
) while the music plays, when the music stops, they look for a partner to ask
far in this investigation?
their question then swap questions. Students answer what
LESSON OBJECTIVES At the end the teacher asks students to add to what have we learned and how they have learnt.
As a result of this lesson, students will be able to: do we know columns. Question cards
 Make a prediction for the growth stages of the class tadpole. Body – Students fill in a second observation sheet of tadpole and then discuss
Observation sheets
 Communicate with table observation and prediction. at their table what they observed and what they predict will happen next to the
tadpole. How will our tadpole
 Collaborate with partner to fill in observation sheet. Conclusion – Students individually draw a picture of the next life stage and change next?
write underneath why they think that is the next life stage. Students will guess on of
LEARNER DIVERSITY
Enable – Students can use a picture of the life stage they think is correct and
the 5 life stages.
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
record themselves explaining why that is the next stage. Prediction sheet
Annotated notes on communication skills of students during Extend – students are asked to label the diagram and in the written section iPad
table discussions. predict the next life stage.
Work sample prediction of next life stage for class tadpole

5E’s- EVALUATE (1 lesson)
TERM / WEEKS: 3/ 8  To provide opportunities to review and reflect on their learning about XXXXX and TOPIC What have we learnt
represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas when planning
learning experiences
Thinking Capability
SCSA LINKS EYLF

2 only)
Science Understanding Science as a Human Science Inquiry OUTCOMES
Endeavour Skills
(ACSSU030) (ACSHE034 2,4-5 Introduction – Game question circle with ball students stand in a Ball
) circle and the teacher asks questions of students related to the want to What have we learnt
know, what we have learned and what we think we know columns of during this project?
the TLWH table.
LESSON OBJECTIVES Body – Students are given 15 minutes to complete the final parts of Student answer what they
As a result of this lesson, students will be able to: their dioramas and decide how they are going to talk about their have learnt.
 Explain their diorama to a small group model. Then explain their dioramas taking turns to explain different Word wall
 Construct a diorama showing the life cycle of a tadpole elements in small group and anything they have learnt about TWLH chart
and where tadpoles/frogs live tadpoles/frogs. The dioramas are then presented on a table in the
middle of the classroom and the students respectfully inspect other How have our opinions
 Share what they have learnt about tadpoles changed during this
students work (gallery walk).
Conclusion – Teacher talks about the word wall, TWLH chart asking project?
ASSESSMENT (SUMMATIVE – Science Understanding) and concept cartoon asking if students have changed their opinions Student answer how their
Rubric - Work sample showing their knowledge of tadpoles about tadpoles or predictions related to the design brief and why. perspective of tadpoles
including their habitat LEARNER DIVERSITY
Enable – Teacher gives simpler question during introduction activity.
has changed during the
Annotated notes during feedback from class project using the concept
Extend – Students are given challenging question in introduction activity and
are challenged to write a short blurb about their diorama. cartoon and TWLH as
evidence.
Appendix 1. Design Brief
2. Science Journal Template
3. Resource 1 TWLH chart.
Tadpole Mystery TWLH chart
What we THINK we know What we WANT to know What we Learned How we know
4. Frog Stations
 Sensory an open tray with the models of each life stage of a frog, rocks, and water students place the models in the places they think they fit and are
encouraged to play in the environment.
 Drawing frog species off pictures Students try drawing a picture of common frogs and tadpoles such as the green tree frog and corrobboree frog
 Life cycle students place pictures of the life stages of a tadpole in the correct order
 Frog story students assemble the 5 pages of a book about frogs in the order they would like to tell a story.
 Research information to be include in the diorama using books
 Draw a first draft of the diorama.
 Complete science journal template
5. Screen print from Jinta Art https://www.jintaart.com.au/iconography
6. Frog stickers b
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7. Agree, disagree or unsure statements
Teacher reads the following statements and then the students go to the corner of the room with the card agree, disagree or unsure depending on
their answer. Teacher asks students reason why they think that is the answer. Teacher marks a tally how many students agree, disagree or are unsure
of each question. Teacher does not correct students when wrong and asks probing questions to understand logic of students answer.
Statements
- Tadpoles never change as they grow
- Tadpoles can breathe underwater
- Frogs and tadpoles are the same animal just at different stages of life
- Tadpoles need certain food in their environment to survive
- Tadpoles are eaten by other animals
- Too much heat can affect the life of a tadpole
Assessment Annotated notes
Albert Beth Chris Darren Eric

1 1 1 1 1
2 2 2 2 2
C: C: C: C: C:

Frank Gil Hilbert Ivan Jack

1 1 1 1 1
2 2 2 2 2
C: C: C: C: C:

Kevin Liam Matt Nathan Olivia

1 1 1 1 1
2 2 2 2 2
C: C: C: C: C:

Pen Riley Rebecca Rachel Sam

1 1 1 1 1
2 2 2 2 2
C: C: C: C: C:

Tyron Talia
1 1 Key
2 2 Tick = met objective 1 or 2
C: C: Dot = meet standard with guided help
Cross = did not meet objective 1 or 2
C: = Comment on work

Rubric for teacher marking purposes only
A B C D E
Diorama shows through Diorama shows through Diorama shows the Diorama shows with Does not meet D
labels of life cycle the labels of life cycle the different life stages of a insufficient labelling grade.
similarities and similarities and frog with sufficient the different life
differences at different differences at different labelling to state each stage of frog. Habitat
life stages of tadpole life stages of tadpole life stage. Including shown is unsuitable
development into a development into a appropriate habitat. for a frog or tadpole.
frog with interesting frog. Including
facts at each stage. appropriate habitat.
Including appropriate
habitat.
A reason why the A reason why the A reason why the No clear reason why Does not meet D
tadpoles have tadpoles have tadpoles have tadpoles have grade.
disappeared backed up disappeared with little disappeared. disappeared.
with sound evidence. evidence.
Australian Curriculum: Science (Year 2)
Sub-strands Content Descriptions Achievement Standard
 Living things grow, change and have offspring similar to themselves (ACSSU030) By the end of Year 2, students describe
Science
Biological sciences
changes to objects, materials and living
Chemical sciences 
understanding
Different materials can be combined, including by mixing, for a particular purpose (ACSSU031) things. They identify that certain
materials and resources have different
Earth and space  Earth’s resources, including water, are used in a variety of ways (ACSSU032)
uses and describe examples of where
sciences
science is used in people’s daily lives.
Physical sciences  A push or a pull affects how an object moves or changes shape (ACSSU033)
Students pose questions about their
Nature and  Science involves asking questions about, and describing changes in, objects and events (ACSHE021) experiences and predict outcomes of
development of investigations. They use informal
as a human endeavour
science
measurements to make and compare
Use and influence of  People use science in their daily lives, including when caring for their environment and living things observations. They follow instructions
science (ACSHE022) to record and represent their
observations and communicate their
ideas to others.
(Year 1-2)
Science
Questioning and  Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024)
predicting
Planning and  Participate in different types of guided investigations to explore and answer questions, such as manipulating
conducting materials, testing ideas, and accessing information sources (ACSIS025)
Science inquiry skills (Year 1-2)
 Use informal measurements in the collection and recording of observations, with the assistance of digital
technologies as appropriate (ACSIS026)
Processing and  Use a range of methods to sort information, including drawings and provided tables (ACSIS027)
analysing data and  Through discussion, compare observations with predictions (ACSIS212)
information
Evaluating  Compare observations with those of others (ACSIS213)

Represent and communicate observations and ideas in a variety of ways such as oral and written language,
Communicating
drawing and role play (ACSIS029)
General Capabilities Cross Curriculum Priorities Notes: Students are presented with a
 Literacy  Aboriginal and Torres Strait Islander problem of tadpoles disappearing
from a pond and make a prediction
 Numeracy based on their prior knowledge. They
histories and cultures
 Information and communication technology then investigate through books,
(ICT) competence  Asia and Australia’s engagement with Asia videos, excursions to talk to experts
Australian Curriculum: Science (Year 2)
Sub-strands Content Descriptions Achievement Standard
 Critical and creative thinking  Sustainability and learn about wetlands hands on.
 Ethical behaviour Their observations are shared with a
 Personal and social competence group and presented explanation to
 Intercultural understanding why tadpoles in a diorama explaining
why and the life cycle of a tadpole.
CONCEPT MAP Maths

English
Student write a science journal Students measure with informal
of the development of a tadpole Religious Education / Spiritual Education units the length of a tadpole
detailing the measurements, Frogs are a part of God’s creation which each day, recording the rate of
behaviour, and features to show require our stewardship. Students describe growth.
change in growth over time. actions they can do to save wetlands such
as not litter.
Concept: Frogs Term: 3 Weeks: 1-10

©The University of Notre Dame 2010 developed by C McGunnigle
Science / Technology & Enterprise Health & Physical Education

How can we build a frog habitat that can be built Students compare a frog life cycle to their own and
and safe on the school campus? Student design, see the need to grow and accept positive change in
research and help build a frog pond. their lives.
Geography The Arts

History
Where can frogs be found Draw different types of frog or the
Tiddalick is the Dreamtime frog
around the world? How has life cycle of a frog identifying the

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Primary Science FPD 5es

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SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ENGAGE (1-2 lessons)

SCSA LINKS EYLF

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

SCSA LINKS EYLF

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

Albert Beth Chris Darren Eric

Frank Gil Hilbert Ivan Jack

Kevin Liam Matt Nathan Olivia

Pen Riley Rebecca Rachel Sam

Evaluating  Compare observations with those of others (ACSIS213)

CONCEPT MAP Maths

Concept: Frogs Term: 3 Weeks: 1-10

Science / Technology & Enterprise Health & Physical Education

Geography The Arts

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