STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: UNITED NATIONS SUSTAINABLE YEAR LEVEL:

Term: 4 Week: 2 DEVELOPMENT GOAL: Life on Land 4
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
Design Design Digital Digital
Technologies Technologies Technologies Technologies
Knowledge & Process & Knowledge & Process &
Understandings Production Understandings Production
Skills Skills

(ACTDEK010) (WATPPS26) (ACTDIK007) (ACTDIP009)

Introduction: Resources:
Teacher continues from the previous lesson. Students now have an
understanding of the importance of trees, in this lesson they will now “Through the Smoke”
research how the damaging impact bushfires have on the environment. by Phil Cummings

Teacher introduces the lesson topic of bushfires that will be the key focus Anecdotal Note taking
for the next 7 weeks. Teacher reads the book “Through the Smoke” by Phil sheet
Cummings.
- Students see the damaging impact fire has on the environment and iPads
the wildlife in that area. This allows the teacher to begin the lesson
content Collaborative mind
mapping software:
Teacher asks questions about what students saw in the book and how it https://lucidspark.com
impacted the environment

Body:
Students are in a rural school, so they may be familiar with the impacts of Key Questions:
bushfires on the environment.
What did the fire destroy
Teacher creates a story about how the government has asked them to in the book?
provide bushfire relief and create strategies to repair the environment.
Were there any animals
Teacher opens a class discussion about why it is important to cater for and or wildlife misplaced
look after displaced wildlife from bushfires (such as; they have no place to from the bushfire? If so,
live and are exposed to predators, and there is nothing for them to eat, how can we
drink, etc.) accommodate for them?
- Students are to research, with a partner, the wildlife that were
misplaced and effected by the bushfires How could we repair
1. Where did this wildlife live? that environment?
2. How can we accommodate for them?
3. What did their habitats look like?
4. Why do we accommodate for the misplaced animals?
5. What materials/resources do we need to recreate these habitats
and provide them with a home until the environment is
repaired?
6. The particular trees and vegetation that is needed to be planted
to ensure that these animals will come back to the environment
and be capable of surviving

Conclusion:
Students present their research findings as a class. Students are to continue
their brainstorm from the previous lesson and add the new information
they found in today’s lesson. The headings the students will add include:
- The variety of wildlife that are found in their specific environment
- How to accommodate for the misplaced wildlife
- The type of habitats the wildlife lives in

LEARNER DIVERSITY
 Teacher will partner students according to their researching ability and
achievement standard. Therefore, low achieving students will be partnered
with high achieving students, so they have the opportunity to produce
higher quality research notes.
OTHER SCSA LINKS eg Maths, Science

English: (ACELY1692)

Science: (ACSSU073)

OBJECTIVES

Students use their research skills to contribute to a class

discussion about the damaging impact of bushfires on the
environment.

ASSESSMENT

Similar to the first lesson, students are participating in

partner collaboration during a research task. Therefore,
the teacher will use another anecdotal note taking sheet
to monitor how the students are progressing through their
research.

At the conclusion of the lesson the teacher will ask

particular students to provide any input to the brainstorm
or anything they found interesting in their research.