STEM FORWARD PLANNING DOCUMENT – Lesson 4
TERM 2 WEEK 1 UNITED NATIONS SUSTAINABLE DEVELOPMENT
GENERAL CAPABILITIES
Literacy
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures
Design Technologies
Knowledge & Understandings
OBJECTIVES
 Identify the correct native
Australian animal from its
biological name using the
guide provided
 Design an animal that
could survive in the South-
West ecosystem and
identify its food source,
predators, classification
and scientific name.
 Draw a labelled diagram
that includes all specific
adaptations of the created
animal.
ASSESSMENT
 Topic Quiz Lesson 1-3
(Formative/formal worth
YEAR LEVEL: 7
GOAL: Goal 15 (Life on Land)
Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
Asia and Australia’s engagement with Asia Sustainability
Design Technologies Digital Technologies Digital Technologies OTHER SCSA LINKS eg Maths,
Process & Production Skills Knowledge & Understandings Process & Production Skills Science
 Generate, develop, test and  Classification helps organise
communicate design ideas, the diverse group of
plans and processes for various organisms (ACSSU111) 
audiences using appropriate
technical terms
and technologies including
graphical representation
techniques (ACTDEP036)
TEACHING AND LEARNING EXPERIENCES
Introduction:
 Topic Quiz (lessons 1-3)
Body:
 Scientific Conventions for Naming Animals
o Students are given a copy of a naming guide and must it to determine which animal is being described. (e.g. Phascolarctos Cinereus = pouched grey
bear = Koala)
o Students repeat this for the below animals.
 tachyglossus aculeatus (i.e. Echidna)
 macropus rufus (i.e. Red Kangaroo)
 macropus fuliginosus (i.e. Grey Kangaroo)
o Ask students to explain what a Canis rufusobesus would look like (i.e. Red Fat Dog)
 Animal Design
o Students must research and brainstorm the design for their own animal that could live in the South-West ecosystem.
 30%) o Must include:
 Animal Design
 Scientific Name
(formative/informal)
RESOURCES  Animal Classification
 Pearson Science Year 7  Food chain (food source and predators)
Activity Book (pg. 89)  Specific adaptations for living in the environment (behavioural, physical, physiological)
 Animal Design Template
 Impact on the ecosystem
 Pens
 iPads  Labelled Diagram & Size specifications.
 Wi-Fi o Information is presented on the Animal Design Template
 Topic Tests x30 o Encourage students to be realistic when designing their animal and consider how the animal will move, breathe and survive in the South-West
ecosystem

Conclusion:
 Students swap their design with a friend who ask questions and give feedback on their design
o Questions could include “How is it named? What adaptations make it suitable to live in the South-West? What is its food source?”

LEARNER DIVERSITY
 Gifted & Talented – Begin planning which materials they will use in next lesson (3D model) or can attempt the classification questions on the Mensa website
 SAER – Will complete the Topic Test in another classroom with an EA and have an addition 10-minutes.
 SWD (intellectual) – Will complete the Topic Test in another classroom with an EA and have an addition 10-minutes.