STEM FORWARD PLANNING DOCUMENT – Lesson 5
TERM 2 WEEK 2 UNITED NATIONS SUSTAINABLE DEVELOPMENT
GENERAL CAPABILITIES
Literacy
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures
Design Technologies
Knowledge & Understandings
 Analyse ways to produce
designed solutions through
selecting and
combining characteristics and
properties of materials,
systems, components, tools
and equipment (ACTDEK034)
OBJECTIVES
 Name a new species
according to scientific
conventions
 Construct a 3D model of a
new animal
ASSESSMENT
 Peer Assessment (informal)
 3D Model (formative/formal
worth 20%)
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
 Critique needs or opportunities  Classification helps organise
for designing and investigate, the diverse group of
analyse and select from a organisms (ACSSU111)
range of
materials, components,
tools, equipment and
processes to develop design
ideas (ACTDEP035)
 Generate, develop, test and
communicate design ideas,
plans and processes for various
audiences using appropriate
technical terms
and technologies including
graphical representation
techniques (ACTDEP036 
TEACHING AND LEARNING EXPERIENCES
Introduction:
 Reflection
o Students are given time to make adjustments to their animal design
o Encourage students to include features/adaptations that will be useful in the South-West environment.
Body:
 Construction
o Students select their materials to create a 3D model of their animal.
 RESOURCES o Models should be as close to life-size as possible (within reason)
* recycled resources collected for o All features and adaptations in the diagram should be included (e.g. wings, colouring, talons etc.)
this project
 (remind students to only use materials required to ensure nothing is wasted)
 Newspaper
 Egg Cartons  Safety instructions given prior to using hot glue gun
 Cardboard o All students use their iPad to take photos of their animal
 Paper
 Glue Conclusion:
 Scissors  Presentation of Model
 Blue Tack o All students have 2-minutes to present their 3D to the class
 Hot Glue Gun
o Must explain key characteristics/adaptations of the animal as well as scientific name, classification, food source and predators and its impact on
 Pens & Pencils
 Milk Cartons the ecosystem.
 Pipe Cleaners  “How does this animal catch its prey? What defensive adaptations does this animal have to protect it from predators?”
 Feathers  Peer Assessment
o Following the presentation, each student is given a scorecard to assess each other’s 3D model as they move around the room.
o Scorecards are handed in to the teacher at the end of class to be tallied. The winning model receives a prize next class ($5.00 canteen voucher).

LEARNER DIVERSITY

SWD (physical/motor) – EA is required to ensure proper supervision whilst using tools (e.g. scissors, hot glue gun)
Gifted & Talented – Use the photos of their animal to create a mini iMovie as practice for the next assessment.