Student name: Olivia Busuttil

Student number: S00254130

Unit/Topic: INQUIRY

Key Learning Area: SCIENCE

Year Level: 5/6 *PRE PENGUIN PARADE EXCURSION*

ADJUSTMENTS FOR DIVERSE LEARNERS:

ENABELING: Students may
Relevant Curriculum be givenContent
Strands, a list of key features or characteristics
Descriptors, Achievement ofStandards
the penguins(Cross
on the
board in which they can refer to, Teacher may keep some students on the
Curriculum Priorities and General Capabilities directly related to this lesson):floor and help them form
justifications for their drawings.

Science Understanding:
EXTENDING: Students mayBiological
be askedSciences:
to designLiving things
a colony have structural
of penguins features
that would suitand adaptations
their habitat
that help them
including what to survive
food in theireat
they would environment
and where(VCSSU074)
they would live and hunt. Providing justification

Sustainability Priority: Science Understanding: Biological Sciences: The growth and survival of
living things
Lesson are affected by the physical conditions of their environment (VCSSU075)
Resources:
-Inquiry workbooks
Critical and Creative
-Whiteboard markers/thinking: Metamarkers
permanent Cognition: Examine learning strategies, including constructing
-analogies,
Parchment visualising
paper ideas, summarising and paraphrasing information and reflect on the
-application
Interactiveof these strategies
whiteboard in different
or a factual situations
book about  (VCCCTM030)
penguins
- Pencils and texters

LESSON STRUCTURE:

Time: Introduction /Teaching Strategies

5 mins Background to the learning:
Students will have developed a fair understanding and are able to analyse how structural
and behavioural adaptations of living things enhance their survival and predict and describe
the effect of environmental changes on individual living things.
Student name: Olivia Busuttil
Student number: S00254130

Learning Intention:
WALT: We are learning to recognise and understand the features if a penguin that help
them survive in a particular habitat, to design our own penguin so that it can survive in a
chosen environment.

Success Criteria:
WCBSW: We can be successful when….
- Provide an accurate and detailed drawing of my penguin
- I can successfully justify the characteristics and features of my penguin
- Can link the environment characteristics to the design of my penguin.

Time: Direct Instruction/ Teaching Strategies

15 Development
mins
Teacher: Does anyone know anything about penguins? Can you tell me? Engaging student
thinking- drawing from prior knowledge and experiences

Teacher: *after discussion* we are now going to watch a video on the fair penguins/ blue
penguins in Phillip Island, and I know some of you have been there. “While you are watching
this video take some mental notes about some key ideas which I will also you to refer back
to later”
VIDEO: https://study.com/academy/lesson/little-blue-penguin-facts-lesson-for-kids.html

Teacher: Can anyone tell me something new they have learned about the Fairy/ Blue
penguins? *Discussion* teacher to write key ideas on the board.

Teacher: So today we are designing our own penguins and an environment that they would
be suitable for, lets do an example. Teacher to design penguin of parchment and explain
why the penguin has those features based on the environment. *Students are to provide a
detailed image with good written explanations in their inquiry book*

Time Consolidation and Practice/Teaching Strategies

20 Assign work tasks, which apply the concepts, skills, understanding and/or attitudes; ways of
mins extending the learning of ideas/understandings; ways of scaffolding learning for students
who require extra assistance
Teacher: When you go to your desks and open your inquiry books and begin to list some key
features your penguin will have and the key features of your environment- it can be as real
or imaginative as you like- you may use computers to do some research. Before we go are
there any questions?

Teacher: (may have a predesigned list of EAL/D students or students that need help and ask
them to remain on the floor) (You may send students that need extending back to their
tables to design a colony of penguins that would suit their habitat including what food they
would eat and where they would live and hunt).

Teacher: Once you have designed your list you can begin designing your penguin profile in
Student name: Olivia Busuttil
Student number: S00254130

your enquiry books with labels describing their features. You are then to colour your final
copy and provide a justification underneath. (Teacher will continue to work with students on
the floor and will send them back to their tables once they are ready to colour)

Time Closure and Assessment

10
mins

Teacher: Once they have packed up equipment, ask students about the relationship
between environments and their penguins?

Discuss the impacts that if their environment had changed drastically in a short period of
time what kind of effect would it have on their penguins?

Provide students with a sticky not and ask their to write one thing they learned, one
question they still have and if they enjoyed the lesson and to put their name on it and hand
it up to you- providing feedback

ASSESSMENT

Formative assessment: Gathering knowledge from class discussion, gauging what students are
getting from the information videos. Walking around the classroom and engaging in discussion and
reading justifications to check student correlation of understanding between living things and their
environment (choice of appropriate features and characteristics).

BIBLIOGRAPHY:

Victorian Curriculum and Assessment Authority [VCAA] (2017). Victorian curriculum: Science.
https://victoriancurriculum.vcaa.vic.edu.au/level5?layout=1&d=S

Study.com. (2003). Little Blue Penguin Facts: Lesson for Kids. (YouTube Video):
https://study.com/academy/lesson/little-blue-penguin-facts-lesson-for-kids.html
Student name: Olivia Busuttil
Student number: S00254130