Primary Science FPD 5es

SCIENCE FORWARD PLANNING DOCUMENT
5E’s- ENGAGE
TERM / WEEKS: 1/1  To capture student interest and find out what they know about the life cycle of a chick TOPIC
 To elicit students’ questions/ prior knowledge about chicken life cycle
Diagnostic assessment used- in this lesson you will find out what the students already know about Biological Science/ Life cycle of Chicken
chickens. 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 Code

Science Understanding Science as a Science Inquiry TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Human Skills QUESTIONS
Endeavour
Living things Introduction: What came first? The
grow, change, chicken of the egg?
and have ACSSU030 - Ask question “which came first, the chicken or the egg?” Leave What is an egg? Where
offspring similar time for students to discuss and decide upon their answer.
- Read first the egg to class. do they come from? What
to themselves. happens when a egg
LESSON OBJECTIVES
- Describe Life cycles and what the life cycle of a chicken is.
hatches?
As a result of this lesson, students will be able to: Body: First the egg (Seeger,
 Draw/design a life cycle of a chicken, based on prior knowledge
2009).
Students will be given a science journal;
and attach this into their science journal.
- in this journal they will draw their own life cycle of a chicken.
 Explain, in groups their life cycle diagram, discussing differences
Teacher will use this source as information on prior knowledge.
and similarities in one another’s diagrams. Paints
Conclusion: Markers
ASSESSMENT (DIAGNOSTIC)
Glue
Science Journal used for formative assessment to determine if In groups students will explain their life cycles and what they may have Science Journal
students are aware of how to draw a life cycle of a chicken that’s different to their group members.
and what particular stages are involved.
LEARNER DIVERSITY:
Observational Record on students discussions in groups,
recording students who aren’t discussing topics Students will be given an example ‘life cycle’ to be able to follow if they
correctly/misunderstanding. are struggling with initial ideas of how to draw a cycle. Options for using
ICT will be made available to students who wish to use online pictures
and arrows to create their life cycle rather than pen/paper, this will then
be printed and glued into their science journal.
5E’s- EXPLORE
TERM / WEEKS: 1/2  To provide hands on, shared experiences of life cycle of chicken TOPIC
 To support students to investigate and explore ideas about life cycle of chicken
Biological Science/ Life cycle of Chicken
Thinking Capability
SCSA LINKS Code

Endeavour
Living things Introduction: (this lesson may need to span over two sessions).
grow, change, ACSSU030 - KWL To revises students’ knowledge on life cycle of
and have chicken from previous lesson. Fill out just the first two Whiteboard, markers.
offspring similar sections.
to themselves. - Read Where do chicks come from? Where do Chicks come
LESSON OBJECTIVES
from? Sklansky, 2005.
As a result of this lesson, students will be able to: Body:
Rotation Activity, students will be split into groups of 3 and each
 Collaborate in groups to rotate through the different stations of assigned a different role (roles available on website), 4 stations of
the life cycle of a chicken. the life cycles will be available for students to rotate through and
 Complete all of worksheet (see appendix 1, 2 and 3) at each Eggs, Playdough,
rotation station and glue into science journal.
observe. Each station will have an image of the life cycle and a
circle around which stage a group may be at. Worksheets (See Appendix
Rotation 1: Egg experiment 1, 2 and 3), Feathers,
ASSESSMENT (FORMATIVE)
Rotation 2: Hatching Glue, Googly eyes.
Checklist for students’ worksheets within science journal
Rotation 3: Playdough Chicks
from lessons:
Rotation 4: Build your own chicken
Student Worksheet from Worksheet Comment Students complete various worksheets across each station and glue
Name chicken, egg and filled into these into their science journals.
chick station the best of
glued into science student’s Conclusion:
journal ability.
Students discuss what they have learnt in the lesson and finish the
KWL chart. Egg and spoon race is then played.
LEARNER DIVERSITY: Whiteboard, markers
Egg or Tennis ball and
- Students are grouped with those they work well with.
- Proximity is used to help promote students that require more wooden spoon.
attention.
Key: - Pictures used as a visual aid.
- Group sizes kept to 3, ensuring full collaborative learning and
= unfinished. = perfect. engagement.
= needs checking

5E’s- EXPLAIN (1 lesson)
TERM / WEEKS: 1/3  To support students to develop explanations for experiences and make TOPIC
Formative assessment
representations of developing conceptual understandings
Biological Science/ Life cycle of Chicken
Thinking Capability
SCSA LINKS Code

Endeavour
Living things ACSSU030
grow, change, Introduction:
and have - “Remember that a cycle is a circle of actions that repeat”.
offspring similar - Students given strips with different sections of the life cycle of a
to themselves. chicken, students colour these in and label each stage. (To be Stages of Life cycle Strip.
LESSON OBJECTIVES glued into science journal). Colouring in utensils.
As a result of this lesson, students will be able to:
Body:
 Collaboratively work in a group to explain one stage within the
life cycle of a chicken (egg, hatching, chick or chicken).
 Present information to whole class based on their particular stage - Students divided again into groups of three, using their science
within the life cycle of a chicken, with at least 2 pieces of journal they will create a poster on one chosen stage in the life
information spoken about. cycle of a chicken (for example, the chick stage).
- Students will draw and write as much as they know on the poster.
ASSESSMENT (FORMATIVE) - Students will have time to share their poster with another group,
peer assessment will be done during this time (2 stars and a
Poster paper, markers.
wish).
Checklist completed during student’s poster presentations:
Conclusion: 2 stars and a wish chart
Upon reflecting on peer evaluation, students will present their poster and
explain what they know to the whole class.
Teacher will photograph groups with their posters and glue this into their
Student Student explained one Student had Comment science journal.
Name stage of the life cycle of at least 2 LEARNER DIVERSITY
a chicken pieces of - Students placed in groups for collaborative learning, students
information with social anxiety may contribute to the creation of poster and
within their not have to share the explanation to the entire class as another
poster. group member can do this for them.
Key:
= unfinished. = perfect.
= needs checking
5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS: 1/4  To challenge and extend students’ understandings in a new context or make TOPIC
connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills Biological Science
Summative assessment of science inquiry skills
Thinking Capability
SCSA LINKS Code

Endeavour
grow, change, This lesson will be over 2 sessions.
and have
offspring similar Introduction:
to themselves. - Students will revisit their knowledge on measurement, for Life size model of chick
LESSON OBJECTIVES to measure and appropriate tools to use.
As a result of this lesson, students will be able to: - Students will be given a life-size model of a chick that has (can be made from
 Hypothesise the change in size of a chicken, in terms of the size just hatched. clay/playdough).
a newly hatched chick is compared to a full-grown chicken.
- Teacher has group discussion on whether students expected
 Write in their science journals the similarities and differences
between chicks, the egg and chickens, discuss their hypothesis the chick to be this size and why, on how long they think it
and observations made during class excursion. will be until the chick grows to the size of a chicken and
how much bigger it will get.
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
Body:
Checklist completed to assess whether learning objectives were - Students will hypothesise how big a chick will grow
met, science journal used to assess these objectives. (double the size, triple, three times the amount) when it
becomes a chicken.
- Students will create their own ‘life-size model of a chick’,
relative to the size of the one the teacher provides. They
will outline this and draw it into their science journals. Science Journals,
Student Hypothesise the Similarities and Comment - Students will visit the cuddly animal farm and observe playdough, clay and pens
Name change in size of a differences between chicks hatching, they will then explore the farm and find and pencils.
chicken, in terms chicks explained,
chicks and chickens, examining the size and appearance of
of the size a newly hypothesis and
hatched chick is observations made the chicks and chickens and comparing similarities and
compared to a full- during class differences, they will write down their observations in their
grown chicken. excursion written in science journals.
journal.
Cuddly Animal Farm, Swan
Conclusion: Valley.
Science Journals
- Teacher will question students on whether their hypothesis iPads for photographing
was correct, or if they saw some unexpected differences.
Also on questions as to why they think the chick grew to
that size (different food eaten, more food eaten, different
Key: space to live in and grow).
= unfinished. = perfect. LEARNER DIVERSITY:

- Students needing extra support, can work with a chosen classmate to be
their ‘buddy’ and work together to complete tasks for the lesson.
= needs checking
- Clear visual signs and aids used throughout lesson.
- Diversity available for the way students express their information in
science journals (photographs, labels, diagrams, written information).
5E’s- EVALUATE (1 lesson)
TERM / WEEKS: 1/5  To provide opportunities to review and reflect on their learning about life cycle of a TOPIC
chicken and represent what they know about life cycle of a chicken
Summative assessment of science understanding e account of students’ existing ideas when planning Biological Science
learning experiences
Thinking Capability
SCSA LINKS Code

Endeavour
grow, change, Introduction:
and have
offspring similar Students play ‘guess who’ with the different stages of the life cycle What do you now know
to themselves. of a chicken. about the life cycle of a
LESSON OBJECTIVES Students silently reflect on what they know about the life cycle of a chicken?
As a result of this lesson, students will be able to: chicken and what they have learnt. What can you remember
 Represent their understandings of the science topic ‘life cycle of
a chicken’.
from all our lessons our
Body:
 Explain the four different stages of the chicken life cycle through even our excursion?
pictures or words.
Teacher hands out A3 paper with 4 boxes within the paper, on
board instructions are written for what the teacher wants students to
complete. Science Journal,
ASSESSMENT (SUMMATIVE – Science Understanding)
Students will represent their understanding on the life cycle of a A3 paper with 4 boxes
Rubric for teacher to mark all information within Science chicken, drawing each cycle in each box with information below pre-created.
Journal (Appendix 4). on what they know. Glue sticks
Conclusion:
Students will glue their A3 paper into their science journals for
marking.
Teacher will split students into groups of 3, they will then create
their own play representing the entire cycle of a chicken or just one
of the stages, teacher will not mark this section to ensure students
know they are able to have fun and express their knowledge in an
engaging way without any stress.
Any materials necessary
LEARNER DIVERSITY for mini-play.
- Students given fun lesson conclusion with no pressure of being marked,
to reduce stress or anxiety.
- Multiple ways to represent knowledge allowed within science journals
(pictures, diagrams and labels, written explanation).
- Students with writing difficulties may use a type-to text tool and print
the information and glue into science journal.
Appendices:
1.
Was it hard to break the egg with a spork?
How do you think the baby chicks would feel after hatching?
How do you think the egg tooth helps the baby chick hatch?
2.
3.
4. Science Journal Rubric (Larson, 2008)
References:
Australian Curriculum, Assessment and Reporting Authority. (2012). The Western Australian Curriculum Science.
http://wacurriculum.scsa.wa.edu.au/Science/Rationale
Seeger, L. V. (2009). First the egg/ Frances Lincoln Children’s.
Skamp, K., & Preston, C. M. (2020). Teaching primary science constructively (7th ed.). Cengage Learning Australia.

Primary Science FPD 5es

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Primary Science FPD 5es

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SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS Code

SCSA LINKS Code

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS Code

SCSA LINKS Code

= unfinished. = perfect. LEARNER DIVERSITY:

SCSA LINKS Code

Was it hard to break the egg with a spork?

Seeger, L. V. (2009). First the egg/ Frances Lincoln Children’s.

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