Year 5 Biological Sciences

Background provided
It is expected that this background information is reflected in the lesson plan
below.
School context
This is a high achieving school as reflected in recent NAPLAN results.
This is a school which is above average for a metropolitan school with a high Index of
Community Socio-Educational Advantage (ICSEA). It is a school where 65% of the
student population are considered to be within the higher socio-economic banding used
by ACARA.
All students have access to an iPad and are very confident digital learners.
Class information

Year 5
25 students
Multicultural, diverse range of students.
Fairly balanced gender mix.
Many students in the class respond well to visual material.
2 students have allergies relating to animals.

Curriculum content to be covered within this in the lesson plan

Science Understanding
Living things have structural features and adaptations that help them to survive in their
environment (ACSSU043)
Science as Human Endeavour
Important contributions to the advancement of science have been made by people from
a range of cultures (ACSHE082)
Science Inquiry Skill (select one skill you will address within this lesson, complete
below)

With guidance, plan appropriate investigation methods to answer questions or

solve problems(ACSIS086)

Technology links
You must include a link to digital technology, this link may be referred to within the
broader learning sequence and does not have to form the basis of the lesson

Year 5 Biological Sciences

Lesson
sequence

Activities, resources and

experiences
(use dot points) approx. 400
words

Justification for choices made

(include reference to academic readings) approx. 600 words

Introduction

-The lesson will start with the teacher

The pedagogy used within this lesson uses the 5Es instructional model

(10 minutes)

reminding the students about their

within the inquiry unit of work (Department of Education and Training,

previous lessons looking at how living

2014). This lesson focuses on the explore phase within this model

things can adapt to their environments

because it asks questions of the students and encourages them to

in order to thrive and survive

gather information (Department of Education and Training, 2014).

-The teacher will discuss that

The previous lesson was within the engage phase of the 5E model

previously the class had been looking

(Department of Education and Training, 2014). Reminding the students

at the adaptations of trees and plants

about their previous learning is an important start to the session because

to survive. The teacher will ask the

it refreshes their memory and establishes the learning goal for the

class as a group to name a few of the

session (Churchill, Ferguson, Godinho, Johnson, Keddie, Letts, Mackay,

adaptations made by trees and plants

McGill, Moss, Nagel, Nicholson and Vick, 2011). Emphasizing the key

-The educator will then explain to the

information at the start of the lesson also relies on the principal of the

class that todays lesson will focus on

primacy effect meaning that its the content that is most likely to be

the adaptation of other living things:

retained (Westen, Burton & Kowalski, 2006).

animals.
-The teacher will ensure that all of the

Using the interactive whiteboard is a way to visually stimulate the

students are facing the interactive

students and gets them interested in the lesson.

The background

Year 5 Biological Sciences

whiteboard and will then play the

information describes many of the students as responding well to visual

following You Tube video which the

material so using a video on the interactive whiteboard is likely to be

adaptation of 25 different animals that

beneficial for them (Bravo, Amante, Simo, Enache & Fernandez, n.d).

helps their survival

https://www.youtube.com/watch?
v=wNqiclBUxdY (List 25, 2014).
Body of

-The educator will put the image from

The background information stated that some students respond well to

Lesson

Appendix B up on the interactive

visual material which is why the image from Appendix A is displayed

(40 minutes)

whiteboard whilst reading out the

visually for the class (Batshaw, Pellegrino & Roizen, 2007). A verbal

passage from Appendix A.

instruction will also be provided for those students that are more verbal

-The teacher will then get the children

learners (Owens, 2008). The science understanding content descriptor

to move back to their desks and give

ACSSU043 is addressed by getting students to complete the worksheets

them Appendix C to work on to

on the structural features and adaptations of the owl (Australian

consolidate their learning.

Curriculum Assessment and Reporting Authority, n.d).

The background information stated that these students have high
NAPLAN results indicating competence in literacy (Bergin & Bergin,
2010). Because of this it is assumed that they will be competent at
completing the written questions from Appendix C. This task also allows
the educator to determine the students understanding of the topic

Year 5 Biological Sciences

(Skamp, 2015).
-The class will then be asked to get out

The science as a human endeavour content descriptor ACSHE082 is

their iPads for the next part of the

addressed by getting the groups to investigate the contributions made by

lesson. They will be told that they

Darwin and Wallace to the advancement of science (Australian

have to use their iPads to research

Curriculum Assessment and Reporting Authority, n.d). The children will

Wallace and Darwin and the

be told that this research will be used as part of their research products

contributions they have made to

in the next session. This research fits into the explore phase of the 5E

science.

model (Department of Education and Training, 2014). Each child has an

iPad and is a competent digital learner which is why these are being
used within the session. The students will address the science inquiry
skill of ACSIS086 by using their iPads to research information on Darwin
and Wallace and to answer questions about owls (Australian Curriculum
Assessment and Reporting Authority, n.d).

Conclusion

-To conclude the session the educator

Re-iterating the main focus of the lesson relies on the key information

(10 minutes)

will re-iterate the main focus of the

being retained due to the recency effect (Westen, Burton & Kowalski,

lesson which has been about the

2006).

adaptation of animals to thrive and

Introducing the next lesson prepares the students for what they will be

survive in their environments and

next learning about which helps to link the lessons and their learning

investigating the contributions made by

within the 5E instructional model (NASA, 2013). As this lesson fits into

Year 5 Biological Sciences

key contributions to the advancement

an inquiry unit using the 5E instructional model the next lesson will focus

of science to use for their projects.

on the explain phase of this process (Department of Education and

-The teacher will then describe that the

Training, 2014).

next lesson will continue to focus on

the adaptations of living things and the

Safety Risks

class will be working on a project of

The main safety risk for these students is with cyber safety. The school

researching an animal of their choice

has previously run an incursion on cyber safety which taught the

within the explain phase of the 5e

students about using the internet safely (Cyber Smart, 2015).

model. wink emoticon

A further safety concern is with the two students who have animal
allergies leading up to the school camp. Given that the school is from a
high socio-economic background, the two students will be given the
opportunity to attend the aquarium instead with an Educational Support
Officer if their parents give them permission.
The strength of the lesson is with the use of digital technology in catering
for visual and verbal learners (Paul, 2007). A negative of this lesson plan
is that it doesnt cater for students with other learning needs such as
kinesthetic (Baker, 2014).

Year 1 Chemical Sciences

Background provided
It is expected that this background information is reflected in the lesson plan
below.
School context
This is a small regional school of less than 200 students.
Most students have limited access to reliable internet at home.
The school has just installed interactive whiteboards and is trialing a 1:1 iPad program.
Class information

Year 1
32 students
Many students in the class respond well kinesthetic activities.
25 % of this class are currently receiving additional academic support for literacy
and numeracy.
Most of the students are not confident using digital technology.

Curriculum content to be covered within this in the lesson plan

Science Understanding
Everyday materials can be physically changed in a variety of ways (ACSSU018)
Science as Human Endeavour
Science involves asking questions about, and describing changes in, objects and events
(ACSHE021)
Science Inquiry Skills
Use informal measurements in the collection and recording of observations, with the
assistance of digital technologies as appropriate (ACSIS026)
Technology links
This lesson must include links to digital technology

Year 1 Chemical Sciences

Lesson
sequence

Activities, resources and

experiences
(use dot points) approx. 400
words

Justification for choices made

(include reference to academic readings) approx. 600 words

Introduction

-The teacher will have the class sitting

Having the class sit on the floor facing the teacher helps them to be

(15

on the floor to introduce the lesson and

engaged and focused to commence the lesson (Hoffnung, Hoffnung,

minutes)

explain that they will be completing

Seifert, Burton Smith & Hine, 2010). It is important for the teacher to

experiments to investigate how every

introduce the focus for the lesson so that the class is aware of what they

day materials can be changes..

will be learning about (Churchill et al, 2011).

-It will also be explained that the

The students have had previous lessons learning how to record on their

students will be using their new iPads

iPads which means they should be able to complete this task with

again and practicing their recording

support.

skills that theyd previously learnt.

Using a video on the interactive whiteboard helps to engage the students

-The teacher will display a short video

whilst also increasing their understanding of the lesson by combining

on the interactive whiteboard that shows

visual and verbal information (Bravo et al, n.d). The background

the everyday materials of cheese and

information states that interactive whiteboards are new at the school so it

chocolate being melted

is likely that both the teacher and the students would be interested in

-The teacher will give the class visual

this new mode of teaching (Bravo et al, n.d).

and verbal instructions to explain that

Visual and verbal instructions are provided to increase understanding of

they will be working in groups of four

the task especially for those students who have literacy difficulties (Paul,

completing experiments to see how

2007).

Year 1 Chemical Sciences

everyday materials can be changed.
Body

-The students will be broken up into

The pedagogical principal used in this lesson is the student centered

(30

eight groups of four with half the groups

approach of problem based learning because the students are expected

minutes)

doing experiments with cheese and the

to work in small groups to learn about the topic by completing the

other half doing experiments with

experiments and discussing the results (Roberts, 1997). Most of the

chocolate. Each group will be

class responds well to kinesthetic activities which means they are more

supported by a Grade 6 buddy.

likely to learn from completing these active experiments compared to a

-The students will use their new iPads

table based activity (Baker, 2014).

to record and document the changes in

There are 32 students in the class which means they can be equally

the experiments.

divided into groups of four. Small group work is a key component of

problem based learning (Etherington, 2011). Having small groups

- 2 groups will be given the task of

means that every child is given the opportunity to actively participate in

putting their chocolate or cheese in the

the lesson (Woolfolk & Margetts, 2010). These groups should be chosen

freezer

by the teacher so that those students who have lower literacy and

-2 groups will be given the task of

numeracy skills are placed with higher achieving students so that they

putting their chocolate or cheese in the

have the potential to learn via the Observational Learning Theory

microwave

(Sincero, 2011).

- 2 groups will be given the task of

Having the groups complete different experiments using different

putting their chocolate or cheese on a

materials increases their knowledge base and shows them the diversity

Year 1 Chemical Sciences

sandwich press grill

of the content descriptor (Johnson & Johnson, n.d). The background

- 2 groups will be given the task of

information states that the students are not confident using digital

putting their chocolate or cheese on a

technology and their iPads are only new which means they are likely to

piece of foil in the direct sunlight

need support within the lesson which is why the buddy system will be
used (Department of Education and Training, 2013). Because there are

-The freezer groups will film their

32 students and 8 separate groups, the teacher is not going to be able to

cheese and chocolate whilst at room

support every single student. Many schools use a buddy system and

temperature then every five minutes

given that this school only has 200 students it is likely that the Grade

after it has been placed in the freezer to

ones will know and be comfortable with the older students who can

document the changes over a 20 minute

support them (Department of Education and Training, 2013). This lesson

period.

requires the students to use their iPads when collecting data and

-The microwave group will place their

recording the changes in their experiments which addresses the content

cheese or chocolate in a microwave

descriptor of ACSIS026 (Australian Curriculum Assessment and

safe container and then monitor

Reporting Authority, n.d). This experiment does not require the use of

changes every 10 seconds

internet because most of the students do not have internet in their home

-The sandwich press group will place

environment.

their cheese or chocolate on the grill

This lesson addresses the content descriptor ACSSU018 by the students

and monitor the changes every 30

experimenting how the everyday materials of cheese and chocolate can

seconds.

be physically changed by the application of heat (Australian Curriculum

-The sun group will place their piece of

Assessment and Reporting Authority, n.d).This lesson addresses the

Year 1 Chemical Sciences

cheese or chocolate on a piece of foil in

content descriptor ACSHE021 because the class is given a range of

the direct sunlight and record the

experiments with different variables that they have to monitor and

changes every five minutes over a 20

describe the changes observed in their cheese and chocolate (Australian

minute period.

Curriculum Assessment and Reporting Authority, n.d).

Getting the students to complete a worksheet is a way of determining

Conclusion

-At the end of the session the teacher

their knowledge and understanding about the lesson they have just

(10

will get the students to sit back at their

completed. Getting them to sit with their group allows them to come to

minutes)

tables with their group to complete a

the same conclusions according to the problem based learning

worksheet documenting the changes

framework (Davies, 2010).

made

Explaining what they will be doing in the next lesson is an effective way

-The teacher will explain that in the

to link lessons together (Churchill et al, 2011). The class will continue

following lesson they will be comparing

building their knowledge about how materials can change and how to

the iPad videos and the results for how

document these changes effectively.

long it took the materials to change.

Safety Risks
The key safety risks that need to be considered are with the use of the
sandwich presses and the microwaves without adult supervision. Grade
one students are only aged around 6-7 which means that they will need
to be supervised. The way that this safety risk is addressed is through

Year 1 Chemical Sciences

the use of the older children in supervising and monitoring the younger
students.
This safety risk is a weakness within the lesson plan. Another weakness
is having so many students in the class that they cannot all get constant
direct supervision from the teacher (Davies, 2010). A further limitation is
that the different experiments take a different amount of time to complete.
A strength of the lesson is that the students are able to complete a range
of experiments with two different materials which covers the content
descriptions and shows the class lots of examples (Johnson & Johnson,
n.d).

References
Amsel, S. (2015). Adaptations of the Owl. Retrieved from
http://www.exploringnature.org/db/detail.php?dbID=5&detID=16
Australian Curriculum Assessment and Reporting Authority. (n.d). Science Inquiry
Skills, Planning and Conducting. Retrieved
http://www.australiancurriculum.edu.au/science/curriculum/f-10?
layout=1#cdcode=ACSHE082&level=5
Australian Curriculum Assessment and Reporting Authority. (n.d). Year 1, Science as
a Human Endeavour, Nature and Development of Science. Retrieved from
http://www.australiancurriculum.edu.au/science/curriculum/f-10?
layout=1#cdcode=ACSHE021&level=1
Australian Curriculum Assessment and Reporting Authority. (n.d). Year 1, Science
Inquiry Skills, Planning and Conducting. Retrieved from
http://www.australiancurriculum.edu.au/science/curriculum/f-10?
layout=1#cdcode=ACSIS026&level=1
Australian Curriculum Assessment and Reporting Authority. (n.d). Year 1, Science
Understanding, Chemical Sciences. Retrieved from
http://www.australiancurriculum.edu.au/science/curriculum/f-10?
layout=1#cdcode=ACSSU018&level=1
Australian Curriculum Assessment and Reporting Authority. (n.d). Year 5, Science as
a Human Endervour, Nature and Development of science. Retrieved from
http://www.australiancurriculum.edu.au/science/curriculum/f-10?
layout=1#cdcode=ACSHE082&level=5
Australian Curriculum Assessment and Reporting Authority. (n.d). Year 5, Science
Understanding, Biological Sciences. Retrieved from
http://www.australiancurriculum.edu.au/science/curriculum/f-10?
layout=1#cdcode=ACSSU043&level=5
Baker, F. (2014). Kinaesthetic learning style in children. Retrieved from
http://www.kidspot.com.au/schoolzone/Learning-styles-Kinaesthetic-learningstyle-in-children+4052+391+article.htm
Batshaw, M., Pelle
grino, L., & Roizen., (2007) Children with Disabilities 6th edition. Brooke: Baltimore

References
Bergin, C. C. & Bergin D. A. (2012). Child and adolescent development in your
classroom. USA: Cengage Learning.
Bravo. E., Amante.B., Simo.P., Enache.M., Fernandez. V., (n.d). Video as a new
teaching tool to increase student motivation. Retrieved from
https://upcommons.upc.edu/e-prints/bitstream/2117/12717/1/bravoamante.pdf
Churchill, R., Ferguson, P., Godinho, S., Johnson, N., Keddie, A., Letts, W., Mackay,
J., McGill, M., Moss, J., Nagel, M., Nicholson, P., & Vick, M. (2011). TeachingMaking a Difference. Milton, Qld: Wiley.
Cyber Smart. (2015). Resources and Lesson Plans. Retrieved from
http://www.cybersmart.gov.au/schools/teacher%20resources.aspx
Davies, D. (2010). Child development: A practitioners guide. (3rd ed.). New York:
Guildford Press.
Department of Education and Training. (2013). Buddy System. Retrieved from
http://www.education.vic.gov.au/school/parents/health/pages/buddy.aspx
Department of Education and Training. (2014). The e5 Instructional Model. Retrieved
from http://www.education.vic.gov.au/school/teachers/support/Pages/e5.aspx
Etherington, M. (2011). Investigative Primary Science: A problem-based learning
approach. Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?
article=1550&context=ajte
Hoffnung, M., Hoffnung, R., Seifert, K., Burton Smith, R., & Hine, A. (2010).
Childhood (1st Australian ed). Milton, Qld: Wiley.
Johnson, D., & Johnson, R., n.d. An Overview of Cooperative Learning. Retrieved
from http://www.co-operation.org/home/introduction-to-cooperative-learning/
List 25. (2014). 25 Animals with Insane Survival Adaptations. Retrieved from
https://www.youtube.com/watch?v=wNqiclBUxdY
NASA. (2013). 5Es Overview: "The 5E instructional model". Retrieved from
http://www.nasa.gov/audience/foreducators/nasaeclips/5eteachingmodels
Owens, R. (2008). Language Development- An Introduction 7th Edition. Pearson:
Boston

References
Paul, R. (2007). Language Disorders from Infancy through AdolescenceAssessment and Intervention 3rd Edition. Mosby Elsevier: Missouri
Roberts, D. (1997). How to Use Problem-Based Learning in the Classroom.
Alexandria Virginia: Association for Supervision and Curriculum Development.
Sincero, S. M. (2011). Social learning theory. Retrieved from
http://explorable.com/social-learning-theory.html
Skamp, K. (2015). Achievement standards and learning outcomes. In K. Skamp & C.
Preston (Eds.), Teaching primary science constructively (5th ed. pp. 275-301).
South Melbourne, Vic: Cengage Learning.
Westen, D., Burton, L., & Kowalski, R. (2006). Psychology Australian and New
Zealand Edition. Milton: Wiley
Woolfolk, A., & Margetts, K., (2010). Educational Psychology 2nd edition. Frenchs
Forest: Pearson

Appendix A:
Adaptation in the Owls
Adaptation in a population of living things happens as a result of an adaptive
trait. This is any inheritable trait that increases its survival rate so that it can live
longer, reproduce longer, and have more offspring (that also have that trait).
Adaptive traits can improve animals find food, make a safer home, escape
predators, survive cold or heat or lack of water.
Owls have many adaptations for their life in the forest. They have totally silent
flight from fringed flight feathers that muffle the sound of air passing through their
feathers. This helps them sneak up on prey. Their excellent hearing allows them to
sense small prey rustling in the leaves on the ground. They have large eyes set
forward on their heads for great depth perception for hunting. The retinas of their
eyes are packed with low light sensitive rods to see in low light. Their sharp talons
are great for grabbing prey on the fly. All these physical adaptations help the owl
to survive in its habitat (Amsel, 2015).

Appendix B:

(Amsel, 2015).

Appendix C:
For Discussion and Critical Thinking:
The owl has adaptive traits that helps it survive in its habitat.
1. Name two of the owls adaptive traits and how it helps it survive:
1. __________________________________________________________________________________
____________________________________________________________________________________
___________________________________________________________________________________
2. _________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2. Name two other animals from your yard, local parks or wild areas who are
nocturnal like the owl and an adaptation they have to help them survive.
1. __________________________________________________________________________________
____________________________________________________________________________________
___________________________________________________________________________________
2. _________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. How might an owls hunting senses differ from a hawks, who hunts during the
day?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

(Amsel, 2015).