Primary Science

Forward Planning
Document

University of
Notre Dame

Sarah Hegney
20170902
 English CONCEPT MAP Maths
Students are exploring a new (option 1) Pose questions about the effects of
vocabulary and learning how to use it the environment on certain living
in the appropriate contexts. Religious Education / Spiritual Education
things, collect categorical/numerical
Write recounts and reflections of data and construct tables and graphs
science investigations conducted.
appropriate for the data type
Plan, rehearse and deliver oral (ACMSP118)
presentations for defined purposes and
audiences. (ACMSP119)
(ACELY1700)
(ACMSP120)
(ACELA1504)
(ACELY1705)
Concept: Adaptations of living things Term: 1
Weeks: 1-4
©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

Geography
History The Arts
Research the different climate
zones of Australia and the many
species that live in those areas,
including Indigenous Australian
seasons.
(ACHASSK111)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1 / 1-8 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Biological Sciences

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
Learning the Aboriginal and Torres Strait Islander names given to
specific living things.
5E’s- ENGAGE (1-2 lessons)
 To capture student interest and find out what they know about adaptations of living things.
 To elicit students’ questions/ prior knowledge about the word adaptations and features that help living things survive in certain environments.
 Diagnostic assessment used- in this lesson you will find out what the students already know about adaptations of living things. This will allow you to take account of students’ existing ideas when
planning learning experiences.

WEEK AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
/ LINKS
OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESS (include learner diversity)
ON Science Science as a Science
Underst Human Inquiry
anding Endeavour Skills

1/1 Living things have WALT: DIAGNOSTIC Motivation: Intro: Animal and
structural features Identify the KWL chart and – this Students sit in a circle - introduced the WALT and WILF. What do you think plant
and adaptations that structural features will be recorded and Students rolls a ball to each other and share ideas about the word pictures
help them to survive of living things and completed at the end adaptations. These ideas are recorded on a KWL chart – just adaptations means?
in their environment how these features of the unit of work. the K and W are filled in. These words will create a Word Body: Pictures of
(ACSSU043) impact on survival. Wall. Introduce how to use a Scientific Journal. What is a habitat? habitats
WILF: Student’s definition Using the words and phrases in the KW chart, students create What are some
Discuss and work of Adaptations – this their own definition of adaptations, writing it into their common features of Adaptation
collaboratively in will be added to and Scientific Journal the animals or Tables
groups to determine changed throughout plants in your worksheet
the features of the
Body:
the unit of work as habitat?
Hand students a living thing (plant or animal) that belongs to
living things in students learn more. Conclusion: Ball
one of 6 environmental habitats. Students must locate the
your environment. What would happen
group that their living thing belongs to.
Adaptations Table – if your living thing Glue Sticks
Students create a table listing the structural features of each
Modified: Students note students’ prior was moved to
living thing and how they help with survival (Resource 2).
work in pre- knowledge another habitat? Traffic
Gallery walk of all groups completed tables.
organised groups. How do you feel light
Visual, verbal and Observational notes Conclusion: about adaptations? folders
written – based on class and Class discussion and traffic light exit strategy.
Green – feeling
communication group discussions Ensure students are walking when moving around the Resource 1
confident, Yellow –
opportunities. classroom and are aware of other students around them. Resource 2
feeling a bit unsure,
Extension: Students Students must wash hands after handling glue. Resource 3
Traffic light Red – I don’t
research Aboriginal responses understand Resource 4
names of living *Design Brief introduced in this lesson*
things
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of a Whale Blubber Experiment
 To support students to investigate and explore ideas about how animals regulate heat using their body fat in climate areas of extreme temperatures.
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

2 / 2- Living Science Commu WALT: FORMATIVE Motivation: Intro: Buckets of

things involves nicating -Students represent Students are divided into groups of 3. Each person is What is a ice water
4 have testing (ACSIS given a team role (Director, Manager, Speaker). hypothesis?
data collected in a Kahoot Quiz results.
structur predicti 093) Each group must collect an Investigation Planner Why can we Vaseline or
table and graph form.
al ons by
-Students distinguish Investigation Planner (Resource 6). Teacher explains how to use an only have one vegetable
features gatherin Processi
and g data ng and which variables are checklist Investigation Planner and all the different components in variable fat (copha)
adaptati and analysin dependent, it (e.g. how to write a hypothesis / pose a question). change in an
ons that using g data independent and Add to existing Students write what a hypothesis is and the different types experiment? 2 large zip
help evidenc and controlled in the Observational and of variables in their Scientific Journals. Body: lock bags
them to e to informa ‘Whale Blubber’ anecdotal notes Body: What climate per group
survive develop tion experiment. based on class Lesson 2: Manager collects all materials needed for do blue whales
in their explanat (ACSIS -Students research discussions ‘Whale Blubber’ experiment. live in? Latex or
environ ions on 218) and compile facts on Before beginning experiment, students predict what might How do you rubber
ment events (ACSIS happen and write it in their Scientific Journal. think animals Gloves
body temperature
(ACSS and 090)
regulation of a Students conduct the experiment and record their results like whales
U043) reflects
historic Questio specific Australian in the Investigation Planner and write final stay warm in Timer
al and ning Desert animal. Modified: Smaller observations/conclusions in their Scientific Journal. freezing
cultural and WILF: experiment group Lesson 3-4: Individually students receive a research sheet waters? Thermomet
contribu Predicti Questioning and paired with strong (Resource 7). They must choose an animal and research How will you er
tions ng communicating people. Physical how that specific animal regulates body temperature, and join the zip
(ACSH (ACSIS reasoning over data example experiments if that animal has similar/different body fat methods to lock bags to Towel
E081) 231) in experiment to look off. regulating body temperature compared to the Blue Whale. ensure no
groups. Investigation Planner Conclusion: water leaks in Science
Plannin Students will re-join their experiment groups to discuss to the pocket Journal
has some sections
g and
semi-complete. their findings and will record 4 interesting facts about between the
conduct
ing Extension: Students their creature along with a simple diagram in their bags? Computer
(ACSIS research desert Scientific Journal. Complete Kahoot Quiz. Conclusion:
087) plants, specifically If students are allergic to latex or rubber, they will be safe What happens Resource 5
to use no gloves at all use a thin gardening glove. Students to those that Resource 6
their leaves, and how Resource 7
they adapt to must abide by the time limit on their hands in the ice cannot adapt Resource 8
conserve water. water. Safety glasses must be worn when handling ice. to the Resource 9
conditions? Resource 10
 Hands must be washed immediately after the experiment
is conducted.

5E’s- EXPLAIN (1 lesson)

 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
/ LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESS (include learner diversity)
ON Science Science as a Science
Understan Human Inquiry
ding Endeavour Skills

3/ Living Science Comm WALT: FORMATIVE Motivation: Intro: Science

things involves unicati -Identify the Ask students to write in their Science Journal, what they What do you Dictionary
5 have testing ng physical features Observation Checklist think the term ‘desert’ means. Students form small groups think the term
structur predictio (ACSIS Word Wall
of desert regions / Anecdotal notes and discuss their ideas and identify any words or phrases desert means?
al ns by 093)
features gathering -Create a poster to add to the Word Wall. What rainfall,
and data and Process explaining how Poster checklist for Students research the definition of these words and add temperature, Science
adaptati using ing and kangaroos have students (Resource ) them to their Science Journal. sunlight and Journal
ons that evidence analysi adapted to their Body: environmental
help to ng data environment, Traffic Light responses Students will be learning about how Kangaroos have features are Computers
them to develop and focussing on adapted to the Australian desert environment. specific to the
survive explanati informa temperature Modified: Students Students will be creating a poster to represent their Australian desert? Poster A3
in their ons on tion regulation. will be partnered with findings. This will include written information and an What words come paper
environ events (ACSIS a strong student when to mind that we
WILF: annotated diagram of a Kangaroo.
ment and 218) Resource 11
Students using reading through the Students are given Resource sheet 11 to read and can add to the
(ACSS reflects (ACSIS Resource 12
U043) historical 090) research materials handout. Given a list highlight. Returning to their small groups they will Word Wall?
of useful websites to Resource 13
and provided to discuss and identify the key information they can use in Body: Resource 14
cultural Questio inform their follow and an example their posters. What structural
contribut ning posters. of an already annotated Class discusses the features of a correctly annotated and behavioural
Adaptation
ions and kangaroo. diagram. Teacher shows an example. Students get adaptations do
(ACSHE Predicti definition
Extension: research computers to research for their posters. Kangaroos have
081) ng used in
what Kangaroos eat Conclusion: that enable them
(ACSIS first lesson
and how those living Think, Pair, Share four phrases or sentences that best to survive in a
231) things have adapted. summarise how Kangaroos adapt to their environment. desert
Add this to the poster In their pairs, students review their definition of environment?
Plannin
g and with an annotated ‘Adaptations’ that was created in the first lesson and write Conclusion:
conduct diagram. Students can down their new definition in their Science Journal. What are 2
ing also research the Students act respectfully towards other members in their interesting
(ACSIS Indigenous beliefs groups and wash their hands before and after handling adaptations of the
087) surrounding computers. No liquids are to be near the computers. Kangaroo you
Kangaroos. found?
 5E’s- ELABORATE (1-2 lessons)
 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

WEEK AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
/ LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESS (include learner diversity)
ON Science Science as a Science
Understan Human Inquiry
ding Endeavour Skills

3/ Living Science Comm WALT: SUMMATIVE- Intro: Intro: Create a

things involves unicati -Students Science Inquiry Skills Leaf Colour Chemistry Experiment. Why do you Creature
6-7 have testing ng Organise and think desert
Class discussion of the different coloured leaves of desert website
structur predictio (ACSIS produce their Rubric for plants have
plants compared to forest plants and why this might be?
al ns by 093) own investigation planner Students write their responses in their Scientific Journal. dominantly Leaves from
features gathering Investigation
and data and Process Teacher introduces the terms Chromatography and small, red leaves 2-3 different
Planner Modified: Students will Chlorophyll and adds these to the Word Wall. but forest plants
adaptati using ing and
including a
trees
ons that evidence analysi be given a step by step Body: have dominantly
labelled results guide of the experiment
help to ng data
table and
In new experiment groups (with new team roles – resource large, green 2-3 small
them to develop and with pictures to follow. leaves?
accurately 5), students are to complete a Leaf Colour Chemistry glass jars
survive explanati informa Struggling students will
labelled graph to Experiment (Information sheet – Resource 15). Body: with lids per
in their ons on tion form a focus group that Have you
represent their the teacher/EA will
Students will individually complete an Investigation group
environ events (ACSIS completed some
data. work closely with. Planner using the data collected as a group and discussing
ment and 218) prior research to
(ACSS reflects (ACSIS -Predict Students will fill out responses. Coffee filters
conclusions for This will continue for 2 lessons over 2 days to allow the learn about plant
U043) historical 090) their Investigation
and what will happen Planner with the experiment to sit overnight. leaves? Rubbing
cultural Questio to the leaves teacher. Their Conclusion: Have you alcohol
contribut ning after the Investigation Planners Students use their Science Inquiry Skills to graphically included all
ions and experiment. will already have a represent their results and consider the evidence to write a elements in you Masking
(ACSHE Predicti table and graph conclusive evaluation. Investigation tape
081) ng constructed so students Students form new groups where one member from each Planner?
(ACSIS WILF: will just have to enter in Conclusion:
group is part of the new group. Each student then shows A marker
231) -Students the data. Did your
their results and discusses their findings in these new
working Extension: Students can groups. conclusion A plastic
Plannin collaboratively in visit the ‘Create a Class discussion on the similarities and differences found in match your spoon
g and
conduct
groups to gather Creature’ website and each group’s experiments. Also discuss reasons for how prediction?
data. generate a creature of What is one
ing recognising the colour of a plant’s leaves can help you Scissors
(ACSIS
-Data reflected, their own. They must interesting fact?
identify what environment that plant can survive in.
087) represented describe how its
appropriately. Resource 15
features help it survive
 in certain environments Students must wear gloves and safety glasses when Resource 16
and what it eats. handling rubbing alcohol (teacher supervision required, and Resource 17
hands must be washed immediately after use). No leaves
may be ingested. Scissors are to be used and handled
correctly.

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about living things and adaptations and represent what they know about adaptations
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

4/8 Living Science Commu WALT: SUMMATIVE- Intro: Intro: Word Wall
things involves nicating Science Review of Word Wall. Discuss the different words and
Describe the What words
have testing (ACSIS Understanding from which lessons the words came from.
structur predicti 093) adaptational features have you used KWL chart
of a Kangaroo by Students are organised into small groups and each the most?
al ons by Rubric of Science given a Peer Assessment form.
features gatherin Processi representing the What is a word Scientific
Inquiry Skills Body:
and g data ng and information in the that you did Journals
adaptati and analysin form of a poster with In their small groups, students must present their not know the
ons that using g data Peer assessment Kangaroo Adaptations poster. This should be no more
a labelled diagram. meaning of Resource 18
help evidenc and sheets that 3 minutes per students. before starting
them to e to informa While each student is presenting, the other students are
Explain and justify this unit? Tell
survive develop tion Modified: Students completing a Peer Assessment form that the student Resource 19
scientific decisions your partner
in their explanat (ACSIS can choose a friend will get at the end of the presentations to see how their
made in your Design peers thought they went. Remind students they must be
what it means.
environ ions on 218) to stand with them
ment events (ACSIS Brief, based on your quite and listen respectfully while others are presenting. Body:
while they present. If
(ACSS and 090) science inquiry skills What did you
students struggle to
U043) reflects knowledge. Students are to collect and present their finished Design notice during
speak in front of
historic Questio Brief project. These will be displayed around the the gallery
people, they can
al and ning WILF: record their classroom and students will engage in a Gallery Walk walk?
cultural and Students presenting around the room to view the other projects. Were some
contribu Predicti presentation on an
information to a Students must present their Design Brief 3D model and people animals
tions ng iPad prior to the
small / whole class poster to the whole class. Students presentations must impossible to
(ACSH (ACSIS lesson and show that
group with be no more than 5 minutes long. spot in their
E081) 231) to their group
confidence. instead.
Conclusion: camouflage?
Plannin Class discussion about the Design Briefs – what went Conclusion:
Extension: Students
g and well, what did not go well, any challenges that people What are 3
write a self-reflection overcame.
conduct in their Scientific things you
ing Students will then write a reflection of the Design Brief have learnt
Journals outlining process in their Scientific Journal.
(ACSIS from this unit?
087) things they did well
 in their presentations As a whole class, students complete the L of the KWL Do you feel
Evaluati and some areas for chart. like you are
ng improvement. Students must move around the classroom slowly and now an expert
(ACSIS carefully during the Gallery Walk and ensure they do on
069) not touch another person’s work. adaptations?