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Year level(s) Duration Focus Implementation date(s) Curriculum area(s)

5 1 Hour Living things Lesson 9 of 10 September 2014 Science / Technology / ICT


Science
Australian Curriculum and Reporting Authority, Science, Year 5
Living things have structural features and adaptions that help them to survive in their environment (ACSSU043)
Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093)
Technology
Essential Learnings, Technology, Year 5, Ways of Working
Generate design ideas that match requirements Communicate the details of their designs using 2D or 3D visual representations
Make products to match design ideas by manipulating and processing resources
Essential Learnings, Science, Year 5, Knowledge and Understanding
Techniques and tools are selected to appropriately manipulate characteristics of resources to meet design ideas
ICT
Essential Learnings, ICT, Year 5, Inquiring with ICTs
Plan, conduct and manage structured searches for data and information
Essential Learnings, ICT, Year 5, Creating with ICTs
Express and represent ideas, information and thinking
Essential Learnings, ICT, Year 5, Communicating with ICTs
Collaborate and communicate ideas, understandings, information and responses
Prior knowledge: LMQ1 - What does the learner already know? (Links to prior knowledge & interests)
Learners already know common facts about a range of animals
Learners already know how to recognise animals based on their characteristics and features
Learners already know how to define what a habitat is and understands why habitats are suited to particular animals based on their needs
Learners already know how to utilise the search engine on computers
Leaners already know how to analyse features of an animal and can link that with the environment of which an animal can survive in
Learners already know who to use Paint on the computer
Learners already know what structural features are and how to define them
Learners already know how structural features impact the animals survival skills
Learners already know how to construct a fact file
Learners already know how to construct an informative text
Learners already know how to creatively and cleverly construct an appropriate animal and justify reasoning for their choices
Learners already know how to compile information through researching on the internet
Learners already know how to use Glogster
Learning strategies: LMQ2 - Where does the learner need/want to be?
Knowledge and understanding: Declarative
DK1 Students know how the structural features of animals impact their survival skills
DK2 Students know how to utilise a variety of ways to present their findings
DK3 Students know how to utilise findings to create accurate representations


Skills: Procedural
PK1 Students can explain how structural features impact the environments of which animals can live
PK2 Students can generate design ideas and explanations in multi-modal formats
PK3 Students can demonstrate their design ideas in visual representations, both physical 2D and 3D
and through ICT
PK5 Students can communicate ideas and understandings in a multi-modal format
Learning: LMQ3 - How does the learner best learn?
DoL1 Focus - What Attitudes and Perceptions will be the focus of this LEP and how will I support
individual learners?
Recognise and provide for students individual differences and Use a variety of ways to engage
DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their
development?
Maintain an open mind: As this unit is a creative unit, students will be reminded to maintain an open
students in classroom tasks: The unit caters for a range of learners by ensuring the tasks are
completed with a multi-modal approach. There is opportunity for students to acquire the information
through an aural, visual and kinaesthetic approach. The unit differs from other KLAs as it is a
practical and innovative topic with exciting and fun activities.
Respond positively to students incorrect responses or lack of response: This imaginative unit allows
students to express their thoughts and opinions openly and freely. The tasks require the students to
be as creative as they like therefore, keeping an open mind with the task is essential. Provided
students can justify their reasoning for choices, it is crucial that positive feedback is relayed to the
students in regard to their animal.
Structure opportunities for students to work with peers: This unit allows students the opportunities to
work with their peers. This can help their creativity as well as help to engage learners. The
collaboration extensive, therefore this unit should provide motivation for students to excel and enjoy
their learning. Peer tutoring can also be utilised to help support individual learners.
Help students be clear about the directions and demands of the task, Provide students with clarity
about the knowledge that the task addresses and Provide students with clear expectations of
performance levels for the task: Students will be given a student friendly task sheet and criteria sheet.
With this, students will be constantly bought back to ensure they have completed the task
adequately and are aiming to align with the expectation outlined on the rubric.
mind when completing the tasks. They will be encouraged to remember that if they can justify their
thought process and reasoning than they are not wrong in their creations or thoughts. As the LM, I
will also maintain an open mind when assessing the students work and think with an open mind
when students reveal their thought process that influenced their decisions.

Be clear and seek clarity: The assessable tasks will be clearly outlined and students will have a clear
task sheet and rubric to inform their learning. Students will have a great enough knowledge to
complete the assessment as they will have gained a clear expectation from tasks throughout the unit.

Generate new ways of viewing a situation that are outside the boundaries of standard conventions:
This unit invites students to think creatively about animals and delve into thinking about reasoning as
to why things are the way they are. Students will be encouraged to think beyond how animals are
seen today and instead think about new ideas outside of what is currently in existence. As the LM, I
will demonstrate this thinking in the explicit instruction lessons and when providing examples of the
expected work levels.


Time Learning processes & procedures
LMQ5 - What will constitute the learning journey?
LMQ6 - Who will do what?

Resources
LMQ4 -What resources
do I have at my
disposal?
Assessment & feedback
LMQ7 - How will I check to see the
learner has achieved the learning
outcomes?
LMQ8 How will I inform others?
10 mins





45 mins




5 mins
Introduction
1. Ask students to read over the task sheet. After students have perused the task, discuss what they have already achieved
and completed. Read over the remainder of the tasks and the criteria sheet.
2. Using the rubric, inform students that they will be making their Glogster today. Help students to understand clearly the
expectations of the task and show them where the criterion addresses that expectation.
Body
3. Demonstrate a model poster which utilises the animal investigated by the LM in lesson 5. Use the fact file to show links
to the students between the fact on the file and on the poster.
4. Allow students time to complete their poster. LM to provide feedback to students throughout the lesson.
Conclusion
5. Revise the task sheet and criteria. Ensure students tick tasks off their checklist and read over the criteria to ensure the
tasks are completed to the best of their ability.

-task sheet
-criteria sheet




-example fact file
-example Glogster
poster






Work sample: When students finish the
task, they will have completed all
elements of the task apart from the
presentation. The teacher will be able to
use this as evidence to support their final
mark.