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

5 1 Hour Living things Lesson 1 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
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
Skills: Procedural

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
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.
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 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
Structure opportunities for students to work with peers: This unit allows students the opportunities
to work with their peers on numerous occasions. This can help to trigger their creativity and build
off each other as well as help to engage learners. The collaboration in this unit is more than
possible with most KLA units, 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.
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?
15 mins








30 mins





15 mins
Introduction
1. Inform students that this unit they will be looking at living things. Using bubbl.us, write the title in the centre of the board.
2. Ask students what they know about living things. Provoke students thinking by asking questions using the 5 Ws. (What is a
living thing? Where do you find living things? How do you know something is a living things? What do all living things require?
When does something become a non-living thing?) Record students answers in a brainstorm.
3. LM to share the bubbl.us brainstorm with students so they can save it for themselves.
Body
4. Discuss what a Venn diagram is and ensure all students are aware of how to complete it. Provide clear expectation to
students so they feel competent to adequately complete the task.
5. Divide the class into small groups of no more than four.
6. Provide each group with two animals. They have to add their thoughts and opinions to the Venn diagram. Allow each group
two minutes to add information before rotating the diagrams. Each group is to have the opportunity to add to the diagram
and discuss a range of animals.
7. Share the findings and discuss similarities of all living things. If students have only discussed the outer features of the
animals, encourage them to think beyond the exterior features and think about other elements.
Conclusion
8. Play a game of celebrity heads using animals. Choose a range of animals that greatly differ each time so students are
thinking about different characteristics, features and habitats.
9. Discuss with students who they would define living things. As a class, come up with a suitable definition on the whiteboard.
Get students to record it in their book.

-www.bubbl.us.com
-computer
-internet




-butchers paper


-pairs of animals
and images to give
to each group



-ideas of animals
-whiteboard
-markers
Diagnostic: Students prior knowledge and
understanding of living things will be
evident as they give ideas. Through the
questions, the utilisation of Blooms
Taxonomy will allow the LM to see the
depth of understanding students acquire
and which students only know the basics in
relation to living things.

Work sample: The Venn diagram will show
evidence of the students knowledge and
will demonstrate their understanding of
living things based on the depth of their
answers and if they are utilising higher
order thinking. The diagrams will be placed
on display to show evidence of their
learning.

Anecdotal notes: Through listening to the
questions students ask it will be evident if
they can link together answers and narrow
down the possible outcomes for the chosen
animal.