SCHOOL OF EDUCATION

Student Name & ID: __________________________

FORWARD PLANNING DOCUMENT

Learning Area : ______________________________

SCHOOL: ______________________ YR: 1 TOPIC: Science life cycle FPD week to week

Week
s

Learning
Area
Outcomes

BIOLOGICAL Englis
h
SCIENCES
Living things
have a
variety of
external
features
(ACSSU017)
Living things
live in
different
places where
their needs
are met
(ACSSU211)

Links
to
other
LAs

Maths
Visual
Arts

Teaching & Learning

Objectives/Experiences/Content
What students are
doing/learning/demonstrating/engaging/activities
?
Lesson 1:
Step 1:
Students will come in for the start of the day.
Good morning students and welcome to the start of
our new unit of inquiry about Life Cycles.
Step 2:
Put your hand up if you can think of an insect or
animal with a life cycle that has big changes.
Step 3:
We will now go outside and have a look at some living
creatures that are around us and what kind of living
environment they need.
We will have a short discussion outside of what some
students have found.
Take note of the different features and living
requirements.
Step 4:
Come back into the classroom and students will be
introduced to the life cycle of a Butterfly.
Teacher dresses up to introduce this topic.
There will be a movie shown at the front of the class

Resources
What will
they use?

Assessment
How will achievement be judged?
How will results be recorded?
Results:

Imovie
Ipads
Recordabl
e pegs
Smart
board

Assessment:
Anecdotal notes:
Were students able to repeat the 4 main
steps into the recordable peg?
Was the sequence in order?
What other information did they add?

made by the teacher, through the use of Imovie.

This movie will address the main life cycle features of
the butterfly.
Eggs, caterpillar, cacoon on the lean, small butterfly
and then a full size butterfly.
This movie will also be on the Weebly for students to
refer back to- even at home which means they can
continue their development at home with parental
help.
Step 5:
After watching the video students will come
list the main features of a butterfly and the life cycle.
This conversation will be displayed on a projector
from a mind map page Popplet.
The teacher will ask each student to say something
and this will be written up on the board for everyone
to see.
This can then be printed and placed into students
work books and also in the classroom for further work
to be done on the topic throughout the term.
Step 6:
Teacher will allocate student partners to work together
in.
he teacher will demonstrate how to use the
recordable peg and ask students if they have any
questions before going to work with their partner.
The Very Hungry Caterpillar

Step 7:
Students are to then work in set partners to use the
recordable peg.
They are to record the 4 main steps they remember of
the life cycle from the video onto the recordable peg.
Step 8:
Students will reply what they have said to a different
group and then show to the teacher.
Step 9:
Everyone to pack away and come back to the mat for
a finishing Song The butterfly song and dance.
There will be a prize for best dancer.
(Sticker)

Lesson 2:
1. Students will come start the day by sitting on
the mat and waiting for the teachers
instructions.
2. The teacher will read to students The Very
Hungry Caterpillar, relating to the life cycle of
the butterfly but in a fun and creative way.
3. The teacher will pose questions to the students
for example, Why is the caterpillar eating so
much? and What do you think will happen
next?
4. After the story is finished the teacher will ask

Book Creator

iPad

Youtube Video: https://www.youtube.co

v=nKKdwGwOlK8

the students: What was your favourite three

parts in the book? and give them instructions
to the next activity.
5. The teacher will then give each student an
iPad and they will go sit back at their desk.
6. The students will go onto the application Book
Creator and have a certain amount of time to
create a 3-page story.
7. The teacher should encourage students to try
choose a beginning, middle and end so it is set
out in a story sequence manner.
8. After the students have had a certain amount
of time they will come back to the mat.
9. The teacher will nominate a few children to
showcase their work to the class and explain
their short story of The Very Hungry
Caterpillar.
10. To finish off the lesson, the teacher will play a
short video of the puppet show The Very
Hungry Caterpillar to ensure all students
understood the story sequence and the life
cycle of the caterpillar.
Assessment:
Check list
Questions:
1: Were the students able to understand the story
sequence begging, middle and end.
2: Were they able to represent the main ideas from
The Very Hungry Caterpillar.
3: Were students able to pay attention carefully to
instructions.

Lesson 3:
Teacher directed introduction of two new Life CyclesThe Frog and Chickens.
Children will sit on the mat to wait for the lesson to
commence.
Step 1:
Teacher will recap the life cycle of the butterfly,
checking that all students have understood the 4 main
stages that occur.
Step 2:
The teacher will then introduce two new Life Cycles
Frog and Chickens.
Teacher will have two images of each Life Cycle on
the projector and also on the lesson 3 weebly page.
Step 3:
Students will choose the life cycle they want to focus
on / most interested in during the mat lesson.
Frog or Chicken.
Previous knowledge: students have already had a few
lessons showing them how to use drawing desk.
They have also had lessons using it so we wont need
to spend to much time teaching the students.
Just to make sure the teacher is walking around
checking as they are working.

Step 4:
Students will be given an ipad to start their task.
They are allocated 30 minutes to create a drawing on
drawing desk app of their chosen animal or section of
the life cycle.
They are able to explore their creativity by using the
colours and embellishments that are provided on the
app.
The end of the day students will come back to the mat
and stand up to present their work to the class.
ICT: Drawing desk
Assessment:
Anecdotal notes:
1:Did the student choose a new life cycle to draw.
2: Was the student able to use the drawing desk app
from their Ipad.
3: Did students engage in the activity
4: Did students ask questions when they needed help.