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5E’s- EVALUATE (1 lesson)

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

(include learner diversity)
Science Science as Science
Understan a Human Inquiry
ding Endeavour Skills
Living As a result of this SUMMATIVE- Lesson based on the primary connections lesson and will be - class science
things lesson students will be Science focused on providing opportunities for students to represent journal
have a able to: Understanding what they know about how living things, such as small - word wall
variety - identify the features animals, have a variety of external features and live in
- class
of of small animals for A summative different places where their needs are met, and to reflect on
external feeding, movement their learning during the unit. ‘Schoolyard
assessment rubric
features and protection. safari’ map
will be use to
(ACSSU - describe the habitat assess the children. INTRO from Lesson 1
017) of small animals. The teacher and EA - Prepare a blank, class ‘What am I?’ book for students to - class displays,
- identify the ways will assess all glue their ‘What am I?’ into. charts and
Living small animals depend - Write the names of small animals on paper strips. Include
objectives through tables
things on their habitat for all animals that have been observed in the ‘Schoolyard
individual - 1 book entitled
live in survival. safari’ area. Place in a container.
questioning whilst
differen - Organise props for the role-play ‘What am I?
children complete
t places
the tasks
where BODY
their - Review literacy products from the unit such as the class
The teacher will be
needs science journal, the word wall, the class ‘Schoolyard safari’
assessing if the
are map and tables.
students can:
met (AC - Students make a final presentation on what they found in
- identify the
SSU211) their backyard using their ‘In my own backyard’ journal. In
features of small
a class discussion, compare this information with what they
animals for
found in the schoolyard.

- Remind students about the role-play they performed at the
movement and
start of the unit.
- describe the
habitat of small - Explain that each student will role-play a small animal. Ask
animals. each student to select the name of the animal they will
- identify the ways role-play from a container (see ‘Preparation’). The other
small animals students will try to guess which animal they are depicting
depend on their and what they think the animal is doing.
habitat for - Ask students to make a statement before they guess the
survival. name of the animal, such as:
You have protected your body with a box and are
hiding under it. I think you are a snail protecting
yourself with your shell.
You have tied a cloth around your body and are
sliding on the ground. I think you are an earthworm
moving through the ground and the cloth is the
- Explain that each student is going to make a page about a
small animal of their choice for a class book called ‘What
am I?’.
- Read from a text such as Leaf Litter and show how the
author has used the lift-up flaps to hide the small animals
in their habitat.

- Introduce the enlarged copy of ‘What am I?’
- Explain that students will fill in the sentences to give clues
to the reader, and draw a labelled diagram of the small
animal in the box.
- Model creating a flap that covers the picture. Ask students
to represent the small animal’s habitat on the outside of
the flap.
- Allow time for students to complete their copy of ‘What
am I?’. Encourage students to use their science journals,
their drawings and diagrams and their investigation record
to provide accurate information.

What have you

- Ask students to share their new knowledge with a wider
What was your
audience, such as:
favourite part of
send a letter or email to another class this lesson?

take digital photos for display What have you

invite parents to view students’ work learnt about the
different types
roster students to take the ‘What am I?’ book home of animals?
invite a local newspaper to report on the unit.
What is your
- Discuss what ideas students have for another investigation. favourite
Ask students to record these in the ‘Evaluating the animal?
investigation’ section of their planner.
- Revise the science inquiry skills on page 2 with students,
and review their progress in developing these skills and
identify areas for improvement.