FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 / 1-5 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science / Biological Science

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

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about adaptations
 To elicit students’ questions/ prior knowledge about adaptations
 Diagnostic assessment used- in this lesson you will find out what the students already know about adaptations. 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
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSSU (ACSIS0 Investigate and Introduction: Brief explanation covering What Science
1 DIAGNOSTIC
043) 93) research the physical  What is an extreme environment? adaptations workbooks
Collect science
features and  What is a structural adaptation? does your 1x Ipad/computer
book to assess
adaptations of a favourite animal per student
steps 1-3 gaging
chosen animal and Body: have?
prior knowledge
how it uses these to  Students complete steps 1-4 of design brief How does it use
+
survive. these to meet
Observing  Teacher facilitates and helps out where needed/ if
its needs?
discussion during students go off task
Present any features or How does it use
adaptations that you
step 4  Once students have had a couple of minutes to these to
found out about your discuss their prior knowledge of their favourite survive?
Assessment of step
favourite animal to the animals’ adaptations with a partner, teacher signals
6 using checklist.
class to move onto step 5. Students told they will be
Are students able
to communicate presenting what they learn to the class
learnings of
adaptations Conclusion:
 Students asked to stand up one at a time and tell
the rest of their class about the chosen animals’
adaptations and what they learnt.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of adaptations
 To support students to investigate and explore ideas about adaptations
 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
(ACSSU (ACSHE (ACSIS2 Exploring structural How do polar 3 Buckets
2 043) 081) 31) adaptations for
FORMATIVE Introduction: Brief explanation covering bears stay warm Box of Latex
particular environments  What is an extreme environment? in the freezing gloves
such as if blubber is an Were students  What is a structural adaptation? arctic? 1 set of playdoh
effective adaptation that able to identify a What ‘blubber’ 1 bag of flour
 What animals live in the arctic? (Group Brainstorm)
can protect animals in difference worked best? 2 bags of ice
cold environments. between using a Why did they Vegetable
substance as Aim: To investigate if blubber keeps animals warm in cold work better shortening
Developing the ‘blubber’ and environments. than having no Elastic Bands
ability to test predictions their naked hand. ‘blubber’? How A stopwatch
 Students make Hypothesis over which substance
regarding the (Using Checklist) do we think this 3 Towels
effectiveness of blubber will be the best, as well as will a substance make relates to Polar Access to running
as a means to protect your hand warmer or colder Bears in water
animals in arctic  Students complete steps 1-4 of ‘Blubber Me’ extremely cold
environments. experiment environments?

Create a Health & Safety:

hypothesis regarding  Keep water inside tubs
the effectiveness of  Wipe any spills up immediately
“blubber” as a means to
 If you start to feel pain or numbness remove hand
protect animals in
arctic environments. immediately from water
 Gloves are placed in bin immediately following
experiment
 Check if any students have latex allergies

Conclusion:
 Class discussion; What ‘blubber’ worked best? Why
did they work better than having no ‘blubber’? How
do we think this relates to Polar Bears in extremely
cold environments?

Extending Students
 Encourage more capable students to present their results as
a graph.

Supporting Students
Allow less confident students to work on the experiment at
their own pace, providing additional time where necessary

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
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSSU (ACSIS0 Students can explain  What did we Checklist
3 043) 93) how and why the
FORMATIVE Explain a structural adaptation.
learn about the A3 paper – 1 per
Checklist: Made up  What adaptation of the polar bear did we explore
physical features and last week? What did we learn about that ‘blubber’ pair
from the judging
adaptions assist the adaptation last Whiteboard
standards. Track adaptation?
survival of animals in week? Marker
their environment
what grade each  Discuss other adaptations that a polar bear might Why are Animal
student are have? E.g White coat for camouflage, sharp
(In conjunction with A adaptations so adaptation
currently achieving
grade judging standard teeth/long snout, advanced smell. important to posters
in the WA curriculum)  Define and explain the difference between animals’ survival
structural, behavioural, and physiological in their
Students can create an environment?
adaptations using examples.
imaginative animal How does
with 5 adaptations and  Explain why it is important for animals to have these global warming
explain the purpose of adaptations in their environment. To adapt means affect animals
each. to become suited to new conditions, just like the with
polar bear has blubber to cope in the freezing adaptations?
water.
  Most unique features of any animal can be
explained as an adaptation
 Discuss how a changing environment in places like
the arctic (due to global warming) might impact
animals with developed adaptations
 In pairs, students asked to create, draw and label,
their own imaginative animal by brainstorming 5
unique adaptations that serve a purpose which they
can explain in a short sentence under label. Using
animal adaptation posters as examples.
 Encourage students to consider the environment
the animal lives in, its diet and how it will
consume/catch it and any survival or hunting
mechanisms.
 Teacher chooses a few to present to the class

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
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSSU (ACSIS2 Students develop Introduction: What do you Inquiry
4 SUMMATIVE-
043) 31) relevant clarifying  Provide the students with inquiry task worksheet want to find out Worksheet
(ACSIS0 questions to research Science Inquiry  Students read through the task step-by-step and about your
90) in report Skills answer any questions the students may have. animal?
(ACSIS0 Checklist for each What questions
 As a class, brainstorm some possible animals and
91) Students conduct science inquiry skill do you think
(ACSIS0 research on chosen environments that the students could research. people reading
strand to be
93) environment and assessed by Record these as a mind map on the board. the magazine
animal presentation of  Discuss the possible sources that the students could would have
report use to gather information about the
Students communicate animal?
their research to the Body:
rest of the class  Students are told they are reporters for the National
Geographic magazine. They have been asked to
 write a detailed information report for the
magazine, dedicated to animals and their
environments.
 They must choose an animal and an environment
that the animal lives in, and research them to
present as an information report.
 Students complete animal adaptations inquiry task
worksheet

Extending Students
Encourage more capable students to follow their personal
interests when selecting an animal and environment to
research. Encourage more capable students to collect as
much relevant, detailed information as they can from a
variety of reliable sources.

Supporting Students
Steer less confident students towards animals and
environments that are likely to prove easier to research.
Support students with lower literacy levels to access relevant
information by assisting them to locate appropriate sources.

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about 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
 (ACSSU Analyses and explains  Science
5 043) how and why the
SUMMATIVE- Students given a random animal card
workbooks
 Asked to label 3 features/adaptations
physical features and Science Animal Cards
 Must write a detailed sentence for each explaining
adaptions assist the Understanding how the adaptation assists the animal survive in
survival of animals in Checklist: Made up
their environment, their environment
from the judging
providing detailed standards. See
examples lesson objective for
A grade
specification