FORWARD PLANNING DOCUMENT

TERM/WEEKS: TERM YEAR LEVEL: 1 LEARNING AREA/TOPIC: SCIENCE

2/WK 5
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS (include learner diversity)

Science Science Science

Understandin as a Inquiry
g Human Skills
Endeavou
r
Week Living things 1. Identify 4 Formative Introduction The Waterhole-
live in
5/ different animals in Graeme Base
different  Read The Waterhole by Graeme Base
Lesson places where the wetlands, ocean Checklist:
1 their needs
 Class discussion about what different animals they saw and
and desert using (Developed, the different environments, as well as why they might all
are met
(ACSSU211) Google Expeditions developing, not live in different environments
and screenshotting developed)
Body
- Can student
the animals  Students will be looking at different animals in different
identify four
environments Google
animals in the
2. Label at least  Students will use the Ecosystems tour on Google Expeditions
wetlands, ocean
one feature that an and desert Expeditions. Teacher will do a guided tour on the wetlands,
animal has in the - Can student list ocean and desert. Every time students see an animal, they
wetlands, ocean and one feature of will screenshot it.
Pic Collage
desert using Pic animals in the  Students will then create 3 Pic Collages of the animals in
Collage wetlands, ocean the wetlands, the desert and the ocean. Using the text tool
and desert on Pic Collage they will identify 1 feature that the animals
in this environment have

 Example done by teacher, where an image of a fish is Padlet

selected, and the tail is labelled as its feature. QR codes
 Students will upload each collage to the designated Padlet,
which they access using the QR codes on the Smartboard
Conclusion
 Teacher will go through the environments and ask students
to think about one animal from an environment and the
feature that it has. They will then share this with the
person next to them Post-it notes
 Student ticket out the door will be a post-it note with
their name on it, as well as a drawing of one animal in an
environment, with one feature labelled
Learner Diversity
 Class rule of ‘hands on head’ indicate when a student has
fallen behind in instructions and needs catching up or further
 FORWARD PLANNING DOCUMENT
TERM/WEEKS: TERM YEAR LEVEL: 1 LEARNING AREA/TOPIC: SCIENCE
2/WK 5
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES
N (include learner diversity)
Science Science Science
Understandin as a Inquiry
g Human Skills
Endeavou
r
Week Living things 1. Present Formative Introduction
live in
5/ information on the
different  Watch YouTube Video: ‘Let’s go to the zoo’. ‘Let’s go to
Lesson places where animals, their food Checklist:
3 their needs
 Ask students to stand up and dance along with the song. the zoo’
and their location of (Developed, https://www.yout
are met
developing, not
 Ask students how might an animal in the
ube.com/watch?
(ACSSU211) an environment
wetlands/desert/ocean move? Create discussion about the
studied in class, developed) v=OwRmivbNgQk
movements and why they might move in that way
- Student can
using Book Creator Body
identify at least
Book Creator
one animal found  Students will use Book Creator to make an information book
in a chosen about one environment they have studied
environment (wetlands/desert/ocean)
- Student can  Students will use research accumulated in Lesson 2, and any
identify the food information from Lesson 1 to help them
found in an
 Students will be asked to use pictures from the internet,
environment
drawings, screenshots from Google Expeditions or text
- Student can
identify the  They must indicate the following in their book:
 location of an - The different animals found in that environment
environment - What the animals eat in that environment
- Where these environments can be found in the world

 This criteria will be written on the smartboard for students

to refer to
Conclusion
 Students will present their book to a partner. Students will
pick out one interesting fact from their partner’s book to tell
another student.
 Students will airdrop their books to the teacher, who will call
out names of received books as a ticket of leave
Learner Diversity
 Class rule of ‘hands on head’ indicate when a student has
fallen behind in instructions and needs catching up or further
scaffolding

FORWARD PLANNING DOCUMENT

TERM/WEEKS: TERM YEAR LEVEL: 1 LEARNING AREA/TOPIC: SCIENCE
2/WK 5
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS (include learner diversity)

Science Science Science

Understandin as a Inquiry
g Human Skills
Endeavou
r
Week Living things 1. Create an Summative Introduction
live in
5/ iMovie containing ‘Chameleon for
different  Watch YouTube Video: ‘Chameleon for Kids’
Lesson places where information about a Checklist: Kids’
5 their needs
 Ask students why the chameleon changed colour? Ask
https://www.y
researched animal, (Developed, students why animals might need to have certain features
are met
outube.com/wa
(ACSSU211) it’s features and developing, not to live somewhere. Ask class for examples.
tch?
it’s environment developed)
Body v=aZuxerppygM
- Student can
(food and location).  Students will be reminded of their research from Lesson 4,
identify physical
where they looked at one specific animal from one
features of a
environment. They will be asked to turn to the person next
selected animal
to them and describe one interesting fact about their
- Student can
chosen animal
describe an
animal’s  Students will be asked to create an iMovie about their
environment chosen animal iMovie
- Student can  They will need to include:
identify why an - The appearance of the animal
animal lives in a - Where the animal lives
particular - Why the animal might live there
environment - What the animal eats
- Student can - Any more interesting facts
identify the food
 Students will be encouraged to use photos, pictures they
an animal needs in
have drawn, text or voiceovers to create their movies. They
an environment
can also use any of existing templates to enhance their
iMovie
Conclusion
 Students will present their iMovies to their Year 6 buddy
class. They will need to tell their buddy their favourite fact
about their animal and its environment
 Students will airdrop their iMovies to the teacher, who will
call out names of received books as a ticket of leave
Learner Diversity
 Class rule of ‘hands on head’ indicate when a student has
fallen behind in instructions and needs catching up or further