FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 wk. 6 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Science: Living things can be
grouped on the basis of observable features and can be
distinguished from non-living things. (ACSSU044)

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 Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

Students have access to a set of class iPads, which have all of the apps required for these lessons.
The smart board can also be used for the viewing of a YouTube video as a whole class at the start of the first lesson.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 1 Science; 1. Research their assigned Diagnostic Introduction

Lesson 1 Communicating: sea creature, including in assessment at the - Prior to the start of the lesson students have been asked by the Flipgrid
start of the lesson teacher to upload short videos onto Flipgrid. These videos are iPads
Represent and their research significant
using the app about 1-2 facts students may already know about sea creatures,
communicate survival features and
Flipgrid to check particularly the features they might have which help them to
observations, basic facts. students survive. Smart Board.
ideas and 2. Students are able to understanding of - The teacher plays an advertisement for David Attenborough’s Video link:
findings using describe at least 3 survival the sea creatures Blue Planet II. https://www.youtube.
formal and features on their assigned they have been - Students watch the clip through once, then a second time, this com/watch?v=kAphgH
informal creatures. E.g. how does assigned. time the teacher pauses it at pre-determined points to talk hlteM
representations it move, can it change Formative about the animal they see, and what they notice about it e.g. Pause @ 0:53 – sea
(ACSIS060) assessment does it have scales, feathers, fur? Does it have gills? What other dragon
colour etc.
throughout the features does it have that might help it survive? Pause @ 1:25 - fish
learning process - Students pick the name of their sea creature out of a hat to Pause @ 1:30 - dolphin
done at the end of ensure that the allocation of animals is fair. Pause @ 1:57 – sea
the lesson to bird
ensure students Body Pause @ 1:59 - seal
have an - The teacher will provide students with information regarding Pause @ 2:30 – otter
understanding of the different types of animals they can find in or around the
sea creatures and ocean (whale or dolphin, turtle, shark, fish, birds etc.)
their features - Students have been asked to find out information about their
creatures’ diet, where they live, how big they are, how do they
move around, how do they reproduce (eggs, live young etc.) Workbooks
- Information found by the students can be written into Pencils
workbooks before it’s added to the student’s presentations. iPads
- Students research their assigned sea creature, looking at
describing its features, drawing pictures or it, and other
interesting facts about it.

Conclusion
- The research portion of this activity should be roughly finished
by the end of the lesson. The teacher will go around the class,
asking each student to tell the class what animal they have and
explain 1 thing that they learned about their animal in this
lesson.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Week 2 Science; 1. Create a presentation Summative Introduction

Lesson 2 Communicating: combining visual and assessment at the  At the beginning of the lesson the students, in small groups no bigger
Represent and end of the lesson than 4, briefly explain to their peers some of the features of their Work from previous
audio components using the rubric for
communicate animals that they researched in the previous science lesson. lesson (iPads)
about their assigned the presentations:
observations, ideas  Including in their discussion, what it’s called, what kind of animal it is
sea creature. Includes – at least 5
and findings using facts about their (turtle, shark, whale or dolphin, bird, fish etc.) what it eats, where is it
formal and informal 2. Students can describe found, how does it move, how does it reproduce, how does it defend
animal, easy to
representations the physical understand visuals in itself and how long does it live.
(ACSIS060) appearance of their their presentation,
sea creature verbally and audio Body
components to aid in  Students finalise their research regarding their assigned sea creatures
in their presentations explanations.  At the completion of their research, they bring their work to the
3. Students can list basic Formative iPads
teacher, who checks spelling and grammar, before it can be added to
facts, including assessment – student Workbooks
their presentations on their iPads.
presentations
habitat, life span, how  Students create their Presentations using the app Explain Everything, Pencils
submitted to the
it reproduces and diet teacher after creating the visual element and recording their audio components
etc. about their sea completion, rubric too.
used – basic facts Explain Everything
creature verbally in  Students upload their completed presentations onto Seesaw, where
(objectives 2&3) and
their presentations. the teacher can mark them, and parents are able to view what their
at least 3 observable
children are doing.
characteristics and Seesaw
how they benefit are
included. Conclusion
Diagnostic  Prior to the closing of the lesson and after the completion of their
assessment at the presentations the teacher instructs students to move to various parts
end of the lesson to of the room depending on the observable characteristics of their
help the teacher animals, for example: covered in fur, covered in feathers, has gills to
understand the breath, has lungs to breath, is a bird, fish, turtle, shark etc.
students grasp of
 The teacher goes around the class, asking students why their animal
common
characteristics and belongs in the group they put it in.
how they can be used  Students write down their names and reasoning for their grouping on Google documents link
to group sea a google document so their self-made groups can be re-formed at the provided
creatures. start of the next lesson and the teacher can
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Week 3 Science; 1. Produce an Diagnostic Introduction

Lesson 3 Communicating: iMovie showing assessment at the  Students re-form the groups they made at the end of their last
Represent and start of the lesson to science lesson.
how sea creatures make sure students
communicate  The teacher questions students about their sea creatures, for
can be grouped understand that the
observations, ideas example: Did anyone’s animal have sharp teeth? Did anyone’s animal
together based on characteristics
and findings using determined in the have upright tails? Does anyone’s animal have to come up for air?
formal and informal observable Etc.
previous lesson can
representations characteristics help to group their  Students are grouped correctly by the teacher. Students will then
(ACSIS060) 2. Students are able sea creatures. talk about their animals and what they have in common.
to describe their Summative
assessment at the Body
assigned animals end of the lesson - Students, grouped based on their sea creatures’ observable iMovie
in detail in their using the rubric for iPads
characteristics, complete an iMovie containing information
iMovie’s. the collaborative
regarding their particular sea creature and why it can be
documents –
3. Students can list grouped into that particular group.
identifies basic facts
the names and about animals - Groups should include Whales and Dolphins, Fish, Turtles,
very basic grouped (wk. 2 lesson Sharks, Birds etc.
information about 2, objectives 2&3), - Reasons for grouping:
can explain why - Sharks: rows of sharp teeth, gills, has dorsal fin, has upright tail
other animals that
animals are grouped
can be grouped - Whales and dolphins: breaths air, has flat tail
together, identifying
- Fish: covered in scales, has gills, has fins
with their animal at least 3 common
observable traits. - Turtles: has shell, has flippers, breaths air, has sharp ‘beak’
and why they can
- Birds: covered in feathers, has webbed feet, has beak
be grouped based - The iMovie’s need to include information about the student’s
on observable specific animals and also reasons as to why they have been
characteristics. grouped together, for example, sharks are grouped together
because they all have sharp teeth, dorsal fins, gills and upright
tails.

Conclusion
 The students upload their finished iMovie’s onto Seesaw so the
Seesaw
teacher can mark it and so parents are able to view their work.