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FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science – Animal


(Wk 1) Adaptions
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 KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Science Understanding
Science as a Human
Endeavour
Science Inquiry Skills
As a result of this Checklist: Introduction: What is similar Photos of 4x
lesson students (Diagnostic) about these environments
Science Students are introduced to the topic of Animal
will be able to: environments? Sticky notes
Understanding Adaptions. Photos of different environments (Desert,
Living things have Arctic, Ocean, Forest) are placed on the wall.
Worksheet will be What is different?
structural features Students are asked to write words that describe each
Week 1 marked according
and adaptations that environment on a sticky note and place it on the wall
Engage to rubric
help them to survive under the relevant picture.
in their environment Identify and justify What are the
(ACSSU043) the features of an Body: similarities between
animal that are Students are given a worksheet with the animals in the same Environment-
suited to its environments as headings. They are also given environment? Worksheet
environment photos of various animals that inhabit a specific Animal Photo Sheet
environment. Students must match the animal to What is different Specific Animal
their environment and glue it under the correct between animals in Worksheet
heading. They then select one animal and list three different Class iPads
reasons why they believe it is suited to its environments?
environment (must mention at least 3 specific
features). Students must then research the animal
and conclude if their ideas were correct.

Extension Task: Students who finish the first task Discuss with
must select one of the animals and complete the students whether
Feature Creature Worksheet using the class iPads. the animal could
survive in other Feature-Creature
Enabling: Students who require extra assistance will environments (e.g. Worksheet
be paired with a higher achieving student. Students Hammerhead shark Class iPads
who are visually impaired will be supplied with a in the desert).
larger font worksheet and photos of animals.

Conclusion:
Students are randomly selected to share one animal
– describing its key features that suit its
environment.