SCIENCE FORWARD PLANNING DOCUMENT

TERM 3 WEEK: Safety considerations: Students will allergies will need to either sit out or work TOPIC | Biological science
1 beside an educator. Living things & dependability
Students will need to be careful around the animals.
Care when creating craft activity.
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Sustainability
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS 5E’S

Science Science as a Science Inquiry Engage
Understanding Human Endeavour Skills
Living things Science This lesson is adapted from the primary connections resource “Among the gum
depend on each knowledge trees” YouTube
other and the helps people to Introduction:
environment to understand the
 What do you know about birds and bees? Write it down on your whiteboards
survive effect of their
(ACSSU073) actions and hold them up. TWLH chart
(ACSHE062) Watch video: https://www.youtube.com/watch?v=c963NhkfNY0 hand out
 What did you learn through this video? What do you not know yet? What
have you heard but are not sure?
 Watch live stream of bald eagle.
 https://explore.org/livecams/bald-eagles/decorah-eagles
 OR https://explore.org/livecams/ospreys/charlo-montana-osprey-nest
 I wonder…what do bees and birds have in common. Do not answer any
questions.
 Complete TWLH chart (first section) on piece of paper provided.
Body steps:
Picnic rug
 Laid outside of the classroom will be a large picnic rug. Students are to bring
their writing books and pencils with them outside.
 In this vicinity students are to observe the different types of birds that fly past.
Environmental
 What distinguishable features do they have? What are some similarities and
journals
differences between the different types?
 What are some of their behaviours (twirling, singing)? Where do they land
Class iPads
(e.g. Flowers or trees)?
 TEACHING AND LEARNING EXPERIENCES
 Once students have written these observations down, they are to move over to
the garden – there they will do the same but for bees (making sure to keep a
safe distance and observe, not interfere or cause the bees to become
aggressive). If students notice any birds, they can write in their observations
the differences between the behaviours out on the grass opposed to the garden.
 During the process students have been given iPads to take photos – whilst the
animals will most likely be too far for a high-quality photo the photos allow
for a reference point.
 Making their way back to the classroom students are to sit at their desks and
participate in a think-pair-share of their observations. Asking key questions
such as; what were observable differences?
 Now using butchers paper students are to create a poster representing the
animals – there will be an array of craft materials such as features and nature
magazines as well as colours to draw or paint.
Conclusion:
Butchers paper
 Students are to pack away – as a class. Once this is done students are to sit on
the mat.
 What did they enjoy about the lesson?
 What was the most challenging part?
 What do they think bees and birds have in common now?
 Move onto next letter of the TWLH chart (once completed they may leave).
LEARNER DIVERSITY TWLH chart
Enabling: Work with students who struggle with retaining information (from videos). Use
strategies such as prompting and consistent positive reinforcement. Students who will struggle
to make the poster will be helped through the process, writing the notes and simply transferring
the information.
Extension: Students who finish early are able to go outside and find physical objects to stick to
the poster (they will need to be accompanied by an adult), once they have done this, they will
need to explain the reasoning or the effect the objects have.
Disability: Follow IEP for more specifications. Poster requirements are adapted to suit and
sensory impairments are taken into consideration through headphones and seating.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Demonstrate prior knowledge around the effect living
things have on each other.
 Take photos and write observations on directed animals
for further investigation.
 Create a poster representing content from lesson (around
living things)
ASSESSMENT
 TWLH chart
 Poster will be collected and used for assessment and
planning.

Assessment/resources:
 FORWARD PLANNING DOCUMENT
TERM 3 | Week 2 Date: 20th of August 2020 Year Level 4

YEAR LEVEL DESCRIPTION

They begin to appreciate that current systems, have characteristics that have resulted from past changes and that living things form part of systems. They understand that
some systems change in predictable ways, such as through cycles. They apply their knowledge to make predictions based on interactions within systems, including those
involving the actions of humans.
Prenuptial information: In term 2 the class studied Chemical sciences; learning about common materials and how properties of materials lead to waste and pollution. With
this they created a recycled garden bed (out of household materials).
The school has a vegetable garden (this was created two years ago for the year 2 biological science strand – the kids in this class created it themselves).
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Science Understanding: Science as a Human Endeavour: Science inquiry skills:

Living things depend on each other and the environment to Science knowledge helps people to understand Represent and communicate observations, ideas and
survive (ACSSU073) the effect of their actions (ACSHE062) findings using formal and informal representations
(ACSIS071)
 SCSA LINKS 5’E
TEACHING AND LEARNING EXPERIENCES RESOURCES

Living things depend Health & safety: Explore (1) Introduction: Sticky notes
on each other and - Scissors are a  The teacher will sit the class on the mat and wait for silence. Hand out a sticky note to
safety issue,
the environment to each student and ask them to write how they think living things depend on each other
make sure
survive (ACSSU073) students use them and the environment to survive.
responsibly  Once the class is sitting nicely, the teacher will walk outside and come back in dressed
- Do not let in a costume.
students eat seeds
 Bursting through she will yell “Environmental Ellie is here!”
or trip on them
 Environmental Ellie will explain: “There is a ginormous debate happening in the bird
LESSON OBJECTIVES world, it is tearing the ecosystems apart. Birds are quitting left, right and centre! The
Green cape
As a result of this lesson, students will be able to: dung beetles started an argument through saying that birds do nothing for the world!”
Green mask
 Create various beaks that are capable of  “I need the help of a smart group, your teacher told me she knew some people and ‘Environmenta
carrying seeds pointed me here. Will you all help me? I have to run and hold of the arguments, but I l wand’.
 Record and represent date in an easy to read have informed your teacher, please hurry!” Teacher changes
manner such as a table Lesson steps:
 Pose and respond to questions around the  Teacher will conduct a discussion on what they believe birds and dung beetles do for
need for birds in the world, variables and
the environment – prompt students along until they reach spreading seeds.
results of the activity.
 Explain to the class they need to explore using various materials (sustainable materials,
ASSESSMENT these will be donated by parents) to create a bird beak, the bird beak will need to carry Pop sticks
Diagnostic: seeds and drop them in various cups to plant flowers. In pairs the students will test
Teacher will keep anecdotal notations on: various bird beaks. As a class (using the name pop stick method if necessary) plan a White board
Engagement, prior knowledge on animals and plants criterion: marker
involvement in the environment and understanding of  What is the most effective way to carry seeds?
Materials:
prediction, ability to record and represent date.  What beak holds the most food?
Toothpicks
What do students already know about: living things  What beak drops the most? Chopsticks
depend on each other and the environment to survive.  Which beak is the most precise? Rubber bands
 The teacher will outline the expectations and goals before providing an example table Sticks
Word wall: The teacher will ask students to write on a on the board, students can create their own, but the example will be left on as a guide. Plastic plates
sticky note and place in allocated spot. This will be Example table:
Glue
reviewed at the end of the unit of work when students
Sticky tape
write what they now know. Scissors

Summative:
Students will write on a coloured reflection card to
leave the class: 1 thing they learnt, 1 thing they found
interesting and 1 question that remains.
Timer
Science
workbooks
In groups of three at each table there will be an array of materials and a timer for students to Exit sheets
work with. The groups will be stopped 15 minutes before the end of class.
 Students will need to take photos and record results. A4 Paper
 The teacher will monitor each group, asking questions about their choices,
explanations and predictions (for anecdotal notes). Do they think the results would
change if they did it again?
Conclusion:
 Conclude the lesson by bringing students to the mat.
 This will be after students have packed away their materials and the class in the same
state it started with (beaks will be kept at the back of the class or adequate storing
place).
 Ask students: What did their results tell them? Allow each group to answer.
 Then ask what variables should be considered? What other animals do they think
spread seeds? If no answers are provided list a few; elephants, squirrels, green sea
turtles and finally dung beetles! “Now that explains why the dung beetles were so
competitive about the seeds.”
 Ask if they think dung beetles would be as effective as birds in spreading seeds?
 Students will need to write their exit ticket to leave the class. These will be kept by the
teacher.
LEARNER DIVERSITY
Enabling: Reinforce that the lesson is around the spoken word and assessment is not based on
reading abilities or writing. Therefore, the groups can help each other.
Extension: Extension students can use extra materials and implement ways to identify and test
one to two variables.
Disability: This will be catered for on an individual basis.
Resource considerations:
Websites Books
https://www.un.org/sustainabledevelopment/sustainable-development-goals/  We don’t eat out classmates! By Ryan T Higgins

https://www.worldwildlife.org/teaching-resources  The Boy, The Mole, The Fox and the Horse by Charlie
Mackesy
http://www.saps.org.uk/primary
 Welcome to country by Lisa Kennedy
https://www.monash.edu/science/schools/earth-atmosphere-environment/primesci  A world without bees by Alison Benjamin

http://www.gould.org.au/the-donation-from-the-us-company  The Lonely Polar Bear Khoa Le

 The tantrum that saved the world by Megan Herbert
https://switchzoo.com/
 Smart about sharks by Owen Davey
https://kids.sandiegozoo.org/games  The Pout – Pout fish cleans up the ocean by Deborah Diesen
https://www.thelearningapps.com/animal-games-for-kids/  Little home bird by Jo Empson
 The Journey home by Frann Preston-Gannon
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/continuum
/Pages/environment.aspx

https://web.extension.illinois.edu/ecosystems/teacherguide6.cfm

Apps:
Care for our world – Sunbreak Games

Miniwalla the forest story – Siu lui Shirley choi

Assessment:
1 2 3
 SCIENCE FORWARD PLANNING DOCUMENT

TERM 3 | WEEK 3 - 7 Safety considerations: TOPIC | Living things

- No moving of the QR codes or straying from the given resources.
- Students will need to be appropriate with the iPad use.
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS 5E’s

Science Science as a Science Inquiry Skills Explore TEACHING AND LEARNING EXPERIENCES RESOURCES/K
Understanding Human
(2) EY QUESTIONS
Endeavour

Living Science With guidance, plan and Introduction:

things involves conduct scientific  The teacher will explain that Environmental Ellie really appreciated the hard Potted plants
depend on making investigations to find work the class put into the last lesson.
each other predictions answers to questions, White board
and the and considering the safe use  One at a time can each student please tell me something about that lesson.
 Once the students have answered they are to move with the seeds that were marker
environment describing of appropriate materials
to survive patterns and and equipment planted by the ‘beaks’ last lesson, students are to move the plants to a spot in
(ACSSU073 relationships (ACSIS065) the classroom. QR codes
) (ACSHE061)  Please not, this is not the experiment for students – they completed a life
LESSON OBJECTIVES Timer
As a result of this lesson, students will be able to: cycle lesson on seeds in year 2, these seeds are Marigolds and will be
 Discuss in pairs and write & answer questions that lead to kept along the classroom window until they are ready for the school
an investigation. garden – it is a reminder for students, creates a positive classroom and
 Create a multimodal text on the iPad representing allows watering duties as a reward!
hypothesis and plans.
 Explain that now that we know birds impact our environment, is it safe to
 Recall information learnt through QR codes.
assume that every living thing has its own role? Ask for nods or head shakes.
ASSESSMENT (DIAGNOSTIC) Make mental note of responses.
 Teacher has access to the work students’ have  Think-pair-share some other living things and their role. Key questions:
completed on their iPads. This will be used to gauge  Around the classroom will be multiple laminated cut outs with photos, QR -I wonder…what
understanding and plan for next lesson. role do plants
codes to information and audio recordings of three animals. Students are to
have in our
go around and read and watch. A timer with adequate time will be kept to ecosystem?
make sure students stay on task.
 Students will then come back to the mat. - I wonder…
Lesson steps: what would
 Environmental Ellie has given the class another mission – she would like us happen to the
world if there
to conduct an experiment and record the results, present it in a fun and were no plants?
interesting way.
 Environmental Ellie has given the class the creative freedom from doing so - What about
well to direct their own experiments. She has outlined a few goals and needs animals?
but each pair will be the lead scientists in their own experiment!
- I wonder...
 So that the class can share their findings, the process will need to be
what role do we
documented via photos, predictions made, recorded, explanations and a have in the
summary of the findings. It can be presented in a form of your choice; poster, ecosystem?
PowerPoint, iMovie, Canva and other teacher approved apps.
 There are 28 students in the class, in groups of 2 there will be 14 groups and
therefore 4/5 groups for each animal.
 Groups are to choose between a worm, a butterfly and a bee. - How will I
 You will need to make a humane and safe home for these animals from most effectively
sustainable materials and take a given plant and vegetable from the teacher represent my
information?
(with soil).
 Over a course of time you will observe the relationship between the living - What are some
things. variables I need
 The goal for this lesson is to plan and explore different materials. A criterion to consider and
will be provided for students to base their plan around. make sure are the
same each time?
 The class will be given time to pose questions and plan. Create into
 multimodal text for referral.
 Questions could be: How will we measure the results? What results are we - How will I plan
measuring? How do the living things interact with each other? and prevent
issues?
 Prediction example: I predict that the worms will eat all of the plants and
vegetables.
Example:

Conclusion:
 Students will pack away and write in their new environmental journals: How
they feel about this task, what they are most excited for, what they think will
be the hardest and what is their next step.
LEARNER DIVERSITY
Enabling: If students struggle with reading and writing allow them to watch more
videos and or swap readings with podcasts/audio books for introduction. The body
lesson is not set to a particular standard and the criterion allows for students to work
at their own abilities therefore, there is no high need for enabling. The teacher is also
always available for support.

Extension: Prompt students to develop their questioning to a higher level as well as

providing resources for the introduction at a more in-depth level.
Criterion
Disability: Students with sensory issues will be provided with adapted resources to
cater for needs such as; written information or headphones to listen/watch at their Example
own desired volume.
Environmental
journals.
Assessment:
 SCIENCE FORWARD PLANNING DOCUMENT

TERM 3 WEEKS: 4 Safety considerations: TOPIC: Ecosystem

- Appropriate iPad use is to be reinforced and monitored.
- Students are to safely work through the experiment.
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS 5E’s

Science Science as a Human Science Inquiry Explore TEACHING AND LEARNING EXPERIENCES RESOURCES/KE
Understanding Endeavour Skills
(3) Y QUESTIONS
Living things Science involves Compare results Introduction: Read:
depend on each making with predictions,  Questions:
other and the predictions and suggesting  Choosing one living thing from their chosen investigation students are to
environment to describing possible reasons examine the impact this living thing has on the ecosystem.
survive patterns and for findings  Through this the students will then create a flow chart using the internet and
(ACSSU073) relationships (ACSIS216) other hands on resources provided. This can be done via iPads or written &
(ACSHE061) using images and words. If work is done on iPads it will need to be printed
LESSON OBJECTIVES off and glued into environmental journals.
As a result of this lesson, students will be able to:  Pairs with the same animal will come together to compare and contrast their
 Plan & draft questions to further the investigation information.
 Create a flow chart showing the effects of a living thing Lesson steps:
 Show similarities and differences (of living things) through  Students have been provided time in class to create their ‘homes’, these
a Venn Diagram. should now be completed. Now knowing the information learnt in the
introduction – does this change your plan?
 Work on journals, observations and recording. Students can also begin to
ASSESSMENT create their presentation; adding photos and titles. The presentation will be
 Collect Venn diagrams and use for planning and teaching the class what they learnt around their animal, their role within the
support during assessment. The Venn diagrams are ecosystem and then the relationship between the other living things in the
not a largely weighted assessment but can be used to ecosystem.
reinforce the students mark.  Monitor pairs progress and work with students as they progress through their
investigation / experiment.
 Assess the flow chart for engagement and
 What is the progress of the living thing this day/week? What distinguishable
understanding of the topic. Rubric.
features does it have?
 Anecdotal notes/checklist. Did you know?
1. A team of Swedish researchers has uncovered evidence that worms do
indeed feel pain, and that worms have developed a chemical system similar
to that of human beings to protect themselves.
 2. A group of butterflies is called a flutter
3. Butterflies can see beyond the ultraviolet spectrum.
4. Adult butterflies do not excrete waste at all.
5. A bee produces around 5 teaspoons in their life.
6. To produce a kilogram of honeybees, fly the equivalent to travelling the
world 3 times in kilometres.
Conclusion:
 Instead of working with someone with the same animal, individually pair up
with someone of a different animal. Using Canva ‘Venn Diagram’ to write
similarities, differences.
 Students are to add to the sticky note wall, explaining what they now know
from the introduction. The sticky note wall is to show progress of learning
throughout the unit of work.
 The sticky note is students exit ticket for the day.
 Note: The teacher should re-arrange them so that they are neat and place
sticky tape on top, helping them stay in place.
LEARNER DIVERSITY
Enabling:
 Students who have difficulty should be monitored, the teacher should be
revising the exit ticket and adapting the lesson to provide opportunities for
scaffolding and support.
 If necessary, the teacher can pair students together that work support and
develop their skills and knowledge.
 Provide assistance and guidance/examples throughout the flow chart section.
Depending on the student it may need to be written on the board so not
completely directed at them.
Extending:
 Literacy extension for this lesson is to elaborate on why flow charts are used
and how they are effective.
 What are some other situations to use flow charts?
 Provide annotations on the resources used – how did they help you and what
were their weaknesses.
Disability:
 Depending on the students IEP will determine the course of action.
 Teacher should support students with audio sensory issues by maintaining
classroom volume.
 Prim students if needed so that they are not overwhelmed with the tasks and
information.
Assessment/resources:
 Venn diagram

Student name____________ Date __________________________

___ The student has created a Venn diagram. (2 pts. possible)

___ The student has stated 2 differences between the pairs. (2 pts. possible)

___ The student has stated 2 similarities between the pairs. (2 pts. possible)

___ Total points

SCIENCE FORWARD PLANNING DOCUMENT

TERM 3 WEEK: 8 Safety considerations: Pre-watch documentaries for inappropriate content and TOPIC: Endangered animals
set allocated the allocated time windows.
Remind students of safety measures within the garden.
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Sustainability
Thinking Capability
CROSS CURRICULUM PRIORITIES
SCSA LINKS 5E’S
Science Science as a Science Inquiry Skills Explain TEACHING AND LEARNING EXPERIENCES RESOURCES/
Understanding Human KEY QUESTIONS
Endeavour
Living Science Represent and Introduction:
things knowledge communicate  Students will watch pre-decided time (key parts) of a documentary Documentary
depend on helps observations, around endangered animals: Here is the list, as a class student will
each other people to ideas and vote on which to watch.
and the understand  Aftermath: population zero
findings using
environment the effect  Virunga
formal and
to survive of their  Last chance to see
(ACSSU073 actions informal
representations  More than honey
) (ACSHE06  Humpback whales
2) (ACSIS071)
 Polar bear: Spy on ice
 Explain to students: the point of this video is to enhance students
understanding around the dependability of living things on each
other and the environment to survive.
 Showing different animals to the experiments reinforces the
contextual understanding for students that it is all living things.
 Students will go and check their garden and discuss with other
groups their progress before sitting on the mat.
Body steps:
 Guess who’s back? Environmental Ellie! In comes ‘Environmental Environmental Ellie costume
Ellie’ smiling.
 “Wow everyone. You have done such an amazing job at helping
me with my research. I have loved hearing about your animal
homes and how much you’ve learnt, it’s so interesting how much
we all need each other.”
 Allow responses from two students.
 “Now that you are nearly finished, I need you to evaluate what
you have done by creating and answering some questions This is
some very scientific stuff for you scientists! I have left you some
readings, written by my good friends at National Geographic – it
should help you write some definite things. With all of this, I’ll be
able to validate the findings and explain them to everyone. When
you are finished, I am going to show everyone at headquarters
and then put them on display in your very own library!”
 “Goodbye for now and good luck”
 The teacher will place the outline for the lesson on the board for Outline for board
students to refer to. Students should also go back to the start of
their environmental journals and write in a different colour, Environmental journals
anything they would have added or changed.
  How has their understanding changed from then to now?
 Students have been adding information, results and photos
throughout this unit of work to their ‘environmental journals’ these
also have the exit tickets and reflection worksheets glued into
them. iPad’
 With these journals’ students are now able to go through and
create an IT resource to showcase their findings – this is a piece of
assessment for the teacher and these books will be displayed in the
library for teachers and students to look at – with the goal to
enhance awareness. Sticky notes.
Conclusion:
 Update sticky note wall.
 Discussion: Allow students to ask you questions and talk about the
unit without directing conversation (besides directing away from https://www.nationalgeographic.com/
inappropriate topics or when off topic). This will help students to animals/2019/09/vanishing-what-we-
communicate what they found interesting, liked, disliked and need lose-when-an-animal-goes-extinct-
clarification – it also allows you to see the overall engagement and feature/
direction of class.
LEARNER DIVERSITY
Enabling: Students are working at their own pace and on their projects for this
lesson, the teacher will provide assistance for students. Provide students with
catered readings to suit their abilities.
Extending: Students who believe they are finished are encouraged to refer to the
rubric and success criteria to further develop their work.
Disability: Students with impairments are able to use ‘talking books’ or use the
apps provided to them on the iPads to make tasks more efficient.

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Create an online resource to represent findings and
journey around living things experiment.
 Verbally reflect to teacher on endangered animal
documentary (demonstrates understanding of what
endangered is and how it occurs)
 Write on sticky wall information learnt from class.
Assessment
 SCIENCE FORWARD PLANNING DOCUMENT

TERM 3 WEEK: 9 Safety considerations: Pre-check with TOPIC: Video

students before they record so there is no
inappropriateness.
iPad safety.
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS 5E’S

Science Understanding Science as a Science Inquiry Elaborate TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Human Skills QUESTIONS
Endeavour
Living things Science Represent and Introduction:
depend on each knowledge communicate  Students are to be creating a column graph to represent their
other and the helps people observations, living things population over the last 10 years.
environment to to ideas and  Questions: Have the numbers decreased, increased or stayed
survive understand findings using the same?
(ACSSU073) the effect of formal and  Hypothesis why this is so in environmental journals (where
their actions informal column graphs should be made)
(ACSHE062 representations  Ask students to share their hypothesis (pop stick name calling
) (ACSIS071) method if necessary)
 Take students to the back of the classroom where the game is
set up. The teacher has laid out ‘eggs’, ‘holes’ and
 The aim of this is for students to try and understand how
adaptions and living things such as trees provide shelter and
homes for certain animals and without them, they are
vulnerable.
 Questions: What are some other examples of living things that
rely on other living things for shelter? Allow three responses.
Using the objects ‘left around the room’ make a class terrain in
groups.
Lesson steps:
 For this lesson students are to work in collaborative learning teams;
provided to them will be plants and vegetables that are no longer
living, these plants and vegetables will have ‘died’ from various
causes such as over watering, fire, drought, poor soil and finally
there will be living things that have died due to the water conditions
of their environment; i.e. acidic rain, water pollution etc.
 In pairs students are to hypothesis what they think each of the
causes will have made the living things ‘look’ like.
 Once the students have hypothesised this, they are to use their
magnifying glasses and examine them, writing observations along
the way. Results from this will be documented in the environmental
journals.
 Now using their knowledge and skills from the course of work,
they are to research from the United Nations goals; 2, 15, 13 and
12. Using these UN goals the pairs are to contextualise their
information from the projects (choosing one; polluted water,
drought, over watering etc) and from today’s lesson and create an
IT video. This IT video will need to explain the effects on the
environment and be persuasive in nature.
 Students are encouraged to remember the various resources they
have used throughout the unit of work, to go over their
environmental journals and utilise the library and internet for
appropriate resources.
 Students are to check their scripts with the teacher before filming –
this is in light of the documentary they watched, persuade the UN.
 Encourage students to use similar resources from previous lessons
to help get them started with their research. For instance, library
books, websites, videos, audio, etc.
 Teacher will implement proximity and questioning throughout the
lesson to keep students on task and help where needed.
 Teacher will check scripts and storyboards to ensure that students
are on the right track and again before they are allowed to begin
filming their documentaries.
 Have you met all the requirements of the rubric?
 Can you improve your work to meet those requirements?
 Come up with theoretical inventions to implement into everyday
life to improve these goals. These do not have to be plausible or
‘real’.
Lesson closure:
 Students will Airdrop their videos to teacher iPad.
 Teacher will present a few of the completed documentaries over the
remainder of the term.
 Chosen students will hand out environmental journals for students to
glue in their storyboards and script. Students will also reflect on the
lesson and list one thing that went well, went wrong and something
that can be improved.
- Ensure students reflect on their experience while filming and
recording. Did they work well as a group?
LEARNER DIVERSITY
Enabling: Students will be paired with someone that enhances their abilities
and at the same time does not distract them.
The task is printed off and broken down into sections for students who struggle
to start and complete tasks.

Extending: Students who are exceeding in this unit of work or academically

can challenge themselves to use various modes of language and answer
reflective questions such as what language features you used, provide
reasoning with your persuasive techniques and

Disability: Depending on students’ needs will determine the actions, students

with social anxiety or other issues can choose a friend of their choice or the
 teacher will work with the student counsellor to implement strategies to enable
the student such as working in a ‘safe’ zone for them.
Students with intellectual disabilities will be provided with a concise outline of
the task for them to ‘check’ off.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Create a multimodal video illustrating information learnt
around living things and endangered animals.
 Write a coherent and effective persuasive speech.
 Create a column graph representing the population of their
living thing (over 10 years).
ASSESSMENT
 Rubric
 Exit tickets

SCIENCE FORWARD PLANNING DOCUMENT

TERM 3 WEEKS: 10 Safety considerations: Kahoot is used TOPIC: Living things/Reflection

appropriately & students are monitored around
scavenger hunt for appropriate behaviour and
no ‘wanders’
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS 5E
Science Science as a Human Science Inquiry Evaluate
Understanding Endeavour Skills
Living things Represent and Introduction:
depend on communicate  Teacher will explain that today students will be reflecting on their journey
each other and observations,
the ideas and through living things in their environmental journal as an overall reflection.
environment to findings using  Students will also look back on previous pages to aid them in reflecting on the
survive formal and progress they have made in this unit of work
(ACSSU073) informal
representations  Teacher elaborates on the expectations of the reflections and explains that a well
(ACSIS071) reflected journal entry will be awarded the higher mark – consistently addressing
each point. Remind students that this lesson is more about reflection as a whole
not the information gathered from the unit of work, students will award marks
on their ability to connect and reflect.
 Students will address these key points:
- In your own words, explain how living things depend on each other. List
three examples.
- What were some of the most interesting discoveries you made? List three
examples.
- What were some of your most challenging moments and what made them
so?
- Did you work well with others? Give an example.
- What moments were you most proud of your efforts?
- Do you have any questions that you would still like answered?
- Has the content learnt changed your thoughts and behaviours around the
environment?
 If students finish early, instruct them to go back over their work and proofread
or add any more that they think is relevant.
Lesson steps:
 Students engage in a Scavenger Hunt created by the teacher
 Students will have a series of stations set up within and outside of the classroom
that they must visit to answer each of the questions.
 Each student will have a clipboard, response sheet and a pencil for this task.
 Teacher will set some task cards in easy spots but others in less obvious places.
 Once students have completed all of the station cards, they return to class and
complete any work they have not yet completed in their environmental journals.
 Students will glue their Scavenger Hunt sheet into their environmental journals.

Lesson Closure
  Students finish the lesson by completing a Kahoot! quiz. The QR code will be
provided to them, students are to set appropriate nicknames – just their names.
This will be done on the class iPads
 Update sticky one final time! As students leave the room, they may look at the
progress.

LEARNER DIVERSITY
Enabling: Students who have difficulties reading will have access to an iPad to read the
task cards aloud through a text-to-speech application. These students will be allowed to
work with a partner if they choose to complete the scavenger hunt. These students may need
assistance when reading out the Kahoot! questions.

Extension: These students will have access to only red coloured task cards and will have to
use their own knowledge to fill in the remainder of questions.

Disability: Student with an impairment will be integrated in the lesson with required
adjustments to their needs following their IEP.

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Demonstrate an understanding of living things dependability
on the environment through recall in a Kahoot
 Write a reflection and address all key points
 Use knowledge and skills from experiment to complete
scavenger hunt.
ASSESSMENT
 Rubric

Assessment:
 Australian Curriculum: Science (Year 4)
Sub-strands Content Descriptions Achievement Standard
Biological  Living things have life cycles (ACSSU072) By the end of Year 4, students
sciences  Living things, including plants and animals, depend on each other and the environment to apply the observable properties
survive (ACSSU073) of materials to explain how
objects and materials can be
Chemical  Natural and processed materials have a range of physical properties; These properties can used. They use contact and non-
Science understanding

sciences influence their use (ACSSU074) contact forces to describe

interactions between objects.
Earth and space  Earth’s surface changes over time as a result of natural processes and human activity They discuss how natural and
sciences (ACSSU075) human processes cause changes
to the Earth’s surface. They
Physical  Forces can be exerted by one object on another through direct contact or from a distance describe relationships that assist
sciences (ACSSU076) the survival of living things and
sequence key stages in the life
Nature and  Science involves making predictions and describing patterns and relationships (ACSHE061) cycle of a plant or animal. They
development of identify when science is used to
as a human endeavour

science ask questions and make

predictions. They describe
situations where science
Use and  Science knowledge helps people to understand the effect of their actions (ACSHE062) understanding can influence
influence of their own and others’ actions.
science
Students follow instructions to
(Year 3-4)

identify investigable questions

Science

about familiar contexts and

predict likely outcomes from
investigations. They discuss
Questioning and  With guidance, identify questions in familiar contexts that can be investigated scientifically
predicting and predict what might happen based on prior knowledge (ACSIS064) ways to conduct investigations
Science inquiry

and safely use equipment to

Planning and  Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065) make and record observations.
conducting  Safely use appropriate materials, tools or equipment to make and record observations, They use provided tables and
using formal measurements and digital technologies as appropriate (ACSIS066) simple column graphs to
 Australian Curriculum: Science (Year 4)
Sub-strands Content Descriptions Achievement Standard
Processing and  Use a range of methods including tables and simple column graphs to represent data and organise their data and identify
skills (Year 3-4)

analysing data to identify patterns and trends (ACSIS068) patterns in data. Students
and information  Compare results with predictions, suggesting possible reasons for findings (ACSIS216) suggest explanations for
observations and compare their
 Reflect on the investigation, including whether a test was fair or not (ACSIS069) findings with their predictions.
Evaluating
They suggest reasons why their
methods were fair or not. They
Communicating  Represent and communicate ideas and findings in a variety of ways such as diagrams, complete simple reports to
physical representations and simple reports (ACSIS071) communicate their methods and
findings.
General Capabilities Cross Curriculum Priorities Notes:
 Literacy  Aboriginal and Torres Strait Islander
 Numeracy
histories and cultures
 Information and communication
technology (ICT) competence  Asia and Australia’s engagement
 Critical and creative thinking
with Asia
 Ethical behaviour
 Personal and social competence  Sustainability
 Intercultural understanding
9th of September 2020.
Dear Year, Four educators,
As part of our Science unit for this term students will be making a mini ecosystem,
this will develop students understanding around the concept that living things depend on the
environment and each other to survive. Students will be grouped and given a chicken or fish as their mini
ecosystem.
This document will outline the details of the project, if there are any questions please do not hesitate to email.
This unit of work will take six lessons (this does not include plant growth observation time);
Lesson one: Living things depend on each other and the environment to survive. 
• During this lesson students will be taught the concepts of living things having cycles. Students will be given a handout explaining the task.
• Students will need to complete a KWL chart - this will be a reference point throughout the unit of work.
• The groups will need to be allocated (three in each group). As you have received this information three weeks prior to the commencement date, I please ask for teachers to
decide on adequate grouping before the commencement of this project, allocate students based on productivity.
• Students will then have time to create focus questions in their groups, these focus questions should aid them in their work. Remind students, the more focus questions, the
better but they need to be of high quality and precision. Living thing, materials, creation and presentation are the four components for this task - students will need to make
a minimum of two focus questions for each component. This will be later used as success criteria. These focus questions can be done with the KWL chart or separately if
students believe they cannot develop on their KWL.
• How will the students record their results? Will this be on a chart or tally? Either allocate a procedure or allow for the groups to decide.
• Remind students of safe practices although, it is your responsibility that students are aware of safe practices and these are executed (e.g tools management).
• Please note: This must interlink with sustainability - students will need to explain the link therefore it needs to be taught.
• Students will need to take photos of all stages of this project for a presentation at the end.
** Please make sure each component to this project is store in a safe place for assessment. **
• At the end of this lesson students will be handed a letter for their parents asking for volunteers and materials for the project - this is due a week after the handout date.
Lesson two:
• Students will be investigating different materials & ways of executing the project - they will need to visualise and explore innovative design ideas and ways of connecting
and assembling the components of this project.
• In groups students will need to research and decide on a way they would like to make the aquaponics or their chicken coop. This is where students should refer back to their
focus questions. (e.g - what vegetables can grow in the fish tank? What do chickens need to survive? )
• Students will already be allocated an area - there will be no planning needed for the destination.
• In groups, the students must plan through an iPad or large worksheet.
• Once students have decided on what to make, they will decide on what materials (e.g what material will best suit? Egg carton for sprouts etc.).
• It is recommended that students make elevated areas for chicken litter (this enables better cleaning).
Lesson three & four:
• This will be the producing stage of the project. Students will select and use materials, tools and resources to assemble the holding spot.
• Students will be collaborating and managing a sequence of production steps.
• Parent volunteers will be needed for this and the next lesson as students will be creating the garden.
• Only two volunteers will be needed per classroom. Specific classrooms will be allowed more based upon the needs of students (i.e, disability, behavioural issues),
volunteers will be helping with hammering, cutting and other jobs that are high risk or challenging. Please contact me for further information regarding volunteers or EA’s.
• Make sure to roam the area assisting students when needed, make notes of each group for later assessment and praise.
Lesson five: (Five & Six will be towards the end of term)
• Students will be recording the observations of their project throughout the term. Some groups will have different strategies, which can be used for further teaching by
comparison.
• The groups will have two lessons to create a presentation for the class - they will also have these lessons to reflect on the project, refer back to their KWL chart and focus
questions.
• The groups will need to evaluate the design ideas, processes and solutions based on criteria for success - this needs to include for environment (e.g how would the living
things survive without ____ (students enter), how do they benefit our world?).
Lesson six:
Present and reflect.
• Each presentation will be uploaded to sea-sew for the parents to see and the class captains will present a chosen groups presentation to the school for assembly.
References:
School Curriculum and Standards Authority. (2014). Year four curriculum: Science. https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/science-v8#year-4-syllabus
Bromhall, N. (2017, October 15). Monarch butterfly emerging time lapse [Video]. YouTube. https://www.youtube.com/watch?v=pgtmlVqCKxc

Encyclopaedia Britannica (2020). Life cycle. https://www.britannica.com/science/life-cycle

National Geographic. (2010, October 15). Butterfly: A life national geographic [Video]. YouTube. https://www.youtube.com/watch?v=kVm5k99PnBk

School Curriculum and Standards Authority. (2014). Year four curriculum: Science. https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/science-v8#year-4-syllabus

Programme for International Student Assessment & Organisation for Economic Co-operation and Development. (2009). PISA 2009 assessment framework: key
competencies in reading, mathematics and science. Paris: OECD Publishing.