FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2,
Wk. 1

YEAR LEVEL: Five

LEARNING AREA/TOPIC: Biological Science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK
/
LESS
ON

Week
one,
Lesso
n one

AUSTRALIAN
CURRICULUM
LINKS

Critical and creative

thinking

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

Science
Understan
ding and
Inquiry
Skills

English

ACSSU0
43

ACEL
A151
2

By the end of the

lesson students
will be able to:

ACEL
A179
7

Develop a KWL
based around the
question: How do
living things adapt
to their
environment?

ACSIS09
3

ACELY
1703

Ethical Behaviour

ASSESSMENT
(What & how)

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(Include learner diversity and key questions)

ICT Used

Media
Arts

Provide a researched
answer in response
to a grouped
developed question.

Work Samples:
Tagxedo
documents to be
used an
assessment of
both objectives.

Motivation and Introduction:

Students presented with the question: How do living things adapt to

their environment? on the interactive whiteboard.

Students placed in groups and are to use iPads to write a KWL

surrounding this question in Tagxedo.

As students present their group KWL via the interactive whiteboard,

the teacher is to scribe and synthesise all this information into a class
KWL. If the teacher feels that something has not been covered he/she
can add it to the class Tagxedo.
o
Two separate Tagxedo documents will be presented One
representing what students already know and the other
demonstrating what they would like to know.
Lesson Sequence/Activity:

Teacher to delegate questions to the groups. The questions delegated

by the teacher have been chosen because they are fundamental to
the subsequent understanding in the following lessons, e.g. What is
an adaptation?

Based on these chosen questions groups are to research and answer

their question.
o
Students will access the class bookmarked websites via
Symbaloo

Using Tagxedo, students are to synthesise their research writing their

answer to create a learned Tagxedo.

Tagxedo
Symbaloo
iPads

Closure:

Based on this activity the class will have three Tagxedo documents one outlining the K, one outlining the W and one outlining the L;
being what they have learnt from todays research.
o
As students present their group KWL via the interactive
whiteboard, the teacher is to scribe and synthesise all this
information into a class KWL

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK
/
LESS
ON

Week
one,
Lesso
n two

AUSTRALIAN
CURRICULUM
LINKS
Science
Understan
ding and
Inquiry
Skills

English

Media
Arts

ACSSU0
43

ACELY
1707

ACA
MAM
064

ACSIS09
3

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

By the end of the

lesson students
will be able to:
Create a multimedia
text using Pic
Collage to
demonstrate that
living things are
suited to their
environment.

Personal and social

Competence

Intercultural
Understanding

Sustainability

ASSESSMENT
(What & how)

TEACHING & LEARNING

EXPERIENCES
(Include learner diversity and key questions)

Marking
Key/Peer
assessment:
Students will
mark each others
work based on a
set criterion. This
marking key will
be uploaded to
the class blog
prior to the
lesson for
students to
access.

Motivation and Introduction:

Class presented with three images of different Australian

environments. In these images will be a number of animals,
which at NOT suited to the specific environment. Based on this,
the class will discuss reasons why the animals are NOT suited to
the pictured environment, e.g. A barramundi fish is not suited to
the Great Sandy Desert.

Teacher to ask questions such as:

o Why is a fish not suited to a desert?
o How is a fish suited to its correct environment?
o What would happen to a fish if it were placed in a desert?

Through this discussion, class will move the animals into their
correct environment.
Lesson Sequence/Activity:

Using Pic Collage and Creative Commons, students will create a

multimedia text that features Australian animals within their
correct environment.

Students may place text over their pictures to explain why their
animal is suited to their particular environment.

Before students begin this activity, they will be provided with an

example of the standard and what is expected as well as the
marking key, which will be used for peer assessment.

Students are to work individually using iPads on this task.

ICT Used

iPads
Creative
Commons
Pic Collage
KidBlog

Closure:

Students are to upload and publish their completed Pic Collage to

the class blog.

Students will then access the peer-marking key on the class blog
and use this to assess another class members work. Once they
have assessed the work they are to upload it into the comment
section for the student to see.

If time allows, students will be granted an opportunity to view the

rest of the classes Pic Collages on the blog. Students are to make
constructive and positive comments on individual students work.
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK
/
LESS
ON

Week
two,
Lesso
n
three

AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding
and
Inquiry
Skills

English

ACSSU
043

ACELY
1707

ACSIS
093

ACELY
1703

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

Personal and social

Competence

Intercultural
Understanding

Sustainability

ASSESSMENT
(What & how)

TEACHING & LEARNING

EXPERIENCES
(Include learner diversity and key questions)

Checklist/Work
Sample:
Assessed via
checklist, work
samples will also
be used to
supplement this
assessment.

Motivation and Introduction:

Class to use iPads to play Heads Up to activate prior knowledge.

Using the Heads Up App, one student will hold the iPad above
their head whilst the other students must describe the features
and habitat of the depicted animal without saying what the
animal is. For example a student may be holding an image of a
dolphin, the other student would say things such as:
o I live in the ocean
o I have a dorsal fin
o I have blowhole to breath
o I use whistle-like sounds to communicate through the
water

Based on this information the student must guess what the

animal is.
Lesson Sequence/Activity:

Students instructed to use Britannica Online to research an

Australian Animal. Students must paraphrase this information
into a Smore poster, outlining a specific animal and its structural
features help them survive in their environment.
Closure:

With their partner from the Heads Up game, students are to share
their completed poster and explain why they think the animals
survival features are important for living in their habitat.

ICT Used

Media
Arts

By the end of the

lesson students
will be able to:
Create a poster
using Smore
outlining a specific
animal and how its
structural features
help them survive in
their environment.
Paraphrase the
information on
Britannica Online to
create an individual
poster.

Smore
iPad
Heads Up App
Britannica
Online

Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK
/
LESS
ON

Week
two,
Lesso
n four

AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding
and
Inquiry
Skills

English

Media
Arts

ACSSU
043

ACELY
1707

ACAM
AM06
4

ACSIS
093

ACELA
1512

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

By the end of the

lesson students
will be able to:
Create a fictional
animal and
environment using
the website Build
Your Wild Self.
Describe how the
fictional animals
features help it
survive in its habitat.

ASSESSMENT
(What & how)

Marking Key:
(See attached
lesson plan for
example)

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(Include learner diversity and key questions)

Motivation and Introduction:

Students play Who am I? as a class. Using the interactive

whiteboard, students will guess what the name of the animal
based on clues given regarding the animals adaptations and
structural features. For example:
o I am an amphibian
o I have a cleft tongue in order to catch insects
o My limbs are folded underneath me so I can leap off
things
o My skin is brown, grey or green so I can blend into my
environment

This activity refreshes prior knowledge and reinforces that an

animals structural features help it survive in its environment.
Lesson Sequence/Activity:

Students are to create a fictional animal and environment using

the website Build Your Wild Self. They must describe how the
fictional animals features help it survive in its habitat.

Teacher to present students with an exemplar to set clear

expectations for the lesson.

ICT Used

Interactive
Whiteboard
iPads
Pic Collage
Build Your Wild
Self

Teacher and students will go through the rubric to make the

assessment clear.

Once students have created their animal they are to save it, open
it in Pic Collage and annotate the image highlighting how its
structural features mirror its environment.
Closure:

Students to present their created animals on the interactive white

board. Students must discuss how their animal fits into the
environment and why the structural features of the animal help
its survival.