FORWARD PLANNING DOCUMENT

TERM/WEEKS:
wk2

T1,

YEAR LEVEL: 4

LEARNING AREA/TOPIC: Science and ICT

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

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

AUSTRALIAN
CURRICULUM
LINKS

WEEK
/
LESS
ON
Science
Underst
anding

Science
as a
Human
Endeavo
ur

Science
Inquiry Skills

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOURCES

Week
1
Lesso
n1

Living
things
have life
cycles
(ACSSU
072)

Represent and
communicate
ideas and
findings in a
variety of ways
such as
diagrams,
physical
representation
s and simple
reports
(ACSIS071)

1. Research
appropriately
using the
suggested
search engine
Britannica.
2. Navigate
Britannica
without
assistance.
3. Participate in
a class online
collaboration of
ideas through
Padlet.

WEEK
/
LESS
ON

AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding

Science
as a
Human
Endeavo
ur

Science
Inquiry Skills

SPECIFIC
LESSON
OBJECTIVE

Observational
assessment will
be done
throughout the
lesson and a
checklist of the
components
completed by
each student at
the end of each
lesson.
Formal
assessment will
be given on the
final product of
lesson 4.

ASSESSMENT
(what & how)

Introduction:
Introduce topic of work: Life Cycles
Open and explain class weebly
Share overall objectives with students - list all
components that will be completed and that it
will all end with a display on Kidblog.
Start Lesson:
Students are to each work individually on a computer.
They are to open the class weebly and start lesson.
Here students will research the broad topic of life cycles
using Britannica. Students will share their research on
Padlet in a class online discussion and sharing of ideas.
(20mins max).
Now students select one life cycle that they would each
like to focus one, they then further their own research on
this cycle.
Students should compile the information they have
gathered and shared on Padlet.

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

At the start:
What is a life
cycle?
What life cycles
do we already
know?
Examples?
How can we find
out more? (ICT)

Class weebly,
Britannica
And
Padlet
online

At the end:
What did you
like about
Britannica?
What did you
learn about your
life cycle?
What else do
you need to
research?

KEY
QUESTIONS

RESOURCES

Week
1
Lesso
n2

Living
things
have life
cycles
(ACSSU
072)

Represent and
communicate
ideas and
findings in a
variety of ways
such as
diagrams,
physical
representation
s and simple
reports
(ACSIS071)

1. Create a mind
map using
spider scribe.
2. Display
knowledge of
each stage of
their chosen
creatures life
cycle within
spider scribe.
3. Incorporate
text, images and
links into their
mind maps.

Observational
assessment will
be done
throughout the
lesson and a
checklist of the
components
completed by
each student at
the end of each
lesson.
Formal
assessment will
be given on the
final product of
lesson 4.

Students are to open up the class weebly and start work

on the second lesson. Here they will continue their
research on Britannica if needed and using information
gathered on Padlet, to choose one creatures life cycle
to focus on.
Once choosing their life cycle (should be achieved
within the first 5 minutes) they are then to use this time
to further their research and display their findings on
SpiderScribe as an online brainstorm.
They must include text, pictures and links on the
SpiderScribe.
Their research should cover:
What Animal you have chosen
All of the stages of your creatures life cycle
A minimum of one picture for each life cycle
stage
A brief description of each cycle
This brainstorm should be saved as an image and
posted onto the students KidBlogs for later reference.

WEEK
/
LESS
ON

AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding

Science
as a
Human
Endeavo
ur

Science
Inquiry Skills

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

At the start:
Who
remembers
what spider
scribe is?
How can we use
spider scribe to
display our
research?
How might we
divide up and
present our
chosen life cycle
using spider
scribe?

Class weebly,
Britannica
And
SpiderScribe
online

At the end:
Whats
something new
and interesting
you discovered
about your life
cycle?
Were you able
to complete the
task in the given
time?
What could you
do to make your
research better?

KEY
QUESTIONS

RESOURCES

Week
1
Lesso
n3

Living
things
have life
cycles
(ACSSU
072)

WEEK
/
LESS
ON

Represent and
communicate
ideas and
findings in a
variety of ways
such as
diagrams,
physical
representation
s and simple
reports
(ACSIS071)

AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding

Science
as a
Human

Science
Inquiry Skills

1. Compile all
collected
research into an
online poster
using SMORE.
2. Include
atleast two
media forms
within the online
poster.

SPECIFIC
LESSON
OBJECTIVE

Observational
assessment will
be done
throughout the
lesson and a
checklist of the
components
completed by
each student at
the end of each
lesson.
Formal
assessment will
be given on the
final product of
lesson 4.

ASSESSMENT
(what & how)

Gather stuidents on the mat in front of the IWB and run

through the site SMORE. State objectives to students
and allow for question time. Send students to their
computers they must work individually. Set timer on
IWB (45mins)
Students are to open the class weebly and open lesson
three. In this lesson students will use all their gathered
research on their life cycle and present it in the format of
an online poster using the site SMORE.
Students will already have all their research so this
lesson time is for creating and finalising their SMOREs.
Students must include the relevant information gathered
using their brainstorm criteria. They must also include a
minimum of two forms of media, eg. Pictures, video or
links. These must be embed correctly.
Students may ask for assistance or watch the provided
youtube tutorial for embedding.

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

At the start:
How else can
we display our
research?
Why might we
display it using
ICT?

Class weebly,
SMORE online
poster

At the end:
What was good
about SMORE?
How did you
display your
information
about your
chosen life
cycle?
Self-Reflection:
What else would
you like to
include?
How can your
poster be made
better?

KEY
QUESTIONS

RESOURCES

Endeavo
ur

Week
1
Lesso
n4

Living
things
have life
cycles
(ACSSU
072)

Represent and
communicate
ideas and
findings in a
variety of ways
such as
diagrams,
physical
representation
s and simple
reports
(ACSIS071)

1. Write a selfreflection on
their blog post.
2. Provide
feedback to a
fellow peer on
their blog post.
3. Publish
completed
SMORE poster
to the class
online blog.

Once students
have all posted
their SMOREs to
their KidBlog,
written out a selfreflection and
commented on at
least one other
students work,
Use a rubric to
assess these
items. Assess the
students Science
Understand and
Inquiry Skill as
well as a few ICT
capabilities.

If students have not completed their SMORE posters

from the previous lesson give them up to 15min to do
so.
Students are to open lesson three on the class weebly
site. In this lesson students are to now post their
completed SMORE poster on their chosen life cycle, to
their KidBlog site. Students must embed the link to their
SMORE and may use the youtube tutorial provided to
learn how if they have forgotten.
Once their SMOREs have been posted, students are to
write a self-reflection to go with their post.
This must include the following:
1. What life cycle they have chosen and why.
2. Briefly something they have learnt about their
chosen life cycle.
3. How they think their overall researching went.
4. What was their favourite ICT program and why?
5. How could they make improvements to their
research topic and presentations?
Students must also write a comment on one of their
peers blog posts. In this comments students must state
one thing they liked about their peers post and one thing
they learnt about their life cycle. They may also offer a
suggestion for next time.

Self-Reflection
on Kid blog:
What did you
like best about
this task?
How do you
think you went
in completing
this task?
What
improvements
would you
make if you
were to do this
task again?
What did you
learn about
your life cycle?
What did you
learn about
ICT?
Class
Discussion:
What did you
enjoy/ did not
enjoy about
this class
research
project?
What would
you do
differently next
time?

Class weebly
and KidBlog
online