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University of
Notre Dame

Justin Fiume
Science Forward Planning Document
Outline of Forward Planning Document
General Outline:
LEARNING AREA: Science TOPIC/UNIT TITLE: Biological Science
YEAR: 2018 TERM/WEEKS: Term 2 – Weeks 1 to 10

Week 1 – 5 Outline:
WEEK 1: Engage WEEK 2: Explore WEEK 3: Explain WEEK 4: Elaborate WEEK 5: Evaluate
Design Brief Animal Profile
Beaks Animal Documentary Overview Reflection
Students will brainstorm various Students are given an animal card at
Students investigate using different Students watch a video of a Students will reflect on the overall
animal body parts before making three the start of the lesson, they will then
tools to acquire a variation of foods to documentary on animal adaptations. completion of the program on KidBlog.
different animals with three different pair with another student with the
determine which ‘beak’ is the most Students will work in pairs to research Students participate in a scavenger
body parts. Students choose the best same environment. Students will then
effective. They must come to a their own animal of choice and film a hunt before finishing the lesson with a
design and annotate it according to a create an animal profile of their given
conclusion and justify their answer. two minute documentary. Kahoot! quiz.
criteria. animal according to a criteria.
Safety Considerations: Safety Considerations: Safety Considerations: Safety Considerations: Safety Considerations:
 If live birds are used, do not let  Ensure students are careful when  Ensure students use appropriate  Ensure students film appropriately  Ensure KidBlog settings are set so
students touch them, only let them handling animal resources (i.e. images/content from the internet. and use appropriate only the teacher can view the
observe the birds. skins).  Students will be mindful of their images/content from the internet. reflections of the class and not
 Ensure students do you ingest any  Ensure students are not putting surroundings as students will be  Ensure students are within direct student to student.
of the ‘foods’ and ensure students pencils or erasers in mouths during set up in all different areas of the eye contact while filming.  Ensure students are within direct
are mindful of the tools. the drawing phase of the lesson. classroom, including the floor.  Do not allow students to conduct eye contact while on their
 Ensure KidBlog settings are set so  Ensure students do not become themselves in an inappropriate Scavenger Hunt.
only the teacher can view the silly when trying to demonstrate manor while filming.
reflections of the class and not some of their aggressive animal
student to student. physiological aspects.

General Capabilities:
Critical and Creative Personal and Social Intercultural
Literacy Numeracy ICT Ethical Behaviour
Thinking Competence Understanding

Content Descriptors:
Science Understanding Science as a Human Endeavour Science Inquiry Skills
With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be
Science involves testing predictions by
Living things have structural Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and
gathering data and using evidence to
features and adaptations that identifying potential risks (ACSIS086)
develop explanations of events and
help them to survive in their
phenomena and reflects historical and Compare data with predictions and use as evidence in developing explanations (ACSIS218)
environment (ACSSU043)
cultural contributions (ACSHE081)
Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using
digital technologies as appropriate (ACSIS090)
Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS093)

Relevant prior curriculum Curriculum working towards

Year 4 of the Australian Science Curriculum outlines that by the end of Year 4 students pose In Year 6, students explore how changes can be classified in different ways.
questions about their world and predict possible outcomes from investigations. They describe how They learn about transfer and transformations of electricity, and continue to develop an
they can use science to ask questions and make predictions. They record observations and understanding of energy flows through systems. They link their experiences of electric circuits as a
measurements and identify patterns in data, including cause-and-effect relationships. They describe system at one scale, to generation of electricity from a variety of sources at another scale and begin
situations where science understanding can influence their own and others’ actions. to see links between these systems. They develop a view of Earth as a dynamic system, in which
Students use the properties of materials to explain how objects and materials behave. They identify changes in one aspect of the system impact on other aspects; similarly they see that the growth and
changes to the observable world and suggest explanations for the motion of objects. They describe survival of living things are dependent on matter and energy flows within a larger system. Students
how interrelationships are essential for the survival of living things and identify major changes in the begin to see the role of variables in measuring changes and learn how to look for patterns and
life cycle of a plant or animal. relationships between variables. They develop explanations for the patterns they observe, drawing on
In Biological Science, students cover topics such as ‘living things have life cycles’ and ‘living things evidence.
depend on each other and the environment to survive’ (ACSSU072; ACSSU073). In Biological Science, stdents cover the topic of ‘The growth and survival of living things are
affected by physical conditions of their environment’ (ACSSU094).

Useful Resources:
Websites Books
 Reef Beat 2012 educational series The Inshore Great Barrier Reef – Bursting with Biodiversity:  What Do You Do with a Tail Like This? by Steve Jenkins and Robin Page  Mister Seahorse by Eric Carle
 Wet Tropics Management Authority:  Uno's Garden by Graeme Base
 Queensland Wetlands Program:  The Snail and the Whale by Julia Donaldson
 Adaptations Webquest (has good websites and links to activities):  The Frog Who Wouldn't Laugh by Cecilia Egan  Tiddalick: the Frog Who Caused a Flood by Robert Roennfeldt
 Dirtmeister’s Science Reporters Animal Adaptations:  Amazing Facts about Australian Marine Life by Tony Ayling and Steve Parish  The Evolution of Australia 110 Million Years of Change, Australian Museum
 Ecokids Animal Adaptations Game:  Wet Tropics Management Authority Cassowary Activities
 How Animals Meet Their Needs:  The Cat on the Island, Gary Crew and Gillian Warden (with teacher notes
 Animal Adaptations at (good power points and games to explain adaptations) Island%20Brochure.pdf).
 Animal and plant adaptation and behaviours:
 Reef Videos:
 Dreamtime Stories – Tiddalik the Frog and other Dreamtime Stories:
 Teacher Vision (Adaptation experiments and ideas):
 The Conservation Report (good pictures of camouflage examples):
 Websites to build fish online to suit adapted to certain environments:
English CONCEPT MAP Mathematics
Documentary Analysis Constructing Data Displays
Students require an understanding about how The engage lesson can be turned into an
visual texts such as documentaries are Religious Education / Spiritual Education investigation that collects data on particular
constructed. During the Elaborate lesson, God’s Creatures beaks and rate them from best to worst as a
students could have conducted a study in The teacher can use these lessons of animal adaptations class. Students can then compile tis data into
English on documentaries. This documentary introduce the concept of God created animals in all different column graphs or dot plots. (ACMSP119)
can then be used as the creative element of shapes and sizes. This will lead to wonder questioning and Beaks and Food
the unit (ACELY1707) makes connections to the students as individuals and how they Students can use their estimation skills in the
Animal Profile are the same but have different personalities. predicting phase to estimate how much of a
Students will research and create an animal particular food they can gather in the time
profile on chosen animal. This will include period and record this data (ACMMG108). This
appearance, adaptations, behaviours, habitat, can later link in statistics when comparing data
food supply, etc. (ACELY1702; ACELY1703) to the rest of the class’ results (ACMSP116).
Concept: Animal Adaptions
Term: 2 Weeks: 10
©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

Digital Technologies Health: Ways that individuals (humans) and groups adapt to different
Students will have the opportunity to use ICT applications such as KidBlog contexts and situations. (ACPPS051)
as a major component for reflection throughout this program. Students will P.E.: Animals have different body parts to make them move in different
also have the opportunity to use recording devices when filming their ways. How do humans move in different ways (i.e. running when crawling,
documentaries and access to Kahoot! (ACTDIP022) hopping, sprinting, etc.)? (ACPMP061; ACPMP065)

Geography History The Arts

Habitats and Vegetation Animal Adaptations of the Past Animal Body Parts
Students will look at different habitats Students will animals that are now extinct and V.A.: Students will create an animal with 3 different
from around the world. Animals and research the adaptations they had to survive body parts. Students will create a brainstorm, draft,
habitats from around the world will be their environment. Resource: outline and good copy before they bring their
compared with those of Australia. What character to life with an anima profile. (ACAVAM115)
do students notice about animals who Mans impact of the environment Dance: Students will choreograph a dance in a way
live in habitats of different climates? Animals who have adapted to the influence that represents the different adaptations their chosen
(ACHASSK111) humans have had on their environment. animal has and how they use them in their habitat.


Animal Adaptions
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

To capture student interest and find out what they know about animal adaptions.
 To elicit students’ questions/ prior knowledge about animal adaptions
 Diagnostic assessment used- in this lesson you will find out what the students already know about animal adaptions. It captures student interest, provides opportunities to express prior knowledge of
the concept or developing skills, and helps form connections between what they know and the new ideas.

(include learner diversity)
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
Science Students will be DIAGNOSTIC Safety Considerations:
 If live birds are used, do not let students touch them, only let them observe the birds.
Living things have structural able to: Checklist
 Ensure students do you ingest any of the ‘foods’ and ensure students are mindful of
features and adaptations that help  Classify one animal Are students able to
the tools.
them to survive in their identify different
into its correct habitat  Ensure KidBlog settings are set so only the teacher can view the reflections of the
environment (ACSSU043) based upon its animal adaptions?
class and not student to student.
adaptions. Can students work
Science involves testing well with others?
 Formulate a prediction Introduction
predictions by gathering data and Anecdotal notations.
based upon what beak
using evidence to develop Students are rated on  As each student comes in from lunch, teacher will hand them one laminated animal
best suits picking up
explanations of events and a scale: each before they are instructed to sit on the mat. A laminated animal
each of the foods
phenomena and reflects historical - proficient  Once students are seated on the mat, teacher will ask students to observe their for each student
and cultural contributions - developing animal.
(marshmallows, Six A3 laminated
(ACSHE081) - not proficient o What are some obvious features that you can use to describe your animal and
gummy worms, environments
where do you think it would live? (rainforest,
sunflower seeds, rice,
With guidance, pose clarifying Sticky Notes  Teacher will hand out new adaption journals while students are observing their grasslands,
soil and coloured
questions and make predictions Students will write animal. wetlands, desert,
about scientific investigations things they know on  Teacher explains that their animal fits into one of the six environments that have polar, ocean)
 Work collaboratively to
(ACSIS231) the top of the sticky been set up around the room.
discuss and share Adaptions journals
note and things they  Students will think-pair-share reasons for their animal surviving in one of these
ideas. x30
Identify, plan and apply the want to know on the particular environments and why.
elements of scientific other side. o What features of your animal helps it survive in its environment?
investigations to answer questions This offers insight to  Students will then place their animal on one of the environments (rainforest,
and solve problems using the overall level of grasslands, wetlands, desert, polar, ocean).
equipment and materials safely knowledge of the class  Teacher will ask for an answer from each group.
and identifying potential risks (planning) and a  In the same groups, explain to the students they are going to do a Hot Potato
(ACSIS086) chance to clear any
activity. Each group starts with a large piece of paper with one question relating to
adaptations on it, see question examples below. Questions need to be written onto
Construct and use a range of
the paper by the teacher before the activity starts. Students will have a short amount
representations, including tables Rich Questioning
of time (1-2 minutes) to write answers to the question before rotating the papers
and graphs, to represent and Identify prior
around so that each group gets a turn at answering each question. Some questions
describe observations, patterns or knowledge of concept
they may not be sure about the answer, but they just write down what they think.
Engage Lesson – Beaks (W1/L1)

relationships in data using digital of animal adaptations.

Read out all the questions with the students first to clarify unknown words.
technologies as appropriate
 Question examples for Hot Potato activity:
(ACSIS090) Prediction
o What are physical adaptations?
Make a decision
o What are behavioural adaptations?
based on prior
o How do people adapt to the weather?
knowledge of topic –
Mathematics which tools will work
o Give an example of how an animal adapts to a cold environment.
o Give an example of how an animal adapts to a hot environment.
the best to gather
Construct displays, including o Does your behaviour change when you are at school? How?
column graphs, dot plots and o Give an example of what animals need to do to be able to live on land.
tables, appropriate for data type,  Teacher chooses one person from each group to present the answers to the
with and without the use of digital SUMMATIVE question their group started with. Students may have questions or wish to discuss
technologies (ACMSP119) KidBlog some of the answers. Indicate that these features are referred to as adaptions and it
Students will write a helps the organism to survive in their habitat.
reflection of the lesson  Display the questions and answers in the classroom. This could be used later on to
by addressing: reflect on what is true or false information and what has been learnt throughout the
- A lesson recount unit. Encourage students to write down words in new journal.
- 1 thing learned today  Start a word wall with students to continuously add to throughout the unit. This
- 1 thing interesting should be displayed in a place where students can always add to it each lesson.
- 1 question that  Students return to their desks.
Lesson Steps 10 Stations
 Teacher will demonstrate from the front of the class with each set of tools (straws, - plastic plates x60
chopsticks, spoons, tweezers, spatula and thongs). These will represent the bird’s - packet of straws x1
beaks. - chopsticks x10p
 Teacher will indicate the sets of tools where students will try and pick up some of the - spoons x10
- tweezers x10
‘foods’ and ‘drink’ (marshmallows, gummy worms, sunflower seeds, rice, soil and
- spatula x10
coloured water). - thongs x10
o Which beak will pick up the most food and drink? Bags of:
 Teacher will explain the goals and expectations of the lesson before drawing an - Marshmallows
example table on the white board for students to copy and fill out on their piece of - gummy worms
A4 grid paper. - sunflower seeds
- rice
 Students will make predictions about what beak best suits acquiring food and drink
- soil
with justification. Cups of:
“I believe that the tweezers will be the best possible beak used to pick up sunflower - Coloured water
seeds because…”, ect.
 Teacher will have stations already set up with tools set up at each station and plastic
plates containing the ‘food’ equally divided between each station. A4 grid paper x30

Food Marsh Gummy Sunflower Rice Soil Coloured

 mallows worms seeds water

Tweezers - Timer
Best Beak

 Example of table

 Students will copy this table onto their A4 grid paper and write their predictions
under the table. Students will also choose an appropriate title.
 Teacher will further explain the lesson.
Student 1 will be timing 20 seconds while Student 2 will be using one of the beaks to
pick up the food or drink from one of the plates, student 3 will record the
 After the timer goes off, students will rotate roles and attempt the same experiment
but with a different ‘beak’.
- Scissors
 Teacher can allow students to choose their own partners as long as they can show - Glue stick
good cooperation skills.
 Once all the results have been gathered, students will have time to reflect upon their
findings and collaboratively determine which beak was most effective when
gathering ‘food and drink’.
 Students write under their predictions and reflect on whether they were right or not
and why this was the case.
 Students will cut out their table, predictions and reflection to glue it into their
Adaptions journal (received at the start of lesson).
 Teacher will draw a tally table on the white board and ask each group to come up
and place a tick under the heading of which beak(s) they thought were most
o Why was this beak the best?
o Was your original prediction correct?
 Teacher will discuss the results as a whole class before explore the question
o Which birds have these different types of beaks?

Lesson Closure
 ‘Paper passers’ will place one sticky note on each desk while the rest of the class
- Sticky note pad
are packing away their stations.
 Students will then write down things they know about animal adaptions and on the
other side they will write questions they would like answered about the topic.
 Students will share their knowledge of the topic and their questions within their desk
 Teacher will ask one person from each group to share a known fact and a question
with the class.
 Teacher will indicate that these questions will be answered throughout the topic.
 All students will place their sticky notes on the white board before returning to their
seats. Chrome Books x30
 At the end of the lesson, students will post a summary in KidBlog of today’s progress
and list any challenges they overcame or are still working on.

Learner Diversity
Enabling: Students who are having difficulties reading, writing or using the tools will have
the assistance of their group members to help out. The aim of the lesson is to make
predictions, inquire/observe and reflect, everything else can be helped through

Extension: Students who need extending can consider other types of ‘beaks’ and how
they can be represented as a human tool – these may include toothpicks, nutcrackers or
pliers. They can also consider other ‘foods’ and what the represent – these may include
Styrofoam blocks, string or small rocks. These aspects will help students use higher
order thinking skills to predict and record which beak best suits which food.

Disability: Student with an impairment will be integrated in the lesson with required
adjustments (curriculum/environment) to their needs.
Section 6 of the Disability Standards for Education (The Standards for Curriculum
Development, Accreditation and Delivery) states that education providers, including
class teachers, must take reasonable steps to ensure a course/program is designed to
allow any student to participate and experience success in learning.

EAL Considerations: Teachers should refer to EAL/D School Programs

d-school-programs/), These resources are to help restructure the unit according to the
EAL needs of the class.
(include learner diversity)
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
Science Students will be DIAGNOSTIC Introduction All animal stations
Rating Scale
Living things have structural able to: Students with be rated
 Open lesson with two questions written on the white board. will be set up prior to
features and adaptations that help o What are two adaptions that a camel has? the class
 Define an adaption
them to survive in their on a scale of 0-5 in o Why do animals have adaptions?
and its importance. Interactive
environment (ACSSU043) accordance with the  Students watch a short video about animal adaptions and how they help the animal
 Identify five adaptions information that they whiteboard
of each animal to survive in its natural habitat.
Communicate ideas, explanations have gathered during  YouTube: ‘Animal Adaptions’
explored in class
and processes using scientific today’s lesson.
(Camel, Giraffe, o Alternatively – ‘Primary Science Lesson Idea: Adaptation’ .com/watch?v=fRX2
The rating scale with JtKFUzk
representations in a variety of
Dolphin, Penguin,  Teacher reads the two questions to the class before asking them for a response.
ways, including multi-modal texts include a section for
Snakes and Frogs)  Teacher asks students to answer the question:
(ACSIS093) anecdotal notations.
 Work collaboratively to o What is an adaption? .com/watch?v=oBx7
discuss and share  Teacher writes the question on the board as students discuss the question within eDBNRM8
English ideas. SUMMATIVE their groups.
KidBlog  Paper passers will hand out the ‘Adaption Journals’ during student discussions.
Use comprehension strategies to Adaptation Journals
analyse information, integrating Students will write a  One student from each group will provide a response. Teacher writes answers on
and linking ideas from a variety of reflection of the lesson the white board.
print and digital sources by addressing:  Students write the responses in their journal as teacher writes responses on the
(ACELY1703) - A lesson recount white board.
- 1 thing learned today  Students will make a section towards the back of their journal where they will create
- 1 thing interesting a dictionary section for key words and their definition. This will be added to during
Engage Lesson – Animal Adaptations (W2/L2)

- 1 question that the topic.

remains  Add words such as Adaption, Habitat and Environment.
 Teacher will place an A3 picture of a Tarsier on the white board.

A3 picture of a
Lesson Steps Tarsier
 Teacher will explain that during this lesson, students will identify all the different
adaptations of a Tarsier.
o What adaptations help Tarsiers to survive in their natural habitat?
o What is their natural habitat? (South East Asian forests) White board
 Students will think-pair-share their answers in the desk groups. White board markers
 Teacher will demonstrate the expectations of the activity by labelling the first answer
on the picture of the Tarsier (modelled).
 One student from each group will come up and add an adaptation to the Trsier until
as many can be listed. Teacher will fill in the rest.
 Teacher will introduce the stations and resources for the next part of the activity. An
A4 animal sheet will be found at each station. These will be found in a range of
books, websites, videos and audio recordings.
 Camel (desert) A4 animal sheet for
 Giraffe (grasslands) each student at
each station
 Dolphin (ocean)
 Penguin (polar)
 Frogs (wetlands)
 Snakes (rainforest)
 Students will be paired with the person sitting diagonally to them in their four-way
 Students will be given thirty minutes to navigate through the six stations (5 minutes
each). Teacher will set off a buzzer after each five minute period to indicate time to
more to another station.
 Students will find the other pair from their desk and find a space on the floor to sit
once the final buzzer goes (this will be unique to the interval buzzer).

Lesson Closure
 Students will discuss their findings as each pair shares one at a time. Students will
record any information that they may have missed. This is also a good opportunity
for pairs to justify something that they have written and the other pair disagree with.
 Teacher will go around the class and ask students to provide one adaptation for
each animal per group. Teacher may fill in anything that was missed.
 Students will cut and stick their information sheet into the Adaptations journal. - scissors
- glue stick
 Students will stack their Adaptation Journals on the front desk.
 Teacher will be marking in accordance with the information that was gathered today
to acquire data for future planning.
 At the end of the lesson, students will post a summary in KidBlog of today’s progress
and list any challenges they overcame or are still working on. Chrome Books x30

Learner Diversity
Enabling: Students are place into mixed abilities when going through the stations –
collaboration is a key element of this program. Flashing and noisy lights could be used
for students with hearing and sight impairments to notify students for each interval.
However, this could become problematic for students with ASD.

Extending: Students are able to further research why each animal has their adaptations
and the reason they are used. Consider how their adaptations might be a disadvantage.

Disability: Student with an impairment will be integrated in the lesson with required
adjustments (curriculum/environment) to their needs.

5E’s- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences that explore adaptations of animals.
 To support students to investigate and explore ideas about a range of adaptations that animals use to survive.
 Formative assessment

(include learner diversity)
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
Science Students will be FORMATIVE Safety Considerations:
Living things have structural Teacher Observation  Ensure students are careful when handling animal resources (i.e. skins).
features and adaptations that help able to: Observation of  Ensure students are not putting pencils or erasers in mouths during the drawing
them to survive in their  Explore different students who actively phase of the lesson.
participate in the  Ensure students do not become silly when trying to demonstrate some of their
environment (ACSSU043) animal skin coverings
lesson according to aggressive animal physiological aspects.
and compare them to the lesson objectives.
Visual Arts
their own skin. Anecdotal notations.
Exploration of artwork from various
 Discuss one different Students are rated on Introduction Book: What Do You
animal body part from a scale:  Students sit on the mat. Do with a Tail Like
artists and different approaches
used to communicate ideas,
each category and - proficient  Teacher introduce the book ‘What Do You Do with a Tail Like This?’ This?
explain how that part - developing o Alternatively – Book: Uno's Garden, Graeme Base By Steve Jenkins
beliefs and opinions and Robin Page
is used by the animal. - not proficient  Teacher will pose questions throughout the book.
Beaks, heads, bodies, o Have you ever seen an animal with a ___ like that?
ears, tails, feet and Work Samples o How do you think a ___ will use its mouth?
Use of techniques, art processes,
and experimentation with art
legs of animals Teacher will view each  Teacher explains that there are some special animal adaptations here today for
 Draw and annotate a annotated work students to explore in class.
forms, such as digital imaging,
screen printing or illustration
chosen mystery sample and assess  Teacher introduces students to the ‘sensory table’ which has a range of different
(ACAVAM115) animal with the six them according to the animal assortments layed out. These include: - Snake skin
listed features. lesson objectives. - Snake skin - A range of feathers - A range of feathers
Body parts, food, - Faux leather - Shark teeth - Faux leather
habitat, adaptations, - Faux fur - Porcupine spike - Shark teeth
behaviours and name.
SUMMATIVE - Tarantula skin - Faux fur
- Pieces of furry, animal-print fabrics such as zebra, leopard, tiger, etc. - Porcupine spike
Explore Lesson – Design Brief (W3/L3)

KidBlog - Tarantula skin

Students will write a  Discuss how animal skins are helpful to animals in their environments.
- Pieces of furry,
reflection of the lesson  Teacher explains that these different animal adaptations help the animals survive animal-print fabrics
by addressing: in their habitat. such as zebra,
- A lesson recount  Students will move along the observation table and feel or observe the features of leopard, tiger, etc.
- A list of all the each item. Students are not to be forced to touch materials if they do not want.
features they included  Ensure students are careful with the materials but still inspect each animal part
for their mystery and take mental notes on each.
animal.  Explain that skin is a protective covering for our bodies. Hair on our bodies also
helps protect us.
 After going through the sensory table, teacher will pose questions:
o What animals you know that have skin like these?
o Why you think humans are not covered with fur or feathers?
o How do fur/feathers/scales help the animal?
o What would happen if the animal’s skins were all mixed up?
o What would a tiger look like with feathers? An elephant with leopard spots?
o Why you think alligators have skin instead of fur or feathers?
o What do you think zebras, leopards and tigers have distinct features?
 Make connections with the book ‘What Do You Do with a Tail Like This?’ to guide
students through the questions.
 Teacher poses the question ‘If humans had no skin, what would be the next best
feature and why?’. Students discuss in groups of four while teacher packs away
the sensory table.
 Teacher asks each group for one answer with justification.
Did You Know?
Animal skins have changed over time, as animals have adapted to their
environments. Most mammals have fur or hair to help keep them warm and
protect them from the Sun’s rays. Birds have feathers instead of fur. Feathers are
lighter, making it possible for birds to fly. Their feathers also protect them from
water and temperature changes. Reptiles have tough skin covered by rigid scales
for protection and to prevent dehydration. Their scales are waterproof because
they spend much of their lives in the water or in very humid areas.

Lesson Steps
 Moving on…
 Teacher recaps visual arts last term with their research into Hendric Rousseau and
his distinguishable art. The awkwardness of proportion and perspective by the use
of patterns and bold colours.
 Teacher explains that this science lesson will work in conjunction with animal
adaptations in visual arts. A3 paper x30
 Paper passers hand out an A3 page to each student.
 Teacher explains that students will use their paper to draw as many different animal
body parts. Students will draw at least four different beaks, heads, bodies, ears,
tails, feet and legs of animals on their A3 paper.
 Ensure students section each category off so they do not overlap. Design Brief x30
 Teacher will monitor class to ensure students are on task and to help where needed.
 Students will discuss in their groups one different animal body part from each
category they have drawn and explain how that part is used by the animal and what
environment would best suit them.
 After students have finished, teacher introduces the Design Brief.
o Design Briefs are handed out
o Reads story scenario to class
 Paper passers hand out three pieces of paper
A4 paper
 Teacher reiterates the expectations of the design brief.
 Students will fold their A4 page into thirds and will draw three different animals with - pencils
three different animal body parts.

 Once students have finished their drawings, they will choose their favourite design
and will use pencil to draw a full scale version on another piece of A4 paper.
 Students will annotate include features of their mystery animal –
- Labels on each body part and which animal it is from
- Typical food the animal will eat
- What Habitat it lives in
- Special adaptations that are unique to its environment
- Certain behavioural traits
- A name for your animal
 Teacher will allow fifteen minutes for this task before students stop what they are
 Students will have five minutes to discuss in their desk groups the features that they
have chosen for their animal, give brief justification.
 Teacher will choose a students to present their animal to the rest of the class.
Lesson Closure Adaptation Journals
 Paper passers will hand out the Adaptation Journals while the rest of the class glue
their three way animals and animal parts into their Adaptation Journals.
 At the end of the lesson, students will post a summary in KidBlog of today’s lesson
Chrome Books x30
which will also include a list of all the features they included in their mystery animal
with justification.
 Paper passers collect Adaptation Journals and A4 poster of drawn mystery animal.

Learner Diversity
Enabling: Students who may have problems holding a pencil or drawing may use
assistance from an EA or a student who has finished early.

Extension: Encourage students to think of a compelling justification for choosing their

animal body parts and they there are specific to the environment they have chosen.

Disability: Student with an impairment will be integrated in the lesson with required
adjustments (curriculum/environment) to their needs.

In The Next Episode Of… Visual Arts!

Students will continue on with their mystery animal by drawing a good copy in lead
pencil before going over the pencil with a coloured chalk, this copy will not include
annotations. Students will follow the inspiration of Hendric Rousseau and include large
disproportional shapes that will also include elements of the animal’s environment.
Students will then use a range of coloured oil pastels to colour the space in between the
chalk (ensure the chalk is not touched). Oil pastel colours must be thick with not paper to
be seen for this activity to work effectively. On completion, students will pant their picture
with liquid ink and hang on the drying rack, students will continue to reflect on KidBlog
through these lessons. After the pictures have dried, students will use a range of
reusable items to create a model of their mystery animal and present their animal to the
class as the alien would to its people. Students will explain all the features their mystery
animal has and how it survives in its environment.

5E’s- EXPLAIN (1 lesson)

 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

(include learner diversity)
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
Science Students will be FORMATIVE Safety Considerations:
Living things have structural Profile  Ensure students use appropriate images/content from the internet.
features and adaptations that help
able to: Teacher will assess  Students will be mindful of their surroundings as students will be set up in all
them to survive in their  Create an animal students in
different areas of the classroom, including the floor.
environment (ACSSU043) profile of an animal accordance with the
that they were given in lesson objectives. Introduction
class. Teacher will indicate
Mathematics  Students are given an animal from the following environments:
This needs to include whether students have Animal cards x30
rainforest, grasslands, wetlands, desert, polar, ocean.
Construct displays, including where the animal achieved the mark  Students find the other student in the class who has an animal in the same
column graphs, dot plots and lives, what they eat while leaving environment as them.
tables, appropriate for data type, and what their habitat appropriate feedback. For instance, Fish-Shark, Giraffe-Rhinoceros, Pidgeon-Dove, etc.
with and without the use of digital is like.
 Teacher hands out Venn diagram templates.
technologies (ACMSP119)  Describe three
SUMMATIVE  Once students have paired, they will begin a Venn diagram that will compare and Venn diagrams x30
behavioural and
KidBlog contrast adaptations between the two animals.
structural adaptations
 Students list as many similar and different adaptations. Extend by listing as many
English as well as one Students will write a
adaptations that neither animal possess.
physiological reflection of the lesson
Navigate and read texts for
adaptation of their by addressing:  Teacher will choose several pairs to display and describe the adaptations of the
specific purposes applying given animals.
animal. - A lesson recount
appropriate text processing
strategies, for example predicting  Work collaboratively to - 1 thing learned today
and confirming, monitoring discuss and complete - 1 thing interesting Lesson Steps
the Venn diagram. - 1 question that Adaptation Journal

Explain Lesson – Animal Profiles (W4/L4)

meaning, skimming and scanning Students glue their Venn diagrams into their Adaptation journal.
(ACELY1702)  Students move into one of six groups that their animal lives in. - glue
For instance, rainforest, grasslands, wetlands, desert, polar or ocean.
Use comprehension strategies to  The animal that students are holding will be the animal that they will be creating a
analyse information, integrating profile for. This will include where the animal lives, what it eats, how it feeds, Animal profile x30
and linking ideas from a variety of particular adaptations that help it survive, etc.
- library resources
print and digital sources  Students have access to library resources, iPads and Chrome Books for their - iPads
(ACELY1703) research into how the animal survives in its natural habitat. - Chrome Books x30
 Note: be wary of copy and paste students.

Lesson Closure
 Students write down two things that another class member might misunderstand
Misconceptions x30
about the topic of animal adaptions and then share those ideas within their
environmental group. Add a third point before the end of the lesson.
 Each student will choose one misconception about animal adaptions they believe to
be important and write it in their Adaption Journals.
 Paper passers will collect the Adaption Journals and place them in a pile on the front
 At the end of the lesson, students will post a summary in KidBlog of today’s progress
and list any challenges they overcame or are still working on.

Side Note:
Linking the Design Brief back in, students can ‘create’ an animal profile of their Mystery
Animal with the same expectations of this lesson as either another lesson or an
extension for students who finish early – teacher’s choice.
Alternatively, this can be done in another English lesson.
Learner Diversity
Enabling: Ensure these students receive animals who have obvious features and are a
little easier to compare with another animal (teacher orchestrated). Students will be
required to fill in each section of the profile but with less detail – there must be basic
information here.

Extension: Pair other students who need extending together and encourage them to
extend their thinking process when filling in the Venn diagram and completing the animal

Disability: Student with an impairment will be integrated in the lesson with required
adjustments (curriculum/environment) to their needs.

5E’s- ELABORATE (1-2 lessons)

 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

(include learner diversity)
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
Science Students will be SUMMATIVE Safety Considerations:
Living things have structural Science Inquiry Skills  Ensure students film appropriately and use appropriate images/content from the
features and adaptations that help
able to: internet.
Rating Scale
 Identify and describe  Ensure students are within direct eye contact while filming.
them to survive in their Student’s
what adaptations their  Do not allow students to conduct themselves in an inappropriate manor while filming.
environment (ACSSU043) documentaries will be
chosen animal has to marked using a rubric
Construct and use a range of survive in their that has identified the Introduction
representations, including tables environment. key items students  Brainstorm on the white board as a class about what an adaption is (including some
and graphs, to represent and  Create a storyboard needed or the task. examples) and how animals adapt, recapping previous lessons content.
describe observations, patterns or and script that will  Students watch a short documentary on adaptations.
relationships in data using digital form a solid basis for KidBlog YouTube - Primary Science Lesson Idea: Adaptation
filming a documentary. White board
technologies as appropriate Students will write a
White board marker
(ACSIS090)  Produce a reflection of the lesson  Alternatively - Shaba. Animal Adaptations
documentary that by addressing:
Communicate ideas, explanations identifies and - A lesson recount o What did you notice about how the narrator spoke? Interactive
Elaborate Lesson – Animal Documentary W5/L5)

and processes using scientific describes the chosen - 1 thing learned today o What were specific things that were spoken about?  adaptations, habitat, etc. whiteboard
representations in a variety of animal, its - 1 thing interesting  Discuss how the documentary was constructed, specifically the sequence.
ways, including multi-modal texts environmental and - 1 question that  Discuss and brainstorm specific features of documentaries.
(ACSIS093) relative adaptions is remains o Do you know of any famous documentary presenters?
has to survive.

FORMATIVE Lesson Steps

Checklist  Teacher introduces the lesson objectives and the task to students.
Students will show  Task: students are to create a two minute documentary on a given animal. They are
there planning to the to identify the physical features of their chosen animals and relate them to how it
teacher who will note helps them survive in their environment. Students investigate their animal, produce a
their progress. script and a storyboard prior to commencing filming. Students need to ensure they
include the features of a documentary to get optimal marks. Storyboard x30
 Students will be placed into pairs and will decide on an animal that they will need to
investigate. Script template x30
Note: If students begin to argue on what animal to choose, the teacher will decide
for them. iPads x15
 Encourage students to use similar resources from previous lessons to help get them (with iMovie)
started with their research. For instance, library books, websites, videos, audio, etc.
o Is your animal’s adaptation unique or do other animals share it?
 Teacher will use proximity and questioning throughout the lesson to keep students Checklist
on task and help where needed.
 Teacher will check scripts and storyboards to ensure that students are on the right Marking Rubric
track and again before they are allowed to begin filming their documentaries.
o Have you met all the requirements of the rubric?
o Can you improve your work to meet those requirements?
 Teacher may have to provide students with an iMovie tutorial to learn the basics.
Offer extra assistance to those who are struggling to complete the task.
 Students must share the screen time with each student getting equal filming time.
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.
 Paper passers will hand out Adaptation Journals for students to glue in their
storyboards and script. Students will also reflect on the lesson and list one thing that Adaptation Journals
went well, went wrong and something that can be improved.
Ensure students reflect on their experience while filming and recording.
 Paper Passers collect the Journals and place them on the front desk.
 At the end of the lesson, students will post a summary in KidBlog of today’s progress
Chrome Books x30
and list any challenges they overcame or are still working on.

Learner Diversity
Enabling: Pairs that require extra assistance will be given animals whose adaptations
are obvious and will be required to make limited connections and extra time to complete.

Extension: Pairs that require extension will be given animals with more complex
adaptations. These animals will have specialised adaptations that make them unique to
their environment.

Disability: Student with an impairment will be integrated in the lesson with required
adjustments (curriculum/environment) to their needs.

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about animal adaptions and represent what they know about animals adapting to thrive and survive in their natural habitat.
 Summative assessment of science understanding

(include learner diversity)
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
Science Students will be SUMMATIVE Safety Considerations:
 Ensure KidBlog settings are set so only the teacher can view the reflections of the
Living things have structural
able to: Science Understanding class and not student to student.
features and adaptations that help
 Individually reflect
KidBlog reflection  Ensure students are within direct eye contact while on their Scavenger Hunt.
them to survive in their
Students log onto
environment (ACSSU043) upon the topic of
animal adaptations
KidBlog and write a
post that that answer
through key questions
specific points that the 
Reflect on and suggest Teacher will explain that today students will be reflecting on their journey through
improvements to scientific on KidBlog animal adaptations this term on KidBlog as an overall reflection. Chrome Books x30
teacher will issue
investigations (ACSIS091)  Complete the  Students will also look back on previous blogs and reflect on the progess they have
during the lesson.
scavenger hunt by made as an individual this term.
reading and answering  Teacher elaborates on the expectations of the reflections and explains that a well
the questions on each reflected blog will get the better mark – consistently addressing each points each
Students will finish the
task card. week.
lesson with a Kahoot!
 Independently log onto
that will cover all areas  Students will address these key points:
Kahoot! and complete - In your own words, define Animal Adaptations. List three examples.
of Animal Adaptations
the quiz.
Evaluate Lesson – Overview Reflection (W6/L6)

throughout the term. - What were some of the most interesting discoveries you made while working
on Animal Adaptations? List three examples.
- What were some of your most challenging moments and what made them so?
FORMATIVE - Did you work well with others? Give an example.
Scavenger Hunt - What moments were you most proud of your efforts?
Students with find as - Do you have any questions that you would still like answered?
many task cards to fill - What was your overall impression of the topic, Animal Adaptations?
in the blanks on their  If students finish early, instruct them to go back over their work and proof read or
activity sheet. add any more that they think is relevant.
This is not listed as
summative as the task
cards have the
Lesson Steps
answers on them and  Students engage in a Scavenger Hunt provided by the teacher. Scavenger hunt
students are matching  Students will have a series of stations set up within and outside of the classroom cards (laminated)
the answer to the that they must visit to answer each of the questions. x24
Response sheets
correct question.  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. Clipboard x30
 Once students have completed all of the station cards, they return to class and
complete any work they have not yet completed in their Adaptation Journals.
 Students will glue their Scavenger Hunt sheet into their Adaptation Journals. Adaptation Journals
- glue

Lesson Closure
 Students finish the lesson by completing a Kahoot! quiz.
 Students will use the Chrome Books for this activity as they sign into the appropriate #/?quizId=2b1069f4-
site – teacher will have the link written in the white board. a203-4955-b226-
 Each student is responsible for logging onto Kahoot! 8a0279805fae
 Teacher will hand out the code names of each student. These code names are
animal names to protect the identity of each student.
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 (curriculum/environment) to their needs.