FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 3 LEARNING AREA/TOPIC: Biological Sciences

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

LESSON AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING EXPERIENCES RESOURCES
CURRICULUM OBJECTIVE (what & how) (include learner diversity)
LINKS KEY QUESTIONS (bolded)

Week 1 Living things can be 1. Sort materials DIAGNOSTIC Introduction Lollies -

Lesson 1 grouped on the basis into logical 1. Ask each Lolly sort- Give packs of lollies (different types chocolate and jelly sorted in
ENGAGE of observable features categories group why they lollies) and ask students in groups to sort them into groups. Get plastic bags
and can be chose to put students to explain why they have sorted them into the groups (chocolate and
distinguished from 2. Describe their lollies into they did. “What is different about these animals?” jelly)
non-living reasons for the groups they
things (ACSSU044) classifications did
Body
Science involves 3. Represent 2. Take photo of Create groups of 3, move into groups then present 3 images on the Projector
making predictions classifications of responses on screen: Octopus, Horse, Butterfly. Ask what is different between Wall E Clip =
and describing living things whiteboard, them, give time to observe/think about the images, discuss in https://www.
patterns and record other groups. Share responses with class, write some responses on the youtube.com/
relationships (ACSHE0 noteworthy board in a table. “What do these animals need to survive?” (10-15 watch?v=nLx_
50) responses mins) 7wEmwms
(anectdotal
Represent and records)
communicate Iterate that all animals have unique features and needs, this makes Design Brief &
observations, ideas 3. Photos of them living things. Watch Wall-E clip, introduce Design Brief. “How listed
and findings using their models did you group your animals in your zoo?” materials
formal and informal uploaded to
representations padlet, will
(ACSIS060) show how they Allow 15-20 Mins to construct model Zoos for Mars. Remind iPads
grouped their students to upload photo from iPad to padlet for future reflections - padlet
animals.
Extension task
can also be - Extension: Students will draw a blueprint/plan of the spacecraft
considered here that will carry all their animals to Mars. Need to consider food,
environment and other characteristics.

Conclusion
Gallery walk of other models. Pack materials away.
Ask students for aspects they considered in classifications, reasons
why needed or why something is not needed.
Re-iterate that all living things have unique features and needs,
but some things are the same. “What did you consider in your
groupings?”