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TERM/WEEKS: Term YEAR LEVEL: 4 LEARNING AREA/TOPIC: Science

2 Weeks 3, 4 and 6
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour  Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability 
Cultures

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science as a Science
Understandin Human Inquiry Skills
g Endeavour
Week Living Science With  To  Research  Self- Anatomy of ABA Butterfly Anatomy of
3 things knowled guidance identify template paced/regulated  What are the main ABA Butterfly
have life ge helps , identify and (provided for learning: three parts of a http://www.env
(Less cycles (A people to questions describe students) will scaffolding butterfly ironment.gov.a
on 1) CSSU07 understa in famili the be collected provided and  Can you list and u/cgi-
2) nd the ar contex anatomy at the end of research done by describe a further 11 bin/sprat/publi
effect of ts that of the Arid the lesson so students at their parts of a butterfly c/publicspecies
their can be Bronze research own pace from a diagram .pl?
actions investiga Azure depth can be  Consolidation of  Describe the ABA taxon_id=7774
(ACSH ted Butterfly assessed learnt information: butterfly (size, 3
E062) scientific (ABA  Link to the kahoot allows colour, habitat)
ally and Butterfly) kahoot students to phrase Life-Cycle of a butterfly https://www.re
make using emailed to their research into  Describe the 4 stages searchgate.net/
predictio provided teacher for questions which of a butterfly-life figure/The-
ns based resources viewing at engages a high cycle, and the rare-Ogryis-
on prior  To some stage level of critical duration. subterrestris-
knowled understan throughout thinking and  What is the physical arid-bronze-
ge (ACSI d the life- the week understanding description of the azure-
S064) cycle  Class conversation butterfly at each butterfly-was-
 stages of a will be allowed stage? discovered-at-
butterfly (but kept to a low  How is the Banrock_fig8_
(using noise level) so that caterpillar able to 326988950
provided student spin a cocoon? And
resources) collaboration can break out of it? https://cpb-us-
and relate take place (social ABA Butterfly Conservation e1.wpmucdn.c
this to the constructivism)  What is the om/blogs.corne
ABA  Contextual task: classification of the ll.edu/dist/7/36
Butterfly the learning ABA Butterfly? 43/files/2013/0
 To experience relates (endangered, highly 9/Butterflies-I-
identify to a ‘real world’ endangered, 1em8d6o.pdf
the threats topic that students extinct?)
to the can engage with to  What is threatening https://animalc
ABA a deeper level. the ABA Butterfly orner.co.uk/but
Butterfly  Extension prompts:  Why are butterflies terfly-anatomy/
(using for students who (including the ABA
provided finished the lesson butterfly) important? Life-cycle of
resources) early and need  What do we need to Butterfly
and form extending, they do to save the https://www.th
an opinion may start on the butterflies? ebutterflysite.c
on the ABA Butterfly Kahoot quiz om/life-
importanc emoji and  Create a 10 question cycle.shtml
e of conservation voice quiz
conservati recording (lesson https://www.a
 3 questions on
on 2) mazon.com/Lif
anatomy of a
 To create  Enabling prompts: e-Cycle-
butterfly/ABA
an online for students Butterfly-
butterfly
Kahoot needing further Young-
 4 questions of life-
quiz based help with research Explorer/dp/04
cycle of a butterfly
on /and skills, sections of 31999651/ref=
 3 questions on ABA dp_ob_title_bk
consolidat the provided text butterfly
ing the (online and hard- conservation https://www.yo
areas of copy texts) can be facts/strategies utube.com/wat
their highlighted to
research concentrate their ch?
(scaffoldin attention. v=3kZD6rlSL
g given) Uw

https://www.yo
 utube.com/wat
ch?
v=jivWeOrCae
I

ABA Butterfly
conservation
http://www.env
ironment.gov.a
u/biodiversity/t
hreatened/speci
es/pubs/77743-
conservation-
advice.pdf

https://www.ab
c.net.au/news/2
015-10-
02/rare-
butterfly.jpg/68
24608

https://particle.
scitech.org.au/e
arth/one-of-
was-rarest-and-
most-bizarre-
butterflies/

Kahoot.com

Week Living Science  To model  Assessment  Stop Motion Studio  Can you model the Modelling Wax
4 things knowled the life- made by is done as group lifecycle stages of
(Less have life ge helps cycle visiting activity, so students the ABA Butterfly Stop Motion
on 2) cycles (A people to stages of groups are able to using modelling wax Studio App
CSSU07 understa the ABA during lesson exchange ideas and (creating your own
2) nd the butterfly and collaborate setting) and compile Chatterpix
effect of using observing a video using the Kids
their modelling how they are  Modelling wax Stop Motion Studio
actions wax, and managing the provides a tactile app
(ACSH create a task experience  Can you create an
E062) stop  Assessment (anatomy of ABA ABA butterfly emoji
motion also made by butterfly would be (able to make ‘talk’)
video of collecting the solidified through then record (voice) a
the ABA Stop Motion using the wax and paragraph on
butterfly Studio videos through group importance of saving
lifecycle at the end of discourse in the it (pretending to
in groups the lesson process) speak as the
using Stop and viewing  Students engage in butterfly) for it to
Motion  Assessment individual activity: say
Studio of butterfly personal reflection
(video is emoji and thought on
narrated recording why ABA butterfly
with made by conservation is
voice- asking important.
over) students to Integration into
 To see me with prior knowledge
individuall final product and appreciation of
y make a once science/nature. By
voice completed creating a product,
recording students feel like
of the they are activists in
need to the conservation
save the issue.
ABA  Extension prompt:
Butterfly Students/groups
(personify who finished the
ing the lesson early and
butterfly), need extending
and attach may do some
to an research into the
emoji of role of butterflies
an ABA as plant pollinators,
butterfly and use their wax
(picture models to
link demonstrate this
provided) (video with voice
 over)
 Enabling prompt:
be aware and ready
to provide
assistance to
groups that may be
unfamiliar with the
iMotion app.
Provide example
iMotion video
(made by teacher
or last year’s
students) as
prompt.
Week Science Represen  To create  Final product  Students have  Can you create an ThingLink App
6 knowled t and an (interactive created final interactive poster as
(Less ge helps communi interactive poster with product that your final product
on 3) people to cate poster that labelled integrates past that will use your
understa observati features a anatomy, stop lessons. Students work/creations from
nd the ons, drawing motion life- are able to see the the last week.
effect of ideas and (students cycle video, integration/intersec  Include:
their findings completed and ABA tion of different  Drawing of ABA
actions using during an butterfly areas around the Butterfly
(ACSH formal art lesson) talking emoji topic. (photograph of the
E062) and of an ABA collected by  The creation of a drawing done during
informal butterfly teacher for final product gives art lesson) with
represent with viewing and students the sense labelled anatomy
ations (A labelled assessment of achievement, (and description of
CSIS071 anatomy allows students to each part)
) (and reflect on their  Your Stop Motion
descriptor learning experience Studio life-cycle
s for each  Extension prompts: video
label) for students who  your ABA Butterfly
 To insert have completed emoji with
their Stop task and are in conservation
Motion need of extending recording
Studio themselves, they
video onto will be given the
the poster task to gather as a
 for group and draft the
awareness cover letter to the
of the department of
ABA life- conservation WA
cycle on behalf of the
 To insert class (describing
their what can be found
talking in the interactive
ABA poster, the urgency
butterfly of saving the ABA
emoji onto Butterfly, and the
the poster support of the class
for in this endeavour)
conservati  Enabling prompt:
on for those students
awareness in need on an
 Student’s enabling prompt,
final an example of a
products pre-made
to be sent interactive poster
online to will be ready to be
the viewed on their
departmen devices to use as
t of guidelines for what
Conservati is expected. The
on WA to teacher will also be
show available to
student provide
support in assistance/technical
the help during lesson
conservati
on of ABA
butterfly,
with
permissio
n given
for
governme
nt to use
these
posters to
raise
awareness