FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1 Wk YEAR LEVEL: 4 LEARNING AREA/TOPIC: Science

5,6 & 7

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 Cultures Asia and Australia’s engagement with Asia Sustainability
✔️

Notes about device access in the classroom: iPads will be in the iPad trolley wheeled in and kept at the front of the class. Students must be listening to the teacher about
when collecting iPads and when they should be on them. Once students have finished using the iPads at the end of the lesson, students must plug them back in so they can
charge.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSO Curriculum OBJECTIVE (what & how) EXPERIENCES other
N LINKS (Introduction, Body and Conclusion)

Week Science 1. Investigate the how plants Formative Introduction 1.Google search bar
5 Understanding provide shelter for animals Assessment: - Motivation: Teacher will take the students outside on the https://www.google.co
Lesson by using the google search -At the beginning of playground or the oval and will identify to students how ants and m.au/
1 Living things the class students insects live. Teacher will explain how insects live outside and - Students use this
bar.
depend on each will complete a where. The oval is an ecosystem to the insects living outside. Ask website to research how
other and the 2. Discover what animals live KWL chart and students what and where they think insects live? Ask how they get plants are used for
environment to competitively together to teacher will check their food? Bring students back inside the class and discuss their animal shelters.
survive. (ACSSU073) survive. this to see their findings.
3. Create a slide show using prior understanding 2.Word document
-Recognising that keynote or PowerPoint to of habitats. Body -This app is used to type
interactions display all findings. - Introduce the topic of today’s lesson of habitats. Give the down information. I
between living Summative students a KWL chart. Students will write down what they already chose this ICT tool as it is
things may be Assessment: know, what they would like to know, and at the end of the class easy to use and students
competitive or -Rubric used for the they will write down what they have learnt. can have a place to
mutually beneficial. keynote/ - The students will then collect an iPad and use the google search practice their typing and
PowerPoint bar to research how plants provide shelter for animals. put their notes
-Investigate how presentation Key Research Words; plants, shelter, habitat.
plants provide (Shelter for - The students will type their findings onto a word document and
shelter for animals. animals, will be used later in the lesson.
competitive -While students are working teacher will walk around the class and
animals) observe the students work. 3.Keynote/ PowerPoint
- The students will then research, using the google search bar, -Used to create a
Observations: what animals live competitively to survive presentation of the
-An on-going Students use key words such as; ecosystems, competitive, survive, research found. I chose
assessment animals this ICT tool as it is an
throughout the -Students will type down the research notes onto the same word effective way to present
duration of the document. information and most
class. Can also be -Once the students have finished researching the questions, students have been
assessed by explain that the students will create a keynote/ PowerPoint exposed to this tool
questioning presentation displaying the information they have discovered and before.
students. complete the last section of the KWL chart.

Conclusion
-The teacher will check the KWL chart.
- Give students feedback for next lesson.
-When there is 5 minutes left of class get students to pack up and
put back the iPads to the trolley.
-Ask the students what they have learnt today.
Questions:
“What types of plants is used as shelter for animals?”
“What type of animals use plants as shelter?”
“What animals live competitively together?”
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Week 6 Science 1. Identify the role of the Summative Introduction 1.Producers,

Lesson Understanding producers, consumers and Assessment: Motivation: Show the YouTube video on producers, consumers Consumers,
2 decomposers in a habitat in -Checking the and decomposers. After the video has finished, select three decomposers Video:
Living things rubric for the students to role play an example of a producer, a consumer and a https://www.youtube.co
Australia.
depend on each ‘Explain Everything’ decomposer. Allow the other students to guess which student the m/watch?v=hLq2datPo5
other and the video. Must have producer is, which is a consumer, and which is a decomposer. M&list=PL_gy8MP2iXaYV
environment to the key Students must and explain their answer. Gb8MGd6yP_79317PUQ
2. Create a food chain using the
survive. components; one VX
app ‘Explain Everything’ about
(ACSSU073) ecosystem in Body
a habitat in Australia. Australia, animals - Introduce the topic for the lesson, food chains. Have a class 2.Explain Everything
-Investigating involved, voice over discussion on what students think a food chain is. App
roles of living 3. Construct a triarama model of of student Questions to Ask: -Used to create and
things in a a habitat in Australia. explaining. - What is a food chain? explain a food chain. I
habitat, for - Where are they found? chose this ICT tool as it is
instance Observations: - Who is involved in a food chain? a creative space where
producers, -An on-going students can put in
consumers or assessment - Teacher will demonstrate to the students how they will be pictures, draw on it, take
decomposers. throughout the creating a food chain in the app ‘Explain Everything’. List the key notes and explain using
duration of the components for the task. their voices the
class. Can also be Key Components; information.
assessed by -One ecosystem in Australia
questioning -Animals found in the ecosystem
students. -A voice over of students explaining

-Students collect an iPad from the iPad trolley at the front of the
class. 3.Triarama Instructions
Video:
- While the students are working on the ‘Explain Everything’ app, https://www.youtube.co
the teacher will observe the students on task behaviour and m/watch?v=bu80853TN
assertiveness. Allow time for students to complete this task. w8
- When the students have finished the video, the will show the
teacher. The teacher will critique this video and look for the key
components required to check the students understanding. Give
feedback to students.
- The students will then move onto making the ecosystem
triarama. The teacher will play the YouTube video showing the
instructions. Once the video has stopped the teacher will
demonstrate to the class how to make one. Students will follow
along the step-by-step process with the teacher.
- When the triarama is made, the students will draw and
ecosystem that can be found in Australia.
- The students will continue creating the triarama for the
remaining of the lesson.

Conclusion
- Teacher will observe the students for the remainder of the lesson
looking for on-task behaviour, assertiveness and willingness.
- if the student has not finished of the triaramas they must
complete it at home as they will be using it for the next lesson.
- Allow time for the students to pack up and put the iPads on
charge in the trolley.
- As student what they have learnt today or some interesting facts
until the bell goes.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Week 7 Science 1. List the differences of Formative Introduction 1.Plickers App

Lesson Understanding predators and prey in an Assessment: Motivation: Ask students what they had for dinner last night. To all -This app allows the
3 ecosystem in a table -Teacher will use the students who had some sort of meat explain to the students teacher to check
Living things the ‘Plickers’ app to that they are predators and their dinner was the prey. understanding of a
format.
depend on each scan cards across - Next, the teacher will hand out the ‘Plickers’ cards with four student. Students hold
other and the the room to see if different answers on them. The teacher will ask students who is up pieces of paper with a
environment to 2. Discover what can happen check students the predator/ prey out of two animals. After each question is shape with answers.
survive. when a living thing is understanding of asked the teacher will use the iPad to scan across the room and They can rotate the
(ACSSU073) removed from and predator and prey see the student’s answers. shape and the teacher
ecosystem and the effects will use the iPad to scan
-Observing and of this, using the google Observations: Body: across the room to see
describing -An on-going - The teacher will introduce the topic of today’s lesson, Predators who has gotten question
search bar
predator-prey assessment and Prey, and the effects of when a living thing is removed from incorrect and correct. I
relationships. throughout the the ecosystem. chose this ICT as it is an
duration of the - Students collect an iPad from the iPad trolley at the front of the effective way to quickly
3. Create an iMovie using
-Predicting the class. Can also be class. asses’ students but it is
effects when figurines and the triarama assessed by - The students will be given 10 minuets to research the differences engaging for the
living things in to predict the effects that questioning of what a predator is and what the prey is with at least three students at the same
feeding will happen when living students. animal examples of each. Students must draw up a table and list time.
relationships are things are removed from the differences and examples. The teacher will check these tables
removed or die an ecosystem. Summative to check students understanding.
out in an area. Assessment:
-Teacher will use - Next, the students will discover what can happen if a living thing
the rubric to check is removed from an ecosystem and the effects of this. The 2. Goggle Sear Bar
the definitions of students will use the Google search bar to research on their iPads https://www.google.co
predator and prey. for this topic. Students will then write down the finding into their m.au/
Must have key workbooks. - Students use this
components Key Research Words; Ecosystem, effects, removed, living thing website to research the
(differences and - When the students have finished researching, the teacher will effects if a living thing
examples) hand out their triarama ecosystems. The teacher will explain that was removed form an
the students are going to make a movie using the iMovie app and ecosystem
their triarama ecosystem to show their research and what could
happen if living things were removed from the ecosystem. 3. iMovie
- Students start to develop and iMovie to be presented to the class -This app allows children
for next lesson. to make movies and
Key Components for iMovie; explain their research. I
- Use of triarama ecosystem chose this ICT tool as
- Demonstrates effects students can be creative
- Demonstrates predators and prey and is rewarding to the
student to have a final
- Students have 20 minuets to create a movie. product of a movie.

Conclusion
- When the time is up, if completed, the movie will be shown next
week in class. If it is not completed the students will finish and
present the movie in class, the following week.
- The students will save their work and place the iPads on charge
in the iPad trolley.
- Teacher asks questions to students (What have you learnt today?
What have you found difficult?)
- Teacher dismisses students.
Possible planning process…

Decide on a final Find ICT tools

Decide what you
Choose a product that will that will enhance
want the Create a series of
be produced by the student’s
content area students to know
the students e.g. experiences.
steps that will
Plan how to
from the and/or do by the build the
a movie, book, Tools can be for assess and
end of the lesson knowledge and
SCSA website sequence. Create
poster, website, use by the
skills required to
evaluate the
presentation, teacher but the student learning.
links to the complete the
mindmap, majority should
https://www.scsa.wa.edu.a relevant content final product.
u interactive quiz, be used by the
areas.
document, etc. students.

Device considerations
K-year 4 – Use iPad as your device. Assume either shared devices or each child has a device. Do not assume there is a lab at the
school. They are disappearing from most schools.
Year 4-6 – Use either an iPad or a laptop as your main device. Many schools have 1-1 devices but not all. Again, there are not likely
to be labs in schools – you will have shared devices or can borrow from other classrooms if you want to do individual activities.
Year 7-12 - Plan for one device per student – e.g. assume everyone will have iPad, or Mac or Windows machine.

Notes: Make sure the tools and sites you choose can cater for the device you nominate. Some popular apps are only available on
iPad and some websites don’t work on the iPad but may have an app instead. Do your research to ensure it will all work on the
nominated devices.
Website creation guidelines

Create the following tabs

 Home
 Lesson 1
 Lesson 2
 Lesson 3
 Evaluation
 Teacher Planning page
 ICT tools

Explanation of the tabs:

Home Lesson pages Evaluation Teacher page ICT tools

Explain your website. Assessment 3. Assessment 3 Assessment 1 Assessment 3
Be clear about your The lesson pages should This is where you will You will include your This is where you will put
target audience. be clear and aimed at include an evaluation for planning documents, the details of the ICT
Make it interesting and the age group of the the unit, e.g. a rubric, your explanation of the tools we will be covering
visual and ensure it students. These pages test, quiz, etc on the learning theory and your in the unit. Include the
contains links to the are not designed for content of the unit. You clarification of the 4 link to the tool, a
other sections of your adults. It is designed for should also include a chosen ICT focus tools. description, a screen
site. students to use within a reflection activity for the You will also put a link on shot or example and an
guided classroom students to complete at this page to the section explanation of how it
environment. the end of the unit – e.g. where you will be could be used in a
Use appropriate web a survey, voice detailing all of your ICT classroom.
design principles to recording, video tools.
ensure the site is easy to reflection, etc.
use and navigate.