FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2/5 YEAR LEVEL: ONE LEARNING AREA/TOPIC: SCIENCE- Biological

sciences
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and Ethical Behaviour Personal and Intercultural
creative thinking social Understanding
Competence
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:

All students have access to individual iPads. Lessons are 45mins to an hour
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Term 2 Living things have a Students demonstrate Prior learning

Week 5 variety of external their understanding of Summative Students have:
Lesson features
plants and that they  Explored the differentiation between living and
1 Book content
(ACSSU017) need water, food, non-living things.
Does it include a
light, air and time to beginning a middle  Participated in preparing a garden bed, planting
grow. and an end in the seeds and seedlings and have kept a garden Book Creator for
Cross- Curriculum
narrative? diary over the weeks of growth iPad
Make short  Demonstrate their Have students used  Including photos of the process. https://bookcreato
presentations using understanding of capital letters and  Over the weeks’ students have created a short r.com/
some introduced text basic text and full stops?
structures and narrative structures. Does it follow the story documenting their experience.
language, for example Eg. Capital letters at same steps students  Students have a high level or competence with Class Photos
opening statements the start of a sentence took to plant their using the iPad. from prior lessons
(ACELY1657)
and for names of seeds and seedling?  Have read “seed to plant” by Melvin and Gilda when students
people etc Do their Berger. planted out a
photo/drawing Introduction garden bed.
Demonstrate an choices support the
written sentences  Students will use an already constructed story Shared language
appropriate use of
and audio? and pre-written sentences to create a book. Using experience story
images to support
Construct texts that Have students voice recordings, photos, drawings and hand- written by the
their text.
incorporate supporting included that plants written text. class
images using software need sunlight, soil  Today’s activity is to use Book creator. Students
including word processin and water to grow? will use their story and photos or drawings to
g programs
create an online book of their experiences.
(ACELY1664) Group discussion Body
and closing  Explain to students that today they will be
questions will also
learning how to use Book Creator app to make an
be used as a form of
assessment. online book using the information they have
Questions will gathered over previous lessons
include: what does  Students may take photos of their hand-written
your sentence say?
sentences along with a voice recording of what
Why have you used
this photo or drawing happened and present this in their own words to
here? compile a book.
What is the sun  Students should refer to the website as a guide if
doing in this picture? students get stuck
How does the rain  Use the photos from the previous lessons to
help plants? etc
create a story of how to plant seeds/seedlings
 Demonstrating sequence from bare soil to plants
 Ask students questions to active their prior
knowledge.
 What plants did we plant in our garden?
 What did we have to do to plant the seeds?
 Students may work in groups to help each other.
Closure
Students will continue to work on their books though- out
the following lessons.
Student should be able to answer such questions as
 What did we learn that plants need to grow?
(sun, water, soil and time)
 How do we plant a seed?
 What did we do first when we went to the
garden? what did we do after we dug little holes?
Did we water the garden? etc
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2/6 YEAR LEVEL: ONE LEARNING AREA/TOPIC: SCIENCE- Biological

science
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and Ethical Behaviour Personal and Intercultural
creative thinking social Understanding
Competence
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:

All students have access to individual iPads. Lessons are 45mins to an hour
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Term 2 Living things

Week 6 have a variety Students will be able to Formative Prior knowledge Kidspiration Maps
lesson of external identify the different parts of a  Students have previously covered the anatomy https://itunes.apple.co
2 features plant and demonstrate Classroom of plants and touched on their basic needs m/au/app/kidspiration
understanding of plant growth observation and during previous lessons and planting their -maps-
(ACSSU017) sequence from seed to plant discussion with garden. lite/id675831529?mt=
8
students  Have previously used Kidspiration mind map
Describe how different plant app.
parts are used. Ie. Roots Summative  Students have also been recording using
draw water, leaves create drawings and class photos of a plant growing
food from sunlight etc. Students will from a seed to a plant in a cup where they can
submit their see the roots spreading and the sprout forming
Students will create a mindmaps – leaves.
collaborative mind map using look for: seed, Stop Motion Studio
Kindspiration maps to leaves, roots, Introduction app for iPad
organise and present their sunshine and  In pairs students will use ‘Kidspiration’ mind https://itunes.apple.c
knowledge. water map tool to create a mind map illustrating what om/au/app/stop-
they remember and know about plant parts and motion-
Students will their functions. This mind map with be an studio/id441651297?
submit a stop ongoing collaborative tool through-out this unit mt=8
motion film. – of work as we learn more about plants.
look for correct  Discuss student’s conclusions as a class Photos taken in
sequence order  What do we call this part of the plant? previous classes
demonstrating  Do we remember how a plant uses its roots? etc
understanding
 Teacher will show an example of their own work
that a seed
to demonstrate to students what is required
grows into a
plant.
Body
 Introduce todays activity, students will create a
stop motion film using Stop motion studio using
images of the plant lifecycle provided by the
teacher.
 Students will use their understanding of plant life
cycle to order the photos in a sequence to show
a seed growing into a small plant.
 Teacher provide an explanation of how stop
motion studio works
 Provide students with an example of what is
being asked of them
 Students can help each other but the task
should be completed by everyone
 Provide students with the first photo
 Give students strategies to help put together
their photos into a story of a plant growing from
a seed into a plant

Conclusion
 Students may need more than one lesson to
complete this task.
 Ask students to explain why they placed their
photos in that order, what story is your project
showing?
 Have a group discussion about how they
students used the photos, why they chose the
order they did etc
 Students should submit their mind maps and
stop motion for teacher review at the end of this
lesson (or next lesson if more time is required)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2/8 YEAR LEVEL: ONE LEARNING AREA/TOPIC: SCIENCE- Biological

sciences

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and Ethical Behaviour Personal and Intercultural
creative thinking social Understanding
Competence
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:

All students have access to individual iPads. Lessons are 45minutes to an hour

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

Term 2 Living things Formative Prior knowledge

Week 8 have a variety As a result of this lesson  An understanding of living and non-living things
Lesson of external student will be able to use Do Students ability  Demonstrate an understanding of plant anatomy Kidspiration Maps
3 features ink green screen app to to work in and how they work. https://itunes.apple.co
create a video of how a seed groups to  Students can describe the parts of a plant m/au/app/kidspiration
(ACSSU017) grows from a seed into a complete the  Students can describe the lifecycle of a plant in -maps-
plant. tasks lite/id675831529?mt=
basic terms.
8
 Students have grown a garden and collected
Students will demonstrate an Questioning and photos and data about the process.
ability to work with others. discussion
throughout Introduction
Demonstrate an lesson  Ask students to get out their mind maps for a
understanding of plant class discussion on what new things they have
anatomy, function, basic Summative learnt about plants
needs and life cycle.  Students will discuss in their groups what they
Students will now know about plants basic needs, the
create a movie anatomy of a plant and the lifecycle of a plant.
using green And add to their mind maps where necessary
screen that
 In this lesson students will be learning how to
demonstrates
use Do Ink green screen to create a film of how
their
a seed grows into a plant.
understanding
 Students will work in groups to act out how a
and knowledge
plant grows and film themselves, whilst they
of basic needs
take turns to narrate.
as well as parts
of a plant. Have  Project should include information such as “the
students seed is planted, it grows roots, and stay to stand
included that up, we water the plant and leaves appear, the
plants need
water, sunshine sun helped the plant to grow bigger and bigger
and soil. Have etc.
students Body Do ink Green screen
identified the  Students watch a YouTube video on how to use explanation
progression green screen along with teacher explanation https://youtu.be/ycX
from seed to throughout the process where needed. MdPqZcJQ
seedling.  Students also view an example that the teacher
has made to provide an idea of what they could
Book creator; make.
Student will  Do ink production should demonstrate students’
continue to add knowledge and understanding around how a
to their book seed becomes a plant
about plants  Students should work in pairs or small group to
over each complete this task.
lesson and  Students should use either their plant growth
include their photos or drawings taken over the term as a Book creator for
interactive backdrop for their film iPad
poster, https://bookcreator.c
greenscreen Conclusion om/
movie, mind  The project is expected to run longer than one
map, any data lesson.
recording  If students have completed the task though they
sheets, may upload their finished project to their online
drawings and book.
other work
 Wrap up the lesson with a class discussion
throughout term
that is relevant
to this topic.