EDUC2632 – Transform Learning through ICT

Table of Contents

Pages 2 - 8 ------------------------------------------------------------------------------------------------------------- Lesson One

Pages 9 – 13 ------------------------------------------------------------------------------------------------------------ Lesson Two

Pages 14 -17 ------------------------------------------------------------------------------------------------------------ Lesson Three

Page 18 ----------------------------------------------------------------------------------------------------------Describe and Draw Pictures

Page 19 --------------------------------------------------------------------------------------------------------------Adaptation Matrix

Page 20 -------------------------------------------------------------------------------------------------------------- Matching Game Cards

Page 21 ----------------------------------------------------------------------------------------------------------------------- Y Chart

Page 22-23 ------------------------------------------------------------------------------------------------------ Adaptation Worksheet

Page 24 --------------------------------------------------------------------------------------------------Research Guiding Worksheet

Page 25 ----------------------------------------------------------------------------------------------------------Infographic Example

Page 26 -------------------------------------------------------------------------------------------------------------------References

1
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: T3 W4 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science – Adaptation

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:

Students each have access to iPads – the same one every time so they can save their work and go back to it.
Students are confident and capable with iPads – have used all the apps below multiple times

2
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS
(Introduction, Body and Conclusion)

Week 4 Living things Recite prior knowledge of Formative Introduction – 10 Min

Lesson have structural habitats. assessment: - Describe and draw: In pairs, students get
1 features and 1. Group discussion Pictures of habitats
pictures of different habitats. One student
adaptations Relate information from at end of document
and brain storm looks at a picture and describes it to their
that help them videos about adaptations to a about descriptive partner as best as possible. The other Small whiteboards
to survive in provided worksheet.
words for habitat student must draw what is being described. for drawing
their environm
ent (ACSSU04 to clarify prior They then swap roles.
3) knowledge - Group discussion: Whole class discuss
2. Adaptation what descriptive words were used and
worksheet – look whether it was easy to draw the description
Scientific Padlet – an online
for how many or not and why so. contributing app that
knowledge is questions have - Brain storm: Teacher instructs students to allows brainstorming
used to solve
been answered to navigate to Padlet page that teacher has set with whole class.
problems and
inform check up. The question is ‘what words come to Link to class page:
personal and understanding and mind when I say habitat?’. Students should https://padlet.com/ki
community determine if rsten_417_eva/j1w7i
contribute to the brainstorm on their
decisions (AC ww6ov1w
lesson needs to devices, but teacher will prompt a verbal
SHE083) slow down discussion as well.
3. Answer to
overarching Split students into groups using a deck of cards – Deck of cards
question via all the Kings are one group, all the two’s, all the
four’s, for example.
online survey to
inform Body – 40 min
understanding
about topic links. 10min: Teacher announces that the students have
become environmental scientists and have been

3
 placed on a very important task. There have been
rumours that a new and undiscovered species has
been lurking somewhere in Australia. Before they
can be placed on a mission to find this species,
their boss has requested that they first become
experts in habitats and adaptations in order to
create a science report. In addition, their boss has
stated that if they find the species, they need to
design a creative way to announce their discovery
to the public.

Teacher will spend 10 minutes discussing the

project to clearly state the desired outcomes, give Adaptation matrix at
students success criteria and answer any questions end of document
they have.

The following information should be told to

students:
- Final project to be completed in pairs
- The end goal is to create both an annotated
diagram and a creative species-
announcement
- The announcement will include a detailed
description of the new species’ habitat and
adaptations.
- Students can choose how to make the
announcement, but some examples are
through a green screen production, iMovie,
drawings of animal and habitat and use of
iMotion, infographic, a news or magazine
article using Book Creator or combining

4
 pictures of different animals to create a
new species.

Finally, teacher should explain the outline of the

next three lessons. In this lesson, students will
focus on recalling information about habitats and
begin their research into understanding
adaptations.
In the next lesson they will focus on an Australian
habitat and begin designing their species and
planning what adaptations an animal will need to
survive in that environment.
In the third lesson, students will use all of their
research to create an annotated diagram as well as
a species-announcement.

10min: Groups from introduction activity (made

with deck of cards) describe on a piece of Devices and access
butcher’s paper what a habitat is and the types of to 4 different live
habitats they can think of with descriptions or webcams
unique characteristics (eg. Desert – dry). After 2 Webcam links
minutes, teacher allocates each group a live http://www.africam.co
webcam link. Students will access the webcam m/wildlife/naledi_cat_
and watch a few minutes to help them with habitat eye_live_wildlife_cha
descriptions. Teacher should encourage students to nnel
look at the types of animals present and to look at https://www.youtube.c
their habitat and find words to describe what they om/watch?v=CEzSXX
see. To guide student response, teacher will 3tcmU
instruct students to create a ‘Y’ chart to help them https://thearkcam1.clic
come up with descriptive words for the habitat on k2stream.com/
https://www.youtube.c
the webcam. Students should also note what the
om/watch?v=qWlU7h
time is in the place of the webcam (which will be WEl8c&feature=playe
on the website) and consider what effect this will r_embedded_uturn
have on the amount or type of animal they saw.

5
 On the other side of butcher’s paper, identify what Y chart for each
types of habitats exist in Australia and what group attached at
animals live there. This should be prior end of document
knowledge, but teacher will provide reference
books and prompting where required. iPads will
be on hand for groups to do research on Australian
habitats. This mind map is just a way for students
to recall what they’ve done in previous lessons –
butcher’s paper should be kept for use, if needed,
QR code links:
in future lessons. http://wildlife.durrell.org/kids/f
un-factsheets/adaptation-
factsheet/
While students are busy, teacher puts QR codes http://www.animalplanet.com/
around the classroom. wild-animals/camouflage/
https://www.animalwised.com/t
ypes-of-adaptations-in-animals-
2887.html#anchor_1
https://www.youtube.com/watc
25min: Students each get a worksheet and must h?v=hTfBSIYTG4k&feature=y
go around the classroom and use the QR codes to outu.be
https://www.youtube.com/watc
find the answers for their worksheet. This is h?v=YX8VQIJVpTg&feature=
individual work and students should be reminded youtu.be
https://www.youtube.com/watc
that all the answers won’t be in one QR code, they h?v=oBx7eDBNRM8&feature
should look in to all of them. =youtu.be
Worksheet attached
5 Min: In the middle of the QR code at end of document
investigation, teacher asks students to put their Devices and
devices down and look at the white board. Teacher headphones
will explicitly explain the different types of
adaptations. To do this, teacher will write
‘physiological’, ‘behavioural’ and ‘structural’ on
the board. Ask students what they think each type
means and write down their responses.
Afterwards, write down each definition.
Physiological adaptations – that of internal bodily
functions (snakes produce venom to catch prey)
Behavioural – any behaviour that helps an animal
survive (bears hibernate to survive winter)

6
 Structural – physical features that help an animal
survive (ducks have webbed feet to swim fast
through water). Ask students to come up with an
example for each type of adaptation.

After the explanation, students continue their

investigation. Teacher walks around to engage
with students in conversation about adaptation and
helps them gather information through questioning
and clarifying what they’ve read or seen. Early
finishers should be instructed to start thinking of a
habitat they would like to look at more closely and
given the opportunity to start researching that
habitat.

When the end of the 25 minutes is nearing, teacher

will ask students to stop their work and if they
have not completed their worksheet, to continue in
the next lesson.

Conclusion – 5 min
As a group, teacher will pose this question to
students: “How does the topic of habitat relate to
adaptation?”

Students, allowed 2 minutes to think and discuss

with each other, will log on to an online survey Link to survey
(teacher can make it into a QR code to easily https://docs.google.co
distribute) and submit an answer to the question. m/forms/d/e/1FAIpQL
In their answer, students will be asked to write SdNCI42JzS0ZM32Y_8
down what Australian habitat they think they Vv7mWQ03eDAJbcpH
would be interested in choosing for the rest of 27C7TwaAVEDyCmA/v
their project. This answer does not have to be final iewform?usp=sf_link

7
 but will help teacher decide who to group each
other with.

Teacher explains that in the next lesson, there will

be more research done on adaptation and that
students will begin to focus on one Australian
habitat.

8
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: T3W5 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science - Adaptation

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:

Students each have access to iPads – the same one every time so they can save their work and go back to it.
Students are confident and capable with iPads – have used all the apps below multiple times

9
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 5 Living things Identify key behavioural and Formative Introduction – 10 min
Lesson have structural structural adaptations in assessment: Bring up the question from lesson 1, “How does the
2 features and Australian animals 1. Bibliograph topic of habitat relate to adaptation?”. Ask if any
adaptations y – shows students want to share their answer and start a
that help them Analyse internet sources and teacher if discussion. If no one shares, prompt students to think of
to survive in determine reliable and their research on adaptation and how it is connected to
students
their environm appropriate ones to use. habitat. Make sure that the discussion ends with the idea
ent (ACSSU04 know what that the topics are connected because animals need
3) Formulate a comprehensive reliable adaptations to survive in their habitat.
plan on what and how to sources are Make it clear to students that this is why it is important
Scientific present project. 2. Adaptation for them to explain their new species’ habitat in their
knowledge is worksheet – species-announcement – in order for their adaptations to
used to solve informs make sense.
problems and
teacher on
inform Students will play a matching game. Half the students
student Matching animal and
personal and will be given a picture of an animal, the other half will
understandin adaptation cards
community be given a piece of paper with an adaptation that an
decisions (AC g of the link animal might have. The students have to walk around
SHE083) between the classroom to find their matching partner. Teacher
habitat and will use answers from last week’s survey to match
Work adaptation students who wanted to do the same habitat. This also
independently, allows the teacher to match students who will work well
or together. These adaptation matches will all be derived
collaboratively from the websites they researched in the last lesson.
when required,
to plan, safely Remind students that their goal for this lesson is to do Link to blend space
develop and research on their chosen Australian habitat and to design page
https://www.tes.com/lessons/
communicate a new species. Instruct them that if they didn’t finish the FvrQZGFUlr3CrA/
ideas worksheet about adaptations, they can access all the Blend space is a
and informatio videos and websites on the blend space page. teaching resource
10
n for solutions Body – 40 min that allows teachers
(WATPPS32) Instruct students that their task supervisor has requested to combine multiple
that the hunt for the mystery species be completed in websites, videos or
pairs for better accuracy. worksheets on to one
handy notice board.
In this lesson, they will choose one Australian habitat to
focus on. Teacher explains that they will use this lesson
to find out everything to know about their chosen
habitat and begin to think about what adaptations an
animal would need to survive there. Students should
also be reminded to think in the back of their minds how
they would like to create their species-announcement.

20 Min: On their own devices, pairs will start doing

thorough research on an Australian habitat that they are Trust it or trash it
interested in. Teacher will remind students how to use link
appropriate and reliable sources by opening the website http://trustortrash.org/#
‘trust it or trash it’ on the whiteboard and going over the
information on that.
Students will be provided with butcher’s paper to start a
mind map as they do their research. It will be on
butcher’s paper so that both partners can contribute, and
their ideas can be visualised. Students are also
instructed that they are to record all the websites they
use in a bibliography to ensure they are using reliable
sources. Teacher will have already gone over
bibliographies.

As a starting point for research, teacher should direct

students to the Australian Museum website and ask
them to find the habitat page (which they have to search
for on the website). This will give them information Australian Museum
about specific habitats. They can then branch out into link
other websites for more specific information. Teacher https://australianmus
can suggest that they do a search for what adaptations eum.net.au/
11
 are needed to survive in their chosen habitat. Students
will be given a worksheet to guide them in completing
the required tasks. The worksheet asks them to list a Worksheet attached
habitat, adaptations needed to survive and examples. It at end of document
should be noted that students only have to list the
habitat they are doing for their final project (for
example, desert) and then find out adaptations needed to
survive there and examples. This worksheet will help
them choose adaptations for the species they create.

At the end of 20 minutes, students should have a lot of

information about their chosen habitat and know what
sorts of adaptations an animal would need to survive
there.

20 Min: Students should now switch their attention to

creating their new species. Teacher should make an
exciting announcement such as “Hooray! You are the
first people ever to discover this species”. They are then
told that they will spend the next 20 minutes creating a
name for the species as well as designing what it will
look like and deciding what adaptations it will have.
Explain Everything
Their design can be done on their devices using apps – an interactive
such as Explain Everything where they can sketch an whiteboard apps that
animal and title the sketch as the species name. They allows you to create
can also audio record what adaptations the animal has. multiple projects
Alternatively, students can be provided with more using sketches,
butcher’s paper to do rough sketches and record all of pictures, videos and
their ideas. audio

While students are working, teacher will write a

checklist on the board so students know what they
should have completed by the end of the lesson. The
checklist includes: “Completed research on Australian

12
 habitat”, “Have a bibliography for all the sources used”
and “Designed your species, named your species and
gave it adaptations”.

Teacher will move around the classroom engaging with

partners and giving them ideas or asking key questions
about their species such as “why have you chosen to
give it those adaptations?” or “Tell me why you decided
to give your animal that feature, how will that help it
survive in its environment?”. Another question to ask
pairs is “Have you thought about how you’re going to
create your species-announcement?”

After 20 minutes, ask students to put their devices

down.

Close – 10 min
Online survey that asks students how they plan to create Survey link
their species-announcement. This is for teacher to make https://goo.gl/forms/
sure all students are on track. 8uUtUVzpjFjFlqm7
2
Ask students, “Why do camels have humps?” While
they think of the answer, set up two chairs facing each
other. Listen to a few answers to the question and then
choose two spokesmen to sit on the chairs. One chair
will argue that the camel has water in its hump. The
other chair will argue that the camel has fat in its hump.
The rest of the class can gather around the chairs based
on which answer they think is right and provide
arguments to the spokesperson. If students are stuck,
teacher can prompt them to think about how either of
those adaptations would help them survive in the desert.
At the end of the discussion, teacher should clarify that
camels have fat in their hump so that they can go for
many days without eating.

13
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: T3W6 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science – Adaptation

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:

Students each have access to iPads – the same one every time so they can save their work and go back to it.
Students are confident and capable with iPads – have used all the apps below multiple times

14
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week Living things Produce a science report and Formative Introduction – 5 min
6 have structural a creative species- assessment: Before students get to class, teacher writes this
Lesso features and announcement using selected 1. Group definition on the board: “Adaptations that are internal Whiteboard and
n3 adaptations that ICT tools bodily functions. For example, snakes produce venom marker
discussions
help them to and answers to catch prey”.
survive in Students get into groups of four with the people they are
to intro
their environme sitting closest to. Teacher explains that they are playing
nt (ACSSU043) activity – a game called “call my bluff” and writes three possible
inform about answers on the board – ‘physiological adaptations’,
Scientific topic clarity ‘behavioural adaptations’ and ‘structural adaptations’.
knowledge is to students Teacher states that the answer to this question is
used to solve 2. Teacher behavioural adaptations.
problems and movement
inform personal After discussing with each other, groups must decide if
around the
and community the teacher is telling the truth. Teacher will clarify that
decisions (ACS class asking the correct answer is physiological adaptation.
HE083) prompting
and Depending on the time, class can play a few more
Communicate clarifying rounds of “call my bluff”. Some more definitions to
ideas, questions to include are:
explanations and elicit student “All animals have adaptations that help them survive in
processes using their habitat” (True/false)
response and
scientific “Camels have humps that are used to…” (store
representations help them water/store fat/store food).
in a variety of assess their
ways, including work Teacher should instruct students that in today’s lesson,
multi-modal they will complete their adaptation project by
texts (ACSIS093 completing their annotated diagram and creating their
) species-announcement. By the end of the lesson, both

15
Summative tasks should be completed and will be exported and
assessment: uploaded onto padlet.
1. Students
final
submission – Body – 40 min
Students can choose which part of the project they want
both their
to start with but as a rough guide, teacher should inform
annotated students when the halfway mark of the lesson has been
diagram and reached and if they haven’t started the other project yet,
species- they should start.
announceme
nt. This will Teacher will outline what is required for an annotated
be assessed diagram, firstly writing the definition of an annotated Whiteboard and
diagram on the board – “a labelled diagram that names marker
via a rubric
or describes functions of parts of the diagram” Teacher
at end of should draw a simple picture of the sun and a cloud and
document. annotate that and give it a title as an example for
students. This will be left on the board if students get
stuck.

Pairs will have the option of creating their annotated

diagram on a piece of cardboard paper or using an app Cardboard paper
on their iPad but either way, the diagram should contain
descriptions of the animal’s adaptations. While
completing this, teacher moves around the classroom to
engage and question students.

Once pairs have completed this task, they can move on Infographic poster
to creating their species-announcement (or vice-versa). example at end of
As teacher got feedback from the online survey about document
what students were planning to create, equipment can be
set up in preparation for student use. For example, a
green screen can be set up or examples of infographic
posters can be placed around the class.

16
 Teacher will be monitoring throughout the lesson and
checking in with groups – giving suggestions and asking
clarifying questions. Teacher will also state how much
time students have until the end of the lesson to help
them stay on track.

Once 30 minutes have passed, teacher should instruct Link to padlet for
students that they need to start finishing up their uploading
projects and begin to export their files onto the class https://padlet.com/ki
padlet. Teacher will provide the link to the class padlet rsten_417_eva/5r0x9
via a QR code. If they did their annotated diagram on 381dznl
paper, they need to take a picture of it and upload that
too. If their diagram was done on their iPads, they need
to screenshot it and upload it along with their species-
creation.
After another 5 minutes, teacher should ask all pairs to
stop what they are doing and upload their files.

Close – 15 min
To finish off the lesson, the teacher will play all the
species-announcement projects made by all the groups.
After each video, teacher will ask students to give the
group two stars and a wish. That is, two things they
liked about their project and one thing they wish the pair Adaptation matrix at
had done. Before doing this, teacher will remind end of document
students that this is constructive feedback and should be
thoughtful and helpful.

17
Describe and Draw Pictures

18
 Adaptation matrix
Name____________________________

A B C D E

ICT tool ICT tool is highly ICT tool is ICT tool is ICT tool somewhat ICT tool poorly
Appropriate choice appropriate for appropriate for somewhat fits in with matches
of ICT tool to create species- species- appropriate and information information
species- announcement announcement fits in with provided. provided.
announcement and compliments and compliments information Presentation is
Understanding dimension

information well. information well. provided. thoughtful.

Creative Component

Presentation is Presentation is Presentation is

highly creative and creative and thoughtful and
engaging engaging creative.

Describes habitat Description of Description of Describes Describes Describes

and adaptation Australian habitat Australian habitat Australian habitat Australian habitat. Australian habitat.
Describes Australian is detailed and is detailed. well. Adaptations Identifies
habitat and identifies cohesive. Adaptations have have been adaptations.
what adaptations are Adaptations have sufficiently been identified.
needed for survival been correctly identified
identified
Annotated diagram Diagram is titled, Diagram is titled Provides a Provides a Provides a
each feature of the with features of the diagram with some diagram with some diagram of an
Skills dimension

Creates an
Science Report

annotated diagram animal is labelled animal labelled features of the features of the animal
of new species and with clear and and explained animal labelled animal labelled
describes its comprehensive and explained
adaptations descriptions of
each adaptation

19
 Animals and their Adaptations – Matching game

Stick insect Ability to camouflage to its environment to hide from predators

Squirrel Hibernating through winter to survive the cold

Gerenuk Flexible hip joints to reach leaves in high trees

Polar Bear Small ears to keep water out and stop ear drums from freezing

Kangaroo Rat Cheek pouches to store food

Puffer fish Expand twice in size when threatened by possible predators

Ox Thick, shaggy hair to protect from extreme cold

Birds Migrate to warmer places when it starts getting cold

Meerkat Dark circles around eyes to see when the sun is shining brightly

Aye-aye Long bushy tail to stay balanced and keep warm

20
Y Chart

21
 Adaptations Worksheet
1. Define adaptations

2. True or false? Animals have adaptations too.

3. List one adaptation that help Kangaroo Rats survive in the desert.

4. How many categories of adaptations are there? List them below.

22
5. What features help a Polar Bear to survive in an extremely cold environment? List at least
two adaptations.

6. What is a synonym for the word ‘adapt’? HINT: If you can’t think of one, use a dictionary
to help you.

7. From your research so far, what has been the most interesting adaptation for you? Why is
this?

23
 Research Guiding Worksheet

Habitat Adaptations needed to Examples

survive

24
Infographic Poster Example

25
References

Australian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10 Curriculum: Biological Sciences (ACSSU043). Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8#year-5-syllabus

Australian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10 Curriculum: Use and Influence of Science (ACSHE083). Retrieved

from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8#year-5-syllabus

Australian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10 Curriculum: Collaborating and Meaning (WATPPS32). Retrieved

from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/technologies/design-and-technologies2#year-5-syllabus

Australian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10 Curriculum: Communicating (ACSIS093). Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8#year-5-syllabus

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