FORWARD PLANNING DOCUMENT

TERM/WEEKS: Week 1,2 & 3 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Science

AUSTRALIAN CURRICULUM
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

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES
LINKS (include learner diversity)

Week 1 Science Students will be able to:
Lesson 1 Understanding
Biological Science 1. List examples of
consumers, producers
Living things depend and decomposers by
on each other and creating a Poppet.
the environment to
survive (ACSSU073)
2. List the consumers and
producers that go into
the making of the food
in their lunchboxes.
Introduction
Teacher will observe • Students are to photograph their lunchboxes with an i pad and use
students while they the internet to find out what goes into making the particular food
determine the items.
producers and o Eg. If student has chocolate in their lunchbox, they Intro: Explain Everything App
to insert picture of lunch box
consumers of the discover that chocolate is made from milk; milk comes and label what goes into
food in their from cows and the cows eat grass. making each food item.
lunchboxes. • Students are to use Explain Everything to insert the picture of their
lunchbox and label what goes into making each food item.
Body
Teacher uses • Watch a video to introduce what consumers, producers and Body: YouTube video on
formative decomposers are. producers, consumers and
assessment by • After watching the video, the teacher gets students to identify the decomposers:
https://www.youtube.com/wa
collecting students producers and consumers from the food in their lunchbox (revisit tch?v=MPZI2M1fDi8
Popplet to check first activity).
students o Eg. With chocolate the producer is grass and the
understanding of consumer is the cow
producers, • Teacher then calls on a few students to share some of the
consumers and producers and consumers they have discovered that make up the
decomposers. food in their lunchboxes.
Popplet App to create
• After completing the lunchbox activity students are to use Popplet brainstorm on producer,
to brainstorm what consumers, producers and decomposers are. consumer and decomposer.
The Popplet should include:
o A definition of consumer, producer and decomposer.
o Examples and pictures of consumers, producers and
decomposers.
• The teacher then calls on a few students to share some of the
examples of consumers, producers and decomposers they have in

Week 2 Science Students will be able to:
Understanding
Lesson 2
Biological Science 1. Create a food chain
using the app Explain
Living things depend Everything.
on each other and
the environment to 2. Research the what will
survive (ACSSU073) happen if one of the
animals is removed
from an ecosystem.
their Popplet.
Conclusion
• Review the terms producer, consumer and decomposer Conclusion: Sticky notes for
• Students write what they learnt on a sticky note and place it on students to record what they
the board as an exit ticket. learnt
Teacher uses Introduction
formative • Play the game “Who’s for dinner” Intro: Game ‘Who’s for
dinner”:
assessment by o Teacher uses QR code to send students to the website http://www.scootle.edu.au/ec
collecting student’s • Review the terms producer, consumer, decomposer from last /viewing/L25/L25/index.html
food chains to make lesson.
sure that students o Link to the game just played: “Who’s for dinner”.
understand what a
food chain is and Body
how to draw one. • Teacher sticks some pictures of animals that live in the ocean on
the board.
• Teacher then draws arrows on the board between the animals to
show the relationship of who eats who.
• Teacher then explains to the class that the arrows on the board
show who eats who and this is what we call a food chain.
• Teacher then gets students to use the app Explain Everything to Body: Explain Everything App
add to the aquatic food web that the teacher started on the board. to create/ add to the aquatic
o Students create a food chain on explain everything by food chain the teacher drew on
the board.
inserting pictures of the animals and drawing arrows
between them.
• Teacher then poses the question: ‘What will happen if one of the
animals in the food chain is removed from the ecosystem?
• Students work in pairs and begin investigating/researching what
will happen to animals if they are removed from the food chain.
Send students to the following websites to find information.
o BBC Bitesize
o Britannica
o Brain pop
Padlet to record the
(Teacher uses QR codes to send students to the websites) information students find
• Students are to record their findings from their research in a when they research what
Padlet. happens when an animal is
removed from the food chain.
Conclusion
• Teacher asks students to explain what a food web is.
• Teacher asks a few students to share what they think will happen
to animals that are removed from the food chain based on their
research.
Week 3 Science Students will be able to: Summative Introduction Intro: Food chain game to
Lesson 3 Understanding assessment by • Students play the food chain game on Brain Pop to revise food revise last lesson.
Biological Science 1. Create a campaign to collecting Canva frog chains from last lesson. https://www.brainpop.com/ga
save frogs using Canva. mes/foodchaingame/
Campaign: • Teacher then shows students pictures of the local pond.
Living things depend Rubric for the Canva • Teacher asks students what animals they may find in the pond. Pictures of local pond
on each other and 2. Explain the effects of campaign- key points
the environment to what will happen if are: draw food chain, Body
survive (ACSSU073) frogs are removed from impact of removing • After revising food chains and discussing what animals might be in Body: Explain Everything App
their ecosystem. frogs from food chain the local pond the teacher asks students to create a food chain of to create a food chain of the
and overall poster the local pond using Explain Everything. local pond.
design • Teacher then asks what would happen to the other animals if frogs
were removed from the food chain in the pond.
o Students are to draw upon their research from last lesson
to help them explain the effects of what will happen.

• Teacher then explains to students that the frogs in the local pond
are slowly being removed due to all the harmful fertilisers that go
down the street drains.
• Students are to then create a campaign to save the local frogs Canva to create a campaign for
using Canva. frogs in the local pond
The Canva should include: https://www.canva.com
o What people can do to save local frogs.
o Food chain of the local pond and explain what might
happen to the other animals if frogs are removed from
the food chain.
• Students are to hand their posters in to be marked by the teacher.

Conclusion
• Teacher picks two students to share their Canva with the class
Conclusion: Socrative to test
• Students complete a quiz on Socrative to test their knowledge on the knowledge students gained
the past 3 lessons throughout the lessons.
Quiz will include:
o Food chains.
o What happens when an animal is removed from the food
chain?
o Consumers producers and decomposers.

Notes about device access in the classroom: Each child has their own i pad in the classroom; therefore, in this lesson each student uses their own i pad to complete the tasks
given to them.