FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC:

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

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about animal adaptations
 To elicit students’ questions/ prior knowledge about animal adaptations
 Diagnostic assessment used- in this lesson you will find out what the students already know about animal adaptations. This will allow you to take account of students’ existing ideas when planning
learning experiences
Cross-curriculum priorities:

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

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

1. Science Understanding DIAGNOSTIC Marked work Introduction https://www.yout

Living things have sample on a rating Play video from the Australian Wildlife Conservancy. ube.com/watch?v
structural features and Students are able to scale to identify if Discussion: =29NSwJm3wpk
adaptations that help them identify what an the student is  What were the environments they mentioned?
to survive in animal needs in their strong at posing  What are different characteristics of these environments?
their environment(ACSSU04 environment to questions to find  What animals do they come across in the different environments
3) survive. new information  What animals are they trying to save?
Science Inquiry Skills and to identify
 What animals are causing mammal to become extinct? Why?
With guidance, pose Students are able to what animals need
 What weather conditions would the workers face while protecting
clarifying questions and create fat questions to survive in their
our mammals? Science books
make predictions about environment TWHL chart
 What is something you found interesting in the video? Why?
scientific
investigations (ACSIS231)  What could we do to help the Australian Wildlife Conservancy?

Body
Introduce the TWLH chart (Think you know, Want to know, Learnt, How you
learnt it). Ask students to copy this chart into their Science books.
Explain to the students the first box is What you think you know.
 What do we know about animals in their environment?
 What do they need to survive?
 What do we know about plants in their environment
 What challenges to plants and animals have in their environments
Give students 3 min to start completing their TWLH chart.
Ask students what they want to learn about animals and what they do to
survive in their environments. Remind student that when we want to find
 Differentiation out more that if we need some fat questions that will help us investigate an
answer through our science literature and experiments.
Enabling:
Students walk around with sticky note with animal written on they need to identify Ask student to share some thing they want to learn and write down for all
the environment they live in then write two different things animal needs to student to see. Come back to this every session to see if as a class we have
survive. answered any of the questions.

Extending:
Students are encouraged to include animal adaptations rather than just means of
survival for all animals.
Students are encouraged to extend their answer on how they learnt, as it could be
peer-teaching students.
Health and Safety
Students walking around the room need to walk around the room and be
considerate of others who are using sticking things on the paper.
Place different environments around the rooms and give students four post
it notes, students need to walk around and write an animal that fits that
environment and 2 things it needs to survive in that area e.g. in the
environment grasslands kangaroos live and they need grass and strong legs Environments
to get away from predators.
Once all students have used there 4 posts it notes go around the room and Post it notes
discuss different animals on each environment.
What else would this animal need to survive in this environment (start
introducing the adaptations of each animal).
 Who has heard of the word adaptations?
 What are adaptations?
In the grassland a kangaroo ears are able to rotate which allowed them to
hear the danger before they see it.
 What are some other adaptions for animals in our different
environments?
There are three different types of adaptations structural/ physical,
behavioural and psychological using the examples we have just said what
types of adaptations are they?

Return to their TWLH chart by adding any new questions they have and new
things they have learnt.

Conclusion
Write down one adaptation on a post it note and the type of adaptation it is.