Primary Science FPD 5es

SCIENCE FORWARD PLANNING DOCUMENT
5E’s- ENGAGE (1-2 lessons)

TERM 2/ WEEKS: 1  To capture student interest and find out what they know about XXXXX TOPIC: Biological Science
 To elicit students’ questions/ prior knowledge about XXXXX
Diagnostic assessment used- in this lesson you will find out what the students already know about ENGAGE
XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
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INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 only) QUESTIONS
Science Understanding Science as a Human Science Inquiry OUTCOMES
Endeavour Skills
Living Compare Peo Outcome 1: Introduce students to the topic of ‘schoolyard safari’. Ask
things have a observations ple use children have a students what they think of when they hear the word
variety of with those of science in strong sense of ‘safari’. (possible answers will be lions, tigers, elephants Animal table print out x
external features others their daily identity etc). Now ask students what they think when they hear the 2 per student
(ACSSU017) (ACSIS213) lives, term ‘schoolyard safari’ Resources found in
o D including Outcome 2:  What do you think of when you hear the words lesson 1 resource
escribing Use a when caring children are ‘schoolyard safari?’ section
common range of for their connected with  would we find lions and tigers in our schoolyard?
features of methods to sort environmen and contribute to  Why wouldn’t we find these animals in our
animals such information, t and living their world schoolyard? (encourage the understanding that
as head, legs including things
different livings things require different
and wings drawings and (ACSHE022) Outcome 5: environments).
provided tables children are  What living things might we find in our schoolyard?
through effective
discussion,  Ask for the features of each insect that the children
communicators name – legs, body, colour, antennas etc.
compare
observations
with predictions Read Leaf Litter by Rachel Tonkin to introduce different
(ACSIS027) living things
- What different insects did we see

- What did they look like? What were there main
features?
Lesson steps:
Have a printed out table with a range of animals and insects.
Have students highlight the animals that they think we will
see when we go on a class walk around the school. Discuss
why students highlighted certain animals and what has
made them predict that we will find this animal/insect on
our schoolyard safari walk.
- Discuss and name each living thing on the table
- Ask students what living creature they hope they see
- What living creature do they think will be seen the
most
Students will be given a new printed out table with the same
animals and must tick these off when they see them on the
class walk and record how many they see. Prior to the class
walk, students will be informed/reminded of how to care for
the environment whilst on the class walk
- Do not remove plants
- Do not touch known dangerous animals
- Wear gloves when searching to prevent bites/stings
- Observe carefully and disturb the surroundings as
little as possible
- Handle insects carefully – use a spoon instead of
hands as insects can be crushed very easily
After returning from the class walk the 2 tables will be

compared after the walk too see how accurate the student’s
predictions were about what living things they would see on
our ‘schoolyard safari’ walk, and which living thing was the
most common
Discussion:
- What was seen the most
- What was seen the least
- Was anything not seen at all?
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Make predictions about what livings things are in the
schoolyard
 Observe and identify living things

ASSESSMENT (DIAGNOSTIC)
Diagnostic assessment

5E’s- EXPLORE (2-3 lessons)
TERM 2 / WEEKS: 1  To provide hands on, shared experiences of XXXXX TOPIC

Formative assessment
To support students to investigate and explore ideas about XXXXX
EXPLORE
Thinking Capability
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Science Science as a Human Science Inquiry OUTCOMES
Understanding Endeavour Skills
Livin Compare Peo Outcome 1:
g things have observations with ple use children have a Students will be going to their schoolyard to collect some Resources found in
a variety of those of others science in strong sense of insects and natural materials. students will be reminded of the lesson 2 resource section
external (ACSIS213) their daily identity guidelines they must follow to ensure they are caring for and
features lives, respecting the environment
(ACSSU017) Participate in including Outcome 2:
o guided when caring children are Students will be provided with appropriate containers and
investigations to for their connected with plastic spoons to collect insects, which will be used for 1 of 4
explore and environment and contribute to activities that they will be exploring.
answer questions and living their world
(ACSIS025) things Activity 1:
(ACSHE022) Outcome 5: 1. Children will be told beforehand not to touch the insects,
Use a range of children are as they are very small and there for us touching them can very
methods to sort effective easily injure their tiny body parts.
information, communicators 2. On the table will be 5 iPad microscopes and a variety of
including different insects in containers
drawings and 3. Students use the microscopes to take a closer look at the
provided tables insects and their different external features
through 4. Students are encouraged to discuss and compare the
discussion, insects and how they are similar and/or different (e.g. shape,
compare amount of legs, colour, markings etc.)
observations with
predictions Activity 2:
(ACSIS027) 1. Students can grab a piece of pre-cut baking paper.
2. They are asked to write their names on the baking paper using
a permanent marker.
3. Students can then grab a piece of salt down.
4. They need to roll out the salt dough and make sure it is nice
and flat.
5. Once they have rolled out the dough, they can select a plastic
insect and press the insect into the salt dough.
6. When the students lift the insect off the salt dough, they should
be able to see an imprint of the insect – this is the fossil.
7. The student can put as many prints of different insects as they
would like as long as it fits on their salt dough piece.
8. The salt dough will then go in the oven to set.
Activity 3:
1. Students will get a bug study observation card and pencil from
the table
2. Students will choose a bug that they are wanting to investigate
the external features of and place it in the middle of the table
where they can clearly see it
3. Students will have access to microscopes to investigate the
external features of the insects
4. Student will record their observations on the ‘bug observation
chart’ (filling out the chart for the amount of; legs, wings, antennas,
colour. And then completing a still image drawing of the insect)
5. In the conclusion these ‘bug observation charts’ will be used to
assist students in the class discussion when sharing their findings, in
the class discussion the class will compare the similarities and
differences that each insect has with others and the predict the
potential use for each of the external features
Activity 4:
1. As a class students will go for a walk around their
surroundings and collect natural materials that they could use
to make an insect
2. The materials will then be bought back to the classroom
and will be put in a basket
3. There will be a light table set up and the students will be
able to create their own insect
4. The teacher will then be able to take photos of what the
students create
These activities will not be a set rotation and students will be able
to engage and explore these investigation stations freely.
Closure:
Simon says game:
Students in pairs/small groups are given the name of a living
creature
LESSON OBJECTIVES
 Observe and compare the different external features of
living things
 Describe the external features of at least one living thing

ASSESSMENT (FORMATIVE)
Observations and anecdotal notes of the children’s discussions and

exploration of the investigation stations.
iPads will also be at each station for the teacher to take a photo of
the students while they are investigating and exploring the
activities (this will go into a storybook). The teacher will also
scribe under this image any comments or observations the student
had.

5E’s- EXPLAIN (1 lesson)
TERM 2 / WEEKS: 2  To support students to develop explanations for experiences and make TOPIC
Formative assessment
representations of developing conceptual understandings
EXPLAIN
Thinking Capability
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Livin Compare Peo Outcome 1: Students are to choose and focus on 2 living creatures that
g things have observations with ple use children have a they saw in the schoolyard in prior lessons. E.g. a ladybug and Resource found in lesson
a variety of those of others science in strong sense of ant, slater and spider, worm and snail 3 resource section
external (ACSIS213) their daily identity Students are to compare the 2 living creatures and determine
features lives, the similar external features and different external features.
(ACSSU017) Participat including Outcome 2:
e in guided when caring children are Students can spend 5 minutes in the schoolyard to find 2 living
investigations to for their connected with things and take a photo or, if they can’t find the living thing
explore and environment and contribute to they want to focus on, can be provided with a ‘bug block’ for
answer questions and living their world them to refer to when listing the similarities and differences
(ACSIS025) things (note, it must be something that was observed in the
(ACSHE022) Outcome 5: schoolyard in the first 2 lessons).
Use a children are
range of methods effective Students will show their findings in a Venn diagram and can
to sort communicators use drawings and writing to fill in the diagram
information,
including
drawings and
provided tables
through
Learner Diversity:
discussion,
compare
Extension: students investigate their 2 chosen living creatures
observations with
ideal environment. They can do this via research as well as
predictions
going back to the schoolyard where they found their living
(ACSIS027)
things and makes notes of the environment they are in (e.g.
LESSON OBJECTIVES under the dirt, on a tree etc.).
 Compare the similar and different external features of 2 Enabling: Students determine the external feature of 1 chosen
living things living thing.
ASSESSMENT (FORMATIVE)
Students will be assessed via their Venn Diagram and whether they could
determine the differences and similarities

5E’s- ELABORATE (1-2 lessons)
TERM 2/ WEEKS: 2  To challenge and extend students’ understandings in a new context or make TOPIC
connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills ELABORATE
Summative assessment of science inquiry skills
Thinking Capability
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Living Compare Peo Outcome 1:
things have a observations with ple use children have a
variety of those of others science in strong sense of
external features (ACSIS213) their daily identity “Beach, bush or backyard”
(ACSSU017) lives,
Participate including Outcome 2: Read “Listen to Our World” by Bill Martin Jr. and Michael
in guided when caring children are Sampson.
Living things live
investigations to for their connected with Discuss what a habitat is and the different habitats seen in
in different places
where their needs explore and environment and contribute to the book.
are answer questions and living their world Explain that the habitats we will be focusing on is the
met (ACSSU211) (ACSIS025) things beach, the bush and our own backyard
Use a (ACSHE022) Outcome 5:
range of methods children are Have a class discussion about these three different
to sort effective environments and what makes them the same and/or
information, communicators different. Also discuss that different animals have different
including drawings needs and that their features can often reflect what type of
and provided habitat they live in
tables through
discussion,
compare Have a variety of livings things (fake) and 3 tubs at each
observations with groups tables (groups will be made based on the students
predictions usual seating arrangements). One tub will be for the beach
(ACSIS027) habitat, one for the bush habitat and one for the backyard
habitat. In groups, students are to arrange their livings
things into each habitat. Students should engage in
discussion when doing this about why they are placing the
living thing in a particular habitat – e.g. what needs are met
in this habitat, what does this animal require.
Explain that within 1 habitat, e.g. the backyard, different

livings things may have different needs e.g. a worm
usually buries itself underground, whilst snails will
generally be found above ground on leaves or walls.
Come up with a class list of the different places they may
find living things in their schoolyard.
Have students go into the schoolyard (with a provided

table) and list where they found the living creature
LESSON OBJECTIVES
 Identify that different living things require different environments

 Describe one living thing and their ideal environment
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
Students will be assessed via table where they list where they found
each living insect
- Did they list the living thing?
- Did they find evidence to find out the living creatures ideal
environment?
- Did they describe this environment?
- Were their findings accurate?

5E’s- EVALUATE (1 lesson)
TERM 2 / WEEKS: 3  To provide opportunities to review and reflect on their learning about XXXXX and TOPIC
represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas when planning EVALUATE
learning experiences
Thinking Capability
SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
(Year 1 & 2 only)
Living Compar Peo Outcome 1: Students will revisit what they learnt in the prior
things have a e observations ple use children have a lessons. Discuss:
variety of with those of science in strong sense of - What did we find in our schoolyard?
external features others their daily identity - Did everything look the same or different
(ACSSU017) (ACSIS213) lives, - What were some similar features of the
including Outcome 2: living things?
Living things live Particip when caring children are - What were different features of the living
in different places
ate in guided for their connected with things?
where their needs
are investigations to environmen and contribute to - Was their a common living thing that was
met (ACSSU211) explore and t and living their world easier to find than others?
answer things - Where did you find them? (buried under
questions (ACSHE022) Outcome 5: dirt, in a tree etc.)
(ACSIS025) children are -
effective In pairs or groups of 3, students are to pick one
Use a communicators living thing that they observed during the class
range of walks in prior lessons.
methods to sort Once they have picked, provide them with a ‘bug
information, block’ (seen in resources) so that they can
including
observe and clearly see all the external features
drawings and
of their chosen bug/insect.
provided tables
As a group, Students must come up with a list of
through
features e.g.
discussion,
“I have ____ legs”
compare
“I’m most commonly found____”
observations
with predictions
(ACSIS027) These features should act as clues when read
aloud for the rest of the class to guess what insect
the group is describing.
LEARNER DIVERSITY
Students who need enabling will be given a list of features

to identify rather than coming up with them on their own
e.g.
- What colour is it?
- How many legs does it have?
- What does it’s body look like?
- Does it have antennas?
Students who need extending can research and provide an

explanation as to why certain living things have their
external features – e.g. is it for digging, protection,
defence…
LESSON OBJECTIVES
 Identify and list the external features of a living thing


ASSESSMENT (SUMMATIVE – Science Understanding)
Student Achieved: Developing: Not

student correctly student correctly achieved:
identified 4 or identified at least 2
student dud not
more features of a features of a living
correctly identify
living thing thing
any features of a
living thing
References
Australian Academy of Science (2012). Primary Connections: School Yard Safari. Retrieved from https://www.primaryconnections.org.au/resources-and-
pedagogies/curriculum-units/schoolyard-safari
Martin, B & Sampson, M. (2016). Listen to Our World. Simon & Schuster.
School Curriculum and Standards Authority (2010). Western Australian Curriculum English http://k10outline.scsa.wa.edu.au/
Tonkin, R. (2010). Leaf Litter. HarperCollins Publishers.

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SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ENGAGE (1-2 lessons)

SCSA LINKS EYLF

- What different insects did we see

After returning from the class walk the 2 tables will be

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

Observations and anecdotal notes of the children’s discussions and

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

Explain that within 1 habitat, e.g. the backyard, different

Have students go into the schoolyard (with a provided

 Identify that different living things require different environments

ASSESSMENT (SUMMATIVE – Science Inquiry Skills)

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

Students who need enabling will be given a list of features

Students who need extending can research and provide an

ASSESSMENT (SUMMATIVE – Science Understanding)

Student Achieved: Developing: Not

Tonkin, R. (2010). Leaf Litter. HarperCollins Publishers.

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