FORWARD PLANNING DOCUMENT

TERM/WEEKS: term2/week1 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science

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: The class shall all have individual iPads
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

1 Living things have 1. Investigate a deep-sea Create a mind map Introduce the lesson objectives and outcomes. QR codes for the website
structural animal’s characteristic and (Popplet) and be Have the students collect their iPads and scan the QR code each of
features and display results through a able to elaborate them were given to take them to the website. IPads
adaptations that upon each area. Give the students time to complete the Answer Garden to refresh
mind map.
help them to their memory about animals that live in the ocean. Prepared Answer Garden
survive in 2. Describe structural In class discussion,
their environmen features of the animals have students Number the students off up to 4 and ask them to take their iPads QR Codes for animals
t(ACSSU043) that help them survive in explain key to their individual numbers and scan the code which shall lead
the deep-sea. features each them to a different website on Britannia for each deep-sea animal Britannia
animal has. and will provide them with enough information to research each
of the animals and create a mind map (Popplet) on their animals.
In the Popplet, students will be required to break the mindmap
into characteristics and structural features, what they eat and
what eats them and what their habitat is like

Once the students were given adequate time to complete the

Popplet, they will be asked to find all the other people that had
the same animal as they did and share some of the facts that they
found. They can keep adding to their own Popplets from what
they hear from others. The teacher will then ask each group to say
some of the facts about the animals and ask what the structural
features of each animal are. The students will take a screenshot
their Popplet and upload to their website for marking.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

2 Living things have 1. Develop a descriptive Create a book on Introduce the lesson back again by revisiting what was touched on IPads
structural book about the given Book Creator. in the previous week and ask them what they each created their
features and animals. Popplets on and get them to form pairs with one person who has a Kahoot quiz
adaptations that Complete an different animal than them. In their pairs, they are to use an Ipad
2. Understand basic features
help them to Kahoot quiz and complete a premade Kahoot quiz around basic questions from Book Creator
survive in of deep-sea creatures the previous weeks learning.
their environmen
t (ACSSU043) Once the quiz is finished, get the students to use their individual
iPads and go on to Book creator. They will take the information
from the previous week and put that into book creator and make
an informative novel about all of the characteristics and features
of their animals. They will have all the required information on
their Popplets and will be able to get images of Google Image
Search or another reusable online source.

Once they are finished the novel, they will be asked to form a
group with three other students who all have different animals.
From there they will show and discuss their books with the
students and the teacher will walk around throughout. Once they
are finished, they will upload the books to their websites.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

3 Living things have 1. Replicate structural Introduce the lesson to the student by getting them to bring their Green screen
structural features of deep-sea Labelled photo of books up they created last week. Ask the students some of the
features and animals. clay animal created students what features their fish had and the teacher will then Ipad
adaptations that write them up on the board.
2. Represent animal in their
help them to Green screen video
survive in habitat. of animal The students will each be given some clay and some sculpting
their environmen utensils and told to create an animal that would be capable of
t (ACSSU043) surviving in the deep-sea. The teacher will walk around the
classroom to help encourage all of the students and ensure that
they are going down the right path and offer ideas for students
who are struggling.

Once the students have created their animal, they will take a
photo of the animal and label all the key features, then upload it
to their individual website. They will then place there animal on a
green screen and recorded on the iPad. They will then use the
green screen app and make it look like the fish has been placed in
the ocean and will be able to move around.

The teacher will then select 4-5 students to play on the projector
screens, where they will explain to the class what their animal is
called and the structural features on the animal. All students will
upload the video to their individual websites.