SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 English CONCEPT MAP
(option 1)

Focus on the text type of Maths

procedure writing. Go through the
steps of modelled, shared, guided
and independent writing in
teaching procedures.
Write a recount on the
experiments done.
Focus on Dreamtime Stories and
Students will be putting results
from experiments into tables and
Concept: Adaptations then graphing them in different
Term: 3 types of graphs according to the
type of data.
Weeks: 5-10
©The University of Notre Dame 2010 developed by C McGunnigle

the adaptations of those

Australian animals to their Health & Physical Education
environments.
Discuss how our body adapts to different stimuli
Create a Poster on the e.g. when we do exercise → how it changes
adaptations of a certain living
thing.
History
The Arts
Research how living things have adapted to
Creating a 3D model of a new animal species (out of changes in environments over time. Could
recycled materials), showcasing its adaptations to the have a focus on the settlers in Australia and
environment it lives in. introduced species → how the species adapted
to the new environment
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3, Wks. 5-10 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Biological Sciences - Adaptations
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
(Aboriginal names and uses mentioned for the different Australian living things)

5E’s- ENGAGE (1-2 lessons)

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

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Science Science as Science

Understand a Human Inquiry
ing Endeavour Skills
Week 5 Living things have WALT- Identify the DIAGNOSTIC Intro: Teacher enters classroom dressed as an explorer with - What is a https://www.yout
Lesson 1 structural features and structural features Traffic light exit music playing to set the scene and introduces the new topic of habitat?
 ube.com/watch?v
adaptations that help of living things and slip strategy – Adaptations. WALT and WILF explained. - What are some =-bTpp8PQSog
them to survive in their how these features Students place Activity 1 – getting the ball rolling common features - PowerPoint
environment impact on their their name in the Students sit in a circle and teacher rolls a ball to students, if of the animals or - Animal + plant
(ACSSU043). survival. green, orange or they have the ball they need to share what they think of when plants in your pictures
red folder they hear the word adaptations. habitat? - Labels of 6
Activity 2 – think-pair-share - Could an animal
(ACSIS231) WILF - Discuss and depending on environments
What do I want to learn about adaptations? be placed in a
work collaboratively how they are (Australian Desert,
Activity 3 – create initial class definition of adaptations different habitat
in your groups to feeling about the African Savanna,
Body: Labels of different environments around room, and still survive?

determine the topic so far. Australian Tropical
students are given a picture of a living thing from one of the Discuss Aboriginal
features of the living environments. They need to decide what environment it Rainforest, Marine
names for
things in your Design brief is belongs to. In their environment groups (3 students), they (aquatic), Polar &
Australian living
environment. introduced here, create a table, listing the observable structural features of each Forest)
things and
but the lessons living thing and how they help with survival. Once completed, importance
on it start students take a gallery walk and think about the discussion behind them. Adaptations tables
around the question. A class discussion follows. Students walk sensibly Discussion Q: for groups to fill in
elaborate lesson around the room when finding their environments and take What features (and example
as students will turns when working in groups. make this living table)
have a Conclusion: Traffic light exit strategy. thing suitable to
knowledge of Design brief is also introduced here. this environment, ball, glue sticks,
adaptations by Working in groups (strategically place students). Visual, verbal but not traffic lights
then. and written communication for all instructions. the others? folders, name slips
 5E’s- EXPLORE (2-3 lessons)
• To provide hands on, shared experiences of XXXXX
• To support students to investigate and explore ideas about XXXXX
• Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Week 6 (ACSSU043) Plan an FORMATIVE Intro - Birds: Look at a variety of images of birds and discuss Discussion Q. - Pictures of
Lesson 2 experiment on the habitats they live in, how they get food and water, what Use your different types of
(ACSIS231) bird beaks using Use copy of they use for shelter and what may prevent them from knowledge of birds in books,
their students’ surviving in their habitat. adaptations to posters + internet
(ACSIS086) Body - Investigation – Bird Beak Experiment: explain how - Bird beak
investigation investigation
Explain to the students that they are going to do an some other experiment
planner sheets. planner sheets Investigation
(ACSIS087) to assess their experiment to investigate how different beak adaptations of animals’ mouths
planner sheets
Write a science inquiry birds help them to find food in specific environments. are adapted to
(ACSIS090) Students get into groups of 3. feed in certain
hypothesis skills. For ‘beaks’:
→ Follow resource – Bird Beak Experiment. Use an environments.
incorporating the eyedroppers, pliers,
(ACSIS218) investigation planner sheet to plan the experiment and
independent and Monitor chopsticks,
model how to record results. Students complete the tweezers, straws,
dependent students’
(ACSIS091) experiment. Discuss results with students and ask them to slotted spoons,
variables. developing their reflect on how this affects where birds live. Discussion Q.
understanding strainers, tongs,
Science as a Human From the discussion question, the teacher can form a chart skewers
Endeavour: Explain their of the topic and of adaptation examples students have thought of. This chart For ‘food’: coloured
- Testing predictions by results of the give feedback can be added to throughout the unit and used as a water in a long
gathering evidence experiment on that extends reference for future lessons. narrow container,
their their learning. Conclusion: Teacher explains the concept of a science snake lollies,
investigation journal and students add their learning and reflections from sunflower seeds,
planner sheets. the lesson to it. Styrofoam cubes,
Students handle all equipment safely and sensibly. Group popped popcorn,
members are assigned rolls to collect different equipment. rice, marshmallows,
Make sure Sally and Jenny are grouped with students who loose tea
can assist them with the experiment. Bobby, John and
Francis are to be extended by working on an individual Trays to put food
research report about adaptations of Australian plants to on, cups to
their environment (this will run over the whole unit of represent stomach,
stop watches
work).
 5E’s- EXPLAIN (1 lesson)
• To support students to develop explanations for experiences and make representations of developing conceptual understandings
• Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS LESSON (what & how) EXPERIENCES QUESTIONS
N OBJECTIVE (include learner diversity)
Science Science as Science
Understandi a Human Inquiry
ng Endeavour Skills
Week 7 (ACSSU043) Contribute FORMATIVE Intro: Read the Dreamtime Story Tiddalick the Frog. Discuss the Research Q’s PowerPoint
Lesson ideas to the importance of Dreamtime Stories. Ask students to identify Tiddalick’s What is the name of Tiddalick
3 physical adaptations to life in the desert. Students could also identify of the animal?
(ACSIS231) class brainstorm Observe Story
of the different students the physical adaptations of the other animals in the story.
(ACSIS093) completing their Body: Create a brainstorm with students to sort out the different What country/ List of
types of
research. types of physical adaptations. Including structural + colouring of countries is the websites
physical different living things. Structural examples: body design (monkeys animal found in?
(ACELY1704) adaptations. students can
moving through trees), mouth and teeth shape (crocodiles), tongue use for
While students
shape (giraffes), tail shape (kangaroos), eye shape (owls), body fat What is the
present their research and
Research (seals + penguins). animal’s habitat?
findings, and a range of
physical Colouring examples: camouflage and physical adaptations e.g. stick What does the
show off their books on the
adaptations of a insects that are both shaped like a stick and coloured like a stick; some animal eat?
poster, teacher reef fish are patterned to blend in with surroundings; the poison dart animals.
certain animal.
records each frog is brightly coloured to be a warning. Is the animal a
pairs animal and Research: carnivore, Whiteboard,
Create a poster marker
the physical Students work in pairs to research physical adaptations of different omnivore or
explaining their adaptations they animals. They will need to make a poster explaining their findings. At herbivore?
findings to the mentioned in a the end of the lesson they will present their posters to the class.
research checklist. Students choose from a list of animals (teacher tailors the animals on What physical Scissors, glue,
questions, in the list to cater for student’s needs, and ensures they are animals with adaptations does A3 paper,
pairs. obvious structural adaptations). Students need to answer the research the animal have coloured
questions, using websites and books provided. that help it survive paper, tissue
Conclusion: in its environment? paper, textas,
Students share their posters with the class, with a short speech. pencils
Students then take a gallery walk around the room to see other Think about which
posters in more detail. Students add their learning and reflections to parts of its body it
their science journal. uses to move, eat,
Next Explain lesson will focus on behavioural adaptations. (Lesson 4) see, hunt, stay
Make sure scissors are positioned safely, and students must share warm, stay cool, or
resources and take it in turns to contribute to the poster. hide to help you
think of physical
adaptations.
 5E’s- ELABORATE (1-2 lessons)
• To challenge and extend students’ understandings in a new context or make connections to additional concepts through a studen t planned investigation
• To use investigative/ inquiry skills
• Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES

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

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills
Week 8 (ACSSU043) Write questions SUMMATIVE- Investigation – Survival in extreme environments: Students will select, How often will - Investigati
Lesson 5 for an Science Inquiry with guidance, appropriate investigation methods to answer the you need to on sheet
(ACSIS231) investigation. Skills question: take
- 5 soft drink
‘Which animal will stay the coolest in a hot environment’ They will need temperature
to: readings? cans per
(ACSIS086) Work in teams to Rubric of inquiry
- Identify the variable to be changed and the one to be measured in group
plan and set up skills:
(ACSIS087) an investigation ▪ Write an fair tests Which can will - 4 pieces of
of ‘Which animal - Make a prediction about the effect of a variable on temperature be the coloured
investigation
control? (i.e.
(ACSIS090) will stay the question - Change an independent variable (colour of the cans or type of paper
the one most
coolest in a hot covering around the cans) (white,
(hypothesis) like the
(ACSIS218) environment’. - Identify the control in the investigation beige,
▪ Plan and set normal
- Measure and record data situation in brown and
(ACSIS091) Observe and up an
- Add the data found to tables and graphs nature/ the black)
record the investigation one with
- Describe simple cause and effect relationships as shown by the - Sticky tape
Science as a Human results of their ▪ Record nothing added
trends in the data collected - 4
Endeavour: investigations. observation to it.)
- Testing predictions by - Share ideas as to whether observations match predictions, and
▪ Make thermomet
discuss possible reasons for any inconsistencies Explain why
gathering evidence evidence- ers
- Work collaboratively to suggest improvements to the methods used you think a
based - Cotton
Conclusion: Students add their learning and reflections to their science certain can
conclusions wool
journal. Groups → ensure a range of abilities to all help each other. Extra will stay the
support for Sally and Jenny, as well as a modified investigation planner. coolest (adapt
best to the
Students handle all equipment safely and sensibly. Group members are
hot
assigned rolls to collect different equipment.
environment)
Next Lesson: Investigating - ‘which animal will stay the warmest in a cold
environment’. (Lesson 6) Which will be
the hottest?
 5E’s- EVALUATE (1 lesson)
• To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
• Summative assessment of science understanding

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Science Science as Science

Understand a Human Inquiry
ing Endeavour Skills
Week (ACSSU043) Identify the structural SUMMATIVE- Intro: Review with students the first activity done in the How do feel Students fact
10 and behavioural Science unit. Whole class activity: about sheets and
Lesson 7 Understanding
(ACSIS093) features of living things Students will be given a living thing (plant or animal) and Adaptations? 3D models
and how these features need to describe its structural and behaviour features, as - Confident
impact on their Checklist for design well as how they help them survive in their environment. - A bit unsure
survival. brief: Completion of ‘What I have learnt about adaptations’ on
▪ Were all aspects - Confused
the KWL chart.
Present their fact of the fact sheet
What is a
sheets and 3D models included? Body: structural
of their new animal ▪ Were all Students showcase their design brief products to the class. adaption?
species. components of Gallery walk of students’ fact sheets and 3D models of
the 3D model their new animal species and its adaptations to its What is a
Give a short 5 minute included? environment. behavioural
speech on their new Self and peer adaptation?
species. Students give their 5 minute speeches on their new
assessment
species to the class. If given a living
checklists for design
brief thing do you feel
Conclusion: confident in
Traffic light exit slip Students add their learning and reflections to their science describing its
strategy – Students journal. They need to reflect on the following key adaptations?
place their name in questions about the Adaptations unit.
the green, orange or
red folder depending Traffic light exit strategy.
on how they are
feeling at the
conclusion of the
topic.
References:

School Curriculum and Standards Authority, Government of Western Australia. (2014). Western Australian Curriculum. Retrieved from
https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser

Twinkl – Tiddalick the frog PowerPoint used from there