SCIENCE
BIOLOGICAL SCIENCE
Living things have structural features and adaptations that help them to survive in their
English
Report Writing
Students require an understanding about how
scientific reports are written and presented.
The Explore Lesson involves a can be an
introductory lesson to scientific report writing.
This lesson provides the introduction to
planning and writing reports. Students can
then conduct English writing lessons on how
to properly construct a report. They can use
the worksheet from this lesson as their
planning page and produce an actual scientific
report. In the evaluate lesson students have
the choice to write a report for their
assessment.
Plan, draft and publish imaginative,
informative and persuasive print and
multimodal texts, choosing text structures,
language features, images and sound
appropriate to purpose and audience
(ACELY1704).
YEAR 5
environment (ACSSU043).
Digital Technologies
Online Planning & Creating documents
Students require an understanding of how Digital
Technologies are used . Such as the 3 different lessons they
are usually some form of digital technology to either research
information or display their findings. For example the
evaluate lesson students can choose to present a PowerPoint
for their information. In the investigation lesson Students
used iPad to take photos of animals. Throughout the five
weeks students used the computer for different reasons to
research information.
Plan, create and communicate ideas and information,
including collaboratively online, applying agreed ethical, social
and technical protocols (ACTDIP022).
Maths
Measurement of Water &
graphs
An important element of mathematics is the
application aspect. During the explore Lesson
students have to measure a specific amount of
water with ice to allow the experiment to work
properly. Students also need to use stop watches
in this investigation and to compare the timings
between the 3 different times they do the
investigation . Students however also learn how
to collate there investigation information into
graphs to compare the difference testings.
Choose appropriate units of measurement for
length, area, volume, capacity and mass
(ACMMG108).
Construct displays, including column graphs, dot
plots and tables, appropriate for data type, with
and without the use of digital technologies
(ACMSP119).
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 5 WEEKS YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science - Biological science (Animal
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

ENGAGE
 In this lesson students will be introduced to adaptations and the different environments in which animals live and survive in

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

WEEK 1 Science Understanding As a result of this DIAGNOSTIC INTRODUCTION

Living things have lesson students will  Explain to students that over the next five weeks we will be Questions for PART 1 -
be able to: Prior knowledge focusing on animal adaptions (Teacher will ask students)
structural features and
Assessment through  All students will have a science journal that they will put all their 1. Name some animals that live in
adaptations that help 1. Students will class discussion worksheets and class notes into , so when they have their the water ?
them to survive in their demonstrate an assessment in week 5 all there information is there ready for 2. What type of features do these
environment understanding by them to collate into a presentation
animals have?
(ACSSU043) discussing the  Teacher will look through these journals over the next five
different land & water weeks to ensure students understanding and progress 3. How are these features different
animals and to land animals?
identifying their 4. Name some animals that live in
specific features in a Part 1) the artic regions?
class discussion  The lesson will begin with a class discussion: Teacher will ask 5. What features do they have to
(part 1) questions & put the answers on the white board help them in the extreme cold? whiteboard
 After questions are answered students will write this graph into marker
their journals
2.Students will identify
2 similarities and 2
differences between a
polar bear & a camels Questions for PART 2:
Part 2) These questions are leading students
structural features and  Students are to work in pairs to complete the "what could I be" towards identifying the term
how they survive in worksheet "what could
their habitat through ‘adaptations’. I be"
 This worksheet allows Students to identify a animal that is
an interactive drawing suited to the questions Worksheets
activity 1. What do all these descriptions
 Students to try and answer as many of the questions as have in common?
(Part 2) possible
 after completion teacher will ask questions 2. What does the descriptions
 Students will glue these worksheets into their science books identify
and teacher will have a look at them to check their
understanding
 Science
journals
Questions : PART 3
BODY: Part 3): Drawing activity 1. How are these two animals
 Students will work individually similar?
 each student will draw polar bear & the a camel 2. How are these two animals
 Each student will answer the following questions:
different?
 Teacher will ask students to discuss with the class what they
came up with 3. How do their body parts help
them to survive in their habitat ?
Extension:
 Students who are finished can discuss what type of behavioural
adaptations they think the polar bear and camel have

Enabling:
 Students who need extra help can work in pairs

Extension activity : IF WE HAVE TIME 4 x posters

Part 4): Gallery Walk Questions: PART 4 of different
3.Students will identify 2  Teacher will put students in even groups 1. What animals live in this extreme
or more animals suited  There will be 4 A3 posters with a photo of an extreme environmen
environment ?
to the specific environments around the classroom ( Desert, Ocean, The t
Amazon & The artic) 2. What features of the animal
environment
 Each group will be given a different colour to write there help them survive in this
answers on the A3 sheets environment? 4 x colour
 Each group will walk in a clockwise direction to each sheet pens
 Each group will need to write as much as they know about the
following (PART 4 questions)
 This is getting the students to think about both behavioural and
structural adaptations that they will further explore in EXPLAIN
lesson

Enabling:
 Teacher will put students into even groups, & will help the
groups that are struggling for answers Magic box

CONCLUSION- Consolidating Student’s Understanding

 Students will volunteer their ideas to the class for each extreme
environment
 Teacher will define adaptation simply
 Students are to write 2 things they learnt from today’s lesson &
put it in the magic box
 The magic box- is a safe place for answers & questions and
only the teacher can read them
 Teacher will go through answers next week
 Check if any students have LATEX ALLEGIES -for next week
hands on activity

Cater for learner diversity over the whole lesson:

 Teacher will put students into pairs to cater for learner diversity
 Teacher will prompt those students who need guidance in each
activity
 Teacher can provide extra help to those students who are
struggling
 Students who need extensions they can discuss the
WHAT IS ADAPTATION WORKSHEET

What could I be?

I live in a polar region and have white fur. _______________________________________________

I live in the desert and spend most of the day in a burrow. ___________________________________

I live in the ocean and have venomous spines. ____________________________________________

I grow in the desert and have very fleshy leaves. __________________________________________

When an animal attacks me I curl up into a ball. __________________________________________

I eat nectar from plants and have a long narrow beak. ______________________________________

My leaves and branches are very spiky. _________________________________________________

My pouch faces backwards. __________________________________________________________

I have a very long neck and eat leaves from the taller trees.__________________________________

I have venom in my fangs. ___________________________________________________________

I rest under the shade of bushes during the day. ___________________________________________

I can move very quickly over short distances. ____________________________________________

When it gets cold in winter I fly to a warmer climate. ______________________________________

I have very sharp claws because I climb trees. ____________________________________________

I have thick fur to protect me against the cold. ____________________________________________

My feathers are waterproof. __________________________________________________________

I have a strong, sharp beak. ___________________________________________________________

I have a horizontal root system. _______________________________________________________

My feet are webbed. ________________________________________________________________

I hibernate in the colder months._______________________________________________________

I have very powerful jaws. ___________________________________________________________

THE ARTIC
THE DESERT
THE RAINFOREST
 THE OCEAN

References :
Science Web Australia (n.d). What is adaptions. Retrieved rhttp://scienceweb.asta.edu.au/years-5-6/unit2/lesson-one/yr56-unit2-lesson-one.html
Queensland Museum Learning ( n.d). Adaptations teaching unit. Retrieved from file:///Users/gretsket/Downloads/adaptations-teaching-unit%20(1).pdf
 EXPLORE
 This lesson will be a hands on experiment to investigate if blubber keeps animals warm in cold environment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science Science
Underst as a Inquiry
anding Human Skills
Endeavo
ur
2 (ACSSU (ACSHE (ACSIS2 1. Identify one type of FORMATIVE INTRODUCTION
043) 081) 31) structural adaptation that  Welcome students to the classroom : Students come in and sit in Discussion
helps animals to survive in Worksheets will be their groups of 3 : the groups will be written on the board under a questions : DOCUMENT OPEN
the cold environment collected, marked and specific ARTIC animal - What is WITH ARTIC
returned to students. adaptation? ANIMAL PICTURES
 Reflect on the previous lessons content.
Note will be taken on FOR GROUP
student  Brainstorm as a class 'what adaptation' is - What type of ALLOCATIONS
2. Demonstrate their  Go through the magic box of any questions that wanted answers
understanding. animal do you
scientific understanding by from last week lesson think has large
exploring the polar bear
 Today’s lesson we are going to EXPLORE, an adaption .... amounts of fat in
structural adaptation in the
the artic?
extreme environment,
making observations and
BODY-Conducting the activity (Hands on) -What adaptation
drawing conclusions.
 Today’s lesson we are going to EXPLORE, an adaption .... does a polar bear "Blubber me"
have? WORKSHEET
 Teacher will explain that today’s investigation is to see if blubber
keeps animals warm in cold environments -Why do you think
 Teacher will introduce the task to the students by going through it has these Equipment for
the worksheet and showing where all equipment is adaptations? experiment:
 Students are to follow the steps from the worksheet for the 1. Latex gloves
experiment 2. Vegetable Fat
 Teacher will go through the safety requirements such as: 3. buckets
4. Towels
1. Keep water & ice inside the tubs provided
5. Ice
2. Wipe up any spills immediately 6. Stop Watch
3. If you start to feel pain or numbness remove hand
immediately from water (HIGHLY IMPORTANT)
4. Place gloves in the bin immediately following experiment
5. Check is any students have LATEX ALLEGIES
 Students are working in groups of three:
 Person 1 - will collect all the equipment needed
 Person 2- Will record the result 3 times on a piece of paper
 Person 3 - Completing the experiment
 When everyone has had a turn the students will rotate so
everybody has a go of timing, collecting equipment and doing the
experiment
 Before students go out and do it , use 'THINK-ALOUDS' to
model what students will need to be doing. Question students to
ensure they understand the task
Diversity- Extending, enabling & catering for diversity

Extension-
 Students can complete page 1 of the blubber me worksheet by
themselves
 Students can start graphing the findings

Enabling-
 Student who require assistance with the task will be grouped
together and worked with individually.

Can anybody tell

CONCLUSION: me what is
another word used
 All students to gather on the mat. Consolidate what students had to describe what
learnt by going through the groups and getting students to the fat does to an
verbally share what they had found. artic animal?
 Students to pack away all the equipment & glue there worksheets "looking for
instillation"
into their science journal & place it up the front
 EXPLAIN (1 lesson)
This lesson will focus on differentiating between structural and behavioural characteristics of animals

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science Science
Underst as a Inquiry
anding Human Skills
Endeav
our
(ACSSU (ACSIS23 Students will identify and INTRODUCTION: Introduction Computers
3 043) describe at least 1
FORMATIVE
Structural & Behaviour adaptations class discussion questions White board
1)
structural and 1  Introduce the terms structural & behavioural to the class markers
behavioural adaptation  Write two columns on the board - one will be structural & the
Review students other behavioural What does
worksheets and  Ask students what these words might mean in relation to structural and
provide written and adaptations - refer students back to week 1 (what is adaption behavioural terms
verbal feedback worksheet) - some examples of structural & behavioural - this mean in relation to
will be written in their science journal adaptation?
- refer back to week
 Write students responses under structural or behaviour
1 worksheet
adaptation
 prompt students if they are struggling by providing examples: YouTube video
(for example, a polar bear has white fur, a desert animal moves https://www.youtub
around mostly in the early morning or evening)- which one of e.com/watch?v=fR
which one of the X2JtKFUzk
these is structural and behavioural? following is
 Students are to write these answers in there workbooks structural and
 After the discussion, i will put on a short video so what they’re behavioural?
saying is relatable by seeing specific animals - a polar bear
has white fur, a
 In today’s lesson we will be completing two activity that
desert animal
moves around
BODY: mostly in the
early morning or
Students will demonstrate PART 1) evening " sort the
their understanding of  Students to work individually to complete the first activity which behaviour &
structural and behaviour is " sort the behaviour & structural adaptations" structural
adaptations through  When students have finished they can show the teacher to adaptations"
differentiating between the check they understand and are ready to move on Activity
two on a written worksheet  Help the students understand the differences of structural and worksheets
behaviour before letting them go to the computers for the next
activity

Extension-
 students who have completed it with minimal mistakes they
can move on to the next activity (part 2) of choosing five
different animals of their choice

Enabling-
 Student who require assistance with the task will be grouped
 together and worked with individually.

PART 2) "Structural &

 Students are to investigate 5 different animals from any behavioural
environment using the computer animal"
 they are to fill out the worksheet provided Activity worksheet
Part 2 - Questions:
 Students who volunteer will present their findings to the class
What
environment does
CONCLUSION a polar bear
 Go through the whole lesson and recap the importance of belong to
structural & behaviour adaptations ?
 Students will print their documents to glue into their science
journal what
 Students will volunteer to tell the class there chosen animals environment does
and some structural and behavioural adaptations that they a camel belong
found to?
 Ask students to demonstrate their understanding of the
difference between behavioural and structural adaptations by
recording their own definition of each and supported by at least
two examples.
 Each student will write their name & there answer on a piece of
paper and will put it in the magic box with their name on it
Teachers example to show students: This will be placed on the whiteboard for everybody to have a understanding
Part A)
Part B)

Adaptations(n.d).Retrieved from http://maryriverturtle.tiarolandcare.org.au/wp-content/uploads/2015/05/Five-Es-Lesson-4.pdf

 5E’s- ELABORATE
This lesson will focus on students investigating animals outside the classroom and specifying their structural and behavioural adaptations

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science Science
Underst as a Inquiry
anding Human Skills
Endeav
our
4 (ACSSU (ACSHE (ACSIS2 SUMMATIVE- Science Introduction
Inquiry Skills  Welcome students into the class
043) 081) 31)
 Explain to students that this is the last lesson of investigating
Students will complete a animal adaptations , ready for next week when will be putting
worksheet throughout
together everything we have learnt over the past four weeks into
the investigation then
they will do a written a poster or report of your choice for your assessment
report next week -  Today we are going outdoors to complete our investigation
Teacher will assess the  Teacher will split students up into groups of three
last report  Teacher will go through the Safety requirements of today’s lesson
& the instructions on how today will work

SAFETY REQUIRMENTS FOR PART A) iPad

1. Students are to stay in their groups of 3:
2. Each group member will have a role: clip boards
Before heading
outside line
Student 1- can hold the clipboard & record the observations on the pen
students up and get
provided sheet them to explain the "Animal feature &
Student 2- can hold the magnifying class to view the detail of the safety rules & what adaptation
animal will happen if you Worksheets"
Student 3- one child can collect the specimen in a container don’t follow them ?
3. Students are to stay within their allocated areas given by
the teacher
4. The outdoor classroom is not a playground, if the teachers
catches them doing something that is not work related they
will be sent inside and will not continue with the
investigation
5. Respect the wildlife- do not pick up with animal unless
advised by the teacher - only take a photo with the iPad or
use a magnifying glass to get a closer view i.e. for a bee or
worm
6. Must have hats on and sunscreen if needed
7. When the teacher blows the whistle, students must come in
and sit down ready for the next part of the lesson
 Body:
Part A) Animal features & adaptations outdoor activity trip
Students will demonstrate  The teacher will take the students out onto the oval/ bushlands
their knowledge by on the school campus
identifying animals physical  Students are to find a specific type of species/ animal -
features through an depending on the school and how much animal access is
investigation and worksheet available , teacher will either allocate specific animals or let them
choose. I.E ask each group to look for a specific type of animal
(bird, mammal/squirrel, amphibian/frog, reptile/turtle, fish,
insect/butterfly/bee/ant, worm, etc.).
 In today’s class teacher will allocate a type of animal to the
students which will be the easiest to find etc bee, ant, worm,
butterfly
 students are to explore the outdoor environment for the animal
 They will draw a picture of the animal and record their
observations
 Students will use there observations to identify the animal and
determine which of the animal features of adaptations help it
survive, grow, and reproduce.

Part b) Reporting to the class their findings

 When students have their information , students will come and
sit down on the oval in a circle
 Each group will present which animal/species they were
investigating and provide the class with the information from
their worksheet.
 Students choice if they would like to show the class the photo
they drawed.

Extension:
Students that have finished early can think and start designing a animal of
their choice

Enabling-
 allocate students who are require more assistant into a group and
provide them with a simple species/animal
 The teacher can provide extra help by walking around with those
students

Outdoor Classroom conservation. (n.d).Animal features and adaptations. Retrieved from https://www.alabamawildlife.org/oc-activity-animal-adaptations/
 5E’s- EVALUATE (1 lesson)
This lesson students with complete a report on that past five weeks of animal adaptations
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES
(include learner diversity) QUESTIONS
Science Science Science
Understa as a Inquiry
nding Human Skills
Endeavo
ur
5 (ACSSU ACSIS2 SUMMATIVE- INTRODUCTION : Class
 Welcome students into the classroom discussion: Investigation
043) 31)
Students will implement Teacher will assess and  In today’s lesson students will be writing a report on their
their knowledge about mark the students
worksheet
knowledge and information that they have gathered over the past What is 2
animal adaptations through reports and provide structural
5 weeks
a type of written report feedback to the adaptations of a
students both verbal polar bear?
and written
BODY: What is 2
behavioural
Activity 1 - booklet, written report or poster adaptations of a
 Students are going to look back over there science journals polar bear?
and especially last week at the animal they investigated
 Students are going to gather all there information they have
learnt and import it into some form of report
 Students can report there information as a creative poster,
written report , booklet or PowerPoint slides .
 Students must plan how they are going to report their
information
 Students must show/ tell the teacher there ideas or provide a
draft before they go ahead and start creating it
 The students need to answer the following in their report :

1. What is the definition of animal adaptation ?

2. What is an extreme environment? and provide one example of
an extreme environment and what type of animal lives there
3. What is the difference between structural and behavioural
adaptation?
4. Provide a minimum of 2 structural and behavioural adaptations
of 2 different animals?
5. What did you enjoy learning most about animal adaptation?
6. Discuss your findings from the "Blubber" investigation and what
did you find most interesting?
7. Provide any extra information or photos that you would like to
report on.

CONCLUSION
class discussion: Students will present their work to the class
Students are to ask questions about the past 5 weeks of learning about
animal adaptations.
 DESIGNING YOUR OWN ANIMAL
Open design brief
1. DESIGN BRIEF:
There are many beautiful species in the world however, there is enough space in the extreme environments for some more animals.
Let’s see if you can design your own individual animal to a specific extreme environment of your choice. To allow this animal to survive in its correct environment you will
need to follow the process of investigating, generating, producing, evaluating, and collaborating and managing.

2. INVESTIGATION:
1. By yourself you will need to choose a specific environment such as: rainforest, Antarctica, Ocean, the desert , space , volcanos or another extreme environment you can
think of
2. You will need to investigate your chosen environment by using the computer or the provided books.
3. You will need to write down all information that you find, Please find out the following:
o Temperature : What is the temperature in that environment? How can the hot or cold temperature affect the way your animal will live ?
o What type of structural and behavioural features your animal will need to survive in that specific environment?
o What type of food/ water is available in your environment ?
o What other types of animals live in that environment? Will your animal get eaten by these animals or will it be there source of food?
o Write down any extra information you will need to help you create your animal

3. Generating:
3. From the information you have now sourced it is time to start getting creative
4. Start by drawing your chosen environment, make sure you include all of the environments main features.
For example, if your environment is a rainforest, draw it in a specific colours, with trees and birds
5. When you are happy with your environment design, you can start by drawing your ANIMAL , remember to draw its structural and behavioural features and make sure to
label them.
6. When you are happy with your design, show the teacher so you can move on to physically making the animal.

4. Producing:
7.Following from your written design of your environment and animal, start by collecting all the equipment needed to make your design . For example,
toothpicks for legs? Cotton buds and feathers for skin.
8.When you have all the equipment needed, start making your animal.
9.Make sure to clean up your area and put back the resources you didn’t use

5. Evaluating:
11. Write down 3 different structural and behaviour features your animal has
12.Write down your environment how the animal will survive in that type of environment
13. Explain how your animal moves, sleeps, and eats there food
14. Write down what type of food your animal needs to eat to survive

6. Collaborating & managing :

15. What would you of designed and made differently next time and why ?
16. Did your animal turn out the way you drafted and planned it ?

7.Presentation
You are to present your chosen environment and animal to the class, explaining its structural and behaviour adaptations and what worked for you and what didn’t?