5E’s- ELABORATE (1-2 lessons)
 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
WEEK/ AUSTRALIAN CURRICULUM
LESSON LINKS
4 Science Understanding
Living things have structural
features and adaptations
that help them to survive in
their environment (ACSSU04
3)
Science Inquiry Skills
Compare data with
predictions and use
as evidence in developing
explanations (ACSIS218)
Construct and use a range of
representations, including
tables and graphs, to
represent and describe
observations, patterns or
relationships
in data using digital
technologies as
appropriate (ACSIS090)
Decide variables to be
changed and measured in
fair tests, and observe
measure and
record data with accuracy
using digital technologies as
appropriate (ACSIS087)
With guidance, pose
clarifying questions and
make predictions about
scientific
investigations (ACSIS231)
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills
SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
OBJECTIVE (what & how) EXPERIENCES
Students are able to SUMMATIVE- Introduction
identify the Showing different pictures of animals Animal picture
different variable in Rubric show if Students identify what environment they live in and what adaptations
their experiment students are able they have to help them survive.
to explain Discuss different animals with whole class
Students are able to adaptations of
explain their results animals, graph Body
and justify why they data, create Looking at our TWLH charts
think they got them investigation How are we sure that what we have learnt is correct?
results. questions and How do authors provide reliable information?
change variables How do scientist find their evidence to share with others?
Students are able to How can we say that structural feature help animals to survive?
graph their data
collected from the Explain that we are going to create a question to investigate and gather
experiment evidence about the adaptation to prove our claim.
Explain to student that we want to know about the adaptations of
animal’s mouth and how it effects what they eat.
Do the shapes of birds mouth effect their food source?
Work sheet
As a class we are going to investigate different shapes of birds beaks
and how they eat their food source. Bird beaks on pegs
These are our different mouths we can use a pelican beak, duck beak, Containers
parrot beak and finch beak Food:
Pelican beak- pipe cleaner with strainer Marshmallows for
Duck beak- pop sticks fruit
Parrot beak- picture hooks on a peg String in damp dirt
Finch beak- tooth picks together as worms
And 4 different types of food fruit, fish, seeds and worms Seeds
Foam in water (fish)
Students will have to create their own tests to answer the question. Timer
Students will note down what they change, what they are measuring
and what stays the same. (Either change beak with the same food or
change food with the same beaks).
Go through the work sheet with students on the board answer the
questions and provide examples for students to work collaboratively
Student then start their worksheet and collect their equipment.
One student come up and collect their equipment
Students conduct the test and fill out the results in a table to show their
data.
Student then write down what happened and why they think that.

Conclusion

Students share with the class what they found and how they conducted
the test.

Differentiation
Enabling- Teacher prompts students with questions to help them
predict and justify their results, scribe if needed for the student

Extending- Teacher ask question for student to elaborate more on their

answers and to think outside of the box from the results such as if there
was another food type would the results change?

Health and safety

Student do not eat anything in the science room
One student collects materials to avoid spills
Students stand behind their desk with their chairs pushed in to conduct
experiment to avoid spilling things and tripping over chairs legs