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FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2, wk 2-6 YEAR LEVEL: Year One LEARNING AREA/TOPIC: Biological Science
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

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 CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understan a Human Inquiry
ding Endeavour Skills
Living As a result of this DIAGNOSTIC Lesson based on primary connections lesson, At a Glance. How does the - class science
things lesson students will be The teacher and EA This lesson will be used to capture students’ interest and find animal move?
journal
have a able to: will assess all out what they think they know about how living things, such
variety - predict which objectives through as small animals, have a variety of external features and live - word wall
of animals they think individual in different places where their needs are met. - Music
external will be found in their questioning whilst
feature schoolyard children complete INTRO
(ACSSU environment the tasks - Call all the students onto the mat in preparation for the Which parts of
017)
first lesson. Once students are seated on the mat begin the the animal help
Living
- participate in a role- The teacher will be
introduction lesson. it to move?
play to show what assessing if the
things - Write ‘safari’ on the board and briefly discuss its meaning, How does the
they think they know children can
live in animal see?
about the features - predict which focusing on the idea of a safari being an expedition to look
differen
and behaviour of animals they for and learn about a variety of animals.
t places
small animals. think will be
where - Add ‘schoolyard’ to ‘safari’ and ask students to think about
their found in their
what the title means and what animals might be found in
needs schoolyard How does the
environment their schoolyard.
are animal eat?
met (AC - Record students’ predictions about what animals they
SSU211) - participate in a think they might find in the schoolyard under the ‘Animals
role-play to show
in our schoolyard’ heading in the class science journal.
what they think
they know about Focus students’ thinking on small invertebrates for
the features and example, insects.
behaviour of What does the
small animals. animal eat?
- Discuss the purpose and features of a science journal, so
students understand what is expected of them for this
lesson.

BODY
How does the
- Once the students have listed animals in their science animal protect
journals get them to role-play some of the small animals on itself?
their list, including ants, earthworms and snails.
What kind of
- Discuss the purpose and features of a role-play with the place does the
class. animal live in?
- Draw students’ attention to the way the features and Why does it live
behaviour of an animal are demonstrated in their role-play. there?
For example, if a student is role-playing an earthworm, ask
questions such as:
Why are you moving along the floor?
Why have you pulled your arms close to your body?
Why do you have your eyes shut?
Why are you wriggling along headfirst?
- Children will explore the use of movement within the
classroom to brainstorm and focus in on what they
already know.

CONCLUSION
- Children will begin to create their word walls in their
science journals.
- Begin a word wall with vocabulary about small animals.
Discuss the purpose and features of a word wall.
- The teacher will focus on questions like, why do we use a
word wall?: We use a word wall to record words we know
or learn about a topic. We display the word wall in the
classroom so that we can look up words we are learning
about and see how they are spelled.
- What does a word wall include?: A word wall includes a
topic title or picture and words that we have seen or heard
about the topic.

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