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 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 FORMATIVE Lesson based on primary connections lesson and will be used - Life in the
things lesson, students will The teacher and EA to support students to represent and explain their Undergrowth (D
have a be able to: will assess all understanding and observations about the similarities and avid
variety - Describe the features objectives through differences between small animals. Also to introduce current
Attenborough,
of and behaviour of a individual scientific views about how living things, such as small
external animals, have a variety of external features and live in 2006, BBC
small animal. questioning whilst
features different places where their needs are met Worldwide Ltd)
- Compare two small children complete
(ACSSU the tasks - class science
017) animals and make
INTRO journal
conclusions about - View Life in the Undergrowth (David Attenborough, 2006,
The teacher will use - word wall
Living similarities and Formative BBC Worldwide Ltd) to check that the language is - team roles
things differences. assessment as a appropriate for your class, and to familiarise yourself with chart
live in
tool to assess an its information.
differen - team skills
ongoing aspect of
t places - After the students have watched a small clip from the chart
the Explain phase.
where documentary they will begin the next phase. - 1 enlarged copy
It involves
their - Review what students now know about earthworms, snails of ‘Small animal
monitoring
needs
students’ and ants. description’
are
developing - The teacher will ask the students to report on what they (Resource sheet
met (AC
understanding and have identified in their garden recently using their ‘In my 4)
SSU211)
giving feedback
own backyard’ journal. Why do we use - multi-modal
that extends their
learning. In this - Explain that students will be working in collaborative a factual text? factual texts
lesson you will learning teams to find out what is the same and what is about the
monitor students’ different about snails and ants. animals used in
developing - Explain that each student will research one animal using the Explore pha
understanding of: factual texts. Introduce the texts and discuss the purpose se.
What does a
and features of such texts.
 the external factual text
features of two include?
BODY
small animals, how - Introduce the enlarged copy of ‘Small animal description’
animals live in (Resource sheet 4). Explain that each team member will
places where their
record information about the animal they are researching
needs are met, and
on their ‘Small animal description’ (Resource sheet 4).
how science
involves asking - Form teams and allocate roles. Ask Managers to collect the
questions. The resource sheets.
teacher will also - Allow students time to read texts and gather information.
monitor the
- Ask students to share their ‘Small animal description’
students
developing (Resource sheet 4) in their teams, to find similarities and
understanding differences between the two animals. For example,
of science inquiry students can record similarities and differences in their
skills. science journal.
- Assist students to provide peer assessment of each other’s’
The teacher will be representations.
able to also look for
evidence of CONCLUSION
students’ use of - Discuss the similarity and difference of the animals as a
appropriate ways class, asking Speakers to share their team’s conclusions.
to represent what
Record information in the class science journal.
they know and
understand about - Review students’ questions to see if any have been
the external answered. Update the word wall with words and images.
features of small
animals and how
they live in places
that meet their
needs, and give
them feedback on
their
representations.