FORWARD
PLANNING
DOCUMENT
TERM/WEEKS: T3 W1 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Biological Science
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
5E’s- ENGAGE (1-2 lessons)
To capture student interest and find out what they know about flora and fauna in the Australian Desert.
•
• To elicit students’ questions/ prior knowledge about flora and fauna in the Australian Desert.
• Diagnostic assessment used- in this lesson you will find out what the students already know about flora and fauna in the Australian Desert. 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
a
Science
Human
Inquiry
Underst Endeavour
Skills
anding
Week (ACSS Create questions DIAGNOSTIC Introduction - 5 mins:
1 U043) about how living Completed work 1. Begin by introducing the students to the
things survive in samples – new topic for the term “Desert Survivors”
Lesso the desert. question sheet where students will be exploring and
n1 and brain dump
learning how living things survive and adapt
in the Australian desert.
Questions
submitted onto 2. WALT: “We are learning today: how living
padlet things survive in the desert.”
3. WILF: “What I am looking for is for everyone
to participate to the best of their abilities
and for a minimum of one question per
rotation.”
4. TIB: “This is because it is important to form
questions about our environment in order
to learn more about it.”
5. Inform students of the lesson structure.
“First we are going to be doing a braindump
about things you think you know about how
living things survive in the desert. Then we
are going to be doing group rotations and “What do you
then finishing with a padlet.” think you
know about
Body – 30 mins: the
6. Students are separated into four groups. Australian
Each group is given one A3 page with the Braindump
desert and
handout
braindump template on it. In their groups, how living
students have five minutes to list what things
survive
they think they know about the Australian
there?”
desert and how living things survive there.
7. Once the five minutes is complete, each
group shares three things with the class
that they have written down.
8. Explain to the students what each station
Sensory boxes,
entails: what the desert looks like (QR QR codes,
codes with images about flora and fauna Indigenous
“What do you
found in the desert), smells like (sand and station,
notice about
plants to smell), feels like (sensory boxes Native plants,
how the
with plants and snake skin to feel) and the Snake skin,
plants feel?”
Red sand
Indigenous station (how Indigenous people
have adapted). – sounds like will be playing “What do you
Question sheet
in the background through the smart board. notice about
the snake
9. Students begin at the station they are Youtube video:
skin?”
sitting at. Each rotation will take five https://www.y
minutes – a buzzer will ring after time is up, outube.com/w
“How do you
meaning it is time to rotate. atch?v=xxJHlp
think
pPOOk
10. Each student will be given a question sheet. Indigenous
At each station, students will write down people have
adapted to
the questions that arise during that
the desert
particular station.
conditions?”
Conclusion – 10 mins:
11. After students have completed all four
stations, they return to the desk they
“What did
originally began at. you find the
12. The teacher will ask students what they most
enjoyed most or what they found most interesting?”
interesting.
iPads
13. Using their individual devises, the students
log onto padlet using the website the
teacher has written on the board.
14. Students each write the questions they are
most fascinated or curious about onto the
class padlet.
15. The teacher reads through the questions
with the class and reiterates how important
it is to form questions in order to grow as
learners.
Learner Diversity:
• Students pre-organised into groups – non-
assertive and assertive students mixed
evenly.
• Catering for creative and tactile learners.
