SCIENCE FORWARD PLANNING DOCUMENT
TERM / WEEKS: TOPIC – Biological Sciences: Animal Adaptations
5E’s- EXPLORE (2-3 lessons)
• To provide hands on, shared experiences of adaptations.
2. 2/3
• To support students to investigate and explore ideas about
adaptations.
Formative assessment
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Intercultural
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
SCSA LINKS
Science Understanding Science as a Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Human QUESTIONS
Endeavour
Living things have structural Communicate ideas, explanations Introduction (10 mins)
features and adaptations that and processes in a variety of ways, 1. Teacher begins by giving students and animal (Emperor Penguin) and an
help them to survive in including multi-modal texts environment (Antarctic).
their environment (ACSSU043) (ACSIS093)
2. Students must come up with five adaptations the Emperor Penguin has to
survive in its environment. When they have five, they must put their hands
LESSON OBJECTIVES up.
3. Discuss students choices and elaborate on common misconceptions if
As a result of this lesson, students will be able to: needed.
• Create a diagram of their animal in its environment.
• Describe 5 characteristics of their animals environment. PowerPoint
Lesson Body - Content (15 mins)
• Explore 5 adaptations their animal has and label the type of adaptations. 1. Using the PowerPoint teacher will review the last lesson and further explain
the idea of animal adaptations.
ASSESSMENT (FORMATIVE) 2. Teacher will explain the types of animal adaptations (structural,
Teacher will collect students’ discovery page and assess via a checklist. physiological, behavioural) and give examples using Australian animals.
3. As a class look at the Emu and Echidna slides and discuss the adaptations,
Teacher will ask themselves: and why they are important.
- Has the student correctly illustrated their animal in its appropriate
Activity (20 mins)
environment (is the diagram scientific or a simple drawing)?
4. Students will break into pairs and be given an animal card and discovery Animal cards
- Has the student listed 5 characteristics of the environment? page each. iPad’s
- Has the student accurately identified 5 adaptations, with evidence of 5. Students will ‘hunt’ around the room for QR codes to scan with their iPad’s, QR codes
research? they must find the environment that matches their animal (check with Discovery sheets
teacher). Coloured pencils
6. Students illustrate their animal in its environment, list 5 characteristics of
the environment and list 5 adaptations that animal has to suit its
environment, (students can use the information provided through the QR
codes for the basis of their work, suggest they use national geographic for
other information).
7. When completed scan a photo to the class Google docs, and hand in
discovery sheet to the teacher.
Closure (10 mins)
1. Read through a discovery page for each animal and ask students if they
agree with the characteristics and adaptations listed, expand on a few as a
class.
2. To reflect ask students to consider something new they learnt form the
lesson. Complete a think-pair-share with this question.
LEARNER DIVERSITY
Enable- students will be paired on similar ability and given a less challenging animal
card e.g. Koala.
Extend- students will be given a more complex animal card e.g. krill or dugong.
