SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5E s- EVALUATE (1 lesson)

To provide opportunities to review and reflect on their learning about TOPIC – Biological Sciences: Animal Adaptations
2. 7.
adaptations and represent what they know about adaptations.
Summative assessment of science understanding acc f de e i i g idea
when planning learning experiences

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 A ia a d A alia e gageme i h A ia Sustainability

SCSA LINKS
Science Understanding Science as a Human Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Endeavour QUESTIONS
Living things have structural Scientific knowledge is Communicate ideas, Introduction (5 mins) Types of adaptation card
features and adaptations that used to inform personal explanations and processes in a 1. Teacher will say an animal and an adaptation and students must hold up
help them to survive in and community decisions variety of ways, including multi- what type of adaptation they believe it is (structural, physiological or
their environment (ACSSU043) (ACSHE217) modal texts (ACSIS093)
behavioural). Do this for 5 animals.
Investigation pack
LESSON OBJECTIVES Lesson Body (50 mins)
1. Students will choose one animal from their environment from the Elaborate
As a result of this lesson, students will be able to: lesson. They will use this lesson to write an informative text.
2. Teacher will read over the guidelines for the informative text and what it
Identify how living things have structural features and adaptations that must include: Editing checklist
help them to survive in different environments, by writing an informative - Use your investigation pack to begin planning an informative text about one of Science journals
text. the animals from your environment. Laptops
Reflect on their learning over the duration of the unit via a reflection sheet. - You must include information about structural, physiological and behavioural
adaptations your animal has to survive in the environment.
ASSESSMENT (SUMMATIVE – Science Understanding) - List characteristics of the environment (reasons why animals need to adapt). Printer
Reflection sheet will as questions
Editing checklist from teach starter - Use scientific literacy and a paragraph structure.
such as:
3. Have students read over the checklist provided and begin planning their
Students good copy, planning and reflection will be handed in this will be assessed work either in their science journals or on OneNote.
via a rubric. What did you think about animal
4. After 15 minutes of planning, allow students to begin tying their good
adaptations and environments at
copies.
See the assessment resources on website. the start of the unit?
5. Pause students after 15 minutes and have them switch their work with a
partner and give two stars and a wish feedback. Allow students time to
What did we want to find out
review this feedback and continue typing.
about animal adaptations?
6. Ensure students have saved their work and sent it to the printer before
What have you learned about
handing out the reflection sheets.
animal adaptations? Why do you
7. Students will complete a reflection sheet about the whole unit on
think that now?
adaptations (see key questions).

Closure (5 mins)
1. Students will review the TWLH chart from the Engage lesson and complete
TWLH chart
the final columns as a class.
 2. Finally have the students sit in a circle and share the one part of this unit
they enjoyed/something new they learnt.

LEARNER DIVERSITY
Enable- these students will be recommended easier animals to write about and may
need revision on the key elements of an informative text.
Extend- these students should be challenged and choose complex animals and are
expected to write a very detailed text.