AusVELS (All strands, other domains)

Living things have structural features and adaptations that help them to survive in their environment
Unit outcomes:
Concepts: (include representations and practices that may be relevant)
1. Explaining how different types of animal adaptations help survival
2.

Exploring physical adaptations for particular environments

3.

Researching how organisms adapt in extreme environments such as Antarctica or a desert

4.

Applying knowledge of adaptation to different environment situations

Based on: (ACSSU043) & (ACSSU094)

Skills:
5.

Recording data in tables and diagrams or electronically as digital images and spreadsheets

6.

exploring how different representations can be used to show different aspects of relationships, processes or trends

7.

using labelled diagrams, including cross-sectional representations, to communicate ideas

- (grade 6)

Based on: (ACSIS110), (ACSIS107) & (ACSIS087)

Other Domains (grade 6):
English:
8.

bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting, evaluating and using texts for their pertinence
to the task and the accuracy of their information (ACELY1712)

9.

Observing how concepts, information and relationships can be represented visually through such images as tables, maps, graphs, diagrams, and
icons. (ACELA1524)

10. using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating and using
information (ACELY1712)

Science Unit
Planner

11. Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and
purposes, making appropriate choices for modality and emphasis (ACELY1710)

Pre-service Teacher
Archdall
Topic: Biological Science
Year Level: Year 5 / 6
Unit Outcomes

Names: Gigi Chau, Nikki

Inquiry Stages
Engage

AusVELS Links
(Science
outcomes)
- To explore
some of the
main themes
that make up
biological
science
- To explore the
uniqueness of
each individual

AusVELS Links
(Literacy
outcomes)
Observing how
concepts,
information and
relationships can
be represented
visually through
such images as
tables, maps,
graphs, diagrams,
and icons.

Lesson Summary +
Activity

Assessment
Opportunities

Focused
Vocabulary

All about me
Exploration into human
anatomy and
fingerprints

Diagnostic
Assessment
- Assessing students
prior knowledge on
biological science
and science in
general

Science
Unique
Individual
Biological

Activity 1
Students worked in
small groups to explore
human anatomy by
creating a poster that
illustrates different
organs and body
features of the human
body.

- Anecdotal notes

Activity 2
Students explored and
compared their own
fingerprints with
fingerprints of others.
Students were to
explore the uniqueness
of each individual
(Prepares them in
identifying uniqueness
in animals)
Explore

- Living things
have structural
features and
adaptations that
help them to
survive in their
environment

Bringing subject
and technical
vocabulary and
concept
knowledge to new
reading tasks,
selecting,

What is Adaptation?
Students are to explore
the definition of
adaptation and physical
adaptive features.
Students also begin to
relate adaptation with

Formative
assessment
- Observations
when students
creating mindmap as a class
and when they

Adaption
Physiological
Features
Environment
Habitat
Behaviour
Evolution

- To explore
different
adaptation
features of
animals
(Living things
have structural
features and
adaptations that
help them to
survive in their
environment
[ACSSU043])

evaluating and
using texts for
their pertinence to
the task and the
accuracy of their
information.
Observing how
concepts,
information and
relationships can
be represented
visually through
such images as
tables, maps,
graphs, diagrams,
and icons.
Using research
skills including
identifying
research purpose,
locating texts,
gathering and
organising
information,
evaluating and
using information

certain animal features.

Students are to describe
certain habitats and link
appropriate adaptive
features of specific
animals to that habitat.
Students explore
different
representations, such as
drawings and
annotations.
Activity 1
Students create a class
mind-map on the
concept of animal
adaptation.
Activity 2
Students are to watch a
short video on adaption.
The video introduces
adaptation by looking at
different animals and
what kind of physical
adaptations they have
to adapt to their
habitats.
Activity 3
Students are to
complete worksheet
that bases on the video.

complete their
worksheet
-

Share time

Survive /
Survival
Organism
Conditions
Predator / Prey
Time

Explain

- To reason the
need for
different
adaptation
features of
animals

Bringing subject
and technical
vocabulary and
concept
knowledge to new
reading tasks,
selecting,
evaluating and
using texts for
their pertinence to
the task and the
accuracy of their
information.
Observing how
concepts,
information and
relationships can
be represented
visually through
such images as
tables, maps,
graphs, diagrams,
and icons.

Why do animals need

to adapt? Students
are to revisit the
definition of Animal
Adaptation and different
physical adaptive
features. As a class,
Activity 1
In a class discussion,
students will share their
understanding of animal
adaptation by drawing
on their experiences
from the engagement
and exploration phases.
Students were
encouraged to explain
the concept in their
own, everyday
language.
Activity 2
Students will work in
pairs to complete a
Rotation Picture Prompt
task. The task enables
students to identify the
use of different adaptive
features of specific
animals. For example:
Adaptive feature to help
animals find food or hid
from predators.
Activity 3
Students will discuss
what adaptive features

Formative
assessment
- Class discussion,
students sharing
their understanding
of the concept
- Observation of
Rotation Picture
Prompt task

Adaption
Physiological
Features
Environment
Habitat
Behaviour
Evolution
Survive /
Survival
Organism
Conditions
Predator / Prey
Time
Camouflage
Nocturnal
Senses
Waterproof
Blabber

they have identified.

Elaborate

- To further
explore and
reason the need
of different
adaptive
features of
animals in
different habitats
(The growth and
survival of living
things are
affected by the
physical
conditions of
their
environment
[ACSSU094])

Bringing subject
and technical
vocabulary and
concept
knowledge to new
reading tasks,
selecting,
evaluating and
using texts for
their pertinence to
the task and the
accuracy of their
information

What is the
relationship between
physical adaptation
and habitats?
Students will further
explore and reason the
need for different
adaptation in different
environments.
Students will also
discuss adaptive
reasons, definitions and
provide examples of
different adaptations in
relation to different
environments and
animals.
Activity 1
Students will play an
adaptive features &
environments card
matching game. (Timed
team simultaneous
activity)
Students will then
further explore into
their understanding of
adaptation by
discussing why they
have placed each card
in specific

Formative
assessment through
anecdotal notes and
images taken of their
choices.

Dry
Hot
Freezing
Moist
Rocky
Mountainous
Plant-life
Survival
Shelter
Adaptation
Features
Physical

environments.
Activity 2
Students will be
presented with
information for the final
project.
Students will be
choosing their
environments by
drawing out of a hat.
They are then to
brainstorm ideas of
what physical features
their make-up creature
will need to have in
order to survive in that
specific environment.
Evaluate +
Celebration Day

To research and
apply knowledge
of different
adaptive
features to
various extreme
environments

bringing subject
and technical
vocabulary and
concept
knowledge to new
reading tasks,
selecting,
evaluating and
using texts for
their pertinence to
the task and the
accuracy of their
information
Observing how
concepts,
information and
relationships can

What are the

adaptive features of
animals needed for
different extreme
environments?
Students will apply their
knowledge of adaptive
features to different
situations.
Activity 1
Students will continue
research on adaptive
features that will be
suitable for their chosen
environment.
Activity 2

Summative
assessment through
their final project.

Survive
Environment
Adapt
Physical
Features

be represented
visually through
such images as
tables, maps,
graphs, diagrams,
and icons.
Using research
skills including
identifying
research purpose,
locating texts,
gathering and
organising
information,
evaluating and
using information.
Plan, rehearse and
deliver
presentations,
selecting and
sequencing
appropriate
content and
multimodal
elements for
defined audiences
and purposes,
making
appropriate
choices for
modality and
emphasis.

Students will create

their creature poster,
focusing on specific
features that allow their
animal to survive in
their particular
environment. Students
will need to draw and
use different types of
materials in
representing different
physical adaptive
features, along with
annotations.
Activity 3
Students will be
presenting their
understanding on
animal adaptation
through a power-point
presentation containing
activities that they have
done throughout the
whole unit.
Students will also be
presenting their
creature poster to other
students.