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TERM/WEEKS: T3 W5 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- 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  a   Science  
Understand Human   Inquiry  
ing   Endeavour   Skills  

Week (ACSS State how a FORMATIVE Introduction – 10 mins:

5 U043) specific Australian 1.   Begin the lesson by asking students to Bagging leaves
Checklist
desert plant has review their past two experiments: Bagging What did you and Soaking
Lesso adapted (physical Peer assessment leaves and Soaking cloths. notice during cloths
n6 and behavioural) to the duration observation
2.   Ask students to discuss in their groups
survive in the of your sheets.
what their results might tell them about
desert. experiments?
how plants survive and adapt in the desert?
3.   Ask one student from each group to share Were your
what their results were and if other results the
members in their group shared the same or same as
different results. other people Youtube video:
in the class? Plants Survive
4.   Show students the Youtube video: Plants
Why/why in the Desert
Survive in the Desert from the previous not? https://www.y
lesson again to refresh their memories. outube.com/w
atch?v=-
Body – 45 mins: wFnwaJEN5k
5.   Introduce students to today’s lesson:
“Today we are going to be making a book
using Book Creator to create our own
informational book about a plant found in
 the Australian Desert.” Book Creator
6.   Show a list of plants for students to show
from on the smart board (students may List of
Australian
choose the same plant as other students
Desert plants
but will work independently.)
7.   Students will be given 15 minutes to
research and collect data about their
chosen plant.
8.   Provide students with a list of requirements
for their book. The book must include:
a.   The plant’s scientific name.
b.   The features of the plant (colour, size,
foliage) accompanied by a labelled
diagram.
c.   Physical adaptations.
d.   Behavioural adaptations.
9.   Once students have collected their
iPads
information about their plant, they will use
the app Book Creator on their iPads to Book Creator
create an informational book about their
chosen plant.
10.  Students will draw their own images using
the app.
11.  Once students have finished writing and
illustrating their books (Some students will
need more than one lesson), students will
use the recording tool to record themselves
reading the book.

Conclusion – 10 mins:
12.  Once the books have been completed,
students will partner up.
13.  Students will listen to and view each other’s Peer
assessment
informational books and conduct a peer
sheet
assessment.
14.  Before students go out to lunch, each
 student will share what they learnt about
their peer’s chosen plant.

Learner Diversity:
•   Teacher provides useful websites to
students who are struggling.
•   Book Creator caters to those students who
learn through being creative. It also allows
students who struggle to write their
thoughts onto paper to type it using the
iPad.
•   Students who finish early help those who
are struggling, (technologically challenged,
literacy poor, time management poor).