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TERM/WEEKS: T3 W7 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- ELABORATE (1-2 lessons)

•   To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
•   To use investigative/ inquiry skills
•   Summative assessment of science inquiry skills

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 (ACSH (ACSIS Plan and conduct a SUMMATIVE- Introduction - 10 mins: What
7 U043) E081) 086) fair test to test 1.   Begin the lesson by asking students about important
Science Inquiry
their ideas. Skills the scientific inquiry skills they have learnt skills have
Lesso (ACSIS throughout the unit of work so far. you learnt so
n8 087) Provide evidence to Rubric far? Design Brief
2.   Introduce today’s lesson to the students
support their
and hand out the design brief.
(ACSIS conclusions
3.   Read through the design brief with the What
218)
students and answer any questions they materials do
may have. you think will Soft drink cans
give you a
Body – 1.5 hours: variety of Different
4.   Once the design brief has been thoroughly results. Coloured
explained, talk through all of the materials fabrics
that students will allowed to use.
5.   Students will then get into groups of three Different
or four of their choice. coloured
papers
6.   Students will have one hour to collect their
materials, make predictions, conduct the Feathers
experiment and record the results.
 7.   Students may choose how to record their Leather
results e.g. table, bar graph, line graph.
8.   Once the one hour is complete students will Scissors
then collaboratively work together to
Glue
create their own Desert animal.
9.   Students will use their results from the Faux fur
investigation to determine what features of
an animal would be best suited to desert Timers
living e.g. light skin or dark skin, feathers or
leather? Thermometers

10.  Students will draw a detailed labelled

Graph paper
diagram of their invented creature and one
paragraph to explain why they chose the iPad
specific features that they did. How did you
11.  During this entire process the teacher is get this A3 plain paper
walking around and asking questions. result?

Conclusion – 10 mins: Explain to me

12.  The teacher will ask two groups to share why you used
their diagram with the class and explain these
materials.
their animal to the rest of the class.

*Students will use the labelled diagram to create a

clay model of their invented animal in art.

Learner Diversity:
•   Students working collaboratively.
•   Using iPads to record data.
•   Kinaesthetic Learners.
•   Students who finish early will design an
animal that is NOT suited for the desert
environment.