FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science:

T2W1-10 Science understanding: Biological
Sciences – Animal Adaptations

SCIENCE
(components of STEM)
Animal Adaptations
Forward Planning Document
Rachel Kernaghan
 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- ENGAGE (1-2 lessons)


To capture student interest and find out what they know about animal adaptations.
 To elicit students’ questions/ prior knowledge about animal adaptations.
 Diagnostic assessment used in this lesson will find out what the students already know about animal adaptations. This will allow the teacher to take account
of students’ existing ideas when planning upcoming learning experiences.
Each unit begins with a lesson that mentally engages students with an activity or question. It captures their interest, provides an opportunity for them to express
what they know about the concept or skill being developed, and helps them to make connections between what they know and the new ideas.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES AND KEY QUESTIONS
N LINKS (include learner diversity)

Science Understanding
Science as a Human Endeavour
Science Inquiry Skills

W1/ Science By the end of DIAGNOSTIC Motivation:

Living things have today’s lesson Checklist 1. Students will make their way to the mat. Each A laminated animal per
L1 structural features and students will be The checklist each student and five
student will be given an animal, adaptation journal
adaptations that help them able to: will be used to A3 Laminated
(manila folder) and fold out piece of paper. Their
to survive in - Classify one identify whether environments
their environment (ACSSU animal fits into one of the five environments that
animal into its students know, (rainforest, wetlands,
043 - Scootle ) don’t know or have been placed around the room. desert, polar, ocean)
correct habitat 2. Students will think, pair, share the reasons for their
unsure about
based upon its what an animal surviving into one of the environments
Identify, plan and apply adaptations. adaptation is around the room.
the elements of scientific - Formulate a and if they can
investigations to answer provide one
questions and solve
prediction *What features of your animal helps it to survive in
based upon example of an
problems using equipment its environment?*
adaptation. The
and materials safely and what beak best
checklist will
identifying potential suits picking up 3. Students will then place their animal on one of the
also identify
risks (ACSIS086 - each of the whether environments around the room (rainforest,
Scootle )
foods provided students can wetlands, desert, ocean and polar).
(gummy work well with 4. The teacher will then identify three (3) animals from
worms, rice, others around each environment and describe what
Construct and use a range them. The
of representations, and coloured aspects/features of the animals that help them
checklist also
including tables and water). thrive and survive. Indicate to students that these
graphs, to represent and
describe observations,
patterns or relationships
in data using digital
technologies as
appropriate(ACSIS090 -
Scootle )
With guidance, pose
clarifying questions and
make predictions about
scientific
investigations (ACSIS231
- Scootle )
Science involves testing
predictions by
gathering data and
using evidence to develop
explanations of events
and phenomena and
reflects historical and
cultural
contributions (ACSHE081
- Scootle)
Mathematics
Construct displays,
including column graphs,
dot plots and tables,
appropriate for data type,
with and without the use
of digital
technologies (ACMSP119
- Scootle )
- Work allows room for aspects/features are referred to as adaptations and
collaboratively the teacher to an adaptation helps organisms survive in their
ass some
in class to ecological niche or habitat.
additional
discuss and 5. The teacher will then describe that there are a
anecdotal notes
share ideas. if necessary. variety of different adaptations that help animals be
This allows the able to thrive and survive in their environment and
teacher too add the experiment being conducted today will display
in any tiny this.
comments 6. Students will move back to their desks.
about how each
student is going Lesson Steps:
and whether
they have met 7. The teacher will be at the front of the class with
each objective straws, chopsticks and spoons on a desk alongside
of the lesson or 10 stations = 30 plastic
gummy worms, rice and coloured water in a cup all
not. plates, one packet of
placed on individual plastic plates. straws, chopsticks,
8. The teacher will indicate the steps in today’s lesson
The sticky notes spoons, three packets
on the board will to allow students to be independent throughout the of gummy worms, one
also be used as activity. packet of rice, and
a diagnostic 9. The teacher will first go through the experiment and coloured water in cups,
assessment. It what we want to find before filling out the table on one timer per group of
will indicate students (10 timers).
the whiteboard. Students will then replicate this
what a student
knows on one table and make predictions about which beak best
side and what suits which food or drink. A table drawn on the
they would like 10. Students will negotiate what title will be given the white board prior to the
to know on the table and must figure out what we are wanting to lesson with room for a
other. find out. An example of the table has been provided title, three rows and
Therefore, the three columns.
below along with its title and prediction.
classroom
teacher can
Which beak picks up the most food or drink?
identify topics
that students One A4 Grid paper per
are familiar with student. Students will
and other use 1/3 of the paper to
topics, ideas or draw the table and label
concepts to re- it with an appropriate
teach. It also title. The other 2/3 will
allows students be used to write their
to inquire and Prediction: I believe that the straw will be the best predictions about the
be part of the possible beak used to pick up rice…….ect. investigation.
learning process
as the teacher 11. Students will be explicitly told that gummy worms,
will target rice and coloured water will be used as the food
following
whereas straws, chopsticks and spoons will be the
lessons to cater
for each student animal beaks being tested.
12. Students will fill the table headings in as well as
construct a title before writing down their prediction
under neither the table.
13. Once their prediction is completed the teacher will
demonstrate the investigation. One student will be
timing 20 seconds whilst the teacher is using one of
the beaks (a straw, chopsticks or a spoon) to pick
up the food or drink on one of the plates (either
gummy worms, rice or coloured water).
14. The teacher will describe that students will be
conducting this experiments in groups of two at
stations around the room. These partners will be
the people students are sat next to.
15. Students will then have time to complete the activity
and fill out the table however they choose. This
allows students to have independence and display
the data in a way that will benefit them.
16. Once the table is completed students will write their
One pair of scissors per
name on the back before cutting it out and placing it
each student. This will
on the whiteboard ledge. These will then be glued be found in the pencil
into the students adaptation folders in the coming cases that are located
lessons as the folder is being created by the at the top of their desk
students. or in their tray.
17. Students will come back to their desks and discuss
what beak best suited what food or drink and why.

*What best suited each food or drink and why?*

18. The teacher will engage a whole classroom

discussion answering the question above before
students explore the below question.
 *What birds might these beaks represent?*

Lesson Closure:

19. The paper passers (two chosen students which

rotate every two weeks) will place a sticky note on
each students desk whilst every other student is
One-two sticky notes
packing away the stations they used during the
per student.
investigation.
20. Students will move back to their desks and have
three minutes to think of one-two things they know
about the topic of animal adaptations and one
question that they would like to be answered
throughout the topic.
21. Students will then be able to share their questions
within the groups they are sitting in (groups of four).
22. Five (5) students will then be chosen to share what
they already know within the topic along with their
question/s to the class.
23. Once these questions have been answered or
explored
24. The teacher will indicate that all of these questions
will be answered thoroughly throughout the topic of
animal adaptations.
25. All students will take their sticky note/s and stick
them on the whiteboard before returning back to
their seats.

CATERING FOR LEARNER DIVERSITY

All students will be catered for within the first lesson. The hands-on aspect of the activity appeals to bodily kinesthetic learners and allows them to learn
through doing. Auditory learners learn best when they are hearing what is going on. These learners will thrive when the teacher engages in classroom
discussions as well as providing instructions and asking questions. Reading and writing students will benefit from today’s lesson when they are asked to
write down their prediction, what they know as any questions they have as well as read out their answers to the whole class. Visual learners learn best when
they are able to link ideas together through charts and graphic organisers. Therefore, visual learners within the classroom will be able to link the ideas
present within the table created to the rest of the topics. They will be able to understand that different animals survive differently in relation to their body
parts, such as beaks.
Therefore, this lesson caters for the four types of learners within each classroom. The lesson can also be catered for students with special needs. Students
who struggle with autism may have timers and a visual timesheet of the lesson to help manage their time efficiently and allow them to see what will be
happening in the lesson. Students who are blind or hearing impaired are still included within this lesson as they can still touch and feel the effects of each
beak and what the overall outcome is on the investigation. Students who are struggling will be provided with extra supervision from the EA (educational
assistant) throughout the lesson. These students may only conduct half the investigation, but it is crucial that they understand the main theme of adaptations,
and that all beaks are catered for different types of things such as hunting (eating) , drinking and fighting. Students who are excelling throughout the activity
will be given harder beaks to predict. Instead of using the equipment provided they would use tweezers, toothpicks, nutcrackers, marshmallows, sunflower
seeds and plastic foam pieces. These equipment’s will help to extend students as it is more difficult to predict and record which beak best suits which food.
Students will be required to construct a table to record the results from the investigation. All students must include the relevant information but are able to
display and record the data however they would like. This allows students to gain ownership of their learning and display the data in a way that will help them
remember and continue to learn throughout this topic.

Art Lesson 1
All art lessons are conducted in the art room and taught by the classroom teacher.
WEEK/ AUSTRALIAN SPECIFIC LESSON TEACHING & LEARNING RESOURCES
LESSO CURRICULUM OBJECTIVE EXPERIENCES
N LINKS (include learner diversity)

Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
W1/ Develop and apply
techniques and processes
Art when making their
less artworks (ACAVAM115 -
on 1 Scootle )
Navigate and read texts
for specific purposes
applying
appropriate text processin
g strategies, for example
predicting and confirming,
monitoring meaning,
skimming
and scanning (ACELY170
2 - Scootle )
Explore ideas
and practices used
by artists,
including practices of
Aboriginal and Torres
Strait Islander artists, to
represent different views,
beliefs and
opinions (ACAVAM114 -
Scootle )
By the end of today’s Motivation:
lesson students will 1. Last term students had been investigating a large majority of
be able to: One copy of the Henric
artists. One artist they came across was Henric Rousseau. He is
- Sketch four Rousseau’s story per student
the focus for this terms art and science concepts. He usually
different body and one copy of the whole
distinguished he art by awkwardness of proportion and
parts under each document for the teacher
heading on the perspective, strong use of patterns and bold use of colour. (including photographs of the
placemat. 2. Students will read the story attached which outlines Henric was steps taken).
- Identify on as a painter and faced a problem that students must identify and
design element express through art. This problem is getting students to create
or principle they creatures that will be able to thrive and survive in their natural
have used with habitat.
the lesson (recap 3. Indicate that from the story we are linking our science and art
from last term). lessons for the whole term.
- Collaboratively 4. Describe that this is the lesson is foundation for the following art
discuss a variety and science lessons.
of animal body
parts with other Lesson Steps: Library resources (Animal
peers. 5. Students will use the resources in class along with the class and nature books and
iPads to create an animal adaptation placemat. magazines).
6. Students will be finding different beaks, heads, bodies, ears,
tails, feet and legs of animals and sketching them onto a blank One iPad per student (for
exploring websites related to
A3 page. These sketches will help students be able to construct
the topic).
their own animal when they are asked to combine multiple
different body parts to create their own animal that will survive in One art pencil per student.
the environment they have chosen.
7. Students will make their way down to the floor and discuss the One blank A3 page per
different body parts that they have drawn and what environment student.
would best suit them. At this time, the EA (educational assistant)
One manila folder per student
will be placing one manila folder on each student’s desk.
plus one demonstration folder
8. Students will have five minutes to discuss with their peers already completed by the
around them what environment they would like to choose for teacher. These will now be
their animal study. referred to as adaptation
9. The teacher will then ask which students would like to do which journals.
environment making sure that each group is relatively the same
Recording sheet with each
size. The environments include wetlands, ocean, polar, desert
child’s name on it to note
and the rainforest. Teacher will note down which environment down what environment each
each student has chosen. student is studying. This way
10. The teacher will indicate that students will be decorating the all students are on the same
 manila folder that has been placed upon their desk. The teacher page and cannot swap.
will first demonstrate their folder and describe that the folder
MUST relate to the environment that they have chosen. For
example, if they have chosen to explore ocean creatures and
their adaptations then their folder will be ocean themed. Craft materials from the art
11. Once this has been conducted, all students will move back to room (coloured paper, googly
their desks. They will then place their placemat into their eyes, feathers, pompoms,
adaptation journal before having the rest of the lesson to ect.).
decorate their adaptation journal with the classroom materials
provided.

Conclusion
12. Students will pack all art materials away and place their
adaptation journal at the front of the classroom before standing
The design principles are
behind their chair. located on a poster on the
13. Students will provide the teacher with one design element or side of the art room for all
principle that they used today, either in their placemat or on their students to see each art
adaptation journal (recap from last lesson). The design elements lesson.
include: point, line, shape, form, space, colour and texture,
whereas the design principles include: balance, proportion,
perspective, emphasis, movement, pattern, repetition, rhythm,
variety, harmony and unity.

Science Lesson 2 - Engage

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS (include learner diversity)

Science Understanding
Science as a Human Endeavour
Science Inquiry Skills

W2/ Science By the end of today’s DIAGNOSTIC Motivation: All animal stations will
Living things have lesson students will 1. Have the following two questions placed on the be set up prior to the
L2 structural features and
adaptations that help
them to survive in
their environment (ACSS
U043 - Scootle )
Communicate ideas,
explanations and
processes using scientific
representations in a
variety of ways, including
multi-modal
texts (ACSIS093 -
Scootle )
English
Use comprehension
strategies to analyse
information, integrating
and linking ideas from a
variety of print and digital
sources (ACELY1703 -
Scootle )
be able to: Rating scale - A board. Students are seated in their seats. class.
- Define what an rating scale will
adaptation is be used to rate *What are two adaptations that the camel has?*
and why they students’
knowledge of *Why do animals have adaptations?*
are important.
adaptations.
- Identify five
Students will 2. Students will watch the following video about ‘Animal Adaptations’
adaptations of receive the https://www.youtube.co
animal adaptations and how their adaptations help
each animal attached rating m/watch?v=fRX2JtKFU
them to survive in their natural habitat. The video is
explored in scale on their zk
called ‘animal adaptations’ and was published on
worksheet
class (the clown
before the next the 9th of November 2010.
fish, water
science class. 3. The teacher will state each question before inviting
snakes, the tree The rating scale students to provide their input.
from, penguins will help 4. The teacher will then ask all students to define:
and the students identify
rhinoceros). what level their
knowledge is at *What an adaptation is*
- Work
and what they
collaboratively
need to do to
with other 5. As students are discussing the teacher will write the
improve. Five Whiteboard markers
students in the question on the whiteboard.
(50 represents and the big classroom
class. the highest level 6. Students will then provide their answers by having
whiteboard at the front
and zero (0) one student from each group provide their groups of the classroom.
represents the response on the board.
lowest. The 7. The teacher will then guide students to formulate a
rating scale has
room for the classroom definition of what an adaptation is based
teacher to upon the answers provided on the board. This
comment on definition will be written up on the whiteboard whilst
each student’s the paper passes pass out the definition flap book
ability at this One definition flip book
and each student journal to them at their desk.
point in time. and journal per student
8. The teacher will provide an example of how the flip (manila folder).
The rating scale
book will look once completed. It is students own
is both useful for
the teacher as work and they do not have to follow what the One pair of scissors per
well as the teacher has provided. It is crucial that students each student, located in
students. The structure and create their adaptation journal in a their pencil case.
teacher will use way that will structure and enhance their own
it to inform their Textures, pencils, glue
learning. sticks and perhaps
future planning 9. Students will then fill out the flap book before gluing
whereas the scissors depending on
it within their journal. At this point in time, the each student and how
students can
identify where teacher will place an A3 picture of a monkey on the they would like to
they sit at the board. present their flip book.
start of the topic
and what areas Lesson steps: One A3 picture of a
they need to monkey laminated and
improve to 10. Students will remain in their seats with their folders attached to the board
achieve a higher on their desks and rubbish in the bin if there is any. using blue tac.
mark.
11. The teacher will indicate that as a class they will
Therefore, it is
used as an identify all of the different adaptation of a monkey
indicator for before breaking off into pairs and doing the same
both the teacher thing with other animals located around the room.
and the student. 12. The teacher will ask the students:
They will be
attached to the *What adaptations (aspects/features) help monkeys
top of the
to survive in their natural habitat? And what is their
activity sheets
completed in natural habitat?*
today’s class.
All students will 13. The first answer provided will be placed onto the
have a chance board by the teacher to demonstrate how they want
to discuss this the students to partake in the activity.
rating scale with
14. Students will then provide answers to the questions
the teacher if Example of how the
they are unsure before moving up to the monkey on the whiteboard
teacher would like the
about their and labeling its adaptations.
monkey to look when it
progress. 15. Once completed the teacher will introduce the is being labelled.
stations and the resources located there.
16. The following stations will be set up around the
room and an A4 animal sheet will be located at
each station. One A4 animal sheet
for each student at
each station.
1. Books set up about the clown fish (ocean)
2. Websites about water snakes (wetlands)
3. Video about the tree frog (rainforest) Resource list attached.
4. Audio recording about penguins (polar)
5. Websites and books about the rhinoceros
(desert)

17. Students will be paired up with the person opposite

them in their group of four (mixed abilities).
 18. All students will be provided with thirty minutes to
navigate through the five stations. All students must
monitor their own time but the teacher will use a
flashing and noisy classroom toy to indicate every
10 minutes. This provides students will
independence but warnings to make sure that they
get all stations completed. This is good for students
will hearing or sight impairments as well as children
with autism.
19. Once students have been around all five (5)
stations they will find another pair and sit down on
the floor in their group of four.

Closure:
20. Students will discuss and transfer any additional
knowledge their other pair found by place the
information onto their A4 animal placemat.
21. The teacher will then go around the room and ask
each student to provide one adaptation of an
animal. The teacher will do this by first stating the
animal, then asking for all of its adaptations before
moving onto the next animal. This is repeated until
all of the animals have been completed and all their
adaptations have been said.
22. Students will place their animal sheets into the
pouch within their adaptation journal that is located
on their desk from the beginning of the lesson.

CATERING FOR LEARNER DIVERSITY

Students are placed into mixed abilities when they are visiting each station. This is because I find that it is more valuable that students interact and bounce
ideas off each other before creating ability groups. These types of activities need to be conducted as they provide diagnostic assessment into how students
will be grouped within their abilities. These stations allow students to engage within the topic no matter what type of learner they are and no matter what
experiences they have had within the topic before. Flashing and noisy lights will be used within the classroom to signify time. I have chosen these as the
signals because they include students who are visually impaired or hearing impaired along with students who suffer with autism. These signals will be
adapted to meet the needs of each student within the class. Therefore, someone who is deaf may respond better to the teacher stamping on the classroom
floor or performing a special signal/sign or dance to signify that their time is up. Stations have been chosen because it allows both students to explore a
number of different animals whilst being actively involved within the classroom.
Kinesthetic learner – Moving around the classroom from station to station
Visual learner – Students have a picture of each animal in the middle of their A4 page of paper and are able to make connections between the pictures and
words that they are using to label each animal.
Writing/reading learners– Students will be reading, listening and viewing information and subtracting the main points to place onto their A4 animal sheet.
Auditory learners – Students will be listening and viewing information which they must process before writing it down onto each A4 animal sheet.

Art Lesson – Week 2

WEEK/ AUSTRALIAN SPECIFIC LESSON TEACHING & LEARNING RESOURCES
LESSO CURRICULUM OBJECTIVE EXPERIENCES
N LINKS (include learner diversity)

Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
W2/ Develop and apply
techniques and processes
Art
when making their
less artworks (ACAVAM115 -
on 2 Scootle )
Explore ideas
and practices used
by artists,
including practices of
Aboriginal and Torres
Strait Islander artists, to
represent different views,
beliefs and
opinions (ACAVAM114 -
Scootle )
Develop and apply
techniques and processes
when making their
artworks (ACAVAM115 -
Scootle )
By the end of today’s Motivation:
lesson students will 1. Students will be given either an example of a design element or
Cards with either a
be able to:
principle along with its definition as they walk through the door. design element or
- Sketch an animal
2. Students will need to find their other half and this will be the person principle or their
that contains a
they will work with throughout the lesson. definition on them.
variety of
different animal
Lesson steps:
parts.
Students animal
- Apply at least 3. Students will use the animal adaptation placemat to help combine a
placemats.
three art number of different body parts together to create an animal that will
elements or
fit in the environment they chose in the previous art lesson. An A3 example of an
principles within
4. Students must make sure that they sketch neatly on A3 drawing animal created by joining
their animal
paper as it will be photocopied. multiple animal parts
sketch. together.
- Work
5. An example will be shown by the teacher before students will begin
collaboratively creating theirs. This example has been attached.
One A3 sketch page per
within their pair 6. The teacher will point out the light sketching that all students must student, each student’s
to present and use in order for students to be able to rub anything out if they want to adaptation journal which
discuss ideas. change an aspect of their animal. contains their placemat
7. Half way through the activity, students will have time to show their that they will need in
designs to their group along with describing their ideas to the class. order to construct their
animal.
This will allow those students who are struggling to gain some ideas
from a variety of different peers.
8. Each sketch will then be photocopied and placed within their
adaptation journal, ready for their next science and art lessons.
Lesson steps:
Photocopier.
9. Students will bring their sketch to the photocopier and copy their
image before placing the copied version into their adaptation journal
and the original on the floor in a circle.
10. All students will then be able to walk around the room and view each
other’s animals.
11. Once this is completed each student will pick up their animal and
place it into their adaptation journal. They will then carry their
adaptation journal back to class.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences that explore adaptations of animals.
 To support students to investigate and explore ideas about a wide range of adaptations that animals use to their strength.
 Formative assessment.
Students carry out hands-on activities in which they can explore the concept or skill. They grapple with the problem or phenomenon and describe it in their own
words. This phase allows students to acquire a common set of experiences that they can use to help each other make sense of the new concept or skill.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS (include learner diversity)

Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
W3/ Living things have
structural features and lesson students will
L3 adaptations that help them be able to:
to survive in - Identify four
their environment (ACSSU
043 - Scootle )
Identify, plan and apply
the elements of scientific
investigations to answer
questions and solve
problems using equipment - Label and
and materials safely and
identifying potential
risks (ACSIS086 -
Scootle )
- Work
Communicate ideas,
explanations and
processes using scientific
representations in a
variety of ways, including
multi-modal
texts (ACSIS093 -
Scootle )
By the end of today’s FORMATIVE Motivation: The cave which will be
Anecdotal notes made out of old fridge
– Anecdotal 1. Students will be exploring a range of adaptations boxes and dark
notes will be that animals have. This will include different blankets must be
animals that use used to take constructed prior to
animal’s ability to see, hear, move and handle the
each adaptation note of any class.
climate.
explored in class behavioural
to survive within issues within the 2. These four adaptations stations will be set up in the
Multiple pairs of narrow
their natural class. The notes classroom:
vision goggles which
habitat. will be added to Station 1: Multiple pairs of narrow vision can be bought or made.
throughout the
goggles
describe the lesson and Station 2: A cave made by the teacher that is One dark cave made
adaptations that focus on seeing completely dark where students must turn on prior to the
how well commencement of the
they have placed the green head torch to crawl through to the end
students can lesson. Multiple green
on their animal of the cave.
collaborate with head light torches.
other peers in a Station 3: Multiple pairs of flippers. Some pairs
collaboratively in timely manner. will not be attached but other pairs will be Multiple pairs of
pairs to complete
attached to each other by duct tape. These flippers. Some attached
the whole pin A checklist with
symbolizes one big flipper (e.g. shark) instead together by duct tape.
wheel on time a comment – A of two smaller flippers (e.g. platypus). All flippers must be
checklist will be sanitary and be big
Station 4: Blubber experiment. Students will
used to assess enough to fit each
the other two submerge their hand into icy water and time
child’s feet into.
objectives. how long they can keep their hand in there until
These two it goes tingly. Students will then remove their Two glad bags with
objectives focus hand before placing it into the blubber made Vaseline or Copha
on concept pouch (made from Vaseline or Copha) and between them. The
knowledge and opening of both bags
retest how long they can submerge their hand in
rely more than must be taped together
anecdotal notes. the icy water. The blubber bag is fully sealed
with clear duct tape to
A comment will and students will not get ant Vaseline or Copha
make sure that no
be provided on them during the process. This station will contents will leak. This
underneath have two-four blubber experiments going on at will produce one
each student to the same time that will be managed by the EA blubber bag. If there
identify where (educational assistant). are more than one
they are blubber station then
throughout the repeat the glad bag
topic and what 3. Students will explore the adaptations in pairs and
process each time until
needs to be write down a variety of animals that may have and
you have the correct
implemented use these adaptations to survive on the pinwheel amount for your group
within the provided. Students will then describe why these of students.
classroom to
make them adaptations are important for these animals to
excel survive on the back of the pinwheel. Two-four shallow
throughout the 4. The two environmental ambassadors (this role also containers with icy
topic. The water inside.
changes fortnightly) will sustainably remove the
comments are
used by the water out of the classroom and use it to water the One pinwheel, split pin
teacher to plans. *Sustainability* and pair of scissors per
explain in short 5. Students will then be provided with time to cut out student.
form where their pinwheel, assemble it and place it into their
each student is adaptation journal. WARNING! Students must be
at and what careful when using the split pins because they can
needs to
be quite sharp and can cause injury.
happen next in
order to expand Lesson Steps:
their
understanding
6. Students will use the photocopied version of their
of the topic. This Each student’s
will also indicate animal from the last art lesson to indicate and adaptation journal with
whether the describe what adaptations their animal has and the photo copied sketch
teacher has why. of each student’s
missed a gap in 7. The teacher will demonstrate the level of detail animal from the last art
learning or needed on their sheet as they will use this as future lesson.
whether they planning in order to construct their animal. An
must reteach a Example of the labelling
example has been achieved that demonstrates the
particular process has been
concept or idea. level of detailed required. attached for the teacher
8. Once this is completed, all students will be able to to read out to the class.
use the animal and nature books within class along
with the class iPads to research each adaptation
that they have placed on their animal. Students Resources – websites,
may come across interesting adaptations when books and magazines.
they are research which they will be able to place
The class iPads.
onto their animal if it is useful for them.
9. Students must label each adaptation before
providing a few sentences about how each
adaptation helps their animal be able to survive in
their natural habitat.
10. Students will be stopped half way through the
lesson and paired up with a peer. One student in
each group will discuss three (3) of their
adaptations that their animal has and why, before
 having their partner provide feedback. This is where
students can bounce ideas off each other and
distinguish any additional adaptations or
information about their animals. This aspect of the
lesson will help students who struggle to identify
and describe adaptions by allowing others to share
their ideas before they do.
11. The roles will be changed and the student who first
shared their ideas will now listen and provide
feedback to their partner as they list and describe
their adaptations.
12. Students will place their sheet into their adaptation
folder. The paper passes will collect all of the
folders and place them next to the teacher’s desk.

Closure:
13. Students will pack up the resources they used
within the lesson and place them back into the
science corner of the classroom.
14. Students will move back to their desks whilst the
paper passes hand out a true or false statement
about an adaptation shown today. Therefore, this True or false
will include animals who are nocturnal, animals with statements in relation
narrow vision, animals with flippers and animals the experiments
that have blubber. conducted earlier in the
15. Students must distinguish whether their statement lesson. These true and
is true or false and move to that side of the false cards have been
attached.
classroom.
16. The teacher will then go around the room and
students will read out their statement. The class will
then indicate whether the student is right. If a
student is wrong, the class will have a small
negotiation as to why it is the other one.

CATERING FOR LEARNER DIVERSITY

This lesson focuses on students grasping the concept of adaptations and demonstrating a variety that they have seen before. The activity has room for the
teach to help students that are struggling and provides them with extra prompts throughout the lesson. The learning journal caters for learner diversity here,
as students can flick through their journal if they have forgotten any necessary information. Another variety of hands-on activities have been chosen for this
lesson in order for students to really grasp the ideas around adaptations and how they link to survival. These hands-on activities enable all students to
engage in investigating the useful effect of four adaptations that some animals contain. The blubber activity is a great enabling activity as it allows students to
see for themselves the difference that blubber makes to an animal.

Time management skills are put to the tests as year 5 students are becoming more and more independent. Having timers that go off enables the teacher to
have slight control over the class as well as reminding students of the time. Throughout the rest of the year, the students will become more independent as
the teacher slowly minimises their impact. This will help students manage their time better and make sure that they complete all of the tasks within the time
frame set. The true and false cards can act as an enabling and extending activity. Students can be given specific cards relating to their knowledge and ability
shown throughout the topic. Students who require enabling will receive easier truth or dare cards that relate to a concept that was explicitly taught in this
lesson or the prior lesson. Therefore, students who require extending will receive harder truth or dare cards and may be on the fence between them as both
sides have a relevant argument. These tricky cards get students to think about the statement and think carefully about how it may be true or how it may be
false and why. Some of the cards presented for enabling will be true and false as it will depend on the situation at hand. Therefore, extending students in
today’s lesson will focus on students asking ‘why’.
Kinesthetic – Moving around the stations and taking part in them.
Visual – Creating the pin wheel and visually watching and taking part in each stations activity.
Auditory – Processing the information said at stations and the reasoning behind each adaptation
Reading/writing – Students must engage in each station before writing down as many animals that contain that adaptation. Students are also required to read the true or
false questions carefully before coming to their conclusion.

Art Lesson – Week 3

WEEK/ AUSTRALIAN CURRICULUM TEACHING & LEARNING RESOURCES
LESSO LINKS EXPERIENCES
N (include learner diversity)
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
W3/ Develop and apply techniques
and processes when making their
L3 artworks (ACAVAM115 -
Art Scootle )
less
on 3
Explore ideas and practices used
by artists, including practices of
Aboriginal and Torres Strait
Islander artists, to represent
different views, beliefs and
opinions (ACAVAM114 -
Scootle )
Develop and apply techniques
and processes when making their
artworks (ACAVAM115 -
Scootle )
Motivation:
1. Students will move around the classroom like the animal they have created.
2. The teacher will ask them to act out how their animal eats, drinks, sleeps and
moves around in its natural habitat. This exercise allows students to get a feel
for the behaviours that their animal possesses which will be easier for them to
be able to write about it.
3. Students will have the copy of their animal in front of them. They will use a Each student’s adaption
thick black marker to outline the outside and any detail on the creature. A journal.
blank A3 piece of paper will then be placed over the top and students will trace
One thick black permanent
using chalk on the marketed areas of their animal. An example has been
marker and A3 page per
attached.
student.
4. Students will then use the chalk to draw in any environmental features that
their animal has. E.g. This may include reeds if a student’s animal lives in the Students will need one piece
ocean. of chalk (preferably pink or
yellow).
5. These will then be placed into the student’s adaptation journal.
Lesson steps:
6. Students will get out their photocopied animal and start to explore the recycled Students photocopies animal.
items brought in and the art supplies stored within the art store room.
7. Students will sample the materials and find a variety that can be glued or stuck
The art store room and an A4
together to create their animal. blank page per student.
8. Students will be able to feel and test materials before creating a materials
swab page. This page will identify what materials will be used where on each
student’s animal.
9. Students will undertake this task by drawing down on an A4 page the
materials they will be using on their animal. They will be required to label what
the material is and what it will be used as. E.g. bottle tops being used as eyes.
10. Students must also note down which adhesives they will be using to join all of
their materials together. This will consist of a hot glue gun, duct tape, masking
tape and/or water based craft glue. Students will not be gluing the materials
onto the page as their will not be enough for the actual construction of each
student’s animal. An example of this has been attached.
11. Students will be comparing different materials and working out which will best
suit their creature. E.g. pop sticks vs toothpicks.
IPads used by the teachers to
12. A photo will be taken by the teacher of each student during the lesson. These take pictures of each student.
pictures will be printed out and placed within each student’s photo pouch in
 the adaptation journal.
Closure:
13. Students will pack away all materials used in the lesson and place their
material swab into their adaptation journal.
14. All students will move back to their desks and engage in a class discussion
about sustainable use of materials within the classroom.
15. The teacher will ask students:

*Why is it so important to be sustainable?*

16. Students will write their answers on a small piece of paper located in their
adaptation journal which will provide an explanation to each students’ parents
about the use of materials throughout the entire project is being.

Science Lesson – Week 4

5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment
Only after students have explored the concept or skill does the teacher provide the concepts and terms used by the students to develop explanations for the
 phenomenon they have experienced. The significant aspect of this phase is that explanation follows experience.

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS (include learner diversity)

Science Understanding
Science as a Human Endeavour
Science Inquiry Skills

W4 Living things have By the end of today’s FORMATIVE Motivation

structural features and lesson students will
L4 1. Students will be each be given an animal from
adaptations that help them be able to:
Profile - Marking either of the following environments. Polar,
to survive in - Compete an the adaptation
Animal cards.
their environment (ACSSU animal profile wetlands, the rainforest, the ocean or the desert.
profile and
043 - Scootle ) about the animal 2. Students must pair up with another student that has
writing a teacher
they are creating note that will be an animal in the same environment as them. E.g. a
Mathematics in class by fish can pair up with a shark, a camel can pair up
Construct displays, attached to the
stating where top of each with a dingo. Therefore, a toucan cannot pair up
including column graphs,
their animal lives, student’s profile. with a jellyfish as they live in two different habitats.
dot plots and tables,
appropriate for data type, what it eats, what This teacher 3. Once students have paired up they will complete a
with and without the use its habitat is like. know will One venn diagram per
venn diagram about the two animals. The venn student. This has been
of digital - State and indicate whether
diagram will be provided to students by the teacher.
technologies (ACMSP119 students attached.
describe three
- Scootle ) achieved the 4. Students will be required to list adaptations that are
(3) behavioural,
first objective the same and different as well as any adaptations
and structural
English adaptations as and what that both animals do not possess.
Navigate and read texts well as one (1)
aspects they 5. Three pairs will be chosen to display and describe
for specific purposes could change if the animals they were given along with their venn
physiological
applying they didn’t meet
adaptation of diagrams to the rest of the class.
appropriate text processin the objective.
g strategies, for example their animal.
The teachers Lesson steps:
predicting and confirming, - Work silently with note will consist
monitoring meaning, others to of three areas Each student’s adaptation
skimming complete the that the teacher 6. Students will place their venn diagram into their folder.
and scanning (ACELY170 venn diagram in will reflect upon. adaptation journal before moving into their
2 - Scootle ) sufficient time The first one is environment groups. This means that all students
whether the create an ocean animal will join together, all
Use comprehension student could students creating a desert animal will join together,
strategies to analyse state what their and so on for the other three environments. One animal profile sheet
information, integrating animal eats, per student.
and linking ideas from a 7. Students will have the majority of the class time to
where it lives
variety of print and digital complete the animal profile sheet. This sheet will
and what its
sources (ACELY1703 - identify where their animal lives, what it eats, how it Library resources located
habitat is like.
Scootle ) in the science corner of
 The second hunts…etc. the classroom.
area will be 8. Student will have the library resources as well as
whether the The class iPads.
the class iPads to search up information relating to
student could
their animal and how it survives in its natural
state and
describe three habitat.
behavioural,
Conclusion:
physiological
and structural
adaptations of 9. Students will write down two things that a fellow
their animal. student might misunderstand about the topic of
The third area animal adaptations on the cards provided.
will reflect upon 10. Each student will identify one misconception that
each student’s students have before placing them into their
ability to work adaptation journals.
will within their
pair to complete 11. Students will then have their adaptation journals
the venn collected by the paper passes which will place them
diagram activity. next to the teacher’s desk.

CATERING FOR LEARNER DIVERSITY

Throughout this lesson students were asked to complete a venn diagram with another person with an animal that lives in the same type of environment as
theirs. The allowed students who were confident with venn diagrams to display their knowledge of adaptations through a mathematical representation. For
this activity students will be paired in their science ability based groups. This will help to enable and extend students within the classroom. Students who
require extending will be partnered together to push each other to see the adaptations that may not be easy to see straight away. Those who require
enabling will have an easier set of animals that have a clear connection to another animal in that environment. This way, all students are contributing a large
amount of information and are being pushed at the same time. The animal profile sheet that I have included is the same sheet for each student. Within a
classroom setting I would divide the whole class into three ability based groups. These ability based groups will reflect the difficulty of the animal profile page.
Students who are in the higher ability group will be required to provide more information under each heading, a larger number of headings that are
challenging for each student along with students needing to use more sophisticated and topic related language. The second ability group will be provided
with the activity sheet which was created for this lesson. I would keep this animal profile sheet as it provides a change for students and allows them to use
their creative minds to express how their animal survives within their chosen environment. Students who are struggling and require an easier animal profile
sheet will be provided with a sheet that simplifies each heading and allows students to write exactly each point without using overcomplicated language.
They will still be expected to provide the same information but in a simpler version which helps them to understand.

Art Lesson – Week 4

WEEK/ AUSTRALIAN ASSESSMENT TEACHING & LEARNING RESOURCES
LESSO CURRICULUM (what & how) EXPERIENCES
N LINKS
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
W4 Visual Arts
Art
Develop and apply
techniques and processes
less when making their
on 4 artworks (ACAVAM115 -
Scootle )
Science
Living things have
structural features and
adaptations that help them
to survive in
their environment (ACSSU
043 - Scootle )
Drama
Explore dramatic action,
empathy and space in
improvisations, play
building and scripted
drama to develop
characters and
situations (ACADRM035 -
Scootle )
Develop skills and
techniques
of voice and movement to
create character, mood
and atmosphere and focu
s dramatic
action (ACADRM036 -
Scootle )
(include learner diversity)
FORMATIVE Motivation: Rainforest -
- Two stars and a 1. Students will form groups of four and will need to move https://www.youtube.com/w
around the whole classroom as music is being played. This atch?v=pPrO2jlay40
wish. This will
allow the music will be from the five environments that students have
been exposed to. Polar -
teacher time to
2. When the music is on, all students must move like they are an https://www.youtube.com/w
look through atch?v=NZlfxWMr7nc
what their animal from that environment.
students know 3. Once the music stops, students are required to get into their Wetlands -
groups of four and complete the task said by the teacher.
and don’t now https://www.youtube.com/w
about the topic These tasks are stated below. Once each task is done, the atch?v=noy3UtSyOK4
of animal music is turned on again. This is repeated until all students
have acted out an animal from each environment. Desert -
adaptations.
1. List three different animals that would live in the https://www.youtube.com/w
This allows the atch?v=6jLtAAEyMDo
teacher to environment you just heard.
2. Using your bodies, create an animal that could live in
understand what Ocean -
the environment you just heard.
each student https://www.youtube.com/w
knows within the 3. List three different adaptations that an ocean creature atch?v=f77SKdyn-
topic and what could have (after the ocean music). 1Y&t=100s
concepts need 4. Each group must make an animal sound of an animal
or creature that would live in the environment you just
to be re-taught.
heard.
Lesson steps:
4. Students will begin creating their animals over two lessons
5. Students will be able to use all of the recycled items brought in All materials brought in from
from home, any of the items sourced from REmida as well as home and from REmida as
any art and craft supplies found in the art store room. well as craft items from the
6. WARNING! Multiple hot glue guns will be used. These will be art store room.
monitored by an EA (educational assistant) to make sure that
students are not messing around or injure themselves with the
hot glue guns.
7. The teacher will stop students half way through to discuss
some of the materials they are using for different body parts.
 This may inspire other students to use the same material in a
different way or even modify their animal in various ways.
8. The teacher will be moving around the classroom and taking IPads for the teachers to
take pictures of each
pictures of all students throughout the lesson. Pictures will be
student.
taken of students working as well as their half-created animal
at the end of the class.

Conclusion:

9. Students will pack away all materials that they have and
haven’t used.
10. Each student must carefully lift and move their animal to the
side of the art room. This will be done so other classes will not
be able to touch or destroy them by accident.
A small A5 piece of paper
11. Check for understanding by using two stars and a wish. All for each student to write
students will be given a piece of paper which requires them to their two stars and a wish
write two good things they understand and one thing they are on.
unsure or don’t understand about the topic of animal
adaptations.

Art Lesson 5 – Week 4

WEEK/ AUSTRALIAN CURRICULUM TEACHING & LEARNING RESOURCES
LESSO LINKS EXPERIENCES
N (include learner diversity)
 Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
W4 Visual art
Develop and apply techniques and
Art processes when making their
less artworks (ACAVAM115 - Scootle )
on 5
Explore ideas and practices used
by artists, including practices of
Aboriginal and Torres Strait
Islander artists, to represent
different views, beliefs and
opinions (ACAVAM114 - Scootle )
 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
This phase provides opportunities for students to apply what they have learned to new situations and so develop a deeper understanding of the concept or greater
use of the skill. It is important for students to discuss and compare their ideas with each other during this phase.
Students will have the entire lesson to finish creating their animal.
Lesson steps:
12. Students will continue creating their animals for the whole lesson. Their half-created animal from
the previous lesson.
13. Students will be able to use all of the items provided from last week.
14. WARNING! Multiple hot glue guns will be used again and the EA
Hot glue guns, duct tape,
(educational assistant) will still monitor the hot glue gun stations to make masking tape, recycled items
sure that students are not messing around or going to injure themselves. brought from home, items
15. The teacher will stop students half way through to discuss some of the sourced from REmida as well
materials they are using for different body parts. This may inspire other as classroom art supplies
students to use the same material in a different way or even modify their found in the store room.
animal in various ways.
16. The teacher will be moving around the classroom and taking pictures of Teacher iPads.
all students throughout the lesson. Pictures will be taken of students
working as well as their completed, or almost completed
animals/creatures.
17. Students will pack away all materials that they have and haven’t used.
18. Each student must carefully lift and move their animal to the side of the art
room. This will be done so other classes will not be able to touch or
destroy them by accident.
19. This will be the last chance for students to construct their animal.
Therefore, if any students haven’t finished by the end of today’s lesson
then they will need to take it home and finish it or come early, stay late or
complete the rest of their animal during lunch time. If any students need to
complete their animal at school then a teacher must be present to monitor
the student/s.
5E’s- ELABORATE (1-2 lessons)
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills
WEEK/ AUSTRALIAN
LESSO CURRICULUM
N LINKS
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
W5/ Living things have
structural features and
L5 adaptations that help them
to survive in
their environment (ACSSU
043 - Scootle )
Reflect on and suggest
improvements to scientific
investigations (ACSIS091
- Scootle )
Communicate ideas,
explanations and
processes using scientific
representations in a
variety of ways, including
multi-modal
texts (ACSIS093 -
Scootle )
SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
OBJECTIVE (what & how) EXPERIENCES
(include learner diversity)
By the end of today’s SUMMATIVE- Motivation:
lesson students will Science Inquiry One headband per
be able to: Skills student.
1. Students will each have a headband with either a
- Reflect upon the
word or its definition card on it. These cards relate to
experiments, One animal related
investigations Kahoot - A the topic of animal adaptations. E.g One headband card per student.
Kahoot will be may say predator and the other students may say an
and activities These have been
used to identify
completed animal that naturally preys on others. attached.
the extent that
throughout the each student 2. Each student will not see the card that is on top of
topic and would change the their head and will be asked to complete the activity
suggest ways to terms in silence. This means that students must use their
improve them. investigation. It
own knowledge and body awareness skills to get into
will identify
- Communicate the correct pairs.
variables that we
the point could of changed 3. Once students are paired, each student will look at
elements of the throughout the their partner and try to either say the definition or the
topic by using topic of animal
adaptations as word.
the class twitter
feed. well as identifying 4. Once each pair has completed the activity, they will
other methods of be sent to the art room to collect their animal. This
- Independently displaying our Each student’s
log onto Kahoot will be supervised by the EA (educational assistant).
data and results adaptation journal.
and complete it of each 5. The first pair back to the classroom will collect the
by themselves. adaptation rather adaptation journals and place them on each
than a science student’s desks along with the reflection page.
journal.
Lesson steps:
Twitter feed – the
pictures of each
student’s twitter 6. All students will place their animals on their desks
feed will be along with their adaptation journal. Each student’s
placed with each 7. All students will review their constructed animal by created animal to be
students placed on their desks.
evaluating the materials they used, their animal’s
adaptation journal
for their parents ability to survive within its natural environment.
and grandparents These will be written on the reflection page which is a
to see. These crucial step in this project. The reflection page will
twitter feeds will One reflection page
contribute to one aspect of the projects overall mark.
identify students
who are grasping 8. Once this is completed, three (3) students will be per student
the main ideas of able to share their responses with the rest of the
adaptations as
well as class.
investigating the 9. Students will then place their reflections into their
science inquiry adaptation folders and be ready for the twitter feed.
skills used This classroom tool has been used multiple times by
throughout the
term. the students throughout various subjects over the
past two terms.
Marking the 10. Students will collect their tweeter feed along with Tweeter feed pieces
reflection sheet – of paper for each
their re-tweet and like symbols from the twitter box.
By looking at student.
each students’ 11. The teacher will choose how may characters will be
reflective sheets, allowed. Todays’ twitter cannot exceed 80 Two laminated likes
the teacher will be characters. and one re-tweet
able to identify
which students
12. Students will then have time to themselves to sum up symbol per student.
understand the what they have learnt from this animal activity (the (each symbol has the
investigation whole term) in 80 words of less. students name written
completed over 13. Once completed, all students will move around the on the back).
the term and
those who don’t. It classroom reading other students tweets. If students
will provide the see a tweet they like, they can either like it by placing
teacher will a love heart under it or re-tweet it by placing the
summative double arrow symbol below it.
assessment of
14. The teacher will walk around with the iPad and take The teachers iPad.
each student’s
ability to clarify pictures of each students tweet and animal in the
their back ground.
understanding as
15. The most popular re-tweet and liked twitter will be
well as modifying
their methods and written up on the board for all students to copy down
posing onto the small twitter feeds being handed out by the
challenging paper passers before they are glued into each
questions.
students’ adaptation journal.
16. Students are asked to share some of the good twitter
feeds that they read of students are happy for theirs
to be read out by another peer.
17. The teacher will create a whole class twitter feed on
the board. This will consist of students answering the
question back on their second twitter board which will The teachers twitter
then be placed on the board under or around the feed that will be
question. placed on the board
as the following
 18. The whole class will engage in a discussion about question on it:
what aspects could have been made to enhance *What things could
each student’s animal and their adaptations as well have been changed
throughout the topic to
as the investigations and experiments conducted
improve our
along the way. experiments of
adaptations?*
Closure:

19. The paper passes will distribute the iPads to each

student in the class. Each student will
20. Each student is responsible for logging onto Kahoot need one iPad.
21. The teacher will hand out the code names of each
student. These code names are animal names and One already created
used whilst playing Kahoot to protect each student’s Kahoot with 16
questions.
privacy. By using these code names, students feel https://play.kahoot.it/#/k
less pressure as their name does not come up on the /a38cbd22-8ba9-4e55-
board if they are winning or losing. This way, each b14a-0b49597156c6
student is focused on their own score and does not
worry about other students within the class. This
allows the Kahoot game to be in a test like situation.
22. The Kahoot results will be printed out and be
provided within the overall project mark.

CATERING FOR LEARNER DIVERSITY

This lesson caters for the large variety of students within each classroom. It provides a reflective activity which is good for writing/reading learners. The
aspect of the lesson helps students to think back and reflect upon the activities, experiments and investigations done within class. The twitter wall is one
strategy that is used to cater for all students within the classroom. The activity is inclusive and invites everyone to write down their view on a specific topic.
This lesson catered for diversity as it was a reflection based lesson which allowed students to reflect upon their own journey and no one else’s. The good
tweets were communicated by peers which added to the good classroom atmosphere and participation from all students.

WEEK/ AUSTRALIAN TEACHING & LEARNING RESOURCES

LESSO CURRICULUM EXPERIENCES
N LINKS (include learner diversity)

Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
W5/ Visual Arts Motivation:
Develop and apply 1. All students will engage in a game of Pictionary. Pictionary within the classroom is Whiteboard and whiteboard
Art techniques and processes markers.
bounded by rules.
less when making their
2. The student who is drawing takes one card. The category is on one side and the
on 6 artworks (ACAVAM115 - Pictionary cards.
Scootle ) thing to be drawn is on the other. E.g. the category might be ‘transport’ and the
student may be asked to draw a train.
Explore ideas 3. All students engage in the Pictionary for six (6) rounds.
and practices used
by artists, Lesson Steps:
including practices of
Aboriginal and Torres
Adaptation Journals.
Strait Islander artists, to 4. Students will take out the chalk drawing of their animal.
represent different views, 5. Students will then use oil pastels to colour between the chalk lines and patterns. It
beliefs and is important that students leave the chalk and do not colour over it.
opinions (ACAVAM114 -
Scootle ) 6. Students may use any kind of colours oil pastels to colour in their animal.
7. Students will have the whole lesson to colour around the chalk.
Develop and apply Oil pastels for the whole class.
techniques and processes Conclusion:
when making their
artworks (ACAVAM115 -
8. Students will pack away their oil pastels
Scootle )
9. Students will sit on the floor and investigate the question of

*Why aren’t we colouring the chalk in?*

10. Students will investigate this question in groups of two-to-three (2-3) with the
people next to them.
11. These questions will go onto the mini whiteboard at the front of the classroom and
left there until next week.
Classroom mini whiteboard.
12. These predictions will then be re-evaluated at the beginning of the next art lesson.

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about animal adaptation and represent what they know about animals adapting to thrive and
survive in their natural habitat.
 Summative assessment of science understanding.
The final phase provides an opportunity for students to review and reflect on their own learning and new understanding and skills. It is also when students provide
evidence for changes to their understanding, beliefs and skills.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS (include learner diversity)

Science Understanding
Science as a Human Endeavour
Science Inquiry Skills

W6/ Living things have By the end of today’s SUMMATIVE- Motivation: Padlet that is located
structural features and lesson students will Science 1. Students will reflect upon the activities and under year 5 on the
L6 adaptations that help them be able to: Understanding school website (portal
investigations conducted in class to write down any
to survive in - Individually information about animal adaptations that they have page).
their environment (ACSSU Marking the
reflect upon the learnt over the term. This may start from simple facts
043 - Scootle ) response sheet Classroom iPads (one
topic by about animals and branch up into definitions,
– The response per student).
uploading what
sheet will be the explanations and theories about animals and why
they have learnt
final they have specific adaptations that help them to
throughout the
assessment that survive.
topic of animal will describe
adaptations. how each Lesson steps:
- Describe a student has
concept explored performed 2. Students will engage in a scavenger hunt made by
throughout the throughout the
the teacher.
term using term. Questions
have been 3. Students will have a series of stations that they must
scientific Scavenger hunt cards,
composed from visit in order to read and answer the task cards response sheet and
terminology
each of the placed there. answer key have been
(Taboo)
lessons. 4. All students will have a response sheet where they attached.
- Complete the will be required to write down the answers to each of
scavenger hunt Padlet – One response sheet per
the station cards around the school yard.
by reading and Students will student, pencil or pen
use the same 5. Once students have completed all of the station
answering the and a clipboard.
animal that they cards they will return back to class and complete any
questions
presented on used in their work that they have not already completed within
each task card. Kahoot in the their adaptation journal.
previous lesson Each student’s
to provide their Conclude: adaptation journal.
knowledge on
the padlet. This 6. There will be a container at the front of the classroom
way the teacher that holds the premade taboo cards.
can identify
7. The students have engaged in the taboo game
where students
 know what before and are familiar with the rules. If students are Container with the Taboo
without students unsure, run through an example to show them. cards in it.
feeling Taboo – students must describe the bold word but
pressures as
are not able to use the words listed below. If a
they can all read
each other’s student says one of the words that is listed, their
responses. group will not receive a point.

Observation/ane
cdotal notes -
will be used to
note which
students have
developed to
the point where
they can
successfully
engage in
scientific
terminology and
be able to
describe topic
vocabulary to
other people.

CATERING FOR LEARNER DIVERSITY

The scavenger hunt activity will be conducted individually as a summative assessment task. It is hands on and allows students to move about outside the
classroom to answer a series of science based questions. This scavenger hunt can be modified to suit the needs of each child within the classroom.
Students with sight impairment can have an iPad located at each station that reads out the hint. The scavenger hunt can also be modified to extend and
enable all students. Each activity sheet can be changed from a task card to QR codes. This way students can find their colour QR codes around the play
area and only answer the questions that are in the same colour. Each colour reflects a different ability of questions. E.g Red QR codes may signify the
extending students which will have more challenging questions on them. Students who are vision impaired will complete the scavenger hunt by listening to
an audio clip created by the classroom teacher that was created prior to the lesson. This way all students are included and can partake in the activity.
Students who are vision impaired will listen to the students providing the instructions for them to get to certain points where each task is spoken to them.
Once these students have navigated their way to each activity card, they will click on the iPad waiting there for them which will speak the question to them.
Students will then need to verbally say their answer or write their answer down on the sheets of paper provided. All vision impaired students must be
accompanied by the EA (educational assistant) in order to keep these student’s safe as well as noting down their answers and participation within the lesson.
Art Lesson 7 – Week 6
WEEK/ AUSTRALIAN ASSESSMENT TEACHING & LEARNING RESOURCES
LESSO CURRICULUM (what & how) EXPERIENCES
N LINKS (include learner diversity)
 Science Understanding
Science as a Human Endeavour
Science Inquiry Skills

W6/ SUMMATIVE- Motivation and Lesson Steps:

Art Develop and apply
techniques and processes
less when making their
on 7 artworks (ACAVAM115 -
Scootle )
Explore ideas
and practices used
by artists,
including practices of
Aboriginal and Torres
Strait Islander artists, to
represent different views,
beliefs and
opinions (ACAVAM114 -
Scootle )
Develop and apply
techniques and processes
when making their
artworks (ACAVAM115 -
Scootle )
1. All students will be finishing off colouring in their animal using oil Each student’s adaption
Students will be pastels. journal which contains their
marked on the 2. The teacher will interrupt and demonstrate what each student will do progressive art piece.
drawing and
once they have completed colouring in their animal. Oil pastels enough for the
colouring
3. The teacher will bring over their artwork and put on an art shirt. They whole class.
journey they
have taken part will then show the correct way to paint on the BLACK Edicole dye
on over the (single strokes from left to right). Black Edicole dye
term. The major 4. Once students have finished colouring their animal they must ask the IPads (2, one for each
component will teacher to take a picture of their artwork without the Edicole dye on it. teacher)
be the process 5. The EA (educational assistant will be stationed at the Edicole dye to
taken to reach
monitor all students. At this point, the EA will be taking pictures of
the final
product. each student to place within each student’s adaptation journal.
6. Once completed they will paint over their animal using black Edicole
dye.
Drying rack located inside
7. Students will then place their artwork on the drying rack. the art room.
8. Once dry, students will place their artwork within their adaptation
journal ready for the parent walkthrough.

Art and science this term have been combined together to focus upon the topic of animal adaptations. They have been combined to enhance students
understanding of how animals thrive and survive within their natural habitat. Art has focused upon creating an animal that can live in an environment that
each student has chosen. Students have also explored the effect of water and oil within their animal drawings within art. All students have participating in a
large variety of activities that both extend students mentally and physically. Students have been asked to act, perform, describe, state as well as sketch using
design elements and principles. Throughout the term, students have also focused greatly upon science. Students have explored what different aspects of
animals help them to survive as well as comparing and contrasting adaptations of multiple animals. Scientific exploration has helped all students be able to
identify what adaptations are, why they are needed and how a large variety of animals use them to their advantage. Investigations such as exploring different
shaped beaks for collecting different foods allowed students the chance to predict which beaks suit particular birds. Both science and art have been
combined to provide a station of each students learning journey throughout the term for parent walkthrough day. Parent walk through day is completed after
a school assembly. It is where all students have the chance to set up their desk to present what they have been working on throughout the entire term.
Parents have the chance to visit their children and have their child explain to them the processes that they have taken over the term. Parent walk through
day encourages students to feel proud of their own work and provided them with a chance to explain in their own words what they have taken part in over the
entire term.

RESOURCES
A note will be sent home in the second last week of term one (week 8). This note will identify that task that each child will be completing in term two. It will
provide an overview of the tasks being completed as well as the information that students will gain from engaging within the topic. The note will explicitly
state that science over the term will be directly relating to art whilst incorporating aspects of English, mathematics, sustainability and IT use. The note will ask
parents if they would like to keep any recyclable containers and items at home instead of throwing them out as students will be able to use them throughout
their project. This will help students to be sustainably aware of the choices they make at home instead of going out and purchasing these recyclable goods.
Within the note, it will also state that the classroom teacher and EA (educational assistant) will be going to REmida during the holidays to collect any other
recyclable goods that students may be interested in. The teachers will be looking out for items that can be used for adaptations such as silky material and
small horns. The note will also invite parents and grandparents to the parent walkthrough day which will be held in week then in term two. This day will be
outlined in the note but will be discussed further into the second term. At the bottom of the note, it will indicate whether parents are happy for their child to be
photo graphed throughout the process of creating a creature. If parents say no, then no picture will be taken of that child throughout the entire project.

PICTURES
Pictures will be taken in almost every class to track the progress that students make from lesson to lesson. These pictures are provided in the adaptation
journey as a pictorial learning journal for parents and grandparents to see. It is rare that parents and their grandparents get to see their child or grandchild
work within school which is why these pictures are so great.

HEALTH AND SAFETY

Throughout term two students will be faced with multiple health and safety concerns. The first concern is students using the hot glue guns in class.
Therefore, the classroom EA will be monitoring all hot glue stations to make sure that ALL students are correctly using the hot glue gun. If a student is
incorrectly using it then the EA will step in and show the student how to correctly use it. The second concern is scissors. All students have used scissors
before but when students use scissors to create projects they sometimes try to cut bigger or stronger things then they can handle which results in injuries.
Scissor use within the classroom will be watched over by the classroom teach but if the scissors are being used to cut open items in the art room then
students must first consult the teacher or EA before performing the task. This allows the teachers to know exactly what is happening within the classroom
and allows them to minimize the chances of injuries occurring within the art room and/or classroom. The third safety concern is spilt pins that are used to
make a pinwheel. Spilt pins are easy to use but they are sharp. Students must be warned before they put a split pin through two pieces of paper. If the paper
is thicker than normal, then a small hole will need to be created to make sure that no student will get injured during the lesson. Health concerns lie with the
building and construction materials used. Students are old enough to know the health risks of eating any of the materials used, but if there is a special needs
student within your class then you must assess their ability to manipulate these materials and whether they need reminding of the health and safety concerns
of consuming them. It is best to be safe than sorry in any situation!