FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Science

Weeks 5-8

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

WEEK/ West SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and other
LESSON
Australian LESSON (what & how) EXPERIENCES
Curriculum OBJECTIVE (Introduction, Body and Conclusion)
LINKS

Week 5 Science Create an Anecdotal notes Introduction Book:

Lesson Biological interactive poster on  Teacher reads ‘Living and Non Living Things: A ‘Living and Non Living Things: A Compare and Contrast
1 Sciences individually on attentiveness Compare and Contrast Book’ by Kevin Kurtz. Book’ by Kevin Kurtz.
Living things Living and Non and  In the text, the author features provoking questions to
can be Living things contributions
help students determine if things are living or non
grouped on including during reading
the basis of observable and probing living Physical samples of living and non living things:
observable features of questioning Sand (sample)
features and researched life Body Soil (sample)
can be forms. Checklist on  Teacher uses probing questions to remind Teddy bear
distinguished student students on what classifies things and living and Feather
from non-living progress during non living, what features can be observed on both
things working living and non living things, questioning on the
(ACSSU044) rotation time observable features of animals and things that IPad class set
they are familiar with etc.
Questioning Formative QR code print outs
and predicting assessment will  Teacher explains procedure for lesson: https://www.qrstuff.com
portion of the be utilized - Students to be arranged in regular science
Inquiry Focus during groups Links to websites and interactive resources:
brainstorming - Groups are mixed abilities to cater for
portion of the enabling students http://www.eduplace.com/kids/hmsc/activities/simulati
lesson- also - The groups will rotate around the classroom ons/grk/unita.html
post marking to https://www.studyladder.com.au/games/activity/groupi
with 1 iPad per group of 3-4 students
feedback with ng-living-things-27945?backUrl=/games/science&lc_set=
students - There will be various QR codes assigned
https://www.australiazoo.com.au/our-
physical objects of living and non living things- animals/birds/kingfishers/laughing-kookaburra
these codes will give students links to https://www.youtube.com/watch?v=Gy60BqCnTG4
interactive resources and websites.
 - Following this rotation of about 4 mins per
station, individually on own ipads students
will brainstorm their findings on mind iPad application- SImpleMind + Mind Mapping
https://itunes.apple.com/us/app/simplemind-intuitive-
mapping app SImpleMind + Mind Mapping.
mind-mapping/id305727658?mt=8
Conclusion
 A WINK (What I Know Now) will be conducted on
the mat to wrap up the learning experience
 This will be displayed on Smart Board to cater to
both social and visual learners
 Students will converse with their shoulder
partners in a think pair share
 Teacher will then ask students to feedback these
‘WINK’S’ and make anecdotal notes of students
understandings

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures As
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