FORWARD PLANNING DOCUMENT

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

Weeks 5-8

General Capabilities: AUSTRALIAN CURRICULUM

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 6 Science Record data in Anecdotal Introduction Mystery bag- hook

Lesson Biological the online notes on  Mystery Bag- teacher has a stuffed animal (native - Cloth bag
2 Sciences template of attentiveness animal to the area of the school)- Quokka) in a bag - Stuffed toy of a Quokka
Living things Piktochart on the and student where students cant see what the item is.
can be habitat and involvement
 The teacher explains the animal using key words
grouped on observable during
the basis of features of living introduction (prior knowledge) like;
observable and non-living - Diet
features and things. On going - Habitat/location
can be assessment - Species
distinguished during table - Observable features
from non- making prior to
- Producers/consumers
living things tour.
- Productivity and offspring
(ACSSU044)
Formative  Students guess what the animal is based on the
Use a range of assessment teachers description
methods (checklist) and  Teacher redefines some of these words where see
including feedback to fit (^)
tables and students on the
 Teacher explains the body of the lesson to
simple column level of work
graphs to produced in students as well as expectations associated
represent data recording data. Class set of iPads
and to identify
patterns and Body iPad resource- Piktochart
trends  Students (working in pairs) will create a table to https://piktochart.com
(ACSIS057) record their data on Piktochart
 Students will then go on tour of school grounds
Processing
(oval and courtyard) exploring the native flora and
and analysing
data and fauna recording;
information - Habitat
portion of the - Observable features
Inquiry Focus  1 iPad per pairing

WILF (What I’m Looking For) *break down of success

criteria
All: will discover the habitat/location and observable
features of both a living and non-living thing.
Most: will discover the habitat/location and observable
features of a number of living and non-living things
Some: will extend their research by exploring diet, bi
products of the living or non-living thing, characteristics of
living things e.g. growing, moving, sensitivity and
reproducing as well as the habitat and observable features.

Conclusion
 After the body of the lesson, teacher directs
students back to the classroom and has them
seated on the mat in their pair
 Each pair will elect one spokes person who will
deliver a short re cap on one of the living or non
living thing they found (in preparation for lesson 3)