SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame

Amelia Sherry
 English
Use a range of methods to
investigate and represent findings,
patterns and trends - Flow chart with
an explanation of how a food chain
works, write a story or poem about a
food chain (ACSIS068)
Represent and communicate
observations, ideas and findings to
peers using formal and informal
representations - Group discussions
and peer group assessments
(ACSIS071)
Science / Technology & Enterprise
Geography
Learn the locations of
different food chains in
ecosystems around the
world.
CONCEPT MAP Maths
(option 1) Data representation, with or without
the use of digital technologies - sorting
Religious Education / Spiritual animals into different types of
Education ecosystems using a table and noting
how many animals are in each
Disuses references of plants and animals in (ACMSP096)
the bible. Draw animals and plants used in Identifying and discussing numerical
the bible. and visual patterns in data collected
from students - looking at animals in
specific ecosystems and discussing
the trends/patterns of similar food
chains as a class (ACSIS069).
Concept: Food chains Term: 3 Weeks: 5-
10 ©The University of Notre Dame 2010 developed by C McGunnigle
Health & Physical Education
Discuss the benefits of and participate in activities
that involve nature such as bushwalking and talking
about what animals are within the area and talk
about how they would survive.
History The Arts
Find the history of extinct
Create a physical representation of a food
chain using cups, string and cut out
animals and explore what their pictures (WATPPS23) (WATPPS26).
habitats were live and what they
ate to survive.
 FORWARD PLANNING DOCUMENT

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

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 XXXXX
 To elicit students’ questions/ prior knowledge about XXXXX
 Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSSU (ACSHE (ACSIS0 Discuss the food chain DIAGNOSTIC - What do you Individuals:
5
Introduce food chains by showing an informative
073) 061) 65) video and create a Collection and online video. know about Mind map sheets
mind map showing recording of the food chains? Animal cut outs –
ideas about what a student food chain - Give students mind map sheets to create what they in bags for each
food chain is and mind maps. know and pose questions about what they would Can you identify individual
components of a food like to know about food chains. each animals Food chain video:
chain. Focus Q- what do - What they already know will be written in blue and and plants? https://www.yout
students know what they want to know will be written in black. ube.com/watch?v
Arrange animal about food chains? Can you put =MuKs9o1s8h8
pictures into - They encouraged to use the information they picked animals into
ecosystems and up from the video, as well as working in their table groups of their
discuss similarities. groups to discuss. ecosystems?
- Move on to a discussion about different animals
around the world and certain ecosystems they live
in.
- Explain to students that they need to individually
sort animals into the ecosystems they believe those
animals belong to.
- Students share what animals they organised into
what with their table group and this follows into a
group discussion to see if there are any differences.

(Assist Kai and Lilly with sequencing and sorting their animals
into ecosystems. Ben, Jess and Meg to be extended by
 working on an online individual research report about a
specific ecosystem, consisting of everything involved in that
ecosystem - this will run over the unit of work.

5E’s- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences of XXXXX
 To support students to investigate and explore ideas about XXXXX
 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 Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSSU (ACSHE (ACSIS0 Identify and explore FORMATIVE What direction For each group:
6 073) 061) 71) food chains through Anecdotal records- - Warm up game: what students know and what they do the arrows 5 plastic cups
what animals may eat. were students able want to know. point showing 1 piece of sting
to create their own - Read through food chain information and content the transfer of 3 lanyards
Engage in discussions food chain after energy? (reporter,
- Form groups of 3 and assign roles.
and contribute ideas identifying and materials,
about what different exploring food - Students work as group to fill out planning sheet manager)
animals eat based on chains through and wait to get checked. Blue tack
their environments what animals may - Students build food chain using materials provided. 4 arrows
and create own food eat? - Once built; depending on time, students build 5 different
chains with given several food chains. animals/plants/su
materials Checklist - Were - Students use their peer assessment sheet whilst n
students able to fill 3 work sheets
performing a gallery walk.
out the food chain 3 peer
worksheet. - Group discussion to finish. assessment
sheets
(Assist Kai and Lilly’s groups with delegating roles and help 1 planning sheet
them with the actual building of a food chain).
 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 Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSSU (ACSHE (ACSIS2 FORMATIVE - Warm up game: Get students to open science book What are the PowerPoint
7 073) 061) 16) Identify and explore Anecdotal records- and pose the question; What did I eat for lunch differences Online link to
producers, consumers were students able today? Have them note it down. Did it give me between a game:
and decomposers to identify plants, producer, Game 1:
energy, why?
through food chains. animals and fungi consumer and http://www.scoot
as producers, - Further project from here, show 3 images on the decomposer? le.edu.au/ec/view
Engage in discussions consumers and board (one plant, one animal and one decomposer) ing/L25/L25/inde
and contribute ideas decomposers by that are found in the same community. Link the x.html
about what different placing them in same question, where did these 3 living things get Game 2:
animals are correct columns on their energy (food) from? http://www.scoot
(producers, consumers the board. - Move on to slide content specific to producers, le.edu.au/ec/view
and decomposers) by ing/L1143/index.
consumers and decomposers. Provide the
creating food chains on Checklist - Were html
the board. students able to information for the next activity. Game 3:
create/discuss a - Before beginning, split the board into 3 columns http://www.scoot
food chain from the (producers, consumers and decomposers). le.edu.au/ec/view
sticky notes of their - Provide students with sticky notes and have them ing/L1145/index.
producer’s write down an example for each using the list on the html
consumers and slide. Individual:
decomposers. Sticky notes
- The students then take turns sticking their notes
Science book
into the columns and then can assess whether they Devices
were initially correct or if they needed to change it.
Teacher can step in to augment columns to make a
food chain.
- As the slides carry on, content is more focused on
how to put producers, consumer and composers
into a food chain.
 - Teacher can demonstrate this by making food
chains on the board using sticky notes > using input
and ideas from students.
- Finish with an online food chain game, students log
onto their devices and start playing the game. There
is 3 different types on ecosystems that are included
within the game, they can work through them until
pack up time. The game is interactive and considers
specific ecosystems. Gives students the
opportunities to be a producer or consumer or
decomposer and they must attempt to survive
within their ecosystem.

(Monitor Kai and Lilly when playing the game.)

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 Science
Understand a Human Inquiry
ing Endeavour Skills

8 (ACSSU (ACSHE06 (ACSIS065 SUMMATIVE- - Teacher will run through a power point with content What makes up PowerPoint
1) ) a food web? – Food web video
073) Identify the differences Science Inquiry about how food chains turn into food webs. With
between a food chain Skills student’s prior knowledge on food chains, the how is it https://www.yout
and food web. different to a ube.com/watch?v
transition to food webs is smooth. food chain.
Identify key parts =Vtb3I8Vzlfg
to a food chain - PowerPoint content will be backed up with a food
including arrow web video. Test
direction and types - After delivering of content, a group activity will
of producers, begin. Per group:
consumers and List of organisms
- Students are put into group son their tables and the
decomposers in a Highlighters
teacher will hand out lists of organisms to each Scissors
mini written/multi
group, each are associated with a different
choice test.
ecosystem. Individual:
- Students will cut out each organism and label them Mini test sheet
down the bottom producer, consumer and or
decomposer. Students will use highlighters to
 separate the colours, green – producers, yellow –
consumers and blue – decomposers.
- Once complete, groups will do a gallery walk and at
each group, members will stand and explain their
food web. 1-2mins of discussion to explain each
food web.
- After the activity, students will return their desks
and pack equipment away. They will get ready to
take a mini food chain test.
- Once test is done, collect sheets ready to assess.
- If time is left, students can get their devices out and
continue playing food chain game from the previous
week.

(Monitor Kai and Lilly during group activity and when playing
the game. A modified test will be provided to them).

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
 Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
9 (ACSSU (ACSHE (ACSIS0 SUMMATIVE- - Lesson starts with the teacher running through basic What is the Power point
073) 062) 68) Identify the differences Science predator and prey content. difference Individual:
between a predator Understanding - This is followed by a worksheet for students to fill between Work sheet
and prey. out individually. predator and Clipboard
Identify the - Main activity is a producer, consumer and prey? Work sheet 2
Engage in an difference between decomposer scavenger hunt.
investigation about predators and prey - Have students get into their teams (displayed on the
where producers, through a written board) and then bring them outside into a
consumers and work sheet. designated area (ecosystem).
decomposers are - In teams, students will look for producers,
located outside and Through an consumers and decomposers.
why they are in those investigation, help - They will have a sheet to fill out when they find a
spots - further discuss distinguish further living thing. Teams can work together to fill it out
findings to the class in between the where however they all need to fill out individually.
a group discussion. and why of - All organisms found are to be left ready for the next
producers, group to find it.
consumers and - Discuss with students after about their findings.
decomposers and
then discuss
findings with the
class. (Monitor Kai and Lilly during the worksheet, however they
should be able to do it – may need some assistance though.
For the end activity, the teachers aid will go with their group
to help and monitor them.)