Name: Tylah Stewart

Unit Planner for Learning in Mathematics and Science

Learner context
Topic Focus: Living Things
Level of schooling: 5
School and class context: Mainstream year five classroom with 26 students at a school in the north-eastern suburbs of
Adelaide. The majority of learners possess literacy and numeracy skills of a year five level. One child on a negotiated
education plan with full time support (SSO). Classroom has access to smartboard, iPads, a lab with desktop computers
and a library.

What is the learning focus?

Concept(s): Thinking and Working Scientifically/Mathematically:
Adaptation is the process of organisms adjusting to their Planning for research in order to compile and conduct an
environment. accurate investigation.

The process of adaptation is crucial for an organisms Recording, reporting and communicating findings to your
survival against predators, climate, competitors and peers.
dietary needs.
There are three types of adaptations; structural, Generating and investigating your own questions.
behavioural and physiological.
Dispositions: Students will develop an interest in the ways that organisms develop in order to survive within their
environments.

How will the students engage with this learning?

Prior Knowledge/Engagement Learning Experiences (s):

Group Brainstorm

Students work in small groups to respond to the images of three different environments – a desert, a jungle, and the
snow. They consider the features of each environment, what organisms might live in each environment, and what
characteristic these organisms might have in order to survive in these places and share their ideas amongst the class.

Vocabulary:

Students are provided with a vocabulary sheet (appendix 1) to assist them in using and comprehending the relevant
terminology that will be referenced throughout the unit. Students fill out what they are able to at this point in time,
and are encouraged to revisit this each lesson to see if they are able to match any more.

Group Discussion:

Students watch short YouTube clip Types of Adaptation (appendix 2). Support students in their recap of the video
where they should have heard a definition of ‘adaptation’ as well as the three kinds of adaptation the unit will cover.
Unpack these concepts a little further, discussing the fact that animals have adapted to survive in their environments
over hundreds and thousands of years. To provide context, use an example such as polar bears, geckos or green tree
frogs, prompting students to discuss their features and why they might have these (use digital media to bring up
images of examples to illustrate the concepts a little further).

Exploratory /Explore & Explain Learning Experiences:

Comprehension Task:

As a class, students read through the passage What Are Adaptations (appendix 3). Students are prompted to pay
close attention to the terminology to add to their vocabulary. Students are given a response sheet that requires them
to give short responses to the text. They may work in pairs to answer these questions; however, each student must
respond individually.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Structural Adaptations:

Discuss the meaning of ‘structural adaptation’ and encourage learners to think about and suggest some examples of
these. Students are split into small groups of three; each group are delegated an animal that they must brainstorm
and label the structural adaptations of (appendix 4) (there will be roughly 2 groups per animal). While it’s a
collaborative task, each student should complete their own labelled diagram. Monitor and assist student progress
where necessary. Once complete, each group is given the opportunity to share their thoughts with the class in and
any missed adaptations can be addressed.

Behavioural Adaptations:

Students will watch and respond to World’s Weirdest: Poisonous Pufferfish Vs. Eel (appendix 5), a video that
demonstrates how a Pufferfish uses it’s behavioural features to protect itself against its predators. Using this video,
lead a discussion on the meaning of ‘behavioural adaptation’. Students are given the opportunity to discuss the video
and give examples. The next task requires them to get into pairs and record their predictions as to what they believe
a variety of behavioural adaptations may mean. Once they have completed this section of the task, the teacher is to
discuss the definition of each key term for students to record them under their predictions. Assign a behavioural
adaptation to each pair to research and find an animal/s that possesses this particular adaptation to then share with
the class.

Physiological Adaptations:

Students watch YouTube video Poison Dart Frog (appendix 6) that shows the way this creature releases toxins
through its skin. Explaining that this is the final type of adaptation you are looking at, discuss the meaning of
physiological adaptation and again, learners have the opportunity to share any ideas or examples they may know of.
Explain that students will each be given a sheet that has an image of five animals that they must cut out and stick
blue tack on the back of. A3 pieces of paper are stuck in various places around the room, each with a different
physiological adaptation on it. Students must walk around the room and decide which animal possesses which
physiological adaptation, and stick their guess on the A3 paper. Once complete, the teacher is to bring the pieces of
paper to the whiteboard and discuss the spread of answers, touching on why people chose certain animals etc.
Reveal answers to the class and discuss.

Investigations /Problem solving/Elaboration Learning Experiences:

Information Report:

Students are provided with a task sheet (appendix 7) and this is read through, step-by-step, as a class. Students
brainstorm a range of environments and a range of animals that they could use as the focus of their investigation.
They also brainstorm the kinds of sources they can use to obtain their information – reminding them that they must
be reliable and how they can judge this. Student are given time to think about what animal they are going to
investigate and, before they commence their research, their decision must gain teacher approval. Students use their
‘Research Graphic Organiser’ (appendix 8) to assist in their research before moving on to compiling this information
in their ‘Information Report Planning Sheet’ (appendix 9). Students are given free rein in how they present their
information report, choosing from a list of modes that allow them to pull on their creative strengths.

After views & reflection/ Evaluation learning Experience

Assembly Presentation:

Students are provided the opportunity to review the unit and share what they’ve learnt with the school community.
Split learners into five groups, each of who will work together to discuss one learning experience within the unit.
Students will compile work samples to support their discussion that will touch on the concepts, their findings, and
how they came to their finding.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? When will you assess? & How will you record What forms of
Who leads the your assessments? feedback will you
assessment? provide?
Concept(s):
Summative: Summative: Summative: Summative:
Adaptation is the process
of organisms adjusting to Investigation requiring Investigation Rubric (appendix Annotated
their environment. students to research Learning Experience. 10). feedback and
and communicate their Student-led. comments on
The process of adaptation findings in order to rubric (appendix
is crucial for an organisms display conceptual 10).
survival against predators, understanding.
climate, competitors and
Formative: Formative: Formative:
dietary needs.
Formative:
Exit Slips displaying At the end of every Checklists.
There are three types of
students ability to recall exploratory learning Oral.
adaptations; structural, the content being experience. Student-
behavioural and taught within each led.
physiological. learning experience.

Thinking and Working Scientifically:

Planning for research in Summative: Summative: Summative: Summative:

order to compile and
present an accurate Investigation. Investigation. Rubric (appendix Annotated
investigation. 10). feedback and
comments on
Recording, reporting and Formative: Formative: Formative: rubric (appendix
communicating findings to 10).
your peers. Observation: are Throughout every Checklists.
students thinking and learning experience. Formative:
working scientifically? Teacher-led.
Generating and
Oral.
investigating your own
questions.

Links with the ACARA Framework

Descriptor:
Living things have structural features
and adaptations that help them
to survive in their environment
(ACSSU043).
Strand: Science Understanding
Sub- Strand: Biological Sciences
: Achievement Standards:
They analyse how the form of living
things enables them to
function in their
environments.
General capability
Critical and Creative Thinking:
o Inquiring – identifying, exploring
and organising information and
ideas.
Literacy:
o Word Knowledge
o Comprehending texts through
listening, reading and viewing.

Strand: Science as a Human Endeavour

Sub- Strand: Nature and Development of Science
Descriptor: Achievement Standards: General capability
Science involves testing predictions by They analyse how the form of living Critical and Creative Thinking:

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 gathering data and using evidence to things enables them to o Inquiring – identifying,
develop explanations of events and exploring and organising
function in their
phenomena and reflects historical and
environments. information and ideas.
cultural contributions (ACSHE081)

Strand: Science Inquiry Skills

Sub- Strand: Processing and analysing data and information
Descriptor: Achievement Standards: General capability
Identify, plan and apply the elements of Students follow instructions to pose Literacy:
scientific investigations to answer questions for investigation and o Comprehend texts through
questions and solve problems using communicate their ideas and listening, reading and viewing
equipment and materials safely and findings using multimodal texts. Critical and Creative Thinking:
identifying potential risks(ACSIS086) o Inquiring – identifying, exploring
and organising information and
ideas.

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)

Skamp, K, Preston, C 2015, Teaching Primary Science Constructively, 5th edn, Cengage Learning, Victoria

This text provided great insight into the common misconceptions students have in regard to life cycles and adaptation,
as seen when stated that “young children have difficulty in seeing the features of organisms in terms of their adaptive
advantages” (p. 245). Overall, few children think of animal’s features in regard to their needs. This informed the way in
which the concepts and learning experiences needed to be broken down into a ‘step-by-step’ sequence as to slowly
build students’ conceptual understanding.

Australian Curriculum 2017, Science; Year 5, Australian Curriculum and Reporting Authority

The Australian curriculum provided guidance in forming concepts based on the achievement standards and content
descriptors for year five students. This also heavily informed what I was going to asses and guided the basis of the unit’s
investigation (summative assessment).

Endreny, A 2006, ‘Children’s ideas about animal adaptations: A action research project’, Journal of Elementary
Science Education, voL 18, no. 1, pp.33-42

This article informed my own understanding of adaptation whilst providing evidence-based insights into the way
children perceive animal adaptation. Endreny (2006) placed heavy insight into the conceptual focus’ required within an
adaptation unit to ensure students gain the best understanding, as well as the best ways to assess these concepts. The
article improved my own understanding more than others due to the easy-to-understand vocabulary and the
educational context underpinning the text. I feel confident in my own knowledge of the content, and furthermore feel
confident teaching it.

Student Resources (resources that engage students with the learning)

o Vocabulary Sheet (Appendix 1)

o YouTube Videos (Appendix 2, Appendix 5, Appendix 6)
o Diagram Worksheets (Appendix 4)
o Investigation Task Sheets and Planners (Appendix 7, Appendix 8, Appendix 9).

Reference List

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Australian Curriculum 2017, Science; Year 5, Australian Curriculum and Reporting Authority, viewed 09 May
2019, <https://www.australiancurriculum.edu.au/f-10-curriculum/science/?
year=12005&strand=Science+Understanding&strand=Science+as+a+Human+Endeavour&strand=Science+Inq
uiry+Skills&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Comm
unication+Technology+%28ICT
%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capa
bility=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+a
nd+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia
%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotte
rms=false&isFirstPageLoad=false>

Discovery News 2009, Poison Dart Frog, video, YouTube, 4th May, viewed 09 May 2019, <
https://www.youtube.com/watch?v=bqBc80FiJB4>

Endreny, A 2006, ‘Children’s ideas about animal adaptations: A action research project’, Journal of Elementary
Science Education, voL 18, no. 1, pp.33-42

HighSchoolScience101 2018, Types of Adaptation, video, YouTube, 12th August, viewed 09 May 2019, <
https://www.youtube.com/watch?v=vnmPdHmRv9o>

National Geographic 2015, World's Weirdest: Poisonous Puffer Fish vs. Eel, video, National Geographic, viewed
09 May 2019, <video.nationalgeographic.com/video/00000144-0a34-d3cb-a96c-7b3d6a0d0000>

Skamp, K, Preston, C 2015, Teaching Primary Science Constructively, 5th edn, Cengage Learning, Victoria

Word Count: 1592

Appendices

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix One: Vocabulary Sheet

Appendix 2: YouTube Video Types of Adaptation

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 https://www.youtube.com/watch?v=vnmPdHmRv9o

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 3: Comprehension Activity

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 4: Labelled Diagrams

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.
Appendix 5: Video World’s Weirdest: Poisonous Puffer Fish vs Eel

https://video.nationalgeographic.com/video/00000144-0a34-d3cb-a96c-7b3d6a0d0000

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 6: YouTube Video Poison Dart Frog

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 https://www.youtube.com/watch?v=bqBc80FiJB4

Appendix 7: Information Report Task Sheet

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 8: Research Organiser

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.
Appendix 9: Information Report Planning Sheet

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 10: Summative Assessment Rubric

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.