Science FPD 5es

FORWARD PLANNING DOCUMENT
TERM/WEEKS: YEAR LEVEL: 3 LEARNING AREA/TOPIC: Biological Sciences
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
LESSON AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING EXPERIENCES RESOURCES
CURRICULUM OBJECTIVE (what & how) (include learner diversity)
LINKS KEY QUESTIONS (bolded)
Week 1 Living things can be 1. Sort materials DIAGNOSTIC Introduction Lollies -

Lesson 1 grouped on the basis into logical 1. Ask each Lolly sort- Give packs of lollies (different types chocolate and jelly sorted in
ENGAGE of observable features categories group why they lollies) and ask students in groups to sort them into groups. Get plastic bags
and can be chose to put students to explain why they have sorted them into the groups (chocolate and
distinguished from 2. Describe their lollies into they did. “What is different about these animals?” jelly)
non-living reasons for the groups they
things (ACSSU044) classifications did
Body
Science involves 3. Represent 2. Take photo of Create groups of 3, move into groups then present 3 images on the Projector
making predictions classifications of responses on screen: Octopus, Horse, Butterfly. Ask what is different between Wall E Clip =
and describing living things whiteboard, them, give time to observe/think about the images, discuss in https://www.
patterns and record other groups. Share responses with class, write some responses on the youtube.com/
relationships (ACSHE0 noteworthy board in a table. “What do these animals need to survive?” (10-15 watch?v=nLx_
50) responses mins) 7wEmwms
(anectdotal
Represent and records)
communicate Iterate that all animals have unique features and needs, this makes Design Brief &
observations, ideas 3. Photos of them living things. Watch Wall-E clip, introduce Design Brief. “How listed
and findings using their models did you group your animals in your zoo?” materials
formal and informal uploaded to
representations padlet, will
(ACSIS060) show how they Allow 15-20 Mins to construct model Zoos for Mars. Remind iPads
grouped their students to upload photo from iPad to padlet for future reflections - padlet
animals.
Extension task
can also be - Extension: Students will draw a blueprint/plan of the spacecraft
considered here that will carry all their animals to Mars. Need to consider food,
environment and other characteristics.
Conclusion
Gallery walk of other models. Pack materials away.
Ask students for aspects they considered in classifications, reasons
why needed or why something is not needed.
Re-iterate that all living things have unique features and needs,
but some things are the same. “What did you consider in your
groupings?”
AUSTRALIAN CURRICULUM
thinking Competence
Week 2 Living things can be FORMATIVE Introduction Zip-lock bags

Lesson 4 grouped on the basis 1. Determine 1. Ask each Animal Assortment – Create groups of 4 and a representative from containing
EXPLORE of observable common group why they each group will collect a zip-lock bag of animal and plant figurines animal and
features and can be characteristics of arranged the and Coles Collectables. Ask students to sort into two distinct plant figurines
distinguished from animals objects into the groups – Animals and non-Animals. “What separates animals from and Coles
non-living groups they did non-animals?” Collectables
things (ACSSU044) 2. Arrange animals
according to 2. Students to
different correctly sort Body
Science involves
characteristics animals into In the same groups of 4, ask students to discard the Non-Animal Palm cards
making predictions
given pile. Ask students to observe the remaining cards and begin a with different
and describing
3. Fill in T-charts to characteristics Think, Pair, Share discussion within the group discussing why they sub-categories
patterns and
categorise data using T-charts think the remaining picture cards are all animals. Share responses
relationships (ACSHE
with the class. Pose the “Key Question” and write responses on the
050)
3. Take photos board. “What are some similarities between animals?”
of T-charts as (15 minutes)
Represent and anecdotal
communicate records and Explain that animals can be divided up into sub-categories based
observations, ideas upload to on characteristics. These groups are: drinks milk, lays eggs, has
and findings using Padlet feathers, has gills, has scales, can live in both water/land, etc.
formal and informal Although some of these overlap, ask students to pick the most
representations correct answer and group the animals under those sub-categories.
(ACSIS060) “What distinguishes animals from each other?”
Introduce T-charts based on characteristics. Explain what a T-chart T-charts with
is and why we use them. various
“A T-chart includes two columns (like the letter “T”) with two characteristics
headings. T-charts are used to organise information”. Based on the as the
characteristics of animals, the headings for the T-chart would be headings
the mentioned characteristic and “not-the-characteristic”. E.g.
Drinks milk, doesn’t drink milk. Ask students to categorise the
animals according to the given characteristic. For students who
place animals in the “not-the-characteristic”, ask them what
opposing characteristics they would give for those animals instead.
Write that down.
Ask students to take photos of their T-charts and upload to a Ipads 

Padlet for future reflections and to use as a baseline for the camera, Padlet
following lesson. “What characteristics would you give to animals
placed in the right column?”
Conclusion
After photos have been taken, pack materials away. Ask students
what distinguished animals from non animals. Ask students what
are some characteristics that distinguished animals from each
other.
thinking Competence
Week 3 Living things can be 1. Define FORMATIVE Introduction Vertebrate

Lesson 5 grouped on the basis “vertebrate” and 1. Ask students Vertebrate groups worksheet – Divide students into groups of 3. groups
EXPLAIN of observable “invertebrate” why they Give group animal pictures and ask them to classify those animals worksheet,
features and can be classified and to give each animal group a name. Select a student from each animal
distinguished from 2. List vertebrate groups in the group to explain why they have grouped animals in the way they pictures
non-living and invertebrate way that they have. “Why did you group the animals in this way?” already cut up
things (ACSSU044) groups did (15-20 mins) and in a zip-
lock bag.
Science involves 3. Record 1 animal 2. Take photo of
making predictions within each each student’s Body
and describing vertebrate and work – Teacher then explains that all the animals in the previous activity
patterns and invertebrate anecdotal notes are all “vertebrates” as they have bones/skeletons. “What is a
relationships (ACSHE groups vertebrate?”
050)
Teacher then explains that animals without bones/skeletons also Invertebrates
Represent and exist and are classified as “invertebrates” and there are 6 groups – Powerpoint
communicate Sponges, Cnidarians, Worms, Echinoderms, Arthropods, Molluscs.
observations, ideas “What is an invertebrate?”
and findings using
formal and informal Teachers divides class into 6 groups allocating one invertebrate Ipad,
representations group to each group and they will use iPads to research 5 Butcher’s
(ACSIS060) characteristics of their chosen group and two examples of animals paper
from their group as well. Students will write down their findings on
butcher’s paper. “What is an example of each invertebrate?”
Conclusion
Each group presents their findings to the class and list just one
animal from their invertebrate group.
Teacher then asks students to recall one animal from each animal
group.
thinking Competence
LESSON 6
Week LivingAUSTRALIAN
things can be SPECIFIC LESSON ASSESSMENT
SUMMATIVE Introduction TEACHING & LEARNING EXPERIENCES RESOURCES
Lesson 6 CURRICULUM
grouped on the basis OBJECTIVE
1. Write down (whatstudents
1. Ask & how) Show video to students(include learner diversity) Projector,
ELABORATE of observable features a suitable list to justify their “If aliens existed, what would they need to survive?” “Are Aliens
and can be of choice of Real” 
distinguished from characteristics characteristics https://www.
non-living of aliens in for their aliens youtube.com/
things (ACSSU044) groups of 3 watch?v=Sme
2. Take note of g1KUa3qU
2. Compare responses on
Science involves
how aliens are whiteboard,
making predictions
different to record any Body
and describing
other animal other Introduce the design brief. Read out all the details and clarify any Design brief
patterns and
groups noteworthy ambiguities students may have. Allow time for students to ask
relationships (ACSHE0
responses questions.
50
3. Create the (anecdotal
brochure using records) Have students discuss what differentiates aliens from other animal
With guidance,
Adobe XD on groups within the animal kingdom. Talk about distinctive
identify questions in
the iPads 3. Upload characteristics of Vertebrates – Fish, Birds, Mammals, Amphibians,
familiar contexts that
document onto Reptiles – and Invertebrates - Sponges, Cnidarians, Worms,
can be investigated
a Padlet Echinoderms, Arthropods, Molluscs. “What sets aliens apart from
scientifically and
other animal groups?”
predict what might
(10 mins)
happen based on
prior knowledge
Create groups of 3 and students will commence the design brief iPads, Adobe
(ACSIS064)
(25-30 mins) XD
Explain how student EXTENSION – students will draw a labelled diagram of a suitable
solutions and existing habitat for the aliens iPads, Google
information systems Doc
meet common Upload brochures onto a Padlet
personal, school or
community needs Conclusion
(ACTDIP012) Before iPads are packed away, students will very briefly present
their brochures in small group situation. Collect iPads
TERM/WEEKS: YEAR LEVEL: 3 LEARNING AREA/TOPIC:
thinking Competence
Week 9 Living things can be SUMMATIVE 1. Cut and paste Show students their previous understandings of the zoo from the Padlet
Lesson 11 grouped on the 1. Classify animals animal cutouts Padlet. Explain the task to students and ensure everyone Zoo Planning
EVALUATE basis of observable into appropriate and relevant understands before handing out materials for the task. They will Sheet
features and can be headings environmental recreate a new zoo, applying all their new knowledge (Allow a
distinguished from factors onto a maximum of 25 mins to complete task).
non-living 2. Complete sheet and label
things (ACSSU044) Kahoot Quiz each area with Students will then compare and contrast their old zoo and their
relevant names. new zoo before the teacher will begin a class discussion.
Science knowledge 3. Complete unit “What things have you changed?”
helps people to self-reflection 2. Complete “What remained the same?” (5 mins)
understand the Kahoot Quiz
effect of their
actions (ACSHE051) 3. 2 stars and a Students then collect iPads and sit a Kahoot quiz to consolidate Kahoot Quiz
wish/KWL chart everything they have learnt in the unit (15 mins) https://play.k
With guidance, ahoot.it/#/k/b
identify questions 4cf3a69-5c19-
in familiar contexts 4405-a82a-
that can be b53fc3739726
investigated
scientifically and
predict what might Students will write up a unit self-reflection either by adding to a https://docs.g
happen based on KWL Chart or by writing 2 stars and a wish oogle.com/do
prior knowledge cument/d/1_c
(ACSIS064) iJHyTcG71PDlZ
8quEjZTq0dd
Compare results ml5orZs9apYE
with prediction, 7Qwi0/edit?us
suggesting reasons p=sharing
for findings
(ACSIS2015)
Represent and
communicate
observations, ideas
and findings with
formal and
informal
representations
(ACSIS060)

Science FPD 5es

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FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 3 LEARNING AREA/TOPIC: Biological Sciences

Week 1 Living things can be 1. Sort materials DIAGNOSTIC Introduction Lollies -

TERM/WEEKS: YEAR LEVEL: 3 LEARNING AREA/TOPIC: Biological Sciences

Week 2 Living things can be FORMATIVE Introduction Zip-lock bags

Ask students to take photos of their T-charts and upload to a Ipads 

TERM/WEEKS: YEAR LEVEL: 3 LEARNING AREA/TOPIC: Biological Sciences

Week 3 Living things can be 1. Define FORMATIVE Introduction Vertebrate

TERM/WEEKS: YEAR LEVEL: 3 LEARNING AREA/TOPIC: Biological Sciences

TERM/WEEKS: YEAR LEVEL: 3 LEARNING AREA/TOPIC:

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