FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3 Week 3, 4, 5 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Science - Biology

(Tuesday 11:35am-12:20pm)

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy √ Numeracy ICT √ Critical and creative Ethical Behaviour Personal and social Intercultural
thinking√ Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Every student has their own iPad and it is used in most lessons daily (or if they do not have their own, have been given one to use
for the last couple years at school during their classes and at home following an ICT agreement by all parents – for those with or without their own personal iPad.)

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

Week 3 Science: 1. Research the life of Observing

Lesson 1 Living things a plant of the participation in Introduction: Google searches for
depend on each research and book - Students to walk around outside with teacher and different plants.
other and students choosing creating. examine different plants and trees. Teacher to
the environment in a particular iPad for school use
remind students of different
to survive area/environment. Summative with apps:
- Teacher to remind students how to use book
(ACSSU073) assessment: Send - Book creator
2. Create a book creator and the rules of researching (stay on task
work to teacher - Seesaw
using book creator via seesaw and and find a reliable site – no Wikipedia)
using the teacher to mark
information off checklist of Body:
what students - Students to research information on a plant of
researched about were asked to their choosing. Include facts about the plant (its
students chosen include in their life cycle and other descriptors) and specifics
plant. story with extra about its environment – the common weather of
marks for
the area.
creativity and
extra information.
 - Students to create a book using book creator and
include all the relevant information collected
about their plant and its environment.

Conclusion:
- Students to upload book created to personal
science seesaw file for teacher to assess with
checklist at the end of the lesson.
- Students will share with their peers at least 3
things they have discovered about their tree/plant
today.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 4 Living things 1. Design your own animal Introduction: Main research
Lesson 2 depend on each Observation – - Recap by teacher of last lessons research and website for animals:
other and
that would live in the walking around https://www.national
creations by the student.
the environment same environment as classroom geographic.com/anim
to survive checking - Teacher to make sure students remember als/facts-pictures/
the plant chosen last
(ACSSU073) student’s how to use the Green screen and Puppet pal
week. participation apps.
2. Create a Green screen and work ethic. i-Pad for school use
- Teacher is to show students their own with apps:
or Puppetpal chosen tree they have gathered information - Green
presentation of the Summative on and its environment along with their screen
assessment:
description of the made up animal, to lead into what the - Puppet Pal
Send work to
animal they arecreating. teacher via students will be doing this lesson. - Seesaw
seesaw and
teacher to mark Body:
off checklist of - Students to come up with a design on a piece
what students of paper, their own animal to live in the same
were asked to
include in their
environment as their chosen plant. Students
green screen will need to think about the conditions their
video or puppet plant lives in and what the animal would use
pal with extra the plant for (Shelter? Food?).
marks for
creativity and - Students to create their Green screen or
extra Puppet pal using their created animal as the
information. background, with audio or an actual video of
the students talking about and describing
their made up animal.

Conclusion:
– Upload Green screen or Puppet pal to
personal science seesaw file
– Students will then give a brief description of
their animal design to the person sitting next
to them.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Living things 1. Collaborate book Introduction

Week 5 depend on each about their plant Observing - Kahoot used by teacher to jog student’s Kahoot – teacher
Lesson 3 other and student’s made Kahoot about
and their made up memories of what they have been learning.
the environment plants and animals.
ability to link - Teacher then to remind students how to use
to survive animal green screen https://create.kahoot.i
their plant and
(ACSSU073) or puppet pal into iMovie and Shadow puppet as movie t/share/plants-and-
its animals-year-
an iMovie or Shadow environment presentation apps.
4/5abe554a-4980-4f0a-
puppet video. and made up 8ed9-fe9ebbafbbcf
Body:
2. Explain their chosen animal.
plant and made up i-Pad for school use
- Students to create a movie on iMovie or with apps:
animal’s connection Shadow puppet by putting together their - iMovie
in their creations from the last 2 lessons including - Shadow
environment. their book about their chosen plant (screen puppet
Summative shots of each page in order to make it - Seesaw
assessment: simpler to upload) and their Green screen or
Send work to
Puppet pal clip about their made up animal.
teacher via
seesaw and - Students to add their work from the last 2
teacher to lesson together in their movie and do an
mark off audio or add music over the top of their book
checklist of pages if desired. Any extra information that
what students students want to add to their movie in
were asked to relation to how their plant and made up
include in their
animal’s are involved in their
story with
extra marks for area/environment.
creativity and
extra
information. Conclusion:
- Upload video made to Seesaw at the end of
the lesson into class assessment file.
- Students to show their movie presentation to
at least 2 other people in their class and must
also see another 2 peoples.