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TERM/WEEKS: Tm 1, Wk 1-3 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Science

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: Students should have an iPad each with required apps already installed. Students may need to loan iPads from the school ICT
department.

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

Week 1 Science  Distinguish between predator Formative Introduction:

Lesson 1 Understanding and prey. assessment to  Teacher places picture of a Zebra on projector zoomed in closely so Students use this link to
Living things determine student’s that the animal cannot be clearly seen. Students must try and guess the play online interactive
previous knowledge animal, whilst teacher slowly zooms out. game matching species
depend on each
on predator/prey as  Teacher asks, “What habitat do you think this animal comes from?” Do to their natural habitats.
other and the well as producers, you think it is a producer, consumer or decomposer?” Once the animal https://www.bbc.com/bite
environment to  Research at least three
consumers and is guessed teacher askes, “can anyone tell me what it’s predator is?” size/articles/zwbtxsg
survive predator and prey pairs.
decomposers. This
(ACSSUO73) is done through Body: Students use the app
questioning  Students to work in pairs and create a Wordcloud on the iPad naming “WordCloud” on the iPad.
students during the as many different habitats and ‘predator vs prey’ pairs they can.
 Differentiate between
motivational  Once complete, students screenshot their creation and save to camera Students use the app
producers, consumers and introduction and roll sharing it with their partner. This will be used in the following Microsoft Powerpoint or
decomposers by describing the making lessons. Keynote to create
characteristics of each. observations.  Students research producers, consumers and decomposers retrieving a presentation
Summative definition and example of each. This information is to be placed into a
assessment where PowerPoint presentation and images must be included. PowerPoint
teacher views each must be saved. Students must have a minimum of three slides, plus a
students title slide.
Powerpoint  Students who finish early can then play online interactive BBC game
ensuring they have matching animals to their natural habitats
a definition and
example of a Conclusion:
consumer,  Students show their PowerPoint presentation to the teacher as a ticket
decomposer and out the door.
producer.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 1 Science  Investigate how specific Formative Introduction: Kahoot Online Interactive
Lesson 2 Understanding habitats provide shelter for assessment using  Introduce topic of the relationship between living things and Quiz
Living things animals who occupy the area. Kahoot to gain their environment with a Kahoot game. Students should have https://create.kahoot.it/sh
depend on each understanding of Kahoot app on their iPads are/food-chains/8edf4faa-
other and the student’s previous 78d0-4744-8821-
environment to knowledge  This has a double purpose, Kahoot will gain students interest 8d64229e0404
 Match a variety of species to for the subject topic, and provide the teacher with an outline of
survive regarding the
(ACSSUO73) their natural habitat. subject topic. the student’s previous knowledge, including those who may be
struggling. Scootle Online Activity
Summative http://www.scootle.edu.a
 Design and create a food chain assessment: Body: u/ec/viewing/L25/L25/ind
featuring a minimum of five Student’s individual  Students use iPads (or laptops if iPad isn’t available) to access ex.html
different species. food chains are to Scootle, “Who’s for Dinner?” online game resource. Provide Pin: NWDOJ
be submitted to
students with following pin “NWDCOJ” to access game through
teacher through Popplet online or through
Edmodo. Teacher Scootle website. app to design a food
checks the following  Shows that in a natural habitat it is a challenge for many chain.
things: animals to survive.
- Students  Students play “Habitats” online interactive game, to stimulate Edmodo Online
should’ve recall knowledge of animals requiring specific habitats to Classroom
matched their Class Code: hyrqam
survive and reproduce.
chosen species  Using Popplet, students are to individually design and create Science Education
to a specific their own food chain featuring a minimum of six different Centre
environment. species including images (sourced from copyright free sites https://ssec.si.edu/habitat
- A minimum of such as Britannica Quest. Students must identify which habitat s
six species in their food chain originates from. Once complete, students must
the food chain screenshot their Popplet and save to camera roll as they will be
- Food chain using it in following lessons.
should be
arranged in Conclusion:
correct order.  Students submit food chain to Edmodo under assignment
section, classroom class code: “hyrqam”
 Debrief students asking questions regarding food chains, and
habitats.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 1 Science Predict the effects living things in Summative Intro: Students use iPads and
Lesson 3 Understanding feeding relationships being removed Assessment:  Teacher assigns each desk of students an animal. Students access the app ‘Explain
Living things from their natural habitat Students final must rearrange themselves within the classroom, as if they Everything’ to create final
depend on each presentation (using were part of a food chain. (Gains students’ interest and workpiece.
Apply ICT skills to combine previous explain everything)
other and the lesson work fulfils aspects of a
stimulates their memory from previous lesson). Teacher must
environment to checklist marking use a copyright free image from Britannica Image Quest.
survive rubric. Checklist  Once students are happy with the way they are arranged
(ACSSUO73) includes: discuss with class the following
- Example food o Who is the producer?
chain minimum o Who is the consumer?
of six different o Who is prey to the animal at the top of the chain?
species from
the same Body:
habitat.  Students create an “Explain Everything” movie to combine all
- Wordsort information from previous lessons. The movie must run for a
including at minimum of 2 minutes. Movie should include the following
least 10 words (these should already be created):
relating to the o WordCloud
curriculum o Food Chain
point. o Powerpoint slides (including one on decomposers,
- Describes consumers, and producers)
characteristics  Students must also add a section on predator and prey, and a
of a prediction on what they believe will happen if an animal is
decomposer, removed from their natural habitat.
producer, and.
Consumer. Conclusion:
- Prediction  Students to present final ‘Explain Everything’ creation to class,
regarding teacher views and marks students based on criteria grid,
lesson ensuring the work includes each aspect required and the
objective. student understands the subject knowledge.