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Planning
Document
Primary & Secondary
University of
Notre Dame
Natasha Carvalho
20172950
Australian Curriculum: Science (Year 5)
Living things have structural features and adaptations that help them to survive in their environment (ACSSU043) By the end of Year 5, students classify
Biological sciences
substances according to their observable
understanding
Chemical sciences Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077) properties and behaviours. They explain
everyday phenomena associated with the
Science
The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) transfer of light. They describe the key
Earth and space features of our solar system. They analyse
sciences how the form of living things enables them
Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080) to function in their environments. Students
Physical sciences discuss how scientific developments have
affected people’s lives and how science
Nature and Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena
knowledge develops from many people’s
development of Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE081)
Science as a
contributions.
endeavour
(Year 5-6)
science
human
Evaluating Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS091)
Communicating Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093)
English CONCEPT MAP Geography
Plan and deliver a speech about an
animal, their adaptations and how they Research how animals’ adaptations have
help it survive in its environment. changed over time due to the environment
around them changing. How they had to adapt
Plan, rehearse and deliver presentations for to survive.
defined audiences and purposes incorporating
accurate and sequenced content and multimodal The way people alter the environmental characteristics
elements (ACELY1700) of Australian places (e.g. vegetation clearance,
fencing, urban development, drainage, irrigation,
farming, forest plantations, mining) (ACHASSK112)
Write an informative report about an
animal and their structural adaptation.
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science as Science
Understan a Human Inquiry
ding Endeavou Skills
r
Lesso ACSSU0 By the end of the DIAGNOSTIC Introduction:
n1 43 lesson students will 1. Take students on a quick walk around the school, looking 1. What
be able to: • Observe at any animals found in the environment, explaining to animals do
. 1. Give an example students’ students that animals are best suited to their you see
of an animal prior environment. Giving examples of polar bears having an around the
with an knowledge of extra layer of fat, fish having gills etc. Giving students school?
adaptation. animal opportunities to give their own examples. Using the
adaptations 2. Why are
2. Recall their environment to help think of other animals.
through some
prior knowledge 2. As students give examples, introduce the term
reading over animals
about animals adaptations. Explaining to students that adaptations are
the posters at more
depending on the end of the features and behaviours that help plants and animals to suited to a
their lesson and survive in the environment that they live in. certain
environment to make note of environme
survive. misconceptio Body
3. Back in the classroom, with students at their desks of nt?
3. Describe the ns.
term adaptation. four, explain to them that they are going to have 3-4
minutes to answer the question on a sheet coming around
to them. They are to write down anything they know
about the topic, with the pieces of paper with different
questions on it being moved around the room. The 5
questions pre-written by the teacher are:
a. What is an adaptation? Questions Posters with
b. What are some examples of adaptations? on questions
c. How do living things depend on the environment written before
Posters.
to survive? (Activating yr. 4 knowledge) the lesson.
d. Give an example of what animals need to do to be
able to survive on water?
e. Give an example of what animals need to do to be
able to survive on land?
4. Discuss the questions before starting the activity.
5. When the activity has finished and each group has their
starting piece of paper, ask one person from each team to
read out the words on the sheet.
6. Whilst doing so the teacher is to make a word wall
around the word ‘adaptations’.
7. Making sure to addressed the following key teaching
3. What is a
points:
structural
a. Structural features: A physical external or
internal feature of an animal or plant. feature?
b. Structural adaptation: How they use this feature
to help them survive in their environment. 4. What is a
structural
Conclusion: adaptatio
8. The teacher introduces a ‘Fun Facts Box’ were throughout
n?
the lessons of work, if a student finds out anything
interesting or simply a ‘fun fact’ then they are to write it
down and add it to the box, which is to be read at the end
5. How can
of the length of work.
this help Design Brief –
9. Introduce the design brief to the students.
an animal Appendix 1
Diversity: survive in
Enable: Stop at Bella and Aiden’s desk to re-read the question its
to them, making sure they understand the task. For questions
d and e, provide them with resources of children’s literature
environm
to look through for idea. ent?
Extend: For the whole unit of work, Henry, Isla and Ben are to
be extended by working on an individual research report in
addition to class work, about the two other types of
adaptations, behavioural and physiological and how these
help an animal survive in its environment.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)
Diversity:
Enable: Check in with Bella and Aiden to make sure they
are filling out their worksheets as they go along. Ask them
to verbally state the animal, adaptation and how it helps it
to survive. As well as placing them in a group with a
confident student.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)
Conclusion:
12. Students are to do a round robin at their groups,
sharing one interesting fact about adaptations
they have learnt so far this term.
Diversity:
Enable: Bella and Aiden are to be the Manager at their
table, and to be sitting next to the recorder.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)
Science Science as Science
Understan a Human Inquiry
ding Endeavou Skills
r
Peculiar Beaks
The gardening man saw a strange looking bird at school, which he later
discovered to be a new species of bird. Unfortunately, he didn’t see what
type of beak it was. But he did notice one thing, when the bird flew away it
had inside its mouth the tail of a rat.
We want to try and find out the species of this bird by the size of its beak.
Therefore, it is your job to design and create a bird beak that can pick up a
small teddy bear, resembling the size of a rat.
Before you start creating your beaks you are to research different bird
beak sizes and the diet of different birds to find out which one would eat a
rat. Then, you are to design and build a bird beak to be able to pick up and
hold a rat size teddy with ease, making it out of recyclable material you
are to bring in from home.
Make sure your beak will be able to both pick up the teddy bear and hold
the weight of the teddy inside its mouth.
When everyone has finished it will be time for a ‘beak’ parade, showcasing
everyone’s beak, their research and planning on their desk. Making it
presentable for everyone to see!
You only have 4 lessons to complete this design brief, so move along, and
make sure you keep a watchful eye out for the bird around the school.
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Resource 1.
Resource 2 EXIT TICKET Name:
1. What is an example of an environment that has animals adapted to it?
_________________________________________
____________________________________________________________
3. What structural adaptation does the animal have to help it live in this environment?
_______________________________________________________________________
________________________________________________________________________.
________________________________________________________________________
_________________________________________________________________________.
_
____________________________________________________________
7. What structural adaptation does the animal have to help it live in this environment?
_______________________________________________________________________
________________________________________________________________________.
________________________________________________________________________
_________________________________________________________________________.
_
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Resource 3. Adaptations Test
6. Give an example of an animal with a structural adaptation in the desert and how their adaptation helps them to
survive in their environment. (3 marks. )
7. Give an example of an animal with a structural adaptation in the Antarctic and how their adaptation helps them to
survive in their environment. (3 marks. )
http://www.australiancurriculum.edu.au/download/f10
Primaryconnections.org.au. (2015). Primary Connections: Linking science with literacy. [online] Available at:
School Curriculum and Standards Authority. (2016). Science – Scope and Sequence P-6 (Version 8.1). Retrieved
from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8/overview/Science_P-
10_Scope-and-Sequence_Phase_1_March_2016.PDF