FORWARD PLANNING DOCUMENT

TERM/WEEKS:

2/4

YEAR LEVEL: 4

LEARNING AREA/TOPIC: Science / Adaptations

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK/
LESSO
N

AUSTRALIAN CURRICULUM
LINKS
Science
Underst
anding

ACSS
U043

Science
as a
Human
Endeavo
ur

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC LESSON
OBJECTIVE

ASSESSMENT
(what & how)

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOURCES

What are
adaptations?
Why are they
important?
Do we need
them to
survive?
What kinds
of
adaptations
are there?
What
categories
can we place
them into?

Adventisteduc
ationbydesign.
com

Science
Inquiry
Skills

Create a
brainstorm using
the ICT tool
Bubbl.us
Categorise
adaptations
appropriately in a
brainstorming
format

A rubric broken
into three parts,
Gold, Silver and
Bronze

Motivation:
Students are broken into partners. They are to
find a place in the room. Students have to
describe an animal to their partner using
adaptations. Their partner needs to guess what
animal they are describing.
Lesson Steps:
While students are at their desks have a
class discussion about adaptations. Ask
the students some key questions to
discuss.
Students then move to a computer. They
are to log onto the Weebly website and
complete mission one.
Mission One Gather a variety of
adaptations and categorise them by
creating a brainstorm using bubbl.us.
Conclusion:
Students are to get into pairs and share their
brainstorm. Evaluating if they are different, if
they are then why?
Learner Diversity:
Students that may have difficulty categorising

www.nationalg
eoraphic.com
http://kids.nati
onalgeographi
c.com
http://envirosc
ienceadaptations.w
eebly.com
Books chosen
from the
library

provide them with a template of categories to

assist them.

ACSS
U043

Publish a
magazine article
about a specific
adaptation of their
choice.

Checklist that
consists of
three sections.
Section A,
Section B,
Section C and
Section D.
These match
the missions
starting at
mission 2.
SelfEvaluation
What they did
well and what
they would do
better next
time.

Motivation:
Students play Go Fish with the adaptation cards.
An animal matches an adaptation.
Lesson Steps:
Students have chosen an adaptation from
their brainstorm during English and
created a draft.
Students log onto weebly and complete
mission two.
Mission Two Students select a magazine
template from Microsoft Publisher and
publish their newspaper article. Students
may choose an image from Britannica
Image Quest to insert into their article.
Conclusion:
Students complete a self-evaluation assessment
on their newspaper article. Identifying what they
would do better next time and what they think
they did well.
Diversity:
Students who finish publishing their newspaper
article can move onto the next mission.
Note:
The newspaper articles are to go into a class
newspaper so that students have access to read
their peers work during reading time.

What does a
magazine
article need?
What kind of
image are
you going to
search for?
How do we
decide what
to put into
the search
engine?
How do we
save the
image? How
big should
the picture
be on your
article?

http://envirosc
ienceadaptations.w
eebly.com
Britannica
Image Quest

ACSS
U043

ACSS

Compose a jingle
in small groups
using GarageBand
to support their
campaign

Design a

Checklist
Section B
Assessing
group work, the
length of the
jingle, how
clear they
speak/sing and
if it
incorporates
the adaptation
and
environment it
best suits.

Checklist

Motivation:
Students complete a quiz as a class on the
interactive whiteboard. They are to vote on the
answers. All questions are to do with animals and
their adaptations. Students read the question
aloud and then using the mini whiteboards place
their answer on the whiteboard and hold it up.
The most common choice is then selected as the
answer. If they win the quiz they get a reward.
Lesson Steps:
Students are to get into small groups.
Small groups of 2 or 3. In there groups
they are to choose an adaptation they are
going to sell to an audience.
Students are to log into weebly and
complete mission three.
Mission Three Create a jingle for your
campaign to sell an adaptation. Students
are to use GarageBand on the iPads to
complete this mission.
They may work either in the classroom or
go outside somewhere quiet to start
composing.
Conclusion:
Students record the lyrics to their jingle in their
science books and highlight the parts they are
saying/singing in the jingle.
Diversity:
Students who do not know how to play the piano
or a shy may be provided with a music sheet with
a variety of chords that they can use to help
them create their jingle.

What do we
need to
include in
our jingle?
How long do
you think it
needs to go
for? How are
you going to
sell your
adaptation?
What are the
benefits of
your
adaptation?

http://www.su
perteachertool
s.com/milliona
ire/online/gam
e1426412666.
php

Motivation:

What does a

http://envirosc

iPads with
GarageBand
http://envirosc
ienceadaptations.w
eebly.com
https://youtu.b
e/n7cKEq9Zqd
Y

U043

ACSS
U043

persuasive poster
using images
and/or text

Present their
campaign to their
peers using the

Section c
Assessing if
they have
created a
poster to suit a
specific
audience and
justified their
reasons. Used a
range of
images and/or
text on their
poster.

Checklist
Section D

Students use Build Your Wild Self to create

themselves. They then have to present in small
groups their creation and why they have chosen
those specific adaptations.
Lesson Steps:
Students log into weebly and read mission
four.
Students then get into their small groups
to discuss the poster and their audiences.
Students are to then complete mission
four using Gloster.
Mission Four Design a poster to
persuade an audience to buy your
adaptation. Students might create three
different posters to target three different
audiences. It is up to their groups to
decide. Each person must design his or
her own poster for the groups campaign.
Their poster can include text and images
of their choice.
Conclusion:
Students put their posters into PowerPoint ready
for their presentation. And attach their jingle to
the slideshow also.
Diversity:
Students who have difficulty finding images for
their posters can access a file that has been put
together by the teacher with a range of images
they can use for their poster.

persuasive
poster need?
What kind of
text would
you put on a
poster? Who
is your
audience?
How are you
going to get
their
attention?
How are you
going to
make the
adaptation
relevant to
them?

ienceadaptations.w
eebly.com

Motivation:
Play Who Wants to Live a Million Years. Students
play individually and see who can survive the

Where do we
look when
we present?

http://www.sci
encechannel.c
om/games-

http://www.bui
ldyourwildself.
com
http://edu.glog
ster.com/?
ref=com
Britannica
Image Quest

poster and jingle

to support their
presentation

Assessing
speech, eye
contact,
pace of the
presentation,
the
organisation
of the group
and
individuals

longest.
Lesson Steps:
Go over some quick steps with the
students when they are presenting to try
and minimise the stress.
Students spend the first 10 minutes with
their groups ready to present their
campaign.
Groups will come up one by one to
present. They will display their posters on
the interactive whiteboard and play their
jingle.
Students will then read their persuasive
speech they wrote in English to provide
information on the adaptation and try to
sell it to their selected audience.
Conclusion:
Students complete a self-evaluation about how
they felt they went with their speech.
Diversity:
Students who are nervous or shy when
presenting can record themselves on the iPad as
a video and then present that instead of getting
up in front of the class.

How should
we speak?
What should
you di if you
make a
mistake?

andinteractives/ch
arles-darwingame/