FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 1-5 YEAR LEVEL: 5 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: There are 8 iPads in the classroom at all times. There is also a class set of laptops that are shared between the year 5 and 6
classes and can be booked for different sessions throughout the week.

Prior ICT Knowledge: Students have previously used all ICT tools being utilised during this series of lessons. They all have accounts for Powtoon, Google Slides and Padlet and
are able to log in independently.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

1 Biological Students will be able Formative Introduction Interactive

Science to; Assessment Introduce the topic by watching the Animal Adaptations Whiteboard (IWB)
Living things  Record the Save a copy of video. Animal Adaptations
have structural adaptations of each the Answer Discuss what an adaptation is and the adaptations that the Video
features and Artic animal as a Garden to refer gerenuk and polar bear had in the video. https://www.youtube.
adaptations back to after the com/watch?v=oBx7e
group brainstorm.
that help them lesson. Address Lesson Steps DBNRM8
to survive in any Discuss what is special about the Artic and Antarctica. What
their environm  Use Answer misconception particular features might animals need to help them survive
ent(ACSSU04 Garden to respond immediately and in these environments?
3) to the question use student
‘what is an responses as a On several pieces of paper, write the names of different A3 sheets of paper
starting point for animals that live in the Artic and Antarctic. (e.g. penguin,
adaptation?’
the next lesson. polar bear, seal, artic fox.) Pass the pieces of paper around
the room. In small groups, students brainstorm the features
Collect of the animal on the piece of paper. Pass the sheets round
brainstorm sheets until all groups have had all animals.
for comparison
with future work. Complete a class discussion about the similarities between
the features of all animals.

Conclusion Class set of laptops

Using the class laptops, on Answer Garden, students
individually answer the question What is an adaptation? Answer Garden
https://answergarde
Have a class discussion about the word adaptation and n.ch/624375
address and misconceptions raised.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

2 Biological Students will be able to; Formative This lesson may be completed over two sessions.
Science  Use Britannica Assessment
Living things School to research Students will Introduction Answer Garden
have structural the adaptations of a write the names Refer to Answer Garden from the previous lesson to revise https://answergarde
features and of their group what an adaptation is. n.ch/624375
chosen Australian
adaptations members on Discuss the different environments we have in Australia.
that help them animal. their slide. After What features might animals need to survive in the
to survive in the lesson, refer Australian desert?
their environm  Use Google Slides to back to Google
ent(ACSSU04 present information Slide document. Lesson Steps IWB
3) about adaptations of Did any groups As a class, view a picture of a kangaroo on the IWB and Picture of kangaroo
struggle to find discuss its adaptations (long tail, large feet etc.)
an Australian animal.
information? Britannica Online
Which groups In small groups, students choose one Australian animal to http://school.eb.com.
were about to research. Using Britannica Online, students will investigate au.ipacez.nd.edu.au/
explain the the adaptations their animal has and how this helps them levels/primary
adaptations survive in the Australian desert.
rather than just Google Slides
listing them. Each group will present their findings on a slide of a class https://docs.google.com/p
Google Slides document. Encourage students to focus on resentation/d/1ayEhcnWI
N0Qt_T9yGo_QDDHLbo
content not presentation. n12WyODugzPM73HII/e
dit?usp=sharing
Conclusion
Groups will informally present their findings to the class.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

3 Biological Students will be able to; Summative This lesson will be completed over several sessions.
Science  Create an Avatar Assessment IWB
Living things using Wild Self. Powtoon Introduction
have structural animations will Display an image of an Avatar (image in resources column)
features and be marked on the IWB. Discuss the different features of the Avatar.
adaptations  Create a Powtoon against a rubric It has long arms and a long tail, where might it live? What
that help them animation, of at least and a group do you think its strong feet help it do? What do you think it
to survive in 5 slides, explaining mark will be eats?
their environm the adaptations of recorded.
ent(ACSSU04 the created Avatar. The focus will Lesson Steps Wild Self
3) be on how well In small groups, students create their own Avatar on Wild http://www.buildyourwilds
students have Self. Explain that it can have whatever features students elf.com/
explained their choose.
adaptations and Powtoon Instruction
related them to Introduce the next task by playing the Powtoon video. Video
https://www.powtoon.com
their chosen Students work in their small groups to create a Powtoon /online-
environment. animation stating what environment their Avatar might live in presentation/fIsLNpw2pV
The effective and explaining how its features help it survive. K/?mode=movie#/
use of Powtoon
will also be When completed, students will upload their completed Powtoon
https://www.powtoon.com
graded. Powtoon to a class Padlet. This will be used to share
animation with the class. The link will also be emailed to Padlet
parents so students can communicate their learning to their https://padlet.com/bec_g
families. arbett44/7t989jros2u0

Conclusion
Groups will take it in turns to present their Powtoon creation.

Reflect on student learning throughout the unit of work.

Website creation guidelines
Create the following tabs
 Home
 Lesson 1
 Lesson 2
 Lesson 3
 Teacher Planning page
 ICT tools

Explanation of the tabs:

Home Lesson pages Teacher page ICT tools

Explain your website.
Be clear about your target
audience.
Make it interesting and visual
and ensure it contains links to
the other sections of your site.
Assessment 3.
The lesson pages should be
clear and aimed at the age
group of the students. These
pages are not designed for
adults. It is designed for
students to use within a guided
classroom environment.
Use appropriate web design
principles to ensure the site is
easy to use and navigate.
Assessment 1
You will include your planning
documents, your explanation
of the learning theory and your
clarification of the 4 chosen
ICT focus tools.
You will also put a link on this
page to the section where you
will be detailing all of your ICT
tools.
Assessment 1
This is where you will put the
details of the ICT tools we will
be covering in the unit.
Include the link to the tool, a
description, a screen shot or
example and an explanation
of how it could be used in a
classroom.