FORWARD PLANNING DOCUMENT – ENGAGE LESSON

TERM/WEEKS: Term 1 YEAR LEVEL: Year 1 LEARNING AREA/TOPIC: Science – External Features of Animals

EYLF 1.Responsiveness to 2.Learning through 3.Intentional Teaching 4.Learning Environments 5.Assessment for 6.Cultural 7.Continuity of Learning & 8.Holistic Approaches
PRACTICES Children Play Learning Competence Transitions
PRINCIPLES 1. Secure, respectful & reciprocal 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
relationships practice
OUTCOMES 1.Children have a strong sense of 2.Children are connected with and 3.Children have a strong sense of 4.Children are confident and 5.Children are effective
diversity contribute to their world wellbeing involved learners communicators

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and Creative Thinking Ethical Behaviour Personal and Social Intercultural Understanding
Competence
Cross-Curriculum priorities:
Aboriginal and Torres Strait Islander Histories and Cultures Asia and Australia’s Engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

• To capture student interest and find out what they know about the external features of animals
• To elicit students’ questions/ prior knowledge about the external features of animals
Diagnostic assessment used- in this lesson you will find out what the students already know about the external features of animals. This will allow you to take account of students’ existing ideas when planning learning experiences.

WEEK/ EYLF AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac O/C CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS
Week 1 3, 5 1, 3, 4, 5 Science: Students will be Diagnostic Introduction: • Do you know Introduction:
4, 5, • Science able to: Assessment • The teacher invites students down to the what this • Mystery Box
7 Understanding – mat and explains that he/she has a mystery
external with different
• Identify and box.
Biological Sciences: • What is being feature is external
name a • One by one, the teacher invites students up
o Living things assessed? to the front to select an item (external called? features
variety of
have a variety of o Children’s feature) out of the mystery box (these • What animal • Whiteboard/
different external features will relate to the class
external features ability to might this Whiteboard
external theme for the term– farm animals). The
(ACSSU017) teacher asks children to identify the item external Markers
identify and
• Science Inquiry Skills features (for and to guess what animal the particular feature
name a Main Body:
– Questioning and example – item might belong to – e.g. head belong to?
variety of (pig/horse), body (cow/sheep), legs • Laminated
Predicting: head, body, • What other
different (dog/chicken) External
o Pose and legs, tail) • The teacher then explains to children that external
external Feature cards
respond to • Describe the all of the items are called external features. features can
features He/she then defines what an external • Clipboards
questions, and function of a you think of?
feature is and asks the children to name any • Paper
make predictions variety of
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 about familiar different o Children’s other external features they can think of – • What do you • Pencils
objects and e.g. tail, wings, antennae etc.
external ability to think this
• As a class, the teacher and children
events features (for describe the brainstorm the different external features external
(ACSIS024) purpose of a and write down what these external feature is
example legs
• Science Inquiry Skills features might be used for – e.g. head (to used for?
– to help an variety of
eat), legs (to run), tail (to shoo flies away)
– Evaluating: different • What
animal
o Compare external Main Body: external
observations walk/run or
features • In pairs, students go on a scavenger hunt in features have
with those of head – to the playground, looking for laminated you labelled?
help an • How is it being
others external feature cards.
animal eat) assessed? • Once found, the students use their
(ACSIS213)
• Science Inquiry Skills o Through clipboards and pencils to draw the animal

– Communicating: anecdotal that this external feature might belong to.

notes and • After they have completed this, the children
o Represent and
can try to label any other external features
communicate observation that the animal might have – e.g. tail, legs,
observations and o Through body, head etc. (To assist students with this
ideas in a variety anecdotal process they can refer to the words written
of ways notes based on the class brainstorm)
(ACSIS029) on
Conclusion:
children’s • To conclude, the educator invites children
work back inside to the mat and asks individual
samples pairs to stand up and present the external
feature they found and the animal that they
• How is it being
thought had this feature.
recorded? • The teacher also asks children if they can
o Checklist remember what functions some of the
external features mentioned serve.
• After they have completed this, the teacher
provides each student with a copy of the
design brief that they will work on for the
next 4 weeks.

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Health and Safety Considerations: Learner Diversity Considerations:
• Don’t allow children to run in the classroom/when in the playground – may trip and hurt themselves/hurt • Student with vision impairment requires seating close to the whiteboard
someone else • Student with hearing impairment requires seating close to the front of the classroom – use of REDCAT system
• Don’t allow children to put the external features from the mystery box into their mouth – some may have small • Overseas student (ESL – English as Second Language) needs to be paired with a willing student – monitor to
parts (choking hazard) ensure that the student understands and can partake in the lesson
• Don’t allow children to play on the equipment whilst in the playground - may fall and hurt themselves/someone
• Extension Prompts = when labelling the external features, ask students to also describe the function of these
else
external features
• Supervise children whilst in the playground – establish boundaries, regularly call the role/get children to
• Enabling Prompts = provide children with an already drawn animal with the beginning letter of the external
number off
feature already placed on the diagram.
• Don’t allow children to use the pencils as weapons – may cause injury