FORWARD PLANNING DOCUMENT – EXPLAIN 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- EXPLAIN (1 lesson)

• To support students to develop explanations for experiences and make representations of developing conceptual understandings
Formative assessment

WEEK/ EYLF AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac O/C CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS
Week 3 3, 5 1, 3, 4, 5 Science: Students will be Formative Introduction: • Which Introduction:
5, 7 • Science able to: Assessment • The teacher invites students down to the animals have • “Find the
Understanding – mat and explains that he/she has a game to Difference!”
• Identify and the same
play called “Find the Difference!” where
Biological Sciences: • What is being external Game
name a students are provided with two different
o Living things assessed? animals – e.g. a cow and a butterfly. features? • Whiteboard
variety of
have a variety of Children have to find the similarities and • Which
different o Children’s
external features
differences in external features in both of Main Body:
ability to the animals. animals have
external • Different
(ACSSU017) identify and • The teacher invites a pair of students up to different
features (for animal
• Science Inquiry Skills name a the whiteboard and asks them to identify all external
example – of the external features visible on the figurines
– Planning and features?
variety of animals. After they have done this, the • Animal
Conducting: head, body, • What animals
different teacher asks the students to tell him/her picture cards
o Participate in legs, tail) what different external features the two have you
external • iPads
guided • Compare and animals have – e.g. cow (udder), butterfly compared?
features (antennae). • Worksheet
investigations to contrast • Why do you
o Children’s • After they have done this the teacher • Glue
explore and different explains the activity to the students and think this
answer ability to
 questions external compare and then sends them off to their desks in their animal needs • Pencils
(ACSIS025) previous working pairs. this external
features contrast
• Science Inquiry Skills different Main Body: feature?
Conclusion:
– Communicating: external • At each of the student’s desks are two • Why don’t
• Smartboard/
o Represent and features different animals, the corresponding picture both of the
iPad
communicate • How is it being of the animals, a worksheet and an iPad. animals have
observations and • Students are required to glue the pictures of the same
assessed? the animals onto their worksheets, label the
ideas in a variety external
o Through external features on both of the animals
of ways features?
anecdotal and then write what external features are
(ACSIS029)
notes based the same/different.
on children’s • After they have completed this, using the
iPad app “Book Creator” the students, in
work
their pairs, create a short book about the
samples –
two animals, identifying their external
worksheet features and what was different about
and book them.
• How is it being
recorded? Conclusion:
• To conclude the lesson, the educator invites
o Checklist students back to the mat and as a class they
share the books that they have made and
explore the same/different external
features that the animals have, discussing
why certain animals have external features
that others don’t.

Health and Safety Considerations: Learner Diversity Considerations:

• Don’t allow children to run in the classroom – may trip and hurt themselves/hurt someone else
• Don’t allow children to put the animal figurines into their mouth – some may have small parts
(choking hazard)
• Don’t allow children to climb onto tables/crawl underneath tables
• Don’t allow the children to use pencils as toys – can cause injury
• Don’t allow the children to put the glue into their mouth – can cause sickness
• Ensure that the iPads have child restrictions placed on them so that students aren’t able to
search/look at anything inappropriate
• Student with vision impairment requires seating close to the whiteboard
• Student with hearing impairment requires seating close to the front of the classroom – use of REDCAT system
• Overseas student (ESL – English as Second Language) needs to be paired with a willing student – monitor to
ensure that the student understands and can partake in the lesson
• Extension Prompts = when creating the book, encourage students to include the reasons as to why/why not the
animal has particular external features
• Enabling Prompts = encourage the child to pick one of the two animals, draw the animal and then identify the
external features that that animal has, instead of comparing and contrasting it to another animal.