FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2/10 YEAR LEVEL: 4 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:

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Week 1, Biological At the end of this lesson, students Obj. 1: Introduction:

Lesson 1 Sciences: will be able to:  use of a ‘pass-  Ask students about their theories on how dinosaurs became
Living things 1. describe four effects of the out’ slip, on extinct
depend on each meteor, which lead to the which students  Padlet on the kids’ theories how dinosaurs became extinct Padlet
other and extinction of the dinosaurs https://padlet.com/jm_k
have to list four  Watch video about extinction of dinosaurs
the environment ealey/bcali2g593wt
to survive effects of the  TPS: discuss video and how dinosaurs became extinct
(ACSSU073) 2. visualise the effects of the meteor Video on dinosaur
meteor, which lead to the Body: extinction
Earth and Space extinction of the dinosaurs, in Obj. 2:  Answer Garden to visualise effects of the meteor on earth https://www.youtube.co
Sciences: form of a group ‘Time Graphics’  use of a o E.g. increased temperature on earth, shock waves, m/watch?v=vq3nWnTkF
Earth’s surface time line checklist to tsunamis, earth quakes bk
changes over time evaluate the o Compare to kids’ extinction theories on Padlet
as a result of Answer Garden
time lines (use  Divide students into groups of 4 (mixed ability groups) and
natural processes of images, https://answergarden.ch
explain their task:
and human
correct o Conduct further research on the effects of the
activity
(ACSSU075) information on meteor, which lead to the extinction of dinosaurs.
the effects of (Students can use ‘Answer Garden’ as a guide for what
the meteor) to include on their time line)
o Create a colourful and informative timeline with Time
Graphics to visualise what happened on earth from
the time the meteor crashed into the ground,
including pictures from ‘Britannica Image Quest’
 Teacher demonstrates how to use ‘Time Graphics’, and how to Demonstration of ‘Time
add pictures to support information Graphics’ and inserting
 Provide each group with two iPads (one for research, one for pictures
creating the time line)
Hand out iPads
 Show a selection of helpful websites and videos on the
whiteboard Present websites/videos
 Students will create their time lines in their groups, while the
teacher will walk around to assist if necessary
 Closure:
 Student come to the front and each group presents their Time
Graphics time lines on the whiteboard
 Students will discuss what is similar an what is different
between the groups’ time lines
 Teacher introduces the classroom blog (each group has an Introduce classroom blog
individual blog) for the 6-week dinosaur unit, and and group blogs
demonstrates how to upload an example time line onto the
blog Demonstrate uploading
 Each group will upload their Time Graphics time line onto their an example time line
onto blog
individual group blog on the classroom blog
 Hand out pass-out slip to students, which they have to return Hand out pass-out slips
before leaving the classroom

Week 2, Biological At the end of this lesson, students Obj. 1: Introduction:

Lesson 3 Sciences: will be able to:  Marking rubric  Kahoot quizz on types of dinosaurs and their characteristics to Kahoot Quizz on
Living things 1. Create a visually attractive and to assess if all test prior knowledge, and to spark their interest to learn more dinosaurs:
depend on each informative ‘Easely’ infographic the necessary about the individual dinosaurs https://play.kahoot.it/#/?
other and on the dinosaur they have been  Class discussion about the dinosaurs they already know, what quizId=ca535c12-3848-
information is
the environment 4cd9-81f1-
given included they might have looked like
to survive 6b32aea5d30a
(ACSSU073) (description + o Teacher will use keywords to create a word cloud
2. Work collaboratively as a name of in the shape of a dinosaur (will be uploaded onto
group, and share work evenly class blog) Word Cloud
dinosaur, diet,
wordart.com
amongst all group member habitat,
Body:
enemies, era)
 Divide students into their groups
Obj. 2:  Hand each group an iPad
Hand out iPads
Anecdotal notes on  Demonstrate how to use a QR code Demonstrate using QR
how well students  Hand out one QR code to each group code
are collaborating as o Each QR code represents the picture of a popular
a group Hand out QR codes
dinosaur (Triceratops, Stegosaurus, Tyrannosaurus,
Archaeopteryx, Brachiosaurus)
  Explain the task:
o Students will research which dinosaur is represented
on their QR code picture, using Britannica School
Britannica School
o Students will research information on the name of the
school.eb.com.au
dinosaur, what it ate, where it lived, which era it lived
in, its enemies, and other interesting facts
o Use the infographic creator ‘Easely’ to create an Use ‘Easely’ to create
informative group comic about their dinosaur online comics
o Remind students to share work evenly amongst all https://www.easel.ly
group members
Demonstrate using
 Teacher will demonstrate how to create an infographic using
Easely.com
Easely
 Students start working in their groups
 Teacher will walk around and assist if necessary Take anecdotal notes
o Take anecdotal notes on group collaboration

Closure:
 Each group will present their informative Easely
infographic on the whiteboard
 Students will give constructive feedback (two stars and a
wish)

Students will upload their infographics onto their individual group

blogs on the classroom blog, as part of their online group portfolio

Week 4, Biological At the end of this lesson, students Obj. 1: Introduction:

lesson 7 Sciences: will be able to:  Use of a rating  Teacher will hand out four boxes filled with sand, including Hand out one box to
Living things have 1. Create an informative comic on scale to assess 4 buried QR code – one box for each group each group
life cycles fossils, using the comic creator how well the o 1 QR code will contain an image of a specific fossil
(ACSSU072) ‘Pixton’ (mold/cast fossil, trace fossil, true form fossil) and
comic presents
the information 3 websites to research information
Earth and Space
Sciences: 2. Explain, in 2-3 sentences, how on fossils
fossils were formed
Earth’s surface Obj. 2: o The remaining QR codes contain irrelevant
changes over time Use of a question information, so students need to ‘dig’ for the
as a result of card at the end of useful information, just like a palaeontologist
natural processes the lesson, to
 Ask students what they think they might be doing today,
and human assess if students Use Padlet to collect
activity understand the based on what they have learned about the life cycle of answers
(ACSSU075) concept of fossil- dinosaurs in the last lesson https://padlet.com/jm_k
formation o Let students justify their answers to encourage ealey/i2j4vc94cjch
higher order thinking by connecting the content
from last lesson to today’s lesson Video on fossils
o Collect students’ thoughts on Padlet https://www.youtube.co
m/watch?v=1FjyKmpmQ
 Watch a video on fossils to reveal the focus of today’s
zc
lesson

Body:
 Teacher will explain today’s task
o Students will dig out the QR codes and follow the
provided websites to research information on the
type of fossil that is illustrated on the QR code
picture
Add website to museum
o After finding out about their type of fossil,
tour
students will access the interactive online
Australian museum and view the fossil exhibition
to see examples of their type of fossil, and to
compare the different types of fossils
o In their groups, students will then use Pixton to
create an informative 6 picture comic on the
formation of their type of fossil
 Students start working on researching information on their
type of fossil in their groups
 Teacher will walk around to assist if necessary
 Teacher will pause students’ work once most groups
Demonstrate using the
finished most of their research, to demonstrate using
Comic Creator
Pixton
https://www.pixton.com
 Students continue their work, teacher assists if necessary

Conclusion:
  Students will walk around the classroom to view the
completed comics from other groups
o Encourage students to give constructive feedback
(e.g. two stars and a wish)
 Students will then upload their comics onto their group
blogs on the classroom blog
 At the end of the lesson, teacher hands out one question Hand out question card
card to each student, to test their understanding of the
formation of fossils
Collect question card
Collect the question cards before students leave the classroom