SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLAIN (1 lesson)

TERM / WEEKS:  To support students to develop explanations for experiences and make TOPIC
Term 2 / Week 4 Animal Adaptations
representations of developing conceptual understandings
Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as Science Inquiry OUTCOMES
Understanding a Human Skills
Endeavour
Living things have Communicate ideas, Introduction (10 mins) Mystery bag – elephant,
structural features and explanations and 1. Teacher brings in a mystery bag with stuffed animal toys in it. camel and monkey
adaptations that help processes using 2. Student reaches in to the bag and grabs an animal.
them to survive in their scientific 3. As a class, students break down the adaptations of that animal. Continue two more times.
environment representations in a 4. Teacher provides questions to students to discuss with their group;
(ACSSU043) variety of ways, i. What is an adaptation?
including multi- ii. What adaptations do we think help animals survive in the desert?
modal texts iii. Do animals have structural features that do not help them survive in their
(ACSIS093) environment? Why?
LESSON OBJECTIVES
Body (40 mins)
As a result of this lesson, students will be able to: KTP – Teaching focus is on specific environments and animals within that environment.
Teacher draws an image of a camel on the whiteboard and writes, “What are key adaptations
 Label their animal adaptations, at least six, two of each type
that help animals survive in this environment?” As a class, discuss possible answers while the
of adaptation. teacher labels the camel drawing. Bring focus to the research aspect of this lesson and suitable
 List at least four features of their animal’s environment that internet searches.
assists their adaptations. 5. Teacher models the activity.
6. Students return to their desks with an animal card.
 Orally presents their animal’s adaptation in an engaging a. Students analyse their animal and determine their animal’s environment
Animal card and/or
way. stuffed animal
b. Using their iPads, students research their animal (focus on National Geographic for
ASSESSMENT (FORMATIVE) reliable information).
iPads
c. On poster paper, students draw their animal within their environment, labelling the
Teacher will collect students’ posters and complete a checklist. structural, behavioural and physiological adaptations of the animal and features of
(FORMATIVE) the environment.
Poster paper
Teacher will ask themselves: d. Once students complete the posters, they must display them to their peers and
Pencil cases
o Were students able to label at least two structural, two behavioural communicate their animals adaptations and research they found.
and two physiological adaptations? Conclusion (10 mins)
o Were students able to explore at least four features of their 7. Students return to their desks and discuss their thoughts of environmental impacts on animal
animal’s environment? adaptations.
o Were students able to present their research and animals 8. To finalise knowledge, ask students some key questions and after posing each question
adaptations in an engaging way? have the students ‘think-pair-share’ for each question.
A checklist of these objectives will be used to record student achievement. i. Name two behavioural adaptations you found about your animal OR someone
else’s?
ii. What were the features of your animal’s environment?
 iii. What adaptation, do you believe, was most successful for your animals survival?
Why?

LEARNER DIVERSITY
Enable: Students will be paired with student with similar ability and be given a simpler animal to
complete their research on. To assist sensory impairments, students will be given a stuffed animal toy.
Extend: Students will be paired with student with similar ability and be given a more difficult animal to
complete their research on.