Professional Documents
Culture Documents
TERM/WEEKS:
wk2
T1,
YEAR LEVEL: 4
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy
Numeracy
ICT
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures
AUSTRALIAN
CURRICULUM
LINKS
WEEK
/
LESS
ON
Science
Underst
anding
Science
as a
Human
Endeavo
ur
Science
Inquiry Skills
Ethical Behaviour
SPECIFIC
LESSON
OBJECTIVE
ASSESSMENT
(what & how)
Intercultural
Understanding
Sustainability
KEY
QUESTIONS
RESOURCES
Week
1
Lesso
n1
Living
things
have life
cycles
(ACSSU
072)
Represent and
communicate
ideas and
findings in a
variety of ways
such as
diagrams,
physical
representation
s and simple
reports
(ACSIS071)
1. Research
appropriately
using the
suggested
search engine
Britannica.
2. Navigate
Britannica
without
assistance.
3. Participate in
a class online
collaboration of
ideas through
Padlet.
WEEK
/
LESS
ON
AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding
Science
as a
Human
Endeavo
ur
Science
Inquiry Skills
SPECIFIC
LESSON
OBJECTIVE
Observational
assessment will
be done
throughout the
lesson and a
checklist of the
components
completed by
each student at
the end of each
lesson.
Formal
assessment will
be given on the
final product of
lesson 4.
ASSESSMENT
(what & how)
Introduction:
Introduce topic of work: Life Cycles
Open and explain class weebly
Share overall objectives with students - list all
components that will be completed and that it
will all end with a display on Kidblog.
Start Lesson:
Students are to each work individually on a computer.
They are to open the class weebly and start lesson.
Here students will research the broad topic of life cycles
using Britannica. Students will share their research on
Padlet in a class online discussion and sharing of ideas.
(20mins max).
Now students select one life cycle that they would each
like to focus one, they then further their own research on
this cycle.
Students should compile the information they have
gathered and shared on Padlet.
At the start:
What is a life
cycle?
What life cycles
do we already
know?
Examples?
How can we find
out more? (ICT)
Class weebly,
Britannica
And
Padlet
online
At the end:
What did you
like about
Britannica?
What did you
learn about your
life cycle?
What else do
you need to
research?
KEY
QUESTIONS
RESOURCES
Week
1
Lesso
n2
Living
things
have life
cycles
(ACSSU
072)
Represent and
communicate
ideas and
findings in a
variety of ways
such as
diagrams,
physical
representation
s and simple
reports
(ACSIS071)
1. Create a mind
map using
spider scribe.
2. Display
knowledge of
each stage of
their chosen
creatures life
cycle within
spider scribe.
3. Incorporate
text, images and
links into their
mind maps.
Observational
assessment will
be done
throughout the
lesson and a
checklist of the
components
completed by
each student at
the end of each
lesson.
Formal
assessment will
be given on the
final product of
lesson 4.
WEEK
/
LESS
ON
AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding
Science
as a
Human
Endeavo
ur
Science
Inquiry Skills
SPECIFIC
LESSON
OBJECTIVE
ASSESSMENT
(what & how)
At the start:
Who
remembers
what spider
scribe is?
How can we use
spider scribe to
display our
research?
How might we
divide up and
present our
chosen life cycle
using spider
scribe?
Class weebly,
Britannica
And
SpiderScribe
online
At the end:
Whats
something new
and interesting
you discovered
about your life
cycle?
Were you able
to complete the
task in the given
time?
What could you
do to make your
research better?
KEY
QUESTIONS
RESOURCES
Week
1
Lesso
n3
Living
things
have life
cycles
(ACSSU
072)
WEEK
/
LESS
ON
Represent and
communicate
ideas and
findings in a
variety of ways
such as
diagrams,
physical
representation
s and simple
reports
(ACSIS071)
AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding
Science
as a
Human
Science
Inquiry Skills
1. Compile all
collected
research into an
online poster
using SMORE.
2. Include
atleast two
media forms
within the online
poster.
SPECIFIC
LESSON
OBJECTIVE
Observational
assessment will
be done
throughout the
lesson and a
checklist of the
components
completed by
each student at
the end of each
lesson.
Formal
assessment will
be given on the
final product of
lesson 4.
ASSESSMENT
(what & how)
At the start:
How else can
we display our
research?
Why might we
display it using
ICT?
Class weebly,
SMORE online
poster
At the end:
What was good
about SMORE?
How did you
display your
information
about your
chosen life
cycle?
Self-Reflection:
What else would
you like to
include?
How can your
poster be made
better?
KEY
QUESTIONS
RESOURCES
Endeavo
ur
Week
1
Lesso
n4
Living
things
have life
cycles
(ACSSU
072)
Represent and
communicate
ideas and
findings in a
variety of ways
such as
diagrams,
physical
representation
s and simple
reports
(ACSIS071)
1. Write a selfreflection on
their blog post.
2. Provide
feedback to a
fellow peer on
their blog post.
3. Publish
completed
SMORE poster
to the class
online blog.
Once students
have all posted
their SMOREs to
their KidBlog,
written out a selfreflection and
commented on at
least one other
students work,
Use a rubric to
assess these
items. Assess the
students Science
Understand and
Inquiry Skill as
well as a few ICT
capabilities.
Self-Reflection
on Kid blog:
What did you
like best about
this task?
How do you
think you went
in completing
this task?
What
improvements
would you
make if you
were to do this
task again?
What did you
learn about
your life cycle?
What did you
learn about
ICT?
Class
Discussion:
What did you
enjoy/ did not
enjoy about
this class
research
project?
What would
you do
differently next
time?
Class weebly
and KidBlog
online