AusVELS (All strands, other domains)

Living things have structural features and adaptations that help them to survive in their environment
Unit outcomes:
Concepts: (include representations and practices that may be relevant)
1. Explaining how different types of animal adaptations help survival
2.

Exploring physical adaptations for particular environments

3.

Researching how organisms adapt in extreme environments such as Antarctica or a desert

4.

Applying knowledge of adaptation to different environment situations

Skills:
5.

Recording data in tables and diagrams or electronically as digital images and spreadsheets

6.

exploring how different representations can be used to show different aspects of relationships, processes or trends

7.

using labelled diagrams, including cross-sectional representations, to communicate ideas

- (grade 6)

Other Domains (grade 6):

English:
8.

bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting, evaluating and using texts for their pertinence
to the task and the accuracy of their information

9.

Observing how concepts, information and relationships can be represented visually through such images as tables, maps, graphs, diagrams, and
icons.

10. using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating and using
information

Science Unit
Planner

11. Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and
purposes, making appropriate choices for modality and emphasis

Pre-service Teacher
Archdall
Topic: Biological Science
Year Level: Year 5 / 6
Unit Outcomes

Names: Gigi Chau, Nikki

Inquiry Stages

AusVELS Links
(Science
outcomes)

Engage

- To explore some of
the main themes
that make up
biological science
- To explore the
uniqueness of each
individual

AusVELS Links
(Literacy outcomes)

Lesson Summary +
Activity

Assessment
Opportunities

Activity 1
Students worked in small
groups to explore human
anatomy by creating a poster
that illustrates different
organs and body features of
the human body.

Diagnostic Assessment
- Assessing students
prior knowledge on
biological science and
science in general
- Anecdotal notes

Activity 2
Students explored and
compared their own
fingerprints with fingerprints
of others. Students were to
explore the uniqueness of
each individual (Prepares
them in identifying
uniqueness in animals)
Explore

- Living things have

structural features
and adaptations that
help them to survive
in their environment
- To explore different
adaptation features
of animals

Activity 1
Students create a class mindmap on the concept of animal
adaptation.
Activity 2
Students are to watch a short
video on adaption. The video
introduces adaptation by
looking at different animals
and what kind of physical
adaptations they have to
adapt to their habitats.

Formative assessment
- Observations
when students
creating mindmap as a class
and when they
complete their
worksheet

Share time

Activity 3
Students are to complete
worksheet that bases on the
video.
Explain

- To reason the need

for different
adaptation features
of animals

Activity 1
In a class discussion,
students will share their
understanding of animal
adaptation by drawing on
their experiences from the
engagement and exploration
phases. Students were
encouraged to explain the
concept in their own,
everyday language.
Activity 2
Students will work in pairs to

Formative assessment
- Class discussion,
students sharing their
understanding of the
concept
- Observation of Rotation
Picture Prompt task