FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 4. YEAR LEVEL: 4 LEARNING AREA/TOPIC: Science – Science

Weeks 4-5 understanding – Biological Sciences.

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: Each student should have access to an iPad. The iPads should be fully charged for the lesson to avoid any student missing out on
the lesson. The webpage Popplet and app Pic-Collage should be available on the device.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Term 2. Science: Science  Create a Popplet stating 1) A formative Introduction: Image:

Week 4. understanding: the importance of bees, assessment can  Put up a picture of a zoomed in image of a bee hive, asking http://www.talkingwithbee
Tuesday Biological take place during students to guess what the image is of. Continue to zoom out a s.com/my-apiary/hive-
what they do and what one/hive-one-6jul13-eggs
after Sciences: the lesson. little bit by little bit, stopping to ask students if their idea of
they depend on to survive.
recess. Living thinks Teacher can walk what it is has changed. Continue to do so until image at its
depend on each  Produce a collage using around and normal scale.
Lesson 1 other and the Pic-Collage containing assess students  Introduce the topic of bees, stating that they play an important
environment to images relating to a bees’ on their ability to role in society, that they depend on others and the environment
survive create a Popplet to survive.
habitat.
(ACSSU073) on the  Before beginning anything, students are informed that there will
information they be two more lessons on bees, with the next lesson two more
have been given. things they will be creating. Then in the last lesson they will be
Per the use of a collaborating everything into one poster, which will be
checklist. advertised to the public, highlighting the importance of bees to

2) Main assessment
the environment. Which they are told to keep in mind when YouTube video:
creating everything over the next few lessons. www.youtube
will take place at .com/watch?v=6CxCTyxRFh
the end, in a Body: 0&t
summative form.  Students will watch a YouTube video on what bees do and why =30s
Which will be we need them. From the information on the video, as well as
done by marking other websites already picked out by the teacher on QR codes Other websites:
the poster students will create a Popplet presenting the information a)www.elitedaily.com/n
created involving visually. The information must be displayed under the following ews/world/human-need-
all products sub headings to bees’;
bees-to-survive/755737
made during b)
o Why we need bees
previous lessons https://www.rowsehone
o What bees do
that contribute y.co.uk/facts-about-
o What bees depend on to survive
to the end bees/
 Once complete students will make a collage on the app Pic-
result.
c)
collage, collecting photos of everything they can find relating to
https://www.orkin.com/
a bees’ habitat. When they have finished they are reminded to stinging-
save to their photo album. pests/bees/what-do-
honey-bees-collect/
Conclusion:
  To conclude students will find a partner, showing them their pic-
collage and tell them something they learn about bees. Teacher
will draw on a few couples to share with the class.

Lesson 2

Notes about device access in the classroom: Each student should have access to an iPad. The iPads should be fully charged for the lesson to avoid any student missing out on
the lesson. The app Explain Everything and webpage to Britannica Image Quest should be available on the device.

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

Term 2. Science: Science  Identify and create the 1) A formative Introduction:

Week 4. understanding: assessment can  Lesson will begin by activating students’ prior knowledge from the
life cycle of a bee. previous lesson on bees. Will take place through a game, were the
Thursday Biological take place during
Morning.  Research and source teacher will state a serious of questions and the students have to decide
Sciences: the lesson.
three images of the three if the fact is true or false. With students standing in a line outside, or
- Living things Teacher can walk along the back of the classroom if room allows. Each student will take
Lesson 2 different types of bees.
have life cycles around and one step forward if they answered correctly and take no steps if
(ACSSU072) Identify which bees is assess students answered incorrectly. Winner will receive a prize.
which. on their ability to
Body: Multiple resources:
illustrate the life - https://www.youtu
 Back in the classroom, students are told that they are going to be
cycle of a bee. be.com/watch?v=b
creating the lifecycle of a bee on the app Explain Everything on their
Per the use of a iPad. Placed around the room there will be QR codes with different
Sxurt8qPD4
checklist. forms of websites with information about the life cycle of a bee. - http://www.virtual
2) The images museum.ca/edu/Vie
Students are told that they may need to go to multiple sites to be
wLoitDa.do;jsessioni
sourced by the thorough in their description. Students are instructed not to put in
video, or sounds into the app as it will be saved as an image and added d=19993674E43835
students will be
901A323F02AFBDE8
assessed at the to their final product of a poster.
B3?method=previe
end, on the  Once complete students will be asked to export and save to the camera
w&lang=EN&id=259
roll. They will then be told to go to Britannica Image Quest to find and
poster in a 17
save three images, a photo of each different type of bee. I.e. Worker,
summative form. - http://www.hivean
queen and drone bee. If some student has finished early then they can
dhoneyapiary.com/
 add these images into a new page on the app Explain Everything and 2014/09/16/honey-
give headings to each different type of bee. bees-life-cycle/
ICT tools:
Conclusion: - Explain Everything
 Students will watch a YouTube video on an alternative way of - Britannica Image
presenting the information of a life cycle of a bee. Through the form of a Quest:
wrap. Only half of the 4 min video needs to be watched as it gets https://quest-eb-
repetitive. com.ipacez.nd.edu.
 To conclude students will find a different person then who they had last au/
lesson and tell them something new they learnt about bees that day. -
YouTube video:
- https://www.youtu
be.com/watch?v=X
ZQmE0B7gFQ

Lesson 3
Notes about device access in the classroom: Each student should have access to an iPad. The iPads should be fully charged for the lesson to avoid any student missing out on
the lesson. The app Canva and webpage to creating your own QR code should be available on the device.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Term 2. Science: Science  Compile all resources 1) Summative Introduction:

Week 5. understanding:  Teacher has a box or bag at the front of the class with questions about
made over the past few assessment –
Monday bees inside, teacher gets students to come forward and pick out a
Biological lessons on bees and Rubric for the
before question. Student reads out the question.
Sciences:
lunch. present it in a poster poster – Main  Teacher instructs students to turn to the person sitting next to them,
- Living thinks forming groups of 3 were needed, and to tell one another their answers.
depend on each form. points include;
Teacher calls upon one pair/group to answer the question. Teacher
Lesson 3 other and the  Create a poster that - 3 different
does this for 3 questions.
environment to advertises the importance images of the 1) What are the three types of bees?
survive of bees to the types of bees 2) What do bees depend on in order to live?
(ACSSU073) environment. - Life cycle of a 3) Explain the life cycle of a bee?
- Living things bee
Body:
have life cycles  Students are to look for a website or YouTube video on how to protect / QR Code maker:
- Link a QR code conserve / save bees and then with this link they are to make a QR code https://www.qrstuff.com/
(ACSSU072)
to a website or so they can add it to their poster.
YouTube video  Students are then to create a poster on Canva with everything they have ICT tool: Canva.
made and saved to their camera roll from previous lessons on bees.
The students’ There poster should be about informing the public about the
importance of bees to the environment. All of the following should be
Popplet and life
included;
cycles should have
a) Popplet of what bees do and why we need them
already been
b) Pic-collage of a bees’ habitat
marked during c) 3 images of different types of bees’ ie, queen bee, worker
lesson 1 as a and drone bee.
formative d) Life cycle that was created on Explain Everything
assessment. e) QR code linking to YouTube video or website about ways to
protect bees
 Once students have completed their posters they are to save them and
the teacher is going to walk around and get each student to airdrop
their posters to their computer. In order for the teacher to print and
mark them.

Conclusion:
 To conclude students are going to find different a person from the
previous lessons and tell them something that they learnt about bees.