FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1 wk 1-3 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Living things and their Life Cycles

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: Students in year 4 classroom have access to their own iPad during school hours. iPads will be used in all three lessons with multiple
apps being utilised to enhance and extend student learning on the life cycles of living things and the impact of human and environmental factors.

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES =
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS ICT and other
(Introduction, Body, Conclusion)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Week 1 Living Students will be able Formative: Introduction (10 mins): What does the QR code
Lesson things to: Students airdrop  Students use their iPad to scan the QR code to take term life cycle iPads (1:1)
2 have 1. their finished books them to the website designed for the lesson. mean? Lesson 1 website
life Present the life cycle of to teacher’s  Activate student prior knowledge of life cycles How many visible on IWB
cycles one living thing in the iPad/mac to be stages does a (Interactive
through engaging in a Socrative quiz using the iPads,
(ACSSU form of a book using assessed in a butterfly have? WhiteBoard)
072) the book creator app checklist against this is a review of their learning in the previous
on the iPad the lesson engage lesson into the topic of life cycles. What are the Socrative quiz
2. objectives.  Students do a quick think-pair-share on what the life life stages
Describe in a minimum stages of a human are. humans go
of one whole sentence Students work  Teacher outlines lesson objectives with class. through?
each stage of the samples compiled
Review previous experiences of using Book creator.
organism’s life cycle on teacher’s What have we
computer to used book
Lesson Steps (30 mins):
support final creator for?
 Teacher introduces students to the life cycle activity
summative Who
assessment. Explain students will be working in pairs to research remembers how
the life cycle of a living thing and create a book we can use it?
using Book Creator to present the life cycle of their
organism including descriptions of each stage.
  Inform students who think they will need assistance
using the app to move to the front of the room
The rest of the class are to spread around the room.
 Ensure lesson site page is presented on the IWB
with the activity steps visible.
 Go through the activity steps, the provided example
of what the book may look like (shown on the
website) and discuss any questions with the class.
 Teacher roams classroom assisting students with
understanding difficult terms they may find.
How many
stages does
Activity Steps:
your living thing
1. Teacher allocates students into pairs.
have?
2. Choose a living thing to research for the book
axolotl, echidna, jellyfish, chicken, frog, cicada, Does your living
platypus, ladybug thing start out
3. Use the links provided to research your living thing. as an egg?
4. Briefly plan your life cycle book on a piece of paper
5. Use Book Creator to present the life cycle of your
living thing
6. Book Success Criteria: What you need to include:
(look at example for help)
- Cover page with your names and title of book
- Stage name and number on new page
- 1 sentence (or more) to describe each life
stage. Can be in written or audio form
- Drawn elements (pictures, written information) Was your life
- Images (save to iPad camera roll -> add to book) cycle different
Britannica Image Quest, Google Image Search to other pairs?
7. Once completed save book to camera roll and Why?
airdrop to teacher
What are some
Conclusion (10 mins): other living
 Each pair to group with another to share their book things, other
 Groups are to discuss the questions presented in than animals
that we could
the conclusion section of the lesson site page (one
look at the life
person from each group is to have it visible on iPad) cycles of?
  Teacher reviews lesson objectives with students. What factors
 Teacher does a quick discussion on the different can be a hazard
factors that impact the life cycle of living things the life cycle of
living things? Is
ie. habitat, extreme weather, human factors, diet,
the weather?
food chain, adaptations of animal – these will be How do humans
addressed in the following lesson. impact the
habitat of living
Extension: things?
Students that complete the activity early are to add 2 more
pages to their book, one page is to be on the habitat of their
living thing and another on the diet, with accompanying
descriptions of each.

Learner Diversity:
All students will be working in mixed ability pairs
accommodating for students who are ESL and ensuring all
students can engage and participate in the activities.
Students who find it difficult to use Book Creator or research
using iPads are given the option to sit at the front of the
room where the teacher will be available to help them
throughout the lesson.

Safety considerations:
Students are provided with the links to use to gather their
information to ensure safe internet searching and
appropriate information is being read.
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES =
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS ICT and other
(Introduction, Body, Conclusion)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Week 2 Living Students will be able Formative Introduction (10 mins): What did the QR code
Less 3 things to:  Students scan QR code with iPad for Lesson 2 site video say that iPad (1:1)
have 1. Collection of  Review previous lesson conducted on life cycles. animals need to Lesson 2 Website
life Demonstrate student Popplet Activate student prior knowledge on the basic needs survive? Do - visible on IWB
cycles understanding of the brainstorms and pic humans have
of living things. Watch What Animals Need to
(ACSSU environmental and collage by airdrop similar needs? What Animals
072) human factors that to teacher’s mac Survive - YouTube video Need to Survive
impact the life cycles  Students are to use the Answer Garden link to What would https://www.yout
Living of living things through Recording of brainstorm factors affecting living things. happen to your ube.com/watch?v
things answering key anecdotal notes on Brainstorm - Environmental and Human factors that animal if a fire =9juC9JQ7Vxs
depend questions and actively observed student impact living things. occurred? Or a
on each HASS participating in knowledge and flood? Answer Garden
 Discuss environmental factors (fire, extreme
other The rotation activities answering to key What about if
and the importa questions – what temperatures, flooding, natural disasters) and humans built on
environ nce of 2. do students know human factors (deforestation, waste disposal, water the land? Or if
ment to environ Create a popplet about human and pollution). the water was
survive ments brainstorm including a environmental  Explain that the environment plays an important polluted?
(ACSSU to minimum of 2 impacts? role in the growth and survival of animals.
073) animals environmental factors What does
 Discuss what can to be done by humans for a
and and 2 human factors sustainability
people, that would impact the sustainable future for all living things (provide the mean?
and living things within definition of sustainability) ie. recycling, no polluting What can we do
differen their designated make sure living
t views ecosystem (forest, Lesson Steps (30 mins): things continue
on how ocean, arctic).  Teacher introduces the rotation activities students to grow and
they will be doing throughout the lesson. survive?
can be
protect Activity 1: Popplet Brainstorm
ed  Students use the iPads to create a Popplet in groups
(ACHAS of 3-4 of a minimum of 2 human and 2
SK088) environmental factors that impact the survival of
living things in their given habitat.
iPad (1 per group)
1st group: forest
Popplet App
2nd group: ocean / river Habitat images
3rd group: Antarctic / arctic
 Students to look at the weather, fire, natural
disasters
human: pollution (water, air), deforestation,
 Students can add images to their popplet
 Teacher to explain students may want to discuss the
impact that other animals might have in the
environment – recall food chain.

Activity 2: Explain the point of view

 Students are to give reasons for and against What would the Activity sheet
scenarios stated on the website, where an impact be on QR code link:
environmental factor and a human factor will the living things http://www.envir
that live in the onment.nsw.gov.
impact a forest ecosystem in some way.
forest if it was au/topics/parks-
- A builder wants to build 1000 houses on land cut down? reserves-and-
that is currently a forest filled with living things. protected-
Give 2 reasons that support the builder areas/fire/plants-
Give 2 reasons that support the forest animals-and-fire
- A fire is about to burn through an entire forest
Give 2 reasons that support the fire Is a fire always a
bad impact?
Give 2 reasons why the forest disagrees with
What is a
the fire positive effect
 Once students have answered the questions, they fire can have?
are to scan the QR code available on the printout to
read information on the negative and positive What type of
impact fire can have. habitat did your
animal live in?
Activity 3: Show me the Impact?
 Students choose 1 environmental or 1 human factor Would the
impact be
which impacts the ecosystem their living thing from
different at Information site
lesson 1 lives in. Students may go back to the lesson different stages available to aid
1 site on their iPads to review the habitat of animal. of the life cycle? students.
 Students use the pic collage app to create a visual If so, how? https://www.natg
representation of what the impact would look like. eokids.com/au/di
For example: scover/geography
pollution in the ocean - animals stuck in rubbish or Are the living /general-
things in the geography/what-
leaked oil
ecosystem able is-climate-
Hot temperatures for Arctic habitats – too hot for to go through
 animals, ice melting. Polar bears need the ice to all the stages of change/#!/registe
hunt and feed. their life cycle if r
 Students are to write in a text box an explanation of these impacts
occur?
the impact the environmental or human factor will
have on living things in that ecosystem / habitat.

Conclusion (10 mins): Are humans

 Discuss what students found out that they did not responsible for
know preciously environmental
 Discuss how humans can create a more sustainable impacts such as
future for all living things changes in
 Students to get into their pairs from the lesson 1 to weather?
decide on an environmental or human factor that
What impact do
could negatively affect the life cycle of their animal these factors
for next science lesson. have on the life
cycles you
Learner Diversity: researched in
All students will be working in mixed ability groups lesson 1?
accommodating for students who are ESL, ensuring all
students can engage and participate in the activities. The What can we do
multimodal resources and activities at each station caters for in our daily lives
the varying learning styles of students. to limit the
impact we have
Safety considerations: on the
Students are to ensure they handle the iPads carefully – do environment?
not drop them on another student or break the iPad.

Extension:
It is unlikely student will have time for this activity
however, students that complete the activities early start
planning a diorama environment they will be building in art
class for their stop motion film in next science lesson.
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES =
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS ICT and other
(Introduction, Body, Conclusion)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Week 3 Living Science Represe Students will be able Summative Introduction (10-15mins): QR code
Lessons things knowled nt and to:  QR code for students to scan with iPad What are iPad (1:1)
4-6 have life ge helps commun Rubric – students impacts humans Lesson 3 website
cycles people icate
 Review with whole class their previous learning on
(will 1. will be assessed on life cycles and their knowledge of environmental can have on the - visible on IWB
(ACSSU0 to observati
take Create a stop motion the content, habitats of
72) understa ons, and human factors impacts on habitats
more nd the ideas iMovie in pairs presentation and living things?
than 1 showing the life cycle literacy  Teacher introduces students to project they will Stop motion
Living effect of and
lesson things their findings of a living thing and the competency in the creating. Student are to combine their knowledge example videos:
to depend actions using impact of 1 completed stop on the life cycle of living thing and impacting human https://www.youtu
comple on each (ACSHE0 formal environmental or 1 motion film. and environmental factors by creating a stop be.com/watch?v=D
te) other 62) and human factor on the 65muc_fi50
and the informal
motion film.
survival of the living Students airdrop
environ represen  Discuss different strategies to show the life cycle. https://www.youtu
thing. their completed
ment to tations Teacher shows students they can draw the stages, be.com/watch?v=D
film to teacher’s How did the Ls_zxYkG0k&t=35s
survive HASS (ACSIS07
2. mac after use plasticine / playdough, Lego pieces… video present
(ACSSU0 The 1)
73) importan Present the impact of 1 presenting to the  Students form small groups and using iPads watch the life cycle of https://www.youtu
ce of environmental or 1 class in final lesson. the example stop motion videos provided on lesson the butterfly? be.com/watch?v=vg
environ human factor could l_i8HwtQ4
site to give ideas about what they can do.
ments to have on the survival of
animals  Discuss how students could show the human or
the life cycle of a living
and thing. environmental impact within their film Do you
people, Ie Film stop motion of life cycle completed, then remember how
and
film an alternate version where their chosen factor to use iMotion?
different
views on affects this cycle. “this life cycle may not be What do we
how completed if humans pollute the ocean causing the need to
they can remember
turtle to get stuck in rubbish containers”
be when using it?
protecte
Lesson Steps (30 mins):
d How do you
(ACHASS  Teacher explains to students they will be working in
transfer the
K088 original pairs from lesson 1 to create a stop motion
stop motion
film using iMotion and iMovie to present the life video to the
cycle of a living thing and the impact their iMovie app?
previously chosen environmental or human factor
could have on their animal’s life cycle.
  Teacher reviews with students how to use iMotion
and iMovie
 Students to collect their habitat diorama that they Habitat Diorama
(pairs created in
completed in art lesson. This is the setting of film.
art class)
 Teacher presents students with a variety of
materials they can use for their video. Plasticine
 Pairs are to plan their film prior to starting stop Playdough
motion Lego
Cardboard pieces
 Teacher stops class once pairs start to finish their
Straws
planning and reviews with the class how to use stop
pipecleaners
motion and iMovie. Students have previous popsticks
experience using both apps to create a short film.
 Students are to show the teacher their plan
including how they are going to show the human or
environmental impact on their animal’s life cycle.
 Teacher is to roam the class ensuring students stay
on track and assist where necessary.

Conclusion (5 – 10 mins):
 Students update the teacher on their progress of What are 2
their poster for planning of next lessons. things you have
This lesson may need to be carried out for the next learnt about life
2 science lessons to ensure enough time to finish. cycles, the life Apple Tv
 Students who have finished present their iMovie to stages a living
thing, or
the class through air drop to the apple tv and air
impacts on their
drop completed film to teacher Mac to be assessed. habitat from
 Discuss what students have learnt about their our learning
animals, life cycles, sustainability, human impacts over the last 3
throughout the lessons. lessons?

Learner Diversity: What are

Students work in pairs to assist one another in their work questions you
and differing work speeds. still have?
Extra assistance given to ESL students to complete the task

Safety considerations:
Students are not to mishandle or consume any of the
materials.
Students to be aware of their surroundings not to fall over
another group filming or step on other groups work.

Extension:
Student that complete their project early can help other
students with their film or can create another short stop
motion film on a topic of their choice.