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TERM/WEEKS: Term 2, Week 2 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Science

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:

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

Week 2 Living things 1. Demonstrate the different Formative Introduction Youtube:

Lesson 2 have life cycles stages of the lifecycle of a
butterfly using their body.
(ACSSU072)
2. Create a brainstorm
comparing the life cycles of two
living things using the program
Coggle.
3. Order the lifecycle of a
human and a cat using Quizizz.
Assessment • Recap content learnt last lesson about life cycles by https://www.youtube.c
through Quizizz. watching short YouTube clip. om/watch?v=-pHav-
Students are to 3QZkI
• Students are then to find a space in the room and
identify the
teacher calls out an animal. Using their body, students
correct order of
the life cycle of must demonstrate the life cycle for that animal.
both the human
and the cat. Body Kiddle
• Students are to select any 2 animals and research the life https://www.kiddle.co/
cycles of both animals using Kiddle.
• The information found is to be displayed in an online Coggle:
brainstorm using Coggle. Students are to explain using https://coggle.it/
words the life cycles of both animals and describe each
stage on coggle.
• Students are to make a ‘comparison’ section in their
coggle to compare the differences in the life cycle of
both selected animals.

Conclusion
• Students are to log onto class Quizizz and complete the Quizizz
quiz about the life cycle of a human and cat. https://quizizz.com/ad
min
• Review lesson and content by selecting 3 students to
bring their Coggle up on the big screen and briefly
demonstrating their chosen animal and life cycle.
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TERM/WEEKS: Term 2, Week 4 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Science

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 have their own laptops which will be accessed during this lesson.

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

Week 4 Living things 1. Define what an animals Formative Introduction Youtube:

Lesson 5 depend on habitat is and explain how Assessment • Introduction to habitats through Youtube video ‘Habitat https://www.youtube.c
each other and nature provides life for the through song’. om/watch?v=VVPyjukP
the environment animals. Educaplay . • Brief class discussion about prior knowledge of the xFA
to survive Teacher can
previous lesson (Students should have a basic
2. Identify the main habitat check records
(ACSSU073) regions of animals from various and see which understanding of how animals come from different
children movies using Educaplay. students have a habitats.
well-developed • Teacher uses whiteboard to make a brainstorm about all
3. Create a short movie using understanding of of the answers students come up with. Whiteboard
Animoto to present their the differences
understanding of the different between various
habitats of 2 animals and habitats and Body
compare their living conditions. which students • Students are asked to open their laptops and log on to
need further work. Educaplay
their Educaplay account.
https://www.educapla
• Students are to complete the video quiz on educaplay y.com/en/editarActivi
where they are to identify what habitat regions the dad.php
following movies are set in:
- Lion King (desert)
-Tarzan (forest)
-Finding Nemo (ocean/reef)
-Ice Age (arctic)
- Garfield
-Babe (farm)
• Once completed, students are to select and complete
least 2 out of the 15 other activities available. All activities
are based on the topic of animal habitats and habitat
regions.
• Students are then asked to select 1 animal each from 2 Animoto:
different habitats. They are to create an Animoto movie. https://animoto.com/
The information included is the animal, the habitat, why
they think that animal is best suited to the habitat and a
comparison between the two animals.

Conclusion
• Review lesson by selecting 3 students to present their
Animoto.
• Students are asked to share 2 interesting facts they learnt
about the animals they those with the person next to
them.
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TERM/WEEKS: Term 2, Week 6 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Science

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 have their own laptops which will be accessed during this lesson.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 6 Living things 1. Match up a variety of animals Formative Introduction

Lesson 8 depend on to their habitat regions such as assessment • Review previous lesson content with habitat and predator
each other and forest, desert, urban/farm, through Wufoo. matching game. Students walk around classroom to
the environment ocean/reef and arctic. Students are to different ‘regions’ and match the animals and predators
to survive correctly order the
with their habitat. Students can communicate with one
2. Research the habitat and diet life cycle of both
(ACSSU073) of a chosen animal using Kiddle. a human and cat. another to solve any unknown animals. A whole class
Teacher can discussion can be run after all known pieces are put
3. Create a research booklet, identify any down.
exhibiting appropriate use of students who • Brief whole class discussion about previous knowledge of
pictures and written text, have not yet animal food chains and animal habitats. Last lesson,
presenting the physical qualities, developed a solid students began discussing how all animals rely on other
environmental habitat and diet understanding of
animals and the environment to survive. Write any
of a chosen animal. the growing Whiteboard
concept. information on the whiteboad.

Body
• Students are to select an animal of their own choice and
research information about the animal including habitat
Kiddle
and predators. Extension students can research prey as https://www.kiddle.co/
well. Using ‘kiddle, students are given 20 minutes to find
their information.
•
• Students are to use the information they found to begin Flipsnack:
their project about living creatures using the program https://www.flipsnack.
called ‘Flipsnack’. Teacher to give brief tutorial about how com/
to use the site before students commence.
• Students are to work through as much of this as they can
however it will be an ongoing project.

Conclusion
• Students are to log onto the Wufoo created by the
teacher. This is a survey with a few questions based Wufoo:
around the content to check for student understanding https://www.wufoo.co
and also a survey about the students projects. Wufoo is m/
used as a self-reflection tool for the students.
• Review the lesson and check for content understanding in
students by asking them to complete the Wufoo form. This
includes key questions from the lesson and questions to
track progress of students projects.