Year 5 - Biological Sciences

Animal Adaptations to Life in the Desert

Science Education M EDUC 5192 2018

Unit Plan: Planning a Unit of Work

Jonathan Fritsch
ID: 100082230
 CONTENTS
Topic and Rationale
Overview 3
Aims and Outcomes 3
The Inquiry Approach 3
The Learning Focus
Outline 4
Content Descriptions 4
Achievement Standard 4
Cross Curriculum Links 5
Assessment 5
Prior Knowledge of Students 6
Evaluation 6
The Learning Sequence
Engage 7
Explore 8
Explain 10
Elaborate 12
Evaluate 14
References 16
Appendix 1 – Cross Curriculum Links
General Capabilities 18
Cross Curriculum Priorities 19
Inter Curriculum 20
Appendix 2 - Resources
Y Chart 22
Desert Table 23
Who am I? 24
Cause and Effect 25
Appendix 3 – Summative Assessment
Task Sheet 27
Rubric Guide for Making Judgment 28

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 TOPIC AND RATIONALE

Overview
The topic seeks for Year 5 students to develop a sense of biological awareness, about animal adaptation and the natural
environment of the Australian desert, a largely inhabited arid and sandy region in central Australia, within the Sciences
sub-strand of Biological Science, and the understanding content description: ‘Living things have structural features and
adaptations that help them to survive in their environment (Australia Curriculum, Assessment and Reporting Authority
[ACARA] 2016, ACSSU043).’ The natural environment in which animals live provides all its requirements for maintenance
of life. One large natural environment in which includes a diverse range of animals is the desert. The desert is ever
changing and includes vast stretches of dune systems, grasslands, extreme weather conditions and predators. In order for
desert animals to survive, over time they develop a combination of behavioral and structural adaptations. Behavioural
adaptation is understood in terms of what an animal does in response to certain stimuli (Skamp & Preston 2015) whereas;
structural adaptation is understood in terms of an animal's external arrangements of particular body parts (Skamp &
Preston 2015).

Aims and Outcomes

In year 5, the study of animals provides opportunities to look at the adaptation purposes of animal structure and
behaviour and to develop knowledge of experimental processes used in biology. The unit will provide opportunities for
students to investigate in biological sciences, the adaptation functions of desert animals, to better understand how
animals survive in the Australian desert environment (Australian Curriculum, Science, 2018). In turn, students will start to
recognize the needs of desert animals in the Australian desert environment and inform personal and community
decisions to look at the strategies that people have adopted to help desert animals survive in desert and semi-arid regions
of Australia.

The Inquiry Approach

The unit takes the form of the 5E’s instructional model (Primary Connections 2012, p. 4). The 5’s instructional model leads
students through five phases of learning, they are: Engage, Explore, Explain, Elaborate, and Evaluate. The model
structures the learning experiences in a constructivist way that involves students in the co-construction of learning, by
allowing students to move through each lesson building and constructing on previous knowledge and skills (ACARA 2016).

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 THE LEARNING FOCUS
TOPIC: ANIMAL ADAPTATION TO LIFE IN THE DESERT LEVEL: 5 SUB - STRAND: BIOLOGICAL SCIENCES DURATION: 5 WEEKS
CONTENT DESCRIPTIONS TO BE TAUGHT
Science Concepts Inquiry Questions
The unit investigates the following key science concepts: The unit explores the key inquiry questions:
Animal • What are the key environmental features, characteristics and conditions of an Australian
• An organism that can usually move freely and obtains food from other organisms or desert biome?
their byproducts. • How do desert animals adapt to the Australian desert environment?
Biome • What happens when feral animals are introduced?
• A large natural area with its particular climate, physical conditions, animals and • What could be done to help native desert animals survive?
plants.
Environment
• An animal’s immediate natural surroundings, containing an arrangement of food,
water, shelter or cover, and space that meets the animal’s needs.
Adaptation
• Modification of a species’ characteristics over time in a way that increases its
chances of survival in a particular habitat.
Science Understanding Science as a Human Endeavour Science Inquiry Skills
Biological Sciences Use And Influence Of Science Planning and Conducting
Living things have structural features and adaptations Scientific knowledge is used to inform personal and Decide which variable should be changed and measured in fair
that help them to survive in their environment community decisions (ACSHE217). tests and accurately observe, measure and record data, using
(ACSSU043). • Understand what could be done to help native desert digital technologies as appropriate (ACSIS087).
animals survive. Processing and Analysing Data And Information
• Discuss the Australian desert biome and their
Construct and use a range of representations, including tables and
associated abiotic and biotic conditions.
graphs, to represent and describe observations, patterns or
• Compare types of animal adaptations such as relationships in data using digital technologies as appropriate
behavioural and structural, such as adaptations that (ACSIS090).
aid water conservation in deserts. Evaluating
• Understand how these adaptations help desert Suggest improvements to the methods used to investigate a
animals survive in the Australian desert question or solve a problem (ACSIS091).
environment. Communicating
Communicate ideas, explanations and processes in a variety of
ways, including multi-modal texts (ACSIS093).
ACHIEVEMENT STANDARD
By the end of Year 5, students classify substances according to their observable properties and behaviors. They explain everyday phenomena associated with the transfer of light. They
describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments
have affected people’s lives and how science knowledge develops from many people’s contributions (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2016a).

4
Students follow instructions to pose questions for investigation, predict what might happen when variables are changed, and plan investigation methods. They use equipment in ways that
are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns. They use patterns in their data to suggest explanations
and refer to data when they report findings. They describe ways to improve the fairness of their methods and communicate their ideas, methods and findings using a range of text types
(Australian Curriculum, Assessment and Reporting Authority [ACARA], 2016).
CROSS CURRICULUM LINKS
General Capabilities Cross Curriculum Priorities Inter Curriculum
Refer to appendix 1.1 for the following (GC’s) links: Refer to appendix 1.2 for the following (CCP’s) links: Sustainability Refer to appendix 1.3 for the following (IC’s) links, The
Critical and Creative Thinking, Intellectual Understanding, (Australian Curriculum, Assessment and Reporting Authority [ACARA], Arts and English (Australian Curriculum, Assessment
Personal and Social Capability, Ethical Understanding, 2016a). and Reporting Authority [ACARA], 2016a).
Information and Communication Technology (ICT)
Capability, Literacy and Numeracy (Australian Curriculum,
Assessment and Reporting Authority [ACARA], 2016a).
ASSESSMENT
Students are given opportunities to demonstrate their knowledge, skills and understanding through both diagnostic and summative assessment.
Assessment for Student Learning – Diagnostic Assessment of Student Learning - Summative
Diagnostic Assessment Task Summative Assessment Task
Pre Test: Online interactive Kahoot! (Week 1) Animal adaptations - animal design and report (Week 5)
Description See Appendix 3 for the student task sheet and rubric guide for making judgments for the
Students will independently complete an online Kahoot! Quiz, using iPad tablets, by summative assessment task.
answering questions from a multiple choice selection. No formal definitions or correction of Description
students’ answers are to be given as the purpose of the quiz is to elicit students’ prior Students will design an animal that is adapted to suit a desert environment. Students will
knowledge. Copy the link to access and refer to the online quiz:
write a report on their animal outlining its structural and behavioral adaptations and explain
https://play.kahoot.it/#/gameblockquizId=9c450de7-73bd-482d-8705-278b6b33d50c
The quiz will generate statistical representation towards the student’s answers to the how they help the animal to survive in the desert environment. Students will explain how the
questions, and thus provide the teacher with the opportunity to collect student’s knowledge community living in and around the animal’s habitat needs to consider their actions to protect
and understanding. the animal and its habitat.
This assessment task provides opportunities to gather evidence for student learning in: This assessment task provides opportunities to gather evidence of student learning in:
• Identifying what students know about desert environments. Science Understanding
• Identify what students know about animals features. Living things have structural features and adaptations that help them to survive in their
• Identify what students know about animal adaptations for improved survival. environment (ACSSU043).
Science as a Human Endeavour
Scientific knowledge is used to inform personal and community decisions (ACSHE220)
Science Inquiry Skills
Communicate ideas, explanations and processes in a variety of ways, including multi-modal
texts (ACSIS110).

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 PRIOR KNOWLEDGE OF STUDENTS
Prior Knowledge Findings
Two students were randomly selected to take part in the online quiz. Student A had a greater understanding of environment, animal features and adaptation, as it was made known with a
greater number of questions correct. There is potential for increasing the student’s current understanding and scientific literacy towards animal adaptation, through extension activities to
the learning experiences. Student B has little understanding of environment, animal features and adaptation, as it was made known with getting these related questions incorrect. Necessary
enabling, through adjustments to the learning experiences, scaffolding and grouping strategies is required.
Conclusions
To include and cater for learner diversity in this unit, alongside the learning experiences, within each phase, there will be a differentiation for Student A and B. Student A will include
extension activities and Student B will include enabling activities and strategies.
EVALUATION
Self Reflection
1. Did the students grow in their understanding of scientific explanations through hands on experiments and discoveries?
2. Were explanations throughout the unit of work clear, concise and appropriate for students of all the 5E learning stages?

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 THE LEARNING SEQUENCE
WEEK: 1 LESSON TITLE: DESERT ENVIRONMENT (Adapted from Abc, BTN teacher resources 2017)
PHASE: ENGAGE • Students’ interest is capture and to find out what they know about the key concepts.
AUSTRALIAN LEARNING ASSESSMENT TEACHING AND LEARNING EXPERIENCE KEY QUESTIONS RESOURCES AND
CURRICULUM LINKS OBJECTIVE (What & How) (Includes Learner Diversity) MATERIALS
Science Understanding 1. Examine key Pre – Test Introduction – Introducing the Task Discussion Resources
Living things have features, (Diagnostic) • Watch Earth to Blorb: The Desert as a whole class. questions • Pre Test: Kahoot!
structural features and characteristics Students to • After watching, on the whiteboard use a Y chart and to assist in a • What are the Online Quiz:
adaptations that help and conditions independently whole class discussion on what students saw, and write down climate and https://play.kahoot.i
them to survive in their of an complete the adjectives and emotions that describe the Australian desert temperature t/#/gameblockquizId
environment Australian Kahoot! environment. =9c450de7-73bd-
and weather
(ACSSU043). desert. Interactive • Use the shared ideas to characterise what a desert biome is, and to 482d-8705-
quiz, using like in the 278b6b33d50c
Science Inquiry Skills then define biome.
2. Work iPad tablets, desert? • Earth to Blorb: The
Construct and use a Procedure – Demonstrating and Conducting the Activity
range of collaboratively before the • Students will be introduced to their individual science journals. As a Desert:
representations, in groups to lesson. The class discuss the purpose and features of a science journal, to record • What is the https://www.youtub
including tables and research and results will reflections, in chronological order, dating each learning experience. environment e.com/watch?v=CD3
graphs, to represent and use tables to determine the like in the 0d6GxOS0
• Introduce the investigation activity by setting the scene: “You are all
describe observations, organize prior desert? • Y Chart (Appendix
explorers on your way to the Australian Desert and your job is to…”
patterns or relationships information. knowledge of 2.1)
each student • Students will be paired with their shoulder partners and will research • What is a • Desert Table
in data using digital using the iPads to examine the location, key features, characteristics
technologies as in the class, desert biome? (Appendix 2.2)
and used to and conditions of an Australian desert (i.e. climate, types of plants and • Explore the outback:
appropriate (ACSIS090). animals, landforms and soil).
General Capabilities extend and PBS Kids:
enable • In their science journals they will represent the information in table http://pbskids.org/p
• Personal and Social format. Explicit draw the table on the whiteboard, to show the best
throughout lumlanding/games/e
Capability the unit. way to represent and categorise the research. xplorer/explore_the
• (ICT) Capability Diversity – Extending, enabling and catering for diversity _outback.html
• Literacy • Student A: Extending: Students who finish early can play the Explore • Google Earth
Key Vocabulary the Outback game on the PBS Kids website with the iPads. Have https://earth.google
students design cover for their science journal if time permits. .com/web/
• Biome.
• Student B: Enabling: Students who require assistance with biome and Materials
• Environment etc. environment will be grouped together and worked with individually. • Science journals
• Desert etc. Conclusion – Consolidating Student’s Understanding • Whiteboard marker
• Climate etc. • Consolidate what students have learnt by going through each of the • Pencils, paper etc.
questions from the investigation and their answers, getting students to • iPads
verbally share what they had found out.
• Students add their learning and reflections to their science journal.

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 THE LEARNING SEQUENCE
WEEK: 2 LESSON TITLE: CONSERVING WATER IN THE DESERT (Adapted from NC Migrant Education: Science Curriculum, n.d)
PHASE: EXPLORE • Students participate in hands on, shared experiences and explore ideas, collect evidence, to discuss their observations.
AUSTRALIAN LEARNING ASSESSMENT TEACHING AND LEARNING EXPERIENCE KEY QUESTIONS RESOURCES AND
CURRICULUM LINKS OBJECTIVE (What & How) (Includes Learner Diversity) MATERIALS
Science Understanding 1. Identify three Introduction – Introducing the Task Discussion questions Resources
Living things have behavioral • Review previous lesson, by writing on the whiteboard in the middle • What do we know • BBC Nature
structural features and adaptations of ‘environmental factors in the desert.’ Brainstorm and mind map with about desert http://www.bbc.
adaptations that help desert animals the whole class (e.g. hot, dry, sunlight, barren landscape, sparse environments? co.uk/nature/ad
them to survive in their which allow it water, minimal rainfall and sparse vegetation, etc). aptations
environment survive under • With each environmental factor ask students to think of what desert • What are the Materials
(ACSSU043). desert animals need to do in order to cope with these factors. challenges for • Science journals
Science Inquiry Skills conditions. • Draw the students’ attention to the fact that animals have abilities or animals when • Whiteboard
Decide which variable features that help them to survive. These abilities mean that the living in a desert marker
should be changed and 2. Work animal is adapted to the place where it lives. These abilities or environment? • Pencils, paper
measured in fair tests collaboratively characteristics that a living thing has we call adaptations. etc.
and accurately observe, to connect • Explain to students that animals living in dry environments need to • What is an animal • Small sponges
measure and record water based conserve water. Water is important for their survival and animals adaptation? • Plastic Plates
data, using digital science have adaptations that help them prevent water loss. • Water
technologies as experiment to • Show visual images of various desert animals from BBC nature and • What is a • Aluminium
appropriate (ACSIS087). desert animal explain the following behaviours of what can be done to stop a behavioural plates
General Capabilities adaptations. desert animal losing water and reduce overheating(e.g. (a) the bilby - adaptation? • Sand
Avoiding heat by digging a burrow under the surface of the soil or • Bowls
• Critical and Creative
3. Demonstrate sand to escape the high surface temperatures. • Which condition
Thinking their scientific (b) kangaroo rat - Avoiding heat by being primarily active (searching (adaptation and/or
• Personal and Social understanding for mates and feeding) at dusk and dawn and retreating to a shady behaviour)
Capability by making place during the day (c) Camels - Avoiding heat by getting in groups retained the most
• (ICT) Capability observations and lying down together , thus presenting an smaller target area water in the
• Literacy and drawing for heat accumulation. sponges and why?
conclusions. • Explicitly define what a behavioural adaptation is (Define – a way an
Cross Curriculum
animal behaves in order to survive and can be categorised as instinct • Which condition
Priorities
or learned). retained the least
• Sustainability Procedure – Demonstrating and Conducting the Activity amount of water
Key Vocabulary • Explain to students that they will be learning about the different in the sponges and
• Shade behaviours animals in the desert exhibit to adapt to the lack of why?
• Burrow - water, through a water based science experiment.
Hibernates • Get students into collaborative learning groups, and allocate roles • What other desert
• Retain Water (i.e. manager, safety, material organizer, and recorder). adaptations

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• Behavioral • Assign each group a sponge and a plate. and/or behaviours
Adaptation • Instruct students to saturate their sponge on a plate and then record were represented
• Animal the weight of the sponge and plate in there science journals. by the research
• Instincts • Explain to students that these sponges will represent one of the portion of the
• Desert following desert (dwelling animals): project?
• Environment (a) The Bilby - Students will simulate this by placing one sponge in a
• Survival shallow burrow, by filling a bowl with sand and making a burrow • What behavioural
then cover the sponge. adaptations do
(b) Kangaroo Rat - Students will simulate this by placing one sponge each animal have
in a shady area. to conserve
(c) Camel – Students will simulate this by placing three sponges close water?
together out in the open in a non shaded area.
• Over the next (24 hours) students observe and manage their sponge
and record their data in their science journals.
• Students will weigh their sponge and plate again the following day to
compare how much moisture was lost.
• A control sponge and plate should be left in the open out in a non
shaded area to compare the students’ results with.
Diversity – Extending, enabling and catering for diversity
• Student A: Extending: Students who require extension can connect
other animal adaptations to the sponges, to other desert animals.
• Student B: Enabling: Students who require assistance to be paired
with competent students who have shown previously to work well
with other students.
Conclusion – Consolidating Student’s Understanding
• Conduct a whole class discussion about the experiment, to discuss
and compare the results.
• Discuss how it relates to adaptations for desert survival in real
animals by getting students to connect types of other desert animals
to the sponge they saw.
• Students add their learning and reflections to their science journal.

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 THE LEARNING SEQUENCE
WEEK: 3 LESSON TITLE: DESERT SURVIVAL POSTER
PHASE: EXPLAIN • Students are introduced to current scientific views and develop scientific explanations to describe observations, actions and their own work.
AUSTRALIAN LEARNING ASSESSMENT TEACHING AND LEARNING EXPERIENCE KEY QUESTIONS RESOURCES AND
CURRICULUM LINKS OBJECTIVE (What & How) (Includes Learner Diversity) MATERIALS
Science Understanding 1. Identify and Introduction – Introducing the Task Discussion questions Resources
Living things have explain how • Enter into a whole class discussion, reflecting on previous lesson • What do we know • Picture Books (e.g.
structural features and different content, reminding students by referring to their science journals. about behavioural Series Hiding in the
adaptations that help structural • Explicitly define what a structural adaptation is (Define- a way an adaptation? Desert )
them to survive in their adaptations organism physically develops that is passed down from one • Websites for student
environment help animals generation to the next). • What do we know research:
(ACSSU043). survive in Procedure – Demonstrating and Conducting the Activity about how desert https://www.outbac
Science Inquiry Skills desert • Place students into collaborative learning groups and allocate roles animals survive in k-australia-travel-
Communicate ideas, conditions. (e.g. manager, speaker, material organizer and recorder). the desert? secrets.com/australi
explanations and • Each group will investigate a different desert animal using the iPads an-desert-
processes in a variety of 2. Work or picture books from the library. To increase students’ diversity, • What structural animals.html
ways, including multi- collaboratively select any of the following desert animals (Camel, Kangaroo, King features help http://australiandes
modal texts (ACSIS093). to research Brown Snake, Monitor Lizard, Desert Ding, Thorny Devil, Fennec animals survive in ertanimals.blogspot.
General Capabilities different types Fox and The Bilby). the desert? com/
of animals and • Students to create an animal profile which includes a graphic • ‘Who am I?’ game
• Critical and Creative
create a organizer in a poster form which identifies and explain how the • How would the (Appendix 2.3)
Thinking poster. animal’s structural adaptations help it survive in desert conditions. Materials
desert animal hide
• Personal and Social • The graphic organizer will need to include the following headings: from predators? • Science journals
Capability 3. Explain that Protection, Moving, Keeping Cool and Feeding to help structure, • Whiteboard marker
• (ICT) Capability the structural and organize the information in a concise and clear way. • How would the • Pencils, paper etc.
• Literacy features of • The graphic organizer is to include an annotated drawing of the desert animal find • iPads (1 per group
Inter Curriculum desert animals animal. Highlighting key physical features which link and food in an efficient for research)
are suited to accompany the headings. way? • A3 paper (1 per
• English
desert • Student’s posters to be displayed in the classroom, therefore student)
• The Arts
environments. students are required to present them both with quality and • How would the
Key Vocabulary
creativity. animal find food in
• Structural
4. Give a Diversity – Extending, enabling and catering for diversity an efficient way?
Adaptation
presentation to • Student A: Extending: Students who require extension to the
• Camouflage etc.
the class activity will be tasked with identifying other desert animals with the
• Environment
describing the same adaptation. Students will be required to infer why they think
• Survival
animal and the desert animal has the same or similar adaptation.
• Desert

10
how the animal • Student B: Enabling: Students who require assistance can play the
structurally ‘Who am I? Game’, to learn more about desert animals. Students
adapts to the will read the facts about the animal’s features, and how it adapts to
desert the desert environment and match the clues to the animals.
environment Conclusion – Consolidating Student’s Understanding
and • Allow the speaker of each group to present the poster to the class.
• Ask clarifying questions to check for understanding.
• Get students to identifying similarities and differences between the
desert animals.
• Reflect on the experience by questioning what they had learnt from
the presentation and what they had enjoyed.
• Students add their learning and reflections to their science journal.

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 THE LEARNING SEQUENCE
WEEK: 4 LESSON TITLE: PROTECTING DESERT ANIMALS (Adapted from BTN teacher resources 2017 & Great Barrier Reef Marine
Park Authority 2015)
PHASE: ELABORATE • Students are challenged and extended to apply what they have learned to new situations and develop deeper understandings.
AUSTRALIAN LEARNING ASSESSMENT TEACHING AND LEARNING EXPERIENCE KEY QUESTIONS RESOURCES AND
CURRICULUM LINKS OBJECTIVE (What & How) (Includes Learner Diversity) MATERIALS
Science 1. Identify how Introduction – Introducing the Task Discussion questions Resources
Understanding the • Review the previous lesson and ask students to describe their favourite • In which year • Protecting desert
Living things have adaptations animal it’s most interesting features for survival. were feral animals: BTN:
structural features of the feral • Students to bring their science journals to the mat. animals first http://www.abc.net
and adaptations that cat have • Explain to students that animals have to change when their environment .au/btn/story/s4685
introduced to
help them to survive influenced its changes. Ask students to think about how an environment may change 670.htm
and guide students towards ‘when a new animal moves in.’ An Australian Australia and • http://education.ab
in their environment success in the
Australian example is the feral cat. why? c.net.au/home#!/m
(ACSSU043).
desert and • Watch the BTN Protecting Desert Animals story and as a whole class • Can students edia/1436054/the-
Science Inquiry
use this discuss the story. identify dynamic-tanami-
Skills
knowledge to • On the white board, draw a cause and effect chart on the introduction of structural and desert
Suggest behavioural
inform the feral cat. Ask students to think about the wide reaching effects on • Cause and effect
improvements to adaptations of
personal and native desert animals and the desert environment. Get students to add chart (Appendix 2.4)
the methods used to
community responses to the chart and document the cause and effect chart in their feral cats that Materials
investigate a
decisions. science journals. contribute to • Science journals
question or solve a
Procedure – Demonstrating and Conducting the Activity their survival • Whiteboard marker
problem (ACSIS091).
• With the chart students should start to think about some ideas to get rid success in a • Pencils, paper etc.
Science as a Human of harmful introduced species. variety of • iPad’s (1 per group
Endeavour • Refer back to the BTN story and discuss what the scientists are doing to environments? for research)
Scientific knowledge protect native desert animals. • Can students
is used to inform • Students are too design their own shelter to help a particular type of identify any
personal and native desert animals hide from predators. The design should include its adaptations that
community decisions materials, special features, and how it will protect native desert animals. may have
(ACSHE217). Diversity – Extending, enabling and catering for diversity
General Capabilities happened to
• Student A: Extending: Students who require extension can create detail
• Critical and instructions on how to build or use the shelter and or write a fiction letter native animals
Creative to an organisations advocating for the implementation in Australian because of the
Thinking desert. introduction of
• Student B: Enabling: Students who require assistance with the task will be the feral cat?
• Personal and

12
 Social Capability grouped together and worked with individually. • Are there native
• (ICT) Capability Conclusion – Consolidating Student’s Understanding animals that are
• Literacy • Students discuss and compare their ideas with each other. unable to adapt
• Students add their learning and reflections to their science journal. and their
Cross – Curriculum
population
Priorities numbers
Sustainability . decreasing
Inter Curriculum because of the
Design and feral cat?
Technologies • What are
Key Vocabulary scientists doing
• Endangered in the Australian
• Environment Desert to help
• Features protect native
• Behavioural and species?
Structural
• Can you improve
Adaptations
• Adaptation the design and
what alternative
techniques can
you think of?

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 THE LEARNING SEQUENCE
WEEK: 5 LESSON TITLE: ANIMAL DESIGN AND REPORT
PHASE: EVALUATE • Students review and reflect on their learning and are introduced to the summative assessment task.
AUSTRALIAN LEARNING ASSESSMENT TEACHING AND LEARNING EXPERIENCE KEY QUESTIONS RESOURCES AND
CURRICULUM OBJECTIVE (What & How) (Includes Learner Diversity) MATERIALS
LINKS
Science 1. Research and Marking Rubric Introduction – Introducing the Task Discussion questions Resources
Understanding design an (Summative) • As a whole class, reflect on what has been learnt throughout the unit with General reflection • Picture Books (e.g.
Living things animal to suit an inside outside circle discussion. questions about Series Hiding in the
have structural the desert Animal design • Half the students sit in a circle on chairs and the other half of the class move what students have Desert )
features and environment. and report will around the circle sharing a significant learning experience from the unit, learned during the • Websites for
adaptations that be collected and referring back to their reflections in their science journals. unit. student research:
help them to 2. Describe the marked using • Explain to the students that they are going to begin their summative Animal design and https://www.outb
survive in their structural and the rubric. assessment task. report questions ack-australia-
environment behavioural Students will be • Present them with the task sheet and assessment rubric (resource – student • Size? travel-
(ACSSU043). adaptations of given an A-E task sheet and assessment rubric). secrets.com/austra
• What does it
Science Inquiry their animal. grade that • Discuss available resources (identify all the work done throughout the unit lian-desert-
corresponds that will help the students complete the task). eat? animals.html
Skills
3. Write a report with to the Procedure – Demonstrating and Conducting the Activity • How will it http://australiande
Communicate
and explain rubric. • Students will design an animal of animal that lives in the Australian desert, catch/get food sertanimals.blogsp
ideas,
explanations and how these that includes five structural and one behavioural adaptation (at least), and water? ot.com/
processes in a adaptations whose adaptations give it a survival advantage. • How will it keep • Task Sheet and
variety of ways, help the animal • Students will need to research the environment to find out the climate, cool? Rubric (Appendix
including multi- to function and what shelter, predators and food sources are available, to help design and 3.1 & 3.2).
• Where will it
modal texts survive in its draw their animal.
• Students justify in writing a report, which includes describing its shelter? Materials
(ACSIS110). environment.
environment and what it needs to survive, its structural and behavioural • How will it • Science journals in
Science as a
adaptations, and how they help the animal survive. protect/defend a display book
Human
Diversity – Extending, enabling and catering for diversity itself from • Whiteboard
Endeavour
• Student A: Extending: Students who require extension should be predators? marker
Scientific encouraged when writing their reports to provide in-depth explanations of • Pencils, paper etc.
knowledge is • How will
the adaptations they chose to include in their animal. • A3 paper (1 per
used to inform • Student B: Enabling: Students who require assistance with the summative student) to design
personal and task will be grouped together and worked with individually. animal
community Conclusion – Consolidating Student’s Understanding • iPads
decisions • In small groups students provide constructive feedback to other students
General about their new species of animal.

14
Capabilities • In pairs, reflect on feedback provided by students and modify their ‘animal
• Critical and design’ accordingly.
Creative • Complete a summary of their animal design and modifications made (if any)
in their science journal.
Thinking
• (ICT)
Capability
• Literacy
Inter Curriculum
• English
• Visual Arts
Key Vocabulary
• Animal
• Adaptation
• Desert
• Environment
• Behaviour
• External
features

15
 REFERENCES

• Abc, BTN, 2017, Protecting Desert Animals, viewed 14 June 2018, < http://www.abc.net.au/btn/story/s4685670.htm>.
• Australian Curriculum, Assessment and Reporting Authority (ACARA) 2011, Shape of the Australian Curriculum:
Geography, Australia, Sydney.
• Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, Concepts for developing geographical
thinking, The Australian Curriculum v8.1, viewed 11 December 2017, < http://www.australiancurriculum.edu.au/>.
• Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, The Australian Curriculum v7.5, viewed 11
December 2017, < http://www.australiancurriculum.edu.au/>.
• Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, year 5 Curriculum, Sciences: Biological
Sciences, Foundation to Year 6/7 Curriculum v7.5, Australian Curriculum, Assessment and Reporting Authority, viewed
14 June 2018,< https://www.australiancurriculum.edu.au/f-10-curriculum/science/>.
• Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, year 5 Curriculum, The Arts: Visual Arts,
Foundation to Year 6/7 Curriculum v7.5, Australian Curriculum, Assessment and Reporting Authority, viewed 14 June
2018,< https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/visual-arts>.
• Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, year 5 Curriculum, Technologies: Design and
Technologies, Foundation to Year 6/7 Curriculum v7.5, Australian Curriculum, Assessment and Reporting Authority,
viewed 14 June 2018, < https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/design-and
technologies/?year=12973&strand=Design+and+Technologies>.
• Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, year 5 Curriculum, English, Foundation to
Year 6/7 Curriculum v7.5, Australian Curriculum, Assessment and Reporting Authority, viewed 14 June 2018, <
https://www.australiancurriculum.edu.au/f-10-curriculum/english/>.
• Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, Cross curriculum priorities, Sustainability,
Curriculum v7.5, Australian Curriculum, Assessment and Reporting Authority, viewed 14 June 2018,<
https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/sustainability/>.
• Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, General Capabilities, Curriculum v7.5,
Australian Curriculum, Assessment and Reporting Authority, viewed 14 June 2018,<
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/>.
• Great Barrier Reef Marine Park Authority 2015, Animal Adaptations: Year 5 Australian science curriculum focus, GBRMPA,
Townsville.
• National Museum of Australia, n.d., Extreme Desert Science, viewed 14 June 2018, <
http://www.nma.gov.au/__data/assets/pdf_file/0017/19421/Extremes_desert_science.pdf>.
• NC Migrant Education, n.d., Science Education, The Desert Biome, viewed 14 June 2018,
<https://.files.wordpress.com/2013/05/passport-lesson-4.pdf>.
• Primary Connections 2012, Desert Survivors, Year 5, Biological Sciences, Australian Government.

16
APPENDIX 1 –CROSS - CURRICULUM LINKS

17
 Appendix 1.1

Science Year 5: Biological Sciences - General Capabilities

This unit provides opportunities to address the following organising elements of the general capabilities (Australian Curriculum,
Assessment and Reporting Authority [ACARA], 2016a):

Literacy
Composing texts through speaking, writing and creating • Use language to interact with others
• Compose spoken, written, visual and multimodal learning
area texts
Word Knowledge • Understand learning area vocabulary
Comprehending texts through listening, reading and • Listen and respond to learning area texts
viewing • Comprehend texts
Visual Knowledge • Understand how visual elements create meaning
Numeracy
Spatial reasoning • Interpret maps and diagrams
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information
and ideas
Generating ideas, possibilities and actions
Reflecting on thinking and processes
Analysing, synthesising and evaluating reasoning and
procedures
Reflecting on thinking and processes
Personal and Social Capability
• Identify and clarify information and ideas
• Pose questions
• Organise and process information
• Seek solutions and put ideas into action
• Consider alternatives
• Imagine possibilities and connect ideas
Think about thinking (metacognition)
• Apply logic and reasoning
• Draw conclusions and design a course of action
• Reflect on processes

Social management • Making decisions

Information and Communication Technology (ICT) Capability

Investigating with ICT • Define and plan information searches

• Locate, generate and access data and information
Ethical Understanding

Understanding ethical concepts and issues • Explore ethical concepts in context

Reasoning in decision making and actions • Reason and make ethical decisions
• Reflect on ethical action
• Consider consequence

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 Appendix 1.2

Science Year 5: Biological Sciences - Cross-Curriculum Priorities

This unit provides opportunities for students to address aspects of the following cross-curriculum priorities
(Australian Curriculum, Assessment and Reporting Authority [ACARA], 2016a):

Sustainability
OI.2: All life forms, including human life, are connected through ecosystems on which they depend for
their wellbeing and survival (ACARA 2016).
OI.7: Actions for a more sustainable future reflect values of care, respect and responsibility, and require
us to explore and understand environments (ACARA 2016).

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 Appendix 1.3

Science Year 5: Biological Sciences – Inter Curriculum

This unit has links to the following curriculum learning areas that may be developed alongside the topic (Australian Curriculum,
Assessment and Reporting Authority [ACARA], 2016a):

English
Text Structure and organisation

Understand how texts vary in purpose, structure
and topic as well as the degree of
formality (ACELA1504).
• Becoming familiar with the typical stages and
language features of such text types as:
narrative, procedure, exposition, explanation,
discussion and informative text and how they
can be composed and presented in written,
digital and multimedia forms.

The Arts

Visual Arts

Develop and apply techniques and processes when • Enhancing and practising their art making
making their artworks (ACAVAM115). skills in using a range of materials and
technologies.

• Making informed choices about using various

combinations of representational elements
appropriate for a concept, theme or subject
matter, for example, combining realistic
drawing skills with an appropriated image
from the past to create new meaning.

• Evaluating the characteristics of their work

that are more successful, and work to
improve their knowledge and skills from this
reflection.

Design and Technologies

Process and Production Skills

Generate, develop and communicate design ideas • Generating a range of design ideas for
and processes for audiences using appropriate products, services or environments using prior
technical terms and graphical representation knowledge, skills and research.
techniques (ACTDEP025)
• Developing alternative design ideas and
considering implications for the future to
broaden the appeal and acceptance of design
ideas.

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APPENDIX 2 - RESOURCES

21
 Appendix 2.3: Cause and Effect
Appendix 2.1: Y Chart

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 Appendix 2.2: Desert Table
(Adapted from Abc Net Teacher Resources protecting desert animals 2017)

Australian Desert Research

Where in Australia can desert biomes be found? Describe its
location and highlight the area on a map. How much of Australia is
desert (find a percentage)?
Describe the climate of Australia’s deserts. How much rainfall does
a desert biome normally receive each year?

Describe the landforms of a desert biome. Use words like rocks,

sandy, plains, oasis.

What animals would you find in an Australian desert biome?

What plants would you find in an Australian desert biome?

What do you think makes the Australian desert special?

Use the information you have found to create a detailed drawing

of a desert biome (the diagram needs to include weather,
landforms, plants and animals and rocks and soils).

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 Appendix 2.3: Who am I?
(Abc Net Teacher Resources protecting desert animals 2017, p.3)

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Appendix 2.4: Cause and Effect

25
APPENDIX 3 – SUMMATIVE ASSESSMENT

26
 Appendix 3.1: Summative Assessment - Student Task Sheet
(Adapted from Great Barrier Reef Marine Park Authority 2015)

Year 5 Biological Science: Animal Design and Report

Name:
Your Task:
Part A: Animal Design
• You will need to research the Australian Desert Environment to find out the
climate, what shelter and food sources are available.
• You will need to provide a drawing of your animal that includes five structural and
one behavioural adaptation (at least), whose adaptations give it a survival
advantage.
• The drawing needs to be creative and accurately colored.

Part B: Report
• You will need to provide a report on your animal.
• You report will need to include the following information:
Describe your animal’s habitat and what it needs to survive:
• What it eats

• Where it finds water

• Where it shelters or hides from predators

• Where it sleeps or nests.

Describe your animal’s adaptations:

• Describe your animal’s behavioural adaptations.

• Explain how your animal’s structural and behavioural adaptations help it to

survive in its environment.

Describe native animal protection:
• Discuss what could be done to help your desert animals to survive.

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Appendix 3.2: Summative Assessment Rubric Guide for Making Judgment

Year 5 Biological Science: Animal Design and Report Name:

Purpose: To describe the structural and behavioural adaptations of their animal. To explain how these adaptations help the animal to function and survive in its environment.
To discuss and consider what actions could be done in order to protect native desert animals.

Evidence of Understanding A B C D E

Describes the structural and
behavioural adaptations of their
animal. Explains how these
adaptations help the animal to
function and survive in its
environment (ACSSU043).
Communicates their ideas, methods
and findings using a range of text
types (ACSIS110).
Discuss what could be done to help
native desert animals survive
(ACSHE217).
Teacher Feedback:
Integrates descriptions
and explanations with
scientific knowledge.
Communicates coherently.
Discussions are reasoned.
Links descriptions Describes the structural
and explanations and behavioural
with scientific adaptations of their
knowledge. animal. Explains how all
of these adaptations
help the animal to
function and survive in
its environment.
Communicates Constructs multi-modal
using relevant texts to communicate
scientific ideas.
terminology
throughout.
Discussions are Discusses how the
informed. community living in and
around the animal’s
environment should
consider their actions in
order to protect the
animal.
Partially describes Recalls some
adaptations of their adaptations in animals.
animal. Partially explains
how some of these
adaptations help the
animal to function and
survive in its environment.
Constructs multi-modal Fragmented
texts to communicate communication of ideas.
ideas.
Discusses the community Statements about
living in and around the communities living in
animal’s environment and around the animal’s
taking actions. environment.

(Adapted from Great Barrier Reef Marine Park Authority 2015)

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