SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 English CONCEPT MAP Maths
(option 1)
 Write a journal entry about  Comparing mini-beast
mini-beasts and their sizes.
habitats.  Probability about mini-
 Create a story about a beast surviving in certain
specific mini-beast. environments.
 Write a poem that  Create a pattern using
Concept: Biological Science – Mini-Beasts
describes your mini-beast images of mini-beast that
& Habitats Term: 2 Weeks: 1-8
to readers. they have captured.
©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise

Health & Physical Education
 Create and build a habitat for a certain
 Learning about the dangers of some mini-
mini-beast.
beast.
 Create and build your own mini-beast to
o Safety within the environment
suit a specific environment.
Geography History The Arts
 Map out and identify  Draw and paint a mini-beast and
 Research and discuss about
the different habitats create them a habitat
extinct types of mini-
o Links to Science/ Technology
for mini-beasts. beasts. & Enterprise.
 Create a play that links to their
mini-beast story.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC:

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about XXXXX
 To elicit students’ questions/ prior knowledge about XXXXX
 Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science
Understand Human Inquiry
ing Endeavour Skills
1 (ACSS (ACSH (AC By the end of the DIAGNOSTIC Intro:
(Possi U044) E051) SIS0 lesson, students Journal Science
bly 2, 53) will be able to: Writing: - The teacher will explain to the students that What do you Journal
depen - Identify - The they will be focusing on mini-beast and know about
ding common teacher their natural habitats. mini-beast? Mini-beast fact
on mini-beasts will - The students will write what they know cards
studen
in their record about mini-beasts (insects) and their natural
ts
progre school the habitats.
ssion). environment students
. response Group activity
s from
- The teacher will show the students the mini-
their
beast fact cards that provides the students What
writing
with the information on each beast interesting
journals
- Students will split into small groups of 5 things do you
and have a quick group discussion about see about
their favorite mini-beast. mini-beasts?
- The teacher will then get the students to line
up outside in pairs.
Pair Work
Ipads
- The teacher and students will be walking
around the school looking for any types of Hoops
mini-beasts, including flies, beetles and any
other insects they can see.
What type of
- The student pairs will take pictures on the
mini-beasts
Ipads on any mini-beasts that they see for do you think
documentation. will live in
- The teacher will take the students to the the hoop?
oval and place a hoop on the group for
students to sit around and look into the hoop
with their magnifying glasses
- Students will be looking for mini-beasts
inside the hoop.

Teacher Led
Why do you
- The teacher will also take small groups of always see
students too look at evidence of ants (Sand sand divots
divots). when you
- The teacher will discuss with the groups find ant?
about ants, their habitats and why they are
adapted for their habitat.

Conclusion

- When the students get back to class, the

students will use the pictures that they took
to create a pic-collage on the mini-beasts
they found.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of XXXXX
 To support students to investigate and explore ideas about XXXXX
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science
Understand Human Inquiry
ing Endeavour Skills
2 (ACSS (ACSH (AC By the end of the FORMATIVE Intro: YouTube
(3 U044) E051) SIS0 lesson, students Groups - The teacher will get the students to sit quietly Why do the videos
depen 53) will be able to: Discussion in their seats, being able to see the board. mini-beasts Minibeasts in
ding - Provide - Take notes - The teacher will then put on some videos from live in these the woodland
on the reasons on the ‘YouTube’ about habitats (both ants and environments habitat:
previo on why students ? https://www.-
insects)
us youtube.com/
insects participati - The teacher will provide the students with
week) How do these watch?v=vNz-
choose on within some key questions to think about answering
habitats get VlZ7rdg
their the while watching the videos. create?
habitats. discussion 5 Ant Farms.
- Explain Group Discussion:
Why do 66 hours in 2
- The students will then have a discussion
why mini-beast minutes:
Checklist amongst their groups about the habitats they have to create https://www.-
different - Check the have seen and discuss why these animals need their
insects youtube.com/
students to live in the environment they do. habitats? watch?v=fpB8j
require understand - The teacher will get the students into a group CsBvPY
different ing on discussion about the habitats so that all points
living mini- of view can be heard. Life of Insects
environm beasts and -
ents. Shared Activity: Attenborough:
their
- After the discussion the teacher will bring in Life in the
habitats
some mini-beasts that they have gathered for Undergrowth –
the students to see. BBC:
- The students will be required to examine the https://www.y
mini-beast and think about the types of outube.com/wa
tch?v=oE7sGy
habitats that they would be living in.
CBWr8
Conclusion: Mini-beasts
- The teacher will then hand out the mini-beast
fact cards and the students will then compare Mini-beast fact
their mini-beast to the fact cards to learn about cards
their habitats.
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science
Understand Human Inquiry
ing Endeavour Skills
3 (ACSS (ACSH (AC By the end of the FORMATIVE Intro:
(4 U044) E050) SIS0 lesson, students
depen (ACSH 53) will be able to: Science  The teacher will give the students the mini- Mini-beast fact
ding E051) Journal beast fact cards. cards
on the - Document  The  The students will look over the fact cards
previo information teacher and discuss about some of them with the
us
about mini- will members in their small groups.
week) Science
beasts record journal
explaining the Individual activity:
their natural students  The students will choose a mini-beast to What mini-
environmen response write about in their journal. beast is the
t s from most
 The students will be required to write about
their interesting to
their mini-beast and discuss its habitat, why each of you?
writing they need the habitat they do and other Ipads
journals interesting facts that they want to write
about.
 The students will have access to the class
Ipads to assist with the students finding
other interesting facts.
 The students will start writing in their
 science journal about their mini-beast.

Conclusion:

 The teacher can get some students to read

out their journal entries.
 The teacher will then explain that next
lesson they will be conducting an
experiment.
 5E’s- ELABORATE (1-2 lessons)
 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science
Understand Human Inquiry
ing Endeavour Skills
4, 5 & (ACSS (ACSH (AC By the end of the SUMMATIVE-  This lesson will be spread over a 3 lessons. Design Breif
6 U044) E050) SIS0 lesson, students Science Inquiry  The students will receive a design brief with
(5, 6 53) will be able to: Skills Teddies
information on the experiment.
&7  Work
depen (AC collaborativ Experimental Lesson 1 - Brainstorming: Recycled
ding SIS0 ely in small profile:  The teacher will explain to the students that resources
on the 54) - Design Brief (Cans, bottles,
groups to they will be completing an experiment about
previo containers and
us create a making a safe habitat for their teddies. other stuff)
week) liveable  The teacher will explain that the teddies will
habitat, have to stay safe and dry from the natural Cardboard
which environment (rain – sprinkler, wind – fan)
allows the  The habitat must be able to be liveable in Natural
ability to resources
(teddy must get air from outside).
(Leaves, bark,
breath, and  The students will be working in small groups sticks and
provide to brainstorm ideas for their experiments. other stuff)
shelter from  Once the group of students has agreed on a
rain and design for their habitat they must then think Glue
wind. of the resources they want to use to create
their habitat.

Lesson 2 - Construction:
 The students will get back into their groups Do you
and gather their brainstorm and their chosen think your
resources. habitat will
 The students will be working in their groups survive the
to try and create their teddies habitat. wind and
rain?
 The students must ensure that teddy can
breathe in their habitat, meaning that there
must be windows for fresh air to enter.
 The students should use Ipads to take pictures
of their habitats during the building process
to document their progression.
 If the students create their habitat early they
can perform pre-tests on their habitats before
the final test in the next lesson.

Lesson 3 – Testing:
 The students will gather their completed Discussion
habitats and make any final changes they questions:
need/ want to. What
 The groups will take pictures of their worked well
completed habitats before going to test them in your Fan
habitat? Sprinkler
 The groups will go outside to the testing area
to see if they have created a liveable Why do you
environment to keep their teddy safe. think your
 The teacher will turn on a fan on low to test habitat
the habitats resistance to wind and the failed/
succeeded?
sprinkler to test it against rain.
  The students will then take a picture of their What would
habitat after the testing to compare the you do
before, during and after shots of their differently
next time
habitats.
you conduct
 The teacher will then ask the groups different this
questions for them to answer as a group and experiment?
to record with their habitat.
 The students will create a experiment profile
using the photos that they took through out
the experiment and describe the events of the
experiment

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science
Understand Human Inquiry
ing Endeavour Skills
7 (ACSS (ACSH (AC By the end of the Summative Intro:
(8 U044) E050) SIS0 lesson, students Groups
depen (ACSH 54) will be able to: Discussion - The teacher will give the students a link to
ding E051) - Take all the mini-beast fact cards to ensure that Mini-beast fact
on the - Discuss notes on all the students are able to access them. cards
previo with others the - The students will look through the fact
us
about the students cards and make notes on the different
week)
different participa habitats that the mini-beasts live in.
types of tion
mini-beasts within Group activity:
and the the
- The teacher will give each group of students
difference discussio
3 different mini-beasts to discuss in their Why do
in habitats. n
groups. mini-beast
- The students will discuss in small groups have to live
- Use their about why their certain mini-beasts live in in their
information their desired habitats and why it is different chosen
to other mini-beasts. habitats?
on habitats
and mini-
beasts to Group discussion:
Why do some
create their - The teacher will then facilitate a whole class mini-beasts
own mini- discussion for the students to discuss about have to live
beast and underground?
the different mini-beasts and their livable
habitat. habitat.
Science
journal
Independent activity:

- The students will be required to create their

What kind of
own mini-beast using the information on the
mini-beasts
fact cards. have been
- The students will then be required to create created and
a habitat for their new mini-beast and what habitats
provide reasons about why the mini-beast do they live
in?
lives in their habitat.

Conclusion:

 The teacher will get the students to present

their personal mini-beast and what their
habitat is to their group and provide reasons
about the habitat.