FORWARD PLANNING DOCUMENT

TERM/WEEKS: 4 (1-5) YEAR LEVEL: 3 LEARNING AREA/TOPIC: Science – Physical Science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
Competence

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
ENGAGE
• To capture student interest and find out what they know about how heat can be produced in many ways and can move from one object to another
• To elicit students’ questions/ prior knowledge about heat and keeping warm
• Diagnostic assessment used- in this lesson you will find out what the students already know about heat. This will allow you to take account of students’ existing ideas when planning learning experiences

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include Learner Diversity)
1 Physical Science As a result of this DIAGNOSTIC – Introduction: What adaptations are Youtube:
Science lesson students will Checklist § Once students are settled let them know they are about to watch a there in animals that live https://www.youtu
Understanding: be able to: short film and to think about the different animals and what in a cold climate? be.com/watch?v=L
Heat can be produced The worksheets will ‘differences’ they have according to where they live. B8nLZmxN_M)
in many ways and can 1.Identify the be collected by the § Ask the class to watch the short film on ‘Animal Adaptions’ What adaptations are
move from one object different adaptations teacher after the (https://www.youtube.com/ there in animals that live
to another animals have in order investigation has watch?v=LB8nLZmxN_M) under the water? Cut ups of different
(ACSSU049) to keep warm been conducted.
materials
Procedure: Why is it important for representing
Science as a Human 2.Justify how an § Prior to the class, set up the following: animals to have different different animals
Endeavour: animals fur, feathers o Different animal furs, feathers and scales for the students adaptations?
Science involves or scales can to feel
making predictions and determine their o Images of animals that correspond with the different How could having Worksheet:
describing patterns and habitat textures different adaptions help Whose home is
relationships § Students will be required to make predictions within a work sheet this animal to survive in this?
(ACSHE050) and discuss what habitats these animals may live in depending on _____ climate?
their fur, feathers or scales.
Science Inquiry Skills: § From the video, the students must investigate the scientific names
With guidance, identify for different animal habitats and provide other examples of animals Can you think of other
questions that live within these habitats animals with a similar
in familiar contexts structure/ feature?
that can be Learner Diversity:
investigated § Extension: Students requiring extension will investigate strategies in
scientifically and make which animals have to stay warm.
predictions based on § Enabling: Students requiring enabling will be given prompts of
prior knowledge animals and climate and will need to give reasoning why these
(ACSIS053) animals fit within the stated climates

Compare results with Conclusion:

predictions, suggesting § Students will be selected at random and asked to share their
possible reasons for findings with the class
findings (ACSIS215) § The term adaptation will be redefined to describe ‘changes to
structural features of an animal’.
§ Students will conduct a KAHOOT quiz to consolidate their
understanding on the topic.