SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EVALUATE (1 lesson)

TERM / WEEKS:  To provide opportunities to review and reflect on their learning about TOPIC
TERM 2 / WEEK 6 adaptations and represent what they know about adaptations
Summative assessment of science understanding e account of students’ existing ideas when Animal Adaptations
planning learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/K
(Year 1 & 2 EY
only) QUESTIONS
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
Living things have Scientific Compare data Introduction (10 mins) Adaptation
structural features and knowledge is with predictions 1. Each student receives ‘Adaptation Crossword’ Crossword
adaptations that help used to solve and use as 2. Students complete the crossword individually, but can discuss.
them to survive in their problems and evidence in 3. Teacher calls for attentions and students discuss their answers.
environment inform personal developing 4. Teacher provides questions to students to discuss with their group;
(ACSSU043) and community explanations i. In your own words, define adaptations.
decisions (ACSIS218) ii. How does the environment affect animals?
(ACSHE083) iii. What is the importance of adaptations for animals?
LESSON OBJECTIVES
Body (40 mins)
As a result of this lesson, students will be able to: KTP – Teaching focus is on brochures of specific animals in specific environments. As such,
teacher chooses a red kangaroo in a desert environment. As a class, students will outline the
 Distinguish the animal’s environment and features of the
external features of this animal and specific adaptations to suit the environment.
environment. 5. Teacher models the activity.
 Outline the basic needs the animal needs to survive. 6. Students return to their desks, where each student chooses and animal and environment to
 Determine the three structural, three behavioural and three analyse. Students are to complete a brochure on their animal, stating;
a. what the animal needs to survive. Brochure paper
physiological adaptations of their animal. b. the environment the animal lives in.
c. what it eats; where it finds water; where it shelters or hides from predators; where it sleeps Laptops for research
ASSESSMENT (SUMMATIVE – Science Understanding) or nests.
d. the structural, behavioural AND physiological adaptations that helps the animal survive in its
Teacher will collect students’ brochure and complete a rubric. environment.
(SUMMATIVE) e. Extension: Explain how the community living in and around the animals habitat needs to
Teacher will ask themselves: consider their actions to protect the animal and its habitat.
o Were students able to distinguish their animal’s environment and
Conclusion (10 mins)
this influence on adaptations? 7. Students place their brochures on teacher’s desk, then return to their desks and discuss their
o Were students able to outline their animal’s basic needs to thoughts of their animal and its adaptations.
survive? 8. To finalise knowledge, ask students some key questions and after posing each question have
o Were students able to determine three structural, three the students ‘think-pair-share’ for each question.
behavioural and three physiological adaptations of their animal? i. What environment did your animal live in?
A rubric of these objectives will be used to record student achievement. ii. How did this impact their adaptations?
iii. Name three adaptations and state their importance for your animals survival.
LEARNER DIVERSITY
Enable: Students will be given a simpler animal to complete. Additionally, further teacher guidance will be
given to ensure their work is completed.
Extend: Students will choose their own animal to complete. Additionally, they will complete a further task
to develop more critical thinking skills.