SCIENCE

Planning Document

Primary
University of Notre
Dame
 English
Lesson 1
Students will complete the STEM activity and work
collaboratively in pairs to design and create a habitat
that includes living and nonliving things. Will also write
their prior knowledge on a graffiti wall. (ACELY1676)
Lesson 2
Students will write a report on the observable features
of a specific animal. (ACELY1682)
Lesson 3
Students will be asked to identify the roll of the
author and illustrator and infer about what the book is
about. (ACELT1594) (ACELA1790)
Lesson 4
Students must brainstorm the observable features of
plants and animals. (ACELT1601)
Lesson 5
When students have completed their report, they must
reread and edit it before reading it to another student
that is finished. (ACELY1683)
CONCEPT MAP Maths
Lesson 1
Students will map their habitat and show the position of
Design Technology living and nonliving things. (ACMMG065)
Lesson 2
Lesson 1
Students will classify different animals based on their
Students will label their design, work collaboratively to plan and safety
observable features. (ACMSP069)
create their habitat and lastly criteria questions to evaluate the process. Lesson 3
(WATPPS17) (WATPPS20) (WATPPS19) Students must graph the pictures in the correct column
Lesson 3
in the living and nonliving hunt activity. (ACMSP069)
Students will use iPads to scan the QR codes and record the living or Lesson 4
nonliving thing that comes up. (WATPPS20) Students will draw and label their animal and plant after
Lesson 4
organising them into categories. Extension students will
Students will represent the different kind of data in different ways using
place the information gathered into a Venn diagram.
a table and Venn diagram. (ACTDIK008)
(ACMSP069)
Concept: Observable features of living and non-living
things. Term: 1 Weeks: 6-10
©The University of Notre Dame 2010 developed by C McGunnigle

Health and PE Humanities and Social Science

Lesson 2 Lesson 1
Using fundamental movement skills to move around classroom like different animals. Identify current understanding of the topic by brainstorming information on a graffiti
(ACPMP043) wall and develop questions. (WAHASS26) (WAHASS27) (WAHASS39)
Students will use movement skills that combine elements of time, people and objects Lesson 4
when involved in the line categories game. (ACPMP047) Students must develop their own sets of questions to find out what animal or plant they
Lesson 5 are in the game ‘what am I?’ (WAHASS27)
Using fundamental movement skills to move around classroom like different animals. Lesson 5
(ACPMP043) Identify any questions that you may still have when reflecting on the unit. (WAHASS27)
Students will use movement skills that combine elements of time, people and objects
when involved in the line categories game. (ACPMP047)

Music Dance Visual Arts

Lesson 2 Lesson 2 Lesson 1
Using improvisation when moving to the beat of Exploration, improvisation and selection of movement ideas of Create a piece that uses a range of materials, reflect on the
different animals. (ACADAM005)
music playing in the first activity. process and decide where to place the piece for the gallery
Lesson 5
(ACAMUM085) walk. (ACAVAM112) (ACAVAR109)
Exploration, improvisation and selection of movement ideas of
Lesson 5 different animals. (ACADAM005) Lesson 4
Using improvisation when moving to the beat of Students will draw images of animals and plants using the
music playing in the first activity. elements of line and shape. (ACAVAM111)
(ACAMUM085)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1/6-10 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Biological Science/

Observable features of living and non-living things
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 Science
Understand a Human Inquiry
ing Endeavour Skills

Week 6 What do you Butcher paper

(ACSSU0 (ACSIS05
44) 3) Diagnostic Intro:
Lesson - Graffiti wall will be stuck along the back wall and know about
(ACSIS05
1 Label a habitat design living and Markers
5) Collect work have the word ‘living’ written at one end and
with at least two nonliving
(ACSIS05 samples of habitat the words ‘nonliving’ at the other end.
5) living things and two things? Post it notes
designs and record - Students will be encouraged to write what they
nonliving things in
(ACSIS05 on a checklist if
8) pairs. already know about living and nonliving things. What is Questions
students could
- Class discuss what living and nonliving things are something you letterbox
(ACSIS06 label at least two
0) and teacher provide examples. would like to
living and two
- On post it notes students will write one thing learn about A3 design paper
nonliving things.
living or
they would like to learn about living or nonliving
nonliving Range of recycled
things.
things? material
- They will place this note with their name on it
Tick if students
Create a habitat that into the questions letterbox. What are some Self-assessment
have created a
includes living and different
habitat out of
nonliving things. Body: habitats you
recycled materials,
- Teacher will place students into predetermined could choose?
that includes living
level ability groups of two.
and nonliving
- Each pair will receive a design brief. What living and
nonliving things
 things, on a - Teacher explains to students that they must are in those
checklist. design and create a habitat that includes living habitats.

and nonliving things.

- Students must choose a habitat and label where
Reflect on the
the living and nonliving things are placed.
process of the stem Collect student’s
project, individually, self-reflections - After showing the teacher their design, they can

by stating at least where they have choose from a range of recycled materials and
one aspect that could answered four create their habitat and living plus nonliving
have been improved. questions. things.
- Teacher will walk around the classroom asking
students what they are making and why they
chose certain materials.
- When students have completed their habitat,
they will place it on a desk.
- All the students will walk around the room and
do a gallery walk to see everyone else’s habitats.
- Teacher will encourage students to try and name
the living and nonliving things in each habitat.

Conclusion:
- Students will complete a self-assessment
individually at the end of the lesson.
- The four questions to answer are:

1. What is one living thing you put in your

habitat?
2. What is one nonliving thing you put in your
habitat?
3. What is one thing that you could have done
differently to improve your habitat?
4. Circle the picture that shows how you think your
end product turned out?
Extension:

- If students have completed their habitat they

can write a letter to the Mayor explaining the
reasons for putting the nonliving and living
aspects into the habitat.

Support:

- Teacher will place students into predetermined

level ability groups of two.

- Teacher will read through the design brief and

questions in the self-assessment.

- Students that struggle to write their ideas onto

paper will have access to an iPad when
completing their self-assessment.

Health and Safety Considerations:

- Teacher will remind students how to move

around the classroom safety in the graffiti wall
activity and gallery walk.

- Teacher must be mindful that students will be

using a range of different materials to create
their habitat which means they need to ensure
all materials is safe to use.
 - Students will be using scissors to cut materials
for their habitat and the teacher will remind
them how to use scissors safety.

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 Science
Understand a Human Inquiry
ing Endeavour Skills

Week 7 Jungle music

(ACSSU0 (ACSHE0 (ACSIS05
44) 50) 5) FORMATIVE Intro:
Lesson https://www.you
(ACSIS05 - Students will stand up and find a space around
2 Use body movements tube.com/watch?
8) Teacher will the classroom.
to move like a v=h6Cv77MYilo
observe students
(ACSIS06
particular animal using - Teacher will remind students that they must
moving around the
0)
their observable move around the space safety and look out for Observable
classroom as
features. others around them. features poster
different animals
and write down - Teacher will put on music and call out different
Pop stick names
any students that animals for students to move around the space
can’t on a sticky What do all the
like. animals have in Sticky note
note.
 common? (all
- Students sit down, teacher pulls out pop stick
living)
names and class discuss the observable features of Animal toys
Teacher observes
animals. How do we know
Sort at least two students sorting if something is Animal report
different animals into animals into - Teacher explains the definition of an observable living? sheet
the right classification different feature- Something that can be seen, heard, How do we know
if something is
group, independently. classification felt, tasted or smelled either directly by an Labels for
not living?
groups and asks individual classification
them questions What observable groups
- Students will draw one observable feature of an
about how they features do some
animal on a sticky note and place it on the of the animals
determined which 3 large mystery
board. have?
group they belong boxes
too based on their - Teacher talks through what students have drawn.
observable Plants and leaves
feathers. If Body:
students are Pens and pencils
- Students are given a sticker that is either blue,
successful they will
red or yellow.
get a tick next to Lizard/ animal
their name. - Students will rotate through 3 different toys
stations.
Feathers
Name at least one Teacher will
observable feature in observe which - Station 1: Animal Classification Sort (Blue) Activity sheet
class discussion when students are able
- Students will sort a variety of animals into their
playing line categories. to name at least Animal and plant
one observable classification groups, based on observable snap cards
feature when features.
playing line - They will then complete an animal report. Timer
categories. They
will make a note Whiteboard
of students that markers
- Station 2: Mystery Box (Red)
struggled.
- Students will explore different living animals and Mini whiteboards
plants and nonliving objects through touch.
Bell
 - They will describe what they feel and have a
guess at what they think is inside the mystery
boxes.

- Station 3: Animal/ Plant Snap (Yellow)

- Students, in pairs, will be given a range of snap

cards that have different pictures of animals and
plants on them.

- When the same image appears on the pile, both

students must write down, on a mini
whiteboard, as many observable features as they
can.

- They must try to write 10 observable features

before their partner does.

- Teacher will ring a bell when students need to

rotate clockwise.

Conclusion:

- Teacher will get students to pack away their

stations and the sit on the mat.

- 5 students will be chosen to stand up and play

‘Pop Quiz line categories’.

- Teacher will ask the student at the end of the

line to name 3 observable features of an animal
before the rest of the students pass down the
toy lizard.

- If the student doesn’t say all three then they

are out, and another student joins the line.
 - Students keep playing until everyone has had a
go.

Extension:

- Station 1: Animal Classification Sort (Blue)

- Students will be encouraged to justify which

classification group the animal belongs too.

- Station 2: Mystery Box (Red)

- Guess and justify which classification group the

objects would belong too.

- Station 3: Animal/ Plant Snap (Yellow)

- Students set the number of observable features

they will target in a set amount of time.

Support:

- Station 1: Animal Classification Sort (Blue)

- Adjustment of the animal report card with

multiple choice answers.

- Students will also have access to an iPad if they

need on to complete the report.

- Station 2: Mystery Box (Red)

- Verbal and written explanations will be given to

the students.
 - Station 3: Animal/ Plant Snap (Yellow)

- Students can just write as many observable

features as they can.

- They don’t need to time how long it takes if

that will impact how they focus.

Health and Safety Considerations:

- Teacher must move away desks and chairs to

create a safe space for students to move around
the classroom safely when moving like animals.

- Students may be sensitive to feathers and

plants, so the teacher must check if there are
any allergies in the class before choosing which
plants and feathers to place in the mystery
boxes.
 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 Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSSU (ACSIS0
Week 8 FORMATIVE Intro: ‘Do you know
044) 55)
Lesson which ones will
(ACSIS0 - Teacher will read the children’s book ‘Do you What do you
3 Name one living or grow’ by Tom
57) Teacher will use a know which ones will grow’ by Tom Slaughter. think the book
nonliving thing that Slaughter
checklist to tick if is about?
(ACSIS0
58) was in the book ‘Do - As the teacher reads the book they will stop on
the student was
you know which ones predetermined pages and discuss what living and iPads
(ACSIS0 able to name a What is the
60) will grow’ by Tom nonliving things are seen the picture.
living or nonliving authors job?
Slaughter, in class QR codes around
thing that was in - The class will also discuss the observable features
discussion. the room
the book. If a of the living and nonliving things. What is the
student was illustrators job?
- After reading the book the students will be Living and
unable to name
asked to turn to their shoulder partner and nonliving hunt
one, then the What living and
name one living thing they saw and one nonliving sheet
teacher will need nonliving things
to reteach that thing they saw. can you see in
Clipboards
student one-on- the pictures?
one while the
students are What
observable
 working on an - The class will be asked to sit in a circle and go features can
independent task. around and share one living or nonliving thing you see?

they saw in the book.

Justify why Teacher will collect
something is living or students living and
Body:
nonliving by stating nonliving hunt
their observable sheet to mark and
- Students will be given an iPad, living and

features. record if they nonliving hunt sheet and a clipboard.

were able to - They must walk around the classroom and scan
justify why they the QR codes they find.
put it in a certain
- An image of a living or non-living thing will come
column.
up and they must either draw or write that
thing in the correct column on their hunt sheet.

- When students have found all the hidden QR

codes they must the write why they that object
is living or nonliving.

- Teacher will encourage students to use the

posters around the room that define living and
nonliving things by listing observable features.
What images
Conclusion: where on the
iPad?
- Students will sit on the mat with their clipboard
and hunt sheet.
What did you
- The teacher will put a projection of the hunt put in the
sheet on the whiteboard. living column?

- They will then get students to tell them what

What did you
objects they wrote in the living column.
put in the
- Teacher will then get students to justify why it nonliving
was placed in that column based on its column?
observable features.

- Teacher will go through a few examples on the What

observable
board.
features tells
 - Students will self-mark their work as a class. you that that
object is living/
Extension: nonliving?

- Students who finish early or need to be extend

will be asked to add to their living and nonliving
column by writing and drawing objects that they
see around the school.

Support:

- Students that have visual or hearing impairments will

sit up the front of the mat, so they can see the
pictures and hear the teacher read.

- Visual and written instructions will be provided to

students.

- Students have access to iPads.

- Students can either draw or write the images of living

or nonliving things.

Health and Safety Considerations:

- Students must be reminded how to move safely

around the room and how to hold the iPads
safely.
- Hazardous objects that are the way of students
moving around the room safely should be moved
to prevent an accident.
 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 Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSSU (ACSHE (ACSIS0
Week 9 SUMMATIVE- Intro: Living Things and
044) 050) 55)
Lesson Nonliving Things
(ACSIS0
Science Inquiry - Teacher will put on a YouTube video called What was an
4 Skills | Living |
57)
‘Living Things and Nonliving Things’. example of a
Nonliving | Kid's
(ACSIS0
- Class will discuss questions based on the video. living thing in
Science | 1st
60) Teacher will collect the video?
Write at least two
students A3 sheet - Teacher will ask students if an animal is living Grade Learning
observable features and then ask if a plant is living.
and use the work What were the
that an animal has, https://www.you
sample to identify - Students will be given thirty seconds thinking observable
independently. tube.com/watch?
if they were able features that
time to think about what observable features v=BEz7RPvQCAI
to identify at showed it was
Write at least two plants and animals have.
least two living?
observable features - They will then be encouraged to turn to a A3 paper
observable features
that an animal has,
of a plant and partner and discuss what they came up with. What was an
independently. Leaves
animal.
- Class will discuss what observable features animals example of a

have and what observable features plants have. nonliving thing?

Feathers

Body: What were the

Plants
observable
- Teacher will explain the activity to students.
features that
- Each student will be given an A3 sheet with a Animal toys
showed it was
table on it.
not living?
Magnifying
- The two headings will be animal observable
glasses
features and plant observable features.
- The teacher will have a box of leaves, feathers
‘What am I’
and plants for students to have a closer look at. headbands and
- They will also be able to choose different animal picture cards.
toys to have a closer look at.
- The students must draw a picture of the animal
or plant and write as many observable features
around it.
 - They will draw and write observable features for
at least two animals and two plants.
- Teacher will provide students with magnifying
glasses, so they observe the small details of the
plants and animals.

Conclusion:
- Students will find a partner and play ‘what am
I’.

- They will be given picture cards of different

animals and plants.

- There partner will choose a picture and pit it on

their headband, so they can’t see it.

- Then the other player will ask yes or no

questions to find out the observable features.

- When they know the observable features, they

can have a guess what animal or plant it is.

Extension:

- Students will be encouraged to place their

information gathered on the observable features
of plants and animals and put them into a Venn
diagram.
- They will write the similar observable features in
the centre of the Venn diagram.

Support:

- Teacher will provide students with hands on

animals and plants.

- The instructions will be verbal and written.

 - The YouTube video reads the words out loud,
has them written and has picture cues so it
caters for a range of learning styles.

Health and Safety Considerations:

- Teacher will set up the classroom in a safe way,

so students have enough room around the tables.
- Students allergies and health conditions will be
taken into consideration when choosing feathers,
leaves and plants to bring in.
 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 Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSSU
Week SUMMATIVE- Intro: ‘Do you know
044)
10 Science Understanding which ones will
- Teacher will read students the book called ‘Do
Lesson grow’ by Tom
you know which ones will grow’ by Tom
5 Teacher will note Will this object Slaughter.
which students Slaughter.
State if something grow?
will grow or not were able to state - As the book has already been read to them, Buzzers
depending on its if something will they will be put into mixed ability groups of Why will it
observable features in grow or not and grow? Mixed ability
four.
class discussion. put a star next groups
to their name if - Each team will have a buzzer.
What
they can articulate observable Prizes
why that is.
 - Teacher will explain that after they read a page features does Jungle music
Teacher will collect the students must buzz in if that object will it have? https://www.you
Write a report about students reports tube.com/watch?
grow or not.
a living and nonliving to mark against a Why won’t it v=h6Cv77MYilo
thing that includes a rubric. - They will also have to say why or why not it will grow?
list of its observable grow by naming its observable features.
features. - The team with the most points will get a prize. Is it living or
Teacher will collect nonliving?
Reflect on what has students reflection Body:
been learnt and what of the unit of
- Students will be given their science books and
was something you work and highlight
asked to write a report about a living thing and
found interesting, any questions they
independently. still have so they its observable features.

can be answered - In the report they must draw a picture and

before the test in name the animal.
the next lesson.
- They must also list and label its observable
features and write why they think it is living.

- They must then write a report on a nonliving

thing and include the same information.

- When students have completed their report,

they must reread and edit it before reading it
to another student that is finished.

- When students have finished their report, they

will find a space around the classroom.

- Teacher will remind students that they must

move around the space safety and look out for
others around them.

- Teacher will put on music and call out different

animals for students to move around the space
like.

Conclusion:
 - Teacher will get students to fill out a reflection
sheet that asks them to write what they have
learnt, what they have found interesting and
what is one question they still have about living
and nonliving things and their observable What have you
features. learnt about
- Teacher will ask students to come sit on the living and
nonliving
mat.
things?
- Class will discuss the questions and the teacher
will clarify any questions that the students still What
have. observable
features do
Extension: living, and
nonliving things
have?
- Students that finish their living and nonliving
report can create a living and nonliving picture
What are any
book that they would use to teach their buddy questions you
pre-primary class with. still have?
- Students must include images and titles of the
living and nonliving objects.

Support:

- Students will be placed into mixed ability groups

for the buzzer activity.

- Students can use technology to draw, label and

write about a non-living thing.

- Students can answer the summary questions on

an iPad if they would prefer.

Health and Safety Considerations:

- Teacher must move away desks and chairs to
create a safe space for students to move around
the classroom safely when moving like animals.
 References

Australian Acadamy of Science. (2012). Primary Connections: Biological Sciences. Feathers, fur or leaves. Canberra: Australian Currciulum Reporting and
Assessment Authority.

Campbell, C., Jobling, W. & Howitt, C (2018). Science in early childhood (3rd ed). Victoria. Cambridge University Press.

School Curriculum and Standards Authority. (2014). Dance. Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-
arts/dance2#year-3-syllabus

School Curriculum and Standards Authority. (2014). Design and technologies. Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/technologies/design-and-technologies2

School Curriculum and Standards Authority. (2014). English. Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/english-
v8#year-3-syllabus

School Curriculum and Standards Authority. (2014). Health and physical education. Retrieved from
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https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/humanities-and-social-sciences#year-3-syllabus
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browser/mathematics-v8#year-3-syllabus

School Curriculum and Standards Authority. (2014). Music. Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-
arts/music2#year-3-syllabus

School Curriculum and Standards Authority. (2014). Science. Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-
v8#year-3-syllabus

School Curriculum and Standards Authority. (2014). Visual Arts. Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-
arts/visual-arts2#year-3-syllabus

Skamp, K., & Preston, C. (2015;2014;). Teaching primary science constructively (5th ed.). South Melbourne, Victoria: Cengage Learning Australia.

Teacher starter. (2018). Vertebrates Poster. Retrieved from: https://www.teachstarter.com/teachingresource/vertebrates-posters/

Twinkl. (2016). Editable edible plant parts flash cards. Retrieved from https://www.twinkl.com.au/resource/t2-s-842-edible-plant-parts-flash-cards-editable