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FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 4, Week YEAR LEVEL: 3 LEARNING AREA/TOPIC: Science (Biological Sciences)
1-8

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

LESSON AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING EXPERIENCES (DIFFERENTIATION NOTED, KEY RESOURCES
LINKS OBJECTIVE (WHAT & HOW) QUESTIONS BOLDED)
Living things can be 1) Sort materials 1 & 2) Take photo of Create groups of 3 using generator, give each group a bag of https://www.r
Week 1, Lesson 1 Engage

grouped based on into logical responses on assorted lollies and chocolates (nut free, catering to allergies). andomlists.co
observable features and categories whiteboard, record Tell them to sort into groups (no criteria given), share m/team-
can be distinguished other noteworthy responses with class and note on board (5-10 Mins) generator
from non-living things 2) Describe reasons responses “why did you sort them into these groups?”
(ACSSU044) for classifications (anecdotal records) Lollies
Present 3 images on the screen: Octopus, Horse, Butterfly.
Make predictions and 3) Represent 3) Photos of their “What is different about these animals?” (Prompt: What do
describe patterns & classifications of models uploaded to these animals need to do to survive?)
relationships (ACSHE050) living things padlet, will show -observe/think, discuss in groups. Share responses with class, Projector
how they grouped write responses on board. (10-15 Mins) Wall E Clip =
Represent and their animals. Iterate that all animals have unique features and needs. Watch https://www.y
communicate Extension task can Wall-E clip, introduce Design Brief. outube.com/w
observations, ideas and also be considered atch?v=nLx_7
findings with formal and here Allow 15-20 Mins to construct model Zoos for Mars. Remind wEmwms
informal representations students to upload photo to padlet for future reflections
(ACSIS060) - Extend: Students draw a plan of the spacecraft to transport Design Brief &
animals to Mars, considering food, environment and other listed
characteristics of other animals. materials

Gallery walk of other models, pack materials away.


“what did you consider in your classifications or groupings?” iPads
- reasons why needed or why something is not needed. - padlet
“How did you group your animals in your zoo?”
Re-iterate that all living things have unique features and
needs, but some things are the same.
Living things can be 1) Describe 1)Photos taken of Place 11 images of animals (glued onto A2/butcher’s paper) 11 images on
Week 2, Lesson 3 Explore

grouped based on features of given posters, doc saved around the class, each animal is from a different class of paper
observable features and images of responses for animals- (Birds) Eagle, (Reptiles) Bobtail, (Mammals) Kangaroo, (Fish)
can be distinguished future reference in Shark, (Amphibians) Frog, (Molluscs) Octopus, (Arachnids) Scorpion,
from non-living things 2) Use curated tasks (Objective 3) (Annelids) Worm, (Insects) Ant, (Myriapods) Centipede, (Crustacean) Crab
(ACSSU044) language to Put students into pairs/groups of 3, all groups will rotate
identify the classes 2) Google Forms through each image and add any descriptive words to the
Make predictions and of animals data collected: paper about the animal, groups will rotate between images
describe patterns & Questions require every 2 minutes. (20-25 Mins)
relationships(ACSHE050) 3) Construct students to describe
display of animals or animal Groups stay on last image at the end of the time, when each
Represent and observable classes. Data group is called they read all the words they can aloud, and
communicate features. collected and they are put into a table in a word document on screen, table Ziplock Bags
observations, ideas and scored. now groups by class name instead of by general names. Once
findings with formal and called out, students cut out all their words to form a science
informal representations 3) Ongoing: cuttings word wall, placing all components into a given ziplock bag for
(ACSIS060) collected, students collection (15-20 Mins)
called 1 by 1 over
following days to Students move back to their own desks, collect an iPad, and
place pieces on a begin the quiz on Google Forms that aligns with the lessons
class word wall. content from today (10 Mins)
- Early finishers may be called to do their placements of words on
Anecdotal iPad
records/checklist of word wall, and/or research the classification of an animal of - Google Form
placement, prompt their choice.
for correct
placement where
necessary.
Enabling – Students
struggling with
vocabulary will
place images along
with some lower
level vocabulary.
Living things can be 1)Recognise 1) Kahoot data will Review classifications branching key (Primary Connections) Branching Key
Week 3, Lesson 4 Elaborate (Investigation Setup)

grouped based on characteristics of show student students participate in Kahoot testing ‘Animal Classification (Primary
observable features and living things responses: Detectives’. Connections)
can be distinguished recognition of Kahoot
from non-living things 2)Identify factors characteristics/lack - iPads
(ACSSU044) essential to a living and some reasons Recap and list characteristics of living things, conduct informal
plant survey of hands “which characteristic is the most important?”
Make predictions and 2) Evident in - have characteristics on board, write counts next to them
describe patterns & 3)Prepare the hypothesis, Refer to plants specifically, “what do plants need to survive?”
relationships(ACSHE050) investigation for identified factors - list responses next to characteristics Board
future will become
Plan and conduct observations independent Introduce/breakdown investigation: “what do plants need the
scientific investigations variables in the most to survive?” (prompt where needed -Sunlight, air, water)
to find answers to investigation and “how could we test/investigate this?”
questions; consider the observed - grow plants, give some water (W), air (A) and sun (S) but not Investigation
safe and appropriate use throughout term others Materials
of materials and - share responses, test for S & no AW, no S & AW, A & no WS, - Jars & Lids
equipment (ACSIS054) 3) On-going task, no A & WS, W & no AS, no W & AS (Teacher manages control - Plants
students will of all and nothing) - Masking
Represent and regularly Tape/Labels
communicate photograph their Breakdown planning templates for students - Small cups
observations, ideas and plants and note Students group themselves into 3s, inform them they need to for water
findings with formal and observations in put plants in jars, label them by variables, and write out
informal representations science journal. Will hypothesis & other predictions. Planning
(ACSIS060) lead to summative - Safety: always walk with jars, hold with both hands. Templates
assessment in Enabling (Planning): 2 physical templates, 1 has some
drawing conclusions prompting in headings. For those students at sever risk, a Google Slides
and fair testing. google slides template has been created for them to work on.

Tidy working areas, photograph plants, write observations in


books.
Living things can be 1) Classify animals 1) Peer Assessment: Activating prior knowledge; students will play their created Sorting Games
Week 6, Lesson 8 Explain

grouped based on under appropriate Students created sorting games from the previous lesson (pictures, (student
observable features and names and these activities, headings/titles & names) (10 Mins) created)
can be distinguished headings considering the Pack away materials
from non-living things correct
(ACSSU044) 2) Justify animal classifications as Group students into teams of 3 using online generator https://www.r
classifications rules. They will (approximately 6-8 teams total), move them into their groups andomlists.co
Science knowledge helps determine if before next instructions. Inform students they will be debating m/team-
people to understand 3) Evaluate correct/incorrect/ (“politely arguing or persuading”) whether an animal belongs generator
the effect of their accuracy of or if prompting is in a specific category, animals & the headings will be given out
actions (ACSHE051) classifications needed. discreetly, so students do not know who they are debating Butcher’s
Observations noted. against. Allocate topics and allow planning time. (10-15 Mins) Paper
With guidance, identify
questions in familiar 2) Students use Stop and move all students back to own desks, distribute
contexts that can be butcher’s paper to thumb popsticks. Call up the 2 teams with the matching topic, Camera
investigated scientifically plan their reasons in 1 team will be affirming the position while the other will be (Video)
and make predictions justification as a denying it to the best of their ability. Each student on each
based on prior group, kept for team will present their arguments/reasons, the other team will
knowledge (ACSIS053) anecdotal records then present theirs. The class then has 2 minutes to think, and
and as a work then show their support of positions with the popsticks (3 Thumb
Represent and sample topics, 5 mins per side, 2 mins deliberation, 36-45 mins total) popsticks
communicate (green – up,
observations, ideas and 2&3) Each ‘debate’ Collect popsticks and ensure other materials are packed away. red – down)
findings using formal and will be filmed,
informal capturing spoken
representations (ACSIS06 reasons and class
0) evaluations. Each
response is visible
to determine
audience
understandings
based on prior
knowledge and
presented reasons.
All information will
lead into a checklist
for each student.
Living things can be 1)Classify animals 1)Cut and glue Show students their previous Zoo concepts on the padlet. Padlet
Week 8, Lesson 11 Evaluate

grouped based on into appropriate animals and Breakdown task on screen with all students watching, check
observable features and categories relevant for understanding in steps before distributing materials for cut Zoo Planning
can be distinguished environmental & glue classification task. (allow 15-20 minutes to complete) Sheet
from non-living things 2)Present findings factors onto a Zoo Contents
(ACSSU044) of investigations poster of their new Collect task, move students into their investigation groups. Sheet
zoo, labelling each Complete final observations (add final photos to book creator
Use a range of methods 3)Reflect on area. Compare to & submit). Call groups up 1 at a time to present their iPads
to represent data, and to conclusions and photos on padlet observations: “was your hypothesis true?”, ”was there Plants
identify patterns or processes of the and note changes anything that was a surprise?”, “what was the most
trends (ACSIS057) investigation important thing for the plant?” (5 mins per group)
2) Review student Write common responses on board
Compare results with observations and Self-Reflection
predictions, suggesting conclusions against Put self-reflection on screen, read each part aloud. Allow 10-15 (Google
reasons for findings their presentations minutes for class to complete reflections, collect them. Forms)
(ACSIS215) and reflective task - iPads
Ensure all students have their own plants, take students to
Reflect on the fairness of 3) Students will compost bin to dispose of the non-living/less healthy plants
testing (ACSIS058) complete a self- but keep the soil. Take students to garden bed to plant the
reflection task, healthier/living plants, students that still have soil can pour it Gardening
Represent and answering questions into the garden bed and assist the other students. Jars can be Tools
communicate about variables, kept by students or recycled at school. -hats
observations, ideas and outcomes and - Safety: check garden in morning for spider nests/natural -gloves
findings with formal and future hazards, move dirt to side and don’t flick it, responsible - hand trowel
informal representations considerations on moving of tools (hold low, always walk), hold jar with both - watering cans
(ACSIS060) google forms. hands
Move back to class.
SUMMATIVE – All
observations from
unit now considered
in checklist for
completion along
with a scale mapped
to curriculum codes

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