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