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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) Recognise 1) Kahoot data will Review classifications branching key (Primary Connections) students Branching Key
Week 3, Lesson 4 Elaborate (Investigation Setup)

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

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