FORWARD PLANNING DOCUMENT
TERM/WEEKS: Term 4, Week YEAR LEVEL: 3
1-8
General Capabilities:
Literacy Numeracy
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures
LESSON AUSTRALIAN CURRICULUM
LINKS
Living things can be
Week 6, Lesson 8 Explain
grouped based on
observable features and
can be distinguished
from non-living things
(ACSSU044)
Science knowledge helps
people to understand
the effect of their
actions (ACSHE051)
With guidance, identify
questions in familiar
contexts that can be
investigated scientifically
and make predictions
based on prior
knowledge (ACSIS053)
Represent and
communicate
observations, ideas and
findings using formal and
informal
representations (ACSIS06
0)
LEARNING AREA/TOPIC: Science (Biological Sciences)
ICT Critical and creative thinking Ethical Behaviour
Asia and Australia’s engagement with Asia
SPECIFIC LESSON ASSESSMENT
OBJECTIVE (WHAT & HOW)
1) Classify animals 1) Peer Assessment:
under appropriate Students created these
names and activities, considering the
headings correct classifications as
rules. They will determine if
2) Justify animal correct/incorrect/ or if
classifications prompting is needed.
Observations noted.
3) Evaluate
accuracy of 2) Students use butcher’s
classifications paper to plan their reasons
in justification as a group,
kept for anecdotal records
and as a work sample
2&3) Each ‘debate’ will be
filmed, capturing spoken
reasons and class
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.
Personal and social Competence Intercultural Understanding
Sustainability
TEACHING & LEARNING EXPERIENCES (DIFFERENTIATION RESOURCES
NOTED, KEY QUESTIONS BOLDED)
Activating prior knowledge; students will play their Sorting Games
created sorting games from the previous lesson (student
(pictures, headings/titles & names) (10 Mins) created)
Pack away materials
Group students into teams of 3 using online generator https://www.r
(approximately 6-8 teams total), move them into their andomlists.co
groups before next instructions. Inform students they m/team-
will be debating (“politely arguing or persuading”) generator
whether an animal belongs in a specific category,
animals & the headings will be given out discreetly, so Butcher’s
students do not know who they are debating against. Paper
Allocate topics and allow planning time. (10-15 Mins)
Stop and move all students back to own desks, Camera
distribute thumb popsticks. Call up the 2 teams with (Video)
the matching topic, 1 team will be affirming the
position while the other will be denying it to the best of
their ability. Each student on each team will present
their arguments/reasons, the other team will then Thumb
present theirs. The class then has 2 minutes to think, popsticks
and then show their support of positions with the (green – up,
popsticks (3 topics, 5 mins per side, 2 mins deliberation, red – down)
36-45 mins total)
Collect popsticks and ensure other materials are
packed away.