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, RESOURCES
LINKS OBJECTIVE (WHAT & HOW) KEY QUESTIONS BOLDED)
Living things can be 1)Classify animals 1)Cut and glue animals and Show students their previous Zoo concepts on the padlet. Padlet
Week 8, Lesson 11 Evaluate

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