Note the focus area and standard

descriptor/s the artefact /

document reflects

Note the type of

artefact / document

Describe the artefact / document and

indicate the possible impact or result on
teaching and/ or student learning

Describe how the artefact /

document
meet the standard descriptors you
have identified.

2.1 Content and teaching

strategies of the teaching
area: Demonstrate
knowledge and
understanding of the
concepts, substance and
structure of the content
and teaching strategies of
the teaching area.

The artefact
provided is a
continuous
science lesson
plan recognising
the 5Es from
Primary
Connections.

This artefact is a science lesson

plan in the primary connections
format incorporating the 5Es.
Students will engage, explore,
explain, elaborate and evaluate the
learning content from the topic,
living things.

This learning sequence has

been created in a
continuous way where the
students are able to follow
the structure and
understand the concepts
being taught. Myself as the
teacher will guide the
students through the 5Es
incorporating teaching
strategies into their
learning (APST 2.1).

2.2 Content selection and

organisation: Organise
content into an effective
learning and teaching
sequence.

By constructing a science lesson

plan in this format I as the teacher
am able to ensure the students are
gaining the most out of the content
in which they need to know as well
as challenging their beliefs and
misconceptions by linking the
engage phase to the evaluate
phase.
Students will make their way
through the comprehensive lesson
sequence being guided by myself
as the teacher to explore the
science concept and consolidate
their knowledge.
The impact of this artefact
indicates the teaching being
planned and structured in a logical

The artefact is designed in

a progressive way where
the content is selected and
organised into an effective
teaching and learning
sequence. Students will be
guided by the teacher
through the lesson
sequence allowing them to
become inquiry learners
and think about the how
and why of the content
(APST 2.2).

way allowing the students to learn

and think outside the box and be
exposed to new knowledge. In
doing so, the content has the ability
to evolve and change as they
students thinking and learning also
does.
Name: Elly Martin
Students names: Gwen (S1), Katelynn (S2), Daykin (S3), Jake (S4), Harley (S5)
Stage and year of the children you are working with: Stage 3, Year 5
The Living World
In this lesson sequence the students will be discovering different animals and the adaptations they have to survive in
different habitats. For example, fish have gills to breathe underwater. The students will then have the opportunity to
create their own mythical animal that will have at least five different adaptations to be able to survive in the desert, ocean
and rainforest.
Phase of 5E
Constructivis
t Model

1. Engage

Brief Description of Lesson

Ref. to Syllabus or Curriculum

Material
Including Numeracy and Literacy
outcomes

Classroom
Management
Strategies and
Equipment
and IT
resources (eg
ipads/digital
cameras)

Introduce students to the

new topic of living things
and physical adaptations for
animals to survive. Have
students complete a KWLH
chart.

ST3-10LW
Describes how structural features
and other adaptations of living
things help them to survive in
their environment

iPads
Laptops
YouTube
videos

Students will observe and

EN3-1A
Communicates effectively for a

Assessment
Strategies (state
form of
assessment at
each phase
diagnostic,
formative or
summative - and
outline strategies)
Diagnostic
assessment/Assess
ing prior
knowledge: Do
you think animals
have features that
help them
survive? What is

describe the structural

features of animals to
survive in their habitat for
example wings to fly, gills to
breathe under water, sharp
teeth for hunting. Students
will do this by taking a walk
around the school-yard
searching for butterflies,
bees, worms, spiders, birds
and other insects. Discussion
and questioning on the living
things they find during the
walk. When students have
returned to the classroom
they will discuss the features
identified and revisit prior
knowledge on the additional
things they already know.
Students will watch two
different short David
Attenborough videos without
sound on the survival of
animals in a range of
different environments. Have
students talk about what they
can see (adaptation features)
and why they think the
creatures are doing what
they are doing.
Video links:
Emperor Penguins Unite for
Survival in Antarctica
https://www.youtube.com/w

variety of audiences and purposes

using increasingly challenging
topics, ideas, issues and language
forms and features.

an example of a
feature?
What is the long
proboscis of the
butterfly for?
What does the
segments of the
earthworm do?
Why do you think
the penguins stay
as a group
through winter?
What does the
flounder do in its
habitat to survive?
Formative
assessment:
KWLH chart.

atch?v=cgGL6SbMfKc

2. Explore

Flounder is master of
disguise
https://www.youtube.com/at
ch?v=EIMRSt40OMk
Students will classify
animals according to their
physical adaptions to
survive:

3. Explain

Pelican
Snail
Kangaroo
Penguin
Bird
Fish
Koala
Snake
Shark
Turtle
Butterfly
Cat

ST3-10LW
Describes how structural features
and other adaptations of living
things help them to survive in
their environment.
MA3-2WM
Selects and applies appropriate
problem-solving strategies,
including the use of digital
technologies, in undertaking
investigations.
MA3-3WMG
Gives a valid reason for
supporting one possible solution
over another.

Categorise animals into

habitat groupings:
Sand & soil
Rainforest
Ocean

ST3-4WS
Investigates by posing questions,
including testable questions,
making predictions and gathering
data to draw evidence-based
conclusions and develop
explanations.

Revisit the animals from

previous week and students
categorisations. Discuss and
share their ideas as a class

St3-10LW
Describes how structural features
and other adaptations of living
things help them to survive in

Students will
match up
animals with
their
corresponding
adaptation
characteristics
.
Students will
then group the
animals into
applicable
habitats.

Pictures of
habitats

Formative
assessment:
Ability to
correctly match
up adaptations
with animal.
Ability to
categorise animals
into correct
habitat.

Formative
assessment: Can
you describe the
environment that

and address any

misconceptions.
Pictures of sand & soil,
ocean and rainforest will be
displayed in different corners
of the room. Children are to
stand under a picture of one
of the habitats and describe
the adaptations that an
animal would have to
survive in this environment.

Phase of
Constructivis
t Model

Brief Description of Tasks

their environment.
ST3-11LW
Describes some physical
conditions of the environment and
how these affect the growth and
survival of living things.
EN3-1A
Communicates effectively for a
variety of audiences and purposes
using increasingly challenging
topics, ideas, issues and language
forms and features.
ST3-4WS
Investigates by posing questions,
including testable questions,
making predictions and gathering
data to draw evidence-based
conclusions and develop
explanations.
Ref to Outcomes (NSW S&T
syllabus / Literacy and
Numeracy /
Australian Curriculum

Students will
think pair
share followed
by a group
discussion of
why an animal
would need
these
adaptations to
survive.

you chose? If you

were an animal
that lived here,
what features
would you need?
Why would you
need these? How
would they help
you survive?

Classroom
Management
Strategies and
Equipment
(Everyday
Hardware)

Assessment
Strategies

4. Elaborate

5. Evaluate

Students will then be

required to design a mythical
animal that could survive in
all three environmental
categories (sand & soil,
ocean, rainforest) and give
reasons for their adaptations.

Students will role-play their

designed animal through a
game of charades. The actor
can use no words and peers
will guess the adaptations
being represented.
Revisit KWLH chart, discuss
any misconceptions and
share new findings.

ST3-10LW
Describes how structural features
and other adaptations of living
things help them to survive in
their environment.
ST3-11LW
Describes some physical
conditions of the environment and
how these affect the growth and
survival of living things.
ST3-10LW
Describes how structural features
and other adaptations of living
things help them to survive in
their environment.
ST3-11LW
Describes some physical
conditions of the environment and
how these affect the growth and
survival of living things.

Coloured/lead
pencils
Art paper
iPad for
further
research if
required

Formative
assessment:
Students animals
demonstrate
adaptability to all
three
environments.

Students need
at least five
adaptations
for their
animal.
Audience:
respectful of
actor
performing
their
adaptations.

Students can
provide reasons
for their choices
of adaptations.
Understanding of
adaptations and
justification of
features to suit
habitat
Summative
assessment:
KWLH chart

ST3-4WS
Investigates by posing questions,
including testable questions,
making predictions and gathering
data to draw evidence-based
conclusions and develop
explanations.
Drama Activity
From evaluate phase: Students will role-play their designed animal through a game of charades. The actor can use no
words and peers will guess the features being represented.