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TERM/WEEKS:Week 4 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Science/Life cycle

Term2
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy (x) Numeracy ICT (x) Critical and creative Ethical Behaviour Personal and social Intercultural
thinking (x) Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES

/ CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS
LESS LINKS OBJECTIVE (include learner diversity)
ON
Science Understanding

Ye Living things 1.Students Assess the Introduction: 1. Can iPads

Week have life cycles identify the Popplet using - Students will promptly come to class students
4 (ACSSU072) different life a rubric. and sit down. identify the YouTube
cycles/steps. different video;
- Each student will have their iPads
Lesso Make an parts to a https://www.
2.Vocabulary observational ready. life cycle youtube.com
n1
used for life checklist - The whole class students will view a and that /watch?
cycles. YouTube video on life cycles, this will each v=O1S8Wzw
introduce vocabulary and refresh animal has LPlM
3.Students to their prior knowledge. To view this a different
develop skills in video the teacher will use AirPlay to life cycle? Popplet
answer garden the classroom smartboard or Tv.
and using their - After this the students will 2. Were
iPads. students
participate in creating an answer
efficiently
garden “What life cycle steps do
capable of
human beings go through?” and
4.Students will using
“What other animals go through life
develop Popplet?
cycles?”
confidence and
skill using - After completing this the students 3. What do
Popplet. will partake in a class discussion on all living
these answers. things have
in
5.Students will Lesson steps: common?
develop skills - Students will use their iPads to
and confidence access Popplet and use the resource 4. What
air dropping and to create a Popplet based on paired does the
researching on websites given. life cycle
their devices. do?
- Each pair will be given one of the
following animals;
 Butterfly
 Snake
 Chameleon
 Platypus
 Echidna
 Axolotl
 Frog
 Emu
 Kangaroo
- Students will be provided the
websites for these animals

Conclusion:
- Students will share their Popplet
with another pair, describing their
animal’s life cycle.
- Students will need to export their
Popplet’ from their iPads and airdrop
this document to their teacher for
assessment
 FORWARD PLANNING DOCUMENT

TERM/WEEKS:Week4 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Science/Life cycle

Term 2
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy (x) Numeracy ICT (x) Critical and creative Ethical Behaviour Personal and social Intercultural
thinking (x) Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES

/ CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS
LESS LINKS OBJECTIVE (include learner diversity)
ON
Science Understanding

Living things 1.Students to Assess the Introduction: 1. What are iPad.

Less have life cycles become end product - Students will promptly sit down and the steps in
on 2 (ACSSU072) confident with based on a prepare their iPads for the lesson. the chosen Book creator
using book marking life cycle?
- Students will be able to access their
Week creator. rubric. What
4 work from the previous lesson. happens in
2.Students Make an - Students will stay in the same pairs each step?
should be able observational as the previous lesson, the activity WordArt
to identify the checklist. their made their Popplet on. 2. Can
different steps students
- In these pairs the students will have
in an animals confidently
life cycle and a class discussion based on what use their
that each animal they know and have learnt as well as, iPads to
has a different what they would like to learn – make a
life cycle. during this they will make a WordArt book?
containing all the vocabulary of life
cycles that they know, to revise and 3. Were
refresh. students
able to
Lesson steps: choose
- Students in their pairs will be given reliable,
an animal from the list from the appropriate
previous lesson. Each pair will be resources?
given a different animal as the
previous lesson.
- Each pair will be given one of the
following animals;
 Butterfly
 Snake
 Chameleon
 Platypus
 Echidna
 Axolotl
 Frog
 Emu
- Kangaroo

- Students will research their animal,

for this lesson students will be given
the responsibility of finding their
own resources. This promotes
independence.
- On their iPads, students will use the
book creator app to create a book
based on the animal they have
researched.
- Each page should contain
information and a different part of
the life cycle of this animal.
 Conclusion:
- Students will share their book with
other pairs.
- Students will need to export their
book from their iPads and airdrop
this document to their teacher for
assessment.

x
 FORWARD PLANNING DOCUMENT

TERM/WEEKS:Week 4 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Science/ Life cycle

Term2
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy (x) Numeracy ICT (x) Critical and creative Ethical Behaviour Personal and social Intercultural
thinking (x) Competence (x) Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES

/ CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS
LESS LINKS OBJECTIVE (include learner diversity)
ON
Science Understanding

Week Living things 1.Students to Assessment Introduction: 1. Were https://www.

4 have life cycles confidently use can be looked - Students will promptly make their students youtube.com
(ACSSU072) iMovie and make at in ways way into the classroom and sit down able to /watch?
Less an imovie based such as how with their utensils prepared (iPad). create a v=SdprpVCIh
on 3 on the animal students life cycle u0
- Students will sit next to their partner
they have performed in with the
researched in the Kahoot. from the previous lessons. resources iPad.
previous - In these pairs students will discuss given?
lessons. Assessment with other pairs their activity from Plasticine.
will be done last lesson and discuss this with the 2. Did the
2.Students are by marking class. stop iMovie
able to use the iMovie - After this discussion students will animation
Kahoot. based on a contain all
watch a YouTube video as a whole
marking the
class.
3.Students rubric. necessary
understand that - Students will participate in a Kahoot parts?
their animal Make an based on the information learnt
depend on other observational about life cycles – these questions 3. Did
factors, such as checklist, will be based off the first lesson students
the follow this to information they learnt and successfull
environment. assess questions each individual student y complete
children. can answer. the kahoot?

Lesson steps:
- Based on the life cycle of the animal
you have researched, choose an app
to create a stop movie, using
 plasticine.
- Students will use their iPads and
take photos of each step of the life
cycle.
- Once the pairs have gone through
and taken photos of each step,
students will add them to iMovie and
add the desired effects, texts, titles
and music.
- Once the pairs have completed their
stop animation they will proceed to
show other pairs.
- Students will export their movie from
their iPads and airdrop this to the
teacher for assessment.