SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame

Natasha Carvalho
20172950
 Australian Curriculum: Science (Year 5)

Sub-strands Content Descriptions Achievement Standard

 Living things have structural features and adaptations that help them to survive in their environment (ACSSU043) By the end of Year 5, students classify
Biological sciences
substances according to their observable
understanding

Chemical sciences  Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077) properties and behaviours. They explain
everyday phenomena associated with the
Science

 The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) transfer of light. They describe the key
Earth and space features of our solar system. They analyse
sciences how the form of living things enables them
 Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080) to function in their environments. Students
Physical sciences discuss how scientific developments have
affected people’s lives and how science
Nature and  Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena
knowledge develops from many people’s
development of  Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE081)
Science as a

contributions.
endeavour
(Year 5-6)

science
human

Students follow instructions to pose

Use and influence of  Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives
(ACSHE083) questions for investigation, predict what
science might happen when variables are changed,
 Scientific knowledge is used to inform personal and community decisions (ACSHE217)
and plan investigation methods. They use
 With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings equipment in ways that are safe and
Questioning and improve the accuracy of their observations.
predicting of an investigation might be (ACSIS231)
Students construct tables and graphs to
Science inquiry skills (Year 5-6)

organise data and identify patterns. They

 With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS086) use patterns in their data to suggest
Planning and explanations and refer to data when they
conducting  Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using
digital technologies as appropriate (ACSIS087) report findings. They describe ways to
improve the fairness of their methods and
 Use equipment and materials safely, identifying potential risks (ACSIS088)
communicate their ideas, methods and
Processing and  Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns findings using a range of text types.
analysing data and or relationships in data using digital technologies as appropriate (ACSIS090)
information  Compare data with predictions and use as evidence in developing explanations (ACSIS218)

Evaluating  Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS091)

Communicating  Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093)
 English CONCEPT MAP Geography
Plan and deliver a speech about an
animal, their adaptations and how they Research how animals’ adaptations have
help it survive in its environment. changed over time due to the environment
around them changing. How they had to adapt
Plan, rehearse and deliver presentations for to survive.
defined audiences and purposes incorporating
accurate and sequenced content and multimodal The way people alter the environmental characteristics
elements (ACELY1700) of Australian places (e.g. vegetation clearance,
fencing, urban development, drainage, irrigation,
farming, forest plantations, mining) (ACHASSK112)
Write an informative report about an
animal and their structural adaptation.

Plan, draft and publish imaginative, informative

and persuasive print and multimodal texts,
choosing text structures, language features,
Concept: Structural Adaptations
images and sound appropriate to purpose Term: 3 Weeks: 1-5
and audience(ACELY1704) ©The University of Notre Dame 2010 developed by C McGunnigle

Write a persuasive text on an animal

outlining its external features and why Maths
these features help it to adapt to the
chosen environment.
(ACELY1704) Students are to collect data from an investigation or
experiment and display in either a graph, dot plot,
tables with and with technology.

Construct displays, including column graphs, dot plots and

tables, appropriate for datatype, with and without the use of
digital technologies (ACMSP119)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: T3 W1-6 YEAR LEVEL: Yr. 5 LEARNING AREA/TOPIC: Biological Science

General Capabilities:
Literacy – Writing,
throughout the lessons.
AUSTRALIAN CURRICULUM
Numeracy ICT - Researching Critical and creative
Elaborate Lesson in the thinking - Thinking about
experiment. how animals adapt in their
environments.
Ethical Behaviour Personal and social Intercultural Understanding
Competence
- Working in
groups, pairs and
individually.

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

- Pouring water from the experiment in lesson 4 on plants /

grace rather than down the drain.

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about XXXXX
 To elicit students’ questions/ prior knowledge about XXXXX
 Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas when planning learning experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science as Science
Understan a Human Inquiry
ding Endeavou Skills
r
Lesso ACSSU0 By the end of the DIAGNOSTIC Introduction:
n1 43 lesson students will 1. Take students on a quick walk around the school, looking 1. What
be able to: • Observe at any animals found in the environment, explaining to animals do
. 1. Give an example students’ students that animals are best suited to their you see
of an animal prior environment. Giving examples of polar bears having an around the
with an knowledge of extra layer of fat, fish having gills etc. Giving students school?
adaptation. animal opportunities to give their own examples. Using the
adaptations 2. Why are
2. Recall their environment to help think of other animals.
through some
prior knowledge 2. As students give examples, introduce the term
reading over animals
about animals adaptations. Explaining to students that adaptations are
the posters at more
depending on the end of the features and behaviours that help plants and animals to suited to a
their lesson and survive in the environment that they live in. certain
environment to make note of environme
survive. misconceptio Body
3. Back in the classroom, with students at their desks of nt?
3. Describe the ns.
term adaptation. four, explain to them that they are going to have 3-4
minutes to answer the question on a sheet coming around
to them. They are to write down anything they know
about the topic, with the pieces of paper with different
questions on it being moved around the room. The 5
 questions pre-written by the teacher are:
a. What is an adaptation? Questions Posters with
b. What are some examples of adaptations? on questions
c. How do living things depend on the environment written before
Posters.
to survive? (Activating yr. 4 knowledge) the lesson.
d. Give an example of what animals need to do to be
able to survive on water?
e. Give an example of what animals need to do to be
able to survive on land?
4. Discuss the questions before starting the activity.
5. When the activity has finished and each group has their
starting piece of paper, ask one person from each team to
read out the words on the sheet.
6. Whilst doing so the teacher is to make a word wall
around the word ‘adaptations’.
7. Making sure to addressed the following key teaching
3. What is a
points:
structural
a. Structural features: A physical external or
internal feature of an animal or plant. feature?
b. Structural adaptation: How they use this feature
to help them survive in their environment. 4. What is a
structural
Conclusion: adaptatio
8. The teacher introduces a ‘Fun Facts Box’ were throughout
n?
the lessons of work, if a student finds out anything
interesting or simply a ‘fun fact’ then they are to write it
down and add it to the box, which is to be read at the end
5. How can
of the length of work.
this help Design Brief –
9. Introduce the design brief to the students.
an animal Appendix 1
Diversity: survive in
Enable: Stop at Bella and Aiden’s desk to re-read the question its
to them, making sure they understand the task. For questions
d and e, provide them with resources of children’s literature
environm
to look through for idea. ent?
Extend: For the whole unit of work, Henry, Isla and Ben are to
be extended by working on an individual research report in
addition to class work, about the two other types of
adaptations, behavioural and physiological and how these
help an animal survive in its environment.

Health & safety

 When outside make sure students are within eye sight and
don’t wonder off. As well as wearing their hats.

5E’s- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences of XXXXX
 To support students to investigate and explore ideas about XXXXX
 Formative assessment

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavou Skills
r
2\\2 ACSSU By the end of the FORMATIVE Introduction:
043 lesson students - Work 1. Students come into the classroom and are given a
will be able to: Sample piece of paper on it with a picture of either fur, Pieces of paper
1. What
1. Give an - Assessing reptile skin, camel hump, or fish scales. Students for each
environme
example of are to find the table that they think they belong to, student.
each nt do you
to match the environment to their image.
4 animals students think this
2. The teacher asks the students question 1.
with a work is and why
Students discuss in groups before teacher
structural sheet and do you
chooses 1 person to share with the class their Word wall
adaptation. marking belong
tables environment.
2. Describe there?
them on a 3. Drawing upon the last lesson, the teacher asks the
how 4 rating question “what is an adaptation?’. Referring back
animal’s scale of 1 to last lessons word wall.
adaptations – 3.
Body:
help them - 1– 4. The teacher then explains that in groups of 5
survive in student is students will spend 10 minutes doing each Online Timer.
their limited in activity and filling out the sheet, reading out the
environmen 2. What Worksheet -
understa questions to the students (2 – 6). The teacher
Resource 1
t. nding and explains the task of each station: animal
needs a. Beaks: 5 containers filled with soil with did your
extra lollies to represent bird food. Students activity
are to use different types of beaks (pegs, represent
support.
tweezers, chopsticks) and attempt to pick ?
- 2–
up the food. Discussing which one was
Student 3. What Red – Healthy
the easiest. Wash hands after activity, check
needs the dirt and allergy requirements prior to
adaptatio and Saftey
clarificati activity. Supervising students to be safe with n did you
 on on a the equipment. investigat
small b. Camouflage: Students are to colour in an e?
misconce animal cut out and then using their 4. What
material provided try to camouflage the
ption. other
animal/s into their environment. Make
- 3- sure students are safely handling outside
animals
student materials and wear gloves when handling soil have this
complete c. Claws: Students are to dig into a adaptatio
d work container of dirt using paws, webbed feet n?
with no and claws. Discussing which one was 5. What
errors. easier to use and why this would benefit happened
an animal in nature. Ensure that students
when the
do not consume any of the dirt.
Check the dirt for any spiders or bugs before
type of
commencing the activity. adaptatio
Students are to wash their hands after digging n was
through the dirt. changed?
d. Blubber: To explore the effect of blubber
(e.g. type
in cold environments and if it will
of beak)
increase your changes of staying warm.
6. How does PowerPoint
Students puts their hands in a bowl of ice
this with questions
cold water, with and without a layer of assigned to
blubber insulation to compare the effects. adaptatio
students.
Check for latex allergies n help the
5. When the last rotation of the activities has animal
finished, the teacher will allow 5 minutes for survive in
students to finish their work sheets. it’s
environm
Conclusion:
6. With students finished, put up on the board a ent?
PowerPoint with each of the questions from the
worksheet, with each student being allocated an
answer to share with the class. Discuss as a class
if anyone got anything different for the answers.
STUDENT 1: What animal did your activity
represent?
STUDENT 2: What adaptation did you
investigate?
STUDENT 3: What other animals would have this
adaptation?
STUDENT 4: What happened when the variables
 that we change were changed?
STUDENT 5: How does this adaptation survive in
its environment?
7. Collect worksheets and allow time for students to
add any new facts they learnt to the ‘Fun Facts
Box’.

Diversity:
Enable: Check in with Bella and Aiden to make sure they
are filling out their worksheets as they go along. Ask them
to verbally state the animal, adaptation and how it helps it
to survive. As well as placing them in a group with a
confident student.

5E’s- EXPLAIN (1 lesson)

 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavou Skills
r

33 ACSSU By the end of the FORMATIVE Intro:

043 lesson students will Students fill in an 1. Students are told that a few statements will be 1. Structural
be able to: exit ticket, stating read to them, and they are to stand to either side features
1. State an an environment, of the room, with one being agree or disagree. and
animal’s an animal and its (Line continuum with questions). The statements
structural structural
structural asked are in the next column, 1 – 4.
adaptation.
adaptation and adaptatio
2. After each statement, ask a few students why they
how that helps it ns are the
2. Identify how to survive. As well are stood were they have.
their as what animals a. Why do you agree / disagree? same
adaptation would not suit this b. Why do you think that? things.
helps them environment. 2. All
Marked against a Body: Research animals
to live in
checklist on if they 3. Explain to students that in groups they are going
their achievement this. have an
to search different structural adaptations in
environment animals in a set environment, with each group adaptatio
. having a different environment. Allow students to n.
choose from a list of animals generated by the 3. An
 teacher prior to the lesson. With each group animal’s
researching 2 animals, I between 2. adaptatio
4. At the end of the lesson the students will need to n can
present their findings to the class.
change
5. Whilst students are doing their research they are
over time.
to answer the following questions about their
4. There are
animal and its environment:
a. What is the name of the animal? more
b. What country or countries is this animal adaptatio
found in? ns in the
Worksheet with
c. What environment does this animal live environm research
in? ent of the questions.
d. What structural adaptation does this desert.
animal have? 5. What is an Ipads and
e. How does the animal’s adaptation help it example of books.
to live in its environment? an
6. Ipads are to be used, but also books from the environmen
library collected last library visit, with book t that has
animals
varying in facts about animals, their adaptations
adapted to
and environment.
it?
7. When students have finished, each group is to 6. State an
take turns sharing their findings with the class. animal that
While they are doing this, the teacher is to type would suit
onto their computer the animal and the structural living in this Computer –
adaptation from each environment. Making it into environmen make a 2 x 2
a grid of 4, separating the different adaptations t? gird.
found in different environments. 7. What
structural
Conclusion: adaptation
8. Looking back at the posters from the first lesson, does the
review and discuss the answers and if we could animal have
to help it Posters from
re-answer the question with our new
live in this last lesson
information.
environmen
9. Students are to fill out an exit ticket with the t?
questions 5 – 8 in the next column in order to 8. What
assess each student individually rather than the animals Exit ticket
group. would not sheets –
suit this resource 2.
Diversity: environmen
Enable: Look through a resource with Aiden and Bella to t? Why not?
look for their information with them. Discussing what
 they have found and what it could mean.

Health & Safety

- Ensure all Ipads are clean, charged and ready to
use.

5E’s- ELABORATE (1-2 lessons)

 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavou Skills
r

44 ACSSU (ACSIS By the end of the SUMMATIVE- Introduction: 1. Does a https://www.

043 086) lesson students Science Inquiry 1. Recap on what adaptations are, use the definition camel’s youtube.com/
will be able to: Skills developed by the class. Use the data collected structural watch?v=H9n
(ACSIS 1. Plan and from the exit slip previous lesson to re-explain adaptation yYar_6mM
088) any areas that need clarification.
conduct an - students’ s help it to
2. Students are to watch the video about camels and
experiment method for survive in
note down the adaptations camels have to live in
demonstrating experiment will the
the desert.
the science will be used to 3. Ask students key question one. Have students
desert?
skills of assess their discuss the camel, what it looks like, what we
2. What
planning, ability to plan know about it, what adaptations it has to live in
characteri
through writing an appropriate the desert. stic s do
a method to investigation 4. After discussing the features of a camel discuss its camels
follow.
method and to require
environment (key question two). 

use equipment that assist
2. Stating what
and materials Body: them in
material and
safely, outlining 5. Tell students that they will be conducting an surviving
equipment is
potential risks. experiment today to test whether an animal with in the
needed, as well desert?
features like a duck or an animal with fur like a
as safety bear absorbs less water. They will be doing this
measures. by collecting a set amount of water, which they
decide, and pour it over a patch of both materials.
Students then need to determine for themselves a
 way in which to measure which material
absorbed the most water and the least. Students
are also to determine why this adaptation will
help the animals survive in their environment.
6. The teacher can spark a discussion in the
classroom on how they would measure how much
water was absorbed. But ultimately it is student 3. How could
lead. Two possible ways include: we
a. Measuring the water in ML or Grams measure
before pouring and then measuring the the amount
remaining water in the same units. of water
b. Weigh the mass of both the feathers and absorbed
the fur before pouring water, then by the
measuring again after the water. materials?
Subtracting each original weight from the 4. What other
new weight to find out the difference, and way could
the total weight absorbed by each we do it?
material.
7. The teacher is to do the experiment at the front of
the class, without saying anything to students,
this way they know the experiment is about and
will have an idea of what to write about in their
method.
8. Students are to do experiment in groups of 4, with
each person having a role.
a. Manager 1 - Collects and returns all
materials the team needs.
b. Recorder – Writes down observations,
and records any changes made.
c. Speaker - Asks the teacher and other
team speakers for help.
d. Director - Make sure that the team
understands the team investigation and
completes each step.
9. Before doing the experiment, in groups students
are to work together to individually write a
method to follow when doing the investigation,
stating what materials are to be used, how to use
them safety and any potential safety risks they
need to be aware of. Once the investigation is
 finished students are to research and find out
which animals have this adaptation and how it
helps animals to survive in their environment.
10. When checked by the teacher students are to do
the experiment.
11. Students may need scaffolding for different parts
of the project; this will depend on the need of the
class.

Conclusion:
12. Students are to do a round robin at their groups,
sharing one interesting fact about adaptations
they have learnt so far this term.

Students will have 1 -2 lessons on writing up their

method, material needed and safety measures before
actually conducting the experiment.

Diversity:
Enable: Bella and Aiden are to be the Manager at their
table, and to be sitting next to the recorder.

Healthy & Safety

- Student groups are to be at their own desk, no
two groups should be doing the experiment at the
same table.
- All electronics are to be put away.
- The material is to be brought from a store not
collected from animal products found in nature.

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
 Summative assessment of science understanding

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)
 Science Science as Science
Understan a Human Inquiry
ding Endeavou Skills
r

6 ACSSU By the end of the SUMMATIVE- Introduction: 1. What is an

043 lesson students will Science 1. With students at their desks, the teacher puts up a adaptation
be able to: Understanding PowerPoint with questions on it. Each student and what
1. Define what with their allocated number 1-4 will answer the does it do?
a structural question assigned to them in their groups. With 2. What is a
Students will be the questions being 1 – 4 in the next column.
feature and structural
assessed through
adaptation 2. Once the questions have been answered in the adaptation
a written test on
their group, the teacher is to ask a few students to share ?
are in
understanding of with the class. Making sure to get a few examples 3. Name an
written
structural of 3 and 4. animal and
form. features and their
2. Describe by adaptations, Body:
structural
adaptations which help them 3. Then students are told they will be asked
to survive in their adaptation
are questions about structural adaptations and need
environment. in the
to give an example of an animal in its own
important They will be given desert.
environment.
for survival. a grade out of 17 4. Name an
which is to be 4. Students will then be given a sheet of questions.
3. State 4 animal and
recorded on an Students are required to answer the questions on
different their
assessment their sheet under test conditions.
environmen structural
checklist. 5. Students are to do the test for 25 minutes or until
adaptation
ts. everyone is finished.
in the
4. Give 2 6. Once the test has finished and been collected, the
Antarctic.
examples of teacher is to bring up the posters made in the first
Test sheet –
animals in lesson, and then re-looked at in a later lesson.
Resource 3.
different With another coloured pen, discuss if any more
information could be added to the posters.
environmen
ts, their Conclusion:
adaptation 7. The teacher is to read through the fun facts in the Fun Facts Box.
and how it ‘Fun Facts Box’ used throughout the term for
helps them science. Assessment
to survive. checklist.
Diversity:
Enable: Aiden and Bella will be read the questions;
however, they are also to state verbally their answers to
the teacher.
Design Brief appendix 1

Peculiar Beaks

The gardening man saw a strange looking bird at school, which he later
discovered to be a new species of bird. Unfortunately, he didn’t see what
type of beak it was. But he did notice one thing, when the bird flew away it
had inside its mouth the tail of a rat.

We want to try and find out the species of this bird by the size of its beak.
Therefore, it is your job to design and create a bird beak that can pick up a
small teddy bear, resembling the size of a rat.

Before you start creating your beaks you are to research different bird
beak sizes and the diet of different birds to find out which one would eat a
rat. Then, you are to design and build a bird beak to be able to pick up and
hold a rat size teddy with ease, making it out of recyclable material you
are to bring in from home.

Make sure your beak will be able to both pick up the teddy bear and hold
the weight of the teddy inside its mouth.

When everyone has finished it will be time for a ‘beak’ parade, showcasing
everyone’s beak, their research and planning on their desk. Making it
presentable for everyone to see!

You only have 4 lessons to complete this design brief, so move along, and
make sure you keep a watchful eye out for the bird around the school.
This page is left blank for formatting reasons.
Resource 1.
Resource 2 EXIT TICKET Name:
1. What is an example of an environment that has animals adapted to it?
_________________________________________

2. State an animal that would suit living in this environment?

____________________________________________________________

3. What structural adaptation does the animal have to help it live in this environment?
_______________________________________________________________________
________________________________________________________________________.

4. What animals would not suit this environment? Why not?

________________________________________________________________________
_________________________________________________________________________.
_

EXIT TICKET Name:

5. What is an example of an environment that has animals adapted to it?
_________________________________________

6. State an animal that would suit living in this environment?

____________________________________________________________

7. What structural adaptation does the animal have to help it live in this environment?
_______________________________________________________________________
________________________________________________________________________.

8. What animals would not suit this environment? Why not?

________________________________________________________________________
_________________________________________________________________________.
_
This page is left blank for formatting reasons.
Resource 3. Adaptations Test

1. What is a living thing? (1 mark)

2. What is a structural feature? ( 1 mark )

3. What is a structural adaptation? ( 1 mark)

4. Why do animals need adaptations for survival? ( 2 marks )

5. Name 4 different types of environment. (4 marks)

6. Give an example of an animal with a structural adaptation in the desert and how their adaptation helps them to
survive in their environment. (3 marks. )

7. Give an example of an animal with a structural adaptation in the Antarctic and how their adaptation helps them to
survive in their environment. (3 marks. )

8. Do animals adaptations change over time? Why / why not? (2 marks).

References
Australian Curriculum Assessment and Reporting Authority. (2016, December 16). The Australian Curriculum:

Science (Version 8.3), Year 5, All curriculum elements. Retrieved from

http://www.australiancurriculum.edu.au/download/f10

Primaryconnections.org.au. (2015). Primary Connections: Linking science with literacy. [online] Available at:

http://www.primaryconnections.org.au [Accessed 12 Sep. 2019].

School Curriculum and Standards Authority. (2016). Science – Scope and Sequence P-6 (Version 8.1). Retrieved

from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8/overview/Science_P-

10_Scope-and-Sequence_Phase_1_March_2016.PDF