Primary Science FPD 5es

SCIENCE FORWARD PLANNING DOCUMENT
Year 1 LESSON 1  ENGAGE

5E’s- ENGAGE (1-2 lessons)
TERM / WEEKS:  To capture student interest and find out what they know about living things TOPIC

Term 2, Week 2 To elicit students’ questions/ prior knowledge about living things
Diagnostic assessment used- in this lesson you will find out what the students already know about Biological Sciences – Living Things – The different features
living things. This will allow you to take account of students’ existing ideas when planning learning
experiences of animals
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
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INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Endeavour Skills
2, 4, 5
Living things have a Science Pose and Motivation/Introduction
variety of external involves respond to Game of Simon Says
features Discussion of which parts of the body Simon said to point to – explain what What parts of the body did we
(WACSSU017)
observing, questions, the body part is, and why we need it have in the game?
asking and make Discussion of other living things that have different mouths, ears, noses, and Why do we need (certain body
questions predictions body features part)?
about, and about Discuss another animal as an example of a living thing (E.g. a dog) What is another living
describing familiar (Teacher write the features of that particular animal on the board) thing/animal?
Introduce the snake (check for phobias beforehand) and discuss the features What features do they have
changes in objects and of the snake with the class – including similarities and differences between that are different/similar to us?
objects and events the snakes and humans What external features of the
events (ACSIS024) (Teacher write the features of a snake on the board) snake can you see?
(ACSHE021)
LESSON OBJECTIVES Body Youtube video: Kangaroo and
Watch Kangaroo and Emu dance https://www.youtube.com/watch? Emu Dance)
As a result of this lesson, students will be able to: v=BVk5ptp80MY&t=19s
 Work in groups of 3 to create and perform a series of movements In groups of 3, discuss what body features they could see on the kangaroo or
that represents their understanding of a living thing’s observable emu and how the men showed it in their dance
features (Teacher write the features of a kangaroo and emu on the board)
 Understand the different external features of 3-4 animals In their groups of 3, students choose an animal and create a 10 second dance
to represent the animal and its features (Allow 5 minutes)
ASSESSMENT (DIAGNOSTIC) Closure/Conclusion

Diagnostic assessment during all group and class discussions. This will allow Students perform their dance to the class
the teacher to determine students’ individual strengths, weaknesses, Students play a game where they guess which animal each group’s dance
knowledge, and skills, prior to learning about this topic. The assessment will represented
be through the questioning that occurs throughout the lesson. The assessment Correct answers are rewarded with lolly snakes
will be through the conversations and questions asked by the teacher and the
students, and will be anecdotal notes that the teacher will later review in LEARNER DIVERSITY
planning the next lesson.  Having all activities as group activities allows less confident students
to receive scaffolding and support from other group members
 Group activities also assist less confident students by relieving
pressure that would usually be present if students were expected to
complete activities individually
 Questions asked by the teacher during the lesson allow for both high
proficiency and low proficiency answers, meaning students of all
capabilities are able to contribute and participate in the lesson
 The teacher can use coloured pop sticks to customise children’s
groups rather than groups being determined by where children are
sitting. This allows students who may struggle to be grouped
together, and the teacher can spend more time with that group than
other groups. Alternatively, a teacher’s assistant can sit with them.

LESSON 2  EXPLORE
5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS:  To provide hands on, shared experiences of animals. TOPIC

Term 2, Week 2 To support students to investigate and explore ideas about animals.
 Formative assessment Biological Sciences – Living Things – The different features
of animals and where animals live
Thinking Capability
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2 only)
Science Science as a Human Endeavour Science Inquiry OUTCOMES
Understanding Skills
Living things have Science involves observing, Pose and 2, 4, 5 Introduction/Motivation
a variety of asking questions about, and respond to Warm up – Play a game of ‘Zoos Who’ with the class. This is an animal
external features describing changes in questions, and version of Celebrity heads where a student will be given an animal and
(WACSSU017) objects and events make have to guess which animal, they are by asking the class questions about
(ACSHE021) predictions the physical features of the animal
Living things live about familiar
in different places objects and Body
where their needs events Students will come sit on the mat, and the teacher will explain the lesson
are met (ACSIS024) for today – that they will be continuing their learning on animals and
(ACSSU211) learn about different animals.
Compare Students will watch a YouTube video about the different types of ‘skins’
observations of animals
with those of Fur, Feathers, Scales or Skin
others https://www.youtube.com/watch?v=dkjFa9uoGEk YouTube video:
(ACSIS213) Teacher will then review the 4 different outside features that animals can Fur, Feathers, Scales or
have by asking the students to put their hand up and tell the class (The Skin
LESSON OBJECTIVES teacher will write the four words on the board)
As a result of this lesson, students will be able to: Next, the students will all be given a picture with an animal on it. The Does your animal have
teacher will ask the students to stand up and find students with animals feathers, fur, scales, or
 Identify whether an animal has fur, scales, skin, or feathers
that have the same external features (I.e feathers, fur, scales, or skin) skin?
 Identify whether an animal lives in the ocean, or on land
Some example of animals will be….
Dog, cat, fish, bunny, cow, sphynx cat, human
The students will get an opportunity to share with the class their findings Where are some places that
of which animals are in their group. Next, they will sit in a large circle, animals live?
with their animals still in their hand, and the teacher will firstly explain
ASSESSMENT (FORMATIVE)
how animals all live in different places, and ask the students to identify Does your animal live
The assessment for this lesson will be of the drawing that the students complete at the some places where animals live (such as in the ocean, in a tree, under the in the ocean or on
end of the lesson. They will be given more time after recess to complete their drawings ground, in a house (house cats), etc.)
if they ran out of time during this lesson, to ensure that they identify whether their The teacher will then explain that there are 2 main places that animals
land?
animal has fur, scales, skin, or feathers, and whether it lives in the ocean or on land. live – they either live in the ocean, or on land. Then, the students are to
See: Appendix 2 for the assessment checklist that the teacher will use. stand up, and go to one side of the class if they live in the ocean, and on
the other side of the class if they live on land.
The teacher will go through each group and see which animals are there,
confirming with the rest of the class if the animal is in its right spot.
Students can then spend the remainder of the lesson at their desks,
drawing an animal of their choice, and writing at the bottom
1. Whether it has fur, feathers, skin, or scales, and
2. Whether it lives in the ocean, or on land
(See: Appendix 1 for template that teacher will hand out to students)
Closure/Conclusion
Students can share their drawings with those around them, before being
excused to recess.
LEARNER DIVERSITY
Learner diversity for this lesson will be through the use of shared
learning experiences, so that scaffolding and support from other peers
can occur for the students struggling. The teacher will also be walking
around the classroom during the activities and assisting students in need.
LESSON 3  EXPLAIN
5E’s- EXPLAIN (1 lesson)
TERM / WEEKS:  To support students to develop explanations for experiences and make TOPIC
Term 2, Week 2 Formative assessment
representations of developing conceptual understandings
Biological Sciences – Living Things – Animal habitats
Thinking Capability
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2 only)
Science Understanding Science as a Human Science Inquiry Skills OUTCOMES
Endeavour
Living things live in Science involves Pose and respond to 2, 4, 5 Introduction/Motivation

different places observing, asking questions, and make Introduction will be a review of their previous lesson – the teacher
where their needs questions about, and predictions will hand out the students’ drawings they did of an animal, where
are describing changes in, about familiar objects and they identified whether the animal had fur, feather, scales, or skin,
met (ACSSU211) objects and events (ACSIS024) and whether they live in the ocean or the land.
events (ACSHE021) The teacher will reinforce the idea that animals either live in the
Participate in guided ocean or on the land, through a class discussion.
investigations to explore The teacher will then introduce the topic of habitats and explain
and answer that habitats are the natural home or environment of a plant or
questions (ACSIS025) animal, or any other living thing.
The teacher will then ask students what we have in our habitat that What do we have in our
Represent and helps us to survive and write their responses on the board. habitat that helps us
communicate They should mention food, water, our houses (shelter), and then survive?
observations and ideas in the teacher will also mention that we need space.
a variety of The teacher will explain the activities for the day, while
ways (ACSIS029) simultaneously giving examples of habitats (as each activity Materials for experiment
focuses on a different habitat) of How fish breathe under
Centre 1: Oceans water
How do fish breathe under water experiment (Teacher-directed)? Assessment checklist (See:
https://littlebinsforlittlehands.com/how-do-fish-breathe/ Appendix 3)
LESSON OBJECTIVES
As a result of this lesson, students will be able to: Centre 2: Bush How do fish breathe under
 Identify one word in Noongar for an Australian bush animal (By having gills) Learning about the Noongar words for Australian animals that live water?
 Explain how fish can breathe under water (Through their gills) in the bush (Parent helper)
The teacher will have a range of pictures of Australian bush
animals that the students can look as, as well as their names in Pictures of the animals
Noongar printed out, so that the parent helper can tell the students identified on the left, with
what the word is, and how to say it. The students can choose an their Australian English
ASSESSMENT (FORMATIVE) animal and draw it on the iPads on the application ‘Book Creator’. and Noongar names
The parent helper will make sure that the student knows the 5 x iPads with
Noongar word for the animal that they are drawing. BookCreator downloaded
Assessment of the first lesson objective will be through the teacher using the following Yonga – Kangaroo on all of them
question as a ‘go to lunch ticket’: Jirda – Birds
What Noongar word did you learn today and what animal is it? Kara – Spider What animal did you
This will be an informal assessment. Karda – Goanna choose to draw?
Goomal – Possum How do you say that in
The second lesson objective will be assessed through a simple checklist that the teacher will Waugal – Snake Noongar?
create on whether on not students understood that fish have gills so that they can breathe
under water. (See: Appendix 3) Centre 3: Review of habitats and animals
Wordcloud – Create a wordcloud using the iPad application ‘Word
The teacher will also write anecdotal notes of each students’ participation in the experiment, Salad’ in groups with all the words for animals and habitats
such as their questions/statements, observations, and invovelment. (Reviewing what we have learnt over the past few lessons) 1x iPad with Word Salad
downloaded on it
Centre 4: Children’s literature on habitats
Children will be able to explore the following range of children’s
literature about different habitats:
 Who’s Hiding on the River by Katherine McEwen
 Who’s Hiding in the Woods by Katherine McEwen Children’s literature
 Over and Under the Pond by Kate Messner
 Beyond the Pond by Joseph Kuefler
 Welcome to the Neighbourhood by Shawn Sheehy
 Squeak! By Laura McGee Kvasnosky
 The Home Builders by Varsha Bajaj
 Leap Frog by Jane Clarke
Closure/Conclusion
The teacher will put the word clouds created by students on the
interactive board and go through all the words that students
What animal did you
thought of.
draw?
Next, the teacher will quickly combine all of the drawings done on
How do you say that in
the iPads on Book Creator and put them onto one book titled
Noongar?
‘Australian Animals That Live in the Bush’
How can fish breathe
The teacher will go through each page, and the student is to say
under water?
what animal they drew, naming them in both Australian English,
and Noongar.
Lastly, the teacher will ask the class the question “How can fish
breathe under water? (Expecting them to yell out their response)
and then let them out for lunch.

LESSON 4  ELABORATE
5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS:  To challenge and extend students’ understandings in a new context or make TOPIC
Term 2, Week 3
connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills Biological Sciences – Living Things – Animals and their
Summative assessment of science inquiry skills
habitats
Thinking Capability
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2 only)
Endeavour
Living things have a Science involves Participate in guided 1, 3, 4, 5 Introduction/Motivation
variety of external observing, asking investigations to explore Teacher will read the following story to the students on habitats
features (ACSSU017) questions about, and and answer and animals around the world:
describing changes in, questions (ACSIS025) ‘Walk This Wild World’ by Kate Baker.
Living things live in objects and After reading the story, the teacher will reinforce the idea that
different places where events (ACSHE021) Represent and animals live in habitats, and for them to survive they need food,
their needs are communicate shelter, water, and space.
met (ACSSU211) observations and ideas The teacher will then explain the task for today by reading out Design brief
in a variety of the design brief (See: Heading at top of website titled ‘Design
ways (ACSIS029) Brief’).
Body Planning document

The students will be given a planning document (See: A3 coloured card
Appendix 4) where they can plan their animal and its habitat.
The classroom will have a EA for this lesson so that the
students can have more help and support with this task.
When the student has finished their plan, they will be able to
get a piece of A3 card to draw their animal and its surrounding
habitat on.
Closure/Conclusion
For concluding the lesson, the students will pair up with
another student and share their plans for their animal and its
habitat so far.
LEARNER DIVERSITY
This open-ended task allows for learner diversity because
children get to be creative with their ideas, and therefore have
intrinsic motivation because they can choose their learning.
The two teachers in the classroom during the lesson will be
there to support and help students who need assistance with the
task, and the teacher will use prompts from the previous lessons
(Such as the drawings of other animals) to help them think of
animals and their habitats.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Create an imaginary animal
 Design a plan this animal’s habitat
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)

This task will not be completed in this single lesson as it will take longer, however assessment
will be done at the end through a checklist (See: Appendix 5)

LESSON 5  EVALUATE
5E’s- EVALUATE (1 lesson)
TERM / WEEKS:  To provide opportunities to review and reflect on their learning about XXXXX and TOPIC
Term 2, Week 3 represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas when planning Biological Sciences – Living Things – Animals and their
learning experiences
habitats
Thinking Capability
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2 only)
Endeavour
1, 3, 4, 5
Living things have a Science involves Participate in guided Introduction/Motivation
variety of external observing, asking investigations to explore The teacher will ask the students to get straight back into their
features (ACSSU017) questions about, and and answer animal and habitat plans from the previous lesson so that they
describing changes in, questions (ACSIS025) can get them finished today.
Living things live in objects and
different places where events (ACSHE021) Represent and Body
their needs are communicate After around 20 minutes, the teacher will ask the students to
met (ACSSU211) observations and ideas in come back to the mat, where they can share with the class
a variety of their animal and its habitat.
ways (ACSIS029) Next, the teacher will review the learning that has occurred for
the past few lessons by getting students in groups, giving them
Pose and respond to all a buzzer, and doing an ‘Animal Habitats Quiz’ with
questions, and make questions such as the following:
predictions  What is a snake covered in? (Skin)
about familiar objects and
 What is a bird covered in? (Feathers)
events (ACSIS024)
 What is the name of the thing that an animal lives in?
(Habitat)
Do whales live in the ocean or on land? (Ocean)
 Do cows live in the ocean or on land? (Land)
 What is something that a habitat needs for an animal
to survive? (Water, food, shelter, space)
 How do you say ____ (One of the animals from
LESSON OBJECTIVES
lesson 3) in Noongar?
As a result of this lesson, students will be able to:
 Create an imaginary animal Closure/Conclusion
 Identify the external features of their animal After the quiz, the students will all get a lolly prize, and then
 Design a plan this animal’s habitat be able to quietly either finish off their work or do some other
quiet work until lunch.
ASSESSMENT (SUMMATIVE – Science Understanding)

This assessment will be mainly of the students’ finished products of their plan for their animal
and its habitat that they began in the previously lesson, and will be assessed through a checklist
(See: Appendix 5)
Informal assessment will also occur with the group quiz at the end that reviews the content
learned in the 5 lessons.

Primary Science FPD 5es

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SCIENCE FORWARD PLANNING DOCUMENT

Year 1 LESSON 1  ENGAGE

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ASSESSMENT (DIAGNOSTIC) Closure/Conclusion

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

SCSA LINKS EYLF

Living things live in Science involves Pose and respond to 2, 4, 5 Introduction/Motivation

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

Body Planning document

ASSESSMENT (SUMMATIVE – Science Inquiry Skills)

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

ASSESSMENT (SUMMATIVE – Science Understanding)

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