FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1/1 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

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

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

Week Science 1. View Youtube video about Introduction: ABC video -

1 Earth and space fossils. 1. Formative  Introduction to the unit about on fossils. Teacher asks http://education
sciences 2. Research using pre- assessment at students to consider these questions before watching .abc.net.au/ho
Earth’s surface determined web pages and the beginning the video. me#!/media/118
Lesson changes over Youtube video the timeline of using Padlet to  Students use padlet to record their answers and share 2920/
1 time as a result of fossils check with the class.
natural processes 3. Create an interactive timeline understanding of  Students to watch a video introducing them to fossils Ipads – use
and human poster, using our Easel.ly, print fossils giving a brief . padlet software
activity (ACSSU0 it out an place in science 2. Summative https://padlet.c
75) journal. assessment - Guiding Questions: om/ashwoka_u
4. Work collaboratively with Rubric for the  What is a fossil? ni/5z2dfnsony1
Digital peers. timeline– key n
 Do you know how they form?
Technologies points are
Collecting, 5.  Where would you would find them?
chronological
Managing and  What do you think fossils tell us about the past? Computers
order of fossil
Analysing Data creation, Design Ipads
Collect and Body: For students to
is easy to follow
present different Timeline – How fossils are formed use.
and correct use
types of data for a of scientific  In the video the boy talks about how fossils are
specific purpose terminology. formed.
using software (A  Using that information on the pre-determined websites
3. Anecdotal notes. (below) students are to create a timeline of
CTDIP009 Students use the
fossilisation.
pass out strategy
Australian Museum:
to end the lesson.
https://australianmuseum.net.au/how-are-fossils-
formed
Oxford University of Natural History:
 http://www.oum.ox.ac.uk/thezone/fossils/intro/form
.htm
ABC Video:
http://education.abc.net.au/home#!/media/1182920/
 Teacher to write websites on board and
 Students will use Easel.ly to produce their timeline.
 Students are to work in pairs to create the timeline.
 Once completed students to print out timeline and glue
into science folder.

Conclusion:
Pass out:
 Before they leave the classroom for recess, students
are asked to tell the teacher one fact that they thought
was interesting that they learnt from todays lesson.

Science
Week
Biological 1. Create a visually attractive  Marking rubric to Introduction Box of sand with
Sciences: and informative ‘Easely’ assess if all the  Teacher hands out four boxes filled with sand, QR codes
2 Living things infographic on the fossil they necessary including 4 buried QR code – one box for each group buried.
depend on each have been given information is  1 QR code in each box will contain an image of a Hand out one
Lesson other and included specific fossil (mold/cast fossil, trace fossil, true form box to each
2 the environment 2. Work collaboratively as a (description +  fossil) and 3 websites to use to research information group
to survive group, and share work evenly name of fossil,  The remaining QR codes contain irrelevant
(ACSSU073) amongst all group member diet, habitat, information, so students need to ‘dig’ for the useful
enemies, era) information, just like a palaeontologist
Literacy  Anecdotal notes  Let students justify their answers to encourage higher
Creating Texts: on how well order thinking by connecting the content from last
Use a range of students are lesson to today’s lesson
software collaborating as  Collect students’ thoughts on Padlet
including word pro a group
cessing programs Guiding Questions:
to construct, edit
 what do you think we might be doing today,
and publish Use Padlet to
written text, and collect answers
Body:
select, edit and https://padlet.co
 Watch a video on fossils to reveal the focus of today’s
place visual, print m/jm_kealey/i2j4
and audio lesson vc94cjch
elements (ACELY  Students take their QR codes and using the websites
1697) attached they find their information about their fossils: Video on fossils
 After finding out about their type of fossil, students will https://www.yout
access the interactive online Australian museum and ube.com/watch?
view the fossil exhibition to see examples of their type v=1FjyKmpmQz
of fossil, and to compare the different types of fossils c
o Web sites:
o https://australianmuseum.net.au/australian-
museum-palaeontology-collection
 o Preserved organic matter - Seed Fern:
https://australianmuseum.net.au/image/preser
vation-of-organic-matter-seed-fern
o Impression
https://australianmuseum.net.au/image/impres Add website to
sion-fossil-ammonite-internal museum tour
o Trace Fossil:
https://australianmuseum.net.au/image/trace-
fossil-marine-invertebrate-burrows
o Mineralisation
https://australianmuseum.net.au/image/minera
lisation-pyritised-ammonite
o How are fossils formed:
https://australianmuseum.net.au/how-are-
fossils-formed
o What are fossils:
https://australianmuseum.net.au/what-are-
fossils
Demonstrate
o Australian museum virtual tour:
using the Comic
https://artsandculture.google.com/streetview/a
Creator
ustralian-museum/4AE0AHHsWK5jMQ?
https://www.pixto
sv_h=118.15721276933566&sv_p=-
n.com
26.79431488100768&sv_pid=lY6l1aI_DZJag3f
IPlq6jA&sv_lid=7777080759133629283&sv_ln
g=151.21285647729758&sv_lat=-
33.87404786144465&sv_z=0.9999999999999
997
 In their groups, students will then use Pixton to create
an informative 6 picture comic on the formation of their
type of fossil
 Students start working on researching information on
their type of fossil in their groups
 Teacher will walk around to assist if necessary
 Teacher will pause students’ work once most groups
finished most of their research, to demonstrate using
Pixton
 Students continue their work, teacher assists if
necessary
Conclusion:
 Students will walk around the classroom to view the
completed comics from other groups
o Encourage students to give constructive
feedback (e.g. two stars and a wish)
 Students will then upload their comics onto their group
blogs on the classroom blog
 This lesson has the potential to run overtime and will be
completed along with the following lesson the following
day.
Introduction:
Science  Teacher introduces the context of the unit to students Teacher puts
Week Earth and space  Students will create a blog  Marking rubric by reading the email from Professor Ruby Email and email and diary
2 sciences about fossils showcasing 3 Criteria to assess: showing them the photographic diary sent to the class up on
Earth’s surface different types of fossils. 3 types of fossils by Professor Ruby. smartboard:
Lesson changes over description of each  Inform students that during this unit of work, they will Email:
3 time as a result of  Research information about 3 fossil, how it be exploring geology. http://sciencewe
natural processes different types of fossils. became fossilised,  Ask students to make suggestions about what they b.asta.edu.au/?
and human incudes pictures of think the science of geology is. id=2433
activity (ACSSU0  Students to read other each fossil, where  List student responses and group similar ideas using Diary:
75) student’s blog sites fossils are found. Padlet. http://sciencew
 Explain that the science of geology is the study of the eb.asta.edu.au/
Literacy Earth, of the rocks that comprise the Earth and how verve/_resourc
Creating Texts: they change over time. es/Professor_R
Plan, draft and uby_photograp
publish Body: hic_diary_v2.p
imaginative,  Students may need time to complete previous day df
informative and activity.
persuasive texts Ipads – use
 Students use the above diary sample as a guide and
containing key padlet software
information gathered in previous lessons to create their
information and https://padlet.c
own blog of fossils.
supporting details om
 Blog needs to include:
for a widening
o 3 types of fossils
range of
audiences, o description of each fossil,
demonstrating o how it became fossilised,
increasing control o incudes pictures of each fossil,
over text o Places where fossils are found.
structures
and language Conclusion
features (ACELY1  Students will publish their blog site for other members of
694) the class to read.
 Teacher asks two students to read out their blogs to the
Use a range of class.
software
including word pro
cessing programs
to construct, edit
and publish
written text, and
select, edit and
place visual, print
and audio
elements (ACELY
1697)