SCIENCE FORWARD PLANNING DOCUMENT: Year 5

5E’s- ENGAGE (1-2 lessons)

TERM / WEEKS:  To capture student interest and find out what they know about adaptations TOPIC: Adaptations

3/ 5 To elicit students’ questions/ prior knowledge about adaptations
Diagnostic assessment used- in this lesson you will find out what the students already know about
adaptations. This will allow you to take account of students’ existing ideas when planning learning
experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Personal and Social Ethical Understanding
Writing tasks Interactive Game Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
Dreamtime story

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Human Science Inquiry OUTCOMES
Endeavour Skills
(ACSSU043) (ACSHE083) (ACSIS231) Intro:
 Teacher explains to students’ that today the lesson focus will be on
adaptations
 Teacher reads an Indigenous dreamtime story to students (How the
kangaroo got its tail) and tells students to think about the word
‘adaptations’ while the story is being read
 Teacher poses a discussion question about the story at the end,
allowing for partner discussion  What are the features of this
1. How does the kangaroos tail help it to survive in bushland? environment?
(open ended discussion inclusive of all ideas)  What animals may live here?
 Teacher gives each student a post it note to write one thing they  What characteristics would
know about ‘adaptations’ and to stick it under the ‘K’ of the KWL these animals need to
chart on the board survive here?
Body:
 Students complete an environment activity in groups of 3 https://matchthememory.com/G2U9
 Each group is given an A3 print out of an environment (e.g. desert,
antarctica, rainforest)
 Students are given 5-10 minutes to discuss the environment and
record their answers to questions on the back
 Teacher tells students that they must assign roles in their group
(scribe, speaker and editor) as they will be sharing their ideas with
the class when finished (teacher circulates room to ensure roles have
been assigned)
 One person from each group shares the ideas, discussion and

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 answers from their group (teacher uses this for further discussion/
questioning)
Conclusion:
 Students sit on the mat facing the interactive board
LEARNER DIVERSITY  Teacher displays an interactive game on the board (adaptations
Students who struggle with writing tasks will be memory game)
grouped strategically and in close proximity to the
 Game is played as a whole class, with the teacher selecting students
to come to the front and use the cursor while everyone else uses their
memory skills to help match the animal to the adaptation
 Whole class generates a definition for the word ‘adaptations’
referring back to the lesson activities e.g. Adaptations are
characteristics of organisms that help them to survive in
different environments…’ Students write this or their own
definition in their science journal to add to throughout the unit
 Exit Ticket: students write down one example of an animal and its
adaptation that helps it to survive (examples given in memory
game).

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Identify and explain what they know about the word ‘adaptations’ in one
written sentence, through the use of exit tickets

 Give one example of an animal and its adaptation that helps it to survive
(e.g. polar bear fur keeps them warm in cold weather)

ASSESSMENT (DIAGNOSTIC)
 Teacher uses students KWL responses to determine any general
misconceptions and prior knowledge to inform further teaching
 Observations and comments in science journals

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 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS:  To provide hands on, shared experiences of adaptations TOPIC: Adaptations

3/6 Formative assessment
To support students to investigate and explore ideas about adaptations

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Recording results Timing the experiment Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
Recognise the dependence of living things on ecosystems
SCSA LINKS EYLF
INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only) Please Note: The beaks students will be using for this experiment have been made prior to the
Science Understanding Science as a Science Inquiry lesson in a STEM activity
OUTCOMES
Human Skills
Endeavour
(ACSSU043) (ACSHE081) (ACSIS087) Intro: http://www.vtaide.com/png/bird-
 Teacher shows students pictures of different bird beaks on the interactive adaptations3.htm
board
 Teacher discusses with students’ how each bird might get food and water,
LESSON OBJECTIVES what they use for shelter and what risks could stop them surviving in their
environment 
As a result of this lesson, students will be able to:  Class discusses the external features and characteristics of each bird (size, E
 Investigate how birds’ beaks are adapted to suit their environment, shape of the beak)
recording their results in their science journals Body: ach group will be given
Activity: Bird Beak Investigation laminated pictures of birds
with different beaks in
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 Demonstrate the ability to work collaboratively during science  Teacher explains to students that they are going to be doing an experiment different habitats
experiments which investigates how different bird beak adaptations helps different birds
collect food in their environment Changing:
 Teacher discusses with students the importance of keeping the experiment  Type of beak
ASSESSMENT (FORMATIVE) ‘fair’, asking students to suggest how they would do this (e.g. changing type Measuring:
of beak, measuring number of food type gathered, variables to be kept the  Number of each food type
 Use students results and answers to questions to assess their science same)  collected
inquiry skills Keeping the same:
 Teacher groups students into 3s, with all groups investigating the same four
 Checklist of science inquiry skills beaks and food types for comparison at the end  Number of food pieces
Health & Safety Considerations  Students are responsible for assigning roles in their groups (teacher will  Time to gather food
 Food allergies check this before each group can start)  Tray
 Safe use of equipment  Teacher asks students to discuss in their groups which beak would be best  Sized cup (stomach)
 Cleaning after use to prevent hazards for gathering each food type, explaining their reasons and recording their  Student for the beak etc.
predictions before starting
 Students do the experiment, recording results on a given template and gluing Materials:
it in their science journals  Stopwatch
Conclusion:  4 different types of beaks
 Students sit on the mat with their science journals to discuss their results, (pelican style, parrot style,
LEARNER DIVERSITY comparing the results of bird A,B,C and D shore birds, wide billed)
 Students will be grouped strategically  Teacher writes results on board  bird food (e.g. sunflower
 Teacher will circulate the room providing assistance where  Teacher asks students if they can see any similarities/differences in the seeds, pumpkin seeds,
required results and then leads a discussion string in damp sand as
 Extension questions provided for advanced students  Teacher prompts students to identify how different bird beaks are adapted to worms, marshmallows on
 Scaffolding provided for weaker student's suit their environments so they can gather food and survive wire as insects and jelly as
fish)
Template:

Group
student's strategically,
providing each group with 4
different ‘food types’ and 4
different beaks

Bird Beak Example:

https://www.johnnosscience.com/bird-
beaks---adaptation-activity.html
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 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EXPLAIN (1 lesson)
TERM / WEEKS:  To support students to develop explanations for experiences and make TOPIC: Adaptations
3/7 (1 of 3 explain lessons) Formative assessment
representations of developing conceptual understandings

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

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
ON (Year 1 &
2 only)
Science Science as a Science Inquiry OUTCOMES
Understanding Human Skills
Endeavour
(ACSSU043) (ACSHE083) (ACSIS231) Intro: https://www.youtube.com/watch?v=YpGg-
 Teacher tells student that they are going to listen to a song and they m8wyY4
have to try and remember as many adaptations from the song as
possible  Teacher has websites and a range of
 Teacher plays YouTube clip https://www.youtube.com/watch? books readily available for students
v=YpGg-m8wyY4 about the structural adaptations of camels research task
 Teacher selects students to tell the class about some of the adaptations
they heard Research Questions:
 Teacher discusses the structural adaptations of the camel with  What is the name of the animal?
students, writing student answers on the board (the adaptation and  What country or countries is the
how it helps the animal survive)
animal found in?
 Teacher shows a slideshow of different animals, for each one students
brainstorm possible adaptations they can see
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 Body:  What is the animal’s habitat?
 In pairs students will use computers to research structural adaptations  What does the animal eat?
of a given animal (animals are assigned to cater for student's needs).
 Is the animal a carnivore, omnivore or
They can find a spot in the room to use the computers and read
informative books herbivore?
 Students record their findings in their science journals ready to  What structural adaptations does the
present to the class animal have to help it survive in its
 As each group shares their findings the teacher records their environment?
information in a table on the board (where it lives/structural  Why does it help the animal survive?
ASSESSMENT (FORMATIVE) adaptations) ending with a variety of animals/habitats/structural Hint:
adaptations. What body parts does the animal
Conclusion: use to move/ eat/ see/ hunt/
 Teacher uses lollipop sticks to randomly select student's to share one stay warm
structural adaptation that they learned about and found interesting
 Homework: Teacher challenges student's to find another interesting
structural adaptation that was not discussed to share next lesson
(record in their science journals).

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Identify and explain how different structural adaptations help
animals survive in their environments

 Record their findings in their science journals to share with the

class

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 Use student science journals to determine the level and depth of
their research (Anecdotal Notes)
 Observations

LEARNER DIVERSITY
 Students will be grouped strategically
 Teacher will circulate the room providing assistance where
required
 Extension questions provided for advanced students
 Scaffolding provided for weaker student's

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 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS:  To challenge and extend students’ understandings in a new context or make TOPIC: Adaptations
3/8 connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
Summative assessment of science inquiry skills

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

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
ON (Year 1 &
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
(ACSSU043) (ACSHE083) (ACSIS231) Intro: Cane Toad Website:
 Teacher reviews the learning in the unit so far with student's, recapping https://kids.nationalgeographic.com/animals/amphibians/cane-toad/

what adaptations are and the different types, e.g. structural (and
behavioural explained in a lesson not shown in this sequence)
LESSON OBJECTIVES  Teacher presents the idea that animals often have to change their
behaviour when the environment changes, for example the
As a result of this lesson, students will be able to: environment may change if a new animal moves in
 Teacher asks student's if they know anything about the cane toad and
 Identify how the adaptations of the cane toad have impacted native allows for discussion
Australian animals through research, recording their findings in a  Teacher uses PPT to explain the cane toad is an ‘introduced species’,
cause and effect chart discussing where they came from, why they were introduced to
Australia, why they adapt so well and why they are now a problem
 Write a reflection in their science lessons at the end of the lesson  Teacher also explains how some native animals have adapted to the Informative Text:
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) cane toad (e.g. birds and snakes) but some have not and have died from
 Anecdotal notes in student's science journals them
Body:
 Marking and providing feedback on the cause and effect charts  From the information discussed in the PowerPoint, the teacher models
filling in a cause and effect chart of the cane toads impact (brief dot
LEARNER DIVERSITY point in each box as an example)
 Students will be grouped strategically  Teacher groups student's into 3s providing them with an A3 cause and
effect chart
 Teacher will circulate the room providing assistance where required
 Student's work together in their groups to complete the chart
 Extension questions provided for advanced students
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 Scaffolding provided for weaker student's Cause: what was the event/ who or what caused it?
Immediate effect: What might happen because of the event? Cause and Effect Chart:
Short and long term effects: What might happen next/overtime?
 Students can use informative books about the cane toad and given
websites to assist them in completing their chart
 Teacher instructs student's to add illustrations to accompany the
information in their charts to display around the classroom
 Teacher will circulate the room while student's are working to question
student's thinking process (identifying connections or misconceptions)

Conclusion:
 Student's will complete an end of lesson journal reflection
 Teacher will write a sentence started on the board
“Today I discovered…
I want to know more about…
Something new I found was …
The most challenging thing was…”
 Student's will complete their reflection in silence and leave their
science journals on the marking table at the end of the lesson

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 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EVALUATE (1 lesson)
TERM / WEEKS:  To provide opportunities to review and reflect on their learning about adaptations and TOPIC: Adaptations
3/9 represent what they know about adaptations
Summative assessment of science understanding e account of students’ existing ideas when planning
learning experiences

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

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
(ACSSU043) (ACSHE083) (ACSIS093) Intro:
 As a class, reflect on the learning that has taken place through the use of a
revision PowerPoint:
- Structural adaptations
LESSON OBJECTIVES - Behavioural adaptations
- Specific animals adaptations and how they enable them to survive in
As a result of this lesson, students will be able to: their environment (ask student's to provide examples)
 Design an animal that is adapted to suit a specific environment, - Introduced species (Cane Toad)
justifying the chosen adaptations and how they will help the animal  Teacher tells student's that they will be starting their final assessment task
survive (project) which will require them to use all of the knowledge and skills they  What does your creature
have gained through this unit look like?
 Write a report about the animal they have designed, including in their Body:  Where does it live? Why
report appropriate structural and behavioural adaptations for the  Student's will design an animal that is adapted to suit a specific does it live there?
chosen environment environment using a planning template  How does it move?
ASSESSMENT (SUMMATIVE – Science Understanding)  Student's will plan a brainstorm of possible features, behaviours and other  What does it eat?
characteristics their animal may have  How does it get its food?
 Animal design and report marked against a rubric
 Student's must explain each element of their design and how each of their  What sort of adaptations
 Anecdotal notes
animals adaptations will help it to survive in a chosen environment does it have? (behavioural
 Observations
 Student's will add an animal ‘fact sheet’ to accompany their design with and structural)
information such as   What will you name it?
LEARNER DIVERSITY  Once the student's plan has been checked by the teacher they can then start
 Students will be grouped strategically their good copy ‘animal design and report’ that includes a clearly labelled
 Teacher will circulate the room providing assistance where required diagram of their animal and its adaptations as well as an informative report
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 Extension for advanced/early finishers will include adding a section answering the above questions 
into their report titled ‘introduced species’, explaining how the cane  Extension: Students are instructed to explain the impact the cane toad, an
toad will impact the animal they have designed introduced species, would have on their designed animal
 Scaffolding provided for weaker student's
Conclusion:
 Teacher instructs student's to sit on the mat
 Teacher sticks the KWL chart from lesson 1 on the board to revisit what has
been learned
 Teacher hands out post it notes to student's and instructs them to write 2
things they have learned since lesson 1, then stick it under the ‘L’ on the
chart
 Teacher instructs student's to write one thing they still want to know or are
unsure of and stick it under the ‘W’ on the chart
 Teacher discusses with student's how what they know has grown/changed
since lesson 1 of the unit before concluding.

Note: Final project expected to take more than one lesson

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 References

Fleer, M (2016) Technologies for Children. Melbourne, Australia. Cambridge University Press

School Curriculum and Standards Authority (2013). Assessment principles and practice. Retrieved from
http://k-10_outline.scsa.wa.edu.au/assessment_principles_and_practice

Skamp, K., & Preston, C. M. (2017). Teaching primary science constructively (6th ed.). South Melbourne,
Vic;South Melbourne;: Cengage Learning Australia

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