FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2/2 YEAR LEVEL: 6 LEARNING AREA/TOPIC: Science Understanding /

Biological Sciences

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

Notes about device access in the classroom: Children have access to Ipads, one main computer at the front of the class linked to a projector screen.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

1. Living things have Create a mind map detailing Summative Introduction Intro video on animals
structural different animals and their habitats assessment –  Show the students a short video about animals and the and habitats:
features and using bubbl.us Rubric for the mind different habitats that animals live in. https://www.youtube.co
adaptations that map – key points o *this gives a good introduction to animals and m/watch?v=kjZsKiZZ6dQ
help them to Research different conditions of are linking animals
habitats*
survive in different environments that the to the correct
their environmen animals live in habitats  Conduct class discussion to reinforce the different
t(ACSSU043) habitats and possible animals that live in those habitats.
Visual assessment – o *basically, starting to brainstorm with the
at the end of the students to get them going for the bubbl.us
lesson observe task*
students’ research
and knowledge Body
through class  The students are to complete mind maps on bubbl.us, Bubbl.us for students to
discussion complete mind-maps on
including at least 5 different animals and habitats,
Ipads
students are to work in small groups of 4-5. https://bubbl.us/
o *this will enable students to create an effective
mind map that gives them a tool to come back to Ipads for researching
and remind themselves of ideas* habitats and animals
 The students are to research the different habitats they
came up with, making notes of the different conditions Ipads for researching
animal’s features
that affect each habitat. Students work alone for this
benefits
activity.
o *Using iPad, the students can research the
conditions of habitats to get better
understanding*
Google document used
Conclusion to review the lesson:
 Students are to have class discussion sharing the results https://docs.google.com
they came up with. /document/u/0/
 Teacher will open a google document and list the answers
on the big screen for all students to be able to view.
o *Using the google document will be useful as to
keep information stored for students to access*