FORWARD PLANNING DOCUMENT

TERM/WEEKS: T1/ Wk5 YEAR LEVEL: ONE LEARNING AREA/TOPIC: Science

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:

- Students will be able to access the ICT equipment at each rotation.
- The educator will set it up prior to the lessons commencement, in order to make the lesson smooth and all equipment easily assessable without confusion.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Living things Students will be able to: Checklist to Introduction:

have a variety assess the - The students are moved to the mat for a science
Wk5 of external objectives 1 and session directed by the educator. The children’s
Identify the Australian literature ‘Wombat
features 2. “Today’s topic is Australian animals”.
(ACSU017) animals used for each “Does anyone know an Australian animal?” Stew’ by Marcia
rotation. Individual - The educator may need to prompt the Vaughan and Pamela
anecdotal notes Lofts.
discussion in order for students to gather an
Use the ICT technology on each understanding, or example of an animal that is
correctly on each students’ seen in Australian.
abilities and For example, “Koalas are an Australian animal”.
Rotation.
difficulties - The educator will then introduce the lesson, once
throughout the students have given a few examples of
Identify the external whole lesson on Australian animals.
features of each each rotation. - The educator will present the children’s
Australian animal used in literature ‘Wombat Stew’ by Marcia Vaughan
the lesson. and Pamela Lofts.
- The educator must then ask the students the
following scaffolded questions to effectively
make links to the prior knowledge and to obtain
an understanding of the gaps in the students’
knowledge.
“What animals did you see in the book?”
“Where would you find these animals?”
“Has anyone seen any of them in real life?”
“If we look at the body parts of the animals in the story,
what body parts does the fox have? The wombat? The
emu? The Kookaburra?
The educator may need to prompt the discussion by
giving an example from the story to the questions the
students are having difficulties on.
A tub for the Stew.
Body: Australian animals
Rotation 1: Animal Stew. NO ICT Equipment is used from the literature
by students in this rotation. However, the educator will and extra of the
be using an iPad to take photos of the students educator’s choice to
working together to make an animal stew as a group. broaden the learning.

- Students will partake in making a stew, by iPad to document the

having Australian Animals easily accessible as students work to
the ingredients (i.e. Wombat, Emu, Platypus, Seesaw.
Crocodile, Kookaburra, Black Swan, Shark,
Kangaroo, Possum, Bandicoot, Parrot, Penguin,
Rabbit, Horse, Dolphin, Frog, Whale, Goat,
Duck and Pig).
- The educator will allow students to choose their
ingredients (Australian animals) as well as get
the students to choose the appropriate cards that
are provided with all the external features of
each individual animal. By these students will be
recognising the common features of animals
such as legs, wings and head. Describing the use
of animal body parts for particular purposes such
as moving and or feeding. The educator will be
there to prompt questioning and discussions to iPads for each
broaden the learning of each individual student, individual student to
and to allow for educational support when have their own.
required.
 - The students will be asked to have a discussion iMovie set up ready
whilst placing the animals in the stew on the for the students to
names of each animal and what their external use instantly.
features are to allow for collaborative thinking.
- The educator will take photos of the students Fact sheets with
during their progression on the stew for facts about the
documentation and to share with parents through Australian animals
Seesaw. used.

Rotation 2: Making a movie and recording the facts

provided by the educator about the animals presented
in the wombat story, or Australian animals from the
stew (rotation 1).
- Students will create a movie using the animals
from the children’s literature ‘Wombat Stew’.
- The educator will create fact sheets for the iPads for each
students to use as a guidance whilst creating individual student to
their movie. This will enable students to work have their own.
independently throughout the content areas of
external features of the chosen animals. Book Creator set up
- The types of facts that will be used consist of: ready to use.
- Dingoes are the biggest carnivorous mammals
in Australia (Carnivorous means meat-eating). Animal Cards for the
- Platypus lives along the river banks in burrows. students to use.
The Platypus has a brown furry body and Figurines for the
webbed feet. students to use.
- Wombats can get really heavy and can weigh up
to 36kg.
- The Emu is the tallest bird in Australia.
Green screen
Equipment.
 - To enable teacher’s assistance fairly. The
educator will do a 5-minute demonstration at the iPads for each
beginning of the rotation to allow time to move individual student to
around to the other groups to see the progress of have their own.
each.
- Students will be using the app iMovie to create Laminated animal
their movies in which they are needing some cards, using the
teacher’s assistance to show the effects and tools animals from
that the app provides. The students have not Wombat Stew.
used iMovie in previous lessons.
Print outs of
animals, pop sticks
Rotation 3: Making a Book with voice over narrations and sticky tape.
for the students to tell the external features of each
animals chosen.
- Students will be creating a book by using the
app ‘Book Creator’.
- The students will take photos of the Australian
animals provided at the station using an iPad.
- The educator will ask the students to create a
book in which they will then use the voice
recorder located on the app to create narrations
on the name of the animal that has been chosen,
the features of the animal, and where the animal
lives.
i.e. a Parrot, has 2 wings and 2 feet, lives in trees.
- Students will be free to use the app as they are
aware of how to use it without assistance.

Rotation 4: Green Screen/ story making of the animals

from the story ‘Wombat Stew’ and students are to
either retell the story, create their favourite part of the
story, or a follow on from the story.
- Students will create a story resembling their
favourite part, a retell or a follow on from the
story read at the commencement of the lesson.
- The educator will prepare little printout animals
stuck on pop sticks for the children to use whilst
using the green screens.
- The educator will explain to the students that
they need to create a beginning, middle and
ending in their stories of the animals in order to
make a proper book. The students understand the
meanings of the terms beginning, middle and
ending, so educational teaching is not required
for the explanation of each term.
- The students will be at freedom of choice with
the materials provided at the station to create
their story.
- The students will then use iPads with the green
screen app already downloaded to create their
story.
- The educator will have to spend most of the time
on this station to assist the students’ progress
and further provide learning support.

Conclusion:
- Students will be asked to stop what they are
doing, and come to the mat quietly.
- The educator will ask the students what the
enjoyment from the lesson rotations were.
- The educator will then select some of the
students work to show to the class as a whole.
 - The educator will ask the students to stand
behind 4 markers to question what they enjoyed
the most i.e. The animal stew, taking photos
with the iPads, making a book, using the green
screens or making a movie and recording facts.
This will allow the educator to see what they
students enjoyed the most for further teaching
preferences.
- The educator will then ask some plenary
questions to end the lesson.
“What are three things you have learned today?”
“What are some of the Australian animals used in
today’s lesson rotations?”

- The educator will re-read the children’s

literature “‘Wombat Stew’ by Marcia Vaughan
and Pamela Lofts, to commence the lesson.