Year level(s) Duration Focus Implementation date(s) Curriculum area(s)

5 1 Hour Living things Lesson 5 of 10 September 2014 Science / Technology / ICT

Science
Australian Curriculum and Reporting Authority, Science, Year 5
Living things have structural features and adaptions that help them to survive in their environment (ACSSU043)
Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093)
Technology
Essential Learnings, Technology, Year 5, Ways of Working
Generate design ideas that match requirements Communicate the details of their designs using 2D or 3D visual representations
Make products to match design ideas by manipulating and processing resources
Essential Learnings, Science, Year 5, Knowledge and Understanding
Techniques and tools are selected to appropriately manipulate characteristics of resources to meet design ideas
ICT
Essential Learnings, ICT, Year 5, Inquiring with ICTs
Plan, conduct and manage structured searches for data and information
Essential Learnings, ICT, Year 5, Creating with ICTs
Express and represent ideas, information and thinking
Essential Learnings, ICT, Year 5, Communicating with ICTs
Collaborate and communicate ideas, understandings, information and responses
Prior knowledge: LMQ1 - What does the learner already know? (Links to prior knowledge & interests)
Learners already know common facts about a range of animals
Learners already know how to recognise animals based on their characteristics and features
Learners already know how to define what a habitat is and understands why habitats are suited to particular animals based on their needs
Learners already know how to utilise the search engine on computers
Leaners already know how to analyse features of an animal and can link that with the environment of which an animal can survive in
Learners already know who to use Paint on the computer
Learners already know what structural features are and how to define them
Learners already know how structural features impact the animals survival skills
Learners already know how to construct a fact file
Learning strategies: LMQ2 - Where does the learner need/want to be?
Knowledge and understanding: Declarative
DK1 Students know how the structural features of animals impact their survival skills
DK2 Students know how to utilise a variety of ways to present their findings
DK4 Students know how to conduct internet searches


Skills: Procedural
PK1 Students can explain how structural features impact the environments of which animals can live
PK2 Students can generate design ideas and explanations in multi-modal formats
PK4 Students can gather information through researching on the internet
PK5 Students can communicate ideas and understandings in a multi-modal format
Learning: LMQ3 - How does the learner best learn?
DoL1 Focus - What Attitudes and Perceptions will be the focus of this LEP and how will I support
individual learners?
Recognise and provide for students individual differences and Use a variety of ways to engage
students in classroom tasks: The unit caters for a range of learners by ensuring the tasks are
completed with a multi-modal approach. There is opportunity for students to acquire the
information through an aural, visual and kinaesthetic approach. The unit differs from other KLAs
DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their development?
Maintain an open mind: As this unit is a creative unit, students will be reminded to maintain an open mind
when completing the tasks. They will be encouraged to remember that if they can justify their thought
process and reasoning than they are not wrong in their creations or thoughts. As the LM, I will also
maintain an open mind when assessing the students work and think with an open mind when students
reveal their thought process that influenced their decisions.

as it is a practical and innovative topic with exciting and fun activities.
Respond positively to students incorrect responses or lack of response: This imaginative unit
allows students to express their thoughts and opinions openly and freely. The tasks require the
students to be as creative as they like therefore, keeping an open mind with the task is essential.
Provided students can justify their reasoning for choices, it is crucial that positive feedback is
relayed to the students in regard to their animal.
Structure opportunities for students to work with peers: This unit allows students the
opportunities to work with their peers on numerous occasions. This can help to trigger their
creativity and build off each other as well as help to engage learners. The collaboration in this
unit is more than possible with most KLA units, therefore this unit should provide motivation for
students to excel and enjoy their learning. Peer tutoring can also be utilised to help support
individual learners.
Help students be clear about the directions and demands of the task, Provide students with clarity
about the knowledge that the task addresses and Provide students with clear expectations of
performance levels for the task: Students will be given a student friendly task sheet and criteria
sheet. With this, students will be constantly bought back to ensure they have completed the task
adequately and are aiming to align with the expectation outlined on the rubric.
Be clear and seek clarity: The assessable tasks will be clearly outlined and students will have a clear task
sheet and rubric to inform their learning. Students will have a great enough knowledge to complete the
assessment as they will have gained a clear expectation from tasks throughout the unit.

Generate new ways of viewing a situation that are outside the boundaries of standard conventions: This
unit invites students to think creatively about animals and delve into thinking about reasoning as to why
things are the way they are. Students will be encouraged to think beyond how animals are seen today and
instead think about new ideas outside of what is currently in existence. As the LM, I will demonstrate this
thinking in the explicit instruction lessons and when providing examples of the expected work levels.

Time Learning processes & procedures
LMQ5 - What will constitute the learning journey?
LMQ6 - Who will do what?

Resources
LMQ4 -What resources
do I have at my disposal?
Assessment & feedback
LMQ7 - How will I check to see the
learner has achieved the learning
outcomes?
LMQ8 How will I inform others?
10 mins




45 mins







5 mins

Introduction
1. Explain to students that as a class they will be drawing a fictional animal. Pick students at random to add to the picture
of the animal on the whiteboard. Encourage students to utilise features from a range of animals and a broad spectrum of
features beyond the head, body and tail, as manipulated in the previous lesson.
Body
2. Using explicit instruction, investigate one animal. LM to outline what students should be looking for. Complete a fact
file, modelling the thought process and research process to students.
3. Model an informative text, utilising the facts from the fact file.
4. Choose another animal and investigate the animal as a class (we do). Complete on the whiteboard and students are to
copy it into their books.
5. As a class, transfer the information from the fact file to an informative text. Complete this in a word document and send
to students so they have a copy.
Conclusion
6. Discuss how to transfer the fact file information to an informative text, outlining the key things that need to be done.
7. Inform students that in the next lesson they will be doing their formative assessment. Students will have to research an
animal on their own, complete a fact file, and then transfer that information to make an informative text. Encourage
students to begin investigating animals and gaining a basic understanding.

-whiteboard
-markers



-fact file template
-informative text poster
-computer
-internet
-whiteboard
-markers


Discussion: By talking about the features
being added to the animal, it will not
only demonstrate their understanding of
a range of animals but also ability to
think strategically about the features.
Explicit instruction: The use of EI will
enable the LM to see their progression of
learning and will ensure students have
explicitly gained the concept through the
reciprocal learning. In the following
lesson, students will not only be well
aware of the task at hand but also the
expectation. With the practice from
witnessing the I do, and completing the
we do, students should be capable of
completing it independently.