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TERM/WEEKS: T3 W2 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Biological Survivors

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

5E’s- EXPLORE (2-3 lessons)


•   To provide hands on, shared experiences of native flora and fauna.
•   To support students to investigate and explore ideas about native flora and fauna
•   Formative assessment

WEEK/   AUSTRALIAN  CURRICULUM   SPECIFIC  LESSON   ASSESSMENT   TEACHING  &  LEARNING     KEY   RESOURCES  
LESSON    LINKS   OBJECTIVE   (what  &  how)   EXPERIENCES   QUESTIONS  
  (include  learner  diversity)  
Science   Science  as  a   Science  
Understand Human   Inquiry  
ing   Endeavour   Skills  

Week (ACSS Compare native FORMATIVE Introduction - 10 mins:


1 U043) flora and fauna to 1.   Begin the lesson by writing the word Padlet
Completed work
identify sample ‘adaptation’ onto the board, along with a
Lesso differences/ link to a padlet.
n adaptations. Class dojo 2.   Ask students to individually post what What do you
3 ‘tweet’
comes to their mind when they see the know about
word ‘adaptation’ – students draw on adaptations?

knowledge from the two previous lessons.


3.   With the whole class, the teacher reads and
discusses some of the answers – asking for
clarification if needed.

Body – 35 mins:
4.   Introduce students to the lesson: “Today
we are going to be doing an activity similar
to our first lesson. We will be doing group
kangaroo paw
rotations again.” (plant), desert
5.   Students stay in their usual seating plan bottle brush,
(five groups of five). python skin,
venomous
6.   Each group has a range of flora, fauna and Does anyone snake skin,
images on their desks. know what beach sand,
7.   The teacher runs through the resources this plant is desert sand
called? and images of
with the students asking them if they know
Indigenous
what they are.
Can anyone Australians.
8.   In their groups of five, students tell me what
collaboratively compare the resources type of snake
against each other, looking for key this might
differences e.g. does the python snake skin have come
feel/look different to the venomous snake from?

skin?
How do they
9.   When comparing resources in their groups feel? What
students are looking for: do they look
a.   Differences in size, texture, colour and like? What
look. are the key
b.   Possible adaptations. differences?
10.  After ten minutes of group collaboration,
What Comparison
students independently fill out the
features do sheet
comparison worksheet. Indigenous
11.  Using the worksheet, students will draw people have?
what the resources look like and what they
believe the adaptations may be, leaving the
rest of the worksheet to complete in the
next lesson (students will research about
the resources actual features and
adaptations).

Conclusion – 10 mins:
12.  The teacher facilitates a whole class “Why do you
discussion. Each group takes turns in think that
discussing what differences they noticed in is?”
the resources and why they believed this to
be e.g. “We believe the Kangaroo paw’s
stem is fury to help it to maintain water.”
13.  Encourage students to delve deeper by
asking how and why questions.

Learner Diversity:
•   Students seated in usual seating
arrangements – strong students peer-
tutor less-strong students.
•   Gifted students select another native
plant/animal to draw and compare.

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