FORWARD PLANNING DOCUMENT

TERM/WEEKS: term 2 YEAR LEVEL: year 1 LEARNING AREA/TOPIC: Science – Biological Sciences
weeks 3 to 5

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

The classroom is equipped with 15 ipads so the children can share 1 between two or in a rotation can have an ipad to themselves if required.
The children are familiar with using the camera on the ipads. The children have previously created a book using book creator with teacher’s assistance.
The classroom has a set of digital microscopes and butterfly pegs for recording. The children have used the butterfly pegs before to listen to instructions and create
recordings of their voice.
Work is shared within the class and with parents and caregivers via SEE SAW
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 3 Children can identify that living Summative Introduction – Mat Session - Read “Here we are” by Oliver Here we are by Oliver
BIOLOGICAL things are different and live in Assessment – Jeffers. Ask specific questions and prompt children to Jeffers
Lesson SCIENCES different places. . Books created in ascertain prior knowledge and understanding. Ask :
1 pairs (or 3’s) on What animals live on land?
Children can identify animals ipad using book Where do we live?
Living things live
that live on land and animals creator. What animals need water to survive?
in different
that live in water using Ipads to Focus on the double page in the book that shows animals of
places where
help facilitate this identification all different shapes and sizes. IPad – 1 between 2or 3
their needs are
What is a Habitat? What does our habitat have in it? children. The children
met (ACSSU211)
Children use technology Anecdotal notes carry the ipad form
respectfully and follow the class regarding rotation to rotation,
rules regarding ipads and appropriate use adding to it.
microscopes. of technology
Rotation 1-
Children create a pic collage of animals that live in the water.
Using photographs the children take of animals that live in Back copies of
water (photos are taken from the National Geographic Geographic magazines.
magazines). Teacher is mostly at this rotation to help with pic
collage and book creator. Each group/pair adds their page to
a book creator book that they make. Photos of animals.
Paper for drawing
Textas
Rotation 2 Pencils
Children draw animals that live on land and photograph
ready to be photographed and inserted into their Book
creator (in pairs still but will both draw an animal). Have
some photographic examples to help children choose an Small animals for
animal to draw. sorting.
Trays
Use butterfly pegs to
Rotation 3 record instructions for
Sorting exercise where the children must sort animals into the children.
two classifications - land or water dwellers. Choose simple
animals that the children can recognise like humans, cows
fish, chickens etc. Butterfly pegs are recorded with
instructions for the children.

Ipads at rotation 4 set

Rotation 4 – up to watch Utube.
Watch U tube clip on iPad that shows different animals in
different habitats. https://www.youtube.
https://www.youtube.com/watch?v=ZrSWYE37MJs com/watch?v=ZrSWYE
37MJs

Plenary Activity - Back on the mat and as a group we review

our electronic book and discuss.
Ask some children to share their books.
Summarize verbally and ask Which animals live on land?
Name some animals that live under water. Revise what a
habitat is.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 4 Using iPads, the children can Introduction – Here we are by Oliver
BIOLOGICAL identify that animals have a Summative Jeffers
Lesson SCIENCES variety of external covering such Assessment - Mat Session – re-read here we are by Oliver Jeffers and focus
2 as skin, feathers, wool. Book creator on the external features of animals. Ask the children to think
books can be about differences. Ask them to tell you some differences in
Living things
Children can identify 2 and 4 viewed by teacher animals. Ask:
have a variety of
legged animals. to check Do they all have the same number of legs?
external
What we have on our body that protects us?
features (ACSSU
Formative What covering does a sheep have?
017) IPad – 1 between 2 or
Assessment - Do all animals have legs?
(Elaborations Anecdotal notes 3 children.
recognising taken at Rotation Remind children the rules about using ipads and
common 3. microscopes- no running with them, use carefully and Open space to search
features of respectfully, do not be rough and ask for help when needed. for creatures such as
animals such as ants, worms, bugs.
head, legs and Rotation 1-
wings) External features of animals – using microscopes and ipads Microscopes for ipads.
outside look for bugs, ants, butterfly’s, birds etc. The children
are asked to notice what the animals have as their external
coverings and if they are similar or different to other animals.
Teacher asks the children to predict what they might find. Parent helper present
Children take photos of any animals they find. Take ipads to for assistance with
rotation 2,3 and 4 ( rotation 4 is the creation of the book in directions and
book creator) technology where
needed. Particularly
Rotation 2 rotation 1 and 2 and 4.
Children use felt boards to create and match animals to the
correct number of legs and external covering/features. When
they have created their animals they take a photo and upload
to their book creator.
Rotation 3
Children classify animals (plastic toy farm and wild animals) Toy animals
depending on their external covering and their number of
legs.
Children can sort and classify the way they choose to and
take photos of their classifying and then create a pic collage
with the photos. The photos will be added to their book
creator. Teacher discusses and records findings.

Rotation 4
Children continue to add to their books in book creator in Ipad- book creator
pairs and annotate their photos (from rotation 1, 2 and 3) in
their own words. They can choose to record or write their
observations on the Ipad.

Plenary Activity

Mat session with the whole class. We recap that animals can
have different numbers of legs. We sort animals on the board
into 2 legged and 4 legged groups. We recap animal
coverings and classify some animals into groups of fur/ skin/
feathers etc ( Use photos of animals and stick them to the
white board in the classifications that the children help with)
Week 5 Introduction –
BIOLOGICAL Children can identify parts of a Children draw a Mat Session – Animals live in different habitats. What is a Watch
Lesson SCIENCES worm – specifically the head, worm showing habitat? Recap – Some animals that live in water, some https://www.youtube.
3 the sections and the saddle the head, saddle animals that live on land. Ask and discuss: com/watch?v=7O40A
using a digital microscope. and sections. -6Jmt4
Living things
Teacher collects Why couldn’t we live under water? Why can’t a bird live in 1.48mins
have a variety of
Children recognise that animals and assess and the ground? Ask where does a worm live? What do you think
external
have different habitats. records the a worm needs to live? Watch U-tube clip about worm White board and
features (ACSSU
results. habitats. Worms need dark, moist, food, to be under the soil. marker to write up the
017)
Name the parts of a worm – the sections, the head and the 3 parts of the worm.
Living things live saddle. Teacher to write these up as we discuss for
in different Anecdotal notes reference.
places where about children’s Rotation 1-
their needs are knowledge of the
met (ACSSU211) sections of a Children look (Can touch but be careful not to put near
worm. mouth or hands in mouth) at worms in a tray of soil through Worms in a tray of soil
digital microscopes. Use butterfly pegs to remind the children for children to view.
what to look for. Ie: the saddle, the sections and the head.
Discuss and prompt findings through specific guided Microscopes for ipads.
questioning.
IPad – 1 between 2.
Children record their findings on pegs and use this
information to help them with their book creator.

Teacher asks? Pegs for recording

Who can see the head? findings
Where is the saddle?
What do the sections look like?

Children take photos of the worms and add then to their

book creator. Teacher takes anecdotal notes with children’s
responses.

Children must wash their hands afterwards.

Rotation 2

Children draw what they saw though the microscopes. Drawing paper
Remind the children to include the parts we have discovered Pencils
(written up on the board for them and a copy on the table) textas

Rotation 3

Children read a selection of fiction and nonfiction books

about worms to each other or themselves.

Rotation 4

Ask the children to watch

the worms and record
what they can see. Worm observation jar
Observations can be added Ipads
as a witing page in book
creator.

Plenary Activity
The Worm Book by
Janet Ahlberg
Read the children “The Worm Book” by Janet Ahlberg and discuss/
remind them what the parts of a worm are and where they live.
 References

Jeffers, O. (2017). Here we are. London. Harper Collins Children’s Books.

School Curriculum and Standards Authority. (2014). Canberra. Government of Western Australia. Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8