FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3 YEAR LEVEL: One LEARNING AREA/TOPIC: The Very Hungry Caterpillar
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:

There are 10 iPad’s available in the classroom at all times and are located in the charging station. For this lesson however only 5 iPad’s are required.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week Science - 1. Create an Summative Introduction

4 appropriate assessment –  Introduce the topic of the lesson to the
Lesson Living things home When students return students – The Very Hungry Caterpillar and
2 live in to the mat to review the living things. Create the link from last week’s
environment for
different lesson, the teacher is
a caterpillar to lesson.
places where using summative
their needs grow in assessment to  Create a brainstorm with the students listing - White board
are met measure students everything they know about living things - White board
(ACSSU211) understanding. The - Where you find them markers
2. Identify the teacher asks the - Examples - Eraser
Living things external students to volunteer to - What they need to grow
have a features of a share the books they
- Characteristics and features
variety of caterpillar as have created. Be
external aware that it is likely  On the smart board play for students the
demonstrated
features the same children will animated story of ‘The Very Hungry The Very Hungry
through their
(ACSSU017) volunteer so ensure a Caterpillar’ by Eric Carle. Ask students to Caterpillar
creation of a animated story
cross section of focus on how the caterpillar grows into a
caterpillar students share their https://www.youtub
butterfly while they are watching.
work. Through this the e.com/watch?v=Pb
 Once the YouTube video has finished,
teacher is able to LPMjxUXmI
3. Create a book discuss with the class the life cycle of a
explicitly assess those
capturing the students who butterfly using visual representations on the
life cycle of a volunteer. white board
butterfly using  Explain to students the four different
the app ‘Book Observation record – activities that they are going to rotate - Refer to
Creator’ on the Throughout the lesson previously
through (listed and outlined below)
the teacher will be identified
iPad
observing all students.  Group students into groups of 4-6 (these groupings
The teacher will be groups have been previously identified)
observing the students  Send students to their first rotation
for their understanding
of what is required at Body
each activity as well as
their ability to complete  Students will spend 10 minutes at each of
the task provided. the four rotations (have the timer up on the
white board so students are aware of how
Checking for
much time left they have to complete an
understanding -
Throughout the lesson activity and promote responsibility)
the teacher will be  While the students are completing the
asking students if they rotations the teacher and the education Display the timer
understand what is assistant will be available to help students on the smartboard
required from them. where required and to ensure all students
understand each rotation
All of this assessment
information will be
recorded for the Activity 1
teacher to use to make Students will replicate the life cycle of a butterfly as
changes if required witnessed in ‘The Very Hungry Caterpillar’.
and refer to in the Students will be required to colour in the worksheet
future. provided. Once finished colouring in they will cut
each of the life cycle stages out and glue them
onto one of the pieces of paper provided.
- Glue
- Worksheets
Activity 2 - Plain recycled
Students will create their own caterpillar, ensuring paper
that they include all of a caterpillar’s external - Coloured
features. To create their caterpillar students will be pencils/ crayons
provided with a variety of miscellaneous materials
including recycled coloured paper, pom poms, egg
cartons, pipe cleaners.
- Egg cartons
Activity 3 - Pom poms
Students will be creating a home environment for - Recycled craft
their caterpillar to live in. To do this, students will materials
be provided with a wide range of natural materials - Glue
including sticks, leaves, grass, bark and soil. - Scissors
Students will also be provided with a series of
boxes and containers to choose from to use as a
base for their caterpillar home. - Recycled boxes
- Recycled
Activity 4 containers
Students will use the iPads to create their own - Leaves
book. Students will use the app ‘book creator’ to - Sticks
create a book that explores the life cycle of a - Grass
butterfly. To do this, students will use the stages of - Bark
a butterfly they created during activity 1. Students - Soil
will then be required to take photos or videos of - Glue
each stage. Students will also be required to add
text to each stage outlining what stage the butterfly
is at and what occurs during that stage. Once
students have finished, they will have created their - iPad’s
own book. - Book creator
application on
the iPad
Conclusion
- Worksheet
 Ask students to clean up their area and
created during
make their way to the mat. activity 1
 Review the lesson with the students
 Review the life cycle of a butterfly
 Ask the students which activities they
enjoyed
 Select 3-4 students to show their work
 Inform students that they will continue the
study of ‘The Hungry Caterpillar’ next week