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TERM/WEEKS: T3 W8 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Biological Science

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- EVALUATE (1 lesson)


•   To provide opportunities to review and reflect on their learning about how animals adapt to desert conditions and represent what they know about adaptations.
•   Summative assessment of science understanding

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 (ACSIS Explain their ideas SUMMATIVE- Introduction – 10 mins:


8 U043) 093) about which Science 1.   Ask students to get out their research Research
structural features Understanding notes from lesson nine (9). notes.
Lesso of a specific animal What
2.   Ask students to read over and review their
n 10 might help them information
Rubric information.
survive in a desert have you
3.   Ask students to discuss with a partner all learnt that
environment.
that they have learnt so far in the previous has been the
Perform a nine (9) lessons. Students should discuss most valuable
presentation what they have enjoyed the most and what to you? Youtube video:
supported by they have found to most interesting. Funnel Web
evidence and 4.   Show students the video: Funnel Web Spiders – Dr
labelled diagrams. Robert Raven
Spiders – Dr Robert Raven and point out the
https://www.y
key features of his presentation. outube.com/w
atch?time_con
Body – 50 mins:
tinue=6&v=QR
5.   Discuss with students that they will be
x0xEFF5aI
making a google slides presentation to
present their information.
6.   Discuss with students how to make an Google slides
effective presentation:
a.   Well-organised information
b.   Clear, concise communication
c.   Use of evidence and reasoning to
Good
support claims
presentation
d.   Quality/creative visual aids
hand out
(Primary Connections, pg 75).
7.   Remind students what information they
need to include in their slides:
a.   Animal of choice
b.   Description of the desert environment
to which the species is adapted
c.   Structural features of the animal
(labelled diagram)
d.   Behavioural adaptations of the animal
e.   Make claims about which are key
adaptations that help the species
survive.
(Primary Connections, pg 75).
8.   Students presentations should be roughly
four (4) minutes in length.

Conclusion – 5 mins:
9.   Ask students to summarise to the person
next to them, what makes a good
presentation.
10.  Explain to students that they will be
allowed half an hour of lesson eleven (11)
to practice their presentation and write
palm cards. For the remainder of the
lesson, students will be presenting their
presentation to the class.

Learner Diversity:
•   Students who finish early help others to
prepare their presentation.
•   Creating a poster opposed to google slide.
•   Anxious students present in front of a small
group (special allowance).
•   Gifted students include other important
facts/information they have researched.
•   Visual aids/reminders of what to include

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