Lesson Plan Two

Lesson
Information
Unit Topic

Lesson

Band and year

Middle Years, Year 5

Strand

Science

Students

24

My Mystery Mammal

C URRICULUM C ONNECTIONS AND O UTCOMES :

Y EAR 5
Science Understanding: Biological
Sciences:

Elaborations

Content description:
Living things have structural features
and adaptations that help them to
survive in their
environment(ACSSU043)

exploring general adaptations for

particular environments

General capabilities
Literacy
Critical and creative thinking

Cross-curriculum priorities
Sustainability

Science as a Human Endeavour

Elaborations

Science Inquiry Skills

Processing and analysing data and
information:
Compare data with predictions and
use as evidence in developing
explanations (ACSIS218)

With guidance, pose questions to

clarify practical problems or inform a
scientific investigation, and predict
what the findings of an investigation
might be (ACSIS231)

Elaborations

sharing ideas as to whether

observations match
predictions, and discussing
possible reasons for
predictions being incorrect
exploring the range of
questions that can be asked
about a problem or
phenomena and with
guidance, identifying those
questions that could be
investigated
applying experience from
similar situations in the past
to predict what might happen
in a new situation

Planning and conducting

With guidance, plan appropriate
investigation methods to answer
questions or solve problems
(ACSIS086)

Elaborations

General capabilities
Literacy
Critical and creative thinking
Personal and social capability
Critical and creative thinking
Information and communication
technology capability

Cross-curriculum priorities

experiencing a range of ways

of investigating questions,
including experimental
testing, internet research

C URRICULUM C ONNECTIONS AND O UTCOMES :

Y EAR 6
S CIENCE U NDERSTANDING :
B IOLOGICAL S CIENCES
C ONTENT DESCRIPTION :
T HE GROWTH AND SURVIVAL

E LABORATIONS

OF LIVING

THINGS ARE AFFECTED BY THE PHYSICAL

CONDITIONS OF THEIR ENVIRONMENT

(ACSSU094)
G ENERAL CAPABILITIES
L ITERACY
C RITICAL AND CREATIVE

S CIENCE

AS A

C ROSS - CURRICULUM PRIORITIES

S USTAINABILITY
THINKING

H UMAN E NDEAVOUR

E LABORATIONS

S CIENCE I NQUIRY S KILLS

P ROCESSING

AND ANALYSING DATA AND

INFORMATION :

C OMPARE

DATA WITH PREDICTIONS AND

USE AS EVIDENCE IN DEVELOPING

EXPLANATIONS

(ACSIS221)

E LABORATIONS

SHARING IDEAS AS TO WHETHER

OBSERVATIONS MATCH
PREDICTIONS , AND DISCUSSING
POSSIBLE REASONS FOR

PREDICTIONS BEING INCORRECT

REFERRING TO EVIDENCE WHEN

EXPLAINING THE OUTCOMES OF
AN INVESTIGATION

Q UESTIONING AND PREDICTING

W ITH GUIDANCE , POSE QUESTIONS

TO

ASKING QUESTIONS TO

CLARIFY PRACTICAL PROBLEMS OR INFORM

UNDERSTAND THE SCOPE OR

A SCIENTIFIC INVESTIGATION , AND

NATURE OF A PROBLEM

PREDICT WHAT THE FINDINGS OF AN

INVESTIGATION MIGHT BE

(ACSIS232)

G ENERAL CAPABILITIES
L ITERACY
C RITICAL AND CREATIVE THINKING
P ERSONAL AND SOCIAL CAPABILITY
C RITICAL AND CREATIVE THINKING
I NFORMATION AND COMMUNICATION

C ROSS - CURRICULUM

PRIORITIES

TECHNOLOGY CAPABILITY

C URRICULUM C ONNECTIONS AND O UTCOMES :

Y EAR 7
S CIENCE U NDERSTANDING :
B IOLOGICAL S CIENCES
T HERE ARE DIFFERENCES WITHIN

E LABORATIONS
AND

CLASSIFYING USING

BETWEEN GROUPS OF ORGANISMS ;

HIERARCHICAL SYSTEMS SUCH AS

CLASSIFICATION HELPS ORGANISE THIS

KINGDOM , PHYLUM , CLASS ,

DIVERSITY

(ACSSU111)

ORDER , FAMILY, GENUS , SPECIES

CONSIDERING THE REASONS FOR

CLASSIFYING SUCH AS
IDENTIFICATION AND
COMMUNICATION

GROUPING A VARIETY OF
ORGANISMS ON THE BASIS OF
SIMILARITIES AND DIFFERENCES
IN PARTICULAR FEATURES

CONSIDERING HOW BIOLOGICAL

CLASSIFICATIONS HAVE CHANGED
OVER TIME

USING SCIENTIFIC CONVENTIONS

FOR NAMING SPECIES

I NTERACTIONS

BETWEEN ORGANISMS CAN

USING FOOD CHAINS TO SHOW

BE DESCRIBED IN TERMS OF FOOD CHAINS

FEEDING RELATIONSHIPS IN A

AND FOOD WEBS ; HUMAN ACTIVITY CAN

HABITAT

AFFECT THESE INTERACTIONS

(ACSSU112)

CONSTRUCTING AND
INTERPRETING FOOD WEBS TO
SHOW RELATIONSHIPS BETWEEN
ORGANISMS IN AN ENVIRONMENT

INVESTIGATING THE EFFECT OF

HUMAN ACTIVITY ON LOCAL
HABITATS , SUCH AS
DEFORESTATION , AGRICULTURE
OR THE INTRODUCTION OF NEW
SPECIES

CLASSIFYING ORGANISMS OF AN
ENVIRONMENT ACCORDING TO
THEIR POSITION IN A FOOD CHAIN

EXPLORING HOW LIVING THINGS

CAN CAUSE CHANGES TO THEIR
ENVIRONMENT AND IMPACT
OTHER LIVING THINGS , SUCH AS
THE EFFECT OF CANE TOADS

RESEARCHING SPECIFIC
EXAMPLES OF HUMAN ACTIVITY ,
SUCH AS THE USE OF FIRE BY
TRADITIONAL

A BORIGINAL

PEOPLE AND THE EFFECTS OF

PALM OIL HARVESTING IN

G ENERAL CAPABILITIES
L ITERACY
C RITICAL AND CREATIVE THINKING
I NTERCULTURAL UNDERSTANDING
S CIENCE

AS A

H UMAN E NDEAVOUR

S UMATRA AND B ORNEO

C ROSS - CURRICULUM PRIORITIES
S USTAINABILITY

E LABORATIONS

S CIENCE I NQUIRY S KILLS

Q UESTIONING AND PREDICTING
I DENTIFY QUESTIONS AND PROBLEMS

E LABORATIONS
RECOGNISING

THAT THE

THAT CAN BE INVESTIGATED

SOLUTION OF SOME QUESTIONS

SCIENTIFICALLY AND MAKE PREDICTIONS

AND PROBLEMS REQUIRES

BASED ON SCIENTIFIC KNOWLEDGE

CONSIDERATION OF SOCIAL ,

(ACSIS124)

CULTURAL , ECONOMIC OR MORAL

ASPECTS RATHER THAN OR AS
WELL AS SCIENTIFIC
INVESTIGATION

USING INFORMATION AND

KNOWLEDGE FROM PREVIOUS
INVESTIGATIONS TO PREDICT THE
EXPECTED RESULTS FROM AN
INVESTIGATION

P ROCESSING

AND ANALYSING DATA AND

INFORMATION

S UMMARISE

DATA, FROM STUDENTS OWN

REFERRING TO RELEVANT

INVESTIGATIONS AND SECONDARY

EVIDENCE WHEN PRESENTING

SOURCES , AND USE SCIENTIFIC

CONCLUSIONS DRAWN FROM AN

UNDERSTANDING TO IDENTIFY

INVESTIGATION

RELATIONSHIPS AND DRAW CONCLUSIONS

(ACSIS130)

IDENTIFYING DATA WHICH

PROVIDES EVIDENCE TO SUPPORT
OR NEGATE THE HYPOTHESIS
UNDER INVESTIGATION

USING DIAGRAMMATIC
REPRESENTATIONS TO CONVEY
ABSTRACT IDEAS AND TO
SIMPLIFY COMPLEX SITUATIONS

G ENERAL CAPABILITIES
L ITERACY
C RITICAL AND CREATIVE THINKING
P ERSONAL AND SOCIAL CAPABILITY
C RITICAL AND CREATIVE THINKING
I NFORMATION AND COMMUNICATION

C ROSS - CURRICULUM

PRIORITIES

TECHNOLOGY CAPABILITY

Lesson Overview
The lesson focus is an investigation of a chosen Mammal from the Monarto zoo and its
various attributes. Ranging from the mammals scientific name to the assorted pressures
on habitat and a graphic organization of the mammals food web. The students research is
to be presented with as a presentation in PowerPoint format.

L ESSON S TRUCTURE :
Topics

Teaching
Method

Introduction
of lesson

Explaining

Introduction
Of activity

Explaining

Questions/activity/Actions

Give class a brief rundown of lesson format

Students are to share via short reading their

work completed on the first Mystery Mammal.
Their final Paragraph
Describe classroom expectations, rules and
standards (Classroom management) See
attached sheet
Give students and overview of the lesson.
Lesson 2 students will choose a mammal from a
shoebox as a lucky dip.
(Note: Year 5 /6 have first choice as there is 17
mammal that the Monarto zoo keeps and the
science unit is a precursor to an excursion to
Monarto zoo)
Teacher to hand out a copy of Activity
instructions (Note: year 6/7 activity sheet
different to year 5)

Activity

Explaining
(Group/Individual)

Instruction /
Transition

Explaining
(Group)

Activity

Explaining
(Individual)

Teacher to present a PowerPoint of the activity

to show students an exemplar.
Teacher to remind students to take note of
PowerPoint content and format
Teacher to ask and answer any questions.
Propose an Alternative to any misconceptions
regarding PowerPoint
Students will need to move to the computer
room to conduct research and collection of
data. They will need note pad, usb if have one
and pen.
Students will be reminded to move in a calm
orderly fashion to the computer room where
they will need to sit at their computer and start
the investigation collecting data of their
mystery mammal
Students to investigate mystery mammal,
collect and record data.
When students believe they have sufficient

information they can start constructing their

PowerPoint
Instruction /

Explaining
(Individual)

Activity

Explaining
(Individual)

End of lesson students will be reminded to

move in a calm orderly fashion from the
computer room to the classroom and be seated
to await further instruction
Teacher to recap on lessons work, reiterating
expectations
Students will be reminded they can work on the
activity over the weekend and can access the
PowerPoint on YouTube

A SSESSMENT :
Summative
Assessment

Activity sheets will be assessed during PowerPoint presentation for

content knowledge in lesson 3.
See Activity Assessment rubric

Participation

Teacher to note students participation and engagement levels

Formative
Assessment

Gather evidence of student learning, idea depth, progression and provide

feedback during lesson.

Resources

Pencils/Pens
Computers
Note book
Science book

Safety

General Classroom OH&S

Notes

Teachers expectations of year 5 complete researching and data collection with

some teacher scaffolding
Year 6 & 7 are expected to complete all activities

Differentiation: Drae (Legally blind student)

Separate seating with access to computer with magnify glass.

Content to be printed in 28 font Ariel.

Some pictures and links to webpages to be saved for easy access.

Scaffolding
Collaboration when in computer room. Sit next to other year 5 student.
SSO in class support.

C LASSROOM M ANAGEMENT :
Topics

Teaching
Method

Introduction
Of
acceptable
behavior

Explaining

Actions

I expect you all to listen without talking while I

am talking or a student is asking or answering a
question, please show them the respect they
deserve to be heard
Not to distract others, they have the right to
learn
If you have a question raise your and I will
respond to you when I can
Lastly be showing me that you can respect
others it shows me that you have respect for
yourself.

R EFLECTION :
Topics

Teaching
Method

Actions

See Attached reflection sheet to fill in post

lesson

Link to Development (Cognitive)

This lesson will address the cognitive development in planning and delivery by way
of:
Implement the working scientifically framework.
Supporting questioning to help students access prior knowledge
Scaffolding to help students whose prior knowledge is limited by way of supplying
information of the investigation.
Provide an exemplar of the task at hand
Provide an assessment rubric so students know what is expected of their
culminating presentation.
Providing formative assessment through the investigation providing students real
time feedback.
Answering students questions in a manner which leads them to their own answer or
discovery.

Reflection on Development

Supplying the initial PowerPoint of what the final outcome could look like along with
a format assisted the students cognitive development as they were secure in the
expectations of the unit. This I believed helped all students from year 5 to 7.
Scaffolding I used for some of the younger students (year 5) helped them achieve a
final outcome in developing their presentation and help narrow their focus on the
content needed.
Formative assessment throughout the unit helped me understand the students
connection to content and provide them with additional scaffolding support if
needed or to ask them questions to help expand their thinking.

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