FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1 – YEAR LEVEL: Year 4 LEARNING AREA/TOPIC: Science – Life cycles &
week 2 dependency

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:

- Ensure all iPads are fully charged
- All class members should have access to their own iPads
- All relive the apps downloaded prior to class beginning
-
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week2 Living things 1. Research the structure Summative Introduction

Lesson have life cycles and flow of Australian assessment 1. Using a pre-recorded Chatterpix presentation Chatterpix application
4 (ACSSU072) food chains. teacher captures students attention showing a
Teacher will mark dingo.
2. Create a labelled food
Living things students work https://wordart.com
chain of an Australian 2. As a class students will create a word a Word could –
depend on each samples (food
other and the eco-system. chain) against a words we know about food chains.
environment to marking rubric. https://www.enchant
Body
survive edlearning.com/subjec
1. Using the website provided from enchanted
(ACSSU073) ts/foodchain/
learning, students research the functions and
structure of a food chain. Scootle activity –
2. Using the interactive resource on scootle, students create a food chain to
will create food chains to describe interactions in a describe interactions
pond from a series of given organisms. This acts as in ponds -
an introduction into the idea of dependency in the http://www.scootle.e
du.au/ec/viewing/L11
living environment.
44/index.html
3. Using Printed images of animals in groups students
will create a stop motion presentation on a food Using iMotion
chain – each group will have a different eco-system application on their
to present. iPads.

Conclusion
1. Students will plug their iPads into the smart board
and show the class their food chain representation.