5E Teaching and Learning Model for Year 5 Science

Lesson number: One (40 minutes) Lesson title: Extreme Environments!

ENGAGE To capture students interest and find out what they think they know about the key concepts. To elicit students questions about the key concepts.

Inspiration taken from the Primary Connections unit plannerSelected Learning Outcomes (AC)Learning ExperiencesResourcesTeaching Strategies and Group Structure (whole class, small groups or individual)

Assessment DiagnosticFind out what students already think they know and understand. This allows you to take account of students existing ideas when planning future learning experiences.

Science(ACSSU043)(ACSIS093)

Students will:

1. View To The Arctic via YouTube on the interactive whiteboard. Whole class discussion.

2. In small collaborative groups, students brainstorm and discuss their existing ideas about structural features of animals that help them to survive in an Arctic environment. Demonstrate their ideas by dressing up one student in their group using clothes provided.

3. In small collaborative groups, orally present and explain to the class their ideas about how various structural features of animals help them to survive in an Arctic environment.

4. Class discussion (TWLH chart - display on interactive whiteboard)

5. Students will be introduced to their individual science journals. As a class, discuss the purpose and features of a science journal. Students to record their own ideas about how animals survive in the Arctic.

6. Students will be introduced to the word wall. As a class, discuss the purpose and features of a word wall.

YouTube video accessed online via https://www.youtube.com/watch?v=RoM9vzvXrnk

Items for Dress Up Boxes *

TWLH chart template for interactive whiteboard *

Science journals (1 per student)

See Appendix 1 for Resources Lesson 1

Discussion (whole class): students will be prompted to review what they know about the Arctic, particularly its environmental characteristics (reflect on previous geography and maths lesson). Students to discuss what animals might live in the Arctic and what some of the challenges might be for these animals.

Collaborative groups (small groups): students to use items from a dress up box to dress one student in clothing that represents the structural features of an animal that helps them to survive in the Arctic environment e.g. a wetsuit might represent the blubber of an animal, which helps it to stay warm in the cold.

Presentation (small groups): provides students with the opportunity to share their groups existing ideas about how animals survive in cold environments to the class. Students to explain why the features they have chosen to dress their group member up in are important to the survival of their animal. It also provides students the opportunity to justify their ideas.

TWLH chart (whole class): provides students with the opportunity to reflect upon what they think they already know about how animals survive in cold environments and what they would like to know about how animals survive in cold environments. It also makes learning visible for students; students are able to monitor their own learning throughout the program.

Science journals (individual): provides students with an opportunity to record their own ideas about how animals survive in cold environments. It also provides students with an opportunity to reflect upon their own learning.

Differentiation: Teacher to provide prompts for groups that may be struggling to think of structural features that help animals to survive e.g. how do animals stay warm in the cold? How do animals find their food?

Presentation: *Small group presentations can be used as a means of diagnostic assessment. What do students already know about animals and adaptations? Do students have any alternative conceptions that need to be addressed in future lessons?

Science journal: *Science journals can be used as a means of diagnostic assessment. What are students existing ideas about how animals survive in an extreme environment such as the Arctic? Do students have any alternative conceptions that need to be addressed?

TWLH chart: The TWLH chart can be used as a means of ongoing formative assessment. Indicates the extent of students prior knowledge and informs future teaching.

See Appendix 2 for Assessment Lesson 1

Lesson number: Two (80 minutes)Lesson title: Bold Blubber!

EXPLORE To provide hands-on experiences of the phenomenon or concept. To provide shared experiences of the phenomenon or concept.


Assessment FormativeLook for evidence of students use of appropriate ways to represent what they know and understand and give them feedback about how they can improve their representation.

Science(ACSSU043) (ACSHE081) (ACSIS086) (ACSIS090) (ACSIS093)(ACSHE217)

English(ACELY1699)

Maths(ACMMG108)(ACMSP119)(ACMSP120)Students will:

1.Discuss the purpose and features of a fair test investigation.

2.Develop scientific questions for investigation, with teacher support.

3.Develop a fair test investigation, to investigate how blubber helps animals to stay warm in cold environment, identifying variables to be changed, measured and kept the same, with teacher support.

4.Make and record predictions, with teacher support.

5.In collaborative learning teams, conduct a fair test investigation.

6.Observe, record and interpret the results of their investigation, with teacher support. Complete investigation planner.

7.Orally report and discuss collaborative learning teams observations and results to the class at the end of the investigation.

8. Discuss as a class, what students have observed in their investigation. Identify that blubber is a structural feature that helps animals survive in cold environments, such as the Arctic.

9.Make evidence-based claims, about whether having blubber helps living things to survive in cold environments, with teacher support.

10.Complete a summary of their observations and findings in their science journal.

11.Record what students have learned on TWLH chart and add appropriate vocabulary and images to word wall.

Investigation information *

Investigation planner (1 per student) *

Team skills chart (to be displayed in classroom) Team role badges (speaker, manager, director)


TWLH chart (interactive whiteboard)

* See Appendix 1 for Resources - Lesson 2.

Discussion (whole class, teacher-directed): discuss as a class the purpose and features of a fair test investigation. Introduce the term variables and discuss that in an investigation these are things that can be changed, measured or kept the same.

Modelled instrutction (whole class): teacher will model how to develop a question for an investigation and how to make an evidence-based claim at the end of the investigation.

Guided instruction (whole class): students will be guided through the investigation. This is to ensure students develop an understanding of how to develop and plan a fair test investigation, make and record predictions and record and interpret results.

Collaborative learning teams (small groups): students work in small collaborative learning teams that will be mixed in ability to conduct investigations. This enables students to communicate and compare their ideas with one another as well as build on one anothers ideas.

Discussion (whole class): discuss as a class what students have observed in their investigation. What does this tell us about living things that have the structural feature of blubber?

Science journal (individual): provides students with an opportunity to record their own ideas about adaptations. Students summarise what they observed and how it extends to a real world context e.g. animal adaptations in an Arctic environment. It also provides students with an opportunity to reflect upon their own learning. Students to reflect how scientific knowledge about animals and blubber has helped humans e.g. development of wetsuits, using shortening in open water swimming events such as Rottnest Channel Swim

Differentiation:Careful and considered groups - mixed ability groupings. Weaker students are grouped with competent students who have shown previously to work well in groups and will not dominate weaker students.

Investigation planner: *The investigation planner can be used as a means of formative assessment. Are students science inquiry skills developing? Can students make and record predictions? Can students effectively record information in a table? Can students correctly represent their recorded information in an appropriate graph? Can students correctly interpret results?

Science journal: *The science journal can be used as a means of ongoing formative assessment. Can students identify blubber as a structural feature that helps living things to survive in their environment? Can students compare their results with predictions to develop explanations of phenomena? Can students effectively use written language to communicate their observations/ findings?

* See Appendix 2 for Assessment 2 Lesson 2.

Lesson number: Three (80 minutes)Lesson title: Extraordinary Exteriors!

EXPLORE To provide hands-on experiences of the phenomenon or concept. To provide shared experiences of the phenomenon or concept.

Inspiration taken from the Primary Connections unit plannerSelectedLearning Outcomes (AC)Learning ExperiencesResourcesTeaching Strategies and Group Structure (whole class, small groups or individual)

Assessment FormativeLook for evidence of students use of appropriate ways to represent what they know and understand and give them feedback about how they can improve their representation.

Science(ACSSU043) (ACSHE081) (ACSIS086) (ACSIS090) (ACSIS093)

English(ACELY1699)

Maths(ACMMG108)(ACMSP119)(ACMSP120)Students will:

1. Review the purpose and features of a fair test investigation.

2. Develop a scientific question for investigation, with teacher support.

3. Develop a fair test investigation, to investigate which covering will keep an animal the warmest in a cold environment, identifying variables to be changed, measured and kept the same, with teacher support.

4. Make and record predictions, with teacher support.

5. In collaborative learning teams, conduct a fair test investigation.

6. Observe, record and interpret results of their investigation, with teacher support. Complete investigation planner.

7. Orally report and discuss collaborative learning teams observations and results to the class at the end of the investigation.

8. Discuss as a class, what students have observed in their investigation. Identify which covering keeps animals the warmest in a cold environment and discuss possible reasons why.

9. Make evidence-based claims about whether having a particular covering helps an animal to survive in a cold environment, with teacher support.

10. Complete a summary of their observations and findings in their science journal.

11. Record what students have learned on TWLH chart and add appropriate vocabulary and images of investigation onto word wall.


Investigation planner (1 per student) *

Team skills chart (to be displayed in classroom)Team role badges (speaker, manager, director)


TWLH chart (interactive whiteboard)

* See Appendix 1 for Resources - Lesson 3.

Discussion (whole class, teacher-directed): review and discuss as a class the purpose and features of a fair test investigation. Review how students can ensure an investigation is fair.

Guided instruction (whole class): students will be guided through the investigation. This is to reinforce previous teachings and to ensure students are developing an understanding of how to develop an investigation question; identify variables to be changed, measured and kept the same; make and record predictions; record and interpret results and make evidence-based claims.

Collaborative learning teams (small groups): students work in small collaborative learning teams that are mixed in ability to conduct investigation. This enables students to communicate and compare their ideas with one another as well as build on one anothers ideas.

Discussion (whole class): discuss as a class what students have observed in their investigation. What does this tell us about living things that have different coverings?

Science journal (individual): provides students with an opportunity to record their own ideas about adaptations. Students summarise what they observed and how it extends to a real world context e.g. animal adaptations in an Arctic environment. It also provides students with an opportunity to reflect upon their own learning.

Differentiation: Careful and considered groups - mixed ability groupings Weaker students are grouped with competent students who have shown previously to work well in groups and will not dominate weaker students.

Investigation planner: *The investigation planner can be used as a means of formative assessment. Are students science inquiry skills developing? Can students make and record predictions? Can students effectively record information in a table? Can students correctly represent their recorded information in an appropriate graph? Can students correctly interpret results?

Science journal: *The science journal can be used as a means of ongoing formative assessment. Can students identify different coverings as a structural feature that helps living things to survive in their environment? Can students compare their results with predictions to develop explanations of phenomena? Can students effectively use written language to communicate their observations/ findings?

* See Appendix 2 for Assessment Lesson 3.

Lesson number: Five (40 minutes) Lesson title: Structural adaptations

EXPLAIN To support students to develop explanations for experiences and make representations of developing conceptual understanding. To introduce current scientific views.


Assessment FormativeLook for evidence of students use of appropriate ways to represent what they know and understand and give them feedback about how they can improve their representations.


English(ACELY1702)(ACELY1703)(ACELY1707)

Students will:

1. Review and discuss previous lessons using TWLH chart.

2. Brainstorm and discuss what a structural adaptation is.

3. Construct a class definition of what a structural adaptation is, with teacher support.

4. In collaborative learning teams, research an animal (assigned by teacher) and complete information organiser, identifying all structural adaptations.

5. Construct an annotated diagram of an animal (previously assigned by teacher).

6. Discuss as a class common structural adaptations across animals that live in cold environments.

7. Complete a summary of their findings in science journal.

8. Record what students have learned on TWLH chart and add appropriate vocabulary to word wall. Students annotated diagrams to be displayed in the classroom.

TWLH chart

List of animals *

Website for student research accessed via http://animals.nationalgeographic.com/animals/

Information organiser *

IPads (1 per group for research/ 1 per student for annotated diagram)

Picollage application accessed via http://pic-collage.com


Brainstorm and discussion (individual/ whole class): students brainstorm and write their own ideas in their science journal about what they think a structural adaptation is. Students share their ideas with the class and with teacher support construct a class definition of what a structural adaptation is. Display on word wall.

Collaborative learning teams (small groups): students work in small collaborative learning teams that are mixed in ability to conduct research about an animal (assigned by teacher). This enables students to communicate and compare their ideas with one another as well as build on one anothers ideas.

Information organiser (small groups): students collect information about their assigned animal. Students read and analyse information and organise information into information organiser, identifying all structural adaptations.

Annotated drawing (individual): using information collected and presented in retrieval chart, students construct an annotated diagram of their animal using the app Picollage on their iPads. Display in class.

Science journal (individual): provides students with an opportunity to record their own ideas about structural adaptations. It also provides students with an opportunity to reflect upon their own learning.

Differentiation: Careful and considered groups - mixed ability groupings

Information organiser: * Information organisers can be used as a means of formative assessment. Do students use literal comprehension strategies to locate and record relevant information? Can students succinctly present their information in the form of an annotated diagram?

Annotated drawing: *Annotated drawings can be used as a means of formative assessment. Do students accurately label their diagram?

Science journal: *The science journal can be used as a means of formative assessment. Do students include a clear and concise description of their findings? Do they include all the main points? Can students effectively use written language to communicate their observations/ findings?


Lesson number: Seven (80 minutes)Lesson title: Hide and seek!

ELABORATE To challenge and extend students understanding in a new context or make connections to additional concepts through a student-planned investigation. To support students to plan and conduct an investigation.


Assessment SummativeLook for evidence of the extent to which students have achieved the investigating outcomes.

ScienceACSSU043) (ACSHE081) (ACSIS086) (ACSIS090) (ACSIS093)

English(ACELY1699)

Maths(ACMMG108)(ACMSP119)(ACMSP120)

Students will:

1. As a class, search various pictures of camouflaged animals (displayed on interactive whiteboard).

2. Review and discuss the features of a fair test investigation.

3. In collaborative learning teams, develop scientific question for investigation.

4. In collaborative learning teams, develop a fair test investigation to investigate how camouflage helps animals to survive in their environment because their predators might find it harder to see them, identifying variables to be changed, measured and kept the same.

5. Make and record predictions.

6. In collaborative learning teams, conduct a fair test investigation.

7. Observe, record and interpret the results of investigation. Complete investigation planner.

8. Orally report and discuss collaborative learning teams observations and results to the class at the end of the investigation.

9. Discuss as a class, what students have observed. Identify that camouflage is a structural feature that helps animals to survive in their environment because their predators might find it harder to see them.

10. Make an evidence-based claim about whether having camouflage help animals to survive in their environment.

11. Complete a summary of their observations and findings in their science journal.

12. Discuss and record what students have learned on TWLH chart and add appropriate vocabulary and annotated images to word wall.


Investigation planner *

Team skills chart (to be displayed in classroom)Team role badges (speaker, manager, director)

TWLH chart



Picture search and discussion (whole class): students search through pictures to try and locate animals. Can they find the animals hiding in the pictures? Discuss why some animals are difficult to see and introduce the term camouflage.

Student-directed investigation (small groups): students plan a fair test investigation in collaborative learning teams to determine if camouflage helps animals to survive in their environment because predators might find it hard to see them. Once their planning has been approved by the teacher students will begin their investigation.

Collaborative learning teams (small groups): students work in small collaborative learning teams that are ability-like to plan and conduct the investigation. This enables students to communicate and compare their ideas with one another as well as build on one anothers ideas.

Discussion (whole class): discuss as a class what students have observed in their investigation. What does this tell us about living things that are camouflaged?

Science journal (individual): provides students with an opportunity to record their own ideas about camouflage. Students summarise what they observed and how it extends to a real world context e.g. animal adaptations in an Arctic environment It also provides students with an opportunity to reflect upon their own learning.

Differentiation: Careful and considered groups ability groups. Lower ability groups will be provided with an investigation planner that has prompts to aid them in developing inquiry questions, making predictions and interpreting results etc.

Investigation planner: *Investigation planners can be used as a means of summative assessment. Have students developed science inquiry skills? Can students observe, record and interpret the results of their investigations? Can students make evidence-based claims?


Lesson number: Eight (40 minutes + all day Excursion)Lesson title: GoingGoingGone?

ELABORATE To challenge and extend students understanding in a new context


Assessment FormativeLook for evidence of students use of appropriate ways to represent what they know and understand and give them feedback about how they can improve their representations.

Science(ACSSU043) (ACSHE217)

English(ACELY1702)(ACELY1703)(ACELY1707)

Students will:

PRIOR TO EXCURSION

1. Read The Lorax by Dr. Suess. Questioning session.

2. Discuss what it means to be listed as a threatened species.

3. Define the terms extinction and endangered.

4. Research and identify various threatened species (local, national and international). Complete information organiser.

5. Research organisations that are working to protect threatened species. Complete information organiser.

EXCURSION TO PERTH ZOO (ALL DAY)

POST EXCURSION

6. In small collaborative groups, create a poster to raise awareness about a particular threatened species and the organisations that are working to protect them.

The Lorax text by Dr. Suess

Perth Zoo Teacher support pack accessed online via http://perthzoo.wa.gov.au/wp-content/uploads/2011/06/Going-Going-Gone-Teacher-Support-Pack.pdf

Threatened species information accessed online via https://www.worldwildlife.org/species

http://www.australiangeographic.com.au/topics/science-environment/2014/06/australian-endangered-species-list

Organisation information accessed online via https://www.worldwildlife.org/initiatives

http://www.australianwildlife.org/about/about.aspx

A3 information organisers (1 per group)See Appendix 1 for Resources Lesson 8

Questioning session (whole class, teacher-directed): students answer inferential questions about The Lorax regarding how humans create pollution, how pollution affects the environment and threatens species.

Discussion (whole class): discuss as a class what it means to be listed as a threatened species. Teacher to introduce the terms extinction and endangered. Create a class definition for each term. Display on word wall.

Information organisers (small groups): students will be provided information about local, national and international threatened species and organisations that are working to protect threatened species. Students read and analyse texts for relevant information and organise information into information organiser.

Excursion (whole class): students will be involved in an examination of the major threats facing the worlds threatened species and an overview of the conservation efforts. Students will also review structural and behavioural adaptations.

Conservation Poster (small groups): students design a poster to raise awareness about a threatened species. Students depict reasons why species is threatened; information about one organisation that is working to protect their species and actions members of school community can take to help.

Differentiation:Careful and considered groupings.

Information organisers: *Information organisers can be used as a means of formative assessment. Do students use literal comprehension strategies to locate and record relevant information?

Conservation Poster: *Conservation posters can be used as means of formative assessment. Can students succinctly present information in a creative way?


Lesson number: Nine (40 minutes) Lesson title: Design-A-Species!

EVALUATE To provide opportunities for students to review and reflect on their learning and represent what they know.


Assessment SummativeLook for evidence of the extent to which students have achieved the conceptual outcomes.


English(ACELY1705)

Students will:

1. Review and discuss previous lessons using class TWLH chart.

2. In pairs, brainstorm structural and behavioural adaptations for a new species of animal that lives in a cold environment. Complete Design-A-Species information organiser.

3. Select five structural and one behavioural adaptation (at least) and create a new species of animal that lives in a cold environment. Present animal in an annotated drawing.

4. In small groups, students provide feedback to other students about their new species of animal.

5. In pairs, reflect on feedback provided by students and modify their Design-A-Species animal accordingly.

6. Complete a summary of their animal design and modifications made (if any) in their science journal.

TWLH chart

Design-A-Species information organiser. *

A3 paper (1 per pair) to draw annotated image of their Design-A-Species animal.



Discussion (whole class): discuss what students have learned previously about animal adaptations. Review what structural and behavioural adaptations are. Review what adaptations animals have that help them to survive in cold environments. Create a list on the interactive whiteboard for students to refer to throughout lesson.

Design-A-Species challenge (pairs): students work in pairs that are mixed in ability to create a new species of animal. This enables students to communicate and compare ideas with one another as well as build on one anothers ideas. Students brainstorm appropriate structural and behavioural adaptations to suit a cold environment and complete graphic organiser to justify their ideas. Students present their new species animal in an annotated drawing.

Feedback (small groups): pairs will orally present their annotated drawing of their animal justifying the adaptations they have chosen. Students listen to students present their Design-A-Species animal and provide constructive feedback, evaluating whether or not they think the animal will survive in a cold environment with the adaptations it has been given.

Science journal: (individual): provides students with an opportunity to reflect on their learning.

Differentiation:Careful and considered pairingsWeaker students will be paired with competent students who have shown previously to work well with other students and who will not dominate the weaker student. Careful and considered feedback groups.

Graphic organiser: * Graphic organisers can be used as a means of summative assessment. Do students give justified reasons for the adaptations they have chosen for their new species of animals? Do students correctly identify structural adaptations? Do students correctly identify behavioural adaptations?

Annotated drawing: *Annotated drawings can be used as a means of summative assessment. Do students understand that living things have structural and behavioural adaptations that help them to survive in their environment? Do students accurately use labelled diagrams to communicate their ideas?


5E Teaching and Learning Model for Year 5 Science

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