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 planner

Assessment Diagnostic

Selected
Learning
Outcomes (AC)
Science
(ACSSU043)
(ACSIS093)

Learning Experiences

Resources

Teaching Strategies and Group Structure (whole class,

small groups or individual)

Find out what students already think they know

and understand. This allows you to take account
of students existing ideas when planning future
learning experiences.

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

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.

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?

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.

Items for Dress Up

Boxes *
TWLH chart template
for interactive
whiteboard *
Science journals (1
per student)

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.

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.

6. Students will be introduced to the word wall. As

a class, discuss the purpose and features of a
word wall.

See Appendix 1 for

Resources Lesson 1

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.

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

how do animals stay warm in the cold? How do animals find

their food?

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.

Inspiration taken from the Primary Connections unit planner

Assessment Formative
Selected
Learning
Outcomes

Learning Experiences

Resources

Teaching Strategies and Group Structure (whole class, small

groups or individual)

Look 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.

(AC)

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

Students will:

English
(ACELY1699)

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.

Maths
(ACMMG108)
(ACMSP119)
(ACMSP120)

1.Discuss the purpose and features of a fair test

investigation.
2.Develop scientific questions for investigation, 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.

Investigation
information *

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.

Investigation
planner (1 per
student) *

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.

Team skills chart

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

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.

Science journals
(1 per student)

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.

TWLH chart
(interactive
whiteboard)

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

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.

Lesson number: Three (80 minutes)

* See Appendix 1
for Resources Lesson 2.

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.

Lesson title: Extraordinary Exteriors!

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.

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 planner

Assessment Formative
Selected
Learning
Outcomes
(AC)
Science
(ACSSU043)
(ACSHE081)
(ACSIS086)
(ACSIS090)
(ACSIS093)
English
(ACELY1699)
Maths
(ACMMG108)
(ACMSP119)
(ACMSP120)

Learning Experiences

Resources

Teaching Strategies and Group Structure (whole

class, small groups or individual)

Look 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.

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

Investigation
information *

2. Develop a scientific question for investigation, with

teacher support.

Investigation
planner (1 per
student) *

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.

Team skills chart

(to be displayed in
classroom)
Team role badges
(speaker,
manager,
director)
Science journals
(1 per student)
TWLH chart
(interactive
whiteboard)

9. Make evidence-based claims about whether having a

particular covering helps an animal to survive in a cold
environment, with teacher support.

11. Record what students have learned on TWLH chart and

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.

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.

10. Complete a summary of their observations and findings

in their science journal.

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.

* See Appendix 1
for Resources Lesson 3.

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.

add appropriate vocabulary and images of investigation onto

word wall.

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.

Inspiration taken from the Primary Connections unit planner

Assessment Formative
Selected
Learning
Outcomes
(AC)

Learning Experiences

Resources

Teaching Strategies and Group Structure

(whole class, small groups or individual)

Look 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)
(ACSIS093)
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.

TWLH chart
List of animals *
Website for student
research accessed via
http://animals.nationalg
eographic.com/animals/
Information organiser *
IPads (1 per group for
research/ 1 per student
for annotated diagram)
Picollage application
accessed via http://piccollage.com

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.

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.

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?

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.

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

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.

See Appendix 1 for

Resources Lesson 5

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

Lesson number: Seven (80 minutes)

ELABORATE

See Appendix 2 for Assessment Lesson 5

Lesson title: Hide and seek!

Inspiration taken from the Primary Connections unit planner

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?

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 Summative
Selected
Learning
Outcomes
(AC)
Science
ACSSU043)
(ACSHE081)
(ACSIS086)
(ACSIS090)
(ACSIS093)
English
(ACELY1699)
Maths
(ACMMG108)
(ACMSP119)
(ACMSP120)

Learning Experiences

Resources

Teaching Strategies and Group Structure (whole

class, small groups or individual)

Look for evidence of the extent to which students

have achieved the investigating outcomes.

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.

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?

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

Investigation
information *

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

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

Investigation
planner *

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.

Team skills chart (to

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

5. Make and record predictions.

TWLH chart

6. In collaborative learning teams, conduct a fair test

investigation.

Science journals (1
per student)

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

Complete investigation planner.

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.

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.

10. Make an evidence-based claim about whether having

camouflage help animals to survive in their environment.

12. Discuss and record what students have learned on TWLH

chart and add appropriate vocabulary and annotated images
to word wall.

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?

8. Orally report and discuss collaborative learning teams

observations and results to the class at the end of the
investigation.

11. Complete a summary of their observations and findings in

their science journal.

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.

See Appendix 1 for

Resources Lesson
7

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.

See Appendix 2 for Assessment

Lesson 7

Lesson number: Eight (40 minutes + all day

Excursion)

Lesson title: GoingGoingGone?

ELABORATE

To challenge and extend students understanding in a new context

Inspiration taken from the Primary Connections unit planner

Assessment Formative

Selected
Learning
Outcomes
(AC)

Learning Experiences

Resources

Teaching Strategies and Group Structure (whole

class, small groups or individual)

Look 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)

Students will:

(ACSHE217)

PRIOR TO EXCURSION

English
(ACELY1702)
(ACELY1703)
(ACELY1707)

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

The Lorax text by Dr. Suess

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.

Perth Zoo Teacher support

pack accessed online via
http://perthzoo.wa.gov.au/
wpcontent/uploads/2011/06/G
oing-Going-Gone-TeacherSupport-Pack.pdf
Threatened species
information accessed
online via
https://www.worldwildlife.or
g/species

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.

http://www.australiangeogr
aphic.com.au/topics/scienc
eenvironment/2014/06/austr
alian-endangered-specieslist
Organisation information
accessed online via
https://www.worldwildlife.or
g/initiatives
http://www.australianwildlif
e.org/about/about.aspx
A3 information organisers
(1 per group)
See Appendix 1 for
Resources Lesson 8

Lesson number: Nine (40 minutes)

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.

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?

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.

See Appendix 2 for Assessment

Lesson 8

Lesson title: Design-A-Species!

EVALUATE

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

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

Inspiration taken from the Primary Connections unit planner

Assessment Summative
Selected
Learning
Outcomes

Learning Experiences

Resources

Teaching Strategies and Group Structure (whole class,

small groups or individual)

Look for evidence of the extent to which

students have achieved the conceptual
outcomes.

(AC)

Science
(ACSSU043)
(ACSIS093)
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.

TWLH chart
Design-A-Species
information
organiser. *
A3 paper (1 per pair)
to draw annotated
image of their
Design-A-Species
animal.
Science journals (1
per student)

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.

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.

Science journal: (individual): provides students with an

opportunity to reflect on their learning.

See Appendix 1 for

Resources Lesson
9

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?

Differentiation:
Careful and considered pairings
Weaker 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.
See Appendix 2 for Assessment
Lesson 9