Explore Lesson FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science – Animal

(Wk 2) Adaption
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 Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (include learner diversity)
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
As a result of this Self-Assessment Introduction: What were the
Science Understanding lesson students & Rubric features of a
 Recap of previous lesson (Camel features)
Living things have structural will be able to: camel that PowerPoint
Week 2  Students introduced to the idea that animals can
features and adaptations mean it can
have structural, behavioural or physiological
that help them to survive in Explain how Students will survive in the Sticky notes
Explore adaptions to their environment.
their environment effective blubber complete a self- desert?
 Students brainstorm using sticky notes what each of
(ACSSU043) is at protecting assessment and
the type of adaptions could be
arctic animals reflect on their Class discussion
against the cold. behaviour during Body: prior to
the lesson.  Students will conduct an investigation on the experiment-
effectiveness of “blubber” at keeping animals warm Which one helps
Science Enquiry Skills Worksheets & in cold environments you last longer
Construct and use a range of graphs will be  Group discussion on creating a in the water? Blubber Me
representations, including Graph results collected and hypothesis/prediction Why? worksheet
tables and graphs, to accurately as a marked Types of blubber – lard, flour & water, playdough 2x bucket per
represent and describe bar graph. according to a  Students are placed in groups of four, with each What station
observations, patterns or rubric. group assigned to one station (2x stations per each environment Ice & Water
relationships type of “blubber”). would this be Gloves
in data using digital o Students put on a glove, pick-up a handful of helpful in? Towels
technologies as Lard
appropriate (ACSIS090) lard (blubber) and then wrap their hand with What else could Playdough
cling-wrap. we change in Flour & Water
o They submerge both their covered and this Containers to
uncovered hand in two buckets of ice-water experiment? mix
o They must time how long they can submerge Cling-wrap
each hand in the buckets. Stopwatch
o Results are recorded on the worksheet. Thermometer
o Was their prediction correct? Graph Paper
o Data is then graphed as a bar graph

Health & Safety:

 Keep water inside tubs
 Wipe any spills up immediately
 If you start to feel pain or numbness remove hand
immediately from water
 Gloves are placed in the bin immediately following
experiment.
 Check if any students have latex allergies

Extension Task: Students who require extension will be

given different materials to perform another experiment
(glue & feathers vs aluminium foil). Glue
Feathers
Enabling: Students who require extra assistance will be Aluminium Foil
paired with a higher achieving student. They will also be
given more detailed instructions on the experiment.

Conclusion:
 Students are randomly selected to explain their
results.
 Students are asked to name any other animals that
have blubber (e.g. whales, seals, baby penguins).
 The definitions for structural, behavioural and PowerPoint
physiological adaptions are given again with
examples (Polar Bear Blubber, Wolf Packs, Rattle
Snake Venom).