| General Capabilities | |||||||||||||||||
| Literacy Literacy involves students in listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts. | Numeracy Numeracy involves students in recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully. | Information and Communication Technology (ICT) capability This involves students in learning to make the most of the technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment. | Critical and Creative Thinking Critical and creative thinking are integral to activities that require students to think broadly and deeply using skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school and in the lives beyond school. | Personal and Social Capability This involves students in a range of practices including recognising and regulating emotions, developing empathy for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively. | Ethical Behaviour Ethical behaviour involves students in building a strong personal and socially oriented ethical outlook that helps them to manage context, conflict and uncertainty, and to develop an awareness of the influence that their values and behaviour have on others. | Intercultural Understanding This involves students in learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect. | |||||||||||
| Cross Curriculum Priorities | |||||||||||||||||
| Aboriginal and Torres Strait Islander histories and cultures. The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the ongoing development of Australia. | Asia and Australia’s engagement with Asia This will ensure that students learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Asia literacy provides students with the skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region. | Sustainability This develops the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living. It enables individuals and communities to reflect on ways of interpreting and engaging with the world. Sustainability education is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence. | |||||||||||||||
| Science Understanding | |||||||||||||||||
| Biological Sciences: Year 3Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044) Year 4 Living things have life cycles (ACSSU072) Living things, depend on each other and the environment to survive (ACSSU073) Year 5 Living things have structural features and adaptations that help them to survive in their environment (ACSSU043) Year 6 The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094) | Chemical Sciences: Year 3 A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046) Year 4 Natural and processed materials have a range of physical properties that can influence their use (ACSSU074) Year5 Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077) Year 6 Changes to materials can be reversible or irreversible (ACSSU095) | Physical Sciences: Year 3 Heat can be produced in many ways and can move from one object to another (ACSSU049) Year 4 Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076) Year 5 Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080) Year 6 Electrical circuits provide a means of transferring and transforming electricity (ACSSU097) Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources (ACSSU097) | Earth Sciences: Year 3 Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048) Year 4 Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075) Year 5 The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) Year 6 Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096) | ||||||||||||||
| Science as a human endeavour | Science Inquiry skills (these are to be mastered over 2 years) | ||||||||||||||||
| Nature and development of science: Year 3,4 Science involves making predictions & describing patterns and relationships (ACSHE050) & (ACSHE061) Year 5,6Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE081) & (ACSHE098) | Use & influence Year 3,4 Science knowledge helps people to understand the effect of their actions (ACSHE051) & (ACSHE062) Yr 5,6 Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083) & (ACSHE100) | Questioning and predicting: Year 3,4 With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS53) & (ACSIS64) Yr 5,6 With guidance pose clarifying questions and make predictions about scientific investigations (ACSIS231) & (ACSIS232) | Planning and conducting: Yr 3,4 With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054) & (ACSIS65). Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS055) & (ACSIS066). Yr 5,6 Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS086) & (ACSIS103) | Processing and analysing data and information: Yr 3,4 Use a range of methods including tables & simple column graphs to represent data, to identify patterns and trends (ACSIS057) & (ACSIS068). Compare results with predictions, suggesting possible reasons for findings (ACSIS215) & (ACSIS216). Yr 5,6 Construct and use a range of representations, including tables & graphs, to represent & describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090) & (ACSIS 107). Compare data with predictions and use as evidence in developing explanations (ACSIS218) & (ACSIS221) | Evaluating: Yr 3,4 Reflect on investigations, including whether a test was fair or not (ACSIS058) & (ACSIS69) Yr 5,6 Reflect on and suggest improvements to scientific investigations (ACSIS091) & (ACSIS108) | Communicating: Y 3,4 Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060) & (ACSIS71) Yr 5,6 Communicate ideas, explanations and processes using scientific representations in a a variety of ways, including multi-modal texts (ACSIS093) & (ACSIS110) | |||||||||||
| Year | Topic (1 term) | Term: 1, 2. 3 & 4 | |||
| Strand | Sub strand | Code | Year Content Descriptors | Lessons | |
| GC | Critical and Creative Thinking | Critical and creative thinking are integral to activities that require students to think broadly and deeply using skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school and in the lives beyond school. | 1, 2, 3, 4, 5 | ||
| Information and Communication Technology (ICT) capability | This involves students in learning to make the most of the technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment. | 1, 2, 3, 4, 5 | |||
| SU | Biological Sciences | ACSSU072 | Living things have life cycles | 1, 2, 3, 4, 5 | |
| CCP | Sustainability | This develops the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living. It enables individuals and communities to reflect on ways of interpreting and engaging with the world. Sustainability education is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence. | 4 | ||
| SHE | Nature and development of science | ACSHE061 | Science involves making predictions & describing patterns and relationships | 1, 2, 3, 4, 5 | |
| SIS | Questioning and predicting | ACSIS53 | With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge | 1, 2, 3, 4 | |
| Communicating | ACSIS060 | Represent and communicate observations, ideas and findings using formal and informal representations | 5 | ||
| Learning Experiences Major Content Focus: | ||
| Lesson 1 | Engage: Mentally engages students, captures interest, Able to express what they know | The students will encounter the frogs, use creative thinking to describe them, try predict how frogs live, listen to a book and interact with animated tool about frogs. |
| Lesson 2 | Explore: Hands on activity, explore the concept or skill. Make sense of the concept or skill | The learners will take part in demonstrations of how a frog lives and exploring the environment on different species of frogs. |
| Lesson 3 | Explain: Explanations are made on the concept or skill. Explanation follows experience. | The students will learn how to explain the habitat and parts of frogs through demonstrations, drawing, and exploration of the environment. |
| Lesson 4 | Elaborate: Provides opportunities to apply the concept or skill. Develops a deeper understanding of the concept or skill (this may include an investigation) | The student will use the information about frogs’ habitat to elaborate on dangers of habitat loss, as well as the role of frogs in ecosystem. |
| Lesson 5 | Evaluate: Continue the development of the understanding of the skill and evaluate their learning. | The students summarize and present their knowledge about frogs’ life cycles. |
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Lesson Plan 1
| Life cycle of a frog | Engage |
| Rationale: the main activities will include drawing a frog, making predictions on the lives of frogs, taking notes on frogs’ reproduction and answering questions on frogs. Intended Learning Objectives By the end of this lesson, students will be able to: 1) define what a frog is 2) describe how frogs live 3) explain how frogs reproduce | |
| Students’ Prior Knowledge 1) Defined a frog 2) Described where it lived 3) Explained how they reproduced | |
| Materials – A frog puppet – A picture of a frog – A book about frogs – Computers | |
| Lesson Steps Intro Ask the students if they know what a frog is. Show them the picture of the frog and ask them to describe what they see. Main body The Frog Puppet Show: Use the frog puppet to act out a short skit about a frog’s life. Include information about what frogs eat, where they live (demonstrating the habitat via interactive animation by Education Services Australia (2014), and how they reproduce. The Frog Book (Jenkins & Page, 2019): Read aloud a book about frogs. Discuss the information presented in the book. Conclusion Review the main points of the lesson. Ask the students if they have any questions. | |
| Key Questions to Ask 1) What is a frog? 2) How does a frog look like? 3) What do frogs eat? 4) Where do frogs live? 5) How do frogs reproduce? | |
| Assessment Student Assessment 1) Formative assessment: in-class discussion of frog’s appearance and life 2) Formative assessment: clicker questions about how frogs reproduce | |
Lesson Plan 2
| Life cycle of a frog | Explore |
| Rationale: The learners will take part in demonstrations of how a frog lives and exploring the environment on different species of frogs. Intended Learning (Outcomes/Objectives) By the end of this lesson, students will be able to: 1) identify the life cycle of a frog 2) explain the stages of a frog’s life 3) describe the changes a frog goes through during its lifetime | |
| Students’ Prior Knowledge 1) they were able to identify the life cycle of the frog 2) named the stages involved 3) described life changes of that frog | |
| Materials – Charts showing the life cycle of a frog – Diagrams of frogs’ species | |
| Lessons Steps Intro Explain to the class that they will be learning about the life cycle. Main Body The Stages of a Frog’s Life: Egg: Tell the class that a frog’s life begins as an egg. Show them a picture of a frog egg and explain that frog eggs are usually laid in water. Tadpole: Explain that the egg will hatch into a tadpole after a few weeks. Show the class a picture of a tadpole and explain that tadpoles are born with gills so that they can breathe underwater. They will also have a tail so that they can swim. Frog let: Tell the class that the tadpole will start to grow legs after a few months. Once the tadpole has legs, it is now called a frog let. Show the course a picture of a frog let and explain that frog lets can now live on land and in water. Adult Frog: Explain that the frog let will grow into an adult frog after a few more months. Show the class a picture of an adult frog and explain that adult frogs live on land and water. They also have lungs so that they can breathe air (Lever, 2021). Conclusion Explain to the class that the life cycle of a frog is an example of metamorphosis. Metamorphosis is when an animal changes form during its lifetime. | |
| Key Questions to Ask 1. What is the identity of the life cycle of a frog? 2. What are the stages of a frog’s life? 3. What changes does a frog go through during its lifetime? 4. How does the life cycle of a frog illustrate metamorphosis? 5. What are the main characteristics of each stage of a frog’s life? | |
| Assessment 1) Progress assessment: an assignment after the lesson. 2) Formative assessment: a random assessment test with five questions rotating about the life cycle of a frog and some of the examples of frogs’ species existing. | |
Lesson Plan 3
| Life Cycle of a Frog | Explain |
| Rationale. Demonstrations, drawing, and exploration of the environment to use it as a laboratory. Intended Learning (Outcomes/Objectives) By the end of this lesson, students will be able to: 1) briefly describe the environment a frog lives in 2) identify the different places a frog can live in 3) explain the things a frog needs to survive | |
| Students’ Prior Knowledge 1) described the environment of a frog 2) identified different places a frog lives in 3) explains the things a frog needs to survive | |
| Materials – Pictures of different environments where frogs can live – Paper – Pens or pencils – Computer and presentation device | |
| Lessons Steps Intro First, ask your students if they know what environment a frog lives in. If they are unsure, explain that frogs can live in various settings, including ponds, forests, and swamps. Next, show your students video by Toads N Frogs (2021) of different places where frogs can live. Ask them to identify the various features of each environment (e.g., trees, water, rocks). Main Body Divide your students into small groups and give each group a piece of paper. Ask them to draw and label a diagram of the different places a frog can live. Encourage them to be as creative as possible! Once they have finished, ask each group to share their diagrams with the class. Discuss the different features of each environment and how they benefit frogs. Conclusion Summarise the lesson’s main points by asking your students what they have learned. Please encourage them to think about how the different environments provide the things frogs need to survive. | |
| Key Questions to Ask 1. What kind of environment does a frog live in? 2. What different places can a frog live in? 3. What does a frog need to survive? 4. How do the different environments provide the things frogs need to survive? 5. What have you learned from this lesson? | |
| Assessment 1) Formative assessment: the learners took an assignment about the specific types of environment in which frogs can stay. 2) Random assessment tests; The RAT had 6 questions covering how frogs survives, their habitats and their modes of survival in their environments. 3) Questions and answers; Asking the students on Random questions about their understanding of the entire topic. | |
Lesson Plan 4
| Dangers associated with frogs | Elaborate |
| Rationale: Identification, exploration, discussion and analysis of frog’s dangers. By the end of this lesson, students will be able to: 1) know the dangers to frogs 2) identify ways how we can help frogs | |
| Students’ Prior Knowledge 1) named the dangers to frogs 2) listed ways to help frogs 3) Positive impacts of Frogs | |
| Materials – A whiteboard or chalkboard – A whiteboard marker or chalk – A copy of the lesson for each student (optional) – A computer and presentation device | |
| Lessons Steps Intro Ask students if they know what a frog is. If necessary, provide a brief description of a frog. Next, ask students if they know what kind of dangers frogs face. Allow students to share their ideas. Main Body Explain to students that there are many dangers that frogs face via video by Kriger (2013). Some of the things that can hurt frogs are: – Pesticides and herbicides – Pollution – Loss of habitat Explain to the learners about the benefits of frogs They occupy a position in the ecological niche bringing about the idea of balance Conclusion There are many things that we can do to help frogs. For example, we can: Avoid using pesticides and herbicides, reduce pollution, and help preserve habitats. Encourage students to think of other ways to help frogs. | |
| Key Questions to Ask 1. What is a frog? 2. What kind of dangers do frogs face? 3. How can we help frogs? 4. What are some other ways we can help frogs? | |
| Assessment 1) Group work; Arranging students in groups and asking them to generally discuss about frogs and their significance. 2) Diagnostic assessments; Diagnosing and observing the learners and their proximal relationship with frogs and how they understand them. 3) Open book assessment; Giving assignments in their books to ensure that they best understand frogs and how they are dispersed in their respective environments. | |
Lesson Plan 5
| Summary on Frogs | Evaluate |
| Rationale: Observation, interpretation and assessment of the information that has been covered across the first, second, third and fourth lesson plans. Intended Learning (Outcomes/Objectives) By the end of this lesson, students will be able to: 1) explain what they have learned about frogs 2) review the main points 3) answer any questions related to frogs and their life cycle | |
| Students’ Prior Knowledge 1) named the main vital points involved 2) answered questions related to the lifecycle 3) identified the benefits of these cycles | |
| Materials – Charts to show the images of different frog species from The Australian Museum (n.d.) – A plan of the frogs’ ecological niche – A photo of the frogs’ life cycle | |
| Lessons Steps Intro A summary of the whole lifecycle Main Body The teacher summarizes the life cycle by asking questions or giving out random assessment tests to the student. The teacher may ask students if they recognize particular species of from the images in The Australian Museum (n.d.). Explain the key areas of interests Conclusion Ask questions concerning the whole topic. | |
| Key Questions to Ask 1) name the stages in the life cycle of a frog | |
| Assessment 1) Summative assessment; Organizing for a main exam that will have questions from mall the lesson plans to test the long term understanding of the learners. 2) Class-wide assessments 3) Presentations; They may include PowerPoints to enable learners become familiarized with frogs and their habitats | |
References
Education Services Australia. (2014). Make it alive: Spotted tree frogs. Scootle. Web.
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Jenkins, S., & Page, R. (2019). The frog book (Illustrated ed.). Clarion Books.
Kriger, K. M. [TED-E. (2013). Disappearing frogs [Video]. YouTube. Web.
Lever, A. (2021). The frog life cycle for kids. National Geographic Kids. Web.
The Australian Museum. (n.d.). Australia’s native frogs. Web.
Toads N Frogs. (2021). Where frogs live: The ideal frog habitat [Video]. YouTube. Web.