Forward+Planning+Document

**// __FORWARD PLANNING DOCUMENT__ //** **__SCHOOL__: PRIMARY SCHOOL** **__YR__: 6/7 __TEACHER__: JANE BARKER**
 * // __SCHOOL OF EDUCATION__ //

**__TOPIC__: Biomes & Environment** **__LEARNING AREA__: SCIENCE: with direct links to other learning areas**

**PROGRAM OVERVIEW FOR PERIOD: 5 weeks - minimum requirement: 10 x 50 mins teaching block**

***It is important to note that although the outcomes are linked to individual weeks, they are on-going throughout the entire program and require students to synthesise and expand on the ideas each week.**

**E ** **E ** **K ** || **Outcome Focus ** **//CF, SOS, Progress Maps //** **//Determined Outcomes //** || = __** Links to: **__ = || **Learning & Teaching Experiences/Content ** = ** __What students are doing__ ** = || **Resources ** = ** __What they will use__ ** = || **Assessment ** **//How achievement will be judged //** **//<span style="font-family: "Arial","sans-serif"; font-size: 9pt;">How results will be recorded //****<span style="font-family: "Arial","sans-serif";">. ** ||
 * **<span style="font-family: "Arial","sans-serif";">W **
 * **1** || **Links to National Curriculum**
 * **Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107)**
 * **The growth and survival of living things are affected by the physical conditions of their environment. (ACSSU094)**


 * WA Syllabus **
 * Science: Investigating: Planning:**
 * gather information about a topic to be investigated from a range of sources.
 * to search, select and organise information and/or data from a range of sources.
 * reflect on current understandings of a topic- e.g. using graphic organisers to brainstorm, concept maps. || **WA Syllabus**
 * T & E: Creation of Information:**
 * how to examine and evaluate information products in light of how needs and wants are met.
 * ways of presenting & communicating personal ideas for an information product.

//Students: Have used graphic organisers in other learning areas; are familiar with internet & policy use; have had an introduction to Kidspiration; have experience in note taking skills.//
 * English: Writing: Processes and Strategies:**
 * techniques to organise ideas and information before writing, including brainstorm, concept map, listing and selecting graphic organisers.
 * English: Reading:**
 * <span style="font-family: "Arial","sans-serif"; font-size: 10pt;">strategies for processing and organising information for a specific purpose including critically reflecting on the information and deciding whether it fulfils the requirements of the task
 * <span style="font-family: "Arial","sans-serif"; font-size: 10pt;">strategies for evaluating appropriate resources for a particular purpose including determining the authenticity of the resource
 * <span style="font-family: "Arial","sans-serif"; font-size: 10pt;">strategies for locating information in a resource including scanning for keywords and main ideas that support the purpose for reading and answer focus questions*
 * <span style="font-family: "Arial","sans-serif"; font-size: 10pt;">strategies for recording information for a specific purpose including note making and recording personal responses and questions using a repertoire of graphic organisers*
 * SOSE: Environment/investigation & communication and participation:**
 * how to examine and evaluate information in light of how needs and wants are met. || **//Student's Prior Knowledge://**
 * //WEEK 1 TASKS//**
 * Teacher will allocate groups; students to negotiate 'roles'.
 * Select and research biome- initial planning using Kidspiration.
 * Evaluate and use resources to locate relevant information as per criteria on 'Mission Statement".
 * Take notes using graphic organiser whilst viewing video information.
 * Begin creating in MS Word to collate and report findings to create a final brochure or other document to support presentation/display.
 * back up files to classroom external hard drive (passport) || * internet
 * multimedia-TV, Video
 * web sites
 * Kidspiration
 * MS Word
 * Graphic organiser
 * task outline document
 * external hard drive (passport)
 * science books || * Graphic Organiser & weekly checklist of tasks to be glued into science book.
 * Teacher to collect and mark weekly.
 * Using class checklist record level of completed work as per rubric. ||
 * **2** || **Links to National Curriculum:**
 * **Scientific knowledge is used to inform personal and community decisions (ACSHE220)**

//Students: Are familiar with the school cameras; are able to download from the camera the pictures taken; have identified their biome, some plants and animals found within the biome.//
 * WA Syllabus**
 * Science: Earth and Beyond:**
 * Human impacts on natural systems and the consequences for living things. e.g. farming, land clearing.
 * The long term effects of the weather on the environment. e.g. climate change.
 * Life and Living:**
 * Biodiversity is the variety of living things (organisms) and the environment they are found in.
 * Humans cause a variety of impacts on natural systems both positive and negative, which my affect the quality of life. || **WA Syllabus**
 * SOSE: Natural & Social Systems:**
 * There are distinctive natural ecosystems within Australia and the world. e.g. Ningaloo Reef, Sahara Desert.
 * That an ecosystem is a community of plants, animals and micro-organisms which are linked by energy and nutrient flows ineracting with each other and with the physical environment. e.g. aquatic or terrestrial ecosystems (biomes)
 * That when focussing on what happens in a natural system questions are asked about- e.g. how does human activity impact on natural systems? What elements make up a natural system? How do elements within the natural system effect each other? || //Student's Prior knowledge://
 * WEEK 2 TASKS:**
 * Excursion to Perth Zoo OR AQWA - depending on their selected biome, students will visit one of these places only.
 * Take photos and find further information of the flora and fauna that lives in their chosen biome.
 * Use the graphic organiser from week 1 to collate information (print additional copies if required)
 * continue with research and brochure/poster
 * Back up files to classroom passport. || * camera
 * clipboard
 * science book + graphic organiser
 * computer
 * MS Word
 * passport || * Collect science book with graphic organiser/s notes.
 * Ensure tasks on student checklist have been completed and by whom.
 * Record on class checklist as per rubric ||
 * **3** || **Links to National Curriculum:**
 * **Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110)**

//Students: have had limited exposure to Movie Maker program; have had experience in preparng and presenting oral speeches.// This week is essentially a "finishing off week" || **As above** || //Student's Prior Knowledge:// //Students are required to complete tasks set to date; they have experience in interpreting an evaluation rubric in order to meet the criteria to the best of their ability.// //Student's have been video recorded in previous oral presentations for the purpose of reflection.//
 * WA Syllabus **
 * Science: Investigating:**
 * to follow the required steps for planning and discuss what needs to be done, what equipment to use and how to use the equipment.
 * Processing Data:**
 * To communicate findings in a variety of forms. || **Links to National Curriculum:**
 * **Use interaction skills, varying conventions of spoken interactions such as voice, volume, tone, pitch and pace,according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)**
 * **Plan, rehearse and deliver presentations selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)**
 * WA Syllabus**
 * English: Speaking and Listening:**
 * <span style="font-family: "Arial","sans-serif"; font-size: 10pt; letter-spacing: -0.2pt;">**<span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Codes **<span style="font-family: "Arial","sans-serif"; font-size: 10pt;">visual codes //(eg camera angles)//, non-verbal codes //(eg gestures)//, spoken codes //(eg tone)// and auditory codes //(eg music)// that add meaning, interest, immediacy and authority to multimedia texts*
 * <span style="font-family: "Arial","sans-serif"; font-size: 10pt; letter-spacing: -0.2pt;">techniques used to create still and moving images including computer imaging, fade-outs, inserts, cutaways and flashbacks* || //Students Prior Knowledge://
 * //WEEK 3 TASKS://**
 * Using Movie Maker develop a short movie to play behind the students whilst they are presenting their speech.
 * Use photo's taken on excursion as well as other images.
 * Compose speech about their biome.
 * Continue with brochure/poster
 * back up files to classroom passport. || * camera,
 * Movie Maker
 * internet
 * computer
 * MS Word
 * passport
 * interactive board
 * data projector
 * science book
 * passport || * View movies developed by students.
 * Interview groups regarding progress of speeches.
 * record progress on class checklist. ||
 * **4** || **Science** outcomes as above.
 * //WEEK 4 TASKS://**
 * Teacher to video record practice presentation for conference at school assembly so students can view to improve their presentation skills and refine their performance.
 * Complete tasks from week 1, 2 and/or 3. || * access to previous weeks resources
 * video camera
 * TV for playback
 * science book
 * passport || * as above
 * conferencing students regarding oral presentation ||
 * **5** || **Links to National Curriculum:**
 * **Suggest improvements to the methods used to investigate a question or solve a problem**
 * Science: Processing Data**
 * To communicate findings in a variety of forms.
 * To identify any difficulties and successes experienced
 * Information learnt from the investigation can be used to pose further questions, or form a new investigation. e.g. What could I find out next? || **English: Reading:**
 * <span style="font-family: "Arial","sans-serif"; font-size: 10pt;">readers compare information and ideas in texts to identify the emphases, and the influence of these on their own perceptions*
 * <span style="font-family: "Arial","sans-serif"; font-size: 10pt;">strategies for sharing information including deciding which mode of presentation (printed, visual or oral) would be most effective in getting the information across to the audience

<span style="font-family: "Arial","sans-serif"; font-size: 10pt;">* denotes National Consistency in Curriculum Outcomes, Statements of Learning || //Student's Prior Knowledge:// //Student's need to have completed set tasks in order to effectively participate in the reflection and self-evaluation process. They have been exposed to similar tasks before.//
 * WEEK 5 TASKS:**
 * Create an online quiz
 * Reflection
 * Self Evaluation
 * practice oral presentation || * Create a Quiz - online quiz maker
 * reflection and self-evaluation activity
 * oral presentation resources
 * science book
 * passport || * combine checklist data to assess all students on overall assignment rubric. ||


 * **<span style="font-family: "Arial","sans-serif";">Teacher Reflection **<span style="font-family: "Arial","sans-serif";">: Identify what are the most and least effective changes you would make in future. ||
 * **<span style="font-family: "Arial","sans-serif";">Self Evaluation: ** ||
 * **<span style="font-family: "Arial","sans-serif";">Student Evaluation: ** ||

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 10pt;">Australian Curriculum and Reporting Authority (ACARA). (n.d.). //The Australian Curriculum.// Retrieved from []

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 10pt;">Department of Education. (2011). //K – 10 Syllabus//. Retrieved from []