STEM FORWARD PLANNING DOCUMENT
TERM / WEEKS: Term 3 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 5
Week 5 DEVELOPMENT GOAL: Goal 15
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
SCSA LINKS
Design Design Digital Digital TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Technologies Technologies Technologies Technologies QUESTIONS
Knowledge & Process & Knowledge & Process &
Understandings Production Understandings Production
Skills Skills
Develop and Introduction
communicate - Students watch a video about how bees communicate
alternative
Video about bee
- Warm up activity where the students pretend to be bees and have communication
solutions,
and follow to communicate to their peers through their body language and
design ideas, the ‘Waggle dance’.
Why are native
using - Class discussion about beginning the designing phase of making
annotated the bee habitats and their specifications, using the design brief as
Australian plants so
diagrams,
a basis for discussion. important for bees?
storyboards And why are bees so
and Lesson Steps:
appropriate - Class brainstorm about what students know about flowers in important for native
technical relation to bees plants?
terms - The class moves outside the classroom into a shady area, and
(WHAT continues the lesson there, for a fresh, outdoor learning
PS29)
environment
OTHER SCSA LINKS eg Maths, Science
- Students research native Australian flowers and decide which two
flowers they would like to use for their bee habitats.
Communicate ideas, explanations and processes
- Students fill out worksheet and draw diagrams of their chosen
using scientific representations in a variety of ways,
flowers, annotating why they chose the specific type of flower.
including multi-modal texts (ACSIS093)
Conclusion
Living things have structural features and - Students move back into the classroom and fill out a self-
adaptations that help them to survive in evaluation form.
their environment(ACSSU043) - Before the next lesson, students are to go home and gather
suitable materials for their bee habitats.
OBJECTIVES LEARNER DIVERSITY
Students with learning difficulties can also be provided with pre
Students can list at least 2 reasons why their chosen written class notes.
flowers are suitable for their bee habitat on a - Students with neural disorders can have access to a lesson run-
worksheet. through/timetable of the lesson and any activities taking place.
- Students with hearing or vision impairments to be sat at the front of
Students can draw a diagram of 2 bee friendly the class during discussions and mat activities.
flowers accurately, with correct use of colour and - Students with learning difficulties and handwriting problems may
labelling. complete their work digitally
Students can correctly write down the time of year
that the flower blooms.
ASSESSMENT
All will be measured though the use of worksheets
and will be measured by a checklist that will include
if students have: listed 2 flowers for their bee habitats,
described why they are suitable, included a correct
diagram of the flowers in terms of colour and
labelling, and if students have included the time of
year that the flower blooms
