STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: Term 3 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 5

Week 1 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

Define a Introduction Native Bee presentation

problem, - Question the students about their knowledge about bees and bee Power point
and set of species, informing them that there are over 2000 species native to “What do you think of
sequenced
Australia. when you imagine a
steps, with
- Students fill out a KWL chart about what they know already about bee?” Answers will most
users making
a decision to bees and what they want to know about bees. likely be the European
create a - Continue powerpoint discussing native species and the anatomy of honey bee “Now
solution for a bees imagine another bee”
given task Lesson Steps
(WATPPS27) - Watch 4 minute video about native bees
- Class discussion introducing students to the problem that bees
OTHER SCSA LINKS eg Maths, Science currently face – Deforestation, habitat loss, introduced species, lack How can we help the
Features of environments (e.g. climate, landforms, of natural flora. bees?
vegetation) influence human activities and the built - Think pair share and class brainstorm about possible solutions to the What solutions to these
features of places (ACHASSK113) problems that bees face. problems can you come
- Introduction and class discussion about the bee hotel STEM project up with?
Living things have structural features and design brief.
adaptations that help them to survive in their - Students look for good spots to place their bee habitats on a
environment(ACSSU043) nature walk around the school. Area must be fairly open and
OBJECTIVES accessible, in a natural environment and be surrounded by trees. What area did you find?
- Students can list 2 examples of native Conclusion Why would this area be
Australian species of bees on a class exit slip - Students return to class and participate in a short discussion of what suitable?
- Students can write one reason about why areas around the school they found and why they would be
bees are important to our ecosystems on a suitable. Answers get displayed on the whiteboard
 class exit slip. - Students fill out a class exit slip
- Students are able to locate and verbally
justify why an area of the school would be LEARNER DIVERSITY
suitable to store a bee habitat Students with vision and hearing impairments to sit at the front of the class
ASSESSMENT Students with difficulties in writing to be provided with a digital KWL chart
Objective 1 and 2 will be measured on a class exit Students with learning difficulties to be provided with class notes and a
slip and will be assessed by a checklist digital copy of the Design brief
Objective 3 will be measured through class
discussion and will be assessed through anecdotal
notes that discuss student participation