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Lesson 5: Ants & Seeds

Rationale
The students have been exploring living things and how some of them can be dependent on other living things to
improve their survival. To extend the students scientific knowledge and continue to develop their understanding about
living things, this learning experience will focus on the relationship between ants and seeds (Primary Connections, 2013).
Engaging in a hands-on learning experience the students will be able to observe the interaction between ants and seeds
and hypothesis how this reciprocal relationship can be beneficial to their cycle of life (Forest & Madden, 2011).
Outcomes & Indicators
ST2-4WS: Investigates their questions and predictions by analysing collected data, suggesting explanations for their
findings, and communicating and reflecting on the processes undertaken (BOSTESa, 2012).
Working collaboratively and individually, to suggest ways to plan and conduct investigations to find answers to
questions
ST2-11LW: Describes ways that science knowledge helps people understand the effect of their actions on the
environment and on the survival of living things (BOSTESa, 2012).
Outline the relationship between plants and animals
Gather information about some relationships between living things (mutually beneficial relationships)
MA2-13MG: Reads and records time in one-minute intervals and converts between hours, minutes and seconds
(BOSTESb, 2012).
Convert between units of time
Use time measurements in an investigation of ant behaviour.
Objective
For the students to explore the concept of seed dispersal by investigating how ants carry seeds and develop an
understanding that this is a form of seed dispersal in the natural environment (Pascov, Nevill, Elliott, Majer, Anthony &
Krauss, 2015).
For the students to develop an understanding of the relationship between ants and seeds by collaboratively conducting
an experiment to identify and record the movement of seeds when ants interact with them.
Resources:
- YouTube Video Clips
- Digital Timers
- Smartboard
- Writing Materials
- 3 different types of food; Seeds, Brown Sugar & Pieces of Cheese
- Ipads/Cameras
- Science Journals
- A4 Paper
Lesson development:
10:00am Introduction (20 minutes): Discuss and reflect on knowledge gain about life cycles and seeds in lessons 1, 2 & 3
with the whole class. Questioning; How can animals and plants help each other to thrive in their life cycle?
Watch YouTube Video (watch up to 2:08mins): http://splash.abc.net.au/home#!/media/86130/fruit-why-plantsmakethem?source=earlyprimary-science. Questions; How do birds and other animals help seeds spread?, Why would it
be better for the plant if its seeds are spread (dispersed) further away? Do you know which animal which insect is the
most commonly involved and effective at seed dispersal? (Primary Connections, 2013). Watch YouTube Video:
https://www.youtube.com/watch?v=111lnSRX-oM. Whole class discussion about how different species of ants prefer
different types of food and they will be working collaboratively to investigate ants in the playground and their food
preferences (Showing an example of experiment).
10:20am Body (40 minutes): Students divide into groups of four and set up ant experiment in the school playground.
Students use the Ipad to take photos and document time of photo taken (photo at beginning and then every 10
minutes). 11:30am-2:30pm: Experiment left in the school playground throughout the day students continue to take
photos of experiment every hour at appropriate times.
2:30pm Conclusion (30 mins): Using Ipad photos students create a storyboard to visually represent their experiment
findings on the Ipad. Each section of storyboard to include picture and time picture was taken in chronological order.
Students write description of experiment findings in science journal. Each group present storyboard and discuss findings
to the whole class.
Differentiation of learning for individual children
Support:
Extend:
Have students experiment with 2 types of foods first and To extend on the childrens understanding encourage them
closely work with them to develop their understanding of to think about other sweets and proteins that could be
the scientific concepts of the ant experiment.
used in the experiment.
Scaffold their thinking through open-ended questioning
Provide the children with 5 different types of foods to use
and being in close proximity if they are needing assistance. in their experiment and record their findings.

Lesson 6: Movement of Seeds


Rationale
Before seeds can grow into plants, they need to leave the seed pod. Seeds come from a parent plant and if these seeds
land underneath the parent plant its chance of survival is low, therefore seed dispersal is needed to give seeds the best
chance of survival (The Seed Site, 2013). The students have been exploring the scientific concept of seed dispersal and
how ants (animals) can be a method of dispersing seeds. Continuing to focus on this topic and extend their scientific
understanding, the students will explore the various methods of seed dispersal in the natural environment; wind, water,
animals and bursting (Primary Connections, 2013).
Outcomes & Indicators
ST2-11LW: Describes ways that science knowledge helps people understand the effect of their actions on the
environment and on the survival of living things (BOSTESa, 2012).
Identify ways that the environment can affect the life cycle of plants and animals
Identify some factors in the local environment that are needed by plants and animals for survival
ST2-5WT: Applies a design process and uses a range of tools, equipment, materials and techniques to produce
solutions that address specific design criteria (BOSTESa, 2012).
Using a range of research techniques to access information relevant to the task
EN2-1A: Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom,
school and community contexts (BOSTESc, 2012).
Interact effectively in groups or pairs, adopting a range of roles
Objective
For the students to understand the importance of seed dispersal by elements of nature and how it ensures that as many
seeds as possible have a good chance of growing to produce seeds of their own by researching a method of seed
dispersal (BOSTESa, 2012).
Resources:
- Science Journals
- Smartboard
- Ipad and other forms of research technology
- Drawing Materials
- YouTube Clip: https://www.youtube.com/watch?v=UOzLUwQ9MU4 - Explain Everything App
- YouTube Clip: https://www.youtube.com/watch?v=vxX4sT04wvs
Lesson development:
Introduction (10 minutes): Whole class discussion reflecting on ant and seeds investigation. Focus on how the ants and
seeds have a mutually beneficial relationship (BOSTESa, 2012).
Watch YouTube Clip: https://www.youtube.com/watch?v=UOzLUwQ9MU4. Asks students to identify what other
methods of seed dispersal they observed in the video clip and write on the board. Watch YouTube Clip:
https://www.youtube.com/watch?v=vxX4sT04wvs and ask students if they were able to identify the four main methods
of seed dispersal that they observed in the video clips (wind, water, bursting and animals).
Present students with an example Explain Everything presentation that focuses on a method of seed dispersal. Explain
that the presentation must be no longer than 8 minutes and should include; the method they have chosen, how the
method disperses seeds, why this method is important for the seeds survival, examples of plants that use this method.
Presentation can include explanation video and images.
Body (40 minutes): Students divide into groups of 3 and collect an Ipad. As a group students will decide which seed
dispersal method they will be focusing on and inform the teacher. Using the Explain Everything App students will create
a presentation that explains chosen method. Students can use any source of researching materials to collect information.
Conclusion (10 minutes): Students come together as a whole class. Students are given the opportunity to present a
section of their presentation that they found the most interesting to share with their peers. Groups hand in saved
presentation on Ipad to teacher.
Differentiation of learning for individual children
Support:
Extend:
Students will focus their presentation on the method of
Encourage students to extend their thinking in relation to
animal seed dispersal. Students to reflect on knowledge
the four main methods of seed dispersal and how this
gained about ants dispersing seeds from pervious lesson
could occur in the school playground or local environment.
and use this information in their presentation.
Explore the seeds in the playground and hypothesis their
Scaffold students learning by providing them with a variety possible method of seed dispersal by researching the type
of research links to assist them in gathering information.
of plant the seeds originated from. Add information to
Close proximity to assist students when needed.
Explain Everything presentation.

Lesson 7: Effects of Natural Change & Let It Grow (Part 2)


Rationale
The students have been exploring plants and animals through this unit of work. They have begun to develop an
understanding of plants and animals behaviour patterns and how this is related to the nature of their environment
(Charlesworth & Lind, 2013). This lesson has been designed to extend their thinking by introducing them to how natural
changes such as drought and fire can affect some relationships between plants and animals (BOSTESa, 2012).
In lesson 4 the students planted broad bean seeds. During this lesson the students will have the opportunity to observe
the growth of their broad bean seed and document their findings.
Outcomes & Indicators
ST2-10LW: Describes that living things have life cycles, can be distinguished from non-living things and grouped, based
on their observable features (BOSTESa, 2012).
Observe first-hand one animal or plant as it grows and develops, and sequence the stages in its life cycle
MA2-9MG: Measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and
millimetres, and measures, compares and records temperatures (BOSTESb, 2012).
Record lengths using centimetres and millimetres
ST2-11LW: Describes ways that science knowledge helps people understand the effect of their actions on the
environment and on the survival of living things (BOSTESa, 2012).
Predict the effect of natural changes in the environment on some relationships between plants and animals, e.g.
drought and fire
GE2-1: Describes features of places and the connections people have with places (BOSTESe, 2012).
Develop knowledge and understanding of the features and characteristics of places and environments across a range
of scales
Objective
For the students to extend their understanding about the relationship between plants and seeds by predicting and
exploring the effects of changes in the natural environment on some of these relationships.
For students to continue to develop their understanding of life cycle stages by observing firsthand the growth and
develop of their broad bean seed and collect data on what they have observed (BOSTESa, 2012).
Resources:
- Science Journals
- Broad bean seed from lesson 4
- Ipads
- Measuring Materials (measuring tape, ruler)
- Writing Materials
- Smartboard
Lesson development:
Introduction (15 minutes): Whole class discussion reflecting on content of lesson 4. Ask students to reflect on what living
things need to survive. Prompt students to then think about and predict what could happen to plants when changes such
as drought, flooding, fire etc. happen in their environment. Brainstorm ideas on smartboard. During discussion prompt to
considered if there are negative and positive effects on the plants and animals by reflecting on the content in lesson 6.
Add these ideas to brainstorm on smartboard.
After this discussion inform students that they will be observing and documenting findings of the broad bean they
planted in lesson 4.
Body (30 minutes): Children will collect data on their broad bean seed in their pairs (from lesson 4). Ipads used to take
photos of progress of seedling. Data collected should include; height of seedling growth, its colour and the success rate
of the variable they chose in lesson 4. In their science journals students draw a picture to visually represent the progress
of their seedling. Students will evaluate data collected by writing if their predictions in lesson 4 match the progress of
their seedling and hypothesis what elements could be used to assist their broad bean to continue to thrive in their life
cycle.
Conclusion (15 minutes): Students come together as a whole class. Each pair will present their findings to the class and
discuss actions taken to continue to assist their broad bean seedling to grow successfully.
Differentiation of learning for individual children
Support:
Extend:
Work closely with small group. Use visuals of growing Students will observe and collected data on both of their
plants and encourage them to identify the similarities broad bean plants. After documenting their findings they
between the image and their seedling. Present them with will write an explanation regarding the similarities and
the different elements needed to help living things to grow differences between the two plants based on their variable
and encourage them to discuss which of them would be and identify why this may have occurred.
the most beneficial of their seedling growth. Assist
students with data collection i.e. measuring plant.

Lesson 8: Aboriginal Plant & Animal Classification


Rationale
The students have been exploring and identify the life cycle of plants and animals. This lesson has been designed to
develop the students understanding of how Aboriginal peoples and Torres Strait Islander peoples classify plants and
animals. Students will have the opportunity to gain knowledge in relation to how first Australians have particular ways of
understanding the world and how they continue to provide significant contributions to development in Science through
their longstanding scientific knowledge traditions (Queensland Studies Authority, 2013). An Aboriginal Education Officer
will be invited to speak with the students to provide them with information about their mutually beneficial relationship
with plants and animals.
Outcomes & Indicators
ST2-10LW: Describes that living things have life cycles, can be distinguished from non-living things and grouped, based
on their observable features (BOSTESa, 2012).
Research ways that Aboriginal and Torres Strait Islander peoples classify some plants or animals
ST2-5WT: Applies a design process and uses a range of tools, equipment, materials and techniques to produce
solutions that address specific design criteria (BOSTESa, 2012).
Using creative thinking techniques, including brainstorming, mind-mapping, sketching and modelling
HT2-5: Applies skills of historical inquiry and communication (BOSTESd, 2012).
Investigate the diversity and longevity of Australia's first peoples and the ways Aboriginal and/or Torres Strait Islander
peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives.
EN1-2A: Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for
known readers and viewers (BOSTESc, 2012).
Compose texts supported by visual information on familiar topics
Objective
For the students to explore how Aboriginal & Torres Strait Islander people classify some plants and animals by using
different types of research methods to identify and match these flora and fauna to their Indigenous names.
For the students to investigate examples of Indigenous science by exploring the ways traditional knowledge and nonindigenous scientific knowledge can be complementary (Queensland Studies Authority, 2013).
Resources:
- Aboriginal Education Officer
- Drawing Materials
- Science Journals
- Tools, weapons and plants (Office to facilitate)
- Other materials associated with Aboriginal Educator Talk (Officer to facilitate)
Lesson development:
Introduction (10 minutes): Whole class discussion reflecting on previous lessons. Discuss knowledge gain in relation to
mutually beneficial relationships (i.e. ants & seeds). Prompt students thinking about mutual relationships humans could
have with plants and animals.
Body (45 minutes): Aboriginal Education Office will speak with the whole class and introduce them to traditional ways of
living, focusing on their interactions with plants and animals. Students will have the opportunity to interact with hand-on
materials.
When students are given the opportunity to interact with the resources they will visual represent the materials by
drawing them in their science journals. Underneath each image students will write and explanation to identify what it is
and its use.
Conclusion (5 minutes): Whole class discussion to reflect on what the students have learnt during the lesson. Students
will have the opportunity to present some of their drawings to their peers.
Differentiation of learning for individual children
Support:
Extend:
Facilitate supporting childrens learning by encouraging Students will extend their understanding of what they have
them to explore materials provided by the Aboriginal learnt from the Aboriginal Education Office and explore
Education Officer that are more familiar to them. Scaffold unfamiliar materials. Encourage the students to write
their learning by asking open-ended questioning to prompt explanations about the unfamiliar materials and how they
their thinking about how it is similar to materials that they can be beneficial to human survival, as well as how human
use in their own daily lives.
survival can benefit them.

References
Board of Studies Teaching & Educational Standards (BOSTESa) NSW. (2012). Science K10 (incorporating
Science and Technology K6) Syllabus. Retrieved from: https://syllabus.bostes.nsw.edu.au/science/
Board of Studies Teaching & Educational Standards (BOSTESb) NSW. (2012). Mathematics K10 Syllabus.
Retrieved from: https://syllabus.bostes.nsw.edu.au/mathematics/
Board of Studies Teaching & Educational Standards (BOSTESc) NSW. (2012). English K10 Syllabus.
Retrieved from: https://syllabus.bostes.nsw.edu.au/english/
Board of Studies Teaching & Educational Standards (BOSTESd) NSW. (2012). History K10 Syllabus.
Retrieved from: https://syllabus.bostes.nsw.edu.au/hsie/history-k10/
Board of Studies Teaching & Educational Standards (BOSTESe) NSW. (2012). Geography K10 Syllabus.
Retrieved from: https://syllabus.bostes.nsw.edu.au/hsie/geography-k10/
Charlesworth, R., & Lind, K., K. (2013). Math and science for young children (7th ed). Belmont, CA:
Wadsworth Cengage Learning.
Forest, F., & Madden, D. (2011). Elaiosomes and seed dispersal by ants. Retrieved from:
http://www.dnadarwin.org/casestudies/2/FILES/AntsSG2.0.pdf
Pascov, C., Nevill, P., Elliott, C., Majer, J., Anthony, J., & Krauss, S. (2015). How ants aid seeds.
(Ecologica)(seed distribution by ants). Wildlife Australia, 52(4), pp. 14-16. Retrieved from:
http://search.informit.com.au.simsrad.net.ocs.mq.edu.au/fullText;dn=651580502343727;res=IELAPA
Primary Connections. (2013). Friends or foes? Year 4 Biological Science. Canberra: Australian Academy of
Science.
Queensland Studies Authority. (2013). Aboriginal and Torres Strait Islander histories and cultures resources:
Science. Supporting the implementation of the Australian Curriculum cross-curriculum priorities.
Retrieved from:
https://www.qcaa.qld.edu.au/downloads/aust_curric/ac_ccp_atsi_cultures_science.pdf
The Seed Site. (2013). Seed Dispersal. How Plants Spread. Retrieved from:
http://theseedsite.co.uk/dispersal.html