EDUC3221

Primary Science

Assignment 2
Program of Work (Forward Planning Document)

Tutor: Jenny Jongste

Shania West
20170378
 Primary Science FPD
Australian Curriculum: Science (Foundation)
Achievement
Sub-strands Content Descriptions Standard
By the end of

Science

Biological sciences Living things have basic needs, including food and water (ACSSU002)
the
Chemical sciences
 Objects are made of materials that have observable properties (ACSSU003) Foundation
understanding

year, students
Earth and space  Daily and seasonal changes in our environment, including the weather, affect everyday life (ACSSU004) describe the
sciences properties and
Physical sciences  The way objects move depends on a variety of factors, including their size and shape (ACSSU005) behaviour of
familiar
objects. They
Nature and development  Science involves exploring and observing the world using the senses (ACSHE013) suggest how
of science
Science as a human

the
Use and influence of environment
science affects them
and other
living things.
endeavour

Students
share
observations
Questioning and  Respond to questions about familiar objects and events (ACSIS014) of familiar
predicting objects and
events.
Planning and  Explore and make observations by using the senses (ACSIS011)
Science inquiry skills

conducting
Processing and  Engage in discussions about observations and use methods such as drawing to represent ideas
analysing data and (ACSIS233)
information
Evaluating

Communicating  Share observations and ideas (ACSIS012)

General Capabilities Cross Curriculum Priorities Notes:
 Literacy  Aboriginal and Torres Strait Islander
histories and cultures
 Australian Curriculum: Science (Foundation)
Achievement
Sub-strands Content Descriptions Standard

 Numeracy  Asia and Australia’s engagement with

 Information and communication
Asia
technology (ICT) competence
 Sustainability
 Critical and creative thinking
 Ethical behaviour
 Personal and social competence
 Intercultural understanding
EARLY YEARS LEARNING FRAMEWORK
COLOUR KEY: Lesson 1 / Lesson 2 / Lesson 3 / Lesson 4 / Lesson
5
Outcomes:
OUTCOME 1: Children have a strong OUTCOME 2: Children are connected OUTCOME 3: Children have a strong OUTCOME 4: Children are confident and OUTCOME 5: Children are effective

sense of identity with and contribute to their world sense of well being involved learners communicators

Children feel safe, secure, and supported Children develop a sense of belonging to groups and Children become strong in their social and Children develop dispositions for learning such as curiosity, Children interact verbally and non-verbally with

L5 communities and an understanding of the emotional wellbeing L5 cooperation, confidence, creativity, commitment, others for a range of purposes L4

reciprocal rights and responsibilities necessary for enthusiasm, persistence, imagination and reflexivity L3

active community participation

Children develop their emerging autonomy, Children respond to diversity with respect L2 Children take increasing responsibility for their Children develop a range of skills and processes such as Children engage with a range of texts and gain

inter-dependence, resilience and sense of own health and physical wellbeing L2 problem solving, enquiry, experimentation, hypothesising, meaning from these texts L2

agency researching and investigating L4

Children develop knowledgeable and confident Children become aware of fairness L5 Children transfer and adapt what they have learned from Children express ideas and make meaning using a range

self identities one context to another L1 of media L3

Children learn to interact in relation to Children become socially responsible and show Children resource their own learning through connecting Children begin to understand how symbols and

others with care, empathy and respect L1 respect for the environment L1 L3 with people, place, technologies and natural and processed pattern systems work.

materials
Children use information and communication

technologies to access information, investigate ideas

and represent their thinking L1

 Principles:

1. Secure, respectful & reciprocal relationships 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective practice

Practices:

Holistic approaches Responsiveness to children Learning through play Intentional teaching

Continuity of learning & transitions Cultural competence Assessment for learning Learning environments
 Health and Safety Considerations
Lesson 1
 Check with the parents and students if there are any allergies or fears of animals or dogs (sending a parent permission slip home).
 An EA will be supervising all other activity stations involving certain objects such as play dough, sticky tape, pop sticks, scissors to prevent
misuse of these.
 A parent will be with Nahla to supervise the students with her.
 The teacher will be at the teacher-directed activity to assess the students.

Lesson 2
 The EA will initially stay with the students as they explore the silkworms to ensure they are interacting with the silkworms safely and respectfully.
 Ensure there are no allergies of mulberry leaves.
 Ensure students carefully wash their hands before and after handling the silkworms.

Lesson 3
 Ensure that the EA and the teacher closely supervise the class when going outdoors. One teacher should be at the front of the class and the
other at the back so all students are visible at all times.
 Be aware of students who make try to put items in their mouth outside.
 Make sure students treat the environment and nature carefully – remind students of this before going outdoors to explore the nature.

Lesson 4
 The students are split up into small groups when planting the sunflowers. Each group will have an adult (teacher or parent helper) to ensure the
students do not put items such as the soil and seeds in their mouth.
 Ensure students carefully wash their hands before and after handling the plant ingredients.

Lesson 5
 The items in the bag will be made of soft materials not sharp or harmful materials to prevent students hurting themselves as they reach into the
bag to collect an item.
 Students are reminded of how to share and treat their peers kindly.
 The teacher and EA will be walking around the room during the station activities to assist students and provide prompting questions and ensure
they are using the materials safely (e.g. not eating the plant seeds or playdough).
English Maths
o (ACELA1429) Students will explore how CONCEPT MAP o (ACMMG006) Students will use a tape
they express their needs and wants through measure to measure the height of the
language. sunflowers and record this information.
o (ACELA1786) Exploring a variety of stories o (ACMSP011) Students will answer yes/no
about the needs of living things; plants, questions when comparing the different
animals, insects, humans. Discover types of living things and their needs, e.g.
 Religious Education / Spiritual Education
o Exploring bible stories of creation through Godly Play;
about animals, humans, food.
o Creating prayers to show thanks for the world we live
in and the many ways our needs can be met, being
thankful for our families who provide us with food,
water, shelter.

Concept: The Needs of Living Things

Society and Environment Term: 3 Weeks: 2-10
o (ACHASSK014) Look at familiar places
such as the schoolyard and look at maps to
explore what living things can be found in
our local environments.
o (WAHASS01) Participating in shared
discussions about living things and think-
pair-share activities.
o (WAHASS04) Sort living and non-living
things into the correct categories.
Design and Technologies
o STEM Design Brief
(WATPPS01) (WATPPS02) Students will design and create bird
feeders to put in the trees in the outdoor area to make a positive
influence on wild animals.
Health & Physical Education
o (ACPMP) Yoga/stretching – Moving like
The Arts o
different animals and insects.
(ACPMP008) Students participate in high
o Visual arts (ACAVAM106) Students will
intensity movements such as running and
create an artistic collage of the
explore what happens to their bodies and
sunflower grown in class. Students can
what they need when doing this, e.g.
label this (verbal or written).
getting thirsty and needing water/running
o Dance (ACADAM002) Students will
out of breath.
dance to the music of different
o (ACPPS004) Exploring ways to express
environments, e.g. hearing a jungle
individual needs for survival and needs
and moving like a monkey in the
vs. wants.
jungle. o (ACPPS006) Promoting healthy eating
o Drama (ACADRM027) Students will act
and discussing what foods we need vs.
out animals and the other students will
the foods we want (lollies vs. fruit).
guess the animal.
 FORWARD PLANNING DOCUMENT
AUSTRALIAN CURRICULUM
TERM/WEEKS: T3 Wk YEAR LEVEL: PP LEARNING AREA/TOPIC: Science / Biology General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
2-10
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about the needs of living things
 To elicit students’ questions/ prior knowledge about living things in particular pets.
 Diagnostic assessment used in this lesson will assist in finding out what the students already know about the needs of animals (as living things). This will allow you to take account of
students’ existing ideas when planning learning experiences.
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science Science
Underst as a Inquiry
anding Human Skills
Endeavo
ur
1 (ACSS (ACSIS Create the needs DIAGNOSTIC Introduction
U002) 014) (shelter, food source, The EA will record Students sit on the mat. The teachers will present a  Which of Smartboard.
water source) for an any questions and PowerPoint on the smartboard titled, ‘Is it Living?’. This these
animal figurine using responses from will show pictures of both living and non-living things. items are ‘Is it Living’
play dough and the students Ask the students to tell you if each object is living or living? PowerPoint.
verbally explain throughout the non-living. The teacher will not immediately correct the Which are
these. mat session. students, first letting the students discuss their answers. non-living?
Ask the students:
Pose and respond to Take a photo of How can you tell if something is living or non-living?
 Were any
questions regarding the creation and What are some things that all living things have in
of these
the needs of living record the common?
once
things (in particular student’s verbal The teacher will write down all their ideas on a big chart. Large piece of
alive?
pets) within a whole explanation of paper and
group situation. their creations. Lesson Body markers.
This will be done Special guest Nahla (a dog) will be brought into the  How can
using the ‘Explain class to meet the students. you tell if
Nahla (the dog).
Everything’ iPad What animal is Nahla? something
application. Who has a dog at home? is living?
What other pets do you have at home?
Key discussion points:  What are
 Is Nahla a living thing? Why? Yes, because she has some
needs. things all
 What are Nahla’s needs? Food, water, warmth, living
air/oxygen. things
 Why do living things need have in
food/water/warmth/oxygen? For energy, hydration, common?
to keep your body functioning and working, to
breathe.  Is Nahla a
 Do your pets have the same needs as Nahla? Why? living
Yes, because they are living things. thing?
 Who provides your pets with their needs? Why?
Owners/people.
 What would happen to your pet if the owners didn’t  Why do all
look after it? They would be unhealthy/die. living
 Who looks after you? Family. things
 Do you have the same needs as Nahla? Home, need
food/water
food (meals), water. /warmth/ai
 If Nahla doesn’t have shelter to keep her warm how r?
would she keep warm? Talk about fur and how that
keeps us warm. We have hair on our heads to keep  Who
our head warm, we are living things too. provides
your pets
Ask if students have any other questions. with their
needs?
Go through each of the ideas on the chart, if it is true for
Nahla (a dog), put a tick. If it is not true, cross the idea
out. If needed, compare the misconceptions with other  What
living things, e.g. if a student says all living things have would
a face. Keep going until all the misconceptions are happen if
crossed off to form a list of the needs of living things. pet owners
didn’t look
Stations after their
Students rotate through these stations throughout the pets?
lesson.
Teacher-directed
 Who looks
The teacher will select a focus group for this activity and
after you?
assess these students. Students will be given a toy
animal and use playdough to create the needs of their Toy animals.
animal. Students will use the ‘Explain Everything’ iPad  How can
application to take a photo of their creations and record you work
in teams to Playdough.
a verbal explanation of what they have created.
Activity 1 create a
Set up Nahla’s belongings: food bowl, water bowl, toys, dog iPad’s with the
bed, pictures. Students can explore and play with her. kennel? ‘Explain
Activity 2 Everything’
STEM – Build a dog kennel out of a range of items such  What does application.
as wooden blocks, pop sticks, fabrics, boxes, paper the dog
towel rolls, etc. Students are encouraged to work in kennel Nahla and her
pairs/groups in this activity to support collaborative need, e.g. belongings; food
learning. a door, and water, bed,
Activity 3 ventilation toys, pictures.
Sorting figurines and household items into two bowls; for air?
living and non-living things. STEM – wooden
 How does blocks, pop
The living bowl included: Nahla sticks, fabrics,
 tree keep boxes, paper
 baby warm? towel rolls.
 koala
 panda bear  Do all Small living vs.
animals non-living items.
 panther
 tiger need food,
water, Sorting bowls
 rabbit with labels.
warmth
 ladybug and air?

The non-living bowl included:

 umbrella
 wagon
 bag of salt
 vase
 playing card
  notepad
 frying pan
 broom

Lesson Closure
Students with gather back on the mat. The teacher asks
the students to tell Nahla:
 What your favourite activity was today? What did
you do at this activity?
 Do all animals need food, water and warmth?
 If you didn’t have shelter, what would keep you
warm? Sunlight, clothes, hair.

Catering for Learner Diversity

Enabling prompts
The students will be paired with a buddy who is familiar with the ‘Explain Everything’ application and can assist in taking the pictures and recording the verbal
response.
Extension prompts
The students will be asked to type up the explanation under the picture on the ‘Explain Everything’ application rather than verbally recording it (extending
literacy skills).
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of animals and insects as living things.
 To support students to investigate and explore ideas about the needs of living things.
 Formative assessment
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science Science
Underst as a Inquiry
anding Human Skills
Endeavo
ur
22 (ACSS (ACSH (ACSIS Identify the needs of FORMATIVE Introduction
U002) E013) 012) the silkworms that The students’ Review the previous lesson focussing students’  What ‘Living Things’
(ACSIS will be kept the ideas about the attention on what they identified living things need to words criteria chart.
233) classroom. needs of grow and stay healthy, using the ‘Living Things’ criteria would you
silkworms will be chart. use to
Draw a picture of the recorded on the The teacher explains that another way to think about describe
silkworms and write class brainstorm this is to think about what animals need in order to stay something
their needs. (the teacher will alive. Ask students if they have any new thoughts about that is
write the student’s this, and record on the page. living?
Respond to Yes/No name under their
questions about the response). The teacher tells the students that some special living
 What
silkworms needs by friends will be joining the class for the rest of the unit Poster paper
words
moving to the correct Work sample – and that the class will be responsible for looking after and markers to
would you
side of the room drawing and them. As a class, the students will come up with create the care
use to
when the question is written needs of rules/code of conduct for working with the insects. poster.
describe
asked. the silkworms. Create a poster to display these rules and add pictures.
something
that has
The EA will record Body
never
who went to the The teacher will introduce the silkworms to the class
been
incorrect answer and allow students (in small groups) to interact with
living?
when the Yes/No them.
questions were Ask students to suggest ideas about how the class will Silkworms in a
asked. take care of the silkworms in the classroom. Ask the  Is there tray.
students: anything
 What will the silkworms need while they are in our that all
classroom? living
 What kind of food will we feed them? things
 How will we care for the silkworms over the have in
weekend? common?
Record students’ ideas on a brainstorm.
 What are
The teacher will introduce the silkworm care roster. The the
teacher will ask students if they know what food and silkworms
water requirements the silkworms require. If the needs?
students are not aware, the teacher will explain the
needs of the silkworms (eating mulberry leaves that the  What
students can pick from the schoolyard). Read ‘Stella the needs of
Silkworm’ by Steve Parish for more information about
silkworms. the dog ‘Stella the
are similar Silkworm’ story
The students will draw a picture of the silkworms and to the by Steve Parish.
write what they need to stay alive (after the class silkworms
discussion). The students will compare this to the photo ? Why? Science journals
of their playdough creations that represented the to draw the
animals needs in Lesson 1.
 What pictures in.
The students will compare the needs of the silkworms
needs of
with Nahla (the dog who visited in Lesson 1).
the dog iPad’s to refer to
are images from the
The students share their work with a partner and
different to previous lesson.
discuss with their partner how the needs of the
the
silkworm/dog compare.
silkworms
Ask the students:
? Why?
 What needs of the dog are similar to the silkworms?
Why do you think that is?
 What needs of the dog are different to the  Do all
silkworms? Why do they think that is? living
things
The teacher shows students the ‘Yes’ and ‘No’ signs have the
placed on opposite sides of the classroom and explains same
that each question will be read out, one at a time, and needs?
students will move to stand next to the sign that Prepared
matches the answer about the silkworms.  What is Yes/No
The students may contribute ideas for further questions something questions and
based on their work. that most signs.
Questions: living
 Does your silkworm need food to stay alive? Ask things
students to share with a friend standing next to them need?
what food the silkworms eat. Share the response as
a class.
 Does your silkworm need music to stay alive?
 Does your silkworm need water to stay alive?
 Does your silkworm need clothes to stay alive?
 Does your silkworm need air to stay alive?
Discuss with students where most of the class are
standing and circle the matching answer – Yes or No.
Record the number of students at each sign.

Conclusion
The teacher will ask the students some questions to
summarise key ideas:
 Do all living things need the same things? Why do
you think that is so?
 What can we definitely say that most living things
 need?
The teacher will discuss with students how different
animals and insects require different types of food, but
all need a balanced diet.
The teacher will ask the students what words they can
use to complete the sentence (claim): ‘Animals need …
to stay alive (grow and be healthy).’ Record the
completed science claim to display on the science wall.
Update the word wall with words and images that Paper and
students suggest. markers to
record the
science claim.

Catering for Learner Diversity

Enabling prompts
The students will have assistance when writing the needs of the silkworms and/or be able to verbally answer what the silkworm needs are rather than writing
them.
Extension prompts
Challenge the students to come up with more Yes/No questions about living things to ask the class.
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science Science
Underst as a Inquiry
anding Human Skills
Endeavo
ur
3 (ACSS (ACSH (ACSIS Illustrate the needs of FORMATIVE Introduction Smartboard.
U002) E013) 011) a plant and label Work sample – Students gather on the mat in front of the smartboard.  Why was
(ACSIS these needs. drawing of the The students watch the video, ‘The Brunswick Browns’, the ‘The Brunswick
233) needs of a plant the teacher asks the students to pay close attention to Browns’ video:
Plan the plant with labels all of the living things they see in the video. The video is chicken https://www.yout
investigation, indicating the created by a young boy whose family has chickens and poop put ube.com/watch?
choosing one need to needs. he takes us through the process of feeding the chickens on the v=JRgC0xqG6jA
eliminate from the Recognising and collecting the eggs. plants?
testing plant. plants as another  Why do
type of living The class will discuss the needs of the chickens and plants
thing. how they help with the family’s needs. Discuss what need
would happen to the chickens if the family didn’t meet
food?
Anecdotal their needs (as we discussed what would happen to our
observation notes pets if our families didn’t meet their needs).  Are plants
will be taken on Ask the students what the mum in the video did with the living
student chicken poop. The students may remember that this things too?
contribution to was put on the plants. Ask the students:  Do plants
planning the  Why was this put on the plants? need food
investigation.  Why do plants need food? and
 Are they living things too? water?
 Do plants
Body need air
Once the class has established that plants are another
and Weed with roots
group of living things, the teacher will show the students
a weed (complete with roots). Ask the students; shelter? attached.
 Do plants need food and water?  What do
 Do plants need air and shelter? plants eat?
 How do you know this?  How do
The class will investigate what plants need to grow from plants get
seeds. The teacher will show several different seed Plant seeds and
food?
packets/types and identify the seed to the students images of the
 How do
showing images of the plants. plants.
plants stay
alive?
The teacher will display cards representing the ‘needs of
 What do ‘Needs of plants’
plants’; food, water, air, sunlight.
Food – what do you think plants eat? How do they get insects cards.
this food? Use the weed to briefly demonstrate and eat?
 discuss how plants get their food.
Using the science journals, the students will draw  Where do
different needs of plants as the class discusses, drawing wild-
how the plant gets its needs and labelling the drawing. Science
animals go journals.
The class will plan a plant investigation, selecting one for
need to eliminate and investigate what will happen to shelter?
the plant if it is not receiving all its needs. The class will Paper and
have a vote to choose which need will be eliminated markers to plan
before organising how the experiment will be run. investigation on.
Options: no water, no food, no air (limited air in a sealed
container), no sunlight.

Conclusion
The class will go for a walk around the school grounds
and look for living things around them, e.g. plants, trees, iPads.
insects, birds. Students can take images of living things
they find using the iPad’s (in pairs).

When coming across plants and trees, ask the students:

 How are the plants needs met?
 How do they stay alive? (Gardeners feed them, the
sprinklers and rain will water them, planted where
the sunlight shines on them).

If the class comes across insects and/or other animals

prompt the students to discuss how wild animals and
insects' needs are met (non-pets). What do you think
they eat and where do they go for shelter? Add ideas to
the science word wall.

Catering for Learner Diversity

Enabling prompts
The students can verbally point to the needs of the plant that they drew and the teacher can assist in labelling these needs.
Extension prompts
Students can take images of the living things they find and put this in a ‘PicCollage’ using the iPad (in a later lesson).
 5E’s- ELABORATE (1-2 lessons)
 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science Science
Underst as a Inquiry
anding Human Skills
Endeavo
ur
4 (ACSS (ACSIS Predict how tall the SUMMATIVE- Introduction
U002) 012) sunflowers will grow Science Inquiry Students will gather on the mat.  What have Images of
(ACSIS by marking a spot on Skills The teacher will show students the close-up images of you silkworms.
011) the tape measure. The EA will record the silkworms. Briefly discuss the features of the learned
(ACSIS Explain why you students answers silkworms and ask students to share some observations about the
233) predict this. when contributing about the silkworms, asking the following questions: needs of
to the class  Are we meeting the needs of the silkworms? the
Explore the process discussion about  Can you describe anything new you have learned silkworms
of planting a the sunflowers about the needs of the silkworms? ?
sunflower using the and the  Has anyone noticed any changes in the silkworms
senses. investigation. or anything interesting happening?  What
changes
Draw predictions of Mark a spot on Review students’ understandings of what living things have you
how the sunflowers the tape measure need to stay alive; asking questions such as noticed in
will grow. to predict how tall  What do people need to survive? the
the healthy and  What do animals need to survive? silkworms
unhealthy  What do plants need to stay alive? ?
sunflower will
 How do we find the things we need?
grow. Explain
Refer to the science word wall and add new words that  What do
your reasoning for
are suggested by the students. people/ani
this answer.
(Verbally share - mals/plant
Body s need to
the teacher will
The class will be growing sunflowers and measuring survive?
record anecdotal Soft tape
how tall the sunflowers grow (the healthy vs. unhealthy
notes) measures and
sunflower) using a soft tape measure that the
 How do markers.
students will mark measurements on. Before the
Work sample – we find the
investigation the students will make estimations about
students will draw things we
how tall they think the plant will grow. The students will
a picture need?
draw a mark on their tape measure to later refer to. The
predicting what
students will share/compare their predictions with each
the healthy
other and give reasoning behind their predictions.
sunflower will look
like vs. what the
The teacher will divide the students up into smaller
unhealthy Sunflower
groups to plant the sunflowers (the EA and parent
sunflower will look seeds, cups,
volunteers are required for this lesson). The students
like. soil, spray
will be directed and guided by the adults to do the
bottles with
following steps: water, labels.
 Put some damp soil in a plastic cup so it comes
up almost to the top.
 Poke your finger in the soil to make a hole for
your sunflower seed.
 Drop a sunflower seed into the hole. Cover it
with a little soil.
 Spray or sprinkle some water on top.
 Put the cup on a sunny windowsill (unless the
class chooses to experiment with no sunlight).
 Label this sunflower ‘healthy’. Repeat steps and
label the next sunflower ‘unhealthy’, this is the
sunflower that will not be receiving on of their
needs.

The plant should start popping up through the soil after

about 1 or 2 weeks for the students to start measuring
how much it grows each week (for approximately 8
weeks). The plants may need to be transferred to bigger
pots as they grow.

In a future lesson, the class will use the tape

measures to create a big class graph to show how
much the healthy sunflower grew each week compared
to the unhealthy sunflower.
The graph will be used to pinpoint the week/s the
sunflower grew most slowly and most rapidly (if
applicable) and compared to the conditions of the
sunflowers and the sizes of each group's sunflowers.
The class will discuss how extreme the effect was on
the sunflower which didn’t have all its needs met.

Students will draw a picture of what they predict the

healthy sunflower will look like vs. What the unhealthy Science
sunflower will look like (the plant lacking the need). journals.

Conclusion
Read ‘Sam Plants a Sunflower’ by Kate Petty. This
picture book tells the story of Sam, a cat who loves the Story ‘Sam
sun and wants to grow some big yellow sunflowers. Plants a
Worm and Ladybird explain how the sunflower is Sunflower’ by
growing in simple scientific terms. Kate Petty.

Students are encouraged to share what they learnt from

the story and what they already knew (and did when
planting the sunflower seeds).
Catering for Learner Diversity
Enabling prompts
The students will work closely with the EA when making predictions and discussing their reasoning to ensure they are understanding the task clearly. Review
with the students the needs of living things, beginning with humans needs then asking if animals have the same needs (extending to plants).
Extension prompts
Encourage students to share what changes they have noticed in the silkworms and predict what changes will continue to happen/happen next, e.g. growing
– eating more.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about living things and represent what they know about the needs of living things.
 Summative assessment of science understanding
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science Science
Underst as a Inquiry
anding Human Skills
Endeavo
ur
5 (ACSS (ACSIS Distinguish between SUMMATIVE- Introduction
U002) 012) a ‘need’ and a ‘want’ Science Students sit in a circle on the mat.  What
(ACSIS by providing a living Understanding Briefly discuss the growth of the plants and silkworms. questions
014) thing only with its The EA will take The teacher asks students:
do we
needs. observational  What type of living things are humans? Animals
notes of the – so we too need these things to live. Refer to the need to
Teach the class students when ‘Living Things’ criteria from Lesson 1, do we need ask, to
puppet all about contributing to the the things on this list? declare
living things by class discussion  Can we survive without any of them? that
sharing facts that and the facts the  What do we do in our day to meet something
learnt about the students share these needs? Food - Have breakfast, lunch, dinner, is non-
needs living things. with the class go shopping; Air – breathe; Water – to drink; Shelter
puppet about the living or
– go into our homes at night, rest in our beds, keep
needs of living living?
warm/safe during very cold or dangerous weather.
things.  Why is it
The teacher will explain that sometimes we think we important Five hoops with
The teacher will need something, but it is actually a ‘want’. Ask students to know labels; food,
take observation for ideas about the differences between needing what is water, air,
notes on what something and wanting something. living and shelter, wants.
items the students In the middle of the students’ circle, place five hoops Bags with a
non-living?
provide to the and place/read the labels (food, water, air, shelter, variety of items
living things. The  What type and images in
wants). There will be two bags of items that will be
teacher will also handed around. Students will pull an item or picture out of living them including
use a checklist to of the bag and place it in the matching hoop. things are items from each
determine if the humans? category
student: Body  What do (mentioned
 Provided the The teacher will ask for four student volunteers. Each humans above).
living thing student is allocated a different living thing; one human, do in the
with a need one plant, one insect, one animal (the student will wear Hats with a
day to ‘living thing’
 Provided the a hat with a picture of what they are). These students
meet their image on them;
living thing stand and the rest of the class is to ‘look after’ the living
things. Select four students one at a time to each needs? one plant,
with a need  What is human, insect,
choose a picture or item from any of the hoops to give to
that has not one of the standing students so that all his/her needs the animal.
yet been met are met. Before each student chooses, ask him/her to difference
look at what has already been given to emphasise that between a
they need all their basic needs to be met. need and
A student must choose a different picture or item from
 those already chosen; there must be one picture from
each of the four ‘need’ types given to the living things. a want?
Positively reinforce or discuss if students do/do not
choose a picture from the ‘wants’ hoop.

Stations
Students rotate through these stations throughout the
lesson.
Animal habitats
Using plastic/wooden animals and materials (such as Plastic/wooden
playdough, fabric, cardboard, pop sticks), students animals,
create places where the animal's needs are met (e.g. playdough,
farmyard, paddock, zoo, bushland, desert, rainforest). fabric,
Seed play cardboard, pop
Drawing the germinated seedlings, observing/sorting sticks.
different native seeds and pods, trays of seeds for
pouring and filling into containers. Plant seeds,
Felt board pouring utensils
Felt backgrounds of different places, e.g. a house, and trays.
bushland, rainforest, farmyard, garden. Students can
place different living things (people, animals, plants, Felt boards with
insects) in the setting and their needs such as food felt items.
sources.
Silkworm observations and drawings
Using the whiteboards, draw and write observations of Silkworms in
the silkworms. their tray, mini
whiteboards,
Conclusion whiteboard
Tell the students that you have a friend who doesn’t markers.
know about the needs of living things and that you
wondered if they could help this friend understand the Class puppet.
main needs of living things. Introduce the hand puppet
to the students.

Ask students to explain what they have been learning in

science. Our friend is going to write down these main Paper and
ideas. Re-read all the statements to the puppet at the marker.
end. Add this brainstorm to the science wall so students
can refer back to it at other times.
Catering for Learner Diversity
Enabling prompts
When taking care of the living things the teacher can prompt students by giving them clues about what needs have already been met for particular living things and what
needs are still to be met.
Extension prompts
The students are asked to explain why they provided the living things with the particular need, e.g. why did you give the plant a watering can? What will the water do for the
plant?