Outcome and Indicators

Earth and space DST1-8ES: Describes some observable changes that occur in the sky and landscapes Observe and record environmental changes that occur over a longer time to identify patterns of events, eg. seasonal changes in temperature and the appearance of the moon. (Lesson: 1,4,6,7,8,9) Uses a range of methods to describe observable, short- term changes in the sky, eg. clouds, the appearance of stars at night and the position of the sun during the day. (Lesson: 2&3) Living world ST1-10LW: Describes external features, changes in and growth of living things. Describe some external features of a variety of living things, including plants and animals (Lesson: 4,5,6,7,8,9) Use a range of methods, including fieldwork, to identify plants or animals in their local area (Lesson: 8) ST1-11LW: Describes ways that different places in the environment provide for the needs of living things Explores the needs of a plant or animal in its environment (Lesson: 4,5,6,7,8,9) Observe the different places in a local land or aquatic environment where living things can be found, eg a school yard, pond, beach or bush. (Lesson: 8) Describe how some different places in a local land or aquatic environment provided for the needs of the animals or plants that live there (Lesson: 7,8,9)

Key Scientific Knowledge

Lesson 1: Seasons are developed through the rotation of the earth around the sun. The tilt of the earth determines the seasons in different parts of the world (Faragher & Slater, 19994). The seasons within the Southern and Northern hemisphere are different due to tilt towards the sun. When there is Winter in North America (Northern Hemisphere), there is Summer in Australia (Southern Hemisphere). There is also a range of vocabulary used to describe Autumn in the America as they use Fall (Journey North, 2013;Montgomery, 2010). Lesson 2: All seasonal changes are due to the shift in the amount of sunlight, which strikes the Earth (Journey North, 2013). During spring there is normally a range of weather from, hot, windy and rainy weather. A rain Gauge is used to determine the amount of precipitation with a certain seasons. This could further assist in planting plants according to the amount of rain (Journey North, 2013). Lesson 3: During summer the Southern Hemisphere is leaning towards the sun, the days are long and the sunrays are directly facing the Earth resulting in hotter weather. Our shadows during summer are shorter due to the direct sunlight (Journey North, 2013). During winter the Southern Hemisphere is leaning away from the sun, resulting in angled sunrays, which provide shorter

days. The shadows are longer due to the lower angle of the sun (Journey North, 2013). During spring and autumn the Earth is neither leaning to or from the sun and the shadow is parallel to the object. Lesson 4: There are four seasons in the year and when in Australia they occur. As well as the knowledge and use of the correct terminology for the different seasons. (Australian Government, 2010; Charlesworth & Lind, 2010). Plants need a range of essential natural supplements in order to grow such as water, sunlight and space to grow. (Charlesworth & Lind, 2010). Lesson 5: Plants need natural supplements in order to grow and survive. If these key resources where taken away or changed (in different seasons) some plants may wilt or die. The ability to then link how aspects of seasonal changes can cause these processes. Understanding of the scientific processes and skills such as discussions, hypothesizing and collecting data (Charlesworth & Lind, 2010). Lesson 6: The ability to compare, contrast and reflect on their experiments results (Charlesworth & Lind, 2010). Associating seasonal changes and directing this knowledge towards the broader picture of its effects on plants. Working collaboratively within a group context to discuss, examine and share findings (Lyons, Ford & Arthur-Kelly, 2011) Lesson 7: - Animals react to changes in temperature, amount of light and type of precipitation (Southern, 2011). - Change in the amount of light is a signal to animals and plants of changing seasons and this can have an effect on their biology, particularly on reproduction (Parry, 2010). - Changes made in response to the environment are called adaptations. (Southern, 2011). - Adaptations of an animal can include: whiskers, sharp teeth, webbed feet, sharp claws, hooves, large beaks, and wings (Southern, 2011). - For animals to survive they need food, water, shelter and space (Malburg, 2010). - Different habitats can be grouped into 4 main categories: water, forest or bush, underground and desert (Monash University, 2006). - Camouflage hides animals from their predators and prey (Gonzalez, 2012). - Seasonal changes (Stinson, 2013): - Winter brings cold weather; many animals migrate during this time in hopes of finding food and warmer climates. -Spring weather warms up; animals come out to eat and regain energy - Summer brings hot weather; cold-blooded animals gain warmth from the sun while warm-blooded animals search for shade. - Autumn weather is cool; some animals begin to prepare for winter by gathering food, others search for the perfect

spot to hibernate. Lesson 8: - Reasons for Migration: better climates, food, protect young and a new place to live. Examples of animals that migrate are salmon and humpback whales (Southern, 2011). - Reasons for Hibernation: An inactive period of animals due to cold temperatures. Examples of animals that hibernate are bears and bats (Southern, 2011). - Reasons for Dormancy: A period of inactivity where growth slows due to seasonal changes. Examples of this are bears and plants (Southern, 2011). - Reasons for Camouflage: This is an outward colouration that allows animals to appear similar to the plants and places in which they live to help blend in with the environment. Examples of animals that camouflage are frogs and polar bears (Southern, 2011). - Australian native animals include Kookaburras, Possums, Koalas, Wombats, Echidnas, Kangaroos, Blue tongue lizards, and Goannas (Monash University, 2006). Lesson 9: Water Habitats: - There are fresh and saltwater habitats that provide homes for animals such as fish, oysters, jellyfish, whales, dolphins and sharks (Monash University, 2006). - Some animals live part of their lives under water and on land eg frogs (Monash University, 2006). - Others live on land near water eg crabs and herons (Monash University, 2006). Forest or bush Habitats: - This habitat is generally cool, moist, dark and shady with tall trees (Monash University, 2006). - Ranges of animals reside within this habitat such as insects, birds, mammals, and reptiles (Monash University, 2006). Underground Habitats: - Living underground provides protection from some predators, extreme temperatures (hot and cold), and from very dry climates (Monash University, 2006). - Animals can spend varied amounts of time underground eg. Moles and earthworms spend their entire lives, Wombats spend time both below and above ground and Insect larvae spend a portion of their lifecycle underground (Monash University, 2006). Desert habitats: - Are extremely hot, dry places as they receive little to no rainfall, which means plants, and animals survive with little water (Monash University, 2006). - They can be both hot and cold and the ground is often rocky/sandy (Monash University, 2006). - Cold-blooded lizards can be found here, as their bodies need to lie in the sun to warm up. Another animal found in deserts are camels as they can store enormous amounts of water and store food in the fat of their humps (Monash

University, 2006).