Stage 2 Term 3 2014

Integrated Learning Plan

Theme/Unit: Living World - plant lifecycles and human lifecycles and systems what living things need to survive.
Science
outcomes/
content
History/HSIE
Outcomes/
content
CAPA
Outcomes/
content
PDHPE
Outcomes/
content
English
connections
Maths
connections
Asia and
Australias
engagement with
Asia
Aboriginal and
Torres Strait
Islander histories
and cultures
Sustainability
Describe that
living things have
life cycles, can be
distinguished
from non-living
things and
grouped, based
on their
observable
features.
ST2-10LW
Describes ways
that science
knowledge helps
people to
understand the
effect of their
actions on the
environment and
on the survival of
living things.
ST2-1LW
Cycles in nature
(moon, water)
that impact the
growth of plants
etc.
Describes and
explains effects of
British
colonisation in
Australia (Sir
Joseph Banks)
HT2-4

Visual arts -
Botanical
drawings?
Landscapes?
Healthy eating
Exercise/fitness

Informative:
Explanations and
descriptions.
(Body systems
jigsaw activity)
Imaginative: Poetry

Texts that link to
the theme eg
Dorothea M

Temperature
MA2-9MG
Data MS2-18SP
Volume
MS2-11MG
Money (quotes
for items,
financial
literacy)

Introduced plants
when rice was
introduced.
Asian botanical
art?
Tie in with
traditional
Aboriginal
ways/plants and
food sources.
Grow plants.
Introduced
species vs native.
Biodiversity.
Native animals
need these
plants.

Week Content Teaching and Learning
1 Living and non-living things.
(Inquiry question: What is a living
thing?).
Plant structures
Life cycles of plants
Plant a fast growing seed.
How some plants are designed to
live in certain places (water cycle
too).
Poetry about nature and plants,
based on an image.
Send out environment task.
Lesson One:
Living and non-living things.
(Inquiry question: What is a living thing?).
Plant structures
Lesson Two:
Life cycles of plants
Discuss needs of plants.
Plant a fast growing seed
Lesson Three:
How some plants are designed to live in certain places (water cycle too).
Discuss different Australian natural environments and the needs of living things in those areas.
2 Australian native plants specific
needs of these plants.
Animals that would be attracted to
these plants (biodiversity).
Sir Joseph Banks plants.
Botanical drawings (CAPA).
Poetry about nature and plants
(botanical drawings and written
observations of banks) as stimulus,
Lesson One:
Australian native plants (What are they?) Specific needs of these plants.
Animals that would be attracted to these plants (biodiversity).
Send out environment task
Lesson Two:
Sir Joseph Banks plants.
Botanical drawings (CAPA).
Walk around and sketch.
Lesson Three:
Plant some seeds etc
Literacy link: Sir Joseph Banks diary entry.
3 Introduced plants (Asia link rice
introduced to Australia).
Native animals needing native
plants.
Planting?
Lesson One: Theme word study; biodiversity, flora and fauna, sustainability, impact, etc.
Lesson Two: Introduced species (what are they? how/why do species become introduced into new environments?)
Introduced species before and after British colonisation, e.g. rice, rabbits.
Lesson Three: Rice case study: How rice was brought to Australia.
Lesson Four: Observations of seeds.
Literacy link: Rosie Dock by Jeannie Baker
4 Planting?
Soil.
Lesson One: Tea case study: How tea was brought to Australia by Quong Tart.
Lesson Two: Observations of seeds.
Lesson Three: Q and A poem about an ecosystem
CAPA link: Boab seed art from NT.
5 Planting?
Assessment
biodiversity/Australian
environment diorama
presentation.
Lesson One: Water colour artwork with Haiku printed on it / or leaf art
Lesson Two: Planting natives.
Lesson Three:

6 Human lifecycle
What humans need to survive
skeletal
Lesson One: Human lifecycle
Lesson Two: What humans need to survive
Lesson Three: Skeletal systems

7 digestive Lesson One:
Lesson Two:
Lesson Three:

8 circulatory Lesson One:
Lesson Two:
Lesson Three:

9 respiratory Lesson One:
Lesson Two:
Lesson Three:

10 Nervous
Presentation of project
Lesson One:
Lesson Two:
Lesson Three: