Unit Planner Science EDUC 2030 Name:

School Name: Elizabeth North Preschool Duration of unit: 4weeks

Learning Area: Science Unit Title: Our Garden(Plants and Soils) Year level(s): Preschool (3- 5yrs)
Learning Context:
The following activities are designed for a group of 90 (two groups of 40+) children between the ages three and five. The children are at a category two school. The preschool
consists of children with a wide range of abilities as well as a range of cultures. There are also a number of children who have been identified as being on the Autism spectrum.
There are more female children than there are boys. I am unsure how the children have been taught mathematics so far being on placement so little.
From talking to the educators at the centre and observing the range of activities available to the students science is a topic that they are trying to incorporate more and more.
They have recently set up a small nature zone indoor where there is some fake grass.

(AC)Content descriptor(s):
Science Understandings

Strand:
Biological Sciences

Substrands:
Living things have basic needs, including food and water (ACSSU002)
recognising the needs of living things in a range of situations such as pets at home, plants in the garden or plants and animals in bushland
comparing the needs of plants and animals

Content Descriptor:
Science as a Human Endeavour

Strand:
Nature and development of science

Sub-strands:
Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)

Content Descriptor:
Science Inquiry Skills

Strands:
Processing and analysing data and information
Sub-strands:
Engage in discussions about observations and represent ideas (ACSIS233)

Learning Intention:
Children to have an opportunity to explore and gain an understanding of the world/environment they live in.
Understanding of what plants are, what they need and how they grow.

Achievement Standard:
Students share and reflect on observations, and ask and respond to questions about familiar objects and events.

EYLF Learning Outcomes:

Outcome 2; children become socially responsible and show respect for the environment.
Outcome 4
Outcome 5; chn express ideas and make meaning using a range of media

Cross Curriculum Priorities: (Highlight applicable and give an example of use) General Capabilities: (Highlight applicable capabilities and give an example of
use)
Aboriginal and Torres Strait Islander histories and cultures (using all senses to
explore, arts) Literacy (comparing needs,
Asia and Australias engagement with Asia Numeracy
Sustainability (caring for our environment) Information and Communication Technology Capability
Critical and Creative Thinking (Identify and clarify information and ideas
Organise and process information)
Personal and Social Capability (Communicate effectively Work
collaboratively)
Ethical Understanding
Intercultural Understanding
Integrated Curriculum Links:
Mathematics:
Patterns and Algebra
Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings
(ACMNA005)
Measurement
Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)
Arts:
Visual Arts
Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107)
Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by
Aboriginal and Torres Strait Islander artists(ACAVAM106)
o observing and recording the shapes, colours and textures of people, objects and concepts they experience in their daily lives, for example,
drawing faces, insects, plants, food
Assessment
I believe that assessment is important for educators to identify how children are progressing as well as those children who need extra support. During these
particular activities, the main type of assessment will be formative and will be ongoing.
Assessment is an important part of the planning cycle (DEEWR 2010). It is important to not only assess and reflect on what the children have learnt during the experiences but
also on how successful your own teaching practice went so that I am able to adjust my plans for more successful implementation in the future.

Assessment How When/Who

Diagnostic/Prior Knowledge Activities in group time. Conversations with these students Group time
How will you find out what the asking questions to guide their thinking and gain an
children already know? understanding of what they know/understand about the topic.
Record answers given by children.
Formative -Anecdotal notes Individual
How will you find out if the children -learning stories Small groups
are on track to know and understand -photos
the learning? -checklists
-observations
-conversations
-key questions and answers
Summative -drawings in portfolios Individual
How will you know if the children have -annotated artwork
developed an understanding of the -group discussion/individual conversations (record answers to
learning? Qs)
Sequence of learning
For the sequence of learning of my activities I have used the interactive teaching model from Faire and Cosgrove (1998). I have also identified in each of the experiences which
of the 5 Es will be incorporated.

Thinking and Working Scientifically

Throughout this unit children will be using a number of the different skills associated with working scientifically. They will be using the basic processes of recording/describing
observations, they will be communicating their ideas, they will predict what will happen and inferring. They will also be using some of the integrated process of
experimenting, identifying and controlling variables, formulating and testing hypothesis and interpreting data.

Making decisions of how they will answer the question, using equipment (magnifying glass)
Learning Experiences
Prior knowledge/before views experience; 5 Es: Student Resources/Materials: Key Questions;
Plants introduction (Whole group)
Using whole group time to gain the childrens understandings about Engage, explore picture book What are plants?
plants. Start with reading a picture book about plants. Show pictures on -smartboard What do plants need to
smartboard (one per slide, some of animals some of plants), ask if this is -PowerPoint prepared grow?
-images of plants Pictures of animals and
a plant? Gain insight of what childrens ideas are by asking them
plants one per slide ask is
questions (record answers).
this and animal or a
plant?
Where are they found?
Parts of plants?

Exploratory Activities

Experience 2 (small group/individual)

-Materials can be provided or
Nature collage Can you describe what
Engage, explore, explain found in outside yard (leaves,
Small table set up inside/outside. Paper and glue and basket of natural this smells/feels like?
bark, sticks, flowers, etc)
resources provided. Is it smooth/rough?
-paper
Colour?
-glue

Experience 3 (small group/individual);

-paper
Plant Printing Can you tell me about
Engage, explore, explain -paint
Small table set up with paper, paint and range of natural resources. the different prints you
-different plant parts
Children have opportunity to explore the different characteristics of the have made?
(pinecones, leaves, sticks,
resources. Use them to print on paper.
flowers)
Experience 4 (individual) -paper
Still life drawing/painting -pencils/paint/textas What can you see?
Easel/table set up in outside area. Encourage children to look around at the Explore, explain, extend -easels/table/clipboard
plants in the yard and draw/paint what they see. Observe characteristics of
plants.

Experience 5 (individual)
Plant sorting table
Small table set up with sorting cups, bowl of dismembered plants and some Explain, engage, explore, -dismembered plants
whole plants. Educator asks children to sort out the plant parts (stem, leaves, extend -sorting cups How can we sort these?
petals). Sort plants in other ways. -some whole plants Can we sort them by
parts/colour/type?
Continuation; -paper
Reconstruct dismembered plants -glue/tape What else do you
need?

Experience 6 (small group/individual):

Playdoh
Brown and green playdoh. Some playdoh with plants infused(?). have plant Engage, explore - playdoh
pots and plants like flowers for children to reconstruct planting flowers. Having -plant parts
different plat materials to explore making imprints in the playdoh. -plant pots

Experience 7 (small group/individual):

Soil/Plant/Seed exploration table -magnifying glasses
Small table set up with range of seeds, soils and plant parts with magnify Explore, engage, explain -range of plants and other What can you see?
glasses, paper and pencils so that children can explore up close natural
natural materials (pine cones, What is different/same
resources in the environment. Record what they see.
Sort out materials
seeds, soil) between these?
-paper and pencils Can we draw what we
saw?

Experience 8 (individual):
Sorting out seeds -bowl of mixed seeds
Just like plant sorting table. Children asked to sort out seeds using tweezers. Explore, explain, extend -tweezers How have you sorted
-cups these seeds out?
Can they be sorted a
different way?
Experience 9 (individual/small group):
Mud Painting -different soils/dirt
Mixing different soils with water to create a mud paint. Children can Explore, explain, engage -water What makes mud?
then use this to paint pictures with. Think about what other natural -paintbrushes What other materials
materials they could use. Test them -paper could we use? (test)
-plates for mixing
-ochre/soft rocks

The investigation (throughout the unit):

Part i:
What do plants need to grow? Explore, engage, explain, -few of the same plant
From gaining childrens understandings of what plants need in previous extend, evaluate What they think may
lesson talk about growing plants in preschool to test these different happen if it plants get
ideas. Over the unit record (photos/drawings and discuss what is/has no water/sunlight?
happened to the plants. Make further predictions. what happens with
plant inside/outside?

Part ii:
Seed sprouting -damp paper towel
Make predictions which will grow fastest. Record observations daily. -alfoil tray Which one do you think
Explore, engage, explain,
-seeds will grow fastest?
extend, evaluate
What has happened?
Part iii: (if time allows)
Growing plants from seeds from our food -seeds from fruit
Using seeds from different fruits and vegetables from our food to grow Explore, engage, explain, -paper/Styrofoam cups How much do you think
plants. Observe changes over the weeks. extend, evaluate -dirt/soil it has grown?
-spray bottle with water Which is the biggest?
 -plastic bottles cut

Differentiation and Inclusion

As there are a range of children with different learning abilities, difficulties and from different cultures experiences may need to be adapted along the way to
accommodate for these children.
Some children may need extra time/support or scaffolding to successfully complete learning experiences.
Some children will need to be extended further in the above activities which can be done through asking more in depth questions.
Provide children with a variety of materials and ways to answer and explore the activities and communicate their understandings.

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)

Informed background information:

Academy of Science, (2012), Primary Connections: Plants in Action, Australian Academy of Science.

Skamp, K. & Preston, C. 2015, Teaching primary science constructively, 5th edn, Cengage Learning, Victoria, Australia.

The Ohio State University 2009, Common misconceptions about plants, Beyond penguins and polar bears, <http://beyondpenguins.ehe.osu.edu/issue/polar-
plants/common-misconceptions-about-plants>.

Faire, J. and Cosgrove, F. 1998, Teaching Primary Science, Waikato Education Centre, Hamilton, NZ.

Resources to analyse observations of what children have learnt and assist with what outcomes hope to achieve. Also for reflecting on success of experiences:

ACARA 2015, The Australian Curriculum: Mathematics Foundation to Year 10 Curriculum, < http://www.australiancurriculum.edu.au/mathematics/rationale>.

Connor, J. 2012, Talk about play, Early Childhood Australia, < http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-
Newsletter_No1.pdf>.

Department of Education and Child Development (DECD) 2015, Implementation Guidelines for Indicators of Preschool Numeracy and Literacy in government
preschools, Government of South Australia.

Department of Education, Employment and Workplace Relations (DEEWR), 2009, The Early Learning Years Framework (EYLF): Belonging, being & becoming,
Commonwealth of Australia, Australian Capital Territory.
Department of Education, Employment and Workplace Relations, 2010, Educators Belonging, being and becoming: Educators Guide to the Early Years Learning
Framework for Australia, Commonwealth of Australia.

Resources with helpful ideas that were adapted:

Pinterest
Mud Painting
https://handmadekidsart.com/mud-painting/

Seed Sprouting
http://www.housingaforest.com/sprouting-seed-activity/

Growing fruit/vegetable from seeds

https://www.buzzfeed.com/merleoneal/how-to-regrow-fruit?bffbtasty=undefined&ref=bffbtasty&utm_term=.xjqxWGlBX8#.tkYjNoYGqM

Inspiration from educators at placement

Teacher Evaluation

Toconsider:

Whatworked?

Whatdidntwork?

Wasitworthlearning?
Whyandwhynot?

Howweretheskills
integratedintoother
learningareas?
Howwasthelearning
sharedwithothers?