Primary Science: Samantha Romeo 20170447

The following information is included within this document:

- Content Descriptors for Biology within Pre-Primary

- Concept Map (Covering Seven Learning Areas)
- Body of Work Summary Page
- Health and Safety Considerations for the five written lessons
- Being, Belonging, Becoming: Early Years Learning Framework Links for the five written lessons
- Five lessons from each of the 5Es Teaching and Learning Model (engage, explore, explain, elaborate, evaluate)
(Learner diversity catered for throughout these lessons in the form of differentiated questions, adapted tasks and literacy and mathematic extensions.
These are in bold and red.)
 Primary Science FPD
Australian Curriculum: (Pre-Primary)
Sub-strands Content Descriptions Achievement Standard

Biological sciences  Living things have basic needs, including food and water (ACSSU002) Science Understanding
At Standard, students describe the properties
and behaviour of familiarobjects. They suggest
how the environment affects them and other
Chemical sciences  Objects are made of materials that have observable properties (ACSSU003) living things.

Science as a Human Endeavour

Earth and space  Daily and seasonal changes in our environment affect everyday life (ACSSU004)
Students share and reflect on observations.
sciences
 The way objects move depends on a variety of factors, including their size and shape (ACSSU005) Science Inquiry Skills
Physical sciences Students ask and respond to questions
about familiar objects and events.
Nature and  Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)
development of science

Use and influence of  NA

science

Questioning and  Pose and respond to questions about familiar objects and events (ACSIS014)
predicting

Planning and  Participate in guided investigations and make observations using the senses(ACSIS011)
conducting

Processing and  Engage in discussions about observations and represent ideas (ACSIS233)
analysing data and
information

Evaluating  N/A

Communicating  Share observations and ideas (ACSIS012)

 CONCEPT MAP
The Arts Maths

- (Drama) Performing the role of different - Measuring water consumption within an

Religious Education / Spiritual Education
animals (exploring both voice and movement) investigation (using one to one correspondence to
- (Dance): Create improvised dances using - Following the RE unit “God Created count the cups of water consumed)
different sensory stimuli each time. For Everything” and exploring the different living - Measuring quantities of ingredients using formal
example one source of stimuli may be a song and non-living things God created measurements such as tablespoons and cups (in
(drawing on their sense of hearing) whilst - Singing religious songs about creation such as lesson 3)
another stimuli draw on the sense of sight (a “If I were a butterfly.” - Counting how many pieces of vegetables to give
visual image) - Praying to God to help us respect the the class pet (a guinea pig) each day
- (Visual Art): Creating a clay model of a living environment and all living things created for - Estimating which living thing would have the
thing (animal) of their choice. us. greatest or least mass out of an insect, the class
- (Music) using instruments (including voice) to - Reading scripture passages about creation pet and themselves.
respond to and recreate songs about different and retelling these in interactive ways (for - Measuring the length of different living things (for
living things example, through the Montessori inspired example the class pet and different students in the
method, Godly play) class) using informal measurements such as
pieces of string, popsticks or counters
Society and Environment - Going on a “living thing” hunt and counting how
many living things they can see within the
- Discussing the negative effects Concept: Living Things (Needs and Senses of Animals and playground. Then, students would describe the
of overconsumption of water on People) length and width of these living things
the environment and different Term: 4 Weeks: All Term
nations around the world Health & Physical Education
- Researching where different English
animals from around the world - Locomotor movements as different living things (animals)
come from and how they have such as jumping like a kangaroo (Physical Education) - Reading a procedural text on how to make
adapted to their different habitats - Using senses to recognise uncomfortable feelings and damper and identifying the key elements such as
in order to survive. This task drawing on these as a cue to say no, ask an adult for help title, goal and steps (lesson 3)
would use ICT, globes, books or and move away (Health) - Reading a narrative about animals and identifying
and maps - Naming parts and exploring functions of the body on the characters, setting, issue and resolution
- Investigating how Aboriginal and people, specifically looking at the role of the digestive and - Decoding the pictures from factual texts to
Torres Strait Islander People circulatory systems in fulfilling our need for oxygen and food research shelters (design brief)
look after other living things (the (Health) - Writing a shopping list for the needs of a future
plants, animals and their own - Exploring which parts of the body are typically related to the class pet (including equipment and food).
community) and why the land is five senses (Health)
so sacred to their culture. - Identifying healthy food/a balanced diet and exploring the LOTE
- Exploring family tress and if positive impact this has on the growth and development of - Learning the words for different animals in
there are any pets within living things. This also ties into why living things need different languages for example, il gato means cat
people’s families or within any nutrient dense food to survive (Health) in Italian
families they know - Singing songs about different animals such as Il
coccodrillo come fa?
Keeping Us Alive: Body of Work Summary Page (Pre-Primary)
Within this body of work students will explore the needs and senses of
different animals including humans, a dog and a guinea pig (the class pet).
Engage
Lesson 1: What is a Living Thing? (Week 1)
A guest pet will come into the class, providing students with an authentic
opportunity to explore what a living thing is. Students will be introduced to
what makes a living thing in conjunction with the needs of animals and
people. The class word wall and science journal will also be introduced.
Lesson 2: Our Class Pet (Week 2)
Students will plan how they will cater for a class pet by writing lists of all
the needs of a pet guinea pig. They will read books, watch videos and read
procedural texts on how to look after and care for a guinea pig. As a class
they will create a shopping list of all the equipment and food they need to
buy for their class pet.
Explore
Lesson 3: Sensory Fun Day! (Week 3)
Students will explore their five senses and the role they play in fulfilling our
needs and keeping us safe. After reading a picture book on senses, half
the class will work with the teacher to make damper whilst the other half of
the class will have free play with different sensory investigative tables. This
lesson is to be repeated twice within the day so students have a turn at all
activities.
Lesson 4: Why do we need Food, Water & Air? (Week 4)
Students will investigate why food, air and water is vital to human’s and the
class pet’s bodily functions and fulfilling our needs. They will engage in
hands on activities which explore the circulatory and digestive system of
humans.
Lesson 5: Exploring Traditional Aboriginal and Torres Strait Islander Shelters
(Week 5) (To be conducted over 4 sessions within the week)
Students will have a guest speaker from Kings Park to come in and explain
how Aboriginal and Torres Strait Islander People created shelter from the
land. Students will then follow the design brief to design and create their
own model shelter using only natural materials.
Explain
Lesson 6: Planning a Family Camping Trip (What do Humans Need to
Survive) (Week 6)
Students will explain the difference between needs and wants and identify
the essential equipment required to keep people alive. They will do this by
sorting camping equipment into two categories (needs and wants). This
lesson explicitly draws on collaborative learning strategies.
Elaborate
Lesson 7: Recording Water Consumption over One Day (Week 7)
The class will design an investigation as a whole class which poses the
question: Who will drink the most water out of the class pet, the teacher
and four students. Students must come up with ways to keep the
investigation fair and must follow a specific method for recording data.
They must use observation skills, engage in discussions and pose and
respond to questions. This lesson is only slightly adapted from the Primary
Connections “Staying Alive” lesson 6. Please refer to the Primary
connections resource to on this webpage for the original lesson plan.
Lesson 8: Creation of Class Graph (Week 7)
Students will use the data collected within the experiment (from the
previous lesson) to create a class graph to display the data. The graph will
be used to analyse the results.
Evaluate
Lesson 9: Class Review (Week 8)
Students will engage in a teacher directed activity which summaries the
key content knowledge from this body of work. They will also engage in a
range of other play based activities.
Parent Open Night (Week 8)
In week 10, Students will then host a parent open night displaying their
work from this unit including their class science journal, information about
their class pet, investigation material and work from the design brief.
Please note that lessons highlighted in yellow are written out within this PDF.
The other lessons would take place in-between these.
Health and Safety Considerations within the
Following Lessons
Lesson 1: What is a living thing?
 Allergies or fears of dogs (Send permission slip out to parents)
 Close supervision of certain objects (eg. Playdough could be eaten or
scissors could be used incorrectly)
 A parent (owner of the dog) to supervise activity 4
Lesson 3: Sensory Fun Day
 Allergies to any cooking or sensory items (for example may need to
cater for children on a gluten free diet or avoid certain fruits if there
are allergies) (Send permission slip out to parents)
 Supervision of activity requiring an oven (cook on a table away from
the hot oven and leave the damper to cook over recess when
students are not allowed near it.
 Supervise taste testing activity to watch students are seated for this
and do not choke or have a reaction to the fruits
 Supervise sensory tubs of rice and pasta to ensure this is not eaten
 Smelling jars to be made of plastic so they do not smash
 Let the damper cool before eating
 Wash hands and dry thoroughly before any eating or cooking
Lesson 6: Planning a Family Camping Trip
 Wash camping gear before bringing it to avoid spread of diseases into
the playground such as dieback
 All food packages to be empty so students will not eat the contents
Lesson 7: Recording Water Consumption over One day
 Class pet looked after in an ethical manner
 Ensure students participating in the experiment are still drinking their
usual/an adequate amount of water
 Ensure water comes from a safe water source eg. Kitchen sink rather
than the playground tap
 Ensure parents know their child is participating in the experiment (so
they are aware that this will not effect their health and have an
explanation as to why their child’s water bottle is still full at the end of
the day)
Lesson 9: Class Review
 Close supervision of children using glue sticks (some children will try
sniff or eat these)
 Household needs and wants to be safe (no sharp edges or pointed
corners and no old batteries inside)
 Being, Belonging, Becoming: Early Years Learning Framework Links:
Outcomes:
OUTCOME 1: Children have a strong OUTCOME 2: Children are connected with OUTCOME 3: Children have a strong OUTCOME 4: Children are confident and involved OUTCOME 5: Children are effective

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

Children feel safe, secure, and supported L1 Children develop a sense of belonging to groups Children become strong in their social and Children develop dispositions for learning such as curiosity, Children interact verbally and non-verbally with

and communities and an understanding of the emotional wellbeing cooperation, confidence, creativity, commitment, others for a range of purposes L3
reciprocal rights and responsibilities necessary for enthusiasm, persistence, imagination and reflexivity L1
active community participation L6 L3
Children develop their emerging autonomy, Children respond to diversity with respect Children take increasing responsibility for 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 their own health and physical wellbeing problem solving, enquiry, experimentation, hypothesising, meaning from these texts L3
agency L6 L9 researching and investigating L7
Children develop knowledgeable and confident Children become aware of fairness L7 Children transfer and adapt what they have learned from Children express ideas and make meaning using a

self identities one context to another L6 L9 L3 range of media

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 respect for the environment 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

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

relationships L3 L6 L6 L7 L9 L1 L3

Practices:
Holistic approaches L1 L3 Responsiveness to children L1 L6 L7 Learning through play L1 L3 L9 Intentional teaching L3 L6 L7
Continuity of learning & transitions Cultural competence Assessment for learning L3 L1 Learning environments L3

Key: L1 (lesson 1), L3 (lesson 3), L6 (lesson 6), L7 (lesson 7), L9 (lesson 9)
Please note other lessons within the summary page would cover additional principles, practices and outcomes.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: T4, Wk 1-8 YEAR LEVEL: PP LEARNING AREA/TOPIC: Science / Biology

AUSTRALIAN CURRICULUM (Links are for all nine lessons)
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

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 animals. This will allow you to take account of students’ existing ideas when planning learning
experiences

WEEK AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES

/
LESS CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS
ON LINKS OBJECTIVE (include learner diversity)

Science Science as Science

Underst a Human Inquiry
anding Endeavour Skills
Wk (ACS (ACSI Create the DIAGNOSTIC Lesson Introduction On the Mat: Mat
1 SU0 S014) needs Assessing science Special guest (a dog) will be brought into - What animal is this dog? Session:
02) (shelter, inquiry skills: the class to meet the students. Students will - Who has a dog at home? Dog (owner
L1 food The EA will record engage in mat session discussion regarding - What other pets do you have at home? to sit with the
any questions and
source, key questions. Encourage students to pose - Is this dog a living thing? Why? Yes, because dog), EA to
responses from
water the students any questions they have about pets, living she has needs. have a
source) for throughout the things or the dog. - What are this dog’s needs? Food, water, notepad to
an animal mat session. This The teacher will then introduce students to warmth, air/oxygen. assess
figurine will be transferred a word wall. This wall will feature key words - Do your pets have the same needs as this Word wall
using play onto a class list used throughout the unit and be displayed dog? Why? Yes, because they are living things. words
dough and (which will state throughout the term on the science wall. - Who provides your pets with their needs? Playdough
verbally any questions Note that would should be grouped in Owners/people. Station:
explain posed or categories (for example all the needs - What would happen to your pet if the owners iPad,
answered by
what each should be listed under one another). Today didn’t look after it? They would be unhealthy/die. playdough,
students).
of their the teacher will introduce the following - Who looks after you? Family. animal
creations Assessing words: living thing, needs, food, water, - Do you have the same needs as this dog? figurines,
is. content: warmth and oxygen. The teacher should Home, food (meals), water. Explain
Students are to define these terms for students. - If this dog doesn’t have shelter to keep her everything
Pose and take a photo of warm how would she keep warm? Talk about fur app
respond to their playdough Lesson Body and how that keeps us warm. We have hair on Living and
questions creation (activity Stations: Students rotate through these our heads to keep our head warm, we are living non-living
regarding 1) on the iPad stations throughout the lesson. things too. things sort:
app, Explain
the needs Everything. On
Activity 1: Teacher-directed toy animal,
of living this app they will The teacher will select a focus group for Key Questions for Activities: plant and
things (in also verbally this activity and assess these students. Activity 1: Playdough people
particular record what their Students will be given a toy animal and use Enabling Prompts: figurines,
pets) within creations are. playdough to create the needs of their What does a dog need to stay alive? household
a whole Some students animal. They will photograph their creation What does a dog drink? items
class may also explain using the Explain Everything app and What does a dog eat? (pencils,
situation. why animals have verbally record which needs have been Where does a dog sleep? pegs, doll
these needs. The
teacher will then
catered for within their creation. Where does a dog’s food come from? house
collate these Writing Extension: Children who can write Extending Questions: furniture)
pages into a class should be encouraged to type out a title or Why do dogs need food/water/warmth? STEM Dog
ebook and using a a few key words onto their Explain Are dogs mammals? Are humans mammals? shelter
class checklist Everything page. How would a dog keep warm if he had no creation:
record if students Activity 2 shelter? wooden
can create and Set up the dog’s belongings: food bowl, blocks, pop
identify the needs water bowl, toys, bed, pictures. Students Activity 2: Dog Exploration sticks,
of animals using can explore her and pose questions. - Ask students to analyse physique of the dog fabrics,
playdough
(food, water and
Activity 3 and how certain features are used to fulfil needs boxes, paper
warmth) (they STEM – Build a dog kennel in a (for example tongue to lap water, fur to stay towel rolls
must record if all collaborative group using a range of items warm, canine teeth to eat meat ect.) Exploration
needs were such as wooden blocks, pop sticks, fabrics - Encourage students to pose their own of the Dog:
identified or if and cardboard boxes. questions. dog, parent
there were ones Activity 4 helper, dog
missing. The Sorting figurines and household items into Activity 3: Collaborative STEM Work bowls (food
teacher will also two bowls; living and non-living things. Enabling: and water)
record if students - Where would the water and food go? and blanket
could complete
the extension task Lesson Closure - How would the dog enter/exit the shelter? (warmth)
(explaining why Students with gather back on the mat in a - How would it be waterproof?
animals had these circle with the dog in the middle. The Extending: Conclusion:
needs and any teacher asks the students to answer the - Is there room for ventilation/fresh air to come Science
other prior following questions and tell the dog the in? Learning
knowledge they answer: - Where would the water and food go? Journal, dog
had of animals). - What breed of dog would fit in here?
- What did you do today? (One
student from each activity will share - What would happen if it is a very hot/very cold
day?
what they did at their station).
- Do all animals need food, water Activity 4: Sorting
and warmth? - How do you know this is a living thing?
- If you didn’t have shelter, what - How do you know these things are non-living?
would keep you warm? Sunlight,
clothes, hair.
As a class, the teacher will write in the class
science journal 3 key points the class learnt
from the lesson. The next day students will
glue in photos of the lesson on the next
page.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on experiences of the needs of humans and animals (food, air, water and warmth) and the essential role our senses play in keeping us alive.
 To support students to investigate and explore ideas about our senses and their own needs as a human being.
 Formative assessment

WEEK AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES

/
LESS CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS
ON LINKS OBJECTIVE (include learner diversity)
Science Science as Science
Underst a Human Inquiry
anding Endeavour Skills
Wk (ACS (ACSH (ACSI Identify the FORMATIVE Lesson Introduction: Introduction: Intro
2 SU0 E013) S011) five senses 1. Read Book: “My Five Senses” (Aliki, 1991). - What are our five senses? Book: “My
02) (touch, The teacher will 2. Class discussion: Regarding fives senses, body - What part of our bodies do we use to Five
L3 hearing, record notes parts associated with these and how senses help us to smell/taste/touch/listen/see? Senses”
smell, sight throughout the stay alive. Use laminated photo cards of body parts to - Can your senses help you stay out of (Aliki,
and taste) mat session help students make a connection between a sense and danger? How? 1991)
in (class the associated body part. For example “Our eyes help Example: If you use your eyes to see a Picture cue
conjunction discussion) and us to see around us. This helps us to stay alive when fire on a stove do your eyes send this cards of
with the the cooking crossing the road because we can see that there are information to your brain? Then would body parts
body parts session in a cars so we know it would be dangerous to cross your brain tell your body not to touch it Word wall
associated notepad. without an adult.” (Then stick a picture of eyes on the because you would get burnt?
with these board to help visual learners.) The teacher will - Does our class pet have senses too? Lesson
senses The education introduce the following words to the word wall: senses, Body:
assistant will sight, touch, smell, hearing and taste. Cooking Activity: 3 cups self-
Explain also record any Enabling Questions: raising flour
how the observations Lesson Body: - What can you see using your eyes? 1/2 tsp salt,
senses from the Half the class will go with the teacher for explicit (Looking at the ingredients.) optional
help people sensory learning and the other half will have free exploration - What can you hear using your ears? 3 tbsp
make explorations. with the five sensory stations with the education (When mixing the sticky dough.) butter
decisions assistant. The body of this lesson is repeated later - What does the dough feel like? Can 1/2 cup
about The notes within the day (and students swap which activity they you describe it using the adjectives from milk
unsafe should record go to). our word wall? 1/2 cups
situations, the students - Can you see me switching on the water
thus ability to identify Session A: Teacher Directed: Making Damper oven? Are your eyes telling you that it Recipe
keeping us the five senses, Students will read a recipe on how to make damper looks dangerous so you should stay card
alive. their (with teacher guidance). Students will wash hands, away? Oven
explanations, follow the steps, measure the ingredients and describe - What can you smell using your nose?
Discuss discussions, use observations using their five senses. Does it smell like anything you have Sensory
sensory of adjectives Reading Extension: eaten before? Exploratio
observation and any Ask a child to read the procedure - What does the damper taste like? Is it n:
s with questions they Mathematics Extension: fluffy and light or very thick and heavy Sight: Jars,
peers answer or pose. Ask children to read the quantities and see if they can dough? rice, pasta,
verbally, These notes can find the corresponding cup or spoon eg. 3 tablespoons - Does this help give your body fuel and small toys,
using at also record any – is this the small or large spoon? energy? binoculars
least one areas of Extension Questions: and
adjective particular
interest which Session B: Free Sensory Exploration: - How has the mixture changed? (After magnifying
can be revisited Students will freely explore these investigation stations being cooked.) Use your eyes to see if it glasses
or extended on and the education assistant will monitor and prompt looks different. Touch:
in future students at these stations. - What are other situations where your leaves,
lessons. Exploration 1: Sight senses have told you something is spaghetti,
Transparent (plastic) sealed jars are filled with rice and dangerous? (Eg. Running across a road, rice
The notes from small toys (based on their interests). For example a jar using sharp scissors ect.) Taste:
both activities may have rice and different toy sea animals. Students lemon,
will be follow a “Find it” sheet and try to find different animals Sensory Exploration: banana
transferred to a from the sheet in the jar. Students can also explore Sight: and grapes
class list in the using scientific equipment which aids sight such as - What can you see with your eyes? Smell: jars,
form of binoculars and magnifying glasses. - What do the binochulars do? (Help you cinnamon,
anecdotal notes Exploration 2: Touch see things which are far away) dried
for each child Students sit on chairs and place their feet into - What does the magnifying glass do? orange
after the lesson. containers filled with uncooked rice, cooked spaghetti (Makes very small items bigger) peel,
and different leaves and describe the texture and feel. Touch: rosemary,
Exploration 3: Smell - What does the spaghetti/other item feel thyme,
Small clear jars (with a sealed lid and small holes in like? Is it rough/smooth/ parsley,
the lid) are filled with different spices, herbs and fruits. soft/slimy/wet/dry? cardamom
Students describe the smells and guess what the item - Do you like the feel of ____? pods, dried
inside is. Extension: lemon and
Exploration 4: Taste - Can you feel things with only your jasmine
Students can taste test 3 different fruits (lemon, hands and feet or also with other parts flowers.
banana and grapes). They describe the taste. of your body too? Hearing:
Exploration 5: Hearing Smell: iPads,
Students put headphones on and walk around the - What do you think it is inside the jar? headphone
classroom and scan different QR codes and guess - What part of your body do you use for s, QR
which animal makes the sound. smelling? codes with
- Which is your favourite smell and why? links to
Lesson Conclusion: Quiet Individual Reflection - Have you ever smelt any of these sounds
Children lie on the backs on the carpet, eyes to the scents before?
ceiling. The teacher will play ocean sounds on a Taste: Conclusio
speaker ask students to imagine they are at the beach. - Where are your taste buds? n:
He/she will prompt students to imagine using all five - Which fruit is your favourite taste and Class
senses at the beach. The focus will be on naming the why? science
senses, the body parts associated with these senses - Can you describe what the grapes journal
and avoiding danger using their senses. For example, taste like? iPod
“Imagine you are using your eyes to see the big blue - Which fruit is the most sour? speaker
waves rolling into the shore. You use your ears to hear Hearing? “Imagine”
them crash loudly onto the sand. The waves are cold - What animals did you hear? script
splash in but they are very big. Your senses are telling Extension:
you to be careful around the water and only go into - Why do you think it was those
where you can stand with an adult. Imagine….” animals?
After the reflection is complete the teacher will ask the
class to help her/him to write in the class science
journal. Children will have to name the five senses and
state the body parts associated with these.
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings regarding the needs and wants of people.
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Wk 6 (ACSS (ACSIS Identify and FORMATIVE Lesson Introduction: Introduction : Motivation:
U002) 014) describe 1. Watch YouTube video: Needs versus wants GetWise (ASB, Reviewing https://www.yout
L6 the basic The teacher will 2014). (0.04-1:22) Previous ube.com/watch?
needs for record 2. Discuss the Needs and Wants of our Class Pet Lessons: v=J8P3sCooGg
survival, anecdotal notes Students sit in a circle on the veranda. - What do 0
such as: from the mat Review what people and animals need for survival. people need to Introduction:
air, food, session. He/she The pet guinea pig is held by a student and all items from inside survive? Pet guinea pig
water and will also walk the cage are laid on the veranda so all students can see them. - What does our belongings
warmth around the class Students will discuss what the pet guinea pig needs to survive and class pet need Sorting hoops
room with a what the guinea pig wants to make his life more interesting/better. to stay alive? Sorting labels
Sort notepad, For example, the water bottle is a need but the plastic castle and - How do we Whiteboard,
objects recording any extra pellets are wants. The teacher will get students to physically find the things whiteboard
according any notes sort these items into two hula hoops labelled “Needs” and “Wants” we need? marker
to whether regarding as a class. The teacher will then write the needs of the guinea pig - What is a Word wall
or not they students ability as a list on the whiteboard. The teacher will define and add the want?
are needed to identify needs word “want” to the word wall. Body:
for survival for survival, their Lesson Body: 2 x Sorting trays
in teams, ability to sort Lesson Body: Packing for a Camping Trip - Why do per team
and orally objects and their Students are now told that they must pack for a camping trip with humans need 1 x backpack
justify why ability to work in their family and their job is to only pack what they need to survive food? with six items
they have groups to and not what they want. Each group of 5 students receives a - Why do (Sleeping bag,
been describe what backpack with 6 items in it. Their job is to sort these into two trays humans need water bottle,
sorted into they have done “Needs” and “Wants” as a team. They must also write the list of water? lunchbox with
these and found out. needs on a clipboard. They are given 4 minutes per item and must - Why do food, colouring
categories This information wait for this time to be up before moving onto the next item (a humans need in book, a toy
will be visual timer to be displayed on the smartboard). Each team warmth? and clothes.
transferred to a member is given a lanyard to wear which has a picture of their - Is there a iPad (1 per
class list after role within the collaborative learning session (students are familiar difference group)
the lesson has with this approach and roles listed below). The roles are listed between needs 1 x clipboard,
finished. below: and wants? blank paper &
Writer: Has to write the needs as a list on the clipboard. This job is - What is a pen per group
The teacher will only to be given to a strong writer who requires writing want? Smartboard or
also collect the extension. - Why do people projector with
quizzes at the ICT Leader: Uses an iPad to take a picture of the sorted have wants in online timer
end of the items/final product. They then name this photo with the names of their life? Lanyards in sets
conclusion and
record the the students in their group and airdrop this photo to the teacher. - Why did you of 5 with a
student’s scores (Students know how to do this.) choose to place picture in each
out of 8. This Reporters: To report back to the class explaining why their group that item into
will indicate how has sorted items into certain piles. the needs/wants Conclusion:
well they Time Keeper: To watch the timer and make sure the task is tray? Quiz sheets
understood completed on time. Coloured pencil
content from this Manager: To choose only one item at a time from the backpack. of student’s
lesson. If The group must discuss if this item is a need or a want and come choice
students score to a consensus before choosing a tray to sort it into. Class science
under 70% journal
accuracy, the Enabling:
teacher will 1. Tell students how many wants and needs within the backpack
need to there are so they know the limit for each tray. “Eg there are three
investigate why wants and three needs within your backpack today.”
this was the 2. Allow more time for the sorting if discussions are on topic and
case and rerun students require more time.
the quiz sitting 3. Ensure the groups are of mixed ability and that they have
next to these students with a range of skills so students can draw on each
students and others knowledge and strengths.
talk them
through each Extension:
step orally. This 1. Add in two of one item (eg, two sleeping bags) and ask
will ensure it is a students if they would require both or if they should only choose
fair assessment. one. How would they choose the one which would best suit their
needs? (Answer: Through asking questions such as: What time of
year is the camping? Is the tent warm? Ect.)
2. Add in two different types of food (lollies and a sandwich) and
two different drinks (one water and one lemonade) and ask
students which one is better to take camping and why. Also ask
students which item will best fulfil their needs.

Lesson Conclusion: Quiz

The teacher will create an A4 sheet with 8 boxes on it. Within
each box there will be two pictures, one picture will be a want and
one picture will be a need. Students must circle the need.

Science Learning Journal: Following the quiz, the teacher will ask
students to revise our needs as humans (food, air, water and
warmth) and will write these into the science learning journal.
He/she will then ask each student of an example of a want and
they will write this list into the science learning journal on a new
page. Following this lesson, students will glue in pictures of the
activity.
Please note this lesson has been taken from the Primary Connections PDF unit of work “Staying Alive.” Below is a summarised description of the lesson. Only the words for
the word wall, the objectives and the conclusion has been adapted to this body of work.
5E’s- ELABORATE (1-2 lessons)
 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a planned investigation regarding water consumption
 To use investigative/ inquiry skills.
 Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES

LESSON
CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS
LINKS OBJECTIVE (include learner diversity)
Science Science Science
Underst as a Inquiry Skills
anding Human
Endeav
our
Wk 7 (ACS (ACS (ACSIS 1) Discuss SUMMATIVE- Lesson Introduction: Review: Introduction
SU0 HE0 014) ideas about Science Inquiry Skills 1. REVIEW: Discuss with students the needs of people by - What do humans and body:
L7 02) 13) how to The educator will asking review questions. need to stay alive? Word wall
measure assess: 2. Show students one cup of water and ask them to stand up - Why do we need Information
water - If students display if they drink more than one cup of water a day or sit down if food? wall
consumption, the ability to discuss they drink less. - Why do we need 6 clear
as a class and communicate 3. Ask students why they need water. Ask students if the pet water? plastic cups
ideas on how to guinea pig drinks water too. - How do our bodies class graph
2) Write a measure water lose water? Measuring
prediction consumption within a Lesson Body: Lesson Body: cups’
statement group context - Ask students how they could measure water consumption of How do we know how glue or
outlining who (Objective 1) people. much water we drink? adhesive
will drink the - Create a prediction - Explain to students that their job will be to measure the How do we know how tape
most water and give reasoning water consumption of their class pet, four students and the much water the class Guinea pig
out of the for this prediction teacher within the following day at school. Ask students how pet drinks?
class pet, (Objective 2) they could do this. For example by comparing the number of How can we record the
four students - Orally state cups of water they drink during this timeframe. amount of water we Conclusion:
and the observations - Students measure the water intake of both the teacher, a drink? Class
teacher, throughout the day student and the class pet. How can we record the science
giving a regarding the - Ensure students understand the different variables within amount of water the journal
reason for experiment the experiment and brainstorm what changes, stays the class pet drinks?
their (Objective 3) same and what is measured within the experiment. The word fair:
prediction Independent Variable (What changes?): The person drinking - Would it be fair if we
The teacher will the water use a small cup for the
3) Orally conduct the Dependant variables (What stays the same?): Time water teacher and a large
state assessment for the consumption is measured over, the amount of other liquids cup for the class pet?
observations first two objectives by consumed within that day, exercise ect. (Show a large and
regarding setting up an iPad in Measured: How many cups of water is drunk. small cup to reinforce
how much the corner of the Students will record this information by having a blank page the ‘unfairness’ of
water the room and recording with a range of empty cup pictures on it. They will colour in a using different cups.)
teacher and the visuals and audio cup of water every time one it is drunk. - Would it be fair if we
class pet of the lesson within measure how much
drink the camera app. In the class pet drinks in
throughout a their DOT time they After it is decided how this experiment will run, students will a day and how much
day, within a will watch back this create predictions as to who will drink the most water and the students drink in
group lesson and use this write these down on a piece of paper with their name on it (to only half a day?
context information to fill out be put into the class science journal). “I predict that ____ will (Reinforce that we
an individual drink the most water because _______. need to measure over
checklist of science the same time for
skills for each child. Word Wall: The teacher will add the words investigation, everyone.)
This checklist will be measure, change and recording information to the word wall - What do we need to
placed in their throughout the body of the lesson. keep the same for the
assessment portfolio teacher, the student
for parents to The experiment will then be conducted. Results will be and our class pet?
access. (Assessment recorded throughout the duration of the experiment. Note: In - What equipment do
tool A.) the following lesson students will analyse and create a simple we need to conduct
picture graph using the data. this experiment?

The third objective Enabling: Conclusion:

will be assessed by Asking students to create a simple prediction without an - What did we
taking notes explanation eg. “I predict that ____ will drink the most water. investigate today?
throughout the day. The students who struggle with writing can colour in a picture - What equipment did
The teacher will keep of who they think will drink the most water. we need for our
sticky notes on them Extension: experiment?
and each time a child Using words such as dependant, independent and control - What did we keep the
mentions an variables (vocabulary extension) same in our
observation the Asking students to give a reason why they created their experiment?
educator will record prediction (using the conjunction because) - What did we change
this. This objective Ask students to predict both who will drink the most and also within the experiment?
will be emphasised in the least amount of water. - What did we
more detail in the measure in our
following lesson Conclusion: (This has been adapted from the original experiment?
when students primary connections lesson plan). - What does a fair test
analyse data and mean?
formally share Class Science Journal: Students will gather around the mat - What do our results
observations. and answer the questions which are already written in the tell us?
science journal.
As the following Answers will be recorded into the journal by the teacher.
lesson also draws on Photos of the lesson will be glued in by students the following
this investigation, day.
any children who the Note: The conclusion should occur at the end of the day as
teacher could not this will mark the end of collecting the experiment data.
attain data on for
certain skills will
become a focus child
for the following
lesson.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about how animals and humans have basic needs that must to be met to survive, including food, water, air and warmth and that
science involves exploring and observing the world using senses.
 Summative assessment of science understanding

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES

LESSO
N
CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS
LINKS OBJECTIVE (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills
Wk 8 (ACSS Identify the SUMMATIVE- Science Introduction: Introduction: Introduction:
L9 U002) four basic Understanding The teacher will read through the science journal with Review Questions Class Pet
needs of a the class, reflecting on prior knowledge and activities - What is a living
human The educator will formally conducted within each lesson. This will revise thing? (L1) Station 1:
(food, air, assess children by questions listed. - What are the needs A3 paper
water and conducting individual of living things? (L1 flowers (with
warmth) interviews throughout this Lesson Body: Four Station Exploration + 2) statements
and explain lesson. Students will have free exploration of the three - What are our five prewritten on
why we stations below. During this time, the teacher will call up senses? (L3) them)
require The questions are listed one student at a time to verbally interview them to - Why do we need Writing pencils
each of below: assess their content knowledge from the unit. food, water and air? Photos of each
these (L4) child
needs to 1. What are your four Activity 1: Five Senses Mr Potato Head - What do Aboriginal Glusticks
stay alive needs? There are spinners with five sense written on different and Torres Strait
2. Why does your body sections with pictures of different body parts (hands, Islander people use Station 2:
Name the need water? ears, nose, eyes and mouth) under the corresponding to make shelters? Mr Potato head
five senses 3. Why does your body word. Students take turns at spinning the spinners with Do shelters help base + ears,
(taste, need food? a goal to make a Mr Potato Head with all five senses. people and animals hands, lips,
touch, 4. Why does your body to stay warm? (L5) nose, eyes and
hearing, need air? Activity 2: Sorting Needs from Wants - What do we need mouth),
smell and 5. Why does your body Students will work in teams to sort a pile of classroom to survive? (L6) spinners
sight) and need warmth? and household items into two hula hoops of needs and - What is the
the body 6. What will happen if you wants. difference between Station 3:
parts can’t have food and water? needs and wants Wants:
associated 7. What are your five Activity 3: Puzzles and Books (L6) Ruler, pencil,
senses? Students can read books and complete puzzles about - Who drunk more colouring in
Explain 8. Which body part do you our needs and senses on the mat individually. water – the teacher book, toys,
how the use for your sense of or our class pet? (L7 paper, juice box
senses smell/touch/taste/hearing/si Activity 4: Write and Wipe (In the literacy corner) + L8) Needs:
assist ght? Students can fill out the unfinished statements on a Toy food,
animals, 9. Can you think of a time laminated sheet of paper and write in the missing Interview Questions: sleeping
including when your senses have words using a whiteboard marker and wipe off their equipment,
humans to kept you safe before? answers when finished. Note that this activity will be Lesson Body: clothes, water
be safe. 10. Can you tell me any under the word wall so students can look for and Activity 1: bottles
other information you learnt access any words they need. - What part of his Other:
body does Mr Potato
about your needs or
senses?
The educator will record the
interview by recording the
verbal interview by
recording audio on their
iPad within the app
Evernote, which translates
audio into written text.
The teacher will use these
answers to mark the
student’s content
knowledge against a rubric.
This rubric will be placed in
the child’s assessment
portfolio. (Assessment tool
B.)
Possible statements are below (Depending on the Head use to Hula hoops,
writing ability of the class): touch/hear/smell/see laminated signs
a) Our class pet is called ________. / taste? “Wants” (red)
b) Our guinea pig drinks ____________. - How many senses and “Needs”
c) Our guinea pig eats _____ and _______. do we have? (green)
Extension
d) I need to eat f_____.
Question: Puzzles and
e) I need to drink w______. - Do you use your books
f) My needs are ____, _____, ______, and senses everyday?
_______. How and when do Whiteboard
g) My five senses are _____, ______, ______, you use these markers
_______ and _________. everyday? Laminated
h) My wants are ______, ______ and _______. Activity 2: sentence sheets
- What is the White board
i) Our guinea pig’s needs are ______, _______,
difference between erasers
_______ and _________. needs and wants?
j) Our guinea pig’s wants are _____, _______ - What do you need Conclusion:
and _______. to stay alive? Chalk, music,
- What are some speaker
Note: The sentences get progressively harder and toys you want to
would be sorted into a green box (easier sentences) have but you don’t
and a red box (harder sentences). This is a need to stay alive?
challenging activity and is designed to extend the Why do we need
higher level readers and writers in the class. It should food/water/air/warmt
be noted that for some classes this activity would be h?
appropriate in Term 4, and for others it would not.
Conclusion:
Interview: Review Questions
Enabling: within activity
- The teacher will give students visual prompts for each a) What are the
question eg. A picture of different needs for the first needs of animals
questions and seeing if students can name these. and people?
Extending: b) Why does your
- Can you tell me any other information you learnt body need water?
about your needs or senses? c) Why does your
body need food to
stay alive?
Lesson Conclusion: Musical Stars (Musical Think, d) Why does your
pair, share) body need air to stay
On the carpet the teacher has previously drawn 14 alive?
chalk stars (or enough for one per two children in the e) What are your five
given class). The teacher will play music and when the senses? (Then
music stops two children jump onto a star and will be follow up with what
given a review question or mini task to revise all the body part do you use
objectives. Each rotation the children must have a new for your sense of
partner. smell, taste, touch,
hearing and sight.)