SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 English
Construct texts featuring print, visual and audio
elements using software, including word processing
programs (ACELY1674)
 Read the story “The Tiny Seed” By Eric
Carle. Students then create their own life
cycle of a flower using the app “Book
creator” where they can add their own
images and audio.
Rehearse and deliver short presentations on familiar
and new topics (ACELY1667)
 Students present their life cycle of a flower
book creators one at a time in a circle.
Geography:
The ways in which Aboriginal and Torres Strait
Islander Peoples maintain connections to their
country/place (ACHASSK049)
 Research the use of plants within aboriginal
culture and link it to their dream time
stories.
CONCEPT MAP
Religious Education / Spiritual Education
Look at different stories within the Bible about plants and nature. Get
students to perform a scene from one of the stories in the Bible.
Concept: Watch it grow Term: 2 Weeks: 5-10
Science / Technology & Enterprise
Living things grow, change and have offspring similar to
themselves (ACSSU030)
Pose and respond to questions, and make predictions about
familiar objects and events (ACSIS037)
 Students will look at different living and non- living
things
 Grow a broad bean seed/ make predictions
 Research the different parts of plants and their
functions.
Maths
Identify practical activities and everyday events that
involve chance. Describe outcomes as ‘likely’ or
‘unlikely’ and identify some events as ‘certain’ or
‘impossible’ (ACMSP047)
 Prior to students planting their broad bean
seeds, they will classify the growth of the
seed under different conditions and whether
the seed will likely, unlikely to grow.
Collect, check and classify data (ACMSP049)
 Students observe and collect data of their
broad bean seed growing either in the light
or dark and classify the data base on the
height the seed has grown.
The Arts
Drama:
Use of dramatic action to sequence events
communicating an idea, message or story
(ACADRM027)
 Get students to re-enact the life cycle of a
flower in groups.
Media Arts:
Exploration and experimentation with the codes and
conventions of media to produce media work
(ACAMAM055)
 Get students to take photos of nature
outside the classroom, then use the book
creator app to create their own stories about
the photos they have taken.
Visual art
Exploration of, and experimentation with, the visual
art elements of shape, line, colour, space and texture
and how these are used in the environment
(ACAVAM106)
 Go for a nature walk then students paint an
 FORWARD PLANNING DOCUMENT

TERM/WEEKS:Term 2 Wk 5-9 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Science: Watch it Grow

AUSTRALIAN CURRICULUM
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 XXXXX
 To elicit students’ questions/ prior knowledge about XXXXX
 Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. 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
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Engage Living Represen Students will: Diagnostic: Introduction How do you White board
things t and
Categorise items Collection of As a class discuss and create questions we can ask know that
Lesson 1 grow, communi
change cate found as either students pic to find out if something is living or non-living. object is/
Week 5 and have observati living or never alive. collages for Write these questions on the board. isn’t alive?
offspring ons and anecdotal record.
similar ideas in
Discuss one-on-one Body What is the
to a variety
themselv of ways with another Anecdotal notes Treasure hunt: Get students to go outside the texture of Living and non-
es (ACSIS0 student their whilst students classroom and find different objects. When the that object? living objects
(ACSSU 42) observations of are doing the tambourine rings students come inside the
030)
living and non-living hands up stand classroom and in groups they classify the objects as What does
objects. up either living or never alive. that object
need to stay
Students take photos of the items they found and alive? IPads
create a pic collage for both living and non-living Pic collage
objects. Does it need
water?
Conclusion
Hands up stand up: when teacher calls “high- five” Can it eat or
students will find a partner and list three things make food?
 that were living and three things that were never
alive. This is repeated 4 times. Does it
breathe or
Provisions for students at educational risk: need air?
The groups who finish the activity early: give them Living and non-
different cards with pictures of living and never Does it living picture
alive items. Students categorise these cards. reproduce or cards
grow? http://www.sa
The groups who are struggling to finish the ps.org.uk/attac
activity: get them to only use three photos for Can it sense hments/article/
each category on their pic collage. things? 1377/SAPS%2
0book%205%2
0-
Safety considerations:
%20Grouping%
Make sure the area has been checked before the
20and%20Class
treasure hunt
ification%20-
Give the students perimeters of where they are
%202016.pdf
allowed to go before commencing the treasure
hunt.

5E’s- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences of XXXXX
 To support students to investigate and explore ideas about XXXXX
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Explore Living Pose and Students will: Introduction What will Ball
Formative
things respond
Set up a simple What Discuss prior knowledge as a whole class by getting help the seed
Lesson grow, to
2 change question test to show what Set up a simple everyone in a circle and rolling a ball to each other, grow? Youtube video
and have s, and plants need to test to show calling out the facts we already know. https://www.y
Week 6 offspring make grow. What do we outube.com/wa
what plants
similar predictio
need to grow. Play students the video ‘How does a seed become a need to plant tch?v=tkFPyue
to ns about
themselv familiar Predict the growth plant? the seed? 5X3Q
es objects of the plants in Predict the https://www.youtube.com/watch?v=tkFPyue5X3Q
(ACSSU and both in the light What is the Smartboard
growth of the
030) events
and darkness. plants in both in Body difference
(ACSIS0
37) the light and Model how to plant the broad bean seed between a
darkness. seed and a Plastic cups
Students will get into groups of three. Each plant? Cotton balls
How student in the group has a role: collector, writer or Jugs
Collecting work talker. Then they will plant the seed in a cup using How will the Water
samples cotton balls and water. seed grow in
- Group the light? A3 worksheets
Half the groups will grow the plants in darkness
A3
and half the groups will grow their plants in the How will the
workshee
light seed grow in
t
the dark?
- Anecdotal Each group will be given an A3 worksheet to record
notes their predictions and observations.

The reporter of each group will then stand up one

at a time and discuss with the class their
predictions

Conclusion
Teacher leads class discussion. Teacher will ask key
questions.

Provisions for students at educational risk:

 Students will upload their ideas onto padlet.

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
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Explain Living Use a Identifying the Formative Introduction Which broad “The Tiny
things range of
similarities and Checklist- were Read the story “The Tiny Seed” by Eric Carle bean grew Seed” By Eric
Lesson grow, methods
3 change to sort differences of the students capable taller? Carle
and have informat growth of the creating their Body
Week 7 offspring ion, broad bean seed own seed packet In the same groups from the experiment done in Why do you
similar including
under different demonstrating the previous lesson, students get their broad bean think that
to drawings
themselv and conditions. their and discuss the growth as a group using their bean grew
es provided understanding of predictions. taller?
(ACSSU tables the conditions
030) and
the seed needs Two groups (one growing their seed in the light What would Similarity and
through
discussio to grow. and the other growing it in darkness) come you change differences
n, together to compare their seed using the next time chart.
compare Collect work similarities and differences chart. doing the
observati
samples: experiment?
ons with
predictio - Similariti In pairs create their own seed packet for either a Example of a
ns es and sunflower, hibiscus, lily or an aster flower. Include a Why did you seed packet.
(ACSIS0 drawing of their own seed, writing the name of the choose that
difference
40)
flower, equipment, instructions, suitable area to flower? Paper
s chart
keep the plant. Coloured pencils
- Seed
Where do you
packets Conclusion think a seed
Sit around a circle as a class and each pair shows will grow
their seed packet to the class. best?
 Provisions for students at educational risk:
For the students who need extending: they can
decorate their seed packets.

For the students who are struggling get them to

do the design of their seed packet last.

Safety considerations:
Make sure don’t digest the broad bean seeds
Make sure students walk in the classroom

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
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Elaborat Living Participa Identify the SUMMATIVE- Introduction: What part of YouTube video:
e things te in
different labels Science Inquiry Watch YouTube video: The parts of a Plant the plant https://m.yout
grow, guided
Lesson change investiga associated with Skills holds it in ube.com/watch
4 and have tions to each part of the Body: the soil? ?v=ql6OL7_qFg
offspring explore plant. Anecdotal notes Students use the computers to use the “Plant U
Week 8 similar and
whilst students detective” animation to find out the different What part of
to answer
themselv question Work in pairs to are dissecting parts of the plants and their functions. the plant “Plant
es s plan their own the flower. holds the detective”
(ACSSU (ACSIS0 dissection and Bring in the chosen flowers from the previous lesson leaves and https://bbsrc.u
030) 38)
create a poster Work sample: of each pair into the classroom. Students then flowers above kri.org/engagem
from their findings. - Poster dissect their chosen flower. the ground in ent/schools/key
the stage1-2/plant-
 Students in the same pairs, then create their own appropriate detective/
poster including a drawing of their flower, position?
information about their flower, name of their Paper towel
flower, labels for the different parts of the flower What part of Tweezers
and the purpose for these parts. a plant is Gloves
joint to the Magnifying
Conclusion stem by a lenses
Get students sitting back on the mat and read the stalk? Flower diagram
story “Oh, say can you Seed?” By Bonnie worth What is the
name of the Cotton swabs
Provisions for students at educational risk: part of the A3 piece of
For the students who need extension: get them to plant where paper
extend on the labelling of the flower in detail. seeds are Coloured pencils
made?
For the students who are struggling: get them to “Oh, say can
label the parts of the flower to start with, then What bugs you Seed?” By
go into detail if they have extra time. are usually Bonnie Worth
around
Safety considerations: flowers?
Discuss with students how to use tweezers safely in
the classroom to minimise the risk of harm
occurring

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Evaluate Living Science Describe their SUMMATIVE- Introduction Why is it
things involves
observations and Science Discuss knowledge as a whole class by getting important Ball
Lesson grow, observing
5 change , asking compare them to Understanding everyone in a circle and rolling a ball to each other, that we have
and have question their previously calling out the facts we already know about seeds flowers?
Week 9 offspring s about, made predictions in Anecdotal notes and flowers. Write these on the board.
similar and
groups. whilst students What does a
to describin
themselv g are observing the Body seed need to
es changes Demonstrate their growth of the In the same groups from the “explore” lesson grow? A3 predictions
(ACSSU in, overall knowledge on seeds. students observe their plants and the growth after made by the
030) objects
the growth of a four weeks and compare it to the predictions they Did the seed students in the
and
events seed through the Work samples: made in the second week. Look at the difference grow larger “explore”
(ACSHE book creator app. - Book between the growth in the light or darkness. than you lesson
034) thought it
creators
Rotations: would?
Snap: get students into groups of two or three Snap cards
where they will be given four sets of cards and play Were your http://www.sa
a traditional game of snap which tests them on predictions ps.org.uk/attac
their knowledge of the different parts of plants. right? hments/article/
1373/SAPS%2
Once they have gathered their knowledge from the What 0book%201%20
beginning of the lessons, observations. Get students surprised you -
to work in pairs to create a book about what a with this %20Parts%20o
plant needs to grow on the “book creator” app. experiment? f%20a%20Plan
t%20-
Conclusion Were any of %202016.pdf
Class sits back down on the mat get a few pairs your Pg 22
who finished their book creators to show them to predictions
the class. correct?

Provisions for students at educational risk: IPads with the

Snap- For the groups that need extending: get app “Brook
them to match the names with the pictures whilst creator”
playing snap.
Book creator- for the pairs that need extending:
get them to add images as well as voice recording
to their book creators.

Snap- For the groups that are struggling: get them

to either match names with names or pictures with
pictures whilst playing the snap game
Book creator- for the pairs that are struggling: get
students to add information to their book creators
before adding images

Safety considerations:
Make sure students do not consume the broad bean
seeds
Make sure students don’t run in the classroom