Primary Science FPD

Australian Curriculum: Science Year 2

Sub-strands Content Descriptions Achievement Standard
Biological sciences  Living things grow, change and have offspring similar to themselves (ACSSU030) By the end of Year 2, students
describe changes to objects,
materials and living things. They
Science understanding

Chemical sciences  Different materials can be combined, including by mixing, for a particular purpose (ACSSU031) identify that certain materials and
resources have different uses and
describe examples of where science
Earth and space  Earth’s resources, including water, are used in a variety of ways (ACSSU032) is used in people’s daily lives.
sciences
Students pose questions about their
experiences and predict outcomes of
Physical sciences  A push or a pull affects how an object moves or changes shape (ACSSU033)
investigations. They use informal
measurements to make and
compare observations. They follow
 Science involves asking questions about, and describing changes in, objects and events (ACSHE021)
Science as a human
endeavour (Year 1-

Nature and instructions to record and represent

development of their observations and communicate
science their ideas to others.
2)

Use and influence  People use science in their daily lives, including when caring for their environment and living things
of science (ACSHE022)

Questioning and  Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024)
predicting
Science inquiry skills (Year 1-2)

Planning and  Participate in different types of guided investigations to explore and answer questions, such as
conducting manipulating materials, testing ideas, and accessing information sources (ACSIS025)
 Use informal measurements in the collection and recording of observations, with the assistance of
digital technologies as appropriate (ACSIS026)
Processing and  Use a range of methods to sort information, including drawings and provided tables (ACSIS027)
analysing data and  Through discussion, compare observations with predictions (ACSIS212)
information
Evaluating  Compare observations with those of others (ACSIS213)
 Australian Curriculum: Science Year 2
Sub-strands Content Descriptions Achievement Standard
Communicating  Represent and communicate observations and ideas in a variety of ways such as oral and written
language, drawing and role play (ACSIS029)

General Capabilities Cross Curriculum Priorities Notes:

 Literacy  Aboriginal and Torres Strait Islander histories
 Numeracy
and cultures
 Information and communication technology
(ICT) competence  Asia and Australia’s engagement with Asia
 Critical and creative thinking
 Sustainability
 Ethical behaviour
 Personal and social competence
 Intercultural understanding
 English CONCEPT MAP Maths

So many children’s literature that address Using natural resources as manipulatives

some earth’s natural resources, including
The Lorax by Dr Seuss, Mama Miti by
Donna Jo Napoli, Jack and the Beanstalk
and The Giving Tree by Shel Silverstein. All
colours) and letting the students explore and experiment.
these books can then lead into a lesson
where students discuss the importance the
natural resources in these books and how
they were used differently and why.
Religious Education / Spiritual Education
during maths lessons such as sticks for place
value and using lots of different natural
look at Indigenous painting and what they paint with resources to help teach students maths
(Ochre or iron clay pigments were used to produce through a concrete representation. Explain
the natural patterns in nature as well and
how patterns can be shown around us in our
daily life. Natural resources can also be used
through multi-sensory activities.

Concept: Natural Resources

Term: 2 Weeks: 1-5

Science / Technology & Enterprise Health & Physical Education

Start talking about what we need to live and all the different living Create a nature play outdoor environment to introduce the natural
organisms and how they grow and change. Start talking about all the resources used during physical activity. This can then introduce risky
characteristics of living and what natural resources they need to live. play where students explore with the natural environment to push
themselves physically.

Geography History The Arts

Explain all the different types of natural
resources that can be found around the
world. How each part of the world is different
such as different parts in the world include
different plants, different animals, different
oceans, different land reserves and explain
why that is.
Explain how natural resources being used
has changed over time, for example how
natural resources were used to build houses
and buildings and how that has changed over
time.
Using natural resources to paint, such as using
leaves to print the pattern each leaf has as well
as using other natural resources such as rocks,
sticks, stones and more to use as painting
brushes or painting stamps.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2, Weeks 1-5 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Science – Earths Natural Resources
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

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
/ LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESSO
(include learner diversity)
N Science Science Science Inquiry Skills
Understanding as a
Human
Endeav
our
1 Earth’s Represent and 1. Verbally DIAGNOSTIC Introduce the science lesson about learning what
resources, communicate interact in are earth’s natural resources and gaining
including observations conversation on Objective 1 – knowledge about the student’s prior knowledge.
water, are and ideas in a what the students Observation
used in a variety of know about of which
variety of ways such as earth’s natural students are Motivation
ways oral and resources. participating. 1. Start by asking students what they know “What do you Whiteboard and
(ACSSU032) written about earth’s natural resources and write know about marker
language, 2. Describe the Objectives 2 down some key words that the students earth’s natural
drawing and natural resources and 3 – resources?”
have mentioned.
role play the students have Work Sample
(ACSIS029) collected using using the 2. Then explain what natural resources are “What are https://www.yout
their prior Posters. and end the motivation with the YouTube some things ube.com/watch?v
knowledge. video to explain. (stop at 2.32min) we need to =dsTgyb_ITtk
live? What are
3. Present their Lesson Steps some of
knowledge and 1. Explain that the students are going to do earth’s natural
collection of their resources?”
5 found natural
a nature walk and during their walk they
resources on an will pick up 5 different natural resources Students
A3 poster. that they find (nothing too big) and place individual nature
walk baskets
 it in their ‘nature walk basket’.
2. The walk will be around their classroom
block and that will last only about 5-
10mins.
- Make sure that the students have their Students hats
hats on and walking baskets in hand and
listen to instructions.
“Why did you
3. During the walk ask the students why choose that?
they are picking up their chosen resource Why is that a
as well as giving the students time to natural
explore their surroundings. resource?
What can you
- Redirect students learning if they choose
use that for?
non-natural resources and make it into a What is that
teaching lesson. used for? Can
4. Once the walk is finished have all the you live
students place their filled buckets in their without that?”
designed seats and to sit on the mat.
5. Explain to the students that they will
create a poster and stick on their natural
materials on their poster with a few
words about what they know about the
resources they have chosen and why they 25min Timer
think it is a natural resource. “What do you
- Have their tables pre-set with the know about A3 coloured card
materials they need for this activity. this resource? Sticky tape
What does it Glue
- Send off students to pick their choice of
look like? Colouring pencils
coloured A3 card in groups. What does it Pencils
- Set a timer for 25mins on the large feel like? What Markers
whiteboard. can it be used
- Help students who need some help with for? What is it
getting their thoughts onto paper used for? Are
any of your
however make sure that it is the students
materials used
words/work.
for the same
 6. Prompt the students to think outside the thing?”
box about that they know about their
natural material and make their poster
presentable using colours etc.
7. Give students a 5min warning before
finishing their natural resource poster.

Lesson Closure
1. To finish, ask the students to show their
“What does
learning partners which natural resources your partner
they found and what else is on their have that you
poster. don’t? What
did you
2. Ask the students to pack away their
learn?”
materials, leave their posters on the table
and come back to the mat.
3. Close off the lesson by calling 3 students
to present their posters to the class and
“Why did you
thank the students for creating these choose your
amazing posters. materials?
- Which the students will be able to take Have you ever
home the next day (or present in the used this
material
classroom)
before? How?”
 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 ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS (what & how) EXPERIENCES QUESTIONS
LESSON
OBJECTIVE (include learner diversity)
Science Science as Science Inquiry
Understanding a Human Skills
Endeavour

2 Earth’s Respond to 1. Verbally FORMATIVE Introduce the science lesson about learning more
resources, and pose identify a on earth’s natural resources and specifically what
including questions, purpose of Objective 1 – soil is used for and what natural resource works
water, are and make soil. Observation best to grow plants. QR Codes printed
used in a predictions notes iPads
variety of about 2. Describe the
Motivation
ways familiar differences Objectives 2 https://year2soils
(ACSSU032) objects and between each and 3 – Work 1. QR codes to direct the students onto the cience.weebly.co
events resource on samples from Weebly. m/prior-
(ACSIS024) the 'using my the Using my 2. Have the students upload their prior “What do you knowledge.html
senses' Senses knowledge about soil up on Padlet know about
Participate in worksheet. worksheet soil? How do
different provided from the Weebly. people use
types of 3. Create a 3. Discuss findings, highlight a purpose of soil? Why is
guided prediction soil being to plant crops in. soil so
investigation about which important?”
s to explore soil, soils or Lesson Steps
and answer rock a bean 1. Review Objectives, other learning areas
questions, seed will grow
and discuss safety.
such as in. “What else do
manipulating - Don't put any soil or seeds in your mouth. we need to
materials, - Don't smell any of the soil. remember to
testing ideas, - Wear gloves when touching the soils. keep everyone
and safe when
2. Get the students in groups of 4 and
accessing doing a
information handout cards with the team roles on science Gloves
sources them and then discuss each role on lesson?”
(ACSIS025) Weebly,
4 Team Role card
- LEADER Make sure that every voice is
for each group
 heard. Make sure your group is focused on
the task. “Who is a
- SPEAKER Report to the class what your leader,
speaker, Worksheets
group discovered.
materials and Mini Microscopes
- MATERIALS Collect all materials for the recorder?”
group. Pack away materials for the group.
- RECORDER Fill in worksheet for your group. Beach Sand in a
3. Explain first activity – Microscope “What does it tub (resource 1)
feel like? Garden Sand in a
worksheet. Where do you tub (resource 2)
- In your groups explore each resource using think you can Compost in a tub
your sense of touch, sight and hearing as find this (resource 3)
well as playing around with the mini resource? Do Rocks in a tub
microscopes on your iPads to fill out the you think a (resource 4)
Using my Senses Worksheet provided. plant can grow
in this
4. Gather the students back to their desks to resource?
discuss what their predictions of each Why? Are all
resources were and then reveal what these
each resource is. resources
earth’s natural
- Resource 1= Beach Sand resources?
- Resource 2= Garden Sand Why? What
- Resource 3= Compost else are these
- Resource 4= Rock resources used
for?”
5. Have the students submit their
predictions on Weebly about which
resource would be best to grow a bean “What do you
and why. predict and
why?”
6. Explain second activity – Let’s Plant. Have
each of the stations set up for the
materials person to grab the correct
materials following the steps off their
Weebly. Each group will follow the steps;

1. Write your science group name on the side of

your cup.
2. Fill the cups:
- Fill one cup to the line with beach sand.
- Fill one cup to the line with garden sand.
Pens
- Fill one cup to the line with compost.
4 plastic cups per
- Fill one cup to the line with rock.
group
Tray to put under
3. Gently push one seed into the middle of the the cups
soil or rock. Scoops for each
resource
4. Give each seed 40mL of water. What do you Seeds enough for
notice? all cups
Water
5. Place the seed near a sunny window and water Spray bottles
the seed each day:
- Give each seed 3 sprays with the spray bottle a
day.

Closure “Do you think

1. Explain that the students are in charge of your
watering their seeds every day and to predictions are
observe the plant to see which plant will correct? Why
did you predict
grow. that resource?
2. Close off the lesson by asking the speaker Which
in each group to present their groups resource
plants, explain their predictions and show would not
grow a plant
off their worksheet. and why?”
 EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WE AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT KEY RESOURCES

EK/ TEACHING & LEARNING
LINKS OBJECTIVE (what & how) QUESTIONS
LES EXPERIENCES
SO Science Science as a Science Inquiry (include learner diversity)
N Understanding Human Skills
Endeavour

3 Living Science Represent 1. Identify that FORMATIVE Introduce the science lesson about learning more
things involves and the compost on earth’s natural resources and specifically why
grow, asking communica plant grew the Objective 1 - the compost soil grew the best plant and why we
change questions te most. Anecdotal notes need plants.
and have about, observatio of the student’s
offspring and ns and 2. Write down participation.
Motivation
similar to describing ideas in a at least 3 facts
themselv changes variety of about the Objective 2/3 – 1. Start the lesson by gathering the students “What plant
es in, objects ways such importance of Book creator around the students plants they have been grew the
(ACSSU03 and as oral and plants and books. growing all week from the last lesson to most/least?
0) events written trees. discuss which plant has grown the most. Why do you Last week’s
(ACSHE02 language, think that is?” plants that the
1) drawing 3. Demonstrate 2. Go around the circle and ask which plant students grew.
and role student learning they thought grew the most, which one “What was
play from the grew the least and why. different
(ACSIS029) information in a - Giving prompting questions about the
3-page online soils? Why
book. Lesson Steps didn’t the sand
1. First explain to the students why compost work? Why
didn’t the
was the best soil to use for plants. rocks work?”
- compost helps to make an excellent
environment for plant roots, contributing
to good air and water pore space in the soil “Where does
that's necessary for strong root development. your home
plants grow?”
It contains the nutrients plants need
for healthy growth in a form that makes
them readily available for absorption.
2. Then explain the activity for the class that
the students will be doing their own
 research about why we need plants and
trees then using our Book Creator skills the
students will present their research.
3. Have the students get into partners for this iPads enough
activity and share one iPad between the for all pairs
two of them. Headphones
enough for all
- If the students struggle make the pairs by
picking names out of the pop stick cup. QR codes
4. Have printed out QR codes of already printed out for;
found appropriate websites for the https://www.th
etreehouseadve
students to scan on their iPads.
ntures.com.au/
- Have these QR codes on each table for all
why-do-we-
students. need-trees/
5. Give instructions that the students must
create a 3-page book about why we need https://www.yo
utube.com/watc
plants and trees using pictures and
“What makes h?v=w5q0haph
information from the websites. a good book? Ubo
- Remind the students they need to have a What do you
front cover including a title and their names. need to https://www.yo
- As well as making sure that the students are include on the utube.com/watc
understanding what they have read on the front cover? h?v=z_KMN853
How can you 2co
websites.
make your
6. Help the students if they need however the book look
students have worked with Book Creator a prettier? What
few times before and know the app well. did you find in
the videos?
7. Give the students about 20-25mins to
What have
complete their books. you learnt?”

Lesson Closure
1. Gather the students onto the mat, sitting in
their pairs with their iPads.
2. To close the lesson, ask the students to
share their books with the class in their
 pairs.
3. Once all the pairs have had a go, ask the
class to then discuss why we need plants
and trees to live.
4. Write down a couple of key words that the “What did you
students mentioned on the whiteboard to learn? Why do
we need Whiteboard and
finish the lesson about the importance of trees/plants? markers
plants. How can we
make sure
how plants
grow?
 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

WE AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
EK/ LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LES
(include learner diversity)
SO Science Science Science Inquiry
N Understanding as a Skills
Human
Endeav
our
4 Earth’s Participate in 1. Verbally SUMMATIVE - Introduce the lesson focusing on what compost is
resources, different explain that Science Inquiry made from, why it is so beneficial and then making
including compost is a Skills
types of our own classroom compost bin.
water, are guided breakdown of
used in a investigation natural Objective 1/2 –
Before the lesson the students and their parents
variety of s to explore materials. Checklist through
verbal are asked to bring in any biodegradable material
ways and answer
(ACSSU032) 2. Explain that communication they may have for today’s lesson.
questions,
such as the importance
manipulating of compost is to Objective 2 – Motivation
materials, grow plants and Observation 1. Introduce the lesson by having the students
testing ideas, trees to survive. notes sit on the mat to learn a little more about “What do we
and what compost it and how it is made. know about
accessing 3. Participate in compost? Why
the construction
2. Have a slide show showing what compost is is it
information
sources of the compost made out of and how it slowly changes into important?
(ACSIS025) worm bin the soil we used for our plants a couple Why was it the Compost
best soil for PowerPoint
weeks ago.
plants to
3. The PowerPoint will include the following grow? Why do
information; we need
- Compost is made when biodegradable plants/trees?”
material - food scraps, grass cuttings,
cardboard and straw -- rots and decomposes.
Rotting happens when our biodegradable
waste is broken down by different organisms
including: bacteria, fungi, worms and insects.
 The organisms use the waste as food and
help to turn it into compost. When this
process is complete, a brown crumbly
mixture is left behind. It looks and smells like
“What were
soil. Composting is a natural process of some
death, decay, and re-birth. It is nature's way materials that
of recycling. goes into a
4. Once the students have a basic compost bin?
understanding of what compost is, excite Why? Why not
a plastic
the students on today’s lesson of making spoon?”
our own compost worm bins.

Lesson Steps
1. Have the students split into groups of 4, if
the students are struggling create groups
by picking names out of the pop stick cup.
2. Have the materials and equipment set up
already to go outside in tubs. Coloured
3. Then explain the steps the students will Markers
carry out (have the simple steps written up
Pre-made
on the board outside for them to follow as cardboard
well) boxes with
holes
Step 1 – Gather a box with pre-made holes
“Who has seen Trays
drilled in, one box for each group. worms before?
Step 2 – Decorate the box with lots of colours What do you Recycled
and your creativity. think the newspaper
Step 3 – Collect 3 sheets of newspaper, run worms will
them under water and lie them flat on the eat? Why does Shredded
bottom of your box. the box need recycled
holes?” newspaper
Step 4 – Sit your container in a tray.
Step 5 – Put a big amount of shredded paper Tap
until it is 10cm tall in the box.
Step 6 – Gather a box of worms and place them Worms, about
 gently into the bedding. 100/200 worms
Step 7 – Feed your worms, start transferring in each box (can
food scraps to the worm bin (not too much). buy 500 worms
for $25)
Step 8 – Put one sheet of newspaper in water
and then on top of the (be careful).
Step 9 – Put the lid on

4. Carry out this construction of the worm bin

outside to minimise the mess inside the
classroom.
5. Supervise the students during their
creation of their compost worm bin and “Do you have
a name for
help when necessary.
your worm
6. To finish, ask the students to write down farm? Why do
their name with a marker on the top of we put damp
their box. newspaper on
it? How do you
7. Line up all the trays (with the boxes on top)
think this will
outside next to the garden where the make
students can see. compost?”

Lesson Closure Markers

1. Close the lesson by taking pictures with the
students and their compost bins then
bringing the students inside.
2. Finish by showing the feeding roster that “Why do we
the students will need to feed their worms need to keep
twice a week. feeding the
worms?”
 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

WE AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
EK/ LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LES
(include learner diversity)
SO Science Science as a Science Inquiry
N Understanding Human Skills
Endeavour

5 Earth’s People Represent 1. Describe in SUMMATIVE- Introduce the lesson focusing on what the
resources use and writing on their Science students have learnt about compost and creating a
, including science in communica poster their Understanding school poster about starting a compost program
water, their daily te learning about for the school.
are used lives, observatio Objective 1/2 –
compost; What Take a picture
in a including ns and
is it, how do we of the students Motivation
variety of when ideas in a
ways caring for variety of use it, what poster. Use a 1. Start the lesson by calling the students “What did we
(ACSSU03 their ways such goes in a Check list outside to have a look at the students do last week? Compost/Worm
2) environm as oral and compost bin worm bins that they made last week and to Who can tell boxes from last
ent and written and why it is Objective 3 – me the week
Observation
see if there has been any progress.
living language, important. importance of
things drawing mental notes 2. Have a quick discussion about what the compost? How
(ACSHE02 and role 2. Create a students have learnt about compost. are we making
2) play poster that is 3. Bring the students back inside to talk about compost?”
(ACSIS029) pleasing to the today’s activity which will be to start a
eye and School Compost Program.
informative.
Purpose of the compost program is to;
3. Display their - Compost as a finished product enhances
posters where the soil and plant quality in school
students will be vegetable and flower gardens.
able to visibly
- Providing educational opportunities that
see it.
promote sustainable environmental
practices
- Reducing the school’s cost of waste
removal
Lesson Steps
1. Explain to the students that they will be making
posters to be presented around the school
grounds to start a Compost Program.
2. The Compost Program is to start a compost
bin around areas where students put their
natural waste in which will then help us to
feed our worms. A3 Paper
3. The posters will be done in groups of 3, Colouring
once again if the students are struggling to pencils and
pick groups of three then choose the “What did you markers
groups out of the name pop stick cup. learn about
compost? Why Scissors and
4. The posters must include; are we using glue
- The students name, our classroom name compost? Why
and a title. is it important Extra coloured
to grow paper
- What the students have learnt about
plants? Why is
compost. it important to Other classroom
- What is it? What is it used for? What is it recycle decorations
made from? waste?”
- Why do we use compost? Why is it
important?
- What do we put in a compost bin?
- Where will the waste go?
“How are you
5. The students should make the poster
going to make
engaging with lots of colours and pictures it look
of what the compost looks like and what pretty/engagi
goes into a compost bin. ng? How will
you present all
- Help the students when needed and refer
your
them to have a look at their previous work on information?”
compost and natural resources such as their
Book Creator Research.
6. The students will have around 25mins to
 finish their posters.

Lesson Closure
1. Once the students have finished their
posters, close the lesson by calling the
students to the mat.
2. Finish the lesson by explaining that the
students will go put up their posters and
“Where will
the prepared bins around the school
you present
grounds. your poster?
- Have the EA take half the class and go to Do you think 2 Plastic
the undercover area and the other half that the Rubbish Bins
students will
will go to the oval (the two places where
see your Bluetack
students eat their recess and lunch). poster? Who
3. Have the students come back on the mat will be in
once all the posters and bins are outside charge to
place the
around the school grounds to move onto
waste into our
the next lesson. worm farms?”