FPD: Primary Science

Australian Curriculum: Science (Year 2)

Sub-strands Content Descriptions Achievement Standard

Biological sciences  Living things grow, change and have offspring similar to themselves (ACSSU030) Science Understanding

At Standard, students describe changes to

materials and living things, and how a push or a
Chemical sciences  Different materials can be combined for a particular purpose (ACSSU031) pull affects an object’s behaviour. They identify
that certain materials and resources have
different uses.
 Earth’s resources are used in a variety of ways (ACSSU032)
Earth and space Science as a Human Endeavour
sciences
 A push or a pull affects how an object moves or changes shape (ACSSU033) Students describe examples of where science is
Physical sciences used in people’s daily lives.
 Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034)
Nature and Science Inquiry Skills
development of science
Students pose and respond to questions about
 People use science in their daily lives, including when caring for their environment and living things (ACSHE035) their experiences and predict outcomes of
Use and influence of
science investigations. They use informal
measurements to make and compare
 Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037) observations. Students record and represent
Questioning and
predicting observations and communicate ideas in a
variety of ways.
 Participate in guided investigations to explore and answer questions (ACSIS038)
Planning and
conducting  Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS039)

 Use a range of methods to sort information, including drawings and provided tables and through discussion, compare
Processing and
analysing data and observations with predictions (ACSIS040)
information
 Compare observations with those of others (ACSIS041)
Evaluating

 Represent and communicate observations and ideas in a variety of ways (ACSIS042)

Communicating

EYLF:
Outcome 2: Children are connected to and contribute to their world Principle 5: Ongoing learning and reflective practice Practice: Intentional Teaching
2.4 Children become socially responsible and show respect for
the environment
 English
CONCEPT MAP
Students use their science Maths
journals to record, reflect and
respond to questions Create a timeline showing the
throughout this unit of work. changes in the growth of a plant.
Measure plants using cm and
mm

Concept: Plants Term: 3 Weeks: 5-10

ICT
The Arts
Students research their chosen
farm type and the recourses Students create a diorama of their farms to display in
required to grow their produce. the classroom.
Key:

Enabling students

Extension students

Special considerations
student
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3, Wks 5-10 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Science- biology

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

Engage
 Start with interesting and appealing questions to hook students.
 Increase engagement and build curiosity on the topic.
 What do you see?

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
Students: DIAGNOSTIC Gather student onto the mat. Pose relevant and relatable questions to students Mystery bag
1 ACSSU030
 Demonstrate an to spark their interests.
Put your hand up if
you have a pet at containing:
understanding that Teacher will assess Put your hand up if you have a pet at home? home? - Dog
living things grow students via: What type of pet do you have? What type of pet do
over time, through - Observations When you first got your pet, what did it look like? Was it a puppy/kitten? you have? - Kitten
How did your pet grow? How has it changed? When you first got
the sequencing of How do we know your pets grew and changed? your pet, what did it
- Flower
magazine images. look like? Was it a - Tree
Pull out mystery bag containing toy representations of a variety of living puppy/kitten?
things; dog, sheep, plant, egg etc... Ask students to come up and take out an How did your pet - Butterfly
object from inside the bag. Discuss the characteristics of each object before grow? How has it - Egg
finally discussing what all the objects have in common – their all living changed?
things. How do we know - Human
your pets grew and
Generate a discussion on how like their pets all living things grow and changed?
change over time. Glue
Scissors
Explain the activity to students. Magazines
I’ve placed you all in pairs to complete this activity. A3 paper
You will need to choose a living thing to focus on. This could be a plant, Coloured texters
animal or human. Use the magazines provided to cut out images of your Lead pencils
chosen living thing. These images should depict how your living thing has
grown and changed over time. Place the images in a timeline and write under Each student has their
each image the difference in the growth of the living things from the previous own science journal
picture. If you’re unable to find images from the magazines provided you can
draw and label the image.
Show an example on the board
For example, I could choose to do a bird.
Birds nest -> eggs -> baby bird -> adult bird -> adult bird in a nest

Use a thumbs up/down strategy to determine students understanding of the

activity. Send students off to complete the task with their partner.
Call students back to the mat. Show students work and generate discussion on How do we know it
the growth and change of each living thing presented. grows?
How do we know it grows? What is the change?
What is the change? What characteristics
What characteristics can we predict their offspring will have? can we predict their
Show students a 'dwarf bean' seed. Do not tell students what it is. Generate offspring will have?
wonder questions.
 Ask students to write in their journal predictions on what it What do you think
is/could grow into. this could be?
How do you think
For homework, students are tasked with investigating what the bean could be. it’ll grow?
What offspring do
you think it’ll
produce?

Catering for learning:

Enabling and extension:

Pairs have been designed to pair enabling students with extension students.
This will allow the extension students to support the enabling students.

Special considerations:
- Ensure Thomas is seated on his circle mat and provided with
sensory manipulatives when needed. As he’s demonstrated a
fixation with his pet rabbit, Thomas will use images of his pet
rabbit in his activity. To spark interest and encourage
participation.
 5E’s- EXPLORE
 Students begin to understand more about the concept through conducting an experiment.
 Appeals to student’s natural inquisitiveness
 Hands on

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
ACSSU030 ACSSU030 Students: FORMATIVE Gather students onto the mat and show them the bean seed from the previous How will it grow? ‘The Tiny Seed’, by
22 - Write logical
lesson. Generate a discussion on what the students believe the bean is. Ask How will it change? Eric Carle
Teacher will assess them how the bean might grow and change over time.
predictions in students via: Dwarf bean seeds
their journal on Read the book ‘The Tiny Seed’ to students. Paper towels
the growth of
- Anecdotal
Plastic clear cups
notes - On the board, generate a discussion on the life-cycle of a plant, based on the
their beans.
students events from the text - in particular what the plant will need to grow and how
written the seed changed overtime.
responses to Each student has their
the question. Explain to students that over the next couple of weeks they will be own science journal
conducting an experiment on the bean seed and observing its growth/change. What effect do you
- Observations You will be planting of two seeds, one which will be kept in the sunlight (bean think the shade will
a) and the other in the shade (bean b). The use of plastic cups will allow us to have on plant B?
observe the change and growth of both beans.

Play the ‘Sprouting Peas’ experiment video:

https://www.youtube.com/watch?v=U9SWwnWe0VQ

Show students a demonstration of how to plant their beans. Instruct students

to write in their journals and call on 5 students at a time to the science table to
plant their seeds. Use the thumbs up/down strategy to determine students
understanding of the activity before sending them off to their station.
 X5 students at a time plant their seeds
 Students write in their journal predictions on how they think each
seed will grow and why.
(Students will continue throughout the term to collect data and record in
their journals on the growth and change of their seed).

Call students back to the mat and model how students will be recording daily
observations in their journal.
(Students spend 5 minutes each day recording
observations and measurements).

Catering for learning:

Enabling and extension:

The groups of 5 called upon to plant their seeds will be grouped according to
ability levels.
Enabling students will receive more specific direction and support.
Extension students will be supervised during their planting.

Special considerations:
 - Ensure that during mat sessions he is seated on his circle mat and
provided with sensory manipulatives when needed. Thomas will
have one-on-one assistance during the planting and journal writing
within this lesson. Have visual aids to demonstrate each stage of
the planting.

Safety considerations!
During dwarf bean planting experiment, follow the following safety
considerations;
1. Dampen the mix with a light spray of water
2. Always wear gloves when handling potting mix
3. Provide children with adequate fitting gloves
4. Wash hands thoroughly with soap and water after use

EXPLAIN
  Now that students have tried to discover a concept, now they can begin to formulate what they observed.
 Students have received the necessary background knowledge to assimilate new information.
 The is when this explained
 Information (key terminology)

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
Students can: FORMATIVE Have a class discussion on the observations of the plant’s growth. Discuss ‘The weather today A3 sheets of paper –
3 ACSSU030 ACSSU030

-
students’ ideas about how plants and their pets grow and the comparisons of is sunny?’ agree, disagree and not
Demonstrate an Students will be assessed how they are alike and different. sure
understanding that via: ‘Seeds will remain
living things grow - Anecdotal
Explain that as a class we’re going to play a game – the teacher will read a
claim aloud. The students will have to decide whether they ‘agree’, ‘disagree’
the same shape as Class iPad
over time, through notes - they get older?’
or are ‘not sure’ about the claim and move around the room towards the ‘From young to old’
comparing the analysing labelled A4 card of their choice. Use the thumbs up/down strategy to ‘All baby animals worksheet
growth of a plant students’ determine students understanding of the activity.
to an animal. will look a lot like
worksheets their parents when Science journals
- Draw the changes - Observations
Begin with an easy claim for an example, such as about the school or the
weather.
they grow up?’
in a living thing – responses ‘The weather today is sunny’. Whiteboard
‘All living things
over time. to the claims. Begin to read the claims; will change over Whiteboard markers
‘Seeds will remain the same shape as they get older’ time?’
‘All baby animals will look a lot like their parents when they grow up’
‘All living things will change over time’
After each claim ask students to discuss the reasons for their choices with
other students who have chosen the same choice.
Ask students to write their name on the claim sheet after each claim – the
teacher takes a photo of each of the sheets after each claim to see what
students chose.

Ask students to sit back on the mat. Refer back to the last claim made and
generate a discussion on how plants might change over time.

Show video on seed germination:

https://www.youtube.com/watch?v=TE6xptjgNR0

Explore the concept of seed germination further on the board.

Review the purpose of the ‘plant grows’ experiment – to observe seed

germination taking place.

Explain the activity to students - compare the growth of the plant to their pet
or if they don’t have a pet an animal of their choosing. Use the thumbs
up/down strategy to determine students understanding of the activity.

Students complete the worksheet.

Journal reflection:
 Students reflect on the lesson content in their journal and
hypothesis the outcome of their plant experiment based on their
understanding of plant growth.
Catering for learning:

Enabling and extension:

Enabling students should be able to complete this activity as its open-ended
and allows the students to present their understanding via drawings.

Extension students will need to complete separate timeline worksheet. They

will need to use their iPads to explore two different types of plants timelines
– dwarf beans vs roses. Compare both plants growth and change on the
timeline.
(Indi, Julia & Oscar)
- If Oscar needs further extension he can also reflect on the
similarities and differences between the growth of the two plants.

Special consideration:
Ensure that during mat sessions he is seated on his circle mat and provided
with sensory manipulatives when needed. Thomas should be engaged in the
activity as he can draw pictures of his pet rabbit during the activity. Divide
the activity into a rewards system. Thomas must complete one drawing in the
dwarf plant section before drawing a picture of his rabbit.
Extension worksheet:
 5E’s- ELABORATE
 At this point students should be able to elaborate on the concept and start to make microscopic conclusions and connections in regard to what they have learnt.
 Ask questions

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
SUMMATIVE -
4 ACSSU030 ACSSU030 Students:
- Recognise the Science Inquiry Skills
Watch bean time-lapse video:
https://www.youtube.com/watch?v=w77zPAtVTuI How does a plant
Resource cards.

effects of sunlight grow? A3 Sheets

on plant growth, Student’s work will be Ask students to explain the process of how a plant grows. Use resource cards Textures
assessed via: as a visual stimulus to reflect on prior knowledge (plant germination). How does a plant
through writing a
- Criteria change? Students plants: A & B
synopsis on plants The teacher will demonstrate on the board how to create a timeline and
checklist
A & B. explain timeline activity. Use the thumbs up/down strategy to determine How does a plant Science journals
- Anecdotal
students understanding of the activity. produce offspring?
notes  In pairs students create a timeline, based on the data recordings of
their plant’s growth.

Bring students back to the mat and generate a discussion on their findings
What happened to
when completing the timeline, in relation to their plant’s growth (plant A will
plant A?
be growing strong and plant B will be dead or weak).
What happened to
plant B?
Ask students to write in their journals a synopsis on the evidence recorded.
Which plant was
What happened to plant A?
more successful in
What happened to plant B?
its growth?
Which plant was more successful in its growth?
Why?
Why?

Catering for learning:

Enabling and extension:

During timeline activity pair enabling students with extension students. The
extension students can revise their understanding by explaining to enabling
students, whilst enabling students to receive an addental exploration.

Journal activity is to be completed individually – summative assessment

Special consideration:
Ensure that during mat sessions he is seated on his circle mat and provided
with sensory manipulatives when needed. Create a social story and rewards
system to increase engagement and for Thomas to follow.
Resource cards:
 5E’s- EVALUATE
 Students are now pressed to use what they have learnt in the face of a new situation (question).

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
SUMMATIVE- Science Gather students onto the mat. Play living things reproduction video. What part of that Science journals
5 ACSSU030 ACSSU030 Students:

-
Understanding https://www.youtube.com/watch?v=cGhBDr_v988 video did you find
Demonstrate an interesting? Whiteboard
understanding of Generate a brief discussion on the roses experiment presented in the video. Whiteboard markers
germination, Student’s work will be Relate it to the student’s previous experiment on dwarf beans (plant Do you have any
assessed via: germination). Explain to students that they will be individually answering the questions about the YouTube video:
through a written
- Criteria question on the board about their previous dwarf bean experiment. video? https://www.youtube.c
response.
checklist om/watch?v=cGhBDr
- Anecdotal Send students to their seats under test conditions and ask them to answer the What do some _v988
question in their journals individually and silently. animals do to
notes
produce offspring?
Question:
(Teacher will collect 1. Based on your understanding of how plants grow. How could you How interesting was
students journals and the rose experiment!
use them to evaluate use your current plant to generate a new bean plant? And what
Can anyone
students understanding would your new plant look like? You may draw a picture to help
remember the big
over the past 5 weeks). with your explanation. word we’ve been
learning about that
Gather students to the mat and conclude with a farm video, to prepare them describes how some
for their design brief. other plants
https://www.youtube.com/watch?v=-iXOC560ptk generate new
plants?
Catering for learning:

Enabling and extension:

Journal activity is to be completed individually – summative assessment

Special consideration:
Ensure that during mat sessions he is seated on his circle mat and provided
with sensory manipulatives when needed. Create social story and rewards
system to increase engagement and for Thomas to follow.

(During the next science lesson students will attend a class excursion to the strawberry farm, before receiving their design brief).