Alana Parker

20162082
Earth Science
Year 2 Forward Planning Document.

University of Notre Dame

Primary Science
EDUC3221
 English CONCEPT MAP
Maths
Religious Education / Spiritual Education
Students will complete a jack and the
Beanstalk comprehension answering the
following questions: Students order Beanstalks into their
1. How did the beanstalk grow? height by using the beanstalks grown in
Students will look at the ways religion relates to God
2. What did Jack take from the Giant? the science lesson. Students can use
guiding us to grow and flourish.
3. What did the Giant do when Jack took his their finger length, hand span, length of
stuff? string etc.
4. How did Jack and his mum’s life change
after he took the things from the Giant?
Students can create a timeline showing
Students will create short presentations on the change in the growing processes of
the seed germination for Beans to educate the bean seedlings.
peers in the classroom and their findings of
the seedling experiment using Earths
natural resources.
Concept: Earth’s Science Term: 2 Weeks: 2-3
©The University of Notre Dame 2010 developed by C McGunnigle

The Arts

Society and Environment

Students will create a Bean
Mosaic in the classroom using
dry beans and seeds.
Students will look closely at the visible Students will focus on the
natural elements of Australia and the artistic elements of line, colour
landscape that are visible either by map and shape. Students will draw
or using technology to research the a simple shape of a flower,
plant, animal on a piece of
relevant information. The natural
elements that students will focus on will Health & Physical Education cardboard. Following on with
be rivers, lakes, hills, parks, farms, glueing the dry seeds/ beans
roads, and trail tracks. to create colour and a final
Students will focus on ‘The Healthy Eating Pyramid’ by
mosaic art piece.
observing the strategies and behaviours that are promoted to
healthy eating and wellbeing. Students will then connect the
natural resources of Earth based on the plantations that are
edible by humans following the focal point of Beans.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2, YEAR LEVEL: 2 LEARNING AREA/TOPIC: Earth Science

Weeks 1-5
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 Earth’s natural resources.
 To elicit students’ questions/ prior knowledge about Earth’s resources.
 The diagnostic assessment used- in this lesson, you will find out what the students already know about the natural resources of the Earth. 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 a Science
Understandi Human Inquiry
ng Endeavour Skills
1 Earth’s Respond Students will be Introduction:
resources, to
question able to: Observation on 1. To commence the lesson. The teacher will
including YouTube clip on
water, are s about the students ask the students to find a seat in front of the Earths Natural
familiar
used in a
objects
Identify the main defining the smartboard in order to watch a ‘YouTube’ Resources
variety of (https://www.youtu
and natural resources natural
ways video on Natural Resources of the Earth to be.come/watch?v=
(ACSSU0 events present in Earth resources and Qw6uXh9yM54)
32) (ACSIS0
such as plants the importance set the scene of some of the objects Science Video for Kids:
24) Natural Resources of
water and soil. of each. students will look for on the nature walk. the Earth. (2019).
(https://www.youtube.com/watch?v=Qw6uX Retrieved 26
September 2019, from
Define what a Observation h9yM54) https://www.youtube.co
m/watch?v=Qw6uXh9y
natural resource is. during the M54
natural walk 2. The teacher will then get the students to
State the activity.
discuss some of the natural resources of
importance of the
main natural Work samples Earth demonstrated in the video.
resources. E.g. air and why we need air, water and
why we need water, plants and why we
need plants, and soil, why we need soil.
Why do we need
air?
3. The teacher will inform the students what Why do we need
plants?
will be happening for the activity. Why do we need
“You are all little explorers, ready to find all soil?
the natural resources on Earth”.
 "We are going to go on a nature walk
around the school, looking for the different
natural resources we can find. We will use
the examples from the video we watched to
help us discover findings around the
school.”

4. For the purpose of this activity (nature walk

around the school), students will be divided
into small groups of 4 students to support
individuals learning and discussion
opportunities. These groups are the
science groups for the term.
Safety rules chart
Body:
5. The teacher will then mention the safety
rules to the students’ prior to the walk.
“Firstly we are going to be walking around
classes so we need to make sure we keep
our voices at an appropriate level.”
“We need to keep our hands to ourselves,
Listen to the teacher, follow directions
carefully, wash our hands afterwards, don’t
Worksheets for the
put any of the materials you find outside in whole class as well
your mouth, and don’t go out of my vision.” as teacher
modelling.

6. The teacher will then model the worksheet

‘On my nature walk, I saw’ that students will
be required to fill out when identifying
Earth’s natural resources. The students will
be required to draw a picture of the natural
resources that they found on their nature
walk around the school, followed on by
describing the object in words, using their
three senses of hearing, touch and sight.
The teacher will give an example so that
the students are well aware of what the
 task entails so that the students can work
independently.
"On my nature walk I saw some sandpit
sand, in the sand, there was some sticks,
small limestone rocks, the colour of the
sand was grey."
iPads (enough for
each group to have
7. The teacher will also explain an iPad app 1-2 per group) 1 for
teacher modelling.
that students will be using in each group to
extend the understandings of their findings iNaturalist already
downloaded ready
of natural resources. ‘Seek by iNaturalist is to access by the
students.
an app that allows students to use the
image recognition technology to identify
resources. Students will take photos
through the app where students can record,
catalogue and share their findings. Students own
pencils to fill in the
Teacher will give a demonstration to the worksheet.
class as a whole before groups are
separated.

8. Students will then begin to undertake their

nature walk around the school.
(The teacher will be walking around to each
group to observe their learning.)

9. The teacher will stop the students after they

have completed their worksheet and form a
discussion by posing questions about the
“Why are plants
importance of plants. important?”
“Why are plants important? “Could we live
“Could we live without plants?” without plants?”
“How do plants
“How do plants help us stay alive?” help us stay
“How do plants help animals?” alive?”
“How do plants
help animals?”
10. The teacher will explain to the students that
plants provide us with food, oxygen to help
us breathe, and also for protection through
 homes and fires. Plants make and protect
soil, feed animals, shelter animals.

11. The teacher will then ask the class about

what the importance of soil is.
“Why is soil important?”
“Why is soil
“What would our lives be like without soil?” important?”
“Could we live without it? Why/ why not? What would our
lives be like
without soil?”
12. The teacher will explain that soil contains “Could we live
important nutrients that plants and humans without it? Why/
why not?”
need to stay alive. Soil also helps plants
retain the moisture they need to grow.

13. The teacher will then ask the students what

the importance of water is.
“Could we live
“Could we live without water?” without water?”
“What about plants and animals?” “What about
plants and
“What are some things that water is used
animals?”
for?” “What are some
things that water
is used for?”
14. The teacher will explain to the whole class
that water is the most essential natural
resource that the Earth gives us, and that
plants, animals and humans would not
survive without it.
(Sohail, 2015).

Closure:

The teacher will ask all students to gather

altogether to commence the lesson closure.
The teacher will take the students back into the
classroom so that each group can present their
findings to the class using both the iPad app to
show their images as well as describe their
findings on the worksheet.

The teacher will explain to the students what the

purpose of the activity was. And where it will be
taken to in the next lesson.
“Earth’s natural resources are used in many ways,
we just discovered some of the different types of
natural resources that we can see on our school
grounds. Next lesson we are going to be focusing
on ‘soil’ and planting in the different types of soil to
see which produces a bean seed.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands-on, shared experiences of Soil
 To support students to investigate and explore ideas about soil as Earth’s natural resource
 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
Respond Students will be Introduction: Electronic
2 Earth’s
resources, to and
pose able to: devices to
including
water, are questions, In-class Today’s lesson will be constructed by using a access the
(ACSSU0 and make
prediction
Verbally identify worksheet ‘Weebly website’ that the teacher has created in content of the
32)
s about the purpose of soil. ‘Using my order for the students to learn. lesson on
familiar Senses'. Weebly.
objects
and events Describe the 1. The teacher will address the aim of the
(ACSIS02 difference between Observation lesson to the students in which will be a
4) each resource on during in-class continuum based on the Earth’s resources
the ‘Using my activities.
and how they are used.
Senses' worksheet.
Participat
e in Students use
different Predict which soil/s information
types of a bean seed will added to Padlet
2. The teacher will start the lesson with doing
guided a collaborative discussion on testing prior
investigati grow in on Padlet. as well as
ons to personal knowledge as well as getting to know what Padlet
explore
and
predictions. the students know from previous lessons
answer based on Earth’s resources by using
questions,
such as ‘Padlet’ that the teacher has created for the
manipulat students to follow.
ing
materials, “What do I know about soil?”
testing What do I know
ideas, and “How do people use soil?” about soil?
accessing How do people
informatio use soil?
n sources
(ACSIS02
5)
3. The teacher will cover safety rules that
students will follow during the
experimentation stages of the lesson to
Safety chart
prevent injuries. These safety rules consist
located on the
of: Weebly page.
- Don’t put any soil or seeds in your mouth.
- Don’t smell any of the soil.
- Wear gloves when touching the compost.
All the other regular science rules that we
need to remember;
- Listen to the teacher
- Follow directions carefully
- keep myself and others safe
- Wash my hands afterwards.

Body:

1. The students will complete an investigation

in groups of 6 students. In each group, 4
students will be allocated the roles of a Role tags
speaker, leader, materials and recorder. (leader,
speaker,
materials and
2. The teacher will explain to the students recorder).
what each role requires.
“Leader- You are to make sure that every
voice is heard. Make sure your group is
focused on the task.”
“Materials- You are to collect all the
materials from your group. As well as pack
away materials for the group."
“Speaker- You are to report to the class
what your group discovered.”
“Recorder- You are to fill in the worksheet
for your group.”
3. Students will complete the ‘Using my Using my
Senses' worksheet about the different senses
natural materials using the 3 senses of worksheets for
each student.
touch, hear and look/ sight. The students
will move the tray around gently to identify
what the resource sounds like. Students will
then describe what it feels like, what types
of colours they can see, what else they can
see in the resource e.g. leaves, sticks iPads
shells etc. Students will then draw a picture Microscopes
of what they can see under the microscope.
And try and figure out what the resource is.

4. Whilst completing the worksheet the

students will need the iPads as well as the
Microscopes to complete the worksheet.

Textas

5. The teacher will explain to the students

that we need soil to grow food for us to eat.
But what kind of soil is best for this? The
teacher will allow students some thinking
time in order to come up with their
predictions. Students will make their
predictions in which they think the bean
seed will grow in best before commencing
the experiment. The resources include;
 beach sand, compost, garden sand and
rocks.
Which soil or rock do you think a bean
seed will grow in?
Which soil or
rock do you
6. The students will then make a prediction think a bean
seed will grow
before they commence the experiment. in?

7. The teacher will then explain the next

16 plastic cups
activity to the students in which they will
16 bean seeds
plant bean seedlings into the four Beach sand,
resources. The students that are in charge garden sand,
of collecting the materials will be asked to compost and
get 4 cups, 4 bean seeds, and the 4 rocks.
different soil and rocks.

8. The students will then write each of the

group members names on the cups using a
texta.

9. The groups will then fill one cup at a time to

the line allocated on the cups with 1. Beach
sand, 2. Garden sand, 3. Compost, 4
Rocks.
10. Students will then gently push one seed 4x 40ml of
into the middle of each cup with the Earth’s water
resources.

11. The students will then place 40ml of water

in each cup. What did you
notice when
adding the water
12. Each group will place their seedling cups to the cups?
on a window seal that captures sunlight. Will your
Each day one student from each group will prediction be
give 3 sprays with the spray bottle. correct?
 Closure:
The teacher will ask the reporter in each group to
present what they had done in their experiment,
and what their prediction was.

The students will then share their worksheets

describing what they discovered by using their
senses to the whole class. As well as share their
predictions of what soil they think will grow a
seedling in.

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
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science as Science
Understandi a Human Inquiry
ng Endeavour Skills
3 Earths Respond Students will be The students will explain the procedure of what
resources to
, question able to: Worksheet on occurred in the previous lessons of what bean
including s and the humus, seed grew best in which soils/ rocks and why.
water, make water and
are used predictio
in a ns
Explain which mineral layers of Introduction:
variety of (ACSIS0 resource has the each resource. 1. The teacher will start the lesson by
ways 24) best nutrients and reviewing the previous lessons content as a
(ACSSU0
32) Participat why this is.
Checklist/ whole class approach.
e in
different Identify the Humus anecdotal notes
types of
guided in the resources. on student’s 2. The teacher will commence the lesson by
investigat explanation of setting the scene of what the lesson will
ions to
Draw and label the which resource cover. Today’s lesson will be based upon
explore
and humus layer, water has the best
good soils and bad soils as we have been
answer and mineral layers nutrients and
question why this is. studying the natural resource of ‘soil’. In the
s, such on each of the
as resources testings. previous lesson, students were growing
manipula seedlings in 4 different resources. In this
ting
materials lesson, students will look at the nutrients
, testing side of soils to expand their understandings
ideas,
and on why the beans grew in the soils they did.
assessin “What makes good soil for plants to grow
g
informati in?”
on
sources
(ACSIS0
What makes
25) 3. The teacher will mention the term ‘Humus’ good soil for
Use a to the students to grasp their plants to grow
range of understandings. The teacher will explain it in?
methods
to sort as the following;
informati “Humus is a great soil conditioner. It is
on,
including made from living and dead matter such as
drawings
and
leaves and other plant materials. Humus
provided not only retains moisture in the soil, but it
tables
(ACSIS0 helps the soil retain fertiliser and grow
27). healthier plants.” ("Primary Australian Literacy
Mathematics and Science", 2019)

4. The teacher will model to the students the Beach sand.

Where will
activity that will be completed in the lesson Humus be
Garden sand.
Compost.
to visualise the nutrients in the four different found?
Rocks.
What is humus
 resources of 1. Beach sand, 2. Garden used for?
sand, 3. Compost, 4. Rocks. To show the
students the importance of nutrients as well
as identify the previous lessons experiment
in which the seed only grew in the rocks
and composting soil.

Body:
5. The teacher will explain the activity to the
students in order for students to work
independently with their groups.
“You are going to be doing an experiment
to see the sorts of nutrients that the
resources have.”

6. The teacher will ask the students to make a

prediction of which resource they think will Shared document
for students to
have the biggest layer oh humus, and write their
nutrients. prediction
“Which resource do you think will have the Which resource responses in.
do you think will
biggest layer of humus and nutrients. Write have the biggest
your answers on the shared document." layer of humus
and nutrients?

7. The teacher will start by mentioning the

method of how to complete the experiment
whilst demonstrating the steps in visual.
“You are to place the four different
resources in the tube provided, once you
have placed the resources in the four Tubes 4 per
different tubes, half fill with water. Seal the group.
4x lids per group.
tubes and give them all an equal shake for
at least 30 seconds. Once you have given
them a shake, hold them still so the lid is
facing the sky without the tube for two
minutes to allow the resources to settle.
You will then measure the thickness of the
humus layer (this is the dark layer that will
 be floating on the surface of the water and
lighter coloured but heavier fragments will
sink to the bottom of the tube.”

8. The teacher will explain the different levels

of the experiment so that the students
understand what sections are what.
"The top of the surface of the tubes
(teacher will point) is the floating humus
layer, the middle section is the water layer
(teacher will point) and the bottom layer is Worksheets for
students to draw
the mineral layer (teacher will point).” their diagrams on.

9. The students will then complete the

worksheet by drawing the resource and
labelling the humus layer, water and
mineral layer.

Closure:
The teacher will ask the students to come back
to the whole group to share their findings
based on the experiment of the nutrients in the
soil and the humus layers.
The teacher will be looking for comments such
as the richer the soil, the bigger the humus
layer was.
The teacher will pose questions to close the
lesson.
“Which resource had the biggest humus
layer?”
“What is the best soil?” teacher is aiming for
the students to answer with the compost as Which resource
the soil with the most nutrients. has the biggest
humus layer?
“Which soil/ resource is best to plant in? why? what is the best
“Which soil is not so good to plant in? why? soil?
Which soil/
resource is the
best to plant in?
why?
Which soil is not
so good to plant
in? why?
 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
4 Earth’s Science Students will be Introduction:
resource involves
able to: The teacher will Students will build a micro composter in today’s
s, asking
including question take photos of the lesson, to create the best soil to plant produce in
water, s about
Create a micro students as they as discovered in the previous lessons.
are used and create a micro
in a describin composter in small
composter using
variety of g groups. an iPad to take 1. The class will start off by reviewing what
ways changes
(ACSSU in, and document the they have done so far in terms of Earth's
032) objects photos. natural resources having a focal point on
and Describe the What is
events changes that occur the soil.
(ACSHE Science journal compost?
021) through the on changes that What is placed
decomposing occur through the 2. The teacher will then ask the students if in a compost to
form the final
stages of each decomposing they know what compost is made up of. product in which
composter. stages of each
"What is compost?" is used for
composter. planting?
“What is placed in a compost to form the
Why are
final product in which is used for planting?” composts
“Why are composts important?” important?
Does anyone
“Does anyone have a compost at home?” have a compost
at home?
3. The teacher will then describe to the class
what compost is.
"Compost is made when biodegradable
materials such as food scraps, grass
clippings, straw, shredded paper and or
cardboard rot and decomposes. This
happens when the biodegraded waster is
broken down by different living things
including worms, insects and bacteria is
produced in the compost bin. The living
things use waste as food and help break
 down all the products into compost. When
this process is completed the compost
looked like a brown crumbly mixture filled
with nutrients. It looks and smells like soil,
how we have seen it in the previous
lessons.” We can look at composts as
nature’s way of recycling.

Body:

4. The teacher will explain what will occur in

the lessons activity.
"In today's activity, we are going to be
creating our own micro composter's.”

5. The teacher will guide the task in order for

the students to participate in safely.

6. The teacher will cover safety rules that

students will follow during the
experimentation stages of the lesson to
prevent injuries. These safety rules consist
of:
- Don’t put any of the materials in your
mouth.
- Don’t smell any of the materials.
- Wear gloves when making the compost.
All the other regular science rules that we
need to remember;
- Listen to the teacher
- Follow directions carefully
- Keep myself and others safe
- Wash my hands afterwards.
Safety chart
7. The teacher will start explaining the task so
that students can grasp the context of what
is expected.
 “You are going to be in the same groups
you have been with the same team roles
e.g leader, reporter, materials and speaker.
You will collect a 2L soda bottle that has
been cut already by the teacher (the end of
the lid has been cut). You will add a handful
of soil into the bottom of the bottle.
Followed by a handful of food scraps. You
will repeat the process of a handful of soil,
and a handful of scraps until the bottle is
full. You need to make sure that you finish
with a layer of soil on the top. Once you
have completed the steps so far, you are to
spray the bottle with water however, make
sure that it is not to wet, it should only be
damp when you touch it. Once you have
done that, you will then place your
composter along with the window seal in
the classroom. whenever the soil on top of
your composter dries out, spray it with
water to makes sure moisture is at the
same constant level.”

Materials needed for the activity:

-Empty 2-litre soda bottle pre-cut.
-Raw food scraps collected from recess and
lunches (vegetables, fruit peel).
- Soil
- Spray bottles for the water.
- Water

Closure: Empty 2-litre soda

Students will pack away their experiment areas bottle pre-cut.
and all the materials used, and then sit quietly Rae food scraps
waiting for the teacher's instructions. Soil
Spray bottles for
The teacher will inform the students to check in on the water.
their composters regularly to observe the changes Water.
in the soil/ compost processes. “Watch your
composters as the food scraps decompose and
turn to soil. Take photos of processes of the
compost to visualise the changes.
The teacher will ask the students to verbally
present an overview of the lesson procedures to
enhance individual understandings.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about earth’s natural resources and represent what they know about soil
 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

5 Earth’s Compare Students will be Introduction:

observati
resources ons with able to: The students will form a table that summarises the
Work samples
, those of previous lesson finding on earth’s resources and
others from
including the what soil has the best and least nutrients.
(ACSIS2
Illustrate the storyboards and
water, 13)
findings in each column graphs.
are used 1. The teacher will review the first lesson with
Use a lesson through a
in a range of the students as a whole class approach on
variety methods storyboard using
Observation the natural resources discovered on the
of ways
to sort sequencing.
informati checklist on the nature walk around the school grounds. What are Earth’s
(ACSSU on, student’s “What are Earth’s natural resources?” natural
032). including
progression and resources?
drawings Create a column “What was our focal point in the lessons
and graph using the understandings What was our
provided completed from week 1 till now?” focal point in the
tables seedling of the topics. lessons
(ACSIS0 experiment. completed from Storyboard
27). 2. The teacher will explain to the students that week 1 till now? templates 1 per
Use
they will create a storyboard based on each student.
informal lesson and what they undertook in each
measure
ments in lesson, basing it on the focal point of ‘soil’
the as a natural resource.
collection
and
recording Body:
of 3. The teacher will provide the students with a
observati
ons, with storyboard template. The teacher will
the
assistanc
demonstrate how to complete a storyboard.
e of
digital
technolo 4. The students will draw images to describe
gies as
appropria
te
(ACSIS0
26)

each lessons task followed on with scribing

what is occurring in each picture, what the
findings were etc.
For examples, the nature walk was the first
lesson discovering what Earth’s natural
resources are, one of the natural resources
discovered was sand/ soil.

5. Once students have completed their

iPads 1 per
storyboard. The teacher will explain to the student’s to create
class that the students are going to a graph.
organise all of their information from lesson
two ‘the beanstalk experiment’ into a graph
created on the iPads using keynote.

6. The graph will be designed based on the

progression of the seedlings created in
lesson two using Earths Resources.

7. The students are aware of how to use

keynote to create a graph from data
collected as this has been used in several
lessons. The students of year two know
that scientists use graphs to organise
information and to look for patterns. For this
task, in particular, the students will create a
column graph.
 8. The teacher will use questioning and What were the
different types of
discussion questions to support the resources used
students when planning, analysing and for the
interpreting the information gathered for the activities?
What was the
graph. best resource
“What were the different types of resources used for the
experiment?
used for the activities?” Which soil grew
"what were the best resources used for the the bean seed
experiment?" in?
Which soil had
“Which soil grew the bean seed in?” the biggest
“Which soil had the biggest seedling?” seedling?
Which soils did
“Which soils did not grow seeds in?” not grow seeds
“How long was the biggest seedling in in? How long
was the biggest
centimetres?” "How long were the lengths
seedling in
of the seedlings?" centimetres?
These questions will set the task for the How long was
the length of the
students in order for them to complete a seedlings?
graph on keynote.
Students will use a ruler to measure the
seedlings in centimetres to gather the
lengths to form the graph.
e.g. the compost seedling was the biggest
seedling in length so the students would
measure this in centimetres with a ruler to
form the biggest column on the graph.

Closure:
The teacher will allow students to discuss their
observations.
The teacher will ask all students to share their
tables and storyboards to the class and
discuss their findings to complete the Earth’s
science experimentation for the term.
,
Reference List:

Australian Curriculum, Assessment and Reporting Authority. (2016). Home - The Australian Curriculum v8.2. Retrieved 11th August 2019, from
http://www.australiancurriculum.edu.au/

Primary Australian Literacy in Mathematics and Science. (2019). Retrieved 27 September 2019, from http://www.palms.edu.au/course/view.php?id=31

Science Video for Kids: Natural Resources of the Earth. (2019). Retrieved 26 September 2019, from https://www.youtube.com/watch?v=Qw6uXh9yM54

Sohail, S. (2015). Natural Resources | Education.com. Retrieved 27 September 2019, from https://www.education.com/lesson-plan/natural-resources/

WeAreTeachers | Ideas, Inspiration, and Giveaways for Teachers - WeAreTeachers. (2019). Retrieved 26 September 2019, from
https://www.weareteachers.com/