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Primary Science FPD 5es
Primary Science FPD 5es
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
(ACELY1687) (ACTDIP011) Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
Conclusion – 10 Minutes
The teacher will conclude the lesson by getting students Self-Assessment exit slip
to access an answer garden using the QR code on the
board to answer the exit question. ICT
Students will complete a self-assessment about the
lesson.
LEARNER DIVERSITY
To extended students academically the teacher will get
them to draw and explain what they saw using scientific
vocabulary.
The teacher will assist students who need it by
providing prompts and explicit questioning.
SCIENCE FORWARD PLANNING DOCUMENT – Explore (*Please note students will be watering plants over few weeks)
5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS: To provide hands on, shared experiences of XXXXX TOPIC - Biological Science – Life Cycles of a flowering
3/2 Formative assessment
To support students to investigate and explore ideas about XXXXX
plant.
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
(ACELA1498) Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
Conclusion – 10 Minutes
iPads – Canva, Photos, SeeSaw
Students will complete the third and fourth columns of the TWLH chart
in their science journals. TWLH Chart – attached below
Once this is completed students will submit it via SeeSaw.
Science Journals
LEARNER DIVERSITY
The teacher will ensure students who need to be extended academically
are provided with a variety of opportunities throughout the lesson to be
extended.
The teacher will also ensure that students who need extra assistance are
provided with prompts and explicit instruction.
SCIENCE FORWARD PLANNING DOCUMENT – Elaborate (*please note this will take 2 lessons)
5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS: To challenge and extend students’ understandings in a new context or make TOPIC - Biological Science – Life Cycles of a flowering
connections to additional concepts through a student planned investigation
To use investigative/ inquiry skills plant.
Summative assessment of science inquiry skills
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
(ACMSP096) (ACTDIP009) Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
Conclusion – 10 Minutes
The teacher will ask students to write on a post-it note 1 thing they
learnt and 1 thing they are still finding challenging.
Students will put their post-it note on the whiteboard when they have
finished. The teacher will go through a few that were placed on the
board and have a class discussion splitting the post-it notes into Post-it notes.
similar categories.
LEARNER DIVERSITY
For students who need extended academically, they will be required
to write a paragraph outlining what they have observed, and why they
think their predictions are valid.
Students who need assistance will be provided with teacher
assistance. For their self-led investigation, there will be prompts
(images and keywords) to assist these students to complete their
investigation.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
Make at least three predictions about the effect variables can have
on the growth of a flowering plant.
Represent the collection of data through a graph or table.
Use scientific language and visual representations to support your
investigation.
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
Body – 40 Minutes
The teacher will split the class into groups of 3 where students will PowerPoint
work collaboratively together to plan, research and deliver a 5-minute
oral presentation on everything they have learnt about life cycles. iPads
Students are to keep in mind how their research and information may
assist in their design brief. ICT, Literacy, Personal and Social
Capability Children’s Literature
Students will need to consider the following:
o Discuss the stages of the lifecycle, use images to assist you.
o Present factual information to support your presentation.
o Discuss the environmental impacts that may affect growth.
o Discuss the important factors of the structure.
o Incorporate ideas about your design brief ‘The Chicken Inn’
Students will be assessed on their oral presentation.
Conclusion – 10 Minutes
The teacher will ask the students to complete an exit slip/reflection in
their science journals. Literacy
o How have your ideas changed throughout the unit?
o What is something new you have learnt?
o What activity did you enjoy and learn the most from?
o What activity was most challenging?
o What is something you still have questions about?
LEARNER DIVERSITY
Students who need to be extended academically will be required to
show their understanding of the content knowledge, through presenting
higher quality information which contains graphs, tables and images.
They will be encouraged to use children’s literature.
Students who need assistance and to be enabled academically will be
required to present a 3-minute presentation that contains important
information. They will have teacher assistance.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
Primary Connections: Linking Science with Literacy, & Australian Academy of Science. (2006). Friends or foes? (Rev.ed.). Canberra: Australian Academy of
Science.
Primary Connections: Linking Science with Literacy, & Australian Academy of Science. (2006). Plants in action (Rev. ed.). Canberra: Australian Academy of
Science.
Skamp, K., & Preston, C. M. (2017). Teaching primary science constructively (6th ed.). South Melbourne, Vic; South Melbourne;: Cengage Learning Australia.
Resources
Life Cycles
NAME: __________________________
What we think we know. What we want to learn. What we learned How we know
(What are our claims?) (What is our evidence?)
Mystery Box/Matching Game – (Lesson 1 and 2)
Sunflower
Seed Germinated Seed Sprout Bud Flowering Plant Adult Plant
Sunflower seeds have The seed detects the After 1 week a shoot A seedling will The plant stem will This stage is where the
black and white pill of gravity and will sprout out of the continue to grow until grow taller and wider. sunflower is in bloom.
stripes. When the responds by sending soil, reaching towards a bud will appear. The bud will begin to
seeds are planted in its root down (with the sun. Once the open, and the plant
the ground or they fall gravity) and its shoot shoots appear the becomes more mature.
from the head and up (against gravity). leaves will slowly
settle they can begin to After a open and continue to
grow. grow.
Bee
Egg Larva (day 6) Larva (day10) Puppa (day 14) Puppa (day 18) Adult
One egg is laid into the cell After 4 days the egg The larva will grow, and it Inside the sealed egg cell, This phase is where the The young adult bee will
of honeycomb. hatches into larva. It looks will moult (shred skin) the larva begins to spin a larva develops into a bee, emerge from the egg cell by
like a small white grub with several times. After 6 days cocoon. with wings, legs, head, chewing its way through
no legs. the egg cell is covered in thorax and abdomen. the wax.
wax by worker bees.
Word Wall- Sunflower (Lesson 2)
Images Stages
Seed – Warmth, air and moisture start the process of seed germination.
Germinated Seed – The seed detects the pill of gravity and responds by
sending its root down (with gravity) and its shoot up (against gravity).
Seed with first root and first shoot – After it has leaves and roots, the
plant can make its own food and is no longer dependent on the food
supply from the seed.
Seedling
Flowering Plant – The plant matures and forms flowers which can
contain its reproductive organs – stamens producing pollen and pistils
producing ovules.
Colour
Texture
Smell
Size
Drawing/Labelling