Adapted from C2C

Name: Mouldy Seniors

Year Level: Year 6

Applicable Learning
Areas/Subjects: Science

Unit Plan
Life on Earth
In this unit students will explore the environmental conditions that affect the growth and survival of living things. They will use simulations to plan and conduct fair tests and analyse the
results of these tests. Students will pose questions, plan and conduct investigations into the environmental factors that affect the growth of living things. They will gather, record and interpret
observations relating to their investigations. Students will consider human impact on the environment and how science knowledge can be used to inform personal and community decisions.
They will recommend actions to develop environments for native plants and animals.
(Taken from:

Assessment Task Summary (Taken from Type Learning Areas

Investigating mouldy bread (Yr 06) Summative Science
Students develop an investigable question and design an investigation into simple cause-and-effect relationships including
identifying variables to be changed and measured and potential safety risks. Students collect, organise and interpret data to
identify environmental factors that contribute to mould growth in bread and explain how scientific knowledge helps to solve
problems.
Investigating plant growth (Yr 06) Formative Science
Students pose a question to investigate, design and plan a fair test, use equipment and materials safely, represent and
interpret experimental data, identify environmental factors that influence plant growth and explain how scientific knowledge
about growth of plants can be used to solve problems and inform personal and community decisions.
Investigating with simulations (Yr 06) Formative Science
Students pose a question to investigate, design and plan a fair test including considering variables to be changed, measured
and controlled, use equipment and materials safely, represent and interpret experimental data, identify environmental factors
that influence plant growth and explain how scientific knowledge about growth of plants can be used to solve problems and
inform personal and community decisions.
Unit Overview Mouldy Seniors
2
Year: 6
Learning Areas/Subjects: Science
Unit Overview Mouldy Seniors
3
Year: 6
Learning Areas/Subjects: Science
Australian Curriculum
Science - Year 6 (Taken from Australian Curiculum, Assessment and Reporting Authority [ACARA], 2014)
Year 6 Achievement Standard
By the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy
can be transformed from one form to another when generating electricity. They explain how natural events cause rapid change to Earth's surface. They describe and predict the effect of
environmental changes on individual living things. Students explain how scientific knowledge helps us to solve problems and inform decisions and identify historical and cultural
contributions.
Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and
describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data.
They describe and analyse relationships in data using appropriate representations and construct multimodal texts to communicate ideas, methods and findings.
Content Descriptions
Science as a Human Endeavour Science Inquiry Skills Science Understanding
Nature and development of science Questioning and predicting Biological sciences
 Science involves testing predictions by gathering  With guidance, pose clarifying questions and make  The growth and survival of living things are
data and using evidence to develop explanations of predictions about scientific investigations affected by physical conditions of their
events and phenomena and reflects historical and (ACSIS232) environment (ACSSU094)
cultural contributions (ACSHE098) Processing and analysing data and information
Use and influence of science  Compare data with predictions and use as evidence
 Scientific knowledge is used to solve problems and in developing explanations (ACSIS221)
inform personal and community decisions  Construct and use a range of representations,
(ACSHE100) including tables and graphs, to represent and
describe observations, patterns or relationships in
data using digital technologies as appropriate
(ACSIS107)
Planning and conducting
 Decide variables to be changed and measured in
fair tests, and observe measure and record data
with accuracy using digital technologies as
appropriate (ACSIS104)
 Identify, plan and apply the elements of scientific
investigations to answer questions and solve
problems using equipment and materials safely
and identifying potential risks (ACSIS103)
Communicating
 Communicate ideas, explanations and processes
using scientific representations in a variety of
ways, including multi-modal texts (ACSIS110)
Unit Overview Mouldy Seniors
4
Year: 6
Learning Areas/Subjects: Science
General capabilities
This unit provides opportunities for students to engage in the following general capabilities.
Literacy
 Comprehending texts through listening, reading and viewing
 Composing texts through speaking, writing and creating
 Text knowledge
 Grammar knowledge
 Word knowledge
 Visual knowledge
Numeracy
 Estimating and calculating with whole numbers
 Recognising and using patterns and relationships
 Using fractions, decimals, percentages, ratios and rates
 Interpreting statistical information
 Using measurement
Information and communication technology (ICT) capability
 Investigating with ICT
 Creating with ICT
 Managing and operating ICT
Critical and creative thinking
 Inquiring - identifying, exploring and organising information and ideas
 Generating ideas, possibilities and actions
 Reflecting on thinking and processes
 Analysing, synthesising and evaluating reasoning and procedures
Personal and social capability
 Self-management
 Social management
Ethical understanding
 Understanding ethical concepts and issues
Intercultural understanding
 Recognising culture and developing respect
For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.
Unit Overview Mouldy Seniors
5
Year: 6
Learning Areas/Subjects: Science
Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures
Students will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their
histories are part of a shared history belonging to all Australians.
The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information including
pedagogical approaches refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support
https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.
Asia and Australia's engagement with Asia
Students will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures,
beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples
of Asia so they can effectively live, work and learn in the region.
For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum and the Learning area statements.
Sustainability
Students will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.
For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.
Assessing student learning
Assessment name: Investigating mouldy bread
Assessment description: Students develop an investigable question and design an investigation into simple cause-and-effect relationships including identifying variables to be changed and
measured and potential safety risks. Students collect, organise and interpret data to identify environmental factors that contribute to mould growth in bread and explain how scientific
knowledge helps to solve problems.
In this unit, assessment of student learning aligns to the following aspects of the achievement standard.
By the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy
can be transformed from one form to another when generating electricity. They explain how natural events cause rapid change to Earth's surface. They describe and predict the effect of
environmental changes on individual living things. Students explain how scientific knowledge helps us to solve problems and inform decisions and identify historical and cultural
contributions.
Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and
describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data.
They describe and analyse relationships in data using appropriate representations and construct multimodal texts to communicate ideas, methods and findings.
Monitoring student learning
Student learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.
Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.
Specific monitoring opportunities in this unit may include observation, consultations and samples of student work.
Monitoring activities
Activity name: Investigating with simulations (Lessons 3-4)
Activity description: Students pose a question to investigate, design and plan a fair test including considering variables to be changed, measured and controlled, use equipment and
materials safely, represent and interpret experimental data, identify environmental factors that influence plant growth and explain how scientific knowledge about growth of plants can be
used to solve problems and inform personal and community decisions.
Activity name: Investigating plant growth (Lessons 7-9)
Activity description: Students pose a question to investigate, design and plan a fair test, use equipment and materials safely, represent and interpret experimental data, identify
Unit Overview Mouldy Seniors
6
Year: 6
Learning Areas/Subjects: Science
environmental factors that influence plant growth and explain how scientific knowledge about growth of plants can be used to solve problems and inform personal and community
decisions.
Feedback
Feedback may relate to misunderstandings and common alternative conceptions. In this unit this may include students thinking that:
 the terms 'environment' and 'habitat' have similar meanings. Explain to students that environment refers to all of the
conditions in an area, whereas a habitat is the place in the environment where an organism lives
 changing a plant's environment can only have a negative impact on its growth and survival. Explain to students that some
environmental factors can have a positive influence on a plant's growth, some may have either a positive or negative
effect, and some may indeed have a negative effect
 knowledge and understanding of the environment is a recent development. Explain to students that Aboriginal peoples
and Torres Strait Islander peoples have lived with knowledge and understanding of the environment around them for
thousands of years and continue to do so
 we know everything about common species of animals and how they interact with their environment. Explain to students
that new discoveries are being made all the time about animals' interactions with the environment, even very well studied
animals
 plants need full sunlight all day in order to grow. Inform students that different plants respond differently to their
environment. Some plants are suited to low light conditions, while others require high exposure to sunlight
 all mould is bad for humans. Inform students that while some forms of mould are toxic to humans, other varieties such as
penicillin are beneficial
 all plants and animals in the wild are native to Australia. Inform students that some plants and animals have been
introduced to Australia from other countries; this often results in damage to native plant and animal habitats and
reduction in native species
 any kind of environment will encourage native animals. Explain that native animals may have different requirements for
their growth than are provided by a constructed backyard
 by removing something that has damaged an environment it will revert to its natural state. Inform students that it can
take many years and some human assistance to return damaged environments to their natural state
 living things can only exist under the same environmental conditions as they do. Ensure that students understand that
living things can exist in a very wide range of environments. Some organisms can live where most other life would die.
Unit Overview Mouldy Seniors
7
Year: 6
Learning Areas/Subjects: Science
Teaching Sequence
Curriculum Plan Topics Curriculum Plan Topics
Duration Topic Resources
1 Lessons Understanding environments  Computer availability (Prior Knowledge Quiz)
Lessons 1: Identifying and profiling habitats  Printed worksheet or worksheet displayed for students to copy
 Science book
 PowerPoint access (student will create a PowerPoint Science
Journal)
 Hat
 Ruler
 Thermometer (Teacher only)
 Pencil/Pen
1 Lessons Measuring effects of environment  Computer availability (Fair Test Simulation)
Lessons 2: Investigating with simulations  Printed worksheet or worksheet displayed for students to copy
 Science book
 PowerPoint access (student will create a PowerPoint Science
Journal)
 Pencil/Pen

2 Lessons Natural environments Lesson 3

 Lesson 3: Exploring Aboriginal knowledge of plant and animal  YouTube - Link Farmers
environments  YouTube - Link Stars
Lesson 4: Studying animals of the Asia-Pacific region  YouTube - Link Medicine
 Science book
 PowerPoint access (student will create a PowerPoint Science
Journal)
 Pencil/Pen
Lesson 4
 Computer availability – animal research
 Science book
 PowerPoint access (student will create a PowerPoint Science
Journal)
 Pencil/Pen

1 Lessons Environmental effects on plants  Computer availability Bean Time Lapse How to grow a seed in
Lessons 5: Investigating plant growth - Light a bag
 Science book
 PowerPoint access (student will create a PowerPoint Science
Unit Overview Mouldy Seniors
8
Year: 6
Learning Areas/Subjects: Science
Journal)
 Pencil/Pen
 Ziplock bags
 seeds
 cotton wool balls
 water
 sticky tape
 marker
 stapler
 Worksheet Light Investigation

1 Lesson Environmental effects on plants  Computer availability Bean Time Lapse How to grow a seed in
Lessons 6: Investigating plant growth - Salinity a bag
 Science book
 PowerPoint access (student will create a PowerPoint Science
Journal)
 Pencil/Pen
 Ziplock bags
 seeds
 cotton wool balls
 water
 salt
 sticky tape
 marker
 stapler
 Worksheet Salinity Investigation

2 Lessons Mould investigation Lesson 7

Lesson 7-8: Exploring mould 
 YouTube – Mould in the workplace Different Moulds
 Computer availability Bean Time Lapse How to grow a seed in
a bag
 Mould simulation
 Science book
 PowerPoint access (student will create a PowerPoint Science
Journal)
 Worksheet - Mouldy environments
Unit Overview Mouldy Seniors
9
Year: 6
Learning Areas/Subjects: Science
 Pencil/Pen

Time Lapse 1
Time Lapse 2
Time Lapse 3
Time Lapse 4

4 Lessons Assessment Assessment

Lessons 9-12: Assessing student learning  Computer availability
 Science book
 PowerPoint
 Worksheet 1
 Worksheet 2
 Ziplock bags
 Bread
 Marker