SCIENCE FORWARD PLANNING DOCUMENT Lesson one

TERM / WEEKS: Term 3, 5E’s- ENGAGE (1-2 lessons)

• To capture student interest and find out what they know about life TOPIC: Science – Plants in actions (life cycles)
Week 1 •
cycles of plants
To elicit students’ questions/ prior knowledge about life cycles of plants
Diagnostic assessment used- in this lesson you will find out what the students already
know about life cycles of plants. This will allow you to take account of students’
existing ideas when planning learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
(Year 1 & 2
only)
Science Science as Science Inquiry Skills OUTCOMES
Understanding a Human
Endeavour
Living With guidance, Introduction: Key Questions (assessment):
things have identify questions in - Placed on the student’s desk will be a shoebox filed with - “How do you think this fruit
life cycles familiar contexts a range of different fruit and vegetables. The students will might grow?”
(ACSSU072) that can be need to feel and discuss the characteristics and life cycle - Can you explain to me how
this vegetable might grow?
investigated of the fruit or vegetable with their table.
- What do you notice about
scientifically and - Once the students have finished guessing the life cycles
the fruit?
predict what might of the fruit or vegetables the teacher is to read ‘From - Are there any specific
happen based on Plant to Seed’ by Gale Gibbons. The teacher is to ask the characteristics you have
prior knowledge students a range of different questions about the book. noticed about the fruit or
(ACSIS064) The teacher can also ask the students to share one fun vegetable?
LESSON OBJECTIVES fact they learnt from the book.
As a result of this lesson, students will be able to: Key Questions (Book):
Body: -
• Identify and describe the fruit and vegetables in the “What were some of the
- The students are then to sort out the life cycle jigsaw parts of the flower
box by feeling the item then discussing their
puzzle in their ‘Plants in Action Booklet’ This is where the mentioned?”
characteristics and possible life cycles.
students need to order the different stages of the life - “What was an interesting
• Individually order and explain the different stages of a
cycle by observing the picture and description and then fact you heard?”
plant’s life cycle using the worksheets provided. -
place the pieces of the puzzle in the correct order. “Can you explain the role
the bees play in
ASSESSMENT (DIAGNOSTIC) pollination?”
Work Sample (Jigsaw Puzzle): - Once the students have sorted the jigsaw puzzle the
- The teacher is to conduct a diagnostic teacher is to ask the students to share what order they Key Questions (Jigsaw):
have placed the pieces in. The teacher can ask the - “Can you explain to me why
assessment on the students Jigsaw puzzle. students a range of different questions such as… you ordered them this
- The teacher is to access the students Jigsaw - The students then will need to take a photo of their puzzle way?”
puzzle on their SeeSaw post. and post it to SeeSaw - “How did you order the
- The teacher is to write some anecdotal - The students are then to watch the video ‘How does a jigsaw?”
Seed become a Plant’. The teacher is to ask the students - “What was something you
notes about how well the students were able noticed about the pieces?”
a range of questions (refer to key question section).
to identify the different stages of a life cycle - The students can create a word wall with the terminology
in their jigsaw puzzle. in the video.
Key Questions (Video):
- “What were some facts that
the video shared?”
Conclusion: - “What were some of the
- The students are then to play a round of musical fruit. terminologies used in the
o The students are to pass around and throw a video?”
piece of fruit. When the music stops the student - “How did the seed grow in
holding the fruit much share one thing they know the video?”
and one thing they want to learn more about life
cycles of fruit and vegetables. Resources for lesson:
- The teacher can voice record the students sharing their - Fruit and Vegetable shoebox
explanations to make sure they include what the student - Jigsaw puzzle Worksheet
- Plants in Action Booklet
might want to know more about.
- How does a seed become a
plant video…
HEALTH AND SAFETY: (https://www.youtube.com/
- Throwing the fruit around the classroom. The teacher watch?v=tkFPyue5X3Q)
might need to go over what is the proper way to through - Word Wall Card
the fruit. - Anecdotal notes
- The teacher will also need to consider if a student is
allergic to a certain fruit or vegetable.

LEARNER DIVERSITY
Enabling Students:
- These students can work with a partner for the activities
and participate in peer-to-peer teaching. The teacher
can also provide the students visual prompts when
working on the jigsaw puzzle (for example, diagrams and
actual physical prompts of a lifecycle).
Extending Students:
- These students can research and explore in more depth
the different stages of a plant’s life cycle once they have
finished the worksheet. Encourage them to find some
facts they can share with the class.
 SCIENCE FORWARD PLANNING DOCUMENT Lesson Two

TERM / WEEKS: Term 3, 5E’s- EXPLORE (2-3 lessons)

• To provide hands on, shared experiences of life cycles of a seed and TOPIC: Science – Plants in actions (life cycles and
Week 3 •
germination
To support students to investigate and explore ideas about life cycles germination)
of a seed and germination.
Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Science Inquiry Skills OUTCOMES
Understanding Human
Endeavour
Living things Suggest ways to plan Introduction: Key Questions (Introduction):
have life and conduct - The teacher is to conduct a brainstorm on the whiteboard - “What might a seed need
cycles investigations to find with the students about the environmental factors that will to grow?”
(ACSSU072) answers to questions benefit a seeds growth. The teacher can ask the students a - “Can you explain to me
(ACSIS065) range of questions (refer to key question section). why a seed might need
- Once the brainstorm has been completed, collaboratively, these conditions to
Safely use appropriate the students and teacher are to select 3 conditions that will grow?”
materials, tools or - “What might be the
help benefit the seeds growth. The students are to record this
equipment to make perfect environment to
in their ‘Plants in Action Booklet’.
and record help a seed grow?”
observations, using
formal measurements Body:
and digital technologies - The teacher is to then demonstrate and model to the class Key Questions (Assessment):
as appropriate how to plant a seed in the plastic cup properly. This is where - “Can you explain to me
(ACSIS066) the teacher is to discuss with the class the different health your thinking behind
LESSON OBJECTIVES and safety precautions (refer to health and safety section). your predictions?”
- In groups of 3, the students are to… - “Can you explain to me
As a result of this lesson, students will be able to: o Observe the characteristics of the seed and then your predictions?”
• Collaboratively, as a class, choose three certain write them down in their booklet. - “What do you think
environmental factors that will benefit the growth of a o They then must plant a seed in the plastic cup, might happen?”
seed considering and using the environmental factors will
• Investigate, in groups of 3, the changes overtime to a help the seed grow. Key Questions (Enabling
seed with the 3 environmental factors applied. o After they have planted their seed, they need to Students):
• Observe and record, the changes to the seed over a record their predictions for the growth of the seed - “Why might the seed
period of 3 weeks, in their Plants in Action Booklets. over the next couple of weeks in their booklet. need water?”
ASSESSMENT (FORMATIVE)
Exit Slip: - The teacher is to place the instructions on the board for the - “Can you explain why the
students to refer to during the lesson. seed needs these
- The teacher is to get the students to complete - Whilst the students are completing the task, the teacher is to conditions to grow?”
an exit slip at the end of the lesson. walk around to the different groups and ask them to explain - “What do you think the
- The students have to answer 2 questions… what their predictions are. The teacher can ask the students seed will look like next
o List some of your predictions on your a range of different questions (refer to key question section). week?”
- The students then are to write their first observation in their
seed’s growth booklet about what the seed looks like in the soil. Resources:
o What information backs up your - Each day the students are to record observations and - Plastic cups
predictions changes of the seed in their booklets and on iMovie on their - Seeds
- The teacher is to make note on the type of iPads. - Plants in Action Booklet
- Soil
terminology the students are using when on Conclusion: - Water bottle/Spray
their exit slip. - The teacher is to play a round of popcorn with the students bottle
- The teacher is to reflect on this information where the students share some of their predictions with the
when planning for the next lesson, as this will class.
o The students that want to share jump up and share
help fill in the gaps in knowledge of the their predictions with the class. Once the teacher has
students. selected someone the students squat back down
until they have finished. When a person has shared,
they sit back down on the mat.

HEALTH AND SAFETY:

- During the demonstration the teacher will need to talk to the
students about properly using the soil and equipment.
- The teacher may need to consider what type of soil and
fertilisers they will be using for their seeds and if they are
suitable to use in the classroom.
- The teacher will also need to specifically model and
demonstrate how to plant the seed properly (how deep will
the seed need to be in the soil).

LEARNER DIVERSITY:
Enabling Students:
- These students can be partnered up together in a group. The
teacher can then work with this group of students whilst they
plant their seed. The teacher can then ask them a range of
enabling questions (refer to key question section).

Extending Students:
- These students can be partnered up in a group together.
Once they have finished planting their seed, the teacher
can challenge them to create predictions that use
terminology from the word wall.
 SCIENCE FORWARD PLANNING DOCUMENT Lesson Three

TERM / WEEKS: Term 3, 5E’s- EXPLAIN (1 lesson)

• To support students to develop explanations for experiences and TOPIC: Science – Plants in actions (germination)
Week 5 make representations of developing conceptual understandings
Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
(Year 1 & 2
only)
Science Science as a Science Inquiry OUTCOMES
Understanding Human Skills
Endeavour
Living things Compare results Introduction: Key Questions (T-Chart):
have life with predictions, - Students, in their groups of 3 from the Explore lesson, are to - “What was similar in the
cycles suggesting grab their seed in the plastic cup and sit on the mat with it. video to your seed?”
(ACSSU072) possible reasons The teacher is to ask the groups to share what they notice - “What were some
for findings and what has changed about the plant since the first week differences between your
when they planted it. seed and the video?”
(ACSIS216)
o The students may refer to their observations in their - “Can you explain to me
‘Plants in Action Booklet’. what might be similar in the
LESSON OBJECTIVES - The teacher can ask a few groups to share their observation video to your seed?”
iMovie with the class and discuss whether it met their - “Why might this be?”
As a result of this lesson, students will be able to:
• Explore collaboratively, as a class, the similarities and predictions.
- The students then are to watch the video “Seed Key Questions (poster):
differences of their seed and the Seed Germination - “What is some information
Video Germination”.
you have found out about
- The teacher is to then draw a T Chart on the board ask the
• Discuss, as a class, the results from their seed germination?”
students to share what was similar and different in the video
investigation and compare results to predictions. - “What do you think this
to their plastic cup seeds.
• Create, individually, a poster that demonstrates what - The teacher can ask a range of questions (refer to key
means?”
germination is, the stages of germination and use key - “Can you explain to me
question section)
terminology something that you have
ASSESSMENT (FORMATIVE) learnt about germination?”
Body:
- “How does this relate to
Checklist: - The students are then to individually in their ‘Plants in Action what you observed with
Booklet’ scan the range of different QR codes and find
- The teacher is to mark the students’ posters information to include in a poster about Germination.
your seed from last lesson?”
against a checklist. - The students are to write the information they find into their Key Questions (Enabling Students):
- The teacher is to check that the students booklets. - “What do you think this
understand… - Once the students have found a range of different sentence means?”
information and facts about the different stages of
o What germination is
 o The stages of germination germination and what germination is, they are to create a - “How can we re-word this
poster on Pic College on their iPads. They must include… complicated sentence to
o What happens at each stage of o What germination is make sense to us?”
germination o The different stages of germination - “Can you research what
o And can use key terminology o What happens at each stage of germination that word means for your
- The teacher is to reflect on this information o Relate their investigation to the stage of germination understanding?”
o Key Terminology from the Word Wall
and identify which students may need a - Whilst the students are making their poster the teacher is to Resources:
hand next lesson to ensure they understand walk around and ask the students a range of different - Seed Germination Video
the content correcty. questions (refer to key questions part). (https://www.youtube.
com/watch?v=TE6xptjgNR0)
Conclusion: - Mini whiteboards
- Once all the students have finished making their poster, they - Plants in Action Booklet
are to upload it to SeeSaw for the teacher to mark later. - Kahoot
- Plastic cup seeds from last
- The students are then to play a round of Kahoot.
lesson
- The Kahoot includes questions on…
o Stages of germination
o What germination is
o What occurs at each stage of germination

LEARNER DIVERSITY
Enabling Students:
- The teacher is to work with the enabling students. They can
help the students pull information out of the resources by
asking key questions (refer to key question section).
- The teacher can also let the students write their information
on a mini whiteboard.

Extending Students:
- These students are encouraged to find information by
themselves on Google through researching.
- The teacher can challenge these students to find at least 3
bits of information for each of the stages of Germination
and also some fun facts they can include on their poster.

SCIENCE FORWARD PLANNING DOCUMENT Lesson Four

TERM / WEEKS: Term 3, 5E’s- ELABORATE (1-2 lessons)

• To challenge and extend students’ understandings in a new context TOPIC: Science – Plants in actions (conducting an
Week 7 or make connections to additional concepts through a student
planned investigation investigation)
• To use investigative/ inquiry skills
Summative assessment of science inquiry skills

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
 Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
(Year 1 & 2 only)
Science Science as a Science Inquiry OUTCOMES
Understanding Human Skills
Endeavour
Living things Suggest ways Introduction: Key Questions (Video):
have life to plan and - The teacher is to revise with the students what environmental - “What were some
cycles conduct factors they thought were perfect for the growth of the environmental factors that
investigations seeds. killed the seeds?”
(ACSSU072)
to find answers - The teacher is to read or project the video of “The Tiny - “Can you explain what
to questions Seed” by Eric Carle. happened to the tiny
(ACSIS065) - The teacher is to ask the students a range of different seed?”
questions (refer to key questions section). - “What were some
Safely use environmental factors that
- In partners the students are to create a mind map of a
appropriate helped the growth of the
range of different environmental factors that they think
materials, tools seed?”
or equipment might affect the growth of a seed on Poplet on their iPads.
- The students in their partners are to share some of those - “What happened when the
to make and seed fell into the water?”
record environmental factors with the class.
- “Why might that have
observations, happened?”
using formal Body:
measurements - The students this lesson are to plan an investigation,
Key Questions (Enabling Group):
and digital exploring what will happen to a seed’s growth if an
- “What environmental
technologies important environmental factor was to be changed.
factor are we changing?”
as appropriate - The teacher is to select 4 of the different environmental
- “What variable might that
(ACSIS066) factors that the students shared with the class and give go under?”
LESSON OBJECTIVES each group of 3 an environmental factor to change. - “Can you explain to me
As a result of this lesson, students will be able to: what you think might
- The teacher will first need to demonstrate and model how
• Create a hypothesis, in their booklets, in groups of 3, on happen to your seed?”
the plant the seeds, change the environmental factors, write - “How will we know if there
what will happen to their seed when it has an variables and a hypothesis.
environmental factor changed. is a difference in growth?”
- Once the students have their environmental factor they are
• Discuss, with a partner, what environmental factors will to in their ‘Plants in Action Booklet’ create variable, a Key Questions (Class Discussion):
affect a seeds growth in a mind map. hypothesis, and predictions for the investigation. - “What was your
• Explore, in groups of 3, the affect changing - The students are then to plant their seeds in the 2 plastic hypothesis?”
environmental factors will have on a seed’s growth, by cups. One with the changed variable and one with the - “Can you explain to me
conducting an investigation measurable variable. why you have made this
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) hypothesis?”
Checklist: - The students are to each week observe the different - “What is the environmental
changes in the growth of their seeds and record them in factor that you are
- The teacher is marking the student’s their ‘Plants in Action Booklet’ and on an iMovie changing?”
investigation planner against a checklist. presentation. - “How will this affect the
- The teacher is to have a look at how well the seeds growth?”
Conclusion: - “What part of Germination
students have planned their investigation out.
- The teacher is to conduct a discussion with the students and or the seeds life cycle have
- The teacher can then use and reflect on the ask some groups to share their environmental factors and you considered in your
information from the assessment to help those their hypothesis (what they think is going to happen to their hypothesis?”
students who may need a hand seed) the teacher can ask the students a range of questions
(refer to key question section). Resources:
understanding the content. - The Tiny Seed Video
- The teacher is to create an answer garden for the students
to write their hypothesis in. (https://www.youtube.com
/watch?v=ls6wTeT2cKA)
- Plants in Action Booklet
HEALTH AND SAFTEY:
- Plastic Cups
- The teacher will need to go through how to plant the seeds
- Soil
with changed environmental factors.
- Seeds
- The teacher will also need to go through and explain to the
- Water/Spray bottle
students how to correctly plant the seed in the soil.
- Student iPads
- They will also need to explain to the students how to properly
use and handle the soil and seeds.

LEARNER DIVERSITY:
Enabling Students:
- These students are to work in a group together. The teacher
is to work with these students using the mini whiteboards to
help them work through their investigation planner
- The teacher can ask these students a range of enabling
questions (refer to key question section).

Extending Students:
- Once these students have finished planting their seeds, they
are to use their iPads to research some information that will
back up their predictions and hypothesis.

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: Term 3, 5E’s- EVALUATE (1 lesson)

• To provide opportunities to review and reflect on their learning about TOPIC: Science – Plants in actions (life cycles and
Week 9 life cycles and germination and represent what they know about life
cycles and germination germination)
Summative assessment of science understanding e account of students’ existing
ideas when planning learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Science Inquiry OUTCOMES
Understanding Human Skills
Endeavour
Living things Represent and Introduction: Key Questions (Enabling
have life cycles communicate - The students are to play a game of Kahoot that revises… Students):
(ACSSU072) ideas and o The life cycle of a plant - “Can you explain to me
findings in a what you know about life
o What Germination is
variety of ways cycles?”
such as
o The stages of Germination
- “What is germination?”
diagrams, o Environmental Conditions that benefit the growth
- “How would you explain
physical of a seed germination to me?”
representations o Environmental Factors that affect a seeds growth. - “What environmental
and simple - The students are to turn to their shoulder partner and share factors did we look at?”
reports some of the things they have learnt so far. - “What affect did they
(ACSIS071) - The teacher is to create a Padlet, and the students are to have on the seeds?”
LESSON OBJECTIVES write down some of the things they discussed with their
As a result of this lesson, students will be able to: partner. Key Questions (Extending
Students):
• Create a movie, individually on the life cycles,
Body: - “Can you find evidence to
germination and environmental factors that benefit
- The students, individually, are to pretend they are scientists support this section of
and affect the growth of a seed. information?”
• Reflect in the movie, individually, how well they feel and create a video explaining the topic to someone who
- “How can you explain
they participated and understood the topic. has no idea about the content.
this in more detail?”
• Reflect in the movie, individually, on their planned - The video is to contain what they have learnt over the
- “How would you describe
investigation and what it told them about germination. duration of the lessons. germination to your
ASSESSMENT (SUMMATIVE – Science Understanding) - The students need to include the following in their video… parents?”
o The life cycle of a range of different fruit and - “Can you include more
Rubric: vegetables terminology than what is
- The teacher is to mark the student’s movies o Environmental factors that are ideal for a seed on the word wall?”
that they have created against a rubric. The (include information and observations about their
first planted seed) Resources:
teacher also needs to consider all other forms -
o What germination is Padlet
of assessment that they have used and mark o The stages of germination - Kahoot
the students against how well they have done o The stages of germination explained - Student iPads
- Plants in action booklet
in the other assessments. o Environmental factors that affect the growth of
- This will give the students their final grade for seeds (use information and observations from the
investigation they conducted)
how well they have done in this unit of o Terminology from the word wall.
work/project.
 o Reflection on how they think they went over the
duration of the lessons.
- The teacher is to walk around and ask the students a
range of different extending and enabling questions (refer
to key question section).

Conclusion:
- Once students have completed their video, they will need
to submit it on Seesaw so the teacher can mark the
students against a rubric for a summative assessment.
They will also need to hand in their ‘Plants in Action
Booklet’.
- The students are to have a whole class conversation
stating their favourite and least favourite part about the
topic and lessons they have just completed (the teacher
can reflect on this).

LEARNER DIVERSITY
Enabling Students
- These students can collaborate with another student to
produce their movie presentation.
- If these students choose to work independently, they
should be allowed a bit of extra time to get the movie
together

Extending Students
- These students should go into great depth in their movie
- The teacher can ask extending questions for the students
to include in their movie to help extend them (refer to key
question section).