K-1+ScienceT4+2014


 * Living World**

uses a simple design process to produce solutions with identified purposes STe-6NE identifies that the way objects move depends on a variety of factors STe-8NE identifies the basic needs of living things || ST1-5WT uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants ST1-10LW describes external features, changes in and growth of living things ST1-11LW describes ways that different places in the environment provide for the needs of living things || Students: Living things have basic needs, including food and water. (ACSSU002) Students: Students: Living things grow, change and have offspring similar to themselves. (ACSSU030) Students: Living things live in different places where their needs are met. (ACSSU211) Students:
 * || **ES1** || **S1** ||
 * **Outcomes** || STe-5WT
 * **Content** || The way objects move depends on a variety of factors, including their size and shape. (ACSSU005)
 * • observe the way a variety of familiar objects move, eg sliding, rolling, spinning and bouncing on the ground
 * • identify that the way an object moves depends on its size and shape, eg tennis balls and blocks
 * • describe what plants and animals, including humans, need to stay alive and healthy, eg food, water and air
 * • identify the needs of a variety of living things in a range of situations, eg pets at home, plants in the garden or plants and animals in bushland and/or on farms || Living things have a variety of external features. (ACSSU017)
 * • describe some external features of a variety of living things, including plants and animals
 * • use a range of methods, including fieldwork, to identify plants or animals in their local area
 * • devise simple classification systems based on the observable external features of plants or animals identified in the local area
 * • record the changes in growth of a common plant or animal, using informal units, provided tables and digital technologies as appropriate
 * • observe and record some of the changes a common plant or animal shows during its life, using an appropriate digital technology, eg a camera
 * • compare the appearance of adult living things with their offspring, eg trees, insects, birds, reptiles, cats or humans
 * • observe the different places in a local land or aquatic environment where living things can be found, eg a schoolyard, pond, beach or bush
 * • explore the needs of a plant or an animal in its environment
 * • describe how some different places in a local land or aquatic environment provide for the needs of the animals or plants that live there
 * • observe and record ways people use science knowledge and skills in their daily lives to care for living things, such as gardeners, farmers or pet carers (ACSHE022, ACSHE035) ||

what are non living things? what do they need? -Cut out pictures of living and non living things from a magazine and make a poster as a class [|Lving things activity- in the forest] Science Aust Curriculum Books: K pg 3 & 5 1 pg 3 & 5 ||  || Science Aust Curriculum Books (complete worksheet): K pg 8 1 pg 8 create a fish or bird by cutting out crepe paper in either cicrles or triangles and sticking onto the body. Play celebrity heads using animals. ||  || - discuss what do animals need to stay alive and healthy?
 * **Week** || **Content** || **Learning Activities** || Assessment ||
 * 2 || Living things || Discuss: what do living things need to stay alive and healthy?
 * 3 || How living things are the same or different || Cut out page 7 K Book. Get the students to sort the animals into a number or categories including physical features, type of animal and environment they live in. Discuss the simalarities and differences. Read over page 7 in 1 Book with all students and discuss.
 * 4 || What do animals need || - revise what do humans need to stay alive and healthy?

- read over the following worksheet and discuss Science Aust Curriculum Books : K pg 11 - discuss do all animals need to same things?

Students choose one animal and they need to draw and labell everything it needs eg food, water, shelter. || all students were able to choose one animal and draw and labell its needs appropriately. || K pg 23 & 24 (all) ||  || [|Helping plants grow well interactive]
 * 5 || what do plants need || Read through pg 23 as a class, discuss and complete worksheet pg 24.
 * 6 || what are the main parts of a plant || Read over book 1 (Aust Science Curriculum) pg 15

- Students cut and paste the following labells on a plant- flower, stem, leaf, root. || Assesment: labell a plant with the following: flower, stem, leaf, root.

Tash: achieved AJ: placed 'roots' on the stem, and 'stem' on the roots. Maddie: achieved Kai: achieved ||
 * 7 || what parts does my body have || - read through pg 11 discussing what each body part does. Complete pg 12 as a class.

pg 11 & 12 Book 1 ||  || [|5 senses video] pg 27 & 28 K Science - read through and complete worksheets. ||  || students blindfolded and food items are handed around that they can smell and touch. They then need to guess what each is. Discuss did it make it harder not being able to use all your senses? ||  ||
 * 8 || 5 senses || discuss: what are the senses, what do you use them for
 * 9 || 5 senses || using the senses- touch