K-6+Science+T3+2014 

discuss- what are some living things? people, plants, animals how do we know they are living? what do living things need to stay alive ? food, water, air list what living things can do.
 * Week || Learning Activities || Assessments ||
 * 1 || session 1:

2-6 list everything they know about living things and create a wordle.

K-1 make up a table with living and non living and cut out pictures of each.

K-1 [|Find which object is alive]'

session 2: discuss how change of environment impacts on the growth of living things discuss what would happen if plants dont have water, or sunlight. Discuss do they need all three things to survive. discuss mouldy bread and how it will grow best. Set up experiment with students and make a hypothesis.

Students make a power point document, insert wordle and design the first slide for the experiment.

write out the method and record their hypothesis.

[|mould experiment]

[|bean sprouts] || @K-2 ASSESSMENT- LIVING AND NON LIVING || - discuss the purpose of the experiment- too see what effect light has on growing seeds. - question students- what do you think will happen (this is called hypothesis) - discuss each step of the experiment and type into a word document - each group will have 4 bags- discuss why - tell students what they need to do and when they need to take photos. students set up experiment.
 * 2 || ** session 1: **
 * - ** divide students into groups for science experiment (4 groups- 2 using bags-1 cotton wool, 1 paper towel. 2 using cups- 1 cotton wool, 1 paper towel)

session 2:


 * K-1 **

the steps are printed off for them. They have to draw a picture to match and write their hypothesis.


 * 2-6 **

- model how to import photos into the computer from the ipad

- write up on the board what they have to do- write a hypothesis, write up the steps and insert photos.


 * 2-6 free time using the following websites: **

[]

[]

[]

[] ||  || - discuss how people grow and change - discuss how animals grow and change
 * 3 || All:

2-6 Discuss: how can you research a topic? - what are valid sources of information? what are not?

-Group leaders to check on experiment, take photos and report back to class.

Students choose one of the following to research the life cycle of : -butterfly - frog - chicken

K-1 Read the book- the hungry caterpillar. Discuss what happens to the caterpillar and how he changes. Discuss how people change in their life eg grow bigger, loose baby teeth etc. [|Butterfly Lifecycle Video] [|Butterfly Lifecycle] labelling and colouring in worksheet

Session 2:

2-6 Story jumper- students design and make their own book based around the life cycle of their chosen topic. ||  || Session 1:
 * 4 || K-2 (3-6 at touch football)

Revise: what are living things? what do living things need?

Discuss: how there are many different types of animals. They have different body parts, do different things and live in different places. Some animals we keep as pets, others we keep at farms and the rest are wild. (discuss which your would see where) Animals are living things that eat grow and have babies. - get the students to give examples of animals that are big, small and tiny. - worksheet pg 8 Foundation Science Book

Play charades with different animals

Session 2: -Discuss what do animals need: read over the worksheet pg 11 F Science - Discuss where do animals live and get students to name a number of animals and where they live. - Students complete worksheet pg 12 F Science

Science 1 book pg 9- artwork gluing scales and feathers on the animals. ||  || What is a plant pg 19-21 Science F
 * 5 || ES1

S1 Australian Curriculum science Book 1 pg 19 & 20 students can add to their power point about where living things are found and illustrate with pictures.

S2 -research the conditions needed for a particular plant to grow.

Students can choose from (or choose their own) : - rice - strawberries - barrel cactus - prickly pear cactus - palm trees - roses - frangapanis - mangoes - nectarines

need to find out: soil needed climate (weather and location) water ||  || - Ask students if they know the definition of a food chain. Give students time to discuss their answers with a friend. Then, ask students to share their answers. - Draw on the blackboard a food chain with arrows in between the following (the arrow indicates that “a” is eaten by “b”): plant → snail → bird → fox. Explain to students that this is an example of a food chain. In this example, the plant is eaten by the snail, the snail is eaten by the bird, and the bird is eaten by the fox.
 * 6 || Natasha Away- Sick ||  ||
 * 7 || [|Life cycles]

Then, tell them the following information about food chains:
 * A food chain shows who’s eating whom.
 * <span style="color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">There are many food chains.
 * <span style="color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Usually a food chain begins with plants, thus they are at the bottom of the food chain.

<span style="color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Next, using your computer and overhead projector, show students <span style="background-color: transparent; color: #1aaae0; font-size: 13px; text-decoration: none; vertical-align: baseline;">Food Chains, on the BBC website. Click “next” in the bottom right corner to go through the three sections. Once you’ve done the section on prey and predators, click on “Activity” in the bottom left corner to do the food chains activity with your students. [|Living Things]

<span style="color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Ask students to write the answers to the following questions to solidify what they just learned so that they can build upon this knowledge in the next section:
 * <span style="color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Why are green plants called producers? (They make their own food.)
 * <span style="color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Why are animals considered consumers? (They get their food from plants or other animals.)
 * <span style="color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">What is a predator? (An animal that eats other animals.)
 * <span style="color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">What is a prey? (The animal—"a consumer"—that is being eaten.)

2-6 <span style="color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">First, using the <span style="background-color: transparent; color: #1aaae0; font-size: 13px; text-decoration: none; vertical-align: baseline;">[|Cycle of Life 1] student esheet, students should go to and watch <span style="background-color: transparent; color: #1aaae0; font-size: 13px; text-decoration: none; vertical-align: baseline;">Food Chain on National Geographic Explorer.

<span style="color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Next, students should start the <span style="background-color: transparent; color: #1aaae0; font-size: 13px; text-decoration: none; vertical-align: baseline;">Chain Reaction activity on the EcoKids website. Have students read the activity instructions at the bottom of the page before doing the activity. This exercise is excellent because it ties together how disruptions in a food chain cause a particular "chain reaction" in the environment.

<span style="color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Once students have watched the movie and gone through the Chain Reaction activity, they should answer the corresponding questions on their <span style="background-color: transparent; color: #1aaae0; font-size: 13px; text-decoration: none; vertical-align: baseline;">[|Cycle of Life 1] student sheet. Answers to these questions can be found on the <span style="background-color: transparent; color: #1aaae0; font-size: 13px; text-decoration: none; vertical-align: baseline;">[|Cycle of Life 1] teacher sheet.

<span style="color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Now students can do the <span style="background-color: transparent; color: #1aaae0; font-size: 13px; text-decoration: none; vertical-align: baseline;">Food Chains Quiz from the BBC site. This is a great review of everything that students have learned in this lesson. This quiz is self-explanatory. - students write up their own food chain and put into power point presentation.

K-2 [|Food Chains] - students draw their own food chain. ||  || Students choose one native animal to research. http://www.environment.nsw.gov.au/animals/NativeAnimalFactSheetsbyTitle.htm They may use the above website to help them. They need to find out the following information and insert into power point. - what they eat - where they live - how long do they live - interesting facts
 * 8 || // 2-6 //

K-1 [|5 senses video] - blindfold all students and get them to see if they can work out what something is by smelling, touching and tasting each. - discuss what are senses and how did you use them. pg 27 & 28 K Science - read through and complete worksheets.

Extra activity: Put a number of different objects in a box. without looking students have to feel and describe an object. ||  || Students discuss what things you can smell and complete worksheet Get students to find pictures in a magazine of things they could find out which each sense eg taste- food.
 * 9 || K-1

2-6 Students given marking criteria for their power point. They are then given this lesson to ensure they have everything needed from throughout this term, and to improve any work chosen. They also self mark and peer mark their work according to the criteria before handing in. || K-1 ASSESSMENTTHE 5 SENSES || Students self mark their powerpoint. Students peer mark another persons powerpoint. Students share their powerpoint to the class and the teacher marks.
 * 10 || 2-6

K-1 revise- what are the senses? pg 27 & 28 Science 1 complete the worksheet and activities. - Teacher puts an object into a box. Students use the sense (touch) to try and work out what the object is. Discuss. || 2-6 ASSESSMENT WHOLE TERM POWER-POINT || Outcomes: STE-6NE identifies that the way objects move depends on a variety of factors STE- 7NE observes, using their senses, how daily and seasonal changes in the environment affect them and other living things STE-8NE //identifies// the basic needs of living things
 * ES1**

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
 * S1 **

ST2-10LW describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features ST2-11LW describes ways that science knowledge helps people understand the effect of their actions on the environment and on the survival of living things
 * S2 **

ST3-10LW describes how structural features and other adaptations of living things help them to survive in their environment ST3-11LW describes some physical conditions of the environment and how these affect the growth and survival of living things
 * S3**

Content: The way objects move depends on a variety of factors, including their size and shape. - 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 Daily and seasonal changes in our environment, including the weather, affect everyday life. - describe how people respond to familiar changes in their environment, eg day and night and seasonal changes - identify how plants and animals respond to changes in the environment, eg trees losing their leaves and the thickness of animals' fur Living things have basic needs, including food and water. - 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
 * ES1**

//Living things have a variety of external features.// - 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 //Living things grow, change and have offspring similar to themselves.// - 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 //Living things live in different places where their needs are met.// - 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
 * S1**

//Living things can be grouped on the basis of observable features and can be distinguished from non-living things.// - sort objects according to whether they are living or non-living - identify some features of living things that distinguish them from non-living things, eg reproducing, growing and responding to stimuli - identify and use patterns in the observable features of living things to group them, by using tables, diagrams or flowcharts - research ways that Aboriginal and Torres Strait Islander peoples classify some plants or animals //Living things have life cycles.// - observe first-hand one animal or plant as it grows and develops, and sequence the stages in its life cycle - identify ways that the environment can affect the life cycle of plants and animals //Living things, including plants and animals, depend on each other and the environment to survive//. - identify some factors in the local environment that are needed by plants and animals for survival - outline the relationship between plants and animals, including that plants are able to use light to make food, while animals must eat plants or other animals to obtain food - investigate the role of living things in a habitat, eg plants as producers and microbes (micro-organisms) as decomposers - gather information about some relationships between living things, eg predator-prey, competitors and mutually beneficial relationships - predict the effect of natural changes in the environment on some relationships between plants and animals, eg drought and fire - describe some examples of how science knowledge helps people to understand the effect of their actions on the environment and the survival of living things
 * S2**

//Living things have structural features and adaptations that help them to survive in their environment.// - observe and describe the structural features of some native Australian animals and plants - present ideas and explanations about how the structural features and behaviour of some plants and animals help them to survive in their environment, eg shiny surfaces of leaves on sand dune plants and nocturnal behaviour in some animals - research the conditions needed for a particular plant to grow and survive in its environment, eg an indoor plant, plants in deserts, drought-resistant wheat or salt-tolerant plants //The growth and survival of living things are affected by the physical conditions of their environment//. - identify some physical conditions of a local environment, eg temperature, slope, wind speed, amount of light and water - make predictions about how changing the physical conditions of the environment impacts on the growth and survival of living things, eg different amounts of light or water on plant growth or the effect of different temperatures on the growth of yeast or bread mould - use gathered data to develop explanations about how changing the physical conditions of the environment affects the growth and survival of living things
 * S3**