SCIENCE

Planning
Document
Primary
University of
Notre Dame
 English CONCEPT MAP Maths

Religious Education / Spiritual Education Locate eco systems on a map

using grid references.
Use mathematical methods to
collect data such as line graphs
and dot plots.
Count how many animals within
the garden eco system &
Concept: Ecosystems & the relationships measure the garden eco system.
within them.
Term: 2 Weeks: 1-5
©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

Design and make structural features and other adaptations of living

things help them to survive in their environment

The Arts
Geography History
Describes the diverse features and Drawing animals from the school garden eco
characteristics of places and system. Drawing the food chain diagram.
environments and their eco system Creating and painting wing patterns for
Explains interactions and connections
butterflies.
environments and the food chains in
one place. Drawing and painting a cover for the bee hotel –
Eco systems around the world, where bright and colourful attracts bees!
are they? Investigate Biomes
 Example FPD: Primary Science
Australian Curriculum: Science (Year 4)
Sub-strands Content Descriptions Achievement Standard

Biological sciences  Living things have life cycles (ACSSU072) By the end of Year 4, students apply the
 Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073) observable properties of materials to explain how
objects and materials can be used. They use
contact and non-contact forces to describe
Chemical sciences  Natural and processed materials have a range of physical properties; These properties can influence their use (ACSSU074) interactions between objects. They discuss how
natural and human processes cause changes to
the Earth’s surface. They describe relationships
Earth and space sciences  Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)
that assist the survival of living things and
sequence key stages in the life cycle of a plant or
 Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076) animal. They identify when science is used to ask
Physical sciences questions and make predictions. They describe
situations where science understanding can
Nature and development  Science involves making predictions and describing patterns and relationships (ACSHE061) influence their own and others’ actions.
of science
Students follow instructions to identify
 Science knowledge helps people to understand the effect of their actions (ACSHE062) investigable questions about familiar contexts
Use and influence of and predict likely outcomes from investigations.
science
They discuss ways to conduct investigations and
 With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior safely use equipment to make and record
Questioning and observations. They use provided tables and
predicting knowledge (ACSIS064)
simple column graphs to organise their data and
Planning and conducting  Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065) identify patterns in data. Students suggest
 Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies explanations for observations and compare their
as appropriate (ACSIS066) findings with their predictions. They suggest
reasons why their methods were fair or not. They
Processing and analysing  Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068) complete simple reports to communicate their
data and information  Compare results with predictions, suggesting possible reasons for findings (ACSIS216) methods and findings.

Evaluating  Reflect on the investigation, including whether a test was fair or not (ACSIS069)

Communicating  Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC:

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about eco systems and the relationships within them
 To elicit students’ questions/ prior knowledge about eco systems
 Diagnostic assessment used- in this lesson you will find out what the students already know about ecosystems. This will allow you to take account of students’ existing ideas when planning learning
experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Define an eco-system DIAGNOSTIC Lesson Focus: Relationships in eco - systems What do you
Lesson Preparation:
(ACSS (ACSH ‘What they know’ know about life
1 U073) E061) Identify each habitat as
- Introduce Venn diagram on ecosystems – what do we know about eco
cycles/
Tiger Shark –
Youtube
an eco-system Class brainstorm.
systems and lifecycles? Write answers on the board for further reflection ecosystems?
later. Whiteboard
Identify the connections Think Pair – Share How do the tiger
- As a whole class watch the video on tiger sharks and the role they play in markers
between living and non- with class. sharks play a part
Laminated animals
living things within an the Shark Bay (Western Australia) ecosystem. in changing the
and plant
eco-system Drawing observations eco system?
- THINK/PAIR/SHARE – discuss any knew information learnt from the video. Garden Animals
on post it notes. Brown and Green
Discuss connections.
What do you see Tissue Paper
Class food chain - ACTIVITY- garden walk – Hand out post it notes draw something you see in in our garden Blutack
diagram. the garden – flowers/ soil/ worms/ bees etc (drawings/bullet points)
right now? Post it notes
- Safety – Hats, stay with classroom.
What does the Science Journal
- Discuss post it notes and stick laminated animals to the board – creating a living thing you
food chain (web diagram). Students to place post it notes with arrows to drew on your post https://k10outline.
it need to scsa.wa.edu.au/ho
what they eat or are eaten by. Specifically – where do plants and bees fit survive? me/teaching/curric
in to the garden food chain? ulum-
What happens browser/science-
- Introduce the design brief and the next lesson. Send note home with v8#year-4-syllabus
when the
students to remind them and parents of bringing in resources for the components of an
ecosystem are
activity next lesson.
changed?
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of XXXXX
 To support students to investigate and explore ideas about XXXXX
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Define pollination. FORMATIVE Lesson Focus: The roles of plants and bees in the garden eco How do the Work sheet – The
system bees and plants roles of plants
(ACS (ACS (ACS In groups of 3 on laptops research (10 mins):
2
To explore various Fill out a table of within our eco and bee’s
SU07 HE06 IS065 roles within an findings for the Each student must write 2 bullet points about 1 of the following
system worksheet
2) ) - The role of plants in the eco system
3) ecosystem. research of roles in connect?
- The role of bees in the eco system
the ecosystem. Design Brief
- Pollination and the part it plays on our eco system
Describe the physical If there were no (please refer to
Explain that each student must share findings with the
characteristics of Read and follow a bees what could design brief in
environments and procedure to make rest of the group and add to their table be the impact weebly -
how they support a bee hotel. Choose 3 groups group share one point with the class on our eco https://ambercig
populations and - Of Add pollination to the class word wall system? demeportfolio.w
communities within an eebly.com/32-
Lesson Activity (30 minutes)
ecosystem. What can the plan-structure-
- Reflect back to last lesson and the food chain
bees feed off in and-sequence-
- Bees need plants to survive – we need bees to survive
our school learning-
- Hand out design brief again
garden? programs.html )
- Write resources checklist again on board
- Hand out the laminated art work created for the bee hotel
Will where I file:///C:/Users/i
to each student. place the bee ddle/Downloads/
- Ensure all students have resources hotel make a Build-an-Insect-
difference to Hotel.pdf
Head back out to the school garden
the bees?
- Follow the garden checklist on the design brief
http://www.abc.
- Make note of where each student places bee hotel
Think about net.au/gardening
Health and Safety how you will /factsheets/bee-
- Use safety scissors record what you hotel/9440586
- Wearing hats in the school garden, sticking together as a see in the
class garden? http://www.scoo
- Teacher must keep a hold of the cable ties and rope tle.edu.au/ec/vie
- Help each student to tie their bee hotel if necessary
wing/S7165/Frie
nds-or-foes-
- Strictly observing and no touching the garden
2012/resources/f
- We will not be handling bees however this may be the
riends_or_foes_c
right time to check for allergies.
omp.pdf
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
3 To reflect on the FORMATIVE Lesson Focus – Reflection & designing an eco-system Are there any Science journals
(ACS (ACS (ACS - Head out to the garden as a class to make observations of any
3 building of bee hotels sign of bees in for reflection and
SU07 HE06 IS069 changes to the bee hotel (Key questions). the garden?
made for the school Observation of referral in activity
3) 2) ) garden. students.
- Reflection activity – bee hotels Have any of the
As a class write 5 reflection questions into science journal tubes been filled?
- Start with ‘What did I enjoy most about making the bee hotels’ Coloured pens
What could I
To explore the role the Have they Individually answer each question in the journal. have done to and pencils
environment plays in understood the - Next section – let’s discuss – what is a habitat? improve my bee
the survival of living role of the bee - Add habitat to the word wall hotel? A4 paper and
things. hotel in the school Could I have coloured card for
garden – refer to made a hotel for posters.
Activity – any other insects
reflection
- Brief the students - Perth wildlife centre is expecting the arrival or animals?
Label each part of an questions. of some new friends – bees, earth worms, snails, butterflies,
ecosystem and the Laptops to type
frogs, lizards, flies, red back spider, ants. What will the new
role that it plays in it. Poster made for - Explain that students must design a habitat for just one of the
up poster
animals have to
the wildlife centre animals at the wildlife centre. They can include weather patterns. descriptions.
eat?
to showcase a new - Some ideas to think about will be derived from the key questions.
habitat. - The students must make a poster showcasing the new habitat Is there a chance Teacher to use
labelling component. they will be printer for
Extension activity: - Explain to students that the posters will be displayed in the eaten? printing
Naming the habitat science corner, ready for parents’ evening. descriptions.
and justifying the Will there be any
Extension other types of
components on the - Explain to students that require an extension activity will be to animals/ insects?
poster in the write a description for their poster. This must include:
science journal. A name for the habitat e.g. Bee forest or ladybird terrain
What will the
4 – 5 points of what is included in the habitat for their animal to
weather
survive (this can include weather and the sun).
This should be written to their science journal and typed up on
conditions need
laptops when finalised. Finally, to be added to display. to be?

Will there be
any structures
within the
habitat?
 5E’s- ELABORATE (1-2 lessons)
 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
SUMMATIVE- Lesson Focus: How do humans impact the eco systems How do you 5 x A3 sheets of
4 (ACS (ACS (ACS - Explain to students that we have so far looked at eco systems
To identify human Science Inquiry think we impact paper for each
SU07 HE06 IS068 and the impact that the environment and animals have on
impacts on living Skills our eco table.
3) 2) ) things. each other. Now it is time to look at how humans’ impact eco system?
Graffiti Board – systems and living things. 5 x marker pens
Introduction activity:
Explore ways in which take photos of he What effects for each table
(ACS we as humans can graffiti boards and - Graffiti boards: 5 groups of 5. Each group will have a large
can this have
sheet of paper on the table. They will be given a group of
IS216 make a change on the print for the on the Science journals
animals such as sea life, farm animals, animals of the
) impacts on the student science individual for drawing up
rainforest, garden animals.
environment. journals elements of an tables
- Spend 2-3 minutes writing the human impacts on each
ecosystem such
animal group – move around and continue to write on the
Use a table to record Observation tables as the food Table handouts
next board.
observations. drawn and chains? for those who
- Activity:
recorded in science find it hard to
- Explain to students – In science journals draw up a table - 7
books. draw in the
across and 4 down (the should be 3cm x 3cm)
Think about journal.
- Handouts also available for those who would prefer a
each scenario,
printout table.
what do http://www.scoo
- In groups of 3 the class will observe 3 scenarios (one outside
humans do tle.edu.au/ec/vie
of the school and two of other eco systems around Perth
there? wing/S7165/Frie
found online).
- 1 student will be the scribe and aid discussion for each nds-or-foes-
How could the 2012/index.html
scenario and swap round every time.
- Explain to students that they must record in the table the
role of humans
firstly the ecosystem
effect animals
- Followed by 3 impacts that humans are having on that eco in that
system at that very moment. scenario?
- They must then discuss within their groups 1 thing they can
do individually to help these impacts and 2 things that we can What patterns
do as humans to help. do you see?
Does anything
Health and Safety in the table
- The teacher must be present with all students at all times repeat itself?
- No student must leave the school grounds
- Students must wear hats when outside
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about living things, including plants and animals, have life cycles and depend on each other and the environment to survive, and to
reflect their language during the unit.
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

5 (ACS (ACS (ACS Demonstrate SUMMATIVE- Lesson focus: What have we learnt Think about the Science Journals
understanding of eco Science Class Activity: eco systems we
SU07 HE06 IS071
systems and the Understanding - Using the 123 method place students in groups of 3. have looked at; Class laptops.
2) 1) ) relationships within - Students must plan and present to the class a food can humans be
them. Evidence of chain within an eco-system of their choice. part of a food Teacher will use
knowledge of: chain? the printer when
(ACS - Explain to students that they must use a power
Apply scientific necessary.
SU07 vocabulary to the How living things point presentation for picture aids. They are also Can there be
presentation. have life cycles, encouraged to use print outs or hand drawn more than 1 Arts and crafts
3)
and how living ‘labelled’ pictures of each animal. food chain in an box which
Apply knowledge of things, including - Explain that they must have typed and printed or eco-system? includes:
living things and food plants and animals, written a script. Ribbon
chains within the eco depend on each - Each student will take it in turns to describe 1 living Stick tape
system to a class other and the Coloured Card
thing within a food chain.
presentation. environment to Safety scissors
survive. They must include, the animal itself, what it needs Stick glue
to survive – including weather/ land and food, if it Coloured pens
Presentation and has any predators. and paper
script *Students can make a head piece or a badge with
the crafts box as a dress up to the living thing they
are talking about
- Then take it in turns to move on to the next animal.
- Students will have the class laptops.
- Teacher to check: All scripts before presenting,
students to send all scripts for teacher to print if
necessary all print outs or drawings to be checked
before presenting.
- Reflection – as a class after every presentation.
- 1 thing we liked about the presentation
- 1 new fact we learnt from the group.
Reference sites:
file:///C:/Users/iddle/Downloads/Build-an-Insect-Hotel.pdf
https://masonbeesforsale.com/pages/how-to-tell-if-my-bee-house-worked
http://www.abc.net.au/gardening/factsheets/bee-hotel/9440586
https://www.pragmaticmom.com/2017/07/diy-bee-house-stem-project/
http://www.scootle.edu.au/ec/viewing/S7165/Friends-or-foes-2012/index.html
https://www.outdoorfamiliesonline.com/pollinator-garden-bees/
https://www.kitchengardenfoundation.org.au/uploads/09_resources/whats_happening_in_the_classroom/Yrs34_FriendOrFoe_WEB.pdf