Australian

Curriculum: Science (Year 2)

Sub-strands Content Descriptions Achievement Standard
Biological • Living things grow, change and have offspring similar to themselves (ACSSU030) By the end of Year 2, students
sciences describe changes to objects,
Science understanding

materials and living things. They

• Different materials can be combined, including by mixing, for a particular purpose identify that certain materials
Chemical (ACSSU031) and resources have different uses
sciences
and describe examples of where
Earth and space • Earth’s resources, including water, are used in a variety of ways (ACSSU032) science is used in people’s daily
sciences lives.

Physical sciences • A push or a pull affects how an object moves or changes shape (ACSSU033) Students pose questions about
their experiences and predict
outcomes of investigations. They
use informal measurements to
Nature and • Science involves asking questions about, and describing changes in, objects and events
endeavour (Year 1-2)
Science as a human

make and compare observations.

development of (ACSHE021)
science They follow instructions to record
and represent their observations
Use and • People use science in their daily lives, including when caring for their environment and living and communicate their ideas to
influence of things (ACSHE022) others.
science

Questioning and • Respond to and pose questions, and make predictions about familiar objects and events
Science inquiry skills (Year

predicting (ACSIS024)

Planning and • Participate in different types of guided investigations to explore and answer questions, such
conducting as manipulating materials, testing ideas, and accessing information sources (ACSIS025)
1-2)

• Use informal measurements in the collection and recording of observations, with the
assistance of digital technologies as appropriate (ACSIS026)
Processing and • Use a range of methods to sort information, including drawings and provided tables
analysing data (ACSIS027)
and information • Through discussion, compare observations with predictions (ACSIS212)

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 Evaluating • Compare observations with those of others (ACSIS213)

Communicating • Represent and communicate observations and ideas in a variety of ways such as oral and
written language, drawing and role play (ACSIS029)

General Capabilities Cross Curriculum Priorities Notes:
• Literacy • Aboriginal and Torres Strait Islander
• Numeracy
histories and cultures
• Information and communication
technology (ICT) competence • Asia and Australia’s engagement with
• Critical and creative thinking
Asia
• Ethical behaviour
• Personal and social competence • Sustainability
• Intercultural understanding

CONCEPT MAP: TOPIC - PLANTS GROW AND CHANGE

Learning Area Activity and Content Descriptor

• Complete an investigation on how much a bean plant grows compared to a sunflower,

collecting data relevant to the investigation (ACMSP048).
• Create a graph showing how much a bean plant has grown over four weeks
Mathematics
(ACMSP050).
• Use a calendar to identify when the bean plant showed changes such as growth and
display these on a timeline (ACMMG041).

• Compare changes in students own physical appearance from when they were younger
to now in relation to how a plant grows (ACPPS016).
Health • Create a brainstorm, listing plants that we as humans can eat and identify whether
they are healthy or not (ACCPS018).

• Explore different plants in the local community and research their different uses
(ACHASSK044).
Humanities

• Draw and Paint an accurate, labelled diagram of a plant using water colours
(ACAVAM107).
Visual Arts

• Create and deliver a short oral presentation on the lifecycle of a plant

(ACELY1667).
• Write an imaginative text containing a beanstalk as the setting (ACELY1671).
English • Create on mini whiteboards compound sentences that describe a plant (ACELA1467).

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 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3, Wks 1-5 YEAR LEVEL: TWO LEARNING AREA/TOPIC: Biological Science

o ENGAGE (Lesson One)

To capture students interest and find out what they know about plants and how they grow.
o
o To elicit student’s prior knowledge about plants and the lifecycle of a plant.
o Diagnostic Assessment will be used to find out what students know about a plants lifecycle. This will allow for students existing knowledge
to be built on in future lessons with an investigation.

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

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCES

CURRICULUM LESSON
LESSON (what & how) EXPERIENCES
LINKS
OBJECTIVE
(include learner diversity)

Engage:
Science
Week Order and Diagnostic Introduction: Teacher to set up a visual classroom display across the Classroom Display
Understanding:
One sequence the Assessment back of the classroom that will include students work following each
Living things Selection of small, real
lifecycle of a plant lesson. Display will contain a large printed plant on the wall as well as a
Lesson grow, change and Anecdotal Notes: as plants such as succulents.
onto a given A4 variety of different real plants and children literature books on a table in
One have offspring students engaged in
template. front of it. This is to remain covered with a sheet for the time being. Children’s Literature Book
similar to the class discussion
and completed the Jack and the Beanstalk.

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themselves Success Criteria: I lifecycle sequencing Read the Children’s Literature book Jack and the Beanstalk by Ronnie Sequencing Activity
(ACSSU030) know the different activity anecdotal Randall. Based on this book students will have to tell their partner what
Power point Presentation
stages of a plants notes were recorded they think our next science topic is. Three students will be chosen to
Science Inquiry lifecycle. about students’ share with the class. A3 paper
Skills: knowledge of the topic
Unveil to students the classroom display and explain that our next topic
Respond to and and engagement with
is to look at the lifecycle of Plants, specifically how they grow and
pose questions, the tasks.
change over time.
and make
predictions about Lesson Body: As a class, students will create a A3 brainstorm stating
familiar objects any facts they know about plants, including its parts, habitat and things it
and events needs to grow. Teacher to show students a short power point
(ACSIS024) presentation about plants and things it requires for growth.

Students will each complete a sequencing activity on the lifecycle of a

plant building on their knowledge from year one.

Enabling Prompt: Luke and David’s sequencing will only contain pictures
and not the words underneath each stage.

Health and Safety: Safe use of scissors

Closure: Explain to students the answers to the sequencing activity.

Including reasons of why something must happen prior to another thing.
While discussing a diagram of a plants lifecycle will be added to the
brainstorm which will be placed on the classroom display.

Revise the lesson objective and success criteria as a class, and ask
students to state whether or not they have been successful and why.

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 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3, Wks 1-5 YEAR LEVEL: TWO LEARNING AREA/TOPIC: Biological Science

AUSTRALIAN CURRICULUM

o EXPLORE (Lesson Two)

o To provide hands on, shared experiences of how a plant grows and changes over time.
o To support students to investigate the influence of sunlight and water on a plants growth.
o Formative Assessment that will be used to guide and influence future lessons.

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

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCES

CURRICULUM LESSON
LESSON (what & how) EXPERIENCES
LINKS
OBJECTIVE
(include learner diversity)

Explore:
Science
Week Record using Formative Assessment Introduction: At the front of the classroom the teacher will have a Mystery Object, a bean
Understanding:
Two ipads, a prediction mystery object under a sheet. Students will be given clues in the form of plant
Living things Checklist on student’s
on what will the sequencing activity from last week such as it starts off as a seed.
Lesson grow, change and predictions as to Seeds
happen and Students will have an opportunity to guess what it is followed by the
Two have offspring whether or not they
change to the teacher removing the sheet, explaining it is a bean plant. Plastic Cups
similar to were able to write a
bean plants that

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themselves do and do not prediction that can be Students will be asked the stages in the lifecycle of a plant and what is
(ACSSU030) have sunlight and observed. need for a plant to survive. Followed by the question as to what the
Soil
water. teachers bean plant will need to survive. Answers should lead towards
sunlight and water. Marker for Names
Science Inquiry
Skills: Students will ponder the following question: Is sunlight or water more Bean Plant Procedure
Respond to and Success Criteria: I
important in a plants growth? However, this concept will be explored
pose questions, can write a Water
rather than explained.
and make prediction that can
be observed Lesson Body: Each group will be given a procedure for growing my Ipads
predictions about
familiar objects (seen) own bean plant to read through. In allocated groups of four, students will
Science Journal
and events follow the procedure to create four different bean plants that they will
observe over the next four weeks. Post it Notes for Class Vote
(ACSIS024)

Two plants will be placed outside in a nice sunny spot, while the other
Participate in two plants will be placed in a storage room with very limited sunlight
different types of apart from the window. The amount and regularity of water the plants
guided receive will differ.
investigations to
explore and Each group will then take a photo of their seed on day one and then

answer individually record on their Ipads a prediction of how much and how they

questions, such think each plant will both grow and change over the next four weeks.

as manipulating
(Please Note the teacher will set each student up with a very simplified
materials, testing
science journal, using the program OneNote on their Ipads. This will be
ideas, and
used for students to add pictures to and record their observations each
accessing
information

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sources day that the teacher can track. Furthermore, these skills have been
(ACSIS025) taught in Term One and will be re-emphasised during the unit).

Health and Safety:

Students are to wear gloves when completing the experiment. Display
safe use of shovel when getting the soil. Students must wash their
hands following the procedure. Ipads can not be used outside only
when back inside the classroom (teacher to take initial picture of each
group).

Enabling: David and Luke will be grouped with students who will be able
to help them during the procedure and documenting of their information.

Extending: Daisy and Roxanne will be extended to include why they

think their prediction will happen on the recording.

Closure: Class vote on whether students believe sunlight or water are

more important that will be displayed. A class discussion will follow
whereby students share their predictions and the lesson objective is
revisited.

FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3, Wks 1-5 YEAR LEVEL: TWO LEARNING AREA/TOPIC: Biological Science

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 AUSTRALIAN CURRICULUM

o EXPLAIN (Lesson Three)

o To support students to develop explanations for changes observed and guide students to develop conceptual understandings.
o Formative Assessment that will be used to guide and influence future lessons.

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

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCES

CURRICULUM LESSON
LESSON (what & how) EXPERIENCES
LINKS
OBJECTIVE
(include learner diversity)

Explain:
Science
Week Explain, in a Formative: Introduction: Students will each get their clipboard and go on a walk Clipboard
Understanding:
Three sentence what outside to the garden. Students will observe each of their four plants and
Living things Anecdotal Notes on Pencil/Pen
has changed in discuss in small groups the changes they have noticed and why they think
Lesson grow, change and student’s
the Bean Plant it has changed. Ipad/Science Journal
Three have offspring explanations of what
and how it
similar to has changed and if Lesson Body: Students will firstly record their observations onto their one
supports or White Paper
themselves they are able to make note. As a class, students will be shown pictures of the bean plants on
(ACSSU030)

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 rejects our connections of why Day one as well as today. Furthermore, the teacher will facilitate a Markers and colouring
predictions. this may be the case. discussion into what has changed for each plant since day one and why equipment
Science Inquiry
this may be the case (creating a visual representation on the board).
Skills: Create a poster Checklist of student’s Writing Equipment
Respond to and that displays an posters, displaying Students will create a poster containing a labelled diagram of one of their
pose questions, accurate labelled an accurate and bean plants (Each member of the group will do a different one). They will
and make diagram of a bean labelled diagram of a then write the changes that have occurred since the first day and whether
predictions about plant on A4 paper bean plant. or not they think their prediction was correct.
familiar objects
and events These posters will be backed onto black card and displayed in the

(ACSIS024) classroom.

Enabling:
Through
discussion, 1. When writing about the changes Luke and David will be given a

compare sentence starter to guide their sentence.

observations with 2. The teacher will also write on the board for all students to follow,

predictions changes that may have occurred such as the bean plants physical

(ACSIS212) appearance, it’s growth and do you think your prediction was
correct (yes/no and why)

Extending: Daisy and Roxanne will be asked to further investigate their

plant and to include measurements by how much the plant has grown.
They will also be given QR codes to read information that provides
scientific reasons for plant growth and change.

Closure: Gallery Walk of student’s different posters and revisit of the

lesson objective.

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 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3, Wks 1-5 YEAR LEVEL: TWO LEARNING AREA/TOPIC: Biological Science

AUSTRALIAN CURRICULUM

o ELABORATE (Lesson Four)

o To challenge and extend students’ understandings in a new context, the lifecycle of frogs.
o Summative Assessment of students understandings.

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

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCES

CURRICULUM LESSON
LESSON (what & how) EXPERIENCES
LINKS
OBJECTIVE
(include learner diversity)

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 Complete a given Summative Elaborate:
Science table of
Week Rubric: marking of Introduction: Students will observe their plants, take a photo and add Clipboards
Understanding: similarities and
Four students table of any additional changes to their science journal. Discussion on what has
Living things differences Pen/Pencil
similarities and changed, which plant has grown the most/least, and reasons for change.
Lesson grow, change and between the life
differences and Ipads
Four have offspring cycle of a frog Lesson Body: Teacher will show YouTube video on the lifecycle of a
whether or not they
similar to and bean plant. frog.
are able to make Science Journals
themselves
Create, in pairs a connections to the In pairs, students will be given four cards, string and masking tape.
(ACSSU030) Youtube Video on the
hanging mobile of factors involved in Together students are to order the lifecycle of a frog and stick it on the lifecycle of Frogs
the lifecycle of a both, allowing for string to create a hanging mobile of a frog’s lifecycle.
Science Inquiry frog using given change. String
Skills: cards. Students will then discuss in pairs and complete a given table of
similarities and differences between the two life cycles. Students will Masking Tape
Respond to and
pose questions, then decide whether or not they both grow and change and compare
Lifecycle of Frogs Cards.
and make how they both grow and change (including the different and same
predictions about factors needed). Table of Similarities and

familiar objects Differences.

Health and Safety: Safe use of scissors.
and events
(ACSIS024) Closure: Class quiz on the lifecycle of a frog and bean plant, followed
by a class discussion on the similarities and differences between the
Evaluating: two, extending the discussion into reasons why these living things grow
Compare and how we can see these changes in our bean plants.
observations with
those of others
(ACSIS213)

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 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3, Wks 1-5 YEAR LEVEL: TWO LEARNING AREA/TOPIC: Biological Science

o EVALUATE (Lesson Five)

o To provide opportunities to represent what students know about how living things grow and change.
o To review and reflect on their learning about the bean plants and whether sunlight or water impacts its changes more.
o Summative Assessment of student’s understandings.

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

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCES

CURRICULUM LESSON
LESSON (what & how) EXPERIENCES
LINKS
OBJECTIVE
(include learner diversity)

Summative. Evaluate: Clipboards

Science
Week Match and sort Anecdotal on student’s Introduction: Students will observe the plants for the fourth week, Pen/Pencil
Understanding:
Five chosen student timeline as to whether taking photos on their iPads and recording their final observations and
Living things Ipads
observations and they were able to order thoughts on why the changes were occurring.
grow, change and
photos to create a and match the

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Lesson have offspring visual timeline observations students Students will come back to the class and play a game of four corners Science Journals
Five similar to displaying the wrote to pictures taken whereby the teacher will ask questions about the investigation and
Photos of the Bean Plants
themselves changes in the each day. students move around the room to what they believe is the correct
(ACSSU030) bean plant. answer. Each question will then be discussed and explained. Printed out written
Rubric on student’s
observations students
science journal’s Lesson Body: Students are to create a timeline of the bean plants they
Science Inquiry wrote.
whereby they recorded created. They are to sort photos and observations selected from
Skills: observations each day students that were wrote each day. After sorting and gluing the timeline Printed out numbers for the
Respond to and and displayed thinking onto card students are to answer the following question: timeline.
pose questions, and reasoning of why
and make Is Sunlight or Water more important in the growth and change of a plant Glue
they thought this may
predictions about and why?
be.
Card
familiar objects
Teacher will model examples of timelines to the class.
and events Exit Slip
(ACSIS024) All students will be given a checklist for this task to follow as they
complete it.
Evaluating:
Enabling: Luke and David’s timeline will already have the observations
Compare
ordered and they will just be required to match the photos to each one.
observations with
those of others Closure: Revisit of the vote made in week one with students seeing if
(ACSIS213) they were correct or incorrect. Class discussion and reflection on what
has been learnt over the five weeks with students sharing some of their
highlights and concepts they struggled with on an exit slip.

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Assessment Strategies:

Rubric:

Name: _______________ Date: ____________

Excellent achievement High achievement Satisfactory achievement Limited achievement

Similarities Lists at least 3 similarities Lists at least 2 similarities between Lists at least 1 similarity Does not list any similarities
between the bean plant and frog’s the bean plant and frog’s lifecycle between the bean plant and between the lifecycles.
lifecycle frog’s lifecycle.

Differences Lists at least 3 differences Lists at least 2 differences between Lists at least 1 difference Does not list any differences
between both the bean plant and the bean plant and frog’s lifecycle between the bean plant and between the lifecycles.
frog’s lifecycle frog’s lifecycle.

Connections between Describes and compares the Describes and compares the Describes the growth and Describes with limited
all living things growth and change of the frog growth and change of the frog and change of the frog and bean understand how living things
and bean plant, recognising bean plant, to a small extent plant. grow and change.
common elements. recognising some common
elements.

Overall Comment:

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 Checklist

Labelled Accurate Prediction/ Comments

Diagram Representation Observations

David

Saul

Gustavo

Laura

Luke

Walter

Jane

Gale

Ron

Michael

Hank

Cameron

Lydia

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 Brock

Skyler

Hector

Anecdotal Notes - Year 2 Biological Science

Objective: ______________________________________________________________

Name Comments

David

Saul

Gustavo

Laura

Luke

Walter

Jane

Gale

Ron

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 Michael

Hank

Cameron

Lydia

Brock

Skyler

Hector

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 Competed after each lesson, to further guide teaching.
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Resources:

Cards given to students, to create there hanging mobile.

20


Bean Plant Procedure
1. Using the marker write each group members initials on the bottom of each cup.
2. Fill a plastic cup most of the way with potting soil and plant 2–3 beans.
3. Cover the seeds gently with soil.
4. Using the water spray bottle, place some water over the seeds.
5. Place the cups in either the garden or the storeroom.
6. Repeat for all your plants.

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References:

Australian Curriculum, Assessment and Reporting Authority. (2012). The Western Australian Curriculum- Science. Retrieved
from http://wacurriculum.scsa.wa.edu.au/Science/Rationale

Primary Connections. (2012). Watch it Grow Year 2 Biological Sciences Retrieved from:
https://primaryconnections.org.au/curriculum-resource/watch-it-grow

Skamp, K., & Preston, C. M. (2017). Teaching primary science constructively (6th ed.). South Melbourne, Vic;South Melbourne;:
Cengage Learning Australia.

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