SCIENCE

Planning
Document
Primary &
Secondary
University of
Notre Dame
 English CONCEPT MAP Maths
- After the children have planted their (option 1) - Students draw a sunflower plant on an
seeds, they are to create a procedure A3 page, children will then cut it out.
Religious Education / Spiritual Education
on how to plant a seed. This The children will then work as a class to
- The farmer and the seed story: read through the story
procedure should be clear enough for measure their flowers against other
and discuss what qualities the seed needs to grow. This
other people to follow and include students and place them in the correct
can then lead to how the children look out for each
pictures. height order.
other and what is needed to grow a friendship.
- Word wall: children add to the word - Measuring and recording the growth of
- John 15:5 “I am the vine; you are the branches. If you
wall when they find new and helpful the seed they have planted in their
remain in me and I in you, you will bear much fruit;
words about plants and nature. weekly diary.
apart from me you can do nothing.” Create a vine in the
- Weekly diary about the seed’s growth
classroom with natural materials and pictures of the
and development.
children.
Concept: Plants Term: 3 Weeks: 5-10

HASS The Arts

- Explore the use of plants by indigenous Australians. Exploring - Going on a nature walk and exploring native Australian plants.
medicine, construction/shelter and weapons. Children can then Children will choose a plant to draw and create an A3 information
use natural resources from playground environment to create page about it.
- Children will use charcoal pencils to create a print of different plants,
their own natural shelter.
flowers and leaves. This can then be used to decorate the room.
- Do a research project on plants that only grow in australia.
Children will then go on a bush walk to see what plants are in the
environment.
 FORWARD PLANNING DOCUMENT
AUSTRALIAN CURRICULUM
TERM/WEEKS: 5-10 YEAR LEVEL: year 2 LEARNING AREA/TOPIC: biological science General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about XXXXX
 To elicit students’ questions/ prior knowledge about XXXXX
 Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas when planning
learning experiences
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills
ENGAG ACSSU ACSIS Students are able DIAGNOSTIC Introduction What does a ‘A Dandelion’s
E
030 038 to create an image Begin the lesson by reading the children the book plant look Life’ By John
Week of a plant using ‘A Dandelion’s Life’ By John Himmelman. like? Himmelman
Collecting the
5 natural materials. Ask the children to point out the key features in
children’s work
the dandelions life and why they think these are What are the Whiteboard
sample:
Lesson Children are able to important. features of a
1 - Checking
correctly label their Write up the children’s ideas on the whiteboard. plant?
that the
image of a plant
using the correct child has Body Do all plants
part names. labelled Draw a plant on the board. Making sure to include have flowers?
all the all the features of the plant including roots, a
features stem, a flower, and leaves in your Where is the A4 coloured

(stem, drawing. stem? paper

Ask the children if they know what you have drawn
roots,
and how they know what it is. Where are Leaves, sand,
 flower, Once the children work out that it is a plant ask the roots? sticks, flowers
leaves) in them if they know what the features a plant has.

the When the children answer correctly, use their Where are Scissors
answers to label the plant on the board. the leaves? Glue
correct
Pencils
places.
The children will then go off to their desks and Where are
complete a similar activity. the flowers?
They have used
Provide them with natural materials that are found
the natural
in the garden and are natural features of plants.
materials given
They will use these materials to create their own
to them instead
plant and then label it.
of drawing their
Provide the students with the correct labels that
plant.
they will cut out and use to label their plants.

Conclusion
To conclude the lesson, get the children to come
back down to the mat. Select a few children to
show their plant they have created and how they
have labelled it.
 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 SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills
Explore ACSSU ACSHE Students will: FORMATIVE Introduction What will Ball
030 034 Set up a simple What Discuss prior knowledge as a whole class by getting help the seed
Week
test to show what Set up a simple everyone in a circle and rolling a ball to each other, grow?
6
plants need to test to show calling out the facts we already know.
Lesson grow. what plants What do we
2 need to grow. Play students the video ‘How does a seed become a need to plant YouTube video
Predict the growth plant? https://www.youtube.com/watch? the seed?
of the plants in Predict the v=tkFPyue5X3Q Smartboard
both in the light growth of the What is the
and darkness. plants in both in Body difference
the light and Model how to plant the broad bean seed. between a
darkness. Give children design brief to assist with the task. seed and a
Students will get into groups of three. Each plant?
How student in the group has a role: collector, writer or
Collecting work talker. Then they will plant the seed in a cup using How will the
samples cotton balls and water. seed grow in Plastic cups
- Group the light? Cotton balls
Half the groups will grow the plants in darkness Jugs
A3
and half the groups will grow their plants in the How will the Water
workshee
light seed grow in
t
- Anecdotal the dark?
notes Each group will be given an A3 worksheet to record
their predictions and observations. A3 worksheets

The reporter of each group will then stand up one

at a time and discuss with the class their
predictions

Conclusion
Teacher leads class discussion. Teacher will ask key
questions.
Students will upload their ideas onto padlet.
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills
Explain ACSSU ACSIS Children are able to FORMATIVE Introduction What do the ‘A Dandelion’s
030 038 correctly label each Begin the lesson by reading the children the book roots do? Life’ By John
Week part of a plant Writing ‘A Dandelion’s Life’ By John Himmelman. Himmelman
7
using the correct anecdotal notes Ask the children to point out the key features in How do the
part names. on children’s the dandelions life and why they think these are roots help
Lesson
ideas. important. keep a plant Whiteboard
3
Children are able to Ask the students what they think is the most alive?
describe in their Collecting the important part in the story. Why do they think
own words what sticky notes that this part is the most important in the What purpose
each part of a from the dandelion’s life? do leaves
plant does. children, making serve?
sure they have Body
correctly labelled Draw an image of a plant up on the board. Get What does
the plant part the students to assist in labelling the plant. the stem do?
and have Pictures of the
correctly Once the plant is labelled, explain the function of What do different parts
described it. each plant part. flowers do? of a plant
Tell the children that roots hold the plant into the
soil. They take in water and minerals to help the Sticky notes
plant stay alive.
Define the stem as the part that carries water Pencils
from the roots to the other parts of the plant.
Explain that the flower helps the plant reproduce,
making seeds that will grow into new plants.
Tell the children that leaves take in the air and
light that a plant needs to live.
Children will then be sent off into rotation groups.
At each group will be a picture of a different part
of the plant. At each station children will have to
write down what part of the plant it is and what
that feature does. Students will write their ideas
at each group on a sticky note and stick it on the
desk next to the picture. Children must write their
name on the sticky note.

Conclusion
To conclude the lesson, walk around to each group
as a class. Pick out one sticky note, without saying
the child’s name, read the sticky note and ask the
children to vote by putting their hand up if they
think it is correct. Repeat this for each station.
 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 SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills
Elabor ACSSU ACSHE ACSIS Children create a SUMMATIVE- Introduction How will the Whiteboard
ate 030 035 038 design that allows Science Inquiry To begin the lesson, ask the children to tell you plant survive?
the plant to grow Skills what is important to remember when planting and
Week
in a safe and growing a plant. How will you
8
nurturing Collect work Ask the children what is needed to grow a plant build this?
environment. samples: and the type of conditions that are needed to
Lesson
4 - The grow a plant. Will this keep
Children have design is Put all the children’s answers up on the board to your plant
created a design detailed: create a brainstorm. safe?
that is detailed and
labelled
easy to follow. What
picture,
Body materials do
materials Explain to the children that they will be given a you need?
are variety of different materials and resources to
listed, create a safe environment for a plant to grow. A3 worksheet
describes They are to imagine that the world is not a safe
place for a plant. They need to plan and then Pencils
how it
create a safe place for the plant to grow. Rulers
works.
Coloured pencils
Design allows for In their plan they must include a picture that is
the plant to labelled, materials that will be needed and a short
survive and explanation of how their creation is safe and will
includes allow the plant to grow well.
everything a
plant needs to Children will use the worksheet provided to
survive (food, complete their design. The class will be split into
water, light). pairs or groups of three for this investigation.

Conclusion
Once the children have completed their plans a few
groups will share their design with the class.

This activity will then continue in another lesson

where the children will build their design.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
 Summative assessment of science understanding
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills
Evalua ACSSU ACSIS Children will observe SUMMATIVE- Introduction Which plant ‘A Dandelion’s
te 030 039 and describe the Science Begin the lesson by reading the children the book has grown Life’ By John
changes that their Understanding ‘A Dandelion’s Life’ By John Himmelman. better? Himmelman.
Week
ACSIS seed has After reading the story ask the children to think
9
042 experienced in Children are able back at how the dandelion seed was planted. Discuss Has the plant
either the light or to describe how with the children the seed growth progress. in the dark
Lesson
5 dark. their plant has still grown?
grown using a Body
The children are picture or their Children will use the iPads to take a photo of the What is the IPads
able to correctly actual plant seed they planted a few weeks ago. Show the class difference
label and describe they have a plant that has grown in the light and one that between the Broad been
the features of grown: has grown in the darkness, so they are able to see two plants? plants
their plant. - Need to the difference between the two.
describe The teacher will print out these pictures on to an What are the Paper

growth A4 page for the children. different

The children will discuss their finding and how their parts of a Pencils
changes
plants grew differently from the light and the plant?
from
dark.
when it Does your
 was a The children will then go back to their desks and plant have all
seed. will label the different parts of the plants and the parts of
describe what each part is for. The children will a plant?
They have then write down their findings about how their
correctly labelled plant grew in either the dark or light. Which are
the picture of missing?
the plant with
all the correct Conclusion
features and The class will then go back onto the mat and a few
descriptions children will share their finding on how well their
(stem, flower, plants grew.
roots, leaves).