Lesson 1 Title: Living and non-living things

Rationale: This lesson is being implemented as the introduction to the unit of work. It is being
implemented because children often have difficulty characterising things as living or nonliving (Butler &
Hachey, 2012). It is generally in the primary years that students begin to develop an understanding of
biological concepts through hands-on experiences with living things, their life cycles and their habitats
(Charlesworth & Lind, 2013). For this reason, this lesson will encourage students to use hands on
exploration and observation of the outdoor environment, to distinguish living from the non-living.
Outcomes & Indicators
ST2-10LW: Describes that living things have life cycles, can be distinguished from non-living things
and grouped, based on their observable features
- sort objects according to whether they are living or non-living
- identify some features of living things that distinguish them from non-living things, e.g. reproducing,
growing and responding to stimuli
ST2- 4WS: investigates their questions and predictions by analysing collected data, suggesting
explanations for their findings, and communicating and reflecting on the processes undertaken
- Representing and communicating ideas and findings in a variety of ways such as diagrams, physical
representations and simple reports, tables, simple column graphs, written and oral factual texts,
explanation and argument (NSW Board of Studies, 2012a).
KLA integration: English - EN3-1A
(NSW Board of Studies, 2012). (See appendix 1a for Outcomes and Indicators)
Objective
For the students to distinguish living things from non-living things by sorting objects based on their
observable features. Students will also identify features of living things that distinguish them from nonliving things by developing a criteria and classifying things based on the criteria.
Resources: Workbooks, IPads (number depends on class size), Playground, Video
https://www.youtube.com/watch?v=PZ2FI50oecs&feature=related
Lesson development:
Introduction (5 mins): Explain to students that they will be learning about living and non-living things
(organisms). Class discussion: give examples of living/non-living things based on prior knowledge.
Teacher to write examples under headings living and non-living on board.
Lesson (35 mins):
- Partner activity (10): create two separate mind maps (MM). MM1 (What are some characteristics of
living things?). MM2 (What are some characteristics of nonliving things?). Compare mind maps and
discuss what makes living things different from non-living things. Then share together as class.
- Watch video (5): (this will assist students to reflect on mind maps)
https://www.youtube.com/watch?v=PZ2FI50oecs&feature=related
- Outside activity (in groups of 3) (20): students identify living and nonliving things in the school
playground. Identify if they are living/non-living and justify their choice. Students will record their
work using the app (PicCollage) on the IPad by taking photos and inserting text to identify
living/nonliving and justify why.
Conclusion (10 mins): Join back as a class. Each group to share 1 example of a living/non-living thing and
their justification (each groups example needs to be different from another groups). Teacher to connect
iPad to the smartboard so pictures can be viewed that they created.
(Australian Science Teachers Association, 2016)
Differentiation of learning for individual children
Support: Create groups of students that are mixed
Extend: Ask students to make suggestions about
ability levels. This way they can help support each
why there are differences between the numbers
other.
or types of living things found in each area.

Lesson 2 - Lifecycles
Rationale: This lesson builds on the students knowledge gained in the first lesson about living and nonliving things. During this lesson the students will investigate the life cycle of living thing and how it has
stages in its life cycle just like us. This lesson will encourage students to use their inquiry-based skills to
guide their own questioning and investigation, which is much more beneficial for students than
participating in explicit teacher directed tasks (Torquati, Gabriel, Jones-Branch, & Leeper-Miller, 2010.
Outcomes & Indicators
ST2-10LW: Describes that living things have life cycles, can be distinguished from non-living things
and grouped, based on their observable features
- observe first-hand one animal or plant as it grows and develops, and sequence the stages in its life
cycle
ST2-4WS: investigates their questions and predictions by analysing collected data, suggesting
explanations for their findings, and communicating and reflecting on the processes undertaken
- representing and communicating ideas and findings in a variety of ways such as diagrams, physical
representations and simple reports, tables, simple column graphs, written and oral factual texts,
explanation and argument
(NSW Board of Studies, 2012a).
KLA integration: PDHPE - INS2.3, Creative Arts - VAS2.2, English - EN2-4A
(NSW Board of Studies, 2012). (See appendix 1c for Outcomes and Indicators)
Objective
For the students to understand that living things have life cycles and has a sequence of stages in its life
cycle by conducting a research project with a partner on an animal.
Resources:
- Ipads/computers
- Cardboard (1 piece for each group)
- Textas/pencils
Lesson development:
Introduction (5 mins): Explain to students that they will be researching the lifecycle of an animal. As a
class discuss the life cycle humans go through.
Lesson (50 mins)
- In pairs, students are to research the life cycle of one animal.
- Teacher can allocate or students can choose from the following animals (Butterfly, dragonfly, frog,
spider, penguin, great white shark, brown bat, and snake). Depending on number of groups, animals
might be doubled up. The following website can be used as an additional resource:
http://www.kidzone.ws/animals/lifecycle.htm
- Students will use computers/iPads to research their animal. They will represent and communicate
their ideas and finding on a poster. The poster needs to include information, pictures and diagrams.
- Posters will be hung in the classroom for students to observe each others findings.
Conclusion (5 mins): Class discussion (Ask each group to tell the class something interesting they found
out during their investigation).
Differentiation of learning for individual children
Support: For students who are finding it difficult to
Extend: Challenge the students with where they
search information, provide them with the following
find their research (what sites they use, their
website on the life cycle of butterflies.
reliability). What further information can they
http://splash.abc.net.au/home#!/digibook/
find?
1456674/remarkable-animal-and-plant-life-cycles

Lesson 3 - Fruits and seeds

Rationale: This lesson will incorporate the living thing of fruit and seeds. The students will be encouraged
to use hands-on inquiry-based investigation (Charlesworth &Lind, 2013) for students to observe the
features of the fruit. This will enable students to understand that living things have observable features
that can be used to distinguish them into groups. This is important knowledge and skills for the students
to develop for day to day life (Butler & Hachey, 2012).
Outcomes & Indicators
ST2-10LW: Describes that living things have life cycles, can be distinguished from non-living things
and grouped, based on their observable features
- identify and use patterns in the observable features of living things to group them, by using
tables, diagrams or flowcharts
ST2- 4WS: investigates their questions and predictions by analysing collected data, suggesting
explanations for their findings, and communicating and reflecting on the processes undertaken
- safely using appropriate materials, tools or equipment to make and record observations,
using formal measurements and digital technologies as appropriate
(NSW Board of Studies, 2012a).
KLA integration: Mathematics - MA2-18SP English - EN3-1A
(NSW Board of Studies, 2012). (See appendix 1d for Outcomes and Indicators)
Objective: For the students to identify the observable features of fruits and their seeds by observing
their features enabling the students to sort the fruits into groups using a table. This experience will be
implemented using a hands-on, inquiry-based investigation.
Resources: Chopping board & knife (1 per group), paper towel, Science books, pencils, ruler, fruit
Lesson development:
Before lesson preparation (Day before): Allocate groups (4 per group). Ask each students to bring in
different piece of fruit to the other members of their group, i.e. each group will have 4 DIFFERENT pieces
of fruit.
Introduction (5 minutes): Think, pair and share to identify the students prior knowledge. Discussion
questions: What are seeds? Why do we think fruit has seeds in them?
Lesson (35 minutes): Split into previously allocated groups. In groups you are going to investigate and
observe the seeds of the 4 different fruits. Teacher to model table that the students need to copy into
their books to assist the investigation. The students will need to cut the fruits into quarters teacher
model first using an example of their own (give students clear expectations about safety knife handling
etc).
Name of fruit
Estimation of
Location of
3 visual
Draw seed
Amount of
no. seeds
seeds in fruit
features
seeds = count
amount in of
fruit X 4
Apple
Conclusion (10 minutes): Through a group discussion, each group will share their findings. Students to
share, what fruit had the most seeds/least seeds. Why they think this? Did the size of the fruit have
anything to do with how many seeds it has? Something they found surprising? Something that they want
to know more about? (Bittman, 2015)
Differentiation of learning for individual children
Support: Model to students how to complete the
Extend: Students to research questions
table by doing it step by step with them. Form groups discussed in conclusion using iPads/computer.
of groups of different ability levels so that students
can help support one another.

Lesson 4 Title: Let it Grow (Part 1)

Rationale: In this lesson the students will be designing and implementing an experiment based on
seedling germination and plant growth. This will enable the students to observe first-hand the growth
and development of a seedling and sequence the stages in its life cycle. The students will make
predictions regarding what might happen based on their prior knowledge. The students will then collect
data, suggest explanations for their findings and communicate and reflect on the processes in lessons 7
and 9. This process is vital for students to acquire respect for and value the daily requirements of all
forms of life and develop compassion and a sense of accountability for the life around them
(Charlesworth & Lind, 2013).
Outcomes & Indicators
ST2-10LW: describes that living things have life cycles, can be distinguished from non-living things
and grouped, based on their observable features
- 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
ST2- 4WS: investigates their questions and predictions by analysing collected data, suggesting
explanations for their findings, and communicating and reflecting on the processes undertaken
- predicting what might happen based on prior knowledge in an investigation
- working collaboratively and individually, to suggest ways to plan and conduct investigations to
find answers to questions
(NSW Board of Studies, 2012a).
KLA Integration: Mathematics - MA2-18SP, English - EN2-1A
(NSW Board of Studies, 2012). (See appendix 1d for Outcomes and Indicators)
Objective: For the students to observe first-hand a plant as it grows and develops, and sequence the
stages in its life cycle. This will be achieved in this lesson by designing and conducting their own
experiment in class based on seedling germination and plant growth, through a hands on experience.
Resources:
The Book The Tiny Seed by Eric Carle
Experiment plastic cups, paper towel, broad beans, water (enough for each group), texta to label
names on cups, science books, IPad and experiment procedures hand out (See appendix 2).
Lesson development:
Introduction (5 mins): Group discussion (What do plants need to grow?) E.g. water, light, nutrients,
suitable temperature. After discussion, read the book - The Tiny Seed by Eric Carle. This book will give
more information and clarify the needs of a plant and what it needs to grow.
Lesson (45 mins): In groups of 2 the students will carry out the experimentation (growing broad beans).
Experiment procedures can be found in appendix 2. The students will carry out the experiment
independently following the procedures carefully. Together the pair will choose one variable they want
to control throughout the experiment e.g. the temperature they keep their seedling in. They will then
predict what will happen to the plant based on the chosen variable (Students to write this information in
Science books so it can be compared to in lesson 7). When experiment in completed, ensure the
students capture photos on IPad so they can track the growth of the plant.
Conclusion (5 mins): Join back as a class. Each group share what variable they have chosen and what
their predictions are.
Differentiation of learning for individual children
Support: Work closely with students who are finding
Extend: Plant two broad beans (in separate
the task hard. Use questioning and modelling.
cups). For each seedling the students is to
choose a different variable and predict what will
happen.

References
Animal Life Cycles. (2016). Kidzone.ws. Retrieved 30 October 2016, from
http://www.kidzone.ws/animals/lifecycle.htm
Australian Science Teachers Association,. (2016). Unit two: Living and non-living things. Science Web
Australia. Retrieved 30 October 2016, from http://scienceweb.asta.edu.au/years-3-4/unit2/lessontwo/yr34-unit-2-lesson-2.html
Bittman, E. (2015). Learning About Seeds in Third Grade. We are teachers. Retrieved from
http://www.weareteachers.com/learning-about-seeds-in-third-grade-with-free-printables/
Charlesworth, R., & Lind, K., K. (2013). Math and science for young children (7th ed). Belmont, CA:
Wadsworth Cengage Learning.
Hachey, A. & Butler, D. (2012). Creatures in the Classroom: Including Insects and Small Animals in Your
Preschool Gardening Curriculum. Young Children, 67(2), 38-42.
NSW Board of Studies. (2012a). NSW syllabuses for the Australian curriculum. Science K-10 (Incorporating
science and technology K-6). Retrieved from:
https://syllabus.bos.nsw.edu.au/science/science-k10/

NSW Board of Studies. (2012b). NSW syllabus for the Australian curriculum. English K-10. Retrieved from:
https://syllabus.bostes.nsw.edu.au/english/english-k10/

NSW Board of Studies. (2012c). NSW syllabuses for the Australian curriculum. Mathematics K-10. Retrieved
from:
https://syllabus.bostes.nsw.edu.au/mathematics/mathematics-k10/

NSW Board of Studies. (2012d). NSW syllabuses for the Australian curriculum. Geography K-10. Retrieved
from:
https://syllabus.bostes.nsw.edu.au/hsie/geography-k10/

Torquati, J., Gabriel, M., Jones-Branch, J., & Leeper-Miller, J. (2010). Environmental Education: A Natural
Way to Nurture Children's Development and Learning. Young Children, 65(6), 98-104.

Appendix 1a
EN3-1A: Communicates effectively for a variety of audiences and purposes using increasingly challenging
topics, ideas, issues and language forms and features
- participate in and contribute to discussions, clarifying and interrogating ideas, developing and
supporting arguments, sharing and evaluating information, experiences and opinions
Appendix 1b
VAS2.2: Uses the forms to suggest the qualities of subject matter.
- experiments with techniques in painting, drawing, photography, digital and video to create
particular effects to suggest such things as close-ups, middle distance and long distance views,
mood and atmosphere, light and dark suited to how subject matter may be interpreted
INS2.3: Makes positive contributions in group activities
- helps others to achieve set tasks
- works independently in a group
EN2-4A: uses an increasing range of skills, strategies and knowledge to fluently read, view and
comprehend a range of texts on increasingly challenging topics in different media and technologies
-

skim a text for overall message and scan for particular information, e.g. headings, key words

Appendix 1c
MA2-18SP: Selects appropriate methods to collect data, and constructs, compares, interprets and
evaluates data displays, including tables, picture graphs and column graphs
- Collect data, organise it into categories, and create displays using lists, tables, picture graphs and
simple column graphs, with and without the use of digital technologies
- recognise that data can be collected either by the user or by others
EN3-1A: Communicates effectively for a variety of audiences and purposes using increasingly challenging
topics, ideas, issues and language forms and features
- participate in and contribute to discussions, clarifying and interrogating ideas, developing and
supporting arguments, sharing and evaluating information, experiences and opinions
Appendix 1d
EN2-1A: communicates in a range of informal and formal contexts by adopting a range of roles in group,
classroom, school and community contexts (NSW Board of Studies, 2012b).
- interpret ideas and information in spoken texts and listen for key points in order to carry out tasks
and use information to share and extend ideas and information
MA2-18SP: selects appropriate methods to collect data, and constructs, compares, interprets and
evaluates data displays, including tables, picture graphs and column graphs.
- Construct suitable data displays, with and without the use of digital technologies, from given or
collected data; include tables, column graphs and picture graphs where one picture can represent
many data values
Appendix 2
Experiment Procedures

Aim: To plant a broad bean and trigger germination using one controlled variable.
Variable: Choose one variable to control throughout the experiment (e.g. amount of water, temperature
etc).
Prediction: Make a prediction. What do you think will happen to the seedling based on the variable you
have chosen to control? E.g. Place seedling in a dark position in the classroom I predict the seedling will
not grow (Explain why!).
Materials:
-

Broad beans
Plastic cup (1 per group)
Soil
Permanent marker
Water
IPad

Procedures
1.
2.
3.
4.
5.
6.

Write the label (groups name) on outside of the cup

Place 2cm of soil in the bottom of the cup
Dampen the soil with water
Place broad beans gently on top of the soil.
Place cup in the area you wish it to grow (e.g. in direct sunlight, in darkness etc).
Take a photo of your seedling using the IPad