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CURRICULUM LINKS
ICT Students will use computers to research information about plants and create a visual
presentation of a plants life cycle.
Literacy Students will use a variety of different texts (including films, internet resources and
books) to develop their knowledge. They will also record notes, observations and reflections in a
science journal throughout the unit.
Mathematical Students will use mathematics when recording data of their plants growth during
investigations. This may include concepts of measurement, number and graphing.
Other Learning Areas Students create a visual presentation using photographs, animations or
claymation to represent a plants growth and life cycle. This links to the Arts curriculum.
General Capabilities and CCPs Literacy, ICT, critical and creative thinking, personal and social
capability, sustainability
UNIT OVERVIEW
This unit builds on students’ prior knowledge of living and non-living things, an important area of
the biological science curriculum. Students will extend their understanding of observable features
of living things; parts of a plant and their functions; growth of flowering plants; and their life
cycles . Students’ beliefs about flowering plants will be challenged as they work through hands-
on activities and conduct their own investigations into how changes in the environment can affect
the life cycle of a plant. The unit also links to sustainability and how the students can help protect
the environment, in particular living things such as plants that they come into contact with.
Strand(s)
SCIENCE UNDERSTANDING SCIENCE INQUIRY SKILLS SCIENCE AS A HUMAN
Biological Sciences: Questioning & Predicting: ENDAVOUR
Living things have life cycles With guidance, identify questions Use and Influence of Science:
(ACSSU072) in a familiar context that can be Science knowledge helps
investigated scientifically and make people to understand the
Relevant Elaboration predictions based on prior effect of their actions
• Making and recording knowledge (ACSIS053) (ACSHE051)
observations of living things as
they develop through their life Relevant Elaboration: Relevant Elaboration:
cycles • Considering familiar situations • Investigating how science
• Describing the stages of life in order to think about possible helps people (such as
cycles of different living things areas for investigation gardeners)
such as flowering plants • Choosing questions to • Exploring how science has
• Recognising that environmental investigate from a list of contributed to a discussion
factors can affect life cycles possibilities about an issue such as loss
such as fire and seed of habitat for living things
germination Planning & Conducting: or how human activity has
With guidance, plan and conduct changed the local
Living things depend on each scientific investigations to find environment
other and the environment to answers to questions, considering
survive (ACSSU073) the safe use of appropriate
materials and equipment
Relevant Elaboration (ACSIS054)
• Recognising that
interactions between living Relevant Elaboration:
things may be competitive • Exploring different ways to
or mutually beneficial conduct investigations and
connecting these to questions
3. What concepts about science as a human endeavour do I want the students to demonstrate
understanding about?
Students will consider how science is used to improve the production and growth of plants by
investigating plants growth in different environments. They will describe the ideal conditions for successful
plant growth - how temperature, soil and availability of food, and human activity can effect a plants life
cycle. Students will also collect seeds from flowering plants, which will be planted in the school garden;
this exploring the concept of sustainability.
4. WHEN and HOW will I gather and record this information? (E.g. in activity xx, via conference,
observation, a product?)
• Science Journal + Observations
Students will record notes, experiences, observations and reflections in a science journal throughout
the course of the unit. This will be used to see how students are progressing and their understanding
of science concepts with a pre- and post-questions. They will also record all their planning and data
collection in this journal for their final investigations. Observations will be recorded on a teacher
checklist throughout the unit.
• Group Investigations
Observations will be made during the group investigation to see whether students are presenting
science inquiry skills (e.g. questioning, predicting, collecting data). These will be recorded and assessed
against a set rubric at the end of the unit.
1. Were my students excited to study this unit? If not, what can I do to change this?
• Can you draw a picture of a plant and label the main parts? Why do plants have these parts?
• Is a seed living or non-living? Why/why not?
• How do seeds turn into plants? What do they need to grow?
• How do bees help flowers to grow?
Both students had meaningful prior knowledge about plants and their life cycles. However, there were some
misconceptions and gaps. Students would gain valuable learning exploring the following concepts:
• Students had opposing views on whether seeds were living or non-living; they did not understand that seeds
have dormant properties and have the potential to be living in the right environments.
• Students were aware of the main parts of plants, but to build on this knowledge lessons could explore their
functions and their role in a plants life cycle.
• Students understood the basic needs for plants to grow, different plants need different amounts of water,
different soil, certain amounts of sunlight, specific temperatures, etc. Therefore, their knowledge could be
extended by investigating the growth of plants in different environments.
• Students were aware that bees collect the pollen from flowers, however they did not understand how this helped
plants to grow and spread. Lessons could further explore the beneficial relationship between plants and insects.
EXPLORE/EXPLAIN
Science Understanding Hands on Experience:
Content Descriptions: School Garden Exploration (50 minutes) Science journals
• Living things have life Take a walk in the school garden to observe flowering
cycles (ACSSU072) plants. Students choose one to closely observe and Plant observation
individually fill out the observation sheet (appendix 1). sheet
Relevant Elaborations
• Making and recording Questions include: Pencils
observations of living • What does your plant look like? Draw a picture of
things as they develop your plant. Magnifying glasses
through their life • Draw and describe 3 plant features, make
cycles predictions of their functions Clipboards
Science Understanding Growing Bean Seeds (Lesson 50 minutes) Plastic cups (or jars)
Content Descriptions: Place students in small groups. Provide them with a cup, fill
• Living things have life the base with cotton balls, two seeds and dampen cotton. Cotton balls
cycles (ACSSU072) Ask students to label their cups and place it near a window.
Bean seed
• With guidance, Get students to draw a diagram of their bean in their
identify questions in a journal and make some predictions: Science journals
familiar context that • What will it look like in the next few days? Why do
can be investigated they think this? Camera
scientifically and make • How long do you think it will take for it to grow
predictions based on roots, stem, etc.? Bean diagram
prior knowledge (http://www.peepandt
(ACSIS053) Explain that they will check on their seed every day for the hebigwideworld.com/
next 5 days and will take photos to record its growth. en/educators/curriculu
Students will also have to write observations of the changes m/family-child-care-
educators/plants/activi
in their journal; this may be done with drawings, written
ty/guided-
observations, a timeline or recording measurements in a
activity/157/planting-
graph.
bean-seeds/)
PHASE 4: EVALUATION
Self-Assessment
Students answer the same questions as in pre-assessment Science Journal
in their science journals.
Pens/Pencils
Teacher Assessment
Teacher will assess student’s knowledge of unit concepts Assessment Rubric
and investigation process against a set rubric with (Appendix 3)
individual feedback.
APPENDIX 1
OBSERVATION PREDICTION
What are the features of the plant? Describe it Why do you think the plant has this feature?
and draw a picture.
Feature 1:
Feature 2:
Feature 3:
APPENDIX 2
CONTROLLED VARIABLE What are you keeping INDEPENDENT VARIABLE What are you
the same to keep the test fair? changing?
DEPENDENT VARIABLE What will you measure in your investigation? How will you record changes?
(e.g. bar chart, diagrams, drawings, tally).
PROCEDURE Write a step by step plan of how MATERIALS What will you need to carry out your
you will carry out the investigation? investigation?
FORMING AN Able to identify conditions that affect Able to identify conditions that Able to identify conditions that affect plant
INVESTIGATION plant growth. Developed an affect plant growth to develop a growth and develop an excellent
QUESTION investigation question with the good investigation question. investigation question independently.
assistance of a teacher.
MAKING Able to make a guided prediction Able to make a plausible prediction Using knowledge of science concepts able
PREDICTIONS about the effect of a variable on plant about the effect of a variable on to make a reasoned prediction about the
growth. plant growth. effect of a variable on plant growth.
RECORDING RESULTS Partial collection and recording of Able to collect and record data Systematic collection and recording of
data using one of the methods using one of the methods (results reliable data using one or more of the
(results table, observations, graph, table, observations, graph, tally methods (results table, observations,
tally system, diagrams, etc.). system, diagrams, etc.), Able to graph, tally system, diagrams, etc.). Able to
compare results with predictions. compare results with predictions,
suggesting reasons for findings.
UNDERSTANDING OF Has some understanding of the Good understanding of the basic Has an excellent understanding of the
SCIENCE CONCEPTS needs of plants, how they grow and needs of plants, how they grow and needs of plants, the stages of their life
change and their characteristics. change and their distinct cycle, and their distinct
characteristics. characteristics/functions.
TEAMWORK Rarely listened to, shared with, and Able to work in cooperative learning Excellent cooperation with team to plan
supported the efforts of others. teams to plan and set up an and set up investigation. Always listened to
investigation. others, shared ideas, and supported the
effort of others.
REFERENCES
ABC Splash: Education 2018, Remarkable Animal and Plant Life Cycles: Chapter 13 Growing Plants
from Seeds, ABC, accessed 15 April 2018,
<http://education.abc.net.au/home#!/digibook/1456674/remarkable-animal-and-plant-life-cycles>
ABC Splash: Education 2018, The Secret Growth of Plants, ABC, accessed 15 April 2018,
<http://education.abc.net.au/home#!/media/1520091/the-secret-growth-of-plants>
Australian Curriculum, Assessment and Reporting Authority (ACARA), accessed 10 April 2018,
<http://www.australiancurriculum.edu.au/Science/Curriculum/F-10?layout=1#level7>
BBC Bitesize 2015, What is the life cycle of a plant?, BBC, accessed 20 April 2018, <
http://www.bbc.co.uk/guides/z2vdjxs>
National Geographic Kids 2017, The Life Cycle of Flowering Plants, National Geographic, accessed 20
April 2018, <https://www.natgeokids.com/au/discover/science/nature/the-life-cycle-of-flowering-
plants/#!/register>
Science Web 2018, Unit 2: Living and Non-Living Things, Science Web, accessed 15 April 2018,
<http://scienceweb.asta.edu.au/years-3-4/unit2/lesson-five/yr34-unit-2-lesson-5.html>
Scootle 2013, Broad Bean Seedlings Emerging from Soil, Media Access Australia Photo Library,
accessed 15 April 2018, <http://www.scootle.edu.au/ec/viewing/R11802/index.html>
Skamp, K & Preston 2015, Teaching Primary Science Constructively, 5th Edition, Cengage Learning.