Science Unit

Content Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Descriptors /
Elaborations
During term two
students make Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5:
predictions and Sorting living and Exploring Recognising the range of living things. Recognising the range Recognising the range
describe patterns and non-living things differences - Understanding all living things have a life of living things. of living things.
relationships as they based on between living, cycle. - Exploring animal and - Independent
investigate living characteristics once living and - Observing the life cycle of a plant. plant habitats. research on an animal
things life cycles and - Justifying reasons products of living Ask students about how they have grown - Environmental impact of choice detailing its
environments. for defining things. since they were born. Draw images of the on habitats. habitat, diet, features
Students will: specimens as living, - Classifying human stages of development on the board – and
non-living or once animals into groups baby, toddler girl, young boy and adolescent. Ask students to think
• Making and living based on based on Discuss how babies grow and change over about reasons why
recording characteristics. similarities and time. Explain that humans move through plants grow so well in Have student select
observations of differences. growth changes that are identified as life some areas and not so one animal from the
living things as Students will be stages. well in others. For following six
they develop determining whether a Explain that the example, why can only categories to complete
through their life specimen is living or class will work as Discuss the term ‘lifecycle’. Define the cactus plants (adapted a report on -
cycles non-living that will be taxonomists to meaning of the term ‘cycle’ as sequences of to limited amounts of amphibian, bird, fish,
• Describe the supplied by the classify animals. events that repeat themselves. Watch this water) live in deserts insect, mammal or
stages of life teacher so they will Tell students that Time Lapse of a Pea video and point out the and other plant species reptile. To ensure an
cycles of different have a variety of taxonomists are life stages of the plant whilst viewing cannot? Discuss ideas even distribution, you
living things such specimens to people who study https://www.youtube.com/watch?v=eDA8rmU such as extremes in may like to have
as insects, birds, examine. Working in groups of living P5ZM. Show students the Amazing Lifecycle temperature, sun or students draw a
frogs and small groups, allow things. of a Monarch Butterfly. Explain the life stages wind exposure, category or animal out
flowering plants students to take Video #1 – What is of a butterfly as egg, larvae (caterpillar), overabundance or lack of a hat. Students
photographs around a Taxonimist? pupae (chrysalis) and adult whilst viewing the of water and overactivity either work with a
• Comparing life classroom/school of https://www.youtub video by humans. Explain that partner or individually
cycles of animals living and non-living e.com/watch?v=1J http://splash.abc.net.au/home#!/media/14780 the main factors that to complete the Animal
and plans things. Before 0hBGpXwmA 49/. ‘metamorphosis’ is the transformation or affect living things are Report poster using
• Recognising that sending students Video #2 – How to change of character, appearance and temperature, water and laptops, books and
environmental outside, go over the classify animals function of a living thing, such as when the human activity. Explain print-outs (the
factors can affect importance of into their classified caterpillar pupates into the butterfly. that living things in Adelaide or monarto
life cycles such as environmental care. groups. The students will then get a hand out sheet (I habitats interact with, zoo website may have
fire and seed Draw or print the https://www.youtub have a pre-made example). With this and are affected by, some great animal fact
germination photographs students e.com/watch?v=dC handout they will get the chance to colouring each other. Allow sheets, that the
took and allow them m5CcQhU-c in each stage of the cycle, place it in order students to visits various students can refer to).
• Investigating how time to compile and Watch and write a fact or two about each of the areas within the school Students will need to
plants provide complete the classification video stages. to identify factors that include a physical
shelters for Investigation Table to see how groups might be affecting the description of their
animals (Handout). Encourage of animals can be living things in each animal, habitat and
• Investigating the students to draw on classified. Allow *If there is time will follow on to plant a seed area (students may like diet, distribution
roles of living prior knowledge to students time to so we can watch it grow over the next few to take photos to (explain that this
things in a habitat, justify their answers. complete the weeks* document these means where the
for instance Allow students time to classification cards factors). Explain to animal is found in the
producers, share their findings and then play a students that they are to world), threats (is it
consumers, or with other groups. sorting activity with look for areas that show endangered or at risk
decomposers classifying the evidence of strong sun of becoming extinct
animals into their exposure, lack of water and why) and/or
• Observing and appropriate group. or overactivity. On return predators, average
describing This activity is likely to the class, discuss the lifespan and any
predator-prey to run over two factors that students interesting facts they
relationships sessions. identified and select the find out. Students are
• Predicting the key factors for each also required to draw
effects when living area. Ask - How do and label their animal
things in feeding light, water and soil or alternatively, draw
relationships are affect a plant? Follow its lifecycle. This
removed or die this Science experiment activity is likely to run
out in an area to investigate different over two sessions.
growing conditions when
• Recognising that light, water and soil are
interactions affected.
between living
things may be
competitive or
mutually beneficial
research Aboriginal
and Torres Strait
Islander peoples’
knowledge of the
local natural
environment, such as
the characteristics of
plants and animals

Jemeiah Millar 2018