EDUC 2030 Science Education Ethan Yeo Student ID: 110233262

Unit Planner for Learning Science

Learner context
Topic Focus: Life Cycles
Level of schooling: Year 2
School and class context: Regarding the context of the classroom, there will be 24 students in total, 11 boys and 13 girls,
all ranging in different science ability. The diversity in the classroom includes, an ESL student who recently moved to
Australia and two boys who have attention problems who need to be separated. Within the class, they have already
been strategically paired up with a buddy that they work with when asked. However, there is a SSO in the classroom
who works alongside the ESL student. The layout of the classroom includes a large floor space in front of a smart board
and 6 tables that seat 4 students.

What is the learning focus?

Concept(s): Thinking and Working Scientifically
The different stages of a frogs life Understand that frogs go through various stages in their life time.
cycle.
Life cycles are a continuous process. Understanding that life cycles are a continuous process and not only just for
frogs.

The frogs body parts. Understanding and labelling the names and different parts of the frogs. Problem
solving when they have to work in pairs to label the parts.

For students to understand the role Understanding because they will have to first understand a frog’s ecosystem in
frogs play in the ecosystem and order to create. Reasoning when they explain what they have created.
create their own ecosystem for a
frog.
Dispositions

Students will learn about the Frogs lifecycle and the various stages, their body parts and their role in the ecosystem.

How will the students engage with this learning? (Provide here an outline of a learning experience with using the given
structure)
Prior Knowledge/Engagement Learning Experiences (s):
Start the lesson by having an open-ended discussion with the students, on what they already know about frogs and
life cycles, the educator will be writing down what they say on the board (Appendix 1) After the students will be
asked to get into their pairs and the educator will distribute the arrows, photo cards and labels of the frogs life cycle
(Appendix 2). The pairs will then work to attempt to sort photos and labels in the correct order of the frogs life cycle.
While they are sorting the educator will go around and pose appropriate open-ended questions. And record their
responses. After this task the educator will show a short video clip showing real life frogs in their respective life
stages and in their natural habitat (Skamp 2015, p. 55). After watching the video the students will have the
opportunity to represent in their books the frogs life cycle (Skamp 2015, p. 293).

At the end of the lesson the educator will ask the students, what else would they like to know about frogs and if they
have any further question, their responses will be recorded on the board.

Throughout the lesson the educator will be using appropriate viewfinders and recording their responses (Bell 1993, p.
15). Students will also be encouraged to express their views and voice their opinion on what they already know,
continuing to construct their knowledge, based on their own experiences and existing ideas (Skamp 2015, p. 51).

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EDUC 2030 Science Education Ethan Yeo Student ID: 110233262

Exploratory /Explore & Explain Learning Experiences:

The educator will read the story book Frogs by Gail Gibbons to the class, with the intention to clarify some of the
general misconceptions from the prior knowledge lesson, along with the responses recorded on the board about
what students would like to know about frogs. After the book, the educator will pose various questions about the
book. And discuss the misconceptions from the previous lesson that were not covered in the book.

The educator will then show the class a short ABC video clip, which should give the students a better understanding
on frog’s and the environment they live in. After this, the educator will discuss the video and briefly touch on
amphibians and explain that life cycles are a continuous process and that all animals have their own unique life cycle
(Garbett 2011, p. 43).

Exploratory /Explore & Explain Learning Experiences:

The lesson will begin by looking into what actually happened at the various stages of the frogs life cycle and the time
it takes. After this the educator will have the students in their pairs and hand them a worksheet of a frog with
separate labels and have them work together and attempt to place the labels in the correct places (Appendix 3).

After all the students have attempted the worksheet, the educator will have the students come sit down in front of
the board which will have a big diagram of a frog on it. They will then go through the various parts together, engaging
the students in the process. After this the educators will hand out another worksheet and have them go back to their
table and write in the parts on their own, referring to the board if they need.

Investigations /Problem solving/Elaboration Learning Experiences:

The lesson will begin with the educator discussing sustainability and the role that frogs play in our ecosystem.
Touching on the food chain, the factors that affect the frogs population and what can humans do to save frogs (Office
of Environment and Heritage 2018).

After the discussion the educator will tell a story introducing a scenario of a frog being found in the classroom. The
education will explain to them that their job is to create and draw an ecosystem where the frog can live and survive.
The educator will show them an example of a possible ecosystem.

After views & reflection/Evaluation learning Experience

The students will have the first half of this lesson to finish off their frogs ecosystem. The second half of the lesson will
consist of the students presenting their drawing to the class and explaining what they have drawn and why. The
educator will have a checklist to refer to regarding their ecosystem and the accuracy. The drawings will be collected
to mark at the end of the lesson and then later put up around the classroom.

Differentiate

It is expected that the students in the class will be all at different levels of science knowledge due to the vast diversity
(Tomlinson et al. 2003, p.120). It is important that as an educator, we ensure that our students engage in the lessons.
For optimal learning students should be working within their zone of proximal development, in order to do this, the
activities chosen must be able to cater to a wide range of students (Woolfolk and Margetts 2013, p. 98). With the
discussions, it may be hard at times for the ESL student to engage and understand, that is why I have incorporated a
couple videos and worksheets. However, the SSO will be working alongside the ESL student for most of the time, but
the educator will still continue to check that the ESL student is following. This unit has been designed to
accommodate for year 2 students, however those who may be more advanced will have the opportunity to show
their knowledge and deeper understanding of this topic. The students will also be working in pairs and have the
opportunity to scaffold one another.

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EDUC 2030 Science Education Ethan Yeo Student ID: 110233262

How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? When will you How will you What forms of
assess? & Who leads record your feedback will you
the assessment? assessments? provide?
Concept(s): The educator will be The assessing will be Worksheet With positive
intentionally observing on going, with one pasted in their reinforcement
The different stages of students throughout the class. final assessment at notebook. and
a frog’s life cycle. the end lead by the encouragement
The educator will pose various educator. The students will when the student
Life cycles are a open questions to students be observed by perform
continuous process. probing them whilst carefully the educator something
listening (Hunting, Mousley, throughout the correctly.
The frog’s body parts. and Perry 2012, p. 82). lessons and the
educator will take Verbal
For students to Students will be engaging in note and record interactions with
understand the role an activity that requires them down the the students.
frog’s play in the to label the various body students abilities
ecosystem and create parts. observed in their Anecdotal notes
their own ecosystem portfolio of the students
for a frog. Students will be required to (formative ability/progress.
create an ecosystem and assessments).
explain it to the class. Checklist
Learning story (Macmillan 2009,
when p. 170).
appropriate.

(Hunting,
Mousley, and
Perry 2012, p.
85).

Links with the ACARA Framework

Strand: Science Understanding Sub- Strand: Biological Sciences
Descriptor: Elaborations Achievement Standards: General capability
Living things grow, Exploring different Students describe Critical and Creative
change and have characteristics of life changes to living things Thinking
offspring similar to stages in animals such as and identify various
themselves (ACSSU030) egg, caterpillar and stages of development
butterfly

Recognising that living

things have predictable
characteristics at
different stages of
development

Strand: Science as a Human Endeavour Sub- Strand: Use and influence of science
Descriptor: Elaborations Achievement Standards: General capability
Recognising that many Students will learn about Ethical
People use science in living things rely on the tadpole’s environment Understanding
their daily lives, resources that may be

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EDUC 2030 Science Education Ethan Yeo Student ID: 110233262

including when caring threatened, and that and how they can care for Critical and Creative
for their environment science understanding it. Thinking
and living things can contribute to the
(ACSHE035) preservation of such Sustainability
resources.

Strand: Science Inquiry Skills Sub- Strand: Processing and analysing data and
information
Descriptor: Elaborations Achievement Standards: General capability
Sorting information in Students will be using Critical and Creative
Use a range of methods provided graphic informal measurements to Thinking
to sort information, organisers order, and sort data Literacy
including drawings and observed.
provided tables and
through discussion,
compare observations
with predictions
(ACSIS040)

Links with the EYLF (Early Years Program Only)

Outcomes:

4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment,
enthusiasm, persistence, imagination and reflexivity.

4.3 Children transfer and adapt what they have learned from one context to another.

5.5 Children use information and communication technologies to access information, investigate ideas and represent
their thinking.

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of
student understanding?)

 Smartboard/Computer to show: https://www.youtube.com/watch?v=1serjxNtILE &

http://education.abc.net.au/home#!/media/2519447/
 Teaching Primary Science Constructively 5th Edition by Skamp and Preston.
 Belonging, Being & Becoming: The Early Years Learning Framework for Australia by Australian Government
Department of
 Education
 Australian Curriculum

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

EDUC 2030 Science Education Ethan Yeo Student ID: 110233262

 Tadpole and frog by Back and Watts

 FROGS by Murphy
 http://www.kidcyber.com.au/frogs
 https://www.teacherspayteachers.com/Product/Parts-of-a-Frog-Montessori-3-Part-Cards-and-Definitions-
3348975
 https://www.mamaslearningcorner.com/frog-life-cycle-worksheets/

Student Resources (resources that engage students with the learning)

 Science Workbooks
 Drawing utensils
 Photos and labels of frogs life cycle stages
 Worksheets
 Paper

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

EDUC 2030 Science Education Ethan Yeo Student ID: 110233262

References

Ang Gru 2016, Tadpoles turning into frogs Stages How to catch them Wisconsin Bullfrog Pets Nature Pond, video,
YouTube, viewed 4 April 2019, <https://www.youtube.com/watch?v=1serjxNtILE>.

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018, F-10 Curriculum, Science, Year 2 Curriculum
v8.2, Australian Curriculum, Australian Government, viewed 4 May 2019, <https://www.australiancurriculum.edu.au/f-
10-curriculum/science/>

Back, C & Watts, B 1986, Tadpole and frog, A & C Black, New Jersey, USA.

Bell, B & Deakin University. Faculty of Education. Open Campus Program 1993, Children's science, constructivism and
learning in science, Deakin University : distributed by Deakin University Press, Geelong, Vic, pp. 11-21.

Early Years Learning Framework 2009, Belonging, being and becoming, Australian Government Department of
Education.

Faire, J, Cosgrove, Mark & Waikato Education Centre 1988, Teaching primary science, Waikato Education Centre,
Hamilton, N.Z, pp. 7-28.

Garbett, D. 2011, Constructivism Deconstructed in Science Teacher Education, Australian Journal of Teacher Education,
36(6).

Murphy, S 2008, FROGS: Awesome Amphibians, Ready-Ed Publications, Australia.

Pentland, P & Stoyles, P 2007, Focus on Science: Working Scientifically, Macmillan Education, Australia.

Skamp, K & Preston, C 2015, Teaching primary science constructively, 5th edn, Cengage Learning, Australia.

Woolfolk, A & Margetts, K, 2013. Educational Psychology. 3rd edn. Pearson, Frenchs Forest.
Office of Environment and Heritage 2018, Threats to frogs, NSW Government, viewed 9 May 2019, <
https://www.environment.nsw.gov.au/topics/animals-and-plants/native-animals/native-animal-facts/frogs/threats-to-
frogs>.

Environment Australia 2003, Australian Frogs, Australian Government, viewed 9 May 2019, <
https://www.environment.gov.au/biodiversity/threatened/publications/factsheet-australian-frogs>.

Tomlinson, CA, Brighton, C, Hertberg, H, Callahan, CM, Moon, TR, Brimijoin, K, Reynolds, T 2003, Differentiating
instruction in response to student readiness, interest and learning profile in academically diverse classrooms: A review of
literature, Vol 27, pp. 119-145.

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EDUC 2030 Science Education Ethan Yeo Student ID: 110233262

Appendix 1

What is a frog?
What colour are frogs?
Where can you find a frog/tadpole?
Have you ever seen a tadpole, spawn, frog, etc.
What do tadpoles turn in to?
Where do tadpoles/frogs live?
How long do you think it takes for a tadpole to transform into a frog?
Are tadpole’s and frog’s animals?
What do they eat?
Does anything eat them?
What else can you tell me about frogs?

Appendix 2

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EDUC 2030 Science Education Ethan Yeo Student ID: 110233262

Eggs (Spawn)
Tadpole
Froglet
Frog
Tadpole with 2
Legs

Appendix 3

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

EDUC 2030 Science Education Ethan Yeo Student ID: 110233262

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.