Australian Curriculum: Science (Year 2)

Sub-strands Content Descriptions Achievement Standard

Biological sciences  Living things grow, change and have offspring similar to themselves (ACSSU030) By the end of Year 2, students
describe changes to objects,
understanding
Chemical sciences
 Different materials can be combined, including by mixing, for a particular purpose (ACSSU031) materials and living things. They
Science

identify that certain materials and

Earth and space  Earth’s resources, including water, are used in a variety of ways (ACSSU032) resources have different uses and
sciences describe examples of where
Physical sciences  A push or a pull affects how an object moves or changes shape (ACSSU033) science is used in people’s daily
lives.
Nature and
 Science involves asking questions about, and describing changes in, objects and events (ACSHE034)
Science as a

endeavour

development of
(Year 1-2)
human

science Students pose questions about

their experiences and predict
Use and influence outcomes of investigations. They
of science
 People use science in their daily lives, including when caring for their environment and living things (ACSHE035)
use informal measurements to
Questioning and make and compare observations.
predicting
 Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037)
They follow instructions to record
Science inquiry skills (Year 1-2)

and represent their observations

Planning and  Participate in guided investigations to explore and answer questions (ACSIS038)
and communicate their ideas to
conducting  Use informal measurements to collect and record of observations, using digital technologies as appropriate others.
(ACSIS039)

Processing and
analysing data and
 Use a range of methods to sort information, including drawings and provided tables and through discussion,
information compare observations with predictions (ACSIS040)

Evaluating  Compare observations with those of others (ACSIS041)

Communicating  Represent and communicate observations and ideas in a variety of ways (ACSIS042)

General Capabilities Cross Curriculum Priorities Notes:

 Literacy  Aboriginal and Torres Strait Islander histories and cultures
 Numeracy  Asia and Australia’s engagement with Asia
 Information and communication technology (ICT) competence  Sustainability
 Critical and creative thinking
 Ethical behaviour
 Personal and social competence
 Intercultural understanding
 Concept: Frogs Term: 3 Weeks: 5- 10

English Maths

Students may present an informative presentation regarding frogs. Students may be
allocated into groups to explore different aspects of frogs such as their habitat, stages of
life, diet, and physiology to present to the class. Emphasis will be placed upon the variation
of language that is required when giving a presentation (ACELA1461)
Students can begin an observation journal from the point the frogs are introduced into the
classroom until they have grown to their full size. Students will monitor the frog
throughout stages of life and make comments regarding its changes and growth. Features
will be identified that may be used as an indication of growth (ACELY1671)
Students may use the information gathered in their observation journals, paired with
research, in order to devise a report on frogs (ACELY1671). Within their writing, students
will focus on including factual statements through the use of compound sentences
(ACELA1467) and the varied use of common and proper nouns (ACELA1468). Students will
additionally engage in editing practices before publishing their text (ACELY1672)
Explore the order of months, seasons, and number of
days within a month through devising a timeline or
calendar regarding the growth of the classroom frogs.
This may be explored further through investigation into
the typical stage of the life cycle in each season
(ACMMG040, ACMMG041)
Explore chance and possible outcomes regarding
scenarios about frogs such as their breeding, life cycle
stages, and the possible environments you may see them
(ACMSP047)
Explore maps simple maps of the student’s local area in
relation to identifying possible habitats for frogs
(ACMMG044)

Health and Physical Education Arts

Explore the notion of changes in responsibilities as people grow older Devise a dramatic performance about the life cycle of a frogs and the stages
within a life cycle. Address the changes of frogs at each stage of life within, making use of the four elements of drama (ACADRM027,
(ACPPS016) ACADAM028)

Devise a series of obstacles, games or activities for students to complete
that require use of body management skills and locomotor skills, such as
jumping for height. When completing this obstacle course, the teacher
may give directions such as stating an animal to imitate, for example
frogs (ACPMP025, ACPMP025)
Consider the elements of music when experimenting with singing and
playing instruments to mimic the sounds you may hear within a frog’s
habitat (ACAMUM082, ACAMUM080)
Create a diorama, making use of the elements of visual art, depicting the
habitat which you may find frogs and the elements of the environment that
may be present (ACAVAM106)
 TERM/WEEKS: Term 2 (1-10) YEAR LEVEL: 2 LEARNING AREA/TOPIC: Biological Science FORWARD PLANNING DOCUMENT
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Competence Intercultural Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
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 CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS LESSON (what & how) EXPERIENCES QUESTIONS
Science Science as a Science Inquiry OBJECTIVE (include learner diversity)
Understanding Human Skills
Endeavour
Week Living things Pose and At the end of Diagnostic INTRODUCTION: INTRODUCTION:
1 grow, change respond to this lesson Assessment - Brainstorm what living things are. The teacher will What are living Whiteboard
and have questions, and students are prompt conversation regarding the basic needs of things? What are the Marker
Lesson offspring make able to: Students writing living things. List possible examples of living things basic needs of living Whiteboard
1 similar to predictions work samples will BODY: things? If a living
themselves about familiar Record one be marked - The teacher will display photos of throughout the life thing’s’ basic needs Photos to
(ACSSU030) objects and (1) according to a of 'someone very special to them' are satisfied, they are sequence
events observable checklist and will - Student volunteers will be called on to correctly able to grow and
(ACSIS037) human be used to assess sequence the photos according to growth change. Are we living
Elaborations:
 representing feature that if: - The teacher will facilitate discussion regarding the things?
Represent and will change - Students can growth and change that has occurred throughout the
personal
communicate over time as identify a person's life, and how the students know the person BODY: How did you Student’s
growth and
observations the student feature of a has grown (observable features) know that photo was baby
changes from
and ideas in a grows human that - Students will compare their own baby photos to next? What features photos
birth
variety of will stay the themselves now and identify observable features that did you use to identify Paper
ways Record one same and a have changed or stayed the same throughout growth growth? What Drawing
(ACSIS042) (1) feature that - Students will be tasked with drawing a picture to observable features materials
observable will change predict what they will look like as they continue to have changed since Question
Compare human over time grow. Students will answer questions that have been you were a baby until cards
observations feature that provided on question cards at each group table now? Are we all still Science
with those of will stay the CONCLUSION: growing? What will books
others same as the - In their partners, students will complete a think-pair- change when you get
(ACSIS041) student share with another pair to share their pictures and older?
grows discuss the observable features that identify growth
- A word wall will be created regarding changes and CONCLUSION: People
growth change and grow; do
Extend: students will give additional answers to questions all living things
Enable: students will be paired with a stronger student change and grow?
Note: Prior knowledge of the basic needs of living things What are other
being and how they are satisfied by the environment will be animals that may
drawn on to devise an environment for the frogs to live. The grow and change?
frogs will be introduced into the classroom. What about frogs?
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 CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS LESSON (what & how) EXPERIENCES QUESTIONS
Science Science as a Science Inquiry OBJECTIVE (include learner diversity)
Understanding Human Skills
Endeavour
Week Living Science Represent and At the end of Formative Note: In the previous explore lesson students will have INTRODUCTION:
3 things involves communicate this lesson Assessment completed rotations to explore the changes in, and the How have you
grow, asking observations students are growth of amphibians. Students will have begun an grown and changed
Lesson change and questions and ideas in a able to: Students’ work observation journal for the class frogs in English that will be since you were
2 have about, and variety of sample of an entry continued alongside the unit of biological science. born? Does anyone
offspring describing ways Record one into their learning INTRODUCTION: know how frogs
similar to changes in, (ACSIS042) (1) prediction log will be marked - The teacher will facilitate discussion about the way grow and change? Post-it notes
themselves objects and of the change according to a living things grow and change, making reference to the What would you Board
(ACSSU030) events Pose and that may checklist. This will change’s humans go through like to find out Marker
(ACSHE034) respond to occur to the be used to assess: - A KWL chart will be created on the wall. Students will about frogs?
questions, and frog write what they already know about frogs on post-it
- The ability of
make notes for the teacher to post on the chart BODY: What did
a student to
predictions Record three - The teacher will facilitate conversation to explore what you notice that has
create a
about familiar (3) students wonder about frogs and scribe answers on the changed since last
realistic
objects and observations chart journal entry?
prediction
events of change BODY (rotations): What features look
regarding the
(ACSIS037) since the 1. Students will complete an entry in the learning log different? What
growth of the Writing
previous frog based upon observations of changes and growth of the part of the frog do materials
journal entry - The ability of classroom frogs. Students will make a prediction of the you think will Student’s
a student to next observable change that may occur in the frog change next? How learning log
identify three (extend: give reasoning to their predictions/enable: do you know all the
changes that reduce the number of observations required) same type of frog? Crafts picture
have occurred 2. Students will use craft materials to model their What features can prompt
within the prediction of the next stage of growth of the frog, you look at? What Craft
frog’s growth focusing on the changing features (extend: label stage do you think materials
features of the model frog/enable: picture prompts will the frog may
be provided of ideas) reproduce? Memory
3. A game of memory with cards depicting the life cycles cards
of different species of frogs, aiming to collect all stages CONCLUSION:
of a type of frog. Would you like to
CONCLUSION: share your
- The teacher will ask for student volunteers to explain prediction with the
what they experienced at each of the stations. class? What did you
Information will be added to the word wall enjoy the most?
Safety considerations: behaving in an appropriate manner What did you find
when moving around the frogs in the class interesting?
5E’s- EXPLAIN (1 lesson)
To support students to develop explanations for experiences and make representations of developing conceptual understandings. Formative assessment
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS LESSON (what & how) EXPERIENCES QUESTIONS
Science Science as a Science Inquiry Skills OBJECTIVE (include learner diversity)
Understanding Human
Endeavour
Week Living things Science At the end of Formative INTRODUCTION: INTRODUCTION:
5 grow, change involves this lesson Assessment - Children’s literature will be read to the class How many stages
and have observing, students are BODY: of growth did you
Lesson offspring asking able to: The work sample - Students will be divided into groups and each group see the frog go Book- ‘Life
3 similar to questions used as assessment will be allocated a particular stage of the frog’s life through? Can you Cycles: From
themselves about, and Create a within this lesson is to investigate name the stages tadpole to Frog’
(ACSSU030) describing labelled the poster - Each group will be provided with an iPad and a of growth? (Rachel Tonkin)
changes diagram of the highlighting the series of QR codes to link students to appropriate iPads
Elaboration: in, objects frog’s features characteristics of the websites to discover and collect information and BODY: What does QR codes
 recognising and at the frog’s stage of view appropriate photos the frog look like
that living events allocated growth. This work - Using the sourced information, each group will at this stage?
things have (ACSHE034) stage of sample will be used produce a poster of a particular stage of the life What size may Craft materials
predictable growth of the marked against a cycle of a frog that will be pinned on the wall of the the frog be? How
characteristic frog checklist which will classroom, that will create the full frog life cycle do you know the
s at different be used to assess: o Posters should entail a labelled diagram of the frog has grown?
stages of List at least - Students’ ability allocated stage of growth What are the
development three (3) to identify the o Predictable characteristics of the particular predictable
characteristics predictable stage of growth characteristics of
of the features present CONCLUSION: the frog at the
allocated within a - Students will think-pair-share 2 stars and a 1 wish- current stage of
stage of particular stage focusing on 2 things they have learnt and 1 thing growth?
growth of the of life, and that they wish to still learn
frog are different Enable: students will work with a buddy to provide peer CONCLUSION:
from the other support, additional scaffolding will be provided from What is
stages within a the teacher something
life cycle Extend: students will be given additional responsibility interesting you
within the group and will be directed to literacy tasks learnt today? Do
such as writing you believe you
Note: In the following lesson, students will create a worked your
presentation in their groups regarding the stage of hardest today?
growth that has been allocated within the current Are you pleased
lesson. Students will present to the class an in-depth with your poster?
explanation about the characteristics of that particular How could you
stage of growth. Students will take notes on their peer’s improve the work
presentations and create a summary of their learning in you completed
their learning logs that will be used as a formative today?
assessment item.
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 CURRICULUM LINKS SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LESSON (what & how) EXPERIENCES QUESTIONS
Science Science as a Science Inquiry OBJECTIVE (include learner diversity)
Understanding Human Skills
Endeavour
Week Living Respond to At the end Summative Note: Students will have previously decided to investigate the INTRODUCTION:
7 things and pose of this Assessment question ‘what is a frog’s favourite food?’. Students will have What is the
grow, questions, lesson studied the frog’s diet and decided what foods they will use in the inquiry question
Lesson change and and make students are Students’ investigation. Students will have completed the planning pages of for this
4 have predictions able to: investigation the investigation planner and begun the investigation. investigation?
offspring about planner’s will be INTRODUCTION: Who would like Class iPads
similar to familiar Record collected and - Students will contribute to a class padlet regarding their to share their QR code
themselves objects and detailed marked according predictions made in their investigation planners prediction? Why
(ACSSU030) events observations to a checklist. This BODY: do you think
(ACSIS024) of the work sample will - Students will set up the investigation according to this; what is Frog enclosure
investigation be used to assess: completed the investigation planner. Students will be sorted your reasoning? and materials
Participate in within the into groups corresponding to roles within the investigation.
- The detail Frog foods
guided conducting - Each group is responsible for ensuring a variable is BODY: why do
provided in
investigation stage of the maintained within the investigation variables need
each
s to explore planner 1. Controlled variable: frogs, environmental factors such as to be identified
observation
and answer provided light, water, temperature and upheld?
questions Students will 2. Independent variable: type of food given How are you
(ACSIS038) Compare the 3. Dependent variable: how much food is consumed going to make
conduct a self-
accuracy of assessment - Roles for each group: measuring the dependent variable and sure your
their regarding the recording the data, ensuring control variables are variable is
predictions accuracy of their maintained in the environment, and changing the upheld in the
of growth, prediction. Their independent variable through alternating foods supplied. investigation? Early
as written in assessments will - After the investigation is set-up, students will record their What happens if Childhood
the be marked observations in the conducting stage of the investigation a variable is not Investigation
investigation according to a planner. Student’s will compare their original predictions to upheld? Planner
planner, to checklist. their observations when changing the independent variable
the CONCLUSION: CONCLUSION:
observations - Groups will be formed with one student from each variable What variable
made within group to participate in a think-pair-share about the lesson was your group
the lesson and report what they have focused on responsible for?
Safety considerations: Students will be reminded that they are What steps did
not able to feed the frogs any foods that may cause harm. you take to
Enable: paired with a buddy through mixed ability grouping ensure it was a
Extend: allocate team leaders with more responsibility fair
Note: In the following elaborate lesson, students will be investigation?
introduced to the STEM brief. When the frogs are released,
students will make observations regarding the type of
environment that they are released into.
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 CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS LESSON (what & how) EXPERIENCES QUESTIONS
Science Science as a Science Inquiry OBJECTIVE (include learner diversity)
Understanding Human Skills
Endeavour
Week Living Compare At the end of Summative Note: The students will have previously released the INTRODUCTION:
10 things observations this lesson Assessment frogs into the local environment. Furthermore, Who remembers
grow, with those of students are throughout the course of the unit of work, the teacher what was
Lesson change and others able to: Students’ work will have taken photos of the students. happening in this
5 have (ACSIS041) sample of a final INTRODUCTION: photo? What Power-point of
offspring Write a final journal entry in their - A power-point of photos taken throughout the stage of the life photos taken
similar to Represent and reflection science journal, course of work will be shown to the students to cycle is this? throughout the
themselves communicate using at least alongside a diagram revise their learning. What were unit of work
(ACSSU030) observations three (3) of the completed life BODY: characteristics of
and ideas in a words from cycle, will be marked - Students will write their final reflection and this stage of
variety of the word wall according to a summary of learning in their learning logs. Note, growth? At what
ways rubric. This will be students will be required to use words from the stage of growth
(ACSIS042) Correctly state word wall in their writing such as: grow, change, did the frog
used to assess:
three (2) - Students ability observable characteristics, froglet, tadpole, adult, reproduce?
Use a range of characteristics eggs
to write a
methods to of each stage - Students will answer the following questions in their BODY: How many Science
comprehensive
sort of growth in journal entry: words are you journals
reflection,
information, the life cycle o How many stages of growth are in a frog’s able to include in Writing
identifying their
including of a frog life cycle? your writing? materials
feelings towards
drawings and o What are the stages a frog’s life cycle? What is a Coloured
the unit of work
provided Create a o What are 2 key characteristics of growth characteristic of a pencils
tables through
- Student’s
labelled content from each stage of the cycle? stage of growth
discussion, diagram of the o Summarise how you felt about the learning of a frog What is
knowledge
compare frog’s life cycle - After students have completed their reflection, they a change that
through the use
observations are to create a diagram of the full life cycle of the occurs from one
of the included
with frog stage, labelling each stage of growth stage of growth
questions
predictions CONCLUSION: to the next?
(ACSIS040) - The teacher will scaffold discussion regarding what Marker
the students have learnt within the past unit of CONCLUSION:
work, and will compare observations to one another What have you
before the information is scribed onto the last learnt about
section of the KWL chart frogs? What are
Enable: students will create a labelled diagram of the life the stages of a
cycle by correctly ordering picture cards frog’s growth?
Extend: students will be required to write additional How do you know
characteristics of each stage of the life cycle and a frog has grown?
compare the changes from one stage to the next