Primary Science FPD 5es em

SCIENCE FORWARD PLANNING DOCUMENT
TERM / WEEKS: TOPIC

5E’s- ENGAGE (1-2 lessons)
• To capture student interest and find out what they know about XXXXX
Living things have life cycles.

• To elicit students’ questions/ prior knowledge about XXXXX
Diagnostic assessment used- in this lesson you will find out what the students already
Term 2, Wk 6 Year 4.
know about XXXXX. This will allow you to take account of students’ existing ideas
when planning learning experiences
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Science Inquiry OUTCOMES
Understanding Human Skills
Endeavour
Biological Motivation: (10 mins)

Sciences: - Students sit in a circle on the mat with the teacher. A mystery Mystery Box.
Living things box is display by the teacher who explains inside the box is a
have life cycles number of living and non living things. The box is passed around
the room, the teacher pauses on certain students to take
(ACSSU072).
something out of the box and reveal what it is.
LESSON OBJECTIVES - The teacher asks the students to think about what items are
classified as living and non living.
As a result of this lesson, students will be able to:
• Categorise pictures under either living or non living. Body: (5 mins)
• Cut and paste the life cycle of a tomato plant in their The teacher writes two headings on the white board. ‘Living’ and Is the leaf a living or non
science journals based on how they think it goes. ‘Non Living’. Get the students to categorise the items in the box living item? Why is the
under each heading based on it’s characteristics. pencil non living? What do
living things need to
survive?
ASSESSMENT (DIAGNOSTIC)
Observations: The teacher will observe the students The teacher draws attention to the flowering plant classified Why is a plant living? Why
ability to distinguish between something that is living under ‘Living Things’. A brief discussion is facilitated by the does a plant produce
and non living and the reasons for it. teacher regarding the purpose of flowers and fruit. flowers? Why does a plant
produce fruit? Where do
Checklist: The teacher will use the science journals to (15 mins)
flowers come from?
assess if students were able to identify the correct order Activity: How Does It Grow? Resource sheet 1.
of the tomato plants life cycle. Students are given a worksheet where they are asked to cut and
glue in order the life cycle of a tomato plant in their science How Does it Grow?
journals. The teacher expresses this is an individual task to see Resource 1.
what the students already know, students are reassured it is okay if
they do not fully know the order of the life cycle.
Catering for diversity:
(15) Science Chart
Enable: Students are given just phots of the life cycle in
which they have to order. Tricky words such as ‘Germination” Next, introduce students to the science chart and its purpose.
“A science chart is used in the classroom to record any questions,
are left out for this lesson.
findings and ideas we come across relating to a topic. It can
include drawings, questions, predictions, dates and times and
Extend: Students are given a description of each stage of Eg. “What does GerminaGon
other inquiries about a given topic”.
the life cycle. They have to place the description with the mean?”
picture and “Is a tomato a fruit or a
The teacher states that as today is the first lesson on our topic
‘living things have life cycles’ we should put on a few questions to vegetable?”
direct our learning over the upcoming lessons. The teacher adds
these to the science chart.
Underneath the science chart is a word wall. The teacher

discusses that each lesson new terms will be added to this glossary Word Wall
as we come across them. Ask students words they have come
across today and record them with a drawing to visually represent
the term.
- Seed, plant, tomato, germination and flower are some ideas.
TERM / WEEKS: TOPIC

5E’s- EXPLORE (2-3 lessons)
• To provide hands on, shared experiences of XXXXX
Term 2, Wk 7 Living things have life cycles.

• To support students to investigate and explore ideas about XXXXX
Formative assessment
SCSA LINKS EYLF

only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour

Sciences: - To begin, words the students will come across this lesson are Word Wall
Living things added on the word wall. Are there any words you have
have life cycles - Seed, Germination, Seedling, Sprout, Life Cycle. not come across before?
- The teacher draws the students attention to these words and
(ACSSU072). Cam you define what a life cycle
asks them to think about what these might mean or if they have is?
LESSON OBJECTIVES come across them before.
As a result of this lesson, students will be able to: Body: (10 mins)
• Follow the provided method by planting a seed to Zip lock bag with pictures: one
- Students are put into pairs and are given a zip lock bag with
begin the germinating stage in the life cycle of a pictures and words of the terms that will be discussed today. between two.
flowering plant. - Explain students are to match the word with the picture they
• Write a prediction in their science journals of what think best suits. Students find a place on the floor or at their
might happen to the seed in one week. desks to complete this activity. They are to use their partner to
discuss their choices.
- Students are called to share their matches.
ASSESSMENT (FORMATIVE)
Activity: (20 mins)
Activity: (20 mins)
Anecdotal Notes: the teacher records if the students
- Students are given the opportunity to explore the first stage in
are able to correctly follow the procedure in order. the life cycle of a flowering plant.
- Students will be planting seeds using cotton wool and zip lock
Science Journal: looking at the students predictions will bags.
display if the student has a basic understanding of the - Teacher reveals model of the experiment and passes it around
beginning stages in the life cycle before next lesson. Teacher’s example of acGvity.
the room. Explain to students the purpose of this activity is to
begin the life cycle of a flowering plant.
- Select groups of three by pulling out pop sticks with students Pop sGck names.
names on it.
Catering for diversity: - When students names are called they are to sit at any desk with
their group members.
Enable: Photos of each step in the procedure is provided so - On the back table their are a number of recycled plastic bags
students can visually see what they need to do. (sustainability).
- In groups students need to allocate themselves a role either
Extend: Students write more than one prediction. They draw being manager (collects/ returns materials), speaker (speaks on
what they think each stage will look like. behalf of the groups/ asks questions) or the director (makes sure PlasGc resource packs.
everyone understands the task).
- Managers are asked to collect a plastic bag.
- Students are to begin planting by following the method sheet
(resource 2) inside their groups resource bag which has all their
materials. Remind the students to make sure they put their
name on the top right of the bag.
- Managers pack away group materials- spray bottles and other
materials are put at the back as they can be reused.
Conclusion: (5 mins)
- Students are given a coloured dot sticker to put on their zip lock
bag with the date.
- Students then blue tac their bags to the window. Science Journals/ dot sGcker.
- In their science journals students are to draw what they see at
the first stage in the life cycle and write a prediction for what
might happen in a weeks time. Ask students to share their
predictions.
TERM / WEEKS: TOPIC

5E’s- EXPLAIN (1 lesson)
• To support students to develop explanations for experiences and

make representations of developing conceptual understandings
Formative assessment
SCSA LINKS EYLF

only)
Endeavour

Sciences: - To begin, students are given their science journals and are Science Journals/ Seeds.
Living things provided 5 minutes to check on the progress of their seed.
have life cycles - Students are asked to draw and describe what their seeds looks
(ACSSU072). like one week after planting it. Results are shared with the class.
hTps://www.youtube.com/
LESSON OBJECTIVES Body: (25 mins) watch?v=w77zPAtVTuI
- Next, the teacher shows students a time laps of a bean over 25
• Watch a time lapse and recall the stages of the life days.
Is this plant a flower or a fruit?
- Before playing the video, ask the students to pay particular
cycle of a flowering plant. What first happened in this life
• Label a diagram to show the cross section of a attention to what is happening to the plant and the order it
goes in. Use this video to stimulate a class discussion on the life cycle? What is the term called
flower.
cycle of a flowering plant. when the root appears?
ASSESSMENT (FORMATIVE)
Four Corners: The teacher observes the students answers to Butcher Paper/ Coloured
the revision game of four corners. Notes are made on a - The teacher draws the stages of a flowering plant using a cycle Markers.
sticky note if there are any statements the students are anchor chart on a piece of butcher paper. Arrows to show the What direcGon should the
confused with. order of events and key terms are added with the help of the arrows point and why?
students. What is the term called when
- The teacher uses this time to explain to the students how to
the seed grows into a sprout?
Catering for diversity: draw scientific diagrams that includes a heading, arrows,
The arrows keep going round
Enable: Students are paired with capable peers to help drawings and a brief description of events.
Heading: Plant Life Cycle the circle, what does this mean?
them label the cross section as there are a number of new
Stages with drawings: Seed, Germination, Roots & Stems, Seedling (conGnuous cycle).
terms introduced.
and Pollination. Does anyone know that
Extend: Students add a description/ role of each part when ‘pollinaGon’ means? Who
labelling the cross section of a flower. - Once the class flow chart is created, the teacher moves onto pollinates the flower?
focusing on the relationship between flowers and insects.
- The teacher plays ‘Pollination of Kids’ on YouTube. Students are hTps://www.youtube.com/
then asked to turn to the person sitting next to them and recall watch?v=CUPzbTuJlgc
some insects/ animals that help pollinate flowers. (Bees,
Butterflies, Fruit Bat, Hummingbird, Moths, Ants and Beetles.
Does Pollen move itself?
Activity: Labelling the cross section of a flower (10 mins) How does it move from flower
- Students are put into groups of three. to flower? (Pollinators- give
- Every student will be given a worksheet to label the different
examples/ Wind).
parts of the flower (Resource Sheet 3).
How does flowers use pollen?
- One iPad between three is given to each group to re watch the
video and label the parts of the flower. (to make seeds).
- The teacher calls one group up at a time to use the magnified
glasses and inspect a flower up close. The teacher points out
the parts and questions students if they can see the anther,
ovary, stigma, petal, ovule and the stem.
Conclusion: (10 mins)

- New words are added to the word wall, along with key
drawings to help student remember what they mean. Word Wall. Parts of flower
- Four corners is played to revise the content learnt today. added.
Eg. “Staman is the part of the flower that makes pollen. Left side
of the classroom for correct, right side of the classroom for
Four Corners- pre determined
incorrect”. “Cows are pollinators”. “Flowers use pollen to make
seeds”. revision quesGons.
TERM / WEEKS: TOPIC

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
TERM ,2 WK 9 Living things have life cycles.

• To use investigative/ inquiry skills
Summative assessment of science inquiry skills
SCSA LINKS EYLF

only)
Endeavour

Sciences: - Begin by getting students to think back to last lesson and recall White board. Photos of
Living things what a pollinator is and what insects/ animals are pollinators.
pollinators.
have life cycles Students are given 1 minute and then turn to a partner to share
(ACSSU072). what they remember (think pair share).
- The teacher brainstorms pollinators on the white board, along
LESSON OBJECTIVES with key words that the students think relates to pollination.
As a result of this lesson, students will be able to: Paper bags, picture of a
• Participate in an investigation on how Bees pollinate Body: (30 mins)
- The teacher reveals today the students will pretend to be flower and Cheetos.
flowers.
• Contribute to a class discussion reflecting on how the pollinators. Students will be put into pairs with a paper bag
each, a picture of a flower and Cheetos.
activity is similar/ different to Bees pollinating a
- One student from each pair is asked to collect two paper bags
flower.
and two flower outlines. Students are asked to glue the flower
on to the front of the paper bag.
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
Journal Entry- students write what they have learnt about - The teacher comes round and fills each bag will a handful of
the connection between animals and flowering plants. Cheetos.
Students are asked to engage in scientific terms in their - Students are then instructed to put their hand in their bag and
reflection. then touch their partners flower. Ask students to think what the
orange powder is representing on their hand. Students are to QuesGons:
Catering for diversity: observe that happens to the pollen on the flower. What was the orange
Enable: Scientific terms are written on the white board for - Get students to bin their bags and ask them to wash their hands powder on your hands? Does
students to include in their writing. before returning to their desks. the powder fall off the flower
- Students participate in a class discussion on what the activity or sGck?
Extend: Students are encouraged to draw a Venn diagram symbolised. Reflect on what the students observed through
What do you think happens
to show the similarities/ differences between the activity and questioning.
Bees as pollinators. - Show students a video on the process of pollination. Compare/ to the flower when it is
contrast how this is similar/ different to our activity. (Eg. The pollinated?
pollen sticks to the Bees sticky hair).
- Students are given a worksheet where they have to cut and PollinaGon Steps Work Sheet.
order the process of a Bee pollinating a flower. They are given a
range of images and steps to glue into their science journals.
Conclusion: (10 mins) Science journals.

- Students write a self reflection in their science journals of what
they have learnt about the connection between insects/ animals
and flowering plants. Key terms such as pollinators, parts of the
flower and other scientific terms are to be used.
TERM / WEEKS: TOPIC

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 e account of students’ existing
ideas when planning learning experiences
SCSA LINKS EYLF

only)
Endeavour

Sciences: Introduce students to the game of ‘Freeze’. Students find a place Ball/ Word Wall.
Living things around the classroom. A ball is thrown around, when the teacher
have life cycles yells ‘freeze’ the student who is holding the ball chooses a word
(ACSSU072). from the class Word Wall. The student reads aloud the word and
defines it. If they are unsure of how to describe the word they can
LESSON OBJECTIVES call on a friend to help them.
• Begin planning a presentation on the life cycle Body: Planning (35 mins)
- The teacher introduces the assessment task for the end of the What animals/ insects are
of a Pollinator of their choice. pollinators for flowering
unit.
• Order the life cycle of a tomato plant using - The students are to choose a Pollinator of their choice to plants?
arrows and labelled diagrams to describe each research and create a presentation that will be presented to
stage. How does planning our
the class. Brainstorm Pollinators on the board.
- Ask students how do we begin planning a presentation. research help us?
ASSESSMENT (SUMMATIVE – Science Understanding)
- On the interactive screen reveal to students a Power Point
Rubric: The teacher will assess the students research - On the interactive screen reveal to students a Power Point What skills do we need to
and presentation skills through a rubric. template created by the teacher. know? What resources will
- Ask students to raise their hand and share what inquiry questions help us find informaGon?
could be asked to find out about the information presented.
Science Journal: the science journal is a progress of
Brainstorm these on the white board.
what the student has learnt over the unit. The teacher - Quickly go over reliable web pages with students. Show some Teacher PPT.
will assess if the student knows the life cycle of a examples of good quality websites. Presentation Planner.
flowering plant and if they are able to describe each - Students are given a presentation planner sheet. They are to Books/ iPads.
stage. decide on a Pollinator and begin writing research questions.
- Students are given a range of books and class iPad’s to use for
their research once they have completed their planner.
Catering for diversity: - *Upcoming lessons- students will visit the library computers to
Enable: Students are given questions they need to complete their research and create a power point before
research for their presentation. presenting*
Conclusion: (10 mins) Science Journal/

Extend: Students include in their presentation how their Resource sheet one.
- Students go back to their science journal activity from lesson
insect/ animal pollinates.
one where they were asked to glue the life cycle of a tomato
plant in the order they believe it goes.
- Get students to re glue this activity in the order they have learnt.
Students are asked to add arrows and a description of each
step. This is an individual task/ test conditions.

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SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: TOPIC

Living things have life cycles.

SCSA LINKS EYLF

Biological Motivation: (10 mins)

Underneath the science chart is a word wall. The teacher

TERM / WEEKS: TOPIC

Term 2, Wk 7 Living things have life cycles.

SCSA LINKS EYLF

Biological Motivation: (5 mins)

TERM / WEEKS: TOPIC

Term 2, Wk 8 Living things have life cycles.

SCSA LINKS EYLF

Biological Motivation: (10 mins)

Conclusion: (10 mins)

TERM / WEEKS: TOPIC

TERM ,2 WK 9 Living things have life cycles.

SCSA LINKS EYLF

Biological Motivation: (5 mins)

Conclusion: (10 mins) Science journals.

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: TOPIC

Term 2, Wk 10 Living things have life cycles.

SCSA LINKS EYLF

Biological Motivation: (10 mins)

Conclusion: (10 mins) Science Journal/

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