Primary Science FPD 5es

SCIENCE FORWARD PLANNING DOCUMENT – YEAR 6 – Biological Science
TERM / CURRICULUM LINK / E stage TOPIC

WEEKS: Engage Fungi introduction
T3, Wk1 Science
Lesson 1 • The growth and survival of living things are affected by physical conditions of
their environment (ACSSU094)
• With guidance, pose clarifying questions and make predictions about scientific
investigations (ACSIS232)
English
• Participate in and contribute to discussions, clarifying and interrogating ideas, developing and
supporting arguments, sharing and evaluating information, experiences and
opinions (ACELY1709)
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
SCSA LINKS
Science Understanding Science as a Human Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
Endeavour
Learning about Setting up for the Inquiry about what Introduction (15 minutes) Fungus Among Us” by
what fungi is and main experiment of fungi is and some short - Introduce the topic using literature “Fungus Among Us” by Carla Billups and Dawn
its different the unit in order to and simple facts about
it. Carla Billups and Dawn Cusick Cusick
appearances learn what
environmental
- Discuss what fungi is after reading first section of the book
conditions do to - As a class, identify the different types
impact fungi growth - True or false game – read out a number of questions and Who has heard of fungi
LESSON OBJECTIVES students move to the side of the room they think is correct before?
As a result of this lesson, students will be able to: - Put signs on the walls for clarity – True is left, false is right Who can tell me what it is
• Individually identify three different types of fungi during a Questions to ask: or give me an example of
classroom discussion and create a word wall with relevant o Fungi is a type of animal (F) – they are part of the plant kingdom a type of fungi?
vocabulary on the topic. o All fungi is bad (F) Where might we see
• In pairs, students start their mould investigation by o Some mould is edible (T) – discuss what mould can be edible
some examples of fungi in
preparing the specimen in a labelled plastic bag and o Yeast is used to make bread rise (T) – discuss how yeast can be
activate and how it helps bread grow our day to day lives?
placing it in given environment.
ASSESSMENT (DIAGNOSTIC)
- Classroom discussion - Create a word wall – in pairs students can brainstorm some
- Word wall words they might want to include
- True or false activity – simple teacher observations to Words to include/start off with:
determine student’s prior knowledge - Fungi, living, mushrooms, yeast, growing, edible, bread
Body (35-40 minutes)

- Starting the mould project – introduce the experiment to
students and give an explanation about the experiment
- In pairs, students can choose to investigate mould on a
piece of bread in different conditions.
- Dry bread, moist bread, bread kept in a dark room, and Materials:
moist bread in a dark room. - Bread
- Students label their plastic zip lock bag with their names - Spray bottle
and find a place to put their bread in designated areas. - Water
- Students take a picture of their specimen in the bag – this - Zip lock bag or
will help with the reflection and assessment in the last small container
lesson. - Container to store
- They then write a prediction about how long it will take for experiments in OR
the mould to grow in their bag – each student writes their string to hand the
own prediction bags from
- Students also write a hypothesis about which bread will - Clothes pegs if
grow mould the fastest – each student writes their own hanging from
hypothesis string
- Keep the predictions and hypothesis in safe folder in their - Marker to write
tray names on
Conclusion (5-minute pack up)

- Place bags in given areas
- Have a brief discussion about the different hypothesis’
students had
LEARNER DIVERSITY
Enabler:
- Students can work in pairs to help process their hypothesis and set
up experiment
- Teacher can help dictate hypothesis for students who are not
confident writers
- Form a lower group of students and write a hypothesis together
Extender:
- Students who finish early can begin the research some of the
different types of fungi and add them to the word wall with a brief
definition or drawing.
Prediction/hypothesis sheet
SCIENCE FORWARD PLANNING DOCUMENT
TERM / WEEKS: CURRICULUM LINK / E STAGE TOPIC

T3, Wk1 Explore Comparing and contrasting
Lesson 2 Science
• The growth and survival of living things are affected by physical conditions of
Maths
• Solve problems involving the comparison of lengths and areas using appropriate
units (ACMMG137)
Thinking Capability
SCSA LINKS
Endeavour
Students learn Comparing different Students start to Introduction (5 minutes) - What are fungi?
about different fungi and its develop an - Revise previous lesson on fungi speed sharing circle - Are fungi living or
fungi by examining environmental growth understanding about
- Students find a partner and face each other forming an non-living things?
different conditions the living conditions
structures, textures for fungi and the
inner and outer circle as a class. - What are some
and sizes effects if they are not - Students have 30 seconds to discuss each question before different types of
fully met. moving on. fungi?
LESSON OBJECTIVES - Are all fungi bad?
As a result of this lesson, students will be able to: Body (50 minutes)
• In pairs, students observe 4 types of fungi and make a - Discuss the effects of ideal environmental conditions for
note of texture, size, cap shape, and structure by different types of fungi – moisture, warmth, oxygen and
writing down their observations in a table. minimal light.
- Compare different types of fungi and identify ideal growth Ask students why fungi
environments for each might take longer to grow
ASSESSMENT - Use different types of fungi including mushrooms with gills, on a tomato in the fridge
- Observation sheet that is added to their portfolio – moulds and yeast compared to fungi on a
students use this to compare types of fungi and add - Students find a partner and must fill out the table loaf of bread on the
further context for the subject. worksheet (one sheet each but working in pairs). bench.
- Checklist to ensure students achieved each aspect of - This sheet will be part of their final portfolio so encourage
the table students to be neat.
- Students should write about the following: texture, size,
cap shape and structure of the fungi – write these criteria Fungi to observe:
on the board. o (1) Field mushrooms
- Round robin – each desk has a different type of fungi that from the store
o (2) Yeast
is being observed
o (3) Mould
- Number each pair and designate them a table to start at o (4) Enoki mushrooms
- Put a timer on the board for 15 minutes. After 15 minutes,
students rotate to the next fungi. Timer on the board
- Students should fill out the questions on the sheet and Sanitiser
draw their view of the fungi. Above each box they can also Antibacterial wipes
have a go at writing what type of fungi they think the Gloves
specimen might be. Sink/water
- When writing about the texture, students should wash Pencil
their hands straight after touching the fungi. In some cases Fungi observation sheet
– students should not touch specimen (i.e., the mould) iPad for brief research
- For measuring the size, ask students to use cm or mm.
- Measure the stalk if it has one, the distance across the cap,
or the general area of the fungi.
- When they draw the fungi, allow them to use an iPad to
search the structure so they can attempt to label their
diagram – students should aim to add at least two labels to
their diagrams.
- Set up some dissecting microscopes – one or two at each
station so students can have a closer look and draw what
they see.
Safety conditions:
o Ensure that students do not try to eat any of the fungi – all specimens
are nonharmful to humans
o Wash hands after touching the fungi with soap and water to reduce
contamination and supply gloves for students
o Keep the mould in a small container so students do not touch it
o Wear gloves to protect students
Conclusion (5 minutes)
- Discuss as a class the different types of fungi students
could identify during the lesson
- Check mould investigation – take pictures of the mould
LEARNER DIVERSITY
Enabler
- Students are working in pairs to provide extra support if they are
struggling with understanding fungi.
- Students can focus mainly on drawing the fungi if they find it difficult
to write
Extender
- Students can act as the leader for their pair and give direction
- Students can google to try and identify the name of the two
mushrooms with a cap – write the names in the box
Table preview: Full two-page table is uploaded on website

Checklist
X (satisfactory), xx (good), Table completed with more Drawings included – Comments
xxx (very good) than 2 sentences in each labelled/unlabelled
Name
TERM / WEEKS: CURRICULUM LINK / E STAGE TOPIC

T3, Wk 2 Explain Fungi Reproduction
(Split over 2 Science
days) • The growth and survival of living things are affected by physical conditions of
Lesson 3/4 their environment (ACSSU094)
• With guidance, pose clarifying questions and make predictions about scientific
investigations (ACSIS232)
Thinking Capability
SCSA LINKS
Endeavour
Students develop Learning about how Students have the Introduction (5 minutes) Quiz questions (below
knowledge of how spores are distributed opportunity to predict - Do a short introductory quiz lesson)
spore are released and exploring their what the spore print
and what they may microscopic will look like and view - Place signs around the classroom – A, B, and C Answers are highlighted
look like. appearance a spore for - Students move to the sign which they think is the answer
themselves. - These questions are more about building student’s knowledge
LESSON OBJECTIVES about fungi rather than getting the correct answer.
• In pairs, students set up the spore print experiment by - Discuss different fungi reproduction through spores. Fungi life cycle images
following the instruction cards and example video. - As a class, put together the life cycle on the board and
• As a class, walk through the life cycle of a mushroom on the talk through each step Key word definitions
board using pictures of each stage and identify what is - Introduce some key words like spores, hyphae, and Spores: Microscopic
occurring at each stage.
mycelium – write some simple definitions on the board particles that allow fungi to
• In pairs, create a spore print using the given materials and for students.
draw a picture of a spore under an electron microscope. reproduce
ASSESSMENT
- Classroom discussion at the end of the class - Explain the next portion of the lesson will involve Hyphae: this thread like
- Exit slip – Students can revise content from the attempting to find spores to view under a microscope - structures that make up part
beginning of the lesson in a simple manner. spore print of a fungi root system
- It provides evidence of students who may be Mycelium: root system of
struggling with the concept. The scientific - Set up four to five stations around the classroom with fungi that helps secure it in
terminology is slightly advanced for some year 6 materials its environment
students so this data could be helpful for creating - Watch demonstration video
science groups or creating extenders. - Students find a partner to work with and write their
names on the top of their white card/paper
- Students set up their spore print following the instruction
card at each desk along with teacher help Spore print demonstration
- Once they have finished, they place their fungi in a video
designated safe space – container at the back of the class https://youtu.be/KRtEllgivHs
- They then write down a prediction about what they think - One field mushroom
will happen when they come back to their print the next per pair
day. - A piece of white
card/paper
Safety considerations - Small cup of water
o Students should not ingest mushrooms – do not use mushrooms that - Pipette/eye drop
could be dangerous for student’s health. Students should not - Plastic cup
consume the fungi
o When using scissors, students should be seated at their working
- Microscope slide
space – no running with scissors. - Scissors
o Glass slides (in second lesson) should remain on the desk space – - Antibacterial wipes
students should not move them from their desk (to help clean after)
o Students should wear gloves and safety glasses to minimise touching
of the face and contamination of other working areas.
o Re-state classroom expectations before commencing investigation
and establish any consequences of breaking the rules.
o Antibacterial wipes and spray should be used to clean the desk
spaces
o Clean the microscope eye pieces before and after use to reduce
spread of germs.

- Talk about what students might expect to see from their spores
under the microscope (predictions) – write some predictions on
the board
- Previously, it would be ideal if students had used microscopes
before, so they know how to work them
- Run through safety with them
- Discuss the different environmental effects that promote or deter
the releasing of spores
- Take a picture of mould experiment
LEARNER DIVERSITY
Enabler:
- Have a teacher table where students can come for specific help if
they’re really struggling
- Possibly create a group of lower students/students who may
struggle with this activity and do a slide as a small group/in two
small groups.
- Set up a spore print as a group
- Draw the image together and students can copy it down – allow
them to still take a look at the slide under the microscope
Extender:
- Students can research the different scientific names for the types of
fungi such as their names and their structure – Ascomycota,
Basidiomycota etc.
- This research can be included in their portfolio or on their website
for technology
Quiz questions: Instruction cards:
1. What are the names of the three main types of structures formed by
fungi?
A. Cap, egg and gills.
B. Flowers, seeds and leaves.
C. Hyphae, fruitbodies and spores.
2. What is one major feature of animals not shared by fungi?
A. The ability to move around to find their food.
B. The need for oxygen.
C. The need for food.
3. How do fungi find their food?
A. By chemical detection.
B. By growing hyphae or by releasing spores to be carried
somewhere else.
C. From supermarket catalogues.
4. Why is the cap of the common mushroom shaped as it is?
A. To protect the food source under it.
B. So raindrops flow off it, to shelter the spores underneath from
getting wet.
C. To attract insects it feeds on.
5. How can we see fungal spores?
A. By using a microscope or by making a spore print.
B. By using a flashlight.
C. By using binoculars.
Lesson 2. (Follow up of spore prints) – 1 day after setting up the spore print
- Students gently remove their mushroom caps from the paper and gently scratch the spores onto a microscope slide – demonstrate to students first.
- They can take turns in pairs viewing their spores under the electron microscope – some students will need some help to get the microscope to focus.
They then draw what they see under their microscope.
- Students should take a picture of their spore print 1 day after they set it up - they can then observe it under an electron microscope.
- Scratch the print lightly over a microscope slide to put the spores on it. Cover it with a thin cover and slide view it under the microscope.
- Assessment item: checklist ensuring each stage and element is achieved
- Take picture of mould experiment
Exit slip:
Identify and define to key terms from this lesson:

___________________________________________________________________________________________
___________________________________________________________________________________________
Identify the main stages of the life cycle of fungi – use images and/or words to explain
Personal checklist Picture of your spore print Spore drawing from under a Labels and titles for drawings
microscope

TERM / WEEKS: Curriculum Link/E-stage TOPIC
T3/Wk 2 Elaborate Experiment elaboration
Lesson 5 Science
• Decide variables to be changed and measured in fair tests, and observe measure and
record data with accuracy using digital technologies as appropriate (ACSIS087)
• Compare data with predictions and use as evidence in developing
explanations (ACSIS218)
English
• Participate in and contribute to discussions, clarifying and interrogating ideas,
developing and supporting arguments, sharing and evaluating information, experiences
and opinions (ACELY1709)
Thinking Capability
SCSA LINKS
Endeavour
Students apply their Students being to piece Students begin to use Introduction (7 minutes) White board
knowledge about together the different their knowledge of - Reflect on some of the scientific terminology used so far White board marker
the ideal growth components of their fungi to understand
conditions of mould experiment why different with brief brainstorm on the board. Word wall
to make sense of the conditions were ideal - Students have 3 minutes to think pair share about some
experiment. for optimal mould different terms and 3 minutes to come write them on the
growth board. (take a picture of it for the next lesson)
LESSON OBJECTIVES
• In pairs, students observe mould from their experiment under a - Take a picture of the final state of the mould in student’s Mould experiments
dissecting microscope and record its appearance by drawing
bags. iPads
what they see.
- Discuss the different environmental conditions for each
bag and how this may have affected the growth of the
fungi
ASSESSMENT
- Begin compiling the elements for their portfolio – - Students compare results across the different Can you see any spore
pictures, worksheets and drawings environmental states in groups to see if results varied. sacks?
- Drawing of mould highlights their interpretation of - Students can then take their specimen out of the bag and What is the area of your
what they see and reflect whether students could observe the mould under a dissecting microscope – masks mould?
actually see the different structures. and gloves should be worn during this process
- Students should check off each item that is needed – OR Dissecting microscope
make a list on the board as a class and they can tick - Observe mould under the microscope while still in the bag Gloves
off each one as they go. – some may smell very bad. Safety goggles
- Discussion of which environment worked best for - Encourage students to look for things such as spore sacks, Antibacterial wipes
mould growth allows students to apply the colour of the mould, and its structure. Rubbish bin to dispose of
knowledge from throughout the unit and provide - Each student can then draw their observations on paper experiment
evidence to support their thinking. which is another added component to their portfolio.
- It also allows them to develop their questioning skills,
scientific writing abilities and their use of science Safety considerations:
equipment. o Students should not remove mould from the bag – bags must
stay sealed shut at all times.
o Students can then dispose of the experiment by placing the bag
with the mould inside, in the rubbish bin. This rubbish should be
emptied once all students have finished
o Sanitise the microscope to prevent contamination
- Make sure students have taken the required pictures of

the mould before they dispose of it
- Picture of the final stage, picture of the mould under the
dissecting microscope.
- Students discuss which environment seemed to be best for
the growth of the fungi and why they think that might be
the case.
- Write student ideas on the board
LEARNER DIVERSITY
Enabler:
- Working in pairs scaffolds students who struggle with the work
- Help students adjust the microscopes to see their specimen
Extender:
- Students who understand what they are doing can help other
students who may be struggling – adjusting microscopes, helping
take photos or operating the iPads.
- Students continue with researching the different types of fungi and
the different structures
TERM / WEEKS: Curriculum Link/E-stage TOPIC

T3/Wk 3 Evaluate Reflection
Lesson 6/7 Science
• Compare data with predictions and use as evidence in developing explanations (ACSIS218)
• Reflect on and suggest improvements to scientific investigations (ACSIS091)
Digital Technology
• Collect, sort, interpret and visually present different types of data using software to
manipulate data for a range of purposes (ACTDIP016)
Thinking Capability
SCSA LINKS
Endeavour
Understand the Reflect their knowledge of Discuss possible Introduction (10 minutes)
different mould growth and effects
of environmental
reasons why some - As a class, reflect on the mould experiment – ask students
environmental conditions may not
conditions that conditions through to explain what they saw when they looked at the mould
accumulated promote ideal growth
promote mould conditions for mould
under a dissecting microscope and compare it to what they
photographic evidence
growth and discuss possible areas saw when they looked at the spores from their spore print
for improvement - Remind them of some scientific terminology from the
LESSON OBJECTIVES previous lesson
As a result of this lesson, students will be able to: iPad
Body (60 minutes x2/3) – broken over two/three lessons
• Students individually create a timeline that shows the - Draw a timeline of the mould progression on their Evidence from throughout
mould growth over the duration of the experiment specimen – students can draw or use ICT to make their the previous 5 lessons on
and write a caption that describes each image. timeline (Canva, word or book creator) fungi
- Add images taken throughout the duration of the
ASSESSMENT Photographic evidence of
experiment to their timeline
Portfolio submission - For each image, students should write which week it was mould growth
- Fungi observation chart as they progress through the timeline.
- Picture of their spore print - They should also include a caption about what has Reflection questions
- Drawing of the spore under the microscope happened since the last picture was taken – taking note of
- Reflection answers any growth, colour or size increase.
- Timeline with images and captions for each image - Write a reflection about the experiment – students answer
the following:
1. What were the results from the experiment?
2. What was your hypothesis and were you correct?
3. Which environment worked best for the growth of the mould? Why
do you think this was the case?
4. What elements of the experiment worked well?
5. What could’ve been done better?
- Encourage students to try and include scientific

terminology
- They can type up their answers on a word document,
canva or book creator.
- Compile all their information, evidence sheets, timeline,
reflection and drawings onto a website
- Students scan any hardcopy written documents using the
notes scanner tool and upload onto the website
- Display rubric on the board for students to mark their own
work.
Portfolio:
o Fungi observation chart
o Picture of their spore print
o Drawing of the spore under the microscope
o Reflection answers
o Timeline with images and captions for each image
- Final speed sharing activity
- Students summarise their experiment in 30 seconds to a
partner (two circles – one on the inside one on the outside)
LEARNER DIVERSITY
Enabler:
- Students can use talk to text on the iPads when writing summaries
- Students can write 1-2 sentence captions for their images rather than
3-4.
- A small reflection template is available for students rather than
creating their own if they are running low on time
Extender:
- Students can add in research about the different types of fungi and
the different structures.
- Students can help dictate for students who may be struggling with
the iPads
Portfolio rubric Excellent Good Satisfactory Unsatisfactory All Comments
Name: elements
included
Y/N
Prediction sheet Student has Student has Student has Student has not
written a well- written well writing simple completed all
structured and thought out and brief sections of the
thought out predictions, predictions and sheet
prediction, hypothesis and hypothesis for
hypothesis and included 3 the experiment
included more variables for the and included 1-
than 3 variables experiment 2 variables
for the
experiment.
Fungi Student has Student has Student has Student has not
Observation written 3 written 3 full written 2 full completed each
table detailed full sentence sentence section for the
sentence answers in each answers in each sheet
answers in each box and drawn box and draw
box, labelled the specimen the specimen
their drawing including labels
and included a
title of the
specimen
Spore print Students show Students show Students show Little to no
evidence several images photographic evidence of evidence
of spore print evidence of spore print and included of the
and a labelled spore print and drawn picture spore print and
spore print drawn image of of spore print no image of a
image with title spore print with spore is drawn
simple title
Mould Students Students Students 1-2 images of
experiment include 6+ include 4-5 include 3-4 mould
timeline images of images of images of progression
mould mould mould with one-word
progression progression progression captions. No
over time with over time with over time with title
detailed simple captions minimal caption
captions for for each stage for each image
each stage and and title and simple title
an overall title
Mould Each question Each question Each question is Not all
experiment has been has been answered using questions have
reflection thoughtfully thoughtfully a minimum of 2 been answered
answered and answered using sentences and have very
includes so key 3 sentences little sentence
terminology. structure (1
Answers are 4+ sentence each)
sentences long
Academic Uses a range of Uses a variety Attempts some Does not
literacy effective scientific scientific attempt key
terminology terminology terminology terminology
and correct throughout throughout and has
punctuation their portfolio their portfolio inconsistent use
throughout and has correct and has correct of correct
their portfolio punctuation punctuation grammar and
and grammar and grammar punctuation
Website format Website is well Website is Website is easy
structured, detailed and to navigate
informative and easy to navigate
easy to navigate
CONCEPT PLANNER
References
Milkwood (2021). How to: Make Spore Prints. https://www.milkwood.net/2014/01/06/making-spore-prints/

Primary Connections (2021). Marvellous Micro-organisms. Australian Academy of Science.
https://primaryconnections.org.au
School Curriculum and Standards Authority (2014). Western Australian Curriculum.
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser
Science Learning Hub (2021). Fungi Quiz. https://www.sciencelearn.org.nz

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SCIENCE FORWARD PLANNING DOCUMENT – YEAR 6 – Biological Science

TERM / CURRICULUM LINK / E stage TOPIC

Body (35-40 minutes)

Conclusion (5-minute pack up)

TERM / WEEKS: CURRICULUM LINK / E STAGE TOPIC

Table preview: Full two-page table is uploaded on website

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: CURRICULUM LINK / E STAGE TOPIC

Conclusion (10 minutes)

Identify and define to key terms from this lesson:

SCIENCE FORWARD PLANNING DOCUMENT

- Make sure students have taken the required pictures of

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: Curriculum Link/E-stage TOPIC

- Encourage students to try and include scientific

Milkwood (2021). How to: Make Spore Prints. https://www.milkwood.net/2014/01/06/making-spore-prints/

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