Primary Science FPD 5es

Australian Curriculum: Science (Year 4)
Sub-strands Content Descriptions Achievement Standard
Biological sciences  Living things have life cycles (ACSSU072)

By the end of Year 4, students apply the
observable properties of materials to explain how
 Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073) objects and materials can be used. They use
contact and non-contact forces to describe
Chemical sciences interactions between objects. They discuss how
 Natural and processed materials have a range of physical properties; These properties can influence their use (ACSSU074) natural and human processes cause changes to the
Earth’s surface. They describe relationships that
Earth and space sciences  Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)
assist the survival of living things and sequence
key stages in the life cycle of a plant or animal.
They identify when science is used to ask
Physical sciences  Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)
questions and make predictions. They describe
situations where science understanding can
influence their own and others’ actions.
Nature and development  Science involves making predictions and describing patterns and relationships (ACSHE061) Students follow instructions to identify
of science investigable questions about familiar contexts and
predict likely outcomes from investigations. They
Use and influence of  Science knowledge helps people to understand the effect of their actions (ACSHE062) discuss ways to conduct investigations and safely
science use equipment to make and record observations.
They use provided tables and simple column
Questioning and  With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior graphs to organise their data and identify patterns
predicting knowledge (ACSIS064) in data. Students suggest explanations for
observations and compare their findings with their
Planning and  Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065) predictions. They suggest reasons why their
conducting methods were fair or not. They complete simple
 Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as reports to communicate their methods and
appropriate (ACSIS066) findings.
Processing and  Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)
analysing data and
information  Compare results with predictions, suggesting possible reasons for findings (ACSIS216)
Evaluating  Reflect on the investigation, including whether a test was fair or not (ACSIS069)
Communicating  Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071)
SCIENCE FORWARD PLANNING DOCUMENT
5E’s- ENGAGE (1-2 lessons)
TERM 2 WEEK: 5:  To capture student interest and find out what they know about XXXXX TOPIC: Science
 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
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science OUTCOMES
Human Inquiry Skills
Endeavour
Living things have Introduction: Introduction:
life - Briefly introduce the topic of life cycles to the students. - “What are
cycles (ACSSU072 - Brainstorm on the board information that the students lifecycles?”
) already know about the topic. (diagnostic) - “Does anyone
stages of an
Lesson Steps: animals
- Watch YouTube videos on lifecycles lifecycle?”
https://www.youtube.com/watch?v=_wenFS7So2I - “What are some
- Add any new information that the students learnt to the factors that
brainstorm on the board. affect
- Students can get into pairs and be given an iPad. lifecycles?”
- Spread around the classroom can be different life cycle Resources:
books or QR codes to educational websites or YouTube - White board
videos. - iPads with the
- Students can shift through the resources provided in their app ‘Popplet’
pairs and record any information they have acquired on the - Projector with
app “Popplet” on their iPads. the YouTube
- Students are asked to define what a life cycle is as well as video
research different life cycles. - Books about
life cycles and
Lesson closure: QR codes made
- Students can save their work and come and sit down on the from different
mat in their pairs. websites and
- A verbal exit slip from the students is required for them to YouTube
leave to go to recess. Students need to share one thing they videos.
learnt in the class with the teacher.
Lesson closure:
LEARNER DIVERSITY - “Would anyone
- Students can work in mixed ability pairs. Teacher can pair off like to share
students, one strong and one week so that the stronger student can what they have
help the struggling student. created on
- EA and teacher can work with students who are weaker and
Popplet?”
struggle with writing.
- “Before we go
to recess, I
would like you
all to share with
me one thing
that you have
learnt today”
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Define, in pairs what a lifecycle is.
 Explore different life cycles and their stages.
ASSESSMENT (DIAGNOSTIC)
- Anecdotal notes on what the students already previously
knew about the topic and life cycles so that the teacher
can expand on from their knowledge and not cover
things they already know.
5E’s- EXPLORE (2-3 lessons)
TERM 2/ WEEKS 6  To provide hands on, shared experiences of XXXXX TOPIC: Lifecyle’s of a butterfly
 To support students to investigate and explore ideas about XXXXX
Formative assessment
Thinking Capability
SCSA LINKS EYLF

2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
life - Read the story “The Very Hungry Caterpillar” By Eric - “After reading this
cycles (ACSSU072 Carle. book, what do you
) - Brainstorm the ideas discussed in the book. think we will be
Lesson steps: learning about
LESSON OBJECTIVES - Outline 4 stages of a butterfly’s life cycle; egg- today?”
caterpillar- cocoon- butterfly and briefly explain what - “Who wants to
happens in each stage. have a guess on
 Explore the 4 stages of a butterfly’s lifecycle.
- Explain the 4 rotation stations set out in the classroom what the first stage
 Record two facts about each stage of the lifecycle in the to the students. of a butterflies life
spin chart. - Students are given a workbook to store their creations cycle is? Think
at each stage as well as a spin chart to store any facts back to the
ASSESSMENT (FORMATIVE) they learnt. beginning of the
Anecdotal notes: - Rotation one: Create arts and craft of eggs on a leaf and book
- Mark the students work booklets and their spin chart. explain lifecycle stage 1 in more detail, as well as Resources:
Record notes on the students’ progress and if they stating facts about butterfly eggs. - The Very Hungry
completed the activities correctly/ demonstrated - Rotation two: label a diagram of a caterpillar and learn Caterpillar By Eric
understanding of the topic. caterpillar facts/ the process of hatching from the egg. Carle
- Notes can be made for the teacher’s purpose on what - Rotation three: students create an art of a cocoon and - Playdough
stations worked, what stages need more depth in explaining learn about the metamorphosis stage of the cycle. - Scissors
and what they need to cover for next lesson. - Rotation four: Students create their own butterfly using - Spin chart
playdough and learn different facts about butterflies - Booklet
that they can record in their spin chart. - Worksheets for
Lesson closure: each stage
- Students are given an exit slip where they are to write 2 - Exit slip
things they learnt in the lesson and one question that
they still have.
Lesson closure:
LEARNER DIVERSITY - “Who wants to
- Students are in mixed ability groups so the stronger students share what their
can help the weaker. partner and you
- Visual prompts on the spin chart so help students who discussed during
struggle with reading.
think, pair share?”
- Extension students can write 4-5 facts on each station
instead of 2. - “Is there
something that
you still are
unsure about in
the lifecycle?
Does anyone have
any questions they
want me to answer
next week?”
Spin chart for students to write facts in.
Lifecycle of a Butterfly
What Do Butterfly’s Start as?
Stage 3
C H R Y S A LI S O R C O C O O N
Butterfly
5E’s- EXPLAIN (1 lesson)
TERM 2 WEEK 7:  To support students to develop explanations for experiences and make TOPIC: science life cycles
representations of developing conceptual understandings
Formative assessment
Thinking Capability
SCSA LINKS EYLF

2 only)
Human Skills
Endeavour
life - Reflect on last lesson and brainstorm some ideas that - “Who can tell me
cycles (ACSSU072) were discussed and the stages of a butterfly’s life cycle. what we learnt
- Read the book ‘The Amazing Life Cycle of Plants’ by about last lesson?”
Kay Barnham. - “What were the
- Discuss information that was shown in the book. stages of the
- Compare the life cycle of a plant and a butterfly and butterfly’s lice
explain how they are different. cycles?”
- “What are some
Lesson Steps: similarities
- Outline the 4 stages of a plant’s life cycle; seed- between a plants
seedling- young plant- adult plant. and butterfly’s life
- Ask students wonder questions to grasp conceptual cycle? What are
understanding. some
- Further compare and contrast the difference between differences?”
animal and plant life cycles. Resources:
- Students can work in pairs or individually to complete - The Amazing Life
the activity Cycle of Plants’
- Students are given the task to make a stop motion by Kay Barnham
animation of the plant’s life cycle on the iPad app - iPads
‘motion’. - Mini white boards
- . Students can use white boards or paper to draw each and paper
stage of the cycle and write a small explanation of each
stage.
Lesson closure:
- Students can get into groups of 3-4 and do a think pair
share on what they did in the lesson. Lesson closure
- Students can also share with their groups there stop - “Who would like
motion animation. to share their stop
- Go over the similarities and differences of plants and motion with the
animals’ life cycles. rest of the class?”
LEARNER DIVERSITY
- Students who struggle can work with the teacher or the EA.
- Students can either draw each stage or write what happens in each
stage, giving stronger students the option to extend themselves.
LESSON OBJECTIVES
 Compare and contrast life cycles of plants and animals.
 Create a stop motion animation of a plant’s life cycle.
ASSESSMENT (FORMATIVE)
- Checklist made on the iMotion video the students made,
checking if they included all the stages, if they were in the
right order and to see if they provided some information
about each stage
Checklist for the stop motion (iMotion) video:
Name: Included all stages The stages of the Accurate overview Drawing
of the plant’s life life cycle were in of what happens in represented each
cycle: the correct order: each stage of the stage correctly:
life cycle was
included:
Chloe:
Geordie:
Nicole:
5E’s- ELABORATE (1-2 lessons)
TERM 2 WEEKS 8  To challenge and extend students’ understandings in a new context or make TOPIC: science life cycles
connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
Summative assessment of science inquiry skills
Thinking Capability
SCSA LINKS EYLF

2 only)
Human Skills
Endeavour
life - Recap on the previous lessons, brainstorm all of the - “Can anyone tell
cycles (ACSSU072) information the students remember on the white board. me what we have
- Go over the definition of life cycles and the stages of been learning
Living things depend the butterfly and plant life cycle. about these past
on each other and few lessons?”
Lesson steps: - “What did we say
the environment to
- Divide students into groups of 2 or 3. were some
survive (ACSSU073 - Students can pull out of a hat a different animal or similarities or
) plant that they will be researching about. differences about
- Once students have their topic, they can grab an iPad a plants and
LESSON OBJECTIVES
and begin to research their life cycle topic using ‘Epic animals life cycle”
As a result of this lesson, students will be able to: books’ ‘Kiddle’ or ‘YouTube’.
 Research, in groups of 2/3, different life cycles. - Students can store their information in the research Resources:
 Create an infographic sharing the information collected template and once approved by the teacher, they can - iPads
about the lifecycle make an infographic. - list of different
- Students can create an infographic (by hand or using life cycles to
the app ‘Canva’) in their groups on the information research
they have found on their life cycle. - infographic
template for
Lesson closure: students to follow
- Students can get into the groups that they researched - Canva app
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) with and explain to the class the life cycle using
- Checklist can be made for the infographic to ensure students charades. Students can have a go at guessing what
have included information for all parts of the research animal they have and what happens in each stage.
template. If their information is correct and they have used
an easy to read lay out. LEARNER DIVERSITY
- Students can be in mixed ability pairs or groups so that peer
teaching can occur.
- Students are given a research template to ensure students
know what to be researching about.
- The EA and teacher can walk around the classroom and
help struggling students.
- Extension students can be given more challenging life
cycles that haven’t been covered before (such as a mammal
life cycle). These students can make their own template
instead of following the teachers one.
Research template
Topic: __________________________________________
Fun Facts: ___________________________________________________________________________
___________________________________________________________________________
Name: Picture: What happens?

Stage 1 of the
lifecycle:
Stage 2 of the
lifecycle:
Stage 3 of the
lifecycle:
Stage 4 of the life

cycle:
Drawing of the lifecycle:
Additional information:
_______________________________________________________________________________________
_______________________________________________________________________________________
Checklist for the infographic:
Name: Included 1-2 facts The stages of the Correct Information was
about the chosen life cycle were in information on the represented nicely
life cycle: the correct order: chosen life cycle in a neat
was included: formatted
infographic:
Chloe:
Geordie:
Nicole:
5E’s- EVALUATE (1 lesson)
TERM 2 WEEKS 9:  To provide opportunities to review and reflect on their learning about XXXXX and TOPIC: Science life cycles
represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas when planning
learning experiences
Thinking Capability
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Sustainability
Asia
SCSA LINKS EYLF
2 only)
Science Understanding Science as a Human Science Inquiry Skills OUTCOMES
Endeavour
Living things have Science Represent and Introduction: Introduction:
life involves communicate - Read the book ‘From Tadpole to Frog’ by - “What did we
cycles (ACSSU072) making ideas and findings Wendy Pfeffer. learn about
predictions in a variety of - Go over the key features talked about in the after reading
and ways such as book. the book?”
diagrams, - Refresh students’ memories on what a life - “Remember
describing
physical cycle is and how every living thing has their last week when
patterns and representations own life cycle/ life span. Discuss different we learnt
relationships and simple reports examples about…”
(ACSHE061) (ACSIS071)
Lesson Steps: Resources:
- Explain to students that they get to make up - The book
their own animal as well as the life cycle of ‘From Tadpole
that animal. to Frog’ by
- Explain the templates that the students will be Wendy Pfeffer.
using and what they should do in each 4 - iPads
stages of the life cycle. - Animal
- Students can be given an iPad for some Template
research if they need and they can begin
creating their own animals.
Lesson Closure:
- Students can show their templates to the rest
of the class, explaining there made up animal,
the stages of its life cycle and different facts/
information they have found.
LEARNER DIVERSITY
- Extension students can be given an extension
template where they are required to add in
more detail and do more research into the
animal they are creating.
- Students who are weaker and work with the
teacher or EA
- Students who prefer to draw can draw their
life cycles instead of writing.
- Visual prompts are on the template to help
guide students.
LESSON OBJECTIVES
 Create a made-up animal, with 4 stages of life cycle
 Research different animals and their life cycles for inspiration of their
own animal.
ASSESSMENT (SUMMATIVE – Science Understanding)

- Rubric can be made to make sure that the students have completed all
elements of the template and came up with some creative and unique
ideas.
Rubric of the students made up animal task:

Primary Science FPD 5es

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Primary Science FPD 5es

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Australian Curriculum: Science (Year 4)

Sub-strands Content Descriptions Achievement Standard

Biological sciences  Living things have life cycles (ACSSU072)

SCSA LINKS EYLF

SCSA LINKS EYLF

SCSA LINKS EYLF

SCSA LINKS EYLF

Fun Facts: ___________________________________________________________________________

Name: Picture: What happens?

Stage 4 of the life

Drawing of the lifecycle:

ASSESSMENT (SUMMATIVE – Science Understanding)

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