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OneSchoolUnit Plan

Name: Unit 3 - Science Year 2 (V8)Duration: 10 Weeks

Year Level: Year 2

Applicable LearningAreas/Subjects: Science

Unit PlanGood to growIn this unit students examine how living things, including plants and animals, change as they grow. They ask questions about, investigate and compare the changes that occur to different living things during their life stages. Students consider how Aboriginal peoples and Torres Strait Islander peoples living a traditional lifestyle use the knowledge of life stages of animals and plants in their everyday lives. They conduct investigations including exploring the growth and life stages of a class animal and plant. Students respond to questions, make predictions, use informal measurements, sort information, compare observations, and represent and communicate observations and ideas.For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.

SafetyTeachers need to identify safety issues and conduct risk assessments. For this unit teachers should:

refer to the Health and Safety http://education.qld.gov.au/health/safety/index.html policy pertaining to schools consult the Curriculum Activity Risk Management Guidelines http://education.qld.gov.au/curriculum/carmg/index.html

ensure students observe sun safety at school procedures. See Developing a sun safety strategy http://education.qld.gov.au/schools/healthy/wellbeing-guidelines/sun-safety.html

ensure risk assessment includes allergic reactions to animal bites and stings, or plants encountered when making observations in outdoor settings consider accessing Plants and mushrooms (fungi) poisonous to people in Queensland (Queensland Health) https://www.childrens.health.qld.gov.au/chq/our-services/queensland-

poisons-information-centre/plants-mushrooms/

consult Handling live animals in a school setting http://education.qld.gov.au/curriculum/carmg/pdf/handling-live-animals.pdf to ensure responsibilities for the safety and wellbeing of

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 25

Unit Plan Plan Name: Unit 3 - Science Year 2 (V8)

Year: 2Learning Areas/Subjects: SCIENCE

Duration: 10 Weeks

animals selected for observation are met.

In addition to the teacher's risk assessment, students are required to complete risk assessments for their own projects, under the guidance of their teacher.

Assessment

Assessment Task Summary Type Learning Areas Status Date

Comparing life stages of different animals (Yr 02)Students compare the life stages of two different animals and identify similarities and differences. Students represent these similarities and differences.

Monitoring Science Unscheduled

Exploring growth (Yr 02)Students describe and represent the changes to a living thing in its life stages. Students compare the life stages of two different living things.

Supervised assessment

Science Unscheduled

Plant life stages and Comparing life stages (Yr 02)Students identify the life stages of a plant. Students observe and describe life stages, including informal measurements. Students sort and represent life stages in a storyboard and share ideas with others. Students compare life stages of different plants, including the class plant, and compare with life stages of animals.

Monitoring Science Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Familiar living things Life stages of living things Comparing life stages Using knowledge of life stages Assessment Applying knowledge of life

stages

Resources Attachments Plan Resource Bank

Assessment Monitoring - Comparing life stages of

different animals (Yr 02) Monitoring - Plant life stages and

Comparing life stages (Yr 02) Supervised assessment - Exploring

growth (Yr 02)




Duration: 10 Weeks




Duration: 10 Weeks

Australian Curriculum

Science - Year 2

Year 2 Achievement StandardBy the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people's daily lives.

Students pose and respond to questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They record and represent observations and communicate ideas in a variety of ways.

Content Descriptions

Science as a Human Endeavour Science Inquiry Skills Science Understanding

Use and influence of science

People use science in their daily lives, including when caring for their environment and living things (ACSHE035)

Nature and development of science

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034)

Planning and conducting

Participate in guided investigations to explore and answer questions (ACSIS038)

Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS039)

Evaluating

Compare observations with those of others (ACSIS041)

Communicating

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

Questioning and predicting

Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037)

Processing and analysing data and information

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

Biological sciences

Living things grow, change and have offspring similar to themselves (ACSSU030)




Duration: 10 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

Living things have a variety of external features (ACSSU017) Living things live in different places where their needs are met (ACSSU211)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044) Science involves making predictions and describing patterns and relationships (ACSHE050) Science knowledge helps people to understand the effect of their actions (ACSHE051)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating




Duration: 10 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers Interpreting statistical information Using measurement

Information and communication technology (ICT) capability Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management

Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions

Intercultural understanding Recognising culture and developing respect

For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.




Duration: 10 Weeks

SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/in-the-learning-areas.

Assessing student learningAssessment name: Exploring growthAssessment description: Students describe and represent the changes to a living thing in its life stages. Students compare the life stages of two different living things.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people's daily lives.Students pose and respond to questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They record and represent observations and communicate ideas in a variety of ways.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:Monitoring activityActivity name: Plant life stages and Comparing life stages (Lesson 5)Activity description: Students identify the life stages of a plant. Students observe and describe life stages, including informal measurements. Students sort and represent life stages in a storyboard and share ideas with others. Students compare life stages of different plants, including the class plant, and compare with life stages of animals.Monitoring activityActivity name: Comparing life stages of different animals (Lesson 6)Activity description: Students compare the life stages of two different animals and identify similarities and differences. Students represent these similarities and differences.

FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include students thinking that:

plants are not living things. Explain that plants are living things that also exist within a habitat, as well as helping to create the habitat. humans are not included in animal groups. Explain that humans have most features in common with mammals and then more in common with animals than other living things. older people have always been old. Explain that all humans grow and develop through identifiable life stages and that everyone was once a baby and then a child before growing into

an adult. a seed is the young plant. Explain that the seed is a structure that contains the young plant and provides it with nutrients during its first stages of life. all baby animals look like their parents. Explain that while we look like our parents, and some baby animals look like their parents, there are some that don't. Display examples of

each. different life stages (e.g. caterpillar and butterfly) are distinct animals. Explain that some animals look different in each of their life's stages. plants always stay the same and do not have life stages. Explain that most plants start life as seeds and continue to grow and change until they can produce seeds of their own. a certain living thing has the same needs (e.g. type of food) at all life stages. Explain that while all living things need food, water, shelter, air and light, some need different types of

food, shelter, or amount of air or light at different life stages. the adults always provide for the needs of their offspring. Explain that some animals do not live in family groups, so the offspring have to meet their needs independently. everyone buys all of their food from a shop, market or restaurant. Explain that not everyone buys all of their food and that some foods can be sourced from nature.




Duration: 10 Weeks

Aboriginal peoples and Torres Strait Islander peoples eat animals at any life stage. Explain that Aboriginal peoples and Torres Strait Islander peoples usually wait until an animal is fully grown, to provide more meat. They choose the males so the females can continue to breed and continue the population.

they do not have a direct impact on living things in nature. Explain that by caring for the environment, students can help living things meet their needs at various life stages.Use feedback to inform future teaching and learning.




Duration: 10 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

2 Lessons Familiar living things Lesson 1: Exploring familiar living things Lesson 2: Identifying life stages of humans

3 Lessons Life stages of living things Lesson 3: Examining life stages of offspring who resemble the adults Lesson 4: Examining life stages of offspring who look different from the adults Lesson 5: Examining life stages of plants

1 Lesson Comparing life stages Lesson 6: Comparing life stages of different living things

1 Lesson Using knowledge of life stages Lesson 7: Using knowledge of life stages in everyday life

2 Lessons Assessment Lessons 8-9: Assessing student learning

1 Lesson Applying knowledge of life stages Lesson 10: Care for living things

10 Lessons Total Unit




Duration: 10 Weeks

Teaching Sequence

Topic Familiar living things Topic Duration 2 Lessons

Overview Throughout this lesson series, students will investigate living things present in their environment and understand that like all other living things, humans grow and change through identifiable life stages.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Exploring familiar living things

Lesson objectivesStudents will:

Understand that living things are present in their environment. Understand that living things change as they grow and develop.

Evidence of learningCan the student:

Recognise that living things have needs, and how a habitat can meet the needs of living things?

Recognise that living things change as they grow and develop?Example learning sequence

Share prior knowledge of living things Investigate living things in the local environment Introduce class animal for observation

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - C2C: Science glossary Supporting learning resource - Science inquiry skills poster Years P-2 Supporting learning resource - Implementing the unit: Good to grow Supporting learning resource - Implementing the message bottle scenario Sheet - What do you know about living things? Sheet - Caring for living things Prep-Year 2 Sheet - Field study recording sheet: Living things in the local environment Sheet - Letter to students Sheet - Observing class animal growth

Helpful information Website - Contemporary practice resource: Science

https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Website - Minibeast wildlife (Minibeast Wildlife) http://www.minibeastwildlife.com.au/Pets2.html

Website - Keeping live insects (Bugs Ed.) http://www.bugsed.com/rearing_sticks/index.html

Website - Keeping live insects (The State of Queensland: Queensland Museum) http://www.qm.qld.gov.au/Find+out+about/Animals+of+Queensland/Insects/Keeping+insects+at+home

Website - How to grow a sunflower in a pot (wikiHow) http://www.wikihow.com/Grow-a-Sunflower-in-a-Pot

Attachments Lesson plan

Teaching Sequence





Duration: 10 Weeks

Teaching Sequence






Lesson 2

Identifying life stages of humans


Understand that humans grow and change through identifiable life stages.


Identify and represent own life stages?Example learning sequence

Record and discuss observations of class animal Observe and record own life stages to present Predict and record own future life stages Introduce class plant for observation

Resources Supporting learning resource - Materials and equipment list class animal baby photos Sheet - Observing class animal growth Sheet - Task card one Sheet - My life stages Video - Age progression 2 (Vimeo, Marko Popadic) CC BY-ND 3.0

http://creativecommons.org/licenses/by-nd/3.0/ Sheet - Plant first life stage Supporting learning resource - How to grow a sunflower in a pot: Teacher note Sheet - Observing class plant growth

Helpful information Website - Look at me now | Everyday learning (PBS & WGBH Educational

Foundation) http://www.pbslearningmedia.org/resource/evscps.sci.life.lookat/look-at-me-now/





Duration: 10 Weeks

Teaching Sequence

Topic Life stages of living things Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will investigate life stages of living things, including animals and plants.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 3

Examining life stages of offspring who resemble the adults


Understand that some animals resemble their parents at birth.Evidence of learningCan the student:

Identify and represent the life stages of animals that resemble their parents at birth?

Example learning sequence Record and discuss observations of class animal and plant Match animal young with their parents (look similar) Represent life stages of animal offspring that resemble the adults

Resources class animal class plant Sheet - Observing class animal growth Sheet - Observing class plant growth Sheet - Task card two Slideshow - Match me to my parent (same) Sheet - Parent match (same) Note: Cut the images into cards. Sheet - 'I look like my parent' life stages Sheet - Animal life stages

Helpful information Slideshow - Mystery animal https://learningplace.eq.edu.au/cx/resources/items/6e65ee75-

b280-4449-84dc-c29eeb7ff6c0/0/Sci_Y02_U3_SS_MysteryAnimal.pptx Sheet - Missing offspring https://learningplace.eq.edu.au/cx/resources/items/1e419760-

ba74-4cc8-9ae8-8b9dc9d7d189/0/Sci_Y02_U3_SH_MissingOffspring.docx Supporting learning resource - Animal examples: Resemble adult at birth

https://learningplace.eq.edu.au/cx/resources/items/c66a0e66-d1ef-4d24-a56a-7153cfd417b8/0/Sci_Y02_U3_SLR_AnimalExResAdult.docx

Learning object - Part of a pattern (TLF L1472) https://learningplace.eq.edu.au/cx/resources/items/948db690-260d-0952-fa7e-da825fde87dc/0/viewIMS.jsp © The Crown in Right of Tasmania, 2002

Learning object - Talk about it: Baby animals grow and change (Macmillan) http://activities.macmillanmh.com/OralLanguageActivities/main1.php?selectionID=220





Duration: 10 Weeks

Teaching Sequence




Lesson 4

Examining life stages of offspring who look different from the adults


Understand that some offspring do not resemble the adult when born and go through a sequence of changes in life stages until they do.


Draw and explain the life stages of animals that do not look like the adult when born?

Example learning sequence Record and discuss observations of class animal and plant Observe life stages of animal offspring that don't resemble the

adults Represent life stages of animal offspring that don't resemble the

adults

Resources class animal class plant Sheet - Observing class animal growth Sheet - Observing class plant growth Sheet - Task card three Video - Metamorphosis: change of plans (PBS LearningMedia/ © WGBH

Educational Foundation) Slideshow - Match me to my parent (different) Sheet - Parent match (different) Sheet - Animal life stages

Helpful information Slideshow - Mystery animal (different)

https://learningplace.eq.edu.au/cx/resources/items/408a04c0-36ba-4c8a-a2e8-4190555f1b4c/0/Sci_Y02_U3_SS_MysteryAnimalDiff.pptx

Learning object - Part of a pattern(TLF L1472) https://learningplace.eq.edu.au/cx/resources/items/948db690-260d-0952-fa7e-da825fde87dc/0/viewIMS.jsp © The Crown in Right of Tasmania, 2002

Supporting learning resource - Animal examples: Do not resemble adult at birth https://learningplace.eq.edu.au/cx/resources/items/d39e84c3-c925-4899-a7ed-e48ac76eb0e7/0/Sci_Y02_U3_SLR_AnimalExDontResAdult.docx





Duration: 10 Weeks

Teaching Sequence




Lesson 5

Examining life stages of plants


Understand that plants experience a series of life stages as they grow.


Identify and represent the life stages of a plant?Example learning sequence

Record and discuss observations of class animal Observe life stages of a plant and compare to class plant Represent life stages of a plant Set up plant investigation

Resources class animal class plant Supporting learning resource - Materials and equipment list Sheet - Observing class animal growth Sheet - Observing class plant growth Sheet - Task card four Slideshow - The life stages of plants Video - From seed to flower (PBS LearningMedia / © WGBH Educational Foundation) Sheet - Plant life stages Sheet - Comparing life stages Sheet - Question bubbles: Posing scientific questions Supporting learning resource - Seed germination investigation Sheet - Seed germination investigation record

Helpful information Website - From seed to fruit | Interactive | Everyday learning (PBS & WGBH

Educational Foundation) http://www.pbslearningmedia.org/resource/evscps.sci.life.seedint/from-seed-to-fruit-interactive/ (life stages of cherry tomato plant)

Video - Cucumber plant time lapse HD (YouTube, Learjet15) http://www.youtube.com/watch?v=jC_iXkHR-vA&feature=relmfu (shows plant growing from seedling)

Learning object - Supermarket botany (WGBH Educational Foundation) http://www.pbslearningmedia.org/asset/lsps07_int_plantparts/ (interactive to sort fruit and vegetables according to plant part, e.g. root, stem, flower)

Learning object - The potato story (McCain) http://www.thepotatostory.co.uk/default.aspx?section=healthypotatoes (Click on 'The potato detective', game involving questions and answers about plant needs)

Learning object - The potato story (McCain) http://www.thepotatostory.co.uk/default.aspx?section=growingplants (Click on 'Plants and growth quiz', interactive about plant needs and use)





Duration: 10 Weeks

Teaching Sequence

Topic Comparing life stages Topic Duration 1 Lesson

Overview Throughout this lesson series, students will compare observations of different living things.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 6

Comparing life stages of different living things


Compare the life stages of two different living things.Evidence of learningCan the student:

Identify a similarity and difference between the life stages of different living things?

Example learning sequence Record and discuss observations of class animal and plant Observe and record results of seed germination investigation Compare life stages of living things

Resources class animal class plant Sheet - Observing class animal growth Sheet - Observing class plant growth Sheet - Seed germination investigation record Slideshow - Life stages of living things Sheet - Comparing life stages of different animals





Duration: 10 Weeks

Teaching Sequence

Topic Using knowledge of life stages Topic Duration 1 Lesson

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will investigate how Aboriginal peoples and Torres Strait Islander peoples use knowledge of life stage in their everyday lives.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 7

Using knowledge of life stages in everyday life


Understand that Aboriginal peoples and Torres Strait Islander peoples use their knowledge of animal and plant life stages in their everyday lives.


Represent the life stages of an animal or plant used by Aboriginal peoples or Torres Strait Islander peoples in their everyday lives?

Example learning sequence Record and discuss observations of class animal and plant Discuss examples of how Aboriginal peoples and Torres Strait

Islander peoples use knowledge of life stages Represent life stages of a living thing and how a particular stage

can be used

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

class animal class plant Sheet - Observing class animal growth Sheet - Observing class plant growth Sheet - Task card five Slideshow - Aboriginal peoples and Torres Strait Islander peoples use knowledge of

life stages in everyday life Video - Warlpiri, c1993: 'Little baby one' (TLF R11057) Courtesy of australianscreen

online Sheet - Using life stages: Aboriginal peoples' and Torres Strait Islander peoples'

knowledgeHelpful information

Video - Cool drink and culture (2006): 'Witchety grubs are healthy' (australianscreen) http://aso.gov.au/titles/documentaries/cool-drink-and-culture/clip2/

Website - Giant wood moth and witchetty grubs (Queensland Museum) http://www.qm.qld.gov.au/Learning+Resources/~/media/Documents/Learning%20resources/QM/Resources/Fact%20Sheets/fact-sheet-giant-wood-moths.pdf

Video - Aboriginal witchetty grubs & honey ants - Ray Mears extreme survival - BBC (YouTube, BBCWorldwide) http://www.youtube.com/watch?v=SJlO0aifJxA





Duration: 10 Weeks

Teaching Sequence

Topic Assessment Topic Duration 2 Lessons

Overview Students will complete an assessment task to describe, represent, compare and communicate changes to a living thing as it grows.


Lessons 8-9

Assessing student learning

Assessment purposeTo describe and represent the changes to a living thing in its life stages. To compare the life stages of two different living things.Example assessment sequence

Observe class animal and plant Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

Resources Assessment task - Exploring growth Assessment task - Exploring growth: Teacher note Assessment task - Exploring growth: Model response class animal class plant Sheet - Observing class animal growth Sheet - Observing class plant growth





Duration: 10 Weeks

Teaching Sequence

Topic Applying knowledge of life stages Topic Duration 1 Lesson

Overview Students will consider actions that can be taken to care for living things in the environment.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 10

Care for living things


Understand that actions can be implemented to care for living things in the environment.


Describe an action that can be taken to care for living things in the environment?

Example learning sequence Complete observations of class animal and plant Share ideas about caring for living things and the environment Share knowledge of needs, care and life stages of a living thing

Resources class animal class plant Sheet - Observing class animal growth Sheet - Observing class plant growth Sheet - Task card six Slideshow - Earth's treasure keepers Sheet - What am I? Sheet - Task card certificate message Sheet - Certificate





Duration: 10 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Familiar living things Lesson plan - Sci_Y02_U3_LP01.docx

Lesson plan - Sci_Y02_U3_LP02.docx

Sequence - Life stages of living things




Sequence - Comparing life stages Lesson plan - Sci_Y02_U3_LP06.docx

Sequence - Using knowledge of life stages Lesson plan - Sci_Y02_U3_LP07.docx

Sequence - Assessment Lesson plan - Sci_Y02_U3_LP08_09.docx

Sequence - Applying knowledge of life stages Lesson plan - Sci_Y02_U3_LP10.docx

Sequence baby photos

class animal

class plant

Learning object - Part of a pattern (TLF L1472) https://learningplace.eq.edu.au/cx/resources/items/948db690-260d-0952-fa7e-da825fde87dc/0/viewIMS.jsp © The Crown in Right of Tasmania, 2002Learning object - Supermarket botany (WGBH Educational Foundation) http://www.pbslearningmedia.org/asset/lsps07_int_plantparts/ (interactive to sort fruit and vegetables according to plant part, e.g. root, stem, flower)Learning object - Talk about it: Baby animals grow and change (Macmillan) http://activities.macmillanmh.com/OralLanguageActivities/main1.php?selectionID=220

Learning object - The potato story (McCain) http://www.thepotatostory.co.uk/default.aspx?section=growingplants (Click on 'Plants and growth quiz', interactive about plant needs and use)




Duration: 10 Weeks


Learning object - The potato story (McCain) http://www.thepotatostory.co.uk/default.aspx?section=healthypotatoes (Click on 'The potato detective', game involving questions and answers about plant needs)

Sheet - Animal life stages

Sheet - Caring for living things Prep-Year 2

Sheet - Certificate

Sheet - Comparing life stages

Sheet - Comparing life stages of different animals

Sheet - Field study recording sheet: Living things in the local environment

Sheet - 'I look like my parent' life stages

Sheet - Letter to students Sheet - Missing offspring https://learningplace.eq.edu.au/cx/resources/items/1e419760-ba74-4cc8-9ae8-8b9dc9d7d189/0/Sci_Y02_U3_SH_MissingOffspring.docx

Sheet - My life stages

Sheet - Observing class animal growth

Sheet - Observing class plant growth

Sheet - Parent match (different)

Sheet - Parent match (same)

Sheet - Plant first life stage

Sheet - Plant life stages Sheet - Question bubbles: Posing scientific questions




Duration: 10 Weeks


Sheet - Seed germination investigation record

Sheet - Task card certificate message

Sheet - Task card five

Sheet - Task card four

Sheet - Task card one

Sheet - Task card six

Sheet - Task card three

Sheet - Task card two

Sheet - Using life stages: Aboriginal peoples' and Torres Strait Islander peoples' knowledge

Sheet - What am I?

Sheet - What do you know about living things?

Slideshow - Aboriginal peoples and Torres Strait Islander peoples use knowledge of life stages in everyday life

Slideshow - Earth's treasure keepers

Slideshow - Life stages of living things

Slideshow - Match me to my parent (different) Slideshow - Match me to my parent (same)




Duration: 10 Weeks


Slideshow - Mystery animal https://learningplace.eq.edu.au/cx/resources/items/6e65ee75-b280-4449-84dc-c29eeb7ff6c0/0/Sci_Y02_U3_SS_MysteryAnimal.pptx

Slideshow - Mystery animal (different) https://learningplace.eq.edu.au/cx/resources/items/408a04c0-36ba-4c8a-a2e8-4190555f1b4c/0/Sci_Y02_U3_SS_MysteryAnimalDiff.pptx

Slideshow - The life stages of plants Supporting learning resource - Animal examples: Do not resemble adult at birth https://learningplace.eq.edu.au/cx/resources/items/d39e84c3-c925-4899-a7ed-e48ac76eb0e7/0/Sci_Y02_U3_SLR_AnimalExDontResAdult.docx

Supporting learning resource - Animal examples: Resemble adult at birth https://learningplace.eq.edu.au/cx/resources/items/c66a0e66-d1ef-4d24-a56a-7153cfd417b8/0/Sci_Y02_U3_SLR_AnimalExResAdult.docx

Supporting learning resource - C2C: Science glossary

Supporting learning resource - How to grow a sunflower in a pot: Teacher note

Supporting learning resource - Implementing the message bottle scenario

Supporting learning resource - Implementing the unit: Good to grow

Supporting learning resource - Materials and equipment list

Supporting learning resource - Science inquiry skills poster Years P-2

Supporting learning resource - Seed germination investigation Video - Aboriginal witchetty grubs & honey ants - Ray Mears extreme survival – BBC (YouTube, BBCWorldwide) http://www.youtube.com/watch?v=SJlO0aifJxA

Video - Age progression 2 (Marko Popadic, Vimeo) CC BY-ND 3.0 http://creativecommons.org/licenses/by-nd/3.0/ Video - Cool drink and culture (2006): 'Witchety grubs are healthy' (australianscreen) http://aso.gov.au/titles/documentaries/cool-drink-and-culture/clip2/

Video - Cucumber plant time lapse HD (YouTube, Learjet15) http://www.youtube.com/watch?v=jC_iXkHR-vA&feature=relmfu (shows plant growing from seedling)

Video - From seed to flower (PBS LearningMedia / © WGBH Educational Foundation)

Video - Metamorphosis: change of plans (PBS LearningMedia/ © WGBH Educational Foundation)




Duration: 10 Weeks


Video - Warlpiri, c1993: 'Little baby one' (TLF R11057) Courtesy of australianscreen online Website - Contemporary practice resource: Science https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Website - From seed to fruit | Interactive | Everyday learning (PBS & WGBH Educational Foundation) http://www.pbslearningmedia.org/resource/evscps.sci.life.seedint/from-seed-to-fruit-interactive/ (life stages of cherry tomato plant)Website - Giant wood moth and witchetty grubs (Queensland Museum) http://www.qm.qld.gov.au/Learning+Resources/~/media/Documents/Learning%20resources/QM/Resources/Fact%20Sheets/fact-sheet-giant-wood-moths.pdf

Website - How to grow a sunflower in a pot (wikiHow) http://www.wikihow.com/Grow-a-Sunflower-in-a-Pot

Website - Keeping live insects (Bugs Ed.) http://www.bugsed.com/rearing_sticks/index.html

Website - Keeping live insects (The State of Queensland: Queensland Museum) http://www.qm.qld.gov.au/Find+out+about/Animals+of+Queensland/Insects/Keeping+insects+at+home

Website - Look at me now | Everyday learning (PBS & WGBH Educational Foundation) http://www.pbslearningmedia.org/resource/evscps.sci.life.lookat/look-at-me-now/

Website - Minibeast wildlife (Minibeast Wildlife) http://www.minibeastwildlife.com.au/Pets2.html

Assessment Planner - Exploring growth

Assessment task - Sci_Y02_U3_AT_ExploringGrowth.docx

Assessment task - Sci_Y02_U3_AT_MR_ExploringGrowth.docx

Assessment task - Sci_Y02_U3_AT_TN_ExploringGrowth.docx

Assessment Assessment task - Exploring growth

Assessment task - Exploring growth: Model response

Assessment task - Exploring growth: Teacher note




Duration: 10 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Exploring growth (Yr 02)Type Supervised assessment

Date

Description Students describe and represent the changes to a living thing in its life stages. Students compare the life stages of two different living things.

Learning Area Science

Science understanding Science inquiry skills

Describe changes to living things. Compare observations.Represent observations and communicate ideas in a variety of ways.

A ◄ Explains changes to a living thing through its life stages using science understanding. ◄

Describes comparisons in life stages, using science understanding.Represents and communicates observations and ideas clearly, using scientific language.

B ◄ Describes accurate detailed changes in the life stages of a living thing. ◄

Accurately identifies a range of similarities and differences in the life stages of two living things.Represents and communicates observations and ideas with some scientific language.

C ◄ Describes changes to a living thing as it goes through its life stages. ◄Compares observations of life stages of two living things.Represents and communicates observations and ideas in a variety of ways.

D ◄ Makes statements about changes to a living thing. ◄Identifies an accurate similarity or difference.Communicates observations and ideas with guidance.

E ◄ Names a living thing. ◄States a similarity or a difference.Communicates observations and ideas when directed.




Duration: 10 Weeks

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Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

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