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OneSchoolUnit Plan
Name: Unit 2 - Science Year 4 (V8)Duration: 10 Weeks
Year Level: Year 4
Applicable LearningAreas/Subjects: Science
Unit Plan
Ready, set, grow!In this unit students will investigate life cycles and sequence key stages in the life cycles of plants and animals. They will examine relationships between living things and their dependence on each other and on the environment. By considering human and natural changes to the habitats, students will predict the effect of these changes on living things, including the impact on life cycles and the survival of the species. Students will identify when science is used to understand the effect of their own and others' actions. Students will identify investigable questions and make predictions based on prior knowledge. They will discuss ways to conduct investigations safely and make and record observations with accuracy. They will use tables and column graphs to organise their data, suggest explanations for observations and compare their findings with their predictions.
They will communicate their observations and findings.
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
Safety
Teachers need to identify safety issues and conduct risk assessments. For this unit teachers should: refer to the Health and Safety policy pertaining to schools http://education.qld.gov.au/health/safety/index.html
consult the Curriculum Activity Risk Management Guidelines http://education.qld.gov.au/health/safety/index.html
refer to Curriculum activity risk assessment: Biological activities http://education.qld.gov.au/curriculum/carmg/pdf/biological-activities.pdf for advice on participation in biological activities as a curriculum activity
ensure the ethical handling (collecting and returning) and observing of animals; see Animal use in Queensland state schools http://ppr.det.qld.gov.au/education/management/Pages/Animal-Use-in-Queensland-State-Schools.aspx for further information
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
ensure students wear personal protective equipment 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
consider accessing Plants and mushrooms (fungi) poisonous to people in Queensland (Queensland Health) https://www.childrens.health.qld.gov.au/chq/our-services/community-health-services/queensland-poisons-information-centre/plants-mushrooms/
refer to Gardening with hand tools http://education.qld.gov.au/curriculum/carmg/pdf/gardening-hand-tools.pdf if using hand tools during planting activity to guide planning refer to Safe handling of potting mixes, mulches, garden soils and composts (preventing Legionella infection) (Town of East Fremantle)
http://www.eastfremantle.wa.gov.au/uploaded/pdf/potting.pdf for information on management of risks during gardening activities and incorporate management of this risk into planning.
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.
Schools should consult the Guideline for Managing Risks with Chemicals in DET Workplaces (HLS-PR-006) http://education.qld.gov.au/health/pdfs/healthsafety/guideline-managing-chemicals.pdf.
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 Attachments/Information Communication and Technology/advice.DOCX.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 2 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Assessment
Assessment Task Summary Type Learning Areas Status Date
Construct life cycle diagrams of animals (Yr 04)Students produce a diagram to represent the life cycle of an animal, and discuss and identify patterns of similarity and difference between life cycles. Students communicate their ideas and findings using scientific language.
Monitoring Science Unscheduled
Mapping life cycles and relationships (Yr 04)Students understand how relationships of living things impact on their life cycle. Students describe situations when science is used to understand the effect of actions, and organise and communicate findings.
Research Science Unscheduled
Vulnerable animal life cycle diagram and concept map (Yr 04)Students gather information on a vulnerable Australian animal regarding its life stages and relationships with other living things that either assist or hinder its survival. Students produce a concept map showing the life stages and explaining the relationships and effects of the relationships between the animal and other living things, including humans. Students communicate their ideas and findings using scientific language.
Monitoring Science Unscheduled
Document Table of Contents
Curriculum Australian Curriculum Considerations
Teaching SequenceTeaching Sequence Summary
Exploring living things Delving into life cycles Examining relationships of living things Reviewing and consolidating Assessment Investigating endangered species Producing a digital product
Resources Attachments Plan Resource Bank
Assessment Monitoring - Construct life cycle
diagrams of animals (Yr 04) Monitoring - Vulnerable animal life cycle
diagram and concept map (Yr 04) Research - Mapping life cycles and
relationships (Yr 04)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 3 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Australian Curriculum
Science – Year 4
Year 4 Achievement StandardBy the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Earth's surface. They describe relationships that 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 understand the effect of their actions.
Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations with accuracy. They use provided tables and column graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings.
Content Descriptions
Science as a Human Endeavour Science Inquiry Skills Science Understanding
Use and influence of science
Science knowledge helps people to understand the effect of their actions (ACSHE062)
Nature and development of science
Science involves making predictions and describing patterns and relationships (ACSHE061)
Questioning and predicting
With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064)
Planning and conducting
Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)
With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065)
Communicating
Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)
Biological sciences
Living things depend on each other and the environment to survive (ACSSU073)
Living things have life cycles (ACSSU072)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 4 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Content Descriptions
Science as a Human Endeavour Science Inquiry Skills Science Understanding
Processing and analysing data and information
Compare results with predictions, suggesting possible reasons for findings (ACSIS216)
Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)
Evaluating
Reflect on investigations, including whether a test was fair or not (ACSIS069)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 5 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Curriculum Priorities - Pedagogy
Considerations
Prior and future curriculumRelevant prior curriculumStudents require prior experience with 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
Curriculum working towardsThe teaching and learning in this unit work towards the following:
Living things have structural features and adaptations that help them to survive in their environment (ACSSU043) Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions
(ACSHE081) Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083)
Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 6 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
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 Recognising and using patterns and relationships Interpreting statistical information Using measurement
Information and communication technology (ICT) capability Investigating with ICT Creating with ICT Communicating with ICT 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 Social awareness Social management
Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions Exploring values, rights and responsibilities
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 priorities
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 7 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Aboriginal 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.Asia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum http://www.australiancurriculum.edu.au/crosscurriculumpriorities/asia-and-australia-s-engagement-with-asia/overview and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/asia-and-australia-s-engagement-with-asia/in-the-learning-areas.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: Mapping life cycles and relationshipsAssessment description: Students understand how relationships of living things impact on their life cycle. Students describe situations when science is used to understand the effect of actions, and organise and communicate findings.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Earth's surface. They describe relationships that 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 understand the effect of their actions.Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations with accuracy. They use provided tables and column graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings.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: Construct life cycle diagrams of animals (Lesson 5)Activity description: Students produce a diagram to represent the life cycle of an animal, and discuss and identify patterns of similarity and difference between life cycles. Students communicate their ideas and findings using scientific language.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 8 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Monitoring activityActivity name: Vulnerable animal life cycle diagram and concept map (Lesson 11)Activity description: Students gather information on a vulnerable Australian animal regarding its life stages and relationships with other living things that either assist or hinder its survival. Students produce a concept map showing the life stages and explaining the relationships and effects of the relationships between the animal and other living things, including humans. Students communicate their ideas and findings using scientific language.
FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include students thinking that:
plants have nothing in common with animals and therefore are non-living. Explain to students that plants are living things like animals that also grow, move, reproduce and respond to stimuli.
plants eat food for energy. Explain to students that plants use carbon dioxide, water and sunlight to produce simple sugars as their main source of energy. the needs of plants are the same as animals. Explain to students that all living things share a common set of features, but their needs may be similar or different depending on the
type of living thing. humans are not animals. Explain to students that humans are grouped with other living things that share the same basic features. We have most in common with other mammals
which belong to the animal group. all animals or all plants have the same life stages. Explain to students that different animals or different plants will have similar life stages if they belong to the same grouping, such as
mammals or flowering plants. a life cycle represents the changes in the life of an individual organism. Explain that a life cycle describes all the stages of development of an organism and how that cycle continues
from one generation to the next as a result of reproduction. humans and other animals can decide when to change from one stage to another. Explain to students that these changes occur naturally and cannot be controlled by the animal. all plants die during winter when the weather gets cold. Inform students that plants living in cold habitats have features that help them survive. Most plants are unaffected by changes
in temperature within a normal range for that habitat. living things can change their features to survive. Inform students that plants and animals survive in a habitat only if the environmental conditions meet their specific needs. the needs and roles of a species are the same as those of similar species. Inform students that different plants and animals within habitats have different needs. Similar species of
plants and animals can have different roles within habitats. the actions of humans can have only positive or only negative impacts on the environment. Explain that the actions of humans can have both positive and negative impacts. once a species is placed on the endangered list then it never comes off. Inform students that a number of species populations have increased enough due to human involvement to be
removed from the endangered list. the hunting of dugong and turtles by Aboriginal peoples and Torres Strait Islander peoples has contributed to these animals being endangered. Explain that traditionally, Aboriginal
peoples and Torres Strait Islander peoples used sustainable hunting practices that maintained these animals as a food source and also ensured their long-term survival. plants get their energy from soil through their roots. Explain to students that plants get their energy from simple sugars stored in plant parts. The roots absorb water and minerals from
the soil.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 9 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Curriculum Plan Topics
Duration Topic
3 Lessons Exploring living things Lesson 1: Revising characteristics and needs of living things Lesson 2: Investigating the effect of environmental factors on survival Lesson 3: Stages of development of living things
2 Lessons Delving into life cycles Lesson 4: Life cycles of plants Lesson 5: Life cycles of animals
6 Lessons Examining relationships of living things Lessons 6-7: The impact of non-living environmental factors Lesson 8: Studying relationships between plants and animals Lesson 9: Investigating relationships in habitats Lesson 10: Exploring relationships between plants, animals and humans Lesson 11: Representing relationships which affect the life cycle of a living thing
1 Lesson Reviewing and consolidating Lesson 12: Comparing and contrasting life cycles
4 Lessons Assessment Lessons 13-16: Assessing student learning
2 Lessons Investigating endangered species Lesson 17: Exploring endangered species in the Asia and Pacific regions Lesson 18: Researching Australian endangered animals
2 Lessons Producing a digital product Lessons 19-20: Compiling information from investigations
20 Lessons Total Unit
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 10 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Exploring 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 explore the characteristics and needs of living things and learn that all living things have stages of development. They will investigate how environmental factors affect the growth of 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.
Lessons Teaching and Learning Sequence Resources
Lesson 1
Revising characteristics and needs of living things
Lesson objectivesStudents will:
Recall the characteristics and basic needs of living things.Evidence of learningCan the student:
Describe the characteristics and basic needs of living things?Example learning sequence
Engage with unit Revise and discuss characteristics of living things Begin plant growth investigation and review needs of living things
Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Science inquiry skills poster Years 3-6 Video - A message from Jack 1 Slideshow - The characteristics of living things Video - How to make a seed head Sheet - How to make a seed head Supporting learning resource - Seed head activity: Teacher note Supporting learning resource - C2C: Science glossary
Helpful information Website - Contemporary practice resource: Science
https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html
Website - Time lapse (NeoK12 Education) http://www.neok12.com/Time-Lapse-Videos.htm (Note: select Seedling - time lapse, Plants growing and Radish tops sprouting, top and roots growing.)
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 11 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Exploring 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 explore the characteristics and needs of living things and learn that all living things have stages of development. They will investigate how environmental factors affect the growth of 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.
Lessons Teaching and Learning Sequence Resources
Lesson 2
Investigating the effect of environmental factors on survival
Lesson objectivesStudents will:
Investigate an environmental factor that affects seed germination and plant growth.
Evidence of learningCan the student:
Conduct an investigation of the effect of an environmental factor on seed germination and plant growth?
Example learning sequence Review needs of living things Determine how to investigate factors that affect the growth of
plants Begin investigation
Resources Supporting learning resource - Materials and equipment list eBook - What does a seed need? The adventures of Phaius Seed Video - A message from Jack 3 (Note: A message from Jack 2 is not required for
this unit.) Sheet - Investigation planner: How does temperature affect seed germination? Sheet - Method for the investigation: How does temperature affect seed
germination? Supporting learning resource - Investigating the effect of an environmental factor on
survival: Teacher note Slideshow - Fair tests
Helpful information Text - Carle, E 2001, The tiny seed, Aladdin Paperbacks, New York
Attachments Lesson plan
Lesson 3
Stages of development of living things
Lesson objectivesStudents will:
Understand that living things go through stages of development.Evidence of learningCan the student:
Describe the common stages of development of living things? Describe the stages of development of a human being?
Example learning sequence Define living things Conduct field walk Consider stages of development Sequence stages of development for humans Introduce life cycles
Resources Sheet - Stages of development: humans Slideshow - Stages of development of living things Supporting learning resource - Stages of development of living things: Teacher note
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 12 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 13 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Delving into life cycles Topic Duration 2 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will examine and compare life cycles of different plant and animal groups.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 4
Life cycles of plants
Lesson objectivesStudents will:
Understand how life cycles are constructed and used to represent stages of development characteristic of a plant group.
Understand that different plant groups have different features associated with stages of development.
Evidence of learningCan the student:
Describe plant life cycles? Identify differences in life cycles of different plant groups?
Example learning sequence Identify plant parts Complete the life cycle for a plant Begin investigation on factors affecting the life cycle of a plant
Resources Supporting learning resource - Materials and equipment list Video - A message from Jack 4 Video - The lifecycle of a flowering and fruiting plant Sheet - Life cycle of a plant Video - Life cycle of grass Slideshow - Plant life cycles Sheet - Investigation planner: How does changing the planting medium affect the life
cycle of a plant? Sheet - Method for the investigation: How does changing the planting medium affect
the life cycle of a plant? Supporting learning resource - How does changing the planting medium affect the
life cycle of a plant? Teacher noteHelpful information
Website - Plant parts (Missouri Botanical Garden) http://www.mbgnet.net/bioplants/parts.html
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 14 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Delving into life cycles Topic Duration 2 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will examine and compare life cycles of different plant and animal groups.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 5
Life cycles of animals
Lesson objectivesStudents will:
Understand that animal life cycles follow stages of development. Understand that animal life cycles are diverse.
Evidence of learningCan the student:
Describe the life cycles of a variety of animals? Identify differences between different animals' life cycles?
Example learning sequence Review life cycles Construct life cycle diagrams of animals
Resources Supporting learning resource - Materials and equipment list Slideshow - Stages of development of living things Video - The common housefly from egg to adult in 14 days - time-lapse
(Webiocosm) http://webiocosm.net/timelapse/2009plus.htm CC BY-NC-ND 2.5 http://creativecommons.org/licenses/by-nc-nd/2.5/
Video - Housefly emerges from its pupal case (Webiocosm) http://webiocosm.net/timelapse/2009plus.htm CC BY-NC-ND 2.5 http://creativecommons.org/licenses/by-nc-nd/2.5/
Supporting learning resource - Fly life cycle demonstration: Teacher note Sheet - Animal life cycles
Helpful information Video - The life cycle of echidnas 2011 © Absolutely Wild Visuals (TLF R12127)
https://learningplace.eq.edu.au/cx/resources/items/ec08735c-b47c-9810-548b-0c08e91e031a/0/ViewIMS.jsp
Website - Bugs Ed. (Stephen Monteith) http://www.bugsed.com/
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 15 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Examining relationships of living things Topic Duration 6 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will examine environmental factors that influence living things and understand the relationships between living things in a habitat. They will explain how these interactions impact on the life cycles of particular 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.
Lessons Teaching and Learning Sequence Resources
Lessons 6-7
The impact of non-living environmental factors
Lesson objectivesStudents will:
Understand how environmental factors influence living things within habitats.
Evidence of learningCan the student:
Describe effects environmental factors such as availability of water and sunlight and temperature changes can have on living things within habitats?
Example learning sequence Discuss environmental factors Identify basic needs of animals Complete investigation on factors affecting plant growth Recognise that different environmental factors affect living things
differently
Resources Sheet - Investigation planner: How does temperature affect seed germination? Supporting learning resource - Suggested animal environments for classrooms:
Teacher note Sheet - Habitat photographs Sheet - Non-living factors that affect habitats Supporting learning resource - Example of fire concept map Supporting learning resource - Concept mapping tips: Teacher note
Helpful information Learning object - Concept map tool
https://learningplace.eq.edu.au/cx/resources/items/dac6ed3f-3f5f-49f8-5098-a8e461533cf3/0/viewIMS.jsp
Website - bubbl.us (LKCollab, LLC) https://bubbl.us/ (Note: This is a free concept mapping tool.)
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 16 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Examining relationships of living things Topic Duration 6 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will examine environmental factors that influence living things and understand the relationships between living things in a habitat. They will explain how these interactions impact on the life cycles of particular 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.
Lessons Teaching and Learning Sequence Resources
Lesson 8
Studying relationships between plants and animals
Lesson objectivesStudents will:
Understand interactions and relationships between living things within a habitat.
Evidence of learningCan the student:
Describe how living things interact with each other within a given habitat?
Example learning sequence Discuss relationships between plants and animals Examine relationships within different habitats
Resources Video - A message from Jack 5 Sheet - Habitat photographs Sheet - Habitat retrieval chart Sheet - Rainforest habitats Sheet - Relationships between animals and plants
Helpful information Learning object - Concept map tool
https://learningplace.eq.edu.au/cx/resources/items/dac6ed3f-3f5f-49f8-5098-a8e461533cf3/0/viewIMS.jsp
Website - bubbl.us (LKCollab, LLC) https://bubbl.us/ (Note: This is a free concept mapping tool.)
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 17 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Examining relationships of living things Topic Duration 6 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will examine environmental factors that influence living things and understand the relationships between living things in a habitat. They will explain how these interactions impact on the life cycles of particular 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.
Lessons Teaching and Learning Sequence Resources
Lesson 9
Investigating relationships in habitats
Lesson objectivesStudents will:
Understand relationships between living things in habitats. Understand that relationships can either assist or hinder the
survival of a living thing.Evidence of learningCan the student:
Represent relationships which affect the survival of an animal? Explain how relationships affect the survival of an animal?
Example learning sequence Understand the different roles of living things in a habitat Examine effects of unbalanced relationships in a habitat
Resources Slideshow - Producers, consumers and decomposers Supporting learning resource - Example of a concept map explaining the
relationships that assist or hinder the survival of an animal Supporting learning resource - Explaining producers, consumers and decomposers:
Teacher noteHelpful information
Learning object - Concept map tool https://learningplace.eq.edu.au/cx/resources/items/dac6ed3f-3f5f-49f8-5098-a8e461533cf3/0/viewIMS.jsp
Learning object - Make it alive: spotted tree frogs (TLF L6358) (Education Services Australia) https://learningplace.eq.edu.au/cx/resources/items/5c491b29-d4bf-3188-680e-0c2b01325d11/0/ViewIMS.jsp
Learning object - Make it alive: flatback turtles (TLF L6356) (Education Services Australia) https://learningplace.eq.edu.au/cx/resources/items/add9c67b-f1c2-6c61-fdcd-eb170daf7fd1/0/viewIMS.jsp
Learning object - Make it alive: superb parrots (TLF L6357) (Education Services Australia) https://learningplace.eq.edu.au/cx/resources/items/632f9b70-3ece-b67c-cc4a-1679e69aaacf/0/viewIMS.jsp
Learning object - Make it alive: brush-tailed rock wallabies (TLF L6355) (Education Services Australia) https://learningplace.eq.edu.au/cx/resources/items/cc00dea8-5e9a-3d84-fc73-f0f993537756/0/viewIMS.jsp
Learning object - The night of the Bilby: find food (TLF L896) © Education Services Australia Ltd https://learningplace.eq.edu.au/cx/resources/items/e7282ecf-6aa1-797a-6c01-64924cb7798c/0/viewIMS.jsp, 2013 CC BY 3.0 http://creativecommons.org/licenses/by/3.0/au/
Website - bubbl.us (LKCollab, LLC) https://bubbl.us/ (Note: This is a free concept mapping tool.)
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 18 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Examining relationships of living things Topic Duration 6 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will examine environmental factors that influence living things and understand the relationships between living things in a habitat. They will explain how these interactions impact on the life cycles of particular 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.
Lessons Teaching and Learning Sequence Resources
Lesson 10
Exploring relationships between plants, animals and humans
Lesson objectivesStudents will:
Understand that there are a variety of interrelationships between plants, animals and humans in an environment.
Understand that Aboriginal peoples interact with their environment in a variety of ways.
Evidence of learningCan the student:
Describe ways that humans can interact with an environment? Describe how Aboriginal peoples used fire to make changes to
their environment?Example learning sequence
Understand that the actions of humans can impact on the environment
Collect information on how Aboriginal peoples interact with living things
Explain how Aboriginal peoples used fire to change environments
ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that this resource may contain images, voices and names of persons who may now be deceased.
Sheet - Big Bill Neidjie's views about fire Sheet - Aboriginal peoples and their environment Supporting learning resource - Exploring relationships between plants, animals and
humans: Teacher noteHelpful information
Learning object - Everything is connected https://learningplace.eq.edu.au/cx/resources/items/270b4343-5706-1c4d-e20e-377caecb7ca9/0/page1.html
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 19 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Examining relationships of living things Topic Duration 6 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will examine environmental factors that influence living things and understand the relationships between living things in a habitat. They will explain how these interactions impact on the life cycles of particular 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.
Lessons Teaching and Learning Sequence Resources
Lesson 11
Representing relationships which affect the life cycle of a living thing
Lesson objectivesStudents will:
Identify the key stages of the life cycle of a vulnerable Australian animal.
Understand the relationships within the environment which are affecting the survival of a vulnerable Australian animal.
Evidence of learningCan the student:
Represent the life cycle of a vulnerable Australian animal in a diagram?
Describe the relationships which affect the survival of a vulnerable Australian animal?
Example learning sequence Gather information on a vulnerable Australian animal Represent the life cycle of a vulnerable Australian animal Describe relationships which affect the survival of a vulnerable
Australian animal
Resources Slideshow - Richmond birdwing vine Sheet - The Richmond birdwing butterfly Supporting learning resource - Example concept map of the Richmond birdwing
butterflyHelpful information
Learning object - Concept map tool https://learningplace.eq.edu.au/cx/resources/items/dac6ed3f-3f5f-49f8-5098-a8e461533cf3/0/viewIMS.jsp
Website - bubbl.us (LKCollab, LLC) https://bubbl.us/ (Note: This is a free concept mapping tool.)
Website - Richmond Birdwing Conservation Network (Richmond Birdwing Conservation Network) http://www.richmondbirdwing.org.au
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 20 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Reviewing and consolidating 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 compare and review features of different life cycles. They will discuss and represent the ways in which life cycles are affected by non-living and living factors 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.
Lessons Teaching and Learning Sequence Resources
Lesson 12
Comparing and contrasting life cycles
Lesson objectivesStudents will:
Understand that life cycles can have similarities and differences. Understand that life cycles are affected by environmental factors,
including the actions of humans.Evidence of learningCan the student:
Describe the similarities and differences between life cycles? Identify how life cycles are affected by environmental factors,
including the actions of humans?Example learning sequence
Compare and contrast life cycles Review life cycles and interactions
Resources Sheet - Venn diagram: Compare and contrast plant and animal life cycles Learning object - Graphic organiser toolkit
(Note: choose Venn diagram from drop-down menu.)
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 21 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Assessment Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.
Lessons Teaching and Learning Sequence Resources
Lessons 13-16
Assessing student learning
Assessment purpose:To understand how relationships of living things impact on their life cycle. To describe situations when science is used to understand the effect of actions, and organise and communicate findings.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
Resources Assessment task - Mapping life cycles and relationships Assessment task - Mapping life cycles and relationships: Student resource Assessment task - Mapping life cycles and relationships: Teaching notes Assessment task - Mapping life cycles and relationships: Model response
Helpful information Video - A message from Jack 7
https://learningplace.eq.edu.au/cx/resources/items/40a83468-b567-4d82-9b97-529b19141360/0/Sci_Y4_U2_ILM16_Dig_MessageFromJack_7.mp4
Learning object - Concept map tool https://learningplace.eq.edu.au/cx/resources/items/dac6ed3f-3f5f-49f8-5098-a8e461533cf3/0/viewIMS.jsp
Website - bubbl.us (LKCollab, LLC) https://bubbl.us/ (Note: This is a free concept mapping tool.)
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 22 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Investigating endangered species Topic Duration 2 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore endangered species in the Asia and Pacific regions and in Australia and understand how human actions can affect endangered animals.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 17
Exploring endangered species in the Asia and Pacific regions
Lesson objectivesStudents will:
Understand how human actions have negative and positive impacts on endangered species.
Evidence of learningCan the student:
Describe reasons for animal endangerment and how human interactions affect endangered animals?
Example learning sequence Examine how an animal becomes endangered Research an endangered animal from the Asia and Pacific regions Share information gathered
Resources Video - A message from Jack 6 Sheet - Endangered species information Sheet - Endangered species class book cover Supporting learning resource - List of terms: Teacher note Supporting learning resource - Ideas about animals to research from the Asia and
Pacific regionsHelpful information
Learning object - Everything is connected https://learningplace.eq.edu.au/cx/resources/items/270b4343-5706-1c4d-e20e-377caecb7ca9/0/page1.html
Website - Protecting wildlife for a healthy planet (World Wildlife Fund)http://www.worldwildlife.org/species/index.html
Website - Animal conservation (National Geographic)http://animals.nationalgeographic.com/animals/conservation/?source=NavAniPhotp
Text - Van Loon, J & Van Loon, J 2007, Mang the wild orangutan, Hachette Livre Australia, Sydney
Text - Cowcher, H 1993, Tigress, Scholastic, New York
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 23 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Investigating endangered species Topic Duration 2 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore endangered species in the Asia and Pacific regions and in Australia and understand how human actions can affect endangered animals.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 18
Researching Australian endangered animals
Lesson objectivesStudents will:
Understand how Aboriginal peoples and Torres Strait Islander peoples are working with others to improve the endangered status of dugongs and marine turtle species.
Evidence of learningCan the student:
Describe strategies that have been devised for maintaining the dugong and marine turtle populations?
Example learning sequence Explore Aboriginal perspectives and Torres Strait Islander
perspectives on living things and endangered species Research dugongs and marine turtles
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.
Supporting learning resource - Aboriginal peoples' and Torres Strait Islander peoples' interactions with dugongs and marine turtles: Teacher note
Video - Aboriginal peoples' and Torres Strait Islander peoples' interactions with dugongs
Sheet - Dugong and marine turtle information cards Video - Dugong Dugong, 1980: The hunt (TLF R9295) © Education Services
Australia Ltd and australianscreen online 2010 Supporting learning resource - Investigating endangered species : Teacher note
Helpful information Text - Wymarra, E, Wymarra, W & Hodges B 2007, Wandihnu and the old dugong,
Magabala Books, Broome, WA Website - Always part of us: The socioeconomics of Indigenous customary use and
management of dugong and marine turtles-a view from Bardi and Jawi sea country, WA KS 01 2009 (NAILSMA) https://www.nailsma.org.au/hub/resources/publication/always-part-us-socioeconomics-indigenous-customary-use-and-management.html
Video - Dugong video (Voyage of Heartsong III)http://www.heartsong3.com/dugong_video.htm
Text - Dwyer, C & Power, M 1992, Jimmie Jean and the turtles, Walter McVitty Books, Montville, Qld
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 24 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Producing a digital product Topic Duration 2 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will represent and use data from investigations completed throughout the unit to draw conclusions about the effect of environmental factors on plant growth. They will produce a digital product to reflect the collection of observations during investigationsSpend 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
Lessons 19-20
Compiling information from investigations
Lesson objectivesStudents will:
Record, represent and analyse data from an investigation and present findings.
Produce a digital product.Evidence of learningCan the student:
Represent and use data from an investigation to draw conclusions about the effect of an environmental factor on plant growth?
Produce a digital product that reflects the data collected during investigations?
Example learning sequence Review investigation on different planting mediums Explain results of investigation on the effect of different planting
mediums Understand how to assemble visual evidence gathered over the
term Understand how to produce a digital product Produce a digital product
Resources Sheet - Investigation planner: How does changing the planting medium affect the life
cycle of a plant? Video - Mr Seed Head grows some hair! Video - How to make a time-lapse movie: Mr Seed Head grows some hair! Supporting learning resource - Accessing software tutorials: Teacher note
Helpful information Video - How to make a timelapse - Windows Movie Maker (YouTube, wyocalboy)
http://www.youtube.com/watch?v=Kdu3kB4KVqY&feature=fvwrel Video - Windows Live Movie Maker 2011: Make a slide show with pictures and
AutoMovie themes (YouTube, Woodchuck Cinema) http://www.youtube.com/watch?v=Neyoapx_p7Y
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 25 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
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 - Exploring living things Lesson plan - Sci_Y04_U2_LP01.docx
Lesson plan - Sci_Y04_U2_LP02.docx
Lesson plan - Sci_Y04_U2_LP03.docx
Sequence - Delving into life cycles Lesson plan - Sci_Y04_U2_LP04.docx
Lesson plan - Sci_Y04_U2_LP05.docx
Sequence - Examining relationships of living things
Lesson plan - Sci_Y04_U2_LP06_07.docx
Lesson plan - Sci_Y04_U2_LP08.docx
Lesson plan - Sci_Y04_U2_LP09.docx
Lesson plan - Sci_Y04_U2_LP10.docx
Lesson plan - Sci_Y04_U2_LP11.docx
Sequence - Reviewing and consolidating Lesson plan - Sci_Y04_U2_LP12.docx
Sequence - Assessment Lesson plan - Sci_Y04_U2_LP13_16.docx
Sequence - Investigating endangered species
Lesson plan - Sci_Y04_U2_LP17.docx
Lesson plan - Sci_Y04_U2_LP18.docx
Sequence - Producing a digital product Lesson plan - Sci_Y04_U2_LP19_20.docx
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 26 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Unit Plan Section Resource Attachments*
Sequence eBook - What does a seed need? The adventures of Phaius Seed Learning object - Concept map tool https://learningplace.eq.edu.au/cx/resources/items/dac6ed3f-3f5f-49f8-5098-a8e461533cf3/0/viewIMS.jsp
Learning object - Everything is connected https://learningplace.eq.edu.au/cx/resources/items/270b4343-5706-1c4d-e20e-377caecb7ca9/0/page1.html
Learning object - Graphic organiser toolkit Learning object - Make it alive: brush-tailed rock wallabies (TLF L6355) (Education Services Australia) https://learningplace.eq.edu.au/cx/resources/items/cc00dea8-5e9a-3d84-fc73-f0f993537756/0/viewIMS.jsp
Learning object - Make it alive: flatback turtles (TLF L6356) (Education Services Australia) https://learningplace.eq.edu.au/cx/resources/items/add9c67b-f1c2-6c61-fdcd-eb170daf7fd1/0/viewIMS.jsp
Learning object - Make it alive: spotted tree frogs (TLF L6358) (Education Services Australia) https://learningplace.eq.edu.au/cx/resources/items/5c491b29-d4bf-3188-680e-0c2b01325d11/0/ViewIMS.jsp
Learning object - Make it alive: superb parrots (TLF L6357) (Education Services Australia)https://learningplace.eq.edu.au/cx/resources/items/632f9b70-3ece-b67c-cc4a-1679e69aaacf/0/viewIMS.jsp
Learning object - The night of the Bilby: find food (TLF L896) © Education Services Australia Ltd https://learningplace.eq.edu.au/cx/resources/items/e7282ecf-6aa1-797a-6c01-64924cb7798c/0/viewIMS.jsp, 2013 CC BY 3.0 http://creativecommons.org/licenses/by/3.0/au/
Sheet - Aboriginal peoples and their environment
Sheet - Animal life cycles
Sheet - Big Bill Neidjie's views about fire
Sheet - Dugong and marine turtle information cards
Sheet - Endangered species class book cover
Sheet - Endangered species information
Sheet - Habitat photographs
Sheet - Habitat retrieval chart
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 27 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Unit Plan Section Resource Attachments*
Sheet - How to make a seed head
Sheet - Investigation planner: How does changing the planting medium affect the life cycle of a plant?
Sheet - Investigation planner: How does temperature affect seed germination?
Sheet - Life cycle of a plant
Sheet - Method for the investigation: How does changing the planting medium affect the life cycle of a plant?
Sheet - Method for the investigation: How does temperature affect seed germination?
Sheet - Non-living factors that affect habitats
Sheet - Rainforest habitats
Sheet - Relationships between animals and plants
Sheet - Stages of development: humans
Sheet - The Richmond birdwing butterfly
Sheet - Venn diagram: Compare and contrast plant and animal life cycles
Slideshow - Fair tests
Slideshow - Plant life cycles
Slideshow - Producers, consumers and decomposers
Slideshow - Richmond birdwing vine
Slideshow - Stages of development of living things
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 28 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Unit Plan Section Resource Attachments*
Slideshow - The characteristics of living things Supporting learning resource - Aboriginal peoples' and Torres Strait Islander peoples' interactions with dugongs and marine turtles: Teacher note
Supporting learning resource - Accessing software tutorials: Teacher note
Supporting learning resource - C2C: Science glossary
Supporting learning resource - Concept mapping tips: Teacher note
Supporting learning resource - Example concept map of the Richmond birdwing butterfly
Supporting learning resource - Example of a concept map explaining the relationships that assist or hinder the survival of an animal
Supporting learning resource - Example of fire concept map
Supporting learning resource - Explaining producers, consumers and decomposers: Teacher note
Supporting learning resource - Exploring relationships between plants, animals and humans: Teacher note
Supporting learning resource - Fly life cycle demonstration: Teacher note
Supporting learning resource - How does changing the planting medium affect the life cycle of a plant? Teacher note
Supporting learning resource - Ideas about animals to research from the Asia and Pacific regions
Supporting learning resource - Investigating endangered species: Teacher note
Supporting learning resource - Investigating the effect of an environmental factor on survival: Teacher note
Supporting learning resource - List of terms: Teacher note
Supporting learning resource - Materials and equipment list
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 29 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Unit Plan Section Resource Attachments*
Supporting learning resource - Science inquiry skills poster Years 3-6
Supporting learning resource - Seed head activity: Teacher note
Supporting learning resource - Stages of development of living things: Teacher note
Supporting learning resource - Suggested animal environments for classrooms: Teacher note
Text - Carle, E 2001, The tiny seed, Aladdin Paperbacks, New York
Text - Cowcher, H 1993, Tigress, Scholastic, New York
Text - Dwyer, C & Power, M 1992, Jimmie Jean and the turtles, Walter McVitty Books, Montville, Qld
Text - Van Loon, J & Van Loon, J 2007, Mang the wild orangutan, Hachette Livre Australia, Sydney
Text - Wymarra, E, Wymarra, W & Hodges B 2007, Wandihnu and the old dugong, Magabala Books, Broome, WA
Video - A message from Jack 1
Video - A message from Jack 3
Video - A message from Jack 4
Video - A message from Jack 5
Video - A message from Jack 6 Video - A message from Jack 7 https://learningplace.eq.edu.au/cx/resources/items/40a83468-b567-4d82-9b97-529b19141360/0/Sci_Y4_U2_ILM16_Dig_MessageFromJack_7.mp4
Video - Aboriginal peoples' and Torres Strait Islander peoples' interactions with dugongs
Video - Dugong Dugong, 1980: The hunt (TLF R9295) © Education Services Australia Ltd and australianscreen online 2010
Video - Dugong video (Voyage of Heartsong III) http://www.heartsong3.com/dugong_video.htm
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 30 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Unit Plan Section Resource Attachments*
Video - Housefly emerges from its pupal case (Webiocosm) http://webiocosm.net/timelapse/2009plus.htm CC BY-NC-ND 2.5 http://creativecommons.org/licenses/by-nc-nd/2.5/
Video - How to make a seed head Video - How to make a timelapse - Windows Movie Maker (YouTube, wyocalboy) http://www.youtube.com/watch?v=Kdu3kB4KVqY&feature=fvwrel
Video - How to make a time-lapse movie: Mr Seed Head grows some hair!
Video - Life cycle of grass
Video - Mr Seed Head grows some hair! Video - The common housefly from egg to adult in 14 days - time-lapse (Webiocosm) http://webiocosm.net/timelapse/2009plus.htm CC BY-NC-ND 2.5 http://creativecommons.org/licenses/by-nc-nd/2.5/
Video - The life cycle of echidnas 2011 © Absolutely Wild Visuals (TLF R12127) https://learningplace.eq.edu.au/cx/resources/items/ec08735c-b47c-9810-548b-0c08e91e031a/0/ViewIMS.jsp
Video - The lifecycle of a flowering and fruiting plant Video - Windows Live Movie Maker 2011: Make a slide show with pictures and AutoMovie themes (YouTube, Woodchuck Cinema) http://www.youtube.com/watch?v=Neyoapx_p7Y
Website - Always part of us: The socioeconomics of Indigenous customary use and management of dugong and marine turtles-a view from Bardi and Jawi sea country, WA KS 01 2009 (NAILSMA) https://www.nailsma.org.au/hub/resources/publication/always-part-us-socioeconomics-indigenous-customary-use-and-management.html
Website - Animal conservation (National Geographic) http://animals.nationalgeographic.com/animals/conservation/?source=NavAniPhoto
Website - bubbl.us (LKCollab, LLC) https://bubbl.us/
Website - Bugs Ed. (Stephen Monteith) http://www.bugsed.com/
Website - Contemporary practice resource: Science https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html
Website - Plant parts (Missouri Botanical Garden) http://www.mbgnet.net/bioplants/parts.html
Website - Protecting wildlife for a healthy planet (World Wildlife Fund) http://www.worldwildlife.org/species/index.html
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 31 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Unit Plan Section Resource Attachments*
Website - Richmond Birdwing Conservation Network (Richmond Birdwing Conservation Network) http://www.richmondbirdwing.org.au
Website - Time lapse (NeoK12 Education) http://www.neok12.com/Time-Lapse-Videos.htm
Assessment Planner - Mapping life cycles and relationships
Assessment task - Sci_Y04_U2_AT_MapLifeCycRel.docx
Assessment task - Sci_Y04_U2_AT_MR_MapLifeCycRel.docx
Assessment task - Sci_Y04_U2_AT_SH_MapLifeCycRel.docx
Assessment task - Sci_Y04_U2_AT_TN_MapLifeCycRel.docx
Assessment Assessment task - Mapping life cycles and relationships
Assessment task - Mapping life cycles and relationships: Model response
Assessment task - Mapping life cycles and relationships: Student resource
Assessment task - Mapping life cycles and relationships: Teaching notes
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 32 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Assessment
Assessment Task – Marking guide
AssessmentTask Name
Mapping life cycles and relationships (Yr 04)Type Research
Date
Description Students understand how relationships of living things impact on their life cycle. Students describe situations when science is used to understand the effect of actions, and organise and communicate findings.
Learning Area Science
Science understanding Science as a human endeavour Science inquiry skills
Describe relationships that assist the survival of living things and sequences key stages in the life cycle of a plant or animal.
Identify when science is used to understand the effect of their actions.
Use formal and informal ways to communicate their findings.
A ◄ Describes how a relationship impacts on the life cycle. ◄ Explains reasons for actions taken using science
understanding. ◄ Uses accurate scientific language and representations.
B ◄ Explains the stages of development in the life cycle. ◄ Describes actions improving the survival of the
animal or plant and provides reasons. ◄ Uses scientific language and representations.
C ◄Describes relationships that assist the survival of living things.Sequences key stages in a life cycle.
◄ Identifies actions being implemented by humans to protect the animal or plant. ◄ Uses formal and informal ways to communicate
their findings.
D ◄ Identifies something in the environment that assists or hinders the survival of a living thing. ◄ Identifies an action taken to try and protect the
animal or plant. ◄ Uses drawings and everyday language.
E ◄ Identifies a stage in a life cycle. ◄ States an action taken. ◄ Uses fragmented language.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 33 of 34
Unit Plan Plan Name: Unit 2 - ScienceYear 4 (V8)
Year: 4Learning Areas/Subjects: Science
Duration: 10 Weeks
Acknowledgement, Disclaimer and Copyright
Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.
These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].
Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,
ACARA does not endorse or verify that:
The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.
You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.
Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).
Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.
Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.
This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.
This publication is not part of NEALS.
Written requests for permission should be addressed to the:
Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 34 of 34
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