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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 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.




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)




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)




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)




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




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




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.




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.




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




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




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.


Lesson 2

Investigating the effect of environmental factors on survival


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


Lesson 3

Stages of development of living things


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





Duration: 10 Weeks




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.


Lesson 4

Life cycles of plants


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.


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





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.


Lesson 5

Life cycles of animals


Understand that animal life cycles follow stages of development. Understand that animal life cycles are diverse.


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/





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 6-7

The impact of non-living environmental factors


Understand how environmental factors influence living things within habitats.


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.)





Duration: 10 Weeks

Teaching Sequence




Lesson 8

Studying relationships between plants and animals


Understand interactions and relationships between living things within a habitat.


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






Duration: 10 Weeks

Teaching Sequence




Lesson 9

Investigating relationships in habitats


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/






Duration: 10 Weeks

Teaching Sequence




Lesson 10

Exploring relationships between plants, animals and humans


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.


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





Duration: 10 Weeks

Teaching Sequence




Lesson 11

Representing relationships which affect the life cycle of a living thing


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.


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



Website - Richmond Birdwing Conservation Network (Richmond Birdwing Conservation Network) http://www.richmondbirdwing.org.au





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.


Lesson 12

Comparing and contrasting life cycles


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.)





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 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







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.


Lesson 17

Exploring endangered species in the Asia and Pacific regions


Understand how human actions have negative and positive impacts on endangered species.


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


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





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.


Lesson 18

Researching Australian endangered animals


Understand how Aboriginal peoples and Torres Strait Islander peoples are working with others to improve the endangered status of dugongs and marine turtle species.


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





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 19-20

Compiling information from investigations


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





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


Sequence - Delving into life cycles Lesson plan - Sci_Y04_U2_LP04.docx


Sequence - Examining relationships of living things

Lesson plan - Sci_Y04_U2_LP06_07.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



Sequence - Producing a digital product Lesson plan - Sci_Y04_U2_LP19_20.docx




Duration: 10 Weeks


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 - 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




Duration: 10 Weeks


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




Duration: 10 Weeks


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




Duration: 10 Weeks


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 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




Duration: 10 Weeks


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




Duration: 10 Weeks


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




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.




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


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