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Living Things
Rationale:
The unit aims to have the students explore a variety of living things and the ways that they grow and change over
their life spans. Students need to understand that although a developmental pattern is predictable, each living
thing has a somewhat unique sequence of life stages. They can therefore gain appreciation for the diversity
amongst all the living things that surround them (Primary Connections; Watch it Grow, 2007).
The unit has been formed for conceptual development using the 5E framework approach, following the
sequence of engage, explore, explain, elaborate and evaluate (Hoskins, 2013). Each phase contributes to
developing students with better attitudes, skills, and scientific and technical knowledge (Skamp 2015, p. 204).
The unit incorporates a variety of learning experiences scaffolded by the teacher, exploring the concept of living
things and the changes they go through as they grow. Students are encouraged to work collaboratively and
construct explanations for the scientific concepts together, surrounding the common experiences they are
provided during class (Skamp 2015, p. 204).
3. What concepts about SCIENCE AS A HUMAN ENDEAVOUR do I want the students to demonstrate
understanding about?
It is expected that the students will demonstrate an understanding of why life and growth are related to science.
They will understand that observation and experiences contribute majorly to our understandings in science.
Furthermore, that having good science knowledge (particularly about growth and life cycles) contributes to a
better understanding of our life, experiences and the life surrounding us.
1. How well did I provide the students with a variety of living things growth and changes? Was the variety
too wide for the students to gain an in depth understanding?
2. Did the students have enough opportunity to develop their science inquiry skills? How was this
apparent? Were the assessment pieces a true representation of the students’ learning throughout the
whole unit?
EXPLORE
Links to Learning Activity Resources
Let’s go Searching!
S(U)
Living things grow, Prompt discussion surrounding ‘What living things are in the -iPads/ cameras
change and have school yard?’ -Paper/ books
offspring similar to Guide students to begin talking about the growth and the to record in
themselves ACSSU030 changes these living things may go through -Pencils
Recognising Explain the task of searching for these living things in the
that living school yard with focus on looking for similar living things at
things have different stages of their lives, provide an example
predictable Discuss the possible ways to record the findings eg. Photos,
characteristics drawings, writing observation notes in a table
at different Form small groups of 3-5 students
stages of Explore the school grounds recording results
development - Could include eggs/birds, plantlings/plants/trees,
caterpillars/butterflies/moths, slaters, spiders
S(I) Share results as a class, students can compare their images
and discuss the similarities and differences between each
QUESTIONING AND
living thing
PREDICTING
PLANNING AND CLASS ANIMAL
CONDUCTING Introduce the class animals; TADPOLES -Tadpoles
PROCESSING AND -have between 5-15 tadpoles to allow students to see the -Tank set ups
ANALYSING DATA AND differences that occur between the same species (Skamp, -Food (fish
INFORMATION 2015, p. 245) food/prepared
EVALUATING -Have tadpoles that are larger and therefore closer to vegetables)
turning into froglets; takes around 6 weeks (RSPCA, 2016)
S(HE) -Divide the tadpoles equally between two tanks -Care
Science involves -Label the tanks ‘Fish food’ and ‘Vegetables’ instructions
observing, asking Describe how each student will keep a journal of the -Journals
questions about, and tadpoles’ growth -iPads for
describing changes in, Explain the two different conditions photos
objects and events As a class, students fill in their ‘investigation planner’ which Tadpole books;
ACSHE034 will be stuck in the front of their journal (Appendix 2) -999 Tadpoles
Students will make their journal entries every morning by Ken Kimura
Read a book about a tadpole; this can link in to the literacy -From tadpole
English/Literacy
block to frog by
-Reading
Allow each student to record in their preferred way, Wendy Pfeffer
choosing from the different recording methods used -Tadpole’s
Maths/Numeracy previously Promise by
-counting when Allow different students to feed the tadpoles each day Jeanne Willis
observing (create a feeding schedule)
Order my life
Present students with images of different living things at -Multiple sets of
S(I) different stages of lives eg. Butterfly, bird, frog, bird, dog, images
QUESTIONING AND ladybird, apple tree, pumpkin & human.
PREDICTING - One set of all images per table group (3-5 students)
- Include/substitute in pictures that the students took in
PLANNING AND the Explore – ‘Let’s go searching activity’
CONDUCTING - Include any living things the students may have shown
interest in through their questions or PK activity
- Images should be labelled to introduce new words such
PROCESSING AND as maggots or cocoon
ANALYSING DATA AND Allow students time to discuss and collaboratively place
INFORMATION each of the life cycles in what they think is the correct order
Support and encourage student discussion in each group
EVALUATING - Use prompts such as ‘Where have you seen this?’, ‘Why
do you think this belongs there?’, ‘How do you think this
changes into that?’
S(U) As a whole class sort the life cycles discussing each of the
Living things grow, changes that occur
change and have Introduce the concept of a life cycle
offspring similar to
Ensure the students understand that not all living things
themselves ACSSU030
make it the whole way through the lifecycle (Skamp, 2015,
Recognising p. 245)
that living - Use frogs as an example, ‘of the 50 eggs that the mother
things have frog had, only 20 hatched. What could have happened
predictable to the others?’
characteristics
Clarify any misconceptions that were shown by students
at different
during the activity
stages of
- Through further discussion, or use of a story book or
development
YouTube video
Display the correct orders (linear or in life cycle format) in
the classroom for the remainder of the unit
CHARADES
Allocate each group an animal/living thing
Allow 5 minutes for students to work out the actions they
want to use
Provide any assistance where needed
Have children seated on the floor
Each group has a chance to act out their life cycle
The other students will guess what living thing it is and name
each of the stages of growth
ELABORATE
Links to Learning Activity Resources
Experiment
S(I) When the tadpoles were introduced students created -Student
predictions on what would happen to the tadpoles if they journals
are fed different foods? -iPads
PROCESSING AND Allow students to look through their journals to reflect on -iMovie app
ANALYSING DATA AND their observations (Pennington, 2008) -Whiteboard or
INFORMATION
Ask students how we could sort our data, ‘What different smartboard
stages?’
EVALUATING Collaboratively create a table for the data on the board with
the students (somewhat like appendix 4)
Fill in the first row as a class for an example
S(HE)
Allow students to attempt to recreate and fill in the rest of
Science involves
the table in their journal
observing, asking
Each student then individually forms their own conclusion
questions about, and
Prompt students through questioning, ‘why do you think
describing changes in,
these were the results?’
objects and events
ACSHE034 Using iPads all students will record themselves explaining
the investigation, the results that were found and their
conclusion
Write the points needed in the videos on the board for
student reference
The students can understand that although all of the
tadpoles are the same and will eventually all become frogs,
their life cycles are not all in sync due to many factors, one
being the food they consume
EVALUATE
Links to Learning Activity Resources
English/Literacy
-Creative writing Create a story
-Can link in to the English
unit at the time -Pencils, textas,
Students will create a short story about a tadpole’s life
-Craft
S(U) In the story they must show the tadpole at its different life
equipment
Recognising that living stages up to death
-Paper
things have predictable They must also include at least one other living thing,
characteristics at -Laptops
showing changes that occur to both
different stages of -Task sheet
Give students a criteria sheet to follow (Appendix 5)
development (Appendix 5)
Students will be given a laptop to write their story with -Contributes to
Once their story is complete they will print it and can then the summative
add some drawings/ decorations assessment
(Appendix 6)
Teacher Resources/Reference List
Australian Academy of Science Education 2007, Primary Connections: Curriculum Corporation of Australia, Watch
it Grow, Canberra. www.primaryscience.com.au
Australian Curriculum, Assessment and Reporting Authority [ACARA}] 2017, The Australian Curriculum;
foundation to year 10; Science
Hewson, MG & Hewson, PW 2003, 'Effect of Instruction Using Students' Prior Knowledge and Conceptual Change
Strategies on Science Learning', Journal of Research in Science Teaching, vol. 40, pp. S86-S98.
Hoskins, P 2013, 'Maximising Students' Progress and Engagement in Science through the Use of the Biological
Sciences Curriculum Study (BSCS) 5E Instructional Model', School Science Review, vol. 94, no. 349, pp. 117-126.
Pennington, B (2008) Life and Living, Ages 8–10: Hands-on Science Experiments for the Classroom, MacMillan
Education Australia
Skamp, K 2015, Teaching primary science constructively, 5th edition, Cengage Learning Australia Pty. Ltd.,
Australia
APPENDIX 1:
Prior Knowledge Worksheet
APPENDIX 2:
Investigation sheet
Our Investigation:
What will happen to the growth of our tadpoles when we
feed them different foods?
We will change:
We will observe:
I predict that:
My observations:
DAY 1:
Fish Food Tadpoles Vegetable Tadpoles
APPENDIX 3:
How have I grown activity
SIMILARITIES - DIFFERENCES -
HOW AM I THE SAME? HOW HAVE CHANGED?
APPENDIX 4:
Data table
Number of days
STAGE
FISH FOOD VEGETABLES
Tadpole
Tadpole with
back legs
Tadpole with
all legs
Froglet
Frog
Total number of tadpoles that turned into frogs:
My conclusion is….
APPENDIX 5:
Task sheet
Dear Author,
I would love for you to write a story about me.
The story should;
Show my whole life cycle (from egg to death).
Give me 1 or more friends who are not tadpoles
(choose another living thing we have explored).
Show my friend/s growing and changing too.
Use some of the language we have discovered on
our word wall.
Could also add criteria linking into the
literacy topic at the time.
Yours Sincerely, Tadpole.
APPENDIX 6:
Summative Assessment Rubric
Tad more Developing Frogtastic