Stage 1 Science Unit Living Worlds

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Stage 1 Science & Technology Unit
ODD Years
Outcomes:
Students will:
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observes, questions and collects data to communicate and
compare ideas ST1-1WS-S
uses materials, tools and equipment to develop solutions for a
need or opportunity ST1-2DP-T
describes observable features of living things and their
environments ST1-4LW-S
identifies how plants and animals are used for food and fibre
products ST1-5LW-T
Element: Living World – Help it Grow!
Inquiry Questions:
What are the external features of living things?
How can we improve a local environment to encourage living things to thrive?
How do living things change as they grow?
Focus question:
How do humans use plants and animals?
Skill FOCUS
Working Scientifically
Planning and conducting investigations
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explore and answer questions through participation in guided scientific investigations (ACSIS025, ACSIS038)
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collect data from observations
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record observations accurately and honestly using observational drawings, labelling, informal measurements and digital technologies (ACSIS026, ACSIS039)
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compare observations with those of others (ACSIS041, ACSIS213)
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develop collaboration skills to effectively conduct investigations
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make safe choices when using materials and equipment
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Processing and analysing data
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use a range of methods to sort and collate information
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represent information using drawings and simple tables, including digital representation methods (ACSIS027, ACSIS040)
Design and Production
Researching and planning
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generate ideas for design solutions for a defined purpose
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consider sustainable use of resources in planning design solutions
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develop design ideas in response to defined brief
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record design ideas using labelled and annotated drawings including simple digital graphic representations (ACTDEP006)
Producing and implementing
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effectively manage a variety of tools
manipulate a range of materials for a purpose
consider safety, sustainability and time constraints when producing solutions (ACTDEP007)
segment and sequence steps for making designed solutions
collaborate to develop designed solutions
perform strategic roles within a group to solve a problem (ACTDEP009)
Term 1
Week
Content
2 &3
Start of by splitting the class into four groups. To split them up, hand out pictures to
each student and they will have to sort themselves using their picture. There will be
four groups:
Students will describe the external
features of a variety of living things
(ACSSU017)
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identify and group plants
and animals using their
external features, for
example:
− native and introduced plants and
animals
− worms, insects, fish, reptiles,
birds and mammals
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Native plants
Introduced plants
Native animals
Introduced animals
Resources
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Class set of pictures x 2
Individual science journals
Class display charts labelled native and
introduced plants and another native and
introduced animals
Native Animals will be in one corner, introduced animals in another corner, then native
plants and introduced plants in the other corners. Using the picture they have been
given students will draw and label parts of the plant or animal in their science journal
as they know it, in their science journal without teacher assistance.
Students will attempt to categorise animals under the headings:
 Worms
 Insects
 Fish
 Reptiles
 Birds
 Mammals.
In groups students will research as much information as they can about one of those
categories and present their findings to the rest of the class.
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Students will attempt to categorise plants under the headings:
 Mosses - small plants with simple leaves or leaf-like shape
 Ferns
 Conifers - larger plants, mostly "evergreen" trees. ...
 Flowering plants - many plants, varying in size from small herbs to large trees
In groups students will research as much information as they can about one of those
categories and present their findings to the rest of the class.
4&5
Students will identify that living
things live in different places that
suit their needs (ACSSU211)
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design and produce an
environment to cater for
the needs of a living thing,
for example:
− encourage the growth of a plant,
In groups of 4 students will design and produce an environment to cater for the needs
of a living thing. They can choose one of the following:
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Encourage the growth of a plant eg. Greenhouses, Hydroponics
Encourage the return of a living thing to a local habitat
Explicitly teach the design brief that they will need to follow. Explain that all their work
will be shown in their science journal.
Pictures that may help generate ideas
Evaluation
eg greenhouses, hydroponics
− encourage the return of a living
thing to a local habitat
6
Students will recognise that people
use science and technology in their
daily lives, including when caring
for their environment and living
things (ACSHE022, ACSHE035)
Brainstorm all of the ways that science and technology helps to improve our lives. For
example Science is important because it influences most aspects of everyday life. It
helps make better: food, energy, medicine, transportation, leisure activities etc. It can
also help improve our lives by making better: Buildings/ houses, paving roads, growing
crops and curing illness. These all depend on technology. There are many products of
technology and it depends on the people who use it for the welfare of society and
environment or as a tool for destruction.
In pairs ask students to think of ways that science and technology helps to care for the
environment. eg, reducing the impact of global warming, helping in adapting to
climate change, cleaning up polluted areas and taking care of our own health (allow 15
minutes) Students will share their ideas.
Individually students will choose one improvement that has helped the environment
either for plants or animals and design a poster showing how science and technology
has helped care for that environment.
7
Students will explore how living
things grow, change and have
offspring similar to themselves
(ACSSU030)
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record the changes in
growth of a common plant
or animal, using uniform
informal units and
appropriate technologies
In groups, students will grow a variety of vegetables such as:
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Cucumbers
Beetroots
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Tomatoes
Shallots
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Beans
Baby Carrots
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Zucchini
Sunflowers
 Eggplant
Each students will keep a ‘Scientific Diary’ every day to record changes in the plant
(including none) They should make reference to height, shape, colour etc. When the
plant has reproduced, harvest the fruit and make a snack or meal with the produced
you have grown. Students will also record that in their ‘Scientific Journal’
https://www.youtube.com/watch?v=Yxs7P7LWzDg
These may be useful?
https://study.com/academy/lesson/environmentalchallenges-due-to-scientific-technologicaladvances.html
https://www.youtube.com/watch?v=V0lQ3ljjl40
https://study.com/academy/lesson/how-sciencetechnology-can-be-used-to-solve-societyproblems.html
https://www.youtube.com/watch?v=0zPcR7wgh0c
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Science Journal
Large garden pots
Mushroom compost
Cucumbers
Tomatoes
Beans
Zucchini
Eggplant
Beetroots
Shallots
Baby Carrots
Sunflowers
8&9
Students will identify some plants
and animals that are grown and
used for food production
(ACTDEK003)
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explore the plants and
animals used in
customary practices of
Aboriginal and Torres
Strait Islander Peoples
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explore the tools,
equipment and
techniques used to
prepare food safely and
hygienically for healthy
eating
Discuss the term ‘Farming or Agriculture’
Definition 1: an area of land, along with buildings and equipment, used to grow crops
or raise animals for food or clothing.
Definition 2: an area of land or water used to raise certain kinds of crops or animals.
Agriculture is another word for farming. It includes both growing and harvesting
crops and raising animals, or livestock. Agriculture provides the food and many raw
materials that humans need to survive.
In groups students will discuss the following questions and record their answers in
their science journal.
Why do we need to farm plants and animals?
What would happen if we didn’t have farms for these foods?
How did Aboriginals survive or have enough food? Did they have farms?
What do you think we can do to make sure we have enough food for the future?
Where our food comes from?
http://www.abc.net.au/btn/classroom/foodsource/10525030
Egg Farms
https://www.youtube.com/watch?v=n0iApxaoJLI
Trout Farm
https://www.youtube.com/watch?v=OB6uzySbEjQ
Sustainable Foods
https://www.youtube.com/watch?v=pqjHT8MFSow
Aboriginal Timeless Hunters 1991 (up to 5:35)
https://www.youtube.com/watch?v=5FjlUm1p0VU
Ask each group to share their responses with the rest of the class then show them
some pictures or videos of Aboriginal traditions on food sustainability.
10
Students will investigate ways
people use scientific and
technological knowledge and skills
to sustainably grow plants and
animals to produce fibre for
clothing and/or shelter.
Take the class to our Bush Tucker Garden (near the play equipment) and discuss the
plants that are there and the food that will eventually grow. Students take a photo of
one of the plants they are interested in and then draw the plant. Students will research
that plant to gather as much information as possible . All information including the
drawing will be done in their science journal.
During this week’s activity you will need to make sure you are sensitive to cultural
beliefs about some foods and animals.
1.
After viewing some of the videos, students will design solutions to a
potential problem on a farm related to either a plant or animal. They
will need to investigate and describe how:
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that food and fibre is grown and used
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they will generate their design ideas for a farm environment and
communicating them in simple drawings or on an iPad
they can safely use tools and materials to make a healthy snack with the
particular food they have chosen
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and show how they will evaluate their ideas and solutions.
2. After viewing some of the videos, students will design solutions to a
potential problem on a farm related to either a plant or animal
product. They will need to investigate and describe how:
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that plant or animal is farmed.
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they will generate their design ideas for a farm environment and
communicating them in simple drawings or on an iPad
they can safely use tools and materials to make a shelter with that product
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and show how they will evaluate their ideas and solutions.
https://www.youtube.com/watch?v=SY13d2YYvRM
https://www.youtube.com/watch?v=0tOoBb3dzy4
Sustainable Farming
https://www.youtube.com/watch?v=bbci7wMuQWM
How is linen made?
https://www.youtube.com/watch?v=LNDbINF6Vew
Cotton farms
https://www.youtube.com/watch?v=0hoHvN289Xs
Silk
https://www.youtube.com/watch?v=b8rX5DRusNI
Fibre to fabric (Wool)
https://www.youtube.com/watch?v=3UnMBDsZJW8
Llama Fibre
https://www.youtube.com/watch?v=LdPhgwY8cds
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