Stage 3 Science and Technology
A Change for the Better :
Inheritance and environment
Stage 3 Foundation Statement
Students independently develop questions for scientific investigation, conduct scientific
investigations based on fair testing and collect, record and analyse the resulting data. They
identify trends in data, evaluate findings and prepare possible explanations. Students use, select
and evaluate equipment, computer-based technology and other resources to meet the requirements
and constraints of investigations.
Students independently plan, implement and manage the design process and evaluate the results
using design criteria. They consider the implications of design and production in relation to
environmental, aesthetic, cultural, ethical safety and functional factors. Students select, safely
use and evaluate equipment, computer-cased technology and other resources to meet the
requirements ad constraints of design tasks.
Students identify, describe and evaluate interdependent relationships between living things and
the environment within ecosystems. They identify and describe various sources, forms, uses,
transfers and changes in forms of energy. Students explore how natural forces and human
interaction cause changes to the Earth over time. They recognise that the Earth is the source of
most materials, and resources must be managed for sustainability.
Students recognise that built environments are systems created to meet the needs and
requirements of people and communities. They identify techniques used to engage audiences and
convey meaning when creating information products. Students explain how production processes
have changed over time and model systems used to manufacture products and provide services.
Links to other KLA’s
English
Discussing the purpose and audience for oral reports. Role playing a range of oral languages techniques.
Mathematics
Developing and practising a range of measurement skills.
Human Society and its Environment
Researching the environment of particular cultural groups.
Personal Development, Health and Physical Education
Exploring growth and development – human reproduction cycle.
Creative and Practical Arts
Drawing animals and plants from direct observation at various stages of development. Developing a sequence
of annotated drawings.
Outcomes – Learning Processes
Investigating
INV S3.7
Conducts their own
investigations and makes
judgments based on the
results of observing,
questioning, planning,
predicting, testing, collecting,
recording and analysing data,
and drawing conclusions.
Designing and Making
DM S3.8
Develops and resolves a
design task by planning,
implementing, managing and
evaluating design processes.
Using Technology
UT S3.9
Evaluates, selects and uses a
range of equipment,
computer-based technology,
materials and other resources
to meet the requirements and
constraints of investigating
and designing tasks.
Outcomes and Indicators
LT S3.3 : Identifies, describes and evaluates the interactions between living things and their
effects on the environment.
Indicators
• Devises a presentation for younger students on the likely impact of removing one form of life
from a food chain.
• Devises and implements a means of comparing physical characteristics (eg eye colour) of a family
over three generations and presents findings.
• Predicts outcomes of seed growth tests, undertakes tests, documents findings and shares
conclusions
• Undertakes a detailed observation of an insect colony, develops questions and plans
nondestructive tests to collect more data
• Plans and manages the construction of a bush food/vegetable garden, identifying and resolving
the need for funds and expert advice
• Develops a detailed plan to conserve or improve a local nature reserve/park using a simple scale,
symbols and annotations
• Uses a water testing device to check the water pollution level in a local waterway and discusses
findings, eg with an expert
• Selects the most appropriate medium to record and investigate local plants used by an Aboriginal
community
• Prepares arguments about the potential effects of a new technology on living things after viewing
a newsclip, eg the bionic ear.


Resources
Family Photos (Teachers)
Excel, PowerPoint and
computer programs.
Assessment
Eduweb
Summative Evaluation
Learning Experiences
Week/ s
Week 1
Weeks 2 –3
Learning Experiences
Unit Introduction.
 What do we already know about Inheritance and
Environment? Brainstorm using mind map, etc.
 Share a story, visual text, sites on the Internet
based on the Unit to build up background knowledge.
Encourage children to share what they already know
about the unit with others.
 What are our Outcomes? What do we hope to learn
by the conclusion of the Unit?
 Title Page.
Exploring Inherited Characteristics in People.
 Share your own family photos with children building
a small family tree as you go. Encourage children to
discuss similarities / differences. Discuss with
children what you are looking for in this lesson, eg “
The outcome of this lesson is for us to explore our
own inherited characteristics”.
 Children create their own “family tree” highlighting
significant inherited characteristics within their
family. Children can sketch, write, record in any way
they wish.
 Sharing circle – Children form groups to discuss
Date
Weeks 4-5
what they have found and what they have learned.
 As a class, design a spreadsheet of the areas that
children display inherited characteristics, hair
colour, eye colour, etc.
 Using PowerPoint, children write their own report
based on their findings and present it to the class.
 Using the spreadsheet, generate a variety of
different graphs depicting the results of the class.
Discuss and display.
Exploring Inherited Characteristics in Animals.
 Observe characteristics of animals that are passed
on to each generation, eg skin/fur colour, size,
features. Research how the characteristics of
domestic animals have been changed by people, eg
breeding beef cattle, merino sheep to maximise wool
yields, breeding dogs and cats to meet particular
criteria.
 Generalise about the passing on of information from
parent to offspring. Predict outcomes of substitute
parenting. Discuss what will grow if a tomato seed is
planted. Why? What will hatch if a duck sits on a
chicken’s egg? Why?
Week 6
Revision and Catch Up
Weeks 7-8
Investigate how species of plants and animals are suited
to their environment.
 Plan an excursion or invite an Education Officer in
from the Zoo or Wildlife Parks. Identify the
specific characteristics of given animals, eg
kangaroos have large back legs, eat grass etc,
possums have long claws, large eyes, dark fur, are
nocturnal. Include physical features, habits, food,
behaviour.
 Research the characteristics of environments, eg
desert, savannah, alpine, marine, jungle. Include
vegetation, colours, landforms, climate, availability
of water. Match animals to their native environment.
 Identify features that make them particularly
suited to their environment, eg kangaroos’ fur colour
blends with soil or vegetation colour, largely inactive
in heat of day etc. Note similarities and differences



Week 9
between species in a specific habitat. Suggest
reasons for these.
Research the relationship between species, eg food
webs and chains, competing for similar food source
etc. Case study a particular species. Prepare a
report (PowerPoint, Eduweb) detailing how it fits
into its environment and satisfies its needs.
Visit a botanic garden to observe plants growing in a
specific environment. Include a lesson with an
education officer. Observe plants that are found in
particular areas, eg arid, mangroves, rainforest,
temperate. Identify characteristics common to each
habitat, include leaf type and size, fruit, seed pods,
flowers, plant size etc. Research how characteristics
may aid the plant’s survival in that area. Make
generalisations about plants from different habitats.
Observe other examples and predict where the
plants come from. Give reasons for predictions.
Research to test predictions.
Design a model to illustrate how animals are suited to a
particular environment.
 Children have the choice of creating their models
individually or in small groups. Include initial
sketches, organisation of materials and tools, final
construction and presentation. Using information
gained through investigations identify the features
and behaviours of selected animal(s). List physical
characteristics of their environments to be included.
Explore appropriate materials to be used for animal
models and for background setting. Consider how
well they can be moulded, coloured/decorated etc.
Consider how the model may be made to demonstrate
the relationship between the animals and their
environment, eg animals moving from one area to
another to demonstrate camouflage. Present findings
to class.
Week 10


Revision
Reflect on the mind map, etc from Week 1 and now in
another colour add what else the class has learnt on
this topic.
Evaluate unit and allow time for children to reflect
over their work and to summarise in their own words
what their greatest think they learnt during the
unit.