PRIMARY SCIENCE FORWARD PLANNING

DOCUMENT
Shannon Watts 20162756

UNIVERSITY OF NOTRE DAME

EDUC3221
SHANNON WATTS 20162756 SCIENCE FORWARD PLANNING DOCUMENTS
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Overview of the Science Forward Planning Document

Outline of the Forward Planning Document

TEACHER: Shannon Watts YEAR LEVEL: TWO (2)
LEARNING AREA: Science TOPIC / UNIT TITLE: Biological Sciences
YEAR: 2019 TERMS / WEEKS: Term 2: Weeks 1-5
Week 1-5 Outline:
WEEK ONE: ENGAGE WEEK TWO: EXPLORE WEEK THREE: EXPLAIN WEEK FOUR: ELABORATE WEEK FIVE: EVALUATE
Beans for Jack! How do things grow? Soil Investigation Jack and the Beanstalk Designing a Support
This lesson encourages the students to think about This lesson encourages the students to share their This lesson is focused on the students investigating The purpose of this lesson is for the students to This lesson encourages the students to consider
what living things require to grow. The students observations about the jar investigation (previous a soil environment in order to develop their overall apply their knowledge about what plants need the different materials for a support for Jack’s
consider the needs of living things, in this case the lesson) in order to determine the importance of understanding about what living things need in (soil, light, water and oxygen) to grow their own Beanstalk (from the previous lesson). The students
seeds. light and water for living things to grown. order to survive. beanstalk. This knowledge should come directly are to select these according to their own purpose.
from the discussions and observations made in the Prior to this lesson, the educator should encourage
classroom. Students are introduced to the concept the students to locate their own images,
of recording scientific observations and using demonstrating the different ways beanstalks can
informal measures to record their data. grow.

SAFETY CONSIDERATIONS
 Ensuring the students’ do not
consume the seeds and cotton balls
 Ensuring the students are provided
with plastic cups.
 Ensuring the students don’t throw
the materials (use the scooper).
 Send a note home to ensure there is
non-poisonous.
SAFETY CONSIDERATIONS
 Ensure the students access
appropriate websites to when using
to their iPads.
 Ensure there is appropriate
discussion between the students’
 Ensure there is positive interactions.
 Ensuring the students are within
direct eye contact when using the
internet.
SAFETY CONSIDERATIONS
 Ensure the students do not consume
any of the plant and soil materials.
 Get the students to wash their hands
before and after handling the plants,
seeds and any other material.
 Ensure this activity is confined to one
space indoors or outdoors.
SAFETY CONSIDERATIONS
 Ensure the students wash their hands
before and after handling the
materials.
 Ensure the environmental material
remains in the designated area.
 Ensure the educator distributes the
water among each student.
SAFETY CONSIDERATIONS
 Ensuring the students have
appropriate iPad use.
 Ensuring the scissors are not left on
the floor.
 Ensuring there is enough materials
for each child to avoid sharing issues.
 Ensure students are within direct eye
contact when using the internet.

AUSTRALIAN CURRICULUM General Capabilities:

Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Competence Intercultural Understanding

Early Years’ Learning Framework:

Outcome Two Outcome Four Outcome Five

2.4 Children become socially responsible and show respect for the environment. 4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, 5.1 Children interact verbally and non-verbally with others for a range of purposes.

creativity, commitment, enthusiasm, persistence, imagination and reflexivity.
4.2 Children develop a range of skills and processes such as problem solving, inquiry,
experimentation, hypothesising, researching and investigating.
5.3 Children express ideas and make meaning using a range of media.
5.5 Children use information and communication technologies to access information,
investigate ideas and represent their thinking.

4.3 Children resource their own learning through connecting with people, place, technologies,
and natural and processed materials.

Content Descriptors:
Science Understanding Science as a Human Endeavour Science Inquiry Skills
Living things grow, change and have offspring similar to themselves. ACSSU030 Science involves observing, asking questions about, and describing changes in, objects Compare observations with those of others. ACSIS213
and events. ACSHE021
Use informal measurements to collect and record observations, using digital
Different materials can be combined for a particular purpose. ACSSU031 technologies as appropriate. ACSIS026

SHANNON WATTS 20162756 SCIENCE FORWARD PLANNING DOCUMENTS

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Integration Map into Other Learning Areas
Visual Arts
Within the early years, it is vital that students are
provided with opportunities to express their own
creative ways of expressing their ideas and
thoughts. The following lessons allow for the basic
foundation of this as the students are required to
take images, draw diagrams or pictures to support
their investigations of the plant and soil materials.
Create and display artworks to communicate ideas
to an audience. ACAVAM108
Use and experiment with different materials,
techniques, technologies and processes to make
artworks. ACAVAM107
Humanities and Social Sciences
These lessons relate to HASS as the students are
2 required to record their observations of the
beans into a labelled diagram. This is allowing
the students to reflect on their learning to
suggest ways to care for places and things of
particular significance.
Sort and record information and data, including
location, in tables and on plans and labelled
maps. ACHASSI035
SHANNON WATTS 20162756
Digital Technologies
Students require an understanding of how
Digital Technologies are used to create visual
representations of information. Using the iPads
as a foundation of this, the students can use
online collaboration tools such as wiki or Google
docs, to plan and create their pic collage.
Students need to be taught the skills of
collaborating online through various programs.
Collect, explore and sort data, and use digital systems
to present the data creatively. ACTDIP003
Recognise and explore patterns in data and represent
data as pictures, symbols and diagrams. ACTDIK002
elements as they move through their schooling. Within
the forward planning document to follow, the students
SCIENCE YEAR 2
based off the children’s literature book of “Jack and the
BIOLOGICAL SCIENCES
Living things grow, change and
have offspring similar to
themselves. ACSSU030
Mathematics
An important element of mathematics, is the
application aspect. During the lessons, students are
to investigate a soil environment and participate in
a jar investigation. This can lead on to a maths
lesson about the capacity of measuring (volume
and capacity) materials that are required to
assistant plants to survive.
Compare and order several shapes and objects
based on length, area, volume and capacity using
appropriate uniform informal units. ACMMG037
English
Students require an understanding of all English
have a significant amount of opportunities to
demonstrate verbal and written language skills that is
Beanstalk”
This is demonstrated through opportunities for
questioning, discussions, diagrams, activity cards and
researching.
Understand that spoken, visual and written forms of
language are different modes of communication with
different features an their use varies according to the
audience, purpose, context and cultural background.
ACELA1460
Innovate on familiar texts by experimenting with
character, setting
SCIENCE or plot.
FORWARD ACELT1833
PLANNING DOCUMENTS
3

TERM/WEEKS: 5 Weeks
General Capabilities:
Literacy Numeracy
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures
WEEK/ AUSTRALIAN CURRICULUM
LESSON LINKS
SCIENCE UNDERSTANDING
Living things grow, change and
have offspring similar to
themselves. ACSSU030
Different materials can be
Lesson 1: Beans for Jack!
combined for a particular
purpose. ACSSU031
SCIENCE AS THE HUMAN
ENDEAVOUR
Science involves observing,
asking questions about, and
describing changes in, objects
and events. ACSHE021
SHANNON WATTS 20162756
FORWARD PLANNING DOCUMENT
YEAR LEVEL: TWO LEARNING AREA/TOPIC: Science – Biological Sciences
AUSTRALIAN CURRICULUM
ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Asia and Australia’s engagement with Asia Sustainability
SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
As a result of this lesson Authentic Assessment This lesson encourages the students to think about what living Discussion http://learnenglishk
the students will be able (photographs) and things require to grow. The students consider the needs of living Questions ids.britishcouncil.or
to: Diagnostic things, in this case the seeds. g/en/short-
Assessment (checklist) Introduction: Introducing the task and Demonstrating the Activity stories/jack-and-
What do you the-beanstalk
Identify that objects are Work Samples To initiate the lesson, the educator will get the students settled,
think plants need
made of materials that The educator will use followed by an outline of the lesson. to grow? How do
have observable the iPads to take  As a class, participate in the following animation on Jack we know? Glass Jar or Bottle
properties. photographs of the and the Beanstalk together
students as they are (http://learnenglishkids.britishcouncil.org/en/short-
completing the What do seeds Cotton Wool Balls
Follow a sequence of stories/jack-and-the-beanstalk).
investigation to need in order to
instructions to make and Next, the educator will set the scene by introducing the activity as
consolidate their grow?
justify their predictions “You are all explorers on your way to finding what is inside this Seeds
learning.
about the bean’s growth magic bean…etc” (the educator should incorporate this statement
How could we
stage. The students will be whilst holding the bean). Spray Bottle
find out if seeds
marked using a Procedure: Conducting the Activity
checklist and a scale need light or
For the purpose of the activity it has been divided into whole-class Water
of proficient, water to grow?
and small-group activity for the benefit of the students learning.
developing and not
WHOLE-CLASS ACTIVITY
proficient What do you Educator-prepared
The educator is to read or watch Jack and the Beanstalk. scaffolds
think the seeds
The educator accompanied with the students will hold a discussion: roots will look
 What do you think plants need to grow? How do we like? Laminating
know?
 What do seeds need in order to grow?
 How could we find out if seeds need light or water to Pens/pencils
grow?
SCIENCE FORWARD PLANNING DOCUMENTS
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 The students will be growing some of their own beans for Jack and What do you Key Word Cards
testing whether or not they need light to grow. think happens
(however, if time is limited, this initial bean investigation can be next? Sticky-tape
demonstrated by the educator rather than each team conducting
the investigation) What do you iPads
SMALL GROUP ACTIVITY think the seeds
The educator is to organise students into STEM teams of three. will look like in a
The students will then: few days?
 Lightly wet the cotton wool balls
 Place the bean seeds in the jars (educator: plastic cups for
the children) resting on the cotton wool balls
 Place one jar in a light place and one jar in a dark place
 Draw a diagram of their jars/plastic cups and label using
an educator-prepared scaffolds
 Spray some water on the beans every few days
Diversity: Extending, Enabling & Catering for Diversity
Extension: Students who require an extension to the activity, will
tasked with investigating other methods of planting the seeds.
Students will create a diagram to show the difference between the
current method and another method of their choice. This task will
also be given to students through prompt cards.
Enabling: Students who require assistance to access the content will
be given an educator demonstration on how to plant the seeds.
Students will be asked by the educator to use the same method to
determine their level of understanding.
(however, educator supervision is required at all times and prompt
cards may be implemented).
Conclusion: Consolidating the Students Learning
This is conducted in the form of a whole class reflection. The
educator will ask the students what they think they might see on
their seeds in a few days.
The educator is to explain to the students that their beans should
start to grow roots after a few days. This is called germination.
Followed by asking the students to think about the changes that
might take place in their investigation and to make initial
predictions.
 What do you think the seeds roots will look like?
 What do you think happens next?
 What do you think the seeds will look like in a few days?

SHANNON WATTS 20162756 SCIENCE FORWARD PLANNING DOCUMENTS

5

TERM/WEEKS: 5 Weeks
General Capabilities:
Literacy Numeracy
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures
WEEK/ AUSTRALIAN CURRICULUM
LESSON LINKS
SCIENCE UNDERSTANDING
Living things grow, change and
have offspring similar to
Lesson 2: How do things grow?
themselves. ACSSU030
SCIENCE AS THE HUMAN
ENDEAVOUR
Science involves observing,
asking questions about, and
describing changes in, objects
and events. ACSHE021
SCIENCE INQUIRY SKILLS
Compare observations with those
of others. ACSIS213
SHANNON WATTS 20162756
AUSTRALIAN CURRICULUM
FORWARD PLANNING DOCUMENT
YEAR LEVEL: TWO LEARNING AREA/TOPIC: Science – Biological Sciences
ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Asia and Australia’s engagement with Asia Sustainability
SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
As a result of this lesson Authentic Assessment This lesson encourages the students to share their observations about the Discussion Song: Doin’ it
the students will be able (photographs) and jar investigation (previous lesson) in order to determine the importance of Questions (making the garden
to: Diagnostic light and water for living things to grown. grow) by Justine
Assessment (Video Introduction: Introducing the task and Demonstrating the Activity Clarke
What things do
Diary and Checklist) To initiate the lesson the educator encourages the students to build upon http://www.abc.net
Identify that objects are their background knowledge about living things by reading a shared novel you know that go
made of materials that The educator will use up? .au/abcforkids/vide
and listening to a song.
have observable the iPads to take o/show.htm?show=
The educator initiates the activity by listening to Doin’ it’ (helping the garden
properties. photographs of the grow) by Justine Clarke.
JUSTINE-CLARKE-
What things go SONGS-TO-MAKE-
students as they are  After listening to the song, ask students to identify what helps
down? YOU-
completing the the garden to grow.
Explore their immediate With the activities to follow, the students will then relate to what they have SMILE&videoId=405
investigation to
surroundings by observed in their investigations to what is being presented in the book and What things go 7932
consolidate their
questioning, observing song. around?
learning.
and using their senses to Procedure: Conducting the Activity
communicate/share However, the Example novel: Up,
For the purpose of the activity it has been divided into whole-class and
their observations and students photograph small-group activity for the benefit of the students learning. What bugs would Down and Around
ideas. of their plants will also you like to have in by Katherine Ayres
SMALL GROUP ACTIVITY
be considered. your garden?
The students are to re-group into their STEM teams of three from the
The students Video previous lesson. Why? iPads
Diary will be marked The educator will then encourage the students to recall upon their
using a checklist and a predictions they made. Do you have a Discussion and
scale of proficient,  The students will look and or observe their specific plastic cups in garden at home? Questioning
developing and not the light and dark places of the classroom. If not do you
proficient They will then either take digital photos of what they have observed with
the iPads or draw labelled diagrams of their observations. Pens, Pencils, Paper
SCIENCE FORWARD PLANNING DOCUMENTS
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 Following on from this, in their teams, the students are to discuss what know anyone
changes they can see in their plastic cups and decide whether this is similar with a garden?
of different to their predictions.
WHOLE-CLASS ACTIVITY
What do you/they
The educator is to read or watch a video of Katherine Ayres’ Up, Down and
Around. grow in the
garden?
 It is important for the educator to focus the student’s attention
to the front cover of the book. A discussion is conducted with the
students about what they see. What would you
What things do you know that go up? grow if you had a
What things go down? garden?
What things go around?
What bugs would you like to have in your garden? Why?
Do you have a garden at home? If not, do you know anyone with What does a seed
a garden? What do you/they grow in the garden? need to grow into
What would you grow if you had your very own garden? a plant?
However, during the reading process, encourage the students to identify the
rhyme that is present.
Once the book has been read or watched to/by the students, more
What might stop
formalised questions can now be formed by the educator. This may include: our seeds from
 What does a seed need to grow into a plant?
growing?
 What might stop our seeds from growing?
 What did the characters in Up, Down and Around do to help their What did the
seeds grow? characters in up,
Diversity: Extending, Enabling & Catering for Diversity down and around
Extension: Students who require an extension to the activity, will be do to help their
provided with a home activity. The educator encourages the students to seeds grow?
collect pictures of things that can be grown in the garden, including a variety
of plants (fruits and vegetables also). The photographs will then be shared
with the class.
Enabling: Students who require assistance to access the content will be
given an educator demonstration on how to observe the seeds. Students will
be asked by the educator to use the same method to determine their level
of understanding.
(however, educator supervision is required at all times and prompt cards
may be implemented).
Conclusion: Consolidating the Students Learning
To initiate the end of the lesson, with the assistance of the educator, the
students will create a video diary outlining the steps of their investigations
within the specific STEM teams.
Example resource: iPad App SlideShow Maker + Music

SHANNON WATTS 20162756 SCIENCE FORWARD PLANNING DOCUMENTS

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 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 5 Weeks YEAR LEVEL: TWO LEARNING AREA/TOPIC: Science – Biological Sciences
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)

SCIENCE UNDERSTANDING As a result of this lesson Authentic Assessment This lesson is focused on the students investigating a soil Discussion Interactive Learning
Living things grow, change and the students will be able (photographs and environment in order to develop their overall understanding about Questions Module: create a
have offspring similar to to: work samples) and what living things need in order to survive. soil environment
themselves. ACSSU030 Diagnostic Introduction: Introducing the task and Demonstrating the Activity What makes good (Scootle)
Assessment (Peer http://www.scootle
Lesson 3: Soil Investigation

Identify that objects are To initiate the lesson, the educator will set the scene by introducing soil for plants to
SCIENCE AS THE HUMAN made of materials that Assessment Checklist) the activity as “Remember from our first lesson, you are all grow? .edu.au/ec/viewing
ENDEAVOUR have observable The educator will use explorers on your way to finding what is inside your very own magic /L188/index.html
Science involves observing, properties. the iPads to take bean…ect”.
asking questions about, and How does the
photographs of the The students are then distributed among the various activities. Soil
describing changes in, objects water move
students as they are Procedure: Conducting the Activity
and events. ACSHE021 Explore their immediate between soil,
completing the small For the purpose of the activity it has been divided into small group
surroundings by sand and mud? Sand
group rotations. rotations and an individual activity for the benefit of the students
SCIENCE INQUIRY SKILLS questioning, observing
However, their learning.
Use informal measurements to and using their senses to What might assist
healthy soil Water
collect and record observations, communicate/share
environment drawing SMALL GROUP ROTATIONS ACTIVITY the plants to
using digital technologies as their observations and grow?
will be marked using a The educator organises the students into small group, either their
appropriate. ACSIS026 ideas. Collections of
peer assessment STEM teams or chosen at random, to take part in investigative play.
natural loose parts
checklist. Activity 1: Create a soil environment (complete with the educator or Why do you think
Follow a sequence of adult) (sticks, stones, seed
that? pods, leaves,
instructions to create a  What makes good soil for plants to grow?
soil environment.  Students engage with the Scootle interactive 'Create a soil flowers, straw)
environment'
Buckets
SHANNON WATTS 20162756 SCIENCE FORWARD PLANNING DOCUMENTS
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  They participate in making decisions about what is needed to
successfully grow vegetables Spades
 Students identify air, water, food, plants and soil helpers as Watering Cans
elements of a healthy garden.
Activity 2: Investigating a soil environment
 Students explore and make observations to gather information Old cooking utensils
about sand, soil, water and mud. They investigate their various (mixing bowls,
forms, states and uses of these materials. spoons, plates,
 Students manipulate the materials through purposeful play. They cups, muffin trays,
talk about their observations and make comparisons between cake tins and cookie
soil, sand and mud cutters)
 Students predict, observe and explain what happens to soil, sand
and mud when water is added Containers for mud-
 How does the water move between soil, sand and mud? What brick moulds
might assist the plants to grow? Why do you think that?
INDIVIDUAL ACTIVITY
Paper
Students are required to draw a picture of a healthy soil
environment, showing their understanding of what plants need in
order to survive and live. Coloured Pens and
The students are required to complete a peer assessment. Pencils
Diversity: Extending, Enabling & Catering for Diversity
Extension: Students who require an extension to the activity, will be iPads
provided with the opportunity to provide their input into what
other materials could be investigated.
Enabling: Students who require assistance to access the content will
be supported accordingly by their peers and the educator of the
classroom.
Conclusion: Consolidating the Students Learning
To initiate the end of the lesson, the students will share their
drawings with the remainder of the class (their peers), through a
demonstration presentation manner. The educator must ensure the
students explain:
 The title of their work.
 What they have drawn.
 What they may think their plants need in order to survive.

SHANNON WATTS 20162756 SCIENCE FORWARD PLANNING DOCUMENTS

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EXPLAIN LESSON ASSESSMENT PIECE
The students are required to assess their fellow classmates or peers using the following interesting, plus, minus chart. For plus they will discuss all the positive aspects of the poster and the
information presented. In minus they will comment on things they didn’t like and give constructive feedback, on how they will be able to improve next time. For interesting, they will need to
write down all the things they though were interesting in the presentation.

INTERESTING PLUS

PEER
Group Members:

Assessors:
ASSESSMENT

MINUS

SHANNON WATTS 20162756 SCIENCE FORWARD PLANNING DOCUMENTS

10

TERM/WEEKS: 5 Weeks
General Capabilities:
Literacy Numeracy
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures
WEEK/ AUSTRALIAN CURRICULUM
LESSON LINKS
SCIENCE UNDERSTANDING
Living things grow, change and
have offspring similar to
Lesson 4: Jack and the Beanstalk
themselves. ACSSU030
SCIENCE AS THE HUMAN
ENDEAVOUR
Science involves observing,
asking questions about, and
describing changes in, objects
and events. ACSHE021
SCIENCE INQUIRY SKILLS
Use informal measurements to
collect and record observations,
using digital technologies as
appropriate. ACSIS026
SHANNON WATTS 20162756
FORWARD PLANNING DOCUMENT
YEAR LEVEL: TWO LEARNING AREA/TOPIC: Science – Biological Sciences
AUSTRALIAN CURRICULUM
ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Asia and Australia’s engagement with Asia Sustainability
SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
As a result of this lesson Authentic Assessment The purpose of this lesson is for the students to apply their knowledge about Discussion Ziplock Bags
the students will be able (photographs) and what plants need (soil, light, water and oxygen) to grow their own beanstalk. Questions
to: Diagnostic This knowledge should come directly from the discussions and observations
made in the classroom. Students are introduced to the concept of recording Paper Towel
Assessment What things will
scientific observations and using informal measures to record their data.
Identify that objects are (Checklist) Jack’s Beanstalk
Introduction: Introducing the task and Demonstrating the Activity Paper Napkins
made of materials that The educator will use need to grow?
To initiate the lesson, the educator will set the scene by introducing the
have observable the iPads to take activity as “Remember from our first lesson, you are all explorers on your
properties. photographs of the way to finding what is inside your very own magic bean…ect”. Beans
How do we
students as they are The students are then distributed among the various activities.
know?
completing the Procedure: Conducting the Activity Water
Explore their immediate
activities and they will For the purpose of the activity it has been divided into whole class
surroundings by What is the role
be marked using a discussions and small group activities for the benefit of the students
questioning, observing learning. of the different Pens, Pencils and
checklist and a scale
and using their senses to WHOLE CLASS DISCUSSION parts of the Paper
of proficient,
communicate/share beanstalk?
developing and not The educator is required to explain to students they will be growing a new
their observations and beanstalk for Jack. The educator must ensure they discuss the following:
proficient Scissors
ideas. - What things will Jack's beanstalk need to grow?
- How do we know? (Students should identify water, soil and sunlight
as important things based on their investigations.) iPads
Represent data and
SMALL GROUP ACTIVITY
interpret the data The students are required to work in their STEM teams from the previous
displays made from Printers
lessons. The process of this activity is as follows:
objects to sequence 1. Place a paper napkin or a cut paper towel into the plastic Ziplock bag.
particular events. 2. Add the bean. Discussions
3. Pour in a little water (just enough to saturate the paper napkin).
SCIENCE FORWARD PLANNING DOCUMENTS
11
 4. Close the bag securely.
5. Identify a window in the classroom that receives sunlight throughout
the day and tape the Ziplock bags in this location.
6. Watch the beanstalk grow over many days
As the sun warms the bags, students may notice condensation forming on
the inside. The condensation will get soaked up by the paper napkin.
With appropriate teacher or adult support, students make daily
observations about their beanstalk, and:
- water their bean
- observe and informally record any data (see recording activities),
including any changes or lack of growth
- compare their results with other students
- compare their results with their predictions.
Recording the activities
 Once the beanstalks have grown, identify the different parts of the plant
such as the stem, leaves and roots
 Use uniform informal units to measure the plant as it grows. For
example, students may use cubes to record growth
 Use counters or blocks to form a simple data display about the sizes of
the beanstalks. Use the display to compare the sizes by counting
 Take digital images of the plant over different days. These images can
form part of a class-constructed short text explaining their investigation
and results.
 Introduce the concept of recording data by drawing a labelled diagram of
the beanstalk and noting the changes observed each day. Alternatively,
students could record any changes using an iPad to print and label their
own photos.
Diversity: Extending, Enabling & Catering for Diversity
Extension: Students who require an extension to the activity, will be asked
by the educator, what are the roles of the different parts of the beanstalk?
By investigating the roles of the stem, leaves and roots. The students can
carry this action out by using the iPads to capture the plants growth at
regular intervals. These images can be sequenced together to form a time-
lapse.
Enabling: Students who require assistance to access the content are
provided with images of the changes over time through a time-lapse video
to demonstrate this, rather than creating it themselves.
Conclusion: Consolidating the Students Learning
To initiate the end of the lesson, the educator provides a think, pair, share in
their STEM teams containing the following aspects:
 What the students found interesting about their investigation.
 What the students found challenging about their investigation.

SHANNON WATTS 20162756 SCIENCE FORWARD PLANNING DOCUMENTS

12

TERM/WEEKS: 5 Weeks
General Capabilities:
Literacy Numeracy
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures
WEEK/ AUSTRALIAN CURRICULUM
LESSON LINKS
SCIENCE UNDERSTANDING
Living things grow, change and
have offspring similar to
Lesson 5: Designing a Support
themselves. ACSSU030
Different materials can be
combined for a particular
purpose. ACSSU031
SCIENCE AS THE HUMAN
ENDEAVOUR
Science involves observing,
asking questions about, and
describing changes in, objects
and events. ACSHE021
SHANNON WATTS 20162756
FORWARD PLANNING DOCUMENT
YEAR LEVEL: TWO LEARNING AREA/TOPIC: Science – Biological Sciences
AUSTRALIAN CURRICULUM
ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Asia and Australia’s engagement with Asia Sustainability
SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
As a result of this lesson Authentic Assessment This lesson encourages the students to consider the different Discussion A variety of images
the students will be able (photographs and materials for a support for Jack’s Beanstalk (from the previous Questions and or videos
to: discussions) and lesson). The students are to select these according to their own footage
Diagnostic purpose. Prior to this lesson, the educator should encourage the Which materials demonstrating how
Identify that objects are Assessment students to locate their own images, demonstrating the different will make your beanstalks grow
made of materials that (Checklist) ways beanstalks can grow. beanstalk support (YouTube)
have observable The educator will use Introduction: Introducing the task and Demonstrating the Activity strong? Why?
properties. the iPads to take To initiate the lesson, the educator will set the scene by introducing Straws (plastic and
photographs of the the activity as “Remember from our first lesson, you are all Which materials cardboard paper)
students as they are explorers on your way to finding what is inside your very own magic are flexible? Why
Explore their immediate
completing the small bean…but now we need to create a very special home for it ect”. is this helpful?
surroundings by Pip-cleaners
group rotations. The students are then distributed among the various activities.
questioning, observing
However, their Procedure: Conducting the Activity What materials
and using their senses to Modelling clay
discussions will be For the purpose of the activity it has been divided into whole class will help to make
communicate/share
marked using a discussions and small group activities for the benefit of the students the tower
their observations and
checklist and a scale learning. stronger? Rolled up
ideas.
of proficient, newspaper pieces
WHOLE CLASS ACTIVITY
developing and not
Use a simple design proficient The educator initiates this part of the lesson by asking the students
process to produce how real beanstalks grow. Unifix cubes
solutions with identified  Show students some of the collected images of beanstalks
purposes. growing in different ways, the students can present this in the Recycled materials
form of a pic collage eg: Discussions
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 - climbing up a trellis or wire
- climbing up a pole or a stake Pens, Pencils and
- being tied to/attached to a pole Paper
- coiling around a pole or stake.
Following this discussion, the educator explains to students that: Scissors
- they will be designing their own support structure for their
beanstalks iPads
- some materials will be better to use than others
- we can learn about the properties of the materials by testing Glue and Sticky
them. Tape
SMALL GROUP ACTIVITY
The educator is to organise the students into groups of three or four
(either their STEM teams or random selection).
 Provide students with a range of materials to investigate (see
resources)
 Provide time for students to manipulate and play with the
materials to investigate their properties, encouraging them to
notice which materials:
- bend
- twist
- are flexible
- are strong
- hold their shape
- can be torn
- can be fixed to another object.
 Next, the students are to sort and then group these objects into
categories. (Categories should be based on observable properties
for example stiff/flexible, hard/soft)
 Students to draw some ideas for making a strong support for
Jack’s beanstalk to ‘climb’
The educator takes digital photographs and makes a class display of
the observable properties using key words.
Conclusion: Consolidating the Students Learning
To initiate the end of the lesson, the students are to share their
drawings with the remainder of the class. The educator is to ask the
students questions in order to assess their learning about the
properties of different materials.
 Which materials will make your beanstalk support strong?
Why?
 Which materials are flexible? Why is this helpful?

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Lesson Assessment Checklist KEY

Please note each lesson objective will be written into the table ! Proficient
 Developing
X Not Proficient

Name of the Student OBJECTIVE ONE OBJECTIVE TWO OBJECTIVE THREE Notes on the students’ strengths and weaknesses

STUDENT 1

STUDENT 2

STUDENT 3

STUDENT 4

STUDENT 5

STUDENT 6

STUDENT 7

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 STEM Design Brief

I want you to create a poster:

What is a plant or What do they look Can you think

Seed? like? of any facts?

What does a
Where does a plant plant need to
live? grow?
Where does a seed What is each
live? stage of their
growth?

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Below is the rubric for your Poster Task. Make sure you have read and understood each section to ensure you produce the best work you possibly can! If you have
any questions, please feel free to ask Miss Watts.

ASSIGNMENT: SEED AND PLANT MATTER POSTER

Tasks A B C D E

Provide a brief description of the seed or plant matter (diet, needs, features, interesting facts ect…)

Correctly identifies the environment/habitat that seeds, and plants should grow/survive in.

State the SPECIFIC sequences that relate to the process of the seed growing into a plant (eg. think back to your
own plant investigations)

Identify why you think these events/processes/sequences have occurred (relate to the environment/habitat)

Engage the audience through using a variety of colours, pictures and words.

A = Above and beyond, really high standard of work.

B = Good work standard, just above average.
C = You have done just enough.
D = Your task needs more work.
E = You have not produced an appropriate standard of work.

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(Ahlenius, 2014).
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Bibliography

Ahlenius, L. (2014). Teachers Pay Teachers: Plant Posters. Retrieved from: https://www.teacherspayteachers.com/Product/Plant-Posters-1055175

Aubusson, P. (2011). An Australian Science Curriculum: Competition, Advances and Retreats. Australian Journal Of Education, 55(3), 229-244.
http://dx.doi.org/10.1177/000494411105500305

Australian Curriculum, Assessment and Reporting Authority. (2016). Home - The Australian Curriculum v8.2. Retrieved 11th August 2019, from
http://www.australiancurriculum.edu.au/

Department of Education, Employment and Workplace Relations. (2009). Belonging, being & becoming: The early years learning framework for Australia.
Retrieved from:
https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

National Stem School Education Strategy. (2015) (1st ed., pp. 1-12). Retrieved from:
http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/National%20STEM%20School%20Educa tion%20Strategy.pdf

Primary Connections. (2016). 5Es Teaching and Learning Model. Retrieved from https://primaryconnections.org.au/about/teaching

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