Maths

• Students will need to measure the size of their vegetable gardens in metres.
English • Students will need to collect data and put it into a table about their plants that they will be
• Students will be writing a procedure for their seed investigating including measuring the height of the plants as they grow.
investigation and they will be learning how to order • Describe possible outcomes in their investigation results and compare the heights of their plants.
events in chronological order. • SCSA links:
• At the conclusion of the lesson sequence students will be - Identify questions or issues for categorical variables. Identify data sources and plan methods
writing a letter to the alien Zander describing what they of data collection and recording (ACMSP068)
have learnt and using their personal opinion by explaining - Collect data, organise into categories and create displays using lists, tables, picture graphs and
what their favourite activity was. simple column graphs, with and without the use of digital technologies (ACMSP069)
• The book The Tiny Seed by Eric Carle can be used to teach - Interpret and compare data displays (ACMSP070)
students about how plants grow and the process of seed
germination.
• Discussion questions that students will need to consider Health & Physical Education
and respond to during the lessons.
• Designing and building a vegetable garden will
• SCSA links: promote healthy eating and wellbeing to
- Listen to and contribute to conversations and students.
discussions to share information and ideas and Concept: Biological Sciences Year 3 • Walking around the school to find living and
negotiate in collaborative situations (ACELY1676)
- Draw connections between personal experiences and
Term: 2 Weeks: 1-10 nonliving things and a location for the vegetable
garden will encourage students to be physically
the worlds of texts, and share responses with active during the school day.
others (ACELT1596)
• SCSA links:
- Use interaction skills, including active listening
- Actions in daily routines that promote
behaviours and communicate in a clear, coherent
health, safety and wellbeing: healthy eating
manner using a variety of everyday and learned
and appropriate levels of physical activity
vocabulary and appropriate tone, pace, pitch and
(ACPPS036)
volume (ACELY1792)
- Benefits of regular physical
activity and physical fitness to health
and wellbeing (ACPMP046)
Science / Technology & Enterprise
• Design and build a vegetable garden for the school.
• Follow on activity will be to design and make a warm farm that can be used for the The Arts
vegetable garden. • Students can design and illustrate another page of The Tiny Seed by Eric Carle.
• SCSA links: • Students can draw pictures of the seed germination process and draw the changes that
- Create a sequence of steps to solve a given task (WATPPS16) are occurring in the plants that they are growing for their investigation.
- Develop and communicate ideas using labelled drawings and appropriate • Students can create their own animal or plant and draw the background where it would
technical terms (WATPPS17) live.
- Suitability and safe practice when using materials, tools and equipment for a • The digital books that are being created for Zander the alien to be taken back to his
range of purposes (ACTDEK013) planet.
- Work independently, or collaboratively when required, to plan, safely create • SCSA links
and communicate sequenced steps (WATPPS20) - Development of artistic processes and techniques to explore visual conventions to
- Ways products, services and environments are designed to meet community create artwork (ACAVAM111)
needs (ACTDEK010) - Appreciation and respect for a variety of artwork (ACAVAR113)
 SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: Term 2 TOPIC Living and nonliving things Year 3

5E’s- ENGAGE (1-2 lessons)
• To capture student interest and find out what they know about living

Week 1 •
and nonliving things
To elicit students’ questions/ prior knowledge about living and nonliving
things
Diagnostic assessment used- in this lesson you will find out what the students already
know about living and nonliving things. This will allow you to take account of students’
existing ideas when planning learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Intercultural
Thinking Understanding Capability understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Science Science as a Human Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Understanding Endeavour QUESTIONS
Living things can Science involves Represent and 1. Introduction: Introduce students to Zander the alien Letter from Zander,
be grouped on making predictions and communicate from planet Uto. Read to students the letter that see Appendix 4
the basis describing patterns and observations, ideas and Zander has sent them. Explain that he will need to
of observable relationships (ACSHE050) findings using formal and bring back a book that the students have made so
features and can informal he can remember all the things that he has learnt iPads
be distinguished representations (ACSIS060) about living and nonliving things. Book creator app
from non-living 2. Activity 1: Students are to create a new book on the
things (ACSSU044) Book creator app and design a cover page for
Zander. KWL worksheet,
LESSON OBJECTIVES 3. Activity 2: Split students into groups of four see Appendix 5
(predetermined science groups) and get students to
As a result of this lesson, students will be able to: complete a KWL chart collaboratively of what they What are the
• Recall the difference between living and nonliving things know and what they want to know using the common things we
• Match characteristics of living and nonliving things to the information they just brainstormed as a class. can find with living
corresponding cards (Students will fill out the what have they learnt things?
• Collaborate with their peers to discuss living and nonliving things section at the end of the unit of work).
4. Each group presents their KWL chart to the class. What are some
Students take a photo of the KWL chart and upload examples of living
it into their book for Zander. Teacher collects the and nonliving
worksheets for later use. things?
5. Activity 3: In the same groups students play the
game: What am I? Using the clues from the question What am I game
cards students have to match the correct card to cards, see
the picture. Appendix 6
ASSESSMENT (DIAGNOSTIC) 6. Conclusion: Discuss answers to what am I game and
- KWL chart to elicit students’ prior knowledge and find out what they describe how for the next lesson students will be
want to know about living and nonliving things sorting living and nonliving things.
- Anecdotal notes of what students discussed, see Appendix 2.
LEARNER DIVERSITY
Extension activity: students can create their own what
am I game cards with a description of the living or
nonliving thing to test other students’ knowledge.

Underachieving students to be placed in groups with

high achieving students so their can learn through peer
learning.
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS: Term 2 • To provide hands on, shared experiences of living and nonliving things TOPIC Sorting living and nonliving things
• To support students to investigate and explore ideas about living and
Week 2 nonliving things
Formative assessment: exit ticket

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Intercultural
Thinking Understanding Capability understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Sustainability
Asia
SCSA LINKS
Science Science as a Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Understanding Human QUESTIONS
Endeavour
Living things can Use a range of methods 1. Introduction: Review prior knowledge with students doing a iPads and Book creator
be grouped on including tables and think, pair, share of what they remember about living and app.
the basis simple column graphs to nonliving things from the last lesson.
of observable represent data and to 2. Remind students of their task to create a book for Zander the Do you remember
features and can identify patterns and alien to take back to his planet. about Zander? What is
be distinguished trends (ACSIS057) 3. Activity 1: In their science groups, students are to sort hands Zander doing on planet
from non-living on materials into the categories of living, nonliving and never Earth?
things (ACSSU044) Represent and living things. Managers of the group to come to the front and
communicate collect the materials. Teacher to move between groups and Hands on materials of
observations, ideas and question why they have placed items into certain categories. examples of living,
findings using formal and 4. Speaker of the group discusses findings with the class. nonliving and never
informal 5. Activity 2: Students to complete a checklist worksheet where living things.
representations (ACSIS060) they have to find the common characteristics of living things
based on their observable features. Students are to take a Checklist worksheet, see
photo of the checklist and upload it onto a page for their Appendix 7.
LESSON OBJECTIVES book for Zander and teacher to collect the checklists for
assessment. What are the differences
As a result of this lesson, students will be able to:
6. Discuss the common characteristics that were found as a between living and
• Group items into categories of living, nonliving and never
class. nonliving things? What
living things based on their observable features
7. Activity 3: Students to complete an exit ticket where they do living things have in
• Identify the characteristics of living and nonliving things
have to write an example of a living and nonliving thing that common?
using a checklist.
they would give to Zander to take back to his planet
8. Conclusion: Collect exit tickets and explain to students that Exit ticket, see Appendix
for the next lesson they will be going outside and taking 8.
photos of living and nonliving things.
ASSESSMENT (FORMATIVE) LEARNER DIVERSITY
- Checklist worksheet on the characteristics of living and - High achieving students can write three of their own
nonliving things. criteria for the checklist.
- See Appendix 1. - Low achieving students to focus on only sorting the items
- Exit ticket to assess individual understanding. into the categories and to draw an example of a living
thing.

Safety Considerations:
- Teacher will need to consider what hands on materials
they bring into class. For example if students have allergies
or if you bring animals to class they need to be in
appropriate containers.
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EXPLAIN (1 lesson)
TERM / WEEKS: Term 2 • To support students to develop explanations for experiences and TOPIC Living and nonliving things- Seeds
make representations of developing conceptual understandings
Week 4 Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Intercultural
Thinking Understanding Capability understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement Sustainability
cultures with Asia
SCSA LINKS
Science Science as a Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
Understanding Human Endeavour
Living things Science With guidance, 1. Introduction: Recall from the last lesson where
can be knowledge identify questions students went outside on the school grounds and
grouped on helps people in familiarcontexts took photos of plants that were living and nonliving
the basis to understand that can be on their iPads.
of observable the effect of investigated 2. Activity 1: Introduce the children’s literature book The Tiny Seed by Eric Carle
features and their scientifically and The Tiny Seed which the students have been
can be actions (ACSH make predictions reading in English. Read the first four pages of the
distinguished E051) based on prior book and then get students to hand up, stand up
from non- knowledge (ACSIS05 and pair up where they need to recall to each Why do you think seeds are living?
living 3) other what the book is about. What helps a seed to grow?
things (ACSSU 3. Activity 2: Class discussion are seeds living, nonliving
044) or once living? Show students the different types of
seeds and give each student a seed to hold and
explore.
4. Activity 3: Watch the YouTube video on seed YouTube video:
LESSON OBJECTIVES germination and give each student a worksheet https://www.youtube.com/watch?v=TE
where they need to label and draw the correct 6xptjgNR0
As a result of this lesson, students will be able to:
order of seed germination. Remind students that this
• Label and draw the correct order of seed
will help Zander the alien grow his own plants on his Seed germination worksheet, see
germination.
planet. Appendix 9
• Identify the different types of seeds and 5. Discuss the process of seed germination and what
understand why they are living thing sort of jobs need to know this. What jobs need to know how to grow
6. Conclusion: students to take a photo of their seeds plants?
and the seed germination worksheet to upload into
their book for Zander. Explain that for the next lesson
they will be growing their own seeds similar to The
Tiny Seed book.
ASSESSMENT (FORMATIVE)
- Seed germination worksheet to see if students can
correctly label and draw the process.
- See Appendix 1.
- Annotated student work samples.
LEARNER DIVERSITY
Extension activity: students who finish early can draw
another page to add to The Tiny Seed book or write an
alternative ending.
Low achieving students can focus on the seed
germination process and consolidate their understanding
of the order.
 SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: Term 2 TOPIC Seed investigation

5E’s- ELABORATE (1-2 lessons)
• To challenge and extend students’ understandings in a new context

Week 5 or make connections to additional concepts through a student

planned investigation
• To use investigative/ inquiry skills
Summative assessment of science inquiry skills

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Intercultural
Thinking Understanding Capability understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Science Understanding Science as a Human Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Endeavour QUESTIONS
Living things can be Science involves With guidance, 1. Introduction: Remind students that last lesson they Seed
grouped on the basis making predictions and identify questions learnt about seed germination. Introduce students to investigation
of observable describing patterns and in familiar contexts the seed investigation where students will follow a worksheet, see
features and can be relationships (ACSHE050) that can be procedure by planting a two seeds in cups, where one Appendix 10.
distinguished from investigated seed will grow in the sun and the other seed will grow
non-living scientifically and in the shade. iPads and
things (ACSSU044) make predictions 2. Prompt students on what independent and Bookcreator
based on prior dependent variables are and how they need to follow app.
knowledge (ACSIS053) a procedure to conduct an investigation.
3. Activity 1: In their science groups, students plan their
With guidance, plan investigation by making a prediction and deciding
and conduct scientific what their independent and dependent variable is.
investigations to find (Independent: location and dependent: plant
answers to questions, growth).
considering the safe 4. Activity 2: Students write the procedure for their
use of appropriate investigation.
materials and 5. Activity 3: Students plant their seeds and choose a
equipment (ACSIS054) location to store them.
6. Conclusion: Students to present to the class their
LESSON OBJECTIVES investigation question and what variable they
changed. Take a photo of the planted seed to add to
As a result of this lesson, students will be able to:
their book for Zander. Next lesson students will be
• Write and follow a procedure to plant a seed
measuring their plants and writing about what they
• Identify the difference between independent and dependent
observe.
variables.
• Make appropriate predictions on what influences plants to grow.
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
- Seed investigation worksheet where students have considered a
research question and decided on their independent and dependent
variables.
- See Appendix 3.
- Anecdotal notes of student discussions, see Appendix 2.
LEARNER DIVERSITY
High achieving students can also list the variables that they
will need to control to ensure that their test is fair.
Low achieving students will focus on following the
procedure to conduct the investigation.
Safety considerations:
- Materials used to plant the seed.
- Adult helper to assist each group.
- Students to have appropriate PPE
 SCIENCE FORWARD PLANNING DOCUMENT
TERM / WEEKS: Term 2
last lesson in the
5E’s- EVALUATE (1 lesson)
• To provide opportunities to review and reflect on their learning about TOPIC Living and nonliving things unit conclusion
living and nonliving things and represent what they know about living
and nonliving things

sequence. Summative assessment of science understanding account of students’ existing ideas

when planning learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Intercultural
Thinking Understanding Capability understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement Sustainability
with Asia
SCSA LINKS
Science Science as a Human Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Understanding Endeavour QUESTIONS
Living things can Science involves Represent and 1. Introduction: Recall that the previous lessons
be grouped on making predictions and communicate have been focusing on identifying the difference
the basis describing patterns and observations, ideas and between living and nonliving things. Students to
of observable relationships (ACSHE050) findings using formal and share with their shoulder partner two new things
features and can informal they have learnt about living and nonliving
be distinguished representations (ACSIS060) things.
from non-living 2. Activity 1: Students are to group pictures of things
things (ACSSU044) into categories based on their observable Pictures of living and
features. Students are to recall and create their nonliving things
LESSON OBJECTIVES own categories to assess what they have learnt.
3. Discuss with the class the different categories
As a result of this lesson, students will be able to: that students made.
• Categorise things into living and nonliving based on their observable 4. Activity 2: Using the KWL chart that was
features. completed in lesson 1, students will complete the
• Reflect on their responses and share their opinions with their peers what have I learnt part of the chart in their
science groups. This will give students the KWL Chart from lesson
opportunity to reflect on their learning and 1
discuss what they have done in the lessons with
ASSESSMENT (SUMMATIVE – Science Understanding) their peers. How did you find out
- The science book that students have added work to throughout all the 5. Each group to present their KWL chart to the about that?
lessons for Zander. class, focusing on what they have learnt. What activity did you
- Letter they have written to Zander 6. Activity 3: Students are to write a letter to Zander enjoy the most? Why?
- See Appendix 1. explaining to him what they have learnt and how What are you still
it will be useful for him to know the difference wondering about?
between living and nonliving things.
 7. Conclusion: Students can decorate their science Letter template for
books on book creator for Zander and download Zander, see Appendix
and submit their books to the teacher. 11.

LEARNER DIVERSITY
High achieving students can draw a picture to Zander
in their letter which illustrates a living and nonliving
thing.

Low achieving students are to focus on grouping the

things into the right categories to consolidate their
understanding of living and nonliving things.
 Appendix 1

Marking Rubric for Year 3 Biological Sciences

Limited Satisfactory High achievement Excellent

achievement achievement achievement
Book creator Student has few Student has some Student has Student has
portfolio of elements from the elements of the included most included all
student work. unit of work in the unit of work in elements of the unit elements of the unit
book with limited the book with of work in the book of work in the book
detail and some level of with a high level of with a high level of
creativity. detail and detail and detail and
creativity. creativity. creativity.
Sorting living Groups living Groups living Groups living Groups living
and nonliving things based on things based on things based on things based on
things. irrelevant observable observable features observable features
observable features and and distinguishes and distinguishes
features. distinguishes them from them from
them from nonliving things, nonliving things,
nonliving things. providing some comparing
reasons. similarities and
differences and
justifies reasons.
Process of seed Draws the process Draws the process Labels and draws Labels and draws
germination. of seed germination of seed the process of seed the process of seed
in mostly the germination in the germination in the germination in the
correct order with correct order with correct order with correct order with a
some labels some labels some detail high level of detail
missing and limited missing and low provided. and explanation.
detail. level of detail.
Letter to Is able to mostly Explains the Describes and Describes and
Zander explain the difference explains the explains the
difference between between living difference between difference between
living and and nonliving living and living and
nonliving things things. Includes a nonliving things nonliving things
with only some personal opinion and is able to and is able to
confusion. Includes of what activity justify their justify their
a personal opinion they liked the response with some response with a
of what activity most. detail. Includes a high level of detail.
they liked the most. personal opinion on Provides a personal
what activity they opinion on what
liked the most. activity they liked
the most and why.
Appendix 2

Annotations of student observations template.

Student Name Learning Objective Observation

Appendix 3

Science Inquiry Skills Rubric from Primary Connections (2020)

LEVEL OF ACHIEVEMENT
Organisers

BELOW AT ABOVE
CONTENT ACHIEVEMENT ACHIEVEMENT ACHIEVEMENT ACHIEVEMENT
DESCRIPTIONS STANDARD EVIDENCE STANDARD STANDARD STANDARD

SCIENCE INQUIRY SKILLS

With guidance, Uses experiences to Elaborate phase in: Makes predictions Uses experiences to Asks pertinent
identify questions in pose questions and Seed without supporting pose questions and and investigable
Questioning and

• Feathers, fur or
familiar contexts that predict the outcomes investigation
leaves?
evidence predict the outcomes questions and
predicting

can be investigated of investigations in the of investigations predicts the outcomes

scientifically and • Melting moments of investigations
elaborate
predict what might • Night and day supported with detailed
happen based on phase. evidence based on
prior knowledge • Heating up their knowledge and
(ACSIS053) experiences

Suggest ways to Describes how they Elaborate phase in: Makes suggestions Describes how they Demonstrates a
Planning and
conducting

plan and conduct can use science about planning or can use science detailed understanding
• Melting moments
investigations to find investigations to conducting science investigations to of how they can plan
answers to questions respond to questions • Night and day investigations respond to questions and conduct science
(ACSIS054) investigations to
respond to questions

The Achievement standard and Content descriptions are sourced from the Australian Curriculum.

Copyright © Australian Academy of Science, 2014. YEAR 3 ASSESSMENT RUBRICS Science Inquiry Skills 5

LEVEL OF ACHIEVEMENT
Organisers

BELOW AT ABOVE
CONTENT ACHIEVEMENT ACHIEVEMENT ACHIEVEMENT ACHIEVEMENT
DESCRIPTIONS STANDARD EVIDENCE STANDARD STANDARD STANDARD

SCIENCE INQUIRY SKILLS

Safely use appropriate Makes formal Elaborate phase in: Follows guidelines on Makes formal Independently
materials, tools measurements and Seed making and recording measurements and records and presents
• Feathers, fur or
or equipment to follow procedures to investigation observations and follows procedures to observations using
Planning and

leaves?
conducting

make and record collect and present in the using materials safely collect and present formal measurements
observations, using observations • Melting moments observations where appropriate
elaborate
formal measurements • Night and day
Describes how safety phase. Describes how safety Describes in detail
and digital technologies
was considered in the • Heating up was considered in the how and why safety
as appropriate
investigation investigation was considered in the
(ACSIS054)
investigation

Use a range of Presents observations Elaborate phase in: Follows simple Presents observations Has knowledge of
methods including in a way that procedures in a way that different ways to
• Feathers, fur or
Processing and analysing data

tables and simple helps to answer to represent helps to answer represent data and
leaves?
column graphs to the investigation observations the investigation uses these to identify
represent data and to questions • Melting moments questions meaningful patterns
and information

identify patterns and • Night and day and trends

trends (ACSIS057)
• Heating up

Compare results Suggests possible Elaborate phase in: Suggests reasons Suggests possible Applies scientific
with predictions, reasons for findings for findings that are reasons for findings concepts and
• Feathers, fur or
suggesting possible obvious and follow knowledge and
leaves?
reasons for findings explicitly from given constructs claims
(ACSIS215) • Night and day evidence based on evidence to
explain phenomena

The Achievement standard and Content descriptions are sourced from the Australian Curriculum.

Copyright © Australian Academy of Science, 2014. YEAR 3 ASSESSMENT RUBRICS Science Inquiry Skills 6
 LEVEL OF ACHIEVEMENT
Organisers

BELOW AT ABOVE
CONTENT ACHIEVEMENT ACHIEVEMENT ACHIEVEMENT ACHIEVEMENT
DESCRIPTIONS STANDARD EVIDENCE STANDARD STANDARD STANDARD

SCIENCE INQUIRY SKILLS

Reflect on the Describes how Elaborate phase in: Demonstrates a non- Describes how Identifies variables
investigation, including fairness was
Seed scientific idea of a fair fairness was
• investigation
Feathers, fur or and articulates why
Evaluating

whether a test was fair considered in the investigation considered in the a test is fair or not,
leaves?
or not (ACSIS058) investigation in the investigation and suggests ways
• elaborate
Melting moments
to improve the
• phase.
Night and day investigation
• Heating up

Represent and Uses diagrams and Elaborate phase in: Chooses from a Uses diagrams and Considers a variety
Communicating

communicate ideas other representations limited repertoire of other representations of representations to

• Melting moments
and findings in a to communicate their ways to represent and to communicate their communicate their
variety of ways such ideas • Heating up communicate their ideas ideas and findings
as diagrams, physical ideas and findings
representations
and simple reports
(ACSIS060)

The Achievement standard and Content descriptions are sourced from the Australian Curriculum.
Acknowledgements
PrimaryConnections is supported by the Australian Government.
GLOSSARY
Describe Give an account of characteristics or features. Disclaimer
Identify Establish or indicate who or what someone or something is. The views expressed herein do not necessarily represent the views
Considered Formed after careful thought. of the Australian Government.

Copyright © Australian Academy of Science, 2014. YEAR 3 ASSESSMENT RUBRICS Science Inquiry Skills 7
Appendix 4

Letter from Zander the Alien

Dear Students of Earth,

My name is Science Officer Zander and I am contacting you from my home planet Uto.
I have been ordered by my superiors to visit your planet, Earth and study the living things
found there. I must complete this mission successfully or I will be banished to the outer
regions of my planet for many years.
However, my new Earth friends, I must tell you that I am not a very good Science Officer. I
do not know very much about your planet and I do not even understand the difference
between living and non-living things. I have been too busy baking cakes in my lab to
complete my scientific work, so this is my last chance to avoid being banished!
I am asking all of you to be my new science partners and help me to complete my mission.
All you need to do is help me understand what the difference is between living and nonliving
things. I will be arriving on Earth soon and it would be very helpful if you could make me a
book all about living and nonliving things that I could take back to my planet.
Thank you to all of you miniature Earth beings. I look forward to learning a lot from you all.
Appendix 5
Appendix 6
What am I?

I am a small busy insect that produces

honey.

I live in Australia and I am very good at

jumping.

A black and white bearlike mammal.

I have two legs, live on a farm and lay eggs.

I can swim, I have a hard shell, I can move
sideways and I have 8 legs.

I grow in a pod, I am small and round and I

am green.

I grow in the ground, I am crunchy if eaten

now and I am orange.

I am green, I am cooked to eat and I look

like a little tree.
 I am round, I am green on the outside and
pink on the inside.

You can eat me raw or cooked, I am really a

fruit and I can be round or oval.

I grow underground, I cannot be eaten raw

and you can cook me in many ways.
Appendix 7

Characteristics of living things checklist

Tick the claims that are true for the living things you find:

Living things
Claims

It breathes

It eats

It has roots

It moves

It has eyes

It grows

It has legs
Appendix 8
Appendix 9
Name:

Germina on is when a plant emerges from a seed and begins to

grow. Illustrate how germina on happens below:
First
______________________________________________________________________________________

______________________________________________________________________________________

Then:

______________________________________________________________________________________

______________________________________________________________________________________

Next:

______________________________________________________________________________________

______________________________________________________________________________________

Finally:

______________________________________________________________________________________

______________________________________________________________________________________

© h p://worksheetplace.com
Year 3 Biological Sciences
Appendix 10
Appendix 11
 References

School Curriculum and Standards Authority. (2014). Science. https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-

browser/science-v8

Australian Academy of Science. (2020). Primary connections linking science with literacy.
https://primaryconnections.org.au/curriculum-resource/feathers-fur-or-leaves

Australian Science Teachers Association. (n.d.). Unit 2 living and nonliving things. http://scienceweb.asta.edu.au/years-3-
4/unit2/overview/yr34-unit2-overview.html