Miss Samantha Williams Science RFF Program 2015

Living Things

Stage 1, Year 2

Science

Summary

Duration

There are no school scope and sequences for the new NSW Science syllabus as yet.

10 weeks
Detail: 10 hours, 1hr lesson a week

Unit overview

Differentiation

This term, Stage 1 students will be learning about Biological Sciences.

The first 3 weeks of the term will be introduction lessons to science this year. The first lesson
will begin with a 'get to know me' lesson. The next 2 lessons the students will be learning about
'What is science?' and 'Who is a scientist?'.
The rest of the term will be about engaging the students in the teaching and learning of the
unit 'Living Things' where they will explore what living things are, what they need and what
their features are.

The science lessons cater for the range needs and abilities of students in each classroom. Each
class will have a science journal that will be reviewed at the beginning of each lesson and
added to each week. The student responses will be scaffolded according to their needs. Think
Pair Share (TPS) allows all students to relay their ideas at their own level. Proformas allow
students to respond with writing or pictures and when listing things, there will be a minimum
requirement but can be furthered and challenged. Scaffolding and examples for responses will
always be given to allow students to feel comfortable in participating. Students will be
extended and challenged by expectations given in their responses and investigations.

Outcomes

Assessment overview

Science K-10
ST1-1VA shows interest in and enthusiasm for science and technology, responding to their

Assessment For Learning: observe the students during Think/Pair/Share (TPS), class discussions
and activity time.
Assessment As Learning: writing their own findings, observations, investigations, knowledge
when responding to questions. Posing questions in class. Discussing their Asking the students
what they learnt and what else they want to learn about.
Assessment Of Learning: students have to give an answer before they or I exit the room
concluding the lesson. A mini quiz/evaluation at the end of the unit.

curiosity, questions and perceived needs, wants and opportunities

ST1-10LW describes external features, changes in and growth of living things

ST1-11LW describes ways that different places in the environment provide for the needs of
living things

Content

Teaching, learning and assessment

Resources

Stage 1 - Living World

Living things have a variety of external features. (ACSSU017)
Students:
describe some external features of a variety of living
things, including plants and animals
use a range of methods, including fieldwork, to identify
plants or animals in their local area
devise simple classification systems based on the

Lesson 1
Purpose: Get to know one another lesson.
Introduction lesson to Science RFF for the year.
Have a brief discussion about Science RFF and what will be
happening for the year.
Discuss classroom rules/expectations/rewards etc.
Brief recount of their holidays. Think Pair Share (TPS)
Read 'Wanda's First Day'. Discuss that all students are

Books
Australian Curriculum Science Year 2
Science-VELS Student Workbook Level 2 Year 2
Wanda's First Day
Squirrel's Busy Day by Lucy Barnard
YouTube
What is science?
<http://www.youtube.com/watch?v=de8OzOmUD7c>

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Miss Samantha Williams Science RFF Program 2015

Content

Teaching, learning and assessment

Resources

observable external features of plants or animals

identified in the local area
Living things grow, change and have offspring similar to
themselves. (ACSSU030)
Students:
record the changes in growth of a common plant or
animal, using informal units, provided tables and digital
technologies as appropriate
compare the appearance of adult living things with their
offspring, eg trees, insects, birds, reptiles, cats or
humans
Living things live in different places where their needs are
met. (ACSSU211)
Students:
observe the different places in a local land or aquatic
environment where living things can be found, eg a
schoolyard, pond, beach or bush
explore the needs of a plant or an animal in its
environment
describe how some different places in a local land or
aquatic environment provide for the needs of the
animals or plants that live there

different and we all belong.

'All About Me' worksheet, for me to get to know the students a
little better. Using the class microphone, ask the students to
read out something that they like to do.
Story/song- There's a whole in my Bucket' or 'Mr Clickety
Cane'.

Who is a Scientist?
<http://www.youtube.com/watch?v=hDQ8ggroeE4>
Game
http://www.sciencekids.co.nz/gamesactivities/plantsanimals.ht
ml
Internet
Skwirk
http://www.skwirk.com.au/
Booklet
Proformas from a range of resources. Many listed above. Some
on Pinterest, google, sparkle box etc.
PowerPoint
Is it living?

Lesson 2 and 3
Purpose: What is science and who is a scientist.
Introduce new rewards system, DOJO. Make roll on DOJO each
week. Shaker=fold arms. Review classroom
rules/expectations.
Introduce our class Science Journal (Notebook)
What is Science?
Watch a YouTube clip on 'what is science?'
<http://www.youtube.com/watch?v=de8OzOmUD7c>
TPS what the students think science is to them. Discuss their
ideas as a class. List their ideas on Smartboard.
Who is a Scientist?
Watch another brief clip on 'who is a scientist?'.
<http://www.youtube.com/watch?v=hDQ8ggroeE4>
TPS who the students think a scientist is. Discuss their ideas
as a class. List their ideas on Smartboard.
Go through a few pictures on the notebook of who a scientist
is, what they do, what they look like and the tools they need.
Have discussions with students.
Make a class definition of who a scientist is to them.
Proforma 1: Get the students to draw a picture of what a
scientist looks like to them. They can label if they would like
to. Write a sentence below 'A scientist can...'. I will have a
completed sentence on the board. They can copy mine, do
their own sentence or use a combination.
Proforma 2: In a grid there is: A scientist can/are/need.
Brainstorm them as a class, one section at a time and get the
students to list a minimum of 6 on their page, however, they
can do more. They can choose to do some of the ones listed or
they own.
Assessment: as they leave/or i leave the room, the students
have to tell me who a scientist could be and what science is to
them.

Scootle resources
Garden detective: explore an Australian garden TFL-ID
L1118
http://www.scootle.edu.au/ec/resolve/view/L1118
Garden detective: group Australian animals TFL-ID L1119
http://www.scootle.edu.au/ec/resolve/view/L1119
Garden detective: Australian garden TFL-ID L699
http://www.scootle.edu.au/ec/resolve/view/L699
Living and non-living things TFL-ID M014084
http://www.scootle.edu.au/ec/resolve/view/M014084

Lesson 4
Purpose: Prior knowledge of living and non-living things?
Remind students of classroom expectations/DOJO.
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Miss Samantha Williams Science RFF Program 2015

Content

Teaching, learning and assessment

Resources

Review their science journal from the last few lessons.

Introduction to new unit 'Living Things' and new science
journal.
Thinking cap needs to be worn each science lesson-picture of
student wearing one.
Read 'Squirrel's Busy Day'. Discuss and list what the story was
about and who was in the story.
TPS and then brainstorm what living things are. List all ideas.
Do the same for non-living things.
Picture sort: living and non-living things. Give each student a
picture and get them to put under category: living/non-living
or not too sure. Reassure them that all attempts are fantastic
and to be is a comfortable environment to take a risk and
have a go. As a class, attempt the 'not too sure' ones.
(Transfer to a Smartboard copy and will refer back to at a later
date)
Booklet: Colour title page.
Lesson 5
Purpose: What are living and non-living things?
5 mins quiet reading. DOJO/roll.
Review last weeks class journal.
Watch an animation from skwirk on living things and do quick
game. Then show them the animation of non-living things
http://www.skwirk.com.au/
List the 3 categories of living things and the things they
NEED/DO to stay alive.
Booklet/Proforma 1: Highlight the important parts on the page
about living things as a class. Get some students to highlight
the Smartboard version. Colour if time.
Look at PowerPoint 'Is it living?'. There are a series of pictures
of living and non-living things. Get students to put hand on
nose if living and hands on knees if non-living.
Brainstorm: What are living things? and What do living things
need? List answers on journal.
Booklet/Proforma 2: Table of Living and Non-Living Things. Get
them to give an example of each. They can write or draw
some living and non-living things under each heading.
Assessment: as they leave or I leave the room they have to
tell me a living thing.
Lesson 6
Purpose: What are the environments of living things in our
local area?
5 mins quiet reading. DOJO/roll.
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Miss Samantha Williams Science RFF Program 2015

Content

Teaching, learning and assessment

Resources

Review last weeks class journal.

Quick game on detecting living things in a garden.
http://www.sciencekids.co.nz/gamesactivities/plantsanimals.ht
ml
Skwirk animations- Places living things live, living things on
land, living things in the water and living things in the garden.
TPS and brainstorm where living things live.
Discuss our local environment and show students pictures
and ask if they are found in our local environment. Sort some
of those found in our local environment into a
proforma:river/creek, park, school and home. for a walk
around the school if there is time and look for living things.
Booklet/Proforma 3: Draw/write things they know are in the
wet and dry environments in their local environment.
Assessment: As they or I leave the room they have to tell me a
local environment a living thing is found.
Lesson 7
Purpose: Describe the external features of an animal and
person and how they grow and change and how their
appearance changes.
5 mins quiet reading. DOJO/roll.
Review last weeks class journal.
As a class look at pictures of the features of some animals and
discuss. Discuss how they grow and change over time.
Booklet/Proforma 4: Label as many of the features of the
animal as you can. Do on the Smartboard so all students are
able to successful label. Underneath there are 4 pictures
where you have to draw 4 stages of their life. Do this part as a
class. Showing them pictures on the Smartboard-class journal
and put in order. Draw them on their page in the correct
boxes.
Proforma 5: Label the features of a person and get the
students to do this one more on their own but still putting
something on the class journal for their reference. Assess their
knowledge of how living things grow and change over time
and relate it directly to their own experiences of being a living
thing in their class work.
Lesson 8
Purpose: Describe the external features of a plant and how
they grow and change from a seed (lifecycle).
5 mins quiet reading. DOJO/roll.
Review last weeks class journal.
TPS and then discuss as a class on how a plants start their
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Miss Samantha Williams Science RFF Program 2015

Content

Teaching, learning and assessment

Resources

lifecycle.
Show them actual seeds and tell them that they are going to
have a class plant. They will grow a plant from seeds and they
will need to look after it by watering it and making sure it is
fed by sunlight etc. They will need to do this daily and each
lesson we will monitor its growth and changes (next term
also).
Booklet/Proforma 6: Label a plant. Do a class one but ask for
answers (colour if time).
Do a Smartboard sort and order of a lifecycle of a plant.
Booklet/Proforma 7: Draw the 5 pictures that illustrate the
lifecycle of a plant.
Lesson 9
Purpose: Lifecycles of living things in their local wet/dry
environments. How the appearance of an adult's offspring can
vary quite significantly.
5 mins quiet reading. DOJO/roll.
Review last weeks class journal.
Review how the plant is growing. Draw its changes.
TPS what a frog starts out as. Show them pictures and discuss
where they are found. Sort and order the lifecycle of a frog on
the class journal notebook.
Booklet/Proforma 8: cut and paste the lifecycle of a frog in the
correct order.
Booklet/Proforma 9: cut and paste the lifecycle of a butterfly in
the correct order.
Lesson 10
Purpose: Mini formative assessment/Students evaluation of
the unit.
5 mins quiet reading. DOJO/roll.
Review last weeks class journal.
Review how the plant is growing. Draw its changes. Nominate
someone to care for it in the holidays.
Get the students to do a quiz with a few questions, some
multiple choice to see the knowledge of the students.
Directed drawing and colour of a living thing.

Other Comments

Evaluation
Were the students engaged and challenged throughout the lessons?
Did the students enjoy the science lessons?
Were the content and learning experiences relevant and differentiated for all students?

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Miss Samantha Williams Science RFF Program 2015

Did the students learn the difference between living and non-living things?, what we need to
stay alive?, the same/different features of living things and their environments?

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.