Pre test What goes where? 1.

To capture students interest and find out what they think they know about how living things, such as plants, have life cycles (p7-10 PC Plants in Action) Foldable 1 Groups of 4

Living things can be grouped on the basis of observable features and can be distinguished from non living things (ACSSUO44) Sort objects according to whether they are living or non-living Brainstorm or provide a list of objects including items like computers, robots, shells, language, rocks, air, minerals, water, rivers, sea, culture, fashion Categorise objects into these groups of living and non-living. See attachment sample classifying sheet Identify some features of living things that distinguish them from non-living things Develop definitions of living and non-living things. See attached sheets http://www.saburchill.com/chapters/chap0001.html

Living things are made of cells. Living things obtain and use energy. Living things grow and develop. Living things reproduce. Living things respond to their environment. Living things adapt to their environment.

Identify and use patterns of observable features of living things to group them, by using tables, diagrams or flowcharts Define classification Sort a collection of classroom objects and describe criteria used to class. Pretend that you are a scientist and you are studying a new jungle environment. Decide how you will classify the plants and animals there. Develop a written system to do this. (preferably on a foldable) Extension Research ways that Aboriginal and Torres Strait Islander peoples classify some plants and animals See attachment Adelaide Zoo Primary classification sheets Living Things have life cycles Observe a plant as it grows and develops, and sequence the stages in its life-cycle Plants seeds and watch them grow. Use school garden or clear container. Germinated seeds in a resealable bag (p. 24-26PC unit) Write about change and use scientific and mathematical processes to analyse progress over time. Daily photographs of plants; daily measurements of plants; daily recording of changes to be documented in their science journals accompanied by labelled diagrams where appropriate. Plant life stages jumble (see p 13 PC unit) To elicit students questions about plant parts, plant growth and the life cycle of flowering plants

During the course of growth photograph the plants and turn into stop motion picture. Whats inside a seed? Examine the outside and inside appearance of a seed when dry and when soaked (p. 16-21 PC unit). Use the observation record sheet (p21) to focus students on using the senses to describe and draw various seeds both dry and soaked. Flowers structure (p. 28-34 PC unit) To provide students with hands-on, shared experiences of the internal parts of a flower. Students dissect and analyse different parts of a flower and draw a labelled diagram. How plants absorb water Place water in jars and colour. Place in white flowers (or celery) and observe the change in colour. Discuss what that tells us about plant structure

Students identify, label and provide a brief description of all the structure of a plant that they are aware of. First they discuss answers and compile a chart displaying what the students know about the plant. Display the chart in the room for students to add to it over the course of the unit. On this chart students use Post it notes to record main ideas, key words etc. These will be used as the basis for the writing task. Provide students with a variety of books and reading passages based on plants draw and label the model of the plant being studied in their log books. This is supported by a brief explanation of how the plant Students functions. Use the collected information to draw a flowchart to demonstrate how this plants work. Once students have drawn their flowchart write the

information as to how the system works. Display using different mediums including iPads and various technology. Using the plant life stages jumble (p13) students place pictures in the correct order and annotate with information on the stages of plant growth. Explain everything app to verbally represent life cycle.

Identify ways the environment can affect the life cycle of plants and animals What poisons a plant? Students are asked to bring common substances to add to vases containing leafy celery stalks to oobserve the effect on celery life. Set up controls on plain water. Provide a selection of vases containing fro example no water, oil, vinegar, liquid paint, turps etc. Role in pollination (p. 33 PC unit) Bees in pollination. Show video of pollination (Primary connections background cd). Students learn about the role of birds and bees in pollination of plants. After research students write a first person perspective factual narrative from the perspective of the bee. Students write and edit their draft and use funny movie maker to publish.

Environmental aspects that affect plant growth. (P50-53 pc unit). Students design an experiment to discover variables that affect plant growth. These may include - not in sun, no water, no soil and temperature change. Variable experiment- (p. 44-49 PC unit). Resource sheet 8 (p48 PC unit) Living things, including plants and animals, depend on each other and the environment to survive Identify some factors in the local environment that are needed by plants and animals for survival Walk around playground and identify different environments. Discuss different plants in different areas. What environmental factors affect their growth and diversity? Develop an information recording method. Adaptability and global environments Investigate plants around the world and how they adapt/survive in various global and extreme environments. Use David Attenboroughs Plant Kingdom and various

websites including world book to collect information. Present their research as a digital presentations using Ipad apps that may include: Extension :Discuss the effects of changes in the environment on animals. Explore the effects of natural disasters on living things in the environment. Outline the relationship between plants and animals, including that plants are able to use light to make food, while animals must eat plants and animals to obtain food. Photosynthesis Students investigate the importance of the role plants play in the carbon cycle. Analyse the potential benefits of trees, algae, crops and other photosynthesising organisms. Food chain Research the food chain and how plants provide important elements in this environmental process. Create a survival plan for what a food chain needs to be successful including the necessities plants need to grow and reproduce in any environment. Ecosystems Discuss what happens when the food chain/web is disrupted eg. Drought or fire etc. see homework grid

Investigate the role of living things in a habitat, e.g. plants as producers and microbes(microorganisms) as decomposers Gather information about some relationships between living things, e.g. predator-prey, competitors and mutually beneficial relationships See homework grid

Research and explain the interdependent relationships between animals and their ecosystems.