Documente Academic
Documente Profesional
Documente Cultură
Rationale
The students have been exploring living things and how some of them can be dependent on other living things to
improve their survival. To extend the students scientific knowledge and continue to develop their understanding about
living things, this learning experience will focus on the relationship between ants and seeds (Primary Connections, 2013).
Engaging in a hands-on learning experience the students will be able to observe the interaction between ants and seeds
and hypothesis how this reciprocal relationship can be beneficial to their cycle of life (Forest & Madden, 2011).
Outcomes & Indicators
ST2-4WS: Investigates their questions and predictions by analysing collected data, suggesting explanations for their
findings, and communicating and reflecting on the processes undertaken (BOSTESa, 2012).
Working collaboratively and individually, to suggest ways to plan and conduct investigations to find answers to
questions
ST2-11LW: Describes ways that science knowledge helps people understand the effect of their actions on the
environment and on the survival of living things (BOSTESa, 2012).
Outline the relationship between plants and animals
Gather information about some relationships between living things (mutually beneficial relationships)
MA2-13MG: Reads and records time in one-minute intervals and converts between hours, minutes and seconds
(BOSTESb, 2012).
Convert between units of time
Use time measurements in an investigation of ant behaviour.
Objective
For the students to explore the concept of seed dispersal by investigating how ants carry seeds and develop an
understanding that this is a form of seed dispersal in the natural environment (Pascov, Nevill, Elliott, Majer, Anthony &
Krauss, 2015).
For the students to develop an understanding of the relationship between ants and seeds by collaboratively conducting
an experiment to identify and record the movement of seeds when ants interact with them.
Resources:
- YouTube Video Clips
- Digital Timers
- Smartboard
- Writing Materials
- 3 different types of food; Seeds, Brown Sugar & Pieces of Cheese
- Ipads/Cameras
- Science Journals
- A4 Paper
Lesson development:
10:00am Introduction (20 minutes): Discuss and reflect on knowledge gain about life cycles and seeds in lessons 1, 2 & 3
with the whole class. Questioning; How can animals and plants help each other to thrive in their life cycle?
Watch YouTube Video (watch up to 2:08mins): http://splash.abc.net.au/home#!/media/86130/fruit-why-plantsmakethem?source=earlyprimary-science. Questions; How do birds and other animals help seeds spread?, Why would it
be better for the plant if its seeds are spread (dispersed) further away? Do you know which animal which insect is the
most commonly involved and effective at seed dispersal? (Primary Connections, 2013). Watch YouTube Video:
https://www.youtube.com/watch?v=111lnSRX-oM. Whole class discussion about how different species of ants prefer
different types of food and they will be working collaboratively to investigate ants in the playground and their food
preferences (Showing an example of experiment).
10:20am Body (40 minutes): Students divide into groups of four and set up ant experiment in the school playground.
Students use the Ipad to take photos and document time of photo taken (photo at beginning and then every 10
minutes). 11:30am-2:30pm: Experiment left in the school playground throughout the day students continue to take
photos of experiment every hour at appropriate times.
2:30pm Conclusion (30 mins): Using Ipad photos students create a storyboard to visually represent their experiment
findings on the Ipad. Each section of storyboard to include picture and time picture was taken in chronological order.
Students write description of experiment findings in science journal. Each group present storyboard and discuss findings
to the whole class.
Differentiation of learning for individual children
Support:
Extend:
Have students experiment with 2 types of foods first and To extend on the childrens understanding encourage them
closely work with them to develop their understanding of to think about other sweets and proteins that could be
the scientific concepts of the ant experiment.
used in the experiment.
Scaffold their thinking through open-ended questioning
Provide the children with 5 different types of foods to use
and being in close proximity if they are needing assistance. in their experiment and record their findings.
References
Board of Studies Teaching & Educational Standards (BOSTESa) NSW. (2012). Science K10 (incorporating
Science and Technology K6) Syllabus. Retrieved from: https://syllabus.bostes.nsw.edu.au/science/
Board of Studies Teaching & Educational Standards (BOSTESb) NSW. (2012). Mathematics K10 Syllabus.
Retrieved from: https://syllabus.bostes.nsw.edu.au/mathematics/
Board of Studies Teaching & Educational Standards (BOSTESc) NSW. (2012). English K10 Syllabus.
Retrieved from: https://syllabus.bostes.nsw.edu.au/english/
Board of Studies Teaching & Educational Standards (BOSTESd) NSW. (2012). History K10 Syllabus.
Retrieved from: https://syllabus.bostes.nsw.edu.au/hsie/history-k10/
Board of Studies Teaching & Educational Standards (BOSTESe) NSW. (2012). Geography K10 Syllabus.
Retrieved from: https://syllabus.bostes.nsw.edu.au/hsie/geography-k10/
Charlesworth, R., & Lind, K., K. (2013). Math and science for young children (7th ed). Belmont, CA:
Wadsworth Cengage Learning.
Forest, F., & Madden, D. (2011). Elaiosomes and seed dispersal by ants. Retrieved from:
http://www.dnadarwin.org/casestudies/2/FILES/AntsSG2.0.pdf
Pascov, C., Nevill, P., Elliott, C., Majer, J., Anthony, J., & Krauss, S. (2015). How ants aid seeds.
(Ecologica)(seed distribution by ants). Wildlife Australia, 52(4), pp. 14-16. Retrieved from:
http://search.informit.com.au.simsrad.net.ocs.mq.edu.au/fullText;dn=651580502343727;res=IELAPA
Primary Connections. (2013). Friends or foes? Year 4 Biological Science. Canberra: Australian Academy of
Science.
Queensland Studies Authority. (2013). Aboriginal and Torres Strait Islander histories and cultures resources:
Science. Supporting the implementation of the Australian Curriculum cross-curriculum priorities.
Retrieved from:
https://www.qcaa.qld.edu.au/downloads/aust_curric/ac_ccp_atsi_cultures_science.pdf
The Seed Site. (2013). Seed Dispersal. How Plants Spread. Retrieved from:
http://theseedsite.co.uk/dispersal.html