SCIENCE Lesson Plans Overview

General Capabilities
Literacy Numeracy Information and Critical and Creative Thinking Personal and Social Capability Ethical Behaviour Intercultural
Literacy involves Numeracy involves Communication Technology Critical and creative thinking are This involves students in a range Ethical behaviour involves Understanding
students in listening to, students in (ICT) capability integral to activities that require of practices including recognising students in building a strong This involves students
reading, viewing, recognising and This involves students in students to think broadly and and regulating emotions, personal and socially oriented in learning about and
speaking, writing and understanding the role learning to make the most of the deeply using skills, behaviours developing empathy for and ethical outlook that helps them engaging with diverse
creating oral, print, of mathematics in the technologies available to them, and dispositions such as reason, understanding of others, to manage context, conflict cultures in ways that
visual and digital texts, world and having the adapting to new ways of doing logic, resourcefulness, establishing positive relationships, and uncertainty, and to recognise
and using and modifying dispositions and things as technologies evolve imagination and innovation in all making responsible decisions, develop an awareness of the commonalities and
language for different capacities to use and limiting the risks to learning areas at school and in working effectively in teams and influence that their values and differences, create
purposes in a range of mathematical themselves and others in a the lives beyond school. handling challenging situations behaviour have on others. connections with others
contexts. knowledge and skills digital environment. constructively. and cultivate mutual
purposefully. respect.

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander histories and
cultures. The Aboriginal and Torres Strait Islander
priority provides opportunities for all learners to
deepen their knowledge of Australia by engaging
with the world’s oldest continuous living cultures.
This knowledge and understanding will enrich
their ability to participate positively in the ongoing
development of Australia.
Asia and Australia’s engagement with Asia
This will ensure that students learn about and recognise the diversity
within and between the countries of the Asia region. They will develop
knowledge and understanding of Asian societies, cultures, beliefs and
environments, and the connections between the peoples of Asia,
Australia, and the rest of the world. Asia literacy provides students with
the skills to communicate and engage with the peoples of Asia so they
can effectively live, work and learn in the region.
Sustainability
This develops the knowledge, skills, values and world views necessary for people to act
in ways that contribute to more sustainable patterns of living. It enables individuals and
communities to reflect on ways of interpreting and engaging with the world.
Sustainability education is futures-oriented, focusing on protecting environments and
creating a more ecologically and socially just world through informed action. Actions that
support more sustainable patterns of living require consideration of environmental,
social, cultural and economic systems and their interdependence.

Science Understanding
Biological Sciences: Chemical Sciences: Physical Sciences: Earth Sciences:
Year 3 Living things can be grouped on the basis of Year 3 A change of state between solid and liquid Year 3 Heat can be produced in many ways and can Year 3 Earth’s rotation on its axis causes
observable features and can be distinguished from non- can be caused by adding or removing heat move from one object to another (ACSSU049) regular changes, including night and day
living things (ACSSU044) (ACSSU046) Year 4 Forces can be exerted by one object on (ACSSU048)
Year 4 Living things have life cycles (ACSSU072) Living Year 4 Natural and processed materials have a another through direct contact or from a distance Year 4 Earth’s surface changes over time as a
things, including plants and animals, depend on each range of physical properties; These properties can (ACSSU076) result of natural processes and human activity
other and the environment to survive (ACSSU072) influence their use (ACSSU074) Year 5 Light from a source forms shadows and can be (ACSSU075)
Year 5 Living things have structural features and Year5 Solids, liquids and gases have different absorbed, reflected and refracted (ACSSU080) Year 5 The Earth is part of a system of planets
adaptations that help them to survive in their observable properties and behave in different ways Year 6 Electrical circuits provide a means of orbiting around a star (the sun) (ACSSU078)
environment (ACSSU043) (ACSSU077) transferring and transforming electricity (ACSSU097) Year 6 Sudden geological changes or extreme
Year 6 The growth and survival of living things are Year 6 Changes to materials can be reversible, such Energy from a variety of sources can be used to weather conditions can affect Earth’s surface
affected by the physical conditions of their environment as melting, freezing, evaporating; or irreversible, generate electricity (ACSSU219) (ACSSU096)
(ACSSU094) such as burning and rusting (ACSSU095)
Science as a human endeavour Science Inquiry skills (these are to be mastered over 2 years)
Nature and development of Use & influence Questioning Planning and conducting: Processing and analysing data and Evaluating: Communicating:
science: Year 3,4 Science and Yr 3,4 Suggest ways to plan and conduct information: Yr 3,4 Reflect on Y 3,4 Represent and
Year 3,4 Science involves knowledge helps people to predicting: investigations to find answers to questions Yr 3,4 Use a range of methods the investigation, communicate ideas
making predictions & describing understand the effect of With guidance, (ACSIS065)Safely use appropriate materials, tools including tables & simple column including and findings in a
patterns and relationships their actions (ACSHE062) pose or equipment to make and record observations, graphs to represent data, to identify whether a test variety of ways such
(ACSHE050) Yr 5,6 Scientific questions to using formal measurements and digital patterns and trends. Compare results was fair or not as diagrams, physical
Year 5,6 Science involves understandings, clarify practical technologies as appropriate (ACSIS066) with predictions, suggesting possible
( ACSIS058) representations and
discoveries & inventions Yr 5,6 With guidance, plan investigation methods reasons for findings (ACSIS068)
testing predictions by gathering problems or Yr 5,6 Suggest simple reports
data and using evidence to are used to solve to answer questions or solve problems Yr 5,6 Construct and use a range of
problems that directly inform a improvements to (ACSIS071)
develop explanations of events (ACSIS086) representations, including tables &
affect peoples’ lives scientific graphs, to represent & describe the methods Yr 5,6 Communicate
and phenomena. Important investigation,& Decide variable to be changed and measured in ideas, explanations
contributions to the (ACSHE083) fair tests & accurately observe, measure and observations, patterns or relationships used to
advancement of science have Scientific knowledge is predict record data, using digital technologies (ACSIS087) in data using digital technologies investigate a and processes in a
been made by people from a used to inform personal & findings Use equipment and materials safely, identifying (ACSIS090) Compare data and use as question or variety of ways,
range of cultures (ACSHE081) community decisions (ACSIS231) evidence for explanations (ACSIS218) solve a problem including multi-modal
potential risks (ACSIS088)
texts (ACSIS093)
(ACSHE217) (ACSIS091)
Year 3 Topic: Organisms at the beach. Term: 1 Weeks 3-7
Strand Sub strand Code Year Content Descriptors Lessons
SU Biological Sciences (ACSSU044) Year 3 Living things can be grouped on the basis of observable features and can 1 to 5
be distinguished from non-living things
SHE Use & Influence (ACSHE062) Year 3,4 Science knowledge helps people to understand the effect of their actions 2&5

SIS Communicating (ACSIS071) Y 3,4 Represent and communicate ideas and findings in a variety of ways such as 4&5
diagrams, physical representations and simple reports.

Learning Experiences
Major Content Focus:

Lesson Engage: Mentally engages students, Life’s a beach!

1 captures interest, Able to express what
they know
Lesson Engage/Explore: Hands on activity,
2 explore the concept or skill. Make sense of
the concept or skill (this may take more
than 1 lesson and be combined with
explore)
Lesson Explore/Explain: Explanations are
3 made on the concept or skill. Explanation
follows experience.
Lesson Elaborate: Provides opportunities to
4 apply the concept or skill. Develops a
deeper understanding of the concept or
skill (this may include an investigation)
Lesson Evaluate: Continue the development of
5 the understanding of the skill and evaluate
their learning.
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Students engage in the topic by listening to a story and then having the opportunity to engage
in group discussion using the KWLH chart to express what they know about living and non-living
things which is non-confronting and enables teachers to ascertain individual knowledge or
misconceptions while promoting scientific thinking. The use of the acronym MRS GREN is a fun
and useful memory strategy to reinforce learning and knowledge retrieval.
Observing the Seashore.
Research shows that field trips promote students factual retention, therefore the excursion is an
opportunity to connect their learning and promote problem solving through critical and flexible
thinking (Greene, Kesida & Bowen, 2014) thus enabling the process of what they are learning to
be better understood in an authentic and meaningful way. Social aspects are another component
of excursions that are relevant to collaborative and co-operative learning.
The Science of Beachcombing.
Students understand that there are specific features that living organisms have that differentiate
them from other living organisms and how environment impacts their survival. Relating the
learning to the excursion aims to create a unique combination of learning (Hipkins, et al., 2002,
p. 111).
What Happens Underwater?
Students have the opportunity to predict, observe, test, evaluate and record relevant information
based on their biological experiences and experiments to create a more sophisticated conception
through active participation (Hipkins et al., 2002, p. 110). Creating a prediction and reflecting on
the prediction at the end of the lesson is an introduction into metacognitive thinking and aims to
reconstruct schemata (Hipkins et al., 2002, p. 109)
How to be a Better Beachcomber.
Students reflect on the learning from the previous lessons and have the opportunity to
personalise it through sending a poignant message to other users of the environment through
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 creating a poster. Using this strategy allows analysis, synthesis and evaluation of the work to
date (Bear, 2012).
KLA Science Maths English History Geography Languages The Arts Business Civics Health D&T ICT
Outcomes (ACSSU044) (ACMMG061) (ACHGS022) Linked to
Abbreviations cross
(ACSHE062) curricular
(ACSIS071) activity
below

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 Lesson Plan 1
Rationale:
This lesson has been planned to recount knowledge formed in previous years about living things, for
example Year One: ACSSU017 and Year Two: ACSSU030 (ACARA, 2013). There is a focus
throughout this and other lessons on the use of scientific language and the importance of promoting
students dialogue by using an interlanguage strategy which assists as they learn new science
content and have words explained – using visual representation of new words such as pictures or
labels may be helpful (Carrier, n.d.). It aims to broaden the student’s knowledge and promote
lateral thinking about what constitutes a living thing and the concept of a non-living thing. Initially it
engages students with a story about beachcombing. Using children’s literature is an ideal way to
engage students as they are likely to be familiar with this format of presentation (Halsey & Elliot,
2007, p. 27). The use of the KWLH chart provides an opportunity for students to elicit information in
a non-confronting way where there is no right or wrong – rather an unsolicited account of their
conceptions about living and non-living things. It is essential that students have these opportunities
to express themselves and then through appropriate activities (Skamp, 2012, p. 218) develop or
adjust schemata. According to Skamp (2012), this prior knowledge affects how and what students
learn (p. 217). Prior knowledge also acts as a useful tool for teachers to ascertain misconceptions.
The lesson includes the introduction and use of acronyms which are a valuable and empowering
strategy and tool for memory retrieval (Richards, 2008), such as MRS GREN for recall on the
concept of characteristics of living things. To make this a memorable experience in English students
might write a profile on MRS GREN based on the seven characteristics. The conclusion has a focus
on engaging students through the use of the Kagan Structure which is based on co-operative
learning (Kagan, 2009) which may promote confidence in communicating scientific knowledge.
The activities provided in this lesson aim to allow students to develop a more lateral perspective on
current scientific viewpoints, increase their concrete perceptibility and their cognitive awareness.
This lesson plan was designed with specific significance to the school in my coastal community
which provides links to the General Capabilities: Personal & Social Capability and Cross-Curriculum
Priorities: Sustainability in The Australian Curriculum (ACARA, 2013). The knowledge attained can
promote respect and awareness of an environment - and impact our personal behaviours at a local
level which may then transpire to a global level. The lesson plan is flexible and although not included
there are opportunities to incorporate an Indigenous Australian perspective. For example including
how they decipher living and non-living things in general and at the beach, which may be done
through having an Elder come in to class or include such things as storytelling and/or art.

Title: Wanted: Dead or Alive!! Engage/ Explore

Intended Learning (Outcomes/Objectives)
‘By the end of this lesson students will be able to’
1) Differentiate between living and non-living organisms
2) Learn the acronym MRS GREN as an anecdote for remembering the seven characteristics of living
things.
3) Give a basic description of each of the MRS GREN characteristics.
4) Understand that non-living things do not have the same characteristics as living things.
Students’ Prior Knowledge:
1) Living things grow.
2) Living things have different stages.
3) People use science to help them understand about living things in their environment
Materials: Interactive whiteboard; Y chart graphic organizer; KWLH charts ; Pencils; microscopes,
magnifying glasses; Science journals
Lesson Steps:
Into: In science everything is made up of matter and matter is made from tiny particles that are too
small to see called atoms. All clothes, animals, foods, plants, water, air are made of matter. This matter
is organized into two main groups – living things and non-living things. Sometimes some things are quite
difficult to put into one of these groups. You are going to discover what you and your peers know about

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 living and non-living things at the beach and a clever way to remember how you can tell which things
are living.
Main body:
1. Read the book “Beachcombing: exploring the seashore”.
2. As a whole group students brainstorm what they know about living and non-living things. Use a
KWLH graphic organizer (see Appendix 1) to record what they KNOW, WONDER – KW only in this
lesson.
3. Students will watch a movie (Use whiteboard) on living things (6.40 min).
http://www.youtube.com/watch?v=PZ2FI50oecs&feature=related
4. While watching the film student’s record in Science journal; 3 living and 3 non-living things they
see.
5. Discuss findings and then say there is a special way to remember living things.
6. Introduce and give explicit instruction on the acronym MRS GREN. Teacher has acronym chart
written on the board with basic information about each letter (The Science Learning Hub, 2012).
7. Teacher supplies some living and non-living objects for students to look at using microscopes
and magnifying glasses.
8. In groups of 3-4 students group the samples into living, non-living and unsure – using their MRS
GREN knowledge.
9. Whole class discuss, change organisms and then individuals draw in their Science journals what
3 similarities are of living and non-living things and what 3 differences are – compare and
contrast.
10. Individually students make a ‘Y chart’ graphic organiser (see Appendix 2) to record (3 things of
each) what they think they will find that is living or non-living or they are unsure about at the
beach on the excursion words or pictures.

TRIVIA TIME: The largest living organism on the planet is a kelp bed!
 N.B. Students will create a word-wall chart with terminology associated with the lesson.

Conclusion: Based on Kagan training: Students stand up and walk around the room in silence. When
they walk past someone they have to smile. When teacher says STOP the person closest to them is their
partner. The teacher instructs with an idea such as - the person with the longest hair must tell their
partner the difference between living and non-living things. Once they have completed this the listener
must respond with THANK YOU. The listener is now instructed to tell their partner about what MRS
GREN is.
Extension: Habitats: Students watch movie on habitats to make connections to where organisms live.
www.bbc.co.uk/schools/screenclips/ages/8_9/habitats.shtml
Students write a brief summary of what habitats they might encounter at the beach.

Key Questions to Ask

1) What colours could a plant be at the beach?
2) Describe a non-living organism you might find at the beach.
3) Explain why plants need sunlight?
4) Explain why animals eat plants?
5) What colours should plants be?
Assessment
1) Diagnostic - Kagan Structure: Observation and recording misconceptions.
2) Diagnostic – Checklist participation in KWLH chart.

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 Lesson Plan 2
Rationale:
The basis of the lesson was providing an opportunity for students to contextualise their learning
through a beachcombing excursion. The beach pledge (Fisheries WA, ) they take is relevant to
sustainability and respect for the environment. This outing is integral to the on-going exploration
and coherent processing of living and non-living organisms found in both the focus area: beach
environment and other environments (Skamp, 2012, p. 532). The outdoor lesson also addresses
Cross-Curriculum Priorities in The Australian Curriculum: Sustainability (ACARA, 2013). Barlow
(cited in Beach Chair Scientist, 2014) summarises effectively the ideology behind the beachcombing
excursion, “Children are born with a sense of wonder and an affinity for Nature. Properly cultivated,
these values can mature into ecological literacy, and eventually into sustainable patterns of living”.
Other aspects that the excursion address are fostering peer interactions in a common arena, using
pro-social behaviours and skills such as co-operation (Krause, Bochner & Duchesne, 88;92;188).
The lesson includes working in small groups which according to Harvey & Daniels (2009) can “…
leverage each others thinking” (p. 38). This concept reinforces the aim of the lesson which was to
get a broader knowledge of living and non-living things and can be used as a useful example
explaining that people work together .and so do other organisms such as the ones on the beach.
Part of the lesson was spent checking tidal flow and although not specifically related to the
objectives it was an awareness that would be useful in future learning in the strand addressed but
also in other strands such as Earth Sciences. Posing questions such as “I wonder if the tidal flow
makes a difference to where the organisms live?” reiterating a sense of wonder and curiosity in the
students. The use of the trundle wheel also allowed for the Mathematics learning area to be
integrated and is a basic introduction into data recording and the use of physical tools relevant to
obtaining Scientific evidence. The use of technology using the digital cameras and videos was also
a meaningful way to record data which can be used in the classroom for lesson or future activities.

Title: Observing the Seashore. Engage/ Explore

Intended Learning Outcomes/Objectives
‘By the end of this lesson students will be able to’;
1) Find, observe and record living and non-living organisms found on the beach.
2) Describe the importance of living and non-living organisms.
3) Demonstrate a sense of respect and responsibility for the local beach environment including the
Beach Pledge.
4) Basic awareness that different organisms require different environmental elements to survive.
Students’ Prior Knowledge
1) Students understand the characteristics of living things and non-living things using MRS GREN table.
2) Earlier in the day as part of English: Speaking and Listening students have watched a video on beach
science to gain an awareness of a prospective beach excursion and beachcombing;
www.youtube.com/watch?v=2rpBmnPQUXQ .
3) Students know how to use an iPad for still shots and videos.
Materials
Permission (as per legal and departmental requirements; including using images of students).
Sun hat; Sunscreen; Plastic zip-lock bags; Leaners; Pencils; iPads; Teacher checks tide times; Map
Lessons Steps
Into:
Students will embark on an adventure to the local beach. They discuss the beach pledge they must take
before leaving - and its relevance to taking and leaving things at the beach for scientific reasons – mainly
that dead or alive all organic organisms have a place in at the beach as part of a system. They are asked
to measure how far up the beach the wet sand is and that what makes the wet sand is the ebb and flow
of tides. They are asked to think about what that might mean for some organisms because sometimes
the water is up high and sometimes it is not.. Students are provided with seal lock bags to collect man-
made items. They are also given a debriefing of using the digital cameras with which they are familiar
with eg. Check there is battery charge, memory cards etc. Students are handed a recording sheet which
they record data.
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 Main Body
1. Safety & rules reinforced.
2. Beach Pledge reiterated and contract signed by the students (See Appendix 3).
3. Students are assigned groups of 3-4 according to cognitive ability, behaviour etc.
4. Travel by bus to the beach for excursion.
5. First students will determine the wet and dry sand and measure from the waters edge to the
high water mark with a trundle wheel and record in metres.
6. Students will use set parameters to conduct their research – identifying their zone using a pre-
drawn map provided by teacher. Students outline their area.
7. Students observe with magnifying glasses and photograph living things and organic non-living
things AND collect in their zip-lock bags man-made items such as flotsam, jetsam and marine
debris.
8. Student’s record individually data using proforma (see Appendix 4).

Conclusion
Students come together in groups of four to compare and contrast their findings.
In class student’s review the KWLH chart and complete the; what we LEARNED and HOW we learned.
Teacher and class review KW to see if all misconceptions have been addressed, all questions have been
answered and all knowledge reiterated.

Key Questions to Ask

1) Why you think the tidal ebb and flow might affect organisms?
2) Are crab-holes always located in the wet or dry sand? Explain your answer.
3) What organisms live in the beach environment?
4) How are the organisms found in the beach environment suited to it?
5) Are you an animal or a plant? Explain why.

Assessment
Student Assessment (type, group, specific links to any rubrics, checklists)
1) Observational checklist: Excursion participation.
2) Formative: Recording sheet.
3) Observational checklist – KWLH participation.

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 Lesson Plan 3
Rationale:
The purpose of this lesson is to elaborate on student’s knowledge of classification from living and
non-living things into two living kingdoms – animal and plant; and a non-living group with the
purpose of creating insights and curiosity about organisms (Skamp, 2012, p. 229). Although there
are six kingdoms (Caprette, 1996), at this early stage the use of two kingdoms has been used - as
the year progresses other kingdoms can be introduced, which is why it has been mentioned in the
introduction to the lesson. The lesson uses the Think/Pair/Share strategy which is an easy to use co-
operative structure; they then use a Two to Fours to share, learn, explain and reflect on their
learning (Brace, Brockhoff, Sparkes & Tuckey, 2006, p. 62). The lesson uses a variety of
representations to elicit understandings and allows teachers to use some tasks as assessment tools.

Title: The Science of Beachcombing. Explore/ Explain

Intended Learning (Outcomes/Objectives)
‘By the end of this lesson students will be able to’
1) Group living and non-living things in to more defined groups (Animal, Plants, Non-living).
2) Recognise that these groups have specific characteristics.
3) Be able to sort cards of organisms into the correct categories.
4) Use basic scientific language to discuss and describe living and non-living things.
Students’ Prior Knowledge:
1) Students will know that living and non-living things have specific attributes.
2) Students will understand and give a basic explanation of MRS GREN.
3) Students will have a very basic understanding that the movement of the ocean affects living systems.
Materials
Coat hangers.; Card; Textas.
Lessons Steps
Into: Group is made aware that different living and non-living things can be classified into more succinct
groups. Students are asked to review the data found at the beach for classification and that we will use
three groups to classify. Teacher explains that there are in fact six kingdoms and as we learn more we
will reclassify organisms. Teacher discusses how individuals will use their information to create a mobile
so that they have the three classifications.

Main Body
1. Using the data recorded from excursion, individually students classify their findings into living, non-
living and unsure groups.
2. Pair/share: Discuss the similarities of each group and then the differences. Pairs join with another
pair.
3. Using this information the small groups of students classify living things into Plants Animals, Non-
living.
4. Using a teacher call-out to groups, student’s group organisms and teacher records on board. Class
discussion about main characteristics
5. Individually students use a separate piece of card to record names and/or picture and hang
appropriate group in a column from the coat-hanger using the three groups.

Conclusion
Living things respond to MRS GREN – go through MRS GREN asking individuals questions for example;
“What does the R stand for? Ask another student to elaborate. Discuss how attributes are exhibited in
plants and animals

Extension : Students use the interactive website “The Virtual Beachcomber”

http://www.beachcomberscompanion.org/virtualbeachcomber/index2.htm
Write a brief report on your findings.

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 Key Questions to Ask
1) Why do animals eat plants?
2) Where does the energy come from for plants to grow?
3) If plants need the sun, how do some plants live under water?
4) What types of animals eat these plants?
5) Which group should a rock found on the beach go into and why?
Assessment
1) Formative: Classification Activity.

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 Lesson Plan 4
Rationale:
The lesson plan uses scientific experimentation as a way of introducing independent and dependent
variables in an informal way. This did not have explicit instruction as it was an activity to create
awareness of how experiments can prove differences. The aim was to promote discussion and
develop ideas about plants as living things and link it to other phenomena such as living things that
are found at the beach (Skamp, 2012, p. 290) in a new and challenging way (Skamp, 2012, p. 118).
Using the

Title: Listen to This. Explain/ Elaborate

Intended Learning (Outcomes/Objectives
Should complete the sentence ‘By the end of this lesson students will be able to’
1) Recognise that plants produce oxygen.
2) Recognise how different environments impact organisms.
3) Considered the introduced concept that oceans produce the majority of oxygen – not forests.
Students’ Prior Knowledge (summary in 3 dot points)
1) Students are familiar with writing simple predictions.
2) Students are aware that plants are living things.
30 Students are aware that plants and animals are classified separately.
Materials
Whistling kettle; Bunsen burner; Beaker; Mini glass tanks; Base cover for pond; Pond weed; Water
Desk lamps; Dark cupboard; Test tubes
Lessons Steps
Into; Using a “funnel affect” have a whistling kettle on – ask the students What’s happening? Have a
beaker with boiling water on a Bunsen burner asking “What are the bubbles?
Teacher explains that bubbling water produces gases. Gases are all around us. Teacher scaffolds learning
by posing questions such as; “What gas are you breathing?” “What’s inside air – it starts with an O?” We
are going to do an experiment where we see plants producing gases. Explain to students that they are
going to use different environments to see how they affect organisms. There is an emphasis on what
happens in the different environments.

Main Body
1. In small groups (3-4) - create a prediction about what you think may happen when we cover the
plants with a test tube.
2. Using mini glass tanks (filled with water) with pond weed growing inside.
3. Cover part of the plant with an inverted test tube.
4. Shine light on 1/3 of them.
5. Have1/3 with no light.
6. Put 1/3 in a cupboard.
7. Using the teachers pre-prepared tanks from the different environments, students observe
(including taking the plant and looking under a microscope) and record individually the
differences and effects the environments have had on the plants.
8. Give students an opportunity to elicit their thoughts and understandings to the whole group –
this gives teacher an opportunity to address misconceptions. Teacher explanation about how the
one with the light on it has a lower water level and explain how it is producing gas and producing
oxygen – students will see the bubbles. (This may be videoed for future lessons).
9. Based on their original predictions students reflect and write a group conclusion where drawings
and diagrams may be included.

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 Conclusion
Groups present an oral presentation of their conclusive evidence with each person speaking about at
least one thing.
As a whole class discuss how sometimes you need proof to support your prediction and that sometimes
the results can be quite different because of the environments in which organisms are exposed to.
Relate this to the experiment and the outcomes of using different environments. Introduce the concept
of oceans producing more oxygen than forests. Teacher explains that they will delve into this topic later
in the year.
Extension: Write a brief report about their findings when using the microscope.
Key Questions to Ask
1) Do you think the plant in the dark will be different to the one in the light and why?
2) How will you know if the plants are alive?
3) Describe why all living things need light or not need light?
4) What other things do living things need?
5) What might have happened to the plant if we put the lamp in the cupboard?
Assessment
Student Assessment
1) Summative – Individual experiment observations.
2) Observation checklist – Group oral presentation.

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 Lesson Plan 5
Rationale:
The lesson provides the important element of time to reflect on learning over the allotted time. The
philosophy behind using the poster task aims to personalize and put an emotional element into the
learning. Creating a poster is also an opportunity for students to analyse, synthesise and evaluate
their learning. The aim is for students to communicate and influence others by using their knowledge
and understanding and to elicit their ideologies at a social level (Bear, 2012).
This type of questioning is creating an awareness for the next years learning and understanding (ACSSU072).

Title: How to be a Better Beachcomber. Elaborate/ Evaluate

Intended Learning (Outcomes/Objectives
‘By the end of this lesson students will be able to’
1) Understand that living things need environments that are understood, respected and nurtured.
2) Have reflected on their learning and decided on the message they would like to give about living and
non-living things found on the beach.
3) List three points on how to respect living things.
4)Know how to keep the environment safe.
Students’ Prior Knowledge;
1) Know MRS GREN.
2) Understand that sun is energy to plants.
3) Non-living things help living things survive.
Materials;
A3 card paper; Textas; Oil pastels; Pencils; Paint
Lessons Steps
Into Students are asked to create a poster that informs other beachcombers about how to respect the
environment of living and non-living organisms. Review the living and non-living organisms found at the
beach. Review the classification of organisms.

Main Body
1. In groups of 3-4 students reflect and discuss what they have learned in the previous lessons.
2. Whole class brainstorms ideas about what important messages could be used to make
beachcombers more aware of what they are doing, moving or taking from the beach – and that
it may affect the natural environment.
3. Students create a phrase or statement about what message they want to give to put on the
poster.
4. Design a poster and include the message on it.

Conclusion
Students present their poster to the class with a statement about the message they are trying to get
across and answer two questions from their peers that are relevant to their message. Following the task
children will complete a survey about the lessons.

Extension: Students create a PowerPoint using prior knowledge and digital images to portray their
message.
Key Questions to Ask
1) Explain if you think the living things impact the non-living things?
2) How can human beings make a difference to the balance of nature at the beach.
2) How does man-made rubbish found at the beach make it better or worse for living organisms.
3) How can human beings make a difference to the balance of nature at the beach?
4) How has exploring living and non-living things at the beach helped you understand the environment?
Assessment
1) Self assessment sheet.
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 2) Peer assessment sheet.
3) Summative: Rubric with criteria for poster (see Appendix 5).
Note: The activities were devised with a team-teaching approach with: Science Teacher; (District High School)
and: Science Teacher.

Link to Other Learning Areas:

Art:
Visual Arts:
Outcome: 4.2

Objective: To explore and find man-made marine debris which can be transformed into art. It is
recognition that something seen as rubbish and waste can be recycled and transformed into
something aesthetically beautiful. This embraces the General Capabilities: Sustainability by creating
an awareness of what actually happens in an environment with living and non-living things and the
importance of taking care of these environments. Education is the key and teachers and educational
institutions It also links to ethics
Students watch a short film about beachcombing. It is of particular significance because it is from
another country – linking students to a global concept rather than just a local
http://aeon.co/film/flotsam-and-jetsam-a-short-film-about-beachcombers/
An activity that could be done that links with the science lesson plan outlined above could be a
visual arts experience where students use an excursion to collect further Flotsam and Jetsam or
marine debris.
They use drawing skills and their knowledge of organisms in the beach environment to create an
artwork. Once this is achieved they make an artistic statement relevant to the knowledge they have
of their beach environment. This activity can personalise the scientific experience at a deeper
emotional level and may enhance understandings.

References
Amosky, J. (2004). Beachcombing: exploring the seashore. New York, NY: Dutton Children’s Book.
http://natureworksop.wordpress.com/2012/07/11/recommended-childrens-books-about-
beachcombing-and-life-in-the-sea/

ACARA. (2013). The Australian Curriculum: Science. Retrieved from

http://www.australiancurriculum.edu.au/science/Rationale

Beach Chair Scientist. (2014). 10 Beachcombing Adventures. Retrieved from

Retrieved from http://beachchairscientist.com/10-beachcombing-adventures-a-guide-for-
investigating-the-atlantic-coast-shoreline/

Bear, R. E. (2012). The Value of Posters. John Hopkins school of Education. Retrieved from
http://education.jhu.edu/PD/newhorizons/strategies/topics/literacy/articles/the-value-of-posters/

Brace, J., Brockhoff, V., Sparkes, N. & Tuckey, J. (2006). First Steps: Speaking & Listening Resource
Book. Port Melbourne, Victoria: Harcourt Education.

Caprette, D. R. (1996). Five Kingdom Classification System. Rice University. Retrieved from
http://www.ruf.rice.edu/~bioslabs/studies/invertebrates/kingdoms.html

Carrier, S. J. (n.d.). Effective Strategies for Teaching Science Vocabulary . Learn NC; UNC School of
Education. Retrieved from http://www.learnnc.org/lp/pages/7079?ref=search

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Fisheries WA. (2011). Beachcombing Basics: Beach Pledge. Retrieved from http://beachcombers-
kit.fish.wa.gov.au/wp-content/uploads/2011/03/Beachcombing-Basics.pdf
Goldsmith, A. (2009). YouTube: Living and non-living things. Science Web Australia. Retrieved from
http://scienceweb.asta.edu.au/years-3-4/unit2/lesson-two/yr34-unit-2-lesson-2.html

Halsey, P. A. (2007). Assessing Textbook Publishers’ Recommendations for Using Children’s Literature in
Science. Electronic Journal of Literature Through Science, Vol. 6(1). University of California. Retrieved from
http://ejlts.ucdavis.edu/sites/ejlts.ucdavis.edu/files/articles/Vol6Is1Sum07Halsey.pdf

Harvey, S. & Daniels, H. (2009). Comprehension & Collaboration: Inquiry Circles in Action. Portsmouth, NH:
Heinemann.

Hipkins, R., Bolstad, R., Baker, R., Jones, A., Barker, M. , Bell, B. , Coll, R., Cooper, B., Forret, M., Harlow,
A., Taylor, I., France, B., & Haigh, M. (2002). Curriculum, Learning and Effective Pedagogy: A Literature
Review in Science Education. Ministry of Education. New Zealand. Retrieved from
http://www.educationcounts.govt.nz/__data/assets/word_doc/0003/9633/science-ed.doc

Kagan, S. (2009). Kagan Structures: A Miracle of Active Engagement. San Clemente, CA: Kagan
Publishing. Kagan Online Magazine, Fall/Winter. www.KaganOnline.com

Kindersley, D. (2007). Matter. Retrieved from

http://www.infoplease.com/dk/science/encyclopedia/matter.html

Krause, K., Bochner, S. & Duchesne, S. (2003). Educational Psychology for Learning & Teaching. Southbank,
Victoria: Nelson Australia Pty Limited.

Richards, R. G. (2008). Memory Strategies for Students: The Value of Strategies. Exclusive to ID Online.
Retrieved from http://www.ldonline.org/article/5602/

Skamp, K. (2012). Teaching Primary Science Constructively (4th ed.). Victoria, Australia: Cengage Learning
Australia Pty Limited.

The Science Learning Hub. (2012). Characteristics of Living Things. The University of Waikato.
Retrieved from
http://www.sciencelearn.org.nz/Science-Stories/Earthworms/Characteristics-of-living-things

The Science Learning Hub. (2012). Living or Non-living. The University of Waikato. Retrieved from
http://www.sciencelearn.org.nz/Science-Stories/Earthworms/Living-or-non-living

Acknowledgements for contributions to lesson plans;

Mister: Science Teacher (District High School)
Miss: Science Teacher

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Appendix 1: KWLH Chart
Graphic Organiser: KWLH Char
Topic: Science - Wanted Dead or Alive!
Student ’s name: ______________________ Date____________________

What we KNOW What we WONDER What we have HOW we learned

LEARNED

Notes:

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Appendix 2: Y Chart

Y Chart: Name ____________________ Date_____________

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Appendix 3 Beach pledge
(Based on WA Fisheries)

With over 12,500 kilometres of coastline in Western Australia and almost

half made up of sandy beaches – there is a lot of exploring and
beachcombing that can be done. What is important is that we respect this
environment and protect ourselves in these environments.

The ways you can help the environment and yourself when you are
beachcombing is to;

 Keep to the paths and tracks.

 Avoid stepping on or moving plants or living things.
 Leave things that come from the beach or ocean where you find them
– take only man-made items (Flotsam, Jetsam and marine debris).
 Take your rubbish with you.
 Leave only your footprints.
 Take water and snacks with you.

I ________________,

Agree to the beach pledge.

Signed,
__________________.

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Appendix 4: Beachcombing Excursion Name: Date:

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 What I found L Where I found Photo Drawing
NL it. Y/N
U
Example:
NL Near the dunes Y DRAWING
Dead Sea urchin

Appendix 5: Assessment Poster Rubric

Needs Pass High Standard Outstanding Comments

Improvement
1-5 marks 6-10 marks 11-15 marks 16-20 marks
Is the Information is Information is Information is Information is
information beginning to partially relevant to the relevant to
based on what allude to relevant to the learning learning
we have been learning learning experience. experience in
learning? experience. experience. a highly
structured

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 way.
Is a short Limited Attempt at Message is Message is
direct message attempt of well well well direct and well
in the poster? constructed constructed constructed. constructed.
message. message.
Does the Inappropriate Attempt at Well Well designed
poster address for target reaching constructed and well
your target audience. target poster for presented
audience? audience. target poster using
audience. target
audience.
Do your Inappropriate Attempt at Well Thoughtful
illustrations illustrations. using constructed and well
reflect your appropriate illustrations designed
text? illustrations to relevant to poster and
reflect text. text. illustration,
well suited to
the text.

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