Lesson 9: Let it Grow (Part 3)

Rationale: The children have been collecting visual data by taking daily pictures of the seed experiment they
initiated earlier in the unit (lessons 4 & 7). Viewing the pictures in a sequential order will allow the children to make
more in depth observations, comparisons, recordings and interpretations of the changes which have occurred in the
growth life cycle (Charlesworth & Lind, 2013). In conjunction with this, Kleiss (2016) recommends that children are
provided with a variety of opportunities to express their knowledge (3D representations, drawings and labelled
diagrams) in order to broaden their conceptual understanding of how, when and why changes occur in nature.
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
representing and communicating ideas and findings in a variety of ways such as diagrams, physical representations and
simple reports, tables, simple column graphs, written and oral factual texts, explanation and argument (ACSIS060,
ACSIS071)
ST2-10LW: describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their
observable features

observe first-hand one animal or plant as it grows and develops, and sequence the stages in its life cycle

(NSW Board of Studies, 2012a)

Links with other KLAs: Reading and viewing- EN2-4A; Collecting and interpreting data- MA2-18SP; Visually making the life cycle
sequence- VAS2.1 (NSW Board of Studies 2012b; 2012c; 2006). (See appendix 1 for Outcomes and Indicators)

Objective: For the children to identify that living things have life cycles, including germinating and growing into a
mature plant that closely resembles its parent (Charlesworth & Lind, 2013), by closely examining the images of their
experiment and visually depicting the unique features of each stage.
Resources:
Book: Planting the Wild Garden (Galbraith, 2011)
Images of the experiment uploaded to the Interactive Whiteboard (IWB)
A variety of craft materials: A3 craft paper, coloured paper, soil, wool/string, pieces of bark, coloured tissue
paper, pencils, water colours, PVA glue, scissors, sticky tape
Lesson Development:
Introduction (5 minutes): Read book, Planting the Wild Garden (Galbraith, 2011) to reinforce concepts of seed
dispersal and different growing habitats.
Body (40 minutes): Review the images of the seed experiment on the IWB. Viewing the images from start to finish
will support the children in clearly identifying the changes in the seeds life cycle (Charlesworth & Lind, 2013).
(20mintes)
Discuss observable changes- what were the significant changes? (Seed, roots sprouting, stem appearing,
increase in height, leaf unfurling).
Plot changes according to days and size on a simple line graph.
Creatively depict the significant stages in the seeds life cycle using collage materials. The children are to clearly
label the stages, as well as the parts of the plant (Kleiss, 2016). (20 minutes)
Pack away (5minutes)
Conclusion (10 minutes): Recreate the seed life cycle through body movements. Children are to come to the floor at
the front of the class so that they have room to move freely. (relaxing background music can be played at this time)
Differentiation of learning
Support
Work with the child/ren to identify the life cycle stages
one at a time. For example, get them to complete the
seed picture before identifying the roots germinating as
the next stage.
Provide them with the written words for them label their
stages and parts of the plants independently.

Extend
Ask children to consider further steps in the life cycle of
the seed, including the dispersal of new seeds.
Alternatively, children who finish the task early can be
asked to develop the movements and lead the group in
the final creative movement section.

Lesson 10: Ant Explorers

Rationale: In stage 2 the children are becoming proficient in following instructions when completing field work and
are beginning to develop their own strategies in order to investigate their own ideas (NSW Board of Studies 2012a).
Therefore, planning a guided inquiry session scaffolds the childrens understanding of scientific content while still
allowing them to design their own methods of research in the field whilst investigating a prescribed topic; ants
(Baxter, Ruzicka & Blackwell, 2012). Furthermore, studying living things in their environment enriches the
experience for the student and facilitates the development of knowledge and respect for all living things
(Charlesworth & Lind, 2013). This lesson draws on their prior knowledge of ants (lesson 5) and extends their
understanding of mutual relationships by observing the ants behaviour in context.
Outcomes & Indicators:
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
identify some features of living things that distinguish them from non-living things, eg reproducing, growing and
responding to stimuli
ST2-4WS: investigates their questions and predictions by analysing collected data, suggesting explanations for their findings,
and communicating and reflecting on the processes undertaken

sharing what they did and found out, including identifying some strengths and limitations of the method they used
and what could be done differently to improve their investigation, including fairness as appropriate

safely using appropriate materials, tools or equipment to make and record observations, using formal measurements
and digital technologies as appropriate (ACSIS055, ACSIS066)

(NSW Board of Studies, 2012a)

Links to other KLAs: The earths environment- GES2-1; Speaking and Listening 1- EN2-1A (NSW Board of Studies, 2012b).
(See appendix 2a for Outcomes and Indicators)

Objective: For the children to develop their skills in hypothesising, predicting, interpreting, comparing and
communicating skills by engaging with the outdoor environment and observing the behaviours of ants firsthand
(Dewitt & Osborne, 2007).
Resources:
Class set of iPads
Class set of magnifying glasses
Clipboards, paper and pencils
Images of different ants available from: Pest World for Kids (www.pestworldforkids.org/pest-guide/ants)
Poem: Insects World (Jacobson, 2009) (See appendix 2b)
Lesson Development:
Introduction (2 minutes): Read poem: Insects World (Jacobson, 2009)
Body (40 Minutes): Revisit previous discussions about ants (use images on the IWB)
Name the parts of an ant
List the three different roles within an ant nest (worker, solider and queen)
Ant Explorers (adapted from Australian Academy of Science, 2013)
Explain that we are going to search for some ants in our playground and observe their habits and movement.
Where do you think well find ants? Why do you think they will be there?
What do you think we will see the ants doing? Make some predictions about their behaviours.
Divide the class into groups of three. Children are given roles and responsibilities; one child is in charge of the iPad,
another is in charge of the magnifying glass and the third child is responsible for recording their findings (sketches
or written observations).
Relocate outside. Encourage the children to move freely within the designated area, searching for ants.
Conclusion (15 minutes): Return to the classroom and facilitate a brainstorming session where children share their
findings and make inferences about what they have seen. Record their comments.
Differentiation of learning
Support
Extend
During the discussions, pose more directed questions to
Give children leadership roles within their groups.
these children, rather than overwhelming them openWhile in the field, ask the children to develop a way of
ended enquiries.
making the ant move without touching it. What do you
Pair the child/ren with more capable and scientifically
think the ant will do? Implement your strategy. What
literate peers.
was the ants reaction? Was its reaction the same each
time?

Lesson 11: What a dilemma!

Rationale: Problem solving and narrative triggers are often used as effective teaching strategies in maths and
English; however, they can also be beneficial in engaging children in science education (Whitin, 2006; Wilson &
Alloway, 2015). Problem solving increases students critical thinking, communication and application of knowledge;
as the problem provides them with a context in which to focus their questions (Whitin, 2006). Along with this,
strategies which promote group work facilitate greater science inquiry as creative and innovative ideas emerge
when children share their thoughts and student-directed discoveries are made (Bissaker, Davis & Heath, 2011).
Outcomes & Indicators:
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 (NSW Board of Studies, 2012a).
identify some factors in the local environment that are needed by plants and animals for survival
investigate the role of living things in a habitat, eg plants as producers and microbes (micro-organisms) as
decomposers
gather information about some relationships between living things, eg predator-prey, competitors and mutually
beneficial relationships
Links with other KLAs: Reading and viewing 2- EN2-8B Speaking and Listening 2- EN2-6B; Earths Environment GE2-3 (NSW
Board of Studies, 2012b; 2012d). (See appendix 3a for Outcomes and Indicators)

Objective: For the children to investigate an ants ecological role in the environment by accessing information
technologies and drawing on the knowledge gain from their first hand experiences (Wilson & Alloway, 2013).
Resources:
Class set of laptops or iPads (enough for one laptop per group of three)
Access to the document containing the notes from the previous lessons brainstorming session
Newspaper article outlining the problem to be solved- Minster Puts his Foot Down on Australias Nasty
Ants (see appendix 3b and additional resources)
List of guiding questions to assist with the research
Suggested websites for use: Pest World for Kids (www.pestworldforkids.org/pest-guide/ants); Harvard
Forest: Featured unit about ants (www.harvardforest.fas.harvard.edu/ant/about-ants); The Ecological
Importance of Ants (www.espacepourlavie.ca/en/ecological-importance-ants)
Lesson Development:
Introduction (15 minutes): Briefly revisit the childrens findings, ideas and thoughts about ants which were
expressed during the brainstorming session, at the end of their explorations with ants.
Introduce the dilemma through the newspaper article. Read the article together and pose the following questions:
Why do you think there are so many ants?
What is the Minster for Agriculture and water resources trying to do?
Do you think his suggestion of extermination is the best solution to the problem? Why/why not?
How would you solve the problem of an ant invasion?
Body (40 minutes): Divide the children up into the same groups of three as the previous lesson. Together, they will
research important facts about ants. Display a list of questions on the IWB which will assist in their research.
Where do ants normally live? What is an ant nest made of?
How many ants are there in a colony?
What will make a colony of ants move?
Why are ants important in our habitats? How do ants help the environment?
Move between the groups to support their lines of enquiry and research skills.
Conclusion (5minutes): Ask if there is anyone who would like to share some of the information they uncovered.
Acknowledge and unpack the relevance of what the children have to say.
Also, highlight any interesting things you have heard as youve moved through the groups (ie: Group C
discovered that there are over 1000 plants which need ants to move their seeds around.)
Pack away laptops and show the children where they are to store their research.
Differentiation of learning
Support
Extend
Children will have been paired with more capable peers
Their leadership roles within the groups continue.
in the previous lesson to encourage peer to peer
interactions and learning.
Develop 2 more questions which will help you to
Scaffold learning by identifying their developing research understand how ants interact with other animals and
questions; typing search questions, and interpreting the
living things. Record these questions and your findings.
information where needed.

Lesson 12: Ants; the mini hero

Rationale: The children continue to develop their ability to clearly communicate their ideas and knowledge for a
range of purposes, through the creation of imaginative, informative and persuasive texts (NSW Board of
Studies, 2012b). Childrens understanding of science inquiry processes, and their ability to be critical thinkers when
making informed decisions about the environment, is increased when literacy is integrated with science education
(Bull, 2008).
Outcomes & Indicators:
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
describe some examples of how science knowledge helps people to understand the effect of their actions on the
environment and the survival of living things (ACSHE051, ACSHE062)
ST2-5WT:applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that
address specific design criteria

working individually and collaboratively to develop a design brief that identifies simple design criteria relating to
requirements that make the proposed solution useful and attractive while having minimal impact on the
environment

using digital technologies and multimedia for communicating design ideas

(NSW Board of Studies, 2012a)

Links with other KLAs: Reading and viewing 2- EN2-8B Writing & representing 2- EN2-7B; Earths Environment GE2-3 (NSW
Board of Studies, 2012b; 2012d). (See appendix 4a for Outcomes and Indicators)

Objective: For the children to clearly communicate their understanding of how peoples actions effect the
environment by engaging with relevant tools and equipment which allow them to creatively design a persuasive
poster with their peers
Resources:
Individual files for each group activated in Google Classroom.
Images from previous lesson (Ant Explorers) uploaded to Google Classroom
Class set of iPads with PicCollage App (Cardinal Blue, 2016) (see additional resources)
article to Minister Puts His Foot Down on Australias nasty Ants
NOTE: If possible, arrange for some parent helpers to assist with the computer skills during the task.
Lesson Development:
Introduction (5 minutes): Move the children into their groups and ask them to collect their research material from
the previous lesson.
Draw the students attention to the news article from the previous lesson. Inform the children we are now going
to make a poster to help save the ants!
Body (50 minutes total):
Persuasive Posters (adapted from Education Services Australia, 2015)
Step 1: Using PicCollage (Cardinal Blue, 2016), the children are to design a heading for their poster (5 minutes)
Step 2: This poster requires the children to use persuasive text. Discuss: What is persuasive text? Persuasive text is
when you to put forward your point of view to the reader (NSW Board of Studies, 2012a). You need to convince
them that ants are mini heroes of our environment and we need to save them.
To start the thinking process, ask for suggestions of good things ants do (5 minutes).
Step 3: In your groups, type 4 persuasive statements about why ants are good. These are added to the poster using
text boxes (20 minutes).
Step 4: Make the poster look colourful and eye-catching. Choose some pictures of ants from the internet, or use
some pictures from when you observed them in the playground. You may also like to change the borders or
background colour (20 minutes).
Conclusion (5 minutes): Save posters to Google Classrooms for viewing.
Differentiation of learning
Support
Extend
Work closely with the children and intentionally scaffold Provide the children with a copy of the original article
the development of their persuasive statements.
with key phrases highlighted. Ask the children to use
Alternatively, children can write an informative list of
their persuasive statements to rebut some of the
positive ant facts: 4 reasons why ants are good are
Minster for Agricultures claims.

References:
Australian Academy of Science. (2014). Primary connections: Friends or foes? Year 4 biological sciences. Retrieved
from: http://www.scootle.edu.au/ec/viewing/S7165/Friends-or-foes 2012/resources/friends_or_foes
_comp.pdf
Australian Educational Services. (2015). Friend or foe? Retrieved from: Stephanie Alexanders Kitchen Garden
Foundation website
https://www.kitchengardenfoundation.org.au/uploads/09_resources/whats_happening_in_the_classroom/
Yrs34_FriendOrFoe_WEB.pdf
Baxter, J., Ruzicka, A., & Blackwell, S. (2012). Inquiry Takes Time. Science and Children, 50(1), pp 42-47. Retrieved
from: http://web.b.ebscohost.com.simsrad.net.ocs.mq.edu.au/ehost/pdfviewer/pdfviewer?sid=f352f818aa2f-48c5-bba9-c1dfff99937d%40sessionmgr107&vid=1&hid=123
Cardinal Blue. (2016). PicCollage- Photo editor and collage maker (version 6.7.23) [Mobile application software].
Retrieved from: https://itunes.apple.com/gb/app/pic-collage/id448639966?mt=8
Charlesworth, R., & Lind, K., K. (2013). Math and science for young children (7th ed). Belmont, CA: Wadsworth
Cengage Learning.
DeWitt, J., & Osborne, J. (2007). Supporting teachers on science-focused school trips: Towards an integrated
framework of theory and practice. International Journal of Science Education, 29(6) pp685-710. Retrieved
from: http://www-tandfonline-com.simsrad.net.ocs.mq.edu.au/doi/abs/10.1080/09500690600802254
Jacobson, E. (2009). Animal poems: Insects world. Retrieved from Tes Australia website:
https://www.tes.com/teaching-resource/animal-poems-6008911
Kleiss, D. (2016). Visual learning in science. Practical Literacy, 21(1) pp 25-27. Retrieved from:
http://searchinformit.com.au.simsrad.net.ocs.mq.edu.au/fullText:dn=212174:res=AEIPT
NSW Board of Studies. (2012a). NSW syllabuses for the Australian curriculum. Science K-10 (Incorporating science
and technology K-6). Retrieved from: https://syllabus.bos.nsw.edu.au/science/science-k10/
NSW Board of Studies. (2012b). NSW syllabus for the Australian curriculum. English K-10. Retrieved from:
https://syllabus.bostes.nsw.edu.au/english/english-k10/
NSW Board of Studies. (2012c). NSW syllabuses for the Australian curriculum. Mathematics K-10. Retrieved from:
https://syllabus.bostes.nsw.edu.au/mathematics/mathematics-k10/
NSW Board of Studies. (2012d). NSW syllabuses for the Australian curriculum. Geography K-10. Retrieved from:
https://syllabus.bostes.nsw.edu.au/hsie/geography-k10/
Galbraith, K., O.(2011). Planting the Wild Garden. Atlanta, GA: Peachtree Publishers.
Whitin, D., J.(2006). Problem posing in the elementary classroom. Teaching Children Mathematics, 31(1) pp 14-18.
Retrieved from: http://www.jstor.org.simsrad.net.ocs.mq.edu.au/stable/pdf/41198836.pdf
Wilson, K., & Alloway, T.( 2013). Expecting the unexpected: Engaging diverse young people in conversations around
science. Australian Educational Researcher 40(2) pp195-206. DOI: 10.1007/s13384-012-0084-6

Appendix:
Appendix 1a)
EN2-1A: communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom,
school and community contexts (NSW Board of Studies, 2012b).

interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use
information to share and extend ideas and information (ACELY1687)

MA2-18SP: selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data
displays, including tables, picture graphs and column graphs (NSW Board of Studies, 2012c).

Construct suitable data displays, with and without the use of digital technologies, from given or collected
data; include tables, column graphs and picture graphs where one picture can represent many data
values (ACMSP096)

VAS2.1: represents the qualities of experiences and things that are interesting or beautiful by choosing among
aspects of subject matter (NSW Board of Studies, 2006).

talks about and thinks about their intentions for artmaking and recognises how these affect their selection of
ideas, materials, tools and techniques and methods of working

Appendix 2a)
GES2-1: examines features and characteristics of places and environments (NSW Board of Studies, 2012d).

investigate the importance of natural vegetation and natural resources to the environment, animals and
people, for example: (ACHGK021, ACHGK022, ACHGK024)
Explanation of the importance of natural vegetation to animals and the functioning of the environment eg
provision of habitats, production of oxygen

EN2-1A: communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom,
school and community contexts (NSW Board of Studies, 2012b).

interact effectively in groups or pairs, adopting a range of roles

use interaction skills, including active listening behaviours and communicate in a clear, coherent manner
using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and
volume (ACELY1688, ACELY1792)
respond appropriately to the reading of texts to demonstrate enjoyment and pleasure

Appendix 2b)

Insects World
(Ethel Jacobson)
Insects are creatures with three pairs of legs.
Some swim, some fly; they lay millions of eggs.

They dont wear their skeletons in, but out.

Their blood just goes sloshing loosely about.

They come in three parts. Some are bare; some have hair.
Their hearts are in back; they circulate air.

They smell with their feelers and taste with their feet,
And theres scarcely a thing that some insect wont eat:

Flowers and woodwork and books and rugs,

Overcoats, people, and other bugs.
When five billion trillion keep munching each day,
Its a wonder the world isnt nibbled away!
Appendix 3a)
EN2-6B: identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of
English and identifies organisational patterns and features (NSW Board of Studies, 2012b).

discuss ways in which spoken language differs from written language and how spoken language varies
according to different audiences, purposes and contexts

EN2-8B: identifies and compares different kinds of texts when reading and viewing and shows an understanding of
purpose, audience and subject matter (NSW Board of Studies, 2012b).

identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
understand how texts vary in complexity and technicality depending on the approach to the topic, the
purpose and the intended audience (ACELA1490)

GE2-3: examines differing perceptions about the management of places and environments (NSW Board of Studies,
2012d).

explanation of the importance of natural vegetation to animals and the functioning of the environment eg
provision of habitats, production of oxygen

Appendix 3b)

Minister Puts His Foot Down on

Australias Nasty Ants.
N. Saunders
In recent weeks, there has been growing public concern that high
numbers of native ants are taking over everything.
Residents in the Northern Beaches were the first to report the outbreak of the little critters but by the time
they expressed their concerns, the ants had already jumped to surrounding suburbs. Frustrated
homeowners are commenting that large colonies are invading their gardens and homes.
I can hear them crawling along the walls at night one local complained.

After touring the area, the Minister for Agriculture and Resources, Mr Barnaby Joyce, said that it was time
for residents to fight back. Mr Joyce claimed that if we let the problem get out of hand, the ants could
spread across the country and into every backyard which would be devastating to the ecological survival of
plants.
After consulting expert exterminators, Mr Joyce has announced that there will be a targeted response to
kill the infestation of ants. He warned that in the short term, residents may be inconvenienced by the
nightly pest sprays as they work on eradicating the ants from the infested areas.
A supporter of ants, Dr Sandhill warns that drastic action like this may cause irreversible damage to the
ants survival. He suggests investigating why the ants are gathering in such large number and developing a
solution from there.
If there are no objections to the plan, Mr Joyce intends to begin the extermination as early as next week.

Appendix 4a)

EN2-7B: identifies and uses language forms and features in their own writing appropriate to a range of purposes,
audiences and contexts (NSW Board of Studies, 2012b).

identify and analyse the purpose and audience of imaginative, informative and persuasive texts
make constructive statements that agree/disagree with an issue

EN2-8B: identifies and compares different kinds of texts when reading and viewing and shows an understanding of
purpose, audience and subject matter (NSW Board of Studies, 2012b).

identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of
the text(ACELY1690)

GE2-3: examines differing perceptions about the management of places and environments (NSW Board of Studies,
2012d).

explanation of the importance of natural vegetation to animals and the functioning of the environment eg
provision of habitats, production of oxygen