Unit For Dirt Scientists

Unit at a glance:
Growing plants in the school garden!

INSPIRATION:
The Yinnar Primary School landscape provided our group with inspiration, to incorporate its unique features into
this unit. On our first visit to the school, there was a range of composting bins and a large area fenced off, which
we thought would be suitable for a vegetable garden. This inspired our work to create a unit plan, where students
could learn about sustainable practices and support the growth of plants and vegetables.
OUR LESSONS:
The first lesson in our unit plan was testing the pH levels of soil. Before students begin planting in the garden,
they have to ensure the soil is ideal because soil provides the foundation of any garden. In the second lesson,
students learn about water conservation and participate in testing the quality of different sources of water.
Students will choose the type of water they will use in the garden and on the soil. The third lesson involves
learning about seeds and determining which seeds are appropriate for the soil and environment. In the last
lesson, students will use the knowledge they have learnt in previous lessons, to plant the seeds. This unit
sequence is founded and aligns with Preston and Van Rooy (2007) notion of effective planning. The lesson
experiences are sequenced in a coherent, logical manner because each activity is critical to the final product, a
flourishing garden. In addition, each activity creates building blocks that build knowledge, understandings,
skills, values and attitudes that are important in creating the garden (Preston & Van Rooy, 2007).
AUTHENTIC LEARNING:
These activities were creatively constructed by the group, based on our belief that students desire to participate
in learning that is not only considered fun, but where there is a perception that what they are learning is
authentic and relates to their own lives (Goodrum, 2004). Yinnar Primary School is situated in a rural area;
therefore constructing engaging activities that involve gardening/farming concepts would be of interest to many
of the students. However, we were careful not to assume that all students would have this prior
knowledge/interest. Our group wanted to incorporate students potential prior knowledge/ understanding of
gardening/farming into our unit. As Goodrum (2004) contends, in order for students to construct meaning from
their learning, they need to connect what they know to new experiences. Our group wanted to provide learning
opportunities that would be beneficial to all students, no matter where they were on the learning continuum.
CRICOS Provider No. 00103D
FedUni Lesson Plan Template
Page 1 of 23
SCIENTIFIC LITERACY:
In this unit, we wanted to develop lessons that allow students to become scientifically literate people (Goodrum,
2004). Our desire in these four lessons was not solely the impartation of knowledge, but instead we wanted the
class to develop a sense of curiosity through participating in each of the hands-on activities (Preston & Van
Rooy, 2007). To achieve this, our group developed stimulating questions posed by the teacher that were both
broad and focused in nature. Each lesson had opportunities for students to develop their inquisitive thinking
skills, which creates an interest relating to their understanding of the world and themselves (Goodrum, 2004).
We wanted students to have opportunities to question their own pre-conceived ideas about the world they live in/
their own impact, to engage in scientific discussions relating to the gardening/farming concepts and ultimately to
make more informed decisions regarding gardening and the environment (Goodrum, 2004).
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References:
Dawson, V., & Venville, G. (2007). The art of teaching primary science. In C. Preston & W.
Van Rooy (Eds.), Planning to teach primary science (pp. 87-105). Crows Nest,
NSW: Allen and Unwin.
Venville, G., & Dawson, V. (2004). The art of teaching primary science. In D. Goodrum
(Eds.), Teaching strategies for science classrooms (pp. 54-72). Crows Nest, NSW:
Allen and Unwin.
Page 3 of 23
Lesson Plan:
The Dirt Scientists
Simon Bannister, Marlee Goodwin and Alyssa-Jane Bell.
Grade:
3-6
Date:
12th October, 2016
Curriculum Area/s:
Strand/ Sub Strand:
Science
Different living things have

different life cycles and
depend on each other and
the environment to survive
(VCSSU058)
Scientific understandings,
discoveries and inventions
are used to inform personal
and community decisions and
to solve problems that
directly affect peoples lives
(VCSSU073)
The growth and survival of living things

are affected by the physical conditions
of their environment (VCSSU075)
Cross Curriculum Priorities and Capabilities:

Mathematics Level Four
Select and trial methods for data collection, including survey questions and recording sheets
(VCMSP178)
Students will be recording on clipboards the different evidence and PH levels, in which they
find in their dirt samples.
Sustainability
OI.9. Sustainable futures result from actions designed to preserve and/or restore the
Page 4 of 23
quality and uniqueness of environments.

Students will be encouraged to discover and discuss the importance of soil
We will be posing questions, such as why is soil important? and why
should we look after soil?
OI.7 Actions for a more sustainable future reflect values of care, respect and
responsibility, and require us to explore and understand environments.
This will be evident through students discovering the different types of soil
and measuring the soils PH levels. Students will be supported in reflecting on
the importance of soil and how it is used.
Where are they now?

Curriculum descriptor/s:
Science- Victorian Curriculum- http://victoriancurriculum.vcaa.vic.edu.au/science/curriculum/f-10
Sustainability- AusVELS- http://ausvels.vcaa.vic.edu.au/CrossCurriculumPriorities/Sustainability
Prior Knowledge/ Learning: (What learning have the students been involved in prior to this
lesson?)
*From Yinnar Teachers:
We have started composting with bins in each classroom to collect for garden compost.
Some students may have knowledge of different soil types if they are from a farm but
generally students will have had little experience with soil PH levels.
The science inquiry you have planned will be new learning for all.
It might be interesting in for students to test how our compost affects the soil PH as we
add it in the future.
Where to next?
Learning Intentions/ Outcomes:
At the end of the experiment, students will be successful and have met the learning
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intentions/criteria if they are aware of why we would test the PH levels of soil.
I will be successful if I can measure the PH level of soil and explain why we would do this.
What do we want the students to know?
Students are going to discover the different PH levels, which are suitable for the environment.
Determine the suitable PH levels for the different plants.
To participate in this activity.
To pose questions, have a sense of wonder/curiosity as to why soil is so important.
Success Criteria/ Indicators:

I will be successful if I can measure the PH levels of soil and explain why we would do this.
Key Vocabulary/ Metalanguage:
PH levels (Explain definition during the introduction) PH is the measurement of hydrogen,
hydrogen is found in every living thing. Hydrogen helps plants grow, but if there is too much of it
they can die because it takes away all the nutrients.
Guy Claxton Learning Muscles (Ask the students) What learning muscle might we use for this
experiment?
Group Structure:
Students will be working in pairs or groups of three.
Each small group will work with a pre-service teacher, to collect the soil and measure the Ph levels
of the soil.
Once the groups have learnt the level of Ph in their sample, the entire group will come together to
discuss their discoveries and compare the Ph levels from different areas around the school.
Notes for Inclusive Practice:
Education support workers and teachers will work with each group, to ensure adequate support and
the diverse needs of the learners are met.
Additional group member can work with students with additional needs, whilst the other two
members support the remaining group if this support is required.
Page 6 of 23
How? Lesson Sequence:

Warm-Up/ Engage:
Introduce ourselves.
Introduce topic and welcome students to the Dirt Scientists section of the school.
Ask the students about their prior knowledge of Ph levels and soil. Ask open-ended questions
including: Why is soil important? Is soil living or not? How might we rely on soil for our survival? Ask
students to explain their thinking?
What learning muscles, attitudes, skills and knowledge will we be using/needing today in our
experiment? (Link to Yinnars pedagogy on Growth Mindsets).
Time Allocation: ___5 minutes___
Whole Class Experience:
Work with the students and break into small groups, to collect soil samples. Students will quickly
choose the groups they will be in. From that, the P.S.T chooses which group of 2-3 students they will
work with.
Students are encouraged to wear safety glasses to protect their eyes.
Distribute the students over the school, i.e. the playground, under a tree and in a garden.
Encourage students to collect their samples. Students are to return to the gardening area, with their
P.S.T.
Time Allocation:_5 minutes__
Explore/ Main content:
Independent or Group Activities:
Begin to measure the PH levels, using the Ph tester on the soil.
Discuss with students How much hydrogen is in the soil?
Compare the levels to laminated photos of fruit, vegetables and trees. Which would flourish in that
level of PH? Discuss with students, which plants would not grow well in their soil sample.
Time Allocation:__15 minutes_
Reflection/ Evaluate/ Elaborate:
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Gather the entire group together to compare PH results, with the chart provided by the PSTs.
Ask the students what did you discover? Was your soil sample a good place to grow vegetables?
What learning muscles, attitudes, skills and knowledge do you think we used today? (Link to Yinnar Primary
Schools pedagogy on Growth Mindsets.
Other Resources
Materials, Resources and Equipment:
Ph level tester kit X 2

Ph level chart (A3 laminated)
Photographs of plants (with PH levels that are suitable underneath)
Buckets X 10
Shovels X 10
Safety goggles X 10
Pens X 10
Clipboards X 10
Paper for writing X 100 sheets
References/Sources:
https://www.kitchengardenfoundation.org.au/uploads/Science_in_the_garden.pdf
Risk Management
Students will be wearing safety goggles, to ensure the risk of them getting dirt in their eyes is at a minimum.
Page 8 of 23
Lesson Plan:
What water should we use?
Simon Bannister, Marlee Goodwin
and Alyssa-Jane Bell
Grade:
3-6
Date:
19th October, 2016
Curriculum Area:
Strand/Sub Strand:
Science
Different living things have different life cycles

and depend on each other and the environment
to survive (VCSSU058).
Scientific understandings, discoveries and
inventions are used to inform personal and
community decisions and to solve problems that
directly affect peoples lives (VCSSU073).
The growth and survival of living things are
affected by the physical conditions of their
environment (VCSSU075).
Sustainability:
OI.9: Sustainable futures result from actions designed to preserve and/or restore the
Sustainability will be the main focus of this lesson because students will have to
discover whether tank, tap or pond water is the most suitable to put on the soil and
plants. We will pose questions such as Which water source do you think could be most
appropriate to put on the garden and why?
Page 9 of 23
OI.7: Actions for a more sustainable future reflect values of care, respect and
responsibility and require us to explore and understand environments.
The issue of water is an important sustainability/environmental consideration in the
students lives. It is therefore very important to learn about water conservation and to
ensure students are using the correct water on the seeds/plants, for optimal growing
conditions. Students will be supported in reflecting on their role as a citizen, to use
water responsibly and value it as an important resource in their lives.
Where are they now?

Curriculum descriptors:
Science: Victorian Curriculum- http://victoriancurriculum.vcaa.vic.edu.au/science/curriculum/f-10
Sustainability: AusVELShttp://ausvels.vcaa.vic.edu.au/CrossCurriculumPriorities/Sustainability
Prior Knowledge/Learning:
The Yinnar teachers, prior to commencing this unit have started composting with bins in
each classroom, to collect for garden compost. In this unit of work, students have
knowledge of the Ph levels of different types of soil around the school. Students have
also gained knowledge on seed growth and now students will understand more about
water and which form of water is most appropriate for seed growth.
Where to next?
Learning Intentions:
Students will be successful and have met the learning intentions, if students tests
different sources of water and can explain which water source is most appropriate
for seeds to grow. Students will also be successful if they have an understanding
of their role as a citizen, to preserve the highly valuable asset of water.

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Determine which source of water is the most appropriate to grow seeds.

What is their role as a citizen to protect and save water in their community?
We want students to be actively engaged and participate in this important
activity.
To pose questions and develop a sense of curiosity about sustainability, water and
their ability to make a profound difference to their community.
Success Criteria:
I will be successful in water testing, if I can explain to a group which source of water
we should use for the garden at my school. I will also be successful if I explain why
water conservation is important to my community.
Key Vocabulary:
-Water (tank, tap and pond)
-Water conservation
-Sustainability/environment
-Responsibility/value
-Resource
-Plants/seeds/soil
-Guy Claxton theory of Learning Muscles
Inclusive Practice:
Education support workers and teachers will work with each group, to ensure adequate
support and the diverse needs of the learners are met. Additional group members can
work with students with additional needs, whilst the other two members support the
remaining group.
Group Structure:
The 25 students in the water testing activity will be working in groups of three, to test
the different sources of water. When discussing the concepts of water/water
conservation and in the reflection stage, the group will join together as a large group.
Page 11 of 23

Warm-Up/Engage:
-Students and teacher are located at the garden.
-Teacher will tell the students that we will be continuing on our gardening theme for this
lesson.
-Hook: The seeds need to grow to there full potential, but I do not know which type of
water to use. I need your help!
-Today we will be testing the water from the pond outside the school, the schools tank
and tap water from the kitchen. We will decide which type of water is most appropriate
for the seeds to grow into healthy plants.
-Students will ponder/predict individually which source of water will be optimal for the
seeds to grow and students will share their predictions to a partner of their choice.
-Teacher will outline what they will be doing in todays lesson.
-Students will then divide into groups of three and will get the resources they require
from the teacher (see resources section).
Whole Class Experience/Explore:
-Teacher will ask students to participate in a discussion as to why they think we need to
test the water? Do they believe the quality of water affects a plants ability to thrive in a
rich environment?
-As a class, we will go to the water tank and the school kitchen tap and pour water into
small containers. The teacher will have already sourced the pond water, so students
can get it from the teacher. The different groups will take it in turns to get the different
sources of water.
-After this occurs, class walk back to the garden together. The teacher briefly gives a
safety talk on the importance of being safe and responsible whilst using the water
safety kit. Students will be told to put on gloves.
-Students will then get their water testing kits out and will read the instructions
themselves and follow the procedures to administer the test, to each of the different
water sources.
-Students are to write down on a piece of paper the different levels from the water
testing kit.
-Students will focus on the level of total alkalinity, total chlorine, Ph. and nitrates in the
water and they will compare these to the chart in the water testing kit.
-Groups will share their readings with other groups, to see whether they have got
simular readings or not. If they are different, ask students why they think it is the case?
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-Teacher will have a discussion on what alkaline, chlorine, pH and nitrates are and also
how these factors affect the quality of water and soil.
-Students as a group will look at the water source chart and will chat briefly in their
groups which water source should be used. Students will justify to the class which
source of water would be more appropriate to put on the seeds and soil, based on their
results.
-Teacher will ask whether their test was a fair test or not.
-Students will be asked what other factors do you think might impact on water quality?
-Teacher will say that it is not just these natural factors that affect water quality, but
people like themselves through such factors as pollution contaminate the quality of the
water.
-Teacher will say that contamination can be caused by animals waste, silt from storms,
pesticides, fertiliser, chemicals, silt from construction sites, sewage and people
dumping their rubbish on the ground.
-Whilst there are factors outside your control, students will be told they can make a
positive difference to the environment and to the conservation of our most valuable
asset, water.
-Ask students to talk to your group about ways to conserve water and to ensure you do
not contaminate the quality of water in your environment.
-Students will have a whole group discussion, to stimulate interest in strategic ways of
caring for the environment and water. The teacher will add depth to the students
responses if required.
Reflection:
-What learning muscles, attitudes, skills and knowledge do you think we used today?
-Ask the students what did you discover in todays lesson? Are you more confident
testing water in the future and understanding what the different terms mean?
-Are you more aware of your role in conserving water and water quality?
Time Allocation:____5
minutes_____
Other Resources:
Materials:
9 x clipboards
9 x sheets of plain paper
9 x pencils
Page 13 of 23
1 x Waterworks Test kit from http://www.testkits.com.au/school-test-kit/

27 x small containers
9 x photocopied versions of test kit instruction manual
25 x gloves
Sources for lesson and teaching:

http://www.testkits.com.au/school-test-kit/
http://www.sasta.asn.au/v2/adc/datalogging/DataSinglePagePDFs/ADCBookDatalog13-23
http://www.lcmm.org/education/resource/on-water-ecology/water-quality-testing.html
http://www.dpi.nsw.gov.au/__data/assets/pdf_file/0007/523618/Interpreting-waterquality-test-results
Page 14 of 23
Lesson Plan:
Exploring Seeds
Simon Bannister, Marlee Goodwin and Alyssa-Jane Bell
Grade:
3-6
Date:
12th October, 2016
Curriculum Area/s:
Strand/ Sub Strand:
Science

(VCSSU058)
Scientific understandings,
discoveries and inventions
are used to inform personal
and community decisions and
to solve problems that
directly affect peoples lives
(VCSSU073)


Sustainability
Students will be encouraged to discover and discuss the importance of soil
We will be posing questions, such as why is soil important? and why
should we look after soil?
OI.7 Actions for a more sustainable future reflect values of care, respect and
Page 15 of 23

This will be evident through students discovering the different types of soil
and measuring the soils PH levels. Students will be supported in reflecting on
the importance of soil and how it is used.
Where are they now?

Science- Victorian Curriculum- http://victoriancurriculum.vcaa.vic.edu.au/science/curriculum/f-10
Prior Knowledge/ Learning: (What learning have the students been involved in prior to this
lesson?)
*From Yinnar Teachers:
We have started composting with bins in each classroom to collect for garden compost.
Some students may have knowledge of different soil types if they are from a farm but
generally students will have had little experience with soil PH levels.
Where to next?
Learning Intentions/ Outcomes:
At the end of the experiment, students will be successful and have met the learning
intentions/criteria if they are aware of what seeds need in order to grow.
I will be successful if I can explain to a peer the things seeds need to grow.
Determine different factors which can affect a seeds growth.

To pose questions, have a sense of wonder/curiosity.
Success Criteria/ Indicators:

I will be successful if I can explain to one of my peers (think/pair/share) what seeds need to
grow.
Page 16 of 23
Key Vocabulary/ Metalanguage:

Root: Anchors the plant and takes in water and nutrients from the soil.
Stem: Helps support the plant.
Leaves: Take in light, which the plant will use to make its own food.
Guy Claxton Learning Muscles (Ask the students) What learning muscle might we use for this
experiment?
Group Structure:
Students will be working in both small groups and as a large group to discuss different concepts.
Notes for Inclusive Practice:

Education support workers and teachers will work with each group, to ensure adequate support and
the diverse needs of the learners are met.
Additional group member can work with students with additional needs, whilst the other two
members support the remaining group if this support is required.

Warm-Up/ Engage:
Divide students into pairs and hand out one bean seed that has been soaked overnight, a couple of
toothpicks, and a hand lens to each pair. Tell students to gently lift off the outside layer of the seed.
Ask students to look at the inside of the seeds with the hand lens.
Whole Class Experience:
As a class, discuss what students are observing.

Go over the parts of the seed, providing students with the correct vocabulary. Make sure they
understand the following:
- The outside layer of the seed is called the seed coat. It protects the delicate structures inside the
seed.
- Inside the seed, students should see two structures: the baby plant, or embryo, and the food
Page 17 of 23
supply. The embryo will grow into the mature plant.

- The food supply will nourish the growing plant until it can make food on its own.
Explore/ Main content:

Pass out the What Are the Parts of a Seed? (see appendix) student sheet.
Give students time to fill out the sheet in class. Then tell them to keep their sheets to refer to during
the next part of the lesson.
Before beginning the next part of the lesson, when students will plant seeds, review what plants
need to live and grow.
Emphasise, too, that plants don't grow overnight. They take time, so students must be patient.
Reflection/ Evaluate/ Elaborate:
Ask the students what did you discover?

What learning muscles, attitudes, skills and knowledge do you think we used today? (Link to Yinnar
Primary Schools pedagogy on Growth Mindsets.
Other Resources
Materials, Resources and Equipment:
Bean Seeds
Toothpicks
Hand-lens/magnifying glass
What are the part of a seed worksheet? (http://sciencenetlinks.com/student-teacher-sheets/what-areparts-seed/)
Page 18 of 23
References/Sources:
http://sciencenetlinks.com/lessons/look-at-those-seeds-grow/
Assessment
Students will be assessed by completing a journal entry on the events and knowledge retained from the
lesson.
Low: Student is able to list a 1-3 items of information they had learnt.
Medium: Student is able to list and explain 1-3 items of information they had learnt.
High: Student is able to list and explain 3-5 items of information of what they have learnt using correct
terminology.
The Dirt Scientists.

Why do we need plants?
Lesson Plan.
Simon Bannister, Marlee Goodwin and Alyssa-Jane Bell.
Grade/Class/Year:
Three, Four, Five and Six.
Date:
12th October 2016
Curriculum Area/s:
Strand/ Sub Strand:
Science

(VCSSU058)

Page 19 of 23

Sustainability
OI.7. Actions for a more sustainable future reflect values of care, respect and
Personal and Social Capability Level Three and Four
Demonstrate skills for effective participation in group tasks and use criteria provided to reflect on the
effectiveness of the teams in which they participate (VCPSCSO023)
Where are they now?

Science Curriculum- Victorian- http://victoriancurriculum.vcaa.vic.edu.au/science/curriculum/f-10
Personal and Social Capability- http://victoriancurriculum.vcaa.vic.edu.au/personal-and-socialcapability/curriculum/f-10#level=3-4
Prior Knowledge/ Learning: (What learning have the students been involved in prior to this lesson?)
The students have been learning about soil and the ph. levels in soil, the ph. levels in water through testing,
and also they have learnt about seeds and their growth. This is the last lesson of the unit.
Where to next?
Learning Intentions/ Outcomes: (What do you want the students to know, understand and be able to do?
Why purpose, How process, What practice / product / performance)
Outcomes that we would unpack in this lesson
What do we want the students to know-
We want the students to understand the different conditions for plants and flowers to be
planted, and the best conditions for each plant.
To pose questions, have a sense of wonder/curiosity as to why soil is so important.
What do we want the students to do? We want the students to be able to successfully plant some plants
and to explain why we need to plant plants.
Success Criteria/ Indicators: (How will you and the students know if the learning intentions have been
Page 20 of 23
achieved?)
I will be successful if I can plant a plant and explain why we need to do this.
Students will:
Participate in a group discussion to share their ideas on what conditions are needed for
certain plants.
Research the different conditions certain plants need to grow.
Participate in planting some plants.
Key Vocabulary/ Metalanguage: (What specific language do the students need to be aware of or utilise
during the lesson?)
Soil
Water
Plants
Conditions
Ph. levels
Group Structure:
Small groups (3, 3 & 4 students), including individual work as well.
Yinnar grades 3-6
Notes for inclusive practice:
All students would get to plant a plant.
How? Lesson Sequence

Warm-Up/ Engage:
Introduce topic,
Ask the students about their knowledge of conditions to plant plants.
Ask the students whether they know what soil is best for growing plants, vegetables, and fruits.
What muscle will we be using today in our lesson?
Use ASK model and predict results.
Time Allocation:5 minutes___
Whole Class Experience/ Explain: (modelled / shared)
Page 21 of 23
The group breaks into small groups (3, 3, &4) to go to their specified spot to plant the plants.
Explore/ Main content: (The main activity for consolidation related to learning intention(s).)
Students are to plant their plants in the ground, where they have found the plant will grow best. Through
using the appropriate materials, such as a bucket and shovel, watering can.

Independent or Group Activities: (What will other groups/students work on while the teacher is working
with a focus? Outline the process and expectations)
All students in their small groups will be involved through planting their plants.
Reflection/ Evaluate/ Elaborate: (How will you gauge how the students met the success criteria?)
Students are then to write a small paragraph on why the plant they planted will grow best where they had
planted the seeds.
Ask the students, where is best to plant a strawberry for example, and why?
Ask the students why we plant plants. What is the point of it?
What learning muscles do you think we used today?
Other Resources
Materials, Resources and Equipment: (Include any photocopying, books, manipulatives, technology etc.)
Buckets X 10
Shovels X 10
Watering can X 10
A variety of seeds
Places to plant the seeds
References/Sources: (Where did you get your ideas?)

I got my ideas from working with Alyssa-Jane and Simon in the unit.
Risk Management
Students will be wearing safety gloves and goggles to ensure the risk of them getting dirt in their eyes is at a
Page 22 of 23
minimum. Also that basic hygiene rules are met, as the students are touching dirt.
Page 23 of 23

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Unit at a glance:

Growing plants in the school garden!

CRICOS Provider No. 00103D

FedUni Lesson Plan Template

CRICOS Provider No. 00103D

FedUni Lesson Plan Template

CRICOS Provider No. 00103D

FedUni Lesson Plan Template

12th October, 2016

Strand/ Sub Strand:

Different living things have

The growth and survival of living things

Cross Curriculum Priorities and Capabilities:

FedUni Lesson Plan Template

quality and uniqueness of environments.

Where are they now?

FedUni Lesson Plan Template

Success Criteria/ Indicators:

CRICOS Provider No. 00103D

FedUni Lesson Plan Template

How? Lesson Sequence:

FedUni Lesson Plan Template

Ph level tester kit X 2

CRICOS Provider No. 00103D

FedUni Lesson Plan Template

19th October, 2016

Different living things have different life cycles

Cross Curriculum Priorities and Capabilities:

CRICOS Provider No. 00103D

FedUni Lesson Plan Template

Where are they now?

What do we want the students to know?

FedUni Lesson Plan Template

Determine which source of water is the most appropriate to grow seeds.

CRICOS Provider No. 00103D

FedUni Lesson Plan Template

How? Lesson Sequence:

FedUni Lesson Plan Template

CRICOS Provider No. 00103D

FedUni Lesson Plan Template

1 x Waterworks Test kit from http://www.testkits.com.au/school-test-kit/

Sources for lesson and teaching:

CRICOS Provider No. 00103D

FedUni Lesson Plan Template

12th October, 2016

Strand/ Sub Strand:

Different living things have

The growth and survival of living things

Cross Curriculum Priorities and Capabilities:

FedUni Lesson Plan Template

responsibility, and require us to explore and understand environments.

Where are they now?

Determine different factors which can affect a seeds growth.

Success Criteria/ Indicators:

FedUni Lesson Plan Template

Key Vocabulary/ Metalanguage:

Notes for Inclusive Practice:

How? Lesson Sequence:

As a class, discuss what students are observing.

FedUni Lesson Plan Template

supply. The embryo will grow into the mature plant.

Explore/ Main content:

Time Allocation:__25 minutes_