6170RB Science A STEM approach Foundation low res watermark

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Science: A STEM approach (Foundation) 

Published by R.I.C. Publications ® 2017 

Copyright © R.I.C. Publications ® 2017 

ISBN 978-1-925431-93-3 

RIC–6170 

Titles in this series: 

Science: A STEM approach (Foundation) 

Science: A STEM approach (Year 1) 






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under the Copyright Act 1968 (Cth) and is owned by the Australian 

Curriculum, Assessment and Reporting Authority 2017. 

For all Australian Curriculum material except elaborations: This is 

an extract from the Australian Curriculum. 

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Curriculum and may include the work of other authors. 

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In particular, ACARA does not endorse or verify that: 

• The content descriptions are solely for a particular year and 

subject; 

• All the content descriptions for that year and subject have been 

used; and 

• The author’s material aligns with the Australian Curriculum content 

descriptions for the relevant year and subject. 

You can find the unaltered and most up to date version of this 

material at https://www.australiancurriculum.edu.au/ 

This material is reproduced with the permission of ACARA. 

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A number of pages in this book are worksheets. 

The publisher licenses the individual teacher 

who purchased this book to photocopy these 

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Except as allowed under the Copyright Act 1968, 

any other use (including digital and online uses 

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ii 

Science: YEAR 

978-1-925431-93-3 R.I.C. Publications® – www.ricpublications.com.au 

A STEM APPROACH 

F

Foreword 

Science: A STEM approach (Foundation to Year 6) is a series of books written with the intent to support 

Australian Curriculum Science while offering a way to introduce a STEM project based on the science 

concepts taught. 

All Science Understanding and Science Inquiry Skills for each unit are included, and any connecting 

Technologies or Mathematics curriculum concepts are also incorporated. 

The STEM project allows students to apply the science knowledge and understanding, and includes 

any curriculum links to Technologies and Mathematics curriculum. 

If you would like us to feature your completed STEM projects on our website, please 

email a photograph, video or audio of the project to 

. 

If you would like to view completed STEM projects and get some inspiration, please 

go to . 

Introduction ............................................................ iv 

Unit description ................................................ iv – vi 

Biological sciences: 

Living things have needs............................... 1–36 

Overview ......................................................... 2–3 

Lesson 1 .......................................................... 4–7 

Lesson 2 ........................................................ 8–11 

Lesson 3 ..................................................... 12–15 

Lesson 4 ..................................................... 16–19 

Lesson 5 ..................................................... 20–21 

Lesson 6 ..................................................... 22–25 

Assessment ................................................ 26–28 

STEM project ............................................. 29–36 

Chemical sciences: 

Materials have properties .......................... 37–72 

Overview .................................................... 38–39 

Lesson 1 ..................................................... 40–43 

Lesson 2 ..................................................... 44–47 

Lesson 3 ..................................................... 48–49 

Lesson 4 ..................................................... 50–53 

Lesson 5 ..................................................... 54–57 

Lesson 6 ..................................................... 58–60 

Assessment ................................................ 61–62 

STEM project ............................................. 63–72 

Contents 

Earth and space sciences: 

Daily and seasonal changes .................... 73–112 

Overview .................................................... 74–75 

Lesson 1 ..................................................... 76–79 

Lesson 2 ..................................................... 80–83 

Lesson 3 ..................................................... 84–87 

Lesson 4 ..................................................... 88–91 

Lesson 5 ..................................................... 92–95 

Lesson 6 ................................................... 96–100 

Assessment ............................................ 101–102 

STEM project ......................................... 103–112 

Physical sciences: 

How things move ................................... 113–145 

Overview ................................................ 114–115 



Lesson 1 ................................................. 116–119 

Lesson 2 ................................................. 120–123 

Lesson 3 ................................................. 124–127 

Lesson 4 ................................................. 128–131 

Lesson 5 ................................................. 132–133 

Lesson 6 ................................................. 134–136 

Assessment ............................................ 137–138 

STEM project ......................................... 139–145 

R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-93-3 YEAR 

F 

Science: 


iii

Introduction 

What is STEM? 

In a nutshell, STEM is the integration of science, 

technologies, engineering and mathematics 

concepts using project-based and cooperative 

learning. Educators have been integrating learning 

areas since the beginning of time, so although the 

idea behind STEM is not new, this series hopes 

to make it easier for you to execute learning 

integration in the classroom. 

The Australian Government, and governments around the world, have placed a high priority on 

STEM skills. The future workforce will require current students to be creative and critical thinkers who 

can collaborate and design solutions to problems. The skills utilised in STEM have never been more 

valued. 

STEM education aims to prepare students for the roles of the future with skills such as innovation, 

creativity, reasoning, problem-solving, and technical science skills such as questioning, observing, 

systematic experimentation, and analysis and interpretation of data. 

Format of this book 

This series focuses on delivering a comprehensive and contemporary science program, culminating in 

a STEM project which applies the scientific knowledge acquired during the science lessons. The series 

incorporates the use of online resources, digital devices and iPad® applications where appropriate, in 

order to enhance the use of technology in the classroom. 

The units 

The science units are organised by sub-strand—Biological sciences, Chemical sciences, Earth and 

space sciences and Physical sciences. At the start of each sub-strand unit, keywords, a unit overview 

and curriculum scope and sequence are provided, as shown below. 

Each unit contains a term’s worth of work with 5–7 lessons, a summative assessment of the science 

knowledge with teacher notes, and a STEM project. 

Unit overview 



Title page Unit overview Curriculum scope and 

sequence 

iv 




F

Unit description 

Lessons 

The lessons are based on science knowledge and skills. The lessons contain a page of teacher notes, 

outlining the inquiry questions, science strands and any links to technologies and mathematics 

concepts, followed by a suggested lesson plan. Any resource sheets required for the lesson follow on. 

Teacher notes Lesson plan Resource sheets 

Assessment 

A teacher page is provided, outlining the assessment indicators and answers for the following 

assessment page(s). The assessment page(s) covers the science knowledge explored in the previous 

lessons. 



Teacher notes 

Assessment page(s) 


F 



v

Unit description 

STEM project 

The STEM project provides students with the opportunity to apply what they have learned in the 

previous science lessons while incorporating technologies, engineering and mathematics concepts 

where possible. The project entails group collaboration and an extended learning period of 

3–4 weeks. This gives students a real-life experience of working with ‘colleagues’ to share ideas 

and test designed solutions. Each STEM project contains an overview listing STEM concepts and 

alternative project ideas, curriculum links, teacher notes and a group assessment rubric, and a project 

brief and checklist for students. Any resource sheets required are also provided, as well as a selfassessment 

sheet. 

STEM project overview and 

STEM curriculum links 

Teacher notes 

Student brief 



Project steps 

Resource sheets 

Self-assessment and 

Group assessment rubric 

vi 




F

Biological sciences 

LIVING THINGS HAVE NEEDS 

living things 

non-living things 

humans 

plants 

animals 

needs 

wants 

Keywords 

survive 

food 

nutrients 

water 

air 

sleep 

protection 

warmth 

shelter 

space 



soil 

sunlight 


F 



1

Unit overview 



Living things have basic needs, including food and water (ACSSU002) 

Pages 

Lesson 1 

What basic needs do 

all living things have in 

common? 

Lesson 2 

What do humans need? 

Lesson 3 

What do other animals need? 

Lesson 4 

What do plants need? 

Lesson 5 

What happens if a plant’s 

needs are not met? 

Lesson 6 

What happens if humans’ 

and animals’ needs are 

not met? 

Summative assessment 

Students engage in a school walk to identify living and 

non-living things. They explore the difference between 

living and non-living things in order to identify what all 

living things, including plants, humans and other animals, 

need to survive—food/nutrients, air and water. 

Students explore the specific needs of humans and 

identify the difference between our needs and our wants. 

They explore what is meant by the term ‘protection’ in 

relation to our needs (clothing, shelter, warmth, safety) 

and create a booklet to explain how they meet their five 

basic needs. 

Students explore the needs of animals, including air, 

food, water, sleep and protection and compare these 

needs to the needs of humans to find similarities and 

differences. They briefly discover who is responsible for 

taking care of the needs of animals at home, on a farm, 

in a zoo or in the wild and explain how wild animals meet 

their needs. 

Students explore the needs of plants, including air, 

sunlight, water, soil and space. They conduct an 

experiment to grow a radish from a seed and then use a 

presentation application on an iPad ® to draw the needs of 

their plant and explain how they will cater for its needs. 

Students will need to provide ongoing care to their 

radish to ensure its needs are met. 

Students reflect on how well they catered for their plant’s 

needs and record their observations on a sheet of paper. 

Students participate in an interactive online activity to 

explore what happens if plants’ needs are not met and 

discuss who is responsible for taking care of plants at 

home, at school and in the wild. 

Students draw on prior experiences to predict what 

happens when humans’ and other animals’ needs are 

not met. They reflect on their individual needs to decide 

what need is not being met in each of the given images 

and draw images to meet this need. Students then play 

an interactive game created by RSPCA to help different 

pets get their needs. 

Students explain their knowledge of the needs of living 

things. They explain how knowing the needs of living 

things helps us to care for plants in the garden and 

animals at home. 

4–7 

8–11 

12–15 

16–19 

20–21 

22–25 




Make a home for a parrot 

Students create a home for a parrot out of recycled 

materials. They must ensure they provide for the parrot's 

needs when designing and creating their bird home. 

26–28 

29–36 

2 



YEAR 

F 

978-1-925431-93-3 R.I.C. Publications® – www.ricpublications.com.au



Unit overview 

Curriculum scope and sequence 

SCIENCE UNDERSTANDING 

Lesson 

1 2 3 4 5 6 Assessment 

Living things have basic needs, including food and water (ACSSU002) 3 3 3 3 3 3 3 3 

SCIENCE AS A HUMAN ENDEAVOUR 

Science involves observing, asking questions about, and describing changes in, 

objects and events (ACSHE013) 

SCIENCE INQUIRY SKILLS 

Questioning and predicting 

STEM 

project 

3 3 3 3 3 3 3 

Pose and respond to questions about familiar objects and events (ACSIS014) 3 3 3 3 3 3 3 

Planning and conducting 

Participate in guided investigations and make observations using the senses 

(ACSIS011) 

Processing and analysing data and information 

3 3 3 3 3 3 3 

Engage in discussions about observations and represent ideas (ACSIS233) 3 3 3 3 3 3 3 

Communicating 

Share observations and ideas (ACSIS012) 3 3 3 3 3 3 3 3 




F 



3

Lesson 1 



Teacher notes 

Science inquiry focus: 

What basic needs do all living things have in common? 

Science Inquiry Skills: 

• Questioning and predicting QP 

• Planning and conducting PC 

• Processing and analysing data and information PA 

• Communicating 

C 

Science as a Human Endeavour: 

• Students learn how to identify living from non-living things 

in the environments they encounter in their everyday lives. 

Technology/Engineering/Mathematics links: 

• viewing digital texts including images and videos 

• playing an interactive game online 

• recording information in a table 

Background information 

• Living things have characteristics that distinguish 

them from non-living things. Living things grow, move, 

respond to stimuli, reproduce and are dependent on 

their environment. These characteristics are explored by 

students in detail in Year 3. 

• In Foundation level, most students would suggest that 

living things grow and move. Some may suggest that they 

reproduce/have babies. This is sufficient at this level. 

• All living things, including humans, plants and other 

animals, have basic needs. While these needs vary slightly 

among each, the common needs are air, food and water. 

Meeting these physical needs allows the living thing to 

move and grow. 

• Other needs that vary among living things include: shelter, 

protection, love, clothing/coverings, correct environmental 

conditions, soil and sunlight. These will be explored in 

later lessons. 

• For more information about teaching the concept of living 

things, go to . 

Assessment focus: 

• Use page 7 as a diagnostic 

assessment of the student’s 

knowledge of living and nonliving 

things and the three basic 

needs of all living things. 

• Make observational notes of the 

student’s ability to answer the 

two communicating questions 

in the Reflection section. 

Resources 

• Digital cameras 

• One copy of page 6 to 

display on the interactive 

whiteboard 

• One copy of page 7 for 

each student or each group 

• Online image—Basic 

needs of all living things 

at 

• Online song—'Living 

and non-living things' 

at 



4 Science: 


YEAR 

F 




Lesson 1 

Lesson plan 

Introduction: 

1. As a class, conduct a school walk to find living and non-living things. Students, or an adult, can take 

digital photographs of the living and non-living things found in the school grounds. These may be 

displayed on a poster for future reference. Students think about and explain why they think each 

thing identified is living or non-living. QP 

Development: 

2. Using page 6, display the T-chart to show examples of living and non-living things. Using a think-pairshare, 

students answer the questions What makes something a living thing? What needs do all living 

things have in common to help them live? On a large piece of paper, write students' ideas. QP 

3. Individually or in small groups, students look at the images of living and non-living things on 

page 7 and draw a tick or cross in each box to identify the needs of each thing. Students review 

their checklist to identify the common needs of humans, plants and animals and complete the 

sentence, ‘All living things need ...’ Note: The specific needs of each type of living thing will be 

explored in later lessons. PC 

Differentiation 

• Less capable students may work together with an adult’s assistance to complete the checklist. 

• More capable students should be encouraged to write or draw as many living things as they can 

think of on the back of page 7. 

4. As a class, choose some students to share the sentence they wrote on page 7. Write the common 

needs on the whiteboard—food, water and air. 

5. Display the image of the three basic needs of all living things at . 

Students compare their sentence with the three needs shown in the image to determine if they 

were correct. PA 

6. Explain that all living things must have access to food, water and air to survive. If they don’t meet 

these needs, they may get sick. 

Reflection: 

7. Listen to a song about living and non-living things at . This song 

outlines the basic needs of a living thing. 

8. Using a think-pair-share or class discussion, students answer the questions How can we tell if 

something is living or non-living? and What are the basic needs of all living things? C 




F 



5

Lesson 1 

Living thing 



Non-living thing 

09:00 AM 





YEAR 

F 




Lesson 1 

Is it a 

living 

thing? 

Does it 

need air? 

Is it living? 

Does it 

need food 

or nutrients? 

Does it 

need water? 

Does it 

need 

sunlight? 

Does it 

need 

shelter? 

Does it 

need soil? 



Human 

Car 

Plant 

Dog 

Book 

Fish 

Tree 

Teddy bear 

All living things need ________________________________________________________________. 


F 



7

Lesson 2 



Teacher notes 


What do humans need? 






C 


• Students reflect on their own lives to identify their needs 

from their wants and examine how they meet their basic 

needs at home. 


• playing an interactive game online 

• following a series of steps to create a simple circle booklet 


• All living things have basic needs, which vary slightly 

among humans, plants and animals. The common needs 

are air, food and water. Meeting these physical needs 

allows a living thing to move, grow and reproduce. 

• As well as air, food and water, humans and other animals 

also need sleep and protection from environmental 

conditions. For most humans, protection comes in the 

form of clothing and shelter that allows them to stay safe 

and maintain a healthy body temperature. For this reason, 

warmth and temperature are often included as basic 

needs. 

• Humans and some animals have physical, social and 

emotional needs. Their physical needs are basic needs 

that help them to survive. Social and emotional needs 

are those that give humans a sense of belonging and 

connection to the people and places they encounter, such 

as love and relationships. 

• A famous theorist, Abraham Maslow, developed a hierachy 

of human needs. This demonstrates that physical needs 

must be met before any other need. For more information 

on Maslow’s hierachy of needs, go to . 


• Make observations about 

the student’s ability to make 

predictions that are related to 

the question and their ability 

to compare the definitions 

of needs and wants to their 

predictions. 

• Use the circle booklets as a 

formative assessment of the 

student’s knowledge of how 

they meet their five basic needs 

at home. 

Resources 

• Online interactive game— 

Living and non-living things 

at 

• One A3 piece of paper 

• Watch the online video, 

—Needs vs wants at 

• One A3 copy of page 10. 

Each poster may be 

coloured in, cut out and 

laminated to display in the 

classroom (optional) 


each student. The booklet 

may be cut out prior to 

the lesson to save time, if 

required 





YEAR 

F 




Lesson 2 

Lesson plan 

Introduction 

1. As a class, display the interactive activity at and choose students 

to click on living or non-living for each item from the scene. Students explain their reasoning 

behind each choice in terms of its basic needs. Alternatively, students can brainstorm living things 

and explain their needs orally. 

Development: 

2. As a class, ask students What do humans need to survive? Do they need more than just food, air 

and water? Brainstorm things that humans need to survive and write students’ ideas on an A3 piece 

of paper to create a poster. Note: Add all ideas regardless of whether if they are a need or a want. 

Leave space at the bottom of the page to write a few sentences about humans wants and needs at 

the end of the lesson. QP 

3. Watch the online video Needs vs wants at . Alternatively, display the 

posters on page 10 to show examples of wants and needs. Using a think-pair-share, students 

answer the questions What is a need? and What is a want? PA 

4. Review the list of needs written on the ‘What do humans need to survive?' poster and put a cross 

through any that students think are wants, not needs. Discuss that as humans we have five basic 

needs—air, food, water, sleep and protection. Write these key words on the whiteboard. PA 

5. Individually, students reflect on how they meet their five basic needs and present them using the 

circle booklet template on page 11. Students cut around the outside of the whole booklet. 

Note: Booklets may be cut by adult helpers prior to the lesson, if required. Students turn their 

booklet over and copy the five basic needs from the whiteboard–air, food, water, sleep and 

protection. Students fold each circle inwards to create a booklet. When this is complete, students 

open one circle at a time and draw images on the inside of each circle to show how they meet each 

particular need in their lives. PC PA 


• Less capable students can have the booklet prepared for them with the five needs written on the 

outside. Adult helpers can assist students to think of how they meet their needs at home. 

• More capable students should be encouraged to write a short sentence about how they meet 

their needs inside each circle. For example, inside the shelter circle students may write, I live in 

a house. 

6. When the circle booklets are completed, select students to share their pages with the class. C 

Reflection: 

7. As a class, reflect on what humans want and need by referring to the A3 poster created in the 

development. At the bottom of the page, write the sentence starters Humans need ... and Humans 

want ... Ask students to name the things that humans need to survive and name some examples 

of our wants to complete the sentences. Note: Keep this poster accessible or on display for later 

lessons. C 




F 



9

Lesson 2 



AIR 

SUNLIGHT 

SHELTER 

CLOTHING 

PETS 

BOOKS 

NEEDS 

SLEEP 

Things I MUST 

have to live. 

WANTS 

Things I WANT but 

don’t need to live. 

LOLLIES 

CAR 

WATER 

GAMES 

FOOD 

TOYS 





YEAR 

F 




Lesson 2 

'Humans need ...' circle booklet 




F 



11

Lesson 3 



Teacher notes 


What do other animals need? 






C 


• Students think about animals they have observed in their daily 

lives to investigate how animals meet their needs. 


• viewing digital texts, including videos and online songs 

• sorting information cards into undefined categories 


• All animals, including humans, have five basic needs: air, 

food, water, sleep and protection from environmental 

conditions. Wild animals also require protection from 

predators and human impacts. 

• Domesticated animals such as pets, farm animals and zoo 

animals have some or all of their needs provided for by 

humans. Wild animals meet their needs by themselves. 

• How animals meet their needs: 

Food—Animals use various feeding behaviours such as 

hunting, grazing or scavenging to find sources of food. 

Water—Animals seek water from various water sources 

such as rivers or lakes. Some animals obtain all of their 

water from their food. 

Air—Animals breathe air in different ways. Some have 

lungs and breathe like humans. Others extract air from 

water bodies. 

Sleep—Animals sleep at different times of the day and in 

different ways. Some animals, like sharks, continue to 

move while they are sleeping. Others hibernate for long 

periods of time. 

Protection—Animals build, find or fight for space/shelter. 

They also need features and behaviours that help them 

protect themselves against predators. 


• Monitor students' contributions 

to the animal needs matching 

game to ensure all students are 

contributing to the answers. 

• Use page 15 as a formative 

assessment of the student’s 

knowledge about the needs 

of animals. 

Resources 

• A3 poster of human needs 

created in Lesson 2 

• One copy of the animal 

needs cards on page 14 

for each student or group. 

These must be cut out and 

shuffled prior to the lesson 

• Online video—Animal needs 

at 


each student 

• Online song—'The needs of 

an animal' at 





YEAR 

F 




Lesson 3 

Lesson plan 

Introduction: 

1. Using a think-pair-share, ask students to discuss the questions What are the five basic human 

needs? and How do you meet each need? Students share their answers with the class and then 

re-read the sentences from the A3 poster of human needs created during Lesson 2, such as 

‘Humans need air, food, water, sleep and protection’. 

Development: 

2. As a class, ask students: What do animals need to survive? Do they have different needs to humans? 

Write students’ suggestions on the whiteboard. QP 

3. Individually or in small groups, give each student a copy of the pre-cut and shuffled cards from 

page 14. Students choose a pet shelter card and guess which pet they think it belongs to. Students 

then see if they can match the food and the water source to the pet they think lives in that shelter. 

For example, if a student chooses the aviary, they may think the animal is a bird. They then choose 

the birdseed and the water bowl that a bird would use. Students repeat the activity until all cards 

have been used. PC 

4. Students share the five animals they think each of these needs belong to. Who is responsible for 

making sure these pets get their needs? Who is responsible for making sure the animals on a farm 

or in a zoo have their needs met? How do wild animals meet their needs? PA 

5. Watch the online video Animal needs at to see how different animals 

meet their needs. PA 

6. Provide each student with a copy of page 15 to write and draw about a familiar wild animal of their 

choice. Students need to draw their wild animal sleeping and its shelter, food and water. Explain 

that air is all around us and is hard to draw. For this reason, identify a symbol such as blue wavy 

lines to represent wind. Note: A selection of nonfiction books about wild animals may be provided 

to ensure information is correct. QP PA 


• Less capable students should be encouraged to view books or online images of their wild 

animal and may have the sentence scribed for them. 

• More capable students should be encouraged to choose a less familiar wild animal and research 

information about how it meets its needs. 

Reflection: 

7. Select some students to share their completed copy of page 15, explaining the needs of their 

animal. C 

8. As a class, listen to the song 'The needs of an animal' at to 

reinforce four of the five basic needs of animals—food, water, air and shelter (protection). 




F 



13

Lesson 3 



shelter 

shelter 

shelter 

shelter 

food 

food 

food 

food 

water 

water 

water 

water 



shelter 

food 

water 



YEAR 

F 




Lesson 3 

Wild animals 

The wild animal I chose is a . 

Draw your wild animal sleeping. Draw its food, water and home. 



My animal needs 

. 


F 



15

Lesson 4 



Teacher notes 








C 


• Students learn how to take care of plants and provide 

for their needs by growing a radish from a seed. 


• using the ShowMe app to explain how they provided for 

the needs of their radish plant 

• explaining why particular needs have been grouped 

together to identify which living thing the needs are for 


• Plants include trees, flowers, herbs, bushes, grasses, 

fruit-bearing plants, vines and ferns. 

• All plants have five basic needs that differ slightly 

from animals. Plants need air, sunlight, water, soil 

and space to grow and reproduce. 

• How plants meet their needs: 

Air—Plants absorb the carbon dioxide from the air 

through their leaves. 

Sunlight—Plants absorb sunlight through their 

leaves. 

Water—Plants absorb water through their roots. 

Soil—Plants anchor themselves to the ground and 

absorb nutrients from the soil using their roots. 

Space—Plants have various seed dispersal 

methods for finding a place of their own. Plants 

with limited space will compete for nutrients and 

the weaker plant will not survive. 

• Unlike animals, plants create their own food through 

photosynthesis. Plants take carbon dioxide from the 

air, the sunlight and the water and convert these 

nutrients into glucose, which the plant uses to grow 

and produce oxygen, which it emits back into the 

environment. 


• Use the ShowMe app presentation to 

assess the student’s understanding of 

the needs of plants. 

• Use observational notes to monitor the 

student’s ability to participate in guided 

investigations, including following 

instructions, using tools and materials 

safely and resourcefully, and engaging 

in discussions about the investigation. 

Resources 

• One copy of page 18 for display 

on the interactive whiteboard 

• Online song–'The needs of a 

plant' at 

• One copy of page 19 for display 


• One large plastic cup for each 

student or each group. These will 

need small drainage holes in the 

bottom 

• Three-quarters of a cup of soil 

for each student or each group 

• Water spray bottles for the class 

to share 



• One sunny area to place 

the cups 

• Two radish seeds for each 

student or each group 

• One iPad® for each student 

• Online video–How a seed grows 

at 



YEAR 

F 




Lesson 4 

Lesson plan 

Introduction: 

1. Display the T-chart on page 18. Students look at the needs in the yes column and compare them 

to the needs in the no column, before deciding which living thing has the needs shown in the yes 

column. Students name the five needs of plants, including water, soil, light, space and air. Q P 

2. As a class, listen to the song 'The needs of a plant' at to reinforce 

the five basic needs of plants. 

Development: 

3. Individually or in small groups, students conduct an experiment to grow radishes. Follow the simple 

step-by-step instructions on page 19 to conduct the experiment. Questions have been provided on 

page 19 to guide the investigation. Note: Remind students to write their name on their plastic cup 

so they can remember which plant is theirs. Students will also need to provide ongoing care to their 

radish every day to ensure its needs are met. This should be conducted with little guidance so that 

students have to think of the plant's needs. PC 

4. After the radish seeds have been planted and placed in a sunny position, students use the ShowMe 

app on an iPad® to create a video. Students take a photograph of their planted radish seeds using 

the app and draw the five needs of a plant around the outside of the photograph. Students can 

then create a voiceover to describe how they provided for their plant’s needs. 

Note: If resources are limited, students can draw a picture of their planted radish seeds and write a 

sentence about the needs of a plant. PA C 


• Less capable students may create a short video using the camera on the iPad® if they are 

unfamiliar with the ShowMe app. Students may also be given prompts to encourage them to 

think of the plants' needs. For example, ‘We breathe this into our lungs’ or 'Seeds are buried in 

this’. 

• More capable students should be encouraged to label each need as well as drawing the 

images. Students may also be encouraged to find out what a radish is. 

Reflection: 

5. Using a think-pair-share, students discuss the questions How do you think your seed will grow? 

What will happen first, second, third ...? QP 

6. Watch the online video How a seed grows at . PA 




F 



17

Lesson 4 



Yes 

Concept attainment 

No 

The needs in the Yes column help which of these living things 

survive?© R.I.C. Publications 




YEAR 

F 




Lesson 4 

Grow a radish! 

Materials 

• 1 large plastic cup with drainage holes 

• 3 4 cup of soil 

• 2 radish seeds 

• Access to a water sprayer 

• Access to a sunny position 

Procedure 

1. Get the materials. 

2. Place soil in the cup. 

3. Put the seeds on top 

of the soil. 

4. Push the seeds into the 

soil using your finger. 

Stop when you can't 

see your fingernail. 

5. Cover the seed with soil. 

6. Place the cup in a 

sunny position. 

7. Spray the soil with water 

until it is damp but not wet. 

8. Check your plant's 

needs daily. 

Why do you think 

plants need soil? 

Where do you think 

we should position 

our plants? 

How often do you 

think we should 

water our plants? 



Which part of the 

plant do you think 

will appear above 

the soil first? 


F 



19

Lesson 5 



Teacher notes 


What happens if plant’s needs are not met? 






C 


• Students make observations about the growth of their 

radish and investigate who is responsible for taking care of 

plants. 


• using mathematical language to compare the growth of 

radishes and to instruct adding more or less water to the 

plant in the interactive activity 

• participating in an interactive activity online 


• Plants include trees, flowers, herbs, bushes, grasses, 

fruit-bearing plants, vines and ferns. 

• All plants have five basic needs that differ slightly from 

animals. Plants need air, sunlight, water, soil and space 

to grow and reproduce. 

• Unlike animals, plants create their own food through 

photosynthesis. Plants take carbon dioxide from the air, 

the sunlight and the water and convert these nutrients 

into glucose, which the plant uses to grow and produce 

oxygen, which it emits back into the environment. 

• When a plant’s needs are not met, it becomes sick just 

like an animal. Its physical appearance changes. Its 

leaves may wilt, turn yellow or shed, or it may develop 

spots of rot. 

• Different plants require different amounts of air, water, 

sunlight, soil and space. This is because plants have 

adapted to grow in different conditions. Some plants 

can survive without soil at all, such as air plants, and 

some share the same space, such as vines around a tree 

in a rainforest. It is important when choosing plants to 

check their individual needs. 


• Use the student’s drawing and 

their two sentences to assess their 

observation and recording skills. 

Resources 

• Access to the radishes 

planted in Lesson 4 

• Blank piece of paper for 

each student 





YEAR 

F 




Lesson 5 

Lesson plan 

Introduction: 

1. As a class, revise the radish growing experiment from Lesson 4. What plant did we grow? What are 

the five basic needs of plants? How did we make sure the plant’s needs were met? C 

Development: 

2. Select the radish that grew the most and the radish that grew the least. As a class, model a sentence 

to compare the two radishes. For example, Student A’s radish is taller than Student B’s radish. Write 

the words 'taller', 'shorter', 'bigger' and 'smaller' on the whiteboard. 

3. On a piece of paper, students record their observations by drawing an image of their radish plant. 

Students then write two sentences to compare the size of their radish growth to other students. 

For example, 'My radish was taller than ...' and 'My radish was shorter than ...' Note: These sentence 

starters may be written on the whiteboard for students to complete if required. PC PA 


• Less capable students may orally compare the size of their radish to that of other students and 

have an adult complete the sentences. 

• More capable students should be encouraged to write a sentence about whether they think 

their radish had its needs met and why. 

4. In pairs, students tell their partner if they think their radish had its needs met or not, giving 

reference to the size of the plant. For example, I think my plant did have its needs met as it 

grew tall and had leaves, or I think my plant did not have its needs met because it only grew 

a little. P A 

5. Using a think-pair-share, students answer the questions What happens to plants that don’t have 

their needs met? Do they get sick? Q P 

Reflection: 

6. As a class, discuss who is responsible for taking care of plants in different places. Who was 

responsible for taking care of your radish? Who is responsible for taking care of the plants in the 

garden at home, at school or in the bushland? Q P 

7. What needs do all of the plants in the garden at home, at school and in the bushland have and what 

happens if their needs are not met? PA C 




F 



21

Lesson 6 



Teacher notes 


What happens if humans’ and animals' needs are not met? 


• Questioning and predicting Q P 




C 


• Students discover how they can take care of their needs 

and the needs of pets at home. 


• participating in an interactive online activity 


• All animals, including humans, have five basic 

needs: air, food, water, sleep and protection from 

environmental conditions. Wild animals also require 

protection from predators and human impacts. 

• Domesticated animals such as pets, farm animals and 

zoo animals, have some or all of their needs provided 

for by humans. Wild animals meet their needs by 

themselves. 

• When a human’s or an animal’s needs are not met, 

their physical appearance and behaviours may change. 

Being tired, hungry, thirsty or breathless are the first 

signs that a human’s or an animal’s needs are not being 

met. This is a signal to the human or animal that it 

needs assistance. 

• In the wild, animals that don’t have their needs met 

may not survive, unless assisted by humans. With the 

introduction of community services, humans, pets and 

some wild animals may be rehabilitated by doctors, 

nurses, veterinarians, rangers and other experts. 

• If resources allow, establish a school/class vegetable 

garden or introduce a class pet to encourage students 

to care for their needs on a regular basis and connect 

to real-life situations. 


• Use page 24 and the class Y-chart 

as a formative assessment of the 

student's understanding of the 

different needs of living things, 

including humans, plants and other 

animals. 

Resources 

• Online images of dying plants 


each student 

• Online interactive activity– 

Happy cats at 

• Online video–What do pets 

need? at 

• One copy of page 25 to be 

displayed on the interactive 

whiteboard 





YEAR 

F 




Lesson 6 

Lesson plan 

Introduction: 

1. Conduct an image search of dying plants and display them using the interactive whiteboard. 

What has happened to these plants? Did they have their needs met? How can you tell? What did 

these plants need to survive? 

Development: 

2. Using a think-pair-share, students answer the questions What do humans and animals need to 

survive? and What happens if humans and animals don't have their needs met? Q P 

3. Using page 24, students reflect on their basic needs to complete the sentences. For example, if I was 

thirsty, I would drink water. Students then draw an image of them meeting each need. PC PA 


• Less capable students can complete the sentences orally and have an adult scribe their 

sentence for them. 

• More capable students should be encouraged to write and complete the sentences If I was 

breathless, I would ... and If I had no protection, I would ... 

4. In pairs, students share their sentences written on page 24. What basic human needs were not 

included on the page? What might happen if humans do not have access to shelter or air? PA Q P 

5. Display the interactive game 'Happy cats' at . Read the statements 

aloud with students and select individuals to choose the answer. Why do you think a fishing rod 

or toy is something that a cat needs? Do you think this is correct? Who is responsible for providing 

these needs to pets? P C P A 

6. Watch the online video What do pets need? at . 

Students think about a pet that they would like to have and, using a think-pair-share, discuss 

how they would take care of their pet's needs. P A C 

Reflection: 

7. Display the Y-chart on page 25 and have students brainstorm the needs of each living thing. 

Draw and/or write each need in the relevant place. C 




F 



23

Lesson 6 



Your basic needs! 

If I am hungry, I need ______________________. 

If I am thirsty, I need ______________________. 

If I am tired, I need ______________________. 





YEAR 

F 




Lesson 6 

Plants 

What do we need? 

Humans 

Animals 




F 



25

Assessment 



Teacher notes 

Science knowledge 

Living things have basic needs, including food and water (ACSSU002) 

Indicators 

• Identifies humans, animals and plants. 

• Identifies the basic needs of a human, including air, food, water, sleep and protection. 

• Identifies the basic needs of a plant, including air, sunlight, water, soil and space. 

• Identifies the basic needs of an animal, including air, food, water, sleep and protection. 


• Easier option—Page 27 requires students to draw a human, an animal and a plant of their 

choosing and draw or write the basic needs for each. 

• Harder option—Page 28 requires students to read and think about real-life contexts. Students 

then identify the needs of the humans, animals or plants and draw or write them in the correct 

place. 

Answers 

Page 27 and Page 28 

1. Teacher check 

Answers should include air, food, water, sleep and protection. 

Answers may also include love, warmth, shelter or clothing. 


Answers should include air, food, water, sleep and protection. 


Answers should include air, sunlight, water, soil and space. 





YEAR 

F 




Assessment 

The needs of living things 

Draw the living thing and its needs. 

1. Humans My basic needs are ... 

2. Animals My basic needs are ... 

3. Plants My basic needs are ... 




F 



27

Assessment 



Caring for living things 

My family and I are going on a camping trip this weekend. 

What do we need to take to make sure all our needs are met? 

1. My family is getting a new pet. I want to make a list of the 

things it needs so I know how to take care of it every day. 

What will my pet need? 

2. My family wants to make new garden beds. I get to take care 

of all the plants. I’ve never cared for plants before. 





28 A STEM APPROACH 

YEAR 

F 





STEM project overview 

Make a home for a parrot: 

Students work in pairs to design and create a home for a parrot out of recycled and natural 

materials. The home must be able to hang in a tree and must meet the parrot’s needs. Students 

then create a video of their bird house, describing the needs of the parrot and how the features 

of the home help to cater for these needs. 

Concepts overview: 

Science 

• Apply knowledge of living things to create a home for a bird that caters for its basic needs. 

Technology/Engineering 

• Apply the design process to plan, create and evaluate a home for a bird that caters for its basic 

needs. 

• Select appropriate materials and apply safety procedures while creating. 

• Create a digital video of the completed bird house, explaining the inclusion of each feature 

and how those features cater for the bird’s needs. 

Mathematics 

• Use indirect measurement to ensure the home will be big enough for a parrot. 

Alternative project ideas: 

• As a class, grow a class vegetable garden, such as a vertical garden. Small groups can be 

allocated a garden bed each. Students decide how they will look after their garden bed to 

provide for the plants’ needs. They take digital photographs of their garden and print them, 

or upload them to to create a gardening book called 

Caring for plants in the garden. 

• In small groups, students create a worm farm in a jar. Students research worms to find out 

their basic needs. Students ensure they collect the materials required to cater for its needs 

and construct their worm farm in a glass jar. For full instructions, go to . 




F 



29





SCIENCE CURRICULUM 

Science Understanding 

• Living things have basic needs, including food and water (ACSSU002) 

Science as a Human Endeavour 

• Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013) 

Science Inquiry Skills 


• Pose and respond to questions about familiar objects and events (ACSIS014) 


• Participate in guided investigations and make observations using the senses (ACSIS011) 


• Engage in discussions about observations and represent ideas (ACSIS233) 

Communicating 

• Share observations and ideas (ACSIS012) 

TECHNOLOGIES CURRICULUM 

Design and Technologies Knowledge and Understanding 

• Identify how people design and produce familiar products, services and environments and consider sustainability to 

meet personal and local community needs (ACTDEK001) 

Design and Technologies Processes and Production Skills 

• Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006) 

• Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007) 

• Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for 

environment (ACTDEP008) 

• Sequence steps for making designed solutions and working collaboratively (ACTDEP009) 

Digital Technologies Knowledge and Understanding 

• Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001) 

Measurement and Geometry 

MATHEMATICS CURRICULUM 



• Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in 

everyday language (ACMMG006) 



YEAR 

F 


Biological Earth and sciences space sciences 

LIVING DAILY THINGS AND SEASONAL HAVE NEEDS CHANGE 


Teacher notes 

STEM project: 

Students work in pairs to design and create a home for a parrot out of recycled and natural 

materials. The home must be able to hang in a tree and must meet the parrot’s needs. Students 

then create a video of their bird house, describing the needs of the parrot and how the features 

of the home help to cater for these needs. 

Estimated duration: 4 weeks 

1. Introduce the project 

• Read the problem on page 32 to students. 

• Watch the first 27 seconds of the online 

video clip from the movie Rio at . This video clip 

shows a macaw and its owner getting 

ready in the morning in a very unusual 

way. 

• As a class, ask students to close their 

eyes and think about these questions: 

Do all birds live the way Blu lives in the 

movie clip? What kinds of homes do birds 

live in? What do they need in their home 

to survive? 

• Read the task and the important things to 

do on page 32 to students. Show students 

the cardboard cut–out of a parrot using 

page 34. Students will need to make sure 

their bird home will fit a parrot of this size. 

Note: Keep the design brief on display on 

the interactive whiteboard or print an 

A3 copy and put it on display for students 

to refer to. 

2. Find out information 

• Provide time for students to find out 

information about birds. 

— Place images of different bird homes 

on the interactive whiteboard for 

students to look at. 

— Provide a selection of nonfiction and 

fiction texts for students to look at, 

ensuring that only factual information is 

transferred. 

— Talk to people that care for birds 

such as zookeepers, pet owners 

and rangers to see how they care 

for birds. 

3. Design, plan and manage resources 

• Students plan their bird home and create 

a diagram of it, labelling the features that 

cater for the bird’s needs. They should also 

draw the needs of the bird around the bird 

home to ensure they cater for each one. 

• Students collect the materials necessary. 

Remind students about resource 

management, conserving resources and 

ensuring that resources are shared. 

4. Create 

• Students choose which materials they 

will use to make each feature of their bird 

home. 

• Students create their bird home according 

to their diagram. 

5. Evaluate and refine 

• Students evaluate their designed bird 

home to ensure that all the criteria on 

page 32 is included. 

• Students make any adjustments necessary 

to their designed product. 

6. Communicate 

• Students create a video of the bird 

home using an iPad® application or 

a digital camera, explaining to Jacob 

the things birds need to survive and 

how each feature of the home caters 

for the bird’s needs. 

• Display the bird feeders outside and 

have students, in their pairs, take turns to 

share the features of their bird home and 

explain how it will help a parrot meet its 

needs. 

• Students complete the self-assessment 

on page 35 to show how well they 

participated and cooperated. 




F 



31


The problem 

Jacob is five years old and wants to own a 

pet. Every time his parents take him to the 

pet shop, he looks at all the birds in every 

cage. He hopes that one day he is allowed to 

take one home. His parents always say that Jacob 

is too young for a pet and that he doesn't know 

how to look after it. 

How can Jacob show his parents that he knows 

how to care for a bird? 

The task 

Project brief 

• Design and create a home for a wild bird that 

Jacob could use to show his parents that he 

knows how to take care of birds. 

• Create a video of the bird home using 

an iPad ® application or a digital camera, 

explaining to Jacob the things birds need 

to survive and how each feature caters 

for the bird’s needs. 

Important things you need to do! 

• You must work in pairs. 

• You must use recycled 

and natural materials 

found at home 

or at school. 

• You must cater for the 

bird's five basic needs. 

WATER 

WATER 

• Your bird home 

must be able to 

hang in a tree. 

• It must be able to 

fit a parrot inside it. 





• The video must include 

instructions to Jacob 

about how to care for 

a bird, using the features 

of the bird home. 

32 Science: YEAR 



F



Project steps 


Find out information 

Learn about the needs of birds. 

Talk to people that own birds to find out how they care for them. 

Read books about pet birds and birds that live in the wild. 

Look at pictures of birds and their needs on the internet. 

Learn about different homes for birds. 

Look at pictures of bird cages for pets. 

Look at pictures of bird houses made from recycled materials. 

Look at pictures of bird homes in the wild. 

Design, plan and collect resources 

Plan your bird home. 

Draw a picture of your bird home. 

Draw/write the needs of your bird and how it will get these. 

Collect the materials you need. 

Create 

Create your bird home. 

Choose which materials to use for each part of the home. 

Make the bird home. 

Check and make changes 

Check that it is correct and you are happy with it. 

Check that all the important things on page 32 were done. 

Check that both partners are happy with it. 

Communicate 



Use an iPad ® to record a video. 

Talk about how the parts of the home meet the bird’s needs. 

Tell Jacob how to care for the birds. 


F 



33




Parrot cut-out 

Create a parrot template for bird house sizing. Attach an A4 copy of this 

parrot to thick cardboard and cut out. Make a few templates for students to 

share or make one for each pair. 






F




Self – assessment 

Student name: 

Date: 

STEM project: Make a home for a parrot 

I listened to my partner. 

I gave ideas. 

I helped to find out information. 

I helped collect materials. 

I helped make the plan. 

I helped make the design. 

The project was: easy hard 



I liked ... 

. 


F 



35





Group members: 

CRITERIA 

Project task: 

Create a home for a bird that caters for its basic needs. Record a video of the bird home 

explaining how it meets the bird’s needs. 


Creates a home for a wild bird that caters for its basic needs—food, water, air, sleep 

and protection. 

Science skills 

Creates a labelled diagram of their bird home, including the features and the basic needs 

of a bird. 

Plans, conducts and evaluates an investigation to find out what things a bird needs 

to survive and how they obtain these. 

Communicates science understanding correctly, clearly and concisely using 

a digital video. 

Technology/Engineering skills 

Plans and designs a bird home that caters for its basic needs. 

Investigates and uses a range of materials to represent features of the bird home. 

Creates a bird home using materials and tools safely. 

Evaluates designed products to ensure they meet the criteria and makes any necessary 

changes. 

Plans and creates a digital video, using an iPad ® or digital camera, to explain 

the needs of a bird and how to care for a bird. 

Mathematics 

Uses informal measurement to ensure the bird home will fit a parrot inside. 

Group skills 

All group members contributed fairly and appropriately. 

All group members collaborated and communicated effectively. 

Group members were able to resolve conflicts independently. 

1 = Below expectation 

2 = Meeting expectation 

3 = Above expectation 






F

Chemical sciences 

MATERIALS HAVE PROPERTIES 

hard 

objects 

sort 

colour 

size 

shape 

material 

wood 

glass 

Keywords 

plastic 

metal 

paper 

rubber 

fabric 

ceramic 

properties 

strong/weak 

hard/soft 

shiny/dull 

rough/smooth 

flexible/rigid 

coloured/see-through 



smell/no smell 

absorbent/waterproof 


F 



37

Unit overview 



Objects are made of materials that have observable properties (ACSSU003) 

Lesson 1 

What are objects 

made from? 

Lesson 2 

What do objects 

that are made from 

wood, glass, metal 

or rubber look, smell 

and feel like? 

Lesson 3 



paper, cardboard or 

plastic look, smell 

and feel like? 

Lesson 4 



different fabrics look, 

smell and feel like? 

Lesson 5 

What types of 

materials are used to 

make houses? 

Lesson 6 

What types of 

materials are used to 

make clothing? 

Summative 

assessment 


Make a sailboat that 

can float 

To determine students' prior knowledge, engage them in various 

guided sorting activities to group a set of objects by colour, then 

by size, then by the materials they think the objects are made from. 

Students reflect on their predictions by comparing their groups to 

eight types of materials—wood, glass, plastic, metal, paper, rubber, 

fabric and ceramic. 

Students sort given objects into four groups to predict which material 

they are made from—wood, glass, metal or rubber. Students are then 

introduced to some basic observable properties that materials have. 

Students use their senses to describe objects made from wood, glass, 

metal or rubber before engaging with an interactive game to reflect on 

their learning. 

Students sort given objects into three groups to predict which material 

they are made from—paper, cardboard or plastic. Students revise some 

of the basic observable properties that materials have and use their 

senses to describe objects made from paper, cardboard or plastic. 

Students reflect on their learning by playing a guessing game about 

objects and the materials they are made from. 

Students predict which type of fabric is used to make a scarf, a 

pillowcase, a felt board and a tie. Students then look at a ball of wool, a 

thick silk ribbon, a felt square and a square of cotton fabric to describe 

the properties of each type of fabric. Students then compare the types 

of fabric to determine common properties of objects made from fabric. 

Engage students in a school walk to identify the materials used to 

make different parts of buildings. Students scan QR codes using iPads ® 

to predict the types of materials used to build houses around the 

world. They then watch a video explaining the different types of houses 

around the world and the materials they are made from. Students 

compare their predictions to the information provided in the video. 

Students engage with an interactive activity to choose clothing 

appropriate for different weather conditions—hot, cold or wet. Students 

investigate the properties of cotton, wool, leather, silk and plastic 

and how each type of material is used to make clothing for different 

purposes. 

Students explain their knowledge of the observable properties of 

different materials. They list which types of materials are used for 

building homes and making clothes. 

Students create a sailboat that can float for one minute. They must 

ensure they use a different material for each part—the hull, the deck, 

the mast, the sails and the rigging. Students then test their boat and 

explain why they chose the type of material for each part based on the 

material's properties. 

Pages 

40–43 

44–47 

48–49 

50–53 

54–57 

58–59 

60–62 



63–72 




F



Unit overview 



Lesson 


Objects are made of materials that have observable properties (ACSSU003) 3 3 3 3 3 3 3 3 


Science involves observing, asking questions about, and describing changes 

in, objects and events (ACSHE013) 




project 

3 3 3 3 3 3 3 

Pose and respond to questions about familiar objects and events (ACSIS014) 

3 3 3 3 3 3 3 


Participate in guided investigations and make observations using 

the senses (ACSIS011) 


3 3 3 3 3 3 3 

Engage in discussions about observations and represent ideas 

(ACSIS233) 3 3 3 3 3 3 3 

Communicating 

Share observations and ideas (ACSIS012) 

3 3 3 3 3 3 3 3 




F 



39

Lesson 1 



Teacher notes 


What are objects made from? 






C 


• Students use their five senses while observing objects, to 

sort objects into groups and to predict the material that 

each object is made from. 


• sorting objects by colour and size 

• using mathematical language to compare sizes of objects 


• Objects are made of different materials and can be seen 

and felt. Some objects are made from natural materials 

and others are man-made. 

• Natural materials come from plants, animals and the 

ground. Materials that come from plants include wood, 

cotton and latex rubber. Materials that come from animals 

include wool, silk and leather. Materials that come from the 

ground include stone; native metals such as copper, silver 

and gold; and composites such as clay, porcelain and 

plasticine. 

• Man-made materials are manufactured from natural 

materials or created synthetically. These include materials 

such as glass, plastic, paper, fabric and ceramics. Rubber 

can also be synthetically made. 

• While students do not need to know the difference 

between natural and man-made resources until Year 4, 

they may inquire as to where materials come from. This 

could be explained as: some materials come from plants, 

animals and from the ground, and others are made by 

humans. 


• Use observations or a checklist 

to monitor the student's ability 

to sort objects by colour, size 

and type of material they are 

made from. 

• Use the photographs of each 

group as work samples to 

demonstrate the student's 

ability to group objects by 

colour, size and material. These 

may also be used to create 

A3 posters with headings We 

can sort by colour, We can sort 

by size, and We can sort by 

material. 

Resources 

• One digital camera for 

teacher use 

• A selection of three or four 

objects made from each 

type of material listed on 

page 42. Each group will 

require the same objects to 

sort and the objects must 

be various sizes and colours 

• One copy of the materials 

buckets on page 43 for 

each group. These should 

be cut out and laminated 

prior to the lesson for use in 

other lessons 






F



Lesson 1 

Lesson plan 

Introduction: 

1. Play a sorting game with the class. Have all students sit on the mat and silently select a category, 

such as hair colour. Allocate a position in the classroom for each hair colour without the students 

knowing. Silently, tap individual students on the shoulder and point to the allocated position or say 

a student's name in that group to instruct them where to move to. When all students have been 

allocated a position, they quietly discuss why they think they have been placed together. QP PC 

PA 

2. Discuss that humans often sort objects into groups that have something in common. How else 

could we sort everyone into groups? Encourage students to think about size, clothing worn, gender 

and eye colour. QP 

Development: 

3. Divide the class into groups of between four and six students, and in the middle of each group 

place an assortment of pre-prepared objects from each type of material listed on page 42. 

Each group's objects should be the same and should contain a variety of different-sized and 

different-coloured objects. Ask students Can you sort these objects by colour? How many groups 

did you make? How would you label each group? Check each group's answers as they work and 

clarify any objects that are in the wrong group. Take a digital photograph of each group with their 

sorted objects. QP PC PA 

4. Using the same objects, complete the same activity but ask students to sort objects according to 

size. Repeat the questions and take a photograph of each group with their sorted objects. Discuss 

that sometimes we group objects by their appearance, such as their colour, size or shape, but we 

can also use our other senses to group items in different ways. QP PC PA 

5. Using the same objects, ask students to use their five senses to sort the objects into the materials 

they think each object is made from. Ask students How many groups did you make? How would 

you label each group? Depending on students' answers, ask them to try to sort the items into eight 

different groups of materials. Take a digital photograph of each group with their sorted objects. 

QP PC PA 

6. Give each group a pre-prepared set of the eight buckets on page 43. Assist students to read the 

words on each label, looking for beginning, middle and end sounds. This will help them to read 

the words independently during the activity. Ask students Can you match these buckets to your 

groups? Do any objects need to change groups? Students move any incorrect objects to where 

they think they should be placed. Take another digital photograph of each group with their sorted 

objects. PC PA 

Differentiation: 

• Less capable students may be told the labels to each sorting activity and asked to sort the 

objects into those groups. For example, can you sort these objects into small, medium and 

large objects? Can you group all the metal objects together? 

• More capable students should be encouraged to name, write or draw other objects that are 

made from each material. 



7. As a class, ask one group to share the objects they had in one group of materials. Take turns to 

allow all groups to share. Discuss the correct answers and encourage students to check their 

groupings and make any adjustments necessary. PA C 

Reflection: 

8. Using a think-pair-share, think of a material and ask students to name an object that is made from 

that material. For example, can you think of an object that is made from metal? Each pair must 

choose two different objects to share with the class. PA C 


F 



41

Lesson 1 



Wood 

Glass 

Plastic 

Metal 

A natural material that 

comes from trees. 

Objects made from 

wood include: 

• craft sticks 

• matchsticks 

• wooden blocks/toys 

• wooden rulers 

• wooden skewers 

Paper 

A man-made material 

that comes from wood. 

Objects that are made 

from paper include: 

• envelopes 

• paper doilies 

• patty pans 

• notepads 

• newspapers 


made from minerals. 


glass include: 

• drinking glasses 

• marbles 

• glass jars 

• glass beakers 

• glass vases or jugs 

Rubber 

A material that can be 

found naturally in some 

trees or man-made. 


from rubber include: 

• rubber erasers 

• latex gloves/balloons 

• bouncy balls 

• rubber bands 

• rubber ducks 


made from minerals. 


plastic include: 

• plastic buttons 

• plastic toys 

• Unifix® blocks or 

similar 

• plastic straws 

• plastic plates or 

cutlery 

Fabric 

A cloth made by 

weaving, knitting or 

felting natural fibres, 

such as cotton, together. 


from fabric include: 

• silk ribbons or ties 

• felt squares 

• hankerchiefs or similar 

cotton fabrics 

• pompoms 

A material that can be 

extracted naturally from 

the ground or manmade. 


metal include: 

• metal sharpeners 

• aluminium foil 

• stainless steel cutlery 

• paperclips 

• gold coins 

Ceramic 


made from clay and 

other natural materials. 


ceramics include: 

• ceramic ornaments 

• china mugs 

• ceramic bowls or 

plates 

• ceramic vases or jugs 

• terracotta pots 






F



Lesson 1 

wood 

glass plastic 

metal 

rubber 

fabric 

ceramic 



paper 


F 



43

Lesson 2 



Teacher notes 


What do objects that are made from wood, glass, metal or 

rubber look, smell and feel like? 





• Communicating C 


• Students use their five senses while observing objects to 

investigate the basic properties of objects made from wood, 

glass, metal or rubber. 


• sorting objects by the material they are made from 

• using mathematical language to describe thickness, weight 

and size of objects 

• exploring properties of materials 

• participating in an online interactive activity sorting objects by 

the material they are made from 


• All objects are made from materials that have observable 

properties. These properties make the material useful for 

different purposes. 

• The properties of a material describe its size, shape, 

colour, texture, malleability, flexibility, strength, odour, 

sound, density, absorbancy or transparency. See pages 46 

and 47 for more detail. 

• Materials may have opposing properties depending on 

the object. For example, a steel bar is strong and rigid 

but aluminium foil is weak and flexible. 

Wood 

• strong 

• hard 

• dull 

• rough/ 

smooth 

Metal 

• strong/ 

weak 

• hard 

• dull/shiny 

• rough/ 

smooth 

• flexible/ 

rigid 

• coloured 

• natural 

smell 

• flexible/ 

rigid 

• coloured 

• no smell 

Glass 

• strong/ 

weak 

• hard/soft 

• shiny 

Rubber 

• strong/ 

weak 

• hard/soft 

• dull 

• rough/ 

smooth 

• smooth 

• rigid 

• seethrough 

• no smell 

• flexible/ 

rigid 

• coloured 

• natural 

smell 


• Monitor the student's 

participation and observation 

skills while they explore 

the properties of materials, 

including the student's use of 

descriptive words and use of 

sight, smell and feel. 

Resources 


teacher use 

• A selection of five different 

objects made from each 

material—wood, glass, metal 

or rubber. A list of easily 

accessible objects for each 

material can be found on 

page 42. These need to 

be placed in a cardboard 

box so students cannot see 

them 

• Four hula hoops 

• An enlarged set of the 

property cards on 

pages 46 and 47. These 

should be coloured, cut 

out and laminated prior to 

the lesson for use in other 

lessons 

• Five sets of the property 

cards on pages 46 and 47. 

These should be coloured, 

cut out and laminated prior 

to the lesson for use in 

other lessons 

• Online interactive activity— 

'How to identify materials' 

at 






F



Lesson 2 

Lesson plan 

Before the lesson, collect five objects each that are made solely from wood, glass, metal or rubber. 

Note: Suggestions of easily accessible objects that exhibit a range of properties have been provided 

on page 42. Place the objects in a cardboard box and place the box and four hula hoops in the centre 

of the mat. Label each hoop with a different material—wood, glass, metal or rubber. 

Introduction: 

1. As a class, sit in a circle around the cardboard box and the hula hoops. Ask two students at a time 

to quickly select an object from the box and choose which material they think it is made from. 

Students should be encouraged to describe their thinking, such as I think this object is made from 

metal because it is hard and shiny. Encourage other students to, without saying anything, put their 

hand up if they disagree with the material choice. The student who is sorting the object must then 

double-check their choice and sit down when finished. Repeat the activity until all students have 

had a turn. Note: Digital photographs may be taken to use as evidence of students sorting objects 

by the material it is made from. QP PA 

Development: 

2. While students are sitting on the mat, display an enlarged set of the property cards on 

pages 46 and 47. Encourage students to sound out each word. Describe the meaning of the word 

to students with reference to the image so that students can read the words independently during 

the activity. PA 

3. Divide the class into five groups and give each group an object made of wood and a set of 

property cards from pages 46 and 47. Students work as a group to explore the properties of the 

object they have. PC 


• Less capable students may be grouped together and given an easy-to-describe object from 

each material or be given limited properties to test for each object. An adult helper can assist 

students to read the property cards and ask students questions, such as Can you bend it? 

• More capable students may be grouped together and encouraged to create a poster of the 

properties for each material, copying the words from each property card that applies. 

4. After a few minutes, students share the properties of their group's object with the other groups. As 

students suggest the properties of their object, add their descriptive words to an A3 piece of paper 

to create a poster of the properties of each material. PA 

5. Select a student to return their object to the hula hoop on the mat and repeat steps 3 and 4 for the 

remaining materials. PC PA 

Reflection: 

6. Display the game at the bottom of the page, where students need to choose the correct 

object based on the material it is made from—wood, fabric, glass, metal, plastic. Ask students 

to explain why they think the object is made from that material, with reference to its observable 

properties. PA C 




F 



45

Lesson 2 



Basic observable properties of materials – 1 

strong or weak (describing the material's ability to withstand force) 

hard or soft (describing the feel of the material) 

shiny or dull (describing the reflectiveness of the material) 

rough or smooth (describing the texture of the material) 

flexible or rigid (describing the flexibility of the material) 

coloured or see-through (describing the transparency and colour of the material) 

smell or no smell (describing if the material has a particular odour) 

hard 






F



Lesson 2 

Basic observable properties of materials – 2 



- 


F 



47

Lesson 3 



Teacher notes 


What do objects that are made from paper, cardboard 

or plastic look, smell and feel like? 


• Questioning and predicting Q P 

• Planning and conducting P C 

• Processing and analysing data and information P A 



• Students use their five senses while observing objects to 

investigate the basic properties of objects made from paper, 

cardboard or plastic. 


• sorting objects by the material they are made from 

• using mathematical language to describe the thickness, 

weight and size of objects 



• All objects are made from materials that have 

observable properties. These properties make the 

material useful for different purposes. 

• The properties of a material describe its size, shape, 

colour, texture, malleability, flexibility, strength, odour, 

sound, density, absorbancy or transparency. See 

pages 46 and 47 for more detail. 

• Materials may have opposing properties depending 

on the object. For example, a plastic dice is strong and 

rigid but a plastic ruler is weak and flexible. 

Paper 

• weak 

• hard/soft 

• dull 

• rough/smooth 

• flexible 

• coloured 

• smell/no smell 

Cardboard 

• strong/weak 

• hard 

• dull 


Plastic 

• strong/weak 

• hard 

• shiny/dull 

• smooth/rough 

• rigid/flexible 

• see-through/coloured 

• no smell 

• flexible/rigid 

• coloured 



• Monitor the student’s 

participation and observation 

skills while they explore 

the properties of materials, 

including the student’s use of 

descriptive words and use of 

sight, smell and feel. 

Resources 


teacher use 

• Five objects made from 

paper—an envelope, a paper 

doily, a patty pan, a notepad 

and a newspaper 


cardboard—a cereal box, 

a paper towel roll, an egg 

carton, a sheet of coloured 

card and paper plates 


plastic—buttons, Unifix ® cubes 

or similar plastic manipulatives, 

straws, plastic plates or cutlery 

and plastic food wrap 

• Three hula hoops 

• An enlarged set of coloured 

and laminated property cards 

on pages 46 and 47 (re-use 

from Lesson 2) 

• Five sets of coloured and 

laminated property cards on 

pages 46 and 47 (re-use from 

Lesson 2) 

• 15 pieces of A4 paper 






F



Lesson 3 

Lesson plan 

Before the lesson, collect five objects each that are made solely from paper, cardboard or plastic. 

Place the objects in a cardboard box and place the box and three hula hoops in the centre of the mat. 

Label each hoop with a different material—paper, cardboard or plastic. 

Introduction: 

1. As a class, sit in a circle around the cardboard box and the hula hoops. Ask two students at a time 

to quickly select an object from the box and choose which material they think it is made from. 

Students should be encouraged to describe their thinking, such as I think this object is made from 

paper because it is white and flexible. Encourage other students to, without saying anything, put 

their hand up if they disagree with the material choice. The student who is sorting the object must 

then double-check their choice and sit down when finished. Repeat the activity until all students 

have had a turn. Note: Digital photographs may be taken to use as evidence of the students sorting 

objects by the material it is made from. Q P P A 

Development: 

2. While students are sitting on the mat, revise the property cards used in Lesson 2. Ask students to 

explain what each word means in their own words. Clarify any that the students are unsure of. P A 

3. Divide the class into five groups and give each group an object made of paper and a set of property 

cards used in Lesson 2. Students work as a group to explore the properties of the object they have. 

On an A4 page, students draw their object in the middle and write/copy the properties of their 

object around the outside of the image to create a group poster. PC P A 


• Less capable students may be grouped together and given an easy-to-describe object from 

each material or be given limited properties to test for each object. An adult helper can assist 

students to read the property cards and ask students questions, such as Can you bend it? 

• More capable students may be grouped together and encouraged to create their own poster of 

the properties for each material, copying the words from each property card that applies. 

4. After a few minutes, students share the properties of their group's object with the other groups. As 

students suggest the properties of their object, add their descriptive words to an A3 piece of paper 

to create a poster of the properties of each material. Note: Student-created posters can be kept as 

work samples or displayed around the classroom. P A 

5. Select a student to return their object to the hula hoop on the mat and repeat steps 3 and 4 for the 

remaining materials. P C P A 

Reflection: 

6. Play a guessing game with the students by thinking of an object made from paper, plastic or 

cardboard and, without telling the students what the object is, describe its properties and use. 

For example, 'I'm thinking of an object that is made of a material that is often brown, smooth and 

rigid. The object is used to pack things into when you move house. My object is ... (a cardboard 

box)'. Students need to guess the material that the object is made from. When they guess the type 

of material, reveal the object and reinforce its properties or challenge the students to think of the 

object. Note: Depending on ability, objects may be limited to those used thoughout the lesson or 

extended to include other objects made of paper, cardboard or plastic. PA C 




F 



49

Lesson 4 



Teacher notes 


What do objects that are made from different 

fabrics look, smell and feel like? 




• Processing and analysing data and 

information PA 



• Students use their five senses while observing 

objects to investigate the basic properties of 

objects made from different materials. 


• All objects are made from materials that have 

observable properties. These properties make 

the material useful for different purposes. 

• The properties of a material describe its size, 

shape, colour, texture, malleability, flexibility, 

strength, odour, sound, density, absorbancy or 

transparency. See pages 46 and 47 for more 

detail. 

• Materials may have opposing properties 

depending on the object. For example, natural 

wool may smell like lanolin but treated wool may 

have no smell. 

Wool 

• strong 

• soft 

• dull 


• flexible 

• coloured 


Felt 

• strong 

• soft 

• dull 


• flexible 

• coloured 


Silk 

• strong 

• soft 

• shiny 

• smooth 

• flexible 

• coloured 


Cotton 

• strong 

• soft 

• shiny 

• smooth 

• flexible 

• coloured 



• sorting objects by the fabric they are 

made from 

• using mathematical language to describe 

the thickness, weight and size of objects 



• Use page 52 or 53 to monitor the student's 

observation skills while they explore the 

properties of fabric, including the student's 

use of descriptive words and use of sight, 

smell and feel. 

Resources 

• One digital camera for teacher use 

• One woolen scarf or similar woollen 

clothing item 

• One cotton pillowcase or similar 

cotton bedding item 

• One felt board with characters 

or similar felt-based toy 

• One silk tie or similar silk 

clothing item 

• One container for each group 

containing: a ball of wool/yarn, 

a 10-cm length of silk ribbon, a felt 

square (10 cm 2 ) and a square of cotton 

fabric (10 cm 2 ) 

• An enlarged set of coloured and 

laminated property cards on pages 46 

and 47 (re-use from Lesson 2) 

• Five sets of coloured and laminated 

property cards on pages 46 and 47 

(re-use from Lesson 2) 

• One copy of page 52 or 53 for each 

group, depending on ability 

• Online image—Which of these things 

are made of fabric? at (optional) 






F



Lesson 4 

Lesson plan 

Introduction: 

1. On a table at the front of the class, display a woollen scarf, a cotton pillowcase, a felt board with 

felt characters and a silk tie. Students suggest what type of material these objects are made from 

(fabric). Alternatively, display the image at and ask students to 

predict which objects they think are made of fabric and why. QP PA 

Development: 

2. While students are sitting on the mat, revise the property cards used in Lesson 2. Ask students to 

explain what each word means in their own words. Clarify any that the students are unsure of. PA 

3. Divide the class into groups of four and give each group a ball of wool/yarn, a piece of thick silk 

ribbon (approximately 10 cm), a felt square (approximately 10 cm 2 ) and a square of cotton fabric 

(approximately 10 cm 2 ). Students use their senses to describe what each type of fabric looks and 

feels like to determine a set of common properties for fabrics. Students use page 52 to record their 

observations of each type of fabric in the outer sections and write a set of common properties in 

the centre section. Note: Digital photographs may be taken to use as evidence of the students using 

their senses to describe the fabric. PC PA 

Differentiation: 

• Less capable students may use the checklist on page 53 to examine the properties of each type 

of material. An adult may also assist the students to scribe the common properties or students 

can explain the properties of fabric by creating a video. 

• More capable students may be encouraged to research or predict what objects they think each 

type of fabric is used for and record their answers on a blank piece of paper. 

4. Ask two groups to pair up and share their observations and their set of common properties 

of fabrics. PA 

Reflection: 

5. Choose students to share their observations and their common properties with the class. Reinforce 

the common properties of these four fabrics and the differences between them. For example, 

they are all strong, soft, flexible and coloured. Discuss that some fabrics may be rough like felt or 

smooth like silk, and that some may have a natural smell. PA C 

6. Review the objects displayed during the Introduction. Select one of the objects and ask students 

to suggest words to describe its properties. Students can then predict which type of fabric (wool, 

silk, felt or cotton) they think it is made from based on its observable features. Note: If the image 

at was used in the introduction, students will have to rely on their 

sense of sight to predict the type of material used. QP C 




F 



51

Lesson 4 



Silk 

Wool 

Felt 



Cotton 




F



Properties of fabric 

Lesson 4 

Wool 

Silk 

Felt 

Cotton 

hard 

or or or or or or or 




F 



53

Lesson 5 



Teacher notes 


What types of materials are used to make houses? 







• Students investigate how different types of materials are 

used to make houses in different environments. 


• viewing digital texts, including videos and online images 

• scanning QR codes using an iPad® 

• identifying types of materials used in the construction 

of houses 


• Buildings and shelters are made of different materials 

depending on the conditions of the environment and 

available materials. 

• In Australia, the walls of houses are often made of brick, 

stone, concrete, plasterboard, wood or metal. The roof of a 

house is often made of sheet metal or clay tiles. 

• Different houses around the world are built from different 

materials. Houses can be made of snow/ice (igloos), 

fibreglass (houseboats), stone (caves), fabric (tents), mud/ 

clay (mud houses), reeds (thatched roofs) and wood (tree 

houses and stilt houses). For more information about 

houses made from different materials, go to . 

• If the QR code links do not work, conduct an image search 

of the following houses—’Rainforest traditional tree house’, 

‘Desert tent’, ‘Stilt house’, ‘Traditional hut made from leaves 

and branches’ and ‘Traditional mud hut’. 

• Alternatively, a comparison image of houses made from 

different materials can be found at . 


• Use page 56 or 57 to monitor 

the student's observations and 

predictions about the types 

of materials used to construct 

houses. 

• Use the student's responses 

to the Reflection questions 

to assess understanding that 

houses can be made of different 

materials depending on the 

environmental conditions and 

the availability and accessibility 

of materials. 

Resources 

• Online image—The three 

little pigs at 

• A class set of iPads® with 

QR scanners installed 

• One copy of page 56 

or 57 for each student, 

depending on ability level 

• Online video—Houses 

around the world at 

 






F



Lesson 5 

Lesson plan 

Introduction: 

1. Conduct a school walk and look at the buildings in the school. Using a think-pair-share, students 

discuss what materials were used to make the main parts of the building (walls, roof, windows and 

door) and why they think those materials were chosen for each part. QP PA 

Development: 

2. View the image of the houses in the story The three little pigs at . 

Ask students to think about which story these houses remind them of and what happened in the 

story. Which material was used to build the strongest house? Which materials were used to build the 

houses that were blown down by the wolf? Why do you think the pigs chose to use those materials? 

Explain to students that different materials are chosen to build different houses based on how 

much of the material is available, how easy the material is to get and what the environment that the 

house will be built in is like. QP 

3. Ask students to think about their house. What material are the walls made from? What material is 

the roof made from? Explain to the students that in Australia most of the houses have walls made 

from brick or wood and a roof made of clay tiles or metal sheeting, but not all houses around the 

world are built the same way. QP PA 

4. Students use iPads® to scan the QR codes on page 56 to view different types of houses around the 

world. From observing the images, students predict which materials they think have been used to 

build the walls and the roof of each house and record their predictions on page 56. 

Note: If students are unfamiliar with scanning QR codes, place five iPads® in the centre of a group 

with one image loaded onto each iPad® prior to starting the lesson. QP PC 


• Less capable students may work in a group to view and discuss the different types of materials 

each house is made from and may use an adult helper to scribe or assist in the discussion of 

materials and their properties. 

• More capable students may use page 57 to view the types of houses and record where the type 

of house is built and what material it is made from. 

5. Read the book Houses around the world by Judy Nayer or listen to the online reading at 

. View the images of different houses and discuss the materials 

they are made from. Compare similarities and differences between the houses. PA 

Reflection: 

6. Using a think-pair-share, ask students to discuss the following questions. Are all houses built with 

the same materials? What materials can houses be built from? Why are different materials used to 

build different houses? C 




F 



55

Lesson 5 



Tree house 

Tent 

Stilt house 

Hut 

Mud hut 

My house 

Houses around the world – 1 

A house found high in a tree in forests where 

the ground is often very wet. 

What material is this house made from? 

A moveable house found in hot deserts where 

materials are hard to get. 


A house made on stilts found above wet 

ground or the ocean. 


A moveable house found in forests where the 

ground is often dry. 


A house found in warm areas where there are 

not many trees and the ground is dry. 




What materials have been used to make 

your house? 




F



Lesson 5 

Houses around the world – 2 

Tree house 

Where is this type of house built? 

Tent 

Stilt house 

Hut 

Mud hut 












My house 

Where do you live? 

What materials have been used to make 

your house? 


F 



57

Lesson 6 



Teacher notes 


What types of materials are used to make clothing? 







• Students investigate how different types of materials 

are used to make different clothing. 


• viewing digital texts, including videos 

• participating in an online interactive activity 

• using the ShowMe application on an iPad® to take 

digital photographs and record audio over the 

images 


• Clothing and accessories are made of different 

materials depending on their use and the 

availability of materials. They can be made from 

natural fibers such as cotton, linen, wool or silk, 

or from man-made fibres such as acrylic, nylon, 

polyester or lycra. Clothing can also be made of 

other materials including leather, metal, plastic 

or wood. 

• Cotton can be used to make jeans, T-shirts and 

socks. It is strong when woven into fabric, soft, 

flexible, smooth, cool to wear and very absorbent. 

• Wool can be used to make jumpers, gloves, 

beanies and scarves. It is strong when woven into 

fabric, soft, flexible, rough, warm to wear and 

absorbent. 

• Leather can be used to make jackets, vests, 

pants, skirts and belts. It is strong, flexible or stiff 

(depending on the object), smooth or rough and 

is cool in summer and warm in winter. 

• Silk can be used to make dresses, ties, hair 

ribbons and suits. It is strong when woven into 

fabric, soft, flexible, smooth, shiny, warm to wear 

and is absorbent. 

• Plastic can be used to make raincoats, gumboots 

and umbrellas. It is strong, flexible or stiff, 

(depending on the object), and is smooth and 

waterproof. 


• View the student's ShowMe 

videos to monitor their ability 

to describe the properties of 

materials used to make clothing. 

Resources 

• Online interactive activity—Dress 

for the weather at 

• Two pieces of clothing made from 

nylon or lycra, such as a swimsuit, 

a leotard or cycling pants 

• One piece of clothing made from 

cotton, such as jeans, a T-shirt or 

cotton socks 


wool, such as a woollen jumper, 

a beanie, a scarf or woollen gloves 


leather, such as a jacket, a vest, 

a skirt or a belt 


silk, such as a silk dress, a silk top, 

a tie or a hair ribbon 

• One piece of clothing made 

from plastic, such as a raincoat or 

gumboots 

• Five sets of coloured and laminated 

property cards on pages 46 and 47 

(re-use from Lesson 2) 

• Five iPads® with the ShowMe 

application installed 






F



Lesson 6 

Lesson plan 

Introduction: 

1. Students participate in an online activity at , where they select appropriate clothing for the weather and temperature, by observing 

the conditions and thermometer. Students should be encouraged to explain why they chose each 

piece of clothing. N.B. Discuss briefly that 'fall' is the American term for 'autumn'. 

Development: 

2. Show students two pieces of clothing made from nylon or lycra, such as a swimsuit, a leotard or 

cycling pants. Using a think-pair-share, students discuss the questions If someone was wearing this 

clothing, what might they be doing? and Why would they wear that particular type of clothing for 

that activity? Explain to students that materials are chosen for clothing based on their properties. 

Clothing made from nylon or lycra, such as a swimsuit, a leotard or cycling pants, will be very 

flexible, stretchy and lightweight. It is designed to be tight-fitting and is often used for exercising. 

QP PA 

3. While students are sitting on the mat, revise the property cards used in Lesson 2. Ask students to explain 

what each word means in their own words. Clarify any that students are unsure of. PA 

4. Divide the class into five groups and allocate each group a type of clothing material—cotton, 

wool, leather, silk or plastic. Give each group one iPad® with the ShowMe application installed, 

one piece of clothing that is made from their given material and a set of property cards from 

Lesson 2. Note: Examples of clothing made from each material is provided in the resource 

section on page 58. As a group, students use their senses to describe the piece of clothing and its 

properties. Students then use the ShowMe application to take a digital photograph of the clothing 

and describe what material they think it is made from based on its properties, taking turns at 

speaking. Students may also explain what activity they think that piece of clothing is best suited to 

based on its properties. Alternatively, students can create posters for each type of material. After 

a few minutes, rotate groups until they have all observed the five materials. Q P P C P A 


• Less capable students may be grouped together and given limited properties to test for each 

material. An adult helper can assist students to read the property cards and ask the students 

questions, such as Can you stretch it? Is it flexible? (or Can it bend?). 

• More capable students may be encouraged to research other objects made from each material 

to create a list of objects for each material. 

5. Play a guessing game with the students by thinking of a piece of clothing made from wool, cotton, 

leather, silk or plastic and, without telling students what the piece of clothing is, describing its 

properties and the activity you may be doing while wearing that piece of clothing. For example, 'I'm 

thinking of a piece of clothing that is made of wool. It is soft, fluffy and flexible. I wear it on my hands 

to keep them warm in winter. My piece of clothing is ... (woollen gloves or mittens)'. Depending on 

students' abilities, they may be encouraged to play this game in pairs. P A 

Reflection: 

6. View the online video—Properties of fabrics: The cross-country run at to see a race between three children each wearing an outfit made of a different 

material—plastic, paper and metal. Using a think-pair-share, students discuss the question at the 

end of the video—Why did Sarah's clothing help her win the race? C 




F 



59

Assessment 



Teacher notes 


Objects are made of materials that have observable properties (ACSSU003) 

Indicators 

• Identifies an object made from a given material based on prior knowledge. 

• Identifies basic observable properties of different objects and materials. 

• Identifies types of materials used for building homes. 

• Identifies types of materials used for making clothes. 


• Easier option—Page 61 requires students to draw two objects made from a given material (wood, 

glass, plastic, metal, paper or fabric) and then orally describe their properties to a teacher or 

assistant. Students then identify materials used to build their house and make their clothes, and 

either write or draw the materials. Alternatively, students may find and sort objects from around 

the classroom into the types of materials, and describe their properties using a video camera or 

an iPad®. 

• Harder option—Page 62 requires students to draw one object made from a given material (wood, 

glass, plastic, metal or paper) and then write words or sentences to describe its properties. 

Students then identify three materials that can be used to make houses and three materials that 

can be used to make clothing. Students may also be encouraged to explain why those materials 

are used for buildings and clothing, referring to the properties of each material. 

Answers 



Answers may include familiar objects such as those listed on page 42. 


Answers may include bricks, metal, wood, glass, clay and fabric. 


Answers may include fabric, plastic and leather. Some students may include individual materials 

used to make fabrics, such as wool, cotton, silk or nylon. 






F



Assessment 

Objects and their properties 

1. Draw two objects made of each type of material and describe 

each object to a teacher. 

wood 

plastic 

paper 

2. Which materials were 

used to build your house? 

glass 

metal 

fabric 

3. Which materials were 

used to make your clothes? 




F 



61

Assessment 

Objects and their properties 



1. Draw an object made of each type of material and write 

words to describe its properties. 

wood 

glass 

plastic 

metal 

paper 

Material 

Observable properties 

2. Name three materials that can be used to build homes. 



3. Name three materials that can be used to make clothing. 




F





Make a sailboat that can float 

Students work in pairs to design and build a sailboat that can float. The sailboat must have 

features made from different materials and must float on water for one minute. Students use 

an iPad® or digital camera to take a photograph of their sailboat before, during and after the 

floating challenge to test its effectiveness. 



• Apply knowledge of the properties of different materials to create a sailboat that can float. 

• Use Science Inquiry Skills to explore properties of materials. 


• Apply the design process to plan, create and evaluate a sailboat made from different materials 

that can float on water. 


• Take digital photographs of the sailboat before, during and after the floating challenge. 

Mathematics 

• Use one-to-one correspondence and number recognition to count the number of each part 

required and to count the number of each type of material needed. 

• Sequence the before, during and after photographs of their sailboat in order when 

communicating their sailboat to other students. 


• As a class, design and create a hut village for the playground. Small groups can create 

a hut each to contribute to the hut village. Students decide which materials to use to 

make a strong, protective hut and create it. Students film their hut and explain why they 

chose each material. Videos may be added to a school blog or website to communicate 

student's learning. 

• In small groups, students design and create three outfits for a teddy bear that suit each 

weather type—hot, cold or wet. Students decide which fabrics to use to make each outfit, 

based on the material’s properties. Outfits must be able to be put on and taken off. 

Conduct a teddy bear fashion show to display each outfit. Students act as the presenter, 

explaining their teddy bear's outfits. 




F 



63






• Objects are made of materials that have observable properties (ACSSU003) 










Communicating 




• Identify how people design and produce familiar products, services and environments and consider sustainability to 

meet personal and local community needs (ACTDEK001) 

• Explore the characteristics and properties of materials and components that are used to produce designed solutions 

(ACTDEK004) 











Number and Algebra 

• Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and 

from 20, moving from any starting point (ACMNA001) 



• Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002) 


• Compare and order duration of events using everyday language of time (ACMMG007) 



YEAR 

F 




Teacher notes 



Design and create a sailboat with parts made from different materials that suit the part’s 

purpose. Take digital photographs of the sailboat before, during and after the floating 

challenge to test its effectiveness. 



• Read the problem on page 66 to students. 

• Watch the first minute of an online video 

at . This 

video clip shows children racing toy 

sailboats that they have created across a 

pool. 

• As a class, ask students to close their eyes 

and think about these questions: How do 

sailboats move? What parts do sailboats 

have that help them to move? What type of 

materials are used to make each part? 

• Read the task and the important 

information on page 66 to students. 

Note: Keep the design brief on display on 

the interactive whiteboard or print an A3 

copy and put it on display for students to 

refer to. 



information about materials and sailboats. 

• Watch a video about the parts of a sailboat 

at . Note: 

This explains many different parts of a 

sailboat. Students will only need to create 

a hull, a deck, a mast, two sails and ropes 

for rigging. Use pages 68 or 69 to revise 

where these five parts of the sailboat are. 

• Provide a selection of nonfiction and 

fiction texts about materials and sailboats 

for students to look at, ensuring that only 

factual information is transferred. 

• Review posters, photographs and activities 

completed throughout the lessons to revise 

the properties of materials and the objects 

different materials are used for. Then play a 

song to reiterate the purpose for choosing 

different materials based on their properties 

at . 


• Using page 70, students plan their sailboat 

and draw a diagram of it, labelling the 

five parts of the sailboat that need to 

be included—hull, deck, mast, sails and 

rigging.Students then decide which 

materials will be used to make each part 

and record them on page 70. Students 

will need to be reminded to think of the 

properties of each material. 





4. Create 

• Students make each part of the sailboat 

with the planned materials. 

• Students create their sailboat, then place 

five marbles in it and take a photograph of 

it. 


• Students place their sailboat in a 

water trolley for one minute and take a 

photograph of it. 

• Students take their sailboat out of the 

water and take another photograph of it. 


• Students discuss their sailboat with 

another pair. Students should show their 

sailboat, the photographs before, during 

and after the floating challenge and 

tell the other pair about their sailboat's 

features, the materials each feature was 

made from and its success. 


on page 71 to assess how well they 

participated and cooperated with each 

other. 




F 



65


The problem 

Lauren and Eric desperately want to join the 

local sailing club but they are too young. The man 

at the sailing club has invited Lauren and Eric to enter 

a model sailboat competition that is being 

held at the lake at the weekend. They are both 

very excited about entering the competition 

and are keen to build their sailboat. 

What materials should Lauren and Eric’s sailboat 

be made out of to help it stay upright and afloat while 

it sails in the wind? 

The task 

Project brief 

• Design and create a model sailboat that 

Lauren and Eric could use in their competition, 

choosing materials for each part based on the 

material’s properties. 

• Take digital photographs of the sailboat before, 

during and after the floating challenge to test the 

effectiveness of the materials chosen for each part. 



• Your sailboat must have 

one hull, one deck, one 

mast, two sails and 

rigging to hold the 

sails in place. 

• You must use a 

different type of 

material for each 

part of the sailboat. 



• You must explain why you chose 

each material for each part, based 

on its properties. 

• Your sailboat must be able to hold 

five marbles. 



• You must take a digital photograph 

of the sailboat before, during and 

after the floating challenge. 



YEAR 

F 




Project steps 



Learn about the parts of a sailboat. 

Watch a video about the parts of a sailboat. 

Read books about sailboats. 

Look at a labelled diagram of a sailboat. 

Think about the properties of materials. 

Explore lots of different objects and test their properties. 

Read books about materials and their properties. 

Play an interactive game to test if objects are bendy/waterproof. 


Plan your sailboat. 

Draw a picture of your sailboat and label the parts. 

Draw/write the materials you need for each part. 


Create 

Create your sailboat. 

Make each part of the sailboat with the planned materials. 

Make the sailboat and place five marbles inside it. 





Communicate 



Tell another group about your sailboat. 

Show photographs and the model sailboat to another group. 

Tell the other group about the materials used to make it. 


F 



67




Sailboat diagram – 1 

mast 

deck 

sail 

hull 

rigging 



sail 




F




Sailboat diagram – 2 

__________ 

__________ 

__________ 

_____________ 

_______________ 

__________ 




F 



69




1. Draw a picture of your sailboat and label the parts. 

2. Write the materials you will use for each part of the sailboat. 

hull 

deck 



mast 

sails 

rigging 




F





Student name: 

Date: 

STEM project: Make a sailboat that can float 

I listened to my partner. 

I gave ideas. 








I liked ... 

. 


F 



71






CRITERIA 

Project task: 

Design and create a sailboat with parts made from different materials that suit the part’s 

purpose. Take digital photographs of the sailboat before, during and after the floating 

challenge to test its effectiveness. 


Create a sailboat that is able to float and that has parts made from different materials 

which suit that part’s purpose. 


Creates a labelled diagram of the sailboat and lists the materials that will be used 

for each part. 

Plans, conducts and evaluates an investigation to explore the properties of the materials 

used for each part. 

Communicates science understanding correctly, clearly and concisely to another pair. 


Plans and designs a sailboat that can float. 

Investigates and uses different types of materials to suit each part of the sailboat, based 

on the material's properties. 

Creates a sailboat using materials and tools safely. 

Takes three photographs using a digital camera to show the sailboat before, during and 

after the floating challenge. 

Mathematics 

Counts the number of parts and materials correctly using one-to-one correspondence. 

Sequences three digital photographs of the sailboat in order. 

Group skills 












F

Earth and space 

sciences 

DAILY AND SEASONAL CHANGES 

weather 

hot 

warm 

cool 

cold 

freezing cold 

sunny 

rainy 

Keywords 

windy 

snowy 

cloudy 

stormy 

thunder 

lightning 

season 

summer 

autumn 

winter 

spring 

seasonal changes 



hibernation 

migration 


F 



73

Unit overview 

Earth and space sciences 


Daily and seasonal changes in our environment affect everyday life (ACSSU004) 

Pages 

Lesson 1 

What is weather? 

Lesson 2 

How does weather 

affect our daily 

lives? 

Lesson 3 

What are seasons? 

What is the weather 

like in each season? 

Lesson 4 

How do seasons 

affect our daily 

lives? 

Lesson 5 

How do seasonal 

changes affect 

plants and animals? 

Lesson 6 

How did traditional 

Aboriginal and 

Torres Strait 

Islanders use 

their knowledge 

of weather and 

seasons in their 

everyday lives? 

Summative 

assessment 


Make a diorama 

showing the 

seasons 

Students engage in a school walk to observe the day's 

weather. Students explore the types of weather and how to 

identify each type of weather by looking at environmental 

clues. Students match weather words to images to familiarise 

themselves with different types of weather. 

Students explore how weather affects our daily lives. They 

participate in an interactive game and view a video of children 

enjoying different types of weather. They then identify how we 

alter our clothing, the activities we do and the places we visit 

depending on the type of weather. 

Students participate in an interactive activity to describe the 

weather in each of four scenes. Students then predict which 

season they think each image relates to. Students work as a 

group to predict the types of weather found in each season and 

compare these to information provided by an online video. 

Students explore how seasons affect our daily lives. They 

watch online videos of each season, pausing to think about 

and record the clothing worn, the activities conducted and the 

places visited in each season. Students draw images or write 

words to show how we alter our clothing, the activities we do 

and the places we visit depending on the type of weather. 

Students participate in an interactive activity to describe the 

plants and animals in each season before predicting how each 

plant and animal changes with each new season. Students briefly 

explore how animals avoid winter when food sources are scarce, 

through a simple introduction to hibernation and migration. 

Students listen to a Dreaming story about changes in seasons. 

Students revise how weather and seasons affect our daily lives 

before exploring how they affected traditional Aboriginal and 

Torres Strait Islanders. Students learn about the six Noongar 

seasons and the six Kakadu seasons to see how the food they 

hunt changes with each new season and how this affected 

where they lived. 

Students explain their knowledge of weather and seasons. 

They explain how the weather in each season affects how we 

alter our clothing, the activities we do and the places we visit. 

Students create a diorama to show the weather and seasons of 

Australia and how each season affects our daily lives, including 

the clothing we wear, the activities we do and the places we 

visit. Students then create a video of the diorama to explain 

how each season affects our daily lives. 

76–79 

80–83 

84–87 

88–91 

92–95 

96–99 



100–102 

103–112 




F



Unit overview 



Daily and seasonal changes in our environment affect everyday life 

(ACSSU004) 


Science involves observing, asking questions about, and describing 

changes in, objects and events (ACSHE013) 



Lesson 



project 

3 3 3 3 3 3 3 3 

3 3 3 3 3 3 3 

Pose and respond to questions about familiar objects and events 

(ACSIS014) 

3 3 3 3 3 3 3 






(ACSIS233) 

Communicating 

3 3 3 3 3 3 3 

3 3 3 3 3 3 3 





F 



75

Lesson 1 



Teacher notes 


What is weather? 






C 


• Students observe different features in the sky and landscape 

as well as the temperature and wind to predict the weather 

for the day. 


• viewing digital texts, including online songs and videos 

• using tools safely when cutting out puzzle pieces 

• identifying the 2D shape made by the connecting puzzle 

pieces (optional) 


• Weather is defined as ‘the state of the atmosphere with 

respect to wind, temperature, cloudiness, moisture, 

pressure etc.’ In this unit, weather will relate to sun, 

wind, rain, cloud, snow, storms, lightning, thunder and 

temperature. 

• Determining the type of weather requires observation 

of the sky and the landscape, and may require specific 

measuring devices such as thermometers. 

• Prompting questions for observing different weather 

types: 

– Sunny—Is the sun shining? Is the sun covered by clouds? 

Is the weather warm or cool? 

– Cloudy/Partly cloudy—Are there clouds in the sky? If so, 

how many? Do the clouds look white and fluffy or dark 

grey? Is the weather warm or cool? 

– Windy—Are the leaves on trees moving? Is your hair 

blowing in the wind? Is the weather warm or cool? 

– Rainy—Is the ground and other things wet? Can you see 

water droplets falling from the clouds? Is the weather 

warm or cool? 

– Stormy—Are the clouds dark grey? Is it raining? Can you 

see lightning? Can you hear thunder? Is the weather 

warm or cool? 


• Use the brainstorm in the 

Introduction to assess the 

student's prior knowledge of 

weather. 

• Monitor the student's 

responses to the questions in 

the Reflection to assess their 

understanding of different types 

of weather. 

Resources 

• A large piece of paper 

with the question 'What 

is weather?' written in the 

centre 

• Digital cameras (optional) 

• Online video—Check out 

the weather at 


each student 

• Online video—Types of 

weather at 

• A mini whiteboard for 

each student 






F



Lesson 1 

Lesson plan 

Introduction: 

1. Write the question 'What is weather?' on a large piece of paper and read it aloud to the class. 

Allow 30 seconds of silence for students to think about all the different aspects of weather. Conduct 

a brainstorm with the students to identify their ideas and write them on the page. QP 

Development: 

2. As a class, walk outside and observe the day's weather. What things are in the sky? Are the trees 

moving? Is it wet or dry outside? Is it hot or cold? Using a think-pair-share, students discuss the 

question How would you describe the weather today? Select pairs to share their ideas with the 

class. Students may be encouraged to take a digital photograph of the weather each day to create 

a weather chart. PC PA 

3. Listen to the song 'Check out the weather' at . Pause the song at 

2.42 as the rest of the song discusses advanced weather concepts. 

4. Provide each student with a copy of page 78. Students cut out the puzzle pieces and match the 

weather words to the weather pictures. Note: These can be left as puzzle pieces for future practice 

or pasted in matching pairs onto a piece of coloured paper or into a science journal. Students 

may be encouraged to name the 2D shape made by the connecting puzzle pieces to check their 

answers. PC PA 


• Less capable students may be assisted to read the weather words on page 78 by providing 

them with beginning sounds in each word. This will help them match the weather jigsaw puzzle 

pieces. 

• More capable students may be encouraged to create more puzzle pieces by providing them 

with a blank copy of the puzzle pieces on page 79. Students draw an image on one piece and 

have a go at writing the word on another to add different types of weather to the puzzle, such 

as foggy, partly cloudy or hail. 

5. Watch the video Types of weather at . This video explains each type 

of weather in a simple, concise way. 

Reflection: 

6. Give each student a mini whiteboard and a whiteboard marker. As a class, conduct a quiz to assess 

students' understanding. When a question is asked, students respond to the question by drawing 

an image or writing a word on their mini whiteboard. Questions may include: What is the weather 

like today? What was the weather like yesterday? If I am hot and sweaty, what might the weather be 

like? If I am cold and shivering, what might the weather be like? If my hair is blowing into my face, 

what might the weather be like? Note: Lesson 2 will explore how weather affects our daily lives, 

including clothing, activities and places we visit. PA C 




F 



77

Lesson 1 

Weather jigsaw puzzles – 1 



sunny 

rainy 

windy 

snowy 

cloudy 

stormy 






F



Weather jigsaw puzzles – 2 

Lesson 1 




F 



79

Lesson 2 



Teacher notes 


How does weather affect our daily lives? 






C 


• Students identify how the weather affects our daily lives, 

including the clothing we wear, the activities we do and 

the places we go. 


• viewing digital texts, including online songs and videos 

• participating in an online interactive activity to explore 

different weather conditions 

• taking digital photographs of themselves at home or at 

school in different weather conditions to add to a class blog 

about weather (optional) 


• As humans, weather affects our clothing, our activities 

and the places we visit. It also impacts how we protect 

ourselves against extreme conditions, such as wearing 

sunscreen in the sun and securing items in strong winds. 

• Sunny weather typically generates images of people 

wearing light clothing such as shorts, T-shirts and 

dresses, with thongs or sandals. You may see people 

playing sport in the park or building sandcastles at the 

beach. People may also enjoy spending time outdoors 

visiting zoos and playgrounds, and having barbecues. 

• Rainy or stormy weather typically generates images of 

people wearing warm, thick clothing such as tracksuit 

pants, jeans, warm jackets/parkas, scarves, gloves, 

closed-in shoes and raincoats, and carrying umbrellas. 

You may see people jumping in puddles or staying 

indoors watching movies and playing games. People 

often visit shopping centres and movie theatres when it 

is wet outside. 

• Windy weather typically generates images of people 

wearing warm wind-proof jackets, trousers and scarves. 

You may see people flying kites or making wind socks. 

People often visit indoor places when it is very windy. 


• Use page 83 to assess the 

student's understanding of how 

the weather affects the clothing 

we wear, the activities we do 

and the places we visit. 

Resources 

• Online video—Hello world: 

weather at 

• Online video—Sesame 

Street—Weather at 

• A digital copy of page 82 

for display on the 

interactive whiteboard 

• A copy of page 83 for each 

student 

• Digital cameras (optional) 






F



Lesson 2 

Lesson plan 

Introduction: 

1. Read the book Hello world: weather by Jill McDonald, or watch a reading online at . Pause the video after each weather condition for students to use a think-pairshare 

to describe what they might see or feel in each weather type, and what types of clothing they 

would wear and activities they would do. QP 

Development: 

2. Watch the video Sesame Street—Weather at . Discuss Elmo’s ideas 

about weather and identify the clothing worn, the activities conducted and the places they visited 

in each weather type. PA 

3. Display the poster on page 82 on the interactive whiteboard. Discuss each question in relation to 

different types of weather. What would you wear if it was raining? What would you wear if it was 

sunny? What activities would you do if it was windy outside? Where you you go if it was snowing? 

PA 

4. Give each student a copy of page 83. Students draw images to show what they would wear, 

what they would do and where they would go in each type of weather. Note: Leave the poster on 

page 82 on display on the interactive whiteboard for students to refer to. PC 


• Less capable students may record a video explaining what they would wear, what they would do 

and where they would go in each type of weather, with prompting questions being provided by 

an adult or more capable student. 

• More capable students should be encouraged to write words or sentences to describe what 

they would wear, what they would do and where they would go for each weather type. 

• To incorporate more digital technologies, students may be asked to take digital photographs of 

themselves in different weather conditions at school and at home. Parents can be encouraged to 

email them to the teacher or add them to a class blog about weather. 

Reflection: 

5. Using a think-pair-share, students show their partner the images drawn on page 83 and use 

sentences to describe the information. For example, when it is raining, I wear my raincoat and 

gumboots. I like to go to my friend's house and jump in puddles. PA C 




F 



81

Lesson 2 



What do you wear? 

What do you do? 

Where do you go? 






F


Lesson 2 


Draw a picture to show what you wear, what you do and where 

you go in each type of weather. 

sunny 

windy 

snowy 

stormy 

What do 

you wear? 

What do 

you do? 

Where do 

you go? 




F 



83

Lesson 3 



Teacher notes 


What are seasons? What is the weather like in each season? 






C 


• Students explore different types of weather in different 

seasons to predict which season they are currently 

experiencing. 


• viewing and extracting information from online videos 

• participating in an online interactive activity to explore 

different seasons 

• participating in a guided survey to create a tally of results 


• A season is a division of the year when the weather, 

ecology and hours of daylight change. 

• In Australia, we commonly refer to four seasons—summer 

(December–February), autumn (March–May), winter 

(June–August) and spring (September–November). In 

the northern hemisphere, each season occurs during 

different months. In some places, autumn is also called 

fall. Students should be aware of both terms. 

• Summer is typically defined as a period of sunny weather 

with longer days and shorter nights. It is the hottest 

season. 

• Autumn is a transitional season between summer and 

winter and typically includes a period of warm to cool 

weather, windy conditions and occasional rain. 

• Winter is typically defined as a period of rainy, stormy or 

snowy weather with shorter days and longer nights. It is 

the coldest season. 

• Spring is a transitional season between winter and 

summer and typically includes a period of cool to warm 

weather, windy conditions and frequent rain. 


• Use page 87 to monitor the 

student's understanding of the 

types of weather found in each 

season. 

Resources 

• Seasons images 

– summer: 

– autumn: 

– winter: 

– spring: 

• Digital copy of page 86 for 


whiteboard 

• A copy of page 87 for 

each group 

• Online video—Seasons, 

weather and clothes at 

 






F



Lesson 3 

Lesson plan 

Introduction: 

1. As a class, view or download the following images which depict Australia in different seasons. 

Summer image: , Winter image: , 

Autumn image: , Spring image: . 

Note: Do not tell the students which season each image is. Discuss what the weather is like in each 

image. Ask students to describe how they know what the weather is like in the photographs. What 

things can you see that give you clues about the weather? PA C 

Development: 

2. Explain to the students that the images represent four seasons—summer, autumn, winter and 

spring. Using a show of hands, ask students to vote for which season they think each image is 

showing. When the vote is complete, select students to move the season word to the image that 

received the most votes to check if it was correct. Repeat this activity for the remaining images. 

Note: It is important to mention that, in Australia, very few places receive snow in winter. Many 

places in Australia will only experience wind, rain, thunder and lightening. In other parts of the 

world, snow is a common feature of winter. QP PA 

3. Display page 86 on the interactive whiteboard to show symbols of different weather types. 

Encourage students to have a go at reading the words next to each symbol and clarify any 

confusion. Note: Leave the poster on page 86 on display on the the interactive whiteboard for 

students to refer to. 

4. Divide the class into groups and give each group a copy of page 87. Students work together to 

predict the types of weather that may occur in each season. As a group, students draw images or 

write the words of each weather type into the section for each season. Students must ensure they 

check that the type of weather has not already been drawn/written in that section before adding it. 

Note: Completed copies of page 87 will be required for Lesson 4. QP PA 


• Less capable students may be grouped together and provided with books and images of each 

different season to help identify the types of weather in each season. 

• More capable students should be encouraged to write words or sentences to describe the types 

of weather in each season. 

5. Watch the video Seasons, weather and clothes at . Students may 

be encouraged to place a small tick next to each type of weather they guessed correctly in each 

season. PA 

Reflection: 

6. In pairs, students take turns to answer the questions How do you know which season it is? What 

weather clues can you look for? Which season are we in now? and How do you know? Encourage 

pairs to share their ideas with the rest of the class. PA C 




F 



85

Lesson 3 



Weather symbols 

My weather chart 

Temperature 

hot 

warm 

cool 

cold 

freezing 

cold 

sunny 

partly 

sunny 

TODAY’S 

Weather 

cloudy 

windy 

rainy stormy snowy 






F



Lesson 3 

Weather and seasons 

summer 

autumn 

What is the 

weather 

like in each 

season? 

spring 

winter 




F 



87

Lesson 4 



Teacher notes 


How do seasons affect our daily lives? 






C 


• Students identify how seasonal changes affect our daily 

lives, including the clothing we wear, the activities we do 

and the places we go. 


• Viewing and extracting information from online videos 


• In Australia, we commonly refer to four seasons—summer 

(December–February), autumn (March–May), winter 

(June–August) and spring (September–November). In 

the northern hemisphere, each season occurs during 

different months. In some places, autumn is also called 

fall. Students should be aware of both terms. 

• Seasonal trends in clothing can be seen in clothing 

stores. Summer clothing is designed to keep you cool in 

the hot weather. Autumn clothing is designed to keep 

you warm in the cooler windy weather. Winter clothing 

is designed to keep you warm in the stormy or snowy 

weather. Spring clothing is designed to keep you warm 

in the cooler rainy weather. 

• Seasonal activities vary depending on interests and 

specific daily weather but generally include building 

sandcastles at the beach in summer, building snowmen 

in snowy winters, jumping in puddles in rainy winters, 

flying kites in autumn and gardening in spring. 

• The places we visit during each season also vary 

depending on interests and specific daily weather but 

generally include visiting outdoor places such as the zoo, 

the park or the beach in summer, autumn and spring, 

and visiting indoor places such as shopping centres, 

movie theatres and friends houses in winter and on rainy 

days in spring and autumn. 


• Use the groups' posters 

to monitor the students' 

understanding of how we 

change our clothing, activities 

and the places we visit 

depending on the season. 

Resources 

• Completed copies of 

page 87 from Lesson 3 

• Four A3 copies of page 91 

• Online video—Autumn/ 

Fall at 

• Online video—Summer 

season at 

• Online video—Springtime 

at 

• Online video—Winter 

at 

• A selection of objects, 

images and books for 

each season. A list of 

suggestions has been 

provided on page 90 

(optional) 






F



Lesson 4 

Lesson plan 

Introduction: 

1. As a class, view students' completed copies of page 87 from Lesson 3. Using a think-pair-share, 

students discuss the questions What is the weather like in each season and What do you think you 

would see, feel and do in each season? QP PA 

Development: 

2. Students view the video Autumn/Fall at . Discuss what autumn is 

like in relation to the weather, the clothing worn, the activities conducted and the places people 

visited. Alternatively, display a selection of objects, books and/or images related to autumn. 

Suggestions have been provided on page 90. PC 

3. Divide the class into four groups and give each group an enlarged copy of page 91. Students 

draw/write as many autumn-related clothes, activities and places as possible in the section entitled 

'autumn'. Students should be encouraged to check that the image has not already been drawn in 

that section and encouraged to draw small images. PC PA 

4. After a few minutes, gather students and view the video Summer season at . Discuss what summer is like in relation to the weather, the clothing worn, the activities 

conducted and the places people visit. Alternatively, display a selection of objects, books and/or 

images related to summer. Suggestions have been provided on page 90. PC 

5. Students return to their groups and draw/write as many summer-related clothes, activities and 

places as possible in the section entitled 'summer' on page 91. Remind students about not 

repeating images and sizing in the same section. PC PA 

6. After a few minutes, gather students and view the video Springtime at . Discuss what spring is like in relation to the weather, the clothing worn, the activities 

conducted and the places people visited. Alternatively, display a selection of objects, books and/ 

or images related to spring. Suggestions have been provided on page 90. PC 

7. Students return to their groups and draw/write as many spring-related clothes, activities and 

places as possible in the section entitled 'spring' on page 91. Remind students about not 

repeating images and sizing in the same section. PC PA 

8. After a few minutes, gather students and view the video Winter at . 

Discuss what winter is like in relation to the weather, the clothing worn, the activities conducted 

and the places people visited. Alternatively, display a selection of objects, books and/or images 

related to winter. Suggestions have been provided on page 90. PC 

9. Students return to their groups and draw/write as many winter-related clothes, activities and places 

as possible in the section entitled 'winter' on page 91. Remind students about repeating images 

and sizing in the same section. PC PA 


• Less capable students may be grouped together and provided with iPads® to view the videos 

multiple times. Students should be encouraged to rewatch the video without sound so it does 

not distract the other students. 

• More capable students should be encouraged to write words or sentences to identify seasonrelated 

clothing, activities and places. 



Reflection: 

10. Encourage groups to share their poster with another group and identify any differences in the 

group ideas. Display the posters around the classroom. PA C 


F 



89

Lesson 4 



SPRING 

Concrete objects 

• Clothing—which may include 

long-sleeved shirts, dresses, cardigans, 

tops, closed-in shoes and light trousers. 

• Other objects—which may include baby 

animals (real or plush), spring-themed felt 

boards, a vase of flowers, gardening tools 

and an insect catcher. 

Images 

• Nature—which may include blossom trees, 

green leaf trees, flowers growing, birds in 

a nest, butterflies flying, baby animals and 

rainbows. 

• People—which may include children playing 

in the sunshine wearing long-sleeved 

clothing and trousers, people gardening or 

children collecting bugs. 

Books 

• Spring (Board book) by Gerda Muller 

• Everything spring (Picture the seasons) 

by Jill Esbaum 

• It's spring by Linda Glaser 

AUTUMN 


• Clothing—which may include long-sleeved 

shirts, dresses, cardigans, denim jackets, 

tops, closed-in shoes and trousers. 

• Other objects—which may include a 

collection of red and brown coloured 

leaves, kites, a rake and a plush squirrel 

collecting nuts for the winter. 

Images 

• Nature—which may include leaves falling 

from trees, piles of leaves, deciduous trees 

and landscapes showing autumn colours. 

• People—which may include children flying 

kites wearing long-sleeved clothes and 

trousers, children jumping in piles of leaves 

and adults raking up leaves in the garden. 

Books 

• Autumn (Board book) by Gerda Muller 

• Awesome autumn by Bruce Goldstone 

• Autumn is here! by Heidi Pross Gray 

• I know it's autumn by Eileen Spinelli 




F 

Learning about seasons 

SUMMER 



swimsuits, hats, sunglasses, 

t-shirts, shorts, light dresses, 

sandals, thongs and singlets. 

• Other objects—which may include 

sunscreen, beach towels, shells, picnic 

baskets, buckets, spades and summer fruit. 

Images 

• Nature—which may include the beach, the 

park, camping grounds, the lake/river and 

sea creatures at the beach (crabs). 

• People—which may include children 

swimming; people fishing, camping or 

snorkelling; families having a barbecue/ 

picnic in the park; children playing summer 

sports (cricket); and people sitting near a 

fan/airconditioner. 

Books 

• Summer (Board book) by Gerda Muller 

• Your senses at the beach by Kimberly M 

Hutmacher 

• Summer by June Factor and Alison Lester 

WINTER 



scarves, beanies, Ugg boots, 

gloves, thick socks, thick jacket/ 

parka, closed-in shoes and a raincoat. 

• Other objects—which may include 

warm blankets, umbrellas, a rain gauge, 

snowglobes and an empty tin of Milo. 

Images 

• Nature—which may include ski slopes, 

thunder and lightning scenes, snowcovered 

houses and semi-flooded streets. 

• People—which may include children 

building snowmen, children splashing in 

puddles, people walking with umbrellas 

and people skiing down mountains. 

Books 

• Winter (Board book) by Gerda Muller 

• My puddle adventure (The most wonderful 

time of the year) by Ally Nathaniel 

• How do you know it's winter? by Ruth Owen 


Low resolution display copy


Lesson 4 


spring 

summer 

autumn 

winter 




F 



91

Lesson 5 



Teacher notes 


How do seasonal changes affect plants and animals? 






C 


• Students identify how seasonal changes affect plants and 

animals, including plant and animal reproduction in spring, 

trees bearing fruit in summer, animal hibernation and 

migration in winter and fruit harvesting in autumn. 


• viewing and extracting information from online videos 

• participating in an online interactive game 


• Plants and animals sense changes in the environment 

from season to season. 

• In spring, as sunlight hours increase and frequent rain 

occurs, plants and animals reproduce. Flowers blossom 

on plants to allow for pollination. Animals begin courting 

rituals to find a mate and reproduce. Some animals will 

travel a long distance to find a mate. 

• Throughout summer, with the abundance of available 

food sources and sunlight, plants and animals are 

able to grow and mature. Some trees begin sprouting 

fruit/seeds and young animals begin to develop 

independence. It is also time for animals to begin storing 

food for winter. 

• In autumn, as sunlight hours decrease and temperatures 

become cooler, some trees shed their leaves to conserve 

energy for winter. Some animals continue storing food 

and other begin to migrate for the winter. 

• Winter is often a stage of dormancy as food sources 

become scarce. Plants will not produce leaves or fruit to 

conserve stored energy. Some animals may migrate to 

warmer places with more food or hibernate to conserve 

energy. Other animals may grow thicker fur to combat 

the cold. 


• View the student's completed 

copy of page 95 to assess their 

understanding of how animals 

cope with winter changes. 

• View the brainstorm conducted 

in Step 2 and Step 8 to assess 

the student's understanding of 

how seasonal changes affect 

plants and animals. 

Resources 

• Online video–A forest 

year at 

• Online video–The season's 

of Arnold's apple tree 

at 

• Online video–Animals 

seasons at 

• One A3 copy of page 94 

• Online video—Hibernation 

at 

• Online video—Why do birds 

and animals migrate? | Birds 

migration video| Video for 

Kids at 


each student 






F


Lesson 5 


Lesson plan 

Introduction: 

1. View the time lapse video of A forest year at . Students predict 

which season is showing as the video plays. Using a think-pair-share, students describe the features 

of the trees as the season changes. How do plants appear to change in each season? PC PA 

2. Display an enlarged copy of page 94. Brainstorm students' ideas about how each season affects 

plants and animals. QP 

Development: 

3. As a class view the story about The season's of Arnold's apple tree at . Together, make a list of the changes that occur to the tree during each season. Reinforce 

that plants grow leaves and flowers and begin to blossom during spring. Towards the end of 

spring and through summer, some trees begin to grow fruit. In autumn, the fruit from the trees is 

harvested (collected) and trees begin to shed their leaves. In winter, some trees will appear like 

lifeless sticks until the sunshine returns in spring. Note: These are general seasonal changes among 

plants. Specialised adaptations also help individual species survive and these will be discussed in 

Year 5. PC PA 

4. View the video Animals seasons at . In pairs, students discuss one 

thing about each season that the video mentions and come up with any questions they may have. 

PC PA 

5. View the video Hibernation at . Pause the video at 1.23 as the rest of 

the video discusses more advanced concepts. Using page 95, students draw a picture of an animal 

hibernating. 

6. View the video Why do birds and animals migrate? | Birds migration video| Video for kids at 

. Using page 95, students draw a picture of a group of animals 

migrating. 


• Less capable students may be grouped together and provided with iPads® or books to view 

images of animals hibernating and migrating. Students should be encouraged to describe what 

each word means in their own words with a teacher scribing their explanation. 

• More capable students should be encouraged to write a sentence underneath their images to 

explain what each word means in their own words. 

Reflection: 

7. Review the brainstorm conducted in Step 2. Read through students initial ideas and add any other 

suggestions. Note: It may be useful to use a different colour for additional ideas to monitor students' 

learning. Using a think-pair-share, students answer the questions How do changes in the seasons 

affect plants? and How do changes in the seasons affect animals? PA C 




F 



93

Lesson 5 



spring 

autumn 

How do seasonal 

changes affect plants 

and animals? 

summer 

winter 






F


Lesson 5 


Animals in winter 

Draw a picture to show what each word means. 

What is hibernation? 

What is migration ? 




F 



95

Lesson 6 



Teacher notes 


How did traditional Aboriginal and Torres Strait Islanders use 

their knowledge of weather and seasons in their everyday 

lives? 







• Students identify how seasonal changes affected traditional 

Aboriginal and Torres Strait Islanders in Australia. 


• viewing an online animation of the Dreaming story 

Tiddalick the frog 

• viewing an online image of the six Noongar seasons 


• Aboriginal and Torres Strait Islander people did not have 

four seasons like caucasian people. They may have had 

two, three, four, five, six or seven. The number of seasons 

depended on where they lived and what the weather 

was like. 

• Indigenous Australian people traditionally define time, 

weather and the seasons by what is happening in the 

environment around them; i.e. the plants, animals, sky 

and weather. 

• Indigenous Australian people traditionally have a deep 

connection with the natural environment. They know that 

when seasons start, certain fruits, insects and animals are 

available for food. Many Dreaming stories explain events 

in the environment and changes in the weather. 

• In monsoon/tropical parts of northern Australia, only two 

seasons are recognised—wet season and dry season. 

• For more information about Aboriginal and Torres Strait 

Islander seasons, go to . 


• View the student's completed 

copy of page 99 to identify 

their understanding of how 

Aboriginal and Torres Strait 

Islanders use knowledge of 

weather and seasons to find 

available food sources. 

Resources 

• Book/Video—Tiddalick the 

frog or an online reading 

 

• Online image—Noongar 

seasons (scroll to 

bottom of page) 

• Digital or enlarged copy 

of page 98 

• A4 copies of page 98 

for students to refer to 

• One copy of page 99 

for each student 






F



Lesson 6 

Lesson plan 

Introduction: 

1. Read the Dreaming story Tiddalick the frog or view the online reading at . Explain that Dreaming stories were created by Aboriginal and Torres Strait Islander 

people to explain their observations of the weather and how things were created. Discuss the 

following questions: What did Aboriginal and Torres Strait Islanders believe caused all the water to 

dry up? What did they believe caused all the water to return? What season do you think it may have 

been when all the water dried up? What season do you think it was when all the water returned? 

QP 

Development: 

2. Revise students' understanding of how weather and seasons affect our daily lives. What are the 

seasons? How does knowing about the seasons help us? (It tells us what we need to wear for the 

weather, what activities we might be able/not able to do etc.) C 

3. View a pictorial representation of the Noongar seasons at (scroll to the bottom of the page and click the second blue image in the first row, 

entitled 'Noongar seasons'). Count the number of seasons. What do the images of Aboriginal and 

Torres Strait Islander seasons show? Look at and discuss the pictures on each season, and read the 

text. QP PA 

4. Display the pictorial diagram of Kakadu seasons on page 98. This shows another idea of Aboriginal 

and Torres Strait Islander seasons. Alternatively, a colour version can be viewed online at . Count the number of seasons. Look at where the wet and dry seasons are. 

Discuss the weather for each season and the images of food available. Why would it be important 

for Aboriginal and Torres Strait Islander people to know about the animals and bush fruit of each 

season? QP PA 

5. Keep the pictorial diagram of Kakadu seasons on display or place one copy of the poster in the 

centre of each group for students to refer to. Students complete page 99 by drawing a symbol 

for the type of weather and images of available food sources for each season. Students should be 

encouraged to use intitial and final sounds to match the seasons on the poster to the season words 

on page 99. PC PA 


• Less capable students may work with more capable students or an adult to orally discuss the 

weather and food in each season. They may have words scribed for them to identify the image 

drawn. 

• More capable students should be encouraged to write words or a sentence underneath their 

images to explain the weather and available food sources in each season. 

Reflection: 

6. Using a think-pair-share, students answer the question Why did Aboriginal and Torres Strait 

Islanders need to know about the weather and seasons? PA C 




F 



97

Lesson 6 



Aboriginal and Torres Strait Islander 

Kakadu seasons 






F



Lesson 6 

Draw a picture to show what the weather is like in each Kakadu 

season and what food is available. 

Season Weather Available food sources 

Kedjewk 

monsoon 

season 

Bangkerreng 

storm season 

Yekke 

cool but humid 

Wurrkeng 

cold weather 

Kurrung 

hot and dry 



Kunumeleng 

Pre-monsoon 


F 



99

Assessment 



Teacher notes 


Daily and seasonal changes in our environment affect everyday life (ACSSU004) 

Indicators 

• Identifies the weather in each season. 

• Identifies how the weather in each season affects our clothing. 

• Identifies how the weather in each season affects the activities we do. 

• Identifies how the weather in each season affects the places we visit. 


• Easier option—Page 101 requires students to draw a picture of themselves in each season, 

including the weather, a place they may visit, an activity they might do at that place and the clothing 

they may wear while doing this activity. The poster on page 82 may be displayed on the interactive 

whiteboard to prompt students' thoughts. 

• Harder option—Page 102 requires students to read the sentence starters and complete the 

sentences using a few words. Students then draw a picture depicting each season. The poster on 

page 82 may be displayed on the interactive whiteboard to prompt students' thoughts. 

Answers 


1. Teacher check—summer 

Answers may include: 

• Weather—sunny and sometimes 

partly cloudy 

• Places—visiting outdoor places such as 

the zoo, the park or the beach 

• Activities—building sandcastles, playing 

on play equipment, riding a bicycle 

or playing sport 

• Clothing—light clothing such as singlets, 

T-shirts, dresses, shorts, hats, thongs, 

sandals or swimwear 

2. Teacher check—autumn 


• Weather—sunny, windy and rainy 

• Places—visiting outdoor and indoor places 

such as the zoo, the park, a shopping centre 

or a friend's house 

• Activities—flying kites, riding bicycles, 

cooking with freshly harvested food or 

jumping in puddles 

• Clothing—light but warm clothing such as 

long-sleeved shirts, cardigans, trousers or 

closed-in shoes 

3. Teacher check—winter 


• Weather—cloudy, rainy, stormy and snowy 


such as ski slopes, a movie theatre, a 

friend's house or a shopping centre 

• Activities—watching movies, having play 

dates with friends, building snowmen, 

skiing, jumping in puddles and playing in 

the rain 

• Clothing—thick, warm clothing such as 

tracksuit pants, scarves, beanies, gloves, 

thick socks, thick jackets/parkas, closed-in 

shoes or a raincoat 

4. Teacher check—spring 


• Weather—cloudy, rainy, sunny and windy 


such as the zoo, a farm, a shopping centre 

or a friend's house 

• Activities—catching insects, smelling newly 

blossomed flowers, patting young animals 

or having picnics 

• Clothing—light but warm clothing such as 

long-sleeved shirts, cardigans, trousers or 

closed-in shoes 






F



Assessment 

Weather and seasons – 1 

Draw a picture of yourself in each season. Draw the weather, 

a place you might visit, an activity you might do there and the 

clothing you might wear. 

1. summer 2. autumn 

3. winter 4. spring 




F 



101

Assessment 

Weather and seasons – 2 



How does each season affect our daily lives? 

In summer, the weather is . 

I go to . 

I like to . 

I wear . 

In autumn, the weather is . 

I go to . 

I like to . 

I wear . 

In winter, the weather is . 

I go to . 

I like to . 

I wear . 



In spring, the weather is . 

I go to . 

I like to . 

I wear . 



YEAR 

F 






Make a diorama showing the seasons: 

Students work in pairs to design and create a diorama of each season—summer, autumn, winter 

and spring. The diorama must show how each season affects our daily lives, including the 

clothes we wear, the activities we do and the places we go. Students then create a video of their 

diorama, explaining how the weather in each season affects our daily lives. 



• Apply knowledge of weather and seasons and how these affect our daily lives, including the 

clothes we wear, the activities we do and the places we go. 


• Apply the design process to plan, create and evaluate a diorama showing each season and how 

it affects our daily lives. 


• Create a digital video of the completed diorama, explaining how the weather in each season 

affects our daily lives. 

Mathematics 

• Use indirect measurement to ensure the diorama for each season will be big enough to fit the 

paper dolls and that the paper doll can conduct the activities in each season during the video. 


• As a class, design and create a weather station that can be used by young children to observe 

what season it is. Students research and create simple weather testing devices. 

Rain gauge 

 

Thermometer 

 

Windmill 

 

• In pairs, students investigate seasonal food in Australia and food that is available all year round. 

Students design and create a pictorial menu for a given season. When complete, four pairs with 

different seasons should combine their menus to create a book. Set up a restaurant role-play 

area and place one menu book in the area for a couple of days before changing to a different 

menu. 




F 



103






• Daily and seasonal changes in our environment affect everyday life (ACSSU004) 










Communicating 




• Explore the characteristics and properties of materials and components that are used to produce designed solutions 

(ACTDEK004) 







Digital and Technologies Processes and Production Skills 







• Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in 

everyday language (ACMMG006) 



YEAR 

F 




Teacher notes 


Page 105 


Create a diorama to show the weather and seasons of Australia and how each season affects 

our daily lives, including the clothes we wear, the activities we do and the places we visit. 

Create a video of the diorama to explain how each season affects our daily lives. 



• Read the problem on page 106 to 

students. 

• Watch the online video Peppa Pig pen 

pal at . 

This video clip shows Peppa Pig being 

introduced to what a penpal is and 

organising to write letters to a penpal in 

France, who eventually visits Peppa Pig’s 

house. 

• As a class, discuss if any students have 

had a penpal before or if they would be 

interested in having a penpal. Note: If 

students are interested in having a penpal, 

go to to explore penpals around the 

world (kid-friendly). 



Show students the cardboard paper doll 

templates and clothing on pages 108–110. 

Students will need to make sure their 

paper doll character can demonstrate the 

activities in each season’s diorama for the 

video. 



information about seasonal changes in 

their local area. 

— Place a copy of page 82 on the 

interactive whiteboard for students to 

refer to. 



ensuring that only factual information is 

transferred. 

— Talk to people that live in the area 

about their favourite activities to do, 

places to go and clothes to wear in 

each season. 


• Students plan their diorama and create a 

diagram of it, labelling the seasons, the 

weather and things that can be seen in the 

environment. For each season's diagram, 

they should also draw/write the place that 

will be visited, the activities that will be 

done and the clothes that will be worn. 

• Students collect the materials 

necessary. Remind them about resource 



4. Create 

• Students choose which materials they will 

use to make the features in each season’s 

diorama. 

• Students create their diorama according 



• Students evaluate their diorama to 

ensure that all the criteria on page 106 is 

included. 

• Students make any adjustments necessary 

to their designed product. 


• Students create a video of their diorama 

using an iPad® application or a digital 

camera, explaining each season in 

Australia and how it affects our daily lives. 

• Display the dioramas and the iPad® videos 

around the classroom and conduct a 

gallery walk for students to view others' 

designs and videos. 


of how well they participated and 

cooperated within the group. 




F 



105


The problem 

Project brief 

Louise and Joseph have made a new friend that lives 

overseas. She is a penpal. Louise and Joseph write letters 

and emails to her about their favourite activities, the 

places they visit and what it is like to live in Australia. 

Louise and Joseph want to give their penpal a 

handmade gift to show her what it is like to live in 

Australia. They hope that one day she will come and visit. 

How can Louise and Joseph show their penpal what it 

is like to live in Australia at different times of the year? 



• You must make a tissue 

box diorama for each season. 

• It must include the types of weather 

that might be seen in each season. 

The task 

• It must include Louise and the places 

she might visit, the activities she might 

do and the clothing she might wear for 

each season. 



Hello! 

On this postcard is a picture 

of the Sydney Opera House. It 

is really close to our home and 

is one of our favourite tourist 

attractions to visit. 

From Louise and Joseph 

• Design and create a diorama that Louise 

and Joseph can send their penpal to 

show the places they might visit, the 

activites they might do and the clothing 

they might wear for each season. 

• Create a video of the diorama, explaining 

what each season is like in Australia. 



• The video must include an explanation 

of each season, including how each 

season affects our daily lives. 

10¢ 



YEAR 

F 





Project steps 


Learn about the weather and seasons in your local area. 

Talk to people that live in your area about weather/seasons. 

Read books about weather and seasons. 

Look at pictures and videos of weather in different seasons. 

Learn about how weather and seasons affect our daily lives. 

Look at the different clothes you wear in each season. 

Think about the activities that you do in each season. 

Think about the places that you visit in each season. 


Plan your diorama. 

Create 

Draw each season, including the weather and the environment. 

Draw/write how each season affects our daily lives, including 

the clothes we wear, the activities we do and the places we visit. 


Create your diorama. 

Choose which materials to use for each part of the diorama. 

Make the diorama. 







Communication 

Use an iPad ® to record a video. 

Explain each season and how it affects our daily lives. 


F 



107








YEAR 

F 








F 



109








YEAR 

F 






Student name: 

Date: 

STEM project: Make a diorama showing the seasons 

I listened to others. 

I gave ideas. 








I liked ... 

. 


F 



111





CRITERIA 


Project task: 

Create a diorama to show the weather and seasons of Australia and how each season 

affects our daily lives, including the clothes we wear, the activities we do and the places 

we visit. Create a video of the diorama to explain how each season affects our daily lives. 


Creates diorama showing how the weather in each season affects the clothes we wear, 

the activities we do and the places we visit. 


Creates a labelled diagram of each season, including the weather and environment, 

the clothing we wear, the activities we do and the places we visit. 

Plans, conducts and evaluates an investigation to find out how seasons in their local 

area affect their daily lives. 

Communicates science understanding correctly, clearly and concisely using 

a digital video. 


Plans and designs a diorama of each season, including the weather and environment, 

the clothing we wear, the activities we do and the places we visit. 

Investigates and uses a range of materials to represent features in each season. 

Creates a diorama of each season using materials and tools safely. 

Evaluates designed products to ensure they meet the criteria and makes any 

necessary changes. 

Plans and creates a digital video, using an iPad® or digital camera, to explain how each 

season affects our daily lives. 

Mathematics 

Uses informal measurement to ensure the diorama for each season can fit the paper doll. 

Group skills 












F


Physical sciences 

HOW THINGS MOVE 

movement 

move 

fly 

walk 

swim 

slither 

climb 

Keywords 

jump 

crawl 

slide 

roll 

bounce 

spin 

motion 

position 

speed 

force 

push 



pull 

ramp 

surface 


F 



113

Unit overview 



The way objects move depends on a variety of factors, including their size and shape 

(ACSSU005) 

Lesson 1 

How do humans and 

other animals move? 

Lesson 2 

How do objects move? 

Can they move by 

themselves? 

Lesson 3 

How does the size and 

shape of an object 

change how it rolls? 

Lesson 4 



change how it slides? 

Lesson 5 

How does the size 

and shape of an 

object change how it 

bounces? 

Lesson 6 



change how it spins? 

Summative assessment 


Roll down the racetrack 

Students use their prior knowledge of living things to 

predict how humans and animals move. They investigate 

the body features animals use to move in different ways and 

sort animal cards into groups according to how they move. 

Students watch an online video that explains how animals 

move in simple terms. 

Students reflect on how humans and animals move to predict 

if objects move in the same way. Students are introduced 

to the terms 'motion', 'position', 'speed' and 'force' using 

simple definitions and word wall cards. They then investigate 

a range of objects to identify how they move. 

Students identify objects that move using a rolling motion. 

They predict how the size and shape of an object affects the 

speed and distance that it rolls. They conduct an experiment 

to compare two objects rolling down a ramp and record their 

observations using a simple table. 

Students identify objects that can slide along a smooth 

surface. They predict how the size and shape of an object 

affects the speed and distance that it slides. They conduct an 

experiment to compare two objects sliding down a ramp and 

record their observations using a simple table. 

Students identify objects that bounce and the actions 

needed to put objects into a bouncing motion. They predict 

how the size and shape of a ball affects the height it bounces 

to and the direction it bounces. They conduct an experiment 

to compare two different balls by dropping each ball from 

a controlled height at the same time, discussing their 

observations as they conduct the experiment. 

Students identify toys that spin and the actions needed to 

put objects into a spinning motion. They predict how the 

size and weight of cardboard tube spinners affects the 

speed and duration at which they spin. They conduct an 

experiment to compare two different-sized or weighted 

cardboard tubes, using a controlled flick to get the object 

in motion, discussing their observations as they conduct the 

experiment. 

Students demonstrate their knowledge of different types of 

motion by identifying objects that roll, slide, bounce and spin. 

Pages 

116–119 

120–123 

124–127 

128–131 

132–133 

134–135 



Students create a racetrack for a toy sports car and a toy fire 

truck to roll down at the same time. They will then create a 

video describing the shape, size and weight of each vehicle 

and showing which vehicle moved faster/slower and which 

travelled further. 

136–138 

139–145 



YEAR 

F 




Unit overview 



The way objects move depends on a variety of factors, including 

their size and shape (ACSSU005) 


Science involves observing, asking questions about, and describing 

changes in, objects and events (ACSHE013) 



Pose and respond to questions about familiar objects and events 

(ACSIS014) 






(ACSIS233) 

Communicating 

Lesson 



project 

3 3 3 3 3 3 3 3 

3 3 3 3 3 3 3 

3 3 3 3 3 3 3 

3 3 3 3 3 3 3 

3 3 3 3 3 3 3 





F 



115

Lesson 1 



Teacher notes 


How do humans and other animals move? 






C 


• Students identify types of human and animal movement 

and observe animals moving in different ways using 

online videos. 


• viewing online videos 

• participating in a brainstorm using an online 

mind-mapping tool 

• participating in an online interactive activity 

to group animals by how they move 

• taking a digital photograph of sorted cards as evidence 

of their learning 


• Humans and animals perform different types of movement 

depending on their body features and the conditions of 

their environment. They move to meet their basic needs. 

• Students should be familiar with most of the types of 

movement used within the lesson. It may be helpful 

to explain the difference between walking, running 

and crawling, and the difference between sliding and 

slithering. 

• Answers to the sorting activity: 

— Animals that fly—bird, bee, butterfly 

— Animals that walk/run—dog, cat, spider 

— Animals that swim—fish, dolphin, ray 

— Animals that slither—worm, snake, snail 

— Animals that climb—koala, monkey, sloth 

— Animals that jump—kangaroo, rabbit, frog 

— Animals that crawl—tortoise, crocodile, caterpillar 

— Animals that slide—walrus, seal, penguin 


• Use the brainstorm in the 

Introduction and the Reflection 

to assess the student's prior 

knowledge of human and 

animal movements. 

• Use the digital photograph of 

the student's sorted groups 

as evidence of learning for 

portfolios or student workbooks. 

Resources 

• Online mind-mapping tool 

 

• Online video —How animals 

move 

• Online interactive video– 

Ways animals move – quiz 

 

• Copy of animal cards on 

pages 118 and 119 for each 

pair. These should be cut 

and laminated prior to the 

lesson (see Differentiation 

for each set) 

• Digital camera or iPad® 

(optional) 

• Online video—Sesame Street 

– Watch these baby animals 

move at 





YEAR 

F 




Lesson 1 

Lesson plan 

Introduction: 

1. Using an online mind-mapping tool such as , write the question 

How do humans and other animals move? in the centre box. Read the question aloud to students 

and allow 30 seconds of silence for them to think about all the different ways of movement. 

Conduct a brainstorm with students to identify their ideas and add child nodes to the mind map to 

list students' ideas. Alternatively, conduct this activity on a large piece of paper. QP 

Development: 

2. View the video How animals move at . This video explains different 

types of movement with examples of how humans and insects demonstrate each action. Pause the 

video after each action is demonstrated by the hosts and ask students to demonstrate the action on 

the spot. Which actions could you do easily? Which actions couldn’t you do? (e.g. flying) What do 

humans need to allow them to move through the air? PC PA 

3. Play along with the quiz on the Ways animals move video at . 

Encourage students to describe which body part they use to move and why the statements 

about each animal are true or false. Alternatively, use some of the pre-prepared animal cards 

on page 118. 

4. Divide the class into pairs and give each pair a set of the pre-prepared animal cards and headings 

from page 118 and the top half of page 119. Read the headings to students and encourage them 

to look at the initial sounds in each word to help them read the words independently during the 

activity. Students work together to sort the animals by how they move. Students then take a digital 

photograph of their sorted groups using an iPad® or digital camera. These can be printed and 

used as evidence. PC PA 


• Less capable students may be limited to using the animal cards on page 118. These cards only 

focus on flying, swimming, walking/running and slithering, as demonstrated in the interactive 

game Grouping animals (sorting animals – how they move). 

• More capable students may be encouraged to use all animal movement cards on pages 118 

and 119. These cards include harder-to-differentiate groups such as identifying if animals walk/ 

run or crawl. Students will need to know the meaning of these three words. 

5. Watch the video Sesame Street – Watch these baby animals move at . 

This video explains how other animals move, including mammals, birds, reptiles and fish. 

Reflection: 

6. Re-visit the online mind-mapping tool and read through each type of movement that was 

suggested during the Introduction activity. As each type of movement is suggested, students 

should name an animal that uses that type of movement in its everyday life. Add any further types 

of animal movement that students suggest. Note: The animal movement cards from the sorting 

activity can be used to prompt students' ideas if necessary. PA C 




F 



117

Lesson 1 

Animal movements – 1 



Animals that fly 

Animals that walk or run 

Animals that swim 

Animals that slither 

dog fish bird 

snake dolphin bee 

cat snail spider 



butterfly worm ray 



YEAR 

F 




Animal movements – 2 

Lesson 1 

Animals that climb 

Animals that jump 

kangaroo koala rabbit 

sloth frog monkey 

Animals that crawl 

Animals that slide 

tortoise seal crocodile 



walrus penguin caterpillar 


F 



119

Lesson 2 



Teacher notes 


How do objects move? Can they move by themselves? 






C 


• Students observe how everyday objects move from one 

place to another, including rolling, sliding, spinning and 

bouncing. 


• viewing digital texts, including online videos 

• identifying and exploring how objects use forces to move 

• participating in a class vote by answering yes or no to 

a given question 

• using mathematical language to describe the size and 

weight of objects and the speed and distance at which 

they move 


• Objects move when they are acted upon by a force. This 

force can be an environmental factor such as gravity or a 

force exerted by human activity. 

• For simple explanations of motion, position, speed and 

force with images as examples, see page 122. 

• For the purpose of this unit, the focus will be on how 

things move by rolling, sliding, bouncing and spinning, 

and how size, shape and weight affect their movement. 

• Rolling means to move in a continuous motion with 

constant contact along a surface, turning over and over. 

• Sliding means to move in a continuous motion with 

constant contact between one surface of an object and 

another smooth surface. 

• Bouncing means to move in a continuous motion making 

contact with the ground for a short period of time before 

rebounding into the air. 

• Spinning means to move in a continuous circular turning 

motion with constant contact between the object and a 

smooth surface, either on a spot or along a path. 




objects move, including rolling, 

sliding, bouncing and spinning. 

Resources 

• Online video—Force and 

motion at 

• A copy of the cards on 

page 122. These may 

be coloured, cut and 

laminated prior to the 

lesson 

• A selection of objects that 

move in different ways, 

such as a toy car, a tennis 

ball, a wooden block, a 

fidget spinner or spinning 

top, and a hula hoop 


each student 





YEAR 

F 




Lesson 2 

Lesson plan 

Introduction: 

1. Take the class outside to conduct a five-minute movement relay with the students. Divide the class 

into teams of six and place three students from each team at one end of the relay and the other 

three students at the other end. Call out a type of movement, such as walking, running, crawling, 

hopping or jumping. Students must perform that movement during the relay until another type of 

movement is called. Alternatively, these movements can be performed on the spot in a classroom if 

there is sufficient space. PC 

Development: 

2. Watch the video Force and motion at . This video provides simple 

definitions of the words 'motion', 'position' and 'speed' and explains different types of motion (up, 

down, forward, backward, round and round, and zigzag) and different ways we can get stationary 

objects in motion (push, pull, hit it with another object, and blow on it). Alternatively, use the word 

wall posters on page 122 and read the definitions to students. 

3. Using the word wall posters on page 122, reinforce the words and concepts. For example, ‘When 

objects are moving they are in motion’, ‘Objects can move along different paths while in motion’, 

‘Objects move from one position to another’, ‘Objects move at different speeds’ and ‘Objects use 

different forces to move’. Note: If the posters were used in Step 2, skip this step. 

4. Display a selection of objects that roll, slide, bounce and spin. Some examples are listed in the 

Resources on page 120. Ask students Can these objects move on their own the same way humans 

and animals can? Conduct a class Yes/No vote and record the tally on the whiteboard. QP 

5. Divide the class into groups of five or six and give each group a set of five objects that move 

differently. Some examples are listed in the Resources section on page 120. Students explore how 

each object moves and individually record their observations by writing 'yes' or 'no' in each column 

on page 123. PC PA 


• Less capable students may place a tick or cross in each column and may be assisted by an adult 

to read each question. 

• More capable students may be encouraged to complete page 123 then find additional objects 

and see how they move. Students can record their objects on the back of page 123. 

Reflection: 

6. Name a type of movement (e.g. roll, slide, bounce, spin, walk, crawl, fly, fall) and, using a think-pairshare, 

students decide if an object, an animal, or both objects and animals can move in this way. 

Students should be encouraged to provide examples to justify their decision. PA C 




F 



121

Lesson 2 



FORWARD 

in 

Motion 

Motion is movement from one place to another. 

BACKWARD 

Word wall posters 

UP 

Position 

Position is the place where something is. 

Speed 

Speed is how fast or slow something moves. 

Force 

DOWN 

ROUND 

AND 

ROUND 

IN ON UNDER NEXT TO BEHIND IN FRONT OF BETWEEN 

push 

on 

under next to behind in front of 

SLOW 

A force is needed to make something move. 

fall 

between 

ZIGZAG 



pull 

throw 

kick 



YEAR 

F 




Lesson 2 

How do these objects move? 

Does it roll? 

Does it slide? 

Does it 

bounce? 

Does it spin? 



Draw the 

object. 


F 



123

Lesson 3 



Teacher notes 


How does the size and shape of an object change how it rolls? 






C 


• Students observe how the size and shape of everyday 

objects affect how they roll from one place to another 

by placing objects on a ramp. 



• identifying and exploring how different-sized and shaped 

objects roll 

• participating in a class vote by answering given questions 

• using hefting to determine which object in a pair is heavier 

and which is lighter 



they move 


• Rolling means to move in a continuous motion with 

constant contact along a surface, turning over and over. 

• Objects that roll often have wheels or rounded surfaces, 

such as cars or balls. When enough force is applied, other 

objects such as a dice will roll, but will often lose contact 

with the surface for brief periods of time. 

• It is difficult for young children to accurately determine 

factors that affect rolling as, scientifically, it involves massdensity 

ratios of each object, the speed at which they are 

travelling, the distance they are travelling and the type of 

surface they are travelling on. 

• For the purpose of this unit, students should discover 

that heavy objects will roll faster and further down a 

ramp than similar-sized and shaped objects, and that 

big objects may roll faster or slower down a ramp than a 

small object, depending on the mass and shape of each 

object. 

• For instructions on how to construct a cereal box ramp, 

go to . 



student's observation and 

recording skills. 

• Use observation records 

to monitor the student's 

understanding of how the 

size and shape of an object 

affects how it rolls during the 

discussion in the Reflection 

section. 

Resources 

• Access to a playground 

slide or an online image of a 

playground slide 

• A small toy car for each 

group 

• A sandpit truck or other 

large toy truck for each 

group 

• A tennis ball for each group 

• A basketball for each group 

• A large roll of thick masking 

tape for each group 

• A small roll of thin sticky tape 

for each group 

• A cereal box ramp for each 

group. These will need to be 

made prior to the lesson to 

save time. These ramps will 

be re-used in Lesson 4 

• Digital copy of page 126 for 


whiteboard 


each student 

• Online video – Do large 

balls roll faster and further 

than small balls? at 





YEAR 

F 




Lesson 3 

Lesson plan 

Introduction: 

1. Take the class outside and, using a tennis ball, conduct a five-minute ramp introduction using 

the playground slide. Alternatively, display an online image of a playground slide. Determine 

students' prior knowledge of ramps by asking How do objects move down ramps? Do they 

slide? Do they spin? Do they roll? Do they bounce? Demonstrate an object rolling, bouncing and 

spinning down the slide using the tennis ball and demonstrate sliding by asking all students to 

slide down the slide. Note: This lesson will focus only on rolling. The other types of movement will 

be covered in Lessons 4–6. QP 

Development: 

2. Display a small toy car, a sandpit truck or other large toy truck, a tennis ball, a basketball, a large 

roll of thick masking tape and a small roll of thin sticky tape. How do these objects move? Why do 

you think these objects roll? Explain that objects often roll if they have wheels or rounded faces. 

QP PA 

3. Display a digital copy of page 126. Point to the two objects in the first row and ask Which object 

will roll faster? Conduct a class vote to tally students' predictions about which object they think 

will roll faster. Repeat the question for all pairs of objects. Conduct another vote to record 

students predictions about which object in each pair will roll further and record the tally at the 

bottom of page 126. QP 

4. Give each group a cardboard box ramp, a small toy car, a sandpit truck or other large toy truck, 

a tennis ball, a basketball, a large roll of thick masking tape and a small roll of thin sticky tape. 

Students experiment to find how the size and shape of each object affects how they roll by 

placing two objects at the top of their ramp and letting go at the same time. Students should be 

encouraged to try the same two objects multiple times to ensure their observations are correct. 

Using page 127, students individually record their observations by circling the object that is 

heavier, lighter, faster and travelled the furthest. PC PA 


• Less capable students may work as a group to complete page 127 or can work with an adult 

to test each pair of objects. 

• More capable students may be encouraged to complete page 127 then find additional 

objects and see how their size and shape affect how they roll. Students can record their 

objects on the back of page 127. 

5. Watch the video at , which shows how balls of different sizes 

and weights roll down a ramp. Discuss which object rolled the fastest and which object rolled 

the furthest. PA 

Reflection: 

6. Using a think-pair-share, ask students to discuss the question What things change how an object 

rolls? Students should be encouraged to think about the size, the weight and the surface that it 

is rolling on. Note: Students are only required to know that objects move differently. Moving on 

different surfaces is covered in the science curriculum for Year 4. PA C 




F 



125

Lesson 3 



How size and shape affect rolling – 1 

Which object will roll faster? 

Which object will roll further? 





YEAR 

F 




Lesson 3 

How size and shape affect rolling – 2 

Which object 

was heavier? 

Which object 

was lighter? 

Which object 

moved faster? 

Which object 

moved further? 



Test the 

two objects. 


F 



127

Lesson 4 



Teacher notes 


How does the size and shape of an object change 

how it slides? 






C 

Science as a Human Endeavour : 


objects affect how they slide from one place to 

another by placing objects on a ramp. 



• identifying and exploring how different-sized 

and shaped objects slide 

• participating in a class vote by answering given 

questions 

• using hefting to determine which object in a pair 

is heavier and which is lighter 

• using mathematical language to describe the size 

and weight of objects and the speed and distance 

at which they move 


• Sliding means to move in a continuous motion 

with constant contact between one surface of an 

object and another smooth surface. 

• Objects that slide often have flat surfaces, such as 

boxes or beanbags. Objects with smooth surfaces 

slide more easily than those with rough surfaces. 

• It is difficult for young children to accurately 

determine factors that affect sliding as, 

scientifically, it involves mass-density ratios of each 

object, the speed at which they are travelling, the 

distance they are travelling and the type of surface 

they are travelling on. 

• For the purpose of this unit, students should 

discover that heavy objects will slide faster and 

further down a ramp than similarly-sized and 

shaped objects, and that big objects may slide 

faster or slower down a ramp than a small object, 

depending on the weight and shape of each 

object. 

Assessment focus : 

• Use page 131 to assess the student's 

observation and recording skills. 

• Use observation records to monitor the 

student's understanding of how the 

size and shape of an object affects how 

it slides during the discussion in the 

Reflection section. 

Resources 

• Cardboard ramps (created in 

Lesson 3) for each group 

• A small rectangular wooden 

construction block for each group 

• A large rectangular wooden 

construction block for each group 

• An empty tissue box for each group 

• A full tissue box for each group 

• A small teddy bear for each group 

• A toy doll for each group 

• A plastic sandpit scoop for each 

group 

• A plastic sandpit sieve for each 

group 

• A beanbag for each group 

• A plastic sports cone for each 

group 

• Digital copy of page 130 for display 


• A copy of page 131 for each 

student 





YEAR 

F 




Lesson 4 

Lesson plan 

Introduction: 

1. Place a cardboard ramp used during Lesson 3 at the front of the class. Ask students If I placed two 

objects at the top of this ramp, which types of motion could they use to travel down the ramp? (They 

can roll, slide, spin or bounce.) What causes objects to roll at different speeds and for different 

distances? (Their size and shape.) PA C 

Development: 

2. Display a small rectangular wooden construction block, a large rectangular wooden construction 

block, an empty tissue box, a full tissue box, a small teddy bear, a toy doll, a plastic sandpit scoop, 

a plastic sandpit sieve, a beanbag and a plastic sports cone. How do these objects move? (They 

slide.) Why do you think these objects slide? Explain that objects often slide if they have a flat 

surface. QP PA 

3. Display a digital copy of page 130. Point to the two objects in the first row and ask Which object will 

slide faster? Conduct a class vote to tally students' predictions about which object they think will 

slide faster. Repeat the question for all pairs of objects. Conduct another vote to record students' 

predictions about which object in each pair will slide further and record the tally at the bottom of 

page 130. QP 

4. Divide the class into groups of five or six and give each group a ramp (created in Lesson 3), a 

small rectangular wooden construction block, a large rectangular wooden construction block, an 

empty tissue box, a full tissue box, a small teddy bear, a toy doll, a plastic sandpit scoop, a plastic 

sandpit sieve, a beanbag and a plastic sports cone. Students experiment to find how size and 

shape affect how objects slide by placing two objects at the top of their ramp and letting go at the 

same time. Students should be encouraged to try the same two objects multiple times to ensure 

their observations are correct. Using page 131, students individually record their observations by 

circling the object that is heavier, lighter, faster and travelled the furthest. PC PA 


• Less capable students may work as a group to complete page 131 or can work with an adult to 

test each pair of objects. 

• More capable students may be encouraged to complete page 131 then find additional objects 

and see how their size and shape affect how they slide. Students can record their objects on the 

back of page 131. 

Reflection: 

5. Using a think-pair-share, students discuss the question What things change how an object slides? 

Students should be encouraged to think about an object's size, weight and the surface that it 

is sliding on. Note: Students are only required to know that objects move differently. Moving on 

different surfaces is covered in the science curriculum for Year 4. PA C 




F 



129

Lesson 4 



How size and shape affect sliding – 1 

Which object will slide faster? 

Which object will slide further? 





YEAR 

F 




How size and shape affect sliding – 2 

Lesson 4 

Which object 

was heavier? 

Which object 

was lighter? 

Which object 

moved faster? 

Which object 

moved further? 



Test the 

two objects. 


F 



131

Lesson 5 



Teacher notes 


How does the size and shape of an object change 

how it bounces? 







• Students observe how the size and shape of different 

balls affect the way they bounce by dropping balls from a 

controlled height. 


• viewing digital texts, including online animations 

• identifying and exploring how different-sized and shaped 

balls bounce 

• participating in a class vote by answering yes or no to 

a given question 



they move 


• Bouncing means to move in a continuous motion, 

making contact with the ground for a short period of 

time before rebounding into the air. 

• Objects that bounce are often made of plastic or rubber 

containing air inside, such as balls. Other objects made 

from different materials may also bounce but may not 

contain the energy to continue bouncing. 


factors that affect bouncing as, scientifically, it involves 

mass-density ratios of each object, the speed at which 

they are travelling, the distance they are travelling, the 

type of surface they are bouncing on and the amount of 

gravity and air resistance acting on the object. 


that two objects of different weights will fall at the same 

rate from a given position, regardless of their mass, 

but will bounce to a different height. Students should 

also discover that different-shaped balls will bounce in 

different directions. 


• Use observation records to 

monitor the student's planning 

and conducting skills during the 

experiments and to monitor the 


the size and shape of an object 

affect how it slides during the 

discussion in the Reflection section. 

Resources 

• Online animation—Bouncing 

ball at 

• Basketball court access 

• A basketball for each group 

• A tennis ball for each group 

• A golf ball for each group 

• A small foam or PVC ball for 

each group 

• An AFL football for each group 

• A beach ball for each group 





YEAR 

F 




Lesson 5 

Lesson plan 

Introduction: 

1. Watch the short animation that demonstrates bouncing at . Ask 

students What type of motion are they using? (How are they moving?) Did they start and finish 

bouncing in the same position (place)? What speed did they bounce? (Did they bounce fast or 

slow?) Can objects really start bouncing without any help from humans? What happened to the sack 

at the end of the animation? What do we need to be careful of when we are bouncing objects high 

into the air? QP PA 

Development: 

2. Take students to a basketball court and divide the class into groups of six. Conduct a five-minute 

movement relay by placing three students from each group at one end of the basketball court 

at the remaining three students at the halfway line. Give each player in a team a different ball, 

including a basketball, a tennis ball, a golf ball, a small foam or PVC ball, an AFL football and a 

beach ball. Students take turns bouncing their ball to the other side before tagging the next player. 

When all players have had one turn they should sit down to show they are finished. Repeat the 

activity a few times with students switching the ball they use with another player each time. PC 

3. Discuss which balls were easier to bounce and which were harder to bounce. Why do you think the 

balls that were easier to bounce were so? Why do you think the balls that were harder to bounce 

were so? Discuss that the size, shape and weight of an object and the material it is made of affect 

how it bounces. PA 

4. Conduct a show-of-hands vote to identify students' understanding of how size and shape affect 

how high a ball bounces. Will a heavy ball like a basketball bounce higher or lower than a light ball 

like a tennis ball? Will a round ball like a basketball bounce higher or lower than an oval – shaped 

ball like an AFL football? Will two balls the same size and shape bounce to the same height? QP 

5. In their groups, students experiment to find how the size and shape of a ball affect the height it 

bounces to by having two students drop a ball from the same height. The other group members 

should be encouraged to make sure the balls start at the same height, that both students drop 

their ball at the same time without any extra force being applied, and should judge which 

ball bounces higher. Students should also be encouraged to test each combination of balls 

multiple times to ensure their observations are correct. Repeat the activity testing different ball 

combinations. Note: Remind students that balls should not be bounced above head height to avoid 

injuries as shown by the animation. PC 


• Less capable students may be grouped together and may work with an adult to test each pair 

of objects and discuss the results. Students may also have a starting height marked out for them 

using tape along a wall or pole. 

• More capable students may be grouped together and encouraged to test three objects at the 

same time to compare the heights of each test. 



Reflection: 

6. Using a think-pair-share, students discuss the question What things change how an object 

bounces? Students should be encouraged to think about the size and the weight of an object and 

the material it is made from. Note: Students are only required to observe that objects made from 

different materials bounce differently. The properties of particular materials and how this impacts 

an object's behaviour is covered in the science curriculum for Year 4. PA C 


F 



133

Lesson 6 



Teacher notes 


How does the size and weight of an object change 

how it spins? 








objects affect how they spin. 


• viewing online images 

• identifying and exploring how cardboard tubes of 

different sizes and weights spin 

• participating in a class vote by answering given questions 

• recording a digital video of each experiment 

• comparing the mass of different objects using hefting 


weight of objects and the speed and length of time at 

which they spin 


• Spinning means to move in a continuous circular 

turning motion with constant contact between the 

object and a smooth surface, either on a spot or along 

a path. 

• Some objects spin when they are propelled in a 

circular motion on a hard, smooth surface, such as 

spinning tops. These objects usually have a central 

point which makes contact with the hard surface. 

• Some objects spin using ball bearings that allow the 

object to move, such as fidget spinners. 


factors that affect spinning as, scientifically, it involves 

mass-density ratios of each object, the speed at 

which they are propelled, the type of surface they are 

spinning on and the amount of gravity acting on the 

object. 


that similar-shaped objects of different weights and 

sizes spin differently. 


• Use the videos created by each 

group to assess students' planning 

and conducting skills. 

• Use observation records to monitor 

the student's understanding of how 

the size and shape of an object 

affects how it slides during the 

discussion in the Reflection section. 

Resources 

• Online image search—Toys 

that spin 

• Two long cardboard tubes 


• Two short cardboard tubes 


• A large ball of playdough 


• A digital camera or iPad® 






YEAR 

F 




Lesson 6 

Lesson plan 

Introduction: 

1. Conduct an image search of toys that spin. Ask students to predict how they think these toys 

move. Discuss that all these toys spin around in circles, either in one spot or along a path. Do 

you think these toys can spin without any help from humans? How do we make these objects 

spin? (We can flick them, we can push them and we can spin them using our hands and fingers.) 

QP PA 

Development: 

2. As a class, explain that each group will make their own spinners that are different sizes and 

have different weights, using cardboard tubes and playdough. You will have to place different 

amounts of playdough into the cardboard tubes, making sure that it won't fall out. 

3. Conduct a show-of-hands vote to identify students' understanding of how size and shape might 

affect how an object spins. Will a cardboard tube full of playdough spin faster or slower than an 

empty carboard tube? Will a long cardboard tube full of playdough spin faster or slower than a 

short cardboard tube full of playdough? Will a short cardboard tube full of playdough spin for a 

longer or shorter time than an empty short cardboard tube? QP 

4. Give each group two long cardboard tubes, two short cardboard tubes and a large ball 

of playdough. Note: The cardboard tubes should be the same thickness of cardboard. In their 

groups, students experiment to find how the size and weight of a cardboard tube affect how 

fast and slow the tube spins and how long it spins for by flicking one side of the cardboard tube 

to put it into motion. Students should be encouraged to either fill the whole tube or leave the 

whole tube empty to monitor results easily. The other group members should be encouraged 

to make sure that the two cardboard tubes being tested are flicked by the same person with 

roughly the same amount of force. One group member will need to film each spin test and 

explain the results using an iPad® or digital camera. Students repeat the activity, testing different 

cardboard tube combinations. PC PA 


• Less capable students may work as a group with an adult helper asking prompting questions 

(such as those students predicted answers for) to guide the investigation. 

• More capable students may be encouraged to test different weights in the large and the 

small cardboard tubes, such as half-filled tubes, quarter-filled tubes and so on. 

5. Clear away the cardboard tubes and the playdough, leaving just the iPad ® or digital camera 

used to record the videos on each group's desk. Rotate each group of students so they are 

sitting in front of another group's videos. Students watch the other group's videos (on mute) 

and describe the results of the viewed experiments. If time allows, rotate the students once 

more to view a third group's videos. PA 

Reflection: 

6. Using a think-pair-share, students discuss the question What things change how an object spins? 

Students should be encouraged to think about the size and the weight of objects. PA C 




F 



135

Assessment 



Teacher notes 


The way objects move depends on a variety of factors, including their size and shape (ACSSU005) 

Indicators 

• Identifies three objects that roll, including toys with wheels or round surfaces. 

• Identifies three objects that slide, including objects with flat surfaces. 

• Identifies three objects that bounce, including balls and spring-loaded toys (optional). 

• Identifies three objects that spin, including spinners and cogs. 


• Easier option—Page 137 requires students to draw a picture of three toys that roll, slide, bounce 

and spin. Students may be encouraged to find common classroom objects and test how they move 

to assist them. 

• Harder option—Page 138 requires students to write the names of three toys that move in each way— 

rolling, sliding, bouncing and spinning. Students then draw a picture of a toy that performs each 

movement. Students may be encouraged to find common classroom objects and test how they 

move to assist them. 

Answers 


1. Teacher check—Toys that roll 


• Types of balls—marbles, tennis balls, basketballs, beach balls 

• Toy vehicles—cars, trucks, 

• Bicycles, scooters, skateboards or roller skates 

2. Teacher check—Toys that slide 


• Blocks—wooden construction blocks, foam blocks, Duplo® blocks 

• Role-play toys—plastic cooking sets, plastic furniture and dolls 

• Figurines—plastic or wooden animals or humans 

• Puzzles—wooden or cardboard traditional puzzle pieces or sliding puzzles 

3. Teacher check—Toys that bounce 


• Rubber balls—tennis balls, basketballs, netballs and bouncy balls 

• Plastic balls—beach balls, golf balls and table tennis balls 

• Spring-loaded toys—animal or monster pop-up toys 



4. Teacher check—Toys that spin 


• Spinning tops—metal, wooden, plastic or self-created spinners 

• Fidget spinners—metal, wooden, plastic or self-created fidget spinners 

• Gear construction toys that use cogs 

• Merry-go-rounds 



YEAR 

F 




Assessment 

Draw a picture of three different toys that move in each way. 

Have a go at writing the name of each toy. 

1. Toys that roll 

3. Toys that bounce 

Toys that move 

2. Toys that slide 

4. Toys that spin 




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Assessment 



How do toys move? 

Write 3 toys that roll. 

1. ______________________________ 

2. ______________________________ 

3. ______________________________ 

Write 3 toys that slide. 

1. ______________________________ 

2. ______________________________ 

3. ______________________________ 

Write 3 toys that bounce. 

1. ______________________________ 

2. ______________________________ 

3. ______________________________ 



Write 3 toys that spin. 

1. ______________________________ 

2. ______________________________ 

3. ______________________________ 



YEAR 

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Roll down the racetrack: 

Students work in pairs to design and create a racetrack for a toy sports car and a toy fire engine 

to roll down at the same time. Students then create a video describing the shape, size and weight 

of each vehicle and showing which vehicle moved faster/slower and which travelled further along 

the racetrack. 



• Apply knowledge of how objects roll to create a downhill racetrack that two vehicles 

can roll down. 


• Apply the design process to plan, create and evaluate a racetrack which allows two 

vehicles of different shapes, sizes and weights to roll down. 


• Create a digital video of the completed racetrack, describing the size, shape and weight 

of each vehicle and showing which vehicle rolled faster/slower and which travelled further 

along the racetrack. 

Mathematics 

• Use indirect measurement to ensure the ramp is ten Unifix® cubes high and long enough 

for both cars to finish rolling. 

• Use mathematical language to describe which vehicle was heavier/lighter, which travelled 

faster/slower and which travelled further. 


• As a class, design and create a product that will help to move a heavy box from the ground 

to the top of the play equipment so that no-one gets hurt. Watch the video at to engage students in the task. Students plan and create their design and test it 

using a heavy box and playground equipment. Students should record a video of their group 

testing their product and recording its effectiveness. 



• In pairs, design and create a marble maze using cardboard tubes that will allow a marble to roll 

from start to finish without stopping. The marble maze must be as tall as a 1-meter ruler and 

must change direction at least five times. The supporting legs for the maze must be attached to 

thick cardboard to allow it to be moved around. The rest of the maze should be freestanding. 

To see an example, go to . 


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• The way objects move depends on a variety of factors, including their size and shape (ACSSU005) 










Communicating 




• Explore how technologies use forces to create movement in products (ACTDEK002) 











• Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday 



language (ACMMG006) 



YEAR 

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Physical Earth and sciences space sciences 

HOW DAILY THINGS AND SEASONAL MOVE CHANGE 


Teacher notes 


Create a racetrack for a toy sports car and a toy fire engine to roll down at the same time. Create 

a video describing the shape, size and weight of each vehicle and showing which vehicle moved 

faster/slower and which travelled further. 



• Read the problem on page 142 

to students. 

• Watch the online video at showing how to create a 

cardboard racetrack. 

• As a class, discuss students' prior 

knowledge of how objects move and 

how the size, shape and weight of objects 

affect how they roll. 





information about toy racetracks and 

toy vehicles. 

— Find online images of homemade 

cardboard racetracks and racetracks 

that can be purchased in toy stores. 



ensuring that only factual information 

is transferred. 

— Conduct experiments with different 

types of ramps to see which ramp 

allows the most force to push the 

objects into motion. 


• Students plan their racetrack and create a 

diagram of it, labelling the materials that 

will be used to create each part. 





4. Create 

• Students choose which materials they will 

use to make each part of the racetrack. 

• Students create their racetrack according 



• Students evaluate their racetrack to 

ensure that all the criteria on page 142 

is included. 

• Students make any adjustments 

necessary to their designed product. 


• Students create a video of their racetrack 

using an iPad® application or a digital 

camera, describing the size, shape and 

weight of each vehicle and showing 

which vehicle moved faster/slower and 

which travelled further. 

• Display the racetracks and the videos 

around the classroom and conduct a 

gallery walk for students to view other 

groups' designs and videos. 


of how well they participated and 

cooperated within the group. 




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The problem 

Project brief 

Adam and Sari love playing with toy cars. Adam 

always chooses a small sports car because he likes 

to pretend he is a race car driver and thinks 

they move the fastest. Sari likes to choose fire 

engines because she likes to pretend she is a 

firefighter, moving fast to put out fires. 

How can Adam and Sari test which toy car can 

roll faster and further? 

The task 

1. Design and create a racetrack that Adam and Sari can use to test which 

vehicle is the fastest and which vehicle travels the furthest. 

2. Create a video showing the two vehicles racing down 

the track and their finishing positions. 



• It must have a ramp at 

the start that is 10 Unifix® 

cubes high. 

• It must be long enough for both 

cars to roll all the way to their finish position. 

• It must be made from recycled 

cardboard and paper. 

• The video must include a description of each vehicle, 

including its size, weight and shape. It must also show 

which vehicle moved faster/slower and which travelled further. 

WATER 

10 Unifix® 

cubes high 



WATER 




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Project steps 



Learn about the size, shape and weight of each vehicle. 

Look at the two vehicles and compare their size. 

Look at the two vehicles and compare their shape. 

Heft the two vehicles to compare their weight. 

Learn about different types of racetracks and ramps. 

Look at toy racetracks that can be bought in a shop. 

Look at toy racetracks that other people have made at home. 

Find out about different types of ramps you can build. 


Plan your racetrack. 

Draw your racetrack. Decide which type of ramp you will make— 

straight or curved. 

Create 

Label the parts of your racetrack including the ramp, the straight track, 

the barriers and the start line. 


Create your racetrack. 

Decide which materials you will use to make each part. 

Make the racetrack. 



Decide which materials you will use to make each part. 




Communicate 

Use an iPad ® to record a video 

Describe each vehicle and the results of the racetrack test. 


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Student name: 

Date: 

STEM project: Roll down the racetrack 

I listened to others. 

I gave ideas. 






I liked ... 



. 




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CRITERIA 


Project task: 

Create a racetrack for a toy sports car and a toy fire engine to roll down at the same time. 

Create a video describing the shape, size and weight of each vehicle and showing which 

vehicle moved faster/slower and which travelled further. 


Creates a racetrack that a toy sports car and a toy fire engine can roll down. 


Creates a labelled diagram of their racetrack, including the materials they will use to 

make each part. 

Plans, conducts and evaluates an investigation to find out which type of ramp gives the 

most push to start the race. 

Communicates science understanding correctly, clearly and concisely using a digital 

video. 


Plans and designs a racetrack that allows two vehicles to race side-by-side, using a ramp 

to put each vehicle in motion. 

Prepares and uses materials safely when creating a racetrack using cardboard and paper. 

Creates a racetrack that includes a ramp and a straight stretch of track to record where the 

car started and finished. 

Evaluates designed racetrack to ensure it meets the criteria and makes any necessary 

changes. 

Plans and creates a digital video, using an iPad® or digital camera, to explain how fast and 

how far each vehicle rolled. 

Mathematics 

Uses informal measurement to identify the size and weight of each vehicle and to 

measure the height and length of the racetrack. 

Group skills 










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