Strand/ Substrand |
Content Descriptor |
Elaboration in this Unit |
Science
Science Understanding
Biological sciences |
In Lesson 1, students share their existing knowledge about life cycles of a tomato plant. In Lesson 2, students learn about the life cycles of plants and the role of bees as pollinators. In Lesson 4, students demonstrate their understanding of life cycles through a sequencing activity. |
Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073)
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In Lesson 2, students learn about the role of bees in pollinating plants and the reasons that bees collect pollen and nectar.
In Lesson 3, students participate in a guided investigation to learn about the role of ants in seed dispersal. |
Science as a Human Endeavour
Use and influence of science |
In Lesson 6, students explain how a fictitious tomato grower can apply knowledge of life cycles and mutualism to solve a problem In the Elaborate and Evaluate sections, students apply their scientific understanding to solve a real world problem and raise awareness of the impact of people's actions on our environment. |
Science Inquiry Skills
Questioning and predicting |
With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS064) |
In Lesson 2, students participate in guided investigations to answer questions about pollination through a pollination simulation and observation of pollinator visits to different flowers. In Lesson 3, students participate in a guided investigation to answer questions about seed dispersal. |
Planning and conducting
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Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS066)
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In Lesson 2 and 3, students consider safety and ethical factors associated with observation of insects. They collect data from their observations.
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Communicating
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Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071)
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In Lessons 2 and 3, students present their data and communicate their ideas from the investigations.
In Lesson 4, students use diagrams and a written report to give advice to the fictitious tomato grower. In the Evaluate section, students compose a simple persuasive text that demonstrates their knowledge of the importance of bees in our ecosystem. |
Geography
Geographical Knowledge
& Understanding |
The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)
The importance of environments to animals and people, and different views on how they can be protected (ACHGK022) |
During the Elaborate Phase, students develop an understanding of the interconnection between people and plants and the significance of vegetation to people
Students consider different solutions that have been proposed to counteract Colony Collapse Disorder. They consider why some of these solutions might be preferred by different stakeholders. They suggest different actions that could be taken by the class to address the protection and promotion of bees As part of the Evaluate phase, they express a point of view about an environmental solution in a written persuasive text (e.g. letter to the principal about a vertical garden) |
Geographical Inquiry and Skills
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Collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS027)
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In the Explore phase, students are guided in the process of collecting information about the number of bees of observed in a place.
In the Elaborate phase, students apply what they learnt about gathering simple data to answer questions about the suitability of the school grounds for attracting and sustaining bees (eg number and location of garden beds. Students produce a simple map of the school to show possible locations for garden beds, flowering plants, vertical gardens, or bee hives. |
Design & Technology
Design and Technologies Knowledge and Understanding
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Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)
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In the Elaborate and Evaluate sections, students consider the roles of different people, including landscapers, gardeners and biologists in designing solutions to meet needs
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Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
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When designing a solution to promote and protect bees, students consider the suitability of materials for their designed solution.
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Design and Technologies Processes and Production Skills
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Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014)
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When designing a solution to promote and protect bees, students test a variety of materials to determine their suitability for use in the proposed solution.
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Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)
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In the Evaluate stage, students reflect on the success of their designed solution and their ability to promote and protect bees in our environment.
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