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Plants in action
Year 4
Biological sciences
PrimaryConnections project
Project Director Ms Shelley Peers (Australian Academy of Science)
Steering Committee Professor Jenny Graves, AO FAA (Australian Academy of Science) [Chair]
Mr Scott Lambert (Department of Education, Employment and Workplace Relations)
Ms Nikki Knieriem (Department of Education, Employment and Workplace Relations)
Ms Shelley Peers (Australian Academy of Science)
Reference Group Professor Jenny Graves, AO FAA (Australian Academy of Science) [Chair]
Ms Shelley Peers (Australian Academy of Science)
ACT Department of Education and Training
Australian Council of Deans of Education
Australian Curriculum Assessment and Reporting Authority (ACARA)
Australian Government Department of Education, Employment and Workplace Relations
Australian Literacy Educators’ Association
Australian Primary Principals Association
Australian Science Teachers Association
QLD Department of Education, Training and the Arts
Independent Schools Council of Australia
Indigenous Education Consultative Body
National Catholic Education Commission
NSW Department of Education and Communities
NT Department of Education and Training
e:lit – Primary English Teaching Association
SA Department for Education and Child Development
TAS Department of Education
VIC Department of Education and Early Childhood Development
WA Department of Education
Acknowledgments
PrimaryConnections is supported by the Australian Government.
Thanks to the trial teachers and students of the trial schools Australia-wide and Fellows of the Australian Academy of Science
who contributed to this unit.
Disclaimers
The views expressed herein do not necessarily represent the views of the Australian Government Department of Education,
Employment and Workplace Relations.
These materials are intended for education and training only. Every effort is made to ensure the accuracy of the information
presented in these materials. We do not assume any liability for the accuracy or completeness of the information contained
within. The Australian Academy of Science accepts no liability or responsibility for any loss or damage whatsoever suffered
as a result of direct or indirect use or application of any of these training materials.
© Australian Academy of Science. First published December 2005. Reprinted June 2006, May 2007, October 2007, April 2008,
April 2009, January 2010, May 2010. Revised and aligned to the Australian Curriculum: Science September 2012.
Reproduction and communication for educational purposes
The Australian Copyright Act 1968 allows a maximum of one chapter or 10% of the pages of this work, whichever is the greater,
to be reproduced and/or communicated by any educational institution for its educational purposes. Requests and enquiries for
further authorisation should be addressed to the Australian Academy of Science. You may also view the Australian Academy of
Science Education Use Licence at www.science.org.au
Cover images: Stock.xchng. www.sxc.hu
ISBN 978 0 85847 309 6
Published by the Australian Academy of Science.
GPO Box 783
Canberra ACT 2601
Telephone: (02) 9386 4544
Fax: (02) 9387 7755
Email: pc@science.org.au
www.science.org.au/primaryconnections
ii
Contents
The PrimaryConnections program v
Unit at a glance 1
Alignment with the Australian Curriculum: Science 2
Alignment with the Australian Curriculum: English and Mathematics 7
Teacher background information 8
Introduction to plants 8
Lesson 1 What goes where? 9
Lesson 2 What’s inside a seed? 22
Lesson 3 Bean seed germination 29
Lesson 4 Flowers and pollination 36
Lesson 5 Flowers, fruits and seeds 44
Lesson 6 Patterns in plants 49
Lesson 7 Investigating conditions for plant growth 54
Lesson 8 Plant life cycle 60
Appendix 1 How to organise collaborative learning teams (Year 3–Year 6) 66
Appendix 2 How to use a science journal 70
Appendix 3 How to use a word wall 72
Appendix 4 How to use a TWLH chart 74
Appendix 5 How to write questions for investigation 75
Appendix 6 How to conduct a fair test 77
Appendix 7 Plants in action equipment list 78
Appendix 8 Plants in action unit overview 81
iii
PrimaryConnections
Foreword
The Australian Academy of Science is proud of its long tradition of supporting and informing
science education in Australia. ‘PrimaryConnections: linking science with literacy’ is its
flagship primary school science program, and it is making a real difference to the teaching
and learning of science in Australian schools.
The PrimaryConnections approach has been embraced by schools since its inception in
2004, and there is substantial evidence of its effectiveness in helping teachers transform
their practice. It builds teacher confidence and competence in this important area, and
helps teachers use their professional skills to incorporate elements of the approach into
other areas of the curriculum. Beginning and pre-service teachers find the approach doable
and sustainable. PrimaryConnections students enjoy science more than in comparison
classes, and Indigenous students, in particular, show significant increases in learning using
the approach.
The project has several components: professional learning, curriculum resources, research
and evaluation, and Indigenous perspectives. With the development of an Australian
curriculum in the sciences by ACARA in December 2010, it is an exciting time for schools to
engage with science, and to raise the profile of primary science education.
Students are naturally curious. PrimaryConnections provides an inquiry-based approach
that helps students develop deep learning, and guides them to find scientific ways to answer
their questions. The lessons include key science background information, and further science
information is included on the PrimaryConnections website
(www.science.org.au/primaryconnections).
Science education provides a foundation for a scientifically literate society, which is so
important for engagement in key community debates, such as climate change, carbon
emissions and immunisation, as well as for personal decisions about health and
well-being. The inquiry approach in PrimaryConnections prepares students well to
participate in evidence-based discussions of these and other issues.
PrimaryConnections has been developed with the financial support of the
Australian Government and has been endorsed by education authorities across the
country. The Steering Committee, comprised of Department of Education, Employment
and Workplace Relations and Academy representatives, and the Reference Group, which
includes representatives from all stakeholder bodies including states and territories,
have provided invaluable guidance and support. Before publication, the science teacher
background information on science is reviewed by a Fellow of the Academy of Science.
All these inputs have ensured an award-winning, quality program.
The Fellows of the Academy are committed to ongoing support for teachers of science at all
levels. I commend PrimaryConnections to you and wish you well in your teaching.
Professor Suzanne Cory, AC PresAA FRS

President (2010–2013)
Australian Academy of Science
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Plants in action
The PrimaryConnections program

PrimaryConnections is an innovative program that links the teaching of science and literacy
in the primary years of schooling. It is an exciting and rewarding approach for teachers and
students, with a professional learning program and supporting curriculum resources. Further
information about professional learning and other curriculum support can be found on the
PrimaryConnections website (www.science.org.au/primaryconnections).
The PrimaryConnections teaching and learning model

This unit is one of a series designed to exemplify the PrimaryConnections teaching and
learning approach which embeds inquiry-based learning into a modified 5Es instructional
model (Bybee, 1997), with the five phases: Engage, Explore, Explain, Elaborate and Evaluate.
The relationship between the 5Es phases, investigations, literacy products and assessment
is illustrated below:
PrimaryConnections 5Es teaching and learning model
Phase Focus Assessment focus
ENGAGE Engage students and elicit prior knowledge Diagnostic assessment
EXPLORE Provide hands-on experience of the phenomenon Formative assessment
EXPLAIN Develop scientific explanations for observations and Formative assessment

represent developing conceptual understanding
Consider current scientific explanations
ELABORATE Extend understanding to a new context or make Summative assessment

connections to additional concepts through a of the Science Inquiry Skills
student-planned investigation
EVALUATE Students re-represent their understanding and Summative assessment

reflect on their learning journey, and teachers collect of the Science Understanding
evidence about the achievement of outcomes
More information on PrimaryConnections 5Es teaching and learning model can be found at:
www.science.org.au/primaryconnections
Developing students’ scientific literacy

The learning outcomes in PrimaryConnections contribute to developing students’ scientific
literacy. Scientific literacy is considered the main purpose of school science education and
has been described as an individual’s:
• scientific knowledge and use of that knowledge to identify questions, acquire new
knowledge, explain scientific phenomena and draw evidence-based conclusions about
science-related issues
• understanding of the characteristic features of science as a form of human knowledge
and enquiry
• awareness of how science and technology shape our material, intellectual and
cultural environments
• willingness to engage in science-related issues, and with the ideas of science, as
a reflective citizen. (Programme for International Student Assessment & Organisation for
Economic Co-operation and Development [PISA & OECD], 2009).
v
PrimaryConnections
Linking science with literacy

PrimaryConnections has an explicit focus on developing students’ knowledge, skills,
understanding and capacities in science and literacy. Units employ a range of strategies to
encourage students to think about and to represent science.
PrimaryConnections develops the literacies of science that students need to learn and to
represent their understanding of science concepts, processes and skills. Representations
in PrimaryConnections are multi-modal and include text, tables, graphs, models,
drawings and embodied forms, such as gesture and role-play. Students use their everyday
literacies to learn the new literacies of science. Science provides authentic contexts and
meaningful purposes for literacy learning, and also provides opportunities to develop a
wider range of literacies. Teaching science with literacy improves learning outcomes in
both areas.
Assessment
Assessment against the year level Achievement standards of the Australian Curriculum:
Science (ACARA, 2012) is ongoing and embedded in PrimaryConnections units.
Assessment is linked to the development of literacy practices and products. Relevant
understandings and skills for each lesson are highlighted at the beginning of each lesson.
Different types of assessment are emphasised in different phases:
Diagnostic assessment occurs in the Engage phase. This assessment is to elicit
students’ prior knowledge so that the teacher can take account of this when planning how
the Explore and Explain lessons will be implemented.
Formative assessment occurs in the Explore and Explain phases. This enables the
teacher to monitor students’ developing understanding and provide feedback that can
extend and deepen students’ learning.
Summative assessment of the students’ achievement developed throughout the unit
occurs in the Elaborate phase of the Science Inquiry Skills and in the Evaluate phase for
the Science Understanding.
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Plants in action
Alignment with the Australian Curriculum: Science

The Australian Curriculum: Science has three interrelated strands—Science Understanding,
Science as a Human Endeavour and Science Inquiry Skills—that together ‘provide students
with understanding, knowledge and skills through which they can develop a scientific view of
the world’ (ACARA, 2012).
The content of these strands is described by the Australian Curriculum as:
Science Understanding
Biological sciences Understanding living things
Chemical sciences Understanding the composition and behaviour of substances
Earth and space sciences Understanding Earth’s dynamic structure and its place in the cosmos
Physical sciences Understanding the nature of forces and motion, and matter and energy
Science as a Human Endeavour
Nature and development An appreciation of the unique nature of science and

of science scientific knowledge
Use and influence of How science knowledge and applications affect people’s lives and
science how science is influenced by society and can be used to inform
decisions and actions
Science Inquiry Skills
Questioning and Identifying and constructing questions, proposing hypotheses and

predicting suggesting possible outcomes
Planning and conducting Making decisions regarding how to investigate or solve a problem
and carrying out an investigation, including the collection of data
Processing and analysing Representing data in meaningful and useful ways, identifying
data and information trends, patterns and relationships in data, and using evidence to
justify conclusions
Evaluating Considering the quality of available evidence and the merit or

significance of a claim, proposition or conclusion with reference to
that evidence
Communicating Conveying information or ideas to others through appropriate

representations, text types and modes
© Australian Curriculum, Assessment and Reporting Authority 2012.
There will be a minimum of four PrimaryConnections units for each year of primary school
from Foundation to Year 6—at least one for each Science Understanding sub-strand of
the Australian Curriculum. Each unit contains detailed information about its alignment with
all aspects of the Australian Curriculum: Science and its links to the Australian Curriculum:
English and Mathematics.
vii
PrimaryConnections
Safety
Learning to use materials and equipment safely is central to working scientifically. It is
important, however, for teachers to review each lesson before teaching to identify and
manage safety issues specific to a group of students. A safety icon is included in
lessons where there is a need to pay particular attention to potential safety hazards.
The following guidelines will help minimise risks:
• Be aware of the school’s policy on safety in the classroom and for excursions.
• Check students’ health records for allergies or other health issues.
• Be aware of potential dangers by trying out activities before students do them.
• Caution students about potential dangers before they begin an activity.
• Clean up spills immediately as slippery floors are dangerous.
• Instruct students never to taste, smell or eat anything unless they are given permission.
• Discuss and display a list of safe practices for science activities.
References
Australian Curriculum Assessment and Reporting Authority (ACARA). (2010). Australian Curriculum: Science.
www.australiancurriculum.edu.au
Bybee, R.W. (1997). Achieving scientific literacy: from purposes to practical action. Portsmouth, NH: Heinemann.
Programme for International Student Assessment & Organisation for Economic Co-operation and Development.
(2009). PISA 2009 assessment framework: key competencies in reading, mathematics and science.
Paris: OECD Publishing.
viii
Plants in action
Unit at a glance Plants in action

Phase Lesson At a glance
ENGAGE Lesson 1 To capture students’ interest and find out

What goes where? what they think they know about how living
things, such as plants, have life cycles
Session 1
Plant life stages To elicit students’ questions about plant
jumble parts, plant growth and the life cycle of
flowering plants
Session 2
Garden Buddies
(optional)
EXPLORE Lesson 2 To provide students with hands-on, shared

What’s inside a experiences of the outside and inside
seed? appearance of a seed when dry and
when soaked
Lesson 3 To provide students with hands-on, shared

Bean seed experiences of the changes that occur in a
germination germinating seed

Flowers and experiences of the internal parts of a flower
pollination and their role in pollination

Flowers, fruits and experiences of the seeds inside fruits and
seeds read about the way fruits develop
EXPLAIN Lesson 6 To support students to represent

Patterns in plants and explain their understanding and
observations of seed germination and the
growth of seedlings
To introduce current scientific views about
the life cycles of plants
ELABORATE Lesson 7 To support students to plan and conduct

Investigating an investigation of the conditions that affect
conditions for plant plant growth
growth
EVALUATE Lesson 8 To provide opportunities for students to

Plant life cycle represent what they know about how living
things, such as plants, have life cycles, and
to reflect on their learning during the unit
A unit overview can be found in Appendix 8, page 81.

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PrimaryConnections
Alignment with the Australian Curriculum: Science

This Plants in action unit embeds all three strands of the Australian Curriculum: Science.
The table below lists sub-strands and their content for year 4 Year. This unit is designed
to be taught in conjunction with other year 4 units to cover the full range of the Australian
Curriculum: Science content for year 4.
For ease of assessment the table below outlines the sub-strands and their aligned lessons.
Strand Sub-strand Code Year 4 content descriptions Lessons
Science Biological ACSSU072 Living things have life cycles 1–8

Understanding sciences
(SU)
Science as Nature and ACSHE061 Science involves making 2–8

a Human development of predictions and describing patterns
Endeavour science and relationships
(SHE)
Use and ACSHE062 Science knowledge helps people 2, 7
influence of to understand the effect of their
science actions
Science Questioning and ACSIS064 With guidance, identify questions 6, 7

Inquiry Skills predicting in familiar contexts that can be
(SIS) investigated scientifically and
predict what might happen based
on prior knowledge
Planning and ACSIS065 Suggest ways to plan and conduct 7

conducting investigations to find answers
to questions
ACSIS066 Safely use appropriate materials, 2, 3, 4,

tools or equipment to make 6, 7
and record observations, using
formal measurements and digital
technologies as appropriate
Processing and ACSIS068 Use a range of methods including 2–8

analysing data tables and simple column graphs
and information to represent data and to identify
patterns and trends
ACSIS216 Compare results with predictions, 6, 7

suggesting possible reasons
for findings
Evaluating ACSIS069 Reflect on the investigation; 7

including whether a test was fair
or not
Communicating ACSIS071 Represent and communicate 1–8

ideas and findings in a variety of
ways such as diagrams, physical
representations and simple reports
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Plants in action
Interrelationship of the science strands

The interrelationship between the three strands—Science Understanding, Science as a
Human Endeavour and Science Inquiry Skills—and their sub-strands is shown below.
Sub-strands covered in this unit are in bold.
Year 4
Science Understanding Science as a Human Endeavour Science Inquiry Skills
• Biological sciences • Nature and development • Questioning and predicting

• Chemical sciences of science • Planning and conducting
• Earth and space sciences • Use and influence • Processing and analysing
• Physical sciences of science data and information
• Evaluating
• Communicating
Relationship to overarching ideas

In the Australian Curriculum: Science, six overarching ideas support the coherence
and˛developmental sequence of science knowledge within and across year levels.
In Plants in action these overarching ideas are represented by:
Overarching idea Incorporation in Plants in action
Patterns, order and Students observe and describe the life cycle of flowering plants. They discuss
organisation and identify patterns and relationships within their observations of plant parts,
plant stages and processes and factors affecting growth
Form and function Students observe and investigate the parts of flowering plants and examine
their function in the processes of growth, development and reproduction in
the plant
Stability and change Students develop a greater awareness that plants have basic needs such as
light, and water and that changes in these factors will affect growth
Scale and Students measure plant growth and record the growth on a graph. They
measurement compare the measurements of the growth of plants under different conditions
Matter and energy Students describe how light has an essential role in plant growth
Systems Students study the parts of plants, the stages in the life cycle and the
process that occur with growth. They explore how plant growth and
development involves interactions between systems and components
of systems
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PrimaryConnections
Curriculum focus
The Australian Curriculum: Science is described by year level, but provides advice
across four year groupings on the nature of learners. Each year grouping has a relevant
curriculum focus.
Curriculum focus Years 3–6 Incorporation in Plants in action
Recognising questions that can Students explore the life cycle of flowering plants.
be investigated scientifically and They observe similarities among plants and investigate
investigating them. relationships between the stages (seed, seedling, adult
plant, flower and fruit) and the processes of germination
and pollination. Students identify and investigate
conditions necessary for plant growth and, with support,
write questions for investigation and plan and conduct an
investigation that incorporates the notion of fair testing.
They observe and measure to collect data to answer
their questions.
Achievement standards
The achievement standards of the Australian Curriculum: Science indicate the quality
of learning that students typically demonstrate by a particular point in their schooling,
for example, at the end of a year level. These standards will be reviewed regularly by
ACARA and are available from the ACARA website.
By the end of this unit, teachers will be able to make evidence-based judgements on
whether the students are achieving below, at or above the Australian Curriculum: Science
Year 4 achievement standard. Rubrics to help teachers make these judgements will be
available on the website (www.science.org.au/primaryconnections).
General capabilities
The skills, behaviours and attributes that students need to succeed in life and work
in the 21st century have been identified in the Australian Curriculum as General
capabilities. There are seven general capabilities and they are embedded throughout the
units. For unit-specific information see the next page. For further information see:
www.australiancurriculum.edu.au
For examples of our unit-specific general capabilities information see the next page.
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Plants in action
Plants in action—Australian Curriculum general capabilities
General Australian Curriculum description Plants in action examples

capabilities
Literacy Literacy knowledge specific to the In Plants in action the literacy focuses are:
study of science develops along with • science journals
scientific understanding and skills.
• labelled diagrams
PrimaryConnections learning • TWLH charts
activities explicitly introduce literacy
• word walls
focuses and provide students with the
opportunity to use them as they think • tables
about, reason and represent their • procedural texts
understanding of science. • factual texts
• cross sections
• timelines.
Elements of numeracy are particularly Students:

evident in Science Inquiry Skills. • measure plant growth
Numeracy These include practical measurement
• draw a scale for cross section diagram
and the collection, representation and
interpretation of data. • collect and represent data in tables
• collect data and represent data in simple graphs
• create a timeline of seed germination.
Information and ICT competence is particularly evident Students are given optional opportunities to:
communication in science inquiry skills. Students use • use digital cameras to record seed development
technology (ICT) digital technologies to investigate,
• Integrate digital images into word processing
competence create, communicate, and share ideas
and results. • use interactive resource technology to view
pollination animation.
Students develop critical and creative Students:

thinking as they speculate and solve • participate in beliefs groupings
Critical and problems through investigations,
• use reasoning to develop and respond to
creative thinking make evidence-based decisions,
questions
and analyse and evaluate information
sources to draw conclusions. They • make predictions
develop creative questions and • ask questions on a TWLH chart and answer
suggest novel solutions. them based on investigations
• reflect on learning.
Ethical behaviour Students develop ethical behaviour as Students:

they explore principles and guidelines • ask questions of others, respecting each other’s
in gathering evidence and consider point of view.
the implications of their investigations
on others and the environment.
Students develop personal and Students:

social competence as they learn to • participate in discussions
Personal work effectively in teams, develop
• work collaboratively in teams
and social collaborative methods of inquiry,
work safely, and use their scientific • listen to and follow instructions to safely
competence
knowledge to make informed choices. complete investigations.
Intercultural understanding is • ‘Cultural perspectives’ opportunities are

particularly evident in Science as a highlighted.
Intercultural Human Endeavour. Students learn • Important contributions made to science by
understanding about the influence of people from a people from a range of cultures are highlighted.
variety of cultures on the development
of scientific understanding.

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PrimaryConnections
Cross-curriculum priorities
There are three cross-curriculum priorities identified by the Australian Curriculum:
• Aboriginal and Torres Strait Islander histories and cultures
• Asia and Australia’s engagement with Asia
• Sustainability.
For further information see: www.australiancurriculum.edu.au
Aboriginal and Torres Strait Islander histories and cultures

The PrimaryConnections Indigenous perspectives framework supports teachers’
implementation of Aboriginal and Torres Strait Islander histories and cultures in science.
The framework can be accessed at: www.science.org.au/primaryconnections
Plants in action focuses on the Western science way of making evidence-based claims
about the life cycles of plants.
Indigenous people have lived in Australia for more than 40 000 years—making use of
plants for food, medicine, shelter and utensils. Centuries of living from the land has
provided Indigenous people with deep and ongoing knowledge of Australian plants,
their life cycles and their many uses throughout the stages of the life cycle.
PrimaryConnections recommends working with Aboriginal and Torres Strait Islander community
members to access local and relevant cultural perspectives. Protocols for engaging with
Aboriginal and Torres Strait Islander community members are provided in state and territory
education guidelines. Links to these are provided on the PrimaryConnections website.
Sustainability
The Plants in action unit provides opportunities for students to develop an understanding
of how the growth of flowering plants can be affected by environmental conditions.
This can assist them to develop knowledge, skills and values for making decisions about
individual and community actions that contribute to sustainable patterns of use of the
Earth’s natural resources.
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Plants in action
Alignment with the Australian Curriculum:

English and Mathematics
Strand Sub-strand Code Year 4 content description Lessons
English− Language for ACELA1488 Understand that social interactions influence the 1–8
Language interaction way people engage with ideas and respond to
others for example when exploring and clarifying
the ideas of others, summarising their own views
and reporting them to a larger group
Text structure ACELA1490 Understand how texts vary in complexity and 3, 4, 5,

and organisation technically depending on the approach to the 6, 8
topic, the purpose and the intended audience
Expressing and ACELA1498 Incorporate new vocabulary from a range of 1–7

developing ideas sources into students’ own texts including
vocabulary encountered in research
English− Interacting with ACELY1687 Interpret ideas and information in spoken texts 1–8
Literacy others and listen for key points in order to carry out
tasks and use information to share and extend
ideas and information
ACELY1688 Use interaction skills such as acknowledging 1–7

another’s point of view and linking students’
responses to the topic, using familiar and new
vocabulary and a range of vocal effects such as
tone, pace, pitch and volume to speak clearly
and coherently
ACELY1689 Plan, rehearse and deliver presentations 6

incorporating learned content and taking into
account the particular purposes and audiences
Interpreting, ACELY1692 Use comprehension strategies to build literal and 3, 4, 5, 6

analysing, inferred meaning to expand content knowledge,
evaluating integrating and linking ideas and analysing and
evaluating texts
Creating texts ACELY1694 Plan, draft and publish imaginative, informative 6

and persuasive texts containing key information
and supporting details for a widening range of
audiences, demonstrating increasing control over
text structure and language features
ACELY1697 Use a range of software including word 6

processing programs to construct, edit and
publish written text and select, edit and place
visual, print and audio elements
Mathematics− Using units of ACMMG084 Use scaled instruments to measure and 3, 4, 6, 7

Measurement measurement compare lengths, masses, capacities
and Geometry and temperature
Mathematics− Data ACMSP096 Construct suitable data displays, with and 7

Statistics and representation without the use of digital technologies, from
probability and given or collected data. Includes tables, column
interpretation graphs and picture graphs where one picture
can represent many data values
Other links are highlighted at the end of lessons where possible. These links will be revised and
updated on the website (www.science.org.au/primaryconnections).
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PrimaryConnections
Teacher background information

Introduction to plants
Plants can be distinguished from other living things by a number of distinctive characteristics.
Plant cells are surrounded by a soft cell membrane and a rigid cell wall whereas animal cells have
only a soft cell membrane. Unlike animals, plants cannot move from place to place and are usually
rooted in one spot. Another unique characteristic of green plants is their ability to create their own
food through a process called photosynthesis. During photosynthesis, plants use a green pigment
called chlorophyll to capture the Sun’s energy and convert water in the plant, and carbon dioxide
from the air, into simple carbohydrates. These are used for food and as building material for cell
walls. A by-product of photosynthesis is the oxygen we breathe.
Although they vary widely in appearance, virtually all flowering plants have three main parts: roots, a
stem, and leaves. The root is the part of a plant usually found below ground. Roots anchor the plant
in the soil and absorb the water and nutrients it needs to grow. The stem is the part of the plant
usually found above ground. It provides structural support to lift the leaves up into the sunlight and
transports nutrients between the roots and the leaves. Leaves are specialised for photosynthesis
and are often thin and flat to maximise the amount of sunlight captured for photosynthesis, but they
can be a variety of other shapes.
Flowering plants produce flowers and fruit as part of their reproductive cycle. Flowers are the
reproductive organs of a plant and usually contain both male and female parts. After fertilisation,
the female parts of a flower develop into seed-containing fruits.
Animals help disperse seeds when they eat the fruit and deposit their droppings away from
the parent plant. The germination of these seeds completes the life cycle and provides for the
replacement of the parent plant when it dies. This unit explores only the growth and development of
flowering plants.
Note: Biologists describe a diagram of the internal parts of a flower cut longways, as a ‘longitudinal
section’. When the flower is cut at right angles to the long section, it is called a ‘transverse section’.
In this unit we have used the generic term ‘cross section’ meaning to ‘cut through’. We suggest
that the biological terms ‘longitudinal section’ and ‘transverse section’ might be more appropriately
introduced in detailed biological studies.
Indigenous perspectives relevant to the learning outcomes in PrimaryConnections units are
identified by the icon and included in the curriculum links for lessons.
Students’ conceptions
Taking account of students’ existing ideas is important in planning effective teaching approaches that
help students learn science. Students develop their own ideas during their experiences in everyday
life and might hold more than one idea about an event or phenomenon.
To access more in-depth science information in the form of text, diagrams and animations, refer
to the PrimaryConnections Science Background Resource which has now been loaded on the
Note: This background information is intended for the teacher only.
8
Lesson 1 What goes where?
AT A GLANCE
To capture students’ interest and find out what they think they know about how living
things, such as plants, have life cycles.
ENGAGE
To elicit students’ questions about plant parts, plant growth and the life cycle of
flowering plants.
Session 1 Plant life stages jumble

Students:
• discuss a ‘mystery box’ of plant items and raise ideas about the relationships
between them
• arrange pictures to represent the life cycle of flowering plants
• create a list of plant words to develop a word wall
• discuss ideas and questions for a TWLH chart.
Session 2 Garden Buddies (optional)

Students:
• observe, record and report on plants growing in their garden, and the jobs and
activities done in the garden.
Lesson focus
The focus of the Engage phase is to spark students’ interest, stimulate their curiosity, raise
questions for inquiry and elicit their existing beliefs about the topic. These existing ideas
can then be taken account of in future lessons.
Assessment focus
Diagnostic assessment is an important aspect of the Engage phase. In this lesson you
will elicit what students already know and understand about:
• how living things, such as plants, have life cycles.

PrimaryConnections
Key lesson outcomes

Science Literacy
Students will be able to represent their Students will be able to:
current understanding as they:
• contribute to discussions about plants
• represent stages in the life cycle of • understand the purposes and features of
flowering plants a labelled diagram
• label parts of a plant: root, stem, leaves, • create a labelled diagram
flowers, fruit.
• contribute to the commencement of a
ENGAGE
TWLH chart and word wall

• record ideas in a science journal.
This lesson also provides opportunities to monitor the development of students’ general
capabilities (highlighted through icons, see page 5).
Session 1 Plant life stages jumble

Every flowering plant starts life as a seed. With the right amount of warmth, air and moisture,
a seed starts to germinate by sending roots down into the soil and a shoot up towards the
sunlight. If the plant receives enough light it grows to become a seedling, and eventually an
adult plant. When it is time for the plant to reproduce, it produces flowers. After pollination
and fertilisation have occurred, the flower develops into a fruit containing seeds. If the seeds
experience suitable conditions for germination, the life cycle starts over again.
10 Lesson 1 What goes where?

Plants in action
seed
Warmth, air and
moisture start the
process of seed
germination.
germinated seed
The seed detects
the pull of gravity
fruiting plant and responds by
sending its root
ENGAGE
Pollination is the
transfer of pollen down (with gravity)
from an anther to and its shoot up
a stigma. Insects, (against gravity).
birds and wind can
carry pollen from
plant to plant. After
pollination, flowers
transform into fruits seed with first
with seeds inside. root and first
shoot
After it has leaves
and roots, the
plant can make
its own food
and is no longer
dependent on the
food supply from
flowering plant the seed.
seedling
The plant matures
and forms flowers
which contain
its reproductive
organs – stamens
producing
pollen and pistils
producing ovules.
Life cycle of a flowering plant
Equipment
FOR THE CLASS FOR EACH STUDENT
• class science journal • science journal

• word wall • 1 copy of ‘Plant life stages jumble’
• TWLH chart (Resource sheet 1)
• 1 large opaque box or bag (‘mystery box’)
• plant items and/or pictures of plants (eg,
roots, stem, branch, leaves, seeds, small
seedling, larger plant, flowers, fruit)

PrimaryConnections
Preparation
• Place the plant items in the mystery box so that students can’t see them.
• Read ‘How to use a science journal’ (Appendix 2).
• Read ‘How to use a word wall’ (Appendix 3).
• Read ‘How to use a TWLH chart’ (Appendix 4) and prepare a large four-column chart
for the class, with the following headings:
TWLH chart about how a plant grows and changes

ENGAGE
What we think What we want What we learned How we know

we know to learn
Lesson steps
1 Introduce the mystery box and explain that it contains a number of items that are
linked together in some way. Explain to students that their task is to think of what they
know about the items and work out how they are linked.
2 Show the items, one by one. In the Engage phase, do not provide any formal
definitions or correct any answers as the purpose is to elicit students’ prior knowledge.
As you show each plant item, use questioning and discussion to help students share
their ideas about plants and the particular plant item. Use questions such as:
• What do you know about this item?
• Can you see any links between the plant samples?
• Do you know the names of these parts?
• Could you put these into groups?
• Why did you group them in that way?
3 Explain that students are going to show some of their ideas by arranging pictures in
their science journal to represent the stages in a plant’s life. Discuss the purpose and
features of a science journal.
Literacy focus
Why do we use a science journal?
We use a science journal to record what we see, hear, feel and think so that we can look
at it later to help us with our claims and evidence.
What does a science journal include?

A science journal includes dates and times. It might include written text, drawings,
measurements, labelled diagrams, photographs, tables and graphs.

Plants in action
4 Provide each student with a copy of ‘Plant life stages jumble’ (Resource sheet 1).
Ask them to cut out the pictures and paste them into their science journal in the order
they think best represents the stages of a plant’s life.
Note: Avoid using the word ‘cycle’ at this point because students might arrange the
pictures in a cycle even if they do not understand the concept.
ENGAGE
Student work sample showing initial ideas about the

life stages of a flowering plant
5 Ask students to add information about the stages of growth and about what might be
happening. Ask them to draw arrows between the pictures to show how they think the
pictures are related or the sequence in the stages of growth.
Explain that in this unit students will learn about the sequence in the stages of
plant growth.
Note: This activity is used for diagnostic assessment. Encourage students, but do
not provide correct answers at this stage.

PrimaryConnections
6 Explain that scientific diagrams have certain features. Select an item from the mystery
box, for example, a piece of fruit, and use it to show students how to draw a labelled
diagram. With their assistance, label the parts. Discuss the purpose and features of
such a diagram.
Literacy focus
Why do we use a labelled diagram?
We use a labelled diagram to show the shape, size and features of an object.
What does a labelled diagram include?

ENGAGE
A labelled diagram might include a title, an accurate drawing, a scale to show the
object’s size and labels showing the main features. A line or arrow connects the label to
the feature.
Student work sample of a labelled diagram
Ask students to label the diagrams in their journal entry to show what they know
about plants.
7 Ask students to share their completed journal entry about the stages in plant growth
with a partner and discuss similarities and differences.
8 Focus students’ attention on how plants grow and change. Discuss the purpose and
features of a TWLH chart.
Literacy focus
Why do we use a TWLH chart?
We use a TWLH chart to show our thoughts and ideas about a topic before, during and
after an investigation or activity.
What does a TWLH chart include?

A TWLH chart includes four sections with the headings: What we Think we know,
What we Want to learn, What we Learned, and How we know. Words or pictures can be
used to show our thoughts and ideas.

Plants in action
9 Introduce the title and first column of the TWLH chart (What we Think we know). Invite
students to contribute ideas about how plants grow and change, and record these on
the chart.
10 Introduce the second column of the TWLH chart (What we Want to learn) and ask
students to suggest questions they might have. Record their questions on the chart.
11 Start developing a word wall. Discuss the purpose and features of a word wall.
Literacy focus
Why do we use a word wall?
ENGAGE
We use a word wall to record words we know or learn about a topic. We display the
word wall in the classroom so that we can look up words we are learning about and see
how they are spelled.
What does a word wall include?

A word wall includes a topic title or picture and words that we have seen or heard about
the topic.
Brainstorm words that students know about plants, asking questions such as:
• What are the names of some plants you know?
• What parts of a plant do you know?
• What different stages of a plant’s life do you know?
Record students’ responses on cards or paper strips, and discuss ways the words
could be grouped, such as, plant names, plant parts, or stages in a plant’s growth.
Group the words according to students’ suggestions for display as a word wall. Add
headings to the word wall groups.
12 Model a science journal entry about the lesson’s activities using the class science
journal and then ask students to write an entry about the lesson in their individual
science journals. Provide students with prompts such as:
• Things I think I know about plants are …
• Things I’m not sure about are …
• Things I’m interested in finding out about are …
Curriculum links
Indigenous perspectives
• See www.anbg.gov.au/anbg/aboriginal-trail.html for Indigenous knowledge on
Australian native flowering plants.
• View the Yolgnu people of Ramingining’s Plants and Animals story at
www.12canoes.com.au/
• PrimaryConnections recommends working with Aboriginal and Torres Strait Islander
community members to access local and relevant cultural perspectives. Protocols
for engaging with Aboriginal and Torres Strait Islander community members are
provided in state and territory education guidelines. Links to these are provided on the

Plants in action
Plant life stages jumble
Name: _______________________________________ Date: ______________
161
Resource sheet
Plants in action
Session 2 Garden buddies (optional)
Equipment
• soft toys to be the Garden Buddies • optional: 1 copy of ‘Information note for
• disposable camera to accompany each families’ (Resource sheet 2) to send home
Garden Buddy with students
ENGAGE
• small plastic containers for each disposable • 1 copy of ‘Garden Buddies’ visit task list’
camera (Resource sheet 3)
• carry bags for each Garden Buddy
• journal for each Garden Buddy (eg, A4
scrapbook, art diary, display book, folder
with plastic sleeves)
• optional: A3 sheets of paper/cardboard
Preparation
• According to the number of students in your class, decide how many Garden Buddies
you will use.
• Organise how you will send the Garden Buddies home, and prepare a class roster.
• Prepare each Garden Buddy’s travel pack by placing a Garden Buddy and a
disposable camera (in its plastic container) in a carry bag.
• Prepare a journal for each Garden Buddy. This could include, a title page, a copy of the
‘Information note for families’ (Resource sheet 2), and a contents page to list students’
names. Complete a model entry about your own garden.
Garden Buddy’s travel pack containing a soft toy,

disposable camera, plastic container and journal

PrimaryConnections
Optional: Write the following headings on A3 sheets of paper/cardboard:

–– Plants growing in our gardens
–– Jobs that are done in our gardens
–– Activities people do in our gardens
Lesson steps
1 Introduce the Garden Buddies and travel packs. Explain that the Garden Buddies are
going to help students learn more about the plants in their own lives.
ENGAGE
2 Explain how the Garden Buddies project will be organised in your classroom.
For example, each student will take a Garden Buddy and a camera home with
them for one to two nights. They will have a number of tasks to complete while the
Garden Buddy is visiting (see Lesson step 7 for other ideas).
3 Show students the ‘Garden Buddies’ visit task list’ (Resource sheet 3) and explain
each task.
4 Show students your model entry in one of the journals.
5 Optional: Provide each student with a copy of the ‘Information note for families’
(Resource sheet 2). Ask students to take the note home to explain the project to their
family, and to let you know when it would not be convenient for a Garden Buddy to
visit. Display a class roster of when the Garden Buddies will visit students’ homes.
6 As each student returns the Garden Buddy to school, they give a short oral
presentation about the visit using their journal entry to support their presentation.
Options for presentations might include students adopting the identity of the Garden
Buddy and presenting information about the Garden Buddy’s visit in the first person or
making a video about the Garden Buddy visit.
7 Optional: After students make their Garden Buddy presentations, record information
on the class sheets (‘Plants growing in our gardens’, ‘Jobs that are done in our
gardens’ and ‘Activities people do in our gardens’).
Other ideas to organise Garden Buddies in your classroom:
• The whole class could work through the project simultaneously. For example, one
week’s homework task is to compile a list of the types of plants and animals in the
garden, while the following week’s task is to compile a list of jobs that are done
regularly. After the students have completed the tasks for homework, they work on
presenting final copies at school. The Garden Buddy and camera visit students’
homes for one night each.
• The Garden Buddies project could become a long-term project, where students
choose how they will present the information, such as, using a journal entry,
building a model of the garden, making a video presentation or developing a
PowerPoint presentation. The final project presentation could become part of a
‘Garden show’ to which parents and others are invited.

Plants in action
Curriculum links
• Organise for students to learn more about plants in the local environment through
consultation with local Indigenous community members and/or Indigenous education
officers. With their assistance set up a plant trail in the school grounds, including plant
labels with information on scientific, common and Indigenous plant names. See http://
www.anbg.gov.au/gardens/visiting/exploring/aboriginal-trail/index.html for hints and
protocols on establishing links with local Indigenous communities.
• Set up a plant press. In consultation with local Indigenous community members and/
ENGAGE
or Indigenous education officers collect, press and mount pressings or photographs of
Indigenous plants to add to the word wall.
Student work sample showing plant trail observation record
Plants in action word wall


Plants in action
Information for families
Name: _______________________________________ Date: ______________
Introducing our Garden Buddies

This term our class will explore plant life cycles through the unit,
Plants in action. As part of this unit we would like to learn about
the gardens of students in our class. One activity is ‘Garden
Buddies’, where a soft toy will travel home with students on a
rostered basis to investigate gardens.
The Garden Buddies’ travel packs

Each Buddy will be travelling in a bag containing:
• an instruction sheet explaining the tasks to be completed
• a journal
• a disposable camera (to take two photographs per garden).
What the Garden Buddy will do during the visit

Each student will be rostered to have a Garden Buddy visit for two consecutive nights (three
over the weekend). The Garden Buddy would like to explore your home garden or another garden.
When the Garden Buddy is visiting, the Buddy’s journal is available to record information such as:
• the types of plants in the garden
• how the plants are cared for and the jobs that are done in the garden
• activities that people do in the garden
• a sketch of the garden from a bird’s eye view.
Two photographs need to be taken of the garden. At least one of these photographs should
include the student with the Garden Buddy.
Please let me know of any days or specific dates when a Garden Buddy visit would not be
convenient for your family.
Class Teacher
202
Resource sheet
Plants in action
Garden Buddy’s visit task list
Name: _______________________________________ Date: ______________
Date Garden Buddy to be returned

to school:
Here is a list of the tasks the Garden Buddy would like you to
complete when they visit your house and garden.
After finishing a task, tick it off so that you know what you have
completed .
Tasks to do
Introduce the Garden Buddy to your family and show the Garden Buddy around your garden.
If the Garden Buddy has already visited other people’s gardens, share the Garden Buddy’s
journal with your family.
Write a list of the plants you can see.
Write a list of how the plants are cared for and the jobs that need to be done in the garden.
Write a list of the activities carried out in the garden.
Draw a bird’s eye view of the garden.
Take, or ask someone to take, two photographs of your garden. Put yourself and the
Garden Buddy in at least one of the photos.
HAVE FUN!
Packing up the Garden Buddy

When you are returning the Garden Buddy to school, please make sure you have in the bag:
the Garden Buddy
the Garden Buddy’s journal
the disposable camera, in its container.
Please remember to return the Garden Buddy on the right day!
213
Resource sheet
PrimaryConnections
Lesson 2 What’s inside a seed?
AT A GLANCE
To provide students with hands-on, shared experiences of the outside and inside
appearance of a seed when dry and when soaked.
Students:
• discuss seeds
• work in teams to record observations of a dry bean seed
• work in teams to record observations of a soaked bean seed
• label a diagram of the inside of a bean.
EXPLORE
Lesson focus
The Explore phase is designed to provide students with hands-on experiences of the
science phenomenon. Students explore ideas, collect evidence, discuss their observations
and keep records such as science journal entries. The Explore phase ensures all students
have a shared experience that can be discussed and explained in the Explain phase.
Assessment focus
Formative assessment is an ongoing aspect of the Explore phase. It involves monitoring
students’ developing understanding and giving feedback that extends their learning. In this
lesson you will monitor students’ developing understanding of:
• making and recording observations of plants in a stage of their life cycle, recognising
that environmental factors affect seed germination, and exploring ways scientists
gather evidence for their ideas and develop explanations. You will also monitor their
developing science inquiry skills (see page 2).
22 Lesson 2 What’s inside a seed?

Plants in action
Key lesson outcomes

Science Literacy
Students will be able to: Students will be able to:
• observe and describe features of seeds • identify the purpose and features of a table
and record observations • use a table to record observations
• compare dry and soaked seeds and • create a labelled diagram of a bean seed
describe the changes brought about by
• represent their ideas about plants in their
soaking.
science journal.
EXPLORE
Plant seeds contain a dormant plant embryo and a supply of food for the embryo to draw
on when it begins to grow. These contents are covered in a tough seed coat that protects
the embryo. A plant embryo is made up of three parts: the radicle, the plumule and the
cotyledon or seed leaf. The radicle is the first root, the plumule is the first shoot and the
cotyledon contains the food store. A bean plant draws its nourishment from the cotyledon
before it has fully formed roots and leaves and is able to create its own food through
photosynthesis. The hilum or seed scar is where the bean seed was attached to the plant.
Water is the trigger for seeds to begin germinating. When a seed soaks up water, the seed
coat loosens and the embryo is activated by the moisture. If the embryo has enough warmth
and air, it starts to grow.
Students’ conceptions
Many students have different levels of understanding about ‘living’, believing that all living
things move and non-living things do not. Consequently, they might believe that seeds are
not living. After students have observed seeds germinating, you will be able to use their
observations to challenge such beliefs by introducing the idea that the seed is living but is in
a quiet or dormant state. This will help students adopt a more scientific understanding.

PrimaryConnections
first root (radicle)
first shoot
(plumule)
seed coat
hilum
(seed scar)
cotyledons
(store food)
(40mm)
The anatomy of a broad bean seed

EXPLORE
Equipment
FOR THE CLASS FOR EACH TEAM
• class science journal • role badges for Director, Manager

• word wall and Speaker
• TWLH chart • each team member’s science journal
• 1 enlarged copy of ‘Observation record: • 1 copy of ‘Observation record: Exploring

Exploring seeds’ (Resource sheet 4) seeds’ (Resource sheet 4) per team
member
• 3 dry bean seeds (eg, red kidney or borlotti
beans from the supermarket, not treated
broad beans)
• 3 dry bean seeds cut open
• 3 soaked bean seeds
• 3 sheets of paper towel
• 1 magnifying glass
Preparation
• Read ‘How to organise cooperative learning teams’ (Appendix 1). Display an enlarged
copy of the team skills chart and the team roles chart in the classroom. Prepare role
badges and the equipment table.
• Prepare an enlarged copy of ‘Observation record: Exploring seeds’ (Resource sheet 4).
• Soak bean seeds overnight. Soak more seeds than the number of students in the
class, in case of any mishaps during the lesson.
Try taking the seed coat off a soaked seed before the lesson to gauge any difficulties
students might encounter. You might need to use a pair of sharp pointed scissors to
help some students.

Plants in action
• Open some dry bean seeds, at least one for each team. The dry bean seeds are hard
and will be difficult for students to open.
Note: This lesson can be done as a single session with the teacher soaking the seeds
before the lesson, or it could be done in two sessions with the students soaking their
own seeds overnight.
Lesson steps
1 Show students a bean seed and ask them what it is and what they know about it.
2 Write the headings ‘Living’, ‘Not living’, and ‘Not sure’ across the board. Ask students
to think about whether a seed is ‘living’ or ‘not living’. Ask them to move so that they
are standing with others who have the same idea as they do, such as, ‘living’ at the
back of the room, ‘not living’ at the front of the room and ‘not sure’ in the middle of
the room.
3 Ask students in each group to discuss the reasons for their choice and ask each
EXPLORE
group to share their reasons with the whole class.
4 Ask students to complete one of the following sentences in their science journals:
• ‘I think a seed is (living/not living) because … ’
• ‘I’m not sure if a seed is living or not living because … ’
Living Is a seed alive? Not sure
Not living
Classroom chart showing students’ understanding

of seeds as living or not living
5 Explain that students will be working in collaborative learning teams to explore seeds
and record their information in a table. If students are using collaborative learning
teams for the first time, introduce and explain the team skills chart and the team roles
chart. Explain that students will wear role badges or wristbands to help them (and you)
know which role each team member has. Draw students’ attention to the equipment
table and discuss its use. Explain that this table is where team Managers will collect
and return equipment.
6 Show students an enlarged copy of ‘Observation record: Exploring seeds’
(Resource sheet 4), and discuss the purpose and features of the table.

PrimaryConnections
Literacy focus
Why do we use a table?
We use a table to organise information so that we can understand it more easily.
What does a table include?

A table includes a title, columns with headings and information organised under
each heading.
7 Explain that teams will first look at dry bean seeds. Explain that dry seeds are hard
and difficult to open and so you have prepared some earlier.
8 Form teams and allocate roles. Ask Managers to collect team equipment.
9 Ask teams to observe dry bean seeds and complete the ‘Dry bean’ column of the
‘Observation record: Exploring seeds’ (Resource sheet 4), except for the drawing
section.
10 Model drawing a labelled diagram of a seed. Review the purpose and features of a
EXPLORE
labelled diagram (see Lesson 1). Discuss each label, using the information provided
in ‘Teacher background information’. Students complete the drawing section of the
‘Observation record: Exploring seeds’ (Resource sheet 4).
11 Explain that for the next part of the lesson, you have soaked seeds in water overnight.
Ask students to predict how this seed will be different from the dry bean seed and
why.
12 Show students the soaked seeds. Demonstrate how to take the seed coat off a
soaked seed and open the seed.
13 Ask team Managers to collect the soaked bean seeds.
14 Ask teams to observe the soaked bean seeds and complete the ‘Soaked bean’
column of the ‘Observation record: Exploring seeds’ (Resource sheet 4).
Observing a soaked bean seed

Plants in action
15 Ask students to compare a bean seed that was soaked overnight with one that was
not soaked. Ask questions such as:
• What are the differences between the seeds?
• What do you think caused the differences?
16 Introduce the term ‘germination’ and explain to students that the process of soaking
the seeds was the first step in the germination of the seed. Ask them to share their
ideas about the role of water in germination (see ‘Teacher background information’).
17 Add new information to the third column (What we learned) and fourth column
(How we know) of the TWLH chart.
18 Update the word wall with words and images.
Curriculum links
Mathematics
• Measure and record the size of bean seeds.
EXPLORE
Storytelling is an integral part of Indigenous Australians’ lives—both past and contemporary.
Many Indigenous people are skilled storytellers and some are now choosing to preserve their
stories through printed literature.
• In arid regions of Australia seeds contribute to Indigenous peoples’ diet.
Explore how Indigenous women gather and grind seeds for flour at:
http://k6.boardofstudies.nsw.edu.au/linkages/IntegratedUnits/aboriginal/tech_
learn02.html
• Read Waterlilies by Diane Lucas to explore Indigenous peoples’ use of Australian
native plants and seeds. Collect Australian native seeds and create seed creatures as a
writing stimulus. Lucas, D. (2007). Waterlilies. Palmerston, NT: Waterlily Publications.

Plants in action
Observation record: Exploring seeds
Name: __________________________________________ Date: _______________
Dry bean Soaked bean
Shape
Colour
Texture
Smell
Size
Drawing Outside of seed Inside of seed Outside of seed Inside of seed
Resource sheet 4
Lesson 3 Bean seed germination
AT A GLANCE
To provide students with hands-on, shared experiences of the changes that occur in a
germinating seed.
Students:
• explore packaged bean seeds
• read and discuss a procedural text for a bean seed germination activity
• work in teams to prepare bean seeds
• make ongoing observations and recordings of bean seed germination.
EXPLORE
Lesson focus
Assessment focus
• seeds as a stage of the plant life cycle and the changes that occur in seed germination.
You will also monitor their developing science inquiry skills (see page 2).

PrimaryConnections
Key lesson outcomes

Science Literacy
• make observations and measurements • contribute to discussions about seed
of seed germination germination
• contribute to planning structured • understand the purpose and features of a
formats for recording measurements procedural text
and observations • use a procedural text for investigation
• describe how the orientation of a • record observations of seed germination
planted seed affects the growth of using a labelled diagram.
the root and shoot when the seed
germinates.
EXPLORE

Once germination of a seed has started, the radicle or first root bursts through the seed coat.
Soon afterwards, the plumule or first shoot emerges and begins to grow upwards. Roots
grow downwards because they detect the pull of gravity. Shoots grow upwards away from
the attraction of gravity and towards the sunlight. Once the plumule senses sunlight, the
plant’s first leaves unfurl. When it has leaves and roots, the plant can make its own food and
no longer depends on the food supply from the seed.
Major stages of seed germination

Image from the PrimaryConnections Science Background CD
(courtesy of Victorian Department of Education and Early Childhood Development)
30 Lesson 3 Bean seed germination

Plants in action
Equipment
• class science journal • role badges or wristbands for Director,

• packet of dry bean seeds Manager and Speaker
• word wall • each team member’s science journal
• TWLH chart • 1 copy of ‘Procedure: Bean seed
germination’ (Resource sheet 5)
• 1 enlarged copy of ‘Procedure: Bean seed
germination’ (Resource sheet 5) • 3 clear plastic cups
• digital camera to record ongoing • 3 sheets of paper towel for each cup
development of seeds (these photographs • 3 pegs (or labels) for students to identify
can be used in the Explain phase) their seeds
• 1 soaked bean seed for each student (this
investigation can be done with bean seeds
from the food shelves of a supermarket, but
seeds packaged for garden use are more
likely to germinate)
EXPLORE
• plant nursery (eg, a tray or box lid large
enough for each team’s plastic cups)
Preparation
• Prepare an enlarged copy of ‘Procedure: Bean seed germination’ (Resource sheet 5).
• Soak the beans overnight or organise students to soak them.
Germinated seeds in re-sealable bag
Note: You might prefer to use re-sealable bags instead of cups.

Note: Have students plant more than one type of seed to increase the chances of
successful germination. Students could arrange the seeds in different ways, such as,
‘scar side up’, ‘scar side down’, in their own cups or bags.
Note: Use a digital camera to record ongoing development of seeds to provide
photographs for the Explain phase.

PrimaryConnections
Lesson steps
1 Show students a packet of dry beans, and ask why the beans are kept in a waterproof
packet. Encourage students to think about the effect of water on the seeds (as in
Lesson 2). Instruct students to wash their hands after handling the seeds.
Seeds might have been treated with chemicals to stop them going mouldy.
2 Read through an enlarged copy of ‘Procedure: Bean seed germination’ (Resource
sheet 5) with the class, and discuss the purpose and features of procedural texts.
Literacy focus
Why do we use a procedural text?
We use a procedural text to describe how something is done. We can read a
procedural text to find out how to do things.
What does a procedural text include?

A procedural text includes a list of materials needed to do the task and a description of
EXPLORE
the sequence of steps used. It might include annotated diagrams.
3 Explain that students will be working in collaborative learning teams but that each
team member will have their own cup and beans. Form teams and allocate roles. Ask
Managers to collect team equipment.
4 Ask teams to complete steps 1 and 2 of the ‘Procedure: Bean seed germination’
(Resource sheet 5). Before they begin step 3, ask them to suggest which way up their
bean seeds need to be placed so that they will grow.
Discuss how students might determine the ‘top’ and ‘bottom’ of the seed, for
example, by looking at the shape or the hilum. Ask teams to arrange the seeds in their
container so that each team member’s seed is placed in a different direction—‘scar
side up’, ‘scar side down’, and ‘vertically’.
Position the seeds between the paper towel and the side of the cup, halfway up the
side of the cup to provide room for the root and shoot to grow.
Plant nursery
5 Ask teams to complete steps 4 to 6 of the ‘Procedure: Bean seed germination’

(Resource sheet 5). Explain that students will need to keep the paper towel in the cup
moist, and ask them how they might do this.

Plants in action
6 Ask students to begin recording their observations in their science journal. Model how
to set out the record, including the date, a labelled diagram and measurements.
7 Set aside the same time each day for 7 to 12 days for teams to observe and record
the changes in the germinating bean seeds. Ask teams to share ways of recording
observations, and model ways of recording. Ensure they understand the importance
of measuring the length of both the root and shoot.
EXPLORE
Student measuring bean seed growth
8 Ask students about any effect the orientation of the seed in the cup has had on the
growth of the seedling.
9 As the seeds begin to germinate, introduce correct language for the plant parts that
appear and add these to the class word wall and the TWLH chart. (See ‘Teacher
background information’ for language to use.)
10 Optional: Continue to observe the growth of the bean seed over the course of the
term, making weekly observations, measurements and recordings after the initial
germination period. Students might like to plant their seedlings in pots of soil so they
can watch them grow and develop. Use a digital camera to record growth.
Curriculum links
Mathematics
• Measure the growth of the root and shoot.
Information and Communication Technology (ICT)
• View animations of germination from the internet.
• Use a digital camera to record plant growth.
Many Australian native plants require fire for their seeds to germinate. Indigenous fire
management practices encourage seed germination and promote the growth of new
seedlings in the ash-bed.
• Research conditions that affect native seed germination such as, smoking, heating,
soaking and scarification. Ask students to predict why native seeds require these
conditions. See http://asgap.org.au/seed.html

PrimaryConnections
• Germinate Australian native seeds and compare growth with bean seeds.
See www.anbg.gov.au/PROPGATE/germinat.htm
Note: Some native seeds, for example, acacia seeds, require soaking in near boiling
water prior to germination. See http://asgap.org.au/seedsupp.html for Australian
native seed suppliers, including those that supply small amounts to schools.
• Some Australian native plants depend on animals for germination and dispersal of their
seeds. Indigenous people use this knowledge in the collection of their food. Research
the role emus and other Australian native animals play in this process.
See http://asgap.org.au/APOL14/jun99-6.html
EXPLORE
Student work sample of a germination timeline


Plants in action
Procedure: Bean seed germination
Name: ________________________________________ Date: _________________
Aim
To observe and record the germination and early growth stages of a bean seed.
Equipment
For each team For each team member
• role badges for director, manager and speaker • 1 science journal

• 1 copy of ‘Procedure: Bean seed germination’ • 1 ruler
(Resource sheet 5) • 1 lead pencil
• 3 plastic cups • 1 eraser
• 3 sheets of paper towel for each cup
• 3 pegs or labels
• container of water
Activity steps
1 Fold one sheet of paper towel in half and line the plastic cup with it.
2 Scrunch two sheets of paper towel and put them in the middle of the cup to hold the paper lining
firm against the sides of the cup.
3 Place the seed in between the paper lining and the cup.
4 Label your cup.
5 When your teacher gives the instruction, pour water into the centre of the cup.
6 Put your cup in the plant nursery.
Bean seed recording

Watch your bean seed grow through the early stages of its life cycle. Keep a careful record of the growth
in your science journal.
To make an accurate record of the bean seed’s early life, you need to include:
• labelled diagrams
• measurements of the growth of various parts.
Each time you record information about your bean seed, include the time, date and the day of growth
(for example, Day 1, Day 2).
Start recording in your science journal now.
355
Resource sheet
PrimaryConnections
Lesson 4 Flowers and pollination
AT A GLANCE
To provide students with hands-on, shared experiences of the internal parts of a flower
and their role in pollination.
Students:
• explore the parts of a flower
• draw and label a diagram of a flower
• read a factual text about the parts of a flower
• read a factual text about pollination.
EXPLORE
Lesson focus
Assessment focus
• the internal parts of flowers, their role in pollination and how they change into fruits
containing seeds—all part of the plant life cycle. You will also monitor their developing
science inquiry skills (see page 2).
36 Lesson 4 Flowers and pollination

Plants in action
Key lesson outcomes

Science Literacy
• accurately draw and label a diagram of • contribute to discussions about flowers
a flower and pollination
• explain the role of the flower and • create a labelled diagram of a flower
pollination in forming seeds and fruit • read and view factual texts
• describe how a flower changes into a • identify and recall key ideas in factual texts
fruit containing seeds.
• understand the purpose and features of a
cross section diagram
• construct a cross section diagram of
a flower.
EXPLORE

The flower of a plant contains its reproductive organs. The male parts of the flower are
the stamens. Each stamen generally has a long stalk called the filament, with an anther at
the end. The anthers carry pollen, which contain the male reproductive cells of the plant.
The female parts of the flower are usually found in the centre and are referred to as the
pistil. Each pistil has an expanded tip called the stigma, an elongated stalk, the style, and an
enlarged base, the ovary. The ovary contains ovules, which are the female reproductive cells
of the plant.
When pollen from another plant of the same species lands on the stigma, the pollen grains
grow a tube that carries the pollen to the ovules, which are then fertilised.
Pollination is the term used to describe the transfer of pollen from an anther to a stigma, and
it occurs in a number of ways. Some plants self-pollinate but others rely on insects, birds,
bats and even mammals to collect pollen and transfer it from flower to flower. Plants that rely
on insects and birds for pollination usually have bright flowers to attract them.
Pollen can also be carried by the wind. Species that rely on this method of pollination often
have small, dull flowers and light, fluffy pollen because they do not need to attract pollinators
to reproduce. Some species of water plants rely entirely on water to carry their pollen from
flower to flower.

PrimaryConnections
petal
anther stigma
stamen
filament style pistil
ovary
ovule
stem
(1cm)
EXPLORE
Cross section of a flower
Note: Biologists describe a diagram of the internal parts of a flower cut longways as a
‘longitudinal section’. When the flower is cut at right angles to the long section, it is called a
‘transverse section’.
In this unit we have used the generic term ‘cross section’ meaning to ‘cut through’.
We suggest that the biological terms ‘longitudinal section’ and ‘transverse section’
might be more appropriately introduced in detailed biological studies.
Equipment
• class science journal • role badges for Director, Manager and

• word wall Speaker
• mixed flowers, including those that clearly • flower samples (at least 2 per team
show the pistil and stamen (eg, daffodil, member)
lilium, tulip) • 1 magnifying glass
• 1 enlarged copy of ‘Cross section of a • 1 pair tweezers
flower’ (Resource sheet 6) • 6 toothpicks
• a factual text about flowers and one about • 1 small tray to hold the flower samples
pollination (see PrimaryConnections
• 1 copy of ‘Cross section of a flower’
website for suggestions)
(Resource sheet 6) per team member
• a pollination animation (see
PrimaryConnections Science Background
Resource on PrimaryConnections website)
and the appropriate technology for viewing it
• optional: The private life of plants, Episode
3: ‘Flowering’, David Attenborough (2003),
BBC Worldwide Ltd

Plants in action
Preparation
• Prepare an enlarged copy of ‘Cross section of a flower’ (Resource sheet 6).
• Purchase or ask students to bring in samples of flowers that demonstrate differences
in shape, size, colour and perfume, including samples that clearly show the pistil
and stamens.
EXPLORE
Lilium, clearly showing pistil and stamens
• Organise a flower specimen for each team that is cut longways through the pistil.
(Biologists call this a ‘longitudinal section’.)
Making a cut through the pistil
• Optional: View Episode 3 of ‘The private life of plants’ to check that the language
is appropriate for your class and familiarise yourself with the information (see
‘Equipment’). The first 20 to 25 minutes are particularly useful for this topic.
You can turn the sound off and provide your own commentary.

PrimaryConnections
Lesson steps
1 Lead a discussion about the shapes, sizes, colour and perfume of the flower samples
that you have organised. Ask questions such as:
• How are flowers the same?
• How are they different?
• Why are they important to plants?
• What parts can you identify?
• Ask students what they know about the parts of the flower and record their
responses in the class science journal.
2 Explain to students that they will be working in collaborative learning teams to
explore the parts of a flower. Demonstrate how to use the magnifying glass to
assist their observations.
EXPLORE
Student observing the parts of a flower
3 Review the features of a labelled diagram (see Lesson 1). Model how to draw a scale,
that is, a horizontal line with a vertical bar at each end, placed horizontally under the
picture. The size of the measured feature, for example, 1cm, is written under the line.
5 Have students observe a flower using a magnifying glass.
6 Once teams have completed their observation, ask them to share their findings about
flowers and their parts.
7 Provide teams with a second flower, which is cut longways through the pistil.
Demonstrate how to use the tweezers and the toothpicks to help with their
investigations. Discuss how using these tools can help them explore the flower samples.
Direct students to open out the cut area to explore the flower parts. Ask them to draw
a diagram with a scale in their science journal.
8 Consolidate this investigation by sharing a factual text about flowers. Discuss the
purpose and features of a factual text.

Plants in action
Literacy focus
Why do we use a factual text?
We use a factual text to inform, teach or persuade someone reading it. We can read a
factual text to collect information.
What does a factual text include?

A factual text includes a title, text and pictures. It might include labels, diagrams, maps
and photographs.
Using an enlarged copy of ‘Cross section of a flower’ (Resource sheet 6), model how
to label the flower parts: stem, petal, filament, anther, stamen, style, stigma and pistil.
Discuss the purpose and features of a cross section.
Literacy focus
Why do we use a cross section?
EXPLORE
We use a cross section to show the inside of an object.
What does a cross section include?

A cross section includes a title, a drawing and an indication of scale. The main features
are labelled and lines or arrows connect the label to the feature.
Student work sample of a cross section
9 Provide each student with a copy of the unlabelled diagram ‘Cross section of a flower’
(Resource sheet 6). Students then review their drawings and label the resource sheet
using their new vocabulary.
Note: The scale relates to the actual size of the flower.
10 Ask students to consider what purpose the flower has in the life cycle of the plant.
Use the Think: Pair: Share strategy:
Think: Individual students consider the questions: What are the things you notice
about flowers, such as scent and colours? What is the relationship between flowers
and other living creatures, such as bees and birds?

PrimaryConnections
Pair: Each student discusses their ideas with a partner.

Share: Each pair shares their ideas with the class.
11 Read students a factual text about pollination, or provide them with a copy of a text
to read in small groups. If possible, show students the animation of the pollination
process on the PrimaryConnections Resource on the Primary Connections website
(Life and Living; How Plants Function; Plant Systems C).
12 Review the TWLH chart and the word wall, adding any new ideas or relevant
vocabulary.
13 Ask students to reflect on the activity and add new information to their journals.
Provide students with prompts such as:
• Two new ideas that I have about flowers and pollination are…
• Someone I would share my new ideas with would be … because …
• Something I have learned about working in collaborative learning teams is …
• Something I have learned about investigating and recording is …
EXPLORE
14 Optional: View Episode 3 of ‘The private life of plants’, pausing often to allow students
to record their ideas about what they have seen (see ‘Equipment’).
Curriculum links
Studies of Society and Environment
• Research the lives of famous botanists, for example, Sir Joseph Banks.
• Visit the Australian National Botanic Gardens website at www.anbg.gov.au.
The Arts
• Research the lives of artists known for their floral art, for example, Margaret Preston.
• Review famous paintings of flowers, such as, Sunflowers by Van Gogh and Waterlilies
by Monet.
• Use interactive item: Pollination process on the PrimaryConnections Resource on the
PrimaryConnections website (Life and Living; How Plants Function; Plant Systems C).
Native bees are one of the many important pollinators of Australia’s unique wildflowers and
are a vital part of the Australian bush environment. Indigenous elders have knowledge on
where to find different bees, what plants are important to them, where they nest and how
seasonality affects bee reproduction and food collecting. Some Indigenous people collect
sugarbag (honey) from native bee nests to eat and use the beeswax for many purposes
including didgeridoo mouthpieces.
• Explore the role of native bees in the process of pollination of Australian native plants.
See www.aussiebee.com.au/beesinyourarea.html

Plants in action
Cross section of a flower
Name: ________________________________________ Date: _________________
1cm
Resource sheet 6
PrimaryConnections
Lesson 5 F lowers, fruits

and seeds
AT A GLANCE
To provide students with hands-on, shared experiences of the seeds inside fruits
and read about the way fruits develop.
Students:
• observe and draw fruits and the seeds inside them
• read about the way fruits develop from fertilised flowers.
EXPLORE
Lesson focus
Assessment focus
• the development of fruits and seeds, and their role in the plant life cycle. You will also
monitor their developing science inquiry skills (see page 2).
Key lesson outcomes

Science Literacy
• explain that seeds develop within a fruit • contribute to discussions about the role of
• explain that the fruit protects the fruits in the plant life cycle
developing seeds and helps the • record ideas about fruits and seeds using
seeds to be dispersed away from the writing and labelled diagrams.
parent plant.
44 Lesson 5 Flowers, fruits and seeds

Plants in action

After fertilisation, the fertilised ovules develop into seeds and the ovary grows larger and
ripens into a fruit. The fruit protects the seeds until they have matured, and in many cases
help to disperse the seeds away from the parent plant. Plants use many clever mechanisms
to disperse their seeds. Bright, tasty fruit is often eaten by animals and birds, which deposit
the seeds in their droppings. Some other fruits and seeds are designed to be dispersed by
the wind, for example, the delicate, feathery seeds of the dandelion. Species of plants that
live near or in water often have floating fruit and seeds adapted to water transportation.
Coconuts and the fruit of many mangrove species are good examples.
Note: Botanists have a different meaning for the word ‘fruit’ than is used in everyday
language. Botanists consider tomatoes, cucumbers, runner beans and pumpkins to be fruits
as they contain seeds.
Equipment
EXPLORE

• word wall Manager and Speaker
• 1 enlarged copy of ‘From flowers to fruit’ • a variety of fruits to be cut open for students
(Resource sheet 7) to draw
• a factual text about fruits and seed, • small trays or plates to rest cut fruit on
and one about seed dispersal (see • paper towel
PrimaryConnections website for
suggestions)
• 1 knife for cutting fruit
• optional: Baker, J. (1995) The story of rosy
dock. Milsons Point, NSW: Random House
• optional: The private life of plants, Episode
1: ‘Travelling’. David Attenborough (2003).
BBC Worldwide Ltd
• optional: 2–3 sheets of A3 paper for a ‘What
seed is this?’ chart (see ‘Preparation’)
Preparation
• Prepare an enlarged copy of ‘From flowers to fruit’ (Resource sheet 7).
• Purchase or ask students to bring in a whole piece of small fruit, such as, an apple,
orange, stone fruit, berry or nut or a cut piece of a larger fruit, such as, a melon or
pumpkin, with the seeds still inside.
• Optional: To familiarise yourself with the information and language, view Episode 1
of The private life of plants (see ‘Equipment’). This episode runs for approximately
45 minutes. The first 20 to 25 minutes are particularly useful for this topic.
• Optional: Ask students to bring in a seed from home to make a ‘What seed is this?’
chart. The seed might come from students’ gardens or kitchens. Prepare a chart with
the following headings:

PrimaryConnections
What seed is this?
Seed Name of seed
Note: The first column will contain an actual seed attached to the paper.
Lesson steps
1 Review the previous activity in which students investigated flowers and pollination.
EXPLORE
Ask students what they think might happen after the flower has been pollinated.
2 Explain that students will be working in collaborative learning teams to investigate the
inside of fruits to look at seeds and their arrangements within the fruit. Review the
purpose and features of a cross section (see Lesson 4). Model how to draw a cross
section to show the arrangement of the seeds inside a fruit.
Student work sample of a cross section
4 Cut and distribute samples of fruit. Ask students to draw cross sections for a number
of samples. Teams might swap fruit to investigate a wider range of samples.
5 Read a factual text that describes how fruits develop from the fertilised flower.
Introduce the information sheet ‘From flowers to fruit’ (Resource sheet 7) to support
the factual text reading.
6 Discuss the role of fruit in the plant’s life cycle (to protect the seeds until they are ready
to be released and to assist in dispersal). Ask students why seeds develop within a
46 Lesson 5 Flowers, fruits and seeds

Plants in action
fruit, using questions such as:

• Why are some fruits good to eat?
• How will this help spread the seeds away from the plant?
• Why do the seeds need to be spread away from the plant?
7 Lead a discussion about how fruits provide one way that seeds can be spread.
Ask students what other ways there are. Prompt them to think about times they might
have seen seeds, such as, prickles in their socks or a dandelion they have blown.
8 Ask students why plants need to make seeds. Lead a discussion about how the life cycle
continues after the parent plant dies, and the cyclical nature of plant development.
9 Optional: View Episode 1 of ‘The private life of plants’, pausing often to allow students
to record their ideas about what they have seen (see ‘Equipment’).
10 Optional: Read or view ‘The story of rosy dock’, and discuss the effect of imported
seeds on local environments (see ‘Equipment’).
11 Optional: Use the seeds students have brought in, and/or those found in the cutting
and drawing investigation, to create a ‘What seed is this?’ chart. After students have
EXPLORE
finished drawing seeds, attach a sample of each seed (where possible) to the chart and
record the name of the fruit next to the seed. Invite students to bring other seeds from
home to add to the chart.
Curriculum links
Technology
• Students design and test a method of seed dispersal using sunflower or pumpkin
seeds, such as, by flight, floating in water, fastening to something.
• Use interactive technology and or digital cameras to record students’ cross sections.
• Research the uses of plants by Indigenous Australians and other cultures. See Clarke,
Phillip. (2007) Aboriginal People and Their Plants. NSW: Rosenberg Publishing. http://www.
anbg.gov.au/gardens/education/programs/pdfs/aboriginal_plant_use_and_technology.
pdf and www.museumvictoria.com.au/pages/3286/Twined-Together-post-visit.pdf
• Explore bush tucker and diet by comparing contemporary and traditional Indigenous
foods. See Diet and bush tucker at www.det.wa.edu.au/education/abled/apac
lessons/pdfs/APAC154.pdf For information, recipes and activities on all aspects of
bush tucker, see http://www.anbg.gov.au/gardens/education/programs/primary-
learning/using-bush-plants.html
• Watch a family digging for bush potato. See www.australianscreen.com.au/titles/bush-
tucker-is-everywhere/clip1

Plants in action
From flowers to fruit
Name: ________________________________________ Date: _________________
ovary petals
ovules
anther
stigma
ovary
After 10 days
ovules
fruit
After 30 days
seeds
fruit
After 60 days
seeds
After pollination, the ovary of the flower ripens into a fruit and the ovules develop into seeds.
Resource sheet 7
Lesson 6 Patterns in plants
AT A GLANCE
To support students to represent and explain their understanding and observations of

seed germination and the growth of seedlings.
To introduce current scientific views about the life cycles of plants.
Students:
• create timelines of seed germination and the growth of a seedling
• create representations of seed germination and the growth of a seedling
• review their understanding of ‘living’ and ‘not living’.
Lesson focus
In the Explain phase students develop a literacy product to represent their developing
EXPLAIN
understanding. They discuss and identify patterns and relationships within their
observations. Students consider the current views of scientists and deepen their own
understanding.
Assessment focus
Formative assessment is an ongoing aspect of the Explain phase. It involves monitoring
• the structure of seeds, the stages of germination and parts of seedlings during the
plant life cycle, and how science involves scientists gathering evidence, recording and
representing observations accurately to develop explanations. You will also monitor
students’ developing science inquiry skills (see page 2).
You are also able to look for evidence of students’ use of appropriate ways to represent
what they know and understand about the life cycle of flowering plants and give them
feedback about how they can improve their representations.

PrimaryConnections
Key lesson outcomes

Science Literacy
• describe the stages and changes in the • contribute to discussions about their seed
germination process germination investigation
• explain the role of the roots, shoot and • understand the purpose and features of a
leaves of the growing seedling. timeline
• construct a timeline of the germination and
growth of seedlings
• use scientific terms and subject-specific
vocabulary appropriately in their writing
and in presentations
• make a presentation on a science topic.
Equipment
EXPLAIN
• class science journal • each team member’s science journal

• word wall • role badges or wristbands for Director,
• TWLH chart Manager and Speaker
Preparation
• Select one or more of the representation options below to use in Lesson step 12:
– Plot a graph showing the increase in root and shoot length.
– Integrate digital images, such as, diagrams or photographs, with text in a word
processing document.
– Create a PowerPoint presentation.
– Write a factual narrative text, for example, ‘The story of my bean’, and illustrate
it with photographs or drawings.
• Decide whether the representations will be done by individual students or in teams.
Prepare resources and equipment as needed.
50 Lesson 6 Patterns in plants

Plants in action
Lesson steps
1 Review the purpose of the seed germination investigations. Ask questions such as:
• What have we been investigating about germination of seeds?
• What have you been observing, measuring and recording?
2 Explain that students are going to use their records of observation from the seed
germination activity in Lesson 3 to create a representation of seed germination. Model
the development of a timeline, for example, ‘a day at school’ broken into one-hour units.
3 Discuss the purpose and features of a timeline.
Literacy focus
Why do we use a timeline?
We use a timeline to show events in the order they happened.
What does a timeline include?

A timeline includes a heading and units of time. Each event is indicated on the timeline
using words or symbols.
Broad bean seed germination

Day 1 Day 3 Day 5 Day 7 Day 9 Day 11
EXPLAIN
Soaked 15mm root 35mm root
bean seed (radicle) 60mm root
First shoot
(plumule)
emerging 75mm root
(with 12
root hairs)
20mm shoot
80mm root
(with 20 root hairs)
55mm shoot
Student work sample of a timeline
4 Lead a discussion about the seed germination activity, focusing on questions such as:
• What changes to the seed and seedling did you observe?
• What happened first? What happened second? (and so on).
5 After students have completed their timelines, ask them to share them in small groups
or with the class. As students share their timelines, ask them to discuss how they are
similar or different. As a whole class, discuss questions such as:
• On which day did the roots generally appear?
• On which day did the shoots generally appear?
• Why does the root go down?

PrimaryConnections
• Why does the shoot go up?

• Where does the seedling get its food from before the plant has leaves and roots?
6 Draw students’ attention to the words that were added to the word wall during the
seed germination activity, such as, seed, root, stem, seed leaf or cotyledon, leaf,
seedling. Review the meaning of the words and ask students to review and modify
(where necessary) their timelines to include correct vocabulary.
7 Update the third and fourth columns of the TWLH chart (What we Learned,
How we know).
8 Discuss with students where they think the seed fits into the plant life cycle, and why.
9 Write the headings ‘Living’, ‘Not living’ and ‘Not sure’ across the board (as for
Lesson 2). Ask students to think about what they learned in the ‘What’s inside a
seed?’ (Lesson 2) and ‘Bean seed germination’ (Lesson 3) activities and whether they
think a seed is ‘living’ or ‘not living’. Ask them to move so that they are standing with
others who have the same idea as they do, such as, ‘living’ at the back of the room,
‘not living at the front of the room, and ‘not sure’ in the middle of the room.
This activity is an opportunity for formative assessment of students’ understanding of
‘living’ and ‘not living’.
10 Ask students in each group to discuss their reasons, and then ask each group to
share with the whole class.
11 Ask whether students have changed groups since they did this activity in Lesson
2. If so, invite them to describe why they changed. Record responses in the class
EXPLAIN
science journal.
12 If any students believe seeds are not living, ask ‘What do seeds grow into?’. Review
the idea introduced in Lesson 2 that seeds fit under the ‘living’ heading as they have
the potential for growth even though they are currently in a dormant state.
13 Optional: Explain that students are going to represent the early stages of plant growth.
Introduce one or more of the following representation options:
• Plot a graph showing the increase in root and shoot length. Discuss the purpose
and features of a graph.
Literacy focus
Why do we use a graph?
We use a graph to organise information so we can look for patterns. We use different
types of graphs, such as picture, column, or line graphs, for different purposes.
What does a graph include?

A graph includes a title, axes with labels on them and the units of measurement.
• Integrate digital images, such as, diagrams or photographs, with text in a word
processing document.
• Create a PowerPoint presentation.
• Write a factual narrative text, for example, ‘The story of my bean’, and illustrate it
with photographs or drawings. Discuss the purpose and features of a narrative.
52 Lesson 6 Patterns in plants

Plants in action
Literacy focus
Why do we use a narrative?
We use a narrative to tell the story of connected events. It is often used to entertain and
inform the audience.
What does a narrative include?

A narrative might be spoken or in written form and might include pictures or props.
Invite students to select which of the available options they will use to represent the
early stages of plant growth. Provide students with the necessary equipment so that
they can work individually or in teams.
14 Optional: Arrange for students to share their representations with an audience, such
as, another class or at a school assembly.
15 Optional: Invite a guest speaker, such as the school gardener, local nursery person or
garden enthusiast.
Curriculum links
Mathematics
• Plot graphs to represent other data about seed germination and seedling growth.
EXPLAIN
• Combine digital images with word processing.
• Use digital images in PowerPoint presentations.
• Plot graphs using spreadsheets.
• Discuss Indigenous peoples’ use of wattles. See www.anbg.gov.au/gardens/
education/programs/pdfs/aboriginal-use-of-wattles.pdf

PrimaryConnections
Lesson 7 I nvestigating conditions

for plant growth
AT A GLANCE
To support students to plan and conduct an investigation of the conditions that affect
plant growth.
Students:
• discuss conditions that affect plant growth
• learn how to write questions for investigation
• work in collaborative learning teams to plan and set up an investigation of the
conditions that affect plant growth
• observe and record the results of their investigations.
Lesson focus
In the Elaborate phase students plan and conduct an open investigation to apply and
extend their new conceptual understanding in a new context. It is designed to challenge
and extend students’ science understanding and science inquiry skills.
Assessment focus
ELABORATE
Summative assessment of the Science Inquiry Skills is an important focus of the

Elaborate phase (see page 2). Rubrics will be available on the website to help you monitor
students’ inquiry skills.
Key lesson outcomes

Science Literacy
• identify conditions that affect plant growth • use language and visual
• with support, develop a question to investigate representations to design and
conditions that affect plant growth record an investigation into the
• make a prediction about the effect of a variable conditions that affect plant growth
on plant growth • record observations.
• with support, plan an investigation that
incorporates a control and fair testing
• describe conditions plants require for growth.
54 Lesson 7 Investigating conditions for plant growth

Plants in action

To grow and thrive, plants need certain conditions in their environment. Like animals, they
need water to survive. They also require light and carbon dioxide from the air. Green plants
cannot grow in complete darkness because, without energy from light, they cannot make
food. The process of photosynthesis relies on water, carbon dioxide from the air and light
energy; plants use these components to produce carbohydrates and oxygen.
Plants also need minerals that they absorb through their roots. Usually nutrients come from
the soil, but they can also be applied artificially as fertiliser or in liquid form for hydroponic
gardens.
Plants will grow well only within the temperature range they are adapted to. A plant that is
too hot or too cold will not thrive.
Equipment

• word wall Manager and Speaker
• 1 enlarged copy of ‘Plant growth • 1 copy of ‘Plant growth investigation
investigation planner’ (Resource sheet 8) planner’ (Resource sheet 8) per team
member
• water and water spray bottles
• fast-growing plant seeds (eg, cress or
wheat)
• ¼ teaspoon measure
• cotton wool or paper towel
• 1 small container (eg, patty pan or egg
ELABORATE
carton)
• 1 name peg or name label per team
member
• optional: soil ½ cup per container as
required
• optional: sand ½ cup per container as
required
Preparation
• Read ‘How to write questions for investigation’ (Appendix 5).
• Read ‘How to conduct a fair test’ (Appendix 6).
• Prepare an enlarged copy of ‘Plant growth investigation planner’ (Resource sheet 8).

PrimaryConnections
Lesson steps
1 Review the unit activities and ask questions such as:
• What conditions would the seeds need to keep growing into an adult plant?
• What things might slow or stop plant growth?
• How could we find out?
Use students’ answers to make a list of things that might affect plant growth, such as,
light, water, soil and temperature. Introduce the term ‘variables’ as things that can be
changed, measured or kept the same in an investigation. Explain that when a variable
is kept the same it is said to be ‘controlled’.
Explain that students will work in collaborative learning teams to determine what effect
one of these things has on plant growth.
2 Introduce students to the process of writing questions for investigation. Model how to
develop a question, such as:
• What happens to plant growth when we change the amount of light?
• What happens to plant growth when we change the type of soil?
• What happens to plant growth when we change the temperature?
3 Explain how to use the ‘Plant growth investigation planner’ (Resource sheet 8).
For example, students might plan to investigate ‘What happens to a plant’s growth
when we change the amount of light it receives?’. For their investigation, students
then determine what they will:
• Change: amount of light
• Measure/Observe: such as, plant height, number of leaves, colour of leaves,
number of plants growing
• Keep the same: type of soil, amount of water, temperature, type of seeds.
ELABORATE
4 Ask students:
• How could you test whether light is needed for plant growth? (By taking away light
and then comparing seedlings grown in the dark with seedlings grown in the light.)
• How could you test whether soil is needed for plant growth? (By taking away
soil and then comparing seedlings grown in soil with those grown in cotton wool
or paper.)
• How could you test whether warmth is needed for plant growth? (By taking away
warmth and then comparing seedlings grown in the cold with seedlings grown in
warm conditions.)
• How could you test if water is needed for plant growth? (By taking away water
and then comparing seedlings grown in dry conditions with seedlings grown in
moist conditions.)
5 Students will need to compare plant growth without one factor, for example, water,
and control plants grown under what they think are ideal conditions. Ask them:
• What ideal conditions do you think are needed for the control plants? (Air,
moisture, warmth and soil.)
Each team will need to set up two sets of plants: test plants lacking one ideal
condition and control plants under ideal conditions.
56 Lesson 7 Investigating conditions for plant growth

Plants in action
6 Ask each team to decide what question they are going to investigate. Ask each
student to complete an investigation planner.
7 Explain that wheat or cress seeds grow quickly and will allow students to see results in
a short time. Introduce the equipment and materials they will be able to use.
8 Form teams and allocate roles. Ask team Managers to collect team equipment.
9 Ask teams to set up their team investigations.
10 Organise students to use their science journals to record observations using words,
measurements and diagrams. Organise daily observation at the same time each day,
and include team discussion and recording time.
11 After a period of time, for example, seven to ten days, have students review their
investigation observations and complete their investigation planner, recording
their findings and conclusions. Share team findings with the class. The completed
investigation planner provides a work sample for summative assessment of the
investigation outcomes.
12 Update the TWLH chart and the word wall with words and images.
Curriculum links
• Use interactive technology and/or digital cameras to represent investigation data.
Some Indigenous people use fire to manage the land with systematic burning used to
promote new plant growth and to force animals out into the open for hunting. Smokey fires
are used to attract birds of prey and to conceal hunters.
• Research fire management and firestick farming for plant regeneration.
ELABORATE
See http://members.ozemail.com.au/~mmichie/engag_envir.htm www.environorth.
org.au/learn/Burning-Issues-Online/BurningIssues.html

Plants in action
Plant growth investigation planner
Student name: _________________________________ Date: ________________
Other members of your team: ___________________________________________
What are you going to investigate? What do you predict will happen? Why?
Can you write it as a question? Give scientific explanations for your prediction
To make this a fair test what things (variables) are you going to:
Change? Measure? Keep the same?
Change only one thing What would the change affect? Which variables will you control?
Describe how you will set up your investigation? What equipment will you need?
Use drawings if necessary Use dot points
Write and draw your observations in your science journal
Resource sheet 8
Plants in action
Presenting results
Can you show your results in a graph?
Explaining results
When you changed ………………………......... what happened to the seed’s growth?
Why did this happen? Did the results match your prediction?
Evaluating the investigation

What challenges did you experience doing this How could you improve this investigation?
investigation? (fairness, accuracy)
Resource sheet 8
PrimaryConnections
Lesson 8 Plant life cycle
AT A GLANCE
To provide opportunities for students to represent what they know about how living
things, such as plants, have life cycles, and to reflect on their learning during the unit.
Students:
• arrange and annotate pictures to represent the sequence of events in a flowering
plant life cycle
• review the unit by using the science journal, word wall, TWLH chart and other
resources developed during the unit
• reflect on their learning during the unit.
Lesson focus
In the Evaluate phase students reflect on their learning journey and create a literacy
product to re-represent their conceptual understanding.
Assessment focus
Summative assessment of the Science Understanding descriptions is an important
aspect of the Evaluate phase. In this lesson you will be looking for evidence of the extent
to which students understand:
• the parts and life cycle of flowering plants.
Literacy products in this lesson provide useful work samples for assessment using the
rubrics provided on the PrimaryConnections website.
EVALUATE
60 Lesson 8 Plant life cycle

Plants in action
Key lesson outcomes

Science Literacy
• describe and explain the relationships • contribute to discussions about plant
between the stages (seed, seedling, adult life cycles
plant, flower and fruit) and processes • use correct scientific terms and
(germination and pollination) that make up subject-specific vocabulary
the plant life cycle
• reflect on their learning through a
• recognise that the stages in the plant’s life science journal entry.
form a cycle rather than a linear sequence
• describe conditions plants require for growth.
Equipment
• class science journal • each team member’s science journal

• word wall • 1 copy of ‘Plant life stages jumble’
• TWLH chart (Resource sheet 1)
• 1 enlarged copy of ‘Procedure: Bean seed • optional: 1 copy of ‘Procedure jumble: Bean
germination’ (Resource sheet 5) seed germination’ (Resource sheet 9)
Preparation
• Prepare an enlarged copy of ‘Procedure: Bean seed germination’ (Resource sheet 5).
• Optional: Preview the interactive crossword ‘The life cycle of flowering plants’ on the
PrimaryConnections website.
EVALUATE
Lesson steps
1 Review the ‘Plant life stages jumble’ from Lesson 1 where students arranged pictures
to represent stages in a plant’s life. Explain that they are going to do this activity again
to show how much they have learned.
2 Provide each student with a new copy of the ‘Plant life stages jumble’ (Resource
sheet 1). Ask them to cut out the pictures and glue them into their science journals in
the order they think best represents a flowering plant’s life.
Note: As in the Engage lesson, do not prompt students to place them in a cycle as
this is an assessment task.

EVALUATE
62
PrimaryConnections
Lesson 8 Plant life cycle

Student work sample showing the life cycle of a flowering plant
Plants in action
3 Ask students to label the pictures to show the parts of the plant, and write about
what is happening to the plant at each stage. Ask them to include arrows that link the
pictures into a sequence (cycle), with words written on the arrows naming processes
such as germination, growth and pollination.
4 Optional: ‘Procedure jumble: Bean seed germination’ (Resource sheet 9)
Remind students about the bean seed germination activity. Ask them to imagine
that another class is thinking of doing this activity, and they will need to prepare
instructions for the others to follow.
Review the features of a procedural text (see Lesson 3), using an enlarged copy of
the ‘Procedure: Bean seed germination’ (Resource sheet 5) as an example. Record
the headings (aim, equipment, steps) on the board to help students as they unjumble
the steps.
Provide each student with their own copy of ‘Procedure jumble: Bean seed germination’
(Resource sheet 9) and ask them to cut this up and arrange the strips in the correct
order. Ask students to glue the strips into their science journals, adding headings as they
go like those in ‘Procedure: Bean seed germination’ (Resource sheet 5).
5 Review the TWLH chart to identify what students have learned and the observations
made during the unit that show how we know these things.
6 Ask students to read through their science journals and review the unit’s activities.
Ask them to write a journal entry reflecting on the unit. You might provide them with a
set of questions to guide their reflections, such as:
• What new things did you learn during this unit?
• What was an activity you enjoyed doing? Why?
• What was an activity you would like to change? Why?
• What did you learn about working with others when you were in your teams?
Curriculum links
• Use interactive crossword puzzle The life cycle of flowering plants on the
PrimaryConnections website (see Curriculum Resources: Plants in Action: Other).
EVALUATE
The Le@rning Federation
(www.thelearningfederation.edu.au)
Plant scan, Curriculum Corporation, 2004. The Le@rning
Federation learning object L31.
Students undertake a quiz on plant parts and functions.
They label features of plants and match the correct
function with plant parts.

PrimaryConnections
• Complete a web quest on Indigenous peoples’ use of Australian native plants.
See http://science.uniserve.edu.au/school/quests/nativeplants.html
• Use story telling, creative writing or role-play to demonstrate understanding of
Indigenous peoples’ use of Australian native plants.
See: http://www.anbg.gov.au/gardens/visiting/exploring/walks/aboriginal-trail/
index.html
http://www.anbg.gov.au/gardens/education/programs/pdfs/aboriginal_plant_use_
and_technology.pdf
Our walk with Aunty Betty

Today Aunty Betty took us through the school
reserve. We looked at lots of different native plants.
Aunty Betty told us stories on how they can be used.
My group and I were looking at a big tree with lots
of sap on it; the tree looked very dry and old. Aunty
Betty said that, ‘the tree bleeds and that the sap can
be used to stop cuts from bleeding.’ I thought that
was really cool. We saw many other flowers and
plants. Some of them were soft and others smelt
funny. Aunty Betty also told us that some of the
plants were poisonous. I really enjoyed the walk
with Aunty Betty and learned a lot.
By Branka
Student work sample of a recount

EVALUATE
64 Lesson 8 Plant life cycle

Plants in action
Procedure jumble:
Bean seed germination
Name: __________________________________________ Date: _____________
_________________________________________________________________________________________
Fold one sheet of paper towel in half and line the plastic cup with it.
_________________________________________________________________________________________
Put your bean seed in the plant nursery.

_________________________________________________________________________________________
For each team member
• 1 science journal
• 1 ruler
• 1 lead pencil
• 1 eraser
_________________________________________________________________________________________
Scrunch two sheets of paper towel and put them in the middle of the cup to hold the paper lining firm
against the sides of the cup.
_________________________________________________________________________________________
Procedure: Bean seed germination

_________________________________________________________________________________________
Label your cup.

_________________________________________________________________________________________
When your teacher gives the instruction, pour water into the centre of the cup.
_________________________________________________________________________________________
For each team
• role badges for director, manager and speaker

• 1 copy of ‘Procedure: Bean seed germination’ (Resource sheet 5)
• 3 plastic cups
• 3 sheets of paper towel for each cup
• 3 pegs or labels
_________________________________________________________________________________________
To observe and record the germination and early growth stages of a bean seed.
_________________________________________________________________________________________
Place the seed in between the paper lining and the cup.
_________________________________________________________________________________________
Resource sheet 9
PrimaryConnections
Appendix 1
How to organise collaborative learning teams (Year 3–Year 6)
Introduction
Students working in collaborative teams is a key feature of the PrimaryConnections
inquiry-based program. By working in collaborative teams students are able to:
• communicate and compare their ideas with one another
• build on one another’s ideas
• discuss and debate these ideas
• revise and rethink their reasoning
• present their final team understanding through multi-modal representations.
Opportunities for working in collaborative learning teams are highlighted throughout the unit.
Students need to be taught how to work collaboratively. They need to work together
regularly to develop effective group learning skills.
The development of these collaborative skills aligns to descriptions in the Australian
Curriculum: English. See page 7.
Team structure
The first step towards teaching students to work collaboratively is to organise the team
composition, roles and skills. Use the following ideas when planning collaborative learning
with your class:
• Assign students to teams rather than allowing them to choose partners.
• Vary the composition of each team. Give students opportunities to work with others
who might be of a different ability level, gender or cultural background.
• Keep teams together for two or more lessons so that students have enough time to
learn to work together successfully.
• If you cannot divide the students in your class into teams of three, form two teams of
two students rather than one team of four. It is difficult for students to work together
effectively in larger groups.
• Keep a record of the students who have worked together as a team so that by the end
of the year each student has worked with as many others as possible.
Team roles
Students are assigned roles within their team (see below). Each team member has
a speciﬁc role but all members share leadership responsibilities. Each member is
accountable for the performance of the team and should be able to explain how the team
obtained its results. Students must therefore be concerned with the performance of all
team members. It is important to rotate team jobs each time a team works together so
that all students have an opportunity to perform different roles.
For Year 3–Year 6, the teams consist of three students—Director, Manager and Speaker.
(For Foundation–Year 2, teams consist of two students—Manager and Speaker.) Each
member of the team should wear something that identifies them as belonging to that role,
66 Appendix 1
Plants in action
such as, a wristband, badge, or colour-coded peg. This makes it easier for you to identify
which role each student is doing and it is easier for the students to remember what they
and their team mates should be doing.
Manager
The Manager is responsible for collecting and returning the team’s equipment.
The Manager also tells the teacher if any equipment is damaged or broken. All team
members are responsible for clearing up after an activity and getting the equipment
ready to return to the equipment table.
Speaker
The Speaker is responsible for asking the teacher or another team’s Speaker for
help. If the team cannot resolve a question or decide how to follow a procedure, the
Speaker is the only person who might leave the team and seek help. The Speaker
shares any information they obtain with team members. The teacher might speak to
all team members, not just to the Speaker. The Speaker is not the only person who
reports to the class; each team member should be able to report on the team’s results.
Director
The Director is responsible for making sure that the team understands the team
investigation and helps team members focus on each step. The Director is also
responsible for offering encouragement and support. When the team has ﬁnished,
the Director helps team members check that they have accomplished the investigation
successfully. The Director provides guidance but is not the team leader.
Team skills
PrimaryConnections focuses on social skills that will help students work in collaborative
teams and communicate more effectively.
Students will practise the following team skills throughout the year:
• Move into your teams quickly and quietly
• Speak softly
• Stay with your team
• Take turns
• Perform your role
To help reinforce these skills, display enlarged copies of the team skills chart (see the end
of this Appendix) in a prominent place in the classroom.
Supporting equity
In science lessons, there can be a tendency for boys to manipulate materials and girls
to record results. PrimaryConnections tries to avoid traditional social stereotyping by
encouraging all students, irrespective of their gender, to maximise their learning potential.
Collaborative learning encourages each student to participate in all aspects of team
activities, including handling the equipment and taking intellectual risks.
Observe students when they are working in their collaborative teams and ensure that both
girls and boys are participating in the hands-on activities.
Appendix 1 67
PrimaryConnections
TEAM ROLES
Manager
Collects and returns all
materials the team needs
Speaker
Asks the teacher and other
team speakers for help
Director
Make sure that the
team understands the
team investigation and
completes each step
PrimaryConnections
TEAM SKILLS
1 Move into your teams
quickly and quietly
2 Speak softly
3 Stay with your team
4 Take turns
5 Perform your role

PrimaryConnections
Appendix 2
How to use a science journal
Introduction
A science journal is a record of observations, experiences and reflections. It contains
a series of dated, chronological entries. It can include written text, drawings, labelled
diagrams, photographs, tables and graphs.
Using a science journal provides an opportunity for students to be engaged in a real science
situation as they keep a record of their observations, ideas and thoughts about science
activities. Students can use their science journals as a useful self-assessment tool as they
reflect on their learning and how their ideas have changed and developed during a unit.
Monitoring students’ journals allows you to identify students’ alternative conceptions, find
evidence of students’ learning and plan future learning activities in science and literacy.
Maintaining a science journal aligns to descriptions in the Australian Curriculum: Science
and English. See pages 2 and 7.
Using a science journal

1 At the start of the year, or before starting a science unit, provide each student with a
notebook or exercise book for their science journal or use an electronic format. Tailor
the type of journal to fit the needs of your classroom. Explain to students that they will
use their journals to keep a record of their observations, ideas and thoughts about
science activities. Emphasise the importance of including pictorial representations as
well as written entries.
2 Use a large project book or A3 paper to make a class science journal. This can be
used at all year levels to model journal entries. With younger students, the class
science journal can be used more frequently than individual journals and can take the
place of individual journals.
3 Make time to use the science journal. Provide opportunities for students to plan
procedures and record predictions, and their reasons for predictions, before
an activity. Use the journal to record observations during an activity and reflect
afterwards, including comparing ideas and findings with initial predictions and reasons.
It is important to encourage students to provide evidence that supports their ideas,
reasons and reflections.
4 Provide guidelines in the form of questions and headings and facilitate discussion
about recording strategies, such as, note-making, lists, tables and concept maps.
Use the class science journal to show students how they can modify and improve
their recording strategies.
5 Science journal entries can include narrative, poetry and prose as students represent
their ideas in a range of styles and forms.
6 In science journal work, you can refer students to display charts, pictures, diagrams,
word walls and phrases about the topic displayed around the classroom. Revisit and
revise this material during the unit. Explore the vocabulary, visual texts and ideas that
have developed from the science unit, and encourage students to use them in their
science journals.
70 Appendix 2
Plants in action
7 Combine the use of resource sheets with journal entries. After students have pasted
their completed resource sheets in their journal, they might like to add their own
drawings and reflections.
8 Use the science journal to assess student learning in both science and literacy.
For example, during the Engage phase, use journal entries for diagnostic assessment
as you determine students’ prior knowledge.
9 Discuss the importance of entries in the science journal during the Explain and Evaluate
phases. Demonstrate how the information in the journal will help students develop
literacy products, such as posters, brochures, letters and oral or written presentations.
Plants in action science journal
Appendix 2 71
PrimaryConnections
Appendix 3
How to use a word wall
Introduction
A word wall is an organised collection of words and images displayed in the classroom.
It supports the development of vocabulary related to a particular topic and provides a
reference for students. The content of the word wall can be words that students see,
hear and use in their reading, writing, speaking, listening and viewing.
Creating a class word wall, including words from different dialects and languages, aligns
to descriptions in the Australian Curriculum: English. See page 7.
Goals in using a word wall

A word wall can be used to:
• support science and literacy experiences of reading, viewing, writing and speaking
• provide support for students during literacy activities across all key learning areas
• promote independence in students as they develop their literacy skills
• provide a visual representation to help students see patterns in words and decode them
• develop a growing bank of words that students can spell, read and/or use in writing tasks
• provide ongoing support for the various levels of academic ability in the class
• teach the strategy of using word sources as a real-life strategy.
Organisation
Position the word wall so that students have easy access to the words. They need to
be able to see, remove and return word cards to the wall. A classroom could have one
main word wall and two or three smaller ones, each with a different focus, for example,
high-frequency words.
Choose robust material for the word cards. Write or type words on cardboard and perhaps
laminate them. Consider covering the wall with felt-type material and backing each word card
with a self-fastening dot to make it easy for students to remove and replace word cards.
Word walls do not need to be confined to a wall. Use a portable wall, display screen,
shower curtain or window curtain. Consider a cardboard shape that fits with the unit, for
example, an apple for a needs unit.
The purpose is for students to be exposed to a print-rich environment that supports their
science and literacy experiences.
Organise the words on the wall in a variety of ways. Place them alphabetically, or put them
in word groups or groups suggested by the unit topic, for example, words for the Plants in
action unit might be organised using headings, such as ‘Parts of a plant’, ‘Stages in plant
growth’, ‘Germination’ and ‘What plants need to grow’.
Invite students to contribute different words from different languages to the word wall.
Group words about the same thing, for example, the different parts of a plant on the word
wall so that the students can make connections. Identify the different languages used, such
as, using different coloured cards or pens to record the words.
72 Appendix 3
Plants in action
Material world word wall Spinning in space word wall
Using a word wall

1 Limit the number of words to those needed to support the science and literacy
experiences in the classroom.
2 Add words gradually, and include images where possible, such as drawings, diagrams
or photographs. Build up the number of words on the word wall as students are
introduced to the scientific vocabulary of the unit.
3 Encourage students to interact with the word wall. Practise using the words with
students by reading them and playing word games. Refer to the words during science
and literacy experiences and direct students to the wall when they need a word for
writing. Encourage students to use the word wall to spell words correctly.
4 Use the word wall with the whole class, small groups and individually during literacy
experiences. Organise multi-level activities to cater for the individual needs of students.
Plants in action word wall
Appendix 3 73
PrimaryConnections
Appendix 4
How to use a TWLH chart
Introduction
A learning tool commonly used in classrooms is the KWL chart. It is used to elicit students’
prior Knowledge, determine questions students Want to know answers to, and document
what has been Learned.
PrimaryConnections has developed an adaptation called the TWLH chart.
T – ‘What we think we know’ is used to elicit students’ background knowledge and
document existing understanding and beliefs. It acknowledges that what we ‘know’
might not be the currently accepted scientific understanding.
W – ‘What we want to learn’ encourages students to list questions for investigation.
Further questions can be added as students develop their understanding.
L – ‘What we learned’ is introduced as students develop explanations for their
observations. These become documented as ‘claims’.
H – ‘How we know’ or ‘How we came to our conclusion’ is used in conjunction with the
third column and encourages students to record the evidence and reasoning that lead
to their new claim, which is a key characteristic of science. This last question requires
students to reflect on their investigations and learning, and to justify their claims.
As students reflect on their observations and understandings to complete the third and
fourth columns, ideas recorded in the first column should be reconsidered and possibly
confirmed, amended or discarded, depending on the investigation findings.
Plants in action TWLH chart
What we think What we want What we learned How we know

we know to learn (What are our claims?) (What is our evidence?)
We think that plants What conditions do Plants need air, water, In our investigation
need water and soil plants need to grow? warmth, soil and light we grew cress.
to grow. to grow. Cress grew well when
it had water, light,
air and soil.
The cress did not
grow well if any of
those conditions were
missing, for example,
no water or no light.
74 Appendix 4
Plants in action
Appendix 5
How to write questions for investigation
Introduction
Scientific inquiry and investigation are focused on and driven by questions. Some
questions are open to scientific investigation, while others are not. Students often
experience difficulty in developing their own questions for investigation.
This appendix explains the structure of questions and how they are related to variables in
a scientific investigation. It describes an approach to developing questions for investigation
and provides a guide for constructing investigable questions with your students.
Developing their own questions for investigation helps students to have ownership of their
investigation and is an important component of scientific literacy.
The structure of questions for investigation

The way that a question is posed in a scientific investigation affects the type of
investigation that is carried out and the way information is collected. Examples of different
types of questions for investigation include:
• How does/do … ?
• What effect does … ?
• Which type of … ?
• What happens to … ?
All science investigations involve variables. Variables are things that can be changed,
measured or kept the same (controlled) in an investigation.
• The independent variable is the thing that is changed during the investigation.
• The dependent variable is the thing that is affected by the independent variable, and
is measured or observed.
• Controlled variables are all the other things in an investigation that could change but
are kept the same to make it a fair test.
An example of the way students can structure questions for investigation is:
What happens to ______________________when we change _______________________?
dependent variable independent variable
The type of question for investigation in Plants in action refers to two things (variables)
and the relationship between them—for example, an investigation of the things (variables)
that affect plant growth might consider the effect of light or soil type. The question for
investigation could be:
Q1: What happens to plant growth when we change the amount of light?
In this question, plant growth depends on light. Sunlight is the thing that is changed
(independent variable) and plant growth is the thing that is measured or observed
(dependent variable).
Appendix 5 75
PrimaryConnections
Q2: What happens to plant growth when we change the soil type?
In this question, plant growth depends on soil type. Soil type is the thing that is
changed (independent variable) and plant growth is the thing that is measured or
observed (dependent variable).
An example of the way students can structure questions for investigation in Plants in
action is:
What happens to ______________________when we change _______________________?
dependent variable independent variable
Developing questions for investigation

The process of developing questions for investigation is to:
• Provide a context and reason for investigating.
• Pose a general focus question in the form of: ‘What things might affect _____________
(dependent variable)?’.
For example, ‘What things might affect plant growth?’
• Use questioning to elicit the things (independent variables) students think might
affect the dependent variable (for example, plant growth).
By using questions, elicit the things that students can investigate, such as the amount
and type of soil, water and fertiliser, the temperature or amount of light. These are the
things that could be changed (independent variables) which students predict will
affect the thing that is measures or observed (dependent variable).
Each of the independent variables can be developed into a question for investigation.
• Use the scaffold ‘What happens to _____________ when we change ____________?’
to help students develop specific questions for their investigation.
• For example, ‘What happens to plant growth when we change the temperature?’
or ‘What happens to plant growth when we change the type of soil?’.
• Ask students to review their question for investigation after they have conducted their
investigation and collected and analysed their information.
• Encouraging students to review their question will help them to understand
the relationship between what was changed and what was measured in their
investigation. It also helps students to see how the information they collected relates
to their prediction.
76 Appendix 5
Plants in action
Appendix 6
How to conduct a fair test
Introduction
Scientific investigations involve posing questions, testing predictions, planning and
conducting tests, interpreting and representing evidence, drawing conclusions and
communicating findings.
Planning a fair test

In Plants in action, students investigate the things that affect plant growth.
Will the type of soil Will the amount of light

affect its growth? affect its growth?
Will the temperature

affect its growth?
All scientific investigations involve variables. Variables are things that can be changed
(independent), measured/observed (dependent) or kept the same (controlled) in
an investigation. When planning an investigation, to make it a fair test, we need to
identify the variables.
It is only by conducting a fair test that students can be sure that what they have changed
in their investigation has affected what is being measured/observed.
‘Cows Moo Softly’ is a useful scaffold to remind students how to plan a fair test:
Cows: Change one thing (independent variable)
Moo: Measure/Observe another thing (dependent variable)
Softly: keep the other things (controlled variables) the Same.
To investigate whether moisture has an effect on mould growth, students could:
CHANGE the amount of light each plant receives Independent variable
MEASURE/ plant growth Dependent variable

OBSERVE
KEEP THE SAME the amount and type of soil, the water Controlled variables
and the fertiliser
Appendix 6 77
78
Appendix 7
Appendix 7
PrimaryConnections
Plants in action equipment list

LESSON 1 1 2 3 4 5 6 7 8
EQUIPMENT ITEM QUANTITIES
SESSION 1 2
Equipment and materials

carry bag 1 per Garden Buddy
containers
Book. Baker, J. The story of rosy dock. optional 1 per class
– box or bag, large, opaque 1 per class
– container, small (eg, patty pan or egg carton) 1 per team
DVD. The private life of plants Attenborough, David 1 per class
(BBC Worldwide Ltd, 2003, DVD optional
– plant nursery (eg, tray or box lid (large enough for 1 per team
each teams’ plastic cups)
– plastic container, small, for disposable camera 1 per Garden Buddy
– tray, small to hold flower or fruit samples 1 per team
cotton-wool (or paper towel) 1 piece per cup
disposable camera 1 per Garden Buddy
journal (eg, A4 scrapbook) 1 per Garden Buddy
knife 1 per class
magnifying glass 1 per team
paper/cardboard A3 optional 3 sheets per class
paper towel 3 sheets per team
paper towel 3 sheets per cup
pegs or labels for identification 3 per team
LESSON 1 1 2 3 4 5 6 7 8
SESSION 1 2
Equipment and materials (continued)

plant materials
– dry bean seeds 3 per team (lesson 2)
1 per student (lesson 3)
– dry bean seeds cut open (eg, red kidney or borlotti 3 per team
beans)
factual text about flowers and pollination 1 per class
factual text about fruits and seeds, seed dispersal 1 per class
– flower samples 2 per student
– fruits - a variety to be cut open for students to draw collection per team
– mixed flowers, including those that clearly show the collection per class
pistil and stamen (eg, daffodils, lilium, tulip)
– plant items (eg, roots, stems, branch, leaves, seeds, collection per class
small seedlings, larger plant, flowers, fruit)
– plants seeds, fast growing (eg, cress or wheat) sufficient quantity per team
pollination animation (Science background Resource, or 1per class
online, Primary Connections website)
– soaked bean seeds 3 per team
– soaked bean seeds (recommend plant seeds as 1 per student
these are more likely to germinate)
plastic cups, clear 3 per team
¼ teaspoon measure 1 per team
sand optional ½ cup measure per cup
soft toy 1 per garden buddy
soil optional ½ cup measure per cup
toothpicks 6 per team
tweezers 1 per team
Appendix 7
water spray bottles 2 per class
Plants in action
79
80
LESSON 1 1 2 3 4 5 6 7 8
SESSION 1 2
Appendix 7
Resource sheets
PrimaryConnections
‘Plant life stages jumble’ (RS1) 1 per student

‘Information note for families’ (RS2) optional 1 per student
‘Garden Buddy’s visit task list’ (RS3) optional 1 per student
‘Observation record: Exploring seeds’ (RS4) 3 per team
‘Observation record: Exploring seeds’ (RS4), enlarged 1 per class
‘Procedure: Bean seed germination’ (RS5) 1 per team
‘Procedure: Bean seed germination’ (RS5), enlarged 1 per class
‘Cross section of a flower’ (RS6), enlarged 1 per class
‘Cross section of a flower’ (RS6) 1 per team
‘From flowers to fruit’ (RS7), enlarged 1 per class
‘Plant growth investigation planner’ (RS8) 1 per team member
‘Plant growth investigation planner’ (RS8), enlarged 1 per class
‘Procedure jumble: Bean seed germination’ (RS9), 1 per class
enlarged
‘Procedure jumble: Bean seed germination’ (RS9) 1 per student
optional
Teaching Tools
class science journal 1 per class
collaborative learning role badges 1 set per team
collaborative learning team roles chart 1 per class
collaborative learning team skills chart 1 per class
student science journal 1 per student
TWLH chart 1 per class
word wall 1 per class
Multimedia
Digital camera optional 1 per class
Appendix 8
Plants in action unit overview
SCIENCE OUTCOMES* LITERACY LESSON SUMMARY
OUTCOMES*
ASSESSMENT
Students will be able to OPPORTUNITIES
represent their current
understandings as they: Students will be able to: Students:
Lesson 1 • represent stages in the life • contribute to Session 1 Diagnostic assessment

What goes cycle of flowering plants discussions about Plant life stages jumble • ‘Plant life stages
where? • label parts of a plant: root, plants jumble’
• discuss a ‘mystery box’ of
stem, leaves, flowers, fruit. • understand the plant items and raise ideas (Resource sheet 1)
Session 1
purpose and features of about the relationships • Plant life cycle
Plant life stages a labelled diagram between them • Labelling
jumble • create a labelled • arrange pictures to • Science journal entries
Session 2 diagram represent the life cycle of • Garden Buddy’s journal
Garden Buddies • contribute to the flowering plants entry.
(optional) commencement of a • create a list of plant words • Garden Buddy’s oral
TWLH chart and word to develop a word wall presentation
wall
• discuss students’ ideas • ‘Information note for
• record ideas in a and questions for a TWLH families’
science journal.
ENGAGE
chart. (Resource sheet 2)
Session 2 • ‘Garden Buddy’s visit
task list’
Garden Buddies (optional)
(Resource sheet 3)
• observe, record and report
on plants growing in their
garden, and the jobs
and activities done in the
garden.
Appendix 8
Plants in action
81
* These lesson outcomes are aligned to relevant descriptions of the Australian Curriculum. See page 2 for Science and page 7 for English and Mathematics.
82
Appendix 8
SCIENCE OUTCOMES* LITERACY OUTCOMES* LESSON SUMMARY
PrimaryConnections
ASSESSMENT
OPPORTUNITIES
Students will be able to: Students will be able to: Students:
Lesson 2 • observe and describe • identify the purpose and • discuss seeds Formative assessment
What’s inside a features of seeds and features of a table • work in teams to record • Science journal entries
seed? record observations • use a table to record observations of a dry bean • ‘Observation record:
• compare dry and observations seed Exploring seeds’
soaked seeds and • create a labelled diagram • work in teams to record (Resource sheet 4)
describe the changes of a bean seed observations of a soaked
brought about by • represent their ideas bean seed
soaking. about plants in their • label a diagram of the
science journal. inside of a bean.
Lesson 3 • make observations and • contribute to discussions • explore packaged bean Formative assessment
Bean seed measurements of seed about seed germination seeds • Science journal entries
germination germination • understand the purpose • read and discuss a • ‘Procedure: Bean seed
• contribute to and features of a procedural text for a bean germination’
planning structured procedural text seed germination activity (Resource sheet 5)
EXPLORE
formats for recording • use a procedural text for • work in teams to prepare
measurements and investigation bean seeds
observations • record observations of • make ongoing observations
• describe how the seed germination using a and recordings of bean
orientation of a planted labelled diagram. seed germination.
seed affects the
growth of the root and
shoot when the seed
germinates.
ASSESSMENT
OPPORTUNITIES
Lesson 4 • accurately draw and • contribute to discussions • explore the parts of a Formative assessment
Flowers and label a diagram of a about flowers and flower • ‘Cross section of a
pollination flower pollination • draw and label a diagram flower’
• explain the role of the • create a labelled diagram of a flower (Resource sheet 6)
flower and pollination in of a flower • read a factual text about • Labelled diagram
forming seeds and fruit • read and view factual the parts of a flower • Cross section diagram
• describe how a flower texts • read a factual text about
changes into a fruit • identify and recall key pollination.
containing seeds. ideas in factual texts
• understand the purpose
and features of a cross
section diagram
• construct a cross section
diagram of a flower.
EXPLORE
Lesson 5 • explain that seeds • contribute to discussions • observe and draw fruits Formative assessment
Flower, fruits develop within a fruit about the role of fruits in and the seeds inside them • Science journal entries
and seeds • explain that the fruit the plant life cycle • read about the way fruits • ‘From flowers to fruit’
protects the developing • record ideas about fruits develop from fertilised (Resource sheet 7)
seeds and helps the and seeds using writing flowers.
seeds to be dispersed and labelled diagrams.
away from the parent
plant.
Appendix 8
Plants in action
83
84
Appendix 8
PrimaryConnections

ASSESSMENT
OPPORTUNITIES
Lesson 6 • describe the stages • contribute to discussions • create timelines of bean Formative assessment
Patterns in and changes in the about their seed seed germination and • Representation(s) of
plants germination process germination investigation growth of a seedling early plant growth
• explain the role of the • understand the purpose • create representations of • Living/non-living beliefs
roots, shoot and leaves and features of a timeline seed germination and the grouping
of the growing seedling. • construct a timeline of growth of a seedling
the germination and • review their understanding
growth of seedlings of ‘living’ and ‘not living’.
• use scientific terms
and subject-specific
EXPLAIN
vocabulary appropriately
in their writing and in
presentations
• make a presentation on a
science topic.
ASSESSMENT
OPPORTUNITIES
Lesson 7 • identify conditions that • use language and • discuss conditions that Summative assessment
Investigating affect plant growth visual representations affect plant growth of Science Inquiry Skills
conditions for • with support, develop a to design and record • learn how to write • Investigation of
plant growth question to investigate an investigation into the questions for investigation conditions for plant
conditions that affect conditions that affect • work in collaborative growth
plant growth plant growth learning teams to plan and • ‘Plant growth
• make a prediction about • record observations. set up an investigation of investigation planner’
the effect of a variable the conditions that affect (Resource sheet 8)
on plant growth plant growth
• with support, plan • observe and record
an investigation that the results of their
incorporates a control investigations.
ELABORATE
and fair testing
• describe conditions
required for growth by
plants.
Appendix 8
Plants in action
85
86
Appendix 8
PrimaryConnections

ASSESSMENT
OPPORTUNITIES
Lesson 8 • describe and explain the • contribute to discussions • arrange and annotate Summative assessment
Plant life cycle relationships between about plant life cycles pictures to represent the Science Understanding
the stages (seed, • use correct scientific sequence of events in a
• Plant life stages jumble
seedling, adult plant, terms and subject- plant life cycle
with labels and cycle
flower and fruit) and specific vocabulary • review the unit by using arrows
processes (germination • reflect on their learning the science journal, word
• ‘Plant life stages jumble’
and pollination) that through a science journal wall, TWLH chart and
(Resource sheet 1)
make up the plant life entry. other resources developed
cycle • Procedure jumble
during the unit
• recognise that the • ‘Procedure jumble:
• reflect on their learning
stages in the plant’s life Bean seed germination’
during the unit.
(Resource sheet 9)
EVALUATE
form a cycle rather than
a linear sequence
• describe conditions
plants require for
growth.

Plants in Action - 2012 - WEB

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Plants in Action - 2012 - WEB

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n ed lian

The PrimaryConnections program v

Alignment with the Australian Curriculum: Science 2

Alignment with the Australian Curriculum: English and Mathematics 7

Teacher background information 8

Lesson 1 What goes where? 9

Lesson 2 What’s inside a seed? 22

Lesson 3 Bean seed germination 29

Lesson 4 Flowers and pollination 36

Lesson 5 Flowers, fruits and seeds 44

Lesson 6 Patterns in plants 49

Lesson 7 Investigating conditions for plant growth 54

Lesson 8 Plant life cycle 60

Appendix 1 How to organise collaborative learning teams (Year 3–Year 6) 66

Appendix 2 How to use a science journal 70

Appendix 3 How to use a word wall 72

Appendix 4 How to use a TWLH chart 74

Appendix 5 How to write questions for investigation 75

Appendix 6 How to conduct a fair test 77

Appendix 7 Plants in action equipment list 78

Appendix 8 Plants in action unit overview 81

Professor Suzanne Cory, AC PresAA FRS

The PrimaryConnections program

The PrimaryConnections teaching and learning model

Phase Focus Assessment focus

ENGAGE Engage students and elicit prior knowledge Diagnostic assessment

EXPLORE Provide hands-on experience of the phenomenon Formative assessment

EXPLAIN Develop scientific explanations for observations and Formative assessment

ELABORATE Extend understanding to a new context or make Summative assessment

EVALUATE Students re-represent their understanding and Summative assessment

Developing students’ scientific literacy

Linking science with literacy

Alignment with the Australian Curriculum: Science

Biological sciences Understanding living things

Chemical sciences Understanding the composition and behaviour of substances

Science as a Human Endeavour

Nature and development An appreciation of the unique nature of science and

Science Inquiry Skills

Questioning and Identifying and constructing questions, proposing hypotheses and

Evaluating Considering the quality of available evidence and the merit or

Communicating Conveying information or ideas to others through appropriate

© Australian Curriculum, Assessment and Reporting Authority 2012.

Unit at a glance Plants in action

ENGAGE Lesson 1 To capture students’ interest and find out

EXPLORE Lesson 2 To provide students with hands-on, shared

Lesson 3 To provide students with hands-on, shared

Lesson 4 To provide students with hands-on, shared

Lesson 5 To provide students with hands-on, shared

EXPLAIN Lesson 6 To support students to represent

ELABORATE Lesson 7 To support students to plan and conduct

EVALUATE Lesson 8 To provide opportunities for students to

A unit overview can be found in Appendix 8, page 81.

Alignment with the Australian Curriculum: Science

Strand Sub-strand Code Year 4 content descriptions Lessons

Science Biological ACSSU072 Living things have life cycles 1–8

Science as Nature and ACSHE061 Science involves making 2–8

Science Questioning and ACSIS064 With guidance, identify questions 6, 7

Planning and ACSIS065 Suggest ways to plan and conduct 7

ACSIS066 Safely use appropriate materials, 2, 3, 4,

Processing and ACSIS068 Use a range of methods including 2–8

ACSIS216 Compare results with predictions, 6, 7

Evaluating ACSIS069 Reflect on the investigation; 7

Communicating ACSIS071 Represent and communicate 1–8

© Australian Curriculum, Assessment and Reporting Authority 2012.

Interrelationship of the science strands

Science Understanding Science as a Human Endeavour Science Inquiry Skills

• Biological sciences • Nature and development • Questioning and predicting

Relationship to overarching ideas

Overarching idea Incorporation in Plants in action

© Australian Curriculum, Assessment and Reporting Authority 2012.

Curriculum focus Years 3–6 Incorporation in Plants in action

Plants in action—Australian Curriculum general capabilities

General Australian Curriculum description Plants in action examples

Elements of numeracy are particularly Students:

Students develop critical and creative Students:

Ethical behaviour Students develop ethical behaviour as Students:

Name: _________________________ Date:

Name: _________________________ Date:

Name: _________________________ Date: