Lesson Title: Effects of seasons on plants and animals in Australia Outcome(s) and Indicator(s): LTS1.

3 Predicts how living things obtain water and nutrients

PSS1.5 Predicts how different conditions might affect plant growth

ESS1.6 Observes changes in living things over the seasons

(BOS, 2006) ST1-4WS Working cooperatively and individually when participating in different types of guided investigations to explore and answer questions Making and recording observations and measurements honestly, using tally marks and informal units Identifying the purpose of the investigation

ST1-10LW and ST1-11LW Describe some external features of living things, including plants and animals Explore the needs of a plant or an animal in its environment

ST1-15I Interact with a range of familiar information sources and technologies and identify their purpose (BOS, 2012) KLA Integration (Appendix 1) Resources and Equipment: Appendix 2 interactive power point document Appendix 3 gives examples of books that can be used Appendix 4 and 5 detail resources needed for the where the seeds have grown and learning how birds feed experiments Interactive whiteboard Appendix 6, globe

Description of activity: To begin the lesson start with a group discussion about what students have already learnt, encourage students to recall what they know about seasons. Students to think about where they live. Introduce students to today lesson by stating the lesson title.

Divide the class up into three groups. One group will be engaging with Appendix 2 (interactive technology experience), the second group will be engaging with Appendix 3 (books on Australian animals/plants and seasons/weather) and the third group will be engaging with Appendix 4 (where the plants have been placed). Rotate students between these groups, students to spent 10-15 minutes on each group. The next part of the lesson students will be working in table groups of 4. Appendix 5 (learning how birds feed) explains the process of this experiment. After this students will be asked to come together and through the use of the interactive white board teacher will record students thoughts/ideas about how seasons affect animals and plants within Australia. Key Scientific Knowledge Native: The plants/animals that are found within a country (Department of the Environment, 2012). Non native: Plants/animals that have been introduced to a country (Department of the Environment, 2012). Seasons: Occur because the earth is tilted. The area where more sun is received indicates that it is the summer months, the area that is receiving less means that it is winter. Autumn is after summer and spring is after winter (Allaby, 1995). Australia location: Australia is the country we live in, it is located on Earth (Dunn, 2008). Appendix 6 can be used to show students where Australia is. Weather: Changes all the time. It consists of many types of weather patterns such as sunshine, raining, hot, and cold. Weather can also bring extreme conditions where places flood and places have extreme fires (Jennings, 2005). Germination: Is the process where the seed breaks open and begins to grow, the plant inside makes its way to the sun/heat as that is what will become its food source (Charman, 1997). Seeds: Are dormant, meaning they are sleeping and will only grow in the right conditions (Kruk, Insausti, Razul, & Benech-Arnold, 2006). Modifications Simplifications Encourage group work. Appendix 4, students to use flash cards to match where the seeds have tried to grow. Extensions Appendix 5, students to write the number of seeds that were collected. Appendix 3, engage with more detailed books.