Physical and Life Sciences Curriculum: Ages Six to Nine

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The Earth
2.SC.010 Science Inquiry Skills
2.SC.020 Globes to Maps
2.SC.030 Continents and Countries: first knowledge
2.SC.040 Landforms
2.SC.050 Maps and Plans
2.SC.060 The Creation of the Universe
2.SC.070 The Earth and the solar system: the sun’s family
2.SC.080 The Formation of the earth
2.SC.090 Geography: first classification

2.SC.100 Solar Energy and the Earth
2.SC.110 Movement of the Earth
2.SC.120 Seasons and Weather: first knowledge

Biology and Ecology
2.SC.130 The Coming of Life
2.SC.140 The Evolution of Life
2.SC.150 The Plant Kingdom: Kinds, parts, functions
2.SC.160 The Animal Kingdom: Kinds, parts, functions
2.SC.170 The Vital Functions of Living Things

Sciences Overview

Montessori environments prepared for children from six to twelve years have fully equipped science areas in which children undertake experiences and experiments relating to all areas of the physical and life sciences, including:

  • astronomy

  • physics and chemistry

  • geography and geology

  • biology and ecology

When children enter the environment prepared for 6-9 year-olds, the first science experiments they encounter reveal basic knowledge that helps them understand:

  • the formation of the solar system

  • the earth and its parts

  • the development of life on earth

  • the needs of plants and animals.

Subsequent science experiments enable children to explore in more detail topics in geography, history and biology. As children complete the experiments, then suggest and design some of their own, they take increasing control of the process including design, understanding of safety and risk, recording data and measurements and making decisions about the most appropriate ways of presenting information and findings. They learn about the struggle of life to survive and evolve, and the benefits of this vast work over millennia. Children come to see that they have a place in the universe, and in the web of life, as well as a responsibility to contribute to their world in productive ways. As a result, children begin to engage in problem-solving activities and observations relating to themselves and their role in the natural and social environment. Most importantly, they learn that their life is full of meaning. The social nature of the second sub-plane allows opportunities for children to share their investigations and discuss findings with others. This provides a springboard for exploring the way others have used science to learn about and develop their world.

Physical Sciences: astronomy, dynamic geography, chemistry and physics

The study of the physical sciences is presented as a series of discussions and stories, with the help of charts and experiments to illustrate key points. Each story or discussion opens up a new area of science, providing a key to further exploration. These keys enable children to understand the physical world in which they live.

When children have an understanding of how the universe was formed, and the laws that underpin the formation of the earth, they are able to follow their interests to explore any aspect of the physical sciences, including:

  • stars, planets, comets and black holes

  • landforms, weather phenomenon and changes to the earth

  • atoms, molecules, states of matter and chemical changes

  • light, sound, magnets and simple machines

Life Sciences: Biology and Ecology

In the Montessori cosmic education curriculum, biology highlights the interdependence of all living and non-living things within the environment and the ways in which these interdependent relationships are sustained. The aim of this area of the curriculum is to foster in children an ecological view of the web of life and a feeling of responsibility for the environment. To provide children with an intellectual tool for ordering and relating information about the biological world, taxonomic systems for classifying living things are introduced.

The study of biology includes both botany and zoology. Children engage in a range of activities through which they investigate and classify the plant and animal kingdoms. They examine:

  • the internal and external parts of plants and animals

  • the vital functions of plants and animals, including locomotion, sensitivity, respiration, nutrition, and reproduction, comparing these functions in different classes of plants and animals across the evolutionary time scale.

In summary, studying biology in this way offers children a means for classifying plants and animals, allowing them to order and relate biological facts. The study reveals how systems of classification follow evolution. Children discover that each life form on earth, while apparently selfishly fighting for its own survival, is in reality serving the good of the whole. Dr Montessori called this phenomenon the cosmic plan.

Inquiry and Research

The foundation of the Montessori interdisciplinary Cosmic Education curriculum is the study of history, the study of the unfolding of events over time. In the Montessori context this means a study of time from its beginning when the universe came into being, as well as the history of the Earth and its formation, the history of life on earth, the pre-history of humans and the recorded history of humans from ancient civilisations to the present. This approach provides a chronological framework from which flows the study of geography and of all the sciences: astronomy, physics and chemistry, geology and biology. In the same way, a topic from any of these curriculum areas can be related back to the study of history.

This interdisciplinary, cross-curricular approach, established in the telling of the Great Stories and elaborated in the Key Lessons, orients students as they formulate questions for further inquiry and as they design and undertake research projects. The pedagogy that integrates history, geography and science in the Montessori Cosmic Education curriculum is comparable with, but more explicitly structured than, project-based and inquiry-based approaches to the study of these subject areas. In the follow-up to the telling of the great stories and the presentation of the lessons, students repeat experiences with materials that embody the knowledge as many times and with as many variations as their interest dictates. This may include sorting, labelling and matching activities, and building arrays, with cards and charts, solving prepared puzzles and problems on command cards, or other exercises that reinforce the relevant knowledge, skill or understanding.

Through discussions with classmates, their teacher, and others in their community, and following their own interest, students come to identify one or more aspects of the area of knowledge they wish to research in more detail. This becomes the basis for a line of inquiry that leads to a Great Work, or extended research project. The work can be done in small groups, pairs or individually. The students choose who they will work with and request assistance from the teacher or another knowledgeable person as needed. Each project represents an opportunity for students to gain, extend, consolidate and enhance knowledge and skill across the curriculum. Initially, the teacher or a more experienced classmate might model how to complete a project, and collaborate on group projects, before students are ready to undertake a project on their own. The following steps of a great work project are an indication only. The structure, extent and duration of projects are adjusted and adapted to match the students’ interests and abilities (See also Harvey 1998).

The Steps of a Great Work Project

• Students identify the research topic and list what they already know about it.

• Students list what they still want to find out about the topic. This will involve some initial browsing through reference materials and perhaps discussion with others, as well as follow-up work with Montessori materials embodying the foundation concepts that structure the knowledge domain.

• Students identify the focus of the research and draft an inquiry question or purpose statement. This will often emerge from ideas and discussions based on a great lesson. Students may need support as they learn how to limit the field of their inquiry and to identify a focus for their research. At this point it will be important to establish a ‘finish by’ date and a schedule of study.

• Students plan their research by preparing an outline. This step will often involve the use of Montessori charts and/or card arrays presented in key lessons. For example, an outline to guide research into an aspect of history might be based on the fundamental needs of humans chart or the charts of history questions. An outline to guide research into an aspect of geography or science might, for example, be based on a series of experiments, for example, experiments that reveal properties of the three states of matter, card material classifying the geographical features of the earth, a botany chart representing the leaf as the plant’s food factory, the animal or plant classification charts, the Great River chart (which gives and impression of the human circulatory system), or one ‘age’ of the Timeline of Life as a basis of a study related to economic geography.

• In discussion with the teacher and classmates, students identify the knowledge and skill they will need in order to undertake the research and to present their findings. As they design their project, students are presented with one or more relevant lessons from any area of the curriculum. Lessons that provide students with knowledge and skills relevant to research projects might cover the following topics:

- literacy knowledge and skills, including etymology and word study to build vocabulary;

- relevant reading strategies for researching this topic;

- parts of the book lesson for understanding how to use books for reference;

- using the library and the Internet;

- note-taking, summarising, paraphrasing and record-keeping for collecting and collating information;

- referencing to record and acknowledge sources;

- writing specific types of texts for presenting findings, editing and proofreading (from the Language Curriculum);

- types of measurement needed for the project (from the Geometry and Measurement Curriculum);

- methods for collecting, representing and interpreting data required for the project (from the Mathematics Curriculum);

- elements, principles and use of instruments and/or variety of media for presenting findings (from Music, Visual Arts, Study of Style; and

- Visual Images in Language, Drama and/or Dance Curriculum tables.

• Students undertake their research, accessing resources as needed. The project might include organising a going out field trip, for example, to observe the subject of the area of inquiry first-hand, to visit a museum or library, or to meet an expert in the field.

• When students have gathered all the information and/or data they can, they begin sorting through everything they have. They will think about appropriate ways to organise the information they have collected, for example, in categories or along a timeline. If they have collected measurements, they will apply knowledge of data and statistics to select ways for displaying the data visually and for interpreting what the measurements reveal. This phase of the project might include eliminating material that is no longer relevant, or undertaking more research to fill in gaps. During this phase students will also record what they have not been able to find and questions they might like to pursue in the future.

• Students plan the way they will present their research findings. This will include a project report made up of factual writing and images with a bibliography, presented on paper or digitally. Students might also present what they have found using literary texts, persuasive texts and/or multimodal presentations involving model making, music, drama and visual arts.

• Students complete drafting, editing and proofreading and/or rehearsing.

• Finally, students present their project report and/or performance to an audience of their peers, other staff, and parents, who might ask questions and give feedback after the presentation.

Science Inquiry Skills 2.SC.010

Knowledge, Skills and Understanding

Inquiry and skills are developed through the studies of the Earth in the Physical and Life Sciences 6-9 by exploring:

  • The Earth:

    • Globes to maps

    • Continents and countries: first knowledge

    • Land-forms

    • Maps and plans

    • The creation of the Universe

    • The Earth and the Solar System: the Sun’s family

    • The formation of the earth

    • Geography: first classification

    • Solar Energy and the Earth

    • Movement of the Earth

    • Seasons and weather

  • Biology and Ecology:

    • The coming of life

  • The evolution of life

    • The Plant Kingdom

    • The Animal Kingdom

    • The Vital Function of Living things

Note: See also the Course overview for the Physical and Life sciences with further Inquiry and Skills in the Cultural curriculum explored in the studies of History and Social Sciences 6-9:

  • Time:

    • Time: first knowledge

    • Measuring time: day

    • Measuring time: week and month

    • Measuring time: year

    • Measuring time: century

  • Human History:

    • Fundamental needs of humans

    • The coming of humans

    • Society and civilization

  • Australian History:

    • Our Nation to Our Local Communities

    • Cultural & economic geography: the work of humans

＋ Materials and Activity

Resources include:

  • Lamp, globe and other scientific model materials
  • Montessori geography and botany charts
  • Montessori puzzle maps, flag maps and related materials
  • Montessori land and water forms and related card materials
  • Montessori timelines and related card materials
  • materials for experiments
  • a variety of historic and geographic sourced objects and artefacts
  • unscaled, scaled and annotated timelines
  • labelled and annotates maps and models
  • stories about significant events and special places
  • historical and scientific texts including various atlases
  • maps, chart and other visuals
  • historical and geographical images

＋ Links to Australian Curriculum (ACv9)

AC9SFH01
AC9S1H01
AC9S2H01
AC9S3H01

AC9S3H02

AC9SFI01
AC9S1I01
AC9S2I01
AC9S3I01

AC9S1I02
AC9S2I02

AC9S3I02

AC9SFI03
AC9S1I03
AC9S2I03

AC9S3I03

AC9SFI04
AC9S1I04
AC9S2I04
AC9S3I04

AC9SFI05
AC9S1I05
AC9S2I05
AC9S3I05

AC9S1I06
AC9S2I06
AC9S3I06

Globes to Maps 2.SC.020

Knowledge, Skills and Understanding

Typically, children will:

01. Understand how 2D maps are used to represent the 3D globe

02. Name and identify parts of the earth: continents, oceans

03. Review and consolidate knowledge of the names of the continents and of the oceans

＋ Materials and Activity

Activities include:

  • demonstrating how continents and oceans on a 3D globe can be represented on a 2D map
  • locating continents and oceans on the globe
  • activities to consolidate knowledge of names, including etymology and spelling
  • labelling continents and oceans on maps
  • making first maps
  • going out, excursions and guest speaker
  • collecting data and information through observation and research activities for interpretation and drawing conclusions
  • research projects.

Resources include:

  • sandpaper globe, blue and white globe
  • puzzle map of continents, labels
  • reference and research materials (paper-based, digital, web-based, multimedia).

Continents and Countries: First knowledge 2.SC.030

Knowledge, Skills and Understanding

Typically, children will:

01. Build knowledge of the continent of Australia and neighbouring countries of Oceania:

  • location, capital and flag of each country

  • seas adjacent to each country

  • location, capital and flag of each Australian state and territory

  • Aboriginal and Torres Strait Islander boundaries in comparison to Australian states and territories

02. Build knowledge of other continents and their countries: location, capital, flag, adjacent seas

03. Exploring the parts of flags

04. Exploring emblems, anthems and other symbols of:

  • Australian commonwealth and states

  • countries in Oceania region

  • countries in other continents of the world

＋ Materials and Activity

Activities include:

  • finding continents on globe and puzzle map of continents
  • working with puzzle maps and related blue and white maps: putting pieces in map; labelling countries and seas; matching each country with its capital and flag
  • making maps and flags; singing anthems
  • going out, excursions and guest speakers
  • collecting data and information through observation and research activities for interpretation and drawing conclusions
  • research projects e.g., research country of origin of parents or grandparents.

Resources include:

  • globes
  • geography cabinet: puzzle maps, matching paper maps, labels (brown, blue, red and white), flags
  • map-making equipment
  • drawing and construction materials
  • picture material and maps
  • reference and research materials (paper-based, digital, web-based, multimedia).

Landforms 2.SC.040

Knowledge, Skills and Understanding

Typically, children will:

01. Review knowledge of and define major landforms:

  • island/lake

  • peninsula/gulf

  • isthmus/strait

  • cape/bay

  • archipelago/chain of lakes

02. Locate on maps major land and water forms in:

  • the world

  • Australia

  • home state

＋ Materials and Activity

Activities include:

  • demonstrations, model-making and labelling of pairs of landforms with modelling clay and water
  • building definitions
  • reading activities: sorting and matching pictures, labels and definitions; organising jumbled definitions, booklets
  • finding particular land and water forms on maps e.g., world map, map of Australia
  • making maps, charts, models and booklets
  • going out and excursions e.g., museums, land and water forms in the environment
  • guest speakers
  • collecting data and information through observation and research activities for interpretation and drawing conclusions
  • research projects.

Resources include:

  • globe
  • equipment for making models of land and water forms
  • card material: diagrams, labels, definitions, booklets
  • photographs and maps
  • map-making equipment
  • reference and research materials (paper-based, digital, web-based, multimedia).

Maps and Plans 2.SC.050

Knowledge, Skills and Understanding

Typically, children will:

01. Understand the cardinal points of the compass and how they are used

02. Use a compass

03. Read maps to find locations

04. Draw simple plans

05. Make maps

＋ Materials and Activity

Activities include:

  • the story of direction: north, south, east, west and intermediate directions e.g., north east
  • using a compass for orientation and to find the way
  • drawing plans for simple objects; using plans to build models
  • drawing plans and building models of a classroom or house (real and imaginary)
  • drawing plans of the local area, with a key and with directions marked
  • learning the map-maker’s alphabet
  • creating and reading treasure maps
  • using maps to find the highest and lowest points on the earth
  • going out, excursions, guest speakers.

Resources include:

  • globes, photographs and maps
  • equipment for making maps
  • points of the compass card material
  • reference and research materials (paper-based, digital, web-based, multimedia).

＋ Links to Australian Curriculum (ACv9)

AC9M2SP02 AC9M3SP02 AC9M4SP02

The Creation of the Universe 2.SC.060

Knowledge, Skills and Understanding

Typically, children will:

.01 Explore and discuss the creation of the universe

.02 Imagine the dimensions of the universe: the span of time, the vastness of space, the number of stars

.03 Consider the laws and forces behind the formation of the universe and the earth: cold and heat, energy and matter, time and space, the speed of light, sound energy, pushes and pulls, forces of attraction, the three states of matter, the effect of cold and heat on matter (contract/expand), volcanoes and water vapour

.04 Recognise that objects can be composed of different materials and describe the observable properties of those materials

.05 Recognise that materials can be changed physically without changing their material composition and explore the effect of different actions on materials including bending, twisting, stretching and breaking into smaller pieces

＋ Materials and Activity

Activities include:

  • great story: the formation of the universe, including the history of the earth, with demonstrations and experiments
  • independent work with experiments and charts
  • going out, excursions and guest speakers
  • making timelines, charts and models, artwork
  • student presentations, discussions, factual and creative writing, drama
  • research projects.

Resources include:

  • charts
  • equipment for demonstrations and experiments
  • reference and research materials (paper-based, digital, web-based, multimedia).

＋ Links to Australian Curriculum (ACv9)

AC9SFU02
AC9S2U02
AC9S1U03

AC9SFU03

AC9S2U03

The Earth and the Solar System: the sun’s family 2.SC.070

Knowledge, Skills and Understanding

Typically, children will:

01. Identify the major bodies of the solar system: sun, planets, moons

02. Compare the relative sizes of the sun and the planets, and the distances between them

03. Learn the names and sequence of the planets

04. Explore forces acting on the planets: attraction, centrifugal and centripetal, inertia, gravity

＋ Materials and Activity

Activities include:

  • solar system demonstrations and lessons; experiments
  • making charts and models of the solar system, including scale models outdoors
  • produce claymation videos that demonstrate interactions of planets
  • activities to learn names, including etymology and spelling
  • going out, excursions and guest speakers e.g., planetarium, observatory
  • research projects e.g., individual planets, the moon, the story of Pluto to explore the definition of a planet, comparing planets, other bodies in the solar system such as asteroids and comets, Earth as the ‘Goldilocks’ planet, crystals.

Resources include:

  • sun and solar system charts and models
  • equipment for demonstrations and experiments
  • reference and research materials (paper-based, digita)
  • video editing software (e.g., Adobe Premiere Elements)

＋ Links to Australian Curriculum (ACv9)

AC9S2U01
AC9S1U03

The Formation of the Earth 2.SC.080

Knowledge, Skills and Understanding

Typically, children will:

01. Build knowledge of the geological development of the earth e.g., cooling of the earth, the settling of heavier and lighter substances

02. Explore the changing of matter during the formation of the earth:

  • the cosmic dance: hot air rises

  • the time of the volcanoes: matter changing state

  • the Sun’s beautiful daughter: erosion, evaporation, crystallisation

03. Explore the formation of the layers of the earth:

  • weight/density

  • barysphere (core and mantle)

  • lithosphere (crust)

  • hydrosphere

  • atmosphere

04. Consider how the surface of the earth (the mineral kingdom) was formed: stratification of rocks, formation of mountains, folds and fractures, types of rocks

＋ Materials and Activity

Activities include:

  • demonstrations and experiments e.g., how different solids and liquids settle according to weight; how the Earth’s surface folds and fractures
  • independent work with experiments and charts
  • making simple models e.g., of the earth and its layers, rock strata, folds and fractures; labelling models
  • produce animation videos that demonstrate formation of the earth
  • collecting different types of rocks; identifying strata, evidence of volcanoes, mountains, folds and fractures in the environment
  • going out, excursions and guest speakers
  • research projects.

Resources include:

  • charts e.g., cosmic dance (cooling of the earth), the sun, the time of the volcanoes, the sun’s beautiful daughter, solar system, layers of the earth
  • equipment for demonstrations and experiments
  • reference and research materials (paper-based, digita).
  • video editing software (e.g., Adobe Premiere Elements

＋ Links to Australian Curriculum (ACv9)

AC9S3U04
AC9SFU03
AC9S2U03

Geography: First classification 2.SC.090

Knowledge, Skills and Understanding

Typically, children will:

01. Review the layers of the earth:

  • barysphere (core and mantle)

  • lithosphere (crust)

  • hydrosphere

  • atmosphere

02. Name and explore parts of the atmosphere

03. Name and define major features of the earth’s surface (lithosphere): islands, coasts, mountains, plains, valleys

04. Name and define major features of the hydrosphere: seas, glaciers, rivers, lakes

05. Identify parts of volcanoes

＋ Materials and Activity

Activities include:

  • demonstrations and model-making of features; building definitions
  • activities to learn names, including etymology and spelling
  • reading activities: sorting and matching pictures, labels and definitions; organising jumbled definitions, booklets
  • identifying features in the environment e.g., islands, coasts, mountains, volcanoes, plains, valleys, rivers, lakes
  • finding features on maps e.g., world map, map of Australia
  • making maps, charts, models and booklets
  • going out and excursions e.g., museums, features in the environment
  • guest speakers
  • research projects.

Resources include:

  • equipment for making models
  • card material: diagrams, labels, definitions, booklets
  • layers of the earth chart
  • geography charts, photographs and maps
  • map-making equipment
  • reference and research materials (paper-based, digital, web-based, multimedia).

＋ Links to Australian Curriculum (ACv9)

AC9S3U02

Solar Energy and the Earth 2.SC.100

Knowledge, Skills and Understanding

Typically, children will:

01. Build knowledge of the effects of sun on the Earth:

  • sunlight absorbed and stored by the earth; visible and invisible heat

  • the rays of the sun falling on the earth at different angles (perpendicular and oblique)

  • the sun and the atmosphere: the blanket of the earth, rain (evaporation and condensation), the formation of wind (air takes up space, air and water, warm air expands and rises, cold air sinks, air currents), air pressure (high, low); heating and cooling (timing)

＋ Materials and Activity

Activities include:

  • demonstrations using charts, models and card material e.g., globe and light bulb; representations of sun’s rays falling on earth; using candle, incense and balloon to demonstrate how heat is stored and dispersed and warm air rises and expands; game of air
  • activities to learn names, including etymology and spelling
  • independent work with models
  • produce claymation videos that demonstrate effects of Sun on Earth
  • keeping records; making charts, models and booklets
  • going out and excursions e.g., museums, observation in the environment
  • guest speakers
  • research projects.

Resources include:

  • geography charts, photographs, models
  • equipment for making models
  • moveable card material: diagrams, labels, definitions; booklets
  • reference and research materials (paper-based, digital)
  • video editing software (e.g., Adobe Premiere Elements)

Movement of the Earth 2.SC.110

Knowledge, Skills and Understanding

Typically, children will:

01. Build knowledge of the effects of the movement of the earth

  • the revolution of the Earth around the sun

  • the rotation of the Earth tilted on its axis

  • night and day; hottest and coldest parts of the day

  • time zones: longitude

  • seasons, solstices, equinoxes

  • calendars and leap years

  • latitude and the five parallels: Equator, Tropics of Cancer and Capricorn, Arctic and Antarctic circles

  • the zones of the earth

  • climate types

＋ Materials and Activity

Activities include:

  • demonstrations using charts, models and card material e.g., globe and light bulb; what would happen if the earth did not rotate:
  • activities to learn names, including etymology and spelling
  • independent work with models
  • produce claymation videos that demonstrate interactions of the Earth and the Sun
  • keeping records; making charts, models, maps and booklets
  • going out and excursions e.g., museums, observation in the environment
  • guest speakers
  • collecting data and information through observation and research activities for interpretation and drawing conclusions
  • research projects e.g., comparing Australia’s time with time in other parts of the world, daylight saving time.

Resources include:

  • equipment for making models
  • card material: diagrams, labels, definitions, booklets
  • sun and earth charts; time zone charts
  • photographs
  • reference and research materials (paper-based, digital)
  • video editing software (e.g., Adobe Premiere Elements

＋ Links to Australian Curriculum (ACv9)

AC9S1U02

Seasons and Weather: First knowledge 2.SC.120

Knowledge, Skills and Understanding

Typically, children will:

01. Undertake simple atmospheric experiments:

  • observe weather from season to season

  • measure weather elements e.g., rain, temperature, air pressure, wind speed

02. Build understanding of types of weather, and their causes, in relation to the seasons, locations and climates

03. Build an understanding of the different ways in which cultural groups describe season and weather events

＋ Materials and Activity

Activities include:

  • demonstrations and models
  • daily observation and record-keeping
  • organising data on graphs or charts
  • going out, excursions and guest speakers
  • collecting data and information through observation and research activities for interpretation and drawing conclusions
  • research projects.

Resources include:

  • weather observation equipment
  • observation and record-keeping charts
  • reference and research materials (paper-based, digital, web-based, multimedia).

＋ Links to Australian Curriculum (ACv9)

AC9SFI02
AC9S1I02
AC9S1I03
AC9S1U02

The Coming of Life 2.SC.130

Knowledge, Skills and Understanding

Typically, children will:

01. Explore ways of understanding the coming of life on earth (Precambrian era): the work of the sun, air, water and rocks; the cleaning of the oceans by the protozoa, the sponges and the corals

02. Build understanding of the geological time scale

03. Using the five kingdoms of life as a guide/scaffold for thinking about the evolution of life

＋ Materials and Activity

Activities include:

  • great story: the coming of life
  • clock of eras presentation and activities
  • etymology lessons for the names of the eras
  • from the clock of eras to the timeline of eras
  • activities to explore non-living/living; live/dead; the five kingdoms of life) e.g., sorting activities, research in the environment, discussions
  • making timelines, charts and models, artwork, claymation videos
  • student presentations, discussions, debates (e.g., between the sun, air, water, rocks and tiny creatures), factual and creative writing, drama
  • research projects e.g., creation stories from different times and places used to explain the coming of humans to the earth.

Resources include:

  • clock of eras
  • timeline of eras
  • card material
  • reference and research materials (paper-based, digital, web-based, multimedia).

The Evolution of Life 2.SC.140

Knowledge, Skills and Understanding

Typically, children will:

01. Build an understanding of the evolution of life on earth:

  • eras: Palaeozoic, Mesozoic, Cenozoic, Neozoic

  • ages: trilobites/invertebrates, sea lilies, fish, amphibians, Carboniferous period, reptiles (Triassic and Jurassic), flowers, birds and giant, then smaller, mammals

02. Build an understanding of the links between the evolution of life and the changing surface and climate of the earth e.g. volcanoes, ice ages, changes in continents and oceans

03. Build an understanding of the expanses of time before and after the arrival of life on earth

04. Build an understanding of the evolutionary time scale

.05 Compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals
      

      

＋ Materials and Activity

Activities include:

  • showing the transition from the clock of eras to the timeline of life
  • the timeline of life initial presentation and stories of each era and exercises
  • etymology lessons for terms on the timeline
  • exploring the symbols in the timeline: ice ages, continent maps, mountains, red lines
  • working with manipulable symbols and pictures of plants and animals on the blank timeline
  • making timelines, charts and models, artwork
  • student presentations, discussions, debates, factual and creative writing, drama

  • research projects e.g., movement of tectonic plates, volcanoes and ice ages, the rise and fall of different life forms, study of a particular era or age, fossils, making evolutionary timelines for particular plants and/or animals.

  • Consider questions such as:

    • how over time plants and animals evolved more effective ways to care for and protect their young
    • how a relatively small creature without sharp teeth or claws, with no scales nor fur, who cared not only for their own young, but for others, could become so influential on the earth

Resources include:

  • timelines, manipulable pictures and labels, charts, models
  • reference and research materials (paper-based, digital)
  • video editing software (e.g., Adobe Premiere Elements)

＋ Links to Australian Curriculum (ACv9)

AC9S3U01

The Plant Kingdom: Kinds, parts, functions 2.SC.150

Knowledge, Skills and Understanding

Typically, children will:

01. Observe and name the parts of plants: leaf, root, stem, flower, fruit, seed

02. Understand the basic needs of plants

03. Recognise, name and describe plants of different types in the local environment

04. Build awareness of the relations between plants and humans e.g., useful, harmful

05. Build first knowledge of a simple plant classification system: non-vascular and vascular, without and with seeds, non-flowering and flowering

06. Compare fungi and plants

07. Discover links between the system for plant classification and the evolution of plants

08. Build a first knowledge of the functions of the parts of plants e.g., plants and the nitrogen cycle, plants and the water cycle, roots and erosion, the leaf as a food factory/photosynthesis/making oxygen

09. Explore variations in the parts of plants: types of leaves, roots, stems, flowers, fruits, and seeds

＋ Materials and Activity

Activities include:

  • growing plants, gardening, caring for indoor plants
  • demonstrations and experiments
  • dissecting plants and labelling parts
  • drawing and recording
  • making models, charts and booklets
  • building definitions
  • first knowledge of the plant kingdom reading and sorting games and exercises
  • introduction to classification activity: sorting everyday objects by colour, material, shape, etc.
  • first classification of the plant kingdom: lessons, exercises, independent work
  • needs and functions of plants: demonstrations, experiments, independent work
  • classification of the parts of plants: demonstrations, experiments, observation, independent work
  • going out, excursions and guest speakers, Bush Care projects
  • botanical drawing
  • research projects e.g., one particular plant, the plants in a particular place such as the backyard, the park, a gully, a creek
  • photographing plants and parts of plants with a digital camera for a photobook

Resources include:

  • first knowledge of the plant kingdom ‘Who am I?’ pictures, labels, descriptions, question cards
  • first classification of the plant kingdom demonstrations and exercises the timeline of life
  • botany charts: needs of the plant
  • botany charts: leaf, root, stem, flower, fruit, seeds
  • classification material: pictures, labels, cards, definitions, booklets
  • plant specimens
  • reference and research materials (paper-based, digital, web-based, multimedia).
  • digital camera

＋ Links to Australian Curriculum (ACv9)

AC9SFU01
AC9S1U01
AC9SFU01

The Animal Kingdom: Kinds, parts, functions 2.SC.160

Knowledge, Skills and Understanding

Typically, children will:

01. Observe and build knowledge of a variety of animals

02. Build first knowledge of Australian animals (native, domestic and exotic/feral), particularly in the local environment

03. Build awareness of the relationships between animals and humans e.g., useful, harmful

04. Identify the external parts of vertebrates

05. Gain understanding of the classification of animals: monera, invertebrates, vertebrates

06. Build a first knowledge of the five classes of vertebrates

07. Build first knowledge of the functions of internal parts of vertebrates

08. Build first knowledge of the external and internal parts of invertebrates

09. Discover links between the system for animal classification and the evolution of animals

＋ Materials and Activity

Activities include:

  • caring for classroom pets
  • demonstrations
  • drawing and recording
  • making models, charts and booklets
  • first knowledge of the animal kingdom reading and sorting games and exercises
  • introduction to classification activity: sorting everyday objects by colour, material, shape, etc.
  • first classification of the animal kingdom demonstrations and exercises
  • demonstrations, lessons, observations, reading and labelling games to explore the external and internal parts of vertebrates and invertebrates
  • going out, excursions and guest speakers
  • student presentations, factual and creative writing
  • research projects e.g., particular animals, animals living in a particular place such as the backyard, a rock pool, a farm.

Resources include:

  • first knowledge of the animal kingdom ‘Who am I?’ pictures, labels, descriptions, question cards
  • first classification of the animal kingdom charts and card material
  • external and internal parts of animals pictures, labels, cards, booklets and definitions
  • the timeline of life
  • live animals
  • reference and research materials (paper-based, digital, web-based, multimedia).

＋ Links to Australian Curriculum (ACv9)

AC9SFU01
AC9S1U01
AC9SFU01

The Vital Functions of Living Things 2.SC.170

Knowledge, Skills and Understanding

Typically, children will:

01. Develop language to discuss the vital functions of living beings: element, atom, molecule, cell, photosynthesis

02. Compare vital functions of different classes of plants and animals including:

  • preserving life/building new cells: respiration, nutrition, circulation

  • preserving life/relating to the outside: support/skeleton, sensation, movement

  • preserving the species: reproduction, protection of the young

＋ Materials and Activity

Activities include:

  • comparative study of vital functions story, demonstrations, activities
  • reading, labelling and sorting activities
  • building an array of moveable material to compare vital functions
  • going out, excursions and guest speakers
  • student presentations, factual and creative writing
  • research projects.

Resources include:

  • vital functions card material and chart
  • all materials for exploring the kinds, parts and functions of living things
  • reference and research materials (paper-based, digital, web-based, multimedia).
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