In this lesson, students role-play animals of the ocean and are asked to think about how these creatures interact with each other, and how these interactions are important to the life and health of the ocean. Students will understand that living things live in different places where their needs are met and will use a range of methods to sort information, including drawings and tables. Students will be able to name animals that live in the ocean and their behaviours and represent the behaviours of ocean animals through movement.

Students use examples from the ocean to draw food chains showing the relationships between organisms. They then apply their learning to finding food chains around them. They use their food chains to suggest the outcomes when one of the animals is removed from the chain. They will group living things on the basis of observable features and can be distinguished from non-living things. Students will represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports. They will understand that living things, including plants and animals, depend on each other and the environment to survive. Students will be able to research the diets of a range of living things, create a simple food chain based on their research and communicate their finding to the peers.

Students use their observation skills and directed questioning to answer questions about birds and their location and motion. Students will develop the scientific skill of comparing observations with those of others and will be able to make observations about birds in their natural environment.

In this lesson, students design a bedroom that has a range of creative energy saving features. Students will imagine what their ultimate bedroom of the future might look like then work on a design for this bedroom with modifications that make it as low energy as possible. Your class will explore needs or opportunities for designing, and the technologies needed to realise designed solutions. Students will generate, develop and record design ideas through describing, drawing and modelling. They will be able to identify energy inefficiencies in an everyday setting, then design options for reduction of energy use at home. By the end of the lesson, students will be able to communicate their design ideas with their peers and give constructive feedback.

This is a lesson plan with an associated Student Worksheet. In this lesson, students use their observation skills to explore our environment. They will explore some of the amazing colours, shapes, patterns and textures that can be found in nature. The class will walk around the school or a nearby park, spot as many colours as they can, observe the different shapes and patterns found along the walk and feel the different textures of a variety of objects. Students will build on their skills to recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features. They will use a range of methods to sort information, including drawings, and learn about how to behave in a safe manner while outdoors.

This lesson is based on the game 'Red Light, Green Light’, with a twist. The player nominated as ‘it’ is a frog and the rest of the class are insects, trying to cross the pond without being eaten. Students will understand that living things live in different places where their needs are met, will be able to articulate how the game illustrates the relationship between a frog and insects and learn to follow the rules of a simple game.

In this lesson, students will locate, observe and record their observations of insects or minibeasts in a school ground or garden environment. They will represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play. Students will observe how living things have a variety of external features. They'll be able to hypothesise on the types of minibeasts in their local area, identify the features of minibeasts in their local area and be able to draw a diagram to document the features of the minibeasts in their local area.

Students complete a classroom audit and explain how appliances are used in their homes and classroom each day. They will represent data with objects and drawings where one object or drawing represents one data value. Students will understand how people use science in their daily lives, including when caring for their environment and living things. Students wil be able to classify a range of everyday appliances in terms of their energy usage and record and tally items around the classroom and at home.

In this lesson students find out which appliances in their classroom use energy and work together to create agreements for the classroom about switching off and adjusting these appliances. The lesson ends with students making informative stickers for these appliances. Students will use comprehension strategies to build literal meaning about key ideas and information in texts. They’ll be able to identify way to reduce energy use of items in class, clearly express instructions about how to use an appliance and work in groups to plan a text.

In this lesson, students first explore a range of renewable energy sources and their value. They then engage in an outdoor game in which they revise terms relating to key sources of renewable energy. Finally, they reflect upon sources of renewable energy that could be useful in their own community.

In this lesson students identify questions of interest and find ways of obtaining information about energy. They present the information they have gathered to the class and explore information found by others.

In this lesson students think about and discuss features of animals and the relevance of these features to ensuring the survival of the animal. They then create their own animals, describing and illustrating their features and developing a written description of their traits. This lesson draws on skills from Science, Visual Arts and English as students develop knowledge of living things, drawing skills and engage in descriptive writing.

Students are introduced to potential solutions to our energy issues. Working in groups they evaluate a range of renewable energy technologies and formulate an independent opinion about whether this type of energy is viable.

In this lesson, students learn the difference between native and introduced species of plants and animals. They explore different ways they can protect native plants and animals as well as their pets and gardens.

Students will investigate what an ecological footprint is by using an online activity that calculates their ecological footprint. Students will then think about what actions they can take to reduce their footprint. They’ll understand what an ecological footprint is, know how to use an online tool to calculate their own ecological footprint and be able to list actions they can take to reduce their ecological footprint.

In this activity students get out into an ecosystem and record the sounds that they hear. The sounds can be recorded (e.g. on a tablet), or through drawings or brief explanatory notes.Students will understand that living things can be grouped on the basis of observable features and can be distinguished from non-living things and can observe and catagorise a range of living things.

In this lesson, students research and design water education posters and present them to younger students at their school. They work to represent and communicate ideas and findings in a variety of ways such as diagrams and physical representations. Students plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose. Students will be able to research the answers to water questions using reliable sources, draft an informative poster appropriate for younger students and ensure the images in their poster complements a written message.

In this lesson, students investigate the concept of a species. They will work in small groups and access information from the internet, library and/or textbooks in order to define a species, investigate how species are scientifically named and why is it important and provide examples of plants and animals living in your area that are indigenous, domesticated and introduced. Students understand that there are differences within and between groups of organisms; classification helps organise this diversity. They’ll summarise data, from their own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions. Students will be able to define what a species is, in their own words. Students can accurately write the scientific names of a variety of species and identify and categorise a variety of species as Indigenous, domestic or pests.

Students set up a conservation project that will assist local biodiversity by providing local wildlife with a safe place to drink water. They will measure and compare the lengths and capacities of pairs of objects using uniform informal units, give and follow directions to familiar locations and participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources. Students will be able to use a set criteria to select an appropriate location for a bird bath and make simple measurements in regards to the set up and up-keep of a bird bath.

In this lesson, students will explore the importance of saving energy and identify ways in which they can do so. They will then create guidelines for energy saving within their classroom.