Science Term Pack | YR4 | Biological Science: The Science of Survival.
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# of Pages:
1 term / 10 weeks / Approx. 105 minute lessons per week
Unit Summary, Lesson Plans & associated Worksheets.
$19.95 + GST (Word)
Sample images of this resource
Across a 10 week period, students will be developing their knowledge of the Biological Sciences. In particular, they will learn about life cycles of plans and animals; the stages living things go through, similarities and differences between the life cycles of plants and animals and the effects of change on life cycles of living things within an environment. Once this knowledge has been established, students will learn about how living things need each other to survive. This will include learning about how plants provide shelter for animals, the roles different living things have within a habitat, predator/prey relationships and predicting the effects of removing a species from a habitat. To conclude the term, students will be required to consolidate their understanding by detailing a response to a question about how human activity has changed their local environment.
(In Year 4) They understand that some systems change in predictable ways, such as through cycles. They apply their knowledge to make predictions based on interactions within systems, including those involving the actions of humans.
Literacy | Intercultural understanding | Personal and social capability |
Information and communication technology capability | Critical and creative thinking | Numeracy | Ethical behaviour
Cross Curriculum Links:
Aboriginal and Torres Strait Islander histories and cultures | Sustainability
Sequence of Learning Activities:
1. Introduction to life cycles – making and recording observations
2. The stages of life cycles in different things (insect, bird, frog, flowering plant)
3. Comparing life cycles of plants and animals.
4. Environmental factors can affect life cycles
5. Plants and animals depend on each ...
6. Living things have different roles: producers, consumers and...
7. Observing and predicting predator/prey relationships.
8. Interactions between living things can be competitive or mutually beneficial.
9. How science has helped people understand how human activity changes the local environment and predicting the effects of the removal of living things from an area, particularly those in feeding relationships.
Adjustments for Learning Needs:
Teachers should take into account the requirements for ascertained and non-ascertained students and what their individual plans outline. Generally students with exceptional needs will require a reduction in content, scaffolding of tasks, individualised instruction, a list of websites to utilize during research activities (rather than looking for their own), a buddy/partner/small group for support.
Gifted and Talented students will require a larger supply of higher order thinking activities. These may include compare and contrast or classify as opposed to find and sort information.
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