Science Term Pack | YR6 | Biological Science: Growth & 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)
“I purchased the Science YR6 ‘Biological Science. Growth & Survival’ Term Pack, History YR6 ‘Australia as a Nation: Everyone Matters. Everyone Belongs’ Term Pack, English YR7 ‘The Little prince Novel Study’ and the Maths YR ‘Directed Numbers’ Lesson Plan.
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Across a 10 week period, students will be developing their knowledge of the Biological Sciences. In particular, they will learn about the effects of different conditions that have an effect on the way different species live. They will look at the concept of survival, differentiate between living and non living things, analyse different environments and understand the adaptations required for plants and animals to live in different places. A study of migration and hibernation will be conducted as specific forms of animal adaptations to their environment, they will grow bread mould under different conditions, hypothesise about what they think will happen then reflect on the results. They will conduct other experiments with plants to determine the effects of different soli types, nutrients, water and sunlight availability and write up a scientific report on this. Finally, students will pair up to complete their own simple experiment.
ACARA: In Year 6, students explore how changes can be classified in different ways. They learn about transfer and transformations of electricity, and continue to develop an understanding of energy flows through systems. They link their experiences of electric circuits as a system at one scale, to generation of electricity from a variety of sources at another scale and begin to see links between these systems.
They develop a view of Earth as a dynamic system, in which changes in one aspect of the system impact on other aspects; similarly they see that the growth and survival of living things are dependent on matter and energy flows within a larger system. Students begin to see the role of variables in measuring changes and learn how look for patterns and relationships between variables. They develop explanations for the patterns they observe, drawing on evidence.
Literacy | Critical and creative thinking
Cross Curriculum Links:
Sequence of Learning Activities:
1. Introduction to the unit.
2. Living vs non living things.
3. Physical conditions of different environments.
4. The effect of the environment on the species that lives there.
5. Extreme environments.
6. Migration and hibernation.
7. Growing fungi
8. Plant survival experiments,
9. Independent experiments.
Research and write a response to the question “could you move a plant or an animal from one environment to another and expect it to survive? Why/why not?” (formative, week 4)
· In pairs, students choose an experiment to run independently, decide on the focus (hypothesis), take notes and observations, write up a report and present their findings to the class. (summative, weeks 9-10)
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.
Week 1 - Introduction to the term.
Week 2 - Living vs non living things
Week 3 - The physical conditions of different environments.
Week 4 - The effect of the environment on the species that live there
Week 5 - Extreme environments
Week 6 - Migration and hibernation.
Week 7 – Growing bread mould
Week 8 - Plant survival experiments
Weeks 9-10 - Independent plant survival experiments
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