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SCIENCE FORWARD PLANNING DOCUMENT
TERM / WEEKS: TOPIC: Biological Science – Life Cycles

5E’s- ENGAGE (1-2 lessons)
• To capture student interest and find out what they know about XXXXX
• To elicit students’ questions/ prior knowledge about XXXXX
Diagnostic assessment used- in this lesson you will find out what the students already YEAR: 2
know about XXXXX. This will allow you to take account of students’ existing ideas
when planning learning experiences
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
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INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
2.4, 4.1, 4.2,
5.2
ACSSU030 ACSHE034 ACSIS037

LESSON 1: ENGAGE
LESSON OBJECTIVES (The purpose of this lesson is to obtain students prior
As a result of this lesson, students will be able to: knowledge through diagnostic assessment).
• Pose and respond to questions about life cycles “What do you
Hook:
• Make predications on how living things grow, • Invite students to sit on the mat know about animal
change and have offspring • On the board play the game – Whos baby is that? life cycles?”
• Contribute to discussions on life cycles of animals
• This is where students are to guess which baby goes
with which animal as it is displayed on the screen
ASSESSMENT (DIAGNOSTIC)
Body:
Observations: • Between pairs, students will be asked to talk about
- Was the child able to pose and respond to what they know about animal life cycles
questions about life cycle? • Allow for five minutes of conversations for the
- Was the child able to predict how living students to get their ideas out
things will grow?
- Did the child contribute to class and group • Ask students to share with the class what they have
discussion of their knowledge of life cycles? discussed
• “I am going to write a brainstorm on the board of “Do all offspring
what we know as a class on life cycles. Please put (also known as
your hand up if you would like to share what you and babies) look like
your partner discussed.” their parents?”
• Write on the board ideas from the group
• Ask some prompting questions such as
• “Do all baby animals look like their parents?”
• Allow for discussion
• Read the book “The Very Hungry Caterpillar”
• Discuss with the students what the caterpillar had to
do and what process took place for the caterpillar to
turn into a butterfly.
Conclusion:
• Ask children to find a spot around the room where
they are able to move freely.
• Play the music video “The Butterfly Song for Children”
on youtube
(https://www.youtube.com/watch?v=1EQeYA5Qbic)
• This will get the children moving while they have
been sitting on the mat
• Children are to follow the actions in the song
• This introduces the life cycle of a butterfly with the
terminology of a butterfly life cycle
LEARNER DIVERSITY
• Students with hearing or visual impairments to sit
towards the front of the class closest to the teacher
• Provide visual cue for students with hearing
impairments as well as to assist visual learners.
Health and Safety Precautions:
This applies to all lessons:
- Ensuring there is a safe space for students to work
- Ensuring students are using equipment safely e.g.
scissors
- Ensuring potentially harmful internet sites are blocked
on school computers
- Ensuring children with physical disabilities are
catered for by assisting them in physical movement,
change of lesson objectives and outcomes for these
students to ensure they are fairly assessed on the
content
Strategies to assist with extending and enabling

This applies to all lessons:
Extending: Offer children extension material such as

displaying their knowledge in another way. Assisting
children who may need additional help.
Enabling: Ensure students who need assistance have visual

cue on directions. Ensure that these student know they can
seek help from other children and the teacher. Check in
with this student throughout the lesson to ensure they are
not in need of assistance
5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS: • To provide hands on, shared experiences of XXXXX TOPIC: Biological Science – Life Cycles
• To support students to investigate and explore ideas about XXXXX
Formative assessment YEAR: 2
SCSA LINKS EYLF

only)
Endeavour
ACSSU030 ACSHE035 ACSIS037 2.4, 4.1, 4.2,
ACSIS039 5.2 LESSON 2: EXPLORE
ACSIS040 (The purpose of this lesson is to provide hands-on
ACSIS042 investigation that allows students to explore the concept of
LESSON OBJECTIVES butterfly life cycles).
As a result of this lesson, students will be able to:
Hook:
• Pose and respond to questions about life cycles “The Butterfly Song
for Children” on
• State the four stages of a butterfly’s life cycle. on youtube
youtube
• Display the four stages of a butterfly’s lifecycle (https://www.youtube.com/watch?v=1EQeYA5Qbic)
• As the video describes the four stage write them on
through playdough
the board
Body:
ASSESSMENT (FORMATIVE)
• Invite students to sit on the floor and discuss with a
Checklist of criteria – refer to attached partner what the four stages of a butterfly’s life cycle
document. names is and what it looks like
• As a class share what they have observed from the
video
• On each group (each group consists of 4 tables), you Playdough
will use the playdough to recreate the life cycle of a
butterfly A4 Laminated life
• Leave the stage on the board so that the children can cycle labelled sheet (1
refer to this example when they are making their life per child).
cycle
Conclusion:
• Invite students to sit on the mat
• Allow for students to share their work to the class “The Very Hungry
• Finish the session by reading “The Very Hungry Caterpillar” book
Caterpillar”.
LEARNER DIVERSITY
impairments as well as to assist visual learners.

5E’s- EXPLAIN (1 lesson)
• To support students to develop explanations for experiences and
make representations of developing conceptual understandings
Formative assessment YEAR: 2
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only)
Endeavour
5.2 LESSON 3: EXPLAIN
(The purpose of this lesson is to allow the children to “The Butterfly Song
LESSON OBJECTIVES demonstrate their understanding of a butterfly’s life cycle). for Children” on
YouTube
As a result of this lesson, students will be able to:
Hook:
• Correctly label the four stages of a butterfly’s life • Play the music video “The Butterfly Song for Children”
cycle. on YouTube
• Describe each stage of the life cycle, with a
• Play the song again but this time pause the clip before
each stage and ask the children to tell you what each
minimum of one sentence per stage.
stage is, if they are struggling to remember the name
• Engage in discussions of life cycles. ask them to try and recall the dance action that
ASSESSMENT (FORMATIVE) accompanies each stage
Checklist of criteria – refer to attached
document. Body:
• On each group of 4, each child will have an A3 piece A3 sheet of
of paper with the lifecycle of a butterfly, but only with butterfly life cycle
a picture to prompt the children (pictures only) (1
• Children will need to label each stage of the life cycle per child)
correctly.
• If the students need help to spell the stages they are
asked to work as a group and then if they need further
assistance they can ask the teacher who will assist. Small white boards
• Additionally to labelling each stage, the children need and for the
to provide a description of each stage. children to
practice their
Conclusion: spelling
• Invite the children to sit back on the mat
on YouTube
(https://www.youtube.com/watch?v=1EQeYA5Qbic)
• Invite each student to share: “The Butterfly Song
• One thing they enjoyed in the lesson or one thing they for Children” on
learned YouTube
LEARNER DIVERSITY
impairments as well as to assist visual learners

5E’s- ELABORATE (1-2 lessons)
• To challenge and extend students’ understandings in a new context
or make connections to additional concepts through a student
planned investigation YEAR: 2
• To use investigative/ inquiry skills
Summative assessment of science inquiry skills
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only)
Endeavour
ACSHE035 ACSIS039 5.2 LESSON FOUR: ELABORATE
ACSIS040 (The purpose of this lesson is for the children to apply
ACSIS041 what they know to new situations).
ACSIS042
LESSON OBJECTIVES Hook: “The Life Cycle Song”
As a result of this lesson, students will be able to: • Play the YouTube video “The Life Cycle Song”, on YouTube
https://www.youtube.com/watch?v=PqzF4-
• Choose a life cycle to investigate w7bG8
• Pose three questions to investigate on their chosen life
cycle Body:
• Invite the children to discuss in pairs what Large white board to
• Use technologies or books to research their life cycle
different life cycles were discussed in the video display brainstorm to
• Share the ideas and write these on a brainstorm the children
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) on the white board
Check list and observations – see attached • Ask students to share other life cycles that they
document can think of
• Hint: they can include plants like in the video
• Children will be asked to pick a life cycle that is
not a butterfly, and to investigate this life cycle
• The children will then be displaying this work in a Show example
science journal in whatever way they choose science journal
This step may take a few lessons:
1. Students are to pose three questions that they Library space

want to find out about their chosen life cycle. - Books
(Brainstorm as a class questions you can pose on - Access to
life cycles, e.g. how long does this life cycle computers
take?) -
2. Students will research these questions using

books, computers and library resources
“The Life Cycle Song”

Conclusion: on YouTube
• Play the YouTube video “The Life Cycle Song”,
https://www.youtube.com/watch?v=PqzF4-
w7bG8
• Encourage the students to sing along to the song
LEARNER DIVERSITY
towards the front of the class closest to the
teacher
5E’s- EVALUATE (1 lesson)
TERM / WEEKS: • To provide opportunities to review and reflect on their learning about TOPIC: Biological Science – Life Cycles
YEAR: 2
XXXXX and represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas
when planning learning experiences
SCSA LINKS EYLF

only)
Endeavour
ACSHE035 ACSIS039 5.2 LESSON FIVE: EVALUATE
ACSIS040 (The purpose of this lesson is for the students to review
ACSIS041 and reflect on their learning).
ACSIS042
LESSON OBJECTIVES
As a result of this lesson, students will be able to: Hook:
• Create a science journal that correctly displays a • Play the YouTube video “The Life Cycle Song”, “The Life Cycle Song”
https://www.youtube.com/watch?v=PqzF4- on YouTube
chosen life cycle
w7bG8
• Create a science journal that poses three questions
about the chosen life cycle
Body:
• Create a science journal that correctly answers three • Students are to display their findings in their
science journal Science journals for
posed questions on chosen life cycle
• This is an open-ended task, which allows for the students to display
individuality and creativity their work in
• They must display the life cycle and answer their
three questions they posed about their life cycle.
• This lesson maybe span over 2-3 lessons. Art materials
- Pencils
- Pens
- Paint
- Glue
Conclusion: - Natural
ASSESSMENT (SUMMATIVE – Science Understanding) • Students are encouraged to share their work with materials
Final Project – Science Journal the class to take ownership over their work and to
- See attached criteria also provide examples for students who are not
sure how to display their findings.
LEARNER DIVERSITY
towards the front of the class closest to the
teacher
LINKING TO STEM:
- This would be the next lesson project
- To build an environment where their chosen animal or plant
can live out their life cycle
Lesson One – Assessment (Observations)
Was the child able to pose and respond to questions about life cycle?
Was the child able to predict how living things will grow?
Did the child contribute to class and group discussion of their knowledge of life cycles?
Lesson Two (Assessment)
Objectives: Yes Some No
Pose and respond to questions about

life cycles
State the four stages of a butterfly’s

life cycle.
Display the four stages of a butterfly’s

lifecycle through playdough.
Lesson Three (Assessment)
Objectives: Yes Some No
Correctly label the four stages of a

butterfly’s life cycle.
Describe each stage of the life cycle,

with a minimum of one sentence per
stage.
Engage in discussions of life cycles.

Lesson Four (Assessment)
Objectives: Yes No Comment
Choose a life cycle to investigate
Pose three questions to investigate

on their chosen life cycle
Use technologies or books to

research their life cycle
Lesson Five (Assessment)
Criteria: Yes Some No Comment
Did the child choose a life

cycle to base a scientific
journal on?
Did the child correctly display

the chosen life cycle?
Did the student pose three

questions to research on the
chosen life cycle?
Did the child correctly answer

all three posed questions on
their chosen life cycle?
Photo Evidence:
1. Did the child choose a life cycle to base a scientific journal on?
2. Did the child correctly display the chosen life cycle?

3. Did the student pose three questions to research on the chosen life cycle?
4. Did the child correctly answer all three posed questions on their chosen life cycle?
!
English! CONCEPT!MAP! Maths!
Listen for specific purposes and information, !
including instructions, and extend students’ own
!
and others' ideas in discussions (ACELY1666) Identify a question of interest based on one
Concept:!!!Biological!Science!!!!!!!! categorical variable. Gather data relevant to the
question (ACMSP048)
Understand that different types of texts have (Life!Cycles)!
identifiable text structures and language features
that help the text serve its purpose (ACELA1463) Year!2! Collect, check and classify data (ACMSP049)
Know some features of text organisation including Create displays of data using lists, table and
page and screen layouts, alphabetical order, and picture graphs and interpret them (ACMSP050)
different types of diagrams, for example timelines
(ACELA1466) Technologies! Collect new data on life cycles and display
Digital systems (hardware and software) are used for an these in different ways e.g. How long does a
Write legibly and with growing fluency using identified purpose (ACTDIK001)
unjoined upper case and lower case letters
life cycle last – Picture graph comparing
(ACELY1673) Use data to solve similar tasks/problems (ACTDIP003)
different life cycle.
Use different technologies to research life cycles. !
Use these skills to apply to Science Journal.
!
The!Arts!(Visual!Arts)!
Language! Experimentation with, and use of materials, media and/or
Recognise there are many ways of communicating messages in technologies when creating artwork (ACAVAM107)
HASS! Aboriginal and Torres Strait Islander languages[Key concepts:
Reflect on current understanding of a topic communication, narrative; Key processes: recognising,
!
(e.g. think-pair-share, brainstorm) (WAHASS13) identifying] Appreciation of the choices made when creating and
(ACLFWU143) displaying artwork (ACAVAR109)
Pose questions about the familiar and Build the resources of the language by creating, performing and
unfamiliar (WAHASS14) recording new texts, and by creating new contexts for its use Use of visual art elements and techniques, to create 2D
[Key concepts: language ownership, language revival; Key and 3D artwork, to communicate ideas and messages to
processes: noticing, building resources] an audience (ACAVAM108)
Locate information from a variety of provided
sources (e.g. books, television, people, (ACLFWU151)
images, plans, internet) (WAHASS15) Use different techniques and materials to create a
! 3-D life cycle.
Identify relevant information (WAHASS17) Translate frequently used words and phrases, using visual cues !
and resources such as word lists
Use these skills to apply to Science [Key concepts: similarity, difference, meaning; Key processes:
Journal. translating, noticing, identifying, explaining]
(ACLFWC137)
! Explore Aboriginal culture of life cycles.

!

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SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: TOPIC: Biological Science – Life Cycles

SCSA LINKS EYLF

ACSSU030 ACSHE034 ACSIS037

Strategies to assist with extending and enabling

Extending: Offer children extension material such as

Enabling: Ensure students who need assistance have visual

SCSA LINKS EYLF

TERM / WEEKS: TOPIC: Biological Science – Life Cycles

SCSA LINKS EYLF

TERM / WEEKS: TOPIC: Biological Science – Life Cycles

SCSA LINKS EYLF

This step may take a few lessons:

1. Students are to pose three questions that they Library space

2. Students will research these questions using

“The Life Cycle Song”

SCSA LINKS EYLF

Objectives: Yes Some No

Pose and respond to questions about

State the four stages of a butterfly’s

Display the four stages of a butterfly’s

Objectives: Yes Some No

Correctly label the four stages of a

Describe each stage of the life cycle,

Engage in discussions of life cycles.

Objectives: Yes No Comment

Choose a life cycle to investigate

Pose three questions to investigate

Use technologies or books to

Criteria: Yes Some No Comment

Did the child choose a life

Did the child correctly display

Did the student pose three

Did the child correctly answer

2. Did the child correctly display the chosen life cycle?

! Explore Aboriginal culture of life cycles.

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