Children investigate a range of natural features of the yard by thinking about, talking about and describing how these things grow. They will look at parts of plants and explore where they come from and how they grow, engaging in role play and creating and making activities to develop and represent their knowledge. This activity is designed to help connect children to the wonders of the natural world through sensory and play-based learning. It is designed to be taught outside. By spending time outdoors and connecting to nature, children are more likely to care for and conserve nature as adults.

Children observe animals in nature, identifying and naming what they see. They then listen to and/or create songs based on what they have observed. This activity is designed to help connect children to the wonders of the natural world through sensory and play-based learning. This activity is designed to be taught outside. By spending time outdoors and connecting to nature, children are more likely to care for and conserve nature as adults.

Students compare the structure of a bee and an ant. They discover how these anatomical structures relate to function and help the animal to survive.

Students observe a closed system using a bowl containing some water that is sealed with plastic wrap. They explain their observations and relate their explanations of the water cycle.

Students collect data completing a spot audit on all the lights that are on in their classroom and the school. Through this activity students will understand some of the ways we can save energy.

Students critically examine the quality of internet information about energy saving devices, equipment, white goods, cars etc. They will present their findings to the class.

In this lesson, students investigate the way different appliances are turned on and off and explore how they can use these functions to save energy.

A rubric is a method for monitoring a student’s learning based on chosen criteria or guidelines. Rubrics are often provided to students before they commence an assessment task so they are able to think about the criteria that will be included in their assessment. The sample rubric for this unit of work is generic and is based on ‘A model of inquiry learning’ in which students will be collecting and using data. The criteria overlaps Science, English, Mathematics and Geography. Teachers are encouraged to modify this rubric to meet their specific assessment needs.

This activity is designed to encourage children to observe clouds – their shapes, colours and textures. Children will conduct experiments to create their own clouds on the back of a spoon and will be encouraged to think about how this has occurred. This activity is designed to help connect children to the wonders of the natural world through sensory and play-based learning.

This activity is designed to encourage children to explore how shadows are created. Children will discover that different light sources and different materials can create different kinds of shadows. Older children will also discover that the sun can create shadows of different width and length at different times of the day. This activity is designed to help connect children to the wonders of the natural world through sensory and play-based learning.

In this activity students create their own ‘lightning’ by watching a spark that travels between a charged surface and a fork. Through this activity students will understand that a variety of sources can be used to generate electricity.

This activity is designed to encourage children to investigate whether objects sink or float in fresh water and salt water. Children will discover that salt water is more dense than fresh water so objects float more easily in it, and they will observe that salt water sinks when added to fresh water. This activity is designed to help connect children to the wonders of the natural world through sensory and play-based learning.

In this lesson students are asked to start expressing their views about nature and place. Students will head outside to an area of their school yard. Working in groups, students respond to questions about nature, recording their ideas on separate pieces of paper that the class will then compile to make a flip chart. They then express their personal views through a drawing or a story.

Students are asked to research what happens to the waste that is produced from schools and homes in their local area. They then produce a chart showing the pathway of the different types of waste.

A rubric is a method for monitoring a student’s learning based on chosen criteria or guidelines. Rubrics are often provided to students before they commence an assessment task so they are able to think about the criteria that will be included in their assessment. The sample rubric for this unit of work is generic and is based on ‘A model of inquiry learning’ in which students will be collecting and using data. The criteria overlaps Science, English, Mathematics and Geography. Teachers are encouraged to modify this rubric to meet their specific assessment needs.

A rubric is a method for monitoring a student’s learning based on chosen criteria or guidelines. Rubrics are often provided to students before they commence an assessment task so they are able to think about the criteria that will be included in their assessment. The sample rubric for this unit of work is generic and is based on ‘A model of inquiry learning’ in which students will be collecting and using data. The criteria overlaps Science, English, Mathematics and Geography. Teachers are encouraged to modify this rubric to meet their specific assessment needs.

A rubric is a method for monitoring a student’s learning based on chosen criteria or guidelines. Rubrics are often provided to students before they commence an assessment task so they are able to think about the criteria that will be included in their assessment. The sample rubric for this unit of work is generic and is based on ‘A model of inquiry learning’ in which students will be collecting and using data. The criteria overlaps Science, English, Mathematics and Geography. Teachers are encouraged to modify this rubric to meet their specific assessment needs.

Peer assessment is a process where students can give valuable feedback based on a teacher’s benchmarks. This method of assessment can be employed to improve students’ understanding of content as well as their metacognitive skills. During presentations, students share their new understandings to their peers and receive personalised feedback based on criteria. This peer-assessment criteria sheet can be used to assess presentations on any topic. Print the template, or provide students with digital access, and they can complete the assessments and then return them to you.

A rubric is a method for monitoring a student’s learning based on chosen criteria or guidelines. Rubrics are often provided to students before they commence an assessment task so they are able to think about the criteria that will be included in their assessment. The sample rubric for this unit of work is generic and is based on ‘A model of inquiry learning’ in which students will be collecting and using data. The criteria overlaps Science, English, Mathematics and Geography. Teachers are encouraged to modify this rubric to meet their specific assessment needs.

This activity is designed to get children connecting with nature; experiencing the health and developmental benefits of connecting with the earth and messy play. They will experience sand, soil and mud through their senses, manipulating it in a range of ways.