Stage 2

ST2-9PW-ST

A student describes how contact and non-contact forces affect an object’s motion.

ST2-2DP-T

A student selects and uses materials, tools and equipment to develop solutions for a need or opportunity.

How do you decide upon which material to use for a particular purpose?

How can objects affect other objects with or without touching them?

Students will:

• join a group reading of the book 'The Most Magnificent Thing' by Ashleigh Spiers.
• undertake the challenge of designing, constructing and evaluating a marble run. 
• assess their design against pre-determined criteria and re-design, re-construct and re-evaluate their run.

ST2-1WS-S

A student questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations

ST2-4LW-S

A student compares features and characteristics of living and non-living things

ST2-2DP-T

A student selects and uses materials, tools and equipment to develop solutions for a need or opportunity

GE2-4

A student acquires and communicates geographical information using geographical tools for inquiry

How can we group living things?

How do the structural and behavioural features of living things support survival?

What are the similarities and differences between the life cycles of living things?

Describe how changing weather conditions in the environment affect the growth and survival of living things, for example weather conditions affecting cicada emergence.

There are three incursion lessons. Lessons 1 and 3 can be delivered by the classroom teacher and take approximately 1 hour. All learning materials are provided.

Lesson 2 is delivered by teaching staff from Longneck Lagoon EEC and runs for approximately 1 hour and 30 minutes. All learning materials are provided.

Lesson 1 activities

Learn about the lifecycle, body parts, distribution and calls of Australian cicadas.

Lesson 2 activities

Review previous lesson content, wall of sound activity, fieldwork: locating cicada shells, live cicadas – taking photos, recording cicada song, marking sightings on map, upload sighting and recording to citizen science app.

Lesson 3 activities

Review previous lesson content, rotate through a range of tasks – use story scaffold to describe life cycle, design an informational poster, use tally sheets to record numbers and sex of cicada shells, scientific drawing labelling body parts.

ST2-SCI-01

A student uses information to investigate the solar system and the effects of energy on living, physical and geological systems

Living things depend on energy and materials to survive

• Describe how the properties of materials and transfer of heat energy impact everyday life

The Sun is the centre of our solar system and provides our world with energy

Students will complete a selection of the following activities

• Fire making - Students learn about the importance and the use of fire in Aboriginal culture. They investigate how heat energy is transferred between materials when force is applied by experimenting with traditional fire-making methods.

• Seasonal changes - Students learn that our seasons are impacted by the Earth’s relative position of the sun and that changes in the flora and fauna are indicators of seasonal change. They investigate Dharug seasonal knowledges, referencing the picture book "Cooee Mittigar".