Habitat Conditions and Survival: a full term of science

Ten ready-to-teach lessons for Year 6 Biological sciences. Print this pack and the term is prepared: every lesson has a plan, talk prompts, a student worksheet, cards or tickets, and answers.

Start here: five minutes to Monday

1. Skim the term at a glance on the next page.
2. Print the lesson you need (plan, worksheet, cards).
3. Gather everyday items under You need on the plan.
4. Open the free interactive unit on your board.
5. Teach from the plan: timings, prompts and answers are on one page.

No science background needed

Written for the busy generalist teacher. Plain words, common muddles, and model answers are on every plan. Safety: no open flames or boiling water unless an adult controls a warm-water step named on the plan.

The term at a glance

One lesson a week for a term. Run in order where you can.

Curriculum links (Australian Curriculum V9)

The term teaches AC9S6U01. Lessons also work these Inquiry and Human Endeavour descriptors:

Assessment

• Every plan ends with answers and look-fors.
• The assessment kit near the front has a rubric and class checklist.
• Lesson 10 is the summative check and model task.

Materials for the whole term

One gathering session covers all ten lessons. Prefer classroom and home items. No science cupboard required. Adult handles any warm water.

Safety in one look

• No open flames, hotplates or boiling water for children.
• Adult pours warm water when a plan needs heat.
• Wipe spills; keep floors clear.
• Food allergy checks before any tasting stations.

Assessment without extra work

Lesson plans carry look-fors. Lesson 10 is summative. Use this sheet for ongoing notes.

The three levels

Class observation checklist

A tick a lesson is plenty.

Word wall cards

Cut out and build the wall as words arrive across the term.

Dear families

This term in science, Year 6 explores habitat conditions and survival. We use observation, simple tests and clear science words. Ask: What did you notice today? What evidence did you use?

Try this at home

• Talk about a pattern you both notice outdoors or in the kitchen.
• Ask for one science word from the week and use it in a sentence.
• Draw a simple diagram of something they investigated.

Warm regards,

The Year 6 team

seegongsik.com/au/y6/biological/AC9S6U01/pack

The physical conditions of a habitat

Children explore “The physical conditions of a habitat” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind the physical conditions of a habitat in Year 6 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “The physical conditions of a habitat” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about the physical conditions of a habitat.
• Drawings or numbers match the board story.

The physical conditions of a habitat

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Change one condition: water

Children explore “Change one condition: water” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind change one condition: water in Year 6 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Change one condition: water” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about change one condition: water.
• Drawings or numbers match the board story.

Change one condition: water

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

A range it can survive in

Children explore “A range it can survive in” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind a range it can survive in in Year 6 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “A range it can survive in” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about a range it can survive in.
• Drawings or numbers match the board story.

A range it can survive in

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Match the plant to the place it needs

Children explore “Match the plant to the place it needs” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind match the plant to the place it needs in Year 6 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Match the plant to the place it needs” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about match the plant to the place it needs.
• Drawings or numbers match the board story.

Match the plant to the place it needs

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

When conditions change too far

Children explore “When conditions change too far” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind when conditions change too far in Year 6 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “When conditions change too far” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about when conditions change too far.
• Drawings or numbers match the board story.

When conditions change too far

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: The physical conditions of a habitat

Children explore “Deeper look: The physical conditions of a habitat” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind the physical conditions of a habitat in Year 6 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: The physical conditions of a habitat” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about the physical conditions of a habitat.
• Drawings or numbers match the board story.

Deeper look: The physical conditions of a habitat

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: Change one condition: water

Children explore “Deeper look: Change one condition: water” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind change one condition: water in Year 6 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: Change one condition: water” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about change one condition: water.
• Drawings or numbers match the board story.

Deeper look: Change one condition: water

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: A range it can survive in

Children explore “Deeper look: A range it can survive in” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind a range it can survive in in Year 6 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: A range it can survive in” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about a range it can survive in.
• Drawings or numbers match the board story.

Deeper look: A range it can survive in

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: Match the plant to the place it needs

Children explore “Deeper look: Match the plant to the place it needs” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind match the plant to the place it needs in Year 6 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: Match the plant to the place it needs” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about match the plant to the place it needs.
• Drawings or numbers match the board story.

Deeper look: Match the plant to the place it needs

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Show what we know

Children explore “Show what we know” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind show what we know in Year 6 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Show what we know” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about show what we know.
• Drawings or numbers match the board story.

Show what we know

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.