Pollination
This class activity helps students better understand what they’ve already learned about pollination (see the PowerPoint Presentation available on Teach
This). Students play the role of pollinators, moving coloured chalk dust from flour to flour to see pollination in action. They then have a worksheet where
they explain the process in their own words.
Learning goals
- We are learning to understand that living things have life cycles.
- We are learning about life cycles and to sort living, non-living and once-living things based on observable features.
Curriculum alignment
AC9S3U01
9
Compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals
AC9S4H01
9
Examine how people use data to develop scientific explanations
AC9S4H02
9
Consider how people use scientific explanations to meet a need or solve a problem
ACSSU072
8.4
Living things have life cycles
ACSHE061
8.4
Science involves making predictions and describing patterns and relationships
ACSHE062
8.4
Science knowledge helps people to understand the effect of their actions
ST2-1WS-S
old
Questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations
ST2-2DP-T
old
Selects and uses materials, tools and equipment to develop solutions for a need or opportunity
ST2-4LW-S
old
Compares features and characteristics of living and non-living things
ST2-5LW-T
old
Describes how agricultural processes are used to grow plants and raise animals for food, clothing and shelter
ST2-10ES-S
old
Investigates regular changes caused by interactions between the Earth and the Sun, and changes to the Earth’s surface
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Extensions
Students can go online to research the final questions “why is pollination important” where they can learn about hive collapse and the pressures facing
our pollinators.
Teach it your way
Finding related resources…
Finding related resources…