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STEAM Unit: Powerful Pollination
F 1 2 3 4 5 6 Primary + Unit Plans STEAM Unit Plans Science Biological Sciences STEAM 6 Pages

STEAM Unit: Powerful Pollination

This activity pack contains a fun pollination activity that turns your classroom into a field of flowers for the students to pollinate. It was created as a part of a STEAM activity, and there is a paired presentation that should be viewed before the pollination activity. 

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Learning goals

  • We are learning to understand that the basic needs of plants and animals are air, water, food and shelter.
  • We are learning to observe the features of plants and animals and to understand their differences.
  • We are learning to observe the features of plants and animals and to understand their differences.
  • We are learning to understand that living things grow, change and have offspring similar to themselves.
  • We are learning about life cycles and to sort living, non-living and once-living things based on observable features.
  • We are learning to understand that living things have life cycles.
  • We are learning to explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships.
  • We are learning to understand that living things depend on each other and the environment to survive, e.g. shelter for animals.
  • We are learning to understand that living things have structural features and adaptations that help them to survive in their environment.
  • We are learning to understand that living things have structural features and adaptations that help them to survive in their environment.
  • We are learning to understand that the growth and survival of living things are affected by physical conditions of their environment.

Curriculum alignment

AC9S3U01 9 Compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals AC9S3H02 9 Consider how people use scientific explanations to meet a need or solve a problem AC9S1U01 9 Identify the basic needs of plants and animals, including air, water, food or shelter, and describe how the places they live meet those needs AC9S2H01 9 Describe how people use science in their daily lives, including using patterns to make scientific predictions AC9S5U01 9 Examine how particular structural features and behaviours of living things enable their survival in specific habitats AC9S4U01 9 Explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships AC9S4H02 9 Consider how people use scientific explanations to meet a need or solve a problem AC9S4H01 9 Examine how people use data to develop scientific explanations AC9S3H01 9 Examine how people use data to develop scientific explanations AC9S5H01 9 Examine why advances in science are often the result of collaboration or build on the work of others AC9S6H01 9 Examine why advances in science are often the result of collaboration or build on the work of others AC9S1H01 9 Describe how people use science in their daily lives, including using patterns to make scientific predictions AC9S5H02 9 Investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions AC9SFU01 9 Observe external features of plants and animals and describe ways they can be grouped based on these features AC9S6U01 9 Investigate the physical conditions of a habitat and analyse how the growth and survival of living things is affected by changing physical conditions ACSHE050 8.4 Science involves making predictions and describing patterns and relationships ACSSU043 8.4 Living things have structural features and adaptations that help them to survive in their environment ACSHE081 8.4 Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions ACSHE062 8.4 Science knowledge helps people to understand the effect of their actions ACSHE083 8.4 Scientific knowledge is used to solve problems and inform personal and community decisions ACSHE061 8.4 Science involves making predictions and describing patterns and relationships ACSSU073 8.4 Living things depend on each other and the environment to survive ACSSU072 8.4 Living things have life cycles ACSSU094 8.4 The growth and survival of living things are affected by physical conditions of their environment ACSHE051 8.4 Science knowledge helps people to understand the effect of their actions ACSHE035 8.4 People use science in their daily lives, including when caring for their environment and living things ACSHE034 8.4 Science involves observing, asking questions about, and describing changes in, objects and events ACSSU030 8.4 Living things grow, change and have offspring similar to themselves ACSHE022 8.4 People use science in their daily lives, including when caring for their environment and living things ACSHE021 8.4 Science involves observing, asking questions about, and describing changes in, objects and events ACSSU017 8.4 Living things have a variety of external features ACSSU002 8.4 Living things have basic needs, including food and water ACSHE098 8.4 Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions
ST1-4LW-S old Describes observable features of living things and their environments ST3-2DP-T old Plans and uses materials, tools and equipment to develop solutions for a need or opportunity ST3-5LW-T old Explains how food and fibre are produced sustainably in managed environments for health and nutrition ST2-10ES-S old Investigates regular changes caused by interactions between the Earth and the Sun, and changes to the Earth’s surface ST3-1WS-S old Plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions ST1-10ES-S old Recognises observable changes occurring in the sky and on the land and identifies Earth’s resources ST3-4LW-S old Examines how the environment affects the growth, survival and adaptation of living things ST2-5LW-T old Describes how agricultural processes are used to grow plants and raise animals for food, clothing and shelter ST1-5LW-T old Identifies how plants and animals are used for food and fibre products ST1-2DP-T old Uses materials, tools and equipment to develop solutions for a need or opportunity ST1-1WS-S old Observes, questions and collects data to communicate and compare ideas 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 STe-3LW-ST old Explores the characteristics, needs and uses of living things STe-2DP-T old Develops solutions to an identified need STe-1WS-S old Observes, questions and collects data to communicate ideas ST2-4LW-S old Compares features and characteristics of living and non-living things
VCSSU075 The growth and survival of living things are affected by the physical conditions of their environment VCSSU056 Science knowledge helps people to understand the effects of their actions VCSSU073 Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect people’s lives VCSSU074 Living things have structural features and adaptations that help them to survive in their environment VCSSU058 Different living things have different life cycles and depend on each other and the environment to survive VCSSU041 People use science in their daily lives VCSSU042 Living things have a variety of external features and live in different places where their basic needs, including food, water and shelter, are met

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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