Ways of working Students are able to: pose questions and make predictions plan activities and simple investigations, and identify elements of a fair test identify and collect data, information and evidence use identified tools, technologies and materials draw conclusions and give explanations, using data, information and evidence follow guidelines to apply safe practices. Knowledge and understanding Science as human endeavour Science is part of everyday activities and experiences. Stewardship of the environment involves conserving natural resources. Life and living Needs, features and functions of living things are related and change over time. Change occurs during the life cycle of living things. Living things depend on the environment and each other. Source: Studies Authority 2007, Science Essential Learnings by the end of Year 3, QSA, . SOSE Essential Learnings by the end of Year 3 Ways of working Students are able to: Pose questions for investigations Plan simple investigations based on questions Share ideas, and plan and enact responses to group or community issues Participate in decision making to achieve goals. Knowledge and understanding Place and space Local natural, social and built environments are defined by specific features and can be sustained by certain activities. Resources and environments can be used, conserved and protected by valuing and applying sustainable practices. Source: Studies Authority 2007, SOSE Essential Learnings by the end of Year 3, QSA, . Listed here are suggested learning experiences for students before attempting this assessment. Investigate types of resources and materials used in plant care and preparation. Identify safety considerations when working outdoors and with plant related resources and materials. Practise techniques for using gardening tools correctly and safely.
30 minutes Write a system for caring for their plant. It is important for students to have some variety in how they care for their plants. If everyone has the same system it is likely that the results will all be the same. Some students may need support with the written aspect of this section — a simple flow chart could be used to develop knowledge. Section 3. Observation log Students need several weeks to enact their system of care for their plant. Maintain an observation log relating to the care of their plant. Reflect and seek feedback the way. Ensure safety considerations are enforced when students their systems. If some plants wilt, die or flourish, this is an opportunity for students to reflect on system and its effectiveness. It is not the purpose of this assessment to have perfect plants but rather that students learn that systems influence plant growth for better or worse. Section 4. Check your system Part 1 30 minutes Consider their system and suggest possible improvements. The review should only happen after a reasonable period of time (e.g. 3-4 weeks). If students wish to change their system prior to the teacher implementing this section of the assessment, they should note their changes in the log. Part 2 10–20 minutes Answer reflection questions and then discuss learning with their peers. Read through the questions giving students time to answer. Discussion could firstly be with a peer and then with a larger group or the whole class. Resources for the assessment A variety of pots of different sizes Potting mix, fertiliser, gravel, dirt, sand Tools — trowels, spades, forks, spoons, gloves, watering containers (small and large) Mix of vegetable seeds and quick growing annual flower seeds or seedlings Tags for pots — identify student and seed type Insect screen Stakes Water Websites for health and safety information Technology (2003) sourcebook guidelines (PDF) includes comprehensive safety guidelines in Appendix B. This document can be found on the Queensland Studies Authority website at: <http://www.qsa.qld.edu.au/syllabus/842.html>. Department of Education Manual contains instructions on safety practices in the classroom. Available to EQ schools only at: <http://education.qld.gov.au/corporate/doem>.