1. Seed Journal
1.1. Seed observations
1.1.1. (WA1ELYA3) - Analysing, interpreting, and evaluating
1.1.2. Early Years Learning Framework (ELYF) Outcome 5: Children are effective communicators.
1.2. Drawing - seed, progress of seed growing
1.2.1. (WATPPS07) - Designing
1.3. Photography - taking photos of seeds or plants
1.3.1. (WA1ELYC4) - Creating texts
1.4. Sharing and comparing our seed Journals
1.4.1. (ACSIS029) - Communicating
1.4.2. (ACSIS213) - Evaluating
2. Life Cycle
2.1. Introducing the life cycle of a seed. (Seeds, germination, stems and roots, flowers, pollination)
2.1.1. (ACSSU030) - Year 2 Biological Sciences) - Extension activity
2.2. How seeds attract animals in the future (life cycle - pollination - bees).
2.2.1. (ACSSU017) - Biological Sciences
2.2.2. (ACSSU030) Biological Sciences - Year 2 Extension Activity
3. Weather
3.1. Why do seeds need water to grow?
3.1.1. (ACSSU017) - Biological Sciences
3.2. How rain, sun, clouds, wind and other weather conditions affect the growth of a seed.
3.2.1. (ACSSU019) - Earth and Space Sciences
4. Time
4.1. Days, weeks, months, years.
4.1.1. (ACMMG021)- Using units of measuremnets
5. Children's Prior Knowledge:
5.1. Pre-primary students learn that living things, like plants, require food and water (ACSSU002). Daily and seasonal impacts on living things are seen in Earth and Space Sciences (ACSSU004). They also observe, discuss, and represent their thoughts using investigations (ACSIS011).
5.2. Students may have exposure to traditional Aboriginal knowledge of native plant use, such as bush foods and medicines, which has been passed down through generations and reflects connections to the land and sustainable practices.
5.3. Some students from farming communities may have watched or taken part in the planting, growing, and harvesting of crops like wheat or canola, exposing them to seeds and the plant life cycle.
6. Where do seeds come (flowering plants, shopping centre, the ground)?
6.1. (ACSSU017) - Biological Sciences
7. Characterisitcs
7.1. Size - how big or small is the seed?
7.1.1. (ACSIS024) Questioning and Predicting
7.1.2. EYLF Outcome 4: Children are confident and involved learners.
7.2. Shape - what shape is the seed, round, long, straight, bendy?
7.2.1. (ACSSU018) - Chemical Sciences
7.3. Type - what type of seed, (fruit seed, vegetable seed, flower seed)
7.3.1. (ACSIS025) - Planning and Conducting
7.4. Colour - what colour is the seed?
7.4.1. (ACSSU018) - Chemical Science
7.5. Compare - compare different seeds (leaves, stems)
7.5.1. (ACSSU018) - Chemical Scienes
8. Growth
8.1. Measurement - how much has the seed grown?
8.1.1. (ACMMG019) - Using units of measurments - can be informal
8.1.2. (ACSIS026) - Planning and Conducting
8.2. Growing a seed - what nutrients and materials do seeds need to grow?
8.2.1. (ACTDEK003) Food and fibre production
8.3. Affects on seeds - soil type, weather conditions, light, water consumption.
8.3.1. (ACSSU019) - Earth and Space Sciences
9. Cooking
9.1. What foods can we cook with seeds?
9.2. Edible Seeds vs Unedible Seeds
9.2.1. (ACTDEK003) Food and fibre production
9.3. Harvesting Seeds - how do we?
9.4. (ACSHE022) - Use and Influence of Science
10. Seasons
10.1. Winter, Summer, Autumn, Spring. How do the different seasons affect the growth of a seed?
10.1.1. (ACSSU019) - Earth and Space Sciences
10.1.2. (ACHASSK032) Places have distinctive features
11. Aborigninal and Torres Strait Islander peoples'
11.1. Harvesting Different Foods
11.2. Noongar people in the South-West of Western Australia use the flowering of Moodjar (Nuytsia floribunda) to signal the transtion from Djiba to Kmanbarang
11.2.1. (ACSSU019) Earth and space sciences
11.3. Collecting native seeds (permission and permits)
11.4. Nyoongar seasons
11.4.1. (ACMMG040) Year 2 - Using units of measurements - extension actvity
11.5. Cross Curriculum - Early years learning Framework: Aboriginal and Torres Strait Islander perspectives
12. Possible Scientific Experiments
12.1. Seed Heads (variables - students to make with heads with different seeds grass, sunflower or bird seeds).
12.1.1. Cross Curriculum: Early Years learning Cross Framework: Play-based learning and intentionality
12.1.2. Cross Curriculum: Early Years learning Cross Framework: Equity, inclusion and high expectations
12.1.3. EYLF Outcome 4: Children are confident and involved learners
12.2. Seed Caterpillar (Each section of the egg carton caterpillar, will have a different seed).
12.2.1. Cross Curriculum: Early Years Learning Framework: Sustainability
12.2.2. (ACSIS025) - Planning and Conducting