Pest Tales links directly to the following curriculum levels and is designed for primary students, specifically years 5, 6 and 7.
Level 3 | Science | |||
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Strand | Statement | Learning outcomes | Lesson plan | |
Science and Society | Students understand that there are different philosophical and cultural approaches to science, and that people observe and explain phenomena in different ways for different purposes. Students are developing an awareness of the tools scientists use and the impact of the applications of science in society. | 3.3 | Students make predictions about the immediate impact of some applications of science in their community and environment, and consider possible pollution and public health effects. | |
D3.4 | Students consider the meaning and implications of information collected when differences of opinion arise. | |||
Life and Living | Students recognise that the characteristics of different living things are adaptations to different environments. They understand that there are different kinds of living things, each of which produces young of its own kind. They understand that interactions occur between living things and between living things and environments. | 3.1 | Students draw conclusions about the relationship between features of living things and the environments in which they live. | |
3.3 | Students describe some interactions (including feeding relationships) between living things and between living and non-living parts of the environment. | |||
D3.4 | Students recognise patterns of similarity and difference within and between groups of familiar living things. | |||
D3.5 | Students establish a model environment which meets the needs of living things within it. |
Level 4 | Science | |||
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Strand | Statement | Learning outcomes | Lesson plan | |
Science and Society | Students understand that people of many cultures have contributed to the development of scientific knowledge. They understand what makes a fair test. They appreciate that the uses of science have implications for the community. | 4.1 | Students outline some contributions to the development of scientific ideas made by people from different cultural and historical backgrounds. | |
4.3 | Students present analyses of the short and long-term effects of some of the ways in which science is used. | |||
D4.4 | Students examine and evaluate situations where their observations or conclusions are influenced by previous experience. | |||
D4.5 | Students examine and evaluate the potential applications of scientific ideas and inventions. | |||
Life and Living | Students understand that living things have external and internal structures which enable them to survive and reproduce in their own environment. They understand the types of interaction occurring between living and non-living parts of the environment. | 4.3 | Students make generalisations about the types of interaction which takes place between the living and non-living parts of the environment. | |
D4.4 | Students explain why some features are more useful than others when used as a basis for grouping living things. |