Lesson Plan One

Session: 1
Name and Surname: Maddison Dowel
Section 1
Science overarching idea: Patterns, order and organisation

Year Level: Prep

Learning outcomes:
Students will pose and respond to questions about familiar objects and
events(ACSIS014)
Students will participate in guided investigations and make observations using the
senses (ACSIS011)
Students will share observations and ideas (ACSIS012)
Students will be able to describe characteristics about the weather and how it affects
their daily life.
Students will engage in discussions about observations and represent ideas (ACSIS233)
Students will share observations and ideas (ACSIS012)
Students will represent the weather using symbols.
Rationale:
This lesson plan takes into consideration the local needs of the community, through
understanding the low socio-economic status of the local area around the school, and
making students aware of the local weather patterns and the things we can do to help
around the local area. This will help the local community, for example, if students know
when its going to rain, they can place a bucket outside to catch the rain to then water
their plants. Having knowledge about the weather in regards to sustainable living is
essential as it will encourage sustainability, not just at school, but also within the home in
order to help the community.
This lesson is relevant to the children it will be implemented with, as it has been planned
for a foundation level. This lesson has a very minimal language base so the lesson is
easy to understand, concise and direct. This will encourage students of any background
or ability to reach the learning goal. This first lesson is based mainly on shared
experiences through student-centred discussions and hands-on experiences. children
need to understand that the weather affects all of us and all students have be exposed to
some form of weather, no matter where they are from; this makes a common ground for
an open-ended discussion. Weather studies are an integral part of the science
curriculum in the early primary school years.

Session 1

Teaching approach:
Education for Sustainability
(EfS)

Rationale for the consistency of the lesson plan

How does this lesson plan connects and is consistent with the
unit of work?
The first lesson is beginning to introduce the concept of weather to
the students, as our overall unit is planned for teaching the students
to understand how the weather affects them and other living things.
This lesson is based on encouraging students to use their previous
knowledge to pose new ideas and ask questions about the familiar
concepts to further promote their learning.
By the end of this first lesson, the students will be able to
understand and describe the characteristics of the weather
effectively, this knowledge is needed for the next two lessons as
they will be connecting the weather to a more sustainable point of
view and looking at how the weather affects their daily lives and
what they can do to help the environment when thinking about the
weather. Also, the students will be able to clearly identify the
changes within the different seasons which will help them
understand why different living things have different basic needs
during different seasons.
How does the sequence of activities in this lesson plan reflect
a learning process rather than a series tasks?
During this lesson, the students will be activating their prior
knowledge through working together to discuss different ideas and
experiences. Students will be updating their understandings about
the characteristics and effect of the weather. By the end of this
lesson the students will have learned new concepts about the
weather and will have gained content specific knowledge regarding
the weather and how it changes over time. It is important for
students to understand the nature and environment that they live in.

This first lesson introduces the concept of sustainability through looking at how the
weather effects students daily lives. The objective is to capture students interest and
find out what they know about how daily and seasonal changes in our environment
affect everyday life (ACARA, n.d). Students have a range of weather experiences in
different types of conditions. These experiences will be drawn upon throughout the
lesson. Teaching about the weather is related to the teaching approach of education for
sustainability, as students need to understand that the weather helps to provide some of
the necessities we need to live on this earth.
This first lesson is relevant to the teaching approach of education for sustainability
through encouraging students to use their previous knowledge about the weather to gain
new insights and promote further learning about the concept. In this lesson the students
will be provided with a contextual learning experience (Edge, Reynolds, OToole and
Boylan, 2015) for example, the weather walk; this is an opportunity for them to connect
with each other through looking at, feeling and smelling the area they live. Students will
learn that we, as individuals and societies, are consciously trying to understand the
natural world (Foster, 2001). Education for sustainability is essential to teach in the
foundation level as they need to understand basic information regarding the weather.
Therefore, when they move up through the older year levels, students are aware of the
patterns in the weather and can adapt this knowledge to the issues of sustainability that
are present.
(word count: 484)
Reference list:
Australian Curriculum (n.d) Science - Foundation to Year 10 Curriculum by elaborationsEarth and space sciences. Retrieved from:
http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=3#page=F
Edge, K., Reynolds, R., OToole, M., & Boylan, M. (2015). Contextual complexity: the
professional learning experiences of seven classroom teachers when engaged in quality
teaching. Cogent Education, 2(1), 1-15.
Foster, J. (2001). Education as sustainability. Environmental Education Research, 7(2),
153-165.

Session: 1

In order for students to understand nature, they must investigate

and understand the patterns of nature.
How are the activities appropriate for the age group and
diversity of learners?
Our plan for the first lesson is to use a number of different teaching
and learning strategies and use various visual aids so that students
with differing abilities will be able to understand and achieve the
learning goals that are set out for the lesson. We will also make
sure that there a lot of hands-on experiences to allow students to
explore their thoughts and discover new ideas about the weather in
groups and for themselves.
All three of our sessions have a very minimal language base as we
have prepared for a foundation class in a low socio-economic area.
This will also engage a range of diverse learners. The first lesson
planned, has easy to understand instructions that are concise and
direct.
We acknowledge the location and socioeconomic status of the
primary school and when planning we have taken this into account,
so that if we need certain types of equipment that the school may or
may not have; we are bringing our own. We also acknowledge that
we have never met these students before and will need to alter our
lessons according to the learning abilities of these students as we
go. It is important for students to understand the nature and
environment that they live in. In order for students to understand
nature, they must investigate and understand the patterns of nature.
(Word count: 539)

Name(s) and Surname(s): Christina Sercia, Maddison Dowel and Erin Pretto
Section 2
Session 1 goal: Students will be able to describe characteristics about the weather and how it affects daily life.
Australian Curriculum:
Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)
Engage in discussions about observations and represent ideas (ACSIS233)
Share observations and ideas (ACSIS012)
Daily and seasonal changes in our environment affect everyday life (ACSSU004)
Pose and respond to questions about familiar objects and events(ACSIS014)
Participate in guided investigations and make observations using the senses (ACSIS011)
Introduction (5 mins)
1. The teachers will introduce themselves to the class by informing the students of their name and something about them.
2. The students will say there name and something interesting about themselves so that the teachers can get to know them.
2. The teacher will then prompt a class discussion about what students think about when they hear the word weather. The teacher will create a word wall for
students to refer back to throughout the unit of work.
Development (20 mins)
1. The teacher will explain to the students they will be going outside and using their senses to discover the characteristics of the weather. Students will focus on
how the weather feels, what they can see, what it sounds and smells like.
F.Q - When it is raining outside what might you see/feel?
F.Q - How might it feel when the sun is out?
2. The students will go outside for 5 minutes using their senses to experience the weather.
3. Students will come back into the classroom and sit on the floor.
4. The teacher will inform the students they will be receiving a Weather Journal (Attachment: 1) and this will be a record of their learning for this unit of work.
5. The teacher will write the word meteorologist on the board and introduce this word to the students. The teacher will explain to the students for the next
couple of weeks they are to become meteorologist and become experts of the weather.
6. The teacher will hand out a Weather Journal to each student and ask students to go back to their desk to write their names on the front cover
( Meteorologist )
Consolidation (20 mins)

1. The teacher will then lead a discussion with the students about what they saw, felt and heard while experiencing the weather. During this time any new words
or findings will be added to the word wall. (5 mins)
2. The teacher will lead a discussion on the types of symbols and words that can be used to describe the weather they experienced outside.
FQ - What could I draw to show it is sunny outside? - a sun
FQ - What is another describing word for when it is cloudy outside? - dull, grey
F.Q - What could i draw to show it is cloudy outside? - a cloud
F.Q - Can anyone think of any other pictures i could draw to represent the weather? - rainbow, wind, rain, lightning
3. The teacher will then draw an example of the weather watch page on the board, and show an example of one day filled out properly.
4. Students will be asked to go to their tables and turn to the page called Weather Watch (Attachment: 2) in their weather journals.
5. The teacher will explain they will complete the Wednesday column and use some of the symbols and words to describe how they felt outside, what they
saw, and what they heard.
6. The teacher will then ask the students to come back to the floor and explain that they need to complete this over the week and we will discuss what they
have witnessed in our next session.
Conclusion (10 mins)
1. The teacher will then ask the students to turn to the person next to them and face them. - Make one person A and one person B
2. Teacher will prompt questions in regards to the learning of the day.
FQ - Person A, tell your partner what is one thing new you have learned today? Swap and listen to person B
FQ - Person B, tell your partner what symbol is used to show a cloudy day?
FQ - Person A, tell your partner what another word to describe it being cold outside?
FQ - Person B, tell your partner what a meteorologist is

Attachments:

(Attachment 1)
Weather Journal

(Attachment 2)

Weather Watch Sheet

Lesson Plan Two

Session: 2
Name and Surname: Christina Sercia & Erin Pretto
Section 1
Science overarching idea: Patterns, order and organisation

Year Level: Prep

Christina Sercia
Learning outcomes:
Students will be able to identify the way we modify our behaviour and dress for
different conditions.
Students will be able to discuss and describe changes in weather over a period of
time.
Students will be able to discuss characteristics of the different seasons.
Students will be able to discuss how behaving and dressing appropriately for the
weather helps us to be more sustainable.
Students will be able to discuss and respond to questions relating to the different
seasons.
Students will be able to represent their ideas and findings in multiple ways.
Students will to able to share their observations and their ideas to the class.
Students will be able to understand the connection between the weather and
sustainability
Rationale:
This lesson plan takes the local needs of the community into consideration as we are
making the students aware of some of the issues in the environment. Considering the
students are coming up with ideas on how to live more sustainable in each season,
they will provide examples of their own experiences. Furthermore, the aim of this unit
is to educate students about the weather so that they are able to make changes in
their world around them. The community will benefit, as students will be implementing
simple strategies to save water and therefore allowing more water for other members
of the community. Allowing students to start thinking about how they can live more
sustainable will ensure there will be resources available and a safe environment as
they grow up.

Session 2

Teaching approach:
Education for Sustainability
(EfS)

Christina Sercia
Rationale for the consistency of the lesson plan
How does this lesson plan connects and is consistent with the
unit of work?
This lesson plan connects with the unit of work, as the students are
able to apply the knowledge they have learnt in the previous lesson
about the weather. The students knowledge about the characteristics
allows them to relate this to how we would change our behaviours
during certain weather periods. Therefore, leading to the next lesson
where the students are now moving from how the weather affects their
daily lives to how it affects the lives of living things.
Students engaging in the task Weather Watch in between the lessons
allow them to gain insight about the weather patterns on a day-to-day
basis. They are then able to connect this to the seasons we have over
the year. What the weather will look like during certain months makes
it the season it is. Students are able to see the connections of the
weather patterns to the seasons we experience and then have a basic
understanding of what daily behaviour changes we make to adapt for
this.

How do the sequence of activities in this lesson plan reflects a

learning process rather than a series of tasks?
The activities reflect a learning process as each of the activities are
referring to the weather patterns during the seasons and how this
affects our daily lives. The students are able to witness the weather
over a week and then analyse the patterns to establish the most

The topic of weather is relevant to these students as they experience it every day and
it is a big part of their lives. In order for students to make a different in regards to the
issues we are facing, it is essential these students start gaining knowledge from the
early years. Ensuring that students engage in this topic we have allowed for openended tasks so that students can contribute their personal lives and relate it back to
themselves. This lesson plan is relevant to the children through the discussions the
students are able to contribute in. The students are able to share their own thoughts
and ideas to the topic of weather. This will allow the teacher to understand the
students prior knowledge and therefore develop this further. The prior knowledge the
students share is usually what they have experienced. Therefore, the teacher is able
to use this knowledge to make it relevant to the students lives and interests. The
teacher will also be able understand how each of the students learn so that the
lessons can be adapted to suit each students learning needs. Through this we are
ensuring all students are engaged and are able to make it relevant to their lives.
This lesson plan is consistent with the teaching approach of education for
sustainability as students are connecting how the weather can be used to live
sustainably. The students are given opportunities to explore and see how they can use
the weather to help them live sustainably. As the students are at a foundation level the
examples given are specific to activities in their daily life to ensure they are able to
relate. As Kennelly and Taylor (2007) suggests, learning through education for
sustainability should incorporate co-operative learning and critical thinking. In this
lesson plan the activities require collaboration from the students. This allows the
students to develop a deeper understanding about effective sustainable living.
Students are able to share ideas with one another and co-operatively work together to
decide how they can reflect their actions in a more sustainable way. The students are
also able to critically think as they are only given prompts and need to come up with
the examples themselves.
(498 words)

Reference List:

common weather during that period of time. From this students are
then able to explore the common weather during the year and group
this up into the seasons. Students need to understand the weather
that is associated with each season to be able to consider how our
daily lives are modified. Appropriately dressing a person according to
their season allows the students to interactively accommodate for the
weather. During this time the students are able to explore activities
they may participate, what they may wear and the accessories they
may need during this time. This then leads to the next activity where
the students are identifying ways in which they can live more
sustainable during the season. Being aware of the weather patterns
allows students to adapt certain aspects of the weather into their daily
living. Therefore, each activity allows students to deepen their
knowledge about the weather patterns during seasons and ways they
modify their behaviour and can modify it to live more sustainable.

How are the activities appropriate for the age group and diversity
of learners?
The activities are appropriate for foundation as they incorporate a lot
of visuals and discussions. They have been based on developing the
basic knowledge towards weather patterns, as students of this age do
not have an extensive prior knowledge to this topic. Therefore, from
these series of lessons the students will be able to further their
knowledge about the weather and look at issues and concerns this
can have on the future.
It has been considered that we have never taught nor met these
students. Therefore we need to gain as much insight as we can so that
we are able to cater their learning needs and develop their knowledge
further. From this, discussions have been the main focus to
incorporate in the lesson plan. Discussions allow us the opportunity to
gain insight into what the students know and what they have been
exposed to. We have allowed for activities that are open ended so that
students are able to interpret and incorporate the level of knowledge
they have and still feel challenged.

Kennelly, J., & Taylor, N. (2007). Education for sustainability for the K-6 curriculum: a
unit of work for pre-service primary teachers in NSW. Australian Journal Of
Environmental Education, 233-12.

(551 words)

Erin Pretto
Learning outcomes:
Students will be able to identify the way we modify our behaviour and dress for
different conditions.
Students will be able to discuss and describe changes in weather over a period of
time.
Students will be able to discuss characteristics of the different seasons.
Students will be able to discuss how behaving and dressing appropriately for the
weather helps us to be more sustainable.
Students will be able to discuss and respond to questions relating to the different
seasons.
Students will be able to represent their ideas and findings in multiple ways.
Students will to able to share their observations and their ideas to the class.
Students will be able to understand the connection between the weather and
sustainability
Rationale:
Learning about sustainability allows students to become critical thinkers, where they
begin to understand their actions and the actions of others have consequences. In this
case students are learning about the weather and how we can use the weather to live
a more sustainable life. As students develop an understanding on how the weather
can affect their daily lives, they are able in the future to have an impact on themselves
and their local communities, through making more sustainable life choices. As they
become more critical they are able to develop a perspective on the issue and make it
important to them. Without this importance on the issue, we are not able to create
change in the world.

Erin Pretto
How does this lesson plan connects and is consistent with the
unit of work?
This lesson is sequenced second in the unit of work and it focuses on
characteristics of the seasons and how the weather affects daily lives.
In the first lesson students are activating their prior knowledge about
the weather, they are looking at characteristics of the weather and
begin to start observing the weather. This lesson builds on weather
patterns as students start to observe the weather over a period of a
week. Students discuss the weather patterns observed in the week
and are directed into a discussion about how weather patterns can be
connected to the different seasons. Students will then participate in
activities to build their understanding of the different seasons and
make connections to how the seasons can affect their own lives.
This gets students prepared for the final lesson where students are
focusing on how the weather can affect all living things, such as plants
and animals. Students are expanding their understanding of the
weather and seasons affect their daily lives to how it affects all living
things.
The development of student learning in this unit of work is as follows:
Students discuss the characteristics of the weather to then be able to
observe the weather and with this compare how seasonal and daily
patterns affect all living things and can help us make more sustainable
choices. All the activities coincide with the main themes of each lesson
and are there to build on students knowledge
How does the sequence of activities in this lesson plan reflects a
learning process rather than a series of tasks?
Students begin the lesson with a discussion about what they have
observed over the week in the weather, using their Weather Watch
sheet. The students are then led into a discussion about weather
patterns and then onto how we separate these into four seasons.

All students no matter where they are from or what they have been experienced to
have access to the weather. As this is the case, it allows all students to be included in
the classroom discussions and involved in all of the activities. It also allows all
students to form an opinion and to make judgements. This lesson is relevant to all
students as it has a clear focus on how the weather affects their own lives. This can
differ from student to student, however as all students experience the weather they all
can have an input into the lesson and can build on their peers perspectives and ideas.
If the classroom is diverse, it allows the students to listen to how the weather can
affect different people in different ways. We have incorporated an activity where
students become weather watches themselves. Students from anywhere can
participate in this activity, as no matter where they live or what language they speak at
home, they are able to look at the sky and use either pictures or words to describe the
weather. This activity gets students to partake in their own learning and therefore,
make the lesson relevant to them.

Students are continuously adding to their word wall throughout the

lesson. Students are then lead into an activity to deepen their
knowledge about each of the four seasons. This is then lead into
another activity were students are working in small focus groups
discussing ideas about how the weather can affect their daily life
(sustainability). Students are to consolidate what they have learned
this lesson by adding whet they have done into their weather journals.
Each discussion is crucial to deepen the students understanding and it
allows them to consolidate their learning. All the activities are used to
deepen the students understanding of the main theme of the lesson
and allow students to be hands on with their learning.

This lesson incorporates many aspects of the teaching approach: Education for
Sustainability (EfS). In all the activities students will be co-operative learners, where
they will collaboratively work with one another to develop and discover new ideas. Cooperative learning is an essential component toward teaching Education for
Sustainability (Kennelly & Taylor, 2007). Students are hands-on with their learning
throughout the lesson. When teaching Education for Sustainability it is important to not
just present information, however, get the students involved in their own learning
(Kennelly & Taylor, 2007).

How are the activities appropriate for the age group and diversity
of learners?
Before we started thinking about lesson themes and activited we read
the Australian Curriculum document for the year level foundation. We
decided on a topic Weather and then began to look for Curriculum
standards to guide or teaching and activities. The key curriculum
standard that we focused on was Daily and seasonal changes in our
environment affect everyday life (ACSSU004) (ACARA, n.d). We
choose this because it also focused on our teaching approach,
Education for Sustainability (EfS).

Critically thinking and creativity are two aspects to include for students when
discussing Education for sustainability (Kennelly & Taylor, 2007)(Santone, 2013).
Throughout the lesson students engage in multiple discussion with their peers, as we
are encouraging them to be critical thinkers. Sustainability is an ongoing issue, where
we need to allow students to take a perspective and think critically about this issue.
The activities allow students to be creative in their learning and they are able to
express their ideas in multiple ways.

Most of the activities and discussions include visuals such as weather

symbols, which we thought was necessary because we are not
familiar with the diversity of students in the room and their language
abilities. We made sure that all tasks are relevant to the students and
we made no assumptions to what they have already been exposed to
or have access to. We have created an ongoing word wall for students
to develop the technical language needed for this unit.

Reference list:
Kennelly, J., & Taylor, N. (2007). Education for Sustainability for the K-6 Curriculum: A
Unit of Work for Pre-Service Primary Teachers in NSW. Australian Journal Of
Environmental Education, 233-12.
Santone, S. (2013). Education for sustainability. Educational leadership, 61(4), 60-63.

Session: 2

Reference list:
Australian Curriculum (n.d) Science - Foundation to Year 10
Curriculum by elaborations- Earth and space sciences. Retrieved
from: http://www.australiancurriculum.edu.au/science/curriculum/f10?layout=3#page=F

Name(s) and Surname(s): Christina Sercia, Maddison Dowel and Erin Pretto
Section 2
Session 2 goal: Students will be able to identify the way we modify our behaviour and dress for different conditions.
Australian Curriculum:
Daily and seasonal changes in our environment affect everyday life (ACSSU004)
Share observations and ideas (ACSIS012)
Pose and respond to questions about familiar objects and events (ACSIS014)
Elaborator: Linking the changes in the daily weather to the way we modify our behaviour and dress for different conditions, including examples from different
cultures.
Introduction (10 mins)
1. The students will come to the floor with their Weather Journals.
2. The teacher will give the students 4 prompting questions (written on the board) referring to their Weather Watch sheet that students will be discussing in
their groups.
F.Q - What is one thing you found interesting about the weather as you have been watching it over the past week?
F.Q - What is one thing that you have struggled with when describing the weather?
F.Q - Has the weather changed or stayed the same over the past week?
F.Q - Why or why not do you think this was the case?
3. The students will be divided into groups of 3 and begin to talk about what they have observed over the past week using their Weather Watch sheet.
4. Students will come together as a class and share what they discovered during their discussions for the last question.
(The teacher will prompt students to think about why the weather patterns have been similar or different over the days - referring to what season we are
currently in)
Development (30 mins)
1. The teacher will prompt a discussion about students prior knowledge of the seasons.
FQ - Who knows what the four seasons are?
(the teacher will write these on the board as children say them- Summer, Autumn, Winter, Spring)
F.Q - Who can tell me what they know about any of the seasons?

2. The teacher will display the weather symbols that match each season on the board, with student help (Attachment: 3).
3. The teacher will then lead a discussion regarding the different seasons and what types of clothing you would wear.
FQ - What sorts of clothing do you wear in Autumn?
FQ - What are some accessories might you need?
FQ - What are some games you could play outside in Summer?
4. The teacher will introduce four posters with a template of a person on each of them to the student (Attachment: 4).
5. The teacher will explain to the students that they need to appropriately dress their person according to their season using a range of clothing, weather
symbols and accessories
6. The students will be divided into four groups and be given a season, a poster with a template of a person and a range of pictures to place on their person
(The teacher will go around and prompt each group to discuss what they are doing and why as they are working)
7. When students are finished they will then share their findings to the class. They will justify their choices and explain how it relates to their season. Other
students will have the opportunity to ask questions and discuss whether they disagree or agree and explain why.
8. The teacher will place the dressed people and their matching seasons next to their word wall for them to refer back to.
Consolidation (15 mins)
1. The teacher will discuss with the students why it is important to dress appropriately for the weather.
FQ - What can happen in winter if you dont wear a jumper? - get sick, catch a cold
FQ - Why do we wear thongs in summer? shorts? hat?
FQ - What are some of the appliances we use during seasons?
2. The students will then get back into their groups they worked with for the seasons and look at ways that we can change particular behaviour to incorporate
the weather in their lives. Picture prompts will be given to each group (Attachment 5).
3. As the students are working in their group each will have a teacher to help them develop ideas on how to live more sustainable during this season.
(Possible focus questions)
FQ - Why do we use certain appliances during this season?
FQ - How do we keep cool in our homes in summer? - Air-conditioner
FQ - What do we use in winter to keep warm in the house? - Heater
FQ - How can we keep warm without using the heater? - put more clothes on/ thicker clothes/ blankets
FQ- What are some ways we can water our plants other then using the tap? - collect rain water
FQ - What about when it has not rained for a while? - buckets in the sink/shower

4. The students will record their ideas down underneath the picture prompt they were given.
5. The students will come back to the floor and each group will share to the class what they discovered in order to be more sustinable during their season.
Conclusion (5 mins)
The students will take four pages of their weather journal and write the headings of Summer, Autumn, Winter and Spring.
They will be given printed pictures of the posters around the room which they have dressed and decorated and they will stick these under the
Corresponding headings.
Extension activity: Students who complete this task early can then write words or symbols under each of the pictures, they can refer back to the word wall or
come up with their own.

Attachments:

(Attachment 3)

(Attachment 4)
People poster (enlarged)

(Attachment 5)
Spot the difference