Science, Assignment 2, Unit Plan

Area: Topic:
Science Environmental Science

Year Level/Class: General Capabilities Cross Curriculum Priorities

Class 11, Year 1  Literacy  Aboriginal and Torres Strait Islander
 Numeracy histories and cultures
 ICT
 Critical and creative thinking
 Personal and social capability
 Intercultural understanding

ACARA links & Elaborations:

 Science Understanding, Earth and Space Sciences

Observable changes occur in the sky and landscape (ACSSU019)
 Exploring the local environment to identify an describe natural, managed and constructed features

 Science as a Human Endeavour, Use and Influence of Science

People use science in their daily lives, including when caring for their environment and living things (ACSHE022)
 Considering how science is used in activities such as cooking, fishing, transport, sport, medicine and caring for
plants and animals
 Identifying ways that science knowledge is used in the care of the local environment such as animal habitats, and
suggesting changes to parks and gardens to better meet the needs of native animals

EYLF Outcomes:

Outcome 1: Children have a strong sense of identity

1.2 Children develop their emerging autonomy, inter-dependence, resilience and sense of agency

Outcome 2: Children are connected with and contribute to their world

2.1 Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and
 Science, Assignment 2, Unit Plan

responsibilities necessary
for active community participation

Outcome 4: Children are confident and involved learners

4.2 Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising,
researching and investigating

Outcome 5: Children are effective communicators

5.3: Children express ideas and make meaning using a range of media

Year 1 Achievement Standard

By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with
materials and objects. They describe changes in their local environment and how different places meet the needs of living things.
Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena. They follow
instructions to record and sort their observations and share them with others.

Teacher resources:
Scootle lesson plan
Lesson plan inspiration: https://educators.brainpop.com/lesson-plan/water-cycle-lesson-plan-understanding-parts-water-cycle/
This resource assisted in developing a professional understanding of the water cycle and what is appropriate knowledge for children of
this age category.

Skamp and Preston, 2015 Teaching Primary Science Constructively

This highlights the importance of teaching science in a hands on manor that relates to the context of the children. The principles discussed
here also underpin the constructivist style of teaching adopted throughout this unit. -
 Science, Assignment 2, Unit Plan

Bell, B. (1993), “Part 2 Children’s Science”, in Children’s Science, Constructivism and Learning Science, Deakin University.
This article inspired the research pieces for this unit, determining the thought processes of the students. The chosen strategies included
are dioramas, the predict-observe-explain model and listening to the student’s questions.

Faire, J. and Cosgrove, M. 1993, Teaching Primary Science, 3rd Edition, Hamilton NZ, Waikato Education Centre, pp 68 - 74.
The principles discussed in this article underpin the prior knowledge component of this activity. It highlights the importance of having a
comprehensive understanding of the child’s knowledge and avoid making assumptions.

McClintock Collective 1988, Getting Into Gear: Gender Inclusive Teaching Strategies in Science, Albury NSW, Curriculum Development
Centre, pp 218 – 225.
This underpinned the component of the unit ensuring that the learning is relevant and contextual. This meant that in the third activity the
children engage with an experiment, which promotes the learning to be contextual as the hands on learning assists in a deeper and more
complex understanding. There are also plenty of activities that occur outside to promote that the learning is contextual and resource rich.

Primary Connections
This resource underpins the inquiry model of teaching and learning explored in this unit. It suggests that prior knowledge should form the
basis for such units, and the ideas of children should form hands on experiences, thus inspiring these throughout the unit. These hands on
experiences occur particularly in activities 2, 3, 4 and 5. This resource also suggests that science learning and teaching occurs through five
phases of engage, explore, explain, elaborate and evaluate. Therefore these have been clearly linked into the activities and colour coded to
demonstrate this.

Covitt, B Gunckel, K & Anderson, C 2009, ‘Students’ developing understanding of water in environmental systems,’
This journal article highlights the importance of teaching water in the early years, thus reaffirming the importance of this learning area. It
also provides valuable background information to develop educator knowledge to ensure a complex understanding which assists in the
teaching component.

Lucas, D & Searle, K 2003, Walking with the seasons in kakadu, Allen & Unwin, Crows Nest, NSW, Australia.
This resource highlights the importance of hands on learning in the development of scientific concepts. Based on these principles, many
activities undertaken incorporate this critical style of learning.
 Science, Assignment 2, Unit Plan

Henriques, L 2002, ‘Children’s ideas about weather,’ School science and mathematics, vol. 102, no. 5, pp. 202-215.
This article provided valuable insight into common misconceptions of children regarding science and weather, thus highlighting the
importance of determining prior knowledge and therefore eliminating these misconceptions and beliefs.

Learning Intention: Links to other learning areas

By using..  English
A range of materials and engaging with books, puzzles,  Mathematics
interactive presentations and hands on learning  History
 HASS: sustainability

Students are able to..

Develop an understanding of the use of water in our
environment, and its importance.

Success Criteria: Assessment

Students’ knowledge is/was communicated through: o observations
 Observations o checklists
 Interview and general conversations o rubrics
o presentation
 work samples: diorama
 Science, Assignment 2, Unit Plan

Activity 1: Lesson Outcome: Engage Explore

Children will be engaged to begin considering
To introduce the water cycle topic, Big Rain is Coming will be where rain comes from, where does it go, and
read. This links to the term focus in literacy and Aborginal what happens to water once we’ve used it.
studies. As the book is read, the idea of rain will be discussed;
where it comes from, and how we know it’s going to rain. Resources
o Book: Big Rain Coming
Big Rain is Coming – Katrina Germein o Book: The Water Cycle at Work
o Video: water cycle
Once the book is read, the class will discuss where we see water
and why we need it. This will lead into discussion of different Teacher Resource
bodies of water, and which of these we have experience with. o Scootle lesson plan
This will link to the clouds and where water comes from. Lesson plan inspiration:
https://educators.brainpop.com/lesson-
But where does the rain come from? And where does it go? plan/water-cycle-lesson-plan-understanding-
How do we end up with water in our houses, our drink bottles? parts-water-cycle/
o
Once this brainstorm has been undertaken, the class will watch
an interactive video about the water cycle as an introduction to Assessment
the key terms including condensation, evaporation and o Observations of children’s developing
precipitation.. understanding

Video:
https://educators.brainpop.com/lesson-plan/water-cycle-
lesson-plan-understanding-parts-water-cycle/
 Science, Assignment 2, Unit Plan

Activity 2: Lesson Outcome: Explore Explain Elaborate

Children will begin questioning the
This activity involves exploring the water cycle. It will water cycle and how this relates to
begin with an introduction through the book ‘The water their lives; they will then gain insight
cycle at work.’ into where tap water comes from and
make connections to their lives. By
This will discuss the different elements of the water cycle the end of the activity, they will
and how this applies to our lives. This elaborates on the understand that the rain provides the
concepts introduced in the prior activity. water we drink.

The Water Cycle at Work - by Rebecca Olien Resources

Introduction to water cycle
Key terms Teacher Resource
o Condensation o Scootle: lesson plan idea:
o Evaporation Where does tap water come
o Precipitation from?

Once this discussion has taken place. The Where does tap Assessment
water come from? Resource will be accessed. This o Observations to monitor
learning will be contextual and relatable for children. It student learning
will help in making the water cycle a less abstract
concept the grasp.

Scootle: Where does tap water come from? Scaffolding

understanding for next activity.

The activities engaged with explores how the water we

access so easily and readily in every context of our lives
is sourced. It is important in scaffolding the
understanding ready for the next activity where the
water cycle is explored in a hands on experiment with
the students.
 Science, Assignment 2, Unit Plan

Activity 3:
Lesson 3 Outcome: Engage Explain Elaborate
Students will begin with provocation about how the tap water To begin, children will make
comes from clouds – but how do clouds make rain? connections about the water in
our taps being sourced from
This hands-on experiment involves the students engaging, clouds. By the end of the
explaining and elaborating on elements of the water cycle. activity, children should know
the components and overview
By engaging with this activity they are able to develop a more of the water cycle.
complex understanding of the key elements of the water cycle
Resources
The focus of this will be o hot water
o Condensation o jar
o Evaporation o plastic plate
o Precipitation o ice cubes

From here the students will develop an understanding of how Teacher Resource
the water cycle occurs. The explanation details that: o lesson plan idea: rain
1) The ice sends cool air into the jar jar idea
2) The hot water makes warm air o Primary Connections:
3) The cool air makes moisture in the air Indigenous weather
4) This makes water droplets - this is what happens symbols
outside!
5) The warm air from the ground goes to the sky and meets Assessment
the cold air o Formative:
6) Then clouds are formed and precipitation is formed that observations and
falls to the ground. photos

‘Making it rain’ experiment Model of the water cycle

http://www.weatherwizkids.com/experiments-make- displayed in the classroom.
rain.htm

This could include an Indigenous focus, by exploring the

Indigenous weather symbols, as seen in Primary Connections.
 Science, Assignment 2, Unit Plan

Activity 4: Lesson Outcome: Explore Explain Elaborate

During this lesson, children will participate in two
activities, each for 15 minutes (of the 45 minute lesson).
To introduce the activity, both activities will be modelled
to demonstrate expected engagement and behaviour. A
completed visual journal will be displayed up the front to
demonstrate ideas, and demonstrate that best work is
expected.
Children have an understanding of
the water cycle and its components.
By the end of this activity, the
overview developed in prior activity
will be more complex. Gaining an
exposure to water facts and why we
need water.

The first activity involves a water cycle puzzle. This Resources

provides the opportunity to condense the information
learnt so far, and have it reaffirmed. Teacher Resource

The water cycle puzzle is engaging and interactive for Assessment

students of this age group. Half of the class – o Obvservations of language
approximately 9 children, will interact with this activity, o Educator checklist in
explaining and elaborating on where water comes from appendix 2
and why it is needed. o Water cycle journal marked
against rubric in appendix 3
‘The Water Cycle’ puzzle – explore where water comes
from, why we need it.

The other half of the class will explore a visual journal of

their experience. They will be given the opportunity to
draw pictures to represent the water cycle. They may be
prompted to use words to further communicate their
learning/understanding. The model of the water cycle
displayed in the classroom can be referred to for spelling.
In the journal template demonstrated in appendix 1,
there are four boxes, for children to draw each stage of
the water cycle.
 Science, Assignment 2, Unit Plan

Activity 5: Resources Engage Evaluate

o a range of resoures:
To consolidate learning, students will be provided with the opportunity to natural, processed and
work in pairs and make a diorama representing the water cycle. This will recycled materials
occur over multiple science lessons, but can also occur in art lessons as it Teacher Resource
contributes to this curriculum area.
Assessment
Children may also choose to work on it during their activity time. Giving  Checklist: Appendix 6
children this opportunity will influence them to be engaged and take pride in
their work; thus placing time, effort and energy into this project.

The students will be prompted to revisit their journals created in the

previous lesson.

Students can work in pairs to discuss the components of the water cycle. They
can then use resources provided to represent these. This will be explicitly
scaffolded, and require a lot of guidance and support.

The resources may include

o Shoe boxes/similar size box for the frame of the diorama
o Cotton wool
o Crepe paper
o Pipe cleaners
o Natural resources

Once all the dioramas have been completed, the children will be able to
display their work in a gallery style walk. Each student/group will be
provided with the opportunity to share and discuss their work, and then
listen to their peers present their work.
Science, Assignment 2, Unit Plan

Reference List

Australian Academy of Science (AAS) 2005, ‘Weather in my world’, Primary connections, Canberra Australia.

Bell, B 1993, Childrens science, constructivism and learning science, Deakin University, Geelong Victoria.

Covitt, B Gunckel, K & Anderson, C 2009, ‘Students’ developing understanding of water in environmental systems,’ The journal of environmental
education, vol. 49, no. 3, pp. 37-51.

Faire, J & Cosgrove, M 1993, Teaching primary science, 3 edn, Waikato Education Centre, Hamilton, New Zealand.

Lucas, D & Searle, K 2003, Walking with the seasons in kakadu, Allen & Unwin, Crows Nest, NSW, Australia.

McClintock Collective 1988, Getting into gear: gender inclusive teaching strategies in science, Curriculum Development Centre, Albury New South
Wales.

Scootle 2017, Where does tap water come from, Australian Government Department of Education, version 8.0, Australia.

Skamp, K & Preson, C 2015, Teaching primary science constructively, 5th edn, Cengage Learning, South Melbourne, Australia.
Science, Assignment 2, Unit Plan

Appendix 1: Journal Template

WATER CYCLE
 Science, Assignment 2, Unit Plan

Appendix 2: Rubric for Activity 4

Student Name:

1 example provided, inaccurate or 1 or 2 examples provided, 3 examples provided, accurate

needs improvement description

Understanding of where
water is used

Explanation of strategies
for saving water
Science, Assignment 2, Unit Plan

Appendix 3: Checklist for water cycle journal

Needs Improvement Developed

Areas of water cycle drawn

Areas of water cycle labeled

Areas of water cycle explained