FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3, Wks 5-10 YEAR LEVEL: PP LEARNING AREA/TOPIC: Science- plant life cycles
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about XXXXX
 To elicit students’ questions/ prior knowledge about XXXXX
 Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Demonstrate their Can you name Cats Hats, Socks
1 (AC ACSI DIAGNOSTIC -Read the book “Cats Hats, Socks &
SSU0 S012 understandings of any of the & Mittens book.
04) ) the different Mittens” to introduce the idea of different
Materials
seasonal changes Collection and seasons them?
that occur recording of the seasonal changes to the students. collected
throughout the year. student’s Can you
(ACS
representation of - when reading mention that describe what from
IS01
4)
their chosen
different parts of the world have your favourite
outdoors.
season. season is and
seasons at different times of the why? Spare
year. paper.
- After reading the book ask Glue/scisso
students if they can name the 4 rs
different seasons mentioned in the
book.
- Highlight the different materials
placed on the table at the back.
These include sand, grass, dirt, leaves,
 seaweed.
- Using spare paper aswell as the
materials provided, ask students to
pick their favourite season and
draw/construct the season using the
materials provided.
- At the end of the lesson get the
students to share with the people
around them which season they chose
and why they like it.

5E’s- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences of XXXXX
 To support students to investigate and explore ideas about XXXXX
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Make observations Paper
22 (AC (ACS ACSI FORMATIVE  After learning about the
SSU0 HE01 S012 and describe what - chart about
What were
characteristics of each season in
04) 3) ) they can feel and see season
regarding the Anecdotal some of the characteristics
records- were things you
(ACS conditions they are
students able to a previous lesson, take the from previous
could feel hear lesson.
IS011 in. or see?
students outside and ask them
make accurate Audio Clips of
) observations of What season different
 the conditions? does this conditions.
(ACS
to write down 3 things that sound feel
IS014
they can feel or see regarding
) like?

the weather/conditions.

- When coming back into the

classroom ask students to match up
the things they wrote down with
the table created in a previous
lesson that details the different
characteristics of each season.
- Go over the table with the
students
- Ask students to close their eyes as
you play different audio clips. After
each clip students are to describe
what they can hear and if it can be
associated with any particular season.

5E’s- EXPLAIN (1 lesson)

 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
3 (AC (ACS ACSI Identify appropriate
FORMATIVE  Review the different seasons that students had What
Different items
SSU0 HE01 S012 clothing that should learned about and the different conditions of clothing in
04) 3) ) be worn to suit associated with each. piece of box.
specific weather Formative - Explain to the students that different seasons Grouping cards.
(ACS conditions. require different clothes to wear in order to keep clothing
Checklist- were
IS011 Explain why safe and comfortable. would
students able to - Ask students to think in pairs about the different
)
they chose correctly dress for clothes they may wear when it is hot or cold. best suit
the seasons they

(ACS the item of this
were given. Students are given cards each representing a
Could the different season. They are to find the others
IS014 clothing for elaborate on their with the same card as them. season?
) 
the season Why did
choice? Using the word wall for the different seasons
constructed in a previous lesson and the dress
given. up box, students are to dress up in clothes they you
feel is appropriate for their given season.
 At the end, ask students to write down what choose
clothing they wore and why they chose that this
item of clothing.
clothing?

5E’s- ELABORATE (1-2 lessons)

 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
 Identify the - Review the different seasons that students have Which
4 (AC (ACS ACSI SUMMATIVE- Book
SSU0 HE01 S012 difference between learned previously. indigenous
Science Inquiry
04) 3) ) indigenous seasons - Mention that in Australia, the indigenous people have season are we “Walking
and the common Skills a different number of seasons. in now?
seasons. - Read the story “Walking With The Seasons in Kakadu” What do you With The
Venn Diagrams: to the students about the different indigenous seasons . notice about
(ACS
Can students - Show the students the Powerpoint of the different the Seasons In
IS01
4)
identify the indigenous seasons, highlighting the differences differences Kakadu”
differences between the indigenous seasons and the normal between the
between the seasons. indigenous Indigenous
indigenous - Hand out to students the calendar wheel that shows and traditional
seasons and the how the indigenous seasons match up with the seasons. Season
common traditional seasons they are used to. Calendar
seasons? - Ask students to look at the calendar and determine
which indigenous season they are in now? Wheel.
- Using the venn diagram worksheet ask students if they
can find anything similar and different about the Venn
indigenous season they are currently in and the Diagram
traditional seasons.
EXTENSION: ask students to pick a different season and Sheet
come up with another venn diagram to show the
similarities and differences between the indigenous and
common seasons.

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Students arrange Indigenous
5 (AC SUMMATIVE- State that they have learned a lot What
SSU0 images of objects seasons jumble.
Science
04) and annotate in about the different seasons this item of Picture cards for
order to Understanding clothing items
demonstrate their term. clothing is and different
understanding of Checklist- were sports.
seasonal changes. students able to
correctly arrange - Today we will be going over what appropriat Indigenous
and annotate you have learned using a matching e for each Season
pictures?
activity. season? wheel with
- Have a variety of different What normal
clothing items and different sports season is seasons
cut out on pieces of paper. this sport blanked
- Students are to determine which played in? out.
ones match are appropriate for each
different season.
For the sports students are to
match them with the season it is
most commonly associated with.
(This information was covered in a
previous explore lesson)
- After this have the indigenous
seasons wheel on the projector
however have blanked out the normal
seasons. Ask students if they can
identify which common season
matches up with the indigenous
season.