Forward Planning Document

PRIMARY SCIENCE
Forward Planning Document

Unit of Work teaching Year 2 Earth and Space Sciences:
Water
By Rheanne Menezes (20171625)
Primary Science
Australian Curriculum: Science (Year 2)
Sub-strands Content Descriptions Achievement Standard
• Living things grow, change and have offspring similar to themselves (ACSSU030) By the end of Year 2, students describe
Biological sciences
changes to objects, materials and living
Science understanding
Chemical sciences • Different materials can be combined, including by mixing, for a particular purpose (ACSSU031) things. They identify that certain
materials and resources have different
Earth and space • Earth’s resources, including water, are used in a variety of ways (ACSSU032)
uses and describe examples of where
sciences science is used in people’s daily lives.
Physical sciences • A push or a pull affects how an object moves or changes shape (ACSSU033)
Students pose questions about their
Nature and • Science involves asking questions about, and describing changes in, objects and events (ACSHE021) experiences and predict outcomes of
endeavour (Year 1-2)
Science as a human
development of investigations. They use informal

science measurements to make and compare
observations. They follow instructions to
Use and influence of • People use science in their daily lives, including when caring for their environment and living things (ACSHE022) record and represent their observations
science and communicate their ideas to others
Questioning and • Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024) Science Understanding:
predicting At Standard, students describe changes
to materials and living things, and how a
Planning and • Participate in different types of guided investigations to explore and answer questions, such as manipulating
push or pull affects an object’s
conducting materials, testing ideas, and accessing information sources (ACSIS025)
behaviour. They identify that certain
• Use informal measurements in the collection and recording of observations, with the assistance of digital materials and resources have different
technologies as appropriate (ACSIS026) uses.
Science inquiry skills (Year 1-2)
Processing and • Use a range of methods to sort information, including drawings and provided tables (ACSIS027)
analysing data and Science as a Human Endeavour:
• Through discussion, compare observations with predictions (ACSIS212) Students describe examples of where
information
Science is used in people’s daily lives.
Evaluating • Compare observations with those of others (ACSIS213)
Science Inquiry Skills:
Communicating • Represent and communicate observations and ideas in a variety of ways such as oral and written language,
Students pose and respond to questions
drawing and role play (ACSIS029) about their experiences and predict
outcomes of investigations. They use
informal measurements to make and
compare observations. Students record
and represent observations and
communicate in a variety of ways.
**Across the program of the work, various opportunities will be given to the students to experience and engage in all Science as a Human Endeavour concepts and Science Inquiry Skills,
however not all have be specifically focused on.
FORWARD PLANNING DOCUMENT
TERM/WEEKS: Term 2 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Earth and Space Sciences (Water)
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
• Develop knowledge, skills and • Practical measurement • Informal use of • Generate knowledge • Consider implications Competence
dispositions to interpret and and collection, observations (video • Clarify concepts and ideas of actions and how to • Establishing positive
use language confidently representation of data record) change these relationships
• Seek possibilities
• Communicate scientific from investigation • Use iPad to collect • Ask questions of group • Making responsible
information, concepts and • Using informal assessment data (pictures
• Posing questions
members, respecting decisions
ideas measurements of work) • Making predictions each other’s opinions • Working effectively in
• Describe events and • Collect, represent and • Using Answer Garden for • Generate and evaluate and points of view. teams
phenomenon interpret data from brainstorm knowledge ideas and
experiments possibilities
• Give explanations • Use ICT effectively and
• Speaking and creating oral, appropriately to create • Analysing and evaluating
print, visual and digital and communicate • Making evidence-based
texts information and ideas. decisions
• Using modifying language • Communicate scientific • Analysing and evaluating
for different purposes in understanding evidence
context • Communicate science
• Communicate scientific ideas, processes and
information, concepts and information
ideas • Use digital aids -
• Explore, analyse and animations, images
communicate scientific • Collect, analyse and
information represent data
• Plan, conduct and
communicate investigations
• Formulate hypotheses and
construct evidence-based
arguments
• Give explanations and present
opinions or claims
• Speaking and creating oral,
print, visual and digital texts
• Using modifying language for
different purposes in context
Cross-curriculum priorities:
Sustainability
• Identify actions to reduce waste of water as a natural resource
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia • Actions that support more sustainable patterns of living
• Identify that the water cycle allows water to be reused
5E’s- ENGAGE (1-2 lessons)
• To capture student interest and find out what they know about water
• To elicit students’ questions/ prior knowledge about water
• Diagnostic assessment used- in this lesson you will find out what the students already know about water. This will allow you to take account of students’ existing ideas when planning learning experiences
The aim of the 5E Model's ENGAGE process is to engage students in the subject and to gain prior knowledge. It is used to catch the attention of the students and to improve interaction with a meaningful context of the subject and future
learning. This allows students to be interested and imaginative and offers resources for learning materials for students. Students should gain interest during this process, communicate and link past with current learning experiences. It aims to
allow students to display their prior knowledge while engaging in a safe learning environment and develop their own' wonders' about the chosen topic.
Role of the Teacher:

The teacher's role is to engage students and acquire prior knowledge. To build interest and raise questions for inquiry, they are to provide clear learning background for learners. The teacher must aim at inspiring students and encouraging
discussions to expose current ideas and beliefs of students. It is critical that teachers use discussion or other forms of experimentation to become aware of current concepts and use them to prepare and then extend learning according to the
ability and knowledge that match the class and individuals as necessary. Teachers must gather evidence through observations and anecdotal notes during the engage process.
Role of the Student:

It is the responsibility of the student to ask questions and to make sure that they are an active participant in the classroom by enhancing their contribution to discussions and engagement during activities. Students should strive to participate
fully in the tasks set by teachers and should listen to the ideas of other students and discuss their own ideas with their peers, respectively.
LINKS TEACHING & LEARNING
WEEK/ SPECIFIC LESSON ASSESSMENT KEY
EXPERIENCES RESOURCES
LESSON Science Science as Science OBJECTIVE (what & how) QUESTIONS
Understan a Human Inquiry (include learner diversity)
ding Endeavour Skills
Lesson 1: Earth and Communi 1. Students will be able to DIAGNOSTIC Learner Diversification
Working Space cating recall prior knowledge Informal Observation - The purpose of an Engage lesson is to simply introduce the students
with Sciences - Represe facts regarding the use Teacher will observe to the topic and does not necessarily need diversification within this
Water - Earth’s nt and student participation specified lesson. All students will equally participate and engage in
and importance of
resources communi in activities and the stations, having the chance to use the water and materials to
water during the class
are used cate discussions. experiment and ‘play’ with.
in a observati Brainstorm activity o SAER (Low-level students): During the introduction low-
variety of ons and using Answer Garden. Anecdotal Notes - level students may be provided with a modified template
ways (AC ideas in a Teacher will use on a sheet of paper or digitally that has headings to assist
SSU032) variety of 2. Students will be able to anecdotal notes as a
them in recording their prior knowledge of 'water.'
ways (AC make observations and form of informal
SIS042) assessment to record
record ideas noticed
information about the
when ‘playing’ with class' understandings. Introduction/Motivation:
water, adding to the • Students will have 10 minutes to write /list as many facts as What do you 1 x (per student)
‘All about Water’ Individuals' prior they know about water, on an ‘Answer Garden’ link using iPad with Answer
already know
display wall. knowledge and the class iPads. (This could include where water is used, about water? Garden Link
understanding will - *SAER (low-level)
why it is used, what would happen without water etc). Where can you
further be assessed use differentiated
find water?
through students • SAER students to be given Template What is water modified worksheet
demonstrating their either on paper or
ability to engage in
• Students who finish early are to also draw as many pictures used for?
iPad - see above in
as they can of places they may find and use water on a Why is it used?
the given activities. 'learner
blank piece of paper. (For example: gardens, pools, Why is water
diversification'*
important to us?
Checklist - A simple beaches, drinking bottles etc.) - Blank Paper
checklist will be used - Coloured Pencils
to ensure students
have satisfied the Body:
lesson objectives
assessing the level of
• Students rotate in groups around the prepared outdoor
success by the extent stations, where they will play and experiment with water in
of their various ways.
understandings.
o Station 1: Students make' rain paintings' on the What happens - 3+ small
Assessment Activity: when you put containers filled
pavement using paintbrushes and water containers.
water on the with water
Students will have 10 Students need to dip the paintbrush into the water pavement? - Large paint
minutes to record container and paint onto the pavement, watch and brushes (enough for
using the class monitor what happens to the water once painted on 1 per student for
iPads, as many facts that rotation)
pavement.
and things that they
know about water on What happens to - 2+ large containers
an Answer Garden link o Station 2: Students will place different objects in a
the object when filled with water
during the beginning large water container. Students must observe and
you put it in the - 10+ objects that
of class to examine how the different objects behave when water? sink/float
demonstrate their lowered into the water, concentrating on the floating
prior knowledge to vs. sinking theory.
the teacher. SAER
(low-level) will be What do you see -1 hose (or may use
provided with a digital o Station 3: Students will observe what happens when
water is poured onto the sandpit using different happens when taps to fill buckets)
or paper template water is poured -10+ different
guide to assist them in pouring methods. Students will carefully use the hose
onto sand? shaped and sized
recording their prior (with assistance from teacher) or may use a tap to fill containers (e.g.
knowledge of water. different containers (small, big bucket, ones with watering cans,
holes – watering can etc) in which they will use to buckets, spoons)
Students will also add pour the water onto the sand. Students will explore
to discussions and the effect of different containers, different amounts
informally answer of water poured and the different heights of which
questions during the
the water may be poured, observing what happens
lesson.
when the water hits the sand with the various
methods.
o Station 4: Students will investigate the movement of How does the -6+ water toys (see
water through various objects. Students will play with water move? example image at
bottom of page)
water toys that are child friendly (prepared and
supplied by teacher) to observe th e movement of
water as it passes from top to bottom.
Conclusion:
• As a class, walk around all stations together and talk about
their observations, ideas and findings for each station.
Discuss the main ideas and focus point of each station,
ensuring student understanding on the purpose of the
station is clear.
-4 x (per student)
• Return to the classroom and have students sit in their laminated 'raindrop-
groups from the activity. Each student in the group will be shaped' paper with
provided with 4 x laminated 'raindrop'-shaped' notes (with Velcro on back
Velcro on the back) to use as a group. Each student is to - 1 whiteboard
use a whiteboard marker to write one idea per a station of marker per student
what they learnt/observed. (e.g. heavier objects sink to the OR 1 per group
bottom when placed in water.) Ensure students write their 'All about Water’
names on their rain drop for further assessment if needed. display wall.
• Once complete, each student in their groups will share one
of their ideas for each station and pick the most common
idea learnt to share with the class and then stick their
raindrop idea onto the ‘All about Water’ wall display.
Additional Ideas:
• Throughout the unit of work, provide opportunities at the
end of each new concept for students to add to the ‘All
about Water’ wall using various templates and recording
strategies to assess their knowledge growth and progress
of understanding in each topic.
Working in Groups Considerations

• Share ideas with group members
• Listen respectfully to group members ideas
• One person talking at a time
• Share - take turns in using the materials
• Ensure everyone is included and contributing to
discussions and experiments
Safety Considerations
• Water (working with water) - ensure students are aware of
the safe practice using water; no splashing or throwing
water, avoid getting clothing wet, self and others wet.
Report any spillage to the teacher.
• Hose - teacher is to control the use of the hose, students
may ask teacher to fill their bucket or use the hose to avoid
water being wasted and inappropriate behaviour as stated
above
• Working outside - be respectful of other classes working
nearby (e.g. no shouting), listen carefully to teacher and
follow instructions sensibly
• Sand - work appropriately with sand by ensuring students
are aware of safe practice when using sand; no throwing
sand.
Additional Ideas:
• Discuss how students could dispose of the remaining water in
their small containers responsibly, such as provide water for a
pet, water the grass or clean paint brushes.
5E’s- EXPLORE (2-3 lessons)
• To provide hands on, shared experiences of water
• To support students to investigate and explore ideas about water
• Formative assessment
The aim of the 5E Model's EXPLORE phase is to provide practical experience of the phenomenon to students and create oppo rtunities for contextual understanding. Students will discuss concepts and solve problems in this
process. This allows students to explore and investigate through realistic and tactile interaction while researching the ques tions of students and evaluating their ideas. This step will focus on providing the subject with
practical experience to allow students to be exposed to familiar and new concepts to be discussed and questioned
.
Role of the Teacher
The role of the teacher is to engage students in meaningful experiences and give them the opportunity to be exposed to the phenomenon's hands -on activities. Teachers must provide direction and scaffolding to students
throughout this process and encourage guided discussions.
Role of the Student

The role of the students is to collect information through their observations and facts when testing initial ideas about the task. Students should analyse and solve problems and ask critical questions. They are to engage in
hands on experiences and learn how to represent their ideas and answer questions.
WEEK/ AUSTRALIAN CURRICULUM

LES LINKS TEACHING & LEARNING
SPECIFIC LESSON ASSESSMENT KEY
WEEK/ EXPERIENCES RESOURCES
LESSON
Science Science as Science OBJECTIVE (what & how) QUESTIONS
SON ding Endeavour Skills
Lesson 2: Earth Question 1. Students will be able to FORMATIVE Learner Diversification
Exploring and ing and record at least one • Observation/Info • SAER (low-level students)
Rain Space Predictin observation for each rmal Assessment o Students will be grouped together for introduction
Sciences g - Use
station: sand, umbrella, - As this is an when adding ideas to the class brainstorm with close
- Earth’s informal
bricks and wood explore lesson it assistance by teacher when necessary.
resource measure
s are ments to is important for o Students grouped together during rotation activities
used in a collect 2. Students will be able to students to form to allow for close assistance by the teacher with
variety and make a prediction of an understanding direct questioning and guidance of ideas.
of record what will happen to the and experience o Various visual cues such as images depicting what the
ways (AC observati surface when it is of the instruction or question is asking of has been provided
SSU032) ons,
rained on phenomenon throughout the activity in all sections of the lesson.
using
digital hands-on. It is a o EA may be present to help those less able, providing extra
technolo 3. Students will be able to teacher's supervision for safety considerations.
gies as use their senses to observation o All group roles, allow for various learning abilities, this may
appropri describe what happens which will assess be planned strategically before a lesson (grouping students
ate (ACSI to the surface when it students ability and assigning roles) depending on class.
S039) is rained on to comprehend • SAER (extension students)
what is o Students placed in groups separately during rotations
happening and to allow students to be extended as peer mentors.
important to ask Challenge these students during the activities to help
direct answer
questioning to o Students placed in group together during rotation
understand the activities to challenge each other’s' ideas and can also
students' record their observations by video recording them
understandings expressing what they did in their activity, the
prior to observation their group came to and why they came
experimenting – to this reasoning.
hence discussing o When exploring the surfaces outdoors, extended students
predictions. may find additional surfaces to explore and investigate such
• Checklist - as grass, playground etc
Teacher will use
Introduction/Motivation
a simple checklist
to ensure • As a class, students will explore images of rain and discuss
students are what it 'looks like.' What does rain Enlarged raindrop
look like? poster with question
using their • They will then watch two short video clips of rain and as a
‘What do I know
experience of the class and discuss what they saw, heard and what they What does rain about Rain?”
phenomenon to might feel if it was raining. sound like?
observe and
• Teacher places ‘Raindrop’ enlarged template on the Board. How/what do you Images and videos
critically think feel when it is about Rain
about what is • Students think-pair-share what they know about rain. raining?
happening. An Using enabling questions such as what does it look like, Sticky notes
sound like, feel like, smell like. Where do you see it? What What do you
important part of
is it used for? already know
science is about rain?
observing and • Students will each collect a sticky note and write down
critically what they know about rain and stick it to the Raindrop
evaluating what template
is happening, • This will create a class brainstorm which can be laminated
which can be and added to their class 'water wall'.
showcased in this
activity and
assessed through Body PowerPoint
a checklist, • Teacher will discuss the instructions of the lesson.
focusing on the
brainstorm
• Teacher will be discuss team work
answers, • Teacher will discuss the purpose of predictions

observation o Informed observation
notes written in • Teacher will explain the three terms used to predict what
groups (assess will happen to the water when it falls on the surface
iPad pictures) o Absorbs/Soaks in
and through o Pools
answering key o Runs Off
questions.
• Class will be conducted outside to create a safer
environment for the activities being conducted. Set
Assessment Piece
boundaries and discuss safety rules.
• Observation
Activity Cards - • The class is divided into four groups in order to complete
Students will an activity rotation. There will be four different rotations 4 x iPads
students will experience. (Class may be divided into eight 4 x Watering cans (1
record
groups, with two of each rotations happening at once per group) or self-
observations and
dependent on class size and abilities) made watering cans
write them by piercing holes in a
(using o Station 1 (Sand): Students are to concentrate on what
disposable cup
whiteboard happens to the rain when it falls into the sand/soil - What happens Sand pit
markers so it can they should recognise the water soaks into the when rain falls Large umbrella
be erased before material and soaks to the bottom. onto sand? Bricked area
each rotation) on
the activity card o Station 2 (Umbrella): Students are to concentrate on Piece of wood or tree
at each station. what happens to the rain when it falls from the bark placed on Grass
This showcases umbrella - they should recognise the water runs off What happens to Activity sheet for each
rain when it falls surface (Laminated)
what the student and does not soak into the umbrella.
onto an umbrella? Recording sheet for
understands of Why does this each surface
the concept at o Station 3 (Bricks): Students are to concentrate on happen? (Laminated)
each station and what happens to the rain when it falls onto the Whiteboard markers
what happens to pavement - they should recognise the water pools on What happens to
water when it the surface like a puddle. rain when it falls
falls on these onto bricks?
different o Station 4 (Wood): Students are to concentrate on
surfaces. what happens to the rain when it falls onto the wood
Students will – they should recognise the water soaks into the What happens to
capture their surface as well as pools in areas like a puddle and rain when it falls
activity card furthermore, runs off in spots. onto wood?
answers using • Students will be allocated a role each
the iPad to allow o Runner (collect all materials)
teacher o Scribe (Record group ideas)
assessment post o Pourer (Pour water carefully and slowly)
lesson. o Photographer (Take a photo of work, erase
whiteboard work before next rotation)
• Class will collect materials and go outside. Each group will
have an iPad to share. At each station the group will read
through the activity card with their group.
• The group will then follow the instructions and pour a
watering can filled with water (to represent rain) onto the
surface (i.e. sand, umbrella, brick and wood) whilst video
recording with their group iPad.
• At each station there will be a laminated poster card
recording sheet with questions and prompts to be
answered with the whiteboard marker.
o Students will discuss where the surface is seen or
used.
o Students are to record their groups prediction of what
will happen before conducting the experiment.
What will happen
o Students raise their hand when their group has when the water
completed the prediction for teacher to come around hits this surface?
and fill their watering cans.
o Once the experiment is complete, students will record
their observations using each of the given senses.
What did it look
o Students will capture a picture of their completed
like?
recording sheet before erasing their answers and
What did it sound
rotating. like?
What did it feel
Conclusion like?
• Students bring their last stations activity recording sheet What did it smell
to the mat filled in. like?
• Teacher discusses each of the stations, reading what the
last group has written on the sheet before opening up a
class discussion and finding out what other groups
observed when at the given station.
• Teacher discusses students’ predictions and as a class
evaluate why their prediction was right or wrong.
• Students return to desks and complete an ‘Exit Slip’.
o Two stars and Wish alternative ‘Two raindrops and a
lightning strike’ explaining two things they learn and
What are two
one thing they are still unsure about or what to know
things you learnt
o At the bottom completing the three empty boxes,
today?
answering the question of what the three terms are What is one thing
used to describe when water hits a surface you want to know
▪ Absorbs or are still unsure
▪ Pools about?
▪ Runs off What are the
three terms used
to describe water
Working in Groups
falling on
• Share ideas with peers surfaces?
• Listen respectfully to peers' ideas
• Share - take turns in video recording as an informal
observation, pouring 'rain' and writing observations
• Take turns in scribing and using materials
• Report spilling of water to teacher
• Consider allergies to materials
• Brick and Wood - may be sharp, work carefully
• ICT - ensure iPad is used away from water - if water spills on
iPad, report to teacher
• Water (working with water) - ensure students are aware of
safe practice of use of water; no splashing or throwing
water, avoid getting clothing, self and others wet
• Working outside - be respectful of other classes working
nearby (i.e. no yelling), listen carefully to teacher and follow
instructions sensibly
• Sand - work appropriately with sand by ensuring students
are aware of safe practice when using sand; no throwing
sand.
Lesson 3: Earth Planning 1. Students will be able to Formative Learner Diversification
Water and and locate at least 5 • Checklist - • SAER (extension students)
Walk Space Conducti different water use Teacher will use o Students who finish early or are more capable are to
Sciences ng -
sources around their checklist to describe various solutions to reducing the amount of
- Earth’s Participa
School. assess whether water, in each water source found around the school on
resource te in
s are guided the learning their ‘water walk’. Students are to label these ideas on
used in a investiga 2. Students will be able to objects have their map in a different colour.
variety tions to describe at least 3 ways been met to to o Those more able are to draw a line following their ‘water
of explore water can be used in monitor walk’ mapping their movement.
ways (AC and the school. students' • SAER (low-level students)
SSU032) answer
question development of o Place in a small group together with close teacher
s (ACSIS0 understanding assistance through the walk OR separate into different
38) and provide groups and 'assign' more capable students peer mentor.
feedback that •
Planning can extend and Introduction
and
Conducti
deepen students' • Have students on the mat. Explain to students the purpose What ways do we - 'Water' themed
learning. of today’s lesson as they will be looking at the different
ng - Use use water? music
informal ways we use water and where we find wate r. Allow Where can we
measure 1 minute to Think-Pair-Share with the person next to them. find water?
ments to Assessment Piece
collect • A3 map of school
• Play musical statues using water-themed music or sounds.
and When the music is paused, students must freeze and when
- Students will
record pointed to by the teacher, that student must begin to role
highlight and
observati play (in silence) them using a form of water (e.g. drinking
label areas on
ons, water from a bottle, swimming, washing their hands etc.)
using the map of the
Teacher will then select student to guess what was being
digital school where
acted out.
technolo they identified
gies as water being used • Repeat 5-8 times dependent on time and success of game
appropri
ate (ACSI
as they were on • Return to mat for instructions of lesson.
Where can we
their 'water
S039) find water in the - Individual Science
walk.' Students school? / Where journals
Communi will label these Body do we use water - 1 x A3 map of the
cating areas and • Discuss safety considerations and rules for walking around in the school? school per student
- Represe describe the the school as stated below. How do we use - 1 x highlighter (or
nt and importance and • Students will be handed their science journals and must water in the coloured pencil) per
communi how water is glue in their A3 school building plan/map of school by school? student
cate folding in half and gluing, therefore can be opened to work
used in that
observati on.
ons and location.
• As a class, students will complete a 'water walk' around
ideas in a • Images – In the school where they will highlight on their m ap where
- 1 x iPad per each
variety groups, students group of 3-4
they come across water being used in the school. (i.e.
of students
capture locations drinking fountain, toilets, sprinklers etc).
ways (AC
SIS042) of water sources • Students will complete their maps individually, however
on their water will stay in small groups of approximately 3-4 to discuss
walk. and share ideas and share an iPad for the following.
• When students find a source of water, in their group they What ways can we
are to take a photo of the water source (which can later be reduce the - 1 x A2 (or A3) map
used in their PowerPoint presentations in future lessons). amount of water of the school (or
we use? have map of school
• Extension students - track their movement by drawing a Why are there on interactive
line following their journey. signs saying 'save whiteboard at the
water'? front)
Conclusion
• Students sit on mat to share/discuss ideas of where they
Where in the
came across water in the school, discussing why it is
school did we see
important to have there and how we may reduce the
water being used?
amount of water being used there.
What was the
• Ask students to come to the front of the class and highlight water being used
where water is found on a large A2 (or A3) map of the for?
school (interactive whiteboard may be used) before Can we reduce the
creating further discussions (e.g. water is used in the amount of water
library for….) label the use of water in each section of the used there? How?
school. Class labelled map to be printed and laminated for Is there another
the ‘All about Water’ wall. way to supply less
• Students return to their desks with their highlighted maps water there for
and are to label their highlighted water sources and the same
describe how water is used in that area (for what pu rpose purpose?
is the water used).
• Student in their Science Journals draw a table labelled
“Where can water be found at School” and “What is water
used for”, filling in the table with information from their
maps.
Working in Groups
• Share ideas with peers
• Share - take turns in photographing sources of water, as an
informal observation
• iPad - carry iPad carefully, take turns carrying it, keep away
from water - if water is spilt on iPad, report it to the
teacher
Additional Considerations
• When walking around school ensure students are listening
carefully and following instructions appropriately. Students
may talk and discuss ideas with their peers but at an
appropriate sound level in the aim to avoid disturbing
other classes working. Students should remain in teachers
sight and be sensible when assessing the areas of water
use.
5E’s- EXPLAIN (1 lesson)
• To support students to develop explanations for experiences and make representations of developing conceptual understandings
• Formative assessment
The aim of the 5E Model EXPLAIN process is to create explanations for findings, in particular scientific explanations, and to provide students with opportunities to reflect their evolving contextual understan dings. This
process will incorporate analytical methods that can be used to analyse the phenomenon's evidence and construct explana tions. Students will have the opportunity to build multi -modal theories and provide evidence to
justify claims. In this process, to be able to judge and construct ideas and understandings of the subject, it is important t o accept current scientific explanations.
Role of the Teacher

It is critical that the teacher assumes the position of facilitator of written or oral findings in demonstrating the findings of the students and specifically explaining the material. The task of the teacher is to represent the
growth of conceptual understanding and take current scientific theories and trends into consideration. The teacher must listen and ask questions and specifically explain the subject to the students, recognise
misunderstandings and establish ways to remove such misconceptions.
Role of the Student

The student's job is to challenge theories when they are unclear, provide ideas and words from science to explain concepts an d work in order to understand and reflect what they have learned so far. Students should listen
to the ideas and concerns of their peers and focus on learning new ideas, words, phrases and symbols to support them with the ir scientific explanations. Students should learn to work collaboratively in small groups with
their peers and be able to generate discussions and explanations when sharing ideas with others.
Lesson 4: Earth Communi 1. Students will be able to FORMATIVE Learner Diversification
Water and cating demonstrate how • Informal • SAER (low-level students) –
Moveme Space - Represe water moves through Observation - o Students less able will be provided with a modified
nt Sciences nt and the water cycle with Teacher will use
- Earth’s communi the use of various summary template sheet to allow students to focus on the
informal content rather than what they must include. The templates
resource cate materials
s are observati observation to gives clear direction of what is expected within the
used in a ons and 2. Students will be able to assess which summary and sets out an easy template to follow in the
variety ideas in a correctly label their students have a aim for students to express their understandings by
of variety creation with high answering the given prompts.
ways (AC of inclusion of the understanding of
SSU032) ways (AC water cycle steps; • SAER (high-level students) –
the concept and
SIS042) evaporation, o Teacher will place a list criteria on the board of what
which students
precipitation, should be included in the individual summaries to allow
condensation. are in need of
students to understand what is expected and choose how
extra assistance.
to demonstrate the criteria. This allows students to
3. Students will be able to This will be done
individually choose how they will write their summaries
summarise the when students
movement of water and what they will include.
are explaining
around Earth in the
their creations
o Students who finish their creation early can use an iPad - iPads
water cycle. (Explain Everything app) or piece of paper to create an - Explain
and the Everything App
informative poster on the ‘Water Cycle’ labelling and
movement of loaded onto iPad
explaining each element as done in their creations.
water as well as for extension
through direct students.
Introduction
questioning and
observing group
• State and write on the whiteboard the question:
'Where does water come from?'
discussions. and allow students 2 minutes to Think -Pair-Share between
a peer sitting next to them.
• Rubric - Teacher • Watch YouTube video clip: 'The Water Cycle' Where does water
will use a rubric (Additional: 'Learn Water Cycle Song' from YouTube) come from?
to assess the • As a class, have students rearrange images and labels on
understandings the interactive whiteboard displaying what was learnt
of students in during the video. (The movement of water)
How does water
relation to the • Explain lesson activity. move through the - 1 x cardboard plate
concept. This will Earth? per student
assess what the Body What are the - distribute
students learnt, • Students are placed in groups of 4 by teacher (based on different stages? playdough between
understand and ability of learning to allow for peer mentoring) What are the all students
• Students return to their allocated desk areas in their different
how they can use
groups and are provided with a cardboard box of various processes? - 1 x set of labels per
scientific student
materials (e.g. toilet rolls, straws, playdough, pop sticks
language and etc.)
processes to
• Using the information from the videos watched and mat
describe what discussion, students are to create the water movement, in
they understand. - Children's
their groups using the various materials provided (e.g.
literature of water
create mountains with playdough with water running from
cycle and water
Assessment Piece: the top to the bottom into rivers).
movement
• Representation • Students will also be provided with labels of objects (e.g. -Saving Water by
Creation - mountains) and of processes (e.g. evaporation) for them to Wayland Weblinks
Students will place next to their creation, labelling the correct objects or - Something about
create a processes. Water by Penny
representation of • Children's literature will be distributed around the Matthews and Tom
the water classroom and on students' desks for them to refer to and Jellett
help them with their creations. -The Science behind
movement in the
• Once students have finished, the teacher will photograph Wonders of Water
water cycle on
their creation and a picture of them with their creation. -The Great Big Water
Earth, using the Cycle Adventure by
(Have students briefly describe their creation to check for
given selection of understanding). Kay Barnham
materials. - 1 x iPad per group
• Students who finish early will get an iPad using the Explain
What are the of 3 (early finishers)
Students will Everything app or piece of paper to create an informative
label their steps of the water
poster on the ‘Water Cycle’ describing each element and
movement?/How
creation with the what they have learned so far.
does water move - 1 x sheet of paper
given labels to • Students are then to write a short summary of how water around the Earth? to write summary
showcase their moves around the Earth. *SAER -
understanding of differentiated
how the water Conclusion summary sheet for
moves and • Students sit in their groups of four and are numbered 1-4 low-level students
changes state. for jigsaw activity. Student regroup into their allocated (see learner
numbers, becoming an expert on their groups creating. diversification)*
• Water Movement
Each student is to present their creation to their new
Summary - group and explain their choices using a picture taken on
Students will the iPad of their creations.
write a summary • In each group, students are to vote for the creation that
of their they think best represents the movement of water.
understanding of • The chosen winning group with the most votes as having
the movement of the best represented creation of water movement is to
water in the come to the front and display their creations to the class
water cycle. whilst explaining their choices and how the water moves in
their cycle. These students return to their desks.
Students will aim
• Teacher asks key questions about what they have learnt.
to include • Students glue their summaries into their science journals,
scientific leaving a blank page for their photo when the teacher
language and prints them.
concepts learnt
and demonstrate Additional
their • Teacher will later print off the images of their displays and
students will glue into their science journals.
understanding of
the circular • These images of students with their creations can be
displayed on their class 'All about Water’ wall.
motion of water.
• Oral Description Working in Groups
of Creation - • When separated into groups students should respectively
Students will listen to peers' presentations and be encouraging.
describe their • When voting - Students should respect everyone's
creation and decisions as it is a reflection of which presentation best
choices to the reflects what they have learnt.
teacher whilst • When creating their pieces in groups, student must respect
having their each members opinions and choices, including everyone’s
photo taken. ideas.
• Posters -
Students who Safety Considerations
finish early will • Little to no safety considerations need to be taken into
create an account, however, students should be careful when
informative creating their project with materials - do not eat
poster drawing playdough, do not throw materials, watch for sharp edges
and explaining all etc.
the elements of
the ‘Water Cycle’
describing their
creation and
their choices
with focus on the
movement of
water. Students
using iPads may
use ‘Explain
Everything’ to
create
presentation.
Technology Lesson
Simple software functions such as saving, inserting text and images, and creating new slides can be introduced to students du ring technology.
Separate Science lesson could be taken to focus purely on introducing students to displaying their knowledge with the assistance of teacher. Such directions for the lesson will help.
Lesson 5 Earth Commun 1. Student will be able FORMATIVE; Learner Diversification
(Addition and icating to save and name a • Observation – • SAER (low-level students)
al): Space - Represe PowerPoint Teacher will o Those less able will be assisted by the teacher or EA where
PowerPo Sciences nt and presentation. observe student
int - Earth’s communi necessary. These students will follow step by step with
capability to use teacher on the interactive whiteboard , working through
Presenta resource cate 2. Student will be able
tion s are observati to insert relevant their devices and each instruction explicitly .
used in a ons and images into a software o Peer mentoring may also assist these students in helping
variety ideas in a PowerPoint programs, taking them to learn the required ICT skills.
of variety presentation. anecdotal notes
ways (AC of • SAER (high-level students)
on students
SSU032) ways (AC 3. Student will be able abilities able to
o Students with higher level of confidence in ICT skills may
SIS042) to design and create continue working through the specified criteria, completing their
cater to their
a cover page for a PowerPoint Presentations independently.
PowerPoint learning needs in
future lessons, o Extended students will be given the opportunity to
presentation
decorate and design their PowerPoint presentations
satisfying criteria; enabling and
title, name, coloured further by inserting image, showcasing their ability to use
extending the
background, relevant ICT further, demonstrating their Earth and Space Sciences
tasks where
images, change font understanding through Technology.
needed
size
• Checklist –
Teacher will use
Introduction
a checklist to
• Explain to students the ICT task for today’s lesson, running
assess whether Has anyone used
through the expectations PowerPoint
students were
successful in • Using the Interactive Whiteboard, demonstrate step by before?
step how to use PowerPoint Presentation focusing on What can we use
each of the
opening the software and saving and naming their PowerPoint for?
criteria, How do I save my
identifying those presentation.
work?
who need • Ask students key questions to assess prior knowledge on How do I name my
assistance in ICT the use of this software, assessing the ability to use these work?
lessons and devices and software independently. Hence, have students
help and guide the teacher to complete these tasks on the - 1 x device (laptop
skills.
or iPad) per student
interactive whiteboard, allowing teacher to make
Assessment Piece judgement of their level of ability in ICT.
• PowerPoint
Presentation - Body
Students will • Have students collect a device each (laptop or iPad).
begin a • Direct students to log into their device and begin creating
PowerPoint a PowerPoint Presentation.
presentation, • Remind all students to first save and name their
focusing PowerPoint presentation.
becoming • Work through the first 2 slides as a class (teacher
familiar with demonstrates by completing their own on the interactive
their ICT and whiteboard as an example stimulus to assist students).
device skills
Slide 1 (Cover Page): Guide students in creating a cover What do you think
using PowerPoint
page for their PowerPoint Presentation, allowing those less we might need to
Presentation able to be familiar with the software and device use. include on our
Teacher to place the required criteria on the board, cover page?
allowing those more able to go ahead. Criteria includes:
title, name, background, font (teacher to specify a specific
program font and size to assess student capability on the software),
techniques. relevant images relating to Water as a natural resource.
Slide 2 ('What is a natural resource?'): Work through What is a natural

developing a class definition of ‘Natural Resource”. Have resource?
student contribute to a class guided discussion about this
topic to assess and ensure all students have opportunity to
contribute. Ensure teacher uses as many ideas within their
definitions to ensure inclusiveness. Students to then
formulate their definition based on the class’ ideas,
transferring this understanding onto slide 2. If students
complete this, they may include additional aspects such as
images, fonts, backgrounds etc.
• Teacher will walk around and assist struggling students.
Conclusion
How do I save my
• Guide students to save their work on their devices. Display
work?
this on interactive whiteboard and ensure students less Why is it
able are following correctly. important to save
• Have students close the PowerPoint software and then your work?
relocate their work to ensure they know where it is and How can I find my
work next time?
how to find it.
Safety and Ethical Considerations

• Devices - Due to using electronical devices, students must
place their water bottles on the floor or outside the
classroom to ensure no water spillage around and on the
device. If water is spilt students should report it to the
teacher and carefully clean up the water appropriately
with paper towelling. Students must also carry their
devices safely to ensure no knowing around and damage.
When using devices students should only be using
programs such as PowerPoint, and should be safe when
searching the web for information.
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
The goal of the 5E model's ELABORATE phase is to expand understanding. It is used to expand this understanding to new context s and allows students to interact across ways of investigations and tests with different
concepts. When carried out as student-planned investigations, the advantages of these investigations were maximized. This process uses new ways to test the general application of the students and provides the
opportunity to recreate and expand definitions and understandings by combining various modes such as written language, diagrammatic and graphic types, and mathematics. It is necessary for students to discuss and
compare their ideas with one another during this process.
Role of the Teacher

The teacher's task in the Elaborate process is to aim at expanding comprehension to a new context or making connections t o additional concepts through the student-planned investigation opportunity. Teachers must
strive to expand the knowledge and understanding of students by giving them the opportunity to explore and communicate with concepts independe ntly.
Role of the Student

The role of the student is to participate in student-planned investigations, exercises, problems and designing tasks. They should develop themselves by applying, clarifying and consolidating new conceptual understanding
and skills. In the aim of this phase students should aim to be able to:
• conduct an investigation on the main idea
• formulate a question and forecast the outcome
• prepare and execute it
• collect and represent information
• make evidence-based statements
• evaluate and communicate findings
Lesson 6 Earth Use and Processin 1. Students will be able SUMMATIVE- Science Learner Diversification
(Session and Influence g and to correctly match Inquiry Skills • SAER (low-level students)
1): Living Space of Analysin the required natural • Informal
Things’ Sciences Science g Data resources with its
o Students less able will work closely with teacher or EA to
Observation/Ane guide and assist them during the activity.
Need for - Earth’s - People and corresponding living
cdotal Notes - o Students less able will be given the modified differentiated
Water resource use Informati thing.
s are science on - Use Teacher will worksheet where they are required to colour in the
used in a in their a range 2. Students will be able observe students corresponding natural resources to match the living things
variety daily of to draw at least during the class when other students are using Padlet to identify these
of lives, methods 2 natural resources a discussion and ideas.
ways (AC including to sort flower needs in order Velcro category
SSU032) when informati to grow. • SAER (high-level students)
activity to assess
caring on, o Students more capable will be challenged to include
students prior
Biologica for their including 3. Students will be able additional natural resources these living things may need.
l environm drawings to explain why at knowledge of
natural resources
o Students who finish early may collect a device (iPad or
Sciences ent and and least 2 natural - A2 laminated
laptop) to continue working on their PowerPoint
- Living living provided resources assist a and how they poster
things things (A tables flower in growing. presentations from previous lesson. - Velcro small
can elaborate on
grow, CSHE035 and their learnt laminated images of
change ) through Introduction living and non-living
knowledge of
and have discussio things
offspring n, water as a • Teacher will display the large laminated A2 table -Padlet link to key
similar to compare natural resource illustrating two categories of ‘living’ and ‘non-living’ things What is a living question
themselv observati to other natural with Velcro dots scattered in each category. thing? - Whiteboard
es (ACSS ons with What is a non- marker for
U030) predictio
resources. • Each student in the class will be handed a laminated small
living thing? brainstorm
• Checklist - image of living and non-living things with Velcro on the
ns (ACSIS How do we know
back, where they must come up the front and place it in
040) Teacher can use the difference?
the correct category. Teacher corrects as necessary
a simple checklist
• Students will be handed an iPad between two, where they
to identify
are required to think-pair-share the question “What makes
whether students these things either living or non -living?”
have an
• As a pair, the students will add to the Padlet their ideas
understanding of discussed in pairs.
the key concepts • Have students return the iPads to the class charging What resources
of the lesson; station, sitting back on the mat for a class discussion of the do all living things
identify that Padlet (teacher directed) whereby the teacher may edit on need to grow?
living things need the interactive whiteboard or correct ideas as necessary,
natural resources adding and removing ideas if needed to ensure
understanding is adequate.
to grow. - 1 x activity sheet
• Once complete, ask students to think about what is
per student
common in all of these things that they may need in order
- Science journals
Assessment Piece to survive. Brainstorm some ideas by labelling on the
Laminated A2 category poster board from before. Check
• Velcro Poster that these requirements match the living objects sorted on
Activity - the category table.
Students will
take turns in Body
What resources
sorting their • Students are to return to their desks and collect an activity does a plant need
individual images sheet. to grow?
on the laminated • Activity: Students are to cut out and match the correct What would
poster into living requirements of what each living thing requires in order to happen if a plant
and non-living live and grow, gluing these into their Science journals. If doesn't get these
students identify there are any missing, they may draw resources they
things.
additional requirements as needed (extension) need to grow?
• Activity Sheet -
• Using prior their knowledge and sorting activity they have - 1 x device per
Students will completed they then have to think of all the possible student
complete a requirements of a plant and draw them in their Science
natural resources journals. This should be done by drawing a picture of a
activity sheet plan (colouring in) and labelling the requirements of the
which allows plant around their drawing. For each object they draw they
must explain why these are needed for plants to grow and
students to
live (how it helps the plant grow).
demonstrate
• Students are to glue in their activity sheet into their
their ability to
science journal.
connect what
• Once students have finished they may collect a device to
they have work on their PowerPoint presentation (previously started
already learnt in a prior lessons)
about natural OR students may complete the following challenge based
resources with on Teacher discretion
real life Extension Challenge: Draw and label as many living things
application that you can think of. On each drawing, label and write
what natural resource they require to survive and how that
integration of
natural resource helps/benefits them. (E.g. plant required
Biological sunlight and water – explain why)
Sciences.
Conclusion
• Students return to mat.
• Plenary: Discuss what they learnt the common natural
resources living things need. Why is it that most of them
are natural resources?
Working in Groups
• Share ideas with peers
• Share - take turns in speaking and listening during class
discussions and allow peers to have a go on the interactive
whiteboard (work as a team)/help each other
•
• There are little to no safety considerations that need to be
taken place, other than classroom rules
Scientific Literacy:
Students will be given opportunities during this process and experiment to enhance their science literacy ability to use lite racy methods to identify and explain scientific concepts. This helps students to learn the
subject-specific terminology and design features of science concepts and to associate their science education with their daily life and local community experiences.
Lesson 7 Earth Use and Planning 1. Students will be able SUMMATIVE: Learner Diversification
(Session and Influence and to independently • Informal SAER (low-level students)
2): Living Space of Conducti write the aim of the Observation - o Students less able will work closely with the teacher or EA
Things’ Sciences Science ng Investigation Teacher will to complete their investigation, writing their aim and
Need for - Earth’s - People - Particip Experiment following conduct informal predictions, furthermore using the enabling prompts such
Water resource use ate in the class discussion observations to as ‘I will change’, ‘I predict that’, ‘I will keep the same’ etc.
s are science guided assess students
used in a in their investiga 2. Students will be able development
o Those less able will be mixed into groups of differentiated
variety daily tions to to form a prediction over the multiple abilities during the experiment to allow peers mentoring
of lives, explore of what will happen weeks upon them and discuss process es. It will allow low-level
ways (AC including and in the investigation conducting this students to learn from their peers and communicate
SSU032) when answer using prior experiment. questions and ideas.
Biologica caring question knowledge and Teachers should
l for their s (ACSIS0 reasoning. use direct Introduction
Sciences environm 38) questioning and
- Living ent and Processin 3. Students will be able discussions
• Call upon prior knowledge from previous lesson using key
What do living
things living g and record at least 1 whilst taking questioning:
things require to
grow, things (A Analysin observation for both anecdotal notes 'What do living things require to grow?' grow?
change CSHE035 g Data plants (including a to help assist 'What are some examples of living and non-living objects?' What are some
and have ) and labelled diagram and them in assessing 'What does a plant need to be able to survive?' examples of living
offspring Nature Informati notes). students
similar to and on - Use understandings,
• Introduce lesson by assessing students prior knowledge on and non-living
objects?
themselv Develop a range learning and investigations asking the following:
What does a plant
es (ACSS ment of of development 'What is an investigation?' need to be able to
U030) Science methods through the 'What are some elements in an investigation?' survive?
- Science to sort investigation. 'What else do you know about an investigation?' What is an
involves informati
• Checklist - • Explain and discuss the investigation students will be investigation?
observin on,
Teacher will use What are some
g, asking including partaking in – How does Water impact Plant Growth?
a basic checklist elements in an
question drawings
to check students investigation?
s about, and Body
ability to
and provided - 1 x investigation
describin tables complete a • Students return to desk and collect a science investigation sheet per student
g and simple sheet on their way.
changes through investigation
• As a class run through the sections of the investigation
in, discussio processes such
sheet together by guiding the class in each question,
objects n, as writing aims,
answering any queries students may have, prompting
and compare predictions and
where needed.
events (A observati observations to
CSHE034 ons with come to a • Begin with the aim. Ask students 'What is an aim?' - allow What is an aim?
) predictio conclusion. students think-pair-share if needed before answering
ns (ACSIS dependent on response to the question asked .
040)
Assessment Piece
• Reiterate to students again the purpose of this
investigation ‘How does Water impact Plant Growth’ and
• Investigation ask them:
Sheet - Over 'What is our aim for our experiment?
multiple lessons What are we trying to find out?' - allow students to
students will answer. Allow time for students to write their response in What is our aim of
complete an the 'aim' section of the investigation. *Teacher (or EA) our investigation?
investigation work closely with a small group of SAER (low-level)*
sheet in relation
to their growing
• Move on to the next section, the 'prediction.'
Ask students 'What is a prediction?' - allow students think- What is a
plants. Students prediction?
pair-share if needed before answering dependent on
are to investigate
response to the question asked .
whether the
Ask students 'What is your prediction of what will happen
amount of water
in our investigation?' - ensure students know it can be
affects the
different to others'.
growth of a
Allow time for students to write their response.
plant. It allows
(if seem fit, write a few examples of predictions on the
students to
board to assist students)
recognise water
as a natural • Discuss that in an investigation we need to change one
resource and the thing and keep everything else the same.
need living things • Ask students what things we might be able to change or
have for it. keep the same.
• Observation • After running through various students ideas, state to
Sheet - Students students that the material we will be changing in this
will complete investigation is the amount of water each plant receives.
four observations • Separate students into groups of 4 (groups will be assigned
over a four week by previous planning of groups based on differentiated
period and will learning abilities)
record any notes
of changes and
• Number each group to set up their materials and begin
planning the investigation.
similarities they - 2 x plastic cups
recognise as well • Each group will set up their equipment and write the with holes in
as measuring the number of their group on the two separate cups. bottom
plant growth • Setting up equipment: - 1 x low-level
with a ruler and container
drawing a - 2 x spoons
labelled diagram
o Place the plastic cups that have holes pierced in the
- 1 x container of
bottom, into a shallow container and fill both cups up
of their two soil
3/4 to the top with soil.
plants to - 2 x plant seeds
compare their o Place 1 seed slightly below the surface of the soil in
What should we - 1 x cup of water
growth. each cup.
do when taking - 1 x permanent
o Students will have the opportunity to choose a place observations? marker
within the classroom to place their cups as long as
there is sunlight (the amount of exposure to sunlight
regarding position is dependent on the groups choice
and planning) so long as both cups are placed in the
same spot to ensure a fair test is done.
o Students will water one of their plants with 100mL of
water and the other with 1 tablespoon of water.
(Students will repeat this every 2 days for the
duration of the investigation).
o Students use a class iPad to capture a picture of their -iPads
plant (teacher to print and give to each group
member to glue into their science journal where
required)
- 2 x observation
Conclusion sheets per student
• Students return to desks, remaining in their groups.
• Discuss what is required of students in completing their
observations over the course of the investigation
o Students must use their senses and record
exactly what they see, smell and feel. - individual science
• Have students draw and record their first observation on journals
their sheet, following along with the teacher so they know
how to complete these in the upcoming lessons .
• Students images of their plants progress will be printed
and handed to each group member
• Explain that they will complete the second box in the
following week and will be repeated for four weeks.
• Students will glue their investigation and observation
sheets into their science journals.
Group Work
• Share ideas with peers in group
• Collaboratively work together and engage in scientific
discussions
• Listen respectively to peers' ideas and observations
• Share tasks - alternate who waters the plant each time
• Students will be grouped in mixed ability groups to
encourage peer teaching, support and collaboration

• Natural Resources - Due to working with natural resources,
all ethical procedures should be followed when caring for
these materials. Students are to follow all instructions
carefully, ensuring the resources are being used safely.
• Allergies - Some students may have allergies to certain
materials being used within the investigation. Ensure these
materials are not used or used with caution, making sure
all students are washing their hands between use,
eliminating the material from the affected student. Safest
option is to find an alternative if possible to avoid any
injuries or potential outbreaks.
• Water and soil - If any material such as water or soil spills,
ensure students know to report it to the teacher for it to
be cleaned up appropriately and safely.
Following previous Lesson Lesson Objectives:

• Students will complete their observations once a week for four 1. Students will be able to record at least 4 observations during the investigation .
weeks (having a total of four observations per plant). 2. Students will be able to complete a report, describing in detail the results of the investigation.
3. Students will be able to write a conclusion of what was learnt by completing the experiment , summarising their observations and
• Following the four weeks of observations, students will use their
data collected.
investigation sheets to write up their investigation report.
Students will report their results and write a conclusion of what
Students will:
they have discovered by doing this investigation , summarising
their observations and results. • Pose and respond to questions, and make predictions about familiar objects and events
• Have a class discussion, comparing observations and results. • Participate in a guided investigation to explore and answer questions
• Compare observations with predictions
• Compare observations with those of others
Lesson 8: Earth Use and 1. Students will be able SUMMATIVE: Learner Diversification
Earth’s and Influence to Identify and name • Observation and • SAER (low-level students) –
Natural Space of at least examples of Anecdotal Notes o Students less able will be guided through example
Resource Sciences Science the Earth’s natural - Teacher will use
s - Earth’s - People resources resources which answer all questions on specified sheet
informal
resource use • SAER (high-level students) –
assessment of
s are science 2. Students will be able observation and o Students more capable will be encouraged to higher order
used in a in their to list at least 2 ways anecdotal notes thinking (e.g. answers about ways to reduce resource
variety daily we use their chosen to assess waste and ways we use them in daily lives). Will aim to
of lives, Earth's natural students' address objective 3 critically during plenary session.
ways (AC including resource in our daily understandings
SSU032) when life by asking
caring questions and
for their Introduction
Extension: listening to their
environm 3. Students will be able discussions with • Teacher will begin discussion on what a resource is and What is a natural
ent and their peers. discuss what Earth’s natural resources are. resource?
to classify whether an
living Teacher will take • Teacher will prompt students with examples to assist (i.e. What are
object is an example of an
things (A note of the water and the sun are a natural resource as it comes from examples Earth's
Earth's natural resource
CSHE035 participation and the Earth). natural resources?
) engagement of 1 x sample activity
• Run through the activity sheet as a class and explain what sheet to show class
students in the students should be listening for when watching a short
activities and video clip on Earth's natural resources:
group - What Earth’s natural resources are
discussions. - What are examples of Earth’s natural resources
- What ways we use these resources in our daily lives - YouTube Video -
• Checklist - - Why it is important to save and reduce amount of Earth's Natural
Teacher will use resources we use Resources:
a checklist with - How we can reduce the waste of resources https://www.youtube.
assistance of the • Students watch a short YouTube Clip to introduce Earth’s com/watch?v=Qw6uX
natural resource resources (4 minutes). What ways do we h9yM54
use these natural
sheet to assess • Create brainstorm using an A3 poster ‘All about the Earth’s
resources in our
students learning Natural Resources’ expressing what students understood
daily lives? - 1 x natural
and from the video to be added to the ‘All about Water’ display
resource per pair
wall.
understanding of (i.e. Rock, air in bag,
the lesson and • Explain to students the purpose of today’s lesson. soil in bag, leaves,
concept of picture of sun, bottle
natural resources Body of water, stick, etc)
being able to be • Students return to their desk ready to complete the - 1 x activity sheet
per person
used in a variety activity
of ways. • Ask for volunteers to walk around with a mystery b ox each, Why is it
• Informal having students pick out a bag between each pair (desk important to save
observations – partners) with a natural resource inside (or picture of one) and reduce the - 1 x large container
amount of to place all resources
e.g. questioning and one activity sheet per person (E.g. Rock in bag, soil in
resources we use? and objects inside
and discussion bag, leaves, picture of sun, bottle of water, stick, etc).
Objective 1: Students may feel around the box, selecting their bag to How can we
Students will be analyse. reduce the waste
able to Identify of resources?
• In partners students must identify their object and record
and name at - 8+ objects (natural
it on their sheet. (Students may work in pairs to complete
least examples of and man-made)
the sheet using their same resource).
the Earth’s
natural resources • Students with difficult resources (e.g. soil), with the
Use worksheet to permission of the teacher, can pair up with other groups of
- Individual Science
assess the ability the same resource to share ideas.
journals
to recall and • Students may colour in and draw pictures of Earth’s
understand types resources once completed the activity.
of Earth’s natural
resources
Conclusion
• Informal
observations – • Once finished, have students glue their sheets into their
e.g. questioning Science journals and return to the mat to consolidate
and discussion learning.
Objective 2:
Students will be
• Resources back in the box at the front.
able to list at • Separate Mystery Box contains other resources which are
least 2 ways we not examples of Earth’s resources to be close to teacher
use their chosen for discussion with a few of the same resources students
Earth's natural
were handed out as the Earth’s resources.
resource in our
daily life • Conduct a small discussion (plenary session) on what
Use worksheet to students found whilst completing their activity.
assess the ability
to critically think • Choose one item at a time out of the Mystery Box (some of
of how we use a Earth’s natural resources and some non-natural resources
resource in our – man-made) and ask students to identify whether the
daily lives object is an example of Earth’s resources and why or why
• Informal not?
observations –
e.g. questioning Working in Pairs/Groups
and discussion • Share ideas with peers
Objective 3
(Students will be • Listen respectfully to peers' ideas
able to classify • Share - take turns in observing the given material
whether an
object is an
example of an
Earth’s natural • Natural Resources - Due to working with natural resources,
resource) all ethical procedures should be followed when caring for
• Use worksheet to these materials. Students are to follow all instructions
assess the ability carefully, ensuring the resources are being used safely and
to recognise
put back into their natural environments upon teachers
what objects are
Earth’s natural request.
resources and • Allergies - Some students may have allergies to certain
which are not materials being used within the investigation. Ensure these
• Informal materials are not used or used with caution, making sure
observations – all students are washing their hands between use,
e.g. questioning eliminating the material from the affected student. Safest
and discussion
option is to find an alternative if possible to avoid any
injuries or potential outbreaks.
Assessment Piece
• Natural Resource
Activity Sheet -
Students will
work
independently
and in pairs to
complete their
activity sheet
based on a
natural resource
given to them
and allows for
students to be
separated into
abilities and
understanding
levels. It allows
students of
higher-level to
show case their
understanding as
well as allowing
low-level
students to gain
a standard year 2
level of
understanding of
the needs of
natural
resources.
• Plenary Session -
Objects will be
pulled out of a
mystery box and
students will
have the
opportunity to
express whether
they think it is a
natural resource
or not with
justification.
5E’s- EVALUATE (1 lesson)

• To provide opportunities to review and reflect on their learning about water and represent what they know about water
• Summative assessment of science understanding
The aim of the 5E Model's EVALUATE process is to provide students with the opportunity to re -represent their own understandings and reflect on their learning throughout the path of the topic covered across multiple
related lessons. This helps teachers to gather evidence of the progress of the students and their achievement of performance. This process gives students the opportun ity to reflect and comment on their own learning and
new understandings and skills.
Role of the Teacher

The teacher's task is to provide students with the opportunity to express their understanding and reflect on their experience of learning. Teachers mus t gather this evidence that shows results obtained by the participant.
To provide opportunities for students to demonstrate their k nowledge and understanding of what they have learned, it is important to ask open -ended questions. Teachers can use similar questions to those in the Engage
process to generate additional proof of how far the learning outcomes have been accomplished.
Role of the Student

The student's role in the evaluation process is to demonstrate how their thinking has improved as well as being able to show understandings of what they have learned and how this learning has changed. Students should
use evidence of learning to demonstrate and explain what they understand and endorse it. It is necessary for students to show how well they have learn ed the topics key ideas.
Lesson 9: Earth Use and 1. Students will be able SUMMATIVE- Science Learner Diversification
Uses of and Influence to draw 3 pictures Understanding • SAER (low-level students)
Water Space of representing a way • Informal
Sciences Science water can be used in o Students less able will be assisted in a small group by
Observation -
- Earth’s - People each category; an EA or the class teacher.
The teacher will
resource use school, home, observe the class o The teacher will use guided questions to prompt and
s are science community. discussion taking enable the students.
used in a in their notice of the
variety daily 2. Students will be able students who
of lives, to identify and actively
ways (AC including explain each drawing • SAER (high-level students)
participate and
SSU032) when of a way water is contribute ideas o Students more capable will be challenged to think of a
caring being used in the and questions range of different solutions to help reduce the
for their specific area. when discussing amount of water wasted in each area.
environm different uses of
ent and water. Introduction
Extension
living I am Water by Jean
things (A
3. Students will be able • Rubric - A rubric • Read the children’s literature “I Am Water” by Jean Marzollo
to suggest at least 1 will be used by Marzollo
CSHE035
way to reduce the the teacher to • Guide discussion about Water in homes and the
) - individual science
amount of water assess students’ community after reading the book. journals
knowledge and
wasted in each
ability of • Have students get their science journals and open to the
action identified. application to 'water walk' activity from lesson 3.
the topic of uses • Ask students to recall what they did during that lesson
of water. It will activity. This should have students think about the variety
assess students of ways we use water at school and where we found water - activity sheet
ability to apply being used. displayed on
how we use • Display today’s lesson activity sheet on the interactive Where can water interactive
water as a whiteboard and work through the 'school' section of the be found in the whiteboard
natural resource sheet together with the class, having students give ideas school?
in a variety of from their school map water walk from lesson 3. What ways do we
ways and allows use water within
• Students will choose at least three places where water can
students to the school?
be found within the school and draw a picture of water
showcase their
being used in these places. Students must label and explain
high level of What is the
their diagrams. Allow students to do this on the interactive
understanding community?
whiteboard together and assist where necessary.
which will reflect What ways does
with a high level • Briefly describe the remainder of the sheet. (concentrate the community
criteria on the on community - defining community together as a class, use water?
rubric. talk about some examples of where water may be used in
Assessment Piece the community.
• Uses of Water
Activity Sheet - Body - 1 x A3 activity
sheet per person
Students will • Students will return to their desks and collect their activity
complete an sheets
activity sheet
• Students will complete the 'school' section with assistance
which allows
from the class discussion and interactive whiteboard.
them to
demonstrate • Students then complete the remainder of the sheet and How can we
their knowledge demonstrate their knowledge and understanding by reduce the
of where we can applying their prior knowledge and learning to water in amount of water
find water in the their home and in the community. being wasted in
school, home and • Extension students can write ways in which the amount of the school?
community and wasted water can be reduced at each source of water they
how we use displayed.
water in each of • Students are to glue their activity sheet into their science
these areas. It journal.
requires students
to identify these
uses of water, Conclusion
draw a diagram • Return to mat and complete the remainder of the sheet on
and label it to the interactive whiteboard by asking students to use the
explain the use examples they used on their own activity sheets.
of water. To • Discuss ways in which water waste can be reduced around
extend students the school, home and community.
they may also
write how we can
reduce the
amount of water • There are little to no safety considerations in need of being
in these places addressed, in addition to general classroom rules.
the students
have chosen to
write about.
• Class Discussion -
Students will
participate in a
class discussion
at the beginning
and end of the
lesson to take
the opportunity
to demonstrate
their
understanding an
d ask
questions to
consolidate or
extend their
learning.
Lesson Earth Communi 1. Students will be able SUMMATIVE: Lesson Description:

10: Oral and cating to speak clearly • Rubric - Teacher As students have completed their PowerPoints they will use this
Presenta Space - Represe whilst presenting to will use a rubrics lesson to present during the course of the subject. Students will have
tion Sciences nt and a familiar audience to assist them in a specified time of 2-5 minutes to deliver their Presentations with
- Earth’s communi with use of the aid of their PowerPoint presentation and orally explain their
assessing the
resource cate multimedia to understandings and training to the school. A name will be taken out
s are observati support students' of a jar to be equal in order to select the order of students . Once
used in a ons and presentation. understandings each student has completed their presentation, they can ask if their
variety ideas in a of the concept of peers have any questions. No more than three questions may be
of variety 2. Students will be able natural answered. This will allow the teacher to see the potential of the
ways (AC of to identify water as a resources, students to apply their knowledge to differentiated questions and
SSU032) ways (AC natural specifically demonstrate their true understanding of the subject. If necessary to
SIS042) resource being used gain insight into the level of understanding the student has, the
water, being
in a variety of ways teacher may ask additional questions.
in our daily life. used in a variety
of ways. The Topics to have been addressed in student presentations:
3. Student will be able rubric will • What is a natural resource?
to identify 2 or more include a range
other natural
• How do we use water as a natural resource in our daily
of aspects to be lives?
resources and a use
assessed • Where can we find water being used?
in our daily lives.
including their • What are some ways we use other natural resources in our
knowledge as daily lives (e.g. sunlight)?
well as their oral • What will happen to living things if they don't receive the
presentation and natural resources they need?
ICT skills. • Any other additional information the student may want to
include
Additional aspects to include:

• Relevant images or backgrounds
• Different fonts and sizes

Forward Planning Document - Earth and Space Sciences 20171625

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PRIMARY SCIENCE

Sub-strands Content Descriptions Achievement Standard

development of investigations. They use informal

Role of the Teacher:

Role of the Student:

Working in Groups Considerations

Role of the Student

WEEK/ AUSTRALIAN CURRICULUM

answers, • Teacher will discuss the purpose of predictions

Role of the Teacher

Role of the Student

Slide 2 ('What is a natural resource?'): Work through What is a natural

• Teacher will walk around and assist struggling students.

Safety and Ethical Considerations

Role of the Teacher

Role of the Student

Safety and Ethical Considerations

Following previous Lesson Lesson Objectives:

5E’s- EVALUATE (1 lesson)

Role of the Teacher

Role of the Student

Lesson Earth Communi 1. Students will be able SUMMATIVE: Lesson Description:

Additional aspects to include:

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