FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3 Week YEAR LEVEL: 1 LEARNING AREA/TOPIC: Science

2

EYLF Responsiveness to Learning through Intentional Learning Assessment for Cultural Continuity of Holistic approaches
PRACTICES children play teaching environments learning competence learning &
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice
OUTCOMES 1.Children have a strong 2.Children are connected with 3.Children have a strong 4.Children are confident and 5.Children are effective
sense of identity and contribute to their world sense of wellbeing involved learners communicators

AUSTRALIAN CURRICULUM
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

General Capabilities:
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ EYLF AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac O/C LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Week 1 4 2, Science Explain the four The educator Introduction: What are the The Tiny
2, 3 Earth and Space Sciences seasons. will assess using - The educator will read the story four seasons? Seed by
Lesso Observable changes photographs of “The Tiny Seed” by Eric Carle. Eric Carle
n2 occur in the sky and Identify what the students - The educator will explain to the What
landscape (ACSU019). occurs in each drawing/ happens in Season
students that they will be
season through creation and those cards
Communicating using natural talking to the exploring the four seasons. seasons?
Represent and materials. students about - The educator asks key questions.
communicate what the four - The educator explains to the Do we
observations and ideas in seasons are. The students they will be exploring change what
a variety of ways information will the seasons in different table we wear
(ACSIS029). be recorded into activities. when the
a checklist
Planning and Conducting assessing the - The educator explains what will seasons
Participate in guided objectives. occur at each rotation activity. change?
investigations to explore - The educator gives each student
and answer questions
a card with a picture
(ACSIS025). What do the
representing the four seasons. clouds look
This identifies what group each like?
student will be in for the What is the
rotation. weather like?
Are the
Lesson Body: plants dry/ Rotation
Rotation one: Nature walk wet? one:
 Walk into natural environment Pencils
and make observations about What Paper
their natural world. materials go Ipads
 Students may take photos on in which
bowl?
iPads to refer back to.
Rotation
 Students draw what they Remember to two:
observed in the natural think about Bowls
environment. what happens Pictures
in each Sunscreen
Rotation two: Season sorting season? Temperatu
 Students will categorise re gage
materials into the different Sunflower
bowls according to what season s
the materials belong. Autumn
What leaves
happens Pictures of
when it is natural
hot/ cold? environme
nts
Rotation three: Changes due to weather
 Students explore natural Rotation
materials and the changes the three:
weather has on them. Leaves
What do you Flowers
 Elements such as heat, rain and
think of or Water
wind. see in Spray
summer/ bottle
Rotation four: Weather mobile
autumn/ Hair dryer
 Students create their own
winter and Heat lamp
weather mobile using natural spring? Soil
materials. Sand
 Must include all four seasons. Exploratio
n trays
Conclusion:
- The educator will encourage the
students to share with the other Rotation
groups what they have created four:
and learnt from the activity they Sticks
are at. Leaves
Flowers
Health and safety considerations: String
- Students will be given Pencils
Paper
boundaries and they must stay
Sticky
within those areas, also will be tape
accompanied by a parent helper. Cotton
- Materials used in the activities wool buds
are natural. Scissors
 - Each group will have a team
leader to ensure the activities
run smoothly.
- Students respond to the educator
when they echo back to gain
attention.
- Adequate supervision.
- Adequate ventilation.

Learner diversity:
- Enabler: activities that are hands
on and contextual.
- Variety of activities therefore
have many experiences to reach
potential.
- Various ways to explore the idea
of seasons and the changes that
occur.
- Extender: opportunities for the
students to create something of
their own.
- Variety of experiences to
explore seasons.
- Many opportunities to
demonstrate understanding.
- Engaging and require creativity.
Assessment:

Objective Explain the four seasons Identify what occurs in each season
through using natural materials

Student A
Student B

Assessment key:
1. Exceeded
2. Expected
3. Demonstrated
4. Working towards
5. Required assistance

Season Cards: