FORWARD PLANNING DOCUMENT

General Capabilities:
TERM/WEEKS: Term 2, YEAR LEVEL: Year 2 LEARNING AREA/TOPIC: Science- Worms
Wk 10
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: The classroom is equipped with their own iPads enough for one per student.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSON and other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Term 2 Science:  Students will create Get all students to save Introduction:
Science their life cycle to the  Introduce the topic worms as it is winter now and we are seeing
Wk 7: a video with
camera roll and then Book- Yucky
Understanding- them in the vegetable patch. Explain that we are going to learn
Lesson 1 pictures and labels airdrop them to your Worms by Vivian
Biological about them and how they help the environment.
showcasing an French
10/06 Sciences
own iPad. Go through
 Read ‘Yucky Worms’ by Vivian French.
earthworm’s life each student’s video
and assess students  Ask students if there was anything interesting, they learnt about
Living things cycle. worms after reading the story.
work against the lesson
grow, change objectives using rubric.  Explain to students that they will be learning a lot more about
and have  Create four (Summative worms starting with the worm life cycle.
offspring similar individual pictures assessment)
to themselves. representing an Body:
 Table 1:
(ACSSU030) I will have four rotations activities set up on separate tables. I will
earthworm’s life X5 iPads
then break students into four groups.
cycle. Colouring pens/
pencils
Table 1 ICT: Creating a worm life cycle using iPads and the app ‘Stage’.
Scissors
 Each student will get their own iPad and use the app stage to
Boxes so students
 Record voice over create an interactive video about the life cycle of a worm. can record voice
explaining the life  I will first question the students on their knowledge of a worm life Worm life cycle
cycle of a worm. cycle. example
- Does anyone know how worms starts out?
- Does anyone want to have a guess on a worm’s lifecycle?
- After a short discussion I will get out a template of a worm life cycle
and go through the different stages.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2, wk 11 YEAR LEVEL: 2  I LEARNING AREA/TOPIC:

will explain to students thatScience- Worms
they are now going to have a go at
creating their own worm life cycle and use the app ‘stage’ to
explain it.
 Start by getting students to draw their own representation of the
four life cycle processes.
 Get students to take pictures of their drawings after and open the
app ‘stage’. Students can then add their photos, text and draw to
create a life cycle.
 Assists students where necessary and make sure that they are all
using the app efficiently. Once they have created their life cycle get
them to click the record button and explain it. Students can then
save their video to the camera roll and airdrop it to you.
 Once everyone is finished ask if anyone would like to share their
video before moving to the next task. Table 2:
Dark/ light brown
Table 2: Worm playdough habitat playdough
 Using play dough and natural materials student will great create Twigs
their own worm and habitat. Stones
Dried leaves
 Tape the question to the table for students to do ‘Make your own
Question stuck o
worm and create a home for it.’ table
 Let students explore independently
Table 3:
Table 3: Worm observing Clear container
 Have a clear container filled with worms and soil. Provide magnify Lots of worms-
glasses and a hand out each. Students can draw what the worms Bunnings
looks like and write down what they observe them doing. Soil
Magnify glasses
Table 4: Worm measuring Hand outs
 Student will order cut out worms from smallest to largest. Pencils
Students will then measure the worms and record their length on
Table 4:
a group hand out.
Brown paper cut
into multiple sized
Closure
strips
 Gather student on the mat. Ask if anyone would like to come up
Ruler
and share their worm life cycle, pick 2-4 students to share. X4 Record sheet
 Ask that what their favourite part of the lesson was and if they
learnt anything new today about worms.
 AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: The classroom is equipped with their own iPads enough for one per student.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES =
LESSON ICT and other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Book- Diary of A
Term 2 Science: 1. Students will Create a Introduction
Science Inquiry research and checklist that  Start by revising what the students did last week on earthworms. Explain that today we are Worm by
Wk 8: answer questions will be used to Doreen Cronin
Skills- continuing to learn more about earthworms and why they are important.
Lesson about measure against
Planning and  Read ‘Diary of A Worm’ by Doreen Cronin
2 Conducting: earthworms and the lesson
 Explain to students that in small groups today they are going to have a go at creating their own
how they help the objectives. This
17/06 video on all the interesting things they learn about earthworms today.
Participate in environment. will be done by
guided questioning  Break students up into two groups. One group of 10 will work with the ICT for 20 minutes. The
investigations to students and other group will be broken up into fives and they will do the other two activities and swap at 10
explore and 2. In pairs observing their minutes.
answer students will research skills as
questions create an well as going Body:
interactive video Table 1: 20 mins
through the Table 1 ICT: In pairs create interactive video about earthworms.
(ACSIS038) explaining at least student’s  Using iPads and the app ‘explain everything’ explain to student that in pairs they are going to X6 iPads
four facts about videos. QR Codes:
Communicating: conduct their own research on worms and create an interactive video with least four different
earthworms. (Summative
facts about worms.
assessment) YouTude Clip
Represent and  Start by getting students to find some information about worms. Have QR codes ready on the with easy to
communicate desk for students to use to gather information. understand
At the end of
observations
class do a  QR codes will either take them to a short YouTube clip on worms, a fact sheet or a poster on information
and ideas in a about worms
Kahoot game in worms. Encourage students to read the questions first then explore the QR codes to answer
variety of ways https://www.yo
pairs to gather some of the questions. utube.com/wat
(ACSIS042) students overall
 Give each pair a list of questions that they can answer to help gather information. ch?v=l-
understanding. zc_1vjLnI&t=75s
(Formative
Questions
assessment) Fact sheet with
 How do earth worms move?
38 simple facts
 Where do they live? about worms
 Why are earth worms good for the environment? https://navajoc
odetalkers.org/
 How do earthworms know where they are going?
38-earthworm-
 What do earthworms eat? facts-for-kids/
 How many hearts can an earthworm have?
Fact sheet with
 How do you know where its head is?
posters about
 What don’t earthworms like? worms
 How big is their brain? https://kidsgro
wingstrong.org/
 How earthworms breathe?
worms/
 After approximately 10 minutes get students to start using the information, they just found to
create a video. Question sheet
 Have some photos printed out of worms, gardens, soil and food scraps explain to students that Images (worms,
soil, food
they can take pictures of any of these images to use in their video. scraps, soil,
 Encourage students to take turns to make a slide each and use the questions they answered to gardens)
explain their information. Show students all the different features they can use such as, voice
recording, writing, drawing and adding pictures. Explain that you want at least four facts from
each pair.
 Help students who may be struggling with getting information, get up the fact sheet on your
iPad for them to look at.
 After 20 minutes get student to save their videos and add them to the class drop box.

Table 2: Create a character profile of a worm

 Students will each have their own handout where they will create their own worm. Table 2: 10 mins
 Students will then have to answer questions to build the worms character and write a simple Character
profile hand out
diary entry like the worm in the story.

Questions
- Name
- I live…
- I like to eat…
- I enjoy…
 After 10 minutes swap with table 3

Table 3: Parts of a worm

 This table will have a parent helper to assist with the handling of the worms.
 Students will get a hand out of a worm with arrows coming off it so they can name the different
parts of the worm.
 There will be an iPad on the table with a site that goes through the parts of a worm.
Table 3: 10 mins
 There will be a shallow a tray with soil and worms. Students will be able to handle them and Shallow tray
Worms / soil
observe these parts with magnifying glasses. The parent helper will help the students go through
Magnifying
the site and the handling of the worms. glasses
 Once students have found the parts, they will write down the parts on their page. Students can iPad with site
add any other features or facts they find out if they like. up-
http://extension
.illinois.edu/wor
Closure
ms/anatomy/an
 Students will gather on the mat then pick 5 groups to come and share with video on worms. Pick atomy4.html
groups who chose created videos on different information. Worm body
hand out
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2, wk 12 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Science- Worms

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: The classroom is equipped with their own iPads enough for one per student.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON = ICT and
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion) other

Term 2 Science: 1. In groups students Create a rubric that will Introduction iPads
Science as a will construct a worm outline if the two  Start lesson by playing Kahoot to revise what the students learnt last week Kahoot
Wk 9: farm students could work
human about earthworms.
Lesson- together to create an
endeavour- Use  Explain that now we know how important worms are for the environment we
3 and influence of
2. In pairs students will interactive book with
going to help our environment within the school by making our own worm
create an informative the steps of how to use
24/06 science: farms so we can help reduce our waste and help our veggie patch grow.
book explaining how to a worm farm and how
use a warm farm and it helps our  Explain that the students are going to help construct the worm farm and then in
People use how it helps the environment pairs will make a book explaining how to use it and how they help it helps the
science in their environment. (Summative environment.
daily lives, assessment)
including when Body:
caring for While students are  Students will break into two groups again. The first group will create their worm
their environment helping construct the farm with the teacher. Here students will find out how to look after the worm
and living worm farm observe to
things(ACSHE035) farm. The second group will break into half again, 5 will create a pic collage on
see if everyone is
participating. Provide what worms can/ cannot eat and the other group will create a group brain
Science feedback as they go. storm on Popplet showing how worms help take care of our gardens. The
understanding- (Formative assessment) groups will then swap and then for the last activity they will break into their
Earth and space pairs and create their book about the worm farm.
sciences:  Break class in half and then pair students with another student within their
group. Explain to students that this will be their pair they will be working with to
Earth’s resources
are used in a create their book.
variety of ways
Table 1: Constructing warm farm
(ACSSU032)
  Have a large area on the floor covered with an old sheet where the students Table 1
can create the worm farm Link on how
 Have double the materials as you will be making two, one with each group. to make
worm farm
 Clink on the link to find the instructions on how to create the worm farm. Get
https://www
students to take turns to go help with the different steps. .youtube.co
 When finished give each pair an iPad, explain to students that you are going to m/watch?v=
go through how to look after the worm farm. Tell students to take turns taking arb2RX_69u
photos of the worm farm that they need to explain i.e. the soil, the lid, the tap. Q
Resources:
 Once all the pairs have taken their photos have a short group discussion about
X4
how the worm farm will help the school environment, i.e. minimise food waste polystyrene
help the gardens grow. boxes
X2
Table 2: Worm feeding table polystyrene
 Using iPads get each student to create a pic collage of what worms can/ cannot lids
X2 boxes of
eat. worms from
 Have a QR code in the middle of the table the students can scan to take them to Bunnings
a page that tells them what worms can/ cannot eat 4 bricks
Garden soil
 Once students are finished get them to save their pic collage to the camera roll Old
newspaper
Table 3: Group brain storm Screwdriver
 As a group get students to create a collaborative brainstorm on the app popplet Watering can
about how worms help the environment Garden gloves
Shovels
 On another iPad have the YouTube video used from the previous lesson up for
the students to listen to and retrieve information. Table 2
 Have the book Yucky Worms as a resource as well. X1 iPad per
 Once finished get student to take a screen shot of their brain storm and air drop student (5)
it to the other iPad QR code
https://uncle
Pairs activity: Creating an interactive book about how to use the worm farm/ its jimswormfar
environmental benefits m.com/can-
 Ask students to get into their pairs. Explain to students that they are going to be feed-worms/
using the app ‘Book Creator’ to create an interactive book on how to use the
Table 3
worm farm and how it helps the environment.
X 2 ipads
 All the students have used book creator multiple times and are confident with Book- yucky
the app. Encourage students to use screen shot of their brain storm, the picture worms
they created on pic collage and the pictures they took while creating the worm YouTube clip
farm. https://www.
youtube.com/
  Tell students they can take extra photos to add to their book and use old photos watch?v=l-
zc_1vjLnI&t=7
from previous lessons on their iPads.
5s
 Get students to spread out in the class and work collaboratively with their
partner. Pair activity
 Write the two questions on the board that you want to students to answer in X 10 iPads
their book.
- How do we use the worm farm?
- How does it help our environment?
 Go around to each group and question them on what they are including.
 Assist students who may need extra assistance thinking about what they are
going to say on each page.
 Once the students are finished get them to save their books.

Closure
 Gather students on the mat ask the students what their favourite lesson was
over the three weeks and why.
 Ask students if there is anything else, they would like to learn about worms.
Exit tickets
 Congratulate students on all their hard work and explain to students that you
are going to collect the iPads up and the finished books you will upload to see-
saw so we can view each other books and their families can see them.
 If students have not finished their book explain that they can finish it next week.
 Before leaving get students to fill out a exit ticket about how much they enjoyed
learning about worms and one thing they learned. Students can place their exit
ticket in the box before leaving.