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TERM 2/WEEKS 5-7 YEAR 2 LEARNING AREA/TOPIC: Earth’s Resources – Water

AUSTRALIAN CURRICULUM

General Capabilities:

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

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS

Science Science as Science (include learner diversity)

Understanding a Human Inquiry
Endeavour Skills

ENGAGE Earth’s Discuss how the DIAGNOSTIC WHAT IS WATER? What does it Science work book
Lesson 1 resources water got into the jug Introduction: taste, sound, Water
are used in and raises ideas on Collection of the - Students are introduced to a jug of water and smell, look and Water jug
feel like? Water bottles
a variety of what it was student’s science are questioned on the different ways that the
Pencils
ways transported in to get books with their 5 water could’ve ended up in the jug. Key
How did this Ruler
to school first. senses response questions to follow water get into
to water. o How did this water get into the jug? the jug?
Students use their 5 o What did the water travel in?
senses to describe Record lesson and o How long would it take it to get to school? What did the
o Where was it stored? water travel in?
water. write anecdotal
o What needs water?
notes.
o Where can we find water? What needs
- A brainstorm on the board will build based on water?
Focus questions
the student’s answers and ideas.
from the mat on
- Once discussion has finished place on the Where can we
the student’s find water?
interactive whiteboard a collage of different
knowledge of
water transportation methods and water pumps
water How long would
e.g. pips, dam, tanks, water trucks, wind mills,
transportation. it take the water
wind turbines.
to get to school?
- Class discussion on:
o What can you see?
Where was it
o What do they do?
stored?
o How big are they?
 o Have you ever seen one?
Body:
- Students will need their science work book to
complete this task.
- The students will place the 5 senses has headings
leaving 4 line between each where they will write
their describing words for each sense.
- Students will then do a water tasting. Testing the
water with their 5 senses.
- Students will share 1 between 2 plastic water
containers to test their water on touch, sight and
smell.
- Students will then use their water bottles to test
the taste and the sound of the water.
- Working with their partner the students will write
their recordings in their science book.
Conclusion:
- Going around the room asking the students to
describe what they could:
o Hear, taste, touch, see and smell
- This discussion should build the students into the
topic that they class will be focusing on over the
next few weeks.
Early finishers:
- Have the opportunity to add any new words to
the word wall in the classroom that they used in
their writing today.
Differentiation:
- Pair students up that may need extra help with
the students that are at a higher ability and can
keep their peers on track.
Safety:
- Don’t fill up water container with too much
water, due to carrying around the classroom
could cause spillages.
- Students need to clean up water spillages or
notify the teacher that a water spillage has
occurred so it can be cleaned up as soon as
possible.
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TERM 2/WEEKS 5-7 YEAR 2 This will be LEARNING

completed inAREA/TOPIC:
1 lesson Earth’s Resources – Water

AUSTRALIAN CURRICULUM

General Capabilities:

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

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS

Science Science as Science (include learner diversity)

Understanding a Human Inquiry
Endeavour Skills

EXPLORE Earth’s Compare Build three different FORMATIVE LETS MAKE A PIPELINE What is it built Cardboard
Lesson 2 resources observat pipelines to discover Anecdotal notes Introduction: with? Plastic
are used in a ions with How long do Paper
variety of those of the best materials to on the students - Students will be questioned on the mat about
they last? Newspaper
ways (ACSSU others (A safety transport team work and what makes a good pipeline. Questioning the
What makes Wrapping paper
032) CSIS041) water. supportive o Structure
them last so Tape
relationships o What it is built with?
long? Scissors
Students work o How long do they last?
Cups
o What makes them last so long?
together in a team Towels
- Discuss other ways that the students have seen
environment String
water being transported with the use of Ruler
windmills, pumps, wind turbines, and solar. Water
- Introduce the exploration that the students will Buckers
complete, building a pipeline. Black marker
Body: Blue dye
- Complete the task of building three different
pipelines that need to transport 10 centimetres
of water from its source to its point of use.
- In groups of 5, students will make 3 different
pipe lines. A plastic, paper and cardboard pine
line.
- Each pipe line has to be 1 metre long.
 - The pipe line will only be put together with sticky
tape. No other material can be used.
- The pipe line will have 10 centimetres of water
poured down it, with the water that made its way
through, to be collected in another cup at the
end. The water collected will be measure and
recorded.
- The pipe line will rest on a chair so all release
points of the water is the same for pipe line no
matter what group.
- The testing of the pipe lines will be completed
outside on the grass.
- The students will identify the independent and
dependent variables that were evident in each
time during their testing in a class discussion to What worked?
follow after all three tests have been completed What did the
on each pipe line. results say?
Conclusion: What happened
- Bring the whole class back together and begin to to the pipe line
discuss the different: over time?
o Design ideas Why were some
o What worked/what didn’t designs better
o What did each groups results show? than others?
o Why was one design better than the other?
o What happened to the pipeline after it was
used 3 times?
- Discuss with the class why certain pipe lines are
made out of certain material
o Can’t always been replaced
o Don’t want them to burst and waste water
o Can’t use different designs
Differentiation:
- Group students with a variation of ability, so
higher ability students can help and guide other
students during the task.
Safety:
- Watch out for water on the floor or near your
surroundings- be careful not to slip!
- Immediately clean up water spills, if they occur
 - Keep electronic devices away from water and
your experiment
- Be careful with scissors when cutting your
materials- especially cardboard and plastic!
- Those students with the plastic- please be careful
with raw edges
- Always ask your teacher if you need a hand
- Being considerate of others ideas
- Listening to others
- Ensuring everyone has a role or job

This lesson will be completed across to lessons. Building the three pipe
line in the first lesson and testing the pipe line in the second lesson.
 FORWARD PLANNING DOCUMENT

TERM 2/WEEKS 5-7 YEAR 2 LEARNING AREA/TOPIC: Earth’s Resources – Water

AUSTRALIAN CURRICULUM

General Capabilities:

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

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS

Science Science as a Science (include learner diversity)

Understandi Human Inquiry
ng Endeavour Skills

EXPLAIN Earth’s People use Students identify DIAGNOSTIC WATER IN MY HOME Where is water Science books
resources science in
Lesson 3 locations in their Checklist Introduction: located in your Water cycle
are used in their daily
a variety of home where water Correct order of - Where in your house is water located and how home? diagram
lives,
ways can be found or used. water getting to does it get there. How does it Ruler
including
their house. - Brainstorm on the board where water is found in get there? Pencils
when caring
for Students use a the student’s house. Ideas such as the following Coloured pencils
their environ sequence of drawings should appear:
ment and to identify how water o Taps
living correctly gets their o Toilet
things (ACSH home. o Shower
E035) o Hose
o Sprinklers
o Washing machine
o Dish washer
- This will then move to where was the water
before it can through all these different water
outlets in our home. Raining and the water cycle.
Body:
- In the student science book they will rule up the
books to create 6 boxes.
 - In the six boxes the students are going to draw
the process that they think the water has taken
to come out of the sprinklers on the school oval.
- This activity will get the students thinking about
the water cycle and where water actually comes
from.
- Give the students 10 minutes to complete their
drawings.
- Go around the class and ask 4 students the path
that they believe the water has taken to
eventually reach the sprinklers on the school
oval.
- Displayed on the board now will be a water
cycle. The cycle shows the constant rotation
water is on.
- Keeping it simple for year 2 focusing on the main
elements of the water cycle.
o Precipitation
o Surface runoff into rivers/oceans
o Percolation
o Evaporation
o Condensation
- Students will go to the next blank page and with
the guidance of the teacher drawing with the
students of the board they will draw the water
cycle, labelling precipitation, surface run off,
percolation, evaporation condensation.
- Once all students have finished their diagram get
the students to line up at the door.
- Take students outside to the water tank that is
located on the school grounds.
How does
- Question the students on the use of the water
water get into
tank and how water gets into the tank.
this water tank
o Gutters
o Drains
o Pipes
o Pump
- Get the students to locate the different elements
that they start talking about.
Conclusion:
 - Students back into the classroom
- Collection of science books
- Ask 5 students to tell the class one thing they What makes
learnt today. water rise into
- Ask the students to raise their hand if they can the clouds?
recall one stage of the water cycle. Where does
o What makes the water rise into the clouds? water runoff
o Where does the water runoff to? to?
o What is another word used to describe rain? What is
Early finishers: another word
- Students can caption their boxes with detail on used to
what is happening in each box. describe rain?
- Colour the water cycle diagram in.
Differentiation:
- Students don’t have to use all boxes, reduce the
amount of steps. Given them a starting point of a
dam or rain tank to get their thinking started.
Safety:
- Stick together as a class when taken outside. No
running off.

This lesson would be spread over 1 – 2 lessons to break up the

content.
 FORWARD PLANNING DOCUMENT

TERM 2/WEEKS 5-7 YEAR 2 LEARNING AREA/TOPIC: Earth’s Resources – Water

AUSTRALIAN CURRICULUM

General Capabilities:

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

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS

Science Science as Science Inquiry (include learner diversity)

Understan a Human Skills
ding Endeavour

ELABORATE Earth’s Pose and Respond to the Summative CLOUD WATCHING IPad
Lesson 4 resourc respond to prompts on the Checklist Introduction: Science book
es are questions, board to describe - Refresh the students on what they saw when Pencils
used in and make
the cloud Use of visiting the schools rain water tank.
a predictions
movements and describing - Get two students to set up the iPad outside on
variety about familiar
of ways objects and rainfall that was words time lapse to watch the clouds move and
events (ACSIS recorded on the capture the rain falling. Make sure it is located
037) iPad. Words from undercover but still captures the clouds coming
the water cycle in.
What do the clouds used. - Leave the iPad out recording for 30 minutes
look like? Body:
What colour are they?
Ideas of where - Project the iPad onto the whiteboard.
How heavy is the rain?
the water has - The students will have their science books out
What direction is the
clouds coming from? come from ready to record what they see happening.
and might run - On the board will be prompting
off to. statements/questions that will help the students
identify what they should be looking for.
o What do the clouds look like? What do the
o What colour are they? clouds look
o How heavy is the rain? like?
o What direction is the clouds coming from?
 o Where has the water evaporated from? How heavy
o Where is the water running too? were the rain
- Skip through the time lapse as the whole 30 drops?
minutes doesn’t have to be watched What direction
- Once the video has finished make your way did the rain
around the classroom asking the students come from?
observed when watching the video. Where did it
Conclusion: evaporate the
- Conclude discussion by reviewing the water cycle water from?
and ask the class what elements of the water
cycle to the class see during the time lapse.
- Bring up the water cycle diagram to help the
students refer too.
- Again discuss each step with the students to the
amount of detail that was given during the
previous lesson.
Differentiation:
- Pair students so they are sitting next to students
that may need assistance.
- Prompts on the board to help the students that
may need it.
- Sit closer to the board for better viewing.
Safety:
- Keep iPad out of the rain and undercover
- Don’t drop the iPad
 FORWARD PLANNING DOCUMENT

TERM 2/WEEKS 5-7 YEAR 2 LEARNING AREA/TOPIC: Earth’s Resources – Water

AUSTRALIAN CURRICULUM

General Capabilities:

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

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LESSON
LINKS (what & how) EXPERIENCES QUESTIONS
OBJECTIVE
Science Science as Science Inquiry (include learner diversity)
Understandi a Human Skills
ng Endeavour

ELABORATE Earth’s Pose and Students order SUMMATIVE WATER CYCLE ORDERING TASK What is it Science books
Lesson 5 resource respond to and describe the Checklist Introduction: called when Scissors
s are questions, stages of the The order of the - Refresh the children with the water cycle before the water rises? Glue
and make
used in a water cycle water cycle is in the activity begins prompting them with What can the Pencils
predictions
variety the correct order questions water run off
about famili
of ways ar objects o What is it called when the water rises? too?
and The description of o What can the water run off too? What is
events (ACS each phase that o What is another word for rain? another word
IS037) the student has o What is the water called underground? for rain?
written is worded Body: What is the
correctly - Each students needs their science book water called
- Each student will receive a piece of paper with underground?
the 5 main focuses of the water cycle that the
class has been focusing on
o Condensation
o Precipitation
o Run off
o Ground water
o Evaporation
- The task the students need to complete to cut
out each image and glue it in the correct cycle
order in their science book.
 - Under each image the students need to write a
little explanation and label the stage.
- The stages will be written on the board for the
students, but not in the correct order.
- Students need detail in their images and arrows
in the correct order and facing the correct way.
Conclusion:
- Science books back into the storage container
and student to line up at the door.
- As a class go down to the grassed area and
cloud watch.
- Using the student’s imaginations the students
will try and identify pictures that are being made
by the clouds.
Differentiation:
- Higher ability students will write their own
description under their images.
- Some students that need assistance will receive a
description and they need to glue it in the
correct place.
Safety:
- Cutting with scissors make sure you are sitting
down
- Passing scissors correctly around the classroom
- Pick up scissors off the ground if dropped
- Pick up scrap paper as it can be slippery if stood
on.