FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3/ 4-9 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Earth and Space Science
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
Develop scientific literacy Construct and study different Compile tables and construct Supporting answers using data Competence
through an investigation types of graphs graphs using computer and evidence
applications.
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
Indigenous peoples’ traditional shelters were constructed to take advantage of
the Sun and its seasonal path. Construct a model of a traditional shelter and
investigate the amount of shadow within the shelter during a day.

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

Science Science as Science

Understand a Human Inquiry
ing Endeavour Skills

4 (ACSS (ACSH (ACSI Plan and conduct an Formative 1. Planning Resource 10

U048) E050) S053) investigation An informal class Students will be working collaboratively Shadow stick
3 discussion before i. Review the previous lessons and planner work
lessons (ACSI Record the length and after the discuss what students have observed sheets
S054) and direction of the investigation will and learned about the spinning of the
shadow provide an insight Earth. Review what they have observed Why it is
(ACSI into the about shadows and changes to shadows important to Resource 11
S055) Represent recorded development of over time. keep some Shadow stick
results in a graph the students. ii. Introduce the Shadow Stick Planner things the planner
Anecdotal notes Resource 10 and discuss with the same when worksheet page
Have a class can be compared students the various elements of an you are 1
discussion about the to past reflections investigation such as making measuring
topic using data to to ascertain predictions, variables and how to record changes? Resource 12
support answers whether or not the results Investigation set
learning has been iii. Students allocate roles and fill out the up example
Students work effective. first page of Shadow stick planner
collaboratively Resource 11
Summative Resource 13
Work samples of Shadow stick
2. Conducting
the student’s i. Students need to anchor the sheet of investigation
investigations can paper that needs to be oriented on the example
be analysed and East–West axis, so that the top edge of
compared to the paper faces North and the bottom Resource 14
previous work edge of the paper faces South Lesson steps for
samples to see if a Resource 12 the review and
deeper level of ii. Draw a circle around the base to mark organisation of
understanding has its position and remind students of the data
occurred. The need to keep the stick in the same place
work sample can in order to keep the investigation fair
also be used to iii. Students can begin making observations
formally assess at the start of the school day as they
whether or not organised their investigation planner
students were able and shadow stick in the previous What
to successfully session. Remind students to record the challenges did
plan and conduct time on each shadow marked you experience
an investigation Resource 13 doing this
and then translate investigation?
the data into a
graph/s. 3. Review and organisation of Data How could
i. Students construct graphs and tables you overcome
according to the results of the them?
investigation. Students discuss the
results of the investigation using the How could
data to support conclusions. you improve
ii. See resource 14 for lesson steps the
investigation?
Health and Safety
Students will be required to outside in the sun and
should be wearing protective clothing and/or sunscreen.