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Foundation Year Science Forward Planning Document

By Abby Barnden

Date: 2/10/2019
 
 
TERM/WEEKS:    YEAR LEVEL: PP  LEARNING AREA/TOPIC: Science – Earth and Space 
FORWARD PLANNING DOCUMENT 
AUSTRALIAN CURRICULUM 
General Capabilities:   
Literacy  Numeracy  ICT  Critical and creative  Ethical Behaviour  Personal and social  Intercultural Understanding 
  thinking  Competence 
Cross-curriculum priorities:  
Aboriginal and Torres Strait Islander histories and Cultures  Asia and Australia’s engagement with Asia  Sustainability 
 
 
5E’s- ENGAGE (1-2 lessons)

To capture student interest and discover the student prior knowledge of the Australian weather and seasons.
● To provide the students’ with opportunities for inquiry about the Australian weather and seasons.
● Throughout my engagement lessons a Diagnostic approach will be used to assessment what the students already know about the seasons. This approach will also allow to
plan for future learning. 

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science Science
Understan as a Inquiry
ding Human Skills
Endeavou
r
Daily and Science Engage As a result of this Diagnostic I​ntroduction Does Seasons
seasonal involves in lesson students assessment ● Display the video ‘Seasons with dirt girl’ on the anybody with Dirtgirl
changes observin discussi will be able to: projector. remember Video
WK 1 in g, ons Anecdotal notes ● Briefly elaborate to student’s that seasons are a how many
our envir asking about Stimulate a sense on prior certain change of the environment over a long period seasons we A3 Paper
onment question observat of curiosity about knowledge of time and that in Australia we also have indigenous have?
affect s about, ions and seasonal changes throughout group seasons. PVA Glue
everyday and represe that occur through discussions ● Reflect on the video and acknowledge the seasons What were
life describi nt ideas their expression of (Intro & Station mentioned ​i.e. Summer, Autumn(fall), Winter and they? Paint
ng sense. 2) spring. Brushes
(ACSSU0 changes (​ACSIS2
04​) in, 33) Reveal their Observation Learning Experience Natural
5E’s
objects ideas’, beliefs and Checklist with Station 1 – Show me your favourite season martials i.e.
and compare through regards to ● Create a pictorial artwork on a A3 piece of paper. The Flowers,
events the use of behaviour and artwork will represent one season of year using both sand etc.
discussion and elements of drawings and textured materials provided.
(​ACSHE drawings to drawings (Whole ● This will be done as an individual effort within a group. Colouring
013) represent their lesson) ● This activity will assist in drawing out student’s prior Pencils
knowledge of the seasons and allow the teacher to
Engage personal prior assess the depth of knowledge of students by Season
knowledge. assessing the pieces when placing their artworks Slide Titles
within individual portfolios.
Example
Station 2 – How do my senses change? Drawing
● Station two will gather on the mat in a circle. Seating
the class in a circle allows everyone to be in a position Weather
to listen and learn from their surrounding peers Board
throughout discussion.
● This station is about the students drawing out their
prior knowledge of the seasons in relation to their
senses.
● Each season will be introduced with a picture on the
board with the title slide of the season. These slides
will have cartoons surrounding the name to trigger
students thinking.
● The discussion around each season will be based off
the following five questions:

A) I know when it is (season) when I can ​see


Examples - C ​ ricket, swimming, suntans, freckles and
hats
B) I know when it is (season) when I can ​smell
Examples​ - Cut grass, dust, fruit,
C) I know it is (season) when I can h ​ ear
Examples​ - Air conditioners, fans and surf,
D) I know it is (season) when I can f​ eel
Examples​ - Heat on my skin, hot winds, sand,
sunburn and cool sea
E) I know it is (season) when I can t​ aste
Examples​ - Fruit, ice creams, and BBQ sausages and
Xmas pudding

Conclusion
Introduce the ‘Weather Board’
● Prior to leaving the classroom introduce the students
to the weather board.
● The ‘Weather Board’ will live next to the whiteboard for
all students to see and it will be readjusted each
lesson.
● This board helps students to recognise the changes in
weather each lesson using the two senses of sight
and feeling.
● Students at the beginning of each lesson will move the
‘Today is’ arrow to an image of what the weather looks
like and move the ‘It feels like’ arrow to an adjective
describing how the day feels.
● Creating this routine throughout each lesson will assist
in developing the students scientific literacy
throughout this unit and you can alter the adjectives as
you go, making them progressively harder.

Health and Safety considerations


● Gluing Station to keep the mess minimal and within a
contained area.
● Students must be sitting while cutting. There is to be
NO walking around with scissors.
● If using sticks assure that they are an appropriate size
to avoid students snapping them and creating sharps
edges.
● Be aware of all students’ allergies and that no one is
allergic to any of the natural materials being used i.e.
Bees or pollen allergies.
● Make sure students wash their hands after being at
the gluing station to avoid getting any sand, pollen etc
in their eyes or mouth.

Learner Diversity
Extension –
Extension students will be provided with the opportunity to
demonstrate their understanding of the seasons by creating a
pamphlet of the seasons rather than a single season. Their A3
piece of paper will be divided in 4 folds and each fold will
represent a new season. You should encourage them to draw
symbols for each and use multiple natural textures per season
to demonstrate their understanding of the differences.

Inclusive -
Inclusive students may struggle to begin their engaging
process so be sure that throughout station two you provide the
group with an example which will hopefully trigger their
thinking. Similarly, with station one when creating an artwork,
show the students an example drawing so that it can provide
those inclusive students with an idea of where to start.

 
References 
 
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (n.d). Science. Retrieved from: https://www.australiancurriculum.edu.au
Australian Broadcasting Corporation Education. (2012). Seasons with Dirtgirl. Retrieved from: http://education.abc.net.au/home#!/media/2035485/seasons-with-dirtgirl-

Primary Australian Literacy, Mathematics and Science. (2018). Foundation, Changes in our environment. Retrieved from:
http://www.palms.edu.au/mod/page/view.php?id=87

Richardson, A. (2017). Weather unit: Types of weather, water cycle and seasons activities. Retrieved from:
https://www.teacherspayteachers.com/Product/Weather-Unit-Types-of-Weather-Water-Cycle-and-Seasons-Activities-1217960

Twinkle. (n.d). Four Seasons Display Signs. Retrieved from: https://www.twinkl.com.au/resource/t-tp-5463-four-seasons-display-signs


 
 
TERM/WEEKS:    YEAR LEVEL: PP  LEARNING AREA/TOPIC: Science – Earth and Space 
FORWARD PLANNING DOCUMENT 
AUSTRALIAN CURRICULUM 
General Capabilities:   
Literacy  Numeracy  ICT  Critical and creative  Ethical Behaviour  Personal and social  Intercultural Understanding 
  thinking  Competence 
Cross-curriculum priorities:  
Aboriginal and Torres Strait Islander histories and Cultures  Asia and Australia’s engagement with Asia  Sustainability 
 
 
5E’s- EXPLORE (1-2 lessons)
● To provide a diverse learning experience of the European and Nyoongar seasons.
● To provide students with opportunities to investigate and explore their ideas of the Nyoogar seasons.
● The assessment approach used will be in the form of formative assessment.

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science Science
Understan as a Inquiry
ding Human Skills
Endeavou
r
Daily and Science Share  As a result of this Comprension of ​ troduction
In What do you Big Fella
seasonal involves observa lesson students comparison and ● Introduce and read the book ‘Big Fella Rain’ by Beryl notice Rain Book
changes observin will be able to: contrasting Webber. After reading the book discuss some of the amount the
tions 
WK 3 in g, through their words and phrases associated with the weather images within
and  Compariso
our envir asking ideas  Explore the contribution and conditions. the book? n chart
onment question   behaviour of the placement of ● Then provide the students with the meaning of the
affect s about, indigenous information word ‘Indigenous’ to give the lesson a bit of history. Did anyone
(ACSIS 6x Station
everyday and seasons in the throughout the A) ‘from this place’ or ’Grew here’ hear any materials
012)
life describi northern territory class B) Original people of this place describing (refer to
ng by listening venn-diagram. words about learning
(ACSSU0 changes attentively and (Rubric) ● From here inform the students that the Nyoongar the weather? experience
04​) in, inquiring people have six seasons.
5E’s for ideas)
objects throughout the Attentively ● Place the comparison chart on the whiteboard to Who can tell
and book ​‘Big Fella listening and assist with your introduction and comparison between me how Venn-Diagr
events Rain’. contributing to the European and Nyoongar Seasons. many am
classroom indigenous Example
discussions. Learning Experience - Gallery Walk seasons we
Explore (​ACSHE Represent (Rubric) ● In two groups students will do a gallery walk to all six have in BOM
013) information within stations. Each station will have a series of pictures, Australia? Website
a class facts and materials on it, in relation to one of the six
venn-diagram with Nyoongar seasons. Is that the
the information ● Students will continue to rotate every 4 minutes until same
learnt within their both groups have been to each of the six stations. number as
investigation into ● Below are examples of following materials/prints that our european
the six Nyoongar would could at each Nyoongar season. seasons?
seasons.
Station one – Birak Why do you
● First Summer think think
● December – January Nyoongar
● Fire to represent the burning time people have
● Reptiles shed their old skin i.e. snakes two
● Landscape pictures of the burning mosaic arts summers/spri
ng?
Station two – Bunuru
● Second Summer
Can
● February – March
someone tell
● High thermometer reading to represent the high
me
temperatures.
something
● Fishing rod as seafood made up majority of the
that they
Nyoongar diet at this time of year.
learnt about
● White flowers from the local gum trees
the Nyoongar
seasons
Station three – Djeran
today?
● Autumn
● April - May
● Pictures of indigenous housing and shelter as this is Is this similar
the time of the year to repair living conditions. or different to
● Corimbia ficifolia – season of growth our european
● Diet – freshwater fish, frogs and turtles seasons?

Station four – Makuru Where do I


● Winter need to put
● June – July this piece of
● Map – to represent that this when Nyoogar people information?
recognise that it is time to move inland where there is
more food available. Prompt with
● Rain catcher to represent that this season is where the words such
largest amount of rain occurs. as diet/food,
● Diet changes from water based to land based i.e. live/habitat,
Kangaroo behaviour,
● Blueberry lily looks like,
feels like,
Station five – Djilba smells like
● First Spring etc.
● August – September
● Flowering begins
● Mixed weather of rain, sun, cloud and wind.
● Land based diet continues i.e. Emu and possum.
● Lots of newborn animals

Station Six – Kambarang


● Season of birth
● Second Spring
● Flowers abound
● Abundance of flowers i.e. ​Acacias, Banksias,
Kangaroo Paw and Orchids.
● Snakes as the reptiles start to awaken from their
hibernation.

Conclusion
● In order to conclude the lesson, come back to the mat
and as a whole class create a venn-diagram
comparing the European and Nyoongar seasons.
● This discussion should be based on what the students
investigated throughout each station. Providing them
with the opportunity to recognise the differences and
similarities between the two sets of seasons.
● Be sure to refer back to the book ​‘Big Fella Rain’ by
Beryl Webber.
● When creating the venn-diagram remember to explain
how you are writing the information. When students
are providing you with a response be sure to ask them
‘ and where do I put this fact …..? In the European,
Nyoongar or same?’.

Health and Safety considerations


● Recognise that some kids may be offended that
Nyoongar people eat animals such as Kangaroos.
Therefore, teachers should be mindful when
explaining the Nyoongar diet throughout each season.
● Make sure that all chairs are pushed in or stacked
away to avoid students tripping over while moving
around the room.

Learner Diversity
● Split the class into one extended group and one
original group. This way when moving around each
station you will be able to pitch and explain the season
to your students understand and capabilities. For
example when working with the extension group you
would be able to further explain why the Nyoongar
people move in land with the relation to the habitat,
weather conditions etc. However, when you are with
the original group you just want them to be able to
briefly understand the Nyoongar seasons and
remember one to two differences in comparison to the
European seasons.

References

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (n.d). Science. Retrieved from: https://www.australiancurriculum.edu.au

Bureau of Meteorology [BOM]. (2016). Indigenous Weather Knowledge. Retrieved from: ​http://www.bom.gov.au/iwk/calendars/nyoongar.shtml#birak

Twinkle. (n.d). Aborignial Australian Seasons. Retrieved from:


https://www.twinkl.com.au/resource/aboriginal-seasons-and-european-seasons-venn-diagram-worksheet-au-sc-2373

Webber, B. (2017). ​Big Fella Rain​. Broome, Australia: ​Magabala Books.


 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
TERM/WEEKS:    YEAR LEVEL: PP  LEARNING AREA/TOPIC: Science – Earth and Space 
FORWARD PLANNING DOCUMENT 
AUSTRALIAN CURRICULUM 
General Capabilities:   
Literacy  Numeracy  ICT  Critical and creative  Ethical Behaviour  Personal and social  Intercultural Understanding 
  thinking  Competence 
Cross-curriculum priorities:  
Aboriginal and Torres Strait Islander histories and Cultures  Asia and Australia’s engagement with Asia  Sustainability 
 
 
5E’s- EXPLORE (1 lesson)
● To support students in developing scientific literacy and use of symbols to represent their conceptual understanding of the changes in seasons.
● The assessment approach used will be in the form of formative assessment.

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science Science
Understan as a Inquiry
ding Human Skills
Endeavou
r
Daily and Science Engage  As a result of this ​ troduction - Scientific Seminar
In
seasonal involves in  lesson students Photograph and ● This scientific seminar will be a time for discussion and Weather and Student
changes observin will be able to: store students reflection on what the students have learnt so far Podium
discussi me
WK 5 in g, responses to the about the weather and seasons. with
ons  worksheet
our envir asking about  Identify the ‘dress for the ● The teacher will pose as Albert Einstein (give students prompts: pretend
onment question observa relationship weather’ on an a background) and will ask his fellow scientists ie. the microphone
affect s about, between ipad. students a series of questions as follows: ‘When it’s
tions 
everyday and distinctive a) What things do we know about the seasons? raining, I Albert
and 
life describi weather Anecdotal notes b) How have we investigated this? wear..’ Einstein
ng
represe characteristics on students c) What have you noticed about the weather and costume
(ACSSU0 changes nt ideas  through symbols responses to seasons?
  ‘When it's hot
04​) in, and weather scientific d) Can you think of something we haven't learnt A3 ‘Dress
5E’s (ACSIS2 outside, I
objects words. seminar. yet? for the
33​) can…’
Explain and ● As each question is asked, select two students to weather’
events Recognise the come up to the pretend podium and present their sheets
importance of answers to the class.
(ACSHE appropriate ● Cross of the students names as they give you a Clothing
013) clothing response so that you are aware of who has cutouts
throughout contributed to the lesson far.
seasons. Bucket
Learning Experience
Station one - What should I wear in …??? Weather
● Station one will focus on explaining to students how to symbols
appropriating dress throughout each season due to What does ...
the changes in weather. protect us Weather
● Each student will be provided a particular laminated from? ie. words
A3 season sheet titled ‘Dress for the weather’. There sunscreen,
are four different styles of dressing for the weather umbrellas A3 'What's
sheets to represent each season. etc. in the
● Along with these A3 sheets, students will be provided bucket?’
with multiple cut outs of all kinds of clothing items that worksheets
Why is it
relate to each season. It is the students job to hang
important i
the appropriate clothing on the washing line to match Clothes
dress
their season. and
correctly for
● Once each student has finished hanging their clothes Seasons
the weather?
on their washing line, discuss with as to ‘Why’ they quiz
ie. health and
chose a particular item and ‘why’ they need that item (youtube)
safety
in that particular season.
● Be sure to take photos of the students response to
assist with the assessment of your students
knowledge.
What is
Station two - What’s in the bucket? another
● Station two will provide students with the opportunity word/symbol
to test and extend their knowledge in symbolic that we could
meaning and scientific literacy. use to
● Sitting in a group at a table each student will be describe ...??
provided with a two column worksheet titled ‘What's in
the bucket?’.
● One column will be for symbols used to represent a
particular season and the other side vocabulary words
to describe a particular season.
● The way in which the activity works is that the teacher
will have multiple symbols and weather words within a
bucket in front of them.
● As the teacher pulls out either a word or symbol of the
bucket, the group will be expected to attach it to a
particular season. For example if a ‘thunder cloud’ was
pulled out it should be drawn into the winter symbol
column.

Conclusion - Youtube Quiz


● At the end of the lesson bring the students to the mat
to complete a simple and quick clothing quiz.
● As each item appears on the screen to repeat it back
to the class.
● Pause the video after the three examples have been
provided and ask for the classes answer. Then
continue the video to provide the class with the correct
answer.
● Some of the examples are there to trick the students
so be sure to pause in between questions to select
particular students to provide and answer to check for
understanding.

Health and Safety considerations


● Be sure that the mat area is tidy, to avoid students
tripping as they come to the front of the classroom
through the seminar.
● Throughout station one you must take into
consideration students religious backgrounds as some
students are limited in what they can wear.

Learner Diversity
Inclusive
● Throughout the scientific seminar and station one be
sure to prompt your inclusive students with words and
ideas that they can then extend from. Often inclusive
students struggle to begin their thinking processes.

Extension
● Throughout the scientific seminar select two of the
extension students to answer the following question
‘​Can you think of something we haven't learnt yet?’.
● Throughout station two incorporate a few adjectives
that students may not recognise and ask your
extension students to try and provide the meaning
and/or relationship of that word. A great example of
this is the word ‘Humid’.

References

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (n.d). Science. Retrieved from: https://www.australiancurriculum.edu.au
 
Primary Australian Literacy, Mathematics and Science. (2018). Foundation, Changes in our environment. Retrieved from:
http://www.palms.edu.au/mod/page/view.php?id=87 

Williams, H. (2016). Clothes and Seasons. Retrieved from: ​https://www.youtube.com/watch?v=y1l6vgl0A5A 


 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
 
TERM/WEEKS:    YEAR LEVEL: PP  LEARNING AREA/TOPIC: Science – Earth and Space 
FORWARD PLANNING DOCUMENT 
AUSTRALIAN CURRICULUM 
General Capabilities:   
Literacy  Numeracy  ICT  Critical and creative  Ethical Behaviour  Personal and social  Intercultural Understanding 
  thinking  Competence 
Cross-curriculum priorities:  
Aboriginal and Torres Strait Islander histories and Cultures  Asia and Australia’s engagement with Asia  Sustainability 
 
 
5E’s- ELABORATE (1-2 lessons)
● An opportunity to apply new concepts and explanation within a new context to test student general applicability
● Introduce the students into invergation and use their scientific inquiry skills.
● The assessment approach used will be in the form of summative assessment.

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science Science
Understan as a Inquiry
ding Human Skills
Endeavou
r
Daily and Science Particip As a result of this Based on ​ troduction - Intro to invergatations
In What can
seasonal involves ate in  lesson students students Science ● Introduce the topic of investigation to the students ie. you feel? 3 Ipads
changes observin will be able to: Inquiry Skills: the way in which scientists find the answers to their
guided 
WK 6 in g, posed questions. Is there any Appropriate
investig
our envir asking ations  Identify wind 1.Observe their ● Discuss the topic of wind with the class. Begin by particular outside
onment question and  strength as an participation explaining the formation of wind and recalling weather activities that area
affect s about, important through the words that could be used to describe wind ie. cold, rely on the
make 
everyday and characteristic of investigation strong, weak etc. wind? 2x desks
observa
life describi the weather. (Rubric) ● Wind is movement on the earth's surface it is driven by for
ng
tions  the heat from the sun, which creates warm air, causing How could materials
(ACSSU0 changes using  Observe and 2.Assess their it to rise. However, where warm air rises, cool air flows we
04​) in, the  explain the effect writing and into its place, creating a pattern movement. investigate 5x lab
5E’s senses  
objects of wind on personal ● Allowing enough room to move, get the students to fan different coats
and   different examples within their hands in front of their faces and then spin around types of
events (ACSIS0 materials. the ‘Moving in circles with their arms out to feel the movement of winds? Feather
11​) materials’ air.
Elabora (ACSHE worksheet ● Ask the students ‘What can you feel?’. Relates this to Water
te 013) (Rubric). moving air and the relationship to wind. bottle
● ‘Is there any particular activities that rely on the wind?’ Does any
ie. Flying kites and sailing. body know Bucket
● Lastly, ask the students how they could investigate what safety
different types of winds. glasses do? Basketball
Why do we
Learning Experience wear them? Chair
● Explain that students are going to investigate the wind
strengths needed to move different materials. Further What do we Trolley
explain that this investigation will be done as a predict is
collaborative learning team. going to Paper fan
● Introduce the selection of materials being tested and happen
write the names, next to their little icon on the board. with….. and Hair dryer
● Go through the health and safety with the class and …..? Why do
provide them with their safety glasses, explaining that you think Garden
they MUST remain on at all times. this? blower
● There will be the following four roles throughout the
lesson: Can anybody Masking
1. Video recorder​ - Will record each trial in slow mo. give me an table
This will allow the class to reflect back on their example of
observations when completing the ‘Moving Materials another type A3 Camera
Table’. of wind? cut out
2. Wind Masters​ - One student & One teacher to be in
control of the wind (ie. varying strengths). How does Safety
3. Resource Collector​ - This student will retrieve the wind glasses
next testing material from the pile and place it on the work/come
target area. about? A3 Moving
4. Observer​ - The remainder of students will be Materials
observing the investigation. Sheet
● Be sure to rotate students through each role. When
changing roles students will put on a Lab coat with the Material
job role written on it. Images for
● Go through and test the following materials with the the board
following windstengths.
Materials​ = Feather, Water bottle, bucket, basketball,
chair and trolley.
Wind strengths​ = Paper fan, Hair dryer and garden
blower.

NOTE​: This activity will be performed outside due to some


other materials being used and for the exposure to wind for the
students.
● Mark a large rectangle with tape/chalk on the floor as
an ‘observing ground’ for the observers to stand
within. What have
● Stick a photo of an A3 camera picture to the floor in an we noticed
appropriate position for the video recorder to stand on. about our
● Lastly, create a big target area for the Resource results? ie.
collector to be placed the materials being tested on heavy things
after each trail. on one side
light things
Conclusion - Document our findings on the other
● Once we have tested all six materials bring the class etc.
back inside to record our findings reflecting on the
videos we took.
● Introduce the A3 ‘Moving Materials’ worksheet and Why do we
explain how we will re-watch the videos to help us think all the
record our findings. Ie. whether the item will be written heavy things
in the Light wind column or the strong wind column. are on one
● Then have a class discussion about the relationship side? ie.
between the wind types and material types. because the
● Before students leave they are required to write down heavier
two further objects within each column of light winds something is
and strong winds for assessment. the larger the
wind is
Health and Safety considerations needed to
● When students are they changing through each role, move the
they need to be reminded to KEEP their safety material.
glasses on.
● Remind students to stay within the taped zone or on
their stationed position.
● When dealing with the blower it will be the teachers
jobs perform the test.
● Make sure that there is nothing inappropriate on the
ipads from previous classes.
● Be in a big and open space so that you can blow the
wind away from your class to avoid flaring up any
allergies or hayfever.
● Be sure to ask any of the students if they have been
affected by a natural disaster before as the discussion
throughout the lesson amy flare up any unwanted
memories/feelings.

Learner Diversity
Inclusive
● You could create dots with names on them as if you
would in the classroom and make sure that you
inclusive students are up front in plain sight so that
you can keep track of them as you work your way
through the class with questioning and behaviour
patterns.

Extension
● Allow these students to identify the relationship
between heavier things and stronger winds or ask
them the question of prediction. They should be able
to provide you with another example of wind that we
could of used throughout the lesson. You want to test
their depth of knowledge without singling them out.

References

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (n.d). Science. Retrieved from: https://www.australiancurriculum.edu.au

Asutralian Academy of Science. (2019). Weather in my world. Retrieved from: https://primaryconnections.org.au


 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
 
TERM/WEEKS:    YEAR LEVEL: PP  LEARNING AREA/TOPIC: Science – Earth and Space 
FORWARD PLANNING DOCUMENT 
AUSTRALIAN CURRICULUM 
General Capabilities:   
Literacy  Numeracy  ICT  Critical and creative  Ethical Behaviour  Personal and social  Intercultural Understanding 
  thinking  Competence 
Cross-curriculum priorities:  
Aboriginal and Torres Strait Islander histories and Cultures  Asia and Australia’s engagement with Asia  Sustainability 
 
 
5E’s- EVALUATE (1-2 lessons)

Provide students with an experience to apply and represent their learning of the Asutralian seasons in a fun and engaging way.
● Opportunity for evidence of change to students knowledge and understanding of the Asutaralian and Nyoongar Seasons.
● The assessment approach used will be in the form of summative assessment focusing on the overall assessment of the students' science understanding ​(ACSSU004​)

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science Science
Understan as a Inquiry
ding Human Skills
Endeavou
r
Daily and Science Share  As a result of this The neatness of ​ troduction - Revision
In ‘Counting
seasonal involves observa lesson students presentation, ● Read the book ‘Counting Aussie Animals in my Can anybody Aussie
changes observin will be able to: I​ndigenous Backyard’ by Bronwyn Houston. Animals in
tions  remember
WK 8 in g, animals and/or ● Then discuss what the students remember about the my
and  how many
our envir asking ideas   Create a display symbols, indigenous seasons. Go through the Nyoongar wheel Nyoongar Backyard’
onment question   of the seasons in Washing line with them to jog their memory for this lesson. seasons we by Bronwyn
affect s about, an interesting and with appropriate ● Reflect back on the similarities and differences have? Houston.
(ACSIS0
everyday and attractive project. clothing items between the two types of seasons.
life describi 12 )​ and Four ● Using the book as a clue ask students to guess what Nyoongar
Is that
ng weather words they may be doing for lesson? different or Season
(ACSSU0 changes Display describing their ● Explain today’s lesson purpose in that as a class we similar to our Wheel
04​) in, discovered season. will be make a Australian Backyard Diorama.
5E’s Australian
objects knowledge of the Seasons? Multiple
and important ideas of Learning Experience Natural
Evaulat events his/her topic ie. (Rubric) ● Each student will be creating a seasonal backyard Materials
e weather words diorama. They will be given a pre cut diorama base What else ie. sticks,
(ACSHE and indienous and asked to select one of the four seasons to was different gum
013) symbols. represent. about the two nyts,flowers
● Explain to the students what you expect to see in their seasons? , figurines
backyards tec.
1. Indigenous animals and/or symbols What kind of
2. flora animals do Diorama
3. Washing line with appropriate clothing items we hear and boxes pre
4. Four weather words describing their season touch during cut x30
● Once you have discussed this with your students, you …?
will now begin taking them through the creating Scissors
process.
What colours
1. Paint the background (setting) PVA Glue
do we see
2. Decorate the walls
during ..??
3. Install a washing line with clothing Paints and
4. Select natural materials to use Brushes
5. Add Ingenousu symbols/animal figurines Why can we
6. Write four weather words on the back. smell smoke Rubric
7. Name and Date during winter
● As each step is happening be sure to have an ??
example going around the room so that students have
a deeper understanding of the task.

Continue for 1-2 more lessons as this would be the


students final assessment piece.

Conclusion - Presentation
● Each student will present their backyard to the class
and explain why this is their favourite season and
provide the class with one of the weather words they
used to describe their design.

Health and Safety considerations


● Students need to be seated when cutting and glueing
at all times.
● Lay newspaper down on the tables to avoid getting
glue and paints on furniture
● Art aprons are a must to avoid getting paint on student
uniform.
● Make sure that there is no materials within the
classroom that students make be allergic to.
● Make sure students wash their hands before leaving
the classroom.
Learner Diversity
Inclusive
● Work with a small station group to help trigger their
imagination for their personal diorama or so that they
can learn from the others in the group with tejm.

Extension
● Ask these students to create an indigenous season
diorama, using their imagination and creativity.

References

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (n.d). Science. Retrieved from: https://www.australiancurriculum.edu.au

​ ussie Animals in my Backyard.​ Broome, Australia: Magabala books.


Houston, B. (2014). ​Counting A