Sie sind auf Seite 1von 13

Australian Curriculum: Science (Year 1)

Sub-strands Content Descriptions Achievement Standard


Biological  Living things have a variety of external features (ACSSU017) By the end of Year 1, students
sciences describe objects and events that
 Living things live in different places where their needs are met (ACSSU211) they encounter in their everyday
Science understanding

lives, and the effects of


Chemical  Everyday materials can be physically changed in a variety of ways (ACSSU018) interacting with materials and
sciences objects. They identify a range of
habitats. They describe changes
Earth and  Observable changes occur in the sky and landscape (ACSSU019) to things in their local
space sciences environment and suggest how
science helps people care for
Physical  Light and sound are produced by a range of sources and can be sensed (ACSSU020) environments.
sciences
Students make predictions, and
 Science involves asking questions about, and describing changes in, objects and events investigate everyday
Nature and
development of (ACSHE021) phenomena. They follow
endeavour (Year 1-2)

instructions to record and sort


Science as a human

science
their observations and share
their observations with others.
Use and  People use science in their daily lives, including when caring for their environment and
influence of living things (ACSHE022)
science (1-2)

 Respond to and pose questions, and make predictions about familiar objects and events
(Yea
inqu

Questioning
skill
Scie

r 1-
nce

iry

2)
s

and predicting (ACSIS024)


Planning and  Participate in different types of guided investigations to explore and answer questions,
conducting such as manipulating materials, testing ideas, and accessing information sources
(ACSIS025)
 Use informal measurements in the collection and recording of observations, with the
assistance of digital technologies as appropriate (ACSIS026)
Processing and  Use a range of methods to sort information, including drawings and provided tables
analysing data (ACSIS027)
and  Through discussion, compare observations with predictions (ACSIS212)
information
Evaluating  Compare observations with those of others (ACSIS213)

Communicating  Represent and communicate observations and ideas in a variety of ways such as oral and
written language, drawing and role play (ACSIS029)
General Capabilities Cross Curriculum Priorities Notes:
 Literacy  Aboriginal and Torres Strait Islander
 Numeracy
histories and cultures
 Information and communication
technology (ICT) competence  Asia and Australia’s engagement with
 Critical and creative thinking Asia
 Ethical behaviour
 Personal and social competence  Sustainability
 Intercultural understanding
English
CONCEPT MAP Maths
Weather and season related
terminology
Create time line showing
Religious Education / Spiritual Education changes in temp throughout a
Write a short story about the Discuss references to the creation of the earth & day
weather and seasons seasons/landscape etc as in the Bible
Measure temperature using
Explain reasons for changes in sky/landscape ie – the thermometer
Respond to texts based around rainbow used in the Bible Use a rain drop or other weather
weather
features as counting sequence
Draw/discus morning/night & light & darkness and its
resemblance to the Bible

Society and Environment


Concept: Term: 3 Weeks: 1-5
Research the different Health & Physical Education
seasons and reasons of Discuss the importance of sun protection
weather changes in different
©The University of Notre Dame 2010 developed by C McGunnigle

Discuss the reasons for different clothing due to


cultures weather
LOTE Refer to reasons for season specific sports
Research abnormal or Learn terminology of weather The Arts
different weather events in another language Create a rainbow using coffee filters,
that have had a catastrophic markers and Q tips
impact Creation of Aboriginal story map using
aboriginal seasons
Art piece on the 4 different types of clouds
FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3/1-5 YEAR LEVEL: 1 LEARNING AREA/TOPIC: Science – Earth and Space
Sciences
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 find out what they know about the changes that occur in the sky and landscape
 To elicit students’ questions/ prior knowledge about the observable changes in the sky and environment including daily and seasonal changes & how they impact daily life
 Diagnostic assessment used- in this lesson you will find out what the students already know about Earth and space sciences.
 This will allow you to take account of students’ existing ideas when planning learning experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSIS0
1 ACSS Discuss students DIAGNOSTIC Brainstorm: what students know about Can you White board
29 weather – use questions in next column
U019 understanding of to stimulate thinking. Can break down name any & Markers
weather & what Collection and each one if necessary. of the
they want to recording of seasons? Book – Caps,
Read Caps, Hats, Socks and Mittens Book
know about students & students prompted to find at least one Can you Hats, Socks
weather journals and example of a change in weather that they think of and Mittens
weather can see in the book. (Attempt to involve some
students that are easily distracted,
Arrange pictures pictures as features of Class Science
perhaps asking them what weather
of weather to anecdotal aspects they see in a certain page as one these Journal
represent records. avenue) seasons?
seasons and Discuss changes in the weather, sky and Science
changes in Focus Q- landscape seen in the book. Journal
weather What do
Play a game of ‘I’ spy to identify
students landscape features and objects in the Word Wall
know about schoolyard. Predict what will look the
weather? same or different in several weeks.

Weather Journal: Students to complete


first page of journal by creating an
anchor chat to show what they know
about seasons.

As a class make a Weather word wall – include a


range of simple & advanced words to cater for all
students level of understanding.

5E’s- EXPLORE (2-3 lessons)


 To provide hands on, shared experiences of changes in the sky and landscape
 To support students to investigate and explore ideas about changes in weather and seasons
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
22 ACSS ACSH ACSIS FORMATIVE Discuss as a class – What is temperature? For each
U019 E021 213 Make What does it tell us? What group –
observations and Anecdotal things could teacher to
measurements records – Using class tablets or computers in pairs impact have
of different were the students are to play the How do we read upon the organised
temperatures. students able temperature? Game to learn to read a temperatur slabs of
to read a thermometer. e? modeling clay
thermometer for each
and make (Provide extra assistance to those How can group
accurate students that struggle to read a you tell
recordings? thermometer & extend students by what the 1 Plastic
allowing them to play some of the other temperatur water bottle
more challenging games on the site that e is? 1 straw
require a higher level of understanding)
1 slab of
Safety: No body parts to be put into pre
water, keep all materials on the mat, measured
notify teacher of any spilled water or Modeling
additional messes straight away & ensure clay
students do not play with the clay or any
other pieces of equipment. 1 or 2 drops
of food
Read through the ‘procedure: weather and colouring
thermometer testing” (different
Student’s to work in groups of 3 or 4 and colours
complete steps 1 to 4. Once finished with available)
step 4, students are to ask for teacher to
come over and check their thermometer 1 permanent
before commencing steps 5 & 6 marker

Model how to record observations. Tubs with


different
types of
water &
temperature
s

5E’s- EXPLAIN (1 lesson)


 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
3 ACSS ACSIS FORMATIVE Review the previous lessons, focusing on Mini Posters
U019 213 the different types of changes in the sky What
Checklist – and landscape. Refer to the creation of changes Word Wall
were students thermometer and refer to its purpose in have we
able to representing changes in temperature. noticed in
complete the the sky and
mini poster Explain that students will use their land?
showing knowledge from what they have learned
changes in the about changes in the sky and landscape to What
landscape and create a mini poster to represent the changes
atmosphere? changes they have noticed in the world appear to
that surrounds. be more
obvious
Explain that people often use a visual item than
such as a poster to portray changes in the others?
sky and landscape as it shows us a visual
image of what we actually see. Why do we
think our
Model the development of the mini poster posters
using a pre created one. look similar
or
Students to individually work on the different?
creation of their mini poster. Encourage
students to refer to their science journals
and previous work to give them ideas of
what to put in their mini posters.

Class discussion using key questions


Update Word Wall

5E’s- ELABORATE (1-2 lessons)


 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

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

4 ACSS ACSIS Successfully SUMMATIVE- Review unit activities and ask key What Pre load
U019 213 create a rain Science Inquiry questions changes can video clip
Skills
gauge & we observe
ACSIS complete design Play the short clip on measuring and in the sky? Design brief
Anecdotal
029 brief. reporting rain to the class. Class discussion & equipment
notes &
about the clip. Does the per group:
checklist on
ACSIS Make an amount
completion of
024 appropriate Inform students that the lesson will rainfall 1 Water
prediction &
prediction of involve a design brief on creating a rain change bottle or
design brief
how much water gauge & discuss what this process is. from day plastic/cardb
success.
they will collect Students to predict how much water they to day? oard
over 24hr will be able to collect in a 24hr period. instrument
period. of different
Students to complete design brief once sizes.
put in groups ( heterogeneous – range of
abilities – Also group based on whether or 1 Plastic
not students get along with each other) ruler
Extra assistance for those students that
struggle. few stones

Safety considerations to be explained: Additional


Scissors rule (pointing down at all times), for all:
careful of cutting plastic – sharp edges,
consideration for each other – only so Funnels,
much equipment for everyone to share. sticky tape
& masking
Brief to be tested using teacher watering tape
can before being put outside over 24hr
period. Students can check every morning
for this week period. Can test rainfall
levels over a week depending on rain. If no
rain – teacher to just water rain gauges
for students.

5E’s- EVALUATE (1 lesson)


 To provide opportunities to review and reflect on their learning about the sky and landscape and represent what they know about changes in sky and landscape
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
5 ACSS ACSIS Students draw SUMMATIVE- Review the previous lessons, word wall and
U019 024 and discuss Science science journal focusing on the many What Change Spies
Understanding
changes in sky different things that students have things sheet
ACSIS and environment observed. outside
Checklist –
025 during different might Class
were students
time frames to Class will play ‘I spy’ game as done in first change Journals
able to
represent their week and each student will have a turn to their
correctly draw
understanding. choose something for the game. Explain position
pictures of
that this time the clues will be about a later
things that
weather feature that has changed. today?
have changed?
What
Introduce ‘Change spies’ sheet and ask things will
students to complete – students allowed change how
to refer to word wall for help. (Students they look
that struggle with drawing certain things next
are allowed to write down an answer – season?
extension students can write both an What
answer and draw a picture. things have
not
Review the unit of work with the students changed for
and have a class discussion about what a very long
they learnt. Students to respond to focus time?
questions Pt.2 & write their answers in
their class science journal. Pt.2
Which
Whole class review and completion of word activity
wall. helped you
learn
(Teacher assistance with those students something
that often struggle to complete the task). new?
What
activity did
you enjoy
most?
Why?
What did
you learn
about
working
with a
partner?

Das könnte Ihnen auch gefallen