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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
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
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
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.
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
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.
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
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?