EDUC3221: Primary Science Forward Planning Document Neo Tandy (20160902)

FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: LEARNING TOPIC:

Term 3, Weeks 1 - 5 Year 1 Science
AUSTRALIAN CURRICULUM
General Capabilities:
LITERACY NUMERACY ICT CRITICAL & CREATIVE ETHICAL BEHAVIOUR PERSONAL & SOCIAL INTERCULTURAL
THINKING COMPETENCE UNDERSTANDING
Cross-curriculum priorities:
ABORIGINAL & TORRES STRAIT ISALNDER HISTORIES & CULTURES ASIA & AUSTRALIA’S ENAGEMENT WITH ASIA SUSTAINABILITY

EYLF 1. Responsiven 2. Learning 3. Intentional 4. Learning 5. Assessment 6. Cultural 7. Continuity 8. Holistic approaches
PRACTICES ess to through teaching environment for learning competenc of learning
children play s e & transitions

PRINCIPLES 1. Secure, respectful & reciprocal 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning & reflective
relationships equity practice
OUTCOMES 1.Children have a strong sense of 2.Children are connected 3.Children have a strong 4.Children are confident 5.Children are effective
identity with and contribute to sense of wellbeing and involved learners communicators
their world

Link to Weebly:

https://neotandy.weebly.com/32-plan-structure-and-sequence-learning-programs.html

Outlined below is a Forward Planning Document (FPD) and related resources for a Year 1 Science unit about 'Seasons' [SCSA Content descriptor > Earth & Space Science: Observable
changes occur in the sky and landscape (ACSSU019)]. This unit comprises of 5 lessons that are structured according to the 5E's model as advocated by Primary Connections (i.e. Engage,
Explore, Explain, Elaborate & Evaluate). These lessons are designed to elicit students’ knowledge, deepen their understandings and develop their skills through integrated and engaging learning
experiences.

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EDUC3221: Primary Science
WEEK/ EYLF SPECIFIC LESSON
LESSON Prin Prac O/C OBJECTIVE
1: ENGAGE 2, 3 1, 2, 1, 2, At the end of this lesson,
3, 4, 4, 5 students will be able to:
Term 3 , 5, 8
Week 1  Participate in guided
investigation to consider
the ways in which people
use science in their daily
lives by constructing a
raincoat based on Design
Brief provided
(ACSHE022)
 Select materials based on
the appropriateness of
their characteristics for
design needs
(ACTDEK004);
(ACTDEK001)
 Reflect on learning by
considering ways in which
raincoat design could be
improved in the future
(WAHASS25)
 Demonstrate appropriate
behaviours when
participating in
collaborative learning
teams (i.e. assuming
roles, taking turns,
participating in shared
decision making, moving
around the classroom
safely, following educators
instructions)
(WAHASS22)
SCSA CURRUCLUM LINKS:
Observable changes occur in
the sky and landscape
Forward Planning Document
ASSESSMENT
Diagnostic Assessment
TWLH chart (Appendix 3)
used to determine & record
student’s prior knowledge of
seasons (note: prior
knowledge is recorded in the
‘T’ column of the chart –
denoting ‘What we THINK
we know’). The TWLH Chart
will be referred to for the
duration of this unit to record
& summarise student
learning.
Formative Assessment:
During Design Brief
(Appendix 1) activity and
presentations, educator
captures students learning
through photos and videos.
Educator also retains
students Design Brief
planning templates. This
assessment evidence will be
collated and summarised in
the form of a ‘Learning Story’
(combining photos/videos &
Design Brief work samples)
which will be uploaded onto
the class’s Story Park virtual
portfolio. This portfolio can
be accessed by educator for
the purpose of later
summative assessment and
may also be accessed by
parents/guardians to
promote partnerships.
Neo Tandy (20160902)
TEACHING & LEARNING KEY RESOURCES
EXPERIENCES QUESTIONS
1. Students seated on mat facing Elicit students prior knowledge YouTube Video:
educator. of seasons and seasonal ‘Seasons,
2. Educator introduces learning change: weather,
intentions for session – that is, clothes’ :
to learn about the different  “What do you already https://www.yout
seasons and observable know about seasons?” ube.com/watch?
seasonal changes. Students  Enabling: “How many v=eXFe4tUCd40
will also participate in a design seasons are there in a
brief activity to construct a year?”; “What is your TWLH Chart
raincoat from recycled favourite season?”; “What
materials. season are we experience Butchers paper
Key Teaching Point’s: now?”
 In Australia the year is  Extending: “What is the Whiteboard
made up of 4 seasons. order of the seasons?”; markers
Seasons occur in cycles, “What season were you
meaning that each season born in?”; “What season 20 x A4 copies
follows the last. will follow the season we of Design Brief
 December/January/Februa are in now?”; “What type template
ry are the Summer months of clothing would you (Appendix 1)
– Weather is normally hot wear in the season of
and dry. [X]?” Blue & yellow
 March/April/May are the wristbands
Autumn months (also
known as ‘Fall’) – Weather Recycled
gets cooler and leaves fall materials (e.g.
from trees. paper towel,
 June/July/August are the wax paper,
Winter months – Weather alfoil, bubble
is cold and rainy. There is wrap, material
often hail and frost and scraps etc.)
sometimes even snow!
 September/October/Nove Stationary
mber are the Spring equipment (e.g.
months – Weather begins scissors, tape,
to warm up and plants staplers etc.)
begin to bloom.
 Seasons are created when 4 x Teddies
the Earth rotates around
the Sun. It takes a whole 4 x Cups of
year to experience each of water
the 4 seasons.
 We can observe these iPads
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EDUC3221: Primary Science
(ACSSU019)
People use science in their
daily lives (ACSHE022)
People produce familiar
products and services to meet
personal and community
needs (ACTDEK001)
Characteristics and behaviours
of individual materials used in
products (ACTDEK004)
Explore opportunities for
design (WATPPS06)
Develop and communicate
design ideas through
describing, drawing, modelling
and/or a sequence of written
or spoken steps (WATPPS07)
Participate in decision-making
processes (e.g. engage in
group discussions, make
shared decisions, share views)
(WAHASS22)
Present findings in a range of
communication forms, using
relevant terms (e.g. written,
oral, digital, role-play, graphic)
(WAHASS23)
Reflect on learning and
respond to findings (e.g.
discussing what they have
learned) (WAHASS25)
Forward Planning Document Neo Tandy (20160902)
changes using our senses.
3. Educator shows students
YouTube Video: ‘Seasons,
weather, clothes’
https://www.youtube.com/watch
?v=eXFe4tUCd40 to further
elucidate the concept of
‘Seasons’.
4. Educator creates a TWLH chart
(refer to Appendix 3) on
butchers paper affixed to
whiteboard. Educator discusses
purpose and features of a
TWLH chart.
5. Educator asks students to put
their hand up, stand up and
give their partner a ‘sticky hi-5’
before being seated, knees to
knees and eyes to eyes. In their
think-pair-share partners,
educator asks students to
discuss their favourite season,
justify their answer and provide
at least 1 characteristic of this
season.
6. Educator selects students at
random and invites them to
share their think-pair-share
partner’s responses.
7. Educator notes student’s
responses in the ‘T’ column of
TWLH chart (i.e. ‘What we
THINK we know’).
8. Educator writer the learning
intention (i.e. to learn about
seasons and seasonal
changes) to the ‘W’ column of
the TWLH chart (i.e. ‘What we
WANT to know’).
9. Educator places TWLH chart
on the science inquiry wall and
explains that students will be
adding to this chart over the
next few lessons. Educator
discusses purpose and features
of a Science Inquiry Wall.
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EDUC3221: Primary Science Forward Planning Document Neo Tandy (20160902)
10. Educator explains that students
will be participate in a Design
Brief activity to construct a
raincoat using recycle materials
(refer to Appendix 1).
11. Educator numbers-off students
into collaborative learning
teams of 5 (random mixed
ability grouping). Educator
assigns 1 member of group as
Manager (indicated by blue
wristband) and 1 member of the
group as Speaker (indicated by
yellow wristband). Educator
clarifies roles within groups –
that is, the Manager collects
and returns all materials the
team needs and the Speaker
asks the teacher and other
team speakers for help. Groups
move to tables (already
grouped in desks of 5).
12. Educator recaps rules and
safety consideration for group
work – that is, being
responsible for own role, taking
turns to talk, moving around the
classroom in a safe and orderly
manner (i.e. no running) and,
listening for educators signal.
13. Educator recaps signal used to
signify when students are listen
to educator’s instructions.
Educator says, “To infinity” and
students say, “And beyond!’.
Students stop what they are
doing, place hands on heads
and turn to face the educator.
Educator practices this signal
with students.
14. Educator distributes 20 x A4
Design Brief template to
students (refer to Appendix 1).
Educator projects an enlarged
copy of this document onto the
whiteboard. Educator reads

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EDUC3221: Primary Science Forward Planning Document Neo Tandy (20160902)
through Design Brief, drawing
attention to ‘Project
Specifications’, ‘Presentation’
and ‘Safety Considerations’.
Students follow along as
educator reads aloud the
Design Brief.
15. Educator instructs group
Managers to collect required
resources from designated
table and return to groups to
begin constructing their
raincoat from recycled
materials.
16. Students are given time to work
through the Design Brief in their
collaborative learning teams.
During this time, educator
moves between groups & asks
questions to elicit students’
knowledge & enable/extend
where necessary. Educator
takes photos of students at
work using iPad. Photos are
retained for future assessment
purposes (i.e. learning story
uploaded onto Story Park).
17. Educator signals important time
intervals to students (e.g. “You
have 5 minutes to plan your
raincoat design.”, “You have 10
minutes left to construct your
raincoat”, “You have 1 minute
remaining before tools-down.”)
18. When time is up, students are
instructed to hand the Design
Brief planning template back to
educator. Educator will retain
Design Brief planning templates
for future assessment
purposes. Students are
ushered back to mat in their
collaborative learning teams.
19. Educator invites the group
Speaker from each group to the
front of the class, facing peers.

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EDUC3221: Primary Science Forward Planning Document Neo Tandy (20160902)
Educator invites group Speaker
to share what materials they
used to construct their raincoat
and why. Educator tests the
efficacy of each raincoat design
by pouring a cup over the
stuffed animal. If the teddy
remained dry, the groups
design is deemed successful. If
the teddy got wet, the groups
design is deemed
unsuccessful. Unsuccessful
groups are invited to consider
what they would do differently if
they were to re-design the
raincoat. Educator films
student’s raincoat presentation
using iPad. Video is retained for
future assessment purposes
(i.e. learning story uploaded
onto Story Park).
20. After every group has shared
their raincoat design, group
Speakers return to the mat and
group Managers are instructed
to return all materials to the
designate table.
21. Whilst tidy-up is occurring the
educator updates the TWLH
chart and records any
additional student
understandings.
22. Students are thanked for their
participation and then
instructed to prepare for
lunchtime routine.

PROVISION  Students with diagnosed mild vision impairment will be instructed to sit closer to whiteboard during mat sessions. Student will be provided with A3 copies of activity templates
FOR where necessary (all other students will be provided with A4 versions of these templates). Educator will ensure student is wearing reading glasses when completing classwork.
LEARNER  Students with cognitive learning difficulties will be grouped with more-able students (throughout this unit, groupings are randomly selected and of mixed ability). Educator to assist
DIVERSITY student to comprehend demands of tasks by repeating instructions to student one-on-one using explicit language and scaffolded instruction.

SAFETY  Rules for group work - Students must: be responsible for own role (i.e. Group Manager/Speaker), taking turns to talk & make decisions, moving around the classroom in a safe
CONSIDER- and orderly manner (i.e. no running) and, listening for educators signal.
ATIONS  Educators signal - Educator says, “To infinity” and students say, “And beyond!’. Students stop what they are doing, place hands on head, face educator and await further
instruction.
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EDUC3221: Primary Science Forward Planning Document Neo Tandy (20160902)
 Design Brief Safety Considerations – Students must: Move around the classroom in a safe & orderly manner (i.e. no running). exercise scissor safety, handle staplers with care
and keep your activity stations clean & tidy.

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EDUC3221: Primary Science
WEEK/ EYLF SPECIFIC LESSON
LESSON Prin Prac O/C OBJECTIVE
2: 3, 1, 2, 1, 2, At the end of this lesson,
EXPLORE 4 4, 6, 4, 5 students will be able to:
8 Assessment Checklist
Term 3 ,  Accurately identifying 2
Week 2 features of select
season when prompted
by educator (i.e. ‘Winter
is
windy/rainy/stormy/cold’)
(ACSSU019)
 Create a poster using
available materials that
accurately represents a
select season
(ACSHE021;
ACSIS029)
 Demonstrate
appropriate behaviours
when participating in
collaborative learning
teams (i.e. assuming
roles, taking turns,
participating in shared
decision making, moving
around the classroom
safely, following
educators instructions)
(WAHASS22)
SCSA CURRUCLUM LINKS:
Observable changes occur in
the sky and landscape
(ACSSU019)
Science involves observing,
asking questions about, and
describing changes in,
objects and events
(ACSHE021)
Forward Planning Document Neo Tandy (20160902)
ASSESSMENT TEACHING & LEARNING KEY RESOURCES
EXPERIENCES QUESTIONS
Formative Assessment 1. Students seated on mat facing Provoke students’ Seasons
educator. knowledge of seasonal brainstorm
2. Educator reviews previous lesson features: (Appendix 3)
(Appendix 2) used to assess topic – that is, learning about different
students achievement of seasons and observable seasonal  “What are the key Butchers
lesson objectives. Educator changes. features of each paper
will assess students during 3. Educator constructs a brainstorm season?”
poster construction by about ‘Seasons’ on butcher’s paper  Enabling: “What does Whiteboard
eliciting students (refer to Appendix 3). Educator the season of [X] look markers
understanding through prompts students to contribute their like, feel like and
deliberate questioning. understandings of seasons and sound like?” 4 x A3
During plenary mat session, seasonal change and records this on  Extending: “What Seasons
educator will record the brainstorm under the observable changes Poster
additional anecdotal notes corresponding season. Educator occur in the sky and template
for focus students (i.e. group discusses the purpose and features of landscape in the (Appendix 3)
Speakers). a brainstorm. season of [X]?”;
4. Educator introduces learning “Name at least 2 key Blue & yellow
TWLH Chart (Appendix 3) intentions for session – that is, to work features of the season wristbands
used to record students in collaborative learning teams to of [X].”; “In what
learning during plenary mat create a poster about a particular season could you Craft materials
session (note: students season assigned to their group using expect wind and (e.g. crepe
learning is recorded in the ‘L’ the brainstorm as a prompt to guide storms (etc.)?” paper,
column of the chart – the their poster design. Students will dried/fresh
denoting ‘What we have also be learning about Indigenous leaves, cotton
LEARNED). The TWLH seasons and will consider the wool etc.)
Chart will be referred to for differences between Indigenous and
the duration of this unit to European seasons. Educator Stationary
record & summarise student discusses the purpose and features of equipment
learning. a poster. (e.g. scissors,
5. Educator numbers-off students into glue, pencils,
. collaborative learning teams of 5 textas etc.)
(random mixed ability grouping).
Educator assigns 1 Manager and 1 iPads
Speaker – educator ensures students
have not assumed these roles Text: ‘Walking
previously to ensure fairness. Groups with the
move to tables. Seasons in
6. Educator recaps rules and safety Kakadu’
considerations for group work. (Diane Lucas
7. Educator recaps signal used to signify & Ken Searle)
when students are listen to educator’s
instructions. Students practice signal. Assessment
8. Educator assigns each group a Checklist
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EDUC3221: Primary Science
Represent and communicate
observations and ideas in a
variety of ways (ACSIS029)
Participate in decision-
making processes (e.g.
engage in group discussions,
make shared decisions,
share views) (WAHASS22)
Forward Planning Document Neo Tandy (20160902)
season and provides each group with (Appendix 2)
1 x A3 Seasons Poster template (refer
to Appendix 3). Educator asks
students to discuss and consider what
resources they will collect to
accurately represent the season
assigned to them.
9. Educator instructs group Managers to
collect craft resources from designated
table and return to groups to begin
constructing their poster.
10. Students are given time to construct
their poster in their collaborative
learning teams. During this time,
educator moves between groups &
asks questions to elicit students’
knowledge & enable/extend where
necessary.
11. When time is up, educator gives the
signal for students to stop working and
await future instruction. Educator
explains that students will be
participating in a Gallery Walk to
observe the posters created by their
peers.
12. Educator asks group Managers to affix
their poster to the wall nearest their
desk. Educator to provide assistance
where necessary.
13. Educator then ushers students to the
first groups table (i.e. the ‘Summer’
table). Group members stand beside
their poster whilst their peers gather
around the table to observe their
poster.
14. Educator invites the group Speaker
from each group to share about their
poster design. Students must state the
seasons they were assigned and how
they have chosen to represent this
season using the various craft
resources available. This process is
repeated for very group. Students
rotate according to the seasonal cycle:
Summer > Autumn > Winter > Spring.
15. Once all groups have had the
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EDUC3221: Primary Science Forward Planning Document Neo Tandy (20160902)
opportunity to share their posters,
educator collects student’s posters
and places on science inquiry wall.
Educator instructs group Managers to
return all materials to the designated
table.
16. Once clean-up has finished, educator
ushers student back to mat seated
facing educator.
17. Educator introduces the concept of
Indigenous seasons.
Key Teaching Point’s:
18. The 4 seasons (i.e. Summer, Autumn,
Winter, and Spring) described in
students posters are European
seasons.
19. In Australia, the Indigenous Aboriginal
peoples have a unique way of
describing the seasons.
20. According to the Noongar calendar
there are 6 seasons: Birak (December-
January – dry and hot); Bunuru
(February-March – hottest part of
year); Djeran (April-May – cooler
weather begins); Makuru (June-July –
coldest and wettest season, frequents
storms/gales); Djilba (August-
September – mixture of wet/warm
days and cold nights) and Kambarang
(October-November – long dry
periods).
21. Educator reads the text: ‘Walking with
the Seasons in Kakadu’ (Diane Lucas
& Ken Searle) aloud to students,
pausing to note the similarities and
differences between European and
Indigenous seasons.
22. After text has been read aloud, the
educator updates the TWLH chart
created in previous lesson and records
any additional student understandings,
particularly in regards to Indigenous
seasons.
23. Students are thanked for their
participation and then instructed to
prepare for lunchtime routine.

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EDUC3221: Primary Science Forward Planning Document Neo Tandy (20160902)

PROVISION  Students with diagnosed mild vision impairment will be instructed to sit closer to whiteboard during mat sessions. Student will be provided with A3 copies of activity templates
FOR where necessary (all other students will be provided with A4 versions of these templates). Educator will ensure student is wearing reading glasses when completing
LEARNER classwork.
DIVERSITY  Students with cognitive learning difficulties will be grouped with more-able students (throughout this unit, groupings are randomly selected and of mixed ability). Educator to
assist student to comprehend demands of tasks by repeating instructions to student one-on-one using explicit language and scaffolded instruction.

SAFETY  Rules for group work - Students must: be responsible for own role (i.e. Group Manager/Speaker), taking turns to talk & make decisions, moving around the classroom in a
CONSIDER- safe and orderly manner (i.e. no running) and, listening for educators signal.
ATIONS  Educators signal - Educator says, “To infinity” and students say, “And beyond!’. Students stop what they are doing, place hands on head, face educator and await further
instruction.

11
EDUC3221: Primary Science Forward Planning Document Neo Tandy (20160902)

WEEK/ EYLF SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCE
LESSON Prin Prac O/C OBJECTIVE EXPERIENCES QUESTIONS S
3: 3 5, 8 1, 2, At the end of this lesson, Formative Assessment: 1. Students seated on mat facing Guide students Posters with
EXPLAIN 4, 5 students will be able to: educator. comparison of seasonal titles ‘Short
Students Venn Diagram (Appendix 2. Educator reviews previous lesson changes reflected in time’, ‘Long
Term 3 ,  Accurately identify 3) work samples will be retained by topic – that is, European and photos provided: time’ and
Week 3 time scales of educator for assessment purposes. Indigenous seasons and observable ‘Very long
change (i.e. ‘short Educator will assess students work seasonal change.  “What changes did time’ (see
time’, ‘long time’, samples using a Rating Scale 3. Educator explains that students will you observe in the Appendix 3 )
‘very long time’) aligned with the lesson objectives exploring the concept of change over photos?”
(ACMMG021) (Appendix 2). Educator will also time by participating in a Beliefs  Enabling: “What Photos of
annotate the work sample so as to Continuum activity (Note: educator has changed in the natural/man-
 Compare & contrast provide feedback for the student. . previously prepared laminated posters photo?”; “What made site
changes to with headings ‘Short time’, ‘Long time’ remained the same in (see
observable features TWLH Chart (Appendix 3) used to and ‘Very long time’ (see Appendix 3) the photo?” Appendix 3)
of a landscape in record students learning during and has affixed these to different walls  Extending: “Identify at
response to visual plenary mat session (note: students around the classroom). Educator least 2 things that Blue & yellow
stimulus (i.e. photo) learning is recorded in the ‘L’ explains that students are to move to changed in the photo wristbands
(ACSSU019; column of the chart – denoting the poster that best describes the and 2 things that
ACSHE021) ‘What we have LEARNED). The duration of change of the statement remained the same in 20 x A4 Venn
TWLH Chart will be referred to for made by educator. Educator discusses the photo.”; “What do Diagram
 Organize & record the duration of this unit to record & the purpose and features of a beliefs you think caused templates
information using a summarise student learning. continuum. these changes to (see
Venn Diagram 4. Educator makes various statements occur?”; “What Appendix 3)
graphic organizer and students move accordingly (e.g. season do you predict
(ACSIS027) “How long does it take to brush your these photos were Science
teeth?”, “How long does it take drive to taken in & why?” journals
SCSA CURRUCLUM school?”, “How long does it take to
LINKS: travel to the moon?”). Rating Scale
5. Once students have completed the (Appendix 2)
Observable changes Beliefs Continuum task, students are
occur in the sky and ushered back to mat seated facing
landscape (ACSSU019) educator.
6. Educator introduces learning
Science involves intentions for session – that is, to
observing, asking compare and contrast observable
questions about, and changes over time.
describing changes in, Key Teaching Point’s:
objects and events  Changes occur over time.
(ACSHE021)  Changes can occur in a relatively
short space of time (e.g. minutes,
Use a range of methods hours, days).
to sort information,  Changes can occur over a
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EDUC3221: Primary Science Forward Planning Document
including drawings and
provided tables through
discussion, compare
observations with
predictions (ACSIS027)
Describe duration using
months, weeks, days and
hours (ACMMG021)
Neo Tandy (20160902)
relatively long space of time (e.g.
months, Terms, years, history)
 Changes can be observed using
our senses.
7. Educator projects 2 photos of the
same natural/man made site on
whiteboard (see Appendix X). Photos
are of the same site but at different
points in time. Educator facilitates a
whole class ‘spot the difference’ style
brainstorm to compare and contrast
the observable differences between
the photos. Educator annotates the
similarities and differences on the
projected photo using whiteboard
markers.
8. Educator constructs a Venn Diagram
on butcher’s paper to record the
difference and similarities between the
2 photos Educator models how to use
a Venn Diagram to organize
information. Educator discusses the
purpose and features of a Venn
Diagram.
9. Educator explains that in groups,
students are going to compare and
contrast 2 photos and record their
observations using a Venn Diagram
template provide (see Appendix 3).
Once complete, these templated will
be affixed in student’s science
journals.
10. Educator numbers-off students into
collaborative learning teams of 5
(random mixed ability grouping).
Educator assigns 1 Manager and 1
Speaker – educator ensures students
have not assumed these roles
previously to ensure fairness. Groups
move to tables.
11. Educator recaps rules and safety
considerations for group work.
12. Educator recaps signal used to signify
when students are listen to educator’s
instructions. Students practice signal.
13. Educator instructs group Managers to
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EDUC3221: Primary Science Forward Planning Document Neo Tandy (20160902)
collect photos and Venn Diagram
templates and return to groups to
begin task.
14. Students are given time to compare
and contrast the photos provided and
complete their Venn Diagram. During
this time, educator moves between
groups & asks questions to elicit
students’ knowledge & enable/extend
where necessary.
15. Once groups have been given
sufficient time to construct their Venn
Diagram, educator gives the signal for
students to stop working and await
future instruction.
16. Educator instructs students to glue
their Venn Diagram into their science
journals and pack them away.
Educator instructs group Managers to
return photos to designated table.
Educator instructs group Speakers to
bring their science journal with them to
the plenary mat session.
17. Once clean-up has finished, educator
ushers student back to mat seated
facing educator.
18. Educator invites the group Speaker
from each group to share their Venn
Diagram. Students must explain the
similarities and differences between
the photos. Educator invites group
Speakers to predict in what season the
photo was taken based on their
observations of the photos provided.
Educator invites peer audience to
share any additional understandings
which could be added to the Venn
Diagram. This process is repeated for
each group Speaker.
19. After each Speaker has been given an
opportunity to share their Venn
Diagram, the educator updates the
TWLH chart created in previous
lessons and records any additional
student understandings.
20. Students are thanked for their

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EDUC3221: Primary Science Forward Planning Document Neo Tandy (20160902)
participation and then instructed to
prepare for lunchtime routine.

PROVISIO  Students with diagnosed mild vision impairment will be instructed to sit closer to whiteboard during mat sessions. Student will be provided with A3 copies of activity templates
N FOR where necessary (all other students will be provided with A4 versions of these templates). Educator will ensure student is wearing reading glasses when completing
LEARNER classwork.
DIVERSIT  Students with cognitive learning difficulties will be grouped with more-able students (throughout this unit, groupings are randomly selected and of mixed ability). Educator to
Y assist student to comprehend demands of tasks by repeating instructions to student one-on-one using explicit language and scaffolded instruction.

SAFETY  Rules for group work - Students must: be responsible for own role (i.e. Group Manager/Speaker), taking turns to talk & make decisions, moving around the classroom in a
CONSIDE safe and orderly manner (i.e. no running) and, listening for educators signal.
RATIONS  Educators signal - Educator says, “To infinity” and students say, “And beyond!’. Students stop what they are doing, place hands on head, face educator and await further
instruction.

15
EDUC3221: Primary Science
WEEK/ EYLF SPECIFIC LESSON
LESSON PrinPrac O/C OBJECTIVE
4. 3 4, 1, 2, At the end of this lesson,
ELABOR- 8 4, 5 students will be able to:
ATE
 Participate in guided
Term 3, investigations to predict
Week 4 observable changes that
occur over time using
natural objects as a
provocation (ACSIS025)
(ACSHE021)
 Organize & record
information using
graphic organizer
template provided
(ACSIS027)
 Communicate findings
through scientific
drawings (ACSIS027)
SCSA CURRUCLUM LINKS:
Participate in guided
investigations to explore and
answer
questions (ACSIS025)
Science involves observing,
asking questions about, and
describing changes in,
objects and events
(ACSHE021)
Use a range of methods to
sort information, including
drawings and provided
tables through discussion,
compare observations with
predictions (ACSIS027)
. Speaker – educator ensures students
Forward Planning Document
ASSESSMENT
Summative Assessment: (Science 1.
Inquiry Skills)
2.
Students Change Prediction
(Appendix 3) work samples will be
retained by educator for
assessment purposes. Educator 3.
will assess students work samples
using an Assessment Rubric
aligned with the lesson objectives
(Appendix 2) – this Assessment 4.
Rubric will also be used in Lesson
5. Educator to annotate the work
sample so as to provide feedback
to the student about their learning. 5.
TWLH Chart (Appendix 3) used to
record students learning during
plenary mat session (note:
students learning is recorded in
the ‘L’ column of the chart –
denoting ‘What we have
LEARNED). The TWLH Chart will 6.
be referred to for the duration of
this unit to record & summarise
student learning.
7.
Neo Tandy (20160902)
TEACHING & LEARNING KEY RESOURCES
EXPERIENCES QUESTIONS
Students seated on mat facing Scaffold students YouTube
educator. investigation of changes Video: ‘One
Educator reviews previous lesson over time: year in 40
topic – that is, comparing and seconds’:
contrasting observable changes in  “Predict how this object https://www.yo
natural/man made sites over time. will change over time.” utube.com/wat
Educator introduces learning  Enabling: “what will this ch?v=lmIFXIX
intentions for session – that is, to object look like in a QQ_E
predict and record observable weeks’ time? In a terms
changes over time. time? In a years’ time?” Pop-sticks
Educator shows students YouTube  Extending: “Identify at
Video: ‘One year in 40 seconds’: least 2 ways that the Provocation
https://www.youtube.com/watch?v=lmI object changed over box containing
FXIXQQ_E time (i.e. colour, size, variety of
Educator uses pop-stick questioning shape).”; “Explain why natural
strategy to randomly select students to you think these changes materials (e.g.
share their observations about what occurred.”; “What do leaves,
changed and what remained the same you think will happen to flowers, pine
in the video. Educator pauses the this object in the season cones)
video at different points and invites of [X]?”
students to predict what season is Blue & yellow
being show in the video. wristbands
Educator explains that students will
select a natural object either from the 20 x A4
provocation box supplied by educator Change
and predict what this object will look Predictions
like in a weeks-time, in a terms time template
and in a year- time. Students will provided (see
record this information in their science Appendix 3)
journal using the Change Predictions
template provided (see Appendix 3). Science
Educator discusses purpose and journals
features of observational templates.
Educator models how to correctly label Assessment
scientific diagrams (i.e. using pencil Rubric
and ruler). (Appendix 2)
Educator numbers-off students into
collaborative learning teams of 5
(random mixed ability grouping).
Educator assigns 1 Manager and 1
have not assumed these roles
previously to ensure fairness. Groups
16
EDUC3221: Primary Science Forward Planning Document Neo Tandy (20160902)
move to tables.
8. Educator recaps rules and safety
considerations for group work.
9. Educator recaps signal used to signify
when students are listen to educator’s
instructions. Students practice signal.
10. Educator instructs group Managers to
collect object from provocation box
and copies of Change Prediction
templates for group. Group Managers
return to groups and begin task.
11. Students are given time to complete
the Change Prediction template based
on the object selected from
provocation box. During this time,
educator moves between groups &
asks questions to elicit students’
knowledge & enable/extend where
necessary.
12. Once groups have been given
sufficient time to construct Change
Prediction observational template,
educator gives the signal for students
to stop working and await future
instruction.
13. Educator instructs students to glue
their Change Prediction observational
templates into their science journals
and pack them away. Educator
instructs group Managers to return
chosen objects to provocation box.
Educator instructs group Speakers to
bring their science journal with them to
the plenary mat session.
14. Once clean-up has finished, educator
ushers student back to mat seated
facing educator.
15. Educator invites the group Speaker
from each group to share their Change
Predictions observational templates.
Students explain what object they
have chosen and the changes they
predicted would occur to this object
over time.
16. Educator invites peer audience to
share any additional understandings

17
EDUC3221: Primary Science Forward Planning Document Neo Tandy (20160902)
which could be added to the Change
Prediction observational template. This
process is repeated for each group
Speaker.
17. After each Speaker has been given an
opportunity to share their Change
Prediction observational template, the
educator updates the TWLH chart
created in previous lessons and
records any additional student
understandings.
18. Students are thanked for their
participation and then instructed to
prepare for lunchtime routine.

PROVISIO  Students with diagnosed mild vision impairment will be instructed to sit closer to whiteboard during mat sessions. Student will be provided with A3 copies of activity templates
N FOR where necessary (all other students will be provided with A4 versions of these templates). Educator will ensure student is wearing reading glasses when completing classwork.
LEARNER  Students with cognitive learning difficulties will be grouped with more-able students (throughout this unit, groupings are randomly selected and of mixed ability). Educator to assist
DIVERSIT student to comprehend demands of tasks by repeating instructions to student one-on-one using explicit language and scaffolded instruction.
Y
SAFETY  Rules for group work - Students must: be responsible for own role (i.e. Group Manager/Speaker), taking turns to talk & make decisions, moving around the classroom in a safe
CONSIDE and orderly manner (i.e. no running) and, listening for educators signal.
RATIONS  Educators signal - Educator says, “To infinity” and students say, “And beyond!’. Students stop what they are doing, place hands on head, face educator and await further
instruction.

18
EDUC3221: Primary Science Forward Planning Document Neo Tandy (20160902)

WEEK/ EYLF SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac O/C OBJECTIVE EXPERIENCES QUESTIONS
5. EVALU- 2, 1, 1, 2, At the end of this lesson, Formative Assessment: 1. Students seated on mat facing Aide students summary of Photos of
ATE 3, 4, 4, 5 students will be able to: educator. seasons and seasonal different
5 8 During seasons sequencing 2. Educator reviews previous lesson topic change: weather (see
Term 3,  Accurately identify activity, educator will take photos – that is, predicting change in objects Appendix 3).
Week 5 observable changes of student’s season occurring over time.  “What are seasons? And
occurring in the sky categorizations using an iPad. 3. Educator plays modified ‘I-spy’ style what are some changes Laminated
and landscape as These photos will be referred to game with students. Educator makes a that occur in these posters with
represented in by educator when making statement (e.g. “I spy with my little seasons?” headings
photos (ACSSU019) summative judgements about eye… rain and thunder!”) and students  Enabling: “How many ‘Summer’,
student’s achievement of lesson respond by categorising the statement seasons are there in a ‘Autumn’,
 Accurately objectives. These photos will also according to seasons (e.g. “Winter!”). year?”; “Name the ‘Winter’ and
categorize seasonal be uploaded onto the class’s Story 4. Educator introduces learning intentions seasons.”; “Order the ‘Spring’ (see
changes into Park virtual portfolio to be for the session – that is, to recap seasons.” Appendix 3)
correlating seasons accessed by parents, and will be understandings about seasons and  Extending: “What causes
(ACSIS027) affixed to science inquiry wall. observable seasonal change. the seasons to occur?”; Ball of string
5. Key Teaching Point’s: “What weather could we
 Accurately order Summative Assessment: (Science  In Australia the year is made up of expect to see in the Quiz Script
seasons Understanding) 4 seasons. Seasons occur in season of [X]?”; “Name at (Appendix 2)
(ACSSU019) cycles, meaning that each season least 2 key features of the
Students participate in Quiz follows the last. season of [X].”; “Name & Self-
SCSA CURRUCLUM (Appendix 2) to determine their  December/January/February are describe at least 2 Assessment
LINKS: knowledge and understanding of the Summer months – Weather is seasonal changes.” Templates
seasons and observable seasonal normally hot and dry. (Appendix 2)
Observable changes changes. Students who provide  March/April/May are the Autumn
occur in the sky and an incorrect answer will be months (also known as ‘Fall’) –
landscape (ACSSU019) highlighted with red highlighter. Weather gets cooler and leaves
These students will be identified fall from trees.
Use a range of methods as demonstrating misconceptions  June/July/August are the Winter
to sort information, and will require re-teaching of months – Weather is cold and
including drawings and concepts. rainy. There is often hail and frost
provided tables through and sometimes even snow!
discussion, compare TWLH Chart (Appendix 3) will be  September/October/November
observations with used to summarize students are the Spring months – Weather
predictions (ACSIS027) learning during plenary mat begins to warm up and plants
session (note: students learning is begin to bloom.
recorded in the ‘L’ column of the  Seasons are created when the
chart – denoting ‘What we have Earth rotates around the Sun. It
LEARNED) and the ‘H’ column of takes a whole year to experience
the chart – denoting ‘HOW we each of the 4 seasons.
know’.  We can observe these changes
using our senses.
19
EDUC3221: Primary Science Forward Planning Document
Self-Assessment:
Students will be given an
opportunity to self-assess their
concept confidence and
understanding of seasons and
observable seasonal changes
using the Self-Assessment
templates (Appendix 2) provided.
Educator will retain students Self-
Assessment templates and use as
a point of reference for future
teaching and learning
experiences.
Neo Tandy (20160902)
6. Educator projects various photos of
different weather type’s characteristic
of each season onto whiteboard (see
Appendix 3). Educator facilitates brief
discussion about each photo and
invites select students to predict what
season each photo corresponds to.
7. Educator explains that students are
going to categorize these photos as a
class by holding the photo in front of
their chest and moving to the poster
which best describes the season these
weather types occur in (Note: educator
has previously prepared laminated
posters with headings ‘Summer’,
‘Autumn’, ‘Winter’ and ‘Spring’ (see
Appendix 3) and has affixed these to
different walls around the classroom).
8. Educator distributes photos to students
whilst seated on mat.
9. Once all students have received a
photo, educator gives a signal and
students move to the season which
best correlates to the weather type in
photo.
10. Once students have moved to the
designated areas, educator asks each
student to justify their decision. Peers
will then be invited to peer-assess
student’s decision by displaying
thumbs up (indicating ‘Agree’) or
thumbs downs (indicating ‘Disagree’).
If there is not consensus regarding a
particular characterization, students
will be given an opportunity to modify
their decision by moving to a different
season located in the classroom.
Educator will take photos of students
in each category using an iPad and will
retain these photos for future
assessment purposes. Educator will
affix photos to science inquiry wall.
11. Once activity is complete, educator
collects photos and ushers students
back to mat. Educator instructs
students to be seated in circle
20
EDUC3221: Primary Science Forward Planning Document Neo Tandy (20160902)
formation.
12. Educator explains that students will be
reflecting on their own learning in this
unit. Educator explains that they are
going to do this by passing around a
ball of string and sharing 1 thing they
have learned with their peers.
Educator explains that this ‘Spiderweb’
reflective strategy helps show how our
learning is connected.
13. Educator instructs students to return to
their regular seating arrangement. At
tables, educator provides students with
a Self-Assessment template (Appendix
2). Educator guides students through
the process of self-assessment using
this template. Once complete, students
return Self-Assessment templates to
educator. Educator retains these Self-
Assessment templates for assessment
purposes.
14. Once students have shared their
reflections, educator explains that
students are going to participate in a
short ‘heads down, hands up’ quiz.
With eyes closed, students are to raise
their hands to indicate the statement
made is ‘true’ and keep hands by side
to indicate the statement made is
‘false’. Educator reads aloud true and
false statements and students raise
hands accordingly. Educator notes
students who display
misconception/incorrect answer on
Quiz Sheet (Appendix 2) using a red
highlighter.
15. To conclude the unit of work educator
updates the ‘L’ (‘What we LEARNED’)
and ‘H’ (‘HOW we know’) column of
the TWLH chart.
16. Students are thanked for their
participation and then instructed to
prepare for lunchtime routine.

PROVISIO  Students with diagnosed mild vision impairment will be instructed to sit closer to whiteboard during mat sessions. Student will be provided with A3 copies of activity templates
N FOR where necessary (all other students will be provided with A4 versions of these templates). Educator will ensure student is wearing reading glasses when completing classwork.

21
EDUC3221: Primary Science Forward Planning Document Neo Tandy (20160902)
LEARNER  Students with cognitive learning difficulties will be grouped with more-able students (throughout this unit, groupings are randomly selected and of mixed ability). Educator to
DIVERSITY assist student to comprehend demands of tasks by repeating instructions to student one-on-one using explicit language and scaffolded instruction.

SAFETY  Rules for group work - Students must: be responsible for own role (i.e. Group Manager/Speaker), taking turns to talk & make decisions, moving around the classroom in a safe
CONSIDER and orderly manner (i.e. no running) and, listening for educators signal.
ATIONS
 Educators signal - Educator says, “To infinity” and students say, “And beyond!’. Students stop what they are doing, place hands on head, face educator and await further
instruction.

22
EDUC3221: Primary Science Forward Planning Document Neo Tandy (20160902)
Concept Map:

TECHNOLOGIES: DESIGN TECHNOLOGIES HUMANITIES & SOCIAL SCIENCES

 TECHNOLOGIES & SOCIETY - People produce familiar products and services to meet personal and community needs (ACTDEK001) –  GEOGRAPHY - How weather (e.g. rainfall, temperature,
Students consider how science knowledge can be applied to produce products that meet personal needs (e.g. designing a raincoat). sunshine, wind) and seasons vary between places, and the
 INVESTIGATION & DEFINING - Explore opportunities for design (WATPPS06) – Students consider design specifications when terms used to describe them (ACHASSK032) - Students
constructing their raincoat. Students investigate ways that designs can be improved to enhance their efficacy & practicality (i.e. consider terms used to describe European & Indigenous
using different materials). seasons. Students consider seasonal variations & change
 MATERIALS & TECHNOLOGIES SPECIALISATION - Characteristics and behaviours of individual materials used in products between different locations and over time.
(ACTDEK004) – Students consider how science knowledge can be applied to determine materials appropriateness for design (i.e.  QUESTIONING & RESEARCHING - Reflect on current
raincoats require materials that are waterproof). understanding of a topic (e.g. think-pair-share, brainstorm)
 DESIGNING - Develop and communicate design ideas through describing, drawing, modelling and/or a sequence of written or (WAHASS13) / Sort and record selected information and/or
spoken steps (WATPPS07) – Students transfer their knowledge of scientific drawing to plan their raincoat design. Students follow data (e.g. use graphic organisers, take keywords)
instructional sequence outline on design brief. (WAHASS16) – Students engage in collaborative learning
activities such as think-pair shares, brainstorms & assume
roles within collaborative learning teams. Students use
MATHEMATICS: MEASUREMENT & GEOMETRY
graphic organizers (e.g. TWLH chart, Venn diagrams &
 USING UNITS OF MEASUREMENT - Describe duration using months, prediction templates) to organize & record information.
weeks, days and hours (ACMMG021) – Students describe changes that SCIENCE UNDERSTANDING  EVALUATING - Participate in decision-making processes
occur over days, weeks, months and years. Students categorizes these (e.g. engage in group discussions, make shared decisions,
changes according to duration (i.e. change that takes a ‘short time’, EARTH & SPACE SCIENCE - share views) (WAHASS22) / Reflect on learning and
‘long time’ or ‘very long time’). Observable changes occur in the respond to findings (e.g. discussing what they have
 NUMBER & ALGEBRA - Develop confidence with sequences sky and landscape (ACSSU019) learned) (WAHASS25) – Students participate in
(ACMNA012) – Student accurately sequence seasons & explore collaborative learning teams & negotiate roles within these
seasonal order. teams (i.e. Group Manager/Speaker). Students engage in
self/peer assessment as they reflect on learning.

SCIENCE: SCIENCE INQUIRY SKILLS

 PLANNING & CONDUCTING - Participate in guided investigations to explore and answer
questions (ACSIS025) – Students predict changes that will occur in the landscape & natural
objects over time.
 ANALYSING DATA & INFORMATION - Use a range of methods to sort information, including
drawings and provided tables through discussion, compare observations with predictions
(ACSIS027) – Students organize information using TWLH charts, Venn Diagrams and
Prediction templates. Students participate in beliefs continuum activities & engage in
self/peer-assessment to compare observations.
 COMMUNICATING - Represent and communicate observations and ideas in a variety of
ways (ACSIS029) – Students construct posters to show learning about seasons.
SCIENCE: SCIENCE AS A HUMAN ENDEAVOUR
 NATURE & DEVELOPMENT OF SCIENCE - Science involves observing, asking questions about, and
describing changes in, objects and events (ACSHE021) – Students name, describe & order seasons.
Students identify key features of seasons & describe typical seasonal changes. Students consider
differences & similarities between European & Indigenous seasons. Students
 USE & INFLUENCE OF SCIENCE - People use science in their daily lives, including when caring for their
environment and living things (ACSHE022) – Students construct a raincoat from recycled materials.23
Students apply science knowledge about properties of materials to determine their appropriateness
for raincoat design.
EDUC3221: Primary Science Forward Planning Document Neo Tandy (20160902)
Reference List:

Australian Academy of Science. (2013). Primary connections: up, down and all around. Retrieved from https://bit.ly/2RDaTaX

Australian Government: Bureau of Meteorology. (2016). Indigenous weather knowledge. Retrieved from http://www.bom.gov.au/iwk/

Department of Education, Employment and Workplace Relations (DEEWR) for the Council of Australian Governments. (2009). Belonging, being & becoming: the early years
learning framework for Australia. Canberra, ACT: DEEWR.

Lucas, D. & Searle, K. (2005). Walking with the seasons in Kakadu. Crows Nest, VIC: Allen & Unwin.

Primary Australian Literacy Mathematics & Science. (2016). Year 1: local environments & patterns on earth. Retrieved from
http://www.palms.edu.au/mod/page/view.php?id=451

School Curriculum and Standards Authority [SCSA]. (2014). K-10 outline. Retrieved from https://k10outline.scsa.wa.edu.au/

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