Primary Science FPD 5es

SCIENCE FORWARD PLANNING DOCUMENT
TERM / WEEKS: •
5E’s- ENGAGE (1-2 lessons)
To capture student interest and find out what they know about water. TOPIC
Term 3 / Week 1
• To elicit students’ questions/ prior knowledge about water.
Diagnostic assessment used- in this lesson you will find out what the students already Introducing water
know about water. This will allow you to take account of students’ existing ideas when
planning learning experiences
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES
(Year 1 & 2
only)
Science Science as a Science Inquiry OUTCOMES
Understanding Human Skills
Endeavour
Earth and Nature and Questioning Outcome 4: Tuning in:
space development of and predicting Children are Invite students to sit on the mat in a circle. Present a ‘water mystery box’ to
sciences science Pose and confident and students. Pass the mystery box around the circle and ask each student to choose
Earth’s Science involves respond to involved an object from the box and say a word that relates to the object – the word could Water mystery box contains a
resources are observing, questions, and learners be about what the object looks like, feels like, sounds like, what it is used for, jar full of water, a jar full of ice
used in a variety asking questions make predictions what it relates to, what it reminds them of, why it is important etc. and other water related objects
of ways about, and about familiar Outcome 5: including a rain gauge, a tap,
(ACSSU032) describing objects and Children are After each student has contributed to the mystery box activity, have a class hose nozzle, water bottle, piece
changes in, events effective discussion about the objects in the box – what each object is and what each of a water pipe, umbrella etc.
objects and (ACSIS037) communicators object is used for/how it is used.
events - Question: Who can tell me what this object is? What do you know about it?
(ACSHE034) Discuss what all of the objects in the box have in common.
- Question: What do all of the objects in the box have in common? Why?
Mat session
Explain to students that our science topic for the next few weeks will be water –
one of Earth’s most precious resources.
Draw student’s attention to the KWL chart ‘Know’ on the Water Wonder Wall. Ask
students to think pair share with the person to their left one thing that that already KWL chart displayed on the
know about water – it could be to do with where we find water, where water Water Wonder Wall
comes from, what it looks like, feels like, tastes like, smells like, how it is used,
who uses it, why it is important, their experience with water etc. Select students to
share their ideas with the class and record their responses on the poster.
Next, ask students to think pair share with the person on their right, one thing that
they want to know about water. Select students to share their responses with the
class and add them to the ‘Want to Know’ section on the KWL chart.
LESSON OBJECTIVES Large sheet of paper and
Start a class brainstorm with the students of all of the ways that they use water in permanent marker for the class
As a result of this lesson, students will be able to: their daily lives (at home and at school) and other ways that water is used in the concept map
• Observe and describe water community. Create a concept map on a large sheet of paper and add a title ‘Uses
• Identify uses of water at home, at school and in the broader of Water’ and the headings ‘Home Uses’, School Uses’ and ‘Community Uses’.
community. Record students’ responses on the concept map and display completed class
concept map on the Water Wonder Wall.
Explain to students the activities for the lesson and the ways that they will be
exploring water in each learning centre. Write the learning intentions on the board Water tray:
for students. - Water
- Large tray/container
Learning Experiences – small group - Various containers and
Activity 1 – Water tray scoopers – funnels,
Students explore and experiment with water and different liquids in a water tray measuring cups, watering
cans, scoopers, spoons
ASSESSMENT (DIAGNOSTIC) using a variety of different utensils to pour, mix and scoop water. There will also
etc.
be a number of small jars/containers filled with water and a variety of different
substances (sugar, flour, bath bombs, sand, salt) – students can experiment with - Toy water wheel
What – Students will be assessed on their ability to: adding the different substances to the jars to find out which substances dissolve Dissolving station:
- Observe and describe water and which don’t. This learning centre is designed to spark students’ interest in - 4-5 small jars/containers
- Identify uses of water at home, school and in the broader community. learning about water and stimulate their curiosity. half full of water
Key questions: - Spoons
How – Students will be assessed by: - What do you notice about the water? - Sugar
- Observation and anecdotal notes of student’s ability to describe water - What does it look like? Feel like? - Flour
whilst participating in the learning experiences - How does it move? - Sand
- Anecdotal notes and checklist on students completed mind maps. - Does it pour easily? - Salt
- Which substances dissolve in water? Which do not? Why do you think that - Broken bath bombs
is?
Water Investigation table:
Activity 2 – Water investigation table - iPads
The investigation table is set up for students to explore, investigate and analyse - QR codes with links to
water by observing and comparing, researching and posing and responding to short videos, websites,
questions. The investigation table also offers the opportunity for students to games and information
discuss their findings and observations with others and record them in their about water/sources of
science journals through drawings and writing. Provide students with iPads to water/uses of water/where
research using the QR codes provided and take photos/videos of their water comes from
observations. - The water mystery box
from the mat session
Activity 3 – School water walk - Pencils and paper
In a small group with an EA, students go on a water walk to find all the places - Mini magnifying glasses
where water is used in the school. Students take photos of these places/facilities - Children’s literature about
on their iPads and write them down in their science journal. Students should also water.
pay attention to the number of facilities (e.g. 2 drink fountains with 5 bubblers in
each) and if they notice any water wastage/leaks in any of the facilities. Water Walk
- iPads
Activity 3 – Mind-map of water used in the home, school and community/world
Students complete a mind-map using the app Popplet on their iPads to Mind map
brainstorm and categorise water uses into home uses; school uses; and uses in - iPad with the app Popplet
the broader community/world. Students can get creative with their mind-maps
and insert photos etc. If students have been on their water walk, they can add
these photos into their Popplet.
Conclusion:
Ask students to clean up their area and to sit on the mat. Have a class discussion
about what they learnt about water after participating in the activities. Question:
- What did you discover about water?
- In what ways do you use water in your daily life?
- What did you find on your water walk?
- What was the most interesting thing you discovered from your research on
the water investigation table?
Draw student’s attention back to the Water Wonder Wall and the KWL chart. Ask
students if we can add anything to the chart or if we can answer anything from
the ‘Want to Know’ section.
LEARNER DIVERSITY
Extending:
Students are to record their findings from each of the activities in their science
journals. In their science journals, students are to reflect and respond to the
inquiry questions of:
- What is water? What does water look like, sound like, feel like?
- Where is water located in the school?
- Why is water important?
- Where does water come from?
Enabling:
Students will be placed in collaborative learning teams of mixed ability to
complete the activities. The students who need extension can assist these
students with the tasks, in particularly the mind-map. If these students struggle
with vocabulary, they can use pictures in their mind-map instead of words.
Safety Considerations:
- Be aware of water safety. Ensure students know that they must report any
water spillages immediately.
- Water walk – Ensure that students know they must remain with their group at
all times when walking around the school. Students must ask the teacher if
they need to leave for any reason, e.g. to get a drink, go to the toilet etc.
TERM / WEEKS: •
5E’s- EXPLORE (2-3 lessons)
To provide hands on, shared experiences of XXXXX TOPIC
Term 3 / Week 2
• To support students to investigate and explore ideas about XXXXX
Formative assessment Exploring water
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s Sustainability
engagement with Asia
SCSA LINKS EYLF
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Endeavour
Earth and Nature and Questioning Outcome 2: Tuning in:
space development of and predicting Children are Invite students to sit on the mat. Introduce the book All the Water in the World by
sciences science Pose and connected with George Ella Lyon and Katherine Tillotson. Before reading the story, ask the students: All the Water in the World by
Earth’s Science involves respond to and contribute - What do you think this book might be about? Why do you think that? George Ella Lyon and
resources are observing, questions, and to their world - What do the illustrations show? Katherine Tillotson.
used in a asking questions make predictions Read the book to the students. After reading the book, ask students:
variety of about, and about familiar Outcome 4: - What were the different ways that water was used in the book?
ways describing objects and Children are - What were the different places water was found in the book?
(ACSSU032) changes in, events confident and - Where did the book say water comes from?
objects and (ACSIS037) involved
events learners Mat session:
(ACSHE034) Planning and Recap on what was learnt about water in the previous lesson. Refer to the Water
conducting Outcome 5: Wonder Wall to jog student’s memory. KWL charts on the Water
Participate in Children are - What do we know about water? Wonder Wall
guided effective - What did we discover about water in our previous lesson?
investigations to communicators - What do we want to know about water?
explore and
answer Explain to students that today we are going to be investigating where water comes from
questions and how it gets to our taps. Begin by recapping on the ways that the students use water
(ACSIS038) in their daily lives (at home and at school) and other ways that water is used in the Water uses concept map
community – refer to the concept map created in the previous lesson. Questions: created in the previous
- How do you use water at home? lesson (which is displayed on
- How is water used at school? the Water Wonder Wall.
- How is water used in the broader community? Who uses water in the community?
Next, pose the question:

- Where does water actually come from?
Ask students to think pair share their ideas and then select students to share with the
class. Explain to students that water is all around us and it moves around the earth in a
LESSON OBJECTIVES water cycle. Briefly explain the water cycle to students using the poster and show them Water cycle poster
a simple YouTube video – “Water Cycle Song”.
As a result of this lesson, students will be able to:
• Explore making groundwater and describe observations Next, pose the question:
• Explore making surface water and describe observations - How does this water actually get to our taps so that we can use it?
• Observe and describe the changes occurring to their water Ask students to think pair share their ideas and then select students to share with the
cycle in a bag. class. Play the YouTube video “How Does Water Get to Your House?” to explain this
topic. Key questions:
- What were the different sources of water mentioned in the video? https://www.youtube.com/
- What is surface water? watch?v=TWb4KlM2vts
- What is ground water?
Explain the activities for the lesson – students will be making a water cycle in a bag, https://www.youtube.com/
building an aquifer in a cup and exploring surface water by making catchments, lakes, watch?v=cGi4PugN4qY
rivers, and dams in the sand and water tray.
ASSESSMENT (FORMATIVE)
Students will record their observations and findings in their science journals (these
What – Students will be assessed on their ability to: activities may take between 1-2 lessons).
- Explore making groundwater and describe observations
- Explore making surface water and describe observations
- Observe and describe the changes occurring to their water cycle in Learning experiences – small group
a bag.
Activity 1 – Water cycle in a bag
How – Students will be assessed by: This is a hands-on activity where students can observe how the water cycle works.
Science journals
Students begin by decorating their bag using a permanent marker – draw the sky in the
- Observation and anecdotal notes of student’s ability to: upper half of the bag (include clouds and the sun). Next, students are to carefully pour
o Explore making groundwater and describe observations
¼ cup of the dyed blue water into the plastic bag. Seal the bag and hang it up on the
o Explore making surface water and describe observations
window using sticky tape – make sure to choose a window that gets sunlight. Students
o Observe and describe the changes occurring to their
are to then wait and observe – students are encouraged to check back in a few hours
water cycle in a bag Water cycle in a bag
and then a few times a day in the following days to observe and document the changes.
Students must record their observations in their science journals. experiment:
- Zip lock bags
Activity 2 – Making “groundwater” (aquifer in a cup) - Permanent markers
This hands-on activity helps to demonstrate to students the concept of groundwater. - Water dyed blue with
Students are to layer the sand and gravel in their cup – alternating between the two until food colouring
their cup is about ¾ of the way full. This process creates the aquifer (an aquifer is the - Clear tape
layers of rock, soil and sand that contain water). Using the jugs, students slowly pour - Measuring cups
water into their cups. Students are to observe what happens to the water when you
pour it in and record their findings in their science journals. Explain to students that the
water within the sand and gravel is the groundwater – discuss what it is and why it is
important. Students should take photos of their aquifers. Aquifer in a cup
- Clear plastic cups/jars
Activity 3 – Exploring “surface water” through the sand and water tray - Sand
This hands-on activity helps students to explore surface water. Explain to students the - Gravel (aquarium gravel
different types of surface water (e.g. dams, rivers, lakes) and the concept of a works well)
catchment. Using the sand and water tray provided, students build their own - Water
catchments by constructing hills, dams, lakes, rivers. Students can add animals and - Small pouring jugs
props to their catchments. Students are to pour water into their catchments and watch
how it flows through. Students are to record their findings in their science journals and
take photos of their catchments. Sand and water tray:
Conclusion: - Large tray filled with
Bring students back to the mat. Have a discussion on what activities they enjoyed and sand
what they found interesting. Have students share one thing they learnt about either the - Watering cans and small
water cycle, ground water or surface water by engaging in the activities. buckets of water
- Shovels and spades
- Scoopers
LEARNER DIVERSITY - Small models/toy
Extending: animals and people
QR codes placed at the different rotations for students to research into the key concepts
behind the activity and record their findings in their science journals. E.g. QR codes
linked to the water cycle, QR codes linked to ground water and QR codes linked to
surface water.
Enabling:
Students are to verbally explain their observations and findings to their teacher instead
of recording them in their science journals. Teacher will be available to assist students
who are struggling with creating their water cycle in a bag, aquifer in a cup and/or
surface water constructions. QR codes at the rotations
linked to water cycle, ground
Safety Considerations: water and surface water.
- Be aware of water safety. Ensure students know that they must report any water
spillages immediately.
- Ensure that students understand the behaviour expectations of the hands-on
activities and their responsibilities when taking part in them.
- Ensure students are appropriately supervised during the hands-on activities to
prevent any injuries and/or mess.
Session 2:
Water supply incursion run by the Waterwise Schools Program (Water
Corporation WA).
In this classroom-based workshop, students learn about the protection and treatment
process of our water sources as it travels through the water cycle. The incursion is
designed for Pre-Primary – Year 2 students and the hands-on learning experiences https://www.watercorporation.
focus on the concepts of: com.au/Education/Water-
- identifying Perth’s drinking water sources; supply-and-water-
- the need to protect our catchments; and conservation
- the journey of water and its treatment from water sources to water meter.
This incursion is aimed to allow students to further explore the process that water goes
through before it gets to our taps. This incursion aims to provide students with a solid
basis of knowledge within the explore phase to move on to the explain phase.
TERM / WEEKS: •
5E’s- EXPLAIN (1 lesson)
To support students to develop explanations for experiences and TOPIC
Term 3 / Week 3
make representations of developing conceptual understandings
Formative assessment Explaining key concepts about water
SCSA LINKS EYLF

(Year 1 & 2
only)
Endeavour
Earth and space Nature and Communicating: Outcome 4: Tuning in:
sciences development Represent and Children are Ask students to stand up on the mat and find a spot away from anybody else. https://www.youtube.
Earth’s resources of science communicate confident and To motivate students for the lesson, play the Go Noodle Water Cycle – Blazer com/watch?v=KM-
are used in a variety Science observations and involved Fresh and get them to follow along with the dance. 59ljA4Bs&t=41s
of ways involves ideas in a variety
(ACSSU032) observing, of
learners Invite students to sit on the mat. Introduce the book Splish, Splash, Splosh! to
asking ways (ACSIS042) the students. Questions:
questions Outcome 5: - What do you think this book might be about and why?
about, and Children are Read the book to students. After reading, question students on the key Splish, Splash, Splosh! By Brita
describing effective concepts mentioned in the book: Granstrom and Mick Manning
changes in, communicators - Where did we see water in the book?
objects and - What was the journey of water in this book?
events
(ACSHE034) Mat session:
Recap on what was learnt in the previous lessons on water:
- What is water?
LESSON OBJECTIVES
- Why is water important?
As a result of this lesson, students will be able to: - How do we use water?
• Describe where water comes from - Where does water come from?
- Where is water stored before it gets to our taps [surface water and ground
• Identify the sources of fresh water (groundwater and surface water]?
water) Review what the students discovered about their water cycle in a bag:
• Describe how water gets from the source to our tap - What did you observe about your water cycle?
- What happened to the water at the bottom? Why do you think that
happened? How does this happen in real life?
Draw student’s attention to the ‘Know’ section of the KWL chart on the Water
Wonder Wall. Brainstorm with the students all of the new things they have
learnt about water in the previous lessons and add these to the chart.
ASSESSMENT (FORMATIVE) Explain to students that in this lesson we are going to be making a text on the KWL chart on the Water
app Book Creator to document where water comes from. Explain to the Wonder Wall
What – Students will be assessed on their ability to:
students that the purpose of their text is to explain what they know about the
- Describe where water comes from journey of water from the water cycle to our taps.
- Identify the sources of fresh water (groundwater and surface
water) Explain to the students the requirements for their text and write these on the
- Describe how water gets from the source to our tap board for students to refer back to:
1. Must have a cover page with a title, e.g. ‘All About Water’, ‘Where Water
How – Students will be assessed by: Comes From’, ‘The Journey of Water’, etc.
- Checklist with comment on students Book Creator texts. 2. Heading for the first page: ‘Where does water come from?’. Students can
include photos of their water cycle in a bag and give a brief explanation of
this cycle.
3. Heading for the second page: ‘Sources of fresh water’. Students are to White board
split this page up into surface water and groundwater. Students are to White board marker
include information they have discovered in previous lessons about
surface water and groundwater on this page. Students can include photos
of their ‘aquifer in a cup’.
4. Heading for the third page: ‘From the source to the tap’. Students are to
include a brief explanation of what they learnt during the water supply
incursion of how water is treated and cleaned before it reaches our taps.
Each page must include some pictures and a description. Students can use
audio recordings for their descriptions/explanations or add audio recordings
to elaborate on their descriptions.
Learning Experience – independent work:

Students are to work on their Book Creator texts during this time. Teacher will
be available to assist students and provide feedback when required.
Conclusion: iPads
Select a few students to share their Book Creator text with the class. After Book Creator app
sharing, complete a quick class reflection on what they enjoyed about the Science journals
Book Creator task and what they found challenging. Complete a traffic light
reflection where students choose the traffic light symbol that best represents
their feelings/understandings so far about the topic of water. IWB
iPads
Traffic Light Poster and student
LEARNER DIVERSITY pegs
Extending:
Students who need extension can add extra pages to their Book
Creator texts on top of the required pages. The extra pages can
include findings/observations/documentation from their science
journals and any extra research they conducted on water in their
science journals.
Enabling:
Students are to add audio recordings to verbally explain each concept
in their texts – they don’t need to include any written
explanations/descriptions.
TERM / WEEKS: •
5E’s- ELABORATE (1-2 lessons)
To challenge and extend students’ understandings in a new context TOPIC
Term 3 / Week 4 or make connections to additional concepts through a student
planned investigation Investigation into school water usage and how to
• To use investigative/ inquiry skills
Summative assessment of science inquiry skills save water around the school
SCSA LINKS EYLF

(Year 1 & 2
only)
Science Science as a Science Inquiry Skills OUTCOMES
Understanding Human
Endeavour
Earth and Use and Planning and Outcome 1: Tuning in:
space influence of conducting Children have a Introduce the concept of water conservation to students by giving them a quick
sciences science Participate in guided strong sense of demonstration on the world’s water supply.
Earth’s People use investigations to identity 1. Show the class a measuring jug filled with one litre of water – explain to
resources are science in explore and answer the students that this container represents all of the water on Earth. Measuring jug filled with 1 litre of
used in a their daily questions Outcome 2: 2. Pour 30ml of this water into a smaller measuring jug – explain to water
variety of lives, (ACSIS038) Children are students that this represents Earth’s fresh water. Smaller measuring jug
ways including connected with 3. Explain to students that the remaining 970ml in the original measuring Petri dish
(ACSSU032) when caring Processing and and contribute jug represents the saltwater in the ocean that we cannot drink. Key Eye dropper
for their analysing data and to their world question: Why can’t we drink the water in the ocean? Small clear cup/container
environment information 4. Pour about 6ml of the ‘fresh water’ into a petri dish – explain to students
and living Use a range of Outcome 3: that this represents the fresh water that is not frozen in ice caps or
things methods to sort Children are glaciers.
(ACSHE035) information, including confident and 5. Take an eye dropper and remove 1 drop of water from the petri dish and
drawings and involved place it in a small clear cup/container. Explain to students that this
provided tables and learners represents the fresh water that is clean, not polluted and available for us
through discussions, to use.
compare observations
with predictions Mat session:
(ACSIS040) Have a class discussion on how precious our water is and why it is so important
to conserve water. Key questions:
Evaluating - Why do we need to conserve our water?
Compare - Why is our drinking water so precious if there is so much water on Earth?
observations with - Who uses water?
those of others - Why do we need water?
(ACSIS041)
LESSON OBJECTIVES Explain to students that although there is a large amount of water on Earth, there
is only a very small amount of fresh water. Explain to students that this limited
As a result of this lesson, students will be able to: amount of fresh water must support our humans, plants, animal life and
• Discuss observations about water usage in the school agriculture. Large sheet of butchers paper
• Conduct an investigation to identify 5 water conservation Permanent markers
initiatives that can be implemented in the school Brainstorm as a class some of the general ways that we can conserve our water
• Explain how their water conservation initiatives can be in our daily lives (at school, home and community) to introduce this concept –
implemented in the school record student responses on a poster for them to refer back to (poster will be
displayed on the Water Wonder Wall).
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) Explain to students that they will be conducting an investigation into how and
where water is used in the school and identifying some water conservation
What – Students will be assessed on their ability to:
initiatives that could be implemented in these areas. Discuss with students what
- Discuss and record observations about water usage in the school
they found in their water walk in the previous lesson:
- Conduct an investigation to identify 5 water conservation initiatives
- Where was water located throughout the school?
that can be implemented in the school
- What do you think uses the most water?
- Explain how their water conservation initiatives can be implemented in
- What do the students in the school use water for?
the school
- What do other people in the school use water for? People such as teachers,
grounds person, canteen staff?
How – Students will be assessed by:
iPads
- Observation and anecdotal notes of student participation during the
Ask students to bring their iPads to the mat and to open their Popplets containing
mat session and investigation
the information from the water walk. As a class, use this information to create a Large sheet of butchers paper
- Checklist with comment on students completed investigation recording
mind-map on a large sheet of paper to classify these different sources of water in Permanent markers
sheets.
the school into their uses (and include the number of facilities if applicable), for
example:
- drinking – 3 drink fountains;
- cleaning – 5 sinks;
- school garden – 1 hose;
- bathroom – 6 bathrooms and 18 toilets all together;
- irrigation;
- cooking – 2 sinks etc.
Using this information, students are to plan and conduct an investigation into how
water usage in the school can be reduced in each of these areas. Students must
come up with at least 5 water conservation initiatives and explain how they will be
implemented.
Learning experience: Recording sheet (included

Place students in collaborative teams to conduct their investigation. Provide below)
students with a recording sheet for their investigation. Students are to identify at Clipboards
least 5 water conservation initiatives and are encouraged to think of initiatives for Pencils
different areas of water usage in the school. Students must explain on their
recording sheet how each of the initiatives can be implemented. Students can
bring their recording sheet on a clipboard and talk to different staff members
and/or look at the different water facilities in the school to assist them to think of
their initiatives and their implementation techniques. The teacher will roam
around to assist students through the investigation.
Conclusion:
Students share with the class some of their findings and the water conservation
initiatives they have come up with so far. The class is encouraged to ask each
group questions on how they will implement their initiatives etc. Key questions to
ask students:
- What are you enjoying the most about this investigation? What are you
Recording sheet finding challenging?
- What places in the school do you think use the most water and why?
- Once we finish our investigation, how do you think we could share these
water conservation initiatives with the other members in our school?
LEARNER DIVERSITY
Extension:
These students have the opportunity to implement one of their initiatives – e.g.
make a poster to put near the taps in the bathroom to remind students to turn the
tap off, make a poster to remind students to use the half flush on the toilet etc.
Enabling:
Students will be placed in collaborative teams of mixed ability so that these
students can be supported through the investigation by the students who need
extension.
Safety considerations:
- Ensure that when students are conducting their investigation and wondering
around the school they are supervised.
- Ensure that students know the behaviour expectations of working within the
school and their responsibilities to be respectful
o Don’t disturb other classes
o Keep the noise level low
o Knock on classroom doors before entering.
TERM / WEEKS: •
5E’s- EVALUATE (1 lesson)
To provide opportunities to review and reflect on their learning about TOPIC
Term 3 / Week 5 XXXXX and represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas Review and reflect on learning by creating and
sharing Book Creator texts
when planning learning experiences
SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Endeavour
Earth and space Use and Evaluating Outcome 3: Tuning in:
sciences influence of Compare Children have a Introduce and read the book Why Should I Save Water? to students. After Why Should I Save Water by
Earth’s resources science observations with strong sense of reading, question students on the key concepts in the book: Jen Green
are used in a variety People use those of others wellbeing - What were some of the ways that the children saved water in the book?
of ways science in their (ACSIS041) - Why is it important that we save water?
(ACSSU032) daily lives, Outcome 5: - What did you notice when the children saved water?
including when Communicating Children are - Do you think you could save water in some of these ways too?
caring for their Represent and effective
environment communicate communicators Mat session:
and living things observations and Recap on what has been learnt throughout this science unit. Draw student’s Wonder Wall
(ACSHE035) ideas in a variety attention to the Water Wonder Wall. Go through each of the concept maps
of ways and posters that were made as a class. Talk about the KWL charts on the KWL Charts
(ACSIS042) board – go through the ‘want to know ‘section on the chart and discuss if we
have discovered everything about water that we wanted to know. Discuss as
a class what we can add to the ‘learnt’ section of the chart. Questions:
- What have we learnt about water throughout this unit?
- Can we answer each of our questions on the ‘want to know’ section and
add these answers to the ‘learnt’ chart?
LESSON OBJECTIVES
As a result of this lesson, students will be able to: After completing the KWL chart, explain to students that today will be the final
• Create a Book Creator text to represent their learning throughout the lesson on our science topic of water. Explain that students will be finishing
unit their Book Creator texts that they made in lesson 3 by adding important
• Present their text to the class and explain their water conservation information to the text from our investigation in the previous lesson. Explain to
initiatives and how they could be implemented. students that they will be adding to their texts their findings on water usage
throughout the school and the water conservation initiatives that they came
up with. After their Book Creator texts are completed, students will present
them to the class and discuss their water conservation initiatives and how
they could be implemented in the school.
Learning Experience
Students work on their Book Creator texts – adding extra pages on their iPads
findings about water usage in the school and their water conservation
initiatives that they wish to implement. Students can also add a page in their Book Creator app
texts of how water is used at home, school and the community by adding their
ASSESSMENT (SUMMATIVE – Science Understanding) completed Popplets from lesson 1. Once students have included all of their
content, they can work on making their text creative by changing fonts, styles,
What – Students will be assessed on their ability to: colours and adding pictures etc.
- Create a Book Creator text to represent their learning throughout the unit Ideally, all students will get to present their completed Book Creators to their
- Present their text to the class and explain their water conservation class so presentations may have to be rostered over a few days.
initiatives and how they could be implemented.
Conclusion:
How – Students will be assessed by: Reflect on the unit of work by providing each student with a rain drop card – Rain drop cards
- Observation and anecdotal notes on student’s presentation students are to write one of the most important or interesting things that they Cloud card
- Rubric on students completed Book Creator texts. learnt during the unit on their raindrop card. The finished raindrops will be Laminator
laminated and displayed on the Water Wonder Wall with a cloud at the top
and the cloud will have the title ‘What We Have Learned About Water’. Kahoot quiz
Finish the lesson with a Kahoot on the main concepts covered during the unit.
LEARNER DIVERSITY
Extending:
Students who need extension can add extra pages to their Book Creator texts
on top of the required pages. The extra pages can include
findings/observations/documentation from their science journals and any
extra research they conducted on water in their science journals.
Enabling:
Students are to add audio recordings to verbally explain each concept in their
texts – they don’t need to include any written explanations/descriptions.
S
References:
Activity Village. (2020). The water cycle, [diagram]. https://www.activityvillage.co.uk/the-water-cycle
Department of Education, Employment and Workplace Relations. (2009). Belonging, being and becoming: The early years learning framework for australia.
https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia_0.pdf
GoNoodle. (2017, May 19). Water cycle: Blazer Fresh [Video]. YouTube. https://www.youtube.com/watch?v=KM-59ljA4Bs&t=41s
Green, J., & Gordan, M. (2005). Why should i save water? B.E.S. Publishing.
Have Fun Teaching. (2015, January 27). Water cycle song [Video]. YouTube. https://www.youtube.com/watch?v=TWb4KlM2vts
Lyon, G. L., & Tillotson, K. (2011). All the water in the world. Atheneum Books.
Manning, M., & Granstrom, B. (2004). Wonderwise: Splish, Splash, Splosh: A book about water. Franklin Watts.
Primary Connections. (2012). Water works year 2: Earth and space sciences. https://primaryconnections.org.au/sites/default/files/unit-file-downloads/Water-works.pdf
Primary Connections. (2020). The 5E model: a framework for guided inquiry. https://primaryconnections.org.au/resources-and-pedagogies/pedagogies/5e-model-framework-
guided-inquiry
School Curriculum and Standards Authority. (2014). Science v8.1. https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8#year-2-syllabus
SciShow Kids. (2018, February 20). How does water get to your house? [Video]. YouTube. https://www.youtube.com/watch?v=cGi4PugN4qY
Water Corporation. (2020). Water supply & water conservation. https://www.watercorporation.com.au/Education/Water-supply-and-water-conservation

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SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

Next, pose the question:

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Learning Experience – independent work:

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Learning experience: Recording sheet (included

SCSA LINKS EYLF

Activity Village. (2020). The water cycle, [diagram]. https://www.activityvillage.co.uk/the-water-cycle

School Curriculum and Standards Authority. (2014). Science v8.1. https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8#year-2-syllabus

Water Corporation. (2020). Water supply & water conservation. https://www.watercorporation.com.au/Education/Water-supply-and-water-conservation

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