Australian Curriculum: Science (Year 2)

Sub-strands Content Descriptions Achievement Standard

Biological sciences  Living things grow, change and have offspring similar to themselves (ACSSU030) By the end of year 2, at Standard, students
describe changes to materials and living
Chemical sciences  Different materials can be combined for a particular purpose (ACSSU031) things, and how a push or a pull affects an
 Earth’s resources are used in a variety of ways (ACSSU032) object’s behaviour. They identify that
Earth and space certain materials and resources have
sciences
different uses.
Physical sciences  A push or a pull affects how an object moves or changes shape (ACSSU033)
Students describe examples of where
 Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034) science is used in people’s daily lives.
Nature and
development of Students pose and respond to questions
science
about their experiences and predict
Use and influence of  People use science in their daily lives, including when caring for their environment and living things (ACSHE035) outcomes of investigations. They use
science informal measurements to make and
compare observations. Students record and
Questioning and  Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037)
represent observations and communicate
predicting ideas in a variety of ways.
Planning and  Participate in guided investigations to explore and answer questions (ACSIS038)
conducting  Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS039)

Processing and  Use a range of methods to sort information, including drawings and provided tables and through discussion, compare
analysing data and observations with predictions (ACSIS040)
information

Evaluating  Compare observations with those of others (ACSIS041)

Communicating  Represent and communicate observations and ideas in a variety of ways (ACSIS042)

General Capabilities Cross Curriculum Priorities

 Literacy  Aboriginal and Torres Strait Islander histories and cultures
 Numeracy  Asia and Australia’s Engagement with Asia
 Information and communication technology (ICT) competence  Sustainability
 Critical and creative thinking
 Ethical behaviour
 Personal and social competence
 Intercultural understanding

English Maths
Making observations about written texts and Create a simple timeline of the stages of a turtle’s life.
exploring their meaning (using books about turtles as Focusing on the ages from newborn to adulthood.
reference points) (How long do turtles live for?)
 CONCEPT MAP

EC focused
Sensory table – provide a trough with water and different material such
as shells, sand, rocks, sea creatures etc.

Sand and Ping-Pong balls with turtles’ figures for children to recreate
what they are learning about.

Children’s literature

Concept: living things Term: 2 Weeks: 1-5

Science / Technology & Enterprise Health & Physical Education

Do an obstacle course focusing on the travel a turtle does over its lifetime. Where
Investigate different life cycles in the environment does the turtle travel? Where does it end up?
Explore non-living and living things
Watch videos Start with questions: “how do the mother turtles make sure their eggs are safe”
Investigate topics by researching “where do they lay their eggs” Parachute game – keep the turtle eggs safe (children
move the parachute up and down, wiggle it and the aim is to make sure none of the
‘eggs’ fall off.

Geography
Explore where turtles travel – what continents do they go
to? Where do they nest? What oceans do they live in?
Discuss Aboriginal and Torres strait people and their respect
for the land and living things.
Society and environment
Sustainable practices: Plastic and the damages on the
environment. How can plastic harm the environment?
Recycling? How can we save the turtles? It can end the life
cycle of many sea creatures. How?
Beach clean-up.
The Arts
Role play the different stages of the turtle’s life cycle. (Move
like a baby turtle running away from predators on the beach,
move like a turtle travelling the world, Move like a mother
turtle on the beach, swim like a turtle)
Collaging with a turtle template with different pieces of
plastic that have been collected and cleaned.

Creating books/posters etc.

SCIENCE FORWARD PLANNING DOCUMENT
 TERM / WEEKS: 5E’s- ENGAGE (1-2 lessons) TOPIC:
 To capture student interest and find out what they know about living things and how
Year 2 
they change and grow over time.
To elicit students’ questions/ prior knowledge about the life cycle of a turtle
Term 2, week 1 Diagnostic assessment used- in this lesson you will find out what the students already know about the
life cycle of a turtle. This will allow you to take account of students’ existing ideas when planning
Science – Living things – A sea turtles life cycles
learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Human Science Inquiry OUTCOMES
Endeavour Skills
Living things grow, Science involves Compare Outcome 4: Mat Session/Motivation: KQ1: What is this?
change and have observing, asking observations with Children are
offspring similar to questions about, those of confident and Engage the students by having an image or model of a sea turtles’ egg, without KQ2: What animal
themselves (ACSSU03 and describing others (ACSIS04 involved telling the students what it is, allow them to observe. has it come from? Is
0) changes in, objects 1) learners. Ask students KQ1, once the students have answered and identified that is an it a land animal or a
and egg, ask KQ2. sea animal? What
events (ACSHE03 Outcome 5: could it change in
4) Children are -
It is not expected that the students will know what it is or where it has to?
effective come from, so if no responses, explain that it is an egg from a sea
communicators KQ3: Who has seen
turtle. Then explain your own experience of seeing the baby sea turtles
a sea turtle or have
hatch in Exmouth and then ask KQ3. seen a baby sea
Allow time for a class discussion about students experiences with turtles and turtle before?
then communicate with them how it might be fun if we learnt more about sea
LESSON OBJECTIVES
turtles and how they live. KQ4: Tell me what
As a result of this lesson, students will be able to: you know about sea
 Draw, individually, a personal representation of a sea turtle’s life cycle and Read Tilly’s Reef Adventure written by Rhonda N. Garward turtles so far?
display at least three phases of the life cycle.
 Verbally discuss in groups of four the similarities and/or differences of a After the book, engage the students in a collaborative brainstorm on the mat.
sea turtle's offspring by comparing their drawings.  - Ask KQ4 Resources:
 Complete a true/false kahoot quiz outlining what it is they know about If students don’t know much about the topic, scaffold them with questions
lifecycles  like this:
1 x Turtle Egg or
o Where do they live?
ASSESSMENT (DIAGNOSTIC) o What do they look like?
Objective 1: Annotated diagram drawing will be used as a work sample and marked o What do they eat?
by a rubric - Encourage them to have a guess and communicate to the students that images to stimulate
we will research each of these topics to answer them correctly. ideas/questions.
(ENGAGE Checklist in the assessment documents)
- Remind students of our word wall, and if there are any new words they
would like to add, to do it at any time.
Whiteboard +
Objective 2: Observation and anecdotal notes will be used to assess the students’
discussions about the similarities and differences of their drawings. Explain the next step of the lesson (drawing a life cycle), then transition Markers [Brainstorm
Some questions the teacher will ask to guide their observation and notes are: students to their tables.
- Does the student understand the topic? If so, how much? ]
- What do students know about sea turtles? Before they begin the lesson remind the students of how we create a life cycle
- Are they collaboratively sharing their ideas with other students? drawing (add arrows to establish the order of the cycle).
- Is the student able to identify the similarities and differences within their Colouring utensils
drawings? Lesson Activities (~25 minutes)
Students will be asked to draw a picture that shows their ideas about sea
Objective 3: A Kahoot quiz will be used to assess the student’s prior knowledge of Science Journals
the topic. Student's answers will be used to guide content and learning experiences turtles’ life. The students will be asked to think about how the turtle might
needed to foster a deeper understanding of lifecycles. change over time.
1x Kahoot Quiz
The students will then begin drawing an annotated drawing/lifecycle of a sea
turtle. As they do this, the teacher will walk around and assess what the
Science Word Wall
students already know about turtles and mark them off on the marking rubric.

Once students finish their drawing, they can participate in the small world play
3 x Small World
activities.
Play
After ~15 mins, call the students back to their tables for the next activity.
Students will be put in groups of four to discuss three different discussions
3 sets of life-cycle
topics (Observe and write anecdotal notes as this is happening).
sequencing cards
These being:

- What are the different stages you have drawn, could you add any Early finishes will be
topic-specific language? allowed to go to the
- What physical attributes changed or stayed the same during the life back of the room to
cycle of the turtle? engage with the
- Do you think the stages of growth are similar to humans? small world plays.
These are three
After 5 minutes of discussion, encourage each group to share what was
sensory trays that
discussed.
- Have a sea turtles life cycle up on the board and communicate the focus on life cycles of
stages of its life. different animals.
 Plenary (~10 minutes) Students will have
the opportunity to
To finish off the lesson, students will be asked to place their drawings away and play with the
grab an iPad from the trolley and scan the QR code to access a fun quiz.
materials and place
- Remind the students that it is okay if they don’t know the answers, this
the story cards in the
is just to identify what they already know about the topic and what
they would like to learn more about. correct order to
create the animal’s
During the Quiz, the teacher will read out the questions and scaffold the life cycle. These have
students’ answers. been set up to
engross their
After the quiz transition students to put their iPads away and then transition to
curiosity.
the next lesson.

LEARNER DIVERSITY
- If students are becoming over-excited while drawing, the teacher will
remind the students of positive behaviour and move anyone if they are
being too distracting.
- Have the children’s books on the tables for students to observe and get
ideas from.
- Students who may need extra support can be placed in a group to work
with the teacher for scaffolding.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS:  To provide hands on, shared experiences to explore the life cycle of a sea turtle TOPIC

Year 2 To support students to investigate and explore ideas about life cycles.
Science – Living things – A sea turtles life cycles
Term 2, week 2 Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Human Science Inquiry OUTCOMES
Endeavour Skills
Living things grow, Science involves Represent and Outcome 4: As the students enter the room in the morning have a virtual aquarium up on KQ1: What do you
change and have observing, asking communicate Children are the smartboard for students to observe. think the sea turtles’
offspring similar to questions about, observations confident and https://www.youtube.com/watch?v=yLuEx-XH3Uc predators are?
themselves (ACSSU03 and describing and ideas in a involved
0) changes in, objects variety of learners. Mat Session/Motivation: KQ2: What do sea
and ways (ACSIS04 Begin the lesson, by reading Emerald the Green Turtle’s Tale written by Aleesah turtles need to live a
events (ACSHE03 2) Outcome 5: Darlison. long happy life?
4) Children are
effective KQ3: What do they
Communicate to the students an activity they will be doing after the book
communicators eat?
Students will think of one thing they found interesting in the book and write it
down on a sticky note. Once they have written it down, they will put it up on the KQ4: Why do you
LESSON OBJECTIVES board. think they go back to
As a result of this lesson, students will be able to: the same beach they
After the book, allow the students 5 minutes to write down their interesting hatched from? How do
 Represent the life stages of a sea turtle by matching the descriptions to the fact and place it on the board. they know?
images, in small groups.
 Identify, in groups of 4, familiar locations on a map to find clues to lead The teacher will ask different students to read out the sticky notes and have a KQ5: What did you
them to the hidden ‘treasure’. classroom discussion. find?

ASSESSMENT (FORMATIVE) The teacher will then ask KQ1, KQ2, KQ3 and KQ4. KQ6: What would
- Encourage students to make predictions and think-pair-share with the some challenges be for
The formative assessments will be a part of an ongoing observation of children’s
person sitting next to them. the hatchlings once
understandings, the following assessment types will be used to measure student
- Allow students to share their ideas and then discuss the answers to the they begin their life as a
learning.
questions. free sea turtle?
Objective 1:
In their think pair share groups, the teacher will hand out a card sort. The KQ7: Who would like
- This objective will be assessed using a simple checklist.
students will match the descriptions to the images and place them in the to share their answers
- A photograph will be taken once the students have finished their life cycle
on the back of the
activity to document their work, this will be used as a work sample and correct order. Once finished, the students will raise their hands and the teacher
worksheet with the
ticked off the checklist if completed correctly. will take a photograph as a work sample.
class?
- Students will also be assessed on general behaviour and ability such as:
o Able to follow lesson instructions and complete the task Lesson Activities (~25 minutes)
effectively. KQ8: “If you saw a
o Works Collaboratively in small group activities turtle nest, would you
Prior to the lesson, the teacher has created multiple different maps of the
(EXPLORE Checklist in the assessment documents) go up and touch it?
playground with instructions to follow, the map leads the students to three
Why?”
different ‘turtles’ nests’ in the sand (sandpits in the playground). This links to
Objective 2: Is set to be marked through anecdotal notes that detail which students - The teacher
the Mathematics Curriculum link (ACMMG044). will then
worked well together and which students were able to read and identify the map.
explain the
Students will follow the map by identifying familiar locations in the pictures on importance
(Anecdotal Note Template in the assessment documents) the map, there will be a clue to find their question card at each location. that we don’t
Students will work together to complete the question card before moving on to touch the eggs,
These assessments will be considered for the final assessment rubric
the next location on the map. we only
observe as we
 Students will need to take a pencil with them to complete the questions along don’t want to
the way and hold onto their question cards. disturb the
animals in the
Students will be placed in groups of 4-5 to work together as a team. wild. We can
help if we
Once the students have completed the map and have found the turtles eggs really need.
(Ping-Pong balls), The teacher will explain to the students that this is what a
turtle nest may look like on the beach.
The teacher will ask the students KQ8. Resources:
Once the students have finished their question cards they will head back into - YouTube
the classroom. videos
- Children’s
Plenary (~10 minutes) literature
To finish off the lesson, the teacher will ask KQ5, KQ6 and KQ7 - Sticky notes
- Students
The answers will be up on the board for when the students go back into the
writing tools
room with the answers for their question cards. Students will be encouraged to
- Card sort and
get a red pen and mark their answers in their groups.
description
(Example
Transition to next lesson. attached
LEARNER DIVERSITY below)
- Students who have difficulty staying engaged or have difficulty - Maps/question
reading/writing will be placed in a group working with the teacher. cards
- Have a harder map and questions for students who may be excelling. (attached
- Have another teacher to support students when following their maps. below)
- Ping-Pong
SAFETY: balls (turtle
- Supervision will be adamant when the students are outside during the eggs in
main activity. Another teacher will be available to support students sandpit)
when following their maps. - Assessment
- Make sure students are walking to their locations as they will be tools
holding pencils and their papers. Explain this expectation before - PowerPoint
beginning the lesson. with answers
for the
worksheet for
students to
self-mark.
- Camera

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLAIN (1 lesson)
TERM / WEEKS:  To support students to develop explanations for experiences and make TOPIC
Year 2 Formative assessment
representations of developing conceptual understandings
Science – Living things – A sea turtles life cycles
 Term 2, week 3
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Human Science Inquiry Skills OUTCOMES
Endeavour
Living things grow, Science involves Participate in guided Outcome 4: KQ1: How many
change and have observing, asking investigations to Children are Mat Session/Motivation: stages of the cycle is
offspring similar to questions about, explore and answer confident and The lesson will begin by watching a detailed YouTube video about the sea there? (7)
themselves (ACSSU03 and describing questions (ACSIS03 involved turtle’s life cycle. https://www.youtube.com/watch?v=xAbAwgWyinQ
0) changes in, objects 8) learners. KQ2: What are the
and predators of a sea
During the video, the teacher will pause and write the stages and changes
events (ACSHE03 Outcome 5: turtle? (Seagulls,
on the board. This will be used as a scaffold for the main activity.
4) Children are crabs, fish, sharks, and
effective other animals)
After the video, the teacher will ask questions to test the students’
communicators
knowledge and listening skills. Once the students answer the question the KQ3: What do
teacher will write the info up on the board in the correct stage of the hatchlings follow to get
LESSON OBJECTIVES turtle’s life (KQ1-KQ6). to the ocean? (The
As a result of this lesson, students will be able to: Lesson Activities (~30 minutes) Moon light, reflecting
Students will be creating a story, describing the stages and changes of the off the ocean)
 Verbally comment on the main elements of a sea turtles life cycles, during a turtle’s life. They will be asked to put themselves in the point of view of the
classroom discussion. turtle and write and draw as if they were the turtle telling the story. This KQ4: How do the sea
links closely to (ACELT1593)’ turtles travel around the
Before dismissing students, explain the following: world? (They swim
 Create a story book, individually, describing the different stages and changes
with the currents and
that happens in a sea turtles’ life.
o They will be drawing and writing a book about the use the worlds
magnetic fields to
 Demonstrate appropriate presentation skills focusing on appropriate eye changes and stages of the turtle’s life.
direct them)
contact and voice projection when sharing their book in small groups. o They will be writing in first person (i), pretending they are
the turtle. (e.g., Hi, my name is Timmy, and I am a sea KQ5: Where do female
turtle). turtles go when they
ASSESSMENT (FORMATIVE) o The teacher will model writing on the board. have reached mature
The formative assessments will be a part of an ongoing observation of children’s age? (Back to the
o They can use as much information as they like, but make beach they were born)
understandings, the following assessment types will be used to measure student
sure they have a least the four main stages (Egg,
learning.
Hatchling, Juvenile, Adult). KQ6: Once the female
Objective 1: This objective will be assessed using a voice recorder to take note of the o They will be allowed to use the iPads to research any turtle has laid their
students answers and record the learning they have done so far. more information to add to their stories and refer up on eggs, what happens
next? (They return to
the board for information if they need it.
Objective 2: Children’s story books will be marked against a checklist focusing on their the water, to wait for
ability to describe the stages and changes, also taking in account their writing and the next mating season
creativity ability. This will form part of the ‘science inquiry skills’ final assessment Show the students an example book for guidance. Students will be given an and the cycle
rubric A5 booklet to begin creating their stories. continues)

(Checklist in assessment documents) The teacher will walk around the room and support the students with
KQ7: what might harm
questions and scaffold them if needed. sea turtles and other
Throughout all lessons, anecdotal notes will be and will document any children with animals causing them
significant gaps in their knowledge and understanding of the topic. This will not include Plenary (~10 minutes) to die and not complete
small errors. Students will pack away their work and sit down on the mat for a the life cycle? (plastic)
classroom discussion. The teacher will get the students in groups of four to
Objective 3: A separate checklist will be used for this objective, as it is an ongoing share their stories with one and another KQ8: How is plastic
assessment that is used in all lessons across the term to assess children’s presentation - Communicate with the students that it is okay if they haven’t and other forms of
skills. finished, it is just to share and get ideas from each other. rubbish harmful to the
environment and our
(Presentation Skills Checklist in the assessment documents) sea creatures?
The teacher will ask a question that will lead into the following lesson.
- KQ7 and KQ8
These assessments will be considered for the final assessment rubric Resources:
Have a conversation about plastic and rubbish and how it is important to - YouTube
keep our waterways clean. video
- Discuss that plastic and rubbish can be harmful to sea turtles and - Whiteboard
other animals. markers
- Talk about how it can get caught around them which stops them - Whiteboard
- A5 booklet
from being able to swim.
- Example
- How plastic and other forms of rubbish can be mistaken for food
booklet made
(as Tilly did with the plastic bag, she thought it was a jellyfish). from teacher
- Writing and
Talk about having a recycling bin in the classroom and ask the students if it colouring
is a good idea – Plan to arrange one for students to start using. tools
- Take home
The teacher will then assign a take-home activity to the students and ask activity
them to brainstorm two things to discuss in our next lesson. (resources)

LEARNER DIVERSITY
- For students that need more of a challenge, the teacher will
encourage additional information to be added to their stories.
- Students who may have difficulty will sit at the table with the
teacher for scaffolding.
- Have an example story on the board for students to refer to.
 - Early finishes will be allowed to engage with the small world plays.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS:  To challenge and extend students’ understandings in a new context or make TOPIC
Year 2 connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills Living things – caring for the environment
Term 2, week 3-4 Summative assessment of science inquiry skills

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Human Science Inquiry Skills OUTCOMES
Endeavour
Living things grow, Science involves Participate in guided Outcome 4: Mat Session/Motivation:
change and have observing, asking investigations to Children are Begin the lesson by getting all the students on the mat to watch a YouTube KQ1: What was that
offspring similar to questions about, explore and answer confident and video video about?
themselves (ACSSU03 and describing questions (ACSIS038) involved A whale’s tale
0) changes in, objects learners. https://www.youtube.com/watch?v=xFPoIU5iiYQ&t=66s KQ2: What happened
and to the turtle? What was
events (ACSHE03 Outcome 5: After the video, the teacher will ask KQ1 and KQ2 and KQ3 he trying to do?
4) Children are
effective KQ3: What was the
Allow multiple students to have a go at answering and then discuss the
communicators boy doing in the video?
answers with the students.
What was he trying to
LESSON OBJECTIVES achieve?
- KQ1: Discuss with the students that the video is about helping our
As a result of this lesson, students will be able to: environment and how rubbish can be harmful to lots of sea KQ4: What can we do
creatures. to teach other people
 Work collaboratively in groups to plan and investigate ways we can save the - KQ2: Discuss that the turtle thought the plastic bag was a jellyfish around the school
turtles and look after the ocean from plastic and pollution. and it went to eat it. Talk about how this could happen a lot about plastic in our
 Create a poster, individually, by researching and sharing at least one way we causing turtles to get very sick and die. ocean and the dangers
can save the turtles and care for our environment, to display around the school. - KQ3: Discuss that the boy was trying to get people to throw their it has on turtles and
rubbish in the bin by creating a poster and handing it out. He was other sea creatures?
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) also picking up rubbish that he saw on the beach and helped the
whale become free. KQ5: What are you
putting om your
Objective 1: Observation and anecdotal notes will be used to assess the students’ poster? What is the
observations, questioning and discussions about ways we can support the environment. The teacher will explicitly explain the importance of protecting our
message you want to
These notes will be considered for the final assessment rubric. environment from plastic. Information retrieved from share?
https://www.lessplastic.org.uk/how-you-can-make-a-difference-to-ocean-
Objective 2: Student’s posters will be photographed and uploaded for parents to see. plastic/ KQ6: what are some
The photographs will also be used as a work sample and marked against a simple - Sea turtles and other ocean life mistake plastic for food and ingest other things you could
checklist: it. An estimated that more than 100 million marine animals die include on your
- Did the child engage in a range of researching skills to find the information each year because of eating or getting entangled in plastic. poster?
needed for their poster? - If turtles and other sea creatures fill their stomachs up with
- Did they collaboratively work with others? plastic, then there is no room for real nutrients, and it results in
- Did the child include at least one way we can support the turtles and oceans? Resources:
the animal dying.
- Did the child take pride in their work? - YouTube
- Do we know what would happen if lots of sea creatures died
video
because of plastic? Then our ecosystem would also die, and it - Students
would quickly affect the way we are living! Do we want that? writing tools
- Did you know it’s not just plastic that is harmful to our ocean! - Posters –
There are also other things such as oil drilling and destructive coloured and
fishing. white card
- Colouring
The teacher will ask KQ4: pencils
- Posters - Computer and
Lesson Activities (~45 minutes) printer to
To be completed over two lessons if needed. print images if
Idea retrieved from https://www.greenpeace.org.uk/resources/turtle- needed
journey-education-resource/ - iPads for
research
- resources
Students will engage in a guided investigation to discover ways we can
from previous
save the turtles and the oceans. Students will be encouraged to work
lessons for
together in groups to research with teacher support if needed. guidance.
- Example
- Students will then be asked to create an eye-catching poster poster
independently to place on the walls around the school to - Glue-tack
persuade others that our oceans need protecting. - Camera
- Your poster can talk about the life cycle of a turtle and how we
need to save the turtles, or it could be primarily about protecting
our oceans from plastic to save all sea creatures.
- They will show me what you’ve learnt over the last couple of
weeks.

Students will begin creating their posters

- Students will be encouraged to be creative when creating them,

using lots of colours, images/drawings, and effective words
(adjectives) to catch the audience’s eye.
- Students will be encouraged to use their stories from the previous
 lessons to guide their poster.
- They will be allowed to use the iPads to investigate any new
information needed to create their posters.

The teacher will have example posters available for students to observe
and get ideas from.

- If all students seem to be working well, the teacher can interact

with them and ask questions such as KQ5 and KQ6
- The teacher will be video recording snippets of students creating
their posters to add to the learning journal given to parents.
- After ~40 minutes, inform students to put on the finishing touches
on their posters and to line up at the door.

Plenary (~10 minutes)

If students are not finished, continue this lesson at another time during the
week and get children to pack away and transition to the next lesson of the
day.
If all students are finished (after the second lesson) get the students to line
up at the door and go on a walk around the school (everyone will walk
together). Allow students to place their posters where they think people
will read them. Once everyone has placed their posters up around the
school, everyone will head back to class to get ready for home-time.

The teacher will take photos and upload them for the parents to see.
LEARNER DIVERSITY
- If it seems that students are struggling and are unlikely to finish in
the allotted time, the activity can be extended and continued
another day to finish their work.
- For students that need more of a challenge, the teacher will
encourage additional information to be added to their posters.
- Students who may have difficulty will sit at the table with the
teacher for scaffolding.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EVALUATE (1 lesson)
TERM / WEEKS:  To provide opportunities to review and reflect on their learning about life cycles and TOPIC
Year 2 represent what they know about sea turtles
Summative assessment of science understanding e account of students’ existing ideas when planning Living things – caring for the environment
learning experiences
 Term 2, week 4-5
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Human Science Inquiry OUTCOMES
Endeavour Skills
Living things grow, Science involves Represent and Outcome 4: Mat Session/Motivation: KQ1: Who has enjoyed
change and have observing, asking communicate Children are Call students onto the mat learning about sea
offspring similar to questions about, observations confident and turtles and ways we can
themselves (ACSSU03 and describing and ideas in a involved Explain that today is the last day we are learning about the life of a turtle but protect them?
0) changes in, objects variety of learners. will still be learning about sustainability and ways we can not only protect the
and ways (ACSIS04 KQ2: Is this life cycle
events (ACSHE03 2) oceans, but our world. correct?
Outcome 5:
4) Children are
Motivation: the teacher will read the children’s literature a turtles song KQ3: Did you enjoy
effective
written by Alan Brown. sharing your work with
communicators
the year ones?
The teacher will ask KQ1:
LESSON OBJECTIVES
- The teacher will ask for a thumbs up if they have enjoyed it or a KQ4: What is one thing
As a result of this lesson, students will be able to: thumb in the middle if it was okay, and a thumbs down if they didn’t you think they learnt?
enjoy it.
 Write five facts on palm cards to independently share with a group of year
ones. Lesson recap:
 Demonstrate appropriate presentation skills focusing on appropriate eye - After the children’s book, the teacher will have the turtle life cycle
contact and voice projection when sharing their book in small groups. card sort on the board out of order. The teacher will ask the students
KQ2.
ASSESSMENT (SUMMATIVE – Science Understanding)
- One by one, the teacher will call the students up to fix the life cycle.
Objective 1: This will be compiled as a work sample and used to assess the Once they have placed the images in the correct order. The teacher
students overall understanding of the topic. This will be marked using a final will hand out descriptions to each student.
assessment rubric for inquiry skills and their scientific understanding.
- The students will read their cards (with help from the teacher if
(Final Assessment rubric in the assessment documents) needed) and place it on the board in the stage they think it belongs.

Objective 2: This will be assessed using the same checklist used for the explain - The teacher will ask the class if they agree or disagree about the
lesson. placement of the description.
- Checklist will be used for this objective, as it is an ongoing assessment
 that is used in all lessons across the term to assess children’s presentation
skills. - Once they have finished that activity the teacher will explain today’s
lesson.
(Presentation Skills Checklist in the assessment documents)
The teacher has planned with the other teachers to do a collaborative lesson
with the year ones). The groups will work with small groups of year ones to
share what they have been learning and why it is important to care for our
environment. Links to (WAHASS25)

Communicate with the students that Mrs Cooper has asked if our room could
share all our new knowledge about turtles and how to protect the ocean to
the year one class!

Lesson Activities (~50 minutes)

Instructions:
- The teacher will hand out five large palm cards to each student
- The students will write five facts they would like to share with the
year one class
- Once they write their facts down on the cards, they will be allowed to
decorate their cards while they wait for everyone else to finish
writing.
- Students can take their stories that they have created to share as
well.

After ~25 mins, the students will pack away their writing materials and line up
at the door, ready to go to Mrs cooper’s classroom.

- Students will share their cards and stories in small groups with two-
year ones.

During this time the teachers will be walking around and observing the
students. Observations and assessments will be completed during this time.

After 20-30 mins, the students will be asked to say goodbye and thank you to
the year ones for listening and head back to their class.

Plenary (~10 minutes)

Once students are back in their class, the teacher will ask everyone to sit at
their desks.
- The teacher will ask KQ3 and KQ4.
The teacher will hand out an exit ticket and the students will complete it and
then transition to the next lesson.

LEARNER DIVERSITY
- Students who may have difficulty will sit at the table with the teacher
for scaffolding.
- Students who may not have the confidence to share by themselves
can work with another student during the activities.