Primary Science FPD 5e's

SCIENCE FORWARD PLANNING DOCUMENT
5E’s- ENGAGE (1-2 lessons)

TERM / WEEKS: 1  To capture student interest and find out what they know about XXXXX TOPIC: Earth and Science
 To elicit students’ questions/ prior knowledge about XXXXX
Diagnostic assessment used- in this lesson you will find out what the students already know about
XXXXX. 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 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
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INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour

Compare
observations with
Introduction: “Charlie Crow in
those of  The teacher will ask the students to sit on the mat with their individual
others (ACSIS213) the Snow”
mini whiteboards and markers
Represent and
communicate  The teacher will then introduce the book that they will be reading  Mini whiteboards
observations and
ideas in a variety of
together – “Charlie Crow in the Snow” by Paula Metcalf  Markers
ways (ACSIS029)  Before the teacher starts reading, they will ask the students to pay
attention and look hard for any adjectives (describing words) that relate
LESSON OBJECTIVES to Winter and to write them down on their whiteboards
 The teacher will reassure the students that they will be reading the book
As a result of this lesson, students will be able to:
twice so not to worry about missing any words
 List words that are related to winter verbally and written,
 Once the teacher has finished reading the book, the teacher will stand
individually and as a class
up to the big whiteboard and ask the students individually what words
 Write a short story using adjectives that describe Winter in their
they heard in the story that relate to winter and the teacher will write
English books, individually
them on the whiteboard
 Examples of words that might be mentioned are: cold, snow, ice, wind
etc.
ASSESSMENT (DIAGNOSTIC)
 Teacher will assess the students’ learning by Body:
 The teacher will ask the students to return to their desks and to pull out
evaluating what students wrote on their mini
their English books
whiteboards  The teacher will ask the students to write a short story about Winter
 The teacher will assess students’ learning by  The students can write any story as long as it relates to Winter and uses
evaluating their short stories written to see if they any words that describe Winter
correctly used Winter adjectives
LEARNER DIVERSITY  Student
 Extension students will be asked to try and think of other words to use English/Literature
in their stories that aren’t already on the whiteboard workbooks
 Enabling students can be prompted to use the words already written on
the whiteboard

5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS: 2  To provide hands on, shared experiences of XXXXX TOPIC: Earth and Science
 To support students to investigate and explore ideas about XXXXX
Formative assessment
Thinking Capability
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2 only)
Human Skills
Endeavour
Observable changes occur
in the sky and
Pose and respond to
Outcome 2.4.1
Outcome 2.4.3
Introduction:  Mystery box with
questions, and make  Ask students to sit on the mat together in a circle
landscape (ACSSU019) predictions Outcome 2.4.6 boots, jacket, dead
about familiar objects Outcome 4.1.3  Teacher will sit down with the students in the circle with a mystery box
and events (ACSIS024)
Outcome 4.2.5  The teacher will explain to the students that the mystery box will be leaves, cotton
Represent and Outcome 5.1.3 balls, gloves,
communicate
passed around one by one in the circle and each student will take one
observations and ideas item out of the box and will say out loud to the rest of the class what beanies etc.
in a variety of
ways (ACSIS029) ‘thing’ they think they have taken out of the box
o The items in the box will be things like: dead leaves, beanies,
gloves, ugg boots, gum boots, snow boots, cotton balls (to
represent snow), raincoats, jumpers etc. all representing
winter
 Once all the students have taken something out of the mystery box, the
teacher will ask the students to have a look at what their item is and
what everyone else’s items are and to think about what all the items
might have in common.
 During the students’ discussion they might use words such as cold or
winter
 The teacher will then explain that they will be learning about the
season winter and that all the items they have can be seen in winter.
Body:
 Divide the class up into three groups as they will all be rotating
between three different learning stations where they will spend roughly
10-15 minutes each
Station ONE: Weather Reporting Stand

 In this activity, students will become meteorologists (weather
reporters)
 One student at a time will sit at the ‘news desk’ with a microphone and
a whiteboard behind them.
 On the whiteboard there will be different cards that have different
weather forecasts (e.g. sunny, foggy, cloudy, raining, thunder,
lightning, hail etc.)
 Weather reporting
Station TWO: Cloud in a jar and tornado in a jar stand
 At this station, the teacher will demonstrate rain falling through a cloud  Microphone
using a jar, shaving cream and food colouring  Small cards with
 The jar will be ¾ filled with water, shaving cream will then be sprayed
on top of the water. Food colouring will slowly be added on top of the words relating to
shaving cream and the students will be able to see that as the food dye winter
gets heavier it falls through (this represents rain)
 The students will then get to have a go themselves
 Clear jars
Station THREE: Winter sensory box
 At this station students will get to make their own little towns using  Shaving cream
toys or open-ended materials
 The teacher will ask these students to see how wind and rain can affect
the environment by blowing on the make-shift town and spraying  Food colouring
water (using a spray bottle)
 The students will observe what changes are made  Water
Conclusion:
 The teacher will ask the students to all gather back on the mat but to
stay standing  Small town
 On the interactive whiteboard the teacher will have a slideshow of toys/objects
pictures with only a small section of the picture revealed
 Spray bottle filled
 The students will be told to bob if they think the picture on the board is
a winter scene but to remain standing if they don’t with water
 For example, if in the small, revealed area of the picture the students
can see snow, the students would bob, however, if the picture had the
sun, the students would remain standing
LEARNER DIVERSITY
LESSON OBJECTIVES
 List two changes to the environment as a result of winter weather
events, individually.
 Explain one impact of wind and rain on the natural and built
environments, individually.
 Make one prediction about how rain changes the environment,
using the rain cloud experiment
ASSESSMENT (FORMATIVE)
 Students use book creator to note down what they have
learnt at each station
 Teacher uses anecdotal notes to assess students’

learning and understanding of the content taught

5E’s- EXPLAIN (1 lesson)
TERM / WEEKS: 3  To support students to develop explanations for experiences and make TOPIC: Earth and Science
representations of developing conceptual understandings
Formative assessment
Thinking Capability
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2 only)
Human Skills
Endeavour

Everyday materials can be Science involves Pose and respond to
physically changed in a variety observing, asking questions, and make
Introduction: String and pegs
of ways (ACSSU018) questions about, and predictions  The students will be seated at their desks and the teacher will be
describing changes about familiar objects  Marker
Observable changes occur in in, objects and and situated at the front of the room
the sky and events (ACSHE021) events (ACSIS024)
landscape (ACSSU019)  On the whiteboard the teacher will have already attached a long piece
Participate in guided
investigations to
of string across with one end with the word written “cold”, next to
explore and answer “cold” will be “cool”, then “warm” and on the other end “boiling”
questions (ACSIS025)
 The teacher will recall the words to the students that they found in their
Use a range of
methods to sort previous lessons to describe Winter
information, including
drawings and provided
 The teacher will then ask the students what they think the weather
tables through would feel like if they were outside right now
discussion, compare
observations with o If it is sunny outside the teacher will be looking for the
predictions (ACSIS027)
students to describe the weather and the reasoning behind
Represent and their statement, e.g. “it is cold outside because the sun is
communicate
observations and ideas hidden and the trees are shaking” or “it is cold and wet outside
in a variety of
ways (ACSIS029)
because it is raining”
 The teacher will then give each student a peg and will ask the students
LESSON OBJECTIVES to put their peg along the piece of string to show what temperature they
think it is outside today
As a result of this lesson, students will be able to:  The teacher will then ask the students how they could test their
 Verbally report on their observations of the weather predictions of what they think the weather feels like
using correct adjectives  The teacher will take all the students outside and will prompt a
discussion about what the weather feels like being outside
 Use a scale to describe temperature conditions
 The teacher will also ask the students to give their reasoning behind
 Physically represent their understanding of temperature why they think the weather feels the way it does
by creating their own temperature scales
ASSESSMENT (FORMATIVE) Body:
 The teacher will lead the class back into the classroom and ask the
 The teacher will have the students’ scales as formative students to sit on the mat together
assessment to assess whether their students have  The teacher will ask the students where and how they think
understood that we use specific words and colours to temperature can be measured
describe the temperature o Here there will be a discussion about the previous lesson
where one station was a weather reporting stand
o There will also be a discussion about thermometers and how
 The teacher will also use the students’ scales to assess we use different colours to represent different temperatures
whether or not they understand what activities and e.g. blue for cold and red for hot
clothes are appropriate for different weather types  The teacher will explain to the students that they will be making their
own thermometers
 The teacher will ask the students to go back to their desks and will
handout a piece of blank paper to all the students
 The teacher will ask the students to divide their paper up in half to
make a thermometer and to use their colouring pencils to show which
is hot, warm, cool, and cold
 On the other half the students will be asked to draw a picture of an
activity they can do during that temperature or a piece of clothing  Paper
o E.g. in the hot section the students may draw a picture of  Colouring pencils
someone swimming
o E.g. in the cold section the students may draw a beanie
Conclusion:
 Once the students have completed their thermometers, the teacher will
prompt a discussion with the students about how the weather can affect
what activities we do and what clothes we wear
 The class will discuss how, in Winter, we need to wear warmer clothes,
raincoats, boots and use umbrellas to protect us from the cold and rain
whereas in Summer we wear lighter clothes, hats, sunscreen to protect
us from the heat and sun
LEARNER DIVERSITY
 Enabling students can just draw clothes rather than activities if they are
having difficulties thinking of activities
 Extension students can be asked to divide their thermometers up
further than just hot, warm, cool, and cold
o For example, they may add freezing and/or boiling
5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS: 4  To challenge and extend students’ understandings in a new context or make TOPIC: Earth and Science
connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
Summative assessment of science inquiry skills
Thinking Capability
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2 only)
Human Skills
Endeavour
Science involves Pose and respond to
observing, asking questions, and make Introduction:
 The teacher will recall the vocabulary used in previous
questions about, and predictions
describing changes about familiar objects
in, objects and and
events (ACSHE021) events (ACSIS024) lessons with the students about the weather
Participate in guided  The teacher will also recall the temperature scales the
investigations to
explore and answer students made in their previous lesson
questions (ACSIS025)
Use a range of
 The teacher will ask the students to discuss where they
methods to sort
information, including
think today’s weather would fit on the temperature scales
drawings and provided
tables through
they made in the previous lesson
discussion, compare
observations with
predictions (ACSIS027) Body:
Compare observations
with those of
 The teacher will explain to the students that they will be
others (ACSIS213) using what they have learnt about weather to predict what
LESSON OBJECTIVES they think the weather is/will be based on what they can Report template
As a result of this lesson, students will be able to: see and feel outside
 Make predictions about the weather based on what  The teacher will give the students a report with the
they can see and feel, in a report, individually headings:
 Discuss and compare findings as a whole class o “What I think the weather will be”,
o “Why I think the weather will be…”
o “What did I see and feel when I went outside?”
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)  Here the students will need to use the
vocabulary they have learnt to demonstrate
 The teacher will use a rubric to assess the students’
their understanding
investigations to evaluate their report skills as well as
o “Was my prediction about the weather correct?”
their understanding of the content taught over the past
o “If my prediction was incorrect, what was the
few lessons
weather?”
o There will also be two small pictures of a
thermometer similar to the ones the students
worked on in the previous lesson – the students will
have to colour in first what temperature they think it
is outside and in the second picture the students will
have to colour in what the actual temperature is
Conclusion
 Once the students have all completed their investigations,
the teacher will ask students to share their findings to
compare as a class
LEARNER DIVERSITY
 For enabling students – the teacher can help to prompt their
understanding by recalling adjectives learnt in previous lessons or also
by giving these students a list of the words they learnt to keep with
them
 For extension students – the teacher will ask these students to predict
what they think the weather will be the next day

5E’s- EVALUATE (1 lesson)
TERM / WEEKS: 5  To provide opportunities to review and reflect on their learning about XXXXX and TOPIC: Earth and Science
represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas when planning
learning experiences
Thinking Capability
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2 only)
Human Skills
Endeavour
Introduction: “Big Rain Coming” –
 The teacher will ask the students to sit on the mat Katrina Germein
 The teacher will introduce a book that they will be reading
LESSON OBJECTIVES
“Big Rain Coming” by Katrina Germein
 The teacher will ask the students to keep an eye out for any
words they hear during the story that they have learnt that
 Write a story using words related to weather learnt in relate to weather
previous lessons, individually
 Draw a picture that relates to their story, individually Body:
 The teacher will ask the students to sit at their desks with
their English/Literature notebooks Student English/Literature
ASSESSMENT (SUMMATIVE – Science Understanding)
 The teacher will explain to the students that their activity books
 The teacher will use a rubric for the students’ stories today will be to write a story about weather and to use as
to evaluate their understanding of weather concepts many of the words they have learnt from all the lessons
 The teacher will use the students’ answers in the they’d done, in their story
questionnaires to assess what students have learnt or  Once the students have finished writing their stories the
what they might not have understood teacher will ask them to draw a picture relating to the story
Conclusion:
 The teacher will give a short questionnaire to the children
while they are seated at their desks
 The questionnaire will evaluate what activities the students
enjoyed the most, what they feel they have learnt about
weather, what they don’t understand about weather, and  Student
what they would like to learn questionnaires
LEARNER DIVERSITY
 For enabling students – teachers will allow these students to have a list
of words relating to weather that they have learnt over the last weeks to
have with them while they write their stories
 For extension students – the teacher will ask these students to

Primary Science FPD 5e's

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SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ENGAGE (1-2 lessons)

SCSA LINKS EYLF

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

Station ONE: Weather Reporting Stand

 Teacher uses anecdotal notes to assess students’

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

SCSA LINKS EYLF

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

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