SCIENCE FORWARD PLANNING DOCUMENT

TERM 3/ WEEKS: 1&2 

5E’s- ENGAGE (1-2 lessons)
To capture student interest and find out what they know about XXXXX TOPIC
 To elicit students’ questions/ prior knowledge about XXXXX
Diagnostic assessment used- in this lesson you will find out what the students already know about Weather changes over time
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

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING RESOURCES/KEY QUESTIONS
ON (Year 1 & EXPERIENCES
2 only)
Science Science as a Science Inquiry Skills OUTCOMES
Understanding Human
Endeavour
Observable People use
science in their
 Communicating 1,2, 4, 5
changes occur in (ACSIS029) 1.
Show students the time-lapse videos of
daily lives, Time-lapse videos:
the sky and  Evaluating different weather changes (season to
including when
landscape
caring for their (ACSIS213) season) https://www.youtube.com/watch?v=rZHARzKr65Q
(ACSSU019) environment 2. Discuss the videos with students, asking
and living
things
a few key questions such as: https://www.youtube.com/watch?v=oagszCmJLpU
(ACSHE022) • What did you see changing?
• Why did the changes happen?
• How do you think the videos were made? IWB with access to internet
LESSON OBJECTIVES
(Note: Refrain from providing correct definitions
As a result of this lesson, students will be able to: or correcting students’ answers in order to guage
students’ prior knowledge and alternative
 Identify different types of observable changes conceptions.)
 Discuss their ideas about why these changes occur
 Ask students a few questions to gauge their
current understanding of seasons (they have had
an introduction to this in previous year
- How many seasons are there?
- How are they different from one another?
- Do all places have the same amount of
seasons?
ASSESSMENT (DIAGNOSTIC)
 Anecdotal notes on responses to questions Show students ‘Seasons in earth’ video on
YouTube
 Review of science journals after lesson
 Show students a range of pictures depicting
different types of weather and climates
 For each picture, ask students questions such as: Seasons video:
- Where might this place be?
- What might the weather be like here? https://www.youtube.com/watch?v=2UXnIlBtTsY
- What is the weather like where you are
from and is it different the same as at
school
- What clues did you use?
- How might the weather here affect daily
life?
How might the weather affect daily life?
Play ‘There’s six seasons in Australia’ video on
YouTube

 Explain to students that indigenous people

around Australia have their own understanding
of seasons that goes back thousands of years
before other people came here
 Ask students how the Australian seasons differ
from the traditional ones
 Ask students what their favourite weather is, Video link:
and whether they prefer rainy or dry weather
and why https://www.youtube.com/watch?v=o-x84fJbaa0
 Explain to students that even though some may
not like rainy weather, the water we get from it
is essential for humans, plants, animals and all
other living things

 Bring out a range of different magazines and

ask students to find and cut out pictures that
depict each of the 4 seasons (1 for each season)
 Divide students in to groups, giving each a
season
 Ask them to paste the pictures on the provided
paper (each group’s page will be titled with the
appropriate season and definition)
 Go around to each group and make sure they
understand the season they are working on
 Each groups work will be posted on the wall to
 form a ‘seasons’ chart
 Ask students where on the chart they think the 6
Noongar seasons would go (i.e Bunuru between
summer and autumn)
 Give brief explanation and model where they
would fit in  A1 paper
 Pencils
 Crayons
Session 2:  Scissors
 Tape
 Magazines
Read ‘Big Rain Coming’ by Katrina Germein

Ask a few questions such as:

 Why does the old man believe the rain is

coming?
 What was the weather like before the rain
came? How do we know this?
 How did the frogs and dogs keep cool before
the rain came?
 Do you think the animals know rain is coming?
 How did everyone feel when the rain finally
came?
 What does the earth, plants and sky look like
when there is no rain?
 What do they look like after rain?
 Why might it be useful to predict the weather? Book:
 Ask students to take out their science journals
and make a T-chart with the two headings ‘Big Rain Coming’ by Katrina Germein
‘before rain’ and ‘after rain’ (model how to do (also accessible via YouTube)
so if necessary)
 Ask them to list a few things they can think of https://www.youtube.com/watch?v=lyzszExK7OU\
under each category (i.e hot and dry before,
cool and wet after)
 Ask students to observe the sky outside and
have discussion about the weather currently
 Ask students to predict the weather for the rest
of the day/ week based on their observations
and draw or write their predictions in their
science journals
 Ask students to discuss their predictions with
each other
 Links to other learning areas:

 HASS
-Analysing (ACHASSK032)

 English - Science journals

-Interacting with others - Pencils
(ACELY1656); (ACELY1788)

LEARNER DIVERSITY

 Students with less advanced writing skills draw

 Students with more advanced writing skills
write as well

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 3&4 

5E’s- EXPLORE (2-3 lessons)
To provide hands on, shared experiences of XXXXX TOPIC: Where does rain come from?
 To support students to investigate and explore ideas about XXXXX
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 Science Inquiry Skills OUTCOMES
Human
Endeavour
 1,2, 4, 5
Observable changes People use  Questioning & - Where does rain come
occur in the sky and science in their Predicting Lesson 1: from?
landscape daily lives,
including when
(ACSIS024) - What makes it rain?
(ACSSU019)  Planning &
caring for their Links to other learning areas:
environment and conducting
living things (ACSIS025)
(ACSHE022)
 English: IWB with access to internet
 Evaluating -Interacting with others (ACELY1656) (ACELY1788)
(ACSIS213)
 Communicating  Maths:
(ACSIS029)
-using units of measurement (ACMSP263)
LESSON OBJECTIVES
As a result of this lesson, students will be able to: For activity:
 Perform a simple experiment that gives insight in to rain
 Record and discuss predictions and observations  Review knowledge learned in previous lessons  Jam jars
 Play students ‘what makes it rain’ video  Shaving cream
 Ask a few key questions e.g.:  Food colouring
- Where does rain come from?  Droppers
- What makes it rain?  Syringes
 Explain to the students that they will be doing a simple experiment that  Measuring spoons
may help to explain

ASSESSMENT (FORMATIVE)
Activity:

 Anecdotal notes on students’ responses to key questions ‘Make It Rain’ experiment:

 Review of students’ science journal entries
 Notes on students’ predictions and discussions thereof 1. Divide students in to groups of 4 (Delegate manager, reporter,
collector roles)
 Observation of how proficiently students carry out experiments
2. Ask each group to fill each of their 3 jam jars ¾ full of water
3. They must then spray a dollop of shaving cream on top of the water
in each jar
4. Each group will have a dropper, a syringe, and a ¼ cup measuring
spoon each with a different coloured food dye to go with it
5. Students will then add the different food colourings to their
respective jars with their determined dispensers and observe and
discuss the results

 Explain to the students that the shaving cream represents the clouds, and
the food colouring will represent rain
 Demonstrate each step to the students as you explain the experiment
(without adding the food colouring as that will ruin the students’ chance to
 make predictions)
 Ask students to make predictions about which jar the food colouring
(‘rain’) will break through the shaving cream (clouds) first, and share with
their fellow group members before adding the food colouring
 Students are to record both their predictions and observations (using a
basic diagram) in their science journals
 While recording their observations, ask the students questions such as:
- What did you see happening?
- Which jar had the first ‘breakthrough’ of food colouring?
- Why do they think was the case?

 Get them to discuss their answers with their groups

 Ask each group to report on their discussions
 Explain that the different dispensers could represent the different degrees
of rain (dropper for light, syringe for mid, measuring spoon for heavy)

Lesson 2:

Links to other learning areas:

 HASS:
Geography (ACHASSK032)
‘Cloud Book’ by Tommy De
 English: Paiola
-Interacting with others (ACELY1656) (ACELY1788)

 Review previous lesson, asking students questions about what they learned
 Tell the students that now they have learned about a bit about rain;
- What are some other types of weather they can think of?
- How can we tell that the weather is that way?
- How do we know what season it is?

Read ‘Cloud Book’ by Tomie De Paiola

 Review the four basic cloud types as laid out by the book and ask the
students a few questions about them:  Cotton balls

- Which clouds mean rain is coming?  12X12 blue cardstock

- Which clouds look like cotton balls?
-`What do cirrus clouds look like? Etc  Black marker

 White labels
 Explain to students that now that we have learned a little bit about different
types of clouds, we are going to do an activity where we make our own  Gray paint
stratus, cumulus, nimbus and cirrus clouds out of cotton balls!
 Paintbrush
Activity
 Glue

- Write the four cloud types on a white label with a black marker and stick
them on a piece of paper to hold them in place. 
- Model the activity as you explain to the students

- Place the labels on the paper in two columns and two rows.

- They are then going to want to create the clouds using the cotton balls

- Remember that for this activity, you're going to create clouds for
cumulus, cirrus, stratus and nimbus

- Explain and show the students that for the nimbus clouds, they are going
to ‘use grey paint and paint the cloud grey because…’ (prompt the
students to finish your sentence with the answer, something like ‘because
it’s going to rain’)

- Once they're done, all they you have to do is take and glue the cotton in
place on the paper under each cloud type.

LEARNER DIVERSITY

 Students may create more cloud types if they finish early (stratocumulus,
cumulonimbus etc.)
 Have teacher’s example on display for children struggling with spelling/
 differentiating cloud types

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5 
5E’s- EXPLAIN (1 lesson)
To support students to develop explanations for experiences and make TOPIC: Where rain comes from
representations of developing conceptual understandings
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 Sustainability
with Asia
SCSA LINKS EYLF
INTEGRATI TEACHING AND LEARNING RESOURCES/KEY QUESTIONS
ON (Year 1 & EXPERIENCES
2 only)
Science Science as a Science Inquiry Skills OUTCOMES
Understanding Human
Endeavour
Observable People use
science in their
 Questioning & 1,2, 4, 5
changes occur in Predicting
the sky and daily lives, (ACSIS024)
landscape including when  Play students a couple of videos that explain
caring for their  Communicating
(ACSSU019) (ACSIS029) rain:
environment
and living
1. ‘What is rain? Explained for kids by Carl Video 1:
things Cloud’ https://www.youtube.com/watch?v=C46U2peEui8
(ACSHE022) 2. ‘Why does it rain?’- CBC Kids
 Key questions to ask:
- Why does it rain? Video 2:
LESSON OBJECTIVES - What are clouds made of? https://www.youtube.com/watch?v=PPEoe1DW_5U
As a result of this lesson, students will be able to: - What happens when the sun heats up water?

 Understand and explain the basic process of how rain is formed Ask a volunteer to update the classroom daily
through discussion and the use of a simple drawing weather chart by placing the correct picture on the
poster (clouds for ‘cloudy’, sun for ‘sunny’, rain
for ‘rainy’ etc.)  Daily weather chart

ASSESSMENT (FORMATIVE)  Ask students to draw a simple diagram in their

 Take notes on science journal entries
 Take notes on in class responses/ discussions
science journals depicting what they have
learned about the cycle of rain
 Science journals
 At the end of the lesson, assess the students’
 Pencils
understanding of the day’s content by asking
them similar questions from the beginning of the
lesson, taking note of the differences in their
answers from before and after the lesson

LEARNER DIVERSITY

 More advanced students may label their

diagrams

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 6&7 

5E’s- ELABORATE (1-2 lessons)
To challenge and extend students’ understandings in a new context or make TOPIC: Rain vs no rain
connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
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 Sustainability
Asia
SCSA LINKS EYLF
INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
 ON (Year 1 &
2 only)
Science Science as a Science Inquiry Skills OUTCOMES
Understanding Human
Endeavour
Observable changes People use
science in their
 Planning & conducting 1,2, 4, 5
occur in the sky and (ACSIS025) &  Begin by reviewing ideas learned in previous lessons
landscape daily lives, (ACSIS026)
including when  Key questions:
(ACSSU019)  Questioning &
caring for their - Why does it rain?
environment and Predicting(ACSIS024)
- Why is rain important?
living things
(ACSHE022) - How can we tell it’s going to rain?
- What happens when it doesn’t rain? https://www.abc.net.au/education/for-the-
juniors-effects-of-dry-weather/13949452
 Play students ‘For the juniors: Effects of dry weather’
video on from ABC site
Why is it important to measure rainfall?
 Explain that today we will be learning about ways in
which humans can measure and predict rain and
making our own rain gauges to measure the rainfall in
our school’s area (weather should still be generally wet
in term 3)

Rain gauge activity:

 Model each step as you explain  10+ plastic water bottles

 Scissors
1. Cut around the plastic bottle about 10 cm from the top.  Sticky tape
If you like, you can place some small rocks in the  Permanent markers
bottom for weight.

2. Take off the lid and turn the top part of the bottle upside
down, like a funnel. Place it inside the bottom part and
LESSON OBJECTIVES fix it in place with tape. You might need to help with
As a result of this lesson, students will be able to: this in case the edges are sharp.

 Make a simple rain gauge 3. Using a piece of tape, make a scale in cm (use your
 Explain basic effects of dry weather and some ways it affects people ruler to help you) and fix it to the side of the bottle.

4. Place rain gauge outside, away from trees.

5. Bury rain gauge so the top 5 cm is sticking up out of the

ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
 ground. This stops it from blowing away.
 Review of rain gauges
 Ask questions at the end of the lesson about what students have learnt about Links to other learning areas:
importance of predicting and measuring rainfall
 English;
-Interacting with others (ACELY1788) (ACELY1656)

 HASS:
-Questioning and researching (WAHASS13)
-Geography (ACHASSK032)

 Maths:
-Data representation & interpretation (ACMSP263)

 Divide students in to groups (delegate, manager,

collector, reporter roles)
 Explain to students that once finished, we will be placing
them around the school to measure the rainfall over the
next few days, and coming back every day at the same
time to check on them
 Ask questions such as
- Where do you think the best place to put them
would be and why?
- Why is it important to check them at a similar time
every day?
 Allow time for students to make their rain gauges
 After placing them in desired location, ask students to
make predictions on how much rain they think their rain
gauges will collect by the end of the designated period
and discuss them with others
 Get students to draw or write their predictions in their
science journals

LEARNER DIVERSITY
 SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 
5E’s- EVALUATE (1 lesson)
To provide opportunities to review and reflect on their learning about XXXXX and TOPIC
represent what they know about XXXXX
Summative assessment of science understanding e 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

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry Skills OUTCOMES
Human
Endeavour
Observable changes People use
science in their
 Communicating 1,2, 4, 5  Science journals
occur in the sky and (ACSIS029) Review concepts from previous lessons  Pencils
landscape daily lives,
including when  Evaluating  Crayons
(ACSSU019) (ACSIS213)
caring for their  Explain to students that today they will be bringing together some of the  A1 Paper for each season
environment and  things they have learnt over the term by making a chart of the seasons
living things  Glue
(ACSHE022)
they have learned about this term  Tape
 Review seasons knowledge (European and Noongar) and encourage
students to go back and look at the chart they made earlier in the term
LESSON OBJECTIVES  Divide students into groups and give each group a season.
 Ask students to draw or write down and share 5 things they have learnt
As a result of this lesson, students will be able to: about rain/ seasons/ weather
 Ask students to share something they used to think about rain/ weather/
 Make a chart that integrates the 4 European and 6 Aboriginal seasons seasons, and how that has change
 Write down 5 things they have learned about rain/ weather/ seasons/
climate

ASSESSMENT (SUMMATIVE – Science Understanding)

 Review students’ 5 sentences about what they have learned LEARNER DIVERSITY
 Review of charts and comparison to charts from beginning of term
 Students less advanced with writing skills draw their ‘5 things’ answers,
students invited to write as well if they wish