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FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2, Wk 2 YEAR LEVEL: 1 LEARNING AREA/TOPIC: Science – Phases of the Moon

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:


All iPads must have the apps iMovie, iMotion and SeeSaw. All iPads must be able to access the internet.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 2 Observable  Create a 3D model of a  Assess 3D Introduction ICT


changes occur phase of the moon model  Teacher will invite students to sit on the mat and  iPads
Lesson 1 in the sky and  Develop a stop motion  Assess start a discussion - teacher’s
landscape “For all of last week we learnt about the moon and at rotation
movie about the stop
(ACSSU019)
different phases of the motion the different phases of the moon. Who can tell me 1 for EA to
moon movie one of the phases? [ask students with hands up] Very take
 Both good.” videos
using  Teacher will introduce the book ‘Papa, Please Get the - students
appendix Moon for Me’ by Eric Carle and read to students have own
1 rubrics  Teacher will explain activities numbered
 There will be a copy of the ‘Phases of the Moon’ iPads at
resource on the interactive whiteboard rotation 2
to make
Body stop
Rotation 1
motion
 Students will each have their own polystyrene balls
movies
on the table, along with black and white paints,
 Interactive
mixing plates and paintbrushes
whiteboard
 They will paint the balls as the moon in any phase
with ‘Moon
that they choose
Phases’ image
 When finished, the children will have a video taken
with their moon and they will state which phase it is https://www.pinterest.
in com.au/pin/89860955
 The teacher or EA will upload the videos into iMovie 044376587
and create a movie to upload onto SeeSaw
Rotation 2 Other
 Students will each be given 4 Oreo cookies and a  Book
popsicle stick, and will be told to split the cookies in - ‘Papa,
half so that they have 8 single cookies Please Get
 The students are to use the popsicle sticks to make the Moon
the cream on the cookie into each of the phases of for Me’ by
the moon shown on the ‘Moon Phases’ image on the Eric Carle
board - Intro
 When finished, they will use their numbered iPads to  Polystyrene
take pictures of each individual cookie on the balls
iMotion app, export to iMovie and add a recording - 1 per
stating the name of each phase student +
extras
Conclusion  Black and
 Ask students who wants to show their stop motion
white paint
movie of the cookies and choose some students - Rotation 1
 Mixing plates
- Rotation 1
 Paintbrushes
- Rotation 1
 Oreo cookies
- Enough
for 4 per
student
- Rotation 2
 Popsicle sticks
- Enough
for 1 per
student
- Rotation 2
Appendix 1

Objective 1 – Create a 3D model of a phase of the moon

Name: Date:
Yes No Comment
Model represents the phase that the
child states
iMovie is used correctly and effectively

Objective 2 – Develop a stop motion movie about the different phases of the moon

Name: Date:
Yes No Comment
Cookies represent the moon phases

Moon phase names are correctly


matched to the cookie shown
iMotion is used correctly and effectively

iMovie is used correctly and effectively


FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2, Wk 4 YEAR LEVEL: 1 LEARNING AREA/TOPIC: Science – Constellations

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:


All iPads must have the apps BookCreator and SeeSaw, and all student iPads must have the same picture of the night sky for each student to use as a background for their
constellation. All iPads must be able to access the internet.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 4 Observable  Participate within a  Assess Introduction ICT


changes occur group to create a group how well  Teacher will invite students to sit on the mat and  iPads
Lesson 2 in the sky and constellation using loose each start a discussion - teacher’s
landscape “Last week we moved on from the moon and started at rotation
parts student
(ACSSU019)
 Discuss favourite worked in to learn about the stars and how some of them make 1 for EA to
constellation a group pictures in the sky. Who can remember what the take
 Create and explain own  Assess pictures are called? [ask students with hands up until pictures of
constellation what is the response “constellations” is given] Very good.” group
said on  Introduce the book ‘Zoo in the Sky: a book of animal constellati
butterfly constellations’ by Jacqueline Milton and read to ons
pegs students - students
 Assess  Teacher will explain activities have own
how well numbered
they iPads at
Body
explain rotation 3
Rotation 1
to make
their own  Students will work in the group that they are at the
created book
table with to create their own group constellation
constellat  Butterfly pegs
 All of the loose parts that they are being provided
ion for recording
with to use will already be on the table, as well as an
 All using A3 piece of white card - rotation 2
appendix  As a group they will name the constellation and write Other
2 ruberics the name on the paper, as well as all of their names,  Book
join up the different parts to create the picture and - ‘Zoo in the
use the iPad to take a picture of it and put it on Sky: a
SeeSaw book of
animal
constellati
ons’ by
Jacqueline
Rotation 2 Milton
 The students will have a prompt on the table with - Intro
‘My name is [your name]. My favourite constellation  Large pile of
is [name of favourite constellation] because [why].’ loose parts
 They will record their answer to this prompt on the - Rotation 1
butterfly pegs then give their butterfly to the EA who  A3 white card
will put them away in the box for the teacher to - 3 sheets
assess - Rotation 1
 Coloured
Rotation 3
textas
 The students will use BookCreator to create and
- Rotation 1
explain their own constellations
 Each student will have their numbered iPad and will
create their book on this iPad using the given
background image
 On one page will be their drawing, and on the next
page there will be a text description of the
constellation as well as an audio description

Conclusion
 Ask students who wants to share the book that they
made in BookCreator and choose some students
Appendix 2

Objective 1 – Participate within a group to create a group constellation using loose parts

Name: Date:
Yes No Comment
Participated well within the group

Objective 2 – Discuss favourite constellation

Name: Date:
Yes No Comment
Named the constellation

Accurately described the constellation

Explained why they like the constellation

Butterfly pegs are used correctly and


effectively

Objective 3 – Create and explain own constellation

Name: Date:
Yes No Comment
Constellation created was original

Described and explained the


constellation well
BookCreator is used correctly and
effectively
FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2, Wk 6 YEAR LEVEL: 1 LEARNING AREA/TOPIC: Science – Weather

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:


All iPads must have the app Green Screen, For rotation 2, the iPads must have pre-selected backgrounds already downloaded that the students can choose from. All iPads
must be able to access the internet.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 6 Observable  Create an accurate story  Assess Introduction ICT


changes occur about a type of weather the movie  Teacher will invite students to sit on the mat and  iPads
Lesson 3 in the sky and using the green screen made start a discussion - Weather
landscape
 Produce an accurate with the “For all of last week we learnt about the weather. Wear
(ACSSU019)
rain gauge green Who can tell me one of the types of weather? [ask game pre-
screen students with hands up] Very good.” loaded for
app  Introduce the book ‘Bartholomew and the Oobleck’ rotation 1
 Assess by Dr Seuss and read to students iPads
the rain  Teacher will explain activities
http://www.scootle.
gauge for
edu.au/ec/viewing/L
accuracy
Body 11/index.html
 Both - One iPad
Rotation 1
using  iPads will be already set up in safari with the between
appendix Weather Wear game pairs for
3 rubric  As the game uses sound, the students will need to rotation 2
wear headphones while they play the game
Other
 Extension: Students who complete the game before
 Book
the time is up are to do a drawing of them in a
- ‘Bartholo
particular type of weather and write a description
mew and
Rotation 2 the
 Students will use the Green Screen app as well as the Oobleck’
actual green screen provided to create a short movie by Dr
about a type of weather Seuss
 They can use the clothing that will be provided to  Headphones
them to further enhance the ideas in their story - Rotation 1
 A4 paper
- Rotation 1
 Students can choose to make movies individually or  Coloured
in pairs pencils
- Rotation 1
Rotation 3
 Green screen
 Teacher will be at this rotation in order to help the
- Rotation 2
students if needed
 Clothing worn
 Instructions for making rain gauge:
in different
1. Cut off top third of 2-liter plastic bottle and
types of
put some stones at the bottom
weather
2. Pour in some water until just above the level
- Rotation 2
of the stones
- Sunny:
3. Draw a scale up to 10cm on a piece of
o Hat
masking tape with the ruler and paste it on
o Sungla
the side of the bottle just above the water
sses
line. Use this to draw the scale on the actual
- Rainy
bottle with sharpie and peel the masking
o Rainja
tape off
cket
4. Invert the top of the bottle and place it
- Windy
inside to act as a funnel
o Jacket
 Students are to take the funnel home and record the
- Snowing
date of if there is any rainfall and how much rain was
o Scarf
collected
o Gloves
Conclusion  Scissors
 Ask students who wants to share the movie that they - Rotation 3
made in the Green Screen app and choose some  Ruler
students - Rotation 3
 Masking tape
- Rotation 3
 Stones
- Rotation 3
 Water in jug
- Rotation 3
Appendix 3

Objective 1 – Create an accurate story about a type of weather using the green screen

Name: Date:
Yes No Comment
Story told was accurate to the type of
weather chosen
Props chosen were accurate to the type
of weather chosen
Green screen and accompanying app
was used correctly and effectively

Objective 2 - Produce an accurate rain gauge

Name: Date:
Yes No Comment
Able to follow instructions to make the
rain gauge
The rain gauge was accurate and could
be used to collect and measure rainfall
References:

Lesson 1 – Phases of the moon

Carle, E. (1998). Papa, Please Get the Moon for Me. MA, USA: Neugebauer Press, U.S.
Vexels. (2016). Illustrated Moon Phases. Retrieved from https://www.vexels.com/vectors/preview/124971/illustrated-moon-phases

Lesson 2 – Constellations

Milton, J. (2006). Zoo in the Sky: a book of animal constellations. UK: National Geographic Society

Lesson 3 - Weather

Education Services Australia. (2013). Weather Wear game. Retrieved from http://www.scootle.edu.au/ec/viewing/L11/index.html
Mulvahill, E. (2018). 15 Fun, Hands-On Weather Activities for the Classroom. Retrieved from https://www.weareteachers.com/best-weather-activities/
Seuss Geisel, T. (1988). Bartholomew and the Oobleck. London, UK: Cornerstone
Select four or more ICT learning tools (at least one ICT learning tool per lesson) that you have used in your curriculum project (i.e. the 3 lessons). Provide a
statement articulating why you selected the ICT resources in your lessons and how they are being used as a learning tool (rather than teaching tools).

Tool Why the resource was selected How the resource is being used as a learning tool
iMovie It is an easy to use tool for the students. In the case of this The students are using iMovie to make the movie themselves, as well
(lesson 1, rotation 1 curriculum, it can be used to export projects from iMotion in as using features such as adding a voice-over, in lesson 1 rotation 2.
lesson 1, rotation 2) order to add audio. It can also be used to create a final
product.
iMotion It is easy to use for students and can be exported to iMovie in Students are using iMotion to take the pictures, adjust the speed,
(lesson 1, rotation 2) order to further expand on whatever project they are doing. create the actual stop motion and exporting to iMovie themselves,
so they are actually using the tool as opposed to having someone
else use it for them.
Butterfly pegs The pegs are easy to use for students, as well as being an easy Students are able to use the pegs completely on their own, recording
(lesson 2, rotation 2) assessment tool for teachers. They are also a fun way for their responses to the given prompt.
students to record responses to questions or statements.
BookCreator It is easy to use for students, and is a more fun way for them The students are free to creatively express their information and
(lesson 2, rotation 3) to create books than the traditional pen and paper method. It explore the app features by themselves.
also allows for students to use multiple features including
text, photos, video, voiceovers and freehand drawing.
Green Screen It is easy to use for students, and involves both an actual Students are able to choose everything that goes into their movie,
(lesson 3, rotation 2) green screen and the app. Students are able to work in pairs including background, and it is an app with high technology that they
with this, and is also therefore a tool for encouraging social are able to use themselves however they choose.
interaction.
Provide a statement (approximately 300 words) indicating how your curriculum is underpinned by established learning theory (e.g., social constructivism).

My designed curriculum has been underpinned by the theory of social constructivism. The theory of constructivism is, in simple terms, how people learn
(Macnish, 2019). When people are engaged in constructivism, they are constructing their own understanding of the world through the things that they have
experienced and by reflecting on these experiences that they have been through (Macnish, 2019). As humans we are active creators of our own knowledge,
therefore we must ask questions in order to explore what we already know about certain topics (Macnish, 2019). We also relate new information that we are
gaining to information that we already know in order to develop a more meaningful understanding of the material (Macnish, 2019).

When taking on constructivism in the classroom, the teacher is to encourage their students to use rich techniques in order to gain an understanding and
knowledge, then to reflect on this new knowledge (Macnish, 2019). This is done by teachers consistently encouraging students to reflect on how whatever
activity that they are partaking in is assisting them in gaining new understanding (Macnish, 2019).

There are five attributes to social constructivism, and each of these has been incorporated into my designed curriculum.
‘Active’ is the manipulation of the information and observation of results that will stimulate a greater understanding (Macnish, 2019). This attribute was
seen when the students created a product and were able to give a description or a statement about this product as they were observing the results of
their learning.
‘Constructive’ is when experiences are integrated with any prior knowledge and being reflected upon which assists in creating new meanings for
information (Macnish, 2019). This attribute was seen in all of the lessons that were planned, as the lessons took place in the second week of learning
about a topic therefore the students were able to associate all of their knowledge from the previous week when completing the activities.
‘Authentic’ is the learning that is situated within a real world context will be more effective as well as better transferred into other situations (Macnish,
2019). As the lessons in this curriculum related to the moon, the stars and the weather, they are all aspects that surround the students every day
therefore would make them think of the real world situations that they have experienced incorporating these three topics.
‘Cooperative’ is stating that learning is a natural social act as, when a person interacts with others, they gain greater depth and meaning of the
knowledge (Macnish, 2019). As the students are moving in group rotations throughout all of the lessons, they will be constantly interacting with other
children. Therefore, all of the experiences that they have over these three lessons will give them a greater depth to the knowledge than they would
have had if they were working individually to complete the activities.
‘Intentional’ is giving learners the opportunity to articulate their goals which promotes the students having greater control over their learning (Macnish,
2019). Giving students freedom in some of the rotations to choose the topics of the products of their activities gives them the opportunities that they
need in order to further their knowledge. If they have a sub-topic within the broader topic that they want to learn more about, it is giving them the
opportunity to expand their knowledge.

To include more of the attributes of social constructivism within my curriculum, I would mainly focus on cooperative attribute. Having the children involved in
more pair or group work as opposed to individual activities would allow them to find deeper meaning in the experiences that they are partaking in.
References:

Macnish, J. (2019). Exploring Social Constructivism – Simple Slideshow. Retrieved from https://socialconstructivismnda.weebly.com/resources-social-
constructivism.html