SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 English CONCEPT MAP Maths
- Create a short video going through the (option 1)
steps of how to gather water in a way
that is different to how you normally Religious Education / Spiritual Education
do.

Concept: Earth and space science Term: 2

Weeks: 1-5 ©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

- Discuss the benefits of drinking water and the importance that water
plays in our lives.

Geography History The Arts

- Make connections between the
importance of water and
Aboriginal and Torres Strait
Islander cultures.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2, YEAR LEVEL: Year 2 LEARNING AREA/TOPIC: Science—Earth and space
weeks 1-5 sciences
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about water and where we get water from
 To elicit students’ questions/ prior knowledge about water and where we get water from
 Diagnostic assessment used- in this lesson you will find out what the students already know about water and where we get water from. This will allow you to take account of students’ existing ideas
when planning learning experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Week (ACSS (ACSH (ACSIS -Students will be DIAGNOSTIC - The teacher will read a book to the students on the - What do -One Well:
1, U032) E034) 037) able to - The teacher mat. you know The story of
lesson (ACSIS
communicate their will collect the - Once the class has read the book, they will return about water? water on
1 042) ideas about water students mind to their tables to work in pairs to discuss what they - How do we Earth—
using a mind map. maps and post-it know about water as a resource and how it is used use water? Rochelle
notes from the as a resource. - Where do Strauss
-Students will be KWL chart. - Students will then be given a piece of A3 paper we get water - A3 paper
able to describe the - The teacher and asked to complete a mind map about water. from? - Markers,
different uses of will take - The class will then complete a think-pair-share of pens pencils
water throughout anecdotal notes their mind maps with the other people in their table - Post-it notes
discussions. throughout the group, and then share again with the rest of the - ‘Water wall’
lesson and class. - STEM brief
observe students - Students will be given two post-it notes and asked for students
during to write their name on them. They will fill out the
discussions. first two sections of a KWL on these. This KWL
chart will be displayed at the front of the room.
- Students will work as a class on the mat to come
up with a list of main points that were shared.
These will be placed on the ‘water wall’.
- The teacher will then lead a discussion about how
important water is, and prompt students to think
about how we would get water if there were no taps
 and water was not easily accessible. This will lead
into the students STEM project on other ways we
could access water.
Modifications: Enabling- these students will be given headings to complete the mind map- for example, what it smells like, tastes like, etc.
Extending- these students will be asked to extend themselves by writing down alternative ways to gather water.
Safety considerations: The classroom will need to be set up so that students can move from their desks to the mat easily and safely.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of water and where we get water from
 To support students to investigate and explore ideas about water and where we get water from
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Week (ACSS (ACSH (ACSIS -Students will be FORMATIVE -The teacher will begin the lesson by reviewing -Who can - ‘Water wall’
2, U032) E034) 038) able to identify the -Brainstorm what students put on the ‘water wall’ in the last remember - Whiteboard
lesson different ways that - Class lesson. what we - Whiteboard
2 water is accessed in discussion, - The class will complete a mind map of ways that talked about markers
the school. anecdotal notes water is used at school, how it used, and how it is in the last - Table for
- The teacher accessed. lesson? students to
-Students will be will collect the - The students will go on a walk to explore the - How do we complete
able to elaborate on students ways that water is used at school. They will access water? - Raindrop to
their prior completed complete a table which describes where the water is - How would complete the
knowledge about tables. used, how it is used and where the water comes we get water exit ticket on
water and its uses. - The teacher from. if we no
will collect the - Students return to the classroom to explore the longer had
students ways that we would be affected if we could not easy access
completed exit access water easily. This will be revisited again in to it?
tickets at the end the elaborate lessons.
of the lesson. - The class will complete a discussion about what
they discovered.
- The teacher will conclude the lesson by having
students complete an exit ticket.

Modifications: Enabling- all students will work in small groups to complete the table.
Extending- these students will be asked to identify different ways water can be accessed for the same use.
Safety considerations: Students will need to walk around the school in their groups, and will need to ensure they are walking at all times.
Activity for explore lesson:

Complete the table below about water and where we get water from at school.

Water source: How the water is used: Where the water is used: How we get the water:
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Week (ACSS (ACSH (ACSIS -Students will be FORMATIVE -The teacher will begin the lesson by reviewing -Who -A3 paper for
3, U032) E034) 042) able to -The teacher why water is an important resource for humans. remembers posters
lesson communicate will collect the - The teacher will explain to the students that they why water is - Markers,
3 effectively the posters that the are going to create a poster explaining what would an important pencils, pens
importance of the students create. happen if we lost easy access to water. For resource for
resource water. example, a poster on how we would have to get us?
water, ie. from a well. - What would
- Students will work in pairs to create the poster. happen to
- Students will complete a think-pair-share with the humans if we
other pairs at their table groups. did not have
- The posters will be collected by the teacher and easy access
then hung up around the school. to water?
- How would
we collect
our water?

Modifications: Enabling- the teacher will engage in discussion with these students prior to completing the poster. This will ensure they understand the activity.
Extending- These students will be asked to include more information on their posters.
Safety considerations: Students will need to be mindful of desks when they are walking around the classroom.
 5E’s- ELABORATE (1-2 lessons)
 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Week (ACSS (ACSH (ACSIS -Students will be SUMMATIVE- -The teacher will begin the lesson by revisiting the -How do we - Buckets
4, U032) E034) 038) able to describe Science Inquiry students lists of where they get water from, normally - String
lesson different ways of Skills completed in the explore lesson. access water? - Water trough
4 accessing water -Checklist: - The students will review the different ways they - What are - A4 paper for
through completing Students will be get water at school and will work in partners to some ways rankings
an investigation marked against a rank these from easiest access to hardest. people in - Investigation
and their own checklist. They - The students will then complete an investigation. other reflection
research. will be marked - Once students have completed the investigation, countries - Checklist
on their they will add these three new water sources to their access water? - Investigation
reflection and ranking of easiest access to hardest. - What would instructions
their completion - The students will then be asked to reflect on the we have to do
of the investigation by completing a written reflection. if we no
investigation. They will need to research another way to access longer had
water. The teacher will collect this as assessment. It easy access
also links to the students STEM project. to water?
- Which way
do you think
is the easiest
way to access
water?
Modifications: Enabling- these students will be given assistance from the teacher when completing the investigation sheet.
Extending: These students will be asked to brainstorm where these other forms of accessing water can be found.
Safety considerations: Students will need to be mindful of spills when outside. They will need to walk at all times when completing the investigation.
Investigation instructions:
1. Students will need to gather water from each of the water sources set up outside.
2. These include a dam, a well, and a rainwater tank.
3. At each station students will need to discuss how they get the water from each source, and how difficult it is.
4. Students will then need to carry enough water for one day back to their spot outside.

Reflection activity:
Where do I normally get water from? ___________________________________________________________________
Another way I can get water is: ________________________________________________________________________
You get water this way by: ___________________________________________________________________________

Checklist:
Student name: Completed the investigation: Investigated/researched another way to access water:
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about water and where we get water from and represent what they know about water and where we get water from
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Week (ACSS (ACSH (ACSIS -Students will be SUMMATIVE- - Students will review the ‘water wall’ and what -How is -ICT—iPads
5, U032) E034) 042) able to explain Science they have learnt in this unit. water used? - Whiteboard
lesson alternative ways to Understanding - Students will be given a list of things to include in - How do we - Markers
-Rubric- Students
5 access water will be assessed on
their presentations. access water? - KWL chart
through a verbal the content of their - Students will also need to discuss what would - What are - Post-it notes
presentation. presentations. happen to humans if we no longer had easy access some other - Rubric
to water. ways we can - List of things
-Students will be - The teacher will - Students can create a powerpoint, a speech or a access water? to be included
collect the final
able to describe post-it notes from
role play. - What would in presentation
what will happen to the KWL chart. - After the presentations have concluded, each happen to
humans if we lost student will complete the last section of the KWL humans if we
access to water. chart. no longer had
easy access
to water?
How would
we get our
water then?

Modifications: Enabling- all students will be placed in groups and given a list of things to include in their presentations.
Extending- these students will be asked to include advantages and disadvantages of each way of accessing water.
Safety considerations: Students will need to mindful of the desks around the room.
List of things to be included in presentation:
- How do we use water?
- Where do we get water from?
- What are some other ways to get water?
- Are these ways easier or harder?

Rubric:
Students are able to identify
how water is used.
Students are able to list
where we get water from.
Students list other ways to
get water to use.
Students identify if these
ways are easier or harder to
get water.
Very good
Students identify and
describe how water is used at
home and at school.
Students list and describe at
least three places we can get
water from.
Students list and explain
three other ways to get water.
Students identify and explain
the advantages and
disadvantages of the different
ways of accessing water.
Good
Students identify and
describe how water is used at
home or at school.
Students list and describe one
place we get water from.
Students list and explain
another way to get water.
Students identify and explain
the easiest way to get water.
Satisfactory
Students are able to identify
how water is used.
Students list one place we get
water from.
Students list another way to
get water.
Students identify the easiest
way to get water.
Not satisfactory
Students cannot identify or
describe how water is used.
Students cannot list where we
get water from.
Students cannot list another
way to get water.
Students cannot identify the
easiest way to get water.