Planning

Documents
Early Childhood
University of
Notre Dame
 EARLY YEARS LEARNING FRAMEWORK

Outcomes:
COLOUR KEY: Term 1 Term 2 Term 3 Term 4

OUTCOME 1: Children have a strong OUTCOME 2: Children are connected with OUTCOME 3: Children have a strong OUTCOME 4: Children are confident and involved OUTCOME 5: Children are effective

sense of identity and contribute to their world sense of well being learners communicators

Children feel safe, secure, and supported Children develop a sense of belonging to groups Children become strong in their social and Children develop dispositions for learning such as curiosity, Children interact verbally and non-verbally with

and communities and an understanding of the emotional wellbeing cooperation, confidence, creativity, commitment, others for a range of purposes

reciprocal rights and responsibilities necessary for enthusiasm, persistence, imagination and reflexivity

active community participation

Children develop their emerging autonomy, Children respond to diversity with respect Children take increasing responsibility for Children develop a range of skills and processes such as Children engage with a range of texts and gain

inter-dependence, resilience and sense of their own health and physical wellbeing problem solving, enquiry, experimentation, hypothesising, meaning from these texts

agency researching and investigating

Children develop knowledgeable and confident Children become aware of fairness Children transfer and adapt what they have learned from Children express ideas and make meaning using a

self identities one context to another range of media

Children learn to interact in relation to Children become socially responsible and show Children resource their own learning through connecting Children begin to understand how symbols and

others with care, empathy and respect respect for the environment with people, place, technologies and natural and processed pattern systems work.

materials
Children use information and communication

technologies to access information, investigate ideas

and represent their thinking

Principles:

1. Secure, respectful & reciprocal relationships 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective practice

Practices:

Holistic approaches Responsiveness to children Learning through play Intentional teaching

Continuity of learning & transitions Cultural competence Assessment for learning Learning environments
 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, students
understanding

describe changes to objects,

Chemical sciences  Different materials can be combined, including by mixing, for a particular purpose (ACSSU031) materials and living things.
Science

 Earth’s resources, including water, are used in a variety of ways (ACSSU032) They identify that certain
Earth and space
sciences materials and resources have
different uses and describe
Physical sciences  A push or a pull affects how an object moves or changes shape (ACSSU033) examples of where science is
used in people’s daily lives.
Nature and  Science involves asking questions about, and describing changes in, objects and events (ACSHE021)
Science as a

endeavour
(Year 1-2)

development of Students pose questions about

human

science
their experiences and predict
Use and influence  People use science in their daily lives, including when caring for their environment and living things (ACSHE022) outcomes of investigations.
of science They use informal
measurements to make and
Questioning and  Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024) compare observations. They
follow instructions to record
Science inquiry skills (Year 1-2)

predicting
and represent their
Planning and  Participate in different types of guided investigations to explore and answer questions, such as manipulating observations and
conducting materials, testing ideas, and accessing information sources (ACSIS025) communicate their ideas to
 Use informal measurements in the collection and recording of observations, with the assistance of digital others.
technologies as appropriate (ACSIS026)
Processing and  Use a range of methods to sort information, including drawings and provided tables (ACSIS027)
analysing data  Through discussion, compare observations with predictions (ACSIS212)
and information
Evaluating  Compare observations with those of others (ACSIS213)

Communicating  Represent and communicate observations and ideas in a variety of ways such as oral and written language,
drawing and role play (ACSIS029)
General Capabilities Cross Curriculum Priorities Notes:
 Literacy  Aboriginal and Torres Strait Islander
 Numeracy
histories and cultures
 Information and communication technology
(ICT) competence  Asia and Australia’s engagement with
 Critical and creative thinking Asia
 Ethical behaviour
 Personal and social competence  Sustainability
 Australian Curriculum: Science
Sub-strands
 Intercultural understanding
English
Students will create a story from
the perspective of water itself.
Students would first learn about
the problems water is up
against (wastage, climate, un-fit
drinking water, etc.)
The story is about promoting a
new/ different perspective on
the problems water is facing.
LOTE
Teaching students the Indigenous
symbols and what they represent
(good hunting ground, good sources
of water) and how to say them in the
native tongue. Students could then
create handmade clay symbols
representing where good water
sources are within the school.
(Year 2)
Content Descriptions Achievement Standard
CONCEPT MAP Society and Environment
(option 1)
Students would examine a graph with a
fluctuation of our water supply over many
Religious Education / Spiritual Education
years. Students would then discuss what the
In Religion ‘clean’ water is often used as a decreasing amount of water supply could
symbol of purity and tranquility. Teaching be affecting within our environment
students that a life with sin is like dirty (Australia overall.) Students could then
either write a formal letter or create a video
water and how with God (our filter), he can
about what improvements need to be put in
renew us and clean us of sin. place to conserve our local environment
that could be sent to the council/
government.
Concept: Caring for our environment and
water supply Term: 2 Weeks: 5-10
©The University of Notre Dame 2010 developed by C McGunnigle
Health & Physical Education
Teaching students about the importance of staying
hydrated and how water is a necessity to all life on
Earth.
The Arts Colour Key
In small groups students could create a design Physical (Fine Motor)
mural on the topic of caring for our environment Physical (Gross Motor)
Social
and water supply. The small groups design could Emotional
go up for vote and the design that wins is then put Cognitive/ Language
Creative/Aesthetic
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 Weeks 5-10 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Science~ Water supply &
conservation
EYLF Responsiveness to Learning through Intentional Learning Assessment for Cultural Continuity of Holistic approaches
PRACTICES children play teaching environments learning competence learning &
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice
OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident and 5.Children are effective
sense of diversity with and contribute to their sense of wellbeing involved learners communicators
world

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 where our water comes from and the different ways water reaches our taps.
 To elicit students’ questions/ prior knowledge about our water supply.
 Diagnostic assessment used- in this lesson you will find out what the students already know about where water comes from. This will allow you to take account of students’ existing ideas when
planning learning experiences

WEEK/ EYLF AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac O/C LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Understanding: Students can: Diagnostic This lesson has been taken - What do -KWL Chart
1 2 IT 2
(ACSSU032) - Prior
from Water Corporation WA as you do if you -Worksheet
- Describe the
4 LE 4 an essential lesson to be taught want a drink found on
journey of water to Knowledge of of water?
before an incursion occurs. I water corp.
5 Science as a Human our taps
topic decided that I would book a
- When we
website link.
Endeavour: - Recognise that go to the tap
water we use can -Understanding school talk about Western and turn it -Brainstorm
(ACSHE035) come from surface of where water Australia’s water supply on, water on white
water (dams), through Water Corporation WA comes out board and
comes from and but where
Science Inquiry Skills: under the ground as this incursion further markers.
(groundwater), or process the develops students
does it come
-Screen for
(ACSIS042) the ocean from?
water goes understanding and knowledge video to
(desalination)
(ACELY1789) - Understand that through before of our water supply. The school - What else play
most water it goes to taps talk is free and will be a 45- would you
(ACTDIP003) requires treatment minute lesson. This school talk like to find https://www.w
- Through the atercorporation.
before it is suitable would take place after this out about?
com.au/home/ed
to drink. KWL chart lesson. (The link to this lesson ucation/teaching
- Anecdotal is located in the resources.) -resources/find-
a-lesson-
notes from
 Introduce topic “Where plan/lesson-
our water comes from plan/how-
whole class and water-gets-to-
and the different ways
group my-tap
water reaches our taps.”
discussions https://www.w
 Do the K and W from
-Poster/ atercorporation.
KWL chart. (What you com.au/home/ed
popplet ucation/teaching
know and What you want -
to know) on the topic of resources/elearni
ng
where does our water
come from and how does
it get to our taps.
 Show video about the
water process
“Catchment to Tap”
 Brainstorm the stages
water might have gone
through on its journey
from sky to the school
 Display activity sheet and
discuss the 3 ways we get
drinking water, the
process water goes
through at the treatment
plant and the differences
between the different
sources of water.
 Have students get into 4
groups. They will scan the
QR code and watch a
video on one of the
following areas (Making
 sure subtitles on so
students can pause and
read/ write facts down for
poster):
- Desalination Process (of
sea water)
- How wastewater is
recycled
- Dam water and its use
- Ground water
replenishment
 Students will then as a
group create a poster or
popplet including
drawings or facts of what
they saw. The students
will then present their
poster to the class.
 Reflect and summarise
what new information
have students learnt
about the water in our
taps and what else would
they like to find out
about.

(Students with visual and

hearing impairments will sit at
the front of the class and be
closest to the teacher and the
screen for sound and visual.
Keeping an eye out for students
who may be struggling and help
them when necessary.)
Lesson Resource for Students
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of water conservation (saving) strategies
 To support students to investigate and explore ideas about water saving strategies
 Formative assessment

WEEK/ EYLF AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac O/C LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)

2 2 HA 1 Science Understanding: Students will: Formative Students will be engrossed in - Why is it Activity 1
RS 2 (ACSSU032) Gain a general
different activities covering the important Vegetable
3 understanding of
IT different water Anecdotal importance of water conservation, to save s, herbs
4 Science as a Human
conservation water? and fruit
AL Endeavour: Records of- without an in depth description
5 strategies. - What is plants
LE (ACSHE035) - be able to explain Were beforehand. This lesson is about
several strategies the gardening
students able getting students to explore their
to prevent water importance gloves,
Science Inquiry Skills: wastage in the to grasp an environment and the idea of
of using shovels,
(ACSIS042) school.
- have a general understanding saving water within our mulch in the water
(ACSIS041)
understanding of of what environment. garden? cans,
the importance of
(ACELY1789) using mulch in the water  Introduce activities and rules - What mulch,
garden. conservation for lesson (listen to the strategies good soil.
- have a general teacher and other important
(ACTDIP003) understanding of is (saving could we Activity 2
safety rules) implement Birds eye
the importance of a water), were
water tank.  Activities will occur one after to save map of
they able to
another. This is to allow water and school,
provide
optimal learning and fix leaking clipboard,
strategies
understanding of the topic taps? pencil/
that could be area. - Who do marker,
implemented.  They will explore the we go see list of
importance of water about fixing clues
-Class/ group conservation through different leaking taps Activity 3
discussions activities. in the IPads, Pic
- observation  The decision to do the school? Collage
activities one after another is - What are app, book
to ensure duty of care is met water tanks creator
at all times. This will allow used for? app.
the educator to be able to - What
watch all students and ensure could we use
they are all engaged in what the water in
they are exploring. It also our water
provides the opportunity for tank for?
the educator to ensure all
students are gathering an
understanding of the topic
through whole class and group
discussions.
 If time was to run short this
lesson could continue on in
another lesson.

Activity One- Gardening

- This Activity will engage students
in planting vegetables, herbs and
fruit plants in garden beds and then
surrounding the plant with mulch.
The students will then explore the
importance of using mulch when
gardening and the benefits it has in
relation with water and water
conservation. (Mulch holds water,
etc.)
Activity Two- X marks the Spot!
- Students will have a basic birds
eye view map of the school. They
will then have a checklist of hints
about what is the best location for
a water tank. Students will explore
the school as small groups and
discuss where they think the tank
should go and why. As a class we
would then show all the different
maps and discuss similarities and
differences between the maps and
which X is correct and why and
what are the benefits of placing the
water tank there.
Activity Three- Hunt for Water
Sources!
-Students will explore their
environment (class, outside
environment, toilets, fountains,
gardens, etc.) and in small groups
using an IPad, they will take photos
of where we use water in our school
or where water may be being over
used or wasted. They will then
create a pic collage or using book
creator to create a book about
where they found water, adding
notes and voice overs (optional).
As a class we would look at
everyone’s final products and discuss
strategies to fix leaking taps, pipes,
 etc. and strategies to save water.
 The lesson would conclude
with a whole class discussion
of what the students have
explored and learnt.

(Students who may need extra

help, will be either paired with a
student who is capable of making
sure the other student
understands what we are
exploring and discussing.
Otherwise the students will stay
closer to the educator allowing
them to seek help when needed.)

Lesson Resource for students- Document

Suggestions of where to place your Rain Water Tank

o Down a Slight hill for easy flow of water
o Close to plants and other vegetation
o Out of the way of foot traffic
o Shade to keep the water cool
------------------------------------------

5E’s- EXPLAIN (1 lesson)

 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ EYLF AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac O/C LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)

3 2 HA 2 Science Understanding: Students will: Formative  Begin lesson by getting -What Cleared
RC 3 (ACSSU032) understand the would surfaces,
3 students to discuss the
importance of Able to write happen if Large
4 4 Science as a Human idea of ‘What would
water stones,
Endeavour: well written we ran out
5 conservation and happen if we ran out of Small
(ACSHE034) predictions, of clean
the importance of clean water?’ Stones,
(ACSHE035) able to water?
taking care of our Sand,
 Brainstorming all ideas and
Science Inquiry Skills: environment and conduct predictions on the board - Can Container
(ACSIS037) water ways. filtration anyone tell s,
 Read selected pages from
experiment, me what Funnel,
“What a waste” by Jess
(ACELY1666) Dirty
able to record water
French (pages selected will water,
(WAHASS13) results and conservatio
be about water wastage, Coffee
explain which n is?
filter
method is use of water and brief over - What
more effective view of strategies to could we do Screen,
and why and improve polluted waters, to reduce sufficient
capability to etc. water sound,
work with waste? YouTube
 Educator will then explain
others - why access,
what water conservation is
effectively. would white
and how it is important board and
(insert
that all humans reduce the markers
How strategy)
Checklist, amount of water waste in be a good
Book creator all environments. strategy?
submission,  Educator will play a video (water
contribution filtering,
about ‘water our most
to class desalination
precious resource’ (stop at
discussions, , storing
anecdotal 4:24) water,
notes from  Students will then be etc.)
observations, asked to consider what - which
discussions changes we could apply to method of
with stop water pollution and filtration
students. do we
the running out of clean
think will
 water. (educator will only be more
provide hints or expand on effective in

student’s ideas, but may producing

the
suggest filtration, storing
cleanest
of water and other
water?
suggestions only if students - why do
are unsure) you think
 Introduce activity: water that?
filtration devices.
- Coffee Filter
- Sand Filter
 Students in partners will
be provided both types of
filtering methods.
 Students will investigate
which filtration method will
be more effective and why
 Students will write their
prediction and record
results, taking photos of
their process and then will
results students will create
a book creator of each step
the students completed
 with written/ audio
descriptions.
 Conclude lesson with whole
class discussion about which
filtration method is more
beneficial and the
importance that what
filtering/ desalination
processes are put into
practice across all
countries.

(Students who may need extra help,

will be put into pairs/ small groups
with higher achieving students that
will ensure the other students
understand what they are exploring,
planning and discussing. Whenever we
are sitting on the mat students
with any visual and hearing
impairments will sit at the front of
the class and be closest to the
teacher and the screen for sound
and visual.)
 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/ EYLF AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac O/C LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)

4 2 HA 2 Science Understanding: Through Summative- In this lesson students will be split - How can White
IT 4 (ACSSU032) research and into small groups and will plan a we save board,
3
LE investigation Students ability short tv style add about water in markers,
5 Science as a Human
students will to research and conservation strategies within the our daily internet
Endeavour:
further investigate home, school and garden. The video
(ACSHE034) lives? access,
understand the will include information about the
(ACSHE035) water - What are IPads,
importance of importance of saving water and
conservation the Planning
Science Inquiry Skills: water simple strategies to implement
strategies and different paper,
(ACSIS042) conservation and within the areas. Students will be
how to environmen list of
ways to asked to include facts and simple
(ACELY1666) implement implement strategies. The production of this ts we could props,
conservation them in video would take place in the implement
strategies to different evaluate lesson for the purpose of water
various environments. the whole class going over what we conservatio
environments. have learnt about the processes our n strategies
Production of water goes through to get to the
in?
work, tap and the different conservation
- Why is it
strategies.
Checklist, important
 Introduce lesson activity
contribution to to conserve
“Saving water in our daily
class lives” water?
discussions,  Discuss and brainstorm - Can
anecdotal notes strategies for saving water anyone
from  Separate students into 5 explain
observations, groups of 5 (total of 25 what
discussions with students.) All groups will be desalination
students. provided time to research/ is?

investigate their specific area.

- Where do
we get our
 3 groups will be given the
water?
different environments
(home, school and garden)
and will be encourage to
research strategies for saving
water within them. The
other two groups will be
given the topic areas of
either ‘Where our water
comes from (Dam, seawater,
wastewater, recycled, etc.)’
or ‘The processes the water
goes through to get to the
tap (desalination, etc.)’
these topic areas could be
given to the academically
weaker students as we have
already explored this idea so
 they would have familiarity of
this certain topic.
 Students will research and
collect information from
websites provided.
 Students will then plan what
they are going to do for
their video and what props
they may need, etc.
 Then have the groups
separate and form new groups
that include one person from
each topic area. They will
share what they learnt and
researched. (A person from
each of the environments,
and the process of water and
where we get our water
supply)
 To conclude the lesson, have
a class discussion about what
they all need and what their
selected areas are about.

(Students who may need extra help,

will be put into different small
groups. One student from that
 group will be selected to make sure
the other student understands what
the small group is exploring, planning
and discussing. Whenever we are
sitting on the mat students with
any visual and hearing impairments
will sit at the front of the class and
be closest to the teacher and the
screen for sound and visual.)

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about the processes our water goes through to get to our tap and the different conservation strategies and represent what they
know about this topic
 Summative assessment of science understanding

WEEK/ EYLF AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac O/C LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)

5 2 HA 2 Science Understanding: Students will: Summative- The purpose of this lesson to allow - What have IPads,
IT 4 (ACSSU032) Science the whole class to revisit and revise we been AppleTv,
3 Understand the
Understanding what we have learnt about the learning
AL importance of Props
5 Science as a Human
processes our water goes through to about?
Endeavour: water and will needed,
Assess their get to the tap and the different - Why is it
(ACSHE034) learn to knowledge and conservation strategies through the important KWL
understanding of creations of the videos. that we
implement chart,
(ACSHE035) water  In this lesson students will apply these
water Sufficient
conservation,
have 30 minutes maximum to conservatio-
Science Inquiry Skills:
conservation how we get our sound,
create a short clip about n strategies?
(ACSIS042) strategies within water supply and Pencils,
- What
different the importance their selected area. sticky
of clean water.
strategies
(ACPPS021) environments.  Gather students on the mat notes.
will you
and play the final products. implement
Reviewing video
presentations,  Conclude lesson with a class at home?
KWL chart discussion/ review about what - After
answer to the learning
the students have been
L, anecdotal about the
notes and
learning about (the processes
importance
contribution water goes through to get to
of water
throughout the the tap, what would happen
conservation
lesson/s.
if we ran out of clean water what do you
and water conservation now think
strategies) and have students would

write down what they have happen if we

ran out of
‘Learnt’ overall for the
clean water?
purposes of the KWL chart.

(Students who may need extra help,

will be put into different small
groups. One student from that
group will be selected to make sure
the other student understands what
the small group is exploring, planning
and discussing. Whenever we are
 sitting on the mat students with
any visual and hearing impairments
will sit at the front of the class and
be closest to the teacher and the
screen for sound and visual.)

References
Department of Education and Training (2009). Belonging, Being & Becoming - An Early Years Learning Framework for Australia.
Australia: Australian Government.
French, J. (2019). What a waste. Great Britain: Dorling Kindersley Ltd.
Robeco Asset Management (2014). WATER our most precious resource. [video] Available at:
https://www.youtube.com/watch?v=VIaw5mCjHPI.
School Curriculum and Standards Authority, Government of Western Australia (2014). Western Australian Curriculum. Western Australia:
School Curriculum and Standards Authority, Government of Western Australia.
Water Corporation of WA. (2018). Water Corporation of WA - How water gets to my tap. [online] Available at:
https://www.watercorporation.com.au/home/education/teaching-resources/find-a-lesson-plan/lesson-plan/how-water-gets-to-my-tap.
Water Corporation of WA. (2018). Water Corporation of WA - e-Learning. [online] Available at:
https://www.watercorporation.com.au/home/education/teaching-resources/elearning.