FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2, YEAR LEVEL: 2 LEARNING AREA/TOPIC: Science –Earth and

Weeks 3-5 Space
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
Yes Yes thinking Yes Competence Understanding
Yes Yes
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures Yes

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (include learner diversity)
Science Science as a Science
Unders Human Inquiry Skills
tanding Endeavour
1 Earth’s Science Participate 1.Students recall Via answers given in INTRODUCTION
Engage resource involves in guided and share past whole class discussion Students seated on mat
s are observing, investigatio knowledge about (Objective 1) What students already know (meditation type exercise) What does it look like? Whiteboard
used in asking ns to rain - The word Rain is written on the board What does rain sound like? Marker
a variety questions explore and Effectiveness of rain - Students are to close their eyes and think about What does rain feel like?
of ways about, and answer 2. Students design protection of what they know about rain What does rain taste like?
(ACSSU0 describing questions (A and build a structure (objective 2) - Teacher leads session by asking students question What is rain made of?
32) changes in, CSIS038) structure which with their eyes closed Is all rain the same?
objects and protects from rain - Students open eyes and discuss answers
events (ACS T-Chart T-Chart (what
HE034) - Teacher writes up answers discussed on T-Chart Does anyone know anything we know before,
else about rain? what we now
Middle know)
Design Brief Explained marker
- Important not to get wet in the rain so you don’t
catch a cold Materials
- Students are to design something using materials
provided to block out rain Collaborative
- Going to work in groups (existing collaborative learning group
learning groups) poster
Teamwork values are explored Teamwork
Safety considerations poster
- Careful use of scissors at all time
 - Absolutely no running
- If cutting any plastic – ask for teacher assistance
Students are given time to design creation
- Students explore materials provided
o Cardboard
o Cellophane
o Sticky tape
o Glue
o Blue tack
o Paper plates
o Plastic cups
o Pop sticks and skewers
o Milk bottles What are the most effective
o Plastic yoghurt containers parts of all the designs?
- Individual designs must be drawn but students are to
discuss ideas in their groups
Students are given time to decide on a design
- Integrating all ideas into one
iPad
- Teacher and EA will assist with this step
Students are to create their designs
- Ensuring teamwork
- Sticking to their design as closely as possible
Students take a photo using class iPad of design
Students explain designs
Students seated on mat
- Students explain to the class aspects of design (with
T-Chart
teacher commenting on efficiency and effectiveness)
- Explain how rain will be blocked out

CONCLUSION
- Effective ideas are discussed as a class
- Interesting and less-known ideas are discussed and
added to t-chart

2 Earth’s Science Participate 1. Students INTRODUCTION Powerpoint slide

Explore resourc involves in guided observe and Answers recorded on Students begin seated on mat Computer
es are observing, investigation record rain falling A3 recording sheet Information is revisited from previous lesson Projector
used in asking s to explore on different (objectives 1, 2, 3) - Whole class discussion about topics covered Where is rain from?
a variety questions and answer surfaces according - Think, pair, share with students in close proximity of What does rain Sticky notes
of ways about, and questions (A to what is heard, Answers recorded on concepts covered - Look like Pencil
(ACSSU0 describing CSIS038) seen, felt and exit slips (objective 2) - Students individually record something learnt in - Smell like Large raindrop
32) changes in, smelt. previous lesson on sticky note and stick on raindrop - Feel like poster
objects and Compare poster at front of classroom - Sound like
events (ACS observations 2. Students - Discuss interesting, challenging and major
HE034) with those identify whether suggestions
of rain sinks in, runs
others (ACSI off or pools on Introduce topic: Rain falling on different surfaces
S041) various surfaces. Display image of rain falling in backyard with multiple surfaces
(pool, grass, chairs) What surfaces are in the
3. Make a - Discuss different surfaces rain can fall on in the picture?
prediction on the picture What other surfaces does
result of the rain - Explain that rain falls differently on different surfaces rain fall on?
pouring onto
different surfaces MIDDLE
Introduce activity Where do we find wood in
- Display images of wood, umbrella, sand, brick nature? Where do you find
- Whole class discussion of real-life contexts of wood in your backyard?
surfaces - Repeat questions
Explain safety considerations for each surface
- No running Teamwork
- No picking up the surfaces (especially the brick) poster
- Person with the iPad must be completely dry when
handling the iPad
Group students in groups of 4
- Assign each student a number within groups (1, 2, 3,
4) and assign each member a role

Explain groupwork expectations and roles (1 = recorder, Does anyone remember

2=pourer, 3=runner, 4=photographer) what a prediction is?

Explain prediction
- Explain terms used to describe result of rain
o Absorb Laminated A3
o Run off sheets
o Pool Did you use one of the Whiteboard
- Need to make a prediction of what you think will terms we just learnt? marker
happen

Students return to desks with A3 sheets in groups Watering can

- Students record prediction on sheets as a group Water
- Prompting or struggling students where necessary Brick, wood,
(enabling) sand, umbrella

Explain activity
- Runner will come up to front and collect a watering
can and towel
- Pourer pours the rain onto the surface slowly and
carefully using the watering can
- Whilst all group members observe
o How did it change?
o Does it look or smell different?
o What did the rain sound like?
o What happened to the water?
- Students then discuss what happened and recorder
records on A3 sheet
- When finished, there’s an extension question at iPad
bottom (extending)
 Students complete activity
- Teacher assists and prompts students if necessary
(enabling)
- Once teacher checked, photographer takes photo
with iPad

Students rotate stations x 3 Did all groups predict that?

CONCLUSION Whose prediction match Exit Slips

Once completed all stations – students return to mat what happened? Pencil
Discuss results/observations
- Teacher reads A3 sheets, students contribute How did the surface
- Discuss all surfaces change?

Explain exit slips INDIVIDUALLY

- Need to remember the 3 things that happen to rain
on a surface
- Anything you’re not sure about or want to learn
about

Discuss next lesson

- Explaining why water does different things on
different surfaces (run off, absorb, pools)
3 Earth’s Science Participate INTRODUCTION
Explain resourc involves in guided 1. Students are Answers on mini Students begin seated on mat
es are observing, investigation able to generate, whiteboards Discuss previous lesson What were the 3 different
used in asking s to explore and record uses (objective 1) - Run off things that happened to the Whiteboard
a variety questions and answer for water - Absorb rain? with 3 terms
of ways about, and questions (A Answers on work - Pool Markers
(ACSSU0 describing CSIS038) 2. Students are samples (objective 2) Discuss different surfaces What happened on each
32) changes in, able to match uses - Wood, brick, umbrella, sand surface?
objects and of water to the Answers in concluding Question reasoning for this
events (ACS Use a range corresponding game (objective 2) - Why does rain do different things on different
HE034) of methods reactions to surfaces?
to sort surfaces - Students have thinking time
information, Generate possible reasoning for different reactions Why does rain absorb into
including - Students brainstorm on mini whiteboards possible wood and sand? Mini
drawings reasoning for different reactions Why does rain pool on a whiteboards
and - Answers discussed and explained brick? Markers
provided o Water is used for different things so reacts Why does rain run off an
tables and with surfaces accordingly umbrella?
through
discussion, MIDDLE
compare Brainstorm different uses for rain using smartboard What do plants need water Smartboard
observations - Pick on lower students at beginning to add straight for? Pen
with forward ideas What do humans need rain
predictions ( - Pick on higher students at end to challenge and think for?
ACSIS040) of more creative ideas What do animals need rain
Discuss how rain needs to react to surfaces for the uses for?
 - Run off, absorb, pool What are other uses for
- Discuss reaction with surfaces for the uses of rain for rain?
multiple examples on board (i.e. for plants to drink
water, rain needs to absorb into the soil) expanding
on why it needs to absorb
- Write reaction next to use on smartboard
Explain activity
- Have a sheet with some uses of rain and then have Worksheet
the 3 different way rain can react with a surface Coloured card
- Need to cut out the use and the matching reaction Scissors
and glue them next to each other on a piece of Glue
coloured card Pencil
- Only cut out one at a time (1 use and the matching
reason) so no pieces go missing Are you going to cut them
- Write name on back of coloured card all out at the start?
Explain safety considerations NO
- Must stay seated at all times
- Keep scissors facing forward and put away when not
using
- No running
- If need to leave chair, raise hand and place scissors
away
Students begin activity
- Struggling students sit close to smartboard (enable)
- Empty lines at bottom for students to write another Smartboard
use and matching reaction and add to card with last week’s
(extension) results
projected
END
Students seated on mat
Discuss lesson A3 labels on
- Why does rain react to surfaces in different ways? walls (run off,
- Why did rain react to the surfaces last week in the absorb, pool)
way that it did?
o Wood, brick, umbrella, sand
Explain conclusion game
- Teacher is going to say a use for rain
- Students walk to side of the room according to
matching reaction to surface
o Run off = front of room
o Absorb = left side
o Pool = right side
Safety considerations
- No running
- Hands by your sides
- Give other students space
- Do not go near the desks
Students play game
- Student switches place with teacher and names a
 use for rain (extension)
- Uses discussed at start of lesson stated at start of
game (enable)
Next class objectives explained
- Going to find out what happens to rain when it is
either absorbed, runs off or pools (water cycle)
4 Earth’s Science Represent 1. Students are Notes taken from INTRODUCTION
Elaborate resourc involves and able to take brief video (objective 1) Students seated on mat What are 3 ways water can
es are observing, communicat notes from an Discuss previously learnt info react to surfaces?
used in asking e informative video Label and descriptions - Water reacts to different surfaces differently
a variety questions observations and assisting from water cycle - According to use of water
of ways about, and and ideas in dictation worksheet (objective Pose questions to elaborate
(ACSSU0 describing a variety of 2) - We know what happens to water once it gets to the
32) changes in, ways (ACSIS 2. Students are ground, but where does it come from?
objects and 042) able to label a - How does it get into the clouds?
events (ACS diagram of the Students think, pair, share
HE034) Use a range water cycle - Students share ideas with class A3 paper
of methods - Teacher writes ideas on A3 sheet Marker
to sort Clipboard,
information, MIDDLE worksheet with
including Students retrieve items to take notes on mat numbers down
drawings Explain activity side, pencil,
and - Students collect worksheet Why is it important to know eraser
provided - Going to watch a video on the water cycle (explains this?
tables and where water comes from and why it rains)
through - We’ll watch it twice, first time just listening, second
discussion, time taking notes on your worksheet
compare - You’re going to take notes on each step of the cycle
observations (can draw little picture to help you remember)
with (teacher will pause after each step)
predictions ( Students close clipboards
ACSIS040) Students watch video 1st time
Students watch video 2nd time
- Teacher pauses after each step, restating information https://www.yo
- Teacher writes information on mini whiteboard for utube.com/watc
students at front (enabling) to copy onto worksheets h?
Students discuss notes as a class What was the first step? v=ncORPosDrjI
- Assisting struggling students with actions (enabling) What happened in it? Smartboard
- Teacher writes them on smartboard (continue for all steps)
Teacher transforms steps onto a diagram What makes it a cycle?
- Teacher re-reads steps one at a time and adds labels
to diagram with student assistance Why is it important to use a
- Teacher goes over diagram with actions (enabling) diagram? (extending) Teacher diagram
Explain activity and
- You have the same diagram and need to write the Labels
appropriate label at the appropriate stage (at top of
worksheet)
- Use notes taken to help you
- Once you have written all the labels, you can colour Worksheet
 it in Completed
- Students who finish both – write what each stage notes
includes (extension) Pencil
Students begin activity Coloured pencils
- Teacher covers labelled diagram but keeps written
stages on board
- Struggling students sit in group and work together
with teacher assistance close to written instructions
(enabling)

CONCLUSION
Students seated on mat Teacher diagram
- Students come up one at a time and place label on and labels
teacher diagram Brainstorm
- Brainstorm created at start of lesson is revisited Mini whiteboard
- Students write 3 things they learnt on mini Markers
whiteboards and hold up to teacher

5 Earth’s People use Pose and 1. Students are Accuracy of posters INTRODUCTION
Evaluate resourc science in respond to able to design and (objective 1) Students seated on mat
es are their daily questions, create posters Review previous lesson Teacher diagram
used in lives, and make with visual and Ideas shared in class - Students re-place labels on teacher diagram of water and labels from
a variety including predictions written discussion (objective cycle as a class with teacher giving quick explanation Does anyone remember previous lesson
of ways when caring about famili information 2) of each stage what it is called?
(ACSSU0 for ar objects regarding saving - Because it is a cycle – new water doesn’t enter. Water ________?
32) their enviro and water Answers on exit slips Water is only recycled
nment and events (ACSI (objective 2) - Explain importance of not wasting water
living S037) 2. Students are
things (ACS able to recall MIDDLE Whiteboard
HE035) Represent learnt information Discussion of ways water can be saved (written on whiteboard Marker
and regarding water as suggested)
communicat throughout a unit - Short showers Can anyone think of any
e of work - Turn off taps other ways?
observations - Watering the grass (collect old water)
and ideas in - Only wash clothes when they are dirty
a variety of Explain activity
ways (ACSIS - Create a poster (in existing collaborative learning Collaborative
042) groups) on a strategy to save water learning groups
- Teacher assigns each group a different strategy listed poster
- Students create posters including:
o Key information
o How to implement the strategy A2 card
o How the strategy saves water Textas
o Pictures Pencils
Complete activity
- Students complete activity, adding their own ideas
(extending)
- Struggling students prompted by teacher (enabling) Are these strategies hard to
Gallery walk do?
 - Students complete a gallery walk of all posters Why is it important to save
water?
CONCLUSION
Students seated on mat
T-Chart from lesson 1 t-chart
- Read ideas generated from lesson 1 Do we know lots more markers
- Students add other information (1 lesson at a time) about rain and water now?
- Teacher prompts each lesson to help students
remember content (pointing to work displayed on
walls) https://www.yo
Safety considerations for dance utube.com/watc
- Adequate space between all students h?v=KM-
- No being silly with arms 59ljA4Bs
- Far away from desks
Dance A Drop Around the
- Students watch water cycle dance World
- Students take part in water cycle dance Barbara McKinney
Books in reading corner
The Water
- Going to be reading books about water Princess
- They are in reading corner Susan Verde
Exit slip completed individually
- What are the 3 ways water can react with a surface? Water Is Water: A
- Label the water cycle Book About
- What are 4 uses for water? the Water
- What are 3 ways to save water? Cycle
Miranda Paul