English
and liquids) Term: 3 Weeks: 5 to 10
Link: Re-read and edit texts for meaning,
appropriate structure, grammatical
choices and punctuation (ACELY1683)
Paragraphs are a key organisational
feature of written texts (ACELA1479)
(Personal and social capability)
 With knowledge curated, write a
paragraph on how the effects of
global warming are effecting our
planet and how we can help at home.
Link: Understand that verbs represent
different processes, for example doing,
thinking (ACELA1482)
 Create a class verb poster to add to
when verbs come up during science
lessons.
Link: Listen to and contribute to
conversations and discussions to share
information and ideas and negotiate in
collaborative situations (ACELY1676)
(Personal and social capability)
 Listening, discussing and merging
ideas during the STEM challenge.
Link: Plan and deliver short
presentations, providing some key details
in logical sequence (ACELY1677) (ICT
and critical and creative thinking)
 Using the iPads to create a story
board on the steps the students took
to complete their experiment.
Having a ‘Science Journal’ – recording
data, date, times, label diagrams, tables/
graphs drawings, written text.
Concept map: Change of states (solids The Arts
Link: Exploration, improvisation and
selection of movement ideas to
create a dance that has
a narrative structure (ACADAM005)
Religious Education / Spiritual Education (Critical and creative thinking and
personal and social capability)
Unit of work - Water of Life  Allow the students time to
create a 1-minute dance
 Wondering at how the change of state happens naturally on performance about their
earth. findings or the steps they took
 Discuss that living things gather around water. to get to their findings
 Writing ideas on how we can help climate change in the o How did we find that
classroom or at home and implementing them. out? Through
 Discussing the need for heat and cooling to survive, look at experiment, research
online or in books
examples in natural/ non-natural settings.
 Create a prayer table in thought of climate change. o How did finding out that
 Create a wonder wall. make you feel? Can you
show us this feeling?
HASS
Link: Develop a range of focus questions to investigate (WAHASS26) (Literacy and critical and
creative thinking)
 Looking at climate change, the damages of our earth heating.
Link: Identify current understanding of a topic (WAHASS27) (Literacy, ICT and critical and creative
thinking)
 Create a KWL chart about this topic and research using the iPads.
 From the wonder wall created in the RE unit, allow time for questions to be investigated, using the
internet, book, experiments, interview video.
Link: The difference between climate and weather, the main climatic zones of the world and the
similarities and differences between the climates of different places (ACHASSK068) (Critical and
creative thinking)
 Investigating and comparing what it would be like to live in a place with a different climate to their own
place. Creating a presentation on findings
 Identifying the hot, temperate and polar zones of the world and the difference between climate and
weather