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, at Standard,
students describe changes to materials
Chemical sciences  Different materials can be combined for a particular purpose (ACSSU031) and living things, and how a push or a
pull affects an object’s behaviour. They
Earth and space  Earth’s resources are used in a variety of ways (ACSSU032)
identify that certain materials and
sciences resources have different uses.
Physical sciences  A push or a pull affects how an object moves or changes shape (ACSSU033)
Students describe examples of where
 Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034) science is used in people’s daily lives.
Nature and
development of
science Students pose and respond to questions
about their experiences and predict
Use and influence of  People use science in their daily lives, including when caring for their environment and living things (ACSHE035) outcomes of investigations. They use
science informal measurements to make and
compare observations. Students record
Questioning and  Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037)
and represent observations and
predicting communicate ideas in a variety of ways.
Planning and  Participate in guided investigations to explore and answer questions (ACSIS038)
conducting  Use informal measurements to collect and record observations, using digital technologies as appropriate
(ACSIS039)
Processing and  Use a range of methods to sort information, including drawings and provided tables and through discussion,
analysing data and compare observations with predictions (ACSIS040)
information

Evaluating  Compare observations with those of others (ACSIS041)

Communicating  Represent and communicate observations and ideas in a variety of ways (ACSIS042)

General Capabilities Cross Curriculum Priorities Notes:

 Literacy  Aboriginal and Torres Strait Islander histories and cultures  See next page for links to Early
 Numeracy  Asia and Australia’s Engagement with Asia Years Learning Framework
 Information and communication technology (ICT) competence  Sustainability
 Critical and creative thinking
 Ethical behaviour
 Personal and social competence
 Intercultural understanding
 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 and OUTCOME 3: Children have a strong OUTCOME 4: Children are confident and involved OUTCOME 5: Children are effective

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

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

communities and an understanding of the emotional wellbeing cooperation, confidence, creativity, commitment, 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 their Children develop a range of skills and processes such as Children engage with a range of texts and gain meaning

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

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 range

self identities one context to another of media

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

with care, empathy and respect for the environment people, place, technologies and natural and processed 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
 Mathematics
 Parachute Games (Lesson One), Machine Building
CONCEPT MAP English
(Lesson Four, Review (Lesson Five) – students are
 Making observations about written
exploring what features of different object and
materials contribute to manipulating gravitational pull texts and exploring their meaning
through the conversations around what makes the
Religious Education / Spiritual Education (using books about gravity as
parachute fall slowly, what materials they can use to  Review (Lesson Five) – by personifying their reference points)
help the egg fall slower of soften the impact with the
ground, and finally in their description and justification
eggs, students are positioned by the teacher to  Supporting speaking and listening
of their materials in the design process reflect on the importance of protecting development through exposure to
o Identify practical activities and everyday
ourselves and nature (connectedness to the group conversations and partner work
events that involve chance. Describe
o Listen for specific purposes and
outcomes as ‘likely’ or ‘unlikely’ and identify earth)
some events as ‘certain’ or ‘impossible’ information, including
(ACMSP047)
instructions, and extend
o Describe the features of three-dimensional
objects (ACMMG043)
students’ own and others' ideas
Concept: Physical Sciences (Gravity) in discussions (ACELY1666)
Term: 4 Weeks: 1-3
Science / Technology & Enterprise Health & Physical Education
 Machine Building (Lesson Four) – throughout the design process, students will
 Parachute games (Lesson One) – fosters gross motor development
experiment with different materials based on their observations about their
through intensive arm movement and fundamental movement skill
characteristics and gravitational manipulation based on their observations in
practice
Lessons One-Three
o Simple games that use a combination of movement skills
o Characteristics and properties of materials and individual components
that are used to produce design solutions (ACTDEK004) (ACPMP027)

Society and Environment The Arts Colour Key

 Review (Lesson Five) – By sharing their observations with
each other in group discussions, they are reflecting on LOTE  Machine Building (Lesson Four) – students
are building their contraptions using a
what they have learn throughout this concept study – also
cognitive
Not applicable for this program Physical (Fine Motor)
range of materials in combination with
o Reflect on learning and respond to findings Physical (Gross Motor)
each other, unconsciously considering how
(e.g. discussing what they have learned)
Social
(WAHASS25) colours, lines, textures and materials are
 Machine Building (Lesson Four) – throughout the design Emotional
intertwined - also cognitive and fine motor
and inventing process, the group decisions made and
Cognitive / Language
discussions related to the form and function of their o Experimentation with, and use of
contraption reinforce collaborative prosocial behaviours Creative / Aesthetic
materials, media and/or
learned in previous years Spiritual / Moral
o Participate in decision-making processes (e.g. technologies when creating
engage in group discussions, make shared
artwork (ACAVAM107)
decisions, share views) (WAHASS22)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: T4, W1-3 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Physical Sciences - Gravity
EYLF Responsiveness to Learning Intentional Learning Assessment for Cultural competence Continuity of Holistic approaches
PRACTICES children through play teaching environments learning learning &
transitions

PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning &
reciprocal relationships reflective practice
OUTCOMES 1.Children have a strong 2.Children are connected with 3.Children have a strong 4.Children are confident and 5.Children are effective
sense of identity and contribute to their world sense of wellbeing involved learners communicators

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 gravity

 To elicit students’ questions/ prior knowledge about gravity
 Diagnostic assessment used- in this lesson you will find out what the students already know about gravity. This will allow you to take account of students’ existing ideas when planning learning
experiences

WEEK/ EYLF AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
Prin Prac O/C Science Science as Science OBJECTIVE (include learner diversity)
Understa a Human Inquiry
nding Endeavour Skills
Week 1, 5. Learning 4. A push or Science Use a range By the end of the Diagnostic Mat Session (~12 minutes) Mat Session  ~7m wide
Ongoing through Children
Tuesday
learning play are
a pull involves of methods lesson, students will be 1 – Content and 2 – Affective:  Motivation: Ask students KQ1 and KQ2 and record student responses (by EA if KQ1: What is gravity? parachute
Morning & confide affects asking to sort able to: These will be assessed using a Can anyone tell me  You
Session 1. Content: identify combination of a checklist and possible, however an audio recording would also subtly record this) what they know
reflectiv nt and how an questions information, Wouldn’t
e involved
object about, and including at least one anecdotal notes and uses the o It is not expected that students know how to explain gravity or have about it?
practice learners voice recordings made on the want to
moves or describing drawings property of the given it much thought, so if no responses, explicitly define and
iPad as reference points to allow KQ2: Does gravity Live
changes changes in, and parachute that explain what gravity is (gravity is when the earth pulls things towards
verbatim responses to be happen only for Without
shape - objects and provided slows its recorded the ground) people or for Gravity! By
ACSSU033 events – tables and gravitational pull everything?
ACSHE021 through  Read You Wouldn’t want to Live Without Gravity! By Anne Rooney, then ask Anne
The checklist will have space for
students to stand up and try to jump as high as they can and to try and touch the Rooney
discussion, 2. Affective: notes to be made about each KQ3: Why can’t we
compare child’s observations while the  Design
maintain active roof (note: this links to the HPE curriculum which required students to be able to touch the roof when
observations numbers 1, 2 and 3 correspond we jump as high as brief (one
participation jump for height - ACPMP025)
with to each of the three parachute we can? per person)
throughout all  When students inevitably cannot, ask them KQ3, again recording their responses
predictions - games which are circled for each (See:
parachute activity the students chose to Lesson Activities
ACSIS040 for assessment Design
activities participate in, and the data KQ4: I wonder why it
collected from this will form part
 Explain the next step of the lesson (parachute games), then transition students could be falling
Brief (For
out onto the oval students))
of the final rubric at the end of slowly. Can anyone
the unit of study think why?  Large open
(See: ENGAGE Checklist and space
Overall Rubric in the assessment Lesson Activities (~25 minutes) KQ5: Would be have  Voice
documents)  Roll out the parachute and arrange students to be evenly spaced around the to run faster or recording
outside, ready for game one slower if the device (e.g.
To complement this are the parachute was
anecdotal notes.
 Game One: Mushroom bigger?
iPad)
(See: Anecdotal Note Template 1. Students are hold two of the parachute handles and crouch while pulling it
in the assessment documents) taut KQ6: Why is the roof
Particularly useful for 2 – of our igloo falling so
Affective, these will identify much slower than
roughly when a child disengages
and/or exempts themselves from
participating in the activities and
if there were any trigger points
for this behaviour (for example,
some student may find running
underneath the parachute as it
falls intimidating and therefore
are likely to disengage)
In terms of the teaching and
learning cycle, the anecdotal
notes will be made on the
teacher’s own performance,
noting any areas the students
were particularly engaged in,
words/phrases above the
children’s level of understanding
and success with behaviour
management
(See: Anecdotal Note Template
in the assessment documents)
These will inform future planning
for two main reasons
1. Children who are not able
to produce an
observation about the
parachute will be easily
viewable and can
therefore have more
vigilant scaffolding in
future lessons, as well as
have more direct
communication
throughout the other
lessons. This links into the
nature of diagnostic
assessment which aims
to identify students’ prior
knowledge about the
subject
2. Children who choose not
to participate can inform
the teacher of unmet
needs or comfort level by
prompting the teacher to
reflect upon their
teaching and analyse the
child’s behaviour so these
needs can be met in the
future to maximise that
child’s chances of success
in lesson four
2. The teacher counts down from three and says “Mushroom!”, and on that when we threw it up
in the air? A: because
command the students quickly jump up and hold their handles above their
there’s a hole in the
head and watch while the parachute blows up in the air and falls again middle
slowly
Plenary
3. Once the students understand, play again but ask them to let go of the
KQ7: Did anything
parachute once they have jumped up surprise you about
4. Ask KQ4 then move onto the next activity (note: for KQ4-KQ6, verbatim the parachute today?
responses will not be recorded unlike the other KQ, however any
KQ8: What kinds of
outstanding comments or gaps in knowledge will be addressed in plenary things do you think
 Game Two: Colour Swap helped the parachute
fall slower than us
1. Organise students around the parachute so they are behind one colour each when we tried to
2. This game is identical to step 2 of Mushroom, however once the parachute is jump and touch the
lifted above their heads, the teacher will call out a colour roof?
3. Students behind those colours have to run underneath the parachute and KQ9: Why is gravity
swap places with another student sharing that colour before the parachute important?
falls on them, using their understanding of how much time they have to
KQ10: How could
swap formed from game one what we’ve learnt
4. Play 4-5 rounds or until all children have had a turn, then ask KQ5 and today help us protect
transition to the final activity Humpty Dumpty?
 Game Three: Igloo
1. Students are positioned around the parachute, holding 1-2 handles each and
crouched down (but not sitting)
2. Teacher explains the game, then on the count of three, the students jump up
and run ~2 metres into the centre and sit down on the lip of the parachute,
forming a bubble of air similar to an igloo
3. As it is expected that this will not be successful on the first round, play until
there is a large bubble and as it falls slowly, take the time to ask KQ6 while
the children are in the ‘igloo’
 Pack up the parachute and return to the classroom before sitting on the mat
Plenary (~15 minutes)
 Once students are back on the mat, facilitate a group discussion about their
observations, using KQ7, KQ8 and KQ9 as prompts and scaffolding where
necessary (recorded congruent to KQ1-KQ3
 Distribute the design brief and read aloud as a class
 Facilitate a class discussion using KQ10 as a prompt, then transition to next lesson
Safety
 If students are taking shoes off, socks must also be taken off (parachute becomes
very slippery otherwise)
 Students running around should be extra vigilant of others (especially in game
two
 Students should be evenly spaced so when jumping up and lifting their arms they
will not make contact with others
Learner Diversity
 The games are posed as non-competitive so that children of all gross motor levels
are encouraged to participate for fun
 If students that are becoming over-excited (as expected with parachute games),
games one and two will be modified so that students called by the teacher will
have to run around the parachute before it touches the ground to tire them out
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of Gravity
 To support students to investigate and explore ideas about the effect of gravity on falling objects
 Formative assessment

WEEK/ EYLF AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
Prin Prac O/C Science Science as Science OBJECTIVE (include learner diversity)
Understa a Human Inquiry
nding Endeavour Skills
Week 1 5. Assessment 1. A push or Pose and Use a range By the end of the Formative Mat Session (~7 minutes) Mat Session  One roll of
Ongoing for learning Children
Thursday
learning have a
a pull respond to of methods lesson, students will be Given the nature of formative  Motivation: Read age appropriate version of Humpty Dumpty to the class KQ1: What happened butcher’s
Afternoon affects questions, to sort able to: assessment to be part of an to Humpty when he paper
Session
& strong
ongoing observation of  Ask students KQ1 before reminding them of their challenge next week (lesson fell off the wall?
reflectiv sense of how an and make information,  Paint of
e identity
object predictions including 1. Content: children’s understandings, the four), then ask KQ2 and organise students so that KQ3 is a think, pair, share
practice following informal assessment KQ2: Do you think if various
moves or about drawings Comment on o If students are struggling to think of contraptions, scaffold by
types will be used to gauge the wall was only this colours
changes familiar and their
student learning reminding them of the parachute games from the previous lesson small (holding fingers  One roll of
shape - objects and provided observations
and what observations they made about why parachutes fall slowly ~15cm apart) would paper
ACSSU033 events - tables and about the 1 – Content will be assessed he have still
ACSIS037 through correlation (large surface area, etc.) towels
using a before and after picture splattered
discussion, between the  Explain that while the class are working on their reading comprehension  Permanent
of their ‘dartboard’ as a prompt everywhere?
compare height of fall and for a casual interview with the marker
activities, the teacher will be calling out groups of four to do the brand-new splat
observations intensity of children which will be video KQ3: What kind of  4 art shirts
activity
with splatter recorded. inventions might  A copy of
predictions -  Dismiss students to complete their reading comprehension in an area of the have helped Humpty Humpty
ACSIS040 The before photo will be an classroom they choose, then call out the first four students fall safely? Dumpty
2. Affective: aerial view of the dartboard
Reinforce  Video
showing a clear indicator of Lesson Activities
collaborative which ring they think the paint Lesson Activities (~7 minutes/group, 7 groups total) KQ4: Were your recording
prosocial splatter will reach, while the  Once the students are in the activity space, the teacher will explain the activity predictions close to device (e.g.
behaviour by after photo will be the actual the actual splats? iPad)
and provide a demonstration, this being:
distance. This will be combined  Step ladder
taking turns to
with the video recording of an o Taking turns, we will be dropping a paper towel soaked in watered KQ5: Why do you
stand on the
interview with the group of down paint (‘splat ball’) from different heights and guessing which think the splats got
step ladder and children wherein the teacher will bigger the higher we
drop the paint ring they think the paint splatter will reach
ask KQ4 and KQ5 and document dropped them from?
ball their comments.  Allow students to order themselves 1-4, this being the order they will be dropping
(this will be a great opportunity to take mental notes of which students are able Plenary
These are then translated onto a KQ6: Was anyone
checklist which features a simple to demonstrate fairness and reason, or lack thereof, for the 2 – Affective surprised by what
system to gauge understanding assessment) they saw today?
based on these comments, with  Before each drop, the students will guess how far each splatter will reach and What was it that
this key being defined as follows: surprised you?
• The first symbol, /, is used to write their name
signify that a student requires  In the turn order decided by the students, they will drop a ‘splat ball’ from the KQ7: From how high
further teaching and exploring to up do you think
following four heights onto a fresh ‘dart board’ (5 increasingly large circles):
fully grasp the concept Humpty could
• The second, /\, represents a ~20cm, ~waist height, ~face height, ~1.8m (using step ladder) survive without
student with a satisfactory level  After all of the students have dropped a ‘splat ball’ they will be interviewed by anything to help slow
of understanding his fall? Or is gravity
asking KQ4 and KQ5 before being sent back to class after washing their hands
• The third, a complete triangle, too strong for us to
correlates to an above average  Repeat until all students have participated protect him?
understanding, with few areas
needing revisiting KQ8: Apart from a
• The fourth, a triangle with a Plenary (~10 minutes) parachute, what else
dot in the centre, is used to  Once all students have participated, bring all students onto the mat into a could we use to help
mean that a student has fishbowl (circle) ready for a group discussion Humpty fall safely if
exceptional understanding of the we dropped him
topic and no further revisiting is
 Facilitate discussion, using KQ6, KQ7 and KQ8 as prompts and scaffolding where from higher than
required necessary that? (referring to
(See: EXPLORE Checklist in the  When the conversation inevitably dwindles, transition the class to packing up their answers to KQ7)
assessment documents)
their belongings for the end of the day
This checklist will be considered
for the final assessment rubric,
while the video recording will
form part of a ‘learning journey’
video montage that will be given
to caregivers through Safety
SeeSaw/Educa
 Hands must be washed immediately after activity to remove possibility of
(See: Overall Rubric in the
assessment documents) ingestion or dirtying the classroom/their belongings
 Paint must be non-toxic
2 – Affective is set to be marked
again through anecdotal notes  Step ladder must be checked for sturdiness and balance to ensure it does not give
that detail which students out when stood upon
worked well together and which  Activity area must be very close to classroom to ensure adequate supervision is
students were not as prosocial
when grouped together provided to the rest of the class
(See: Anecdotal Note Template
in the assessment documents) Learner Diversity
In terms of future planning, 2 –  Students who struggled in the previous lesson will have extra support and
Affective is particularly scaffolding to maximise their understanding of the topic
prominent, in that these  Some students may be sensory avoidant or resistant to dirtying their hands so a
observations will be heavily
considered while decided who to bucket of soapy water can be provided so they can wash their hands immediately
group together for the
investigation in lesson four to
ensure students are positioned
to find the most success. 1 –
Content will be considered
similar to that in lesson one, as it
will indicate which children are
not meeting the level of
comprehension that is expected
and require additional focus
 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 ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
Prin Prac O/C Science Science as Science OBJECTIVE (include learner diversity)
Understa a Human Inquiry
nding Endeavour Skills
Week 2 5. Assessment 5. A push or Pose and Represent By the end of the Formative Mat Session (~7 minutes) Mat Session  A pre-
Ongoing for learning Children
Tuesday
learning are
a pull respond to and lesson, students will be Given the nature of formative  Motivation: Set up a ladder in the middle of the mat area prior to lesson for KQ1: Why would prepared
Morning & effectiv affects questions, communicat able to: assessment to be part of an there be a ladder in egg
Session ongoing observation of students to wonder why it is there (however this should be supervised vigilantly the classroom? parachute
reflectiv e how an and make e
e commu
object predictions observations 1. Content: Design, children’s understandings, the for student safety (made of
practice nicators following assessment types will KQ2: What do you
moves or about and ideas in in groups of  Call students to the mat with their design briefs and ask them KQ1 materials
three, a be used to gauge student think was the most not
changes familiar a variety of
learning  Climb the ladder safely and demonstrate dropping the egg parachute from the important thing in
shape - objects and ways - contraption that provided to
top to show the students tangibly what a ~5m drop looks like helping the egg land
ACSSU033 events - ACSIS042 they believe will students in
1 – Content the design sheets safely?
ACSIS037 protect an egg o It is important that the parachute is not made with many, if any, lesson four)
will be photographed after the
from a ~5m materials specified in the design brief to avoid mimicry and demand  Ladder
lesson, and while not being KQ3: Are there any
marked on a checklist type other ways you can  10 copies of
drop, labelling critical and creative thinking from the children to be innovative with
system, they will form part of the think of that might the design
where necessary their designs
‘Science Inquiry Skills’ section of help the egg land sheet (see:
the overall unit assessment  Assuming the egg survives, ask the class KQ2 and KQ3, however if the egg cracks, safely? Design
2. Affective: Sheet in the
rubric. Alongside the rubric, the present KQ4 to the class
Demonstrate photographs will be included in KQ4: Why didn’t the assessment
eye contact and the video sent to caregivers to  Re-read the design brief with the children and split the class into pre-organised parachute work? documents)
appropriate demonstrate the progression of groups based on data gathered in lessons one and two What could we  Appropriate
voice projection the students’ understandings change to make it stationary
while explaining (See: Design Sheet in the work better? for writing
assessment documents) Lesson Activities (~30 minutes)
their design to and drawing
 Before dismissing students out into the classroom, explain the following: Plenary for students
the class in small
Also, anecdotal notes will be 1. They will be drawing a design for a machine to protect Humpty KQ5: Can you tell us  iPad or
groups made based on these designs one thing that would
and will document any groups of
2. They can only use materials listed on their design briefs help keep Humpty
other device
with photo-
children with significant gaps in 3. They should try and label as best they can safe when gravity
graphy
understanding. This does not 4. At the end of the lesson they will each have to tell the class one thing pulls it down?
capabilities
include small design flaws, as
part of the experiment in lesson they included that they think will protect the egg and why KQ6: Is there  See:
four is to observe and reflect  Distribute design sheets out to students and let them begin designing anything that slows Presentatio
upon failed designs, however down Humpty? Or n Skills
 The teacher is to move around the room and be available for questions and
substantial misunderstandings breaks his fall? Checklist
such as a lack of parachute scaffolding, however this is to be predominantly student-innovated so hints
system or fall-breaker will be would be given rather than answers to ensure the designs are authentic to their
recorded. group
For 2 – Affective, a checklist-like  While moving around the room, the teacher should also ensure students are
system will be utilised to record using only the materials specified, and students with gaps in understanding as
the children’s presentation skills.
diagnosed in the previous lessons are prepared to present something in the
(See: Presentation Skills
Checklist in the assessment plenary session
documents)
It will include a list of their
names with space for the
Plenary (~15 minutes)
following system to be employed  Call students onto the mat and ask students to sit with their groups
for both eye contact and voice  Remind students that they will each have to talk about one thing in their design
projection
each, then ask if any groups would like to volunteer
 / meaning that the
student failed to  One by one each group will present to their peers using KQ5 as a starting prompt
demonstrate the and if a student is unable to communicate an idea, they can be scaffolded by
respective presentation being asked KQ6
skill  After all groups are finished, collect all design sheets and transition to next
 /\ meaning that the
session
student demonstrated
the respective
presentation skill some of
 the time, but still
waivered slightly Safety
 A full triangle, meaning
 Minimal safety considerations required and standard classroom safety rules
the student
demonstrated excellent
would apply (e.g. no throwing things, walking only, etc.)
presentation skills
Learner Diversity
As part of reflective practice,  The groups would be organised so that students with less developed unit
when creating the project video comprehension are matched with more able students for the mutually beneficial
with the inclusion of the
collaborative learning opportunities as per Vygotsky’s Zone of Proximal
children’s designs, the teacher
should take note of the Development theory
progression of understanding  For students that are in need of a challenge, the teacher can impose additional
and assess whether or not their
teaching has been adequate
restrictions on their design to demand deeper innovation and creativity, for
enough to prepare the children example removing tape from their list of allowed materials
for the STEM challenge intended
for the next science lesson. If
not, more time can be spent
developing their understanding
by revisiting the explore and
explain lessons.
 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 ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
Prin Prac O/C Science Science as Science OBJECTIVE (include learner diversity)
Understa a Human Inquiry
nding Endeavour Skills
Week 2 3. High Holistic 4. A push or Science Represent By the end of the Summative – Science Inquiry Mat Session (~7 minutes) Lesson Activities  All
Expectat Approaches Children
Thursday
ions and and
a pull involves and lesson, students will be Skills  Motivation: Tables full of the materials will be set up while students are out at KQ1: Why did you resources
Afternoon equity confide affects observing, communicat able to: In conjunction with the analysis choose [material] for listed on
Session of student performance in the lunch for them to walk into and become excited over this part of your
nt and how an asking e design brief
involved
object questions observations 1. Content: Build a previous lesson, observations  Call students onto the mat and ask them to sit in their groups machine? (See: Design
learners made of students in this lesson
moves or about, and and ideas in pre-designed  Show students all of the materials available to them and remind them to try and Brief (for
machine with will complete the data required KQ2: If you could pick students))
changes describing a variety of for assessing the students’ waste as little as possible one other material to
shape - changes in, ways - the purpose of  Craft tools
protecting an
science inquiry skills  Explain that once they have been given their design sheet from the previous help you that isn’t on
(scissors,
ACSSU033 objects and ACSIS042 the list, what would
events - egg, using only lesson that only one person from the group is to collect materials at the start hole
Anecdotal notes will be made it be? How have you
ACSHE034 the materials while the others find a space in the room to get to work puncher,
throughout the lesson while worked around it?
markers,
provided observing student behaviour,  Show them the timer and say that gravity is pulling the sand down slowly, and etc.)
paying particular attention to: Plenary
 Students solving
they only get forty-five minutes to build, then distribute design sheets KQ3: How did you  Device with
2. Affective:
construction problems as  After the last design sheet is given, publicly announce that their time has begun solve those video
Collaborate in recording
they arise and flip the sand timer over problems? Do you
small groups think it will work and photo-
effectively to  Testing their device and
still? graphy
solve a STEM evaluating its Lesson Activities (~45 minutes) capabilities
effectiveness
challenge within  Students are to begin constructing their machines in small groups (e.g. iPad)
a set time limit  Posing questions to one  Large 45-
 The teacher should move around the room and attend to any interpersonal
another and minute sand
hypothesising based on conflicts arising timer
their own observations  Should students have difficulty manipulating their materials, encourage them to
try again before stepping in to help them
(See: Anecdotal Note Template  If all groups seem to be working well, the teacher can interact with groups and
in the assessment documents)
ask questions such as KQ1 and KQ2
The extent of the students’  Remind students that their machine doesn’t have to be exactly like their design
science inquiry skills is and to remember any changes as they will be showing the class their design at
consolidated when asked KQ3, in
that they are enabled to explain
the end of the lesson
their problem-solving techniques  The teacher will be video recording snippets of students creating their machine to
and thought processes that the add to the learning journal given to parents
teacher may have missed while
moving around the room  After ~40 minutes, inform students to put on the finishing touches on their
machine
At this point in the program, the  When the sand timer finishes, call all students onto the mat in their groups with
teacher will have gathered
enough information to complete their machine and sit in a ‘fishbowl’
the ‘science inquiry skills’ section
of the overall rubric and develop
Plenary (~7 minutes)
a general idea of where each
student’s level of science  Once students are in the ‘fishbowl’, ask one group at a time to stand and show
understanding is sitting, only to the class their machine and explain one thing they thought was difficult while
be finalised in the final lesson making it
(See: Overall Rubric in the
assessment documents)  Ask each group KQ3, then before swapping to the next group, photograph the
children standing with their machine
The anecdotal notes will also be
 After all groups have shared and been photographed, collect the machines and
used to assess 2 – Affective as it
is intended that they help record transition to classroom clean-up and prepare for the end of the day
notable student interactions and
document specific prosocial and
antisocial behaviours. These
notes, combined with those
taken for previous affective
lesson objective will complete
the ‘Interpersonal Skills’ section Safety
of the overall rubric
 The classroom will likely become very messy so emphasis will be placed on
(See: Overall Rubric in the
assessment documents) moving around the room slowly
 Students should always keep sharp objects such as scissors in clear view so that
they aren’t stepped on accidentally
 To avoid interpersonal disputes, the teacher will be reminding students on a
regular basis to ensure they are watching out for other people’s work so it does
not get stepped on
Learner Diversity
 For students excelling in this challenge, the activity could be extended so an
additional restriction is placed and they must improvise to solve that problem
while still ensuring the safety of the egg
 If students are struggling, particularly with the fine motor aspects, the teacher
will be available to help after encouraging them to try again
 If it seems that many groups are struggling and are unlikely to finish in the
allotted time, the construction can be extended and continued on another day
before dropping
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about gravity and represent what they know about gravity
 Summative assessment of science understanding

WEEK/ EYLF AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
Prin Prac O/C Science Science as Science OBJECTIVE (include learner diversity)
Understa a Human Inquiry
nding Endeavour Skills
Week 3 3. High Continuity 4. A push or Science Represent By the end of the Summative – Science Mat Session (~20 minutes) Lesson Activities  Students’
Expectat of learning Children
Tuesday
ions and & and
a pull involves and lesson, students will be Understanding  Call class onto the mat KQ1: What do you machines
Morning affects observing, communicat able to: To finalise the ‘Science think was the most  Ladder
Session
equity transitions confide
Understanding’ section of the  Explain that today is the last day we are learning about gravity important part of
nt and how an asking e  Two hoops
involved
object questions observations 1. Content: identify rubric, assessing both 1 –  Motivation: One by one, test each group’s machine by dropping it from the top of  Writing
learners and categorise Content and 2 – Content is KQ2: What is one
moves or about, and and ideas in the ladder and asking KQ1 if the drop was successful or KQ2 if unsuccessful utensils
at least three required for data collection thing you wish you

changes describing a variety of  Once all groups have had their machines tested, collect them all and put them could change if you
Paper
shape - changes in, ways - objects that fall  Device with
1 – Content will be marked aside, ready to be displayed in the classroom were to try it again
ACSSU033 objects and ACSIS042 slowly and three video
through a checklist system that
events - that fall quickly will use the child’s drawings and
 Transition into the main lesson activities Lesson Activities recording
ACSHE034 2. Content: explain ability to place them in the KQ3: Can you think of capabilities
in an individual correct hoops as the focal point how parachutes (e.g. iPad)
Lesson Activities (~20 minutes)
for assessment. It will provide work?
interview that  At their tables, the students are to think of at least three things which fall slowly
parachutes work the teacher with the opportunity
to judge the child’s level of and three things that fall quickly and draw them before cutting them out KQ4: Why do they
because even
though gravity
science understanding,  At their tables they are to rank them in order from slowest fall to fastest before make things fall
particularly their ability to slower even though
pulls it down, air correlate weight and/or surface
checking with a partner, then finally placing them in one of two hoops, labelled they are pulled to the
pushes it up area to the speed of gravitational ‘things that fall quickly’ and ‘things that fall slowly’ earth?
pull o It is critical that the students write their name on the back of each of
(See: EVALUATE Checklist in the
assessment documents) their drawings as these will be used for assessment purposes
 While students are completing this activity, the teacher will be pulling students
Combined with this is a video out one at a time to have a short, video recorded discussion with them, prompted
recording of the children
responding to KQ3 which is the by KQ3 and KQ4
vehicle for deciphering the  Once all students have completed their short interview with the teacher, the class
extent to which the students
will return to the mat for the plenary session
demonstrate 2 – content forming
an explicit correlative
understanding of gravitational Plenary (~10 minutes)
physics and its relevance to our  When the class is gathered on the mat in a ‘fishbowl’, the teacher will drag the
lives
‘things that fall quickly’ hoop into the middle of the circle
With these two assessments  The teacher will call out each item and ask students to hold up a thumbs up if
completing the data collection they agree, and a thumbs down if they disagree
required to assess each child’s
science understanding, the  Outlying students will be asked to explain their reasoning, and if all students
overall rubric is complete and a agree/disagree, a student will be chosen at random to share their reasoning
judgement can be made for
 Repeat with the ‘things that fall slowly’ hoop
which children are proficient,
emerging or beginning to form  Tell students they will get to watch the video at the start of the next science
an understanding of physical lesson, then transition to next session
sciences
(See: Overall Rubric in the
assessment documents) Safety
 The teacher is the only person allowed to climb the ladder
In regards to self-reflection, the
learning journey video which is  Students must be sitting a fair distance back from the drop zone so they aren’t hit
now completed upon adding in with a parachute
the interviews with the children
 No children are allowed to put any cracked egg in their mouth, and must wash
evidences not only the children’s
progression of understanding, their hands after touching it
but also the effectiveness of the  General classroom safety rules apply, especially regarding scissors and running
teacher’s pedagogy and teaching
strategies, and therefore inform
future planning based on the
merits and shortcomings of their
performance
 Learner Diversity
 For students struggling to devise three of both fast and slow falling objects, they
can either: have the number reduced to two, or collaborate with a partner to
form one list (this is the preferred method as it aligns with Vygotsky’s Zone of
Proximal Development)
 For students excelling and who require extension, their list can either be
extended to 5-6 in each category, or alternatively they can be asked to think
about how gravity can pull the same object faster depending on how that object
is manipulated (e.g. a fresh sheet of paper vs a crumpled up ball of paper)