Primary Science FPD 5es

SCIENCE FORWARD PLANNING DOCUMENT
TERM / WEEKS: TOPIC Earth and Space Science – Day and Night
5E’s- ENGAGE (1-2 lessons)
• To capture student interest and find out what they know about XXXXX
• To elicit students’ questions/ prior knowledge about XXXXX
Diagnostic assessment used- in this lesson you will find out what the students already
know about XXXXX. This will allow you to take account of students’ existing ideas
3, week 2 when planning learning experiences
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
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INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
(ACSSU048) Introduction
• KWL class chart – the teacher will introduce the topic of day Post- It notes.
and night and ask the students with their two post-it notes to What do you already know?
write a short sentence for each What I Know and What I Want How might we figure this out?
LESSON OBJECTIVES to Know. There will be a class discussion looking at some of the
most common answers and some that are unique.
As a result of this lesson, students will be able to:
• State that the sun is the Earth’s major source of light. My Place in Space – R & S
Body
• Reword definitions for 6 terms discussed on the word
wall - Sun, Earth, Day, Night, Axis, Orbit, Anti-
• Read the book My Place in Space by R & S Hirst Hirst
• Word Wall – from the KWL chart on the whiteboard and the
Clockwise, Clockwise, Star, Moon
book, some key terms will be taken off an explored in further
detail (Sun, Earth, Day, Night, Axis, Orbit, Anti-Clockwise,
Clockwise, Star, Moon).
ASSESSMENT (DIAGNOSTIC)
• Creating a word search or crossword (harder)– students will
The Kahoot will be done using their names and the create a word search on their given template and include at
teacher will keep results and use that in writing least 6 of the words on the word wall, with the hints at the Word Search/Crossword
anecdotal notes on the main understandings from bottom being their own definition from the class discussion. Template
the KWL chart and Kahoot. Closure
• Kahoot – students will participate in a Kahoot made by the
teacher about the terms learnt and small concepts.
LEARNER DIVERSITY
Enabling – students will create a word search
Extending – Students will create a crossword.

5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS: • To provide hands on, shared experiences of XXXXX TOPIC Earth and Space Science – Day and Night
• To support students to investigate and explore ideas about XXXXX
3, week 3 Formative assessment
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only)
Endeavour
• Word Wall Recap – from last week, students will either be given How can you be sure you have found
a term or a definition and have to find the matching your partner? Are there any keywords
you should look for?
term/definition depending on what they have, once found
LESSON OBJECTIVES strike a pose. Class will discuss the answers, and partners will be
allocated through to next activity.
• Describe the difference between day and night as
Body
being in the position of facing the sun and facing
• What is day and night – how day and night occur, the sun is Do we know what separates Day and
away from the sun.
the main source of light, the earth rotates on its own axis to Night? Does the Earth always spin in the
• State that the always Earth spins anti-clockwise on its same direction? How do we know it is
have different parts of the Earth facing the sun at different
axis. day time?
times causing day and night.
ASSESSMENT (FORMATIVE)
• Activity: Twinkl Australia Moderation – students will use a Are you spinning Earth on its axis
anticlockwise?
The teacher will gage the understanding of concepts from balloon to represent Earth, a sticky note with Australia, a piece
the student’s responses to the thumbs up and thumbs down of string as an axis and a flashlight as the sun. Students in a
responses. The teacher will add this information to the darkened classroom will mimic the Earth Rotating on its axis
anecdotal notes from the previous lesson. This will be used in showing the difference between being in the sunlight and in
planning for the explanation stage of learning to see what the shadows. What side does the sun start on? What
concepts need to be extended on into further details. • Students will watch a YouTube video of the Earth rotation time of day do you think it may be in
showing what they have completed in the activity to show Australia?
how it looks in real life.
Closure
• Using the student’s tummy as Perth, Australia and the teacher How do you know what way to face?
as the sun students will be given different times during the day What might you be doing at this time of
day/night?
and have to face/face away from the sun accordingly – lunch,
dinner, bedtime, recess, school bell.
• Thumbs up and thumbs down - statements on the board and
the students will discuss with their partners and place a thumbs
up if they agree and thumbs down if they disagree. These
statements will be on topics taught in the lesson.
LEARNER DIVERSITY
Enabling – Students will have access and be able to use a globe
for this activity to concentrate on their ability to show the
shadows/light from the sun.
Extending – In the activity students will be challenged to draw the
major continents of the Earth as well as Australia and make
comparisons as to the time of day on multiple points of Earth.
TERM / WEEKS: •
5E’s- EXPLAIN (1 lesson)
To support students to develop explanations for experiences and TOPIC Earth and Space Science – Day and Night
3, week 4
make representations of developing conceptual understandings
Formative assessment
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only)
Endeavour
• Class brainstorm about key concepts already learnt – day and What can we remember?
night, the sun, rotation on axis and time of day. Brainstorm will What were our key words from
be on whiteboard with students asked to contribute then a last lesson?
LESSON OBJECTIVES discussion of key points.
Body
• Describe how the rotation on the Earth’s own axis
• Outline to students the facts behind the difference between
causes the changes of day and night. Is there any other ways we can
day and night
• State that the Earth only spins anti-clockwise on its tell the difference in the time of
- The sun is facing the half of Earth in daylight
axis. day? How do you know when to
- The half of the earth in darkness is in Earth’s shadow of the
sun, facing the moon. go to bed and wake up?
• Outline to students the process of Earth rotating on its axis
ASSESSMENT (FORMATIVE)
- rotates always anticlockwise
- angle makes seasons and length of days different How can we be news readers?
The student’s news report scripts will be collected and will be • Students will create a news report script informing other Have you got all of your facts in
rated on a scale of colour coded on the level depending on students on the productions of day and night – those who have order?
the details used to explain concepts. time will work in partners to film each other on the class iPads.
Closure
• Those who have filmed will be asked if they would like to share
their news reports on the smart whiteboard.
• Students will participate in a class discussion circle where some What is the most complicated
misconceptions will be addressed as a whole class and other thing about day and night?
students can answer other students’ questions.
LEARNER DIVERSITY
Enabling – Students will have access to a template news story

where they are able to fill in the blanks with the information learnt.
Extending – students will be challenged to incorporate a fun fact
into their news report script – an extra fact that has been sought
after by them.
TERM / WEEKS: TOPIC Earth and Space Science – Day and Night
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
3, week 5 •
planned investigation
To use investigative/ inquiry skills
Summative assessment of science inquiry skills
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only)
Science Science as a Science Inquiry OUTCOMES
Understanding Human Skills
Endeavour
(ACSSU048) (ACSIS054) Introduction
• YouTube Video of Sundials in history – British Museum Do these look like anything else
explaining the history of telling the time, why they were you have seen before? Can you
important and how we have moved into modern times. think of other times you have
LESSON OBJECTIVES used a shadow?
Body: Investigation of Sundials
As a result of this lesson, students will be able to: How can we ensure everything
• Explanation of expectations and instructions – each student
• Explain how a sundial was used to tell the time is fair? How will you share the
will have access to a laminated instruction card for the
previously. responsibilities equally?
sundials with a list of three focus questions on the back
• Able to conduct a fair investigation with the ability to (ideally one spokesperson per question for group of three).
work in a group of three with equal roles and • Students will be placed into groups of three – teacher will Paper Plate, modelling clay,
responsibilities. allocate groups so that there will not be a power struggle. pencil.
• Students will head outside with materials and commence the
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
making of their sundials. And record the shadow on the plate
Students will be graded on a rubric, where students can explain and record the time. Have you noticed anything
why they are using a sundial and how the shadow represents • Every 30 minutes the students will go outside to record the line about the shadows? Are they
the position of the hour hand on the clock without a minute of the new shadow and the time. the same size and moving
hand. equally?
Students will also be graded on their ability to share roles and Closure:
responsibilities equally. • The students will film themselves answering the three
questions on the back of their instruction sheets – one person
per question for a maximum talking time of 1 minute each.
• Students will upload their video to the google classroom for
the teacher to assess.
TERM / WEEKS: •
5E’s- EVALUATE (1 lesson)
To provide opportunities to review and reflect on their learning about TOPIC Earth and Space Science – Day and Night
3, week 6 XXXXX and represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas
when planning learning experiences
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only)
Endeavour
• Rapid Fire Recall – terms for the definitions displayed on the What are the key words that we
whiteboard, students will write their answer on their are looking for?
whiteboards holding up facing the teacher.
LESSON OBJECTIVES
Body
• Students will be tasked with creating a final piece of work to How are you including all your
• Display their understanding of the Earth rotation on its
represent their understanding of Day and night in relation to information? How can we make
axis as the change that occurs to move from day to
the sun’s position on earth. sure it is presented in a way
night.
• Students will be given the choice of presenting in a poster, that makes sense?
speech, PowerPoint or flowchart.
• The final submission must include
- Name and Title
ASSESSMENT (SUMMATIVE – Science Understanding)
- Explanation as to what day time is
Students will be marked against the judging standards which - Explanation as to what night-time is What are the key words you
will be formed into a rubric to match the lesson objectives - What is earths major source of light have included?
throughout this unit of learning. Main concepts such as the - Explanation as to how Earth has the changes of day and
sun being the major source of light, the earth rotates anti- night.
clockwise on its axis and the night-time is when that half of • Students will have the entire lesson to create their piece of
the earth is in its shadow of the sun. work and the teacher will use this time to work with small
groups of students who are still struggling with concepts.
What are you looking for in your
Conclusion peer’s work that you think
• Gallery Walk – the students will take part in a gallery walk to would deserve a gold star?
look at everyone’s work and each be given a gold star to
place on another student’s piece of work.
LEARNER DIVERSITY
Enabling – Students will be able to work in small groups with the

teacher and teaching aide to formulate dot points for their pieces
of work
Extending – Students will be challenged to use diagrams in their
pieces of work to explain their information.

Primary Science FPD 5es

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Primary Science FPD 5es

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SCIENCE FORWARD PLANNING DOCUMENT

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SCIENCE FORWARD PLANNING DOCUMENT

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SCIENCE FORWARD PLANNING DOCUMENT

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Enabling – Students will have access to a template news story

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SCIENCE FORWARD PLANNING DOCUMENT

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Enabling – Students will be able to work in small groups with the

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