Primary Science FPD 5es

SCIENCE FORWARD PLANNING DOCUMENT
5E’s- ENGAGE (1-2 lessons)

TERM: 2  To capture student interest and find out what they know about night and day TOPIC: Night and Day Poster

WEEKS: 3-5 To elicit students’ questions/ prior knowledge about night and day
Diagnostic assessment used- in this lesson you will find out what the students already know about night
and day. This will allow you to take account of students’ existing ideas when planning learning
experiences
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
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INTEGRA TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
TION (Year QUESTIONS
1 & 2 only)
Science Understanding Science as a Human Endeavour Science Inquiry OUTCOME
Skills
S
Earth’s rotation on its Science involves making Introduction: (10 min) Children’s Literature: Day
axis causes regular predictions and describing Motivation: Teacher will read students a picture book called ‘Day and and Night (Teddy Newton)
changes, including patterns and Night’ by Teddy Newton. Students are to listen to the story. After the
night and day relationships (ACSHE050) story is completed, students will turn to their partner and share their Name Pop Sticks
(ACSSU048) thoughts on the book. Teacher will name pop stick 3 students to share
LESSON OBJECTIVES their ideas to the class.
- Teacher will give students a KWL Chart. Students fill out the first two KWL Chart
As a result of this lesson, students will be able to:
sections of the chart about what they already know and what they want
 Complete the first two sections of the KWL chart. to know about the sun, moon, earth and how they are all related to night
 Create a poster on how the Sun, Earth and Moon relate to night and day. and day.
 Complete the last section of the KWL chart.
Lesson Body: (5 min)
ASSESSMENT (DIAGNOSTIC) - Next, teacher will explain todays learning concept. Students will be
creating a poster on how the Sun, Earth and Moon relate to night and
KWL Chart: Students complete the first to sections of the KWL chart prior lesson day. Teacher will demonstrate a section of the poster.
beginning and compete last section at the end of the class.
Task 1: (25 min)
Traffic Lights: Teacher will ask students prior learning to hold up a red, yellow, or - Students begin creating their Night and Day posters. Students can use
green cup to evaluate student’s prior knowledge on persuasion. Green: I know this, their iPads or can use paper and colouring pencils to complete the
Yellow: I may know this, Red: I don’t know this. activity. Students can use books and the internet for their research. iPad trolley
Paper
Poster must include: Title, pictures, appropriate information, captions Colouring pencils
explaining their pictures.
- While students are working, they can place their traffic lights to the
coloured best suited to them if they need help, struggling or have a Traffic Light Cups
question. Teacher will observe and check on students’ progress.
Conclusion: (10 min)

- Ask students to pack away their things and save their posters.
- Students are to fill in the last section of their KWL chart.
- Teacher will name pop stick 4 students to share something they have
learnt today.
Name Pop Sticks
LEARNER DIVERSITY
Enabling Students: Students create a poster on only the Sun and the
Moon. Can work with a partner.
Extension Students: Students research Aboriginal and Torres Strait

Islanders ideas of Night and Day and compare.

5E’s- EXPLORE (2-3 lessons)
TERM: 2  To provide hands on, shared experiences of XXXXX TOPIC: Sundials

WEEKS: 3-5 Formative assessment
To support students to investigate and explore ideas about XXXXX
Thinking Capability
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INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
Earth’s rotation on Introduction: (10 min) 1. What is a
its axis causes Motivation: Teacher will ask some focus questions for the students to think about. shadow?
regular changes, Students will discuss in groups and share answers to the class. 2. What causes a
including night and - Teacher will explain ‘what the students will be learning today’, and ‘What the teacher is shadow?
day (ACSSU048) looking for’ (WALT and WILF) 3. What is
WALT: Describe how shadows are made and how they change during the day and create needed to
a sundial to illustrate the movement of the Sun across the sky from East the West each make a
day. shadow?
WILF: Illustrate how shadows change depending on where the Sun is located in the sky 4. Why do our
and construct a sundial and investigate how it works shadows
change during
Lesson Body: (15 min) the day?
- Teacher will ask students to come to the front desk. Teacher will demonstrate a shadow
changing at different times of the day. Teacher places a pen onto the table standing up
Activity 1: Pen, torch,
with something sticking it to the table. The teacher will flash the torch up and around to
worksheet
cast a shadow. Teacher demonstrates that it moves form East to West.
- Students go back to their desks and in partners students are to cast a shadow onto a pen
using a torch and draw the shadow at the times of 9am, 12pm, and 2pm onto the given
worksheet.
- Share results as a class.
Task 1: (15 min)

- Next, teacher will introduce sundials to students. Teacher will ask students focus
1. Do sundials
questions to get their prior knowledge working. Teacher will demonstrate how to create a
work both at
sundial.
day and
- Students are to work in small groups and assign a person to be a manager and a speaker.
night?
The manager will collect the equipment and the speaker will present their findings to the
2. Why wouldn’t
class. Students collect their items and begin to create a clockface on the paper plate.
sundials work
Students draw a clock face onto the plate and create a hole in the centre to stick a paper
at night?
straw (gnomon) into.
- Next, students will go outside and explore the movement of the shadows the gnomon
Equipment: Paper
makes. Students check the shadow placement throughout the day.
plate, paper straw,
torch, markers, blu-
Safety Notes: Be careful when using torches and scissors, do not look directly at the sun.
tack
Conclusion: (10 min)
- Ask students to come back inside and tidy up their desks.
- Students hold onto their sundials and one speaker per group will share their findings to
another group
- Complete a Kahoot quiz to summarise today’s findings.
LEARNER DIVERSITY
Enabling Students: Students investigate how shadows look at different times of the day,
only in the morning and night
Extension Students: Walk around the school and investigate the different shadows
different objects create. Create a more detailed sundial.
LESSON OBJECTIVES
 Explain the changes in size and direction of shadows during a
day.
 Describe the apparent movement of the Sun across the sky from
East to West each day.
 Create a sundial to represent the Sun’s movement from East to
West signifying day and night.
ASSESSMENT (FORMATIVE)
Questioning: Teacher will name pop stick students to answer questions
about the elements of persuasion.
Kahoot: Students will individually participate in a Kahoot quiz and

answer questions about the content taught in class on sundials.

5E’s- EXPLAIN (1 lesson)
TERM: 2  To support students to develop explanations for experiences and make TOPIC In a Spin
WEEKS: 3-5 Formative assessment
representations of developing conceptual understandings
(Primary Connections Lesson)
Thinking Capability
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2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
Earth’s rotation on Introduction: (5 min) Questions:
its axis causes - Teacher will review previous lesson about sundials. Teacher will ask questions. 1. What do we know about the
regular changes, Sun and Earth?
including night and Lesson Body: (26 min) 2. What do changing shadows
day (ACSSU048) Task 1: (13 min) tell us about the movement of
LESSON OBJECTIVES - Teacher will explain to students that they will be working collaboratively to the Earth?
share their ideas about the Earths movement to create day and night.
- Explain that teams will use props to represent the Sun and Earth. Discuss Equipment:
 Use models to explain their ideas of how the Earth and Sun cause students’ observations of how objects in sunlight have a light side and a shadow
night and day. - Class Science journal
side. - Team roles Chart
 Participate in role-plays to explain how the spinning of the - Students allocate team roles (Manager, Equipment person). - Team skills chart
Earth on its axis as it orbits the Sun causes night and day. - Students have time to develop their ideas and explanations. Two teams will - Word wall
 Represent new understanding of night and day in a labelled join together and show their ideas. - 1 light source (torch)
diagram. - Bring students together and identify the key ideas with reasoning. - 1 world globe or ball
ASSESSMENT (FORMATIVE) - Labels with ‘Sun’ and
Anecdotal Notes: Teacher will write on sticky notes about students’ Task 2: (13 min) ‘Earth’
developing understanding and give students feedback. - Students will then be taking part in a role play to represent the movement on - 1 enlarged copy of
Earth creating day and night. ‘The Spinning Earth’
- Teacher will turn off the lights and one student will stand in front of the class in (Resource sheet 2)
front of a light source and slowly turn in anti-clockwise direction. Ask questions.
- Ask four students to stand in front of light source in a circle facing outwards.
Questions
Students move in anti-clockwise direction. Ask then to stop spinning.
1. What could the student
- Discuss what was happening. (Day and Night)
represent? (The Earth.)
- Use a globe/ ball and mark a spot where students live. Spin with light source,
2. What could the light source
explain that this creates day and night.
represent? (The Sun.)
- Introduce the worksheet. Discuss with students the Sun and Earth size, how far
3. What does this show? (That
apart are they? Show how the Earth spins, and which parts are night time/
the Earth at any one time is half
daytime?
in light and half in shadow.)
- Students complete labelled diagram.
4. What does it tell us about the
light and the shadow (night and
Conclusion: (9 min) day)? 5. Why can’t we see the
- Ask students to update the word wall and then pack away their things. Sun at night?
LEARNER DIVERSITY
Enabling Students: Students can focus on only the daytime aspect and then if
they feel confident can move onto the night time aspect. Students can use the
internet or children’s literature to help them.
Extension Students: Students can research the Aboriginal and Torres Strait
Islanders symbols and meanings of the Sun, Moon and Earth.

5E’s- ELABORATE (1-2 lessons)
TERM: 2  To challenge and extend students’ understandings in a new context or make TOPIC: Day and Night Assembly Backdrop
WEEKS: 3-5 connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
Summative assessment of science inquiry skills
Thinking Capability
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INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Science Inquiry Skills OUTCOMES
Understanding Human
Endeavour
Earth’s rotation on Represent and communicate Introduction: (10 min) - Day and Night – By Teddy
its axis causes observations, ideas and findings - Teacher will introduce the idea for the class assembly. The class Newton
regular changes, using formal and informal assembly will be all about our Day and Night routines. Students
including night representations (ACSIS060) will be role playing a story that we have read in class (Day and
and day Night by Teddy Newton).
(ACSSU048)
LESSON OBJECTIVES - Teacher will re-read the story again to the students. After the
students listen to the story ask them about the main ideas of the
book.
 Read the children’s book ‘Day and Night’ by Teddy Newton.
 Brainstorm designs for assembly backdrop. Lesson Body: (5 min)
 Create day and night collages for assembly backdrop. - Teacher will introduce the idea for the assembly backdrop.
Teacher will explain that the students will be creating the backdrop
for their assembly item. This backdrop will be divided into two
different sections. One section will be all about the day time. Then
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) throughout the assembly it will transition to the other backdrop
Checklist: Teacher will use a checklist when assessing students. Teacher which will be the night time.
will check off and make a comment on students work. - Teacher holds up an example to students.
- Backdrop examples
Task 1: (15 min)
- Students will work collaboratively and begin brainstorming ideas
for their two backdrops. Students can use iPads and their activities
from past lessons to help them. Students will sketch out and write
down their ideas into their workbooks. - A3 paper
- Colouring pencils, paint
Task 2: (15 min) and crayons
- Once students have brainstormed their ideas, they can begin - Newspapers and magazines
creating their backdrops. Students are provided with the A3 pieces - iPad trolley
of paper. Students can use their iPads to create collages or can
draw. Students can also use newspaper and magazines.
Conclusion: (5 min)
- Students will pack away their things and take home their artwork
to work on it at home.
- Teacher will check students’ progress on checklist.
LEARNER DIVERSITY
Enabling Students: Students can focus on only the daytime aspect
or the night time aspect. Students can use the internet or children’s
literature to help them.
Extension Students: Students can research the Aboriginal and

Torres Strait Islanders symbols and meanings of the Sun, Moon and
Earth and include this onto their backdrops.
5E’s- EVALUATE (1 lesson)
TERM: 2  To provide opportunities to review and reflect on their learning about night and day TOPIC Day and Night Assembly Backdrop
WEEKS: 3-5 and represent what they know about night and day
Summative assessment of science understanding e account of students’ existing ideas when planning
learning experiences
Thinking Capability
SCSA LINKS EYLF

2 only)
Science Understanding Science as a Science Inquiry Skills OUTCOMES
Human
Endeavour
Earth’s rotation on Represent and communicate Introduction: (5 min)
its axis causes observations, ideas and findings - Teacher will review the last lesson and check students’ progress.
regular changes, using formal and informal Teacher will explain that this lesson students must finish their
including night and representations (ACSIS060) collages and write an explanation of their backdrops.
day (ACSSU048) - Teacher will ask students give a thumb up, middle or down if they
LESSON OBJECTIVES are confident with the task.
 Continue creating day and night collages for assembly backdrop. Lesson Body: (25 min)
 Write an explanation for collages. - Students will continue to create their backdrops for the assembly
 Build assembly backdrop as a class. item. Students can use the internet, children’s literature and prior
knowledge to help them. Once students have finished their - A3 paper
backdrop, they need to write an explanation about why they chose - Colouring pencils, paint and
their designs. (Linking back to previous lessons). crayons
ASSESSMENT (SUMMATIVE – Science Understanding) - Newspapers and magazines
Task 1: (10 min) - iPad trolley
Thumbs up, middle, down: Teacher will ask students to raise their thumbs. - Once students have completed their backdrops and written an
Up= They are confident with task explanation, the teacher will help student stick together every
Middle= They have a question student collage together.
- Teacher must ensure that all day time collages are stuck together - Sticky tape
Down= They need help
and all the night time collages are together.
Rubric: Teacher will give students a rubric when creating their collages
for the assembly backdrop. Conclusion: (10 min)
- Teacher and students will hang up their backdrop and get it
prepared for assembly. Students can do a gallery walk and look at
every students’ creations on the backdrop.
- Explain to students that the whole school will be seeing this
backdrop on assembly day.
LEARNER DIVERSITY
Enabling Students: Students can focus on only the daytime aspect or
the night time aspect. Students can use the internet or children’s
literature to help them.
Extension Students: Students can research the Aboriginal and Torres

Strait Islanders symbols and meanings of the Sun, Moon and Earth
and include this onto their backdrops.

Primary Science FPD 5es

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Primary Science FPD 5es

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SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ENGAGE (1-2 lessons)

SCSA LINKS EYLF

Conclusion: (10 min)

Extension Students: Students research Aboriginal and Torres Strait

SCIENCE FORWARD PLANNING DOCUMENT

Task 1: (15 min)

Kahoot: Students will individually participate in a Kahoot quiz and

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

Extension Students: Students can research the Aboriginal and

SCSA LINKS EYLF

Extension Students: Students can research the Aboriginal and Torres

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