Educ1231 Stem Forward Planning Document

STEM FORWARD PLANNING DOCUMENT
TERM / WEEKS: UNITED NATIONS SUSTAINABLE YEAR LEVEL: 5

Term 2 / Weeks 3-8 DEVELOPMENT GOAL: Goal 6 clean water &
sanitation
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
Q1.7
SCSA LINKS
Design Technologies Design Digital Digital TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Knowledge & Technologies Technologies Technologies QUESTIONS
Understandings Process & Knowledge & Process &
Production Understandings Production
Skills Skills
How people address Introduction: Resources:

competing considerations Students will begin the lesson seated in their regular groups. - Print outs of the
when designing products, Students will complete a think pair share activity, without blank world maps
services and environments researching anything, using a shared Google Doc to answer the for each student
(ACTDEK019) following questions: (Appendix 1)
- Why having access to clean water is a necessity - Labelled
- What their life would be like without having access to infographic map
clean water for each student
The Google Doc must also be shared with the teacher (Appendix 2)
OTHER SCSA LINKS eg Maths, Science - Reflection sheet
English: Body: with questions for
Clarify understanding of content as it unfolds in formal and informal situations, Students will then each be given a blank world map and will be each student
connecting ideas to students’ own experiences and present and justify a point of instructed to individually colour in all the countries they think (Appendix 3)
view (ACELY1699) have access to clean drinking water.
Teacher will then give each student an infographic map labelled
OBJECTIVES showing which countries have access to clean drinking water.
In their small groups students will discuss the information on the
1. Collaboratively brainstorm the importance of clean water on a Google Doc map and compare it to their prediction.
2. Clearly demonstrate their prior knowledge of the location of clean water on a
map of the world. Conclusion:
Students will write a short reflection on a slip handed out by the
teacher:
- How accurate were your predictions?
- Are you surprised by the facts and why?
- What’s something you took for granted about having
access to clean water?
ASSESSMENT Teacher will collect each reflection sheet from the students as
they pack away the maps into their HASS folders and wait quietly
Teacher will observe and make anecdotal notes throughout the think pair share and world for further instructions.
map activities, as well as collect the reflection slips and have access to the Google Docs.
LEARNER DIVERSITY
Intellectual disability:
- Mixed ability grouping: Can assist and build off each
other during both the activities.
- If students would prefer to write or draw, rather than
using the Google Doc they can do so.
Gifted:
- Mixed ability grouping
- Students can label the countries on the map rather than
just colouring them in.
- They could use different colours to indicate which
countries have clean drink water, as well as not.
Appendix 1
World Map Colouring Page. Colouring Page Book. https://www.coloringpagebook.com/world-map-coloring-page/
Appendix 2
Slaymaker, Tom., Brain, R.(2017). Access to drinking water around the world – in five
infographics. The Guardian. https://www.theguardian.com/global-development-professionals-
network/2017/mar/17/access-to-drinking-water-world-six-infographics
Appendix 3

sanitation
Thinking Capability
Q1.7
SCSA LINKS
Design Technologies Design Technologies Digital Technologies Digital TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Knowledge & Process & Production Skills Knowledge & Technologies QUESTIONS
Understandings Understandings Process &
Production Skills
Work independently, or Introduction: Resources:

collaboratively when Teacher will hand out Asabi’s story to each of the - A digital & hard
required, to plan, safely students, as well as email them with the digital copy copy of Asabi’s
develop and communicate if they prefer that. before and after
ideas and information for The teacher will then read out loud the story to the stories for each
solutions (WATPPS32) class. student in the
Students will then work individually on answering class.
OTHER SCSA LINKS eg Maths, Science the following questions in either a Google Doc or in (Appendix 4)
their work books:
English: - What are some things that Abasi and his
Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to family worry about?
students’ own experiences and present and justify a point of view (ACELY1699) - What would it feel like to have to miss
school to go work?
OBJECTIVES - What would it be like to be Abasi’s
sister/mother/father/brother?
1. Demonstrate an understanding of the struggle of living without access to clean drinking water. Students can then discuss their answers with the other
2. Successfully rewrite or retell Abasi’s story to demonstrate an understanding of how much life students in their small groups.
drastically changes when one has access to clean drinking water.
Body:
Students will then be instructed to individually re-
write Abasi’s story to show how his and his family’s
life would differ if they were to have access to clean
drinking water.
How would each family member’s life change?
ASSESSMENT Teacher will then hand a out a copy of Abasi’s after
story to each student in the class and read it out loud.
Teacher will observe and make anecdotal notes throughout the activities, as well as have access to the Students will then compare and contrast with their
Google Docs or work books. group members their re-write of the story with the
The teacher will use a checklist to record the information from both this and the previous HASS lesson. after story.
Were their predictions similar?
Student Objective 1 Objective 2 Objective 3 Objective 4 Comment Students will then answer the following questions in
Name: the same Google Doc or page in their work book as
Collaboratively Clearly Demonstrated an Successfully the first activity:
brainstormed the demonstrated understanding of rewrote or retold - How has life changed for Abasi, Aluna and
importance of their prior the struggle of Abasi’s story to Karim?
clean water on a knowledge of living without demonstrate an - What about their Mother/Father?
Google Doc the location of access to clean understanding of - Does Abasi’s family still go to bed hungry?
clean water on a drinking water. how much life - What does Abasi’s mother do now that she
map of the drastically has more time?
world. changes when
one has access to Students will then discuss their answers with the
clean drinking other members in their group.
water.
Conclusion:
Students will make sure that either their Google Doc
has been shared with the teacher or they’ve handed in
their work book.
Students will also save both the stories on their iPads
or put them in their HASS folders.
LEARNER DIVERSITY
Key: *** = always demonstrating. ** = sometimes demonstrating. * = rarely demonstrating
x = not demonstrating
- Rather than rewriting Abasi’s story they
could record themselves retelling it on their
iPads.
- Students are given the option to complete
the activities both digitally and on physical
paper- students may want to draw parts of
their answer to assist them with answering
the questions.
Gifted:
- Make a Venn diagram comparing Asabi’s
before and after story
- They can research statistics and images to
add to their Google Docs.
Appendix 4:
The Water Project. (2018). The Water Crisis- Lesson Plans for all Grades. https://thewaterproject.org/resources/download/TheWaterProject-TeachingGuide-K5.pdf

sanitation
Thinking Capability
Q1.7
SCSA LINKS
Design Technologies Design Digital Digital Technologies
Knowledge & Understandings Technologies Technologies Process & Production
Process & Knowledge & Skills
Production Understandings
Skills
Characteristics and properties of a Work independently, or In the previous HASS lesson, in pairs students Resources:
range of materials and components, collaboratively when began to research and write a script for video - N/A
and the suitability and safe practice required, to plan, they’ll be making this lesson on Book Creator.
of their use (ACTDEK023) develop and RESOURCES/KEY
communicate ideas Introduction: QUESTIONS
and information for Students will be sitting with their pair which they
solutions (WATPPS32) researched water pollution with in the previous lesson
and will have some time finish writing and organising
all their information.
Making sure they know:
- The causes of water pollution
- The effects water pollution has on the
environment
- Ways to prevent water pollution
Teacher will walk around and make sure all students
have completed this
Body:
One student in each pair will open up the Book
Creator app on their iPad.
They will include any photos or videos to support
their information.
For example, a page may include the causes of water
pollution, such as mining, fertiliser run off, untreated
sewerage, chemicals from factories, with photos/
videos in the background.
Students will also describe where these causes are
most prevalent.
Students will then voice over the finished product.
Conclusion:
Students will take turns showing the rest of the class
their Book Creator creation on smart board.
Each pair will have to make sure both students have

the presentation and have also shared it with the
teacher.
LEARNER DIVERSITY
- Mixed ability grouping: paired with students
who can assist them with the activity
- One student may feel more comfortable
researching and writing, while the other
collects the photos/ videos and puts the
presentation together.
- Or students can also video themselves
saying the information, rather than
physically typing it in.
Gifted:
- Students can go in to as much detail as
desired when researching and creating the
book,
TEACHING AND LEARNING EXPERIENCES

OTHER SCSA LINKS eg Maths, Science
HASS:
The way people alter the environmental characteristics of Australian places (e.g. vegetation clearance,
fencing, urban development, drainage, irrigation, farming, forest plantations, mining) (ACHASSK112)
English:
Use a range of software including word processing programs with fluency to construct, edit and publish
written text, and select, edit and place visual, print and audio elements (ACELY1707)
OBJECTIVES
1. Work efficiently with a partner, participating in both the research and creative part of the
activity
2. Identify the causes of water pollution
3. Identify the effects of water pollution
4. Identify way to prevent water pollution
5. Clearly present this information on water pollution using Book Creator
ASSESSMENT
The teacher will have made anecdotal notes during the previous HASS lesson where the students were
researching, as well as this one, which they will use to fill out the following checklist:
Student Objective 1 Objective 2 Objective 3 Objective 4 Objective 5 Comment

Name:
Worked Identified Identified Identified Clearly
efficiently with the causes the effects ways to presented
a partner, of water of water prevent this
participating in pollution pollution water information
both the pollution on water
research and pollution
creative part of using Book
the activity Creator

sanitation
Thinking Capability
Q1.7
SCSA LINKS
Design Design Technologies Digital Digital Technologies TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Technologies Process & Technologies Process & Production Skills QUESTIONS
Knowledge & Production Skills Knowledge &
Understandings Understandings
Work independently, Collect, store and present Introduction: Resources:
or collaboratively different types of data for a Students will scan a QR code provided by the teacher - QR code which
when required, to plan, specific purpose which will take them to a Padlet where they will answer will take
safely develop and using software (ACTDIP016) the following questions using their prior knowledge: students to the
communicate ideas - Where does our water from? Padlet
and information for - What makes our water safe to drink? (Appendix 5)
solutions Students will then discuss their responses as a class. - The Padlet
(WATPPS32) (Appendix 6)
Body: - The video on
OTHER SCSA LINKS eg Maths, Science Teacher will play a video about the process of water water filtration
HASS: filtration for the class. (Appendix 7)
Present findings, conclusions and/or arguments, appropriate to audience and purpose, in a range of Teacher will ask the class:
communication forms (e.g. written, oral, visual, digital, tabular, graphic, maps) and using subject- - What’s something surprising you learnt about
specific terminology and concepts (WAHASS61). the process of filtering water?
- How does this compare to our predictions?
OBJECTIVES Have a class discussion on this.
1. Students will demonstrate an understanding of where drinking water comes from. Students will then use Pic Collage to present the
2. Identify why our water if safe to drink and how it becomes so. following information which they will individually
3. Clearly present this information in the form of a poster using photos and diagrams. research:
- Where our water in Perth comes from?
- Why is our water safe to drink?
ASSESSMENT - How is it filtered?
Students include photos and diagrams.
Teacher will observe and make anecdotal notes throughout the lessons, as well collecting the posters
they created. Conclusion:
Students will save the poster on their iPad, or make sure
Teacher will record this information on a checklist: they finish it for next the next lesson.
The teacher will ask the students to return to the Padlet
from the beginning of the lesson and answer the same 2
Student Objective 1 Objective 2 Objective 3 Comment questions again, now using the information they learnt
Name: during the activities.
Demonstrated an Identified why Clearly presented
understanding of our water if this information LEARNER DIVERSITY
where drinking safe to drink in the form of a
water comes and how it poster using Intellectual disability:
from. becomes so. photos and - Mixed ability grouping
diagrams. - Students are given the option of creating their
poster in a physical format, on paper with
pencils and textas, and drawing their pictures
and diagrams.
- Students can label the countries on the map
rather than just colouring them in.
- They could use different colours to indicate
which countries have clean drink water, as well
as not.
Appendix 5:
Appendix 6:
https://www.youtube.com/watch?v=5d2yLOHE8QY&t=49s
SydneyWaterTV. (2017, Nov 30). Sydney Water Filtration Animation. YouTube. https://www.youtube.com/watch?v=5d2yLOHE8QY&t=49s

sanitation
Thinking Capability
Q1.7
SCSA LINKS
Design Technologies Design Digital Technologies Digital TEACHING AND LEARNING RESOURCES/KEY
Knowledge & Understandings Technologies Knowledge & Technologies EXPERIENCES QUESTIONS
Process & Understandings Process &
Production Skills Production Skills
How people address competing In the previous lesson students attended an Resources:
considerations excursion at the Australia’s first - Excursion
when designing products, services and Groundwater Replenishment Centre in Word Doc
environments (ACTDEK019) Craigie, which will take students on a water (Appendix 8)
cycle journey, showing students how and - Reflection slip
where their water is filtered. (Appendix 9)
Introduction:
OTHER SCSA LINKS eg Maths, Science Students will have completed a Google
HASS: document on their iPads during the
The way people alter the environmental characteristics of Australian places (e.g. vegetation clearance, excursion where they will answer questions
fencing, urban development, drainage, irrigation, farming, forest plantations, mining) (ACHASSK112) regarding
English:  Describe the process of water

Use a range of software including word processing programs with fluency to construct, edit and publish recycling.
written text, and select, edit and place visual, print and audio elements (ACELY1707)  How can groundwater
replenishment play a role in
OBJECTIVES sustaining Perth's water supply?
 Why do we need to conserve
1. Identify the process of water replenishment. water?
2. Identify the importance of conserving water.  How can households reduce water
3. Identify how household can reduce their water use. use?
4. Clearly present this information in an iMovie, including both videos and photos from the
excursion. Teacher will walk around and make sure all
students have answered the questions.
ASSESSMENT
Body:
Students also took videos and photos on
Teacher will observe and make anecdotal notes throughout the excursion and while they’re completing the their iPads throughout the excursion which
activities, as well as collecting the Google Docs and iMovies. they will use for this activity.
The teacher will record this information as a checklist. Students will use these photos and videos to
individually make an iMovie on their iPads
Student Objective 1 Objective 2 Objective 3 Objective 4 Objective 5 Comment which they will then voice over describing
Name: what the excursion was like and answering
Students Identified the Identified the Identified Clearly the questions on the excursion Google
actively process of water importance of how presented Document.
participated and replenishment. conserving household this The Video should be approximately 5
behaved water. can reduce information minutes long.
appropriately their water in an iMovie,
during the use. including If students have completed the video they
excursion. both videos can volunteer to show it to the rest of the
and photos class.
from the The students will then upload their video to
excursion. Seesaw for the teacher and parents to view.
The Google Docs will also be shared with
the teacher.
Conclusion:
The teacher will then pass around a

reflection slip where students will answer
the following question:
- What’s something you enjoyed
about the excursion?
- What’s something you learnt on
the excursion?
Students will then hand in these reflection

cards before leaving the class.
LEARNER DIVERSITY
 Mixed ability grouping: Can ask
other students in their group for
help them with answering the
questions.
 Students are given the option to
also physically write down the
information on paper if they would
prefer that over the Google Doc.
Gifted:
 Mixed ability grouping
 Students can add as much
information to their iMovie as
they’d like, for example text and
diagrams.
Appendix 8:
https://docs.google.com/document/d/1k9WbXZkzHiNTNotdYN-_4JLCOhArJNkhVugYF-bUraU/edit?usp=sharing
Appendix 9:

sanitation
Thinking Capability
Q1.7
SCSA LINKS
Design Design Digital Digital
Technologies Technologies Technologies Technologies
Knowledge & Process & Knowledge & Process &
Understandings Production Understandings Production
Skills Skills
Define a Introduction: Resources:

problem, and set The teacher will begin the lesson by asking the students what important - White board
of sequenced components of a water filter are, based on the what they learnt over the markers for
steps, with users last few lessons and on the excursion. brainstorm.
making a Students will brainstorm as a class and can come up and write their ideas
decision to on the board. RESOURCES/KEY
create a solution Teacher will then tell students to take these ideas into consideration when QUESTIONS
for a given task the next activity, which will be to design a water filter.
(WATPPS27)
Body:
For this activity students will work in pairs to design a water filter, which
will turn dirty water to clean water.
Students will research what materials they want to use for the experiment
and record it as a Google Doc or Pic Collage.
They will also detail step by step instructions on how they’re going to go
about making the water filter in the next lesson.
Their poster will include:
- List of materials
- Instructional procedure of how to make it
- Photos of the materials
Materials may include:

- 2 litre empty plastic water bottle
- A homemade filter (sock, paper towel, sponge, cotton balls)
Conclusion:
Teacher will explain that in the next lesson students must bring in their
materials and put together their filter as they will be testing whether it
works by pouring contaminated/ dirty water through it.
Students will share the poster/ Google Doc they made with their partner,
as well as with the teacher.
LEARNER DIVERSITY
TEACHING AND LEARNING EXPERIENCES
- Mixed ability grouping: Students can pair up with someone who
can guide/ assist them with the task, where they can build off
each other’s strengths.
- Student may want to create a physical poster on paper rather than
on their iPads.
- They can record themselves saying the procedure rather than
writing/ typing it out.
Gifted:
- Students can write out their predictions of how the experiment
will go
- Make a comparison between their water filter and the water filter
used at the water filtration plant.
OTHER SCSA LINKS eg Maths, Science

Science:
Identify, plan and apply the elements of scientific investigations to answer
questions and solve problems using equipment and materials safely and
identifying potential risks (ACSIS086)
OBJECTIVES
1. Actively participate in the collaborative process of designing a

water filter.
2. Identify components that are needed to create a filter water.
3. Create a step by step instructional poster on how to build a water
filter.
ASSESSMENT
Teacher will observe and make anecdotal notes throughout the lesson, looking at
whether they participate in the brain storm whole-class activity, as well as how
well they work with their pair in designing the water filter.
The teacher will also collect the posters/ Google Docs at the end of the lesson.
The teacher will record this information as a checklist:
Student Objective 1 Objective 2 Objective 3 Comment

Name:
Actively Identified Created a step
participated in components by step
the that are needed instructional
collaborative to create a poster on how
process of filter water. to build a
designing a water filter.
water filter.

sanitation
Thinking Capability
Q1.7
SCSA LINKS
Design Design Digital Digital Technologies TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Technologies Technologies Technologies Process & Production Skills QUESTIONS
Knowledge & Process & Knowledge &
Understandings Production Understandings
Skills
Develop and communicate alternative Introduction: Resources:
solutions, and follow design ideas, using Students will begin the lesson seated next to their - Buckets for
annotated diagrams, storyboards and partner which they will be building the water filter each pair in
appropriate technical terms (WATPPS29) with. the class.
The teacher will go around and make sure each pair
Select, and apply, safe procedures when has their materials, if not, providing them with
using components and equipment to make plastic water bottles or filters they could use.
solutions (WATPPS30)
Body:
OTHER SCSA LINKS eg Maths, Science Students will use their instructional poster from the
Science: previous lesson to help them put together their water
Identify, plan and apply the elements of scientific investigations to answer questions and solve problems filter.
using equipment and materials safely and identifying potential risks (ACSIS086) Students will take photos on their iPads as they do
so.
Reflect on and suggest improvements to scientific investigations (ACSIS091) Once the students have completed this, the whole
class will take their water filters outside to test
whether they can effectively filter dirty water or not.
OBJECTIVES Each pair will be provided with a bucket in which the
filtered water will pour into.
1. Collaboratively build a water filter out of the materials brought from home. The pairs will take turns explaining what materials
2. Demonstrate how the water filter works. they used and why they chose them.
3. Reflect on how effective the water filter was. The students will then watch as the teacher goes
around to each filter and pours dirty water into the
filters and observes how clear the water is that enters
the bucket.
ASSESSMENT Once all filters have been tested the students will
observe which water is the clearest, therefore finding
Teacher will observe and make anecdotal notes throughout the lesson while the students are building and out which filter was the most effective.
testing their filters, as well as taking photos and videos of the process. Students will take photos of their filtered water on
their iPads before entering back into the classroom.
Conclusion:
Students will have the opportunity to reflect on the
experiment.
They can either do so in a written format on Google
or Word Doc or record themselves talking about it.
They will answer:
- Pros of the experiment: Was their filter
effective, how clean was the water in the
bucket?
- Cons: what didn’t work so well, what could
be improved on?
LEARNER DIVERSITY
- Mixed ability grouping: Students can pair
up with someone who can guide/ assist
them with the task, where they can build off
each other’s strengths.
- Students can record their reflection on their
iPad rather than typing it out.
Gifted:
- Students can include in their reflection a
comparison between all the filters, including
a bit of information on which was most and
least effective and why.

sanitation
Thinking Capability
Q1.7
SCSA LINKS
Design Design Digital Digital Technologies TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Technologies Technologies Technologies Process & QUESTIONS
Knowledge & Process & Knowledge & Production Skills
Understandings Production Understandings
Skills
Define a Work independently, Introduction: Resources:
problem, and or collaboratively The teacher will hand around a checklist to each student in the class - A checklist for
set of when required, to plan, which will include a list of all the work the students would have each student
sequenced safely develop and completed over the past few weeks in this unit (appendix 10). (appendix 10).
steps, with communicate ideas - A QR code for the
users making a and information for Students will make sure they have all this information/ activities/ reflection survey.
decision to solutions resources on their iPads or in their books. (Appendix 11)
create a (WATPPS32) The teacher will walk around and make sure they do to.
solution for a
given task Body:
(WATPPS27) Students will be instructed to create a Google Slides presentation titled
‘Clean Water & Sanitation’ containing all the work they completed
OTHER SCSA LINKS eg Maths, Science over the past few weeks, going in order, ranging from the infographic
English: map to the water filter experiment.
Use a range of software including word processing programs with fluency to Students will include all photos and videos they took during the unit.
construct, edit and publish written text, and select, edit and place visual, print and The checklist will act as a guide of what to include in the Google
audio elements (ACELY1707) Slides, making sure the students don’t forget anything.
OBJECTIVES Conclusion:
Students will make sure their Google Slides is shared with the teacher.
1. Create a Google Slides presentation which covers all the components on Students will scan a QR code provided by the teacher which will take
the checklist provided. them to a survey which will ask the following questions:
2. Complete a clear and honest reflection the unit of clean water & sanitation. - From a scale of 1 to 10 how much did you enjoy learning
about the topic of clean water and sanitation?
- Which lesson or activity was your favourite?
- What’s something you learnt that interested or surprised you
the most?
- What’s one way you can save water in your home?
Students will have the following lesson to complete the Google Slides
ASSESSMENT presentation and ask the teacher any last questions.
The teacher will observe and make anecdotal notes throughout the lesson, as well as LEARNER DIVERSITY
using the checklists from the previous lessons, and the students’ final presentation
slide show to fill out the following rubric: Intellectual disability:
- Mixed ability grouping: Students can assist each other
Appendix 12 -
Gifted:
- Students can go in to as much detail as they like in each slide,
can write up extra information, add more photos, diagrams
etc..
Appendix 10
Clean Water & Sanitation Checklist:
Title slide:
□ Clean Water & Sanitation
□ Name
Slide 1:
Copy & paste
□ Google Doc: Brainstorm about clean water
Slide 2:
Upload photos of
□ World map work sheet which has been coloured in
□ Infographic world map
Slide 3:
Copy & paste
□ Google Doc answering questions about Abasi’s before and after story.
Slide 4:
Copy & paste
□ The rewrite/ retell of Abasi’s story.
Slide 3:
Save as a video & upload
□ Book Creator story on water pollution
Slide 4:
Save as a poster & upload
□ Pic collage of water filtration in Perth
Slide 5:
Save as a video & upload
□ iMovie about the excursion/ water replenishment in Perth
Slide 6:
Save as a poster & upload
□ Instructional poster on how to build a water filter.
Slide 7:
□ Photos/ videos of the water filter experiment
Copy & paste
□ Google Doc reflection on how effective the water filter was
Appendix 11

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STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: UNITED NATIONS SUSTAINABLE YEAR LEVEL: 5

How people address Introduction: Resources:

TERM / WEEKS: UNITED NATIONS SUSTAINABLE YEAR LEVEL: 5

Work independently, or Introduction: Resources:

TERM / WEEKS: UNITED NATIONS SUSTAINABLE YEAR LEVEL: 5

Each pair will have to make sure both students have

TEACHING AND LEARNING EXPERIENCES

Student Objective 1 Objective 2 Objective 3 Objective 4 Objective 5 Comment

TERM / WEEKS: UNITED NATIONS SUSTAINABLE YEAR LEVEL: 5

TERM / WEEKS: UNITED NATIONS SUSTAINABLE YEAR LEVEL: 5

English:  Describe the process of water

The teacher will then pass around a

Students will then hand in these reflection

TERM / WEEKS: UNITED NATIONS SUSTAINABLE YEAR LEVEL: 5

Define a Introduction: Resources:

Materials may include:

OTHER SCSA LINKS eg Maths, Science

1. Actively participate in the collaborative process of designing a

The teacher will record this information as a checklist:

Student Objective 1 Objective 2 Objective 3 Comment

STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: UNITED NATIONS SUSTAINABLE YEAR LEVEL: 5

TERM / WEEKS: UNITED NATIONS SUSTAINABLE YEAR LEVEL: 5

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