SCIENCE PROGRAM OF WORK

Year Two – Forward Planning Document

Earth and Space Science

Curriculum Link:
Earth’s resources are used in a variety of ways (ACSSU032)
Elaborations:
- Identifying actions at school such as turning off dripping taps, that can conserve resources
- Identifying the Earth’s resources including water, soil and minerals, and describing how they are used in the school
- Describing how a resource such as water is transferred from its source to its point of use
- Considering what might happen to humans if there were a change in a familiar available resource, such as water

Gemma Craig
3200 9307
ENGAGE LESSON (FPD 1)
Outcomes:
OUTCOME 1: Children have a strong
sense of identity
Children feel safe, secure, and
supported
Children develop their emerging
autonomy, inter-dependence,
resilience, and sense of agency
Children develop knowledgeable and
confident self-identities
Children learn to interact in relation
to others with care, empathy, and
respect
Principles:
1. Secure, respectful & reciprocal relationships
Practices:
Holistic approaches
Continuity of learning & transitions
COLOUR KEY:
OUTCOME 2: Children are connected
with and contribute to their world
Children develop a sense of belonging
to groups and communities and an
understanding of the reciprocal rights
and responsibilities necessary for
active community participation
Children respond to diversity with
respect
Children become aware of fairness
Children become socially responsible
and show respect for the environment
2. Partnerships
Responsiveness to children
Cultural competence
Term 1 Term 2
OUTCOME 3: Children have a
strong sense of well being
Children become strong in their
social and emotional wellbeing
Children take increasing
responsibility for their own health
and physical wellbeing
3. High expectations & equity
Learning through play
Assessment for learning
Term 3 Term 4
OUTCOME 4: Children are confident and OUTCOME 5: Children are effective
involved learners communicators
Children develop dispositions for learning Children interact verbally and non-
such as curiosity, cooperation, verbally with others for a range of
confidence, creativity, commitment, purposes
enthusiasm, persistence, imagination,
and reflexivity
Children develop a range of skills and Children engage with a range of texts and
processes such as problem solving, gain meaning from these texts
enquiry, experimentation, hypothesising,
researching, and investigating
Children transfer and adapt what they Children express ideas and make
have learned from one context to meaning using a range of media
another
Children resource their own learning Children begin to understand how
through connecting with people, place, symbols and pattern systems work.
technologies, and natural and processed Children use information and
materials communication technologies to access
information, investigate ideas and
represent their thinking
4. Respect for diversity 5. Ongoing learning & reflective practice
Intentional teaching
Learning environments
EXPLORE LESSON (FPD 2)
Outcomes:
OUTCOME 1: Children have a strong
sense of identity
Children feel safe, secure, and
supported
Children develop their emerging
autonomy, inter-dependence,
resilience, and sense of agency
Children develop knowledgeable and
confident self-identities
Children learn to interact in relation
to others with care, empathy and
respect
Principles:
1. Secure, respectful & reciprocal relationships
Practices:
Holistic approaches
Continuity of learning & transitions
OUTCOME 2: Children are connected
with and contribute to their world
Children develop a sense of belonging
to groups and communities and an
understanding of the reciprocal rights
and responsibilities necessary for
active community participation
Children respond to diversity with
respect
Children become aware of fairness
Children become socially responsible
and show respect for the environment
2. Partnerships
Responsiveness to children
Cultural competence
OUTCOME 3: Children have a
strong sense of well being
Children become strong in their
social and emotional wellbeing
Children take increasing
responsibility for their own health
and physical wellbeing
3. High expectations & equity
Learning through play
Assessment for learning
OUTCOME 4: Children are confident and OUTCOME 5: Children are effective
involved learners communicators
Children develop dispositions for learning Children interact verbally and non-
such as curiosity, cooperation, verbally with others for a range of
confidence, creativity, commitment, purposes
enthusiasm, persistence, imagination,
and reflexivity
Children develop a range of skills and Children engage with a range of texts and
processes such as problem solving, gain meaning from these texts
enquiry, experimentation, hypothesising,
researching, and investigating
Children transfer and adapt what they Children express ideas and make
have learned from one context to meaning using a range of media
another
Children resource their own learning Children begin to understand how
through connecting with people, place, symbols and pattern systems work.
technologies, and natural and processed Children use information and
materials communication technologies to access
information, investigate ideas and
represent their thinking
4. Respect for diversity 5. Ongoing learning & reflective practice
Intentional teaching
Learning environments
ENGAGE LESSON (FPD 3)
Outcomes:
OUTCOME 1: Children have a strong
sense of identity
Children feel safe, secure, and
supported
Children develop their emerging
autonomy, inter-dependence,
resilience, and sense of agency
Children develop knowledgeable and
confident self-identities
Children learn to interact in relation
to others with care, empathy and
respect
Principles:
1. Secure, respectful & reciprocal relationships
Practices:
Holistic approaches
Continuity of learning & transitions
OUTCOME 2: Children are connected
with and contribute to their world
Children develop a sense of belonging
to groups and communities and an
understanding of the reciprocal rights
and responsibilities necessary for
active community participation
Children respond to diversity with
respect
Children become aware of fairness
Children become socially responsible
and show respect for the environment
2. Partnerships
Responsiveness to children
Cultural competence
OUTCOME 3: Children have a
strong sense of well being
Children become strong in their
social and emotional wellbeing
Children take increasing
responsibility for their own health
and physical wellbeing
3. High expectations & equity
Learning through play
Assessment for learning
OUTCOME 4: Children are confident and OUTCOME 5: Children are effective
involved learners communicators
Children develop dispositions for learning Children interact verbally and non-
such as curiosity, cooperation, verbally with others for a range of
confidence, creativity, commitment, purposes
enthusiasm, persistence, imagination,
and reflexivity
Children develop a range of skills and Children engage with a range of texts and
processes such as problem solving, gain meaning from these texts
enquiry, experimentation, hypothesising,
researching, and investigating
Children transfer and adapt what they Children express ideas and make
have learned from one context to meaning using a range of media
another
Children resource their own learning Children begin to understand how
through connecting with people, place, symbols and pattern systems work.
technologies, and natural and processed Children use information and
materials communication technologies to access
information, investigate ideas and
represent their thinking
4. Respect for diversity 5. Ongoing learning & reflective practice
Intentional teaching
Learning environments
ELABORATE LESSON (FPD 4)
Outcomes:
OUTCOME 1: Children have a strong
sense of identity
Children feel safe, secure, and
supported
Children develop their emerging
autonomy, inter-dependence,
resilience, and sense of agency
Children develop knowledgeable and
confident self-identities
Children learn to interact in relation
to others with care, empathy and
respect
Principles:
1. Secure, respectful & reciprocal relationships
Practices:
Holistic approaches
Continuity of learning & transitions
OUTCOME 2: Children are connected
with and contribute to their world
Children develop a sense of belonging
to groups and communities and an
understanding of the reciprocal rights
and responsibilities necessary for
active community participation
Children respond to diversity with
respect
Children become aware of fairness
Children become socially responsible
and show respect for the environment
2. Partnerships
Responsiveness to children
Cultural competence
OUTCOME 3: Children have a
strong sense of well being
Children become strong in their
social and emotional wellbeing
Children take increasing
responsibility for their own health
and physical wellbeing
3. High expectations & equity
Learning through play
Assessment for learning
OUTCOME 4: Children are confident and OUTCOME 5: Children are effective
involved learners communicators
Children develop dispositions for learning Children interact verbally and non-
such as curiosity, cooperation, verbally with others for a range of
confidence, creativity, commitment, purposes
enthusiasm, persistence, imagination,
and reflexivity
Children develop a range of skills and Children engage with a range of texts and
processes such as problem solving, gain meaning from these texts
enquiry, experimentation, hypothesising,
researching, and investigating
Children transfer and adapt what they Children express ideas and make
have learned from one context to meaning using a range of media
another
Children resource their own learning Children begin to understand how
through connecting with people, place, symbols and pattern systems work.
technologies, and natural and processed Children use information and
materials communication technologies to access
information, investigate ideas and
represent their thinking
4. Respect for diversity 5. Ongoing learning & reflective practice
Intentional teaching
Learning environments
EVALUATE LESSON (FPD 5)
Outcomes:
OUTCOME 1: Children have a strong
sense of identity
Children feel safe, secure, and
supported
Children develop their emerging
autonomy, inter-dependence,
resilience, and sense of agency
Children develop knowledgeable and
confident self-identities
Children learn to interact in relation
to others with care, empathy and
respect
Principles:
1. Secure, respectful & reciprocal relationships
Practices:
Holistic approaches
Continuity of learning & transitions
OUTCOME 2: Children are connected
with and contribute to their world
Children develop a sense of belonging
to groups and communities and an
understanding of the reciprocal rights
and responsibilities necessary for
active community participation
Children respond to diversity with
respect
Children become aware of fairness
Children become socially responsible
and show respect for the environment
2. Partnerships
Responsiveness to children
Cultural competence
OUTCOME 3: Children have a
strong sense of well being
Children become strong in their
social and emotional wellbeing
Children take increasing
responsibility for their own health
and physical wellbeing
3. High expectations & equity
Learning through play
Assessment for learning
OUTCOME 4: Children are confident and OUTCOME 5: Children are effective
involved learners communicators
Children develop dispositions for learning Children interact verbally and non-
such as curiosity, cooperation, verbally with others for a range of
confidence, creativity, commitment, purposes
enthusiasm, persistence, imagination,
and reflexivity
Children develop a range of skills and Children engage with a range of texts and
processes such as problem solving, gain meaning from these texts
enquiry, experimentation, hypothesising,
researching, and investigating
Children transfer and adapt what they Children express ideas and make
have learned from one context to meaning using a range of media
another
Children resource their own learning Children begin to understand how
through connecting with people, place, symbols and pattern systems work.
technologies, and natural and processed Children use information and
materials communication technologies to access
information, investigate ideas and
represent their thinking
4. Respect for diversity 5. Ongoing learning & reflective practice
Intentional teaching
Learning environments
SCIENCE FORWARD PLANNING DOCUMENT
 5E’s- ENGAGE (1-2 lesson)
TERM / WEEKS: • To capture student interest and find out what they know about the Earth and its resources
TOPIC
•
T3 W4 •
To elicit students’ questions/prior knowledge about the Earth’s resources
Diagnostic assessment used - in this lesson you will find out what the students already know The Earth and its Resources (soils, minerals, and water)
about the Earth and its resources. 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 Behaviour Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

EYLF
INTEGRATION
SCSA LINKS (Year 1 & 2 RESOURCES/KEY
only) TEACHING AND LEARNING EXPERIENCES QUESTIONS
Science Science as a Human Science Inquiry OUTCOMES
Understanding Endeavour Skills
Earth’s People use science Pose and respond The students are seated on the mat. The educator hooks the
resources are in their daily lives, to questions, and
See above students with a prior knowledge quiz where they explore worms
used in a including when make predictions
variety of caring for their about familiar and what they feel like and look like. The educator gets the
ways environment and objects and students into pairs, one is soil, and one is water. The student’s
(ACSSU032) living things events (ACSIS037) pair/share their ideas with their partner before non-volunteers are
(ACSHE035)
chosen to test the student’s prior knowledge.

LESSON OBJECTIVES The educator then gets the students to explore recycling in the
As a result of this lesson, students will be able to: school to activate their brains into the content of the lesson. The
students will be given the choice to pair/share what they know
about a garbage bin, recycling bin and compost bin. The
students will have to identify what the bin is called and then one
• Complete worksheet, answering every question based thing that can go into it.
on their prior knowledge *The students have been taught this in previous lessons
• Identify and briefly describe 5 types of soils that can be
Give each student a lanyard with their role highlighted on it. Appendix One
seen around the school through the matching activity
at their rotation. Explain the students what their specific role is, creating groups. Lanyard cards
The educator then moves into explaining the activities that the
students will be taking part in. They will have 10 minutes at each
station (40 minutes of the 60 minute lesson).
ASSESSMENT (DIAGNOSTIC)
In the wonderful water rotation, the students will fill out the Station One: Water Transfer
worksheet, answering the questions to aid in the Wonder Wall At this station the students will first make predictions together as a group. They will Appendix Two
be told of three different ways the water can be transferred from one container to
at the end of the lesson. Answer the following: Water Transfer Worksheet
another and predict which will be the easiest and which will have the least waste.
- ‘Where does water come from?’ They will then be guided through the experiment and try each of the different - 2 plastic cups
- ‘What do we use water for? methods they can use to transfer water from one space to another. The three - 1 plastic straw
different methods are using your mouth to suck the water up the straw, creating a - Water
- ‘Who or what uses water?’
vacuum, using your finger to create a vacuum to move the water from one
- ‘How can we use water responsibly?’ container to another, and the third is moving the straw up and down very fast
These worksheets will be collected at the end of the lesson to whilst tapping the end, which creates pressure that moves the water through the
straw.
be marked and looked over. From this assessment the
educator can see the level of prior knowledge that each Station Two: Wonderful Water (diagnostic assessment)
student has on the topic which will allow for groupings to be Students in their groups fill out the worksheet, answering the questions to aid in the
Wonder Wall in the lesson. Answer the following:
made in the following lessons.
- ‘Where does water come from?’ Appendix Three
- ‘What do we use water for? Diagnostic Assessment
- ‘Who or what uses water?’
- wonderful water worksheet
- ‘How can we use water responsibly?’
Station Three: Types of Soil (appendix three)
At this station the students will work in their group to complete the worksheet. They
will be guided to think of three different places in the school that they can find soil, Appendix Four
drawing these in the boxes at the top of the worksheet. The students then answer Soils Worksheet
a prior knowledge question, having a discussion as a group as to what their answer
might be. The students then explore the soils that they have been provided. They - 5 containers each with a
can manipulate and touch three of the soils, coming up with different words to different type of soil in them
describe them. Viewing the remaining two, the students connect the image of the - Worksheet (1 per group, the
soils with where they can be found in the school, writing their adjectives in the writer fills it out as the group
space provided. discusses what they think)
- Newspaper to put under the
Station Four: Water Wastage containers to prevent mess
Students in their groups will first have a teacher lead discussion about water in the
school, and the different places you can find it. Helper then collects the material Appendix Five
for their groups. The Timekeepers will use the stopwatch, and the manager will
pour the water into the container for 30 seconds. The writer will record how much Water Wastage
water was poured into the container through colouring in on a worksheet. The Worksheet
groups will then discuss between themselves that they could do with the water - Something to pour from
that they ‘wasted’ from the pouring and find a place in the school to use it. - Measuring containers
** The students glue their worksheets into the class science journal. - Water
- Timer (device)

Bring the class back together and have them sit in their groups on
the mat. The group is given 2 minutes to come up with two things
that they learnt for the communicator to share. Go around to
each group and get them to share their ideas. The whole group
stands up, and the communicator shares with the class the two
things that they learnt.
 Engage the class in a think-pair-share where they discuss a couple
of different ways that ‘wasted’ water can be reused in the school
or in the home.
- water the garden
- drink it
- cleaning

Close off the lesson by introducing the class to the wonder wall post-it-notes
and invite the students to make contributions to each of the
questions. The wall acts as a display where the students answer
the following questions over the course of the unit:
- ‘Where does water come from?’
- ‘What do we use water for?
- ‘Who or what uses water?’
- ‘How can we use water responsibly?’
The students can use their worksheet from their rotations. to help
answer the questions or pose any other questions that they may
have.
- What is water made of?
- Where does water come from?
- Where does water go?
- Why do we need water?

LEARNER DIVERSITY
General Questions
- Types of Soils: where in our school do you think we can find soil?
- Water Transfer: Why might we need to transfer water?
- Water Wastage: where does this happen at the school?
Enabling Prompts
- Water Wastage: where would this happen at home?
- Water Transfer: have you used water today? Did it move from one space to
another?
- Types of Soils: can you describe this soil to me? What colour is it, what does it
feel like?
Extending Prompts
- Types of Soils: do you think humans need soil to live, why/why not?
- Water Transfer: can you think of another way to transfer the water?
- Water Wastage: what do you think will happen if you leave the taps on all day?

SCIENCE FORWARD PLANNING DOCUMENT

 5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS: • To provide hands on, shared experiences of Water/Wastage Control
TOPIC
•
T3 W5 •
To support students to investigate and explore ideas about Water/Wastage Control
Formative assessment: Water and Soil/Wastage Control
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Behaviour Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

EYLF
SCSA LINKS INTEGRATION
(Year 1 & 2 RESOURCES/KEY
TEACHING AND LEARNING EXPERIENCES
only) QUESTIONS
Science Science as a Science Inquiry OUTCOMES
Understanding Human Endeavour Skills
Earth’s People use science Pose and Explore Lesson One - Water Equipment
resources are in their daily lives, respond to
Following on from the previous lesson, where students talked briefly - commercial rain gauge
used in a including when questions, and See above - 30 cm ruler
variety of caring for their make predictions about water and why it’s importance, the students will devise ways - clear adhesive tape
ways environment and about familiar of measuring and recording rainfall. - plastic bottle for each group
(ACSSU032) living things objects and
(ACSHE035) events - ‘Making a rain gauge’
(ACSIS037) resource sheet
The students work in groups and construct rain gauges from plastic
- ‘Rainfall recording sheet’
LESSON OBJECTIVES bottles. They then use their rain gauges to measure and record the
rainfall that happens each school night over a 2-week period.
As a result of this lesson, students will be able to:
Before the class starts cut plastic bottles around the top, where the
• Collect and use the informal measurements of rainfall top begins to taper, so that it can be inverted like a funnel into the
that are collected through home-made gauges bottle.

• Record observations in a column graph.

ASSESSMENT (FORMATIVE)
Look over the completed rainfall charts. Mark the students
based on their findings and the recordings that they have
collected. The students need to show diligence in keeping up
with the recording of data. They also need to correctly input
the data into the column graph.
As the students are sitting on the mat, begin the lesson by
reviewing the Wonder Wall that the class started last lesson. Get
the students thinking about the concept of water and what they
already know. After this, get the students to share any experiences
that they have with rainfall. Add these ideas to the Wonder Wall.
Show the students a pre-made plastic bottle rain gauge and the
commercial rain gauge and ask students to discuss the similarities
and differences between the two gauges. Showing this
information on a Venn Diagram.
Spilt the students into groups of 3-4. The educator provides the
materials to each group so that they can construct their own rain Appendix Six
gauge. The students, led by the educator, work in their groups, Making a rain gauge
and follow a procedural text to construct a rain gauge. The
Worksheet
educator reads out and performs each step for the students to
- rainfall measuring strip OR
follow. 30cm ruler per group

As the students are finalising their gauges, ask them to suggest one
place where their group would like to place the rain gauges. The
students will share their ideas with the class and vote for their
favourite.
** Discuss why the rain gauge should be placed in an open area.

Next, the students move to their desks. They will discuss how to
record the amount of rainfall so that it is easy to compare the
amount in their gauge with the amount in the class gauge. Show
the students the rainfall recording sheet and discuss how to use it Appendix Seven
to record rainfall data. The educator shows the students how to set
Rainfall Recording
up the page, step-by-step, drawing up the bar graph. All the
Worksheet
students draw up their own graph to keep and add to over the
next few weeks.

With the students, walk through the school to the area that was
decided the best place to put the gauges to measure the rainfall.
Set up the. commercial rain gauge and bottle rain gauges and
begin a recording sheet for each group. Allocate time each day -
at the same time if possible - for students to read and record the
amount of water in each gauge.
** Discuss the reasons why it is important to read the rain gauge at
the same time each day.

Bring the students back to the classroom and get them to sit on
the mat for a discussion. Add new vocabulary, additional ideas,
and further questions to the Wonder Wall.
- reasons to check the gauge at the same time
- why the gauge should be in the open?

LEARNER DIVERSITY
General Questions
- discuss why the rain gauge should be placed in an open area.
 - discuss the reasons why it is important to read the rain gauge at the same time
each day.
Enabling Prompts
- use an informal unit when measuring the amount of rainfall in the gauges (can
even pour the amounts into a container to compare them rather than getting
numerical amount)
Extending Prompts
- think of ways the students can use the water they collect around the school
Appendix Eight
Explore Lesson Two – Water Wastage
Soils Investigation
Overview: Where is water used? worksheet
In this lesson, students identify places in the school grounds where
water is used, they are given a school map and are to draw these
places on there. In groups, students observe and record data
about a dripping tap to develop and consolidate understandings
about water usage and possible wastage.

Explore Lesson Three – Soil

Overview: Investigating soil types by digging a small trail hole.
This lesson will run for between 45 and 60 minutes. The educator will
need to place the students into groups (or source a shovel each),
ensure each student has a ruler, carrier bag and the soil
investigation worksheet.
The students take the spade and dig a small hole in some grass. As
the students dig, they put the soil that they remove onto the bag,
keeping the surface, topsoil and any subsoil separate as you dig.
The students fill out the worksheet as they go, repeating the
process with a mulched area.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLAIN (1 lesson)
TERM / WEEKS: • To support students to develop explanations for experiences and make
TOPIC
T3 W6 •
representations of developing conceptual understandings
Formative assessment:
Soils and Water, and their importance
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Behaviour Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

EYLF
SCSA LINKS INTEGRATION
(Year 1 & 2 RESOURCES/KEY
TEACHING AND LEARNING EXPERIENCES
only) QUESTIONS
Science Science as a Science Inquiry OUTCOMES
Understanding Human Endeavour Skills
Earth’s Science involves Pose and Have the students sit on the mat and engage them with a prior
resources are observing, asking respond to
See above knowledge question
used in a questions about, questions, and
variety of and describing make predictions - Why is water important for human life?
ways changes in, objects about familiar
(ACSSU032) and events objects and
(ACSHE034) events The students are given 10 second think time to explore and think
(ACSIS037) about this question before pair/sharing with their partner. The
LESSON OBJECTIVES educator calls on non-volunteers to ensure that the class has a
basic understanding of the concept. Any new ideas can be
As a result of this lesson, students will be able to: added to the Wonder Wall.

• Research and answer the question sheet about soils Hook the students by watching a video on soils. This video will YouTube Video - Soils
and water and their importance explore the different properties of soil and get the students to think https://www.youtube.com
back to the first lesson where they looked at different ways to
• Work collaboratively to create an informative poster describe different soils. /watch?v=qJ9fJU1X9mA
that includes:
- 3 interesting facts
- why soil is important Have a short discussion with the students to explore what soil is and
- why water is important why is it so important? The students will be exploring this in more
- the layers of soil
depth and so a basic understanding is all that is needed from this.
- Soil is a dynamic, living environment that supports and feeds life.
- It is the ‘earthy material’ that plants grow in.
- Each component is important for supporting plant growth

ASSESSMENT (FORMATIVE)
The group poster will be handed in. The educator marks the
poster based on the rubric that can be seen in Appendix
Eleven. The posters will show whether the students understand
the importance of soils and water. This is also the first time the
students are investigating the layers of the soils and so this is
vital information for them to explore. The posters are hung up
on the Wonder Wall.
A similar discussion can be had about water and its importance.
This can lead on nicely from the soil discussion, linking the two YouTube – Water
through plants and their needs. To finish the discussion the students
https://www.youtube.com
can watch the short song about water and its uses.
/watch?v=CwpHMPH-
- humans drink it
WbM
- it can help to cool our bodies down
- all animals and plants need water to survive
- water allows for the transport of goods and resources by boat.
The students are separated into groups of 4. They are given 4 links
for websites that they will each go onto and collect information to Appendix Nine
answer the question sheet that they have been given. Importance of water and
- https://kids.britannica.com/kids/article/soil/390622 soil worksheet
- https://kids.britannica.com/kids/article/water/390625
- https://www.youtube.com/watch?v=R0K7VKkksyc
- https://www.soils4kids.org/about/
The students are encouraged to complete the activity like a
jigsaw. Each person gets one website and completes the
questions that relate to it. They then share their information with
the group. Give a 5-minute warning after 15 minutes. After 20-25
minutes the educator calls for the student’s attention.
Once all the information has been collected. The students put Appendix Ten
together a factual poster. The educator shows the students
Example posters for
examples of posters they could create. Explain to the children that
students to view
they need to include:
- 3 interesting facts
- why soil is important
Appendix Eleven
- why water is important
- the layers of soil Rubric for marking poster
** These points will be on the board so the students can refer to
them
The students are given the remaining 15-20 minutes to work in their
group to create their posters. If there is time at the end a few
groups can present their posters if there is time, however, they will
be handed in for marking.
Close the lesson with a video that teaches the students about the
different layers of soil. Before the video, ask the students if they
know any of them, based on the research they did throughout the
 lesson. Finish with an exit ticket where the students tell you YouTube Video –
something they learnt in the lesson, updating the Wonder Wall. Layers of Soil
https://www.youtube.com
LEARNER DIVERSITY /watch?v=bgqea0E2eAY
General Questions
- why is water important?
- why is soil important?
- what are the layers of soil?
Enabling Prompts
- what do humans need water for?
- what grows in soil?
- what animals live in soil?
Extending Prompts
- why can’t plants grow in subsoil
- what is Humus

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS: • To challenge and extend students’ understandings in a new context or make
TOPIC
T3 W6 •
connections to additional concepts through a student planned investigation
To use investigative/ inquiry skills
How water is transferred
 • Summative assessment of science inquiry skills
What would happen if we had no water in the world

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Behaviour Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

EYLF
SCSA LINKS INTEGRATION
(Year 1 & 2 RESOURCES/KEY
TEACHING AND LEARNING EXPERIENCES
only) QUESTIONS
Science Science as a Science Inquiry OUTCOMES
Understanding Human Endeavour Skills
Earth’s People use science Pose and To begin, have the students review previous lessons and wonder
resources are in their daily lives, respond to
See above wall. Discuss the rainfall data the class collected from the rain
used in a including when questions, and
variety of caring for their make predictions gauge.
ways environment and about familiar - Is there a pattern?
(ACSSU032) living things objects and - What rainfall does your area normally get at this time of the year?
(ACSHE035) events - What does the rainfall or lack of it mean to the way that you use water?
(ACSIS037)
A discussion must also be had to remind the students that even if
LESSON OBJECTIVES you have plenty of rain, it is still very expensive to pump water into
our taps and so, they should always try to look after water and not
As a result of this lesson, students will be able to:
waste it.

Move on from this by asking the students whether they have

• Complete the worksheet by coming up with one
reason why the scenario may be detrimental.
• Think of and draw, a place in their home and what it
would look like without water
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
experienced water shortages or have had to survive on a limited
supply of water for some reason. Discuss why water shortages or
restrictions might occur.
- people are wasting water (not enough to go around)
- some countries are too poor to get water transported to them
YouTube Video –
Life without clean water
Watch the YouTube video about water scarcity in Africa.
https://www.youtube.com
/watch?v=yPxMOzN0Uq4
As a class, discuss the video that was just watched. Talk about
what might have caused the water shortage and the possible
consequences of the shortage. Record students’ ideas in the
The students present their final product to the class
and explain why having no water in their home
may be a bad thing. These reasons are noted
down and it can be noted that the student requires
extra help if their reason is weak.
Wonder Wall. Have the students take part in a think/pair/share.
where they come up with ways that to help manage water.
Again, add these to the Wonder Wall. To finish the mat session,
discuss possible risks including hygiene and safety that may arise
from this issue.
The students are given a worksheet and the “No Water” images.
are put on the board one at a time. The students describe the
image and come up with one reason why the scenario may be
bad for them.
- empty pool: can’t cool down
Appendix Twelve
- no water: nothing to drink “No Water” images &
- dead flowers: no plants to eat Worksheet to complete
- no water in lake: no fish to eat
the activity
For the final instruction, the students are asked to think of
somewhere in their house that they use water. They are to draw
this place without water and think of some outcomes that may
arise from this, writing them around the outside of the image. The
students are given 20 minutes for this activity as it allows them to
apply the learning that they have done about water scarcity in
another way.
The students present their ideas, to the class and their work is
placed on the Wonder Wall,
Elaborate Lesson Two – Soil layers and their properties
The students make a “Dirt Pudding” using edible materials.
Applying what they know about the layers of soil into a more
hands on experience. The students create the layers using different
foods that reflect the properties of the soil. The students then must
describe and name the layers, labelling them on the outside of the Appendix Thirteen
container. Image of completed “Dirt
Pudding.”
LEARNER DIVERSITY
General Questions
- why is water important?
- why is soil important?
- what are the layers of soil?
Enabling Prompts
 - what do humans need water for?
- what grows in soil?
- what animals live in soil?
Extending Prompts
- why can’t plants grow in subsoil
- what is Humus

Final Lesson – inspiration taken from Primary Connections

SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EVALUATE (1 lesson)
TERM / WEEKS: TOPIC
 T3 W7
• To provide opportunities to review and reflect on their learning about the
importance of maintaining Earth’s resources and represent what they know Why are minerals AND/OR soils AND/OR water
about minerals, soils, and water
• Summative assessment of science understanding account of students’ existing
important to Humans?
ideas when planning learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Behaviour Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

EYLF
SCSA LINKS INTEGRATION RESOURCES/KEY
(Year 1 & 2 QUESTIONS
TEACHING AND LEARNING EXPERIENCES
only)
Science Science as a Human Science OUTCOMES
Understanding Endeavour Inquiry Skills
Earth’s People use science in Represent and Bring the students to the mat to look over the content that has
resources are their daily lives, communicate
See above been taught throughout the unit. Review the class science journal, Why is Water Important?
used in a including when caring observations
variety of for their environment and ideas in a the word wall and the ‘Wondering about water’ wall. YouTube Video
ways and living things variety of ways
(ACSSU032) (ACSHE035) (ACSIS042)
https://www.youtube.com
With the students, watch the video about water. Have a quick /watch?v=KcfBrmdr8Ag
LESSON OBJECTIVES discussion with the students as to why water is important for human
As a result of this lesson, students will be able to: beings. and one about soils. Then, have the students watch the
Why is Soil Important?
second video about soils, and discuss with them why soils are
important for human life. From these discussions the students YouTube Video
choose whether they want to create a poster on soil OR water. https://www.youtube.com
• Create and print a poster from their iPad that explores /watch?v=vqtdFaclWf0
three reasons why water OR soil is important for human
beings Explain to the students that they will be working individually to
create a poster on their iPads, that contains 3 reasons why their
• Verbally explain, while recording themselves, the three chosen topic (soil or water) is important for human beings. They will
reasons they have put on their poster for the educator be asked to explain their reasoning to the iPad once they have
to watch. printed their poster.

Create a T-Chart on the board as a class, that explores the ideas

talked about at the beginning of the class. One side of the T will Appendix Fourteen
explore water and the other side, soil. The class come up with as T-Chart on the Board

ASSESSMENT (SUMMATIVE – Science Understanding)

The students choose whether they want to explore soil and
water. They work individually to create a poster on their iPads
using images and text. Creating the poster on the iPad
incorporates aspects of ICT into the science learning. The
students will be told to highlight three reasons as to why
soil/water is important for human life. The images and poster
should complement these. Once they have finished their
poster, the students can print it (they have access to a printer
in the classroom) and explain what they have written. They
will record their explanations so that the educator can watch
it back and assess whether the content knowledge was
understood.
many reasons as possible as to why soil and water are so
important.
Quickly remind and practice oral communication skills, such as
looking at the camera when you are speaking and using and
appropriate voice, volume, and pace.
- say something really fast
- say something slow
- say something while looking all over the place
- and then say something how you expect the students to do so
in their assessment piece.
Send the students in groups to collect an iPad. They can sit
wherever they want around the classroom, working individually for
30 minutes. The educator gives the students a 10-minute warning
and prompts them to start their recordings if they haven’t already. iPads
** As the students are completing the activity move around every Printer Paper
5-10 minutes to ensure that the students are on task, there are no
questions and that students are not struggling, some enabling or
prompting may be required (see learner diversity).
Get the students to pack away and put their iPads back on
charge. They then move to the mat where the next part of the
lesson will be explained. The students complete a final reflection to
see how much they have learnt over the unit of work. Remind
students of the ‘Wonderful water’ (appendix three) activity that
they did at the beginning of the unit. Explain that they are going to
repeat the activity to see how their ideas have changed and
developed during the unit.
** Explain that it is an opportunity for students to show you and
themselves how much they have learned about water.
Call out the student’s name, giving them back their initial
‘wonderful water’ worksheet. Once the student collects the
worksheet they go back to their desk and choose a coloured
Appendix Three
pencil. They then wait for everyone else to be seated. The
educator works their way through each box on the page and the Diagnostic Assessment
students fill it out. as they go, annotating and showing their new or - wonderful water worksheet
changed ideas.
** As the students finish, they put their paper on the back desk for
marking and move to the mat for the next lesson.
 LEARNER DIVERSITY
Enabling

Extending

Lesson One (appendix 1-5)

Appendix One – lanyard cards

Appendix Two – water transfer worksheet

Appendix Three – wonderful water diagnostic assessment
Append Four – soils worksheet
Appendix Five – water wastage worksheet
Lesson Two (appendix 6-8)
Appendix Six – making a rain gauge worksheet
Appendix Seven - rainfall recording worksheet
Appendix Eight - soils investigation worksheet
Lesson Three (appendix 9-11)
Appendix Nine – importance of water and soil worksheet
Appendix Ten – example posters
Appendix Eleven – rubric for marking poster

Lesson Four (appendix 12-13)

Appendix Twelve – water shortage questions and ‘no water’ pictures.
Appendix Thirteen – image of completed “Dirt Pudding.”

Lesson Five (appendix 14)

Appendix Fourteen – T-Chart on the Board

References:

Australian Academy of Science. (2021). Retrieved 25 September 2021, from

 https://primaryconnections.org.au/sites/default/files/unit-file-downloads/Water-works.pdf

Garden Organic. (2021). Sorting Out Soils Activity Pack. Retrieved 25 September 2021, from
https://www.gardenorganic.org.uk/sites/www.gardenorganic.org.uk/files/Sorting%20out%20Soils%20Activity%20Pack%20KS2.p
df

Grade 2 Soils Unit. (2021). Retrieved 25 September 2021, from http://www.newhavenscience.org/22Soils.htm

Robinson, C. (2021). Dirt Pudding | Dr. Dirt. Retrieved 25 September 2021, from https://www.doctordirt.org/dirt-pudding/

Waterwise Queensland. (2021). Year 2 Science For the Australian Curriculum. Retrieved 25 September 2021, from
https://www.resources.qld.gov.au/__data/assets/pdf_file/0006/1407633/year2-wonder-water.pdf