SCIENCE FORWARD PLANNING DOCUMENT (YEAR 2)

TERM / WEEKS: EXPLAIN LESSON TOPIC: Earth and Space Sciences

Term 3, weeks 1-2
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

SCSA LINKS EYLF

INTEGRATIO TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
N (Year 1 & 2 QUESTIONS
only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
Earth and Space Nature and Evaluating: 4.3: Children Introduction/ motivation (10 minutes):
Science: development Compare transfer and 1. Students will be seated on the mat.
Earth’s resources of science: observations with adapt what 2. Together as a class, the teacher will create a class discussion and Resource (Step 2):
are used in a variety Science those of they have reflection on the previous lesson. The class floor book will be displayed Floor book
of ways (ACSSU032) involves others (ACSIS041) learnt from one and used as a creative reference of what was learnt [5.1].
observing, context to 3. Teacher will introduce the lesson to students, explaining what will be
Elaboration: asking another – done throughout.
Identifying the questions students will be 4. Students will watch YouTube video on how water gets to our taps, giving
Earth’s resources about, and transferring Resource (Step 4):
an understanding of how we get water in our taps at school.
including water, soil describing newly learnt Smartboard and YouTube access
https://www.youtube.com/watch?v=Msqu4cAQ76U
and minerals, and changes in, knowledge 5. Teacher will reflect upon video, asking questions about what students Key Questioning (Step 5):
describing how they objects and from the video saw and its significance to the topic. What did we see in the video?
are used in the events and explicit 6. Teacher will draw a diagram on the board of the different stages water What did we see in the video
school. (ACSHE034) teaching. goes through, as a simplified reflection of what was discussed and that we can see here at school?
displayed in the video. What’s something new that we
5.1: Children 7. Students are asked to stand up and the teacher will run through some learnt?
interact simple stretches (keeping it related to the topic, e.g. can you stretch from Who can tell me where our
verbally and water that comes from our taps
side to side like flowing water).
non-verbally comes from?
Lesson body (30 minutes):
with others for 8. Teacher introduces the main activity, giving explicit instructions.
a range of 9. Students will be asked to move back to their desks.
purposes – 10. ‘The Water to Tap Journey’: Students will be given hand out with title and Resource (Step 10): x25 copies of
Students are ‘The Water to Tap Journey’
responses that students will cut out and order, before gluing them onto a
required to new piece of paper, drawing pictures below each step to show the water
interact with Resource (Step 10): Coloured A3
 peers through journey [4.3] [5.1]. paper
verbal 11. Students are given time to complete this, whilst the teacher is walking
communication, around scaffolding through think aloud statements and prompting critical
as well as thinking.
through the 12. Teacher will have some photos displayed on the smartboard such as a
answering of water cleaning plant, as this might be difficult for students to remember.
questions. Lesson closure (10 minutes):
LESSON OBJECTIVES 13. Students will be asked to come and sit on the mat with their water to tap
As a result of this lesson, students will be able to: journey creations, creating two circles, one inside of the other.
 Recall the stages water goes through to get to our taps, by completing a 14. Students in the inside circle will be asked to face the outside circle, lining
reorder. up with someone from the other circle.
 Compare work and ideas with peers, through verbal communication. 15. Comparing ideas: Students will share their creation with a peer and go
through which order they put them in discussing why they chose to do so
[4.3] [5.1].
Key Questioning (Step 17):
16. Students will get the chance to share with 2 peers.
What stage did you choose to
ASSESSMENT (DIAGNOSTIC) 17. Teacher will then ask everyone to shuffle forward
put first?
18. Teacher will go through the correct order and reflect on why, allowing for Why did you decide that water
Students formative assessment of the lesson and the content leant will be a
students to understand where they may have made a mistake. runs into our river before it runs
rubric which reflects the objectives. The rubric will be used to mark where
students are sitting in response to the objectives, allowing the teacher to see through our pipes?
if there are any areas that prove to be difficult for students and to plan for LEARNER DIVERSITY
future teaching. Enabling:
- Teacher can sit with students and read out each statement to them
and ask simple questions to help them think and to provide
scaffolding.
*The rubric is attached below - Questioning will be aimed at an appropriate level.
Extending:
- Students are able to display the information however they choose,
allowing them the chance and freedom to extend themselves
through their drawings and through adding their own written writing
if they wish.
- There will be some questions aimed at a higher level to engage all
thinkers.

*NOTE: Appendix 3 at bottom of document, including resources and

assessment