FORWARD PLANNING DOCUMENT

TERM/WEEKS: Week 8 YEAR LEVEL: Pre- LEARNING AREA/TOPIC: Science/Technologies

Primary

EYLF 1. 2. Learning 3. Intentional 4. Learning 5. Assessment 6. Cultural 7. Continuity of 8. Holistic

PRACTICES Responsiveness through play teaching environments for learning competence learning & approaches
to children transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning &
reciprocal relationships equity reflective practice
OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident 5.Children are effective
sense of identity with and contribute to sense of wellbeing and involved learners communicators
their world
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ EYLF AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO Prin Prac CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N O/C
LINKS (include learner diversity)
Lesson 5 3 2 Science: Science  Use sequencing  The teacher will take Introduction Mat Session:  How would  Boxes
Three 4 4 Understanding: Chemical boards to create anecdotal notes after  The teacher will present you describe printed on
7 5 Sciences – Objects are made audio recordings listening to the students’ a lucky dip style bag this object? paper for
of materials that have as clues to recordings to assess how containing a variety of  What does students to
observable properties describe the well the students can use natural and man made the object draw their
(ACSSU003). characteristics of the sequencing boards to objects. look like? pictures in.
each material record their findings and  The teacher will ask one  What does  Pencils and
Science: Science Inquiry drawn. describe the objects. student to choose an the object feel crayons.
Skills: Processing and  Match drawn  The teacher will use the object at random out of like?  Scissors.
analysing data and drawings as hard the bag.  What colour is  Sequencing
visual
information – Engage in evidence to assess how  The teacher will ask the the object? boards (one
representations
discussions about well the students were students to participate in  How big is the per
with the
observations and represent able to depict the objects. a class discussion to object? student).
recorded clues.
ideas (ACSIS233).
 The teacher will take describe the
photos of the students’ characteristics of the
Digital Technologies: Digital object and will draw a
completed sequencing
Technologies Knowledge boards to assess whether picture of it on the
and Understanding: or not they successfully board.
Recognise and explore match the pictures with  The teacher will explain
digital systems (hardware the recorded clues. the activity and model
and software components) how to use the
for a purpose (ACTDIK001) sequencing boards.
Lesson Steps:
1. Students will choose five
man made or natural
resources of interest from
the microscopic investigation
lesson (lesson one).
2. The students will draw
pictures of each resource in
the boxes provided, ensuring
they capture details of the
characteristics and features
of each object.
3. The students will cut out
their pictures.
4. The students will use the
sequencing boards to record
clues that describe the
characteristics of each object
e.g. in describing a drawing
of a rock, a student might
record “I am hard. I am
round. I am small.” etc.
5. The students will partner up
and exchange sequencing
boards and pictures.
6. The students will work to
match each picture with the
recorded clues provided by
their partner.

Conclusion Mat Session:

 The teacher will
consolidate the
students’ learning and
re-address the lesson
objectives by asking
some students to
present their sequencing
boards.