FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1/6 YEAR LEVEL: 1 LEARNING AREA/TOPIC: Science

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 Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Students will be using their iPads. Teacher uses interactive board.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Science -recognize the meaning of -Teacher assesses

6.1
Motivation and Introduction
Understanding: weather through
Earth and Space observation and -Teacher asks students to look out the classroom window and
Sciences: -describe the types of weather listening to asks students, “What is the weather like today?”
Observable students’ -Student brainstorm words that they know about the weather. ABCya’s Word
changes occur -identify that weather symbols responses. Teacher writes a list of words on the whiteboard. Clouds (iPad app)
in the sky and are picture icons used to -Each student is assigned an Ipad and a helper (EA or parent)
landscape represent the types of weather -Teacher takes -Students use the ABCya’s Word Clouds app in their Ipads.
(ACSSU019) note of where -Give students time to type the list in the app
students are -Once completed, teacher gives time for students to create and
having difficulties edit their word clouds.
Science Inquiry -Teacher asks students to show their word cloud to their
Skills: -Teacher uses a groups.
Questioning and marking rubric to -Students save their work.
Predicting: assess students’ -Students are asked to switch off their devices and pay attention
Pose and work (Word cloud to the teacher.
and Markup)
respond to
questions, and Lesson Steps
make -Students watch Youtube clip- Sesame Street: Grover Weather
predictions Monster. Youtube video:
about familiar o -Teacher says; Sesame Street:
bjects and  Grover showed us 3 types of weather. Can someone tell Grover Weather
events (ACSIS0 me what they were? Monster.
24)  What was the picture Grover used to show that it’s https://www.youtu
sunny? be.com/watch?v=t
 What was the picture Grover used to show that it’s mO9cjsj1zc
Science Inquiry raining?
Skills:  What was the picture Grover used to show that it’s
Processing and snowing?
Analysing Data  Weather can change at any time, for example; in the
and information: morning it’s sunny but in the afternoon it might rain.
Use a range of
methods to sort  Students are asked to take their iPads and click on the
information, weather app.
including
drawings and  Teacher asks;
provided tables - What is the weather like today? Weather app (iPad)
through - How did you know this?
discussion, - What does the weather symbol show?
compare - What is the weather like tomorrow?
observations - So, year 1s we can get to know about the weather by
with checking weather app. What other ways can we find
predictions (AC out about the weather? 9Teacher uses prompts if
SIS027) students struggle)

-Teacher shows a weather map of Australia with weather

symbols in different regions on a board.
-Teacher says;
 What is the weather like in the city
of(Perth...Melbourne...Sydney...Adelaide ...Brisbane)?
 What is the weather symbol used to show that it is
sunny in the city (Perth...Melbourne...Sydney...Adelaide
...Brisbane)?
 What does the (sun... cloud... cloud with thunder...
snowflake) symbol show?

Students raise their hands to answer the questions.

-Teacher asks students to take out their iPads.

-Teacher shows a large calendar (1 week) on the interactive
board and students take a picture of it using their iPad camera.
-Teacher gives instructions;
 Year 1s, you are going to create your own weather
week calender for Perth.
 Teacher demonstrates step by step how to use Markup Markup (iPad
by showing it on the projector and students follow feature)
(Aids walk around to help if students are struggling)
 Teacher asks students; What do you think the weather 1 Week calender
is going to be like tomorrow?”
 According to students responses, teacher draws a sun
under (eg:-Tuesday)
 Year 1s, think of what the weather is going to be like
for a week.
 Once completed students save their work.
(Teacher and Aid monitor and help students who are
struggling.)

Conclusion
Teacher reflects on the lesson by asking questions;
 What did we learn about the weather?
 What are weather symbols?
 Who can give me examples of the types of weather?
 What is the weather symbol for rain?
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Science -recognize that there are -Teacher assesses

6.2
Motivation and Introduction
Understanding: different purposes for each type through
Earth and Space of clothing. observation and -Teacher recaps on the previous lesson.
Sciences: makes notes of -Teacher asks questions to activate prior knowledge;
Observable -identify the type of clothes the QR code  When it’s sunny and hot outside, what do you
changes occur used for each type of weather activity. wear?
in the sky and
landscape -Teacher collects  When it’s raining outside, what do you wear?
ACSSU019 and checks the  When it’s snowing outside, what do you wear?
drawing by using a
checklist.
-Teacher explains we wear different clothes for different
Science Inquiry types of weather.
Skills:
Questioning and Lesson Steps
Predicting: -Each student is assigned an iPad and a helper. QR Code Reader (iPad
Pose and app)
-Each corner of the class has a QR code
respond to
questions, and
-Students are given flash cards of different types of
clothes for different weather types. QR code generator-
make https://www.qrstuff.co
predictions -Students are given time to write their names behind
m/
about familiar o each flash card.
bjects and
events (ACSIS0
24) -Teacher asks students to look at her
-Teacher demonstrates and gives instructions on how to
access the pictures and do the activity;
 Year 1s, find the QR Reader app on your iPads
and click on it.
 There are QR codes around the classroom.
 Hold the iPad in front of the QR code and you
will see a weather symbol.
  You must choose the correct clothing for the
weather and drop it in the box below
 Once you have finished, you may return to your
seats.

(Teacher and Aid help students who are struggling)

-Students are given a worksheet where they draw and

colour of themselves under each type of weather and Let’s draw! Worksheet
correct type of clothing
-Once completed, students show their drawings to their
partners.

Conclusion
-Once students are done, teacher pastes the drawings
around the room, and students complete a gallery walk.

-Teacher asks;
 Can you wear shorts when it’s snowing? Why can’t
we wear shorts when it’s snowing?
 What should we wear when it’s snowing?
 What should you wear when it’s raining outside?
 What should you wear when it’s hot outside?
 What type of clothing do you wear when it’s windy?

Copy this page above as many times as required for each lesson. Usually one (or maybe two) of these per lesson is sufficient to describe your activities.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Science -recognise the four seasons -Teacher assesses Motivation and Introduction
6.3 Understanding: through
Earth and Space -identify the characteristics of observation and -Students watch a Youtube video clip: Seasons song for Youtube video:
Sciences: each season listening to Kids- Pancake Manor Seasons song for Kids-
Observable students’ -Teacher asks; Pancake Manor
changes occur responses while  So how many seasons do we have? https://www.youtub
in the sky and making note of the  Can you remember any of the seasons from the video e.com/watch?v=tm
landscape strengths and you just watched? O9cjsj1zc
ACSSU019 weaknesses of the
lesson. Lesson Steps
Science Inquiry -The words “SPRING”, “SUMMER”, “AUTUMN” AND
-Teacher uses a
Skills:
marking rubric to
“WINTER” are shown on the interactive board.
Questioning and assess students’ -Teacher reads aloud each word and students repeat after.
Predicting: work (poster) -Teacher then shows a picture under each season
Pose and -Teacher asks students what they notice for each season.
respond to -The class has a discussion about each season.
questions, and
make Activity- Creating a poster
predictions -Each student is assigned an iPad and a helper.
about familiar o - Students use the app Pic Collage on their iPads to create a Pic Collage (iPad App)
bjects and picture poster about seasons.
events (ACSIS0 -Teacher shows students what to select and how to find
24) pictures, students follow the demonstration.
-Teacher and aid monitor around the room to check on
Science Inquiry students’ work and assist those students who are struggling.
Skills:
Communicating Conclusion
:Represent and -Once students create their own poster, students show their
communicate groups.
observations -Students save their work with the help of the teacher and the
and ideas in a aid.
variety of -Teacher walks around the room and check on each students’
ways (ACSIS02 poster to assess
9)
-Teacher checks level of understanding by asking questions,
How many seasons are there?
Can someone tell me what they are?
What can you tell me about (Spring, Summer, Autumn,
Winter)?
(Students raise their hands and teacher picks randomly)