FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3, Week YEAR LEVEL: 1 LEARNING AREA/TOPIC: Science

5

EYLF Responsiveness to Learning through Intentional Learning Assessment for Cultural Continuity of Holistic approaches
PRACTICES children play teaching environments learning competence learning &
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice
OUTCOMES 1.Children have a strong 2.Children are connected with 3.Children have a strong 4.Children are confident and 5.Children are effective
sense of identity and contribute to their world sense of wellbeing involved learners communicators

AUSTRALIAN CURRICULUM
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

General Capabilities:
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ EYLF AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac O/C LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Week 1, 3, 2, Science Create a season The educator Introduction: Weather
5, 2 4 3 Earth and Space Sciences bottle the includes will use take a - The educator will gather the Who can wheel
lesson Observable changes aspects and photo of the students onto the mat by singing remember (created in
5 occur in the sky and materials that are students creating a song. what this is previous
landscape (ACSU019). evident in the their season called? lesson).
- The educator will refer back to
season. bottle.
Processing and analysing the class weather wheel that was Why did we
data and information Design a poster The educator made in a previous lesson. make a
Use a range of methods that includes will use the - The educator will ask student weather
to sort information, words, pictures and poster as a work volunteers to spin the weather wheel?
including drawings colours that sample and wheel. When the student spins
(ACSIS027). represent the record data into
season. a checklist.
Planning and conducting the wheel the educator will ask
Participate in guided the key questions. Natural
investigations to explore - The educator had asked the materials
and answer questions Leaves
students previously to bring in
(ACSIS025). Sticks
natural materials and bottles that Flowers
would be then used for the Water
current lesson. Spray
What is the bottles
Lesson Body: weather like? Food
- The educator explains to the colouring
students their task, to create a What season Pom poms
season bottle. does that Stones
- Each table is a different season, look like? Rocks
the students must collect Pebbles
Containers
materials from various
Bottles
containers on the mat. What Sand
- The students may also be given materials are Shells
the opportunity to walk in their you including
outdoor environment to gather in your
more materials if necessary. season
bottle?
- The students work
Which bottle
collaboratively in groups to add are you using
materials into their bottle of and why?
their choice.
- The students must then create a Consider
poster that includes words, what weather
pictures and colours conditions
can you see
 representing the particular in that
season. season?

Conclusion: Paper
- The students take a gallery walk What do you Pencils
of all the season bottles with notice about
their posters. the season
bottle?
- The educator asks the students
IPad
key questions. What are the
- Pictures will be taken of each differences?
season bottle and poster to
create a book creator on the ipad What are the
therefore the students can similarities? Two stars
constantly look back on the unit. and a wish
template.
- The students complete a “two
stars and a wish” task which
gives students the opportunity to
reflect on their learning.

Health and safety considerations:

- Adequate supervision both indoors
and outdoors.
- Adequate lighting.
- Correct use of various materials.
- Adequate space for each student to
participate.
- Materials spread across the area.
- Clean and tidy classroom.
 - Desks arranged for group work
without hazards.

Learner diversity:
- Enabling: students working
collaboratively in groups to
assist each other.
- Hands on visual experiences.
- Various ways of representing
data (creating a poster).
- Extending: students are given
the opportunity to create
something.
- Use their imagination and
creativity.
- Opportunity to express their
thought through multiple
representations.
Assessment:

Objective Create a season bottle the Design a poster that includes Additional comment
includes aspects and materials words, pictures and colours
that are evident in the season. that represent the season.

Student A
Student B

Key:
1. Exceeded
2. Expected
3. Demonstrated
4. Working towards
5. Required assistance

Two Stars and A Wish: