FORWARD PLANNING DOCUMENT

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

3

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, 4 Science Describe the four The educator Introduction: The
3, 2 4 Earth and Space Sciences seasons and what will take - The educator will gather the seasons
lesson Observable changes occurs in each observations of students onto the mat singing the song
3 occur in the sky and season. focus children https://ww
seasons song. w.youtube.
landscape (ACSU019). when they What seasons
- The educator will remind the com/watch
Sort the season describe the four were on each
students that in the previous ?v=8ZjpI6f
Processing and analysing rocks matching the seasons. of the four gYSY
data and information correct season. lesson they created four wooden wooden
Use a range of methods The students slices to represent the four slices?
to sort information, will then have a seasons.
including drawings, picture taken of
compare observations them with their
season rock.
with predictions - Together as a class the students
(ACSIS027). The educator in groups created the wooden Mystery
will record in a slices with paints and stickers. bag
checklist that is Season
- The educator explains that in
either cards
demonstrated or this lesson they will be creating
working season stones. Four
towards. - Each student will be allocated a wooden
season by choosing the season slices
The students card out of the mystery bag and Acrylic
will be given a they must create a stone that paint
self-reflection Think about Paintbrush
represents that season.
faces slip which your season, es
informs the Lesson Body: what happens Medium
educator how - The educator will encourage all to the trees rocks or
confident the and the stones
students to close their eyes and
students feel on leaves? Stickers
the topic so far. ask the students key questions. Markers
- The educator then encourages What
the students to think of a feature happens to Pictures
they would like to create on their the sky and representi
stone of the season they have what colour ng
is it? different
been allocated.
aspects of
- The materials have been divided
What clothes the
onto different tables. The do you wear seasons
students are given time to create in that
their season stone. season? Books
- The students are encouraged to
draw, paint or stick on their
ideas onto the stone.
 - Once the students have created
their stones the wooden slices What season
that represent the four seasons stone have
you got?
will be placed on the middle of
the mat. What have
- The students sit in a circle with you created
the wooden slices in the middle. on your
Each student has a turn to stand stone?
up and place their stone into the
correct season.
- The students are invited to
explain why they chose that
feature for the season.

Conclusion:
- In small groups the students may
sort the stones into the correct Why have
season. The students also must you chosen
show their group their stone, your season
what they have created and why. stone to be in
that season?
- The educator asks prompting
questions.
- The educator asks particular
students if they would like to
share their stone with the class.
Health and safety considerations:
- Students have adequate space to
work on their activity.
- Adequate lighting.
- Materials that are appropriate for
the activity.
- Classroom is clean and tidy.
- Adequate ventilation.

Learner diversity:
- Enabling: students are working
as a class when sorting their
stones into the seasons.
- Books and pictures provided to
assist students.
- Hands on, visual and engaging.
- Extending: students have the
opportunity to express their
ideas and share with the class
their reasons for why they chose
that feature of the season.
- Hands on, visual and engaging.
- Opportunities for creativity and
exploration.
Assessment:

Objectives Describe the four seasons Sort the season rocks Observation Additional comment
and what occurs in each matching the correct
season. season.

Student A Demonstrated Working Demonstrated Working

towards towards

Student Reflection:
Please colour in the face that shows how you feel about learning the seasons