FORWARD PLANNING DOCUMENT

TERM: 2 WEEKS: 2 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Science: Earth and Space Science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences of the water cycle
 To support students to investigate and explore ideas about the water cycle
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES
(include learner diversity)
Science Science as Science
Understanding a Human Inquiry
Endeavour Skills AND KEY QUESTIONS
Week Science Understanding: Record predictions of Formative Introduction Kahoot quiz
2 Earth and Space Science what they think will - To introduce this lesson, and recap on the previous lesson, students will
happen based on iPad recording participate in a Kahoot quiz. This quiz will be based on the 5 student Device for each
Lesson ACSSU032 prior knowledge The iPad’s will be questions that were explored at the end of the first lesson. student or one
2 Earth’s resources are used in a record observations used to document - As this will be student centred, this Kahoot will need to be made after the between two
variety of ways based on what they students’ first lesson where the students discuss their own investigation questions.
see throughout the investigation. One See appendix 2 for an example.
Science Inquiry Skills investigation. student per group - After the Kahoot quiz, students will be introduced to the investigation for
Evaluating will be in charge the lesson. They will be told that they have learned how condensation
Collaborate of recording their happens, now they will learn about how a rain collects water and how rain is
ACSIS041 effectively and abide experience. The produced. They will be given an overview of the activity and will be given a
Compare observations with by group roles to teacher can then link to the following web quest: https://cloudinajar.weebly.com/
those of others create the cloud in a watch these - The web quest will be projected on a large screen for the class to see
jar investigation. videos and listen throughout the explanation. The group roles will also be discussed.
Planning and Conducting to the
conversation Body
ACSIS038 centred around - Students will be put into groups. Assuming there is at least 24 students in
Participate in different types the investigation the class, there will be 4 groups of around 6 students. Each group member
of guided investigations to to gain will be allocated a role by the classroom teacher, and will be given a role tag
explore and answer
questions, such as
manipulating materials,
testing ideas, and accessing
information sources
Technologies
ACTDIP006
Share and publish
information in a safe online
environment, with known
people
understanding on (See appendix 3). One group at a time, students will get 2 iPad’s per group
student and head back to their desks in their groups and wait for further
knowledge instructions.
- The teacher will instruct students to log on to the WebQuest and
A checklist will expectations will be firmly addressed. This is a collaborative task, and
then be used to students are expected to work together, according to their roles to produce
track teacher the investigation. The teacher will be hovering and will always be available
observations from for assistance.
the recording of - Page 2 of the Weebly:
the investigation. o This explores the lesson objectives so the expectations are clear to
the students before the investigation is started
- Page 3 & 4 of the Weebly:
o The task manager will instruct their team to do the following
 Task manager will navigate the Weebly
 Equipment manager will get the tray of materials
 Safety officer will get the gloves, art smocks, newspaper and a
tray
 Reader will collect the investigation sheets and read the
In tray:
questions to your group throughout the task
1x shaving
 Data recorder will get out a pencil and record group answers on
foam
the investigation sheet.
1x glass jar
 Reporter will Report to the class on the findings and results of 1x cup of water
the investigation. They will also be in charge of recording the 1x teaspoon of
investigation with the iPad. food dye
- Page 4 of the Weebly: 1x pipette
o This page focuses on making predictions before the investigation is
started. Students will be reminded of the overview of the
investigation and will be asked to form a prediction. If students are in
doubt, they can watch a video on predictions linked in the web quest.
Prompting questions such as the following can be asked
 What do you think will happen to food colouring when it’s
added to the cloud?
 What will the shaving cream look like?
 What will happen to the water?
 How does this look similar to rain?
 How does this look different to rain?
o The data recorder will record the groups prediction/s.
- Page 5 of the Weebly:
o The students will follow the instructions on the page
- Page 6 of the Weebly:
 o The students will record their results. They will be encouraged to
draw the final result of the jar, and write a sentence about what the
final result of the investigation was.
- Page 7 of the Weebly:
o Key Question
 “What questions do you have now that you have finished the
investigation?”
o Questions will be based on what they have learned from this
investigation, and what they would like to know in future
investigations, in a class Padlet.
- The class will then discuss the questions on the Padlet, and discuss the final
results and observations of the investigation. These questions can also be
put on the class water wonder wall.
- The safety officer will then clean up the investigation station, the equipment
manager will clean up the equipment, the reporter will give the iPad’s back
to the teacher, and the rest of the group will sit on the mat.

Closure
- Once the students are on the mat, the teacher will ask:
o Why do you think the food colouring didn’t fall straight away?
 The idea behind this activity is to demonstrate how a cloud
becomes ‘full’ or saturated with water droplets until it cannot
hold any more moisture – which results in rain
o What did the shaving cream represent? What did the water
represent? What did the food dye represent?
 Clouds, the atmosphere (perhaps air for year 2, atmosphere
may need discussion), and rain respectively
o This investigation could be chosen to be conducted outside to allow a
connection to be made where the teacher can directly point to the
clouds. This can stimulate discussion that the darker the cloud, the
heavier it was becoming, and that soon enough the water would
break through the cloud, similar to the investigation
 Appendices

Appendix 1: Formative Assessment (Checklist)

Student Prediction Observation Explanation Questions Comments

name

Georgia √ + O X

X = This student needs improvement and will be supported in this area throughout the unit
O = This student’s skills are developing in this area and they will be provided with the
necessary scaffolding throughout this unit.
+ = This student is working at an average rate. They are competent to be extended with the
right amount of support.
√ = This student is working above average in this area and will be extended throughout the
unit.
Appendix 2: Kahoot Quiz Example

https://play.kahoot.it/#/k/f873c6d5-2af8-4e39-867d-8ef3b97a20f4

Appendix 3: Group role tags

Appendix 4: Student recording sheet

Predict (Before we start the investigation)

Explain and draw what you think will happen:

Observe (During the investigation)

Explain and draw what happened:

Explain (After the investigation)

Explain and draw why you think this happened:

Questions I have
References

Cool Australia. (2018). Snappy Science: Make it rain. Retrieved from

https://www.coolaustralia.org/activity/snappy-science-make-rain/

Australian Academy of Science. (2012). Primary

Connections. Earth and Space Sciences. (Rev.
Rep). Australian Academy of Science, Canberra, A.C.T

Kidspot. (2015, April 24). How to make a rain cloud in a

jar science experiment. [Video File]. Retrieved from
https://www.youtube.com/watch?v=x4GePPTUAjI