FPD: Primary Science

Australian Curriculum: Science (Year 2)

Sub-strands Content Descriptions Achievement Standard

Science Understanding:  Living things grow, change and have offspring similar to themselves (ACSSU030) Science Understanding
Biological sciences
At Standard, students describe objects
Science Understanding:
 Different materials can be combined for a particular purpose (ACSSU031) and events that they encounter in their
Chemical sciences
everyday lives, and the effects of
 Earth’s resources are used in a variety of ways (ACSSU032) interacting with materials and objects.
Science Understanding:
Earth and space They describe the external features of
sciences living things and how different places
 A push or a pull affects how an object moves or changes shape (ACSSU033) meet the needs of living things.
Science Understanding:
Physical sciences Students describe changes in their
local environment.
Science as a Human  Science involves observing, asking questions about and describing changes in, objects and events
Endeavour: Nature and (ACSHE034)
development of science Science as a Human Endeavour
Science as a Human  People use science in their daily lives, including when caring for their environment and living things
Endeavour: Use and (ACSHE035) Students share how people use science
influence of science in their daily lives, including when
 Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037) caring for the environment and living
Science Inquiry Skills:
Questioning and things.
predicting

Science Inquiry Skills:  Participate in guided investigations to explore and answer questions (ACSIS038) Science Inquiry Skills
Planning and  Use informal measurements to collect and record observations, using digital technologies as appropriate
conducting
(ACSIS039) Students respond to questions, make
Science Inquiry Skills:  Use a range of methods to sort information, including drawings and provided tables and through predictions, and participate in guided
Processing and discussion, compare observations with predictions (ACSIS040) investigations of everyday phenomena.
analysing data and
information They follow instructions to record and
sort their observations and share them
Science Inquiry Skills:  Compare observations with those of others (ACSIS041) with others.
Evaluating

Science Inquiry Skills:  Represent and communicate observations and ideas in a variety of ways (ACSIS042)
Communicating
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3, Weeks 1- YEAR LEVEL: 2 LEARNING AREA/TOPIC: Water

10
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- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about XXXXX
 To elicit students’ questions/ prior knowledge about XXXXX
 The diagnostic assessment used- in this lesson, you will find out what the students already know about XXXXX. This will allow you to take account of students' existing ideas when planning learning experiences

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills
Lesson ACSSU ACSIS0 As a result of this DIAGNOSTIC/ Introduction: Science books
1 032 40 lesson students will be FORMATIVE  The teacher explains the WALT, WILF, TIB (This is Why is water so Pens
ACSSU ACSIS0 able to: because) and lesson steps on the board. WALT: The important to Rulers
031 41 Identify three uses of KWHL: The uses and importance of water. WILF: Collaboration, life? Symbaloo
ACSIS0 water. KWHL acts to find idea sharing, and creativity. TIB: Water is a vital How do people IWB
42 students alternative resource that affects us all. use water? Whiteboard
Describe the conceptions.  The teacher plays the video: Water Changes What would Markers
importance of water. It also discovers Everything Video happen if we ran A3 paper
what students wish https://www.youtube.com/watch?v=BCHhwxvQqxg out of water? Coloured
Represent at least three to learn, and can be (charitywater, 2011). This video shows how precious What do I want pencils/textures
water uses in a visual part of the and vital water is to the world. It also outlines the to know about Water Changes
way, formation of the effect of a lack of water on people. The teacher water? everything Video
upcoming lessons. writes two questions for students to focus on during What are my IPad’s (preferably
the video on the whiteboard: what are the uses of experiences one per two
The L of the water? Why is water so important? Once the video is with water? students)
KWHL can be used watched the teacher conducts a think-pair-share IWB
to assess student’s regarding these questions. Whiteboard
knowledge against  KWHL: The teacher asks students to complete a Whiteboard
the lesson KWHL regarding water. They complete this as a markers
objectives. table in their Science books. The students only
complete the KWH at the beginning stages. The
teacher facilitates a class discussion regarding the
KWH. The teacher explains the unit of work that
will be completed and how this relates to the
individuals KWH.

Body:
  Research: Symbaloo:
https://www.symbaloo.com/home/mix/13ePLV3eZh
Students use IPad’s to research information using
symbaloo. Symbaloo allows the teacher to guide
student’s research. Included in this Symbaloo are
many engaging examples of water use, rain, water
words etc. Students research in a collaborative way.
 Cartoon/Graffiti: Students complete an A3 drawing.
They are given the freedom to visual represent the
water information how they choose. It will be
suggested that they have two cities in their drawing,
one with water and one without. The aim of the
picture will be to represent as many uses of water as
possible.

Conclusion:
 Students are given the opportunity to share their
poster within groups of 4.
 Students complete the L of the KWHL. The teacher
completes a class discussion regarding the students
L’s.
 Finally, the teacher will add the posters and any
interesting words chosen by the students this to the
Wondering about water wall (Australian Academy of
Science, 2012).

Extension
 Students completing the activity quickly will be
encouraged to add speech bubbles to the characters
portrayed in the poster. This promotes literacy skills,
including perspective.

Provision for students at educational risk:

 Identified students will be required to sit in pre-
defined positions on the mat, away from friendship
groups and close to the teacher to allow for checking
of understanding and decreased disruptions.
 Students will be grouped in their normal seating
positions, which the teacher is familiar with,
allowing the teacher to provide more explicit
teaching to identified students.
 The teacher will interact with students and be very
mobile to monitor their understanding. Should a
student be having difficulty the teacher will provide
more individual attention.
 Should students have difficulty with activity the
teacher may move them to a position to allow for
 more individual attention.
 The activity has a focus on visual representation
allowing students with literacy difficulties able to
complete the activity.

Safety Considerations
 As this lesson is structured in as 'typical' lesson
framework, no further safety considerations are
required beyond those already on place. These
include supervision, behaviour management, and
classroom rules.

5E’s- EXPLORE (2-3 lessons)

 To provide hands-on, shared experiences of XXXXX
 To support students to investigate and explore ideas about XXXXX
 Formative assessment

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills
Lesson ACSSU ACSHE ACSIS0 As a result of this FORMATIVE Introduction: GoNoddle Water
2 032 034 41 lesson the students will  Recap: Think-pair-share. The teacher will hold a Why does it cycle video:
ACSIS0 be able to: Checklist: The think pair share. The students will discuss what was rain? https://www.yout
42 Explain how rain teacher completes a completed in the previous lessons, and two things What is the ube.com/watch?v
develops. checklist on five they learnt. These will be shared in a whole class water cycle? =KM-59ljA4Bs
students, across discussion. How do clouds
Identify rain as part of different ability  Aligning with the set routine for all the lessons the form? For each group:
a water cycle. groups. The teacher explains the WALT, WILF, TIB (This is How does this One shaving
checklist covers because) and lesson steps on the board. These will experiment cream can, one
Conduct a structured three questions of: align with some of the students KWHL from the relate to rain? food colouring,
investigation Was the student previous lesson. The teacher will make the Want to What steps do I one jug of water
collaboratively. able to describe Knows explicit in discussing the WLAT, WILF, and need to take in
how rain develops? TIB. WALT: How rain is part of the water cycle. the experiment? Cloud in a cup
Was the student WILF: A completed experiment and worksheet, as What is my role worksheet.
able to explain the well as safe and correct behaviour. TIB: The teacher within the Pens/Pencils
similarities between will prompt students as to why it is important to group? One A5 piece of
the experiment and learn about rain. The answers should be directed Why does the paper per student.
the water cycle? towards drought, pollution, and water as a vital rainfall? Science books.
Was the student resource. What is IWB
able to conduct the  The teacher plays the GoNoddle Water cycle video: evaporation? Whiteboard
Whiteboard
experiment https://www.youtube.com/watch?v=KM-59ljA4Bs. markers
collaboratively? (Go Noddle | Get moving, 2017). This video
involves dancing to a water cycle, whilst mentioning
water-related words. The teacher will ask students to
notice two water words throughout the video.
Students will be encouraged to dance; however, due
to possible anxiety issues, they will not be forced.
Once the video is completed the teacher will discuss
two water words and add these to the class ‘water-
wall'. The teacher will also draw the student’s
attention to the water cycle mentioned.

Body:
 The teacher, using a diagram on the board will detail
a simplified water cycle of water on the ground to
the clouds and down as rain. This will only be used
as a hook for the upcoming experiment.
 The teacher will demonstrate the cloud in a cup
experiment. The experiment involved putting
shaving cream onto the water in a cup. Then by
adding food colouring to the top of the shaving
cream, the colour goes through the shaving cream,
into the water. This shows that there needs to be
enough food colouring (rain in the clouds) for it to
drop (rain). When giving the instructions the teacher
needs to pay particular attention to the amount of
shaving cream added. Each student completed the
experiment, however, they work collaboratively in
pre-assigned roles (manager, speaker, and recorder).
 The teacher also explains the worksheet to the
students before the activity.
 The students complete the experiment and worksheet
while to teacher remains mobile to assist.
 Once completed the students conduct a cleanup. The
teacher discusses the worksheet with them with their
input.

Conclusion:
 The teacher gives students an exit ticket (A5 piece of
paper). This ticket included: one thing they learnt
today, one thing they would change and one thing
they weren’t sure of. These exit tickets are
anonymous and are placed in the ‘ticket box’ at the
completion of the lesson.

Extension
 Students at high levels of achievement will be
 encouraged to describe and explain observations in
diverse ways, rather than just sketching them.
 These students will also be encouraged to consider
variables: such as adding more or less colour and
shaving cream.

Provision for students at educational risk:

 As with the previous lessons identified students will
be required to sit in pre-defined positions on the mat,
away from friendship groups and close to the teacher
to allow for checking of understanding and
decreased disruptions.
 The teaching will control and monitor the grouping
of students to allow for more peer assistance.
 The teacher will interact with students and be very
mobile to monitor their understanding. Should a
student be having difficulty the teacher will provide
more individual attention.
 Students will be encouraged to provide written
response however the teacher may assess, using their
checklist, through a verbal conversation response.

Safety Considerations
 Students are to never work by themselves.
 Students are not to touch any equipment or materials
until instructed.
 The teacher is to remain vigilant at all times, and
intervene where necessary.
 Students should be given safety instruction if
operating with materials.
 Students explicitly instructed not to put shaving
cream/colour anywhere outside of the cup.

5E’s- EXPLAIN (1 lesson)

 To support students to develop explanations for experiences and make representations of developing conceptual understandings
  Formative assessment

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills
Lesson ACSSU ACSHE ACSIS0 As a result of this FORMATIVE This lesson takes the majority of materials from the Water How does the YouTube video:
3 033 034 37 lesson students will be Corporation education section. water cycle https://www.yout
able to: Placemat: a occur? ube.com/watch?v
Describe the water placemat activity Introduction What are the =StPobH5ODTw.
cycle. will be conducted at  The teacher instructs students to go outside. The parts of the
the completion of teacher pours water onto some pavement The teacher water cycle Labelling the
Label the stages of the the lesson. draws a chalk outline around the water. This will be called? water cycle
water cycle. evaporated over the course of the day. The student’s What stages are activity sheet (for
attention will be drawn to this at the completion of there in the teacher
Organise the stages of the lesson. water cycle? reference).
the water cycle into the  Recap: snowball activity. This activity involves Enlarged labels
correct order. students writing down one thing they have learnt so from the water
far in this unit of work. Students write this on a piece cycle activity
of paper and crew it up, like a snowball. Students sheet.
then throw the paper three times, picking up a
different one each time. Students are to do so in an The story of the
appropriate way. Students then read someone else’s water cycle
snowball to the class. activity sheet (1
 Aligning with the set routine for all the lessons the copy per student)
teacher explains the WALT, WILF, TIB and lesson
steps on the board. WALT: What are the parts to the
Science books,
water cycle WILF: A completes and correctly
scissors, glue,
labelled worksheet. TIB: We can observe the water
colouring
cycle around us.
pencils/texters.
 Before the students are introduced to the story of the
water cycle activity sheet (Water Corporation:
Understanding the Water Cycle, n.d.). Students are One bucket of
to cut the squares out prior to watching the video. As water.
the video is showing students are to arrange the
squares in the correct order. Once the video is IWB
completed the students discuss in their groups where Whiteboard
they have placed each square. Through a class Whiteboard
discussion, the teacher details the correct order. The markers
teacher also draws student attention back to the
previous rain in a cup experiment.

Body:
 The teacher shows an animation video showing a
cartoon representation of the water cycle:
 https://www.youtube.com/watch?v=StPobH5ODTw.
(WizitArun, 2010).
 The teacher now completes a class labelling of the
water cycle. The teacher draws this as an enlarged
copy on the whiteboard. Students are selected to
place the squares (terms) in the correct positions.
This is conducted with a blindfold, with the other
students collaboratively telling where the blindfolded
student should place their term. Classroom rules and
respectfulness will need to be emphasized
throughout this activity.
 The teacher ensures these are correct, through
discussion. Once completed the students create their
own-labelled picture in their science books.
 Further, students can colour the pictures from both
activities.

Conclusion:
 Placemat: a placemat activity will be conducted at
the completion of the lesson In this placemat activity
student will write/describe what they know after the
water cycle in their own section and work
collaboratively to collate their knowledge. These
placemats can be placed and displayed within the
classroom.
 Students are encouraged to go check the water from
the beginning of the lesson, to observe the
evaporation.

Extension
 Students at high levels of achievement will be
encouraged to observe, measure and describe their
own water evaporation.
 Students may create a song about the water cycle.
 Students may create a story regarding the water
cycle.
 Students to explore the indigenous perspective of the
rainbow serpent.

Provision for students at educational risk:

 The activities have low levels of literacy and
numeracy requirements, making it accessible to all
students with these difficulties.
 These students will be encouraged to take part in the
collaborative activities and will be given tasks (such
as pinning up a term).
 Safety Considerations
 As this lesson is structured in as 'typical' lesson
framework, no further safety considerations are
required beyond those already on place. These
include supervision, behaviour management, and
classroom rules.

5E’s- ELABORATE (1-2 lessons)

 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills
Lesson ACSSU ACSSU ACSIS0 As a result of this SUMMATIVE This lesson focuses on evaporation. How do I work Evaporation
4 032 034 38 lesson students will be Anecdotal notes: Introduction: with a team? Experiment
ACSIS0 able to: These notes are  Aligning with the set routine for all the lessons the What do I want template.
39 Create testable taken on each teacher explains the WALT, WILF, TIB and lesson to know about Primary
ACSIS0 appropriate questions. student/group. They steps on the board. WALT: How to investigate, and evaporation? Connections:
41 focus upon the what affects evaporation. WILF: A collaborative How do I discussion skills,
Work collaboratively to students: questions, investigation. TIB: Science is about building investigate what team skills, and
plan and set up an planning, investigative skills. I want to know? team roles.
investigation on collaboration and  Y chart: The teacher completes a collaborative Y What steps will
evaporation. recording of results. chart with the students on evaporation. It focuses I take? Water, Water
This information upon what evaporation looks, sounds and feels like. What will I keep Jugs, timers,
Observe and record the can also be found in the same? chalk (draw
results of their The focus is on what evaporation looks like, with the What materials around the water),
the student's
investigations. previous lesson providing the content. The students do I have? towels, salt (to put
worksheet.
should provide a response similar to a disappearing What is my in the water),
puddle. Students are asked: what can affect role? shady area,
evaporation? pens/pencils, cups
(mark the cup).
Body:
 Students complete an investigative plan to explore IWB
what effects evaporation. Students are provided with Whiteboard
the template for the effects of shade and direct Whiteboard
sunlight, however, they may input their own markers
variables.
 The teacher will also provide all the material
 available for use. These include Water, Water Jugs,
timers, chalk (draw around the water), towels, salt
(to put in the water), shady area, pens/pencils, cups
(mark the cup).
 Students are to work in groups of three, each with a
role, as per the Primary Connections model. Roles
are the manager speaker and director. The teacher
will choose the groups (Australian Academy of
Science, 2015).
 The teacher details that the students need to use their
Primary Connections discussion and team skills.
 Some of the variables the students may wish to
explore are the time of the day, the temperature, in
the shade or sun, the amount of water etc. It is up to
the students to pose questions and choose which
variable they will explore.
 The teacher completes their anecdotal notes while
the investigation is being completed. Some of the
variables chosen may take multiple lessons, e.g.
temperature.
 The teacher will need to make parameters regarding
boundaries and outside work.
 Once completed the students return and ensuring that
have completed their worksheets.

Conclusion:
 The speakers remote back to the class their findings,
answers questions from the class.
 Once completed the students complete a 3-2-1. 3
takeaways, 2 questions and 1 thing they enjoyed.
This is conducted as a think-pair-share.

Extension
 As with the next task this task is very open-ended,
creative and has multiple entry and exit points
students needing extending can complete the task to
a greater depth. This could include more variable or
data.
 Students could create a story around their
experiment.
 Students could start top form explanations regarding
 their experiment.

Provision for students at educational risk:

 The teacher will control the groupings to ensure
students are grouped adequately.
 Students with difficulties in one area may be given a
role that accommodates this difficulty. E.g. a student
with dyscalculia may be the speaker, not the
recorder.

Safety Considerations:
 Students are to never work by themselves.
 Students are not to touch any equipment or materials
until instructed.
 The teacher is to remain vigilant at all times, and
intervene where necessary.
 Students should be given safety instruction if
operating with materials.
 Students to stay with a designated area.
 Student to take sun precautions: hat, sunscreen,
drinking water etc.

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
 Summative assessment of science understanding

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills
Lesson ACSSU ACSSU ACSIS0 In this lesson students SUMMATIVE Introduction: What have I Letter example
5 032 035 40 will:  Recap: the teacher and the students create a learnt? Story examples
ACSIS0 Create an informative Rubric: the rubric collaborative timeline of the lessons completed How will I Pens/pencils IWB
42 text regarding water. included will be throughout the unit. This is conducted as a convey this Whiteboard
used as a information? Whiteboard
brainstorm including any terms ideas, drawings from
Explain the importance summative How do I like to markers
of water. that lesson. This timeline is conducted on the represent
assessment to
assess the text information?
Reflect and organize produce, as well as whiteboard and is made as large as possible. What interest
information from the the information me?
previous lessons into included within the Body:
an articulate manner. text.  The teacher shows the students three different texts
to use as inspiration for their texts (they will include
more information about water).
Letter:
https://www.farmersweekly.co.za/opinion/blog/letter
-from-the-editor/letter-farmers-drought-stricken-
regions/ (Erasmus, 2018).
News report:
https://www.youtube.com/watch?v=R8v_8Bc-1xk (9
News Perth, 2018).
 Students are given the choice of text type to create a
learning journey. The options are a letter to a farmer
in drought, a brochure as to why water is important
and a news video. The students must include as
much water information as they can throughout the
text they choose. They also should include their own
personal experiences and reflective thoughts from
the unit.
 Students must provide their own texts, however, they
may work collaboratively to do so.
 Students will also be encouraged to your familiar
ICT application, e.g. green screen, iMovie etc.

Conclusion:
 Students have the opportunity to share their text to
the class. For accommodations for students at
educational risk in this activity see below.
 These texts will be displayed in the classroom and
shown to parents. This could be done on the class
website/application or sent home physically. Also if
the students had completed the letter, with
permission, these may be copied and sent to actually
farmers.

Extension
 As this task is very open-ended, creative and has
multiple entry and exit points students needing
extending can complete the task to a greater depth.
This could include more research or inclusion of
 investigations and experiments conducted.

Provision for students at educational risk:

 Students with literacy difficulties will be encouraged
to complete more visual tasks (videos).
 Students also may work collaboratively.
 Assistive technologies, such as voice to text, may
also be employed for this task.
 In the presentation students with anxiety and alike
will be encouraged to record their speech prior to the
presentation.

Safety Considerations
 Again, as this lesson is structured in as 'typical'
lesson framework, no further safety considerations
are required beyond those already on place. These
include supervision, behaviour management, and
classroom rules.

References
Australian Academy of Science (2015). Teaching Inquiry Science: PrimaryConnections in a STEM context. Australian Academy of Science, Canberra, A.C.T

Australian Academy of Science (2012). Water works. Year 2, Earth and space sciences (Rev. ed). Australian Academy of Science, Canberra, A.C.T

charitywater. (2011, April 18). Water Changes Everything. [Video file]. Retrieved from https://www.youtube.com/watch?v=BCHhwxvQqxg

Erasmus, D (2018). A letter to farmers in drought-stricken regions. Retrieved from https://www.farmersweekly.co.za/opinion/blog/letter-from-the-

editor/letter-farmers-drought-stricken-regions/

Go Noddle | Get moving. (2017, May 19). Water Cycle - Blazer Fresh | Science Video | GoNoodle [Video file]. Retrieved from
https://www.youtube.com/watch?v=KM-59ljA4Bs

Water Corporation: Understanding the Water Cycle. (n.d.). Retrieved from https://www.watercorporation.com.au/home/education/teaching-resources/find-a-
lesson-plan/lesson-plan/understanding-the-water-cycle
WizitArun. (2010, April 24). The Water Cycle [Video file]. Retrieved from https://www.youtube.com/watch?v=StPobH5ODTw

9 News Perth (2018, August 17). Drought Help | 9 News Perth [Video file]. Retrieved from https://www.youtube.com/watch?v=R8v_8Bc-1xk