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Early Childhood
University of
Notre Dame

COLOUR KEY: Term 1 Term 2 Term 3 Term 4

OUTCOME 1: Children have a strong OUTCOME 2: Children are connected with OUTCOME 3: Children have a strong OUTCOME 4: Children are confident and involved OUTCOME 5: Children are effective

sense of identity and contribute to their world sense of well being learners communicators

Children feel safe, secure, and supported Children develop a sense of belonging to groups Children become strong in their social and Children develop dispositions for learning such as curiosity, Children interact verbally and non-verbally with

and communities and an understanding of the emotional wellbeing cooperation, confidence, creativity, commitment, others for a range of purposes

reciprocal rights and responsibilities necessary for enthusiasm, persistence, imagination and reflexivity

active community participation

Children develop their emerging autonomy, Children respond to diversity with respect Children take increasing responsibility for Children develop a range of skills and processes such as Children engage with a range of texts and gain

inter-dependence, resilience and sense of their own health and physical wellbeing problem solving, enquiry, experimentation, hypothesising, meaning from these texts

agency researching and investigating

Children develop knowledgeable and confident Children become aware of fairness Children transfer and adapt what they have learned from Children express ideas and make meaning using a

self identities one context to another range of media

Children learn to interact in relation to Children become socially responsible and show Children resource their own learning through connecting Children begin to understand how symbols and

others with care, empathy and respect respect for the environment with people, place, technologies and natural and processed pattern systems work.

Children use information and communication

technologies to access information, investigate ideas

and represent their thinking


1. Secure, respectful & reciprocal relationships 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective practice


Holistic approaches Responsiveness to children Learning through play Intentional teaching

Continuity of learning & transitions Cultural competence Assessment for learning Learning environments
English CONCEPT MAP Maths
Reading ‘Good Day, Good Night’ (option 1) STEM design brief building a bird bath
(ACELT1584). covering (ACMMG022).
Singing twinkle, twinkle, little star Religious Education / Spiritual Education Hours in a day that are daytime and night
(ACELT1585). Spending time in the outdoor environment. time (ACMMG021).
Contrasting the differences between non- Using natural and constructed environments for Shape of earth, sun, moon and buildings on
fiction books about sunlight and fiction mindfulness meditation. the ground (ACMMG022).
books (ACELY1658).

Concept: Observing the sky and earth.

Term: 4 Weeks: 1-6
©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

STEM design brief, designing the bird bath covering (WATPPS07). Discussing the differences in doing PE in indoor build environments
and outdoor (ACPPS023).
Writing and formatting what they learnt about the moon to post on the
class’ web blog (ACTDIP006)

Society and Environment

How the school garden is effected by
LOTE The Arts Colour Key
Talking about constructed and natural Shadow art photos Physical (Fine Motor)
extreme weather including sunlight and
school environments in French and in
how to protect it (ACHASSK031).
other languages (ACAVAM107). Physical (Gross Motor)
Researching native Australian animals Social
that sleep at day or at night using
(ACLFRC005). Shadow puppets Emotional
books, websites and videos (ACADRM028). Cognitive/ Language
(WAHASS15). Spiritual / Moral
Australian Curriculum: Science (Year 1)

Sub-strands Content Descriptions Achievement Standard

Biological  Living things have a variety of external features (ACSSU017) By the end of Year 1, students
sciences  Living things live in different places where their needs are met (ACSSU211) describe objects and events that
they encounter in their everyday
lives, and the effects of
Chemical  Everyday materials can be physically changed in a variety of ways (ACSSU018) interacting with materials and
Science understanding

sciences objects. They identify a range of

habitats. They describe changes to
Earth and space  Observable changes occur in the sky and landscape (ACSSU019) things in their local environment
sciences and suggest how science helps
people care for environments.
Physical sciences  Light and sound are produced by a range of sources and can be sensed (ACSSU020)
Students make predictions, and
investigate everyday phenomena.
Nature and  Science involves asking questions about, and describing changes in, objects and events They follow instructions to record
Science as a human endeavour

development of (ACSHE021) and sort their observations and

science share their observations with

Use and  People use science in their daily lives, including when caring for their environment and
influence of living things (ACSHE022)
science (1-2)
(Year 1-2)

Questioning and  Respond to and pose questions, and make predictions about familiar objects and events
predicting (ACSIS024)
Science inquiry skills

Planning and  Participate in different types of guided investigations to explore and answer questions, such
conducting as manipulating materials, testing ideas, and accessing information sources (ACSIS025)
 Use informal measurements in the collection and recording of observations, with the
assistance of digital technologies as appropriate (ACSIS026)
(Year 1-2)

Processing and  Use a range of methods to sort information, including drawings and provided tables
analysing data (ACSIS027)
and information  Through discussion, compare observations with predictions (ACSIS212)
Australian Curriculum: Science (Year 1)

Sub-strands Content Descriptions Achievement Standard

Evaluating  Compare observations with those of others (ACSIS213)

Communicating  Represent and communicate observations and ideas in a variety of ways such as oral and
written language, drawing and role play (ACSIS029)
General Capabilities Cross Curriculum Priorities Notes:
 Literacy  Aboriginal and Torres Strait
 Numeracy Islander histories and cultures
 Information and communication  Asia and Australia’s engagement
technology (ICT) competence with Asia
 Critical and creative thinking  Sustainability
 Ethical behaviour
 Personal and social competence
 Intercultural understanding


EYLF Responsiveness to Learning through Intentional Learning Assessment for Cultural Continuity of Holistic approaches
PRACTICES children play teaching environments learning competence learning &
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 3.Children have a strong 4.Children are confident and 5.Children are effective
sense of diversity with and contribute to their sense of wellbeing involved learners communicators

General Capabilities:
Literacy engage Numeracy Elaborate ICT Explore, Explain Critical and creative Ethical Behaviour Explain Personal and social Intercultural Understanding
explore thinking explore Competence engage,
explore, explain,
elaborate, evaluate
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability STEM design brief

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about day time and night time
 To elicit students’ questions/ prior knowledge about what day and night looks like.
 Diagnostic assessment used- in this lesson you will find out what the students already know about daytime and night time. This will allow you to take account of students’ existing ideas when
planning learning experiences

LES LINKS (include learner diversity)
SO Science Science as Science
N Understa a Human Inquiry
nding Endeavour Skills
1 Principles 3. EAR COMMU Write what day Diagnostic Mat session What does ‘Good
M High expectations TH NICATIN time and night time W That they Teacher reads book ‘Good Day, Good Night’ day/night Day, Good
on & equity AND G look like, sound wrote making comments about the environment in look like? Night’
da Practices SPAC Represent like and feel like on describing the book during daytime and night time. How do you
y Intentional E and a Y chart. words for the Teacher asks children how they know its is know it is
teaching SCIE communic Y chart of daytime or night time. day or night? Looks
Outcomes 5: NCE ate day/night Class is split up into rotation groups like/
Children are S observatio time. The science rotations: What does sounds
effective Obser ns and H Through A. Small groups sit with the teacher and night look like/ feels
communicators vable ideas in a observing the children write on a Y chart of looks like/sound like Y
5.1 Children chang variety of children like/sounds like/feels like for night like/feel like? charts
interact verbally es ways while they What does Pencils
time and day time. Support/enabling
and non-verbally occur (ACSIS02 are writing daytime look Paper
with others for a in the 9) and through the teacher helps children spell the like/sound Coloured
words and write the word on a
range of purposes sky the finished different page for the child to copy. like/ feel pencils
5.3 Children and Y chart B. Children asked to draw night time or like?
express ideas and lands Draw a picture of W That they day time.
make meaning cape what day time or drew a KWL
C. From table A children are given a
using a range of (ACS night time looks picture of What are charts
media. SU01 like. what KWL chart and are asked to put one somethings
9) day/night thing in the what I know box and what you already
time looks I want to know box to do with night know?
like. time and daytime. Extension, children What are
H Through write two or more in these two boxes. somethings
their finished When using the KWL chart that you
drawing. would want
throughout the forward planning
to find out
document children write the school more about?
week and day of the week and the

After the whole class has completed the

activities all the students sit down on the mat
to the mat and discuss what they want to know
on the topic of night time and day time and the
teacher writes these on the board.

5E’s- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences of the sun, earth and moon
 To support students to investigate and explore ideas about how the model relates to their experiences of daytime and night time.
 Formative assessment

LES Science Scien Science Inquiry Skills (include learner diversity)
SO Understanding ce as
2 Practices EARTH PLANNING Write predictions Formative Mat session Do you Photos of
W Intentional AND AND about the moon W Whether they Children are shown photos of shadow remember shadow
ed teaching SPACE CONDUCT phases for the made puppets and shadow art they created in doing this activities.
ne Holistic SCIENC ING model. predictions prior lessons and are asked what they activity?
sd approaches ES Participate about how the used to create the shadows. What are you
ay Outcomes 4. Observa in guided moon phases doing in the
Children are ble investigatio would look on Once children list that they needed a picture?
confident and changes ns to the model. lamp and something to block the light How do you
involved occur in explore and H Through their children are asked when they outside make
learners the sky answer written what is a light source they can use to shadows?
4.4 Children and questions predictions on create shadows. The teacher prompts What light is
resource their landscap (ACSIS025) their worksheet the children until they answer that the there outside
own learning e Through Follow the W That they sun is an outside source of light. that we can
through (ACSSU discussion, teacher’s follow the The teacher shows the children a globe use when Globe
connecting 019) compare instructions for teacher’s and states that they are going to observe making Lamp
with people, observations using the materials. instructions for light and shadows on the model of the shadows?
place, with using the earth, sun and moon.
technologies predictions materials.
and natural (ACSIS212) H Through The teacher chooses a small group of Do you know Darker
and anecdotal notes six. The teacher shows the children the what country area of the
processed and photos lamp and globe, and states that the lamp you are in? classroom,
materials taken of the will represent the sun. The children are Can you find with
children using asked if they know where they are on Australia on windows
the materials. earth, what country they are in. the globe? covered/
Relate the model to W That they A child is asked to find Australia on the blinds
earth’s daytime and answer globe. When they find it are given a down.
night time. questions about piece of blue tack and are guided to Blue tack
what time of day stick it specifically on the location that
based on the matches where their city is.
model. The globe is placed around 30 cm away
H Through a from the lamp.
checklist for A different child is asked to turn the
each question lamp on.
relating to earth The teacher points at the part of the
weather and globe that is lit up from the lamp and
which children asks if there is light on that part of the
answered the earth what time of day would it be
questions. there. Prompt the students until they
answer that it would be day time.

The teacher points to the part in the What time of

shadow and then asks the children what day is it on
time of day it would be on that part of that part of
the earth if it is in the shadow. Prompt the globe?
the students until they answer that it
would be night time.
Extension Questions
Ask the students what time of day it
would be according to the model where What way
they are on the globe. should the
Ask students where the globe should be globe be
facing for the current time of day where facing for the
they are on the globe and then the time of day it
teacher chooses one child to turn the currently is
globe to a correct position. for us?
The teacher asks a child to very slowly If it is just
turn the globe and asks the other going from
children what would be happening the sunlight
where the globe is spinning from the into the
shadow into the sunlight. If the children shadow what
cannot answer prompt them with time of day
questions about what happens in the sky do you think
in the morning the sun starts to be it is?
visible. Prompt them until they answer If that part is
that is would be sunrise. going from
The teacher asks an another child to the shadow
continue turning the globe and asks the and moving
other children what would be happening to the light,
where the globe is spinning from the what time of
sunlight into the shadow. If the children day do you
cannot answer prompt them with think it is?
questions about what happens in the sky
just before night time the sun starts to
look like it is “disappearing”. Prompt
them until they answer that is would be
The moon is introduced to the model, Where do Moon-
the globe is removed and the teacher you think the White
points on the worksheet at the four moon will be styrofoam
different pictures of moon phases and in each ball on a
asks the children where the moon will phase? pop stick
be compared to the sun to make that Moon
moon phase and asks the children to phases
write this on the prediction box of the worksheet
four moon phases. Pencils
One child who is told that they are
pretending to be the earth is asked to
slowly turn around with the moon in
hand and the other children stand
behind the child and put their hand up
when they see a phase of the moon that
is on their sheet. Were your
The moon starts facing completely predictions
away from the sun and is moved as the correct? How
‘earth’ turns in a circle. were the
The four pictures on the sheet are results
matched with the model and children different to
write in the second box where the moon what you
was. predicted?
Teacher asks the children if their What have
predictions were correct if not, how you learnt?
were they different. What more
Children are given time to write what do you want KWL
they have learnt and what they want to to know? charts
know in their KWL charts.
The group moves on to a different
activity. http://ww
Related ICT activity- Children who are w.scootle.
waiting between activities or who have edu.au/ec/
finished the activities play the shadow viewing/L
matching game on the smartboard. 756/index.
5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings of different celestial things that are visible in the sky.
 Formative assessment

LES Science Science as a Science (include learner diversity)
SO Underst Human Inquiry Skills
anding Endeavour
4 Principles 3. EAR Students follow Formative Children are told that they are going to
M High expectations TH their assigned W That students research different topics so that they can
& equity AN group roles of are following teach their friends about what they have
Practices D reader, scribe, time the roles learnt at the end of the lesson.
da Intentional SPA keeper and assigned to them
y teaching CE reporter. by the teacher The children are told that they will be in
Assessment for SCI H Through a small topic groups and will be given
learning ENC checklist of books, pictures, articles and videos to
Outcomes 4: ES whether they are watch that they will use to learn about
Children are Obs showing that the topic. What do you
confident and erva they are In the groups there are four roles: the think the role
involved learners ble following their reader, the scribe, time keeper and of the reader/
4.2 Children chan roles. reporter. The reader, reads aloud the scribe/ time
develop a range of ges Write information W That students books and articles to their group. The keeper/
skills and occu recalled from their wrote three scribe writes down the important reporter is?
processes such as r in group and talking pieces of information, but not everything that is
problem solving, the to other groups in information for read. The teacher models how if they
enquiry, sky their KWL. each group in are learning about the sun and the book
experimentation, and their KWL. says ‘the sun is hot’ the teacher would
hypothesising, land H Through their only write down ‘hot’. The reporter tells
researching and scap KWL from that the teacher what they have learnt so far
investigating e day. and what the group is up to. The time
5: Children are (AC Work W That they can keeper makes sure that the group is
effective SSU collaboratively work with doing their roles and are on task.
communicators 019) within a group. others for the
5.2 Children lesson. Children are split into six groups
engage with a H Anecdotal a. Sun group
range of texts and notes about b. Moon group
gain meaning behaviour and c. Night Stars
from these texts putting an Do you
asterisk next to Each topic has two different groups. remember
children’s The groups can be mixed ability, with what your
names if they confident readers being the reader and role is?
continuously competent writers being the scribe. The Do you
argue within the groups can be same ability, with the remember
group. materials adjusted for the children’s which group
reading and writing. The groups are you are in?
related to what children wrote in their
iPads with
KWL charts for ‘what I want to know’.
Each group is given books on the topic, Which
printed articles and is rotated through reading are
using the ipads to watch videos on their you doing?
topics. The teacher continuously checks What have
up on all the groups, making sure you learnt so
children are following their roles. far?
After 20 minutes the teacher stops the
children and gets their attention. The
children are told that after the
instructions they are going to tell a
buddy about what they learnt.
Steps for telling classmates what they
have learnt:
1. Find someone who did a different
topic to you.
2. Pick one to be person A and the
other to be B (the person who is
taller or has longer hair for
3. Person A talks for 2 minutes about
what they have learnt, with a 2
minute timer on the board.
4. Person B tells person A the basics
about what person A learnt for 30
seconds with a timer on the board.
5. Person B talks for 2 minutes about
what they have learnt, with a 2
minute timer on the board.
6. Person A tells person B the basics
about what person A learnt for 30
seconds with a timer on the board.
7. The pair splits up and everyone
makes a pair with someone who’s
topic they have not discussed.
8. Steps two to six repeat.
What have
After the discussion is finished, children you learnt in
are given time to write at least one thing this lesson? KWL
they learnt about each topic in their charts
KWL charts.

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

LES Scienc Science as a Science (include learner diversity)
SO e Human Inquiry
Under Endeavour Skills
4 Principles 3. EA NATURE PLA Summative- Mat Session Which of
W High expectations RT AND NNIN Science Inquiry Children are told that they are going to these groups
ed & equity H DEVELO G Skills be scientists and in groups they are are you
ne Practices AN PMENT AND Record information W Whether they going to be doing an experiment. interested in?
sd Responsiveness to D OF CON about the wrote answers Possible groups to choose from such as: Ipads with
ay children SP SCIENCE DUC experiment on to the questions -How do plants change over a full day? How do you time lapse
Assessment for AC Science TING worksheet. on the Observing grass/class plant over a full think a plant app
learning E involves Partic worksheet. day by time-lapse photography on the visibly
Intentional SCI observing, ipate H Through the ipads. changes over Car
teaching EN asking in finished -Measuring the different temperatures in a day? thermomet
Outcomes 4: CE questions guide worksheet. the outdoor environment. Do you think er
Children are S about, and d Follow group roles W Whether the Using a battery car thermometer that different
confident and Obs describing invest of facilitator, students measuring the different temperatures in spots in the Camera/ph
involved learners erv changes igatio scribe, time keeper followed the the outdoor environment. outdoor area one/ipad at
4.2 Children able in, objects ns to and reporter. role of the group -Comparing outside your house during would be home to
develop a range of cha and events explo assign to them. the day and at night. hotter? take
skills and nge (ACSHE0 re and H Through a Taking photos/videos (for different What photos/vid
processes such as s 21) answe checklist of sounds) of their home backyard/front differences eos
problem solving, occ r whether they yard in daytime and night time and are there Experimen
enquiry, ur questi followed their contrasting the pictures. outside your t
experimentation, in ons role or not. These groups are formed from the house during worksheet
hypothesising, the (ACS Work W That they can children’s KWL charts. the night and
researching and sky IS025 collaboratively work with Children can choose which group they during the Pencils
investigating and ) within a group. others for the are in. day?
5 Children are lan lesson. There are four roles the facilitator, the
effective dsc H Anecdotal scribe, the time keeper and the reporter. Do you know
communicators ape notes about The facilitator leads the group. The what a
5.5 Children use (A behaviour and scribe writes down the important facilitator/
information and CS putting an information. The reporter tells the scribe/
communication SU asterisk next to teacher what they have learnt so far and reporter/ time
technologies to 019 children’s what the group is up to. The time keeper keeper does?
access ) names if they makes sure that they are using the time What are you
information, continuously allocated in the best ways possible. trying to find
investigate ideas argue within the The teacher assigns the children their out?
and represent their group. roles. What will
thinking The teacher explains that in their you observe?
experiments they are asking questions How will
about: your record
-What they want to find out? your
-What are they observing? information?
-How will they record What are you
their information? changing,
-What is the one thing that they are and what will
changing in what they are observing and be the same?
not change anything else? What do you
-What do they think will happen? think will
-How will they display their final happen?
results? How will you
These are on a worksheet given to each tell others
group. about what
you found
The teacher discusses these questions out?
with each group, starting with the
outdoor temperature group.
What will
The groups prepare their experiments. you be doing
in your
At the end of the lesson the reporter experiment
talks for a minute about what they are next lesson?
doing, how they will do it and what they
think will happen in their experiment.

The experiments continue in the next


5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about observable changes in the sky and landscape and represent what they know about their chosen topic.
 Summative assessment of science understanding

Science Science as a Science (include learner diversity)
Understa Human Inquiry
nding Endeavour Skills
6 Principles 3. EAR Evaluate what they Summative- The teacher shows the children the Do you KWL
Wedn High TH wanted to know Science original KWL chart and has added from remember chart from
esday expectations & AND from original kwl Understanding the children’s KWL chart what they making this? first lesson
equity SPA chart and whether W Can the wanted to know from the first few Do you think
5. Ongoing CE they have gained student evaluate weeks. you know
learning & SCIE knowledge in the whether they The teacher reviews the different things more about
reflective NCE topic. have learned the children wanted to know and asks this topic
practice S information on them if they now know anything about now?
Practices Obser topics of the the topics and has children answer the
Intentional vable program. questions. Which topic
teaching chang H Through The teacher then tells the children that would you
Assessment for es children’s they can pick their favourite thing from like to make
learning occur answers during the chart that they have now learned a diagram
Outcomes 5 in the the mat session. about and draw a diagram and write and write Lined
Children are sky Create a diagram W That students about what they know. The children about? paper
effective and and write a created a have their KWL charts, photos from the Pencils
communicators lands paragraph on the diagram and activities, books and photos about the Blank
5.1 Children cape topic previously wrote a topics to refer to when making their paper
interact (ACS learnt. paragraph about diagram. Coloured
verbally and SU01 the topic The teacher calls out the different topics pencils
non-verbally 9) previously learnt on the KWL chart and children who All the
with others for H Through the want to do that topic put their hand up children’s
a range of finished diagram and are pointed to an area to sit at withWhat will be KWL
purposes and written books and pictures about the topics. in your charts
5.5 Children paragraph. diagram?
use Share materials W Students The children are given their KWL What is the
information with classmates. share the charts and are checked in by the teacher important
and informational as they are writing and drawing their information
communicatio materials with diagram. Support/enabling is the teacher for this topic?
n technologies their classmates. spends more time with children who are
to access H Anecdotal having trouble and scaffolds their
information, notes are taken writing.
investigate and an asterisk
ideas and is put next to a At the end of the lesson one person What is your
represent their children’s from each topic group is asked to show topic? Can
thinking names if they their diagram and talk for minute about you tell us
continuously their topic. about it?

In the outdoor play environment there is a bird bath, that many birds use throughout the day.
With the seasons changing to Summer, it is now a lot hotter, the sunlight is making the water too hot for the birds and the water is so hot it is turning to steam.
The school gardener has to fill up the bird bath everyday! The Summer holidays are soon and when it is school holidays the gardener will not be there
everyday to fill up the bird bath.
The principal has suggested that the year ones can design something to cover the bird bath, that keeps it cool, allows the birds to enter and exit, and can be
easily taken down when the season changes.
The year ones will make a design and mini models of coverings for the bird bath. The materials there for the model are wire, dark fabric, light fabric, wood,
duck tape, super glue and hard transparent plastic.