FORWARD PLANNING DOCUMENT

TERM: 2 WEEKS: 8 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- EVALUATE (1 lesson)

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

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON
LINKS LESSON (what & how) EXPERIENCES
Science Science as Science OBJECTIVE (include learner diversity)
Understanding a Human Inquiry
Endeavour Skills
AND KEY QUESTIONS
Week Science Understanding: Students will Summative Introduction
8 Earth and Space Science create a assessment - Students will revise what they did last week by turning to their partner and
television (Science discussing 5 things that they remember. This will be shared to the class by
Lesson ACSSU032 advertisement Understanding) choosing students with their hands up.
8 Earth’s resources are used in that promotes
- Students will be prompted to recall information about the water cycle, clouds,
a variety of ways information, Students will
water safety create a water collection, water filtration and sustainable water uses. This will allow
Science as a human and smart and recording of an them to make connections between these aspects of water and will promote
endeavour sustainable Information critical thinking for the next task.
Use and influence of science uses of water video where they - A Kahoot quiz will be used to consolidate students’ knowledge. This
explore the information will be taken from the formative assessment throughout the unit, Kahoot Quiz
ACSHE035 Students will information they where the teacher feels understanding is lacking.
People use science in their collaborate have learned
daily lives, including when effectively in a about water, Body
caring for their environment team, and will where it comes - Students will be told that they will need to display their knowledge about what
and living things fulfil the duties from, water wise
they have learned in this unit in an informational video.
of their group usages of water,
Science Inquiry Skills role and the - Key questions
Communicating importance of o What have you learned about
sustainability.  The water cycle
ACSIS042
Represent and communicate create relevant
observations and ideas in a props for their
variety of ways such as oral informational
and written language, video
drawing and role play
Students will This information  Clouds
will be used as a  Water collection
summative  Clean water
assessment for
 Sustainable water uses
students as the
teacher can o Explain the science behind the water cycle
assess students’ o Explain why we get different types of clouds
knowledge on - Students will be allocated groups by the teacher. Students who need support
the broad range will be paired strategically with those who need extension so it creates a
of topics and how balanced and supportive group.
that knowledge - Manageable group sizes are ideal (3 students), as all students will have a longer
combines to
opportunity to express their knowledge, and it reduces the likelihood of
create a holistic
view on the disagreements.
importance of - Students will be told that they have 45 minutes to film their video. They will be
water. allowed to film inside the classroom, or outside of the classroom in the
teacher’s view. Their video must be between 2-3 minutes long.
See appendix 1 - Students will also be told that they are responsible for one iPad. No running,
for rubric. jumping or unacceptable behaviour will be tolerated, and the iPad will be
removed from the group if this occurs. The iPad will be set up on a high surface
so all students will be included in the informative video.
- Students who need support can be catered for as they are given an opportunity
to verbalise their knowledge, and can use drawings or visuals to support their
discussion. iPad
- Students who need to be extended will be expected to provide information on
why certain aspects happen and the science behind them.
- The creation of props will be allowed
o There will be access to
 Paper
 Glue
 Scissors
 Cotton wool
 String
 Pom poms
 Pipe cleaners
- The teacher will ask select students to repeat the guidelines back to the class
and will be told that they are to present their informational video to the class
at the end.
 - Once all aspects of this task are clear, the teacher will allocate one student
from each group to get an iPad.
- While the students are filming, the teacher will hover around the groups to
frequently check for understanding and progress
- Students will be given 3 minutes to pack up their work area and come and sit
down on the mat with their iPads.

Closure
- Students will be given the opportunity to present their video’s to the group.
There needs to be around 10-15 minutes to allow all groups to present.
- Before presentations begin, students will be reminded of audience etiquette
and respect for the presenters
 Appendices
Appendix 1: Summative Assessment of Science Understanding – Rubric

Name: ______________________________________ Date: ________________________

Aspect Developing Accomplished Excellent

The water There is a basic There is a sound There is an exceptional
cycle understanding of the water understanding of the water understanding of the water
cycle but more work needs cycle. Information can be cycle. Information can be
to be done to make applied and they can make flexibly applied and they
connections and improve relevant connections. can make a several relevant
knowledge. Guidance is connections.
needed.
Cloud types There is a basic There is a sound There is an exceptional
understanding of the cloud understanding of the cloud understanding of the cloud
types but more work needs types. Information can be types. Information can be
to be done to make applied and they can make flexibly applied and they
connections and improve relevant connections. can make a several relevant
knowledge. Guidance is connections.
needed.
Water There is a basic There is a sound There is an exceptional
collection understanding of water understanding of water understanding of water
collection but more work collection. Information can collection. Information can
needs to be done to make be applied and they can be flexibly applied and they
connections and improve make relevant connections. can make a several relevant
knowledge. Guidance is connections.
needed.
Clean water There is a basic There is a sound There is an exceptional
understanding of the understanding of the understanding of the
importance of clean water importance of clean water. importance of clean water.
but more work needs to be Information can be applied Information can be flexibly
done to make connections and they can make relevant applied and they can make
and improve knowledge. connections. a several relevant
Guidance is needed. connections.
Water There is a basic There is a sound There is an exceptional
sustainability understanding of the understanding of the understanding of the
importance of water importance of water importance of water
sustainability but more sustainability. Information sustainability. Information
work needs to be done to can be applied and they can can be flexibly applied and
make connections and make relevant connections. they can make a several
improve knowledge. relevant connections.
Guidance is needed.