FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 2 LEARNING AREA/TOPIC: Science

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

Notes about device access in the classroom:

Students have parent provided ipads with apple id’s that are linked to school emails which allow for teachers/ IT to push apps onto the students ipads.
IT have restrictions set onto the network provider as to ensure students aren’t accessing inappropriate/ irrelevant content will on school premises.
All applications used during the lessons will have been used previously in lessons before hand, allowing students to use the ICT tools effectively.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 3 Students will: Introduction:

Lesson 1 Science Students will need to have their ipads and be seated at
The assessment
Introduction Understanding: - Describe the
for this lesson their desks.
to the topic Living things different stages of will be a -The teacher will come around with small,
grow, change
development in formative transparent containers that contain meal
and have
offspring similar mealworms and assessment in worms, outline to the students they are not to
to themselves humans through an the form of the touch anything in the container or the container
(ACSSU030) audio-visual video pieces
itself
presentation that each
Science as a student will There will be one container per two students.
Human complete,
Endeavour: - Explain the
1: The teacher will ask the students to look at the
showing the mealworms and using the application “word” on their
Use informal developmental Application: Word
understanding iPad, write what they think they are.
measurements stages of humans and of the concept Document, allows
to collect and 2: Then get the students to discuss what they think the
record
mealworms, outlining that animals
mealworms are with their partners.
the students to
observations, the differences develop and 3: Open a whole class discussion, having each pair voice type in a
using digital between the two in grow in different what they think is in the container. document
technologies as their science ways 4: Tell the students that the containers have mealworms
appropriate journals. in them and ask students if they know anything about
( ACSIS039)
mealworms.

Then ask:
- What do you think the mealworms will turn into
?
- What do you think they will look like?
- What do you think mealworms need to grow ( Container of
food, water, shelter) mealworms
 - What changes do you think the mealworm will
go through ?

Explain to the students that, over the course of a few

weeks, the class will be watching the mealworms and
how they change over time. They will also be learning
about other animals and how they change and grow.
Body:
Students will be creating a video that illustrates what
they think the mealworms will turn into. They will also
draw how people change as they grow up.

Before the students begin the activity, the teacher will SeeSaw: An
need to explain the different stages of development, application that
using the mealworms and humans as examples. allows the
- Need to highlight the Egg, Larvae, Pupae and teacher to setup a
Adulthood stages of develop for mealworms virtual classroom
1:Students will fill in the “growing things” work sheet where students
(resource 1), drawing each stage of growth in both the can upload
mealworm and the person. documents
- Stages of development will have been left on the
board from explicit teaching

2: Students will take photos of each development stage

and import the photos into the app “imovie”
3: Students will then need to voice over what stage of
development the photo shows and the differences Word Wall: A wall
between the person and the mealworm that has words
4: Once the video is completed, students will upload that are relevant
their products to the application “SeeSaw”
to specific subject
Conclusion: areas
 Once the students have uploaded their productions to Science Journal:
the classroom SeeSaw, ask the students what words Their science
they think they should add to the word wall for science.
journals will be on
- Add the different stages of development for
their ipads in an
mealworms
application called
Once the words have been added to the wall, have the “Day One”.
students write in their science journals how humans and
mealworms are different and whether they think
different animals grow in different ways

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Week 4 Students will: Introduction This website is from

Lesson 2 Science The teacher will review the previous science lesson for the ABC and
Understanding: The assessment for
- Construct summative this lesson will be
this sequence, reviewing the words that were put onto describes the
Living things
narratives that formative, as the the word wall. different
grow, change
identify the key teacher will use the The teacher will ask the students what they know about classifications of
and have
books created by different animals: animals:
offspring similar differences and the students’ in
to themselves - Can anyone list some animals ?
similarities between order to evaluate
- Do we think that animals can be put in groups based http://education.abc
(ACSSU030) the understanding
different animal on similarities ? .net.au/home#!/digi
and learning of the
Science as a classifications student. book/1456674/rema
Human rkable-animal-and-
Endeavour: Body plant-life-cycles
Science involves - Explain that animals Students will be introduced to a new project, where they
observing, have different will be analysing the stages of development they have
asking questions methods of giving undergone and compare this against a mammal of their
about and birth and this is how choosing as well as the mealworms in the classroom.
describing
changes in they are classified in
The teacher will take the students through the ABC
objects and the animal kingdom
Education website that outlines the differences
events
between the way in which animals are born and
(ACSHE034)
develop, paying specific attention towards the
classification of each animal.

1: Teacher will project the website onto the smart

board, having all the students sitting on the mat Science Journal:
Their science
2: Teacher will go chapters 1,2,3,4,5,6 and 10. This will journals will be on
aid in the differentiation of the animal classifications their ipads in an
and gives the students a definition of mammals which application called
they will need to write down. “Day One”.

- Teacher will stop and write important details on

the whiteboard for students to copy into science
journals

3: The students will then need to make a summary book Book Creator: Allows
of what they have just learnt about the different the students to
classification of animals and how they develop create a virtual book
differently. Students will use the notes that were with text and images
written on the board by the teacher during the reading
and viewing of the ABC resource.
- This is to be done in book creator, as the
students are able to add images as well as texts

Conclusion
The teacher will then introduce the project, giving the
students a letter to be sent home that asks the
students’ parents for the following:
 - Pictures of the student as a baby
- The weight of the student as a baby
- The birth length of the student
- Head circumference at birth

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Week 5 Students will: Introduction:

Lesson - Describe the similarities The assessment Students will be completing their development projects,
3 and differences for this lesson as such they will need to have their baby photos, weight
between two species of will be and height.
animal using the summative, as Have the students seated at their desks and introduce
application TimeStream the teacher will the project.
look at the
presentations Body:
- Explain how and why created by each For the project, students will be comparing the
animals are different to student and developmental stages of themselves from when they
one another and how evaluate their were newborns to where they are now. They will be
they grow in different learning of the comparing this against the development of a mammal
science topic of their choosing and the mealworms.
area, checking
ways using prezi to to see lesson 1: Students will need to use the application Timestream: An
present theses ideas objectives have “Timestream” to create a timeline for the different application that
been met and development stages of both the mammal of the allows students to
understanding is students choosing and the mealworms. create timelines
good . 2: Students will create a presentation using “Prezi” using
the structure outlined in resource 2. Prezi: A presentation
app that gives
Conclusion: student a range of
Have the students submit their presentations to the creative
class schoology and have a class discussion about what presentation tools.
each student chose as their mammal and why.