Syllabus Content
WEEK 2
K&U and Skill Outcomes and
Content
See appendix 1 for further
details.
ST1-8ES
Content: Observable changes
occur in the sky and landscape.
Students: use a range of
methods to describe
observable, short term changes
in the sky, e.g. the position of
the sun during the day.
ST1-4WS
This lesson covers aspects of all
of the content indicators of
working scientifically including
questioning and predicting,
planning and conducting
investigations, processing and
analysing data and information
and communicating.
EN1-1A
Students:
 Develop and apply
contextual knowledge
Suggested teaching, learning and assessment experiences
Learning Experience Name: Does Granny need to move?
Sequenced Teaching and learning activities Instructional Approaches Assessment
activities/strategies
This lesson builds on the understandings of the first lesson with a teacher guided problem-
based lesson investigating the Sun’s position in the sky over the course of a number of hours.
Elaborate (5E Model Phase 4)
Investigation topic: Does Granny need to move?
Teacher introduces the problem. Granny loves sitting outside under a tree all day. Will she Questioning to elicit
need to mover her chair or can she stay in the same place? Discuss the idea of a shadow and ideas (Deehan, 2018)
why the tree casts a shadow (the object is blocking the sun’s light). Will Granny Need to move?
Students given time to reflect on their prediction then each student writes their name on a
Summative Assessment
post it note which they then stick under either a ‘yes’ or ‘no’ which are written at the top of
two pieces of cardboard stuck to the wall of the classroom (Revised Blooms Taxonomy: Apply. of process.
Scamp and Preston, 2018, p.138). (EN1-1A)
Class goes outside (with a chair to a pre-selected tree where the chair is carefully placed in Indicators:
the shade (shadow of the tree) and photographed using a digital device of some sort (iPhone, Guided problem-based
learning
iPad, digital camera). Students then estimate the length of the shadow of the tree by using
Problem based learning is
their feet to measure. Students are able to:
known to engage
students in their learning  Create a table using
This exercise is repeated twice more at hourly intervals. Each time a photo is taken of the activities and facilitate a template
chair under the tree and the shadow of the tree is ‘measured’ and recorded using foot lengths. the construction of deep  Measure a shadow
Shadow lengths and time recorded in a table in the students’ workbooks .(EN1-2A). understandings. (Sikder, using informal
2018) measurements
Note: Before students go out into the playground the teacher needs to warn them again not  Work in team
collaboratively
to look directly at the sun and explain why. (See https://www.livescience.com/59699-solar-
 Contribute to
eclipse-eye-damage.html).
discussions
Syllabus Content
WEEK 2
K&U and Skill Outcomes and
Content
 Understand and apply
knowledge of language
forms and features
 Respond to texts
EN1-2A
Students: compose texts
supported by visual information
on familiar topics
MA1-5NA
Students: Use and record a
range of mental strategies to
solve addition and subtraction
problems involving one and
two-digit numbers
MA1-9MG
Students:
 Record lengths by referring
to the number and type of
uniform informal unit used
 Compare the lengths of
two or more objects using
Suggested teaching, learning and assessment experiences
Learning Experience Name: Does Granny need to move?
Sequenced Teaching and learning activities Instructional Approaches Assessment
activities/strategies
Class discussion. Did Granny need to mover her chair? Why? Why not? Teacher puts the Guided discussion
Students’ knowledge and Assessed through
photos of Granny’s chair under the tree up on the IWB. Did the shadows change? Was the
understandings are workbooks and teacher
shadow of the tree always the same length? Did it get longer or shorter? Students use the
elicited through careful observation.
data they have collected to contribute to the discussion and support their answers. (Revised teacher questioning.
Blooms Taxonomy: Analyse. Scamp and Preston, 2018, p.138). (EN1-1A)
Class views Light and Shadows interactive introduction on the IWB then work through the Use of ICT
activities as a class with students taking turns to complete the activities. The students then To reinforce learning and
form groups of 3 or 4 and use iPads to take turns at the shadow matching activities. concepts introduced.
After students have had time for everyone to match shadows, the teacher poses the
Read Aloud
question Does the sun actually moves across the sky? Students think pair share their Questioning
responses. The teacher then reads aloud Day and Night, by Kim (2016). Teacher asks To develop deep
questions after reading the book to check the students’ understandings. The Sun doesn’t understanding of the
move across the sky, the earth spins. (EN1-1A) topic.
Strategies for differentiated learning included in this lesson include: (NESA, 2017)
Use of different learning styles, visual, verbal (auditory), kinaesthetic.
Use of a variety of instructional approaches – teacher directed, cooperative learning strategies
both class and individual, Read Aloud, use of interactive ICT
Use a variety of materials IWB, paper and pencil tasks, informal measuring, digital camera.
Syllabus Content
WEEK 2
K&U and Skill Outcomes and
Content
appropriate informal unity
lengths
MA1-17SP
Students:
 Represent data with
objects and drawings
where one object or
drawing represents one
data value and describe the
displays.
 Interpret information
presented in data displays
where one object, picture
or drawing represents one
data value.
Suggested teaching, learning and assessment experiences
Learning Experience Name: Does Granny need to move?
Sequenced Teaching and learning activities Instructional Approaches Assessment
activities/strategies
Ideas for this lesson were adapted from Scamp & Preston, 2014, p. 451 and Education
Services Australia (n.d.).
Resources
IWB
Post it notes
Yes and No cardboard
Chair
Clip boards, workbooks, pens
Digital resource to take and upload photos with
ICT Resource, Education Services Australia. (2013) Light and Shadows.
Book Day and Night, Kim, 2016